Respiratory LESSON PLAN

Name: Dustin Templin

Title of Lesson: An Introduction to the Respiratory System

Date of Lesson: 9/30/05

Length of Lesson: 50 minutes (15-20 for activity)

Description of the class: 9^th grade science

Name of Course: Science-Biology

Grade Level: 9

Source of Lesson: Internet Website:                                                http://student.biology.arizona.edu/sciconn/respiratory/lung.html

TEKS addressed:

(19) Knowledge and skills.

(1)  Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

            (A)  demonstrate safe practices during field and laboratory investigations;

(2)  Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

            (C)  organize, analyze, evaluate, make inferences, and predict trends from data; and

(D)  communicate valid conclusions.

(3)  Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

            (A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

            (E)  evaluate models according to their adequacy in representing biological objects or events

(10)  Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to

            (A)  interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;

            (B)  compare the interrelationships of organ systems to each other and to the body as a whole

(11)  Science concepts. The student knows that organisms maintain homeostasis. The student is expected to

            (B)  investigate and identify how organisms, including humans, respond to external stimuli

            (C)  analyze the importance of nutrition, environmental conditions, and physical exercise on health

(12)  Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to

            (A)  analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles;

           

 

 

 

The Lesson:

I. Overview

This is a lesson that will introduce respiration to the class. This is not meant to be an in-depth study of the respiratory system but instead provide an overview of the processes that occur during respiration so that the students may connect these ideas with other ideas. The students will build a model lung system and then discuss the process of respiration.

II. Performance or Learner outcomes

Students will be able to:

-Describe the process of respiration.

-Identify the role and function of the diaphragm.

-Understand why breathing increases during exercise.

-Identify bronchi and the function of the alveolar capillaries.

III. Resources, materials and supplies needed

*per Group of 2-3 students:

Scissors (just for teacher)

Six inches of surgical tubing

Three good-sized balloons

Two rubber bands

A large lump of modeling clay

A clear plastic one-liter bottle

A three-way hose connector (available at the hardware store)

 

IV. Supplementary materials, handouts

Instructions for building the model

A detailed poster or slides of the respiratory system should be provided to give further detail

 

Five-E Organization

Teacher Does              Probing Questions            Student Does     

Engage: Ask for a volunteer of one student to jump rope at a high speed for 3 minutes.   Have the bottoms of the plastic bottles already cut out and have the students begin the lab in their groups.

What is happening to John Doe’s breathing?   Why could this be?   What is happening to his chest as he breathes?

Listens and answers questions. His breathing increases   He’s tired/needs more oxygen/He’s out of shape.   His chest rises and falls.

                                               

Explore: We walk around and help students get started with the lab and ask and answer questions?

Why are we using two balloons?   Why is the clay used?   What is the function of the third balloon?   What does the plastic bottle represent?

Students perform lab and begin to see that pressure difference causes the lungs to fill or collapse.   Two lungs Air tight seal Diaphragm Chest cavity

Explain: Students discuss with class what is happening as the third balloon is pulled down.

What happens when you pull the bottom balloon down? What happens when you let go? Why is this?

Students give their answers to questions and listen to one another’s responses.

                                               

Extend / Elaborate: Elaborate upon the respiratory system. Discuss that the third balloon represents the diaphragm while the other two represent the lungs. Continue into the structure and function of bronchioles as well as alveoli and alveolar capillaries. Be sure to include that the pressure in the alveoli must fall below atmospheric pressure and the role of oxygen delivery.

What would happen if there was a hole in one of the balloons? (even the diaphragm).   Why is it harder to breath at high altitude?

Students make hypotheses based upon what they have learned.

Evaluate: A quiz is given at the end of the unit that covers these basic ideas.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Plastic Lung

 

Materials:

            *per Group of 2-3 students:

            1) Scissors (just for teacher)

            2) Six inches of surgical tubing

            3) Three good-sized balloons

            4) Two rubber bands

            5) A large lump of modeling clay

            6) A clear plastic one-liter bottle

            7) A three-way hose connector (available at the hardware store)

           

Procedure:

            Step One:

                        a) Push the plastic tube into one opening of the hose connector.

                        b) Use the clay to make an airtight seal.

                        c) Tightly fix a balloon onto each of the other openings with the rubber                              bands, making sure the seal is airtight.

 

            Step Two:

           

                        a) Carefully cut off the bottom 1 inch from the bottle, using the scissors.                           Make sure the cut edge of the bottle is smooth (already performed by                           teacher).

                        b) Place the balloons and connector inside, and seal the plastic                                           tube into the neck of the bottle with the rest of the clay to make an                         airtight fit.

            Step Three:

                       

a)     Tie a knot in the neck of the third balloon, then carefully cut it in half, crossways.

b)    Gently stretch the half of the balloon with the knot in it over the bottom of the bottle, pulling it up around the sides. Make the balloon as taut as you can - like the top of a drum.

 

           

            Step Four:

                        Pull on the bottom balloon and observe what happens.

 

Questions and Observations:

 

                        Why are we using two balloons?

 

 

                        Why is the clay used?

 

 

                        What is the function of the third balloon?

 

 

                        What does the plastic bottle represent?

 

 

                        What happens when you pull the bottom balloon down?

 

                        What happens when you let go? Why is this?