Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75826
Circulatory and Respiratory Systems Working Together to
Maintain Homeostasis
In this lesson students will explore what happens at the cellular level for oxygen and carbon dioxide when the energy demands of the human body
are increased. Students will explore how the actions of body are changed as the body struggles to maintain homeostasis.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Interactive Whiteboard, Basic Calculators, LCD Projector
Instructional Time: 7 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: organism, characteristics of life, cell, glucose, alveoli, capillaries, carbon dioxide, oxygen, average,
exhale, inhale, indicator, homeostasis, data, evidence, respiratory system, circulatory system, breathing, respiration,
energy
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
Cellular Respiration So let me get this straight.docx
If I were a Drop of Blood Story and Rubric.docx
MyCreate Evaluation Rubric.docx
MyCreate Evaluation.docx
Predict Observe Explain Exercise and Breathing Rate.docx
Respiration and Homestasis Lab.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
To explain how the circulatory and respiratory systems work together to maintain homeostasis
To illustrate and label a diagram depicting the process of respiration between alveoli within the lungs and red blood cells within the capillaries
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have an understanding that all organisms are made up of one or more cells and those cells need energy in order to carry out their functions.
Students should know the parts and functions of the circulatory and respiratory systems and how they work together for respiration.
Students should also understand what homeostasis is and that all living things must be able to maintain homeostasis.
Guiding Questions: What are the guiding questions for this lesson?
1. How and why do breathing and heart rate change as we exercise? In order for our cells to carry out their functions they need energy. As our cells work harder and
faster they need more energy to carry out their functions. An ingredient to making that energy for our cells is oxygen. As oxygen is used up during cellular
respiration to make energy for the cells the waste product, carbon dioxide, is formed. Because carbon dioxide is toxic our cells must get rid of it. This happens when
page 1 of 5 we breath out. As we exercise and the demand for energy in our cells increases our breathing rate also increases to bring more oxygen to our blood via the alveoli
in the lungs. That oxygen is carried in our blood stream to our cells so energy can be made. When we exercise both breathing and heat beat (blood circulation)
must increase to meet the demand of our cells to take in oxygen and get rid of carbon dioxide. This is how the body maintains homeostasis.
2. What does the body need more of as we exercise? Energy
3. What gases are in breathed and out as we inhale and exhale? In: Oxygen; Out: Carbon Dioxide
4. Why do we need to get rid of carbon dioxide in our body? It is toxic to our cells. If too much builds up in body cells begin to die.
5. How does the oxygen we breath in get to every cell in our bodies? It is carried to the alveoli in our lungs when we inhale. Then it is diffused from the alveoli in the
lungs into the red blood cells of the circulatory system. Oxygen then travels in the bloodstream to every cell of the body as the heart pumps. It is then diffused
across the cell membrane and into the cell where cellular respiration takes place and energy is made.
6. What happens if we have too much carbon dioxide in our bodies? Cells begin to die. Their functions cease.
7. What happens if we do not get enough oxygen to our cells? Cells begin to die. Their functions cease.
8. What in our blood carries the oxygen where it needs to go? Red blood cells
9. When we are exercising, do we need more or less oxygen? Why? More. The cells need more oxygen because it is an ingredient in the recipe (cellular respiration)
for making energy for the cells functions. Without it the cells will not have energy to carry out their functions and they will die.
10. Is there more or less carbon dioxide in our breath when we exercise? More. Carbon dioxide is a waste product of cellular respiration. As we exercise our cells need
more energy and they burn more oxygen to make that energy. This creates more of the waste product, carbon dioxide. Which is carried back to the lungs as we
exhale and can be detected at increased levels in the breath.
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will present the concepts to the students in an guided inquiry based format.This is different from the more traditional approach where students are told
scientific information and then participate in labs that support the information. This is a researched based pedagogy that allows the students time to manipulate
materials and grapple with information or models on their own as they formulate reasons, questions, and hypotheses. This is done before the teacher supplies the
students with the reasoning behind scientific phenomena. Students generate their own questions about science they are then more engaged and curious about the
explanations that are given by the teacher afterwards. When the students come up with their own questions, that they struggle to find answers to, the information
is rearranged in their memory banks more efficiently and securely and has been shown to transfer to novice scenarios the students encounter in the future.
In a guided inquiry lesson the teacher's role is to facilitate the students as they explore and grapple with constructing new knowledge and deconstructing prior
knowledge. The teacher will guide the students in this process by asking leading questions and providing a sounding board for student questions as they work
through this process. The teacher help the students in their investigations and facilitate group interactions so students can come to group consensus about the
learning objectives, vocabulary, and procedures. The teacher should act as an academic resource for the students when needed. The teacher should facilitate
scientific discourse among the students and pose guiding questions as the group knowledge base increases.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will complete the following activities in this order:
Predict-Observe-Explain Activity. In this activity the students will observe a few members of a sports, dance, or active team from their school, members of a local
sports, dance, or active team, local acrobats, skateboarders, snowboarders, or any other group of active people the students may find interesting. Since this lesson
is used as your hook (engaging activity) for the rest of the lesson it is important that the students are curious about who or what they are observing. Some
rollerskating teachers could be fun as well. Before the student observe any action they should predict what they think they will see before they action begins. Be
sure each student understands what is going to happen (example: "In a few minutes these players are going to __________") The students should also explain why
they think they will observe what they predict. Stress that there is no right or wrong answers, only guesses (hypotheses), but they should be able to justify (provide
evidence) why they think what they do. Give time for each student to write and think. Take time for students to share their predictions with each other or with the
class before moving on to the observing stage. Do not qualify any of their answers with words like "right, wrong, or good". This should be a time when you listen or
repeat responses for other students, but anything goes at this point. If you squelch their ideas now, they may not try, or feel comfortable trying, in the future. Then
the performers will begin any action that will cause their heart rate and breathing rates to increase. The higher the rates the better. Have students watch for about
5-10 minutes and write down what they observe happening. After all students have had time to observe and write down their observations have the students
explain one more time. This time they explain what they actually saw and why they think things happened the way they did. They also have time to revise their
initial explanations at this time. This piece is important. They students should acknowledge any errors in their thinking and take time to make notes about these.
The student still is not "wrong". Tell them scientist revise hypotheses often and that it is an important part of the scientific process.
Respiration and Homeostasis Lab. In this activity the students will explore how the amount of carbon dioxide levels in their breath increases as they exercise for one
minute and then for two minutes. The students will be blowing their breath (at resting rate, after one minutes of exercise, and after two minutes of exercise) into
bromothymol blue solution. Bromothymol blue is an indicator of carbon dioxide. When the carbon dioxide levels increase the solution changes color from blue to
green to finally yellow. During this lab the students will be able to see that as they increase the energy demands for their muscles by exercising their breathing rate
increases (as more oxygen is needed for cellular respiration), their heart rate increases (as the blood moves more quickly to drop off oxygen to cells in need and
eliminate carbon dioxide to our lungs to be exhaled), and the levels of carbon dioxide in their breath increase (as evidenced by a quicker change of bromothymol
blue to a yellow color). The students should be able to connect that this happens because their is more cellular respiration going on to meet the energy demands
for our cells. The should see that this is their body struggling to maintain homeostasis by taking in more oxygen and getting rid of more carbon dioxide so the body
cells can maintain their normal internal conditions. Some guiding questions will be needed during this time, but do not tell them the answer. Ask "why do you think
that?", "how do you know?", "do your other group members agree or disagree?", "what is their reasoning?", etc.
Concept Mapping Activity. In this activity students should be putting the pieces of the previous two activities together in a graphic organizer that will allow you to see
how their brain has organized the scientific information and concepts. This is a great way to see if they have any misconceptions before beginning the summative
assessment. Be sure to guide students during this time, but do not give them answers or move their sticky notes around. There will be time for this later in the
activity. Have the students use the vocabulary sticky notes to create a graphic organizer that answers the focus question. Always direct students back to the focus
question if they stray too far off course. Sticky notes have been used in this lab so students can rearrange concepts as they discuss with their groups where
information should be located and how concepts should be connected. Students may use any color sticky notes they would like to. Different colors should be
provided so students can visually group concepts if they see fit. Be sure they work as a group at this time and no one student dominate the activity. There should be
discussion as sticky notes are placed. Students will create a hierarchical concept map with one large concept at the top and smaller concepts underneath. Students
should connect concepts with lines and connecting words or phrases such as "is a part of, is an example of, is used for, works to", etc.. Concepts should not be
linear. The more branches and connecting words or phrases the more complex their thoughts and understanding. Maybe challenge them to have 'spider web' like
concept maps. Concepts can be connected to more than one other concept, but multiple sticky notes should not be made. Instead the student should simply add
more connecting lines. All words should be used. If a group is unable to make a connection for a particular concept more clarification on that concept will be
needed. When all concept maps have been made, have the students participate in the group convention and revision stages of the activity. After these stages have
been completed discuss which parts of every groups concept maps were the same and which ones were different. Generate a class concept map and clear up any
page 2 of 5 misconceptions you see. Allow the students to take pictures of their concept maps or take pictures for them and allow them to take them home for reference. You
may also give them a copy of the class concept map that is made so students can go back to it as necessary.
Animation Activity and Animation Activity Rubric. These pages should be copied on the front and back of the same piece of paper. Since this is the summative
assessment students should see the rubric with your expectations before they begin working and be able to refer to it throughout the activity. During this activity the
students will work in groups to create animated and narrated flip books to show what happens in the body as exercise levels increase and, in turn, energy demands
for our cells also increase. It would be helpful for you to create a sample product for your students that is about something the students already understand in order
to demonstrate what you are looking for and what options they have for embellishments or creativity. The myCreate application is not a free application so if your
administrator will not pay for a class set of application codes you may want to have the students make paper and pencil flip books as a substitution. Since this is an
assessment the students should be able to talk to the members of their group or other groups, use reference materials, or go back to the notes they took during the
previous activities, but you should not give them information or correct their products. They will receive your feedback on their graded rubric. Be sure to address
any misconceptions in your written feedback and allow students one on one time with you to clarify information.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will complete the following activity for independent practice
Creative Story. This will be the final summative assessment and should be done after the animation activity that was done in groups. This should be done
individually by each student after they have received your feedback from their animation activity and they should not reference any materials as they work. In this
activity students will write creative stories from the perspective of a drop of blood travelling through the circulatory system. The students should show that they
have a clear understanding of how the circulatory and respiratory systems work together to maintain homeostasis. The students should see the rubric before they
begin writing their stories and have the option to reference it while they work. This can be assigned as an in class assessment or as a take home assessment, but
at home they will be on their honor not to reference any materials and that may not be the best scenario for your assessment. Be sure to grade the assignment on
their rubric and provide written feedback that addresses any misconceptions the students may still be holding on to. Be sure to allow students one on one time with
you to clarify information.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
As a closing activity have the students bring in a magazine article, newspaper clipping, short video clip, photograph, song, poem, or any other artifact they would like
that relates to what they learned throughout their lesson.
If you have access to computers for each student or groups of students you can also have them work through an interactive Gizmo activity online where the students
have the option to adjust human exercise levels to observe what happens in the human body. There are also options for sweat and clothing, but you can ask the
students to leave those constant so they will be focused on the respiratory and circulatory systems with respect to homeostasis. Gizmos are a paid program, but if you
or your school can not afford a membership you can sign up for a 30 day free trial during the time period you would like for the students to use the Gizmo activity with
your student and do it as a class. Student may also sign up for their own 30 day trial to use individually, but if you use this option be sure you have parent permission
and the the parent allows the students to use their email address while signing up.
Summative Assessment
In Groups:
Students will be using iCreate to Educate's application called myCreate installed on an Apple iPad. Using this application they will work in groups to create a
narrated flip book animation that will be used to assess their understanding of how the exchange rate of gases, between the alveoli in the lungs and the red blood
cells in the capillaries (breathing), is affected when energy demands are increased in the body due to exercise. They will need to also include how the body works
to maintain homeostasis, with respect to oxygen and carbon dioxide levels in the body, as energy demands an increase and decrease in cells. Students will also
provide evidence that they understand how this related to cellular respiration.
If there is not access to the technology component, iCreate to Educate's application called myCreate, student could also use paper and pencil drawings to create a
flipbook that they could either narrate in front of the class or in small groups or have a written narration accompanying each picture. They could even make it look
like a comic book with characters and dialogue.
Individually:
Students will write short story where they will pretend to be a drop of blood traveling, in a complete circulation, through the vessels of the body. Their journey
begins in the capillaries of the lungs, where they just picked up their first load of oxygen. Students will be sure to name the cell in the lungs that drops off oxygen
(alveoli) and also name the cell in the blood that picks up oxygen (red blood cell). They will then describe where the cell of the blood travels to drop off oxygen it
has picked up (cells of the body) and what it picks up in return (carbon dioxide). They should explain where this carbon dioxide will be dropped off by the blood
(lungs) and why (so it can be breathed out - to maintain homeostasis).
Students will then pretend that the human body, they are inside, begins to exercise and energy (ATP) demand is increased. They will explain how their movements
change (speed up) as you they try to help maintain homeostasis in the body.
Formative Assessment
Throughout this lesson there will be several formative assessment checkpoints. These are listed below.
1. During the Predict-Observe-Explain (POE) activity - Both explain sections of the POE activity will allow for informal pre-assessment of how the student's reasoning
and rationale changes before and after the observation. The revision piece of this assessment is very important. Allow time for the students to go back and revise
their initial explanations.
2. Informal questions - Will be asked as you circulate during the respiration and homeostasis lab and the group sharing session that will be done after the lab.
Teachers should be sure not to give explanations at this point, but rather ask guiding questions that will allow students to reach their own individual and group
conclusions. Even if the students have the "wrong" answer it is important not to correct their ideas at this stage. Time will be given later in the lesson for
clarification
3. Concept maps created by the students will be analyzed for misconceptions. Once concept maps have been created and revised class discussion and question time
will ensure that all concepts are fully understood, there are no lingering questions, and students have a full and complete understanding.
4. Give plenty of positive feedback during this time. Offering words of praise (I like how you are thinking, great idea, can you share that thinking with your group
mates?, I like how you are working things out, great explanation, I like how you justified your answer, wonderful point, great job working carefully, I like how you
are communicating your ideas with others, super job listening to you group mates, I can really see you are working hard to stay focused, I appreciate you not
getting impatient, even though this is challenging it is wonderful that you have not given up). This will do wonders to motivate and increase self-confidence and
positive group experiences.
Feedback to Students
page 3 of 5 Feedback for the students will be given verbally, during the POE activity, and visually as they see what actually happens.
While the students are working on the laboratory investigation they will have time to ask questions and discuss with the teacher anything they need to. The teacher
should circulate frequently to each group to ask questions that check for understanding and redirect students who get off track in their thinking. Feedback will be
verbal and either group or individual depending on student needs.
Students may also be directed to any science resource book that is available for reference.
During the concept mapping activity, the teacher should also circulate frequently to each group observing their sticky note placement and rationale. Redirection or
assistance can be offered as students need it.
Throughout the MyCreate activity, the students should be free to ask questions and get assistance even though it is a summative assessment. Teacher should
actively tell students if they are using any terms incorrectly or if their processes are inaccurate.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
When grouping students for the activities the process should not be random. Students that are at a higher reading or math level should be grouped with students who
are at a lower reading or math level. When working in groups of three students an attempt to include a high, and intermediate, and a low reading or match
achievement students should be made.
If a student is an English Language Learner a resource in their native language should be provided and they should also be grouped with other high achieving students.
Picture representations of concepts should be allowed in lieu of verbal or written representations. The student should be asked the same guiding questions as the
other students and pronouns and verbs should be clarified when the student is giving verbal or written feedback as well.
Lower level students may need to have the directions explained to them or have procedures modeled for them. Some of the small group activities could also be
modified to be whole class activities if the entire class needs more support. Lower level students will need to be more closely monitored for understanding and
misconceptions.
All directions should be repeated or explained again as necessary.
Extensions:
A possible extension for this lesson would be having the students actually put together their knowledge of the circulatory and respiratory systems with the new
knowledge they have gained to create working models of the two systems interacting.
Students could also perform skits where they each represent a part of either the circulatory or respiratory system and have them act out what happens in the body
under given energy demands.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, Basic Calculators, LCD Projector
Special Materials Needed:
POE Activity
Copies of the 'Predict-Observe-Explain' instructions sheet (one for each student)
A group of people who can be active so students can observe how their bodies respond (see LESSON CONTENT section for possibilities)
Respiration and Homeostasis Lab
Copies of the 'Respiration and Homeostasis Lab' instructions sheet (one for each student or group of students)
Gloves
Safety Goggles
Graduated Cylinder
Dropper
Large Test Tubes (beakers or small plastic cups my be substituted)
Stopwatch or other timer
Straws
Bromothymol Blue (red cabbage or other indicator may also be used) Bromothymol Blue MSDS (Safety Sheet)
Concept Mapping Activity
Copies of the 'Cellular Respiration - Let Me Get This Straight' instructions sheet (one for each student or group of students)
Different colored sticky notes (in case students would like to group concepts by color)
Different colored markers (in case students would like to group concepts by color)
Large piece of chart paper for each group
MyCreate Activity
Copies of the myCreate activity instructions with myCreate animation activity rubric copied on the back (one for each student)
iPads (that activity can be modified to make paper and pencil animation books instead)
myCreate passcode for each student
Optional Materials for animation construction are in the table below (Not all are necessary. Substitutions can be made.)
Construction paper
Tape
Toothpicks
Hole Puncher
Markers
Colored Pencils
Marbles
Cardboard
Scissors
Pipe Cleaners
Clay
Aluminum Foil
page 4 of 5 Glue Sticks
Colored Cotton Balls
Twist ties
Plastic Baggies
Creative Story
Copies of the 'If I Were a Drop of Blood' instructions sheet (one for each student)
Writing Paper
Drawing Paper (optional)
Construction Paper (optional)
Further Recommendations:
Teachers should be cautious not to give qualifications to the students initial ideas and predictions. They should feel free to think and explore without hearing "right" or
"wrong" or "not quite". Encourage any ideas they may have in the early stages and instead ask probing and guiding questions to elicit information for individuals or
groups as needed.
Additional Information/Instructions
By Author/Submitter
This lesson only addresses the interaction between the circulatory and respiratory systems in relationship to homeostasis. This lesson does not address the other human body
systems listed in the benchmark with respect to homeostasis. Further exploration and lesson activities would be necessary to completely address the benchmark for the
students.
SOURCE AND ACCESS INFORMATION
Contributed by: Mary Bowen
Name of Author/Source: Mary Bowen
District/Organization of Contributor(s): Leon
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.L.14.5:
Description
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory,
circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact
with each other to maintain homeostasis.
page 5 of 5