Page 23 - 新思维科学教师用书8 试读样张

1 RESpIRATION

Resources: A fresh set of lungs obtained from a not just sight. It is also helpful for linking what
butcher – sheep or goat lungs are ideal (if you have learners have learnt about the respiratory system to
to obtain these the day before the lesson, make sure their own body. If learners cannot locate their larynx,
that they are kept in a fridge so that learners are then the vibration from it can be felt at the front of
not put off by strong smells); a dissecting board or the neck while speaking.
large bowl in which to place the lungs; access to Differentiation ideas: Some learners may need
warm water, soap and towels, for washing hands; help finding their larynx and feeling differences in
clipboards for learners to make notes or drawings, its position when they make different sounds.
if appropriate. Some learners may be able to relate the higher
Description: Bring learners to the front. If any frequency of vibration to the higher pitch of a sound.
learners say that they do not want to watch, do not
attempt to persuade them, but simply allow them to Plenary ideas
sit quietly at the back of the class, where they cannot
see the lungs. These learners may decide to watch the 1 Naming the parts of the respiratory
demonstration once it has begun. system (5 minutes)
Demonstrate the structure of the lungs and the tubes Description: Draw or project an unlabelled image
leading into them. Allow learners to touch the lungs of the respiratory system on the board. Ask a learner
while wearing gloves and safety glasses – they to name a part of the system. Ask another learner to
should feel how soft and spongy they are. They can come and label this part on the board. Repeat with
also feel the cartilage rings in the trachea. each part.
Talk through the questions and encourage learners to Assessment ideas: Use answers to check learners’
suggest their answers. ability to recognise and name the parts of the
When the demonstration has finished, make sure that respiratory system.
everyone washes their hands thoroughly. Check that learners can pronounce and spell the
Learners can then return to their places and write the names correctly.
answers to the questions.
2 Mastermind (5 minutes)
If no set of lungs is available, a series of images Resources: A card for each learner, with a tick () on
showing the different parts of the lung, or a video one side and a cross (û) on the other side.
clip showing the different structures of the lung,
or a video clip of a lung dissection, can be used. Description: Choose a learner (or ask for a
Differentiation ideas: This task works well with volunteer) to be ‘Mastermind’.
learners of all abilities. Differentiation is by outcome, Ask this learner a question about the respiratory
where there will be a range of answers to the system, based on the work done in this lesson.
questions. The Mastermind gives an answer – they can choose
Assessment ideas: Listen to any questions as to give a wrong answer if they wish to.
you demonstrate the structure of the lungs. Listen The other members of the class hold up their cards,
to answers from learners, and mark their written with the tick or cross showing, to show whether they
answers to the questions. think the answer is correct or incorrect.
You can then interrogate the rest of the class to find the
3 Activity: What does the larynx do? correct answer if necessary, or to find out why a learner
(5–10 minutes) has identified a correct answer as a wrong one.
Learning intention: To practise observing carefully Repeat with more questions to the same Mastermind.
through touch and hearing
Assessment ideas: Use responses of the class to
Description: Ask each learner to follow the identify any misunderstandings.
instructions in the Learner’s Book for this activity.
They can do this individually, at their desks.
This idea is good for helping learners to appreciate
that observations can be made with all of our senses,

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4+ ྍනົ॓࿐࢝ഽႨ඀ ᆞ໓č1 Ď ཮@නૼ JOEE
4+ ྍනົ॓࿐࢝ഽႨ඀ ᆞ໓č1 Ď ཮@නૼ JOEE