Course : Biology Lesson Plans Christine Perham/Cathy Wilkins

Topic: Respiratory System - Introductory Inquiry Activity

Chapter: Date:_

Standard(s) addressed:

4.2Explain how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes.

4.3Explain how the respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides exchange of oxygen and carbon dioxide.

Intended Learning Outcomes:

  1. Students will be able to name the anatomical pathway air takes through the human body during respiration.
  2. Students will be able to explain how volume increase causes pressure decrease and the inflow of air into the lungs.

Resources (Materials/Texts/Visuals/Technology/Special needs):

Each lab group will need:

  • Small plastic water bottle
  • One hole rubber stopper (#3 or #4)
  • 1 plastic disposable pipette
  • scissors
  • 1 med. size balloons
  • 1 very large balloon
  • Masking tape

Timing:One long block (80), or two short blocks (45)

Time / Teacher activity / Student activity
10 min / Explain the activity
  1. Build a working lung (singular). You do not have to use all of the materials, but probably will.
  2. As you do this exercise, envision the path air takes and the parts of your body that are involved with breathing.
  3. Choose a recorder who will write down the “sequence of ideas” following each idea with a “worked=will use” or “didn’t work because …” after it has been tried or debated.
  4. Create a key that explains what each part represents.
Let students know that replacement materials are available. (have station with extra bottles, balloons pipettes, tape) / Ask clarifying questions
40 / Circulate, After 15min. (if it looks like a few groups are struggling) announce that each group may send an ambassador to travel around the room and collect visual hints without talking to any member of any of the other groups. / Take notes related to process while doing the activity
15 min / When time is up, allow students to rotate around the room and visit each station to try out that group’s model. Anonymous helpful suggestions and feedback can be made by visitors to each station on index cards. Rotate enough times so that groups return to their table and can read the helpful comments. / Share ideas
15 min / Lead group discussion
  1. LUNG: How is the model different than the actual human anatomy involved with the breathing process? How does the model help in understanding the role volume and pressure have in the breathing process.
  2. PROCESS: Think of two things you liked about the process. Two things they would change in order to improve the exercise
or have it be HW to be discussed tomorrow / Synthesize activity

Assessments/Evidence of Student Mastery/Products:

Model

List of steps taken in the process: what worked, what didn’t?

Key to identify parts,

Discussion participation

Homework: Answer the discussion questionsabove and/or the following:

  1. Name the anatomical pathway air takes through the human body during respiration.
  2. Students will be able to explain how volume increase causes pressure decrease and the inflow of air into the lungs.

Evaluation of Effectiveness of Lesson:

Note:

Students will have different solutions, but most often, they will have to cut the bottom off of the water bottle, slit open the large balloon to stretch over the bottom of the bottle (tape very securely in place) to represent the diaphragm. Cut the end of the bulb part of the pipette off to represent the pharynx then trachea. Insert the pipette into the stopper. Insert the smaller balloon into the top of the bottle so it dangles down within the “chest cavity” and stretch the open end of the balloon up and over mouth of bottle. Insert the stopper with pipette into mouth of bottle to represent trachea. If the diaphragm was securely taped to the bottle, when you push up on the diaphragm, the lung will empty of any air. When diaphragm returns to relaxed position, lung will inflate slightly. You can feel the air move in and out if you put it near your cheek. More dramatic effects can be seen by pulling down on the diaphragm to increase the volume of the chest cavity and cause air to rush into the lung.