Lesson Plan

• Recognise the trachea, bronchi, bronchioles and alveoli in microscope slides, photomicrographs and electron micrographs.
• Identify the key microscopic features of each structure at the appropriate magnification.
• Produce accurate plan diagrams of transverse sections of the trachea and bronchus, labelling all major layers.
• Compare the structural adaptations of the trachea and bronchus that relate to airway support and airflow regulation.

• Projector and screen for displaying micrographs.
• Microscopy slides or digital images of trachea, bronchus, bronchioles and alveoli.
• Whiteboard and markers.
• Handouts with blank plan‑diagram templates.
• Rulers and coloured pencils for drawing.
• Worksheets containing comparison tables and exit‑ticket prompts.

Begin with a striking electron micrograph of an alveolus and ask students what features enable efficient gas exchange. Quickly recap the gross anatomy of the respiratory tract that they have already studied. State the success criteria: by the end of the lesson they will correctly identify each airway structure in micrographs and produce labelled plan diagrams of the trachea and bronchus.

1. Do‑now (5'): Students label a quick schematic of the airway tree from memory.
2. Mini‑lecture (10'): Review key microscopic features of the trachea, bronchus, bronchioles and alveoli using projected images.
3. Guided practice (15'): In small groups, examine provided micrographs and complete a table of diagnostic features for each structure.
4. Diagram workshop (20'): Teacher demonstrates the step‑by‑step plan‑diagram method; students then draw and label their own transverse‑section diagrams of the trachea and bronchus.
5. Comparison activity (10'): Groups fill a comparison table of trachea vs bronchus, discuss common pitfalls, and present findings.
6. Check for understanding (5'): Clicker quiz on identifying features; exit ticket asks students to state one key difference between tracheal and bronchial walls.

Recap the progression from rigid, cartilage‑supported tubes to thin‑walled alveoli and emphasise the importance of accurate microscopic identification and diagramming for exam success. Collect exit tickets, remind students to complete the worksheet at home, and encourage them to revise the diagram steps before the next class.