UNDERSTANDING BY DESIGN TEMPLATE
Unit Cover Page
Unit Title: The Respiratory System Grade Levels: 6 A
Subject/Topic Area: Gas Exchange and Dangers of Smoking
Key Words: Lungs, Bronchi, Trachea, Larynx, Mouth, Nose, Oxygen, Carbon Dioxide
Designed by: Tracy Waters Time Frame: Two Weeks
School District: San Jose' School: Blue Valley School
Brief Summary Of Unit (including curricular contest and unit goals):
In this unit, students will learn about the functions of the respiratory system. We will link this
back to the circulatory system as we talk about the gas exhange of oxygen into the blood and
carbon dioxide from the blood. The students will design a mock lungs/diaphragm model to show
how these organs work together. They will view a real healthy and unhealthy lung from the
medical school cadavers.
In the final task, students will make an iMovie demonstrating to young children the dangers of
smoking, to teens how to avoid peer pressure and to adults on reasons to stop smoking. Some of
the iMovies will be shown during the middle and high school assemblies to impact their peers on
what they have learned.
Unit Design Status
Completed blueprint for each
performance task Completed Rubrics
Directions to students and
teachers Materials and resources listed
Suggested accomodations Suggested extensions
Status: Initial draft date: Revised draft date:
January 2, 2012 January 8, 2012
Completed Template pages: Peer reviewed:
Stages 1, 2, 3 by Andrew Koene
Content reviewed Field Tested
Stage 1 - Identify Desired Results
Standard 5.2- Plants and animals have structures for respiration, digestion,
waste disposal, and transport of materials.
5.2a- Students know many multicellular organisms have specialized structures
to support the transport of materials.
5.2b Students know how blood circulates through the heart chambers, lungs,
and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the
lungs and tissues
What understandings are desired?
What essential questions will be considered?
*How is the circulatory system *The oxygen in the red blood cells
related to the respiratory system? comes from the air we breathe.
*What affect has smoking had on our *The gases are exchanged through the
society? alveoli across capillaries into the red
*There are many harmful chemicals
found in tobacco smoke, many of which
*Smoking affects more than just the
smoker (ie. 2nd hand smoke, family or
friend's emphysema orlung cancer).
*Healthy choices, like choosing not to
smoke, eating right and exercising
determine our heart and lung health.
What key knowledge and skills will students acquire as a result of this unit?
Students will know … Students will be able to …
*Key Terms: cilia, pharynx, trachea, *Trace the path of air through the
bronchi, lung, alveoli, diaphragm, respiratory system
larynx, vocal cord, tar, carbon *Explain how gases (O2 and CO2) are
monoxide, nicotine, addiction, exchanged
bronchitis, emphysema, passive *Describe the health risks associated
smoking with smoking
*Process of gas exchange *Demonstrate ways to react to peer
(respiratory system to circulatory pressure associated with smoking
system and back)
*Respiratory problems caused from
smoking (emphysema, asthma,
bronchitis, lung cancer)
Stage 2 - Determine Acceptable Evidence
What evidence will show that students understand?
* Students will construct a working model of the human lung/diaphragm
*Students will complete a lab report analyzing and concluding from their model experiment
*Students will complete class notes diagramming the path of air through the body
*Students will make an iMovie on dangers of smoking
What other evidence needs to be collected in light of State 1 Desired Results?
*Test over the respiratory system
*Quiz over the gas exchange of the respiratory system and cardiovascular system
*iMovie on smoking
*Lab Report on the lung/diaphragm model
*Reflection on the impact of smoking
Student Self-Assessment and Reflection
1. As a self-assessment, students will write a reflection about what they have learned from their research
for their iMovie about the dangers of smoking. They will include what impact, if any, their movie had on
their family members or friends.
Stage 2 - Determine Acceptable Evidence (continued)
What understanding or goals will be assessed through this task?
What criteria are implied in the standards and understandings regardless of the task
specified? What qualities must student work demostrate to signify that standards were
Throught what authentic performance task will students demonstrante
What student products and performances will provide evidence of desired
By what criteria will student products and performances be evaluated?
Stage 3 - Plan Learning Exeriences
List the key teaching and learning activities in sequence; code each entry with the appropriate initials of
the WHERETO elements
1. Begin with an entry question (What are some of the damages caused by smoking?) to hook
the students into considering the effects of smoking on their bodies and society. H
2. Introduce the essential questions and discuss the culminating unit performance tasks (iMovie
on Smoking). W
3.Introduce key vocabulary terms as needed with various activities and performance tasks. E
4. Introduce the respiratory system with a photo of the human body. Identify the organs of the
respiratory system. E
5. Put up a picture of the respiratory system on the overhead video beam and have the students
trace the path of the flow of air with the mimio markers. E
6. Students will make a model of the lung and diaphragm and sees the movement of each with
air flow. E
7. Students will research advertising techniques associated with smoking and determine sources
of bias. E, R
8. Students will watch videos on the effects of smoking. E, T
9. Students will make an iMovie about the dangers of smoking. It will include why children
shouldn't start smoking, why teens should avoid peer pressure, and why adults should stop
smoking. E, R, E2, T
10. Students will view a healthy and unhealthy lung from the local medical school cadavers.
E, T 11. Students will write a lab report showing what they have learned
through the lung/diaphragm model. R
12. Students will take a quiz on the flow of air through the respiratory system. E2
13. Students will write a reflection on what they learned about the dangers of smoking. R,
E2 14. Students will take a test on the respiratory system. E2
Stage 3 - Plan Learning Experiences (continued)
Consider the WHERETO elements