Hello again friends, Since I think we are all acknowledging how crucial our respiratory system is right now, I thought is would be a good jumping off point for this week's body system. I have been really trying to increase the functionality of google slides as I think there is a lot of untapped potential for creating activities. My kids also seem to have less issues when I post assignments in the google slide format. I can't count how many questions I get when I post a PDF of "how do I open this so I can type in it?". Of course, you know we only did this a million times in class, but.... And then they open it in google docs, which was not in the instructions, so now the format is all funky. So that leads me to touting the functionality of the google slides presentations as a way to create activities. I have even been placing single celled tables in so that students have a box they can type directly into and thus have much fewer issues. The trick, however, is to make sure there are as few things to click on as possible. So I create the activity, snip it to save as a PNG and then add it as a background to the slides. The over the top of that, I can add the single celled tables for them to type into to. It has worked great so far. I also wanted to include a data analysis and graphing section on this because my kids really struggle with this. Here, we review how to calculate averages and they then have to create a bar graph. The struggle is real with creating graphs from nothing, so here I scaffolded it by including all the pieces, they just have to place them in the correct spot. Ok, so this leads me to the breakdown of this week's distance learning activities: Since this is a google slides download, there are places for your students to type directly into so there is no confusion about where they need to answer. Prior Knowledge Check: for the first activity, I have students breathe in an out and feel how their rib cage moves. They then are posed some questions for them to think about related to the respiratory system that will get them thinking. I tell them to NOT look up the answers, I want to know what they think. Respiratory System Reading/Notes Graphic Organizer: Graphic organizers are one of my preferred methods for students to take notes, as it organizes their thoughts without really telling them what they need to write. This graphic organizer also helps them understand the relationship between respiration of the respiratory system and cellular respiration. It also goes through the structures and a step by step process of how the respiratory system works. The link to the reading I used is here. I also included the link directly on the slide. Respiratory System Structures Labeling: Students can use the notes they just used along with this website , which again is linked directly on the slide to drag the labels to the correct spot on the diagram and also use numbers to label the order in which air is inhaled. They can use the website to check their answers. Lung Model Demonstration: This is one of my favorite demonstrations, since it uses easy to find items. But since our kids probably don't have access to these materials, I found a video that shows the same model. Students watch the video, which again is linked directly on the slide. I used Edpuzzle to edit the video down to about 30 seconds, and this is a public link, so kids shouldn't need a login for this. Then, there is a paragraph describing how the demonstration works. Students then use the word bank to drag and drop the correct words into their correct places in the paragraph. At the bottom, there is a question about putting a hole in the bottom balloon, which represents the diaphragm, and if the model would still work. Breathing and Cellular Respiration Lab: A lab that is so simple, yet demonstrates respiration so well is the Bromothylmol blue and exercise lab. Since students obviously can't do this at home, I recreated this version for them. Students first read about BTB and how it works as indicator. They are then told, the solution changed from blue to yellow when someone blew into the beaker. There are then some basic questions about why this is happening. Once students have grasped the basics of how the indicator works, the equation for cellular respiration is reviewed. The equation is then connected to how the respiratory system works. Students are then given data for a lab where students time how long it takes the BTB solution to change color when at rest, and then when exercising. Students must then average the data. Next is graphing. Students create the bar chart for the data by dragging all the correct pieces onto the graph. This includes the title, axes labels, axes numbering, a key for the color scheme and the actual bars for the bar graph. This really supports students who struggle with graphing. Students then are given a paragraph which would function as the conclusion for the lab. Next to each blank, they have two choices of words which could fit in that spot (for example, increase or decrease). Students have to read CAREFULLY and pick the correct word and type it into the existing box. Respiratory System Disease Application: Students must pick one of the 4 diseases provided (links are included on the slide), which include emphysema, asthma, pneumonia and popcorn lung. They then have to describe how the disease affects lung function using at least 2 structures discussed and the word oxygen. This serves as their concluding activity as they must apply their knowledge to investigate a disease. If you would like to purchase the lesson, you can do so on TpT
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