Page 27 - 新思维科学教师用书6 试读样张

1 THE HUMAN BODy

CONTINUED

Help learners become more familiar with the • The muscle in the chest that helps us to
terms by giving them starter sentences that use breathe in and out is the _________________.
the terms, for example: (diaphragm) The number of times we breathe
in and out in one minute is called the
• The organs we use for breathing are the _______________. (breathing rate)
_____________. (lungs)
Diaphragm is a word that learners may find difficult
• Our bodies need a gas in the air called to pronounce. Sound it out for them – dai-uh-fram
________________. (oxygen)
– and let them repeat it after you.
• Our bodies produce a waste gas that we must You should also point to the various parts of the
get rid of called _________________. (carbon respiratory system on a chart, model or slide
dioxide) when you introduce their names.
• The air tube that carries the air we breathe in
down to the lungs is the__________________.
(windpipe)

Common misconceptions

Misconception How to identify How to overcome
Teachers often use a balloon to Ask learners to draw a picture Use a bath sponge to explain to
demonstrate how the lungs expand of the lungs and to explain what learners that the lungs are not
and contract during breathing. This happens to the lungs when we hollow but are spongy and made
practice may lead learners to think breathe in and out. (see Starter up of numerous tiny air sacs, like
that the lungs are hollow organs activity idea 1) the bath sponge. If possible,
like balloons that can fill up with air show a slide or video clip of the
when we inhale and collapse and lungs.
empty when we exhale.

Starter ideas 2 What do you already know about the
respiratory system? (15–20 minutes)
1 Getting started (15–20 minutes)
Resources: Set of questions about the respiratory
Resources: Learner’s Book. Each learner will need system
paper and coloured pencils
Description: The activity will help identify the Description: This activity draws on learners’
existing knowledge about the lungs and breathing.
misconception that the lungs are hollow and inflate
and deflate like a balloon when we inhale and exhale. Tell learners to work in pairs to read and answer the
Learners should work on their own to draw their questions. Give learners a copy of the questions or
project or write them on the board:
pictures.
Use the ‘Think-pair-share’ method to allow learners 1 Which body organs do we use for breathing?
to draw their pictures and think about their answers 2 Where in the body are these organs found?
for a minute or two. They then discuss their answers 3 How many times do we breathe each minute?
with a partner before sharing their answers with 4 Why do we need to breathe?
the class.
5 Do we breathe all the time? Say why or why not.

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඀ࠡ JOEC
඀ࠡ JOEC