NTEQ LESSON PLAN LESSON TITLE: A LOT OF HOT AIR SUBJECT AREA(S): GENERAL SCIENCE/LIFETIME WELLNESS

GRADE LEVEL: 7TH

LESSON SUMMARY Briefly describe the purpose of the lesson and the student activities.

During lab procedures, the students will gather lung capacity data. The data will be collected in a spreadsheet, formulas will be entered to calculate totals and averages, and students will create graphs. To guide high-level thinking, a Think Sheet will be used. For supplemental activities, the students will create a list of ideas explaining the differences in lung capacities and will design a breathing lung model using 2-liter bottles, balloons, and drinking straws.

LEARNING OBJECTIVES By the end of this lesson, the students will: 1. Calculate lung capacity and compare data to determine which sex had greater lung capacity. 2. Determine the difference between athlete and non-athlete lung capacity. 3. Create a breathing lung model.

STANDARDS National: • Students should develop an understanding of structure and function in living systems. Local: • The student will have the skills and knowledge to achieve and maintain a health-enhancing level of personal fitness. • The student will predict the function of an organ, given a description of its component tissues.

MATERIALS It is helpful to include a “Think Sheet” of questions that require students to use critical thinking skills.

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• • • • •

Balloon Ruler Predicting Worksheet Think Sheet Lab Procedures Handout

Drinking straws Sandwich bags 2 liter plastic bottles Rubber bands Scissors

COMPUTER FUNCTIONS AND DATA MANIPULATION Computer Function Calculate Graph

Computer Application Spreadsheet Spreadsheet

Data Manipulation Determine totals and averages Graph female/male lung capacity, female athlete/female non-athlete, male athlete/male nonathlete

SPECIFY PROBLEM Write in language you will use with students. For example, Today, we are going to investigate……

What would you do if …..

Have you ever heard that women are longer-winded than men? If they are, does this mean that their lungs can hold more air than a man's?

RESULTS PRESENTATION Using the spreadsheet software and their computed data, the students will create charts and graphs. The charts, the graphs, and the list of lung capacity differences will displayed with the Breathing Lung Model in exhibition form.

MULTIDIMENSIONAL ACTIVITIES Briefly describe the lesson activities. Begin with the Lesson Introduction or how you will introduce the problem and how you will address prerequisite skills, share learning objectives, and provide needed information. As you describe the computer activities, please include what students need to do before they go to the computers, while they are at the computers, and what they do after they finish computer work. Descriptions of the supporting activities follow the computer activities. This form has space for three computer and three supporting activities. When you design your lesson, include the appropriate number of each for your particular lesson. After these activities are planned, describe the Culminating Activity, or how main ideas will be reviewed and/or final presentations given. When these components are planned, describe the rotation plan – how students will rotate between the activities.

LESSON INTRODUCTION – Briefly describe how you will introduce the problem and how you will address any prerequisite skills, share learning objectives, and provide needed information.

This lesson could be used during an anatomy lesson for science or lifetime wellness. After introducing the topic and briefly discussing the respiratory system, the students will complete the predicting worksheet. We will also work through a math scenario that involves calculations similar to the ones found in the spreadsheet portion-totaling and averaging.

COMPUTER ACTIVITIES Activity 1 Activities to be completed: Prior to going to computer 1. Make initial predictions about female/male lung capacity. 2. Make initial predictions about athlete/non-athlete lung capacity. 3. Divide the students into groups of two. 4. Complete the lab procedure. 5. Plan computer tasks. At the computer 6. Create spreadsheet columns and rows. 7. Enter formulas. 8. Enter individual data. 9. Enter all averages once class has collected all data. 10. Create three graphs - Female vs. Male; Female Athlete vs. Female Non-Athlete; Male Athlete vs. Male Non-Athlete After going to computer 11. Answer Think Sheet questions. 12. Group reporter will share findings.

SUPPORTING ACTIVITIES Activity 1 Activities to be completed: 13. Create a list of ideas explaining why lung capacity differs among students.

Activity 2 Activities to be completed: 14. Design the Breathing Lung Model.

CULMINATING ACTIVITY – Briefly describe how main ideas will be reviewed and/or final presentations given. The students will complete the Think Sheet. Graphs will be printed and the students will present their findings to the class.

ROTATION PLAN Briefly describe how students will rotate through the computer and supporting activities My classroom has four computer stations. The lab activity must be completed before the students can move to the computer to input their data. Once the data has been collected, student groups can rotate to the computers to input their data. Each group has 15 minutes to input their data. While they are rotating, the students can work on their breathing lung model and list of ideas.

ASSESSMENT Use a template similar to the one below to develop your rubric(s).

A sample is provided to guide your writing. Rubric Template. Place performance objectives in the first column, then create descriptions of each level of performance. Objective or Performance

1.

2

Beginning 1 Description of identifiable criteria that reflect a beginning level of performance Repeat with next item

Objective or Performance

Developing 2 Description of identifiable criteria that reflect progress toward mastery of performance “

Accomplished 3 Description of identifiable criteria that reflect mastery of performance “

Exemplary 4 Description of identifiable criteria that reflect exceptional performance “

Beginning 1

Developing 2

Accomplished 3

Exemplary 4

Successfully completes task. All columns and rows are named appropriately, data is entered accurately, formulas are accurate, manipulation of data is evident, and printed reports are accurate. Technical and scientific principles are understood and communicated effectively. All portions of the assignment have been completed. Clear language demonstrates a good understanding of the key concepts, but labels could be more detailed. Data is accurate. Scientific vocabulary is used well. All labeling components are present.

Successfully completes task and extends it for greater understanding of topic. All columns and rows are named appropriately, data is entered accurately, formulas are accurate, manipulation of data is evident, and printed reports contain correct information. Technical and scientific principles are well understood. All three graphs have been completed appropriately. Clear and complete labeling demonstrates an understanding of the subject matter. Data is accurate. All labeling components--the title, the legend, the x-axis, and the y-axis--are present. Scientific vocabulary is used properly and effectively. Exhibit layout is selfexplanatory, and successfully incorporates a multisensory approach. Materials are creatively used. Correct graphs are displayed. List of lung capacity differences is present. Model functions.

1.

Students will generate spreadsheet charts

Task not completed with successful results. Inadequate or inappropriate attempts to communicate information show a misunderstanding of concepts and processes. Few, if any, formulas or printed reports are present.

Task is generally complete, with a few minor flaws. Attempts to complete activity with columns, rows, formulas, and printed reports, but data may not always be appropriate or accurate.

2.

Students will create graphs that showcase their data

Inadequate and incomplete graphs indicate poor understanding of the subject matter. Scientific terms are not used or are not used properly. Attempts to communicate information are not very successful. Data is inaccurate or not present, and labeling in insufficient.

Most of the assignment has been completed. All graphs are attempted. Writing style is adequate but sometimes indicates confused thinking about concepts. Some data is inaccurate and some labeling is incomplete.

3.

Students will create a breathing lung model and exhibit all documents

Score

Score

Lung Capacity Prediction Activity Make your predictions in liters

Female:

Male:

_______________

_______________

Female Athlete: _______________

Male Athlete: _______________

Female Nonathlete:

Male Non-athlete:

_______________

_______________

A Lot of Hot Air A Laboratory Procedure about Lung Capacity Strategy: You will measure the amount of air in your lungs and determine your average lung capacity. Materials: Balloon, ruler Procedure: 1. Stretch the balloon several times, take a deep breath, and blow into the balloon until you can no longer exhale. 2. When the balloon is removed from the mouth, hold the open end tightly so that no air escapes. 3. Next, measure the air-filled balloon's diameter by placing it next to ruler. The diameter should be recorded in your data table 4. The first three steps will be repeated four more times. Each time the results will be recorded. 5. Next, the group partner will complete the five trials. 6. Since the diameter of the balloon does not give lung capacity, the diameter of the balloon has to be converted into liters (the metric unit for volume); therefore, a graph must be used. The balloon's diameter for Trial 1 can be located along the bottom axis of the graph in Figure 2. Read up to the curved dark line, then across to locate lung capacity. Lung capacity can then be recorded in your data table. This can be repeated to determine lung capacity for all trials. Data and Observations: 1. Record your results in your Data Table. 2. Proceed to the computer to calculate totals and averages. Trial Your Balloon Diameter (cm) 1 2 3 4 5 Total Use spreadsheet to calculate Average Use spreadsheet to calculate

Capacity in Liters

Use spreadsheet to calculate Use spreadsheet to calculate

Think Sheet 1. How does your lung capacity differ from that of the other female students in you class?

2. How does your lung capacity differ from that of the other male students in you class?

3. How does you lung capacity differ from that of the other athletes of your sex?

4. How does your lung capacity differ from that of other non-athletes of your sex?

5. Write a statement that describes the lung capacity of the females in your class.

6.

Write a statement that describes the lung capacity of the males in your class.

Additional Thought Questions: 7. What is meant by the term lung capacity? 8. Why was it necessary to change the balloon diameter to liters when finding lung capacity? 9. A person with a lung capacity of 3 liters could blow a balloon to what diameter? 10. Why might it be important to know a person's lung capacity?

Sample Student Spreadsheet Trial 1 2 3 4 5 Total Average

Your Balloon Diameter 13.00 15.00 16.00 14.00 15.00 73.00 14.60

Capacity in Liters 1.00 1.70 2.10 1.40 1.70 7.90 1.58

Lung Capacity (liters)

My Lung Capacity Trials 2.50 2.00 1.50

Trials

1.00 0.50 0.00 1

2

3

4

5

Trials

Female 1.58 1.91 1.85 1.92 1.65 1.55 1.75 1.82 1.76 1.88 17.67 1.767

Male 2.57 2.34 2.41 2.75 2.63 2.48 2.43 2.54 2.60 2.51 25.26 2.526

Female Lung Capacity vs. Male Lung Capacity

Lung Capacity

Class Data 1 2 3 4 5 6 7 8 9 10 Total Average

3 2.5 2 1.5 1 0.5 0

2.526 1.767 Gender

Female

Male

Class Gender Data