Download 8168 Respiratory Sys CE 8x11

THE HUMAN BODY: SYSTEMS AT WORK
RESPIRATORY SYSTEM:
INTAKE AND EXHAUST
Teacher’s Guide
INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of Respiratory System:
Intake and Exhaust. The contents in this guide will allow you to prepare your students before
using the program and present follow-up activities to reinforce the program’s key learning points.
This series defines and explains the process of respiration. By using the analogy of an automobile’s system of fuel intake and exhaust, the viewer is able to understand the mechanics and
functions of this body system.
LEARNING OBJECTIVES
After viewing the program, students will be able to:
■ Explain how the exchange of gases in your cells enable you to carry out functions vital to life.
■ Identify the organs involved in the respiratory system.
■ Explain how the respiratory process works and its primary purposes.
■ Understand the importance of the lungs in the respiratory process.
■ Understand how the Heimlich maneuver and CPR save people’s lives.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Science Education Standards from the National
Academy of Sciences, Project 2061 Benchmarks for Science Literacy by the American Association
for the Advancement of Science, and the National Health Education Standards: Achieving Health
Literacy by the Joint Committee on National Health Education Standards. The content has been
aligned with the following educational standards and benchmarks from these organizations.
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Understand matter, energy, and organization in living systems.
Understand regulation and behavior.
Understand structure and function in living systems.
Understand the cell.
Understand form and function.
Understand system, order, and organization.
Understand that a system may stay the same because nothing is happening, or because things
are happening but exactly counterbalance one another.
Understand that many systems contain feedback mechanisms that serve to keep changes
within specified limits.
Understand that things can change in detail but remain the same in general (the players
change, but the team remains; cells are replaced, but the organism remains). Sometimes counterbalancing changes are necessary for a thing to retain its essential constancy in the presence
of changing conditions.
Understand that in many physical, biological, and social systems, changes in one direction
tend to produce opposing (but somewhat delayed) influences, leading to repetitive cycles of
behavior.
Understand that a system usually has some properties that are different from those of its parts,
but appear because of the interaction of those parts.
Understand that a system can include processes as well as things.
Understand that thinking about things as systems means looking for how every part relates to
others. The output from one part of a system (which can include material, energy, or information) can become the input to other parts. Such feedback can serve to control what goes on in
the system as a whole.
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Copyright © 2004 Cambridge Educational®
■ Understand that any system is usually connected to other systems, both internally and externally. Thus a system may be thought of as containing subsystems and as being a subsystem of
a larger system.
■ Understand that organs and organ systems are composed of cells and help to provide all cells
with basic needs.
■ Understand that to burn food for the release of energy stored in it, oxygen must be supplied
to cells, and carbon dioxide removed. Lungs take in oxygen for the combustion of food and
they eliminate the carbon dioxide produced. The urinary system disposes of dissolved waste
molecules, the intestinal tract removes solid wastes, and the skin and lungs rid the body of
heat energy. The circulatory system moves all these substances to or from cells where they are
needed or produced, responding to changing demands.
■ Understand that like other animals, human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions.
■ Understand that toxic substances, some dietary habits, and personal behavior may be bad for
one’s health. Some effects show up right away, others may not show up for many years.
Avoiding toxic substances, such as tobacco, and changing dietary habits to reduce the intake
of such things as animal fat increases the chances of living longer.
Reprinted with permission from National Science Education Standards ©1999 by the National Academy of Sciences,
courtesy of the National Academies Press, Washington, D.C.
Project 2061 Benchmarks for Science Literacy, from BENCHMARKS FOR SCIENCE LITERACY by the American
Association for the Advancement of Science, copyright 1993 by the American Association for the Advancement of
Science. Used by permission of Oxford University Press, Inc. Please note: judgments about the alignment of content
presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not
represent the opinion or endorsement of the AAAS or Oxford University Press, Inc.
This represents the work of the Joint Committee on National Health Education Standards. Copies of National Health
Education Standards: Achieving Health Literacy can be obtained through the American School Health Association,
Association for the Advancement of Health Education or the American Cancer Society. Reprinted with permission.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National
Standards for the English Language Arts from the National Council of Teachers of English.
■ Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
■ Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences and for different purposes.
■ Use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
■ Conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and
nonprint texts, artifacts, people) to communicate their discoveries.
■ Read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace.
Standards for the English Language Arts, by the International Reading Association and the National Council of
Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers
of English. Reprinted with permission.
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Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National
Education Technology Standards from the National Education Technology Standards Project.
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Practice responsible use of technology systems, information, and software.
Demonstrate a sound understanding of the nature and operation of technology systems.
Employ technology in the development of strategies for solving problems in the real world.
Use technology resources for solving problems and making informed decisions.
Use technology to locate, evaluate, and collect information from a variety of sources.
The National Education Technology Standards reprinted with permission from the International Society of Technology
Education.
PROGRAM OVERVIEW
The program covers the organs of the respiratory system, the process of respiration, and techniques to implement in life-threatening situations.
MAIN TOPICS
Topic 1: What is the Respiratory System?
The first section of the video explains the principal purpose of the respiratory system, which is to
produce energy by supplying the cells of the body with oxygen, and to remove the waste product, carbon dioxide. The process of inhalation and exhalation is described along with the different meanings of respiration and the components of the upper and lower respiratory system.
Topic 2: Respiratory Organs
This section explains the anatomy and physiology of the nose, pharynx, trachea, and bronchi.
Topic 3: Lungs
This section details the anatomy of the lungs as the primary breathing organ. The brain’s task of
sending signals to the respiratory muscles to contract is described.
Topic 4: Life-Saving Tools
In the last segment of the video, both the Heimlich maneuver and cardiopulmonary resuscitation
(CPR) are demonstrated. Information on when to perform these techniques and places to contact
to learn these techniques is provided.
FAST FACTS
■ Humans must have oxygen to burn food and produce energy in the body. Breathing brings in
air, which contains oxygen.
■ Carbon dioxide is a waste product produced by cellular activities.
■ The upper respiratory system includes the nose, pharynx, larynx, trachea, and bronchi. The
lower respiratory system includes the lungs, diaphragm and other muscles in the chest and
throat.
■ There are two major breathing muscles: the diaphragm and the intercostals muscles located
between the ribs.
■ The nose is the main intake for air, and it also filters out dirt and particles.
■ It is through our lungs that our blood receives oxygen and gets rid of carbon dioxide.
■ Each lung is divided into lobes. The right lung has three lobes, while the left lung only has
two lobes.
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■ Breathing is the result of the rib muscles and diaphragm contracting and relaxing, triggered by
nerve impulses sent from the center in the brain. When a certain amount of carbon dioxide in
the blood reaches the brain, it triggers the breathing center to send out a signal telling the
respiratory muscles to contract.
■ Choking is the leading cause of accidental death. It occurs most frequently during inhalation
when food is sucked against the glottis of the larynx, blocking the airway.
■ When choking occurs, without intervention, severe brain damage or death can occur within 4
to 6 minutes.
■ Both the Heimlich maneuver and cardiopulmonary resuscitation (CPR) are valuable life-saving
tools.
■ To learn the Heimlich maneuver or CPR it is best to contact your local emergency medical
squad, fire department, or community college to get information on when and where classes
are held.
VOCABULARY TERMS
alveolar duct: The smallest airway, it brings gas into the alveolar sacs.
alveoli: Air-filled sacs in the lungs.
bronchioles: The tiniest bronchi; each bronchiole ends in a small air-filled sac.
bronchus: Either of the two main branches of the trachea that lead to the lungs.
cardiopulmonary resuscitation (CPR): A life-saving procedure that is commonly used when a
person’s heart stops.
cellular respiration: A series of chemical reactions where cells use oxygen to break down food
molecules in order to obtain energy.
diaphragm: One of the major breathing muscles. It is domed, and descends like a piston when
we inhale.
external respiration: The gas exchange of oxygen and carbon dioxide between the environment and respiratory organs.
Heimlich maneuver: A life-saving procedure in which the air in a person’s own lungs is used to
expel an obstructing piece of food or object.
intercostal muscles: The second set of breathing muscles that rotate the ribs, increasing the
volume of the chest and drawing in the air.
internal respiration: The chemical process of producing energy in the cells; involves the gas
exchange between cells and blood.
lung: Cone shaped organs that rest in the thoracic cavity; the primary breathing organ of the
respiratory system.
pharynx: Is comprised of skeletal muscles and lined with mucus membranes and acts as a passageway for air and food. It also provides a resonating chamber for speech sounds.
pneumonia: Inflammation of the lungs.
respiratory system: The body system that produces energy by supplying the cells of the body
with oxygen, and removing the waste (carbon dioxide) which is produced by cellular activities.
trachea: Known as the windpipe, it is about 4 1/2 inches long and 1 inch in diameter. It is a
tubular passageway for air, and extends from the larynx to the fifth or sixth thoracic vertebra.
PRE-PROGRAM DISCUSSION QUESTIONS
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Why do our bodies need oxygen?
How are plants our partners in breathing?
How does the respiratory system work like an automobile’s intake and exhaust system?
Do you think it is possible to breathe with one lung? Why or why not?
How does smoking affect our respiratory system?
What helps the respiratory system to function?
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POST-PROGRAM DISCUSSION QUESTIONS
1. How do the respiratory and circulatory systems work together?
2. Do you believe secondhand smoke can be harmful to your health? Explain your answer.
3. When you visit the doctor because of an upper respiratory infection, which part of your respiratory system is being affected? How is an upper respiratory infection different from bronchitis
and pneumonia? Why are some infections more serious than others?
4. How is cellular respiration similar to photosynthesis in plants? How is it different?
5. What impact does an asthma attack have on the body’s ability to absorb oxygen?
GROUP ACTIVITIES
X-Ray Vision
Arrange a visit to a local radiologist or lung specialist to view chest X-rays of a healthy lung and
an unhealthy lung. Record the differences observed between these two X-rays. Follow up with
the specialist to discuss the two X-rays, as well as other diseases and disorders of the respiratory
system.
Learn Life-Saving Techniques
Invite an expert to instruct the class on CPR and/or the Heimlich maneuver.
Stop Before You Start
Create an educational program for grades 1-3 to raise awareness about the dangers of smoking.
The purpose of your program is to provide information on the effect of smoking on your health
and to discourage students from smoking in the future. Create clear, simple, visuals to easily convey your message.
INDIVIDUAL STUDENT PROJECTS
How Do You Breathe?
Design a poster to compare two different types of organisms to see how different living things
obtain the oxygen they need. Amphibians, birds, fish, insects, plants, mammals, and reptiles are
examples of living organisms that can be studied.
Clay Model
Create a model to explain how the respiratory system works with the circulatory system to transfer oxygen and carbon dioxide. Use objects such as tubing, colored balls, and string. Label the
major parts of the body displayed.
INTERNET ACTIVITIES
Black Lung Disease
Research the history of black lung disease. What is ‘black lung,’ and why are coal miners so worried about it? Trace the history of this problem and how coal miners, unions, and the government have handled it. Role-play a discussion or hold a debate about this problem.
Addressing Asthma
Pretend someone in your family suffers from severe asthma. It is up to you to design an “asthma-friendly” home. Using the Internet, locate sites to assist you. Document what you need to
have in your home and what you need to remove from your home so an asthma sufferer can live
there. You may want to develop your own website with your findings.
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www.healthandage.com/Home/gm=0!gc=25!gid6=403
www.asthma-maintenance.com/respiratory-system.htm
ASSESSMENT QUESTIONS
Q: What is the principal purpose of respiration?
A: The principal purpose of respiration is to produce energy by supplying the cells of the body
with oxygen, and to remove waste.
Feedback: The waste product produced by the body is carbon dioxide, which is produced by cellular activities. This exchange of gases keeps us in motion and alive because humans must have
oxygen to burn food and produce energy in the body.
Q: Name three organs or muscles involved in the respiratory process.
A: The nose, lungs, and diaphragm
Feedback: The upper respiratory system includes the nose, pharynx, larynx, trachea, and
bronchi. The lower respiratory system includes the lungs, the diaphragm, and other muscles in
the chest and throat.
Q: When we breathe, gases are exchanged between the atmosphere and the ______________.
(a) bronchi
(b) aorta
(c) vena cavae
(d) alveoli
A: (d)
Feedback: The walls of alveoli and of the surrounding capillaries are only one cell thick, and are
in very close contact with each other. Oxygen passes easily through the thin walls of the alveoli
and into the blood in the capillaries. Carbon dioxide passes from the blood into the alveoli and is
exhaled through the nose and mouth.
Q: What is the difference between external respiration and internal respiration?
A: External respiration is the gas exchange of oxygen and carbon dioxide between the environment and respiratory organs. Internal respiration involves the gas exchange between cells and
the blood.
Feedback: Another type of respiration is cellular respiration, which is a chemical reaction in
which the cells use oxygen to actually break down food molecules in order to obtain energy.
Q: The ___________________ is the primary muscle involved in breathing.
A: diaphragm
Feedback: Because the lungs have no muscles of their own, the job of breathing is left to the
diaphragm.
Q: What is the primary purpose of the nose?
A: The nose’s primary purposes include warming the air as it enters, and the humidification of
the air prior to entering the lungs.
Feedback: The nose also filters out dirt and particles from the air before it enters the lungs.
Q: It is through our lungs that our blood receives oxygen and gets rid of carbon dioxide.
(True or False)
A: True
Feedback: The gas exchange occurs in the lungs because the lungs contain small air-filled sacs
called alveoli. Each lung contains millions of alveoli. These sacs are the actual place gas exchange
happens.
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Q: The _______________ divides into the left and right primary bronchus.
(a) pharynx
(b) trachea
(c) alveoli
(d) mediastinum
A: (b)
Feedback: The trachea, commonly know as the windpipe. It is about 4 1/2 inches long and 1
inch in diameter. It acts as a tubular passageway for air.
Q: What makes us breathe?
A: When a certain amount of carbon dioxide in the blood reaches the brain, it triggers the
breathing center of the brain to send out a signal telling the respiratory muscle to contract.
These muscles include the rib muscles and the diaphragm.
Feedback: The breathing center of the brain is located in an area of the brainstem called the
reticular formation.
Q: The ____________ and _______________ are two life saving procedures.
A: Heimlich maneuver, cardiopulmonary resuscitation (CPR)
Feedback: The Heimlich maneuver uses the air in a person’s own lungs to expel an obstructing
piece of food or object. CPR is used when a person’s heart stops beating. The purpose is to get
the heart moving as quickly as possible.
ADDITIONAL RESOURCES
WEB SITES
Human Anatomy Online
www.innerbody.com
American Lung Association
www.lungusa.org
Kid’s Health: How the Body Works
http://kidshealth.org/misc_pages/bodyworks/bodyworks.html
MEDtropolis: Virtual Body
www.medtropolis.com/VBody.asp
Learn About the Respiratory System
www.cybersleuth-kids.com/sleuth/Science/Anatomy/Respiratory_System
BOOKS
Exploring The Way Life Works: The Science of Biology by Mahlon B. Hoagland, Bert Dodson,
Judith Hauck. Jones & Bartlett Publishers, 2001. ISBN: 076371688X
Respiratory System by Susan Gold. Enslow Publishers, Incorporated, 2003. ISBN: 0766020215
Respiratory System by Pam Walker and Elaine Wood. Gale Group, 2002. ISBN: 1590181530
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OTHER PRODUCTS
Circulatory, Respiratory, Digestive, and Urinary Systems, CD-ROM, Cambridge Educational
This program helps students understand that the human organism has systems dedicated to specific body functions. After completing Part 1 of the CD-ROM Series, students will understand the
function of the Circulatory, Respiratory, Digestive, and Excretory systems of the human body. In
addition, they will be introduced to how these systems interact with one another, and how each
system is important to the overall health of a person.
Order #: 32696, www.cambridgeeducational.com, 1-800-468-4227
Systems of the Body Poster Set, Cambridge Educational
Simply indispensable in the classroom, this set of ten posters vividly depicts and describes the
human body’s major systems. Each poster features inset illustrations providing highly detailed
looks at key organs and system components, along with “neat-to-know” supplementary facts.
Set includes: Circulatory System, Respiratory System, Digestive System, Urinary System, Endocrine
System, Reproductive System, Lymphatic System, Integumentary System, Nervous System,
Musculoskeletal System
Order #: 33021, www.cambridgeeducational.com, 1-800-468-4227
I am Joe’s Lung, VHS/DVD, Captioned Media Program
Joe suffers from chronic bronchitis and must give up cigarettes and take better care of himself.
Animation depicts the physiology of the lungs, showing the ribs and diaphragm, oxygen
exchange, and breathing. Investigates the effects of smoking, drugs, disease, and pollution on
the respiratory system.
Order #: 3141, www.cfv.org/browsetitles.asp?sn=286, 1-800-237-6213
The Respiratory System, Poster, Medisave
The poster illustrates the components of the respiratory system including the lungs, larynx, bronchopulmonary segments, intrapulmonary airways, and sinuses.
Order #: AW9766PL, www.medisave.co.uk/product_info.php/products_id/3229
1-800-804-6447
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