Catch Your Breath A Study of The Respiratory System

Catch Your Breath: A Study of the Respiratory System
Grade Level: 4th Grade Written by: Barbara Elliott, Wheatley Elementary, Lubbock, Texas Length of Unit: 5 Lessons
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ABSTRACT Students will be provided opportunities to understand the functions of the respiratory system and the components such as the voice box, trachea, bronchial tubes, diaphragm, and alveoli. With a multi-intelligence approach students will select a competency that best depicts their individual strength to express their understanding. Students will develop an awareness of the hazards of tobacco and tobacco products. An opportunity will also be provided for students to experience a virtual tour to reinforce understanding. OVERVIEW A. Concept Objectives 1. The student identifies the basic structures and functions of the human body and explains how they relate to personal health throughout the lifespan. (TEKS-Health 3.4) 2. The student knows that complex systems may not work if some parts are removed. (TEKS-Science 4.5) 3. The student recognizes behaviors that prevent disease and speed recovery from illness. (TEKS-Health 5.4)
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Content from the Core Knowledge Sequence 1. The Respiratory System page 104 a. Process of taking in oxygen and getting rid of carbon dioxide b. Nose, throat, voice box, trachea (windpipe) c. Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacks) Skill Objectives 1. The student will predict and draw conclusions about what happens when part of a system is removed. (TEKS-Science 4.5 B) 2. The student will describe the structure, functions, and interdependence of major body systems. (TEKS-Health 5.2 A) 3. The student will explain how to maintain the healthy status of body systems such as avoiding smoking to protect the lungs. (TEKS-Health 5.4 A) 4. The student will analyze the short-term and long-term harmful effects of alcohol, tobacco, and other substances on the functions of the body systems such as physical, mental, social, and legal consequences. (TEKS-Health 5.5 C)
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BACKGROUND KNOWLEDGE A. For Teachers 1. Breathing, Sandeman, Anna 2. The Body Atlas, Parker, Steve 3. Human Body, Parker, Steve B. For Students 1. Students should have prior knowledge of the human body from the Core Knowledge Sequence third grade on pages eighty-one through eighty-two.
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2005 Core Knowledge National Conference, Catch Your Breath: A Study of the Respiratory System, 4th Grade
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Students should have prior knowledge of the human body from the Core Knowledge Sequence second grade on page sixty.
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RESOURCES A. Jeff Lansdell and CEV Multimedia Ltd B. Devon Casey, Program Specialist for Public Health Improvement with the Texas Department of Health C. Local Chapter of the American Cancer Society D. Smoke Machine LESSONS Lesson One: Introduction of the Respiratory System A. Daily Objectives 1. Concept Objective(s) a. The student identifies the basic structures and functions of the human body and explains how they relate to personal health throughout the lifespan. (TEKS-Health 3.4) 2. Lesson Content a. The Respiratory System page 104 i. Process of taking in oxygen and getting rid of carbon dioxide ii. Nose, throat, voice box, trachea (windpipe) iii. Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli air sacks) 3. Skill Objective(s) a. The student will describe the structure, functions, and interdependence of major body systems. (TEKS-Health 5.2 A) B. Materials 1. Paper 2. Pencils 3. KWL Charts (Appendix 1-A) 4. Chart Paper 5. Markers 6. Lung shapes with vocabulary words printed on one side (Appendix 1-B) 7. Dictionaries 8. Pint, quart, galloon and liter bottles 9. Balloons Key Vocabulary 1. Inhale- to breathe in 2. Exhale- to breathe out 3. Respiration- breathing 4. Lungs- the respiratory organ 5. Oxygen- a colorless, odorless, and tasteless gas 6. Carbon dioxide- a gas used with oxygen to promote respiration
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Procedures/Activities 1. Tell the students that they will be studying the respiratory system. 2. Explain that this is just one of the several systems in the body that make up our whole body. 3. Remind the students that in third grade they learned about the skeletal and muscular systems. 4. Ask students if they can name any other systems. Some answers might be the circulatory system, the digestive system, the excretory system or the nervous system. 5. Explain to the students that they will be creating a KWL chart to see what prior knowledge they have about the respiratory system. 6. Demonstrate the formation of a KWL chart by setting up the class KWL chart. 7. Pass out the KWL charts, Appendix 1-A 8. Have each student share one concept they know and one question they have about the respiratory system. 9. Tell students that a person inhales and exhales fifteen times a minute, approximately 20,000 times a day. 10. Tell students that breathing in, and then out counts as one breathe. 11. Tell students that they breathe in about a pint (one-half liter), but when they run for a bus their rate can almost double and they breathe more deeply and take in five times as much air. Show a pint and liter container as well as five pints and five liters. 12. Tell students that in 24 hours they breathe in nearly 2,200 galloons (10,000) liters of air- enough to fill 30,000 coke cans. 13. Tell students that they breathe in a third of that at night because their body is at rest. 14. Tell students that adult lungs hold nearly six quarts of air. Show them six quarts. Tell them it would take about three days to drink this amount of liquid. 15. Pass out lung shapes with vocabulary words, Appendix 1-B 16. Have a class discussion about the definitions and decide if a word has a multiple meaning which definition applies to the discussion. 17. Using dictionaries, students will put the guidewords and the part of speech on the side of the vocabulary word and write the definition of the other side of the shape. 18. Students will match up the vocabulary word with its definition. 19. Collect vocabulary words and definitions from students and place in individual bag. 20. Pass out a balloon to each student. 21.Ask students how much air they think they have in their lungs? Have them take a deep breath and blow into the balloons until they run out of air holding the balloon afterwards as to not let the air out. 22. Ask them how big is the balloon? Tell them it contains about half the air in their lungs. 23. Blow up your balloon again. Let the air out. Explain to students that the balloon vibrates, making a loud noise and when air from their lungs passes over vocal cords in their throat, the cords vibrate, making sounds. 24. Have students to blow air through their lips. What happens? Assessment/Evaluation 1. Teacher observation 2. Check for understanding through completion of vocabulary words
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Lesson Two: The Structure of the Respiratory System A. Daily Objectives 1. Concept Objective(s)
a. The student identifies the basic structures and functions of the human body
and explains how they relate to personal health throughout the lifespan. (TEKS-Health 3.4) b. The student knows that complex systems may not work if some parts are removed. (TEKS-Science 4.5) 2. Lesson Content a. The Respiratory System page 104 i. Process of taking in oxygen and getting rid of carbon dioxide ii. Nose, throat, voice box, trachea (windpipe) iii. Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacks) 3. Skill Objective(s) a. The student will predict and draw conclusions about what happens when part of a system is removed. (TEKS-Science 4.5 B) b. The student will describe the structure, functions, and interdependence of major body systems. (TEKS-Health 5.2 A)
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Materials 1. Model of the lung 2. What Your Fourth Grader Needs to Know, by E.D. Hirsch, Jr. 3. Shapes with vocabulary words printed on one side (Appendix 2-D) 4. Dictionaries 5. Scales 6. Large sponges 7. Large sheets of paper 8. Markers 9. Transparency of idea web (Appendix 2-A) 10. Transparency of idea web (Appendix 2-B) 11. Transparency of idea web (Appendix 2-C) Key Vocabulary 1. Nose- organ of the sense of smell 2. Throat- area between mouth and esophagus 3. Voice box- larynx 4. Trachea (windpipe)- the tube that leads from the throat toward the lungs, also called the windpipe 5. Bronchioles- smallest subdivision of the breathing tubes within the lungs 6. Mucus- a sticky liquid produced by the linings of the nose and other body parts that open to the outside Procedures/Activities 1. Have a class discussion with students and have them tell you what they know about the different systems they have already learned (skeletal, muscular, digestive, excretory and circulatory system). 2. Complete the idea web as a whole group, Appendix 2-A as a transparency. 3. After completion of Appendix 2-A use Appendix 2-B as a transparency. 4. Talk with students about some of the components that make up those body systems.
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5. Use Appendix 2-C as a transparency and complete it with the components of the
respiratory system. 6. Pass out lung shapes with vocabulary words, Appendix 2-D. 7. Have a class discussion about the definitions and decide if a word has a multiple meaning which definition applies to the discussion. 8. Using dictionaries, students will put the guidewords and the part of speech on the side of the vocabulary word and write the definition on the other side of the shape. 9. Students will match up the vocabulary word with its definition. 10. Collect vocabulary words and definitions from students and place in individual bag. 11. Show the model of the lung and talk about the different parts. 12. Explain to the students that there are 350 million alveoli in each lung. That is the same size as a tennis court area packed into the volume of the chest. 13. Show the students how the inside of their lungs resembles three upside-down trees. 14. Show the students how one tree in the airway and the trachea branches into smaller bronchi, which divide into bronchioles. 15. Show the students how another tree is the pulmonary artery that brings unfiltered blood from the heart, and divides to form the pulmonary arterioles. 16. Show the students that the last tree is a network of pulmonary veins that take filtered blood back to the heart. 17. Tell students that adult lungs weigh about two pounds or one kilogram. 18. Show them two pounds on the scales. 19. Tell students that healthy lungs are bright pink and spongy to the touch. 20. Wet the two large sponges and let students touch them. 21. Explain to students that breathed in air travels to the lungs by being treated inside the nose first. Nasal hairs and sticky mucus trap dust and other particles. 22. Tell students that breathing takes 3% of the bodys energy and other activities can account for the other 97%.
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Assessment/Evaluation 1. Divide the class into groups and have them brainstorm a list of body functions and muscular activities. Analyze the list and predict how much of the bodys energy is used for each activity. Do all body functions and muscular activities use the same amount of the bodys energy? Tell students to think about this question as they complete their T-chart. Compare the list with the other groups. 2. Make project assignments. Each student selects from one of the following activities that is to be presented orally to the class on the last day. a. Design and label an illustration that compares the area of the lungs air sacs to that of a tennis court. b. Some living creatures take in oxygen without the use of lungs. Research a creature such as a fish, an earthworm, or an octopus and write an explanation of its respiratory process. c. Research pneumonia. Create and perform a short skit to educate people about the cause, symptoms, and treatment of the disease.
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Lesson Three: How the Respiratory System Works Daily Objectives 1. Concept Objective(s)
a. The student identifies the basic structures and functions of the human body
and explains how they relate to personal health throughout the lifespan. (TEKS-Health 3.4) b. The student knows that complex systems may not work if some parts are removed. (TEKS-Science 4.5) 2. Lesson Content a. The Respiratory System page 104 i. Process of taking in oxygen and getting rid of carbon dioxide ii. Nose, throat, voice box, trachea (windpipe) iii. Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacks) 3. Skill Objective(s) a. The student will predict and draw conclusions about what happens when part of a system is removed. (TEKS-Science 4.5 B) b. The student will describe the structure, functions, and interdependence of major body systems. (TEKS-Health 5.2 A)
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Materials 1. Model of the lung 2. Skelton 3. Shapes with vocabulary words printed on one side (Appendix 3-A) 4. Dictionaries 5. What Your Fourth Grader Needs to Know, by E.D. Hirsch, Jr. 6. Human Body, by Steve Parker 7. Stop watches 8. Paper 9. Pencils 10. Small mirrors that have been in the refrigerator for about an hour 11. Cold water and cups 12. A long dress mirror 13. 3 different colors of string Key Vocabulary 1. Bronchi- smallest subdivision of the breathing tubes within the lung 2. Bronchial tubes- one of the pair of tubes that branch off from the trachea and go into the lungs 3. Diaphragm- large muscle which separates the inside of the chest from the inside of the abdomen 4. Ribs- bone and cartilage that form the chest cavity and protects its contents 5. Alveoli (air sacs)- one of the tiny pouches in the lungs in which the exchange of oxygen and carbon dioxide takes place. Procedures/Activities 1. Pass out lung shapes with vocabulary words, Appendix 3-A. 2. Have a class discussion about the definitions and decide if a word has a multiple meaning which definition applies to the discussion. 3. Using dictionaries students will put the guidewords and the part of speech on the side of the vocabulary word and write the definition of the other side of the shape.
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4. Students will match up the vocabulary word with its definition. 5. Collect vocabulary words and definitions from students and place in individual bag. 6. Using the skelton and the picture in Human Body, show the students how the ribs
connect with cartilage to a hard bone, the sternum. From the sternum, the ribs curve around and connect to the spinal column. There are twelve ribs on each side and together they form the rib cage. The rib cage is strong, yet flexible, and it protects your lungs, heart and stomach. 7. Show students the model of the lung and talk about how there are three lobes for the right lung and only two on the left to allow room for the diaphragm. Talk about how respiration works. Tell students that air comes into the body through the nose or mouth, passes down the throat, by the voice box (larynx) through the trachea and into the lungs. The air passage keeps getting smaller, entering first into the bronchi, then the bronchiole, and finally into the tiny sacks called alveoli. The lungs are filled with tiny air sacks and tiny blood vessels, so gases are exchanged there. The body wants the oxygen from the outside air and needs to get rid of the carbon dioxide that is produced through the metabolism inside the cells. The carbon dioxide goes out the same path the oxygen came in. Water is also picked up in the lungs by the warm air and we always exhale water vapor along with the carbon dioxide.
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Assessment/Evaluation Students will rotate in small groups through the following stations: 1. With a partner in the group sit quietly and count your breaths for one minute using the stopwatch. Then jump in place for 30 seconds and count your breaths for another minute. What happened? Why? Record your answer. Busy muscles need more oxygen so you have to breathe harder and faster to get it. 2. Look in the mirror and raise your arms above your head. You will see the outline of your rib cage. Breathe in and watch your ribs move out. Now breathe out and watch your ribs sink back. Why do they move out? What happens when they sink back in place? Record your answer. Your ribs move out so your lungs can fill with clean air. Your ribs sink back and used air is squeezed out through your nose and mouth. 3. With a partner in your group measure a relaxed chest with a piece of string. Now predict how much longer the string will be when you take a deep breath and cut a second piece of string the length you think. Use a piece of masking tape with your name on it and hang it on the wall with your relaxed measurement. Now take a deep breath and have your partner measure for you and place it with your prediction and your relaxed measurements. 4. The air we breathe out is warm and wet. Take a cold mirror and breathe onto it. What happens? Why? Now rinse your mouth with cold water and try again. Now what happens? Record your answers. 5. Ask your partner to take one deep breath and then exhale while singing a note. Count seconds from the time the note begins until it ends to measure each ones lung capacity. Record your answer. Now take a deep breath and see how long you can whisper without taking another breath. Try again, this time shouting. What happens when you whisper? Shout? Record your answer.
Lesson Four: No Ifs, Ands, or Butts About It And Dont Spit Either! A. Daily Objectives 1. Concept Objective(s) a. The student recognizes behaviors that prevent disease and speed recovery from illness. (TEKS-Health 5.4) 2. Lesson Content a. The Respiratory System page 104 i. Process of taking in oxygen and getting rid of carbon dioxide ii. Nose, throat, voice box, trachea (windpipe) iii. Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacks) 3. Skill Objective(s) a. The student will explain how to maintain the healthy status of body systems such as avoiding smoking to protect the lungs. (TEKS-Health 5.4 A) b. The student will analyze the short-term and long-term harmful effects of alcohol, tobacco, and other substances on the functions of the body system such as physical, mental, social, and legal consequences. (TEKS-Health 5.5 C) B. Materials 1. Shapes with vocabulary words printed on one side (Appendix 4-A) 2. Dictionaries 3. Poster board 4. Markers Key Vocabulary 1. Carbon monoxide- poisonous gas that blocks the ability of the blood to carry oxygen 2. Ammonia- poisonous gas that can severely irritate eyes and lungs 3. Nicotine- colorless, poisonous, and addictive chemical 4. Tar- gooey, black residue that sticks on the cilia in the lungs when cigarette smoke is inhaled Procedures/Activities 1. Pass out lung shapes with vocabulary words, Appendix 4-A. 2. Have a class discussion about the definitions and decide if a word has a multiple meaning which definition applies to the discussion. 3. Using dictionaries students will put the guidewords and the part of speech on the side of the vocabulary word and write the definition of the other side of the shape. 4. Students will match up the vocabulary word with its definition. 5. Collect vocabulary words and definitions from students and place in individual bag. 6. A guest speaker from the Texas Department of Health will conduct a presentation. It will cover the amount of people dying because of tobacco related diseases. Also included will be the ploys the Tobacco Industry uses to target young children as well as addiction. The statistics and the chemicals that are in tobacco products are given. The health effects on the body and the dangers of secondhand smoke are covered along with emphysema and cancer. Spit tobacco,, dangers, health effects, and consequences are also discussed. Lastly, resiliency skills are practiced. There will be a smoking box and a straw test for students to witness and to see what it is like to have emphysema.
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Assessment/Evaluation 1. Divide the class into groups and have them discuss and write down all the reasons they can think of for not using tobacco. The reasons might include small reasons, large reasons, health reasons, unpleasant or ucky reasons, child-view reasons or adult-view reasons. 2. Have the groups design an Anti-Tobacco poster
Lesson Five: What is .? A. Daily Objective(s) 1. Concept Objective(s) a. The student identifies the basic structures and functions of the human body and explains how they relate to personal health throughout the lifespan. (TEKS-Health 3.4) b. The student knows that complex systems may not work if some parts are removed. (TEKS-Science 4.5) c. The student recognizes behaviors that prevent disease and speed recovery from illness. (TEKS-Health 5.4) 2. Lesson Content a. The Respiratory System page 104 i. Process of taking in oxygen and getting rid of carbon dioxide ii. Nose, throat, voice box, trachea (windpipe) iii. Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacks) 3. Skill Objective(s) a. The student will predict and draw conclusions about what happens when part of a system is removed. (TEKS-Science 4.5 B) b. The student will describe the structure, functions, and interdependence of major body systems. (TEKS-Health 5.2 A) c. The student will explain how to maintain the healthy status of body systems such as avoiding smoking to protect the lungs. (TEKS-Health 5.4 A) B. Materials 1. Previous written vocabulary words that students defined 2. Dice 3. Jeopardy music 4. Jeopardy curtain 5. Information to go into the pockets of the Jeopardy curtain 6. Bells 7. Play money 8. Dry erase boards and markers Procedures/Activities Divide students into teams. Pass out to individual students the vocabulary words that they previously defined. Select a team captain for each team. Have team captains roll dice to decide which team will go first. Have the team that goes first select a category and a dollar amount. Pull an answer from behind that dollar amount and read it aloud. Team that rings the bell first will get a chance to pose their answer first in the form of a question.
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8. Use the timer to give a sufficient amount of time for the question. 9. If that team is correct they get to continue to select a category and a dollar amount. 10. If the team that rang the bell first gives an incorrect question any of the other teams
may have an opportunity to pose a question, but they must ring their bell first. 11. If a team correctly states the question they will receive the amount of money that the pocket was worth. 12. If a team gives an incorrect question they will be minus the amount of money that the pocket was worth. 13. Continue to play. 14. At the end of the allotted time play Final Jeopardy. 15. In order to compete in Final Jeopardy a team must not be in the negative. 16. When competing in Final Jeopardy a team will receive a dry erase board and a marker. 17. In Final Jeopardy a team will decide how much money it wants to risk and write it down on the dry erase board before the answer is read. 18. In Final Jeopardy after the answer is read, a reasonable amount of time is given before every team must put down their marker. 19. Start with the team that has acquired the least amount of money and get their question first. Whether their question is correct or not have them show the class the amount of money they risked and give the correct question. Continue with the next team that has the least amount until all teams have had a chance to show their question and the amount of money they risked. 20. The team with the largest amount of money at the end of Final Jeopardy will be declared the winner. D. Assessment/Evaluation 1. Teacher observation
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CULMINATING ACTIVITY A. A culminating activity will be to create a healthy lung and a smoke filled lung. Using a parachute, some fans, and a smoking machine, students will be able to take a tour through each type of lung. They will observe what the inside of a healthy lung and an unhealthy lung each look like. HANDOUTS/WORKSHEETS A. Appendix 1-A KWL Chart B. Appendix 1-B Lung Shapes for Vocabulary words C. Appendix 2-A Idea Web to brainstorm Body Systems D. Appendix 2-B Idea Web with the body systems labeled E. Appendix 2-C Idea Web with the body systems and parts labeled F. Appendix 2-D Lung Shapes for Vocabulary words G. Appendix 3-A Lung Shapes for Vocabulary words H. Appendix 4-A Lung Shapes for Vocabulary words BIBLIOGRAPHY A. Cicciarelli, Joellyn & Hults, Alaska. Anatomy. California: Creative Teaching Press, Inc., 2003. 1-57471-976-9 B. Hirsch, Jr., E.D. What Your Third Grader Needs To Know. New York, NY: Dell Publishing, 1994. 0-385-31257-1 C. Hirsch, Jr., E.D. What Your Fourth Grader Needs To Know. New York, NY: Dell
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D. E. F. G. H.
Publishing, 1992. 0-385-31260-1 Parker, Steve. The Body Atlas. New York: Dorling Kindersley, 1993. 1-56458-224-8 Parker, Steve. Human Body. New York: Dorling Kindersley, 1993. 0-7894-4883-1 Rice, Christopher. My First Body Book New York: Dorling Kindersley, 1995. 1-56458-893-9 Rockwell, Robert E., Williams, Robert A. & Sherwood, Elizabeth A. Everybody Has A Body. Maryland: Gryphon Houce, 1992. 0-87659-158-6 Sandeman, Anna. Breathing. Connecticut: Copper Beech Books, 1995. 1-56294620-X
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APPENDIX
1-A Catch Your Breath: A Study of the Respiratory System
KWL CHART
What do I know?
What do I want to find out?
What did I learn?
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APPENDIX 1-B SHAPES FOR VOCABULARY WORDS Catch Your Breath: A Study of the Respiratory System
Inhale Exhale
Respiration
Lungs
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APPENDIX 1-B SHAPES FOR VOCABULARY WORDS Catch Your Breath: A Study of the Respiratory System
Oxygen
Carbon dioxide
2004 Core Knowledge National Conference, Grade 4, Catch Your Breath: A Study of the Respiratory System
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APPENDIX 2-D SHAPES FOR VOCABULARY WORDS Catch Your Breath: A Study of the Respiratory System
Nose Nose
Throat
L aryn x
T rachea
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APPENDIX 2-D SHAPES FOR VOCABULARY WORDS Catch Your Breath: A Study of the Respiratory System
Nose Bronchioles
Mucus
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APPENDIX 3-A SHAPES FOR VOCABULARY WORDS Catch Your Breath: A Study of the Respiratory System
Bronchi
Bronchial Tubes
Diaphragm
Ribs
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Alveoli
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Carbon monoxide
Tar
Ammonia
Nicotine
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