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2026–27 • Labs & wellness

Plants and Animals Exchange Gases

Use diagrams to explore gases used by plants and animals.

Classroom lesson: Plants and Animals Exchange Gases

Today I can…

show that plants and animals both use oxygen

Words to know

Words for this lesson

PLANTANIMALLEAFSUNARROW

Follow along

What we will do

  1. 1

    Find the plant

    Choose the plant photograph.

  2. 2

    Find the animal

    Choose the animal photograph.

  3. 3

    Follow oxygen

    Follow the oxygen arrows going into both living things.

  4. 4

    Follow respiration

    Follow the carbon dioxide arrows leaving both during respiration.

  5. 5

    Use the sunlit model

    Find carbon dioxide entering the leaf during photosynthesis.

  6. 6

    Find released oxygen

    Find oxygen leaving the leaf during photosynthesis.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

PLANTANIMALBOTHHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Existing plant/animal photographs; board; teacher-held marker; existing sun, oxygen and carbon-dioxide AAC symbols. No balloons, breath-holding, forced deep breathing, blowing tasks, sealed living organisms or gas chemicals.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Use existing photos, symbols and a teacher-drawn diagram with one question at a time. No balloons, breath-holding, deep-breathing or blowing tasks, sealed living organisms or gas chemicals. Nobody must change or monitor breathing. Plants and animals both respire using oxygen; plants respire day and night. In light, photosynthesis also uses carbon dioxide and releases oxygen. Use separate models; diagrams do not measure gases.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Match PLANT and ANIMAL.

Level 2

Show that both use oxygen from air.

Level 3

Distinguish respiration from photosynthesis in light.

Skill focus: Systems thinking, gas exchange, plant-animal relationships, sequencing

30-minute teaching sequence

Introduce · 5 min

5 min: Show plant and animal photographs. Ask, "Do both need air?" Explain that plants and animals both use oxygen for respiration. In light, plant photosynthesis also uses carbon dioxide and releases oxygen. Nobody needs to change or monitor their breathing.

I do · 10 min

I do 10 min: On the existing board, draw oxygen entering both plant and animal; draw carbon dioxide leaving both for respiration. Then add a separate sunlit-plant model: carbon dioxide enters and oxygen leaves during photosynthesis. Explain that plants respire in daytime and nighttime.

We do · 10 min

We do 10 min: L1 matches plant/animal. L2 directs oxygen arrows toward both. L3 uses the separate sunlit model to identify photosynthesis and explains that plants still respire. Teacher draws all arrows; offer one question at a time. The diagram represents invisible gases, not a live gas measurement.

Exit choice · 5 min

L1: Which is the plant? L2: Do plants and animals both use oxygen? L3: What gas does photosynthesis release? Accept AAC, gaze, gesture or speech. Record support.

Science note: Oxygen is a gas living things use.

Curriculum connection: NGSS 5-LS2-1 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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