ISPI Nº 9026 “Mary Help of Christians”

Primary Education Teachers

“Partial Work”

Chair : Natural Sciences and its Didactics II

Year 2011

Teacher: Eliana Giunipero Students: Miriam Coronel

Course: 3rd. Year

Lesson plan :
Area: Natural Sciences and its Didactics II Year: 3rd. Degree
Topic: “The Respiratory System ” Axis: “Living beings and the environment”

Goals
That the student achieves:
• Know the characteristics of the respiratory system and its functions.
• Recognize and value your own and your colleagues' productions.
• Assess recording, experimentation, data tabulation and the use of area-specific
vocabulary.

Contents:
Conceptual:
• Nutrition functions: “Respiratory system”

Procedural:
• Observation, description and use of tables.

Attitudinal:
• Solidarity and cooperative disposition in relation to school activities in which he
participates.

Initial or motivational activities

Activity 1: “Flying balloons”
The teacher will suggest that the students play with colored balloons, which will be provided by her. The
game will begin by asking the group orally if they know how to inflate a balloon, what we need to play,
and if we could make a list of steps. After reaching an agreement, the students will transcribe the
conclusions in their notebooks.
“Flying balloons”
We need: 1 balloon of our favorite color.
Steps to play:
• I take a deep breath and begin to inflate the balloon.
• I make sure it has enough air inside.
• I let go and watch it shoot.
• We see which balloon went the furthest.

Activity 2: “Let's talk”

After finishing the game we talked with the students about the results, if they enjoyed it and who inflated
the largest balloons. The teacher will guide the talk with questions such as: Who blew up the biggest
balloon? Was it difficult to inflate it? Did you have to use a lot of force? What do we inflate balloons
with? When do we feel the air? Could we say that air can also enter and leave our body? When?
Students will discuss possible answers to these questions, respecting their turn to speak and their own and
their classmates' opinions. Once the first group conclusions have been made, the teacher will give you a
photocopy, which you will read as a group.

- We read together.
I get informed:
The air is around us. We don't see it or smell it, but we can feel it every time the wind or breeze hits our
face. People, plants and animals need it to live. Thanks to the oxygen in the air, living beings can breathe.

Activity 3: “We relate”

The teacher, after reading the text, will propose to make an analogy about the balloon game and the
Respiratory System orally, through the following questions: What changes do we notice when the air
enters? And when does it come out? Can we feel when we breathe in that our chest expands? And when
we expire, what happens? To answer this question, the teacher will propose measuring the perimeter of
the rib cage during inspiration and expiration. Can we keep air inside our body as long as a tied balloon?
To answer these questions, students will put their hands around their ribs to perceive the changes in the
rib cage.

Development activities
Activity 1: “The Respiratory System”
The teacher will ask the students the following oral questions: Where does the air we inhale enter? Do
you know what part of our body it goes to? Are only the lungs responsible for our breathing? What other
organs will air pass through?
After talking with the students, the teacher will give them a text about the Respiratory System, with an
image of it without the names of the organs, which will be placed by the students with the help of a sheet
presented by the teacher. As the group reading develops, the teacher will make the necessary
interventions to clarify the students' doubts.
"Respiratory system"
• We read the following text carefully and complete the sheet together.
How does air enter and exit through the nose and mouth?
Air enters and leaves our body through the nose and mouth. But the substances that enter when we
breathe in are not the same as those that come out when we breathe out.
It is possible for our body to function for a time without food, but without oxygen it is impossible.
Oxygen is a fundamental substance to obtain energy from food.
The set of organs that participate in the process of inspiration and expiration is called the Respiratory
System , and is made up of a series of ducts called respiratory tracts, and two organs called lungs.
The lungs and part of the airways are located in the thoracic cavity or thorax . That cavity is delimited
by bones, the ribs; and for muscles, the intercostal muscles and the diaphragm.
Generally the air enters through the nose , where the air is humidified, warmed and freed of impurities.
From the nose, the inhaled air continues its journey to the pharynx , an organ shared by the digestive
system.
From the pharynx the air passes through the larynx and then through the trachea . This duct remains
open to the passage of air because it is made up of a series of thick and rigid C-shaped rings. At the end of
the trachea, there are other tubes, the bronchi . Each of them continues inside the lung .
The lungs surround the heart and occupy almost all of the space in the chest. Inside it, there is the end of
the bronchi, and smaller tubes called bronchioles . The end of the bronchioles ends with a bunch of small
sacs, the alveoli.
In the alveoli, the composition of the inhaled air is transformed into exhaled air.
Activity 2: “The air in our body”
The teacher will propose to the students to count the inspirations and expirations of their partner in a
resting state in one minute, with a stopwatch. Then the students will run for 3 minutes and time their
breathing rhythm again. Once the exercise is finished, the data will be recorded in a table. The children
will copy and carry out the activities in their notebooks.

“The air in our body”

• Using a stopwatch with a second hand, count how many times your partner breathes in 1 minute,
while at rest. Then have your partner count yours. and record the data obtained in the table.

• Read and answer the following question with your partner. Do you think that if we run for a few
minutes and count the inspirations they will be the same as in a resting state?

• Run for three minutes, and count your breaths again. Record the results in the table.
 Student 1 Student 2

Number of inspirations
in one minute, State of
rest.

Number of inspirations
in one minute, after
running

Activity 3: “Pulmonary ventilation”

The teacher will present the following questions: Why do we breathe faster when we run? Why do we
breathe normally again when we stop running?
The teacher will guide the students to reach common conclusions. Then the students will copy the
following text into their notebook:

"When we run"
Every time we run, all the muscles are activated. Therefore, the body needs more oxygen. Breathing
quickens; The heart, which is responsible for carrying oxygen throughout the body through blood, beats
faster.
When we are not agitated, the respiratory rate is 10 or 15 times per minute. When we run our breathing
rate increases approximately 20 times per minute.

Closing activities:
Activity 1: “Let's get to work”

The teacher will ask the students to draw their silhouette on a poster paper (requested the day
before). Then they will have to simulate the structure of the Respiratory System with disposable
materials provided by her. The students will be assisted during the construction of the models by
the teacher.
 The work will conclude with an exhibition of the work, where
the children will present orally the operation of said system.

The productions will be displayed on the walls of the institution.

"To work"

• With the help of your bench partner, draw your

silhouette on the poster paper.
 • With the materials presented by the lady, she tries to build “The respiratory system.” You
can help yourself with the image that is in your notebook.

Activity 2: “We learn to take care of ourselves”

The teacher will suggest doing an exercise where the students will have to inhale and exhale
deeply. Highlighting the importance of breathing correctly. Then the students will answer orally
the questions presented by the teacher. Were you sick this winter? In addition to the cold, what
other diseases do not allow us to breathe normally? When we are sick, what care does our family
provide us? What actions can we take to prevent these diseases? Do you know what a chronic
illness is? What chronic disease can affect the lungs? In addition to diseases, what other actions
can affect our lungs?
After the oral dialogue, the students will carry out the instructions presented by the teacher.

We learn to take care of ourselves!

• Make a list of the respiratory diseases you remember.

• Answer:
• When you are sick, do you come to school? Why?
• What care does your family provide you when you are sick?
• What recommendations do older people give you so that you don't get sick?

• We all think about what preventive actions we could take to avoid getting sick.

• We copy the list of prevention measures developed as a group into the notebook.

To prevent respiratory diseases we can

- Protect ourselves from the cold and rain by wearing warm
and appropriate clothing.
- Cover our nose and mouth when going outside when it is cold.
- Blow our noses daily to clean our nose.
- Eat plenty of fruits and vegetables that contain Vitamin C, such as citrus fruits.
- Avoid being close to sick people and when doing so, cover your mouth and nose, especially
when coughing or sneezing.
- Never smoke and ask people who smoke not to do so near us.
- Dry quickly after getting wet from rain or swimming.

Activity 2: “How much we learned”

The teacher will propose to the students to make a report on what they have learned. The
students will make a report, following the guidelines presented by the teacher. The work will be
done in class and guided by the teacher.

How much we learned!

What do you think if we tell everything we learned about “The Respiratory System”? Complete
the instructions presented on a separate sheet.

• On the first page, make a cover for your report. Remember that it has to have a title, your
name and don't forget to draw “The Respiratory System”.

• Narrate in a short text the entry and exit of air from our body with your words. You can
help you with the texts we read.
 • Copy the list of respiratory diseases and some prevention measures.

• On the last page, paste the image of the Respiratory System model you made.

Teaching strategies

The strategies used by the teacher:

- Orality.

- Individual work.

- Listen.

- Observation.
• Team work.

• Modeling.

• Data tabulation

Didactic resources

Resources used.

- Sheets.

- Photocopies.

- Images.

- Disposable materials.

• Balloons.

• School Supplies

• Poster paper.

• Chronometer.

Assessment

• The evaluation will be continuous, systematic and progressive.

Bibliography

• Authors: Karina M. Abellán; Marcelo d. Bazan; José Antonio Figueroa; Rebeca

Nisenholc Muler. Book: “Natural Sciences 8”. Publisher: Fresh ink. Year 2005.

• Jurisdictional Curriculum Design of Santa Fe. 1st cycle.

• Authors: Laura Roldán ; Alejandra Erbiti . Book: “Huaca la Vaca 2”. Publisher:

Puerto de Palos. Year 2010.

• Images: www.vi.cl/foro/topic/1071-apuntes-de-biologia-y-quimica/page__st__374