catch your breath a study of the respiratory system

7/28/2019 Catch Your Breath a Study of the Respiratory System

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National Conference, Catch Your Breath: A Study of the Respiratory System, 4th Grade 1

Catch Your Breath: A Study of the Respiratory SystemGrade Level: 4th Grade

Written by: Barbara Elliott, Wheatley Elementary, Lubbock, Texas

Length of Unit: 5 Lessons

I. ABSTRACTStudents 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.

II. OVERVIEWA. Concept Objectives

1. The student identifies the basic structures and functions of the human body andexplains 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 fromillness. (TEKS-Health 5.4)

B. Content from the Core Knowledge Sequence1. The Respiratory System page 104

a. Process of taking in oxygen and getting rid of carbon dioxideb. Nose, throat, voice box, trachea (windpipe)c. Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacks)

C. Skill Objectives1. 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 bodysystems. (TEKS-Health 5.2 A)

3. The student will explain how to maintain the healthy status of body systems such asavoiding 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)

III. BACKGROUND KNOWLEDGEA. For Teachers1. Breathing, Sandeman, Anna2. The Body Atlas, Parker, Steve3. Human Body, Parker, Steve

B. For Students

1. Students should have prior knowledge of the human body from the

Core KnowledgeSequence third grade on pages eighty-one through eighty-two.


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2. Students should have prior knowledge of the human body from the Core

Knowledge Sequence second grade on page sixty.

IV. RESOURCESA. Jeff Lansdell and CEV Multimedia Ltd

B. Devon Casey, Program Specialist for Public Health Improvement with the Texas

Department of HealthC. Local Chapter of the American Cancer Society

D. Smoke Machine

V. LESSONS

Lesson One: Introduction of the Respiratory SystemA.Daily Objectives

1. Concept Objective(s)

a. The student identifies the basic structures and functions of the human bodyand explains how they relate to personal health throughout the lifespan.

(TEKS-Health 3.4)

2. Lesson Content

a. The Respiratory System page 104i. 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. Pencils3. 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

C. Key Vocabulary

1. Inhale- to breathe in

2. Exhale- to breathe out

3. Respiration- breathing4. 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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D. 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 thecirculatory 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 priorknowledge 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 timesas 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?

E. Assessment/Evaluation

1. Teacher observation

2. Check for understanding through completion of vocabulary words

Lesson Two: The Structure of the Respiratory System

A. Daily Objectives1. Concept Objective(s)


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(TEKS-Health 3.4)

b. The student knows that complex systems may not work if some parts areremoved. (TEKS-Science 4.5)

2. Lesson Content

a. The Respiratory System page 104i. 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 ofmajor body systems. (TEKS-Health 5.2 A)

B. Materials1. Model of the lung2. 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. Dictionaries5. Scales

6. Large sponges7. Large sheets of paper8. Markers9. Transparency of idea web (Appendix 2-A)10.Transparency of idea web (Appendix 2-B)

11.Transparency of idea web (Appendix 2-C)

C. Key Vocabulary1. Nose- organ of the sense of smell2. Throat- area between mouth and esophagus3. Voice box- larynx4. 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 lungs6. Mucus- a sticky liquid produced by the linings of the nose and other body parts that

open to the outside

D. Procedures/Activities1. 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 therespiratory 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


8. Using dictionaries, students will put the guidewords and the part of speech on theside 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 unfilteredblood 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 filteredblood 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 thenose 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 canaccount for the other 97%.

E. Assessment/Evaluation1. 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 listwith 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.

Lesson Three: How the Respiratory System Works

A. Daily Objectives1. Concept Objective(s)


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(TEKS-Health 3.4)

b. The student knows that complex systems may not work if some parts areremoved. (TEKS-Science 4.5)

2. Lesson Content


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 ofmajor body systems. (TEKS-Health 5.2 A)

B. Materials1. Model of the lung2. Skelton3. Shapes with vocabulary words printed on one side (Appendix 3-A)4. Dictionaries5. What Your Fourth Grader Needs to Know,by E.D. Hirsch, Jr.6. Human Body,by Steve Parker7. Stop watches8. Paper9. Pencils10.Small mirrors that have been in the refrigerator for about an hour

11.Cold water and cups12.A long dress mirror

13. 3 different colors of string

C. Key Vocabulary1. Bronchi- smallest subdivision of the breathing tubes within the lung2. 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 ofthe abdomen

4. Ribs- bone and cartilage that form the chest cavity and protects its contents5. Alveoli (air sacs)- one of the tiny pouches in the lungs in which the exchange of

oxygen and carbon dioxide takes place.

D. Procedures/Activities1. 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


3. Using dictionaries students will put the guidewords and the part of speech on the sideof the vocabulary word and write the definition of the other side of the shape.


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E. Assessment/Evaluation1. 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 partsare 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


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

C. Procedures/Activities

1. Divide students into teams.2. Pass out to individual students the vocabulary words that they previously defined.3. Select a team captain for each team.4. Have team captains roll dice to decide which team will go first.5. Have the team that goes first select a category and a dollar amount.6. Pull an answer from behind that dollar amount and read it aloud.7. 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 thepocket was worth.

12.If a team gives an incorrect question they will be minus the amount of money that thepocket 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 itdown on the dry erase boardbefore the answer is read.

18.In Final Jeopardy after the answer is read, a reasonable amount of time is givenbefore every team must put down their marker.

19.Start with the team that has acquired the least amount of money and get their questionfirst. 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 bedeclared the winner.

D. Assessment/Evaluation1. Teacher observation

VI. CULMINATING ACTIVITY

A. A culminating activity will be to create a healthy lung and a smoke filled lung. Using aparachute, 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.

VII. 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 wordsH. Appendix 4-A Lung Shapes for Vocabulary words

VIII. 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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Publishing, 1992. 0-385-31260-1

D. Parker, Steve. The Body Atlas. New York: Dorling Kindersley, 1993. 1-56458-224-8

E. Parker, Steve. Human Body. New York: Dorling Kindersley, 1993. 0-7894-4883-1

F. Rice, Christopher. My First Body Book New York: Dorling Kindersley, 1995.

1-56458-893-9

G. Rockwell, Robert E., Williams, Robert A. & Sherwood, Elizabeth A. Everybody Has

A Body. Maryland: Gryphon Houce, 1992. 0-87659-158-6H. Sandeman, Anna. Breathing. Connecticut: Copper Beech Books, 1995. 1-56294-

620-X


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APPENDIX 1-A Catch Your Breath : A Study of the Respi ratory System

KWL CHART

What do I know? What do I want to What did I learn?

find out?


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Inhale

Exhale

Lungs

APPENDIX 1-B SHAPES FOR VOCABULARY WORDS

Catch Your Breath: A Study of the Respiratory System

Respiration


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National Conference, Grade 4, Catch Your Breath: A Study of the Respiratory System

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APPENDIX 1-B SHAPES FOR VOCABULARY WORDS


Carbon

dioxide

Oxygen


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National Conference, Grade 4, Catch Your Breath: A Study of the Respirator

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Nose Throat

Nose

Larynx Trachea

APPENDIX 2-D SHAPES FOR VOCABULARY WORDS



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Nose Mucus

APPENDIX 2-D SHAPES FOR VOCABULARY WORDS


Bronchioles


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Bronchi BronchialTubes

Ribs

APPENDIX 3-A SHAPES FOR VOCABULARY WORDS


Diaphragm


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Alveoli




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Tar

Nicotine



Carbonmonoxide

Ammonia

catch your breath a study of the respiratory system

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