Respiratory System

Descriptive Information CC & Skill Emphasis (NHES):

Grade Level: 7

Core Concepts, Decision Making, Self-Management

Content Area: Body Systems Content Descriptor & Sub-Descriptor(s): Body Systems Body Functions

Title of Lesson: Breathe Free

PA Standard (Health & PE): 10.1.3B: Identify and know the location and function of the major body organs and systems.

10.1.6 E: Identify health problems that can occur throughout life and describe ways to prevent them: Preventions (i.e. do not smoke, maintain proper weight, eat a balanced diet, practice sexual abstinence, and be physically active) Curricular Connections: Physical education, English

Adolescent Risk Behavior (if applicable): Tobacco Use

Teaching With the End in Mind Students will be able to describe the path of oxygen through the respiratory system by filling in a worksheet. Students will appreciate the negative effects of tobacco smoke on their respiratory system, more specifically their lungs.

Key Concept(s) to be Covered in Todays Lesson Functions of respiratory system Harmful effects of chemicals in tobacco Healthy benefits of remaining smoke free

Behavioral Objective(s)
Cognitive: Students will be able to describe the path of oxygen through the respiratory system.

Students will be able to identify common chemicals found in tobacco. Affective: Students will be aware of the health benefits of remaining tobacco free. Skill (Self Management): Students will agree that smoking is unhealthy for their lungs and support the idea of living tobacco free.

Introduction to the Lesson (Set Induction):

I would like everyone to imagine they are stuck on a deserted island. On this island you will not find any other living creatures, animal or plant. You have one crate of food and a case of bottled water. How long do you think you can make this food and water last? Now

how long do you think you can live once all that is gone? Once you run out of food you would still be okay for days or maybe even weeks if you had water, but once you are out of water, you might last another 4 days, but not much longer that that. But what if you were trapped in a place with a limited amount of air? Does anyone know how long you can live without air (oxygen)? It is about 4 minutes, and that is not a very long time. Oxygen is vital because in order to utilize the food we eat for energy oxygen must be present. Just like in order for a candle to burn, there must be oxygen (air) and similar to a car needing gas. If there is no gas in the tank of a car, the car cannot go. Who can tell me what system is responsible for breathing? (respiratory) Yes, today we are going to be discussing the respiratory system.

Bell Ringer (Instant Activity): Maze: Students will be given a worksheet containing a picture of a set of lungs and a maze inside the lungs. They have to trace the path of air through the lungs. The air enters the right lung and travels around into the left and enters the left side.

Content, Learning & Instructional Strategies:

I. General Information about the Respiratory System (question and answer using Gizmo PSU soft pillow)
What body system controls the oxygen in and out of our bodies? o Respiratory

What body part specifically is responsible for breathing? o Lungs

There is a sheet of muscles that separates the thoracic cavity (chest area) from the abdominal cavity. Does anyone know what we call these muscles? o Diaphragm

It works to pump the oxygen through the lungs What gas do we inhale? o o Oxygen Diaphragm is contracting

What gas do we exhale? o o Carbon dioxide Diaphragm is relaxing

II. Labeling the Respiratory System: Activity: Scavenger Hunt Worksheet attached Students will receive blank worksheet and asked to work in groups. They will be instructed to go through out the room and read the clues (descriptions of the organs which make up respiratory system) and based on clues they will need to fill in worksheet. Give students 5-10 minutes to complete worksheet. Students will return to seats and we will go over the worksheet along with the description to reinforce the path of oxygen through the respiratory system as well as the functions of its structures.

Clues: The dome shaped muscle that separates the lungs from the abdomen. By moving downward, it creates suction to draw in air and expand the lungs. (Diaphragm) The preferred entrance for outside air into the Respiratory System. The hairs that line the inside wall are part of the air-cleansing system. (nasal passage) Contains the vocal cords. It is the place where moving air is breathed in and out creates voice sounds. Found above the trachea (larynx/ voice box) Tube connecting throat to lungs. This is lined with cilia that remove dust and particles (trachea / windpipe) Tube that splits off trachea, one to each lung. Allows air to move into lungs (Bronchial tube) Collects incoming air from the nose and passes it downward to the trachea. (pharynx/ throat) Outer covering of lungs which help to protect lungs. Two membranes that surround each lobe of the lungs and separate lungs from chest wall (Pleura) Smaller tubes that branch off like tree limbs. About 3,000 in each lung ( Bronchiole) Very small air sacs that are destination of air breathed in. Exchange of gas occurs here**. (Alveoli)

** when going over worksheet make sure to discuss the exchange of gases in alveoli Oxygen is absorbed into bloodstream Carbon dioxide and wastes are passed out of the body

III. Healthy vs. Diseased Lung

Activity: Straw activity to simulate breathing through smokers lungs Students stand and lightly jog in place or jumping jacks for 30 seconds Recover and ask if they had any trouble breathing while doing this Exercise can make lungs stronger ( more efficient) Have students place straw in mouth and do same activity again for 30 seconds o o Remind students only breathe using straws not nose Allow students who feel dizzy to sit down

Ask students how it felt to breathe through straw; was it difficult, did you feel as if you were not completely filling lungs?

Tell them this is what it feels like to breathe for people who choose to smoke

Do they think that smoking is a good idea? o Why or why not just based on straw and movement

Demonstration: Show students the visual we have of healthy lung vs. cancerous lung Also have jar of phlegm to show that is what a smoker coughs up in certain time period. IV. Tobacco is toxic! Lecture with power point

Smoking is the only legal consumer product that can reduce your life expectancy (even kill you) when it is used exactly as it is meant to be used.

What are cigarettes made from? o Tobacco (plant)

What drug is in tobacco which people become addicted to? o Nicotine

Tobacco plant only plant only plant ever to contain the drug of nicotine Facts about nicotine: o So strong it can kill person in less than 1 hour if injected into blood stream o Smoke contains tiny amounts of nicotine which are not deadly, but still very bad for your health

Tobacco contains over 4,000 other chemicals o Chemicals mix together and form sticky tar

o o

This tar gives smoke the bad smell and color Sticks to clothing, skin, teeth and inside lungs

Tar is dangerous in bodies o o Sticks to cilia, they cannot remove germs and dirt from lungs If germs stay in lungs, they cause diseases

Tar and Smoke made up of many chemicals that are known to cause cancer and just plain bad for you

What are some other negative effects of smoking (Talk to a neighbor and see what you can come up with) o o o o o Stinky hair Bad breath Heart disease Yellow teeth Wrinkles

Some of these chemicals found in things you know you would never put into your body

V. Chemicals you are most likely familiar with: Activity: BINGO Game

Students will be asked to read clues off the power point and then they can mark their cards with the answer they think is correct. First one to get 3 in a row can

call out bingo and we will see if they chose correct answer to description of chemical.

We will not give the answer until someone calls out BINGO. We will continue with descriptions and allowing different people to get BINGO until all chemicals are covered

Following descriptions clues) to be read: (answer) Poison used to kill rats and mice (Arsenic) Main ingredient in nail polish (Acetone) A household cleaner (Ammonia) Poisonous gas, the exhaust from car (Carbon Monoxide) What is used to preserve dead frogs for biology. Used to embalm dead bodies. (Formaldehyde) Poison used in gas chambers during the Holocaust (Hydrogen Cyanide) Used to make explosive mothballs (Naphthalene) Ingredient found in trash bags (Vinyl Chloride)

VI. Closing Activity: Be Smart, Dont Start (double trouble puzzle attached)

This is final activity to reinforce some of the negative effects smoking can have on an individuals body. These are things which were discussed earlier in class and will

help students be aware of the need to stay tobacco free. Have some before/after pictures to reinforce what smoking does to your face, skin, and body.

We will allow students to get into groups of 3 or 4 so that they can discuss with peers how gross some of these things are to them.

Learning Activity(ies):
Bell Ringer: Maze (see attached worksheet) Students will just be asked to sit and fill these out as the class begins. Just to get them wondering what we will be discussing for the lesson

Scavenger Hunt:

Clues (descriptions) which will be located around the room: The dome shaped muscle that separates the lungs from the abdomen. By moving downward, it creates suction to draw in air and expand the lungs. (Diaphragm) The preferred entrance for outside air into the Respiratory System. The hairs that line the inside wall are part of the air-cleansing system. (nasal passage) Contains the vocal cords. It is the place where moving air is breathed in and out creates voice sounds. Found above the trachea (larynx/ voice box) Tube connecting throat to lungs. This is lined with cilia that remove dust and particles (trachea / windpipe)

Tube that splits off trachea, one to each lung. Allows air to move into lungs ( Bronchial tube)

Collects incoming air from the nose and passes it downward to the trachea. (pharynx/ throat)

Outer covering of lungs which help to protect lungs. Two membranes that surround each lobe of the lungs and separate lungs from chest wall (Pleura)

Smaller tubes that branch off like tree limbs. About 3,000 in each lung ( Bronchiole)

Very small air sacs that are destination of air breathed in. Exchange of gas occurs here**. (Alveoli)

**
Straw Activity to simulate breathing with healthy lungs and breathing with lungs damaged by smoking:

Students stand and lightly jog in place or jumping jacks for 30 seconds Recover and ask if they had any trouble breathing while doing this Exercise can make lungs stronger ( more efficient) Have students place straw in mouth and do same activity again for 30 seconds o o Remind students only breathe using straws not nose Allow students who feel dizzy to sit down

Ask students how it felt to breathe through straw, was it difficult, did you feel as if you were not completely filling lungs?

Bingo Game

Fun interactive way to learn some of the more common poisonous chemicals that are found in cigarettes: Have 6-8 different versions of the Bingo Card with the name of chemicals in the squares. Students will need to determine which chemical is being described and place a token on that chemical, when someone gets 3 in a row, they call out Bingo and read off the chemicals they have. We will reinforce which description is linked to which chemical. We will prompt students first to see if they remember what the description was before we give it to them.

Following descriptions clues) to be read: (answer) Poison used to kill rats and mice (Arsenic) Main ingredient in nail polish (Acetone) A household cleaner (Ammonia) Poisonous gas, the exhaust from car (Carbon Monoxide) What is used to preserve dead frogs for biology. Used to embalm dead bodies. (Formaldehyde) Poison used in gas chambers during the Holocaust (Hydrogen Cyanide) Used to make explosive mothballs (Naphthalene) Ingredient found in trash bags (Vinyl Chloride)

Final Activity : Be Smart, Dont Start (attached)

Students will be encouraged to break into groups of 3 or 4 so that they can discuss the negative physical outcomes of smoking. It should help them make a healthy decision not to smoke when peers reinforce the negativity associated with tobacco.

Final Thoughts/Conclusion to the Lesson

Today we discussed the respiratory system. We looked at how oxygen travels through the body as well as the structures which make up the respiratory system and the specific functions of these structures. Who can tell me what we inhale and what we exhale? We said the diaphragm contracts and relaxes just like other muscles in the body, when does it contract? And when does it relax?

We talked about an addictive drug found in tobacco, what was that drug? We talked about some of the harmful effects smoking has on the body, what were some of these, many are on the last puzzle you just did in your groups.

Does anyone have any final questions before you go to your next class?

Classroom Management & Materials Classroom Materials o Hand outs Maze Diagram of respiratory system

Double trouble puzzle Bingo Cards

o Other Materials Lung props Phlegm jar PSU throw pillow (gizmo) Straws Colored cards (response cards)

Classroom Management
Students will be in their assigned seats for the majority of class. They will be allowed to form their own groups of 3 or 4 for some activities. If students are unable to act responsibly in self appointed groups, they will be moved away from friends into a group which will enable them to participate in the class.

Content References:

American Heart Association, (2002). Fighting Heart Disease and Stroke

Inside the human body: the respiratory system. Retrieved April 08, 2009, from

Teacher

Planet Web site: http://www.teacherplanet.com/subpages/notobacco025.php

http://www.lung.ca/children/teachers/resources7_12.html#lung_health Reed Hanna, Bonnie Love Your Lungs. Retrieved April 8, 2009, from Lesson Plans Page Website:http://www.lessonsplanspage.com/printables/PPEScienceRespiratorySyste

Activity Reference(s):
edHelper. Retrieved April 8, 2009, from edHelper.com Web site: http://www.edhelper.com/respiratory_system.htm

Inside the human body: the respiratory system. Retrieved April 8,2009, from Teacher Planet Web: http://www.lung.ca/children/pdfs/grades4_6_amazeinggame.pdf

Inside the human body: the respiratory system. Retrieved April 10, 2009, from Teacher Planet Web site: http://www.lung.ca/children/teachers/resources7_12.html#lung_health

American Heart Association. (2002). Fighting Heart Disease and Stroke

Reed Hanna, Bonnie Love Your Lungs. Retrieved April 8, 2009, from Lesson Plans Page Website: http://www.lessonsplanspage.com/printables/PPEScienceRespiratorySystem