Life Processes 1 Humans 1.7 The Lungs
Sc2: Life Processes
1.Humans
1.7 The Lungs
P.O.S.
Key Stage 1 Sc2 2a
Key Stage 2 Sc2 2c
Life Processes 1 Humans 1.7 The Lungs
LEARNING OBJECTIVES
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To encounter another person breathing very close, to hear and feel the flow of air.
To experience moving air in different situations.
To know that everybody needs to take air in and out of own body.
To know that each person has a pair of lungs.
To be aware of the lungs as fragile “airbags” inside the chest.
To develop the skill of measuring and observing.
ICT
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Use video on lungs and breathing.
Use a graphics package to record results of
lung capacity.
LINKS
VOCABULARY
PE
Lungs, breathe, breathing, air, airbag, chest, blow,
wind
ACTIVITIES
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Blowing activities – use fans, hairdryers, card – feel wind/air – blow out candles.
Demonstrate air moving to show air exists and moves e.g. flap newspaper; let balloon full of air
go.
Blow on your hand, tissue paper, a whistle, into a balloon, a peak-flow meter, onto a mirror and
observe effects
How hard can you blow? Measure with peak-flow meter or balloon or lung volume kit.
What helps us breathe/produce the air? Discuss pupils’ ideas.
Look at body model– name lungs or use a resuscitation model.
Feel own rib cage – what happens when you breathe?
What happens to breathing after exercise?
RESOURCES
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Fan, hairdryers, card
Tissue paper, whistle
balloon, peak-flow
meter.
Body model
Lung volume bag kit.
Mirror
POINTS TO NOTE
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Be aware of any
asthmatic pupils –
use their
experiences.
Be aware of
airborne
infections.
Use disposable
mouthpieces with
peak-flow meters,
lung balloons, etc.
Ensure any
electrical
appliances have
been tested for
electrical safety.
Augmentative
switches can be
used to enable
pupils to turn
appliances on and
off.
Life Processes 1 Humans 1.7 The Lungs
OWN ACTIVITIES
POSSIBLE INVESTIGATIONS
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Do boys or girls have the biggest lungs?
Find pupils’ lung capacity using a peak-flow meter or lung balloon and compare them.
Find out which objects will blow off the table
Life Processes 1 Humans 1.7 The Lungs
Name:
Date Record Began:
Outcomes: ‘P’ Level 1 NC Level 1
P1 (i)
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P1 (ii)
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P2 (i)
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P2 (ii)
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P3 (i)
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P3 (ii)
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P4
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P5
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P7
P8
N.C. Level
1
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Experiences air on hands, face, hair – may show simple reflex response or resist
experience.
Experiences somebody else breathing nearby, i.e. hearing breathing.
Shows random fleeting response to air moving against skin e.g. blinks, turns away,
startles.
Begins to attend and respond e.g. cries or laughs when air contacts skin.
Begins to show preferences to air felt on parts of body e.g. withdraws foot from airflow.
Explores objects that can move air e.g. turns hair-dryer on and off using augmentative
switch.
Shows interest in results of own actions e.g. watches tissue paper move when they
blow.
Actively explores blowing activities after demonstration.
Shows awareness of effects of blowing on certain objects e.g. covers ears when
whistle appears, tries to hold tissue paper to stop it blowing away.
Experiments with objects e.g. tries to blow different objects off the table.
Joins in more actively e.g. takes/operates hairdryer, blows tissue away more
independently.
Recognises features of objects e.g. tries to blow up balloon with air or use peak-flow
meter.
Says something about the object when asked e.g. relevant response to question.
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Shows understanding of some vocabulary e.g. will reply “blow” when asked how to
make candle go out.
Communicates observations e.g. demonstrates faster breathing after exercise.
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Observes one feature e.g. my breath is hot.
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Shows where the lungs are and identifies organ in body model.
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Demonstrates breathing in and out.
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Observes a change e.g. how body feels after exercise
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Knows that we breathe air in and out.
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Knows where lungs are in own body
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Uses some relevant vocabulary.
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Uses the simple equipment with help e.g. peak-flow meter or lung balloon to
measure capacity
Further Comments