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Science Module

7 Grade
th

Body Systems
Respiratory System

7th Grade Science
TAKS 2
TEKS 7.9(A)

TAKS Objective 2 The student will demonstrate an understanding of living systems and the environment – Interdependence occurs among living systems .

9 (A) identify the systems of the human organism and describe their functions.TEKS Science Concept • TEKS 7. .

Student Prior Knowledge • TEKS 6.10 (C) identify how structure complements function at different levels of organization including organ and organ systems. .

Background .

Respiratory System Structures • Pair of Lungs • Series of passageways – Trachea – Bronchi – Bronchioles – Alveoli • Diaphragm (thin sheet of smooth muscle) .

Respiratory System Function • Involves all mechanisms that get O2 to the cells • Gets rid of CO2 • Formation of ATP for energy .

2.Path Air Takes 1. Air enters nose or mouth Passes Pharynx Moves past epiglottis Passes through larynx Trachea Lungs and their passageways . 6. 4. 3. 5.

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Respiratory System • I bring in the oxygen that is carried on the red blood cells…without me you’d have no oxygen to carry! • I carry the CO2 (waste gas) out of the body. • The muscles need oxygen to move. . • The brain needs my oxygen to think. • The circulatory system needs me for gas exchange.

Breathe Easy .

Allow the students to look at the heart. 2. 3. Engage 2 1. lungs and trachea. but not touching. The lungs are very elastic and will expand greatly. your mouth. Examine the surface of the mirror. Hold the mirror near. Exhale onto the mirror two or three times.ENGAGE Engage 1: • Obtain a pluck from Owen’s Sausage. •What happens to the mirror? •Why does the mirror become fogged? . Demonstrate how air goes in and out of their lungs. Use the paper towel to clean and dry the mirror. 4.

arizona.html .biology.edu/sciconn/respiratory/step4.MODEL EXPLORE Explore 1 Construct a Lung Model • Have students work together in groups to construct a lung model Do-It-Yourself Lung Model http://student.

Assemble the “Lungs” • Step 1 • Step 2 .

Construct the “Chest Cavity” • Step 3 • Step 4 .

Prepare the “Diaphragm” • Step 5 • Step 6 .

Start “Breathing” .

Next. watchers tell the breathers how many breaths were counted. Students trade places and repeat the activity. After the 60 seconds. . students do jumping jacks or run in place for 60 seconds before recording breathing rates as described above. • WATCHERS: The watchers must watch their partners and count the breaths taken in one minute (count ONE breathe for every time the stomach or chest rises). Then all breathers record their at rest information on the index card or sticky notepaper.Breaths per Minute Explore 2 • BREATHER: All students sit quietly (lie down if possible) with hands placed over their stomachs or chests. Teacher cues the watcher when to begin and when to stop after 60 seconds.

In which case did you breathe more? Why? 2.EXPLAIN 1. Would there be a difference in your respiration rate if you checked it when you were sleeping and then again if you were walking? 4. List at least six components of the respiratory system. . Why can't we hold our breath for 5 minutes? 5. Do you think respiration rate would be faster or slower if you ran for 10 minutes before counting breaths? 3.

Take an average of three tests. Let air out of balloons and repeat two more times.ELABORATE Measuring Lung Capacity CAUTION: Do not do this activity if you have asthma! Give identical balloons to pairs of students. would you be able to blow as . If you ran in place for 2 . What is it about the person that enables him or her to do this? 3. Who was able to blow the most air into their balloon? 2.3 minutes. Measure how big around everyone's balloon is and write down the numbers next to the persons names. QUESTIONS: 1. Instruct each to blow up a balloon as much as possible with only one breath.

EVALUATE • Upon completion of the human lung model the student will explain the mechanism of breathing through the use of their model. they will name the gases the primary gases that compose air. and they will name the gases we exhale. • After creating the respiration model the student will list six components of respiration: Nose. A grade of pass or fail will be given. and lung. alveoli. trachea. bronchi. . bronchioles.