Respiratory System Uncovered

Overview

In this lesson (Lesson 4 of 6), students build on prior learning about the body’s organs to focus on the respiratory system. They will identify key parts, explain how oxygen enters and carbon dioxide leaves, then connect respiratory function to the circulatory system through a short breathing simulation.

Learning intentions

Students will:

• Identify and name the main parts of the human respiratory system: nose, trachea, bronchi, lungs, diaphragm, alveoli
• Explain how breathing works, including the journey of a breath through the respiratory system
• Describe how oxygen transfer at the lungs supports body function
• Explain at least one link between the respiratory and circulatory systems

Success criteria

Students can:

• Label the main respiratory parts correctly (nose, trachea, lungs, diaphragm, bronchi, alveoli)
• Explain, in simple terms, how oxygen enters and carbon dioxide is removed
• Describe how the respiratory system connects to the circulatory system (e.g., oxygen gets to the blood and is carried around the body)
• Complete the breathing simulation and record what they observed

Curriculum links

• Animals including humans — identify and name the main parts of the human circulatory system and describe functions of the heart, blood vessels and blood (as the connection focus)
• Animals including humans — explain how breathing and gas exchange support the body (oxygen in, carbon dioxide out) linked to circulatory function
• Working scientifically — talk about what happens and make predictions during practical work

Lesson structure (45 minutes)

1. 0–5 min · Warm-Up Engage Teacher leads a “breath hold” routine: students take a deep breath, hold briefly, then breathe out; teacher asks: “What do you think is happening inside your body right now? Where does the air go?” Students think-pair-share, then 2–3 volunteers share; teacher displays an unlabelled respiratory diagram for curiosity.

2. 5–15 min · Direct Instruction Explore Teacher introduces key parts using a clear visual diagram and simple explanations, pointing to each structure as it is named. Students follow along by sketching quick notes (one-word labels) and repeating the breath journey: air in through nose → trachea → bronchi → lungs → alveoli → oxygen passes into blood → carbon dioxide breathed out; teacher explicitly links systems: “The alveoli hand oxygen over to the blood, which the heart pumps around the body.”

3. 15–25 min · Activity 1 Label and Draw Teacher hands out a blank outline diagram plus a word bank and explains the task: label parts and add arrows showing air in and air out. Students label using the word bank, then draw arrows and complete a brief check that matches the journey taught.

4. 25–35 min · Activity 2 Breathing Simulation Teacher sets up balloon-and-bottle diaphragm models (one per pair/small group), demonstrates pulling the bottom (diaphragm) down and releasing it, then explains how the “lung” (balloon) inflates and deflates. Students follow instructions, observe carefully, and write a recording sentence starter: “When I pulled the diaphragm down, I noticed…”

5. 35–40 min · Discussion Connection Teacher leads a whole-class discussion using a simple T-chart: Respiratory System / Circulatory System, prompting one fact per student. Students contribute one idea to each side and link them back: “oxygen in → carried by blood around the body → carbon dioxide out.”

6. 40–45 min · Wrap-Up Reflect and Consolidate Teacher gives sticky notes for two questions and models how to write clear, short answers. Students submit: (1) Name two parts of the respiratory system. (2) How does the respiratory system help the circulatory system?

Resources

• Printed blank outline respiratory diagrams (one per student)
• Word bank cards for labelling (with picture cues where needed)
• Balloon-and-bottle diaphragm models (one per pair/small group)
• Visual instruction cards for the simulation (for support)
• Sticky notes and marker pens
• Whiteboard, markers, and the large unlabelled respiratory diagram
• Timer for each segment of the lesson

Assessment

• Teacher listens during warm-up shares to identify existing ideas about where air goes
• Formative checks during Activity 1: spot-check labels and arrow directions
• Formative check during Activity 2: scan observation sentences for correct cause-effect (“diaphragm down → balloon inflates”)
• Exit ticket on sticky notes to assess success criteria 1–3

Differentiation

• Support: partially completed diagram; word bank with picture clues; sentence starters; step-by-step simulation support with an instruction card and adult guidance; pair with a supportive peer
• Core: full word bank with terms only; students follow written simulation instructions independently and record observations
• Extension/advanced: no word bank—label from memory and add a written explanation of each part’s function; write a prediction before pulling the diaphragm and compare after; additional challenge during discussion to use “oxygen” and “carbon dioxide” correctly
• EAL/SEN considerations: pre-teach or reinforce key terms visually (nose, trachea, bronchi, lungs, diaphragm, alveoli); allow oral rehearsal before writing exit ticket answers; accept short sentences for observation recording

Extension activities for advanced learners

• Quick research/presentation: investigate how exercise changes breathing rate and explain why this increases oxygen demand
• Creative task: create a comic strip showing an oxygen molecule’s journey from nose to lungs to blood and around the body
• Critical thinking: explain how asthma or a cold affects breathing and how that can impact the rest of the body