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Objectives:
•The students will be able to identify the features of the respiratory system.
•The students will be able describe the function of each feature of the respiratory system.
•The students will be able to explain the process of respiration (inhaling and exhaling).
•The students will be able to explain external respiration and internal respiration.
•Video: “Visualization of Airflow Through the Human Respiratory System” by BSC CNS
•“Respiration” worksheet
Input:
•The class will begin with the teacher showing the video “Visualization of Airflow Through the Human
Respiratory System” (source: https://www.youtube.com/watch?v=yyBLPaU057A) The video is only a
minute long and shows how air travel through the nose, into the mouth, down the windpipe, and into
the lungs. After the video is shown, the teacher should begin a discussion about the video and the
students’ reactions to the video. The teacher should show the students the picture of the respiratory
system. Begin a discussion about the lungs and respiratory system. This will provide some background
before the diagram of the lungs is explained.
°The lungs are one of the largest organs in the body and allow you to take in oxygen and breath out
carbon dioxide.
°The lungs are located in the chest and take up a large amount of space. The thoracic cavity (ribs)
protects the lungs.
°Underneath the lungs is the diaphragm. The diaphragm helps the lungs inhale (breath in) and exhale
(breath out).
°The lungs are not the same size; the left lung is slightly smaller because it needs to allow for room for
the heart
•Next, the teacher should hand out the “Anatomy of the Human Lungs” worksheet. If it is possible,
project the “Anatomy of the Human Lungs” worksheet onto the board using a projector or put into a
PowerPoint document and project so that the teacher can point to the parts while they explain. As the
teacher explains, the students will write the name of each part on the line. From this activity, the
students will learn about the parts of the lungs and the function of each part.
•The respiratory system is divided into two tracts: upper respiratory tract and lower respiratory tract.
The upper respiratory tract consists of the nose, mouth, pharynx, epiglottis, larynx, and trachea. The
lower respiratory tract consists of the bronchial tree and lungs.
•Larynx: also called the voice box; helps with breathing, sound production, and protects the trachea.
•Trachea (Windpipe): connects the pharynx (located behind your mouth) and larynx to the lungs.
•Bronchioles: the tiny tubes on the bronchi. There are about 30,000 in each lung
•Alveoli: tiny air sacs at the end of each bronchiole. There are about 600 million in the lungs. The alveoli
are covered with blood vessels called capillaries.
•Bronchi: extension of the windpipe that brings air to and from the lungs.
•Pleura: tissue that wraps around the lungs and coats the inner surface of the rib cage. Contains two
layers and located between those layers is a fluid that allows the lungs to glide past each other while
inhaling/ exhaling.
•Right Middle Lobe: located in the middle of the right lung. Only the right lung has a middle lobe.
**It is important to note that the lobes of the lung are named for anatomical purposes and each lobe
does not have a specific function.**
•Once the worksheet is explained, the teacher should begin a discussion about the respiration process.
It is important to note that a single respiration consists of one inhalation and one exhalation. The
teacher should hand out the “Respiration” worksheet. If it is possible, project the “Respiration”
worksheet onto the board using a projector or put into a PowerPoint document and project so that the
teacher can point while they explain. As the teacher explains, the students will write the name of each
part on the line. From this activity, the students will learn about the process of respiration (inhaling and
exhaling)
.Inhalation
Exhalation:
•Diaphragm relaxes and moves upward.
External Respiration:
bringing air into and out of the lungs, exchanging gases for air.
•Waste product, carbon dioxide, is transported to the airspaces of the lungs to be exhaled.
Internal Respiration:
exchange of gases within the cells of the body organs, cells, and tissues
•Cells give off the waste product, carbon dioxide; it is passed into the bloodstream.
•After the explanation of respiration, the teacher should show the students the picture of the healthy
lung vs. the unhealthy lung. The teacher should ask the students what they know about smoking and
why smoking is bad for them.
•Tobacco has been known to cause heart disease, lung disease, and cancer (especially lung cancers)
•Chewing tobacco is just as bad as smoking it. This can lead to oral (mouth) cancer, cardiovascular
disease, gum disease, and heart attacks.
•Nicotine, the substance found in cigarettes, is highly addictive—meaning that once you start using
nicotine, it is hard to end the craving for it.
•Smoking can lead to a breakdown in the lung tissue causing a disease called emphysema.
•Smoking irritates the airways to the lungs, which can cause a chronic (persistent) cough.
•Smoking can cause irritation in the nose and throat, as well as give you bad breath and stained
(yellowed) teeth.
•After the discussion, the teacher should hand out the “Reasons Why Smoking is Bad” worksheet. The
students should write three reasons why smoking is bad.
•Next, the students will break into pairs. Each student will be given an “Our Lungs” crossword puzzle.
The teacher should tell the students that for the first 10 minutes they will work without the use of their
worksheets. For the remaining 5 minutes, they can use their worksheets. Reconvene when 15 minutes is
over and review the worksheet/ activity.
Answers:
°Across - (2) trachea; (4) pleura; (5) exhalation; (6) chest; (7) left; (9) smoking; (10) internal; (11) larynx;
(12) inhalation
°Down - (1) bronchioles; (3) cigarettes; (5) external; (8) thoracic; (13) alveoli
•The final assessment will be for the students to answer the question:
Think about what you learned in class today about the respiratory system. Why is our respiratory system
important? Why do we have lungs? What is so special about the size of the left lung? What is the
difference between external and internal respiration?
Time/Application
3-5 minutes
Guided Introduction
Review the class/ agenda with the students:
•“Respiration” worksheet
•Independent Assessment
10 minutes
Introductory Activity:
•Show the video: “Visualization of Airflow Through the Human Respiratory System” by BSC CNS
20 Minutes
•Project the worksheet onto the board either through a projector or PowerPoint presentation.
•Project the worksheet onto the board either through a projector or PowerPoint presentation.
•Explain the process of respiration (inhaling and exhaling) and internal and external respiration.
15 Minutes
Group Activity: “Our Lungs” Crossword Puzzle
•Tell the students that for the first 10 minutes they will work without the use of their worksheets. •For
the remaining 5 minutes, they can use their worksheets.
•At the end of 15 minutes, have the students return to their desks and discuss the puzzle.
Closure/Assessment
10 minutes
Independent Assessment:
The final assessment will be for the students to answer the question:
•Think about what you learned in class today about the respiratory system. Why is our respiratory
system important? Why do we have lungs? What is so special about the size of the left lung? What is the
difference between external and internal respiration?
Our respiratory system is important because it allows us to take in air and breath our carbon dioxide.
Without our respiratory system, we would not be able to breath. Our lungs fill up with air and then
exhale carbon dioxide. Our left lung, in relation to our right lung, is smaller. The reason it is smaller is
because there needs to be room for the heart. External respiration is the process of bringing air into and
out of the lungs, exchanging gases for air. Internal respiration is the exchange of gases within the cells of
the body organs, cells, and tissues.
•If there is additional time, discuss any additional questions the students may have.