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Curriculum Framework

Human Body Systems Unit 3 Lesson 3


Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Analyze how common lung impairments, such as asthma, allergies, or emphysema, impact lung physiology and suggest intervention
strategies to improve function.
T2- Recognize that the structure of cells, tissues, and organs are related to their function in the body.
T3 Describe how the systems of the body work together to maintain homeostasis and overall good health.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - The structure of the lungs and the close association
Q1 How do the systems of the human body work together to facilitate
between the lungs and the vessels of the cardiovascular system
gas exchange?
facilitate the transport of oxygen to all cells in the body.
Q2 How can analysis of lung capacity be used to diagnose or treat a
U2 - During normal breathing, a healthy individual is using only a
patient?
small percentage of the total capacity of his or her lungs.
Q3 What factors impact normal lung function?
U3 Malfunction(s) in the respiratory system can lead to
Q4 How can an individual improve or damage their lung function?
disease.
Q5 How does living in an area with high levels of air pollution impact
overall lung function?
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Describe the structure of the respiratory system, especially
S1 - Use sensors to measure lung capacity. U2, U3
the lungs, and the basic mechanics of breathing. U1
S2 - Analyze data collected using a spirometer to determine tidal
K2 - Explain how the structure of the lungs facilitates the
volume, vital capacity, and minute volume. U2
exchange of oxygen and carbon dioxide between air and the
S3 Describe the action of specific medication on the body and
body. U1, U2, U3
investigate how this action helps treat and control disease. U3
S4 Analyze medical data to diagnose lung disorders and design
a corresponding treatment plan. U3

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Curriculum Framework Course Unit 3 Lesson 3 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

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Curriculum Framework Course Unit 3 Lesson 3 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Evidence (stage 2)

Students will demonstrate


knowledge and skills by
Investigating the structure and
function of the respiratory system.
(A3.3.1)
Students will

1. Research the structure and


function of the respiratory
system.
2. Review a case study of a
Melissa Martin, a patient
with respiratory issues, and
present a diagnosis and
recommend a treatment.

Assessments for
Learning

Assessments of
Learning

2. All conclusion
questions will
be reviewed.

2. Sketch the
respiratory system
on the body system
organizer.

1. The teacher will


review the
students
Medical History
handouts and
body system
organizer and
give feedback.

1. Students will
discuss the case
study and their
diagnosis and
treatment
recommendation
by completing the
Medical History
handouts.

Learning Plan (stage 3)

Activities (A), Projects (P),


and Problems (B)
A 3.3.1
A 3.3.2
A 3.3.3
A 3.3.4

Knowledge and Skills


K1, K2
K1, K2, S1, S2
K1, K2, K3, S1, S3
K1

3. Students will
answer all
conclusion
questions.

Measuring determining lung


capacity. (A3.3.2)
Students will

1. Become familiar with terms


(tidal volume, etc) related to
respiration.
2. Conduct an experiment to
measure lung capacity of
several individuals.
3. Use lung capacity data to
diagnose the Melissa Martin,

1. The student
results and
Medical History
handout will be
reviewed and
feedback will be
given.
2. All conclusion
questions will
be reviewed.

1. Students will
record their
experiment results
and explain their
findings with the
class.
2. They will update
the Medical History
handout.

Project Lead The Way, Inc. Copyright 2013


Curriculum Framework Course Unit 3 Lesson 3 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

the patient from Activity


3.3.1.

Learning about asthma


pharamaceuticals. (A3.3.3)
Students will

1. Review common
pharamaceutical terms.
2. Analyze the prescriptions
that were prescribed to
Melissa Martin and their
impact on her body.

Examining the role of a respiratory


therapist. (A3.3.4)
Students will

1. Research the role and


responsibilities of a
respiratory therapist.
2. Create a resume that details
the career of a respiratory
therapist.
3. Develop an asthma action
plan for Melissa Martin

3. Students will
answer all
conclusion
questions.
1. The students
research
findings will be
reviewed and
feedback will be
given.
2. All conclusion
questions will
be reviewed.
1. The resumes,
Medical History
Handouts, and
action plans will
be reviewed
and feedback
will be provided.
2. All conclusion
questions will
be reviewed.

1. Students will
discuss their
research on
Melissas
medications.
2. They answer all
conclusion
questions.
1. Students will share
their resumes and
asthma action
plans.
2. They will complete
the Medical History
Handout.
3. Students will
answer all
conclusion
questions.

Project Lead The Way, Inc. Copyright 2013


Curriculum Framework Course Unit 3 Lesson 3 Page 4
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD