Instructional Approach(s): Review the essential question and the standards aligned to
the essential question.
1
Instructional Approach(s): Use the activity as an activator and ask the class or
students why they are breathing harder and their pulse rate is faster. Remind students
about the cellular processes of photosynthesis and cellular respiration. What is their
purpose and what do they need to do their job?
Or use the next slide
2
Instructional Approach(s): Use this slide in place of the previous activating slide if
desired. Students should make the connection between movement, increased heart
rate and increased breathing. Remind students about the cellular processes of
photosynthesis and cellular respiration. What is their purpose and what do they need
to do their job?
3
Instructional Approach(s): The teacher should tie this back to cellular respiration.
What is the purpose of cellular respiration and what do cells need to conduct cellular
respiration?
4
Instructional Approach(s): Transition slide
5
Instructional Approach(s): The teacher should present the slide while the students
record the role of the Respiratory System on their graphic organizer page
6
Instructional Approach(s): The teacher should present the information on the slide
while the students label the diagram on their graphic organizer sheet
7
Instructional Approach(s): The teacher should present the information on the slide
while the students record information about the Trachea on their graphic organizer
sheet
8
Instructional Approach(s): The teacher should present the information on the slide
while the students record information about the Lungs on their graphic organizer
sheet
9
Instructional Approach(s): The teacher should present the information on the slide
while the students record information about the Alveoli on their graphic organizer
sheet. Show the short video linked at the bottom of the slide
10
Instructional Approach(s): The teacher should present the information on the slide
while the students record information about the Diaphragm on their graphic
organizer sheet
11
Instructional Approach(s): The teacher should show the image of the organs of the
Respiratory System
12
Instructional Approach(s): The teacher should show the embedded video on the
Respiratory System.
13
Instructional Approach(s): The teacher should show the short video clip and then
have students answer the question at the top of the slide as a class, individually, or in
pairs. Briefly share student responses. Be sure to ask “why” they feel it represents
that particular system of the body.
14
Instructional Approach(s): The teacher should present the information on the slide
while the students record the role of the Circulatory System on the graphic organizer
sheet.
15
Instructional Approach(s): The teacher should present the information on the slide
while the students record the information about the Heart on their graphic organizer
sheet
16
17
Instructional Approach(s): The teacher should present the information on the slide
18
Instructional Approach(s): The teacher should present the information on the slide
while the students record information about the Arteries on their graphic organizer
sheet.
19
The teacher should present the information on the slide while the students record
information about the Veins on their graphic organizer sheet.
20
The teacher should present the information on the slide while the students record
information about the Capillaries on their graphic organizer sheet.
21
22
23
Instructional Approach(s): The teacher should show the embedded video on the
Circulatory System
24
Instructional Approach(s): Each student should complete the summarizer. The teacher
should use the summarizer as a formative assessment to determine student mastery
of the circulatory and respiratory systems.
25