Shannon Brown
November 14, 2007
BIO 306 – O’Neil
50-Minute Lesson Plan
Lesson from: Patrick D. Shannon
Grades 2-5
Breathe In, Breathe Out
Introduction:
Many students are unaware that the primary function of the ribs is to protect the lungs, and to hold the lungs in a rigid, enclosed space. The lungs do not have muscles to move themselves. Instead, at the base of the rib cage there is a large muscle called the diaphragm that acts as the floor of the space that encloses the lungs. When breathing in, the diaphragm acts first by pulling down, causing air to be sucked in through the mouth to fill the extra space created by this movement of the diaphragm. The diaphragm then pushes up causing a smaller space in the box created by the ribs. This lack of space pushes the air out of the lungs. This is the process of breathing.
Standards:
Grade Two:
Physical Sciences, 1. c. Students know the way to change how something is moving is by giving it a push or a pull. The size of the change is related to the strength, or the amount of force, of the push or pull.
Investigation and Experimentation, 4. g. Follow oral instructions for a scientific investigation.
Objectives:
The learner will:
- Describe the process of breathing; what occurs to cause inhalation and exhalation.
- Explain how the ribs aid in the breathing process.
Materials:
· 1 clear plastic bottle
· Clay or playdough
· 1 regular size balloon.
· 1 tiny balloon.
· 1 plastic straw
· Rubber bands
Procedure:
1. Explain to students that they will make a model of their lungs so that they can see for themselves, and demonstrate to others how the lungs and the diaphragm work.
2. Provide a brief overview of the process of breathing in and breathing out (as discussed in the introduction) for the students prior to the construction of the “breathing” apparatus.
3. To begin the construction of the “breathing” apparatus, start with the rib cage. Instruct students to cut the bottom off their bottle, leaving a portion of the bottom edge for support.
4. Next, construct the lungs by attaching the tiny balloon to one end of a straw with a rubber band. Insert the straw and balloon into the bottle so that the open straw sticks out of the neck of the bottle. If you blow into the straw, the tiny balloon should inflate.
5. To create the airway, seal the bottleneck around the straw with the clay or playdough.
6. Create the diaphragm by cutting off the bottom part of a regular sized balloon (the side which is blown into). This piece may be discarded. Tie the tip of the balloon in a knot (the side opposite the part just cut off) and place the balloon over the opening on the bottom of the bottle, with the knot on the outside. Secure the balloon with rubber bands, and assure that it is stretched tight around the bottom of the bottle.
7. Allow students to experiment with their “breathing” apparatuses by pulling down on the knot. The small balloon should inflate, as the knot is pulled outward. This simulates the lungs expanding as the diaphragm pulls downward. When the knot is released, the small balloon shrinks, simulating breathing out. The straw simulates the airway (nose and mouth).
8. Instruct students to create a leak in the neck of the bottle my removing some clay or playdough. This demonstrates a collapsed lung, and shows students that the pressure created my the ribs and diaphragm is the only force that draws air into and pushes air out of the lungs.
9. After allowing students to investigate with their models, lead a class discussion allowing students to offer what they saw happening in their model and how this model is a representation of their lungs.
10. Also provide the explanation of what makes up the air (a mixture of gases composed of oxygen, nitrogen, and a minute amount of carbon dioxide) and how the body uses these gasses (oxygen especially) as well as the fact that the lungs are where carbon dioxide is removed from the blood as a waste product and is exhaled.
Discussion Questions:
1. What is a diaphragm and what is its function?
2. Describe what happens to your ribs, diaphragm and lungs when you inhale.
3. What happens when a person has a collapsed lung?
Extension Ideas:
Take students on a quick jog around the school campus. When the students return to class and are catching their breath, discuss what has happened. Ask students why they think they are breathing harder. (The body needs more energy, so the heart starts pumping blood faster to supply body with nutrients, and therefore, breathing rate increases to oxygenate the increased blood flow so that the body can get the oxygen in needs to perform required tasks).
Source:
Shannon, Patrick D., “Lungs in Rib Cage.” http://www.lessonplanspage.com/ SciencePELungs-TheBreathingMachineRevisedVersion25.htm
· This lesson comes from the lesson redesigned by Patrick D. Shannon at the website listed above.