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Take Deep Breath (Grade 5)

Master Teacher

Rebecca H. McCraw

Time allotment

Two 40-minute class periods

Overview

Our bodies use a lot of energy, so our cells need a lot of food and oxygen to produce this much needed energy. We get the oxygen our cells need through the process of respiration. As we breathe in, air rushes through our mouth or nose into the trachea, or windpipe. In the chest, the trachea branches into two tubes called bronchi that lead to the lungs. In the lungs, the bronchi divide into smaller and smaller tubes. At the end of the smallest tubes are tiny sacs called alveoli. Tiny capillaries surround the alveoli. The capillaries get blood from the pulmonary arteries coming from the heart and take the carbon dioxide from the blood and replace it with oxygen. This is accomplished through the process of diffusion. The oxygen is carried by red blood cells through the pulmonary veins back to the heart. From the heart, the oxygenated blood is carried throughout the body.

The main parts of the respiratory system are the mouth, nose, trachea, lungs, diaphragm, bronchi, and alveoli. In this lesson students will become familiar with how the diaphragm expands to draw air into our lungs and contracts to exhale carbon dioxide. They will also be able to label the major parts of the respiratory system through the use of interactive Internet research and video components.

Subject Matter

Life Science

Learning Objectives

Students will be able to:

identify and label the parts of the human respiratory system
recognize and define key vocabulary
identify how oxygen is transported from the lungs throughout the body
recognize how the diaphragm expands and contracts to allow the lung to breathe in oxygen and expel carbon dioxide

South Carolina Standards

These Standards can be found online at Office of Curriculum Standards.

Grade 5 II A 2

The human organism has a system for respiration and circulation. These systems interact with each other.

Label the parts and distinguish among the functions of the major organs of the respiratory system including nose/mouth, larynx, trachea, bronchi, alveoli, lungs, and diaphragm.

Media Components

Video

The Human Body, Lesson 7: "Respiration."

Web Sites

Brainpop provides an interactive test and video on the respiratory system. Where it says, "Pick a Movie," click Respiratory System. (Plug-in needed: Shockwave/may be accessed from this site.)

Oxygen Delivery System. This site offers a reading comprehension page on the oxygen delivery system that includes the major organs and functions of each.

Human Body Adventure offers a science fiction-like introduction into the Web site below that deals with the respiratory system. Students should be instructed not to begin the tour, but rather, use the bookmarked Web site below to direct them directly to the respiratory system.

After viewing the virtual tour introduction, go to Respiratory System Self-Quiz. This site offers an interactive test that is self-checking (Culminating Activity). The plug-in Shockwave is needed to access both sites.

Shockwave is available at Macromedia.com.

Materials

Activity Sheet 1: Focus for Media Interaction Sheet (1 per student)
Activity Sheet 2: KWL chart (for the overhead)
For each group of four students:
1 two-liter plastic bottle
1 large balloon
1 small balloon
tape

Equipment

AverKey

LCD projector

(Note to Teacher: You will need an AverKey or LCD projector if you plan to display the Web sites to the entire class for interaction and discussion.)

Prep for Teacher

Prior to teaching the lesson, bookmark the Web sites used in the lesson on each computer in your lab or classroom. Load the Shockwave plug-in (available free at Macromedia.com) onto each computer as well.

Cue the video.

Prepare the hands-on elements of the lesson:

1. Make copies of Activity Sheet 1.

2. Prepare a KWL chart for the overhead. (See Activity Sheet 2.)

3. Cut the bottoms off all 2-liter bottles about 2 inches from the bottom.

4. Cut large balloons open so they will make a large circle.

5. Place all materials for diaphragm demonstration in a crate for each group.

6. Prepare chart to record vocabulary with title of lesson "The Respiratory System."

When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Day One
Introductory Activity

Step 1: Have students take a deep breath. Ask them what happened when they took a deep breath. List responses on the board to activate prior knowledge.

Step 2: Tell students they are going to be learning about the human respiratory system and why we need it to live. Begin a KWL chart on the overhead. Lead students as they discuss things they want to know such as how does the oxygen in the air get from the air into all the cells of our bodies.

Step 3: Tell students they will also be learning about the major organs of the respiratory system. Ask if anyone can name any of the parts. Expect answers such as mouth and lungs.

Step 4: After a brief discussion, tell students they are going to watch a short video clip to see if they can identify some more parts of the human respiratory system. Pass out copies of Activity Sheet 1: Focus For Media Interaction.

START the video clip beginning when there is a man with a walking stick up a hillside. The narrator will say, "The human respiration system is made of. . . . " As students are watching the video, PAUSE as each new organ is identified. Give students time to record their responses on the Focus for Media Interaction sheet. STOP the video as the picture goes to a man diving into the ocean. The narrator will say, "This sponge collector can stay under water about a minute and a half."

Provide students with a Focus for Media Interaction by asking them as they watch to record the names of as many organs of the respiratory system as they can. They are to record this information on their Focus for Media Interaction Activity Sheet, under Question 1.

Step 5: From the lists made from viewing the video, begin a working vocabulary chart on large chart paper. Guide students to identify all the major organs of the respiratory system and discuss. (Note to Teacher: You might use a teacher-made transparency of the respiratory system to reinforce the visuals from the video.)

Step 6: Have students go to the Brainpop Web site for an interactive pretest and video on the Internet.

Provide a Focus for Media Interaction by telling the students that after they take the interactive pre-test and watch the video, they should be able to tell why we need to breathe.

Step 7: Closure for the day's lesson. Review key organs of the respiratory system and discuss why we need to breathe. As an assessment, you can use your observations and the students' Focus for Media Interaction Sheets.

Day 2
Learning Activity

Step 1: Review what was covered the previous day. Go over new vocabulary from the chart and discuss any new questions students might like to add to KWL chart. Tell students that today they are going to learn more about how important their diaphragm is to respiration.

Step 2: Have students go to the Oxygen Delivery System Web page. Provide a Focus for Media Interaction by telling students to find out what job the diaphragm has in the respiratory system.

To check for comprehension, ask the students to define the function of the diaphragm on the Focus for Media Interaction Activity Sheet, Question 2.

Step 3: Tell students they are going to make a model of the lung and demonstrate how the lung inhales and exhales with the help of the diaphragm.

Hands on experiment:

1. Each team will need the prepared 2-liter bottles, balloons, and tape.

2. Instruct students to take the small balloon and place it on the inside of the bottle and roll the top of the balloon over the mouth of the bottle. (Relate the opening in the bottle to the mouth and trachea. This small balloon represents the lung.)

3. Take the large balloon and tape it to the

bottom of the bottle leaving no way for air to escape on the end of the bottle.

4. After students have completed this, they may experiment with the model by taking hold of the bottom of the large balloon on the bottom and moving it in and out. The balloon on the bottom represents the diaphragm. The balloon on the inside will inflate and deflate just as the lung does.

Step 4: Discuss what the model represents. Discuss how the oxygen enters the body through the lungs and then what? Students are to go back to the Internet to determine what happens to that oxygen once it gets into the lungs. Go to:Oxygen Delivery System. To provide a Focus for Media Interaction, tell students they must find the information to answer questions 3-10 on the Focus for Media Interaction Sheet.

Culminating Activity

Step 1: Tell students they are going to take an interactive test on the respiratory system.

Review all key vocabulary from the chart and complete the "Things We Have Learned" section of the KWL chart.

Step 2: Direct students to Human Body Adventure. Once the virtual tour introduction has been completed, students are to access the Web site bookmarked: Respiratory System Self-Quiz. Once at this site, students will take a self-checking test on facts about the respiratory system and also have an opportunity to label the parts of the human respiratory system. Monitor and discuss responses with students as they complete the interactive test.

Step 3: Have students put hands in lap. Read each question on the self-checking test on facts about the respiratory system aloud and ask for a response. Discuss. Model the correct answer by using the AverKey or LCD player to display the answers on the TV. Go through the entire test in this manner as well as how to label the parts of the system.

Step 4: Final assessment. Replay the virtual tour introduction on the teacher's computer. Tell students they are going to take a virtual tour through the respiratory system in their own imaginations.

As a written assessment, have students pretend they are on a trip inside the respiratory system. As they take their trip, they must identify all of the organs they see and tell what their functions are. When students finish, they may draw and label the major organs of the system.

Cross-Curricular Extensions

Language Arts: Research the respiratory system and write a report.

Read The Magic School Bus: Inside the Human Body, and discuss how the respiratory system works together with the circulatory system to deliver oxygen to the body's cells.

Health: Research or discuss the major diseases of the respiratory system.

Discuss health care measures for a healthy respiratory system.

Math: Count how many breaths a person takes in a minute. How many in an hour, a school day, an entire day, a week, a year, etc.

Community Connections

Invite speakers from the American Lung Association to discuss respiratory care with the class.

Get literature from a local hospital on respiratory health.

Have a doctor or nurse speak on the importance of keeping your lungs healthy.

Have a health care worker show photos of an unhealthy lung vs. a healthy lung.

Have a member of the local Hospice center discuss the debilitating effects of respiratory failure and how some people become dependent on oxygen tanks or how cancer affects the lungs.

Have a person speak who has suffered the ill effects of smoking (such as having to use a voice box vibrating device in order to speak because of throat cancer, etc.).

Student Materials

Focus for Media Interaction Sheet

KWL chart

Per group (3-4 students)

2- liter bottle

1 large balloon

1 small balloon