Download Stage 1 – Desired Results

Human Body: Respiratory & Circulatory Unit Plan
Stage 1 – Desired Results
Established Goals:
 5th Grade Science State Standard
Human body systems have basic structures, functions and needs
 4th Grade Core Knowledge Scope and Sequence Science Standards
A. Circulatory System (1A)
B. Respiratory System (1B)
Understandings:
 Students will understand how the
circulatory and respiratory systems are
interdependent.
 Students will understand the basic
structures of the circulatory and
respiratory systems including when
they don’t work together due to
lifestyle or other factors.
 Students will understand that healthful
living requires an individual to act on
available information on healthy
lifestyle.
Essential Questions:
 How do our lifestyle choices affect our
overall health and well-being?
 How are organs impacted when
different body systems fail to work
correctly?
 Why is cardio-vascular disease so
prevalent, despite all the information
about prevention and healthy lifestyle?
Students will know…
 The heart has 4 chambers (2 atria and 2
ventricles).
 The 6 components of blood and their
functions.
 The structures of the circulatory system
including heart, blood, veins, arteries,
capillaries.
 Function of organs in the body
Heart: pumps blood
Liver and Spleen: removes waste
Blood vessels: delivers and
exchanges nutrients and removes waste
 Cholesterol blocks arteries and can lead
to heart disease and heart attacks.
 Parts and structure of the respiratory
system.
 Process of taking in oxygen and getting
rid of carbon dioxide.
 Poor lifestyle choices affect respiratory
and circulatory system.
Students will be able to…
 Identify and label the 4 chambers of the
heart.
 Create a model of the 6 components of
blood and explain the function of each.
 Identify and explain the structures and
functions of each part of the circulatory
system.
 Explain the process by which
cholesterol blocks arteries.
 Identify and explain the structures and
functions of each part of the respiratory
system.
 Analyze how poor lifestyle choices can
affect overall health.
Human Body: Respiratory & Circulatory Unit Plan
Stage 2 – Assessment Evidence
Performance Tasks:
 Compose a piece of writing from the
viewpoint of a red blood cell describing
the journey it takes through the body
(in a center).
 Give a public service announcement
(video) describing the consequences of
their choices and
encouraging/persuading them to make
changes (in a center).
Other Evidence:
 Pre-assessment-what they know about
the systems of the human body
 Post-assessment (TBD)
 Google Form-quiz on structures and
functions of circulatory and respiratory
systems.
 Google Presentation-3 day food and
exercise journal with reflection creating
goals about their own lifestyle choices
based on understanding of human body
systems.
Stage 3 – Learning Plan
Learning Activities:
Fourth Grade Unit Plan: Circulatory and Respiratory Systems
For this unit we need:
Paper bags
Straws
Plastic milk jugs or two liter bottles
Beakers/jars
Candles/tealights
Matches
Stopwatches
Balloons
Funnels, Peanut butter
Corn syrup, Red hots, White tic tacs, Candy sprinkles
Human Body: Respiratory & Circulatory Unit Plan
Lesson 1:
Overview of entire body and the systems within the body.
Focus on respiratory and circulatory systems.
What is a system?
Pretest what is inside the body. Students fill out a blank body with the
systems they already know or body parts inside the body. Keep these to
compare at the end of the unit.
Show video: Respiratory system from United Streaming: Breath of Life our
Respiratory System 22 min.
Human Body: Respiratory & Circulatory Unit Plan
Lesson 2: Respiratory System:
Vocabulary and Diagram
SMART lesson-slides 3-4
Complete diagram numbers 1 – 5 on Respiratory System Parts Diagram
Read Through Vocal Cords and Cilia worksheet and answer questions.
The nose is the intake and the outlet for air in the respiratory system.
Respiration is the process of taking in oxygen and getting rid of carbon dioxide.
The pharynx or throat is the tube in the front section of the neck.
The larynx or voice box is the part of the respiratory system that contains the vocal cords.
The trachea or windpipe is an air passage in the respiratory system.
The esophagus is the tube in your throat that carries food to your stomach.
The epiglottis is a flap of tissue that protects the opening of the voice box.
The vocal cords are two bands that stretch across the voice box and are responsible for
making sounds.
1. Present diagram of respiratory system. Review with the class where the respiratory
system starts – the nose.
2. Discuss the pathway air takes on the way to your lungs. First, the air goes through the
nose and down the throat. The air then goes down the throat and past the voice box.
This is also where our vocal cords are located and where sounds come from. The air
then passes the voice box and goes down the trachea or windpipe.
3. Explain to the class that when they swallow, food passes behind the voice box and the
trachea in a different pipe called the esophagus. During swallowing, muscle movements
pull the larynx out of the way and a flap called the epiglottis moves to cover the opening
of the larynx. This prevents choking.
4. Talk about how we use our respiratory system for things other than breathing. Have
students press on their necks gently. Can they feel the hard lump in their throat? This is
your voice box or larynx. Two stretchy bands lie across your voice box. They are your
vocal cords. Air flows over your vocal cords making them move. This moving back
and forth makes sounds. Vocal cords are relaxed and far apart from each other when
you make low sounds and they are stretched tight and closer together when you make
high sounds. Your lips, tongue, teeth, and throat muscles shape the sounds into words.
You breathe out as you speak. The harder you breathe out, the louder the sounds.
5. Balloon Demo: how the voice box makes noise, otherwise known as our voices, or
talking, or singing. Blow up the balloon and hold the opening closed with your fingers.
Holding each side of the neck of the balloon, stretch the sides of the balloon outward
while letting a little air out at the same time. The balloon should make a squealing
sound and this demonstrates how the voice box makes noise. Loosen the neck of the
balloon to hear a low noise. Air from our lungs passes through the voice box and
vibrates the vocal cords and on up through your throat, like the neck of the balloon.
Human Body: Respiratory & Circulatory Unit Plan
Lesson 3: Respiratory System, The Lungs
SMART lesson-slides 5-7
Finish diagram and do numbers 6 – 11
The lungs are the paired organs in the chest that remove carbon dioxide from the blood
and replace it with oxygen.
The bronchi are two large air tubes in the lungs.
The diaphragm is a large domed sheet of muscle that is underneath the lungs and
involved in breathing.
The ribs are curving flat bones that protect the organs in the chest.
Bronchial tubes or bronchioles are all the small tubes that branch off from the bronchi
once they enter the lungs.
Alveoli are air sacs in the lungs where the exchange of gases takes place.
Capillaries are thread-like blood vessels where oxygen is exchanged for carbon dioxide.
Pleura - the membrane lining the lung for protection.
Make paper bag lungs – each person making one lung.
Human Body: Respiratory & Circulatory Unit Plan
Lesson 4: The Lungs, continued
Read The Lungs and The Lungs Invisible Players Handout
Students complete Catch Your Breath - students color and label
Candle demo
Human Body: Respiratory & Circulatory Unit Plan
Lesson 5: Healthy Lungs/No smoking
United Streaming Video – What About Tobacco? 15 minutes
Complete questions/worksheet while watching video
Students choose follow up activity:
*No smoking poster or write a letter to a smoker convincing them not
to smoke
Human Body: Respiratory & Circulatory Unit Plan
Lesson 6: Circulatory System
Overview: Video: The Circulatory System from United Streaming, 23 min
Review diagram of circulatory system
SMART lesson-slide 8
Complete packet pages 1 & 2
Human Body: Respiratory & Circulatory Unit Plan
Lesson 7: Structures of the Heart
Review and or finish questions from pages 1 and 2 in packet
Read through the Blood Cells Journey from Circulatory Packet, p. 3
SMART lesson-slides 9-14
Complete the This is Your Heart Diagram, pages 4
**ASSIGN 3 DAY FOOD AND EXERCISE JOURNAL**
Human Body: Respiratory & Circulatory Unit Plan
Lesson 8: What’s in Your Blood?
Read What’s In Your Blood? Pages 5 - 7 in Circulatory Packet
SMART lesson-slide 15
Complete what’s in your blood demo in small groups
Red Hots (22 or more than any other ingredient) Red Blood Cell
Corn syrup (1/2 baggie per group) Plasma
White Tic Tacs (1 per group) White Blood Cell
Sprinkles (2 per group) Platelets
Baggies
Objective of the activity is for students to create “blood” with the right
proportion of ingredients
Human Body: Respiratory & Circulatory Unit Plan
Lesson 9: Blood Types, Blood Vessels, Veins, Arteries and Capillaries,
Liver and Spleen
Read through Blood Types in packet, p. 8
Then Blood Vessels p. 9
SMART lesson-slide 16
Then Liver and spleen p. 10
Human Body: Respiratory & Circulatory Unit Plan
Lesson 10: Heart Disease
Read p. 11 in Circulatory Packet
DO:
1. Blocking the Flow from Human Biology and Health
Using peanut butter, jars and funnel to demonstrate how flow is impeded
when arteries are blocked
2. How Hard Does Your Heart Work from Human Biology and Health
a. First do demo as described
b. Next, do demo with a smaller cup to show how much harder the
heart has to work when arteries are clogged.
Human Body: Respiratory & Circulatory Unit Plan
Lessons 11 & 12: Centers
Food and Exercise Journal due
Red Blood Cells Journey writing activity
Food and Exercise Google Presentation
PSA Video
Google form quiz-structures and functions with William Harvey bio and
summary
Heart rate and respiratory workout/graphing
Lung Capacity
Describe how any of the following were facilitated through technology integration:
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collaboration
application of critical thinking or problem-solving skills
acquisition, interpretation and evaluation of information
producing, distributing, exchanging, and receiving information (communication and
productivity)
development of content area knowledge and understandings
reflection and self-evaluation
Human Body: Respiratory & Circulatory Unit Plan