Discovering The Breakdown

Designed by: Inger M. Ferguson, Burton-Pack Elementary

Grade: Fifth     Subject: Science

South Carolina Science Standard (s): Life Science -  (II.a.3.a) Identify common diseases associated with the respiratory system caused by viruses (such as colds, influenza), diseases caused by bacteria (such as pneumonia, and tuberculosis), and diseases caused by substances such as tobacco. (P)

Overview: Through guided discovery teaching, research (books, magazines, the Internet), role-playing and student creativity, students will identify common diseases associated with the respiratory system. Students will also present the causes of the common diseases associated with a breakdown in the respiratory system to their class as well as participate in an interview/letter session.

Focus Question(s): What are common causes of diseases associated with the respiratory system. What are the diseases associated with tobacco?

Time Frame: Five One-Hour Class Periods.

Resource Materials: 
K-W-L Chart 
Poster Board 
Paper Books (related to the respiratory system) 
American Heart Association (request pamphlets on the respiratory system prior to lesson) 
Paper Bags 
Tissue Paper 
Paint 
Paint 
Brushes 
Scissors 
Rulers 
Glue/Tape 
School Nurse (speaker) 
Media Center (prearrange a date for student research with the Media Specialist) 
Technology Lab (prearrange a date for student Internet research with the Technology Teacher) 
Smokey Sue (Doll that demonstrates the demonstrates the damage of smoking to the respiratory system) 
Transparency of Black Lungs 
Transparency of Pink Lungs
Magazines (students will use to cut out pictures if needed for class presentation) 
Pencils 
Markers 
Modeling Clay 
Overhead 
Chalk/Dry Erase Board

Culminating Assessment: The first task during the culminating assessment activity will be for students to participate in a cooperative learning group to brainstorm their ideas of presenting their chosen disease associated with the respiratory system. The second task, the students will present research in any form they chose. (role playing, skit, commercial, visual/poster, PowerPoint, etc.... The members of their cooperative learning groups will assess the students.

Culminating Assessment Rubric 

 Instructional Activities:

Activity One: 
The teacher will begin this lesson by telling the students that they have studied the respiratory system. We will now explore the common causes of the diseases associated with the respiratory system. Next, each student will be asked to complete the K and W section of a K-W-L chart. (K-what I know, W- what I want to know, L-what I learned) *chart attached. The teacher will inform the students that they will complete the L section at the end of this lesson.

Next, the students will chose the diseases in which they would like to research. (The list of common diseases should be listed on an overhead or board with a description) After the students have chosen the disease that they would like to research, they will then group themselves according to the disease that they chose. *All common diseases should be covered. *Note: To make sure that all common diseases are covered the teacher may ask the students to select two diseases. If not all diseases are covered, the teacher should ask the students to volunteer to research their second choice.

This activity will conclude by the groups brainstorming ideas for their class presentation. The teacher will suggest to the students of a variety of ways that they can present their disease to the class and supply a list of resources that are available for their use. Students should be reminded that they should be as creative as they would like. The group presentation should include the cause of the disease.

Activity Two: 
Cooperative Learning groups will report to the Media Center or Technology Lab to continue researching their chosen disease. The teacher will make prior arrangements with Media and Technology Specialist. Cooperative groups that are ready to make any type of props, costumes, etc. may begin doing so. The teacher will monitor the progress of each group by using an on task chart. The chart will indicate the following: Green: we are on task, Yellow: warning, your group does not seem focused, Red: teacher intervention. The chart may be designed, as the teacher would like it to be. *Students should already be aware of color representations.

Homework: Students will interview/write a letter to someone who has a respiratory disease or smokes. The interview/letter should inform the person of the dangers of smoking or the effect of the disease on the body. (The students may email a person if Internet access is available in their home.) There should be a hard copy of the email submitted to the teacher.

Activity Three: 
For the first fifteen minutes of class the teacher will ask the students to share briefly how their presentation is going. If groups are having difficulties, it should be brought to the teachers' attention. The teacher will assist as needed.

Next, the school Nurse will speak to the students for twenty minutes in reference to the common causes of the respiratory system breaking down. *The teacher may also use a representative from the American Heart Association or The American Cancer Society. The students will have the opportunity to ask the guest speaker/nurse questions that they may have.

The remainder of the class period will be used for cooperative groups to continue their presentation research. The cooperative groups will be asked to give an outline of their presentation to the teacher at the end of the class period.

Activity Four: 
Students will use the first forty-five minutes of the class period to work on their class presentations. The teacher will monitor their progress. The last fifteen minutes of class will be used to discuss the Culminating Assessment Rubric.

Activity Five: 
Culminating Assessment: Group presentations. Students will complete the L section of their K-W-L Chart.