| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Biology |
| What topic | Respiration vs breathing |
| What length (min) | 60 |
| What age group | Year or Grade 9 |
| Class size | 20 |
| What curriculum | Curriculum cymraeg |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 10 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Respiration vs Breathing
Year 9
Biology
20 students
60 minutes
This lesson corresponds to the Curriculum Cymraeg, focusing on key biological concepts and processes.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 10 min | Introduce the topic by discussing what students already know about respiration and breathing. Elicit responses and highlight the difference. |
| 2 | Concept Explanation | 15 min | Use a presentation to explain respiration in detail, including aerobic and anaerobic respiration, contrasted with the physical process of breathing. |
| 3 | Group Activity | 15 min | Distribute printable cards to students. In small groups, students will fill in the cards with key concepts derived from a short reading or class discussion. |
| 4 | Class Discussion | 10 min | Regroup to discuss what was filled in the cards. Clear up any misconceptions and provide clarifications as needed. |
| 5 | Checking for Understanding | 5 min | Conduct a random check of the cards filled out by students to assess understanding and encourage peer feedback. |
| 6 | Wrap-Up and Summary | 5 min | Summarise key points discussed in class, reiterating the differences between respiration and breathing. Provide a brief overview of what will be covered in the next lesson. |
Students complete a short reading assignment on respiration and breathing concepts to reinforce understanding. This will be checked for completion during the next class without requiring presentations.
"Good morning, everyone! Today, we are going to dive into an important topic in biology: Respiration vs Breathing. Before we get started, can anyone tell me what they think the difference is between respiration and breathing? Please raise your hand if you have an idea!"
Wait for students to respond, encourage multiple answers, and note key points on the whiteboard.
"That's great! It seems many of you have different ideas. It's crucial we clarify these concepts today as they are often confused. Let’s move on to understanding these processes in more depth."
"Now, let’s look at respiration in detail. I’m going to show you a presentation that explains the two main types of respiration: aerobic and anaerobic respiration.
Start presentation.
"Aerobic respiration requires oxygen and produces more energy than anaerobic respiration, which occurs without oxygen and produces less energy. Meanwhile, breathing is simply a physical process of taking air in and out of our lungs.
Pause for a moment to let this information sink in.
"Does anyone have any questions about these processes so far?
Take time to answer any queries from students.
"Okay! Now that we’ve covered the concepts, let’s put that knowledge into practice."
"Now, I want you to get into small groups of four. I’ll be handing out printable cards to each of you. These cards contain key concepts related to respiration and breathing.
Distribute cards.
"Your task is to work together and fill in the cards with information that you believe is most important from what we’ve discussed and what you will read from your handouts. You’ll have 15 minutes to complete this activity, so let’s get started!"
Monitor the groups as they work, offering assistance where needed.
"Okay, time's up! Let’s come back together as a class. I would like each group to share what they filled out on the cards.
Call on each group in turn.
"As you share, I’ll be noting any misconceptions or questions that arise. If I see anything that needs clarification, I’ll jump in to help you understand these concepts better."
Encourage open discussion and correct misunderstandings as needed.
"To ensure everyone understood today's lesson, I will conduct a quick check of your cards. I will randomly select a few of you to explain what you wrote.
Choose students at random.
"This is also a great opportunity for you to provide feedback to each other about your answers. Let’s see how well we’ve grasped these concepts!"
Give students time to explain, encouraging peer feedback.
"Today we’ve learned about the key differences between respiration and breathing. We clarified that respiration is an energy-producing chemical process while breathing is just the physical act of moving air in and out of the lungs.
"Make sure to review your reading assignment on these concepts tonight; it's essential for reinforcing what we've learned.
"Next class, we’ll build on this foundation, so come prepared with your thoughts. Thank you for your participation today!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A classroom with students and a teacher} | - Introduction to respiration vs breathing |
| - Engage students with initial thoughts | ||
| - Clarify importance of understanding the difference | ||
| 2 | {Image: Diagram of aerobic and anaerobic respiration} | - Define respiration |
| - Types: aerobic (requires oxygen) and anaerobic (no oxygen) | ||
| - Breathing as a physical process | ||
| 3 | {Image: A group of students working together} | - Group activity introduction |
| - Small groups of four to discuss key concepts | ||
| - Task: Fill cards with important information | ||
| 4 | {Image: Students collaborating around a table} | - Monitor group work and provide assistance |
| - Encourage collaboration and discussion among peers | ||
| 5 | {Image: Students sharing ideas in front of the class} | - Class discussion on group findings |
| - Each group shares their filled cards | ||
| - Teacher notes misconceptions and clarifies points | ||
| 6 | {Image: A student speaking in front of classmates} | - Checking for understanding |
| - Randomly select students to explain concepts | ||
| - Encourage peer feedback on responses | ||
| 7 | {Image: A student raising hand to ask a question} | - Wrap-up of the session |
| - Key takeaways: Difference between respiration and breathing | ||
| - Importance of review for comprehension | ||
| 8 | {Image: A reading assignment sheet} | - Assign reading for reinforcement |
| - Focus on concepts learned in class | ||
| 9 | {Image: A roadmap or pathway illustration} | - Preview of next class |
| - Encourage students to come prepared with thoughts | ||
| 10 | {Image: Thank you note or appreciation image} | - Thank students for their participation |
| - Encourage continued interest in the topic |
| Question | Answer |
|---|---|
| What is the difference between respiration and breathing? | |
| Can you name the two main types of respiration? | |
| What is required for aerobic respiration to occur? | |
| How does anaerobic respiration differ from aerobic respiration in terms of energy produced? | |
| Why is breathing considered a physical process? | |
| Can you explain how respiration relates to energy production in living organisms? | |
| What were some key concepts you discussed in your group activity? | |
| How can we apply our understanding of respiration and breathing in real-life scenarios? | |
| What misconceptions did you notice during the group discussion? | |
| Why is it important to understand the difference between respiration and breathing? |