Lesson overview

Researching using submarines means that the scientists are working in an enclosed space deep underwater for hours at a time. This lesson investigates the life support systems needed to keep scientists and explorers alive. Students will conduct an investigation into how limewater can reduce the amount of carbon dioxide in an atmosphere. Students will then design the life support systems needed for a submarine. The lesson concludes with students compiling all their research from the unit to create a submarine design presentation.

Learning outcomes

• Describe the dangers to explorers in the deep ocean (foundation)
• Conduct an investigation into respiration (developing)
• Describe how respiration occurs and its importance (competent)
• Balance the respiration equation (expert)
• Explain how submarines are built and engineered to sustain life (advanced)

Lesson steps

1. Brief (15 mins)
   Students recall the seven requirements for life, and the teacher introduces the context of the lesson – How life is supported in underwater vehicles. Students set themselves targets based on the learning criteria of the lesson.
2. Investigation (15 mins)
   Students follow the investigation brief to carry out an investigation into the effects of respiration. Students answer questions pertaining to the investigation and consider the implications for life support for the submersible’s crew.
3. Demonstrate learning (25 mins)
   By filling out a template, students explain how they intend to support life in their submersible design.
4. Self-reflection (5 mins)
   Students decide if they have met their targets set at the beginning of the lesson, and reflect on the lesson’s importance to the context of the Scheme of Work.

England

Key Stage 3 Biology

• Chemical reactions: oxidation reactions, displacement reactions, catalysts
• Materials

Key Stage 3 Working scientifically

• Scientific attitudes
• Experimental skills and investigations
• Analysis and evaluation
• Measurement

USA

NGSS Grades 5-8

• Matter and Its Interactions
  MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
• From Molecules to Organisms: Structures and Processes
  MS-LS1-3. Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
  MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
• Engineering Design
  3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• Science and Engineering Practices
  Asking questions
  Planning and carrying out investigations
  Analyzing and interpreting data
  Constructing explanations
  Engaging in argument from evidence
  Obtaining, evaluating and communicating information