Download Unpacked Content

COURSE
ESSENTIAL
STANDARD
OBJECTIVE
ESSENTIAL
QUESTION
7240 Health Science I
Unit A
Human body structure and
function
2.00
B2
27%
Understand the body’s use of
nutrients.
2.06
B2
6%
Understand the functions and
disorders of the respiratory
system.
 What are the functions of the respiratory system?
 What are some disorders of the respiratory system?
 How are disorders of the respiratory system treated?
 What is the importance of the respiratory system as it relates to
immunity?
 How do you relate the body’s use of nutrients to the respiratory system?
Unpacked Content
I. Functions of the structures of the respiratory system
A. Nose
B. Sinuses
C. Pharynx
D. Epiglottis
E. Larynx
F. Trachea
G. Lungs
H. Pleura
I. Mediastinum
II. Functions of the respiratory system
A. Respirations
1. External respirations
2. Internal respirations
3. Respiratory movements
4. Control of breathing
a. Neural factors
b. Chemical factors
5. Lung capacity and volume
6. Types of breathing
B. Production of sound
III. Relevance of nutrients to the respiratory system
IV. Disorders of the respiratory system
A. Asthma
B. Bronchitis
C. Chronic obstructive pulmonary disease
D. Common cold
E. Emphysema
F. Influenza
G. Pneumonia
H. Pneumothorax
I. Sinusitis
J. Tuberculosis
7240 Health Science I
Summer 2012
158
ACTIVITIES
1.
2.
3.
4.
Functions of the structures
of the respiratory system
 Distribute the handout.
 Present PowerPoint
presentation, slides 1 – 6.
 Students will record notes
and classroom discussion
on the handout.
 Facilitate class discussion
by asking the students to
describe the functions of the
structures of the respiratory
system in their own words.
Functions of the Respiratory
System
 Distribute the handout.
 Present PowerPoint
presentation, slides 7 – 12.
 Students will record notes
and classroom discussion
on the handout.
Facilitate class discussion by
asking the students to describe
the functions of the structures
of the respiratory system in
their own words.
Lung Capacity and Volume
 Distribute the handout.
 Present PowerPoint
presentation, slides 13 – 15.
 Students will record notes
and classroom discussion in
their notebooks.
 Facilitate class discussion
by asking the students:
o If they have ever had a
respiratory disorder that
changed their normal
breathing.
o to explain the impact of
respiratory disorders on
their breathing.
Model Lung
7240 Health Science I
RELEVANCY TO OBJECTIVE
Students will UNDERSTAND
(B2) the functions of the
structures of the respiratory
system.
RESOURCES
2.06 Understand the
functions and disorders
of the respiratory
system PowerPoint
presentation,
slides 1 – 6
2.06 Functions of the
structures of the
respiratory system
Handout
Students will UNDERSTAND
(B2) the functions of the
respiratory system.
2.06 Understand the
respiratory system
Power Point
presentation,
slides 7 - 12
Students will UNDERSTAND
(B2) the functions of the
respiratory system.
2.06 Understand the
respiratory system
Power Point
presentation,
slides 13 – 15
Notebooks
Students will UNDERSTAND
Summer 2012
2.06 Model lung
159
ACTIVITIES


5.
6.
Distribute the handout.
Use this handout to
demonstrate respirations
and to facilitate discussion
of the lung capacity and
volume.
 This activity may be used as
an individual or as a
cooperative learning activity
to better facilitate
discussion. Recommend
that students work in pairs.
 Use the handout and model
as resources demonstrating
and discussing lung
capacity and volume.
Control of Breathing
 Distribute the handout.
 Review Power Point
presentation slides 9 - 10.
 Use this handout to facilitate
discussion of the breathing
control of neural and
chemical factors.
 This activity may be used as
an individual or as a
cooperative learning
exercise to better facilitate
discussion. Recommend
using small groups of 2 - 3
students.
 Use the handout as a
resource discussing the
breathing control of the
respiratory system and as a
study tool.
Relevance of nutrients to the
respiratory system
Assign students to write a onepage paper, in their own words,
to explain the respiratory
system and its relationship to
the body’s use of nutrients.
7240 Health Science I
RELEVANCY TO OBJECTIVE
(B2) the functions of the
respiratory system.
RESOURCES
Handout
Supplies:
 Large clear, plastic
bottle (2 liter)
 3-way hose
connector
 2 rubber bands
 Modeling clay
 Plastic tube
 3 small balloons
 Scissors
Students will UNDERSTAND
(B2) the functions of the
respiratory system.
2.06 Understand the
functions and disorders
of the respiratory
system PowerPoint
presentation,
slides 9 – 10
Students will UNDERSTAND
(B2) the functions of the
respiratory system.
Notebooks
Summer 2012
160
ACTIVITIES
7.
Show and Tell: Disorders of
the respiratory system
 Note: Reserve the computer
lab for this activity. Plan to
allow students two days to
complete their research.
 Distribute the handout.
 Students will select a
respiratory system disorder
from the list.
 Research the disorder and
prepare to Show and Tell to
present to the class about
the respiratory disorder.
 Present the disorder to the
class according to your
teacher’s direction using the
HOSA competitive event
guideline rubrics for grading
your work.
 Facilitate discussion and
clear up misconceptions.
8. Respiratory Disorders
 Distribute the handout.
 Present PowerPoint
presentation, slides 16 – 27.
 Students will record notes
and classroom discussion
on the handout.
 Facilitate class discussion
by asking the students to
explain, in their words,
symptoms and treatments of
respiratory disorders.
9. K2.06 Understand the
efunctions and disorders of
ythe respiratory system
Assessment
 Distribute the assessment.
 Allow students the class
time to complete the
assessment.
 Grade papers and return to
7240 Health Science I
RELEVANCY TO OBJECTIVE
Students will UNDERSTAND
(B2) respiratory system
disorders.
RESOURCES
2.06 Show and Tell:
Disorders of the
respiratory system
Handout
HOSA Competitive
Events Guidelines:
Extemporaneous
Writing
http://www.hosa.org/na
torg/sectb/cat-iii/ew.pdf
Extemporaneous
Speaking
http://www.hosa.org/na
torg/sectb/cat-iii/es.pdf
Students will UNDERSTAND
(B2) respiratory system
disorders.
2.06 Understand the
functions and disorders
of the respiratory
system PowerPoint
presentation,
slides 16 – 27
2.06 Respiratory
Disorders Handout
Students will UNDERSTAND
(B2) the respiratory system.
Summer 2012
2.06 Understand the
functions and
disorders of the
respiratory system
Assessment as
prepared by the
teacher or as
provided
161
ACTIVITIES
students as soon as
possible.
10. 2.07 Remember the
structures of the digestive
system preparation
 Assign students to use their
textbooks to read about the
digestive system.
 Students should be given
an assignment to complete
to facilitate learning.
 Note: This could be an
assignment from the
materials provided or as
provided by the teacher.)
 Review and return these
materials to students prior
to beginning the next
objective.
7240 Health Science I
RELEVANCY TO OBJECTIVE
Students will REMEMBER
(A1) the structures of the
digestive system.
RESOURCES
Textbook
Notebook
OR
Materials provided
Summer 2012
162
2.05 Functions of the Structures of the
Respiratory System
Handout
Name _________________
Date __________________
Directions: Record notes and classroom discussion on the handout while viewing the
PowerPoint presentation.
Key Term
Function
Relevance to health
Nose
Sinuses
Pharynx
Larynx
Trachea
Bronchi
Bronchioles
Alveoli
7240 Health Science I
Summer 2012
163
2.06 Model Lung
Activity
Name______________________
Date_______________________
Directions: Use this handout to demonstrate and facilitate discussion of lung capacity
and volume. When you inhale, muscles cause the chest to expand, making the lungs
expand. When this happens, air is sucked into the lungs. Make a model to demonstrate
this.
You will need:
• Large clear, plastic bottle (2 liter)
• Three-way hose connector
• 2 rubber bands
• Modeling clay
• Plastic tube
• 3 small balloons
• Scissors
Directions:
1. Push the plastic tube into one opening of the hose connector. Use the modeling clay, if
necessary, to make an airtight seal. Fix the balloons tightly onto the other opening with rubber
bands, making sure that the joints between the connector and the balloons are airtight.
2. Carefully cut off the bottom 1 inch from the bottle, using the scissors. Make sure the cut edge
of the bottle is smooth. Place the balloons and connector inside. Seal the plastic tube into the
neck of the bottle with the modeling clay to make an airtight fit.
3. Tie a knot in the neck of the third balloon. Then carefully cut it in half, crossways.
Gently stretch the knotted part of the balloon over the lower end of the bottle, and pull it around
the sides. Make the balloon as taut as you can-like a drum skin. Now hold it by its knot.
4. The lower balloon represents the diaphragm, the main breathing muscle. Pull it down as
though you were inhaling. This lowers the air pressure in the bottle. Air from outside rushes in
and makes the two balloons expand just like the real lungs in your chest.
7240 Health Science I
Summer 2012
164
2.06 Model Lung
Activity
KEY
Name______________________
Date_______________________
Directions: Use this handout to demonstrate and facilitate discussion of lung capacity
and volume. When you inhale, muscles cause the chest to expand, making the lungs
expand. When this happens, air is sucked into the lungs. Make a model to demonstrate
this.
You will need:
• Large clear, plastic bottle (2 liter)
• Three-way hose connector
• 2 rubber bands
• modeling clay
• Plastic tube
• 3 balloons, one large enough to cover the end of the bottle
• Scissors
Directions:
1. Push the plastic tube into one opening of the hose connector. Use the modeling clay, if necessary, to
make an airtight seal. Fix the balloons tightly onto the other opening with rubber bands, making sure that
the joints between the connector and the balloons are airtight.
2. Carefully cut off the bottom 1 inch from the bottle, using the scissors. Make sure the cut edge of the
bottle is smooth. Place the balloons and connector inside. Seal the plastic tube into the neck of the bottle
with the modeling clay to make an airtight fit.
3. Tie a knot in the neck of the third balloon. Then carefully cut it in half, crossways.
Gently stretch the knotted part of the balloon over the lower end of the bottle, and pull it around the sides.
Make the balloon as taut as you can-like a drum skin. Now hold it by its knot.
4. The lower balloon represents the diaphragm, the main breathing muscle. Pull it down as though you
were inhaling. This lowers the air pressure in the bottle. Air from outside rushes in and makes the two
balloons expand just like the real lungs in your chest.
7240 Health Science I
Summer 2012
165
2.06 Control of Breathing
Handout
Name________________
Date ________________
Directions: Use this handout to test your understanding of the respiratory system’s
control of breathing. If the situation is closely related to the NEURAL factors affecting
respiration, write an “N” in the blank provided. If the situation is more closely related to
the CHEMICAL factors, write a “C” in the blank.
_____1.
_____2.
_____3.
_____4.
_____5.
Donnie jumps in a pool of cold water and “gasps” for air.
Maria is “out of breath” after running up four flights of stairs.
Emanuel, a health care assistant, determines the respiratory rate of his
patient, Mr. Nguyen, to be 10 breaths per minute. Emanuel learns that his
patient is on Morphine for post-operative pain.
Sally is allergic to pollen. When she works in her outdoor garden, she
constantly sneezes.
Terrell has been taking diet pills and has experienced an increase in
respiratory rate.
Directions: Read each of the following questions. Use your own words to respond the
questions.
1. Where is the body’s respiratory center located? What is the name of the structure?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Describe the major function of the phrenic nerves.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Explain how the level of oxygen and carbon dioxide in the blood will trigger the
respiratory center.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Chemical regulators of respiration or chemoreceptors are found in which major
arteries in the body? Briefly explain their function.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Explain how sensory impulses are involved in changing the rhythm of breathing.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7240 Health Science I
Summer 2012
166
2.06 Control of Breathing
Handout
KEY
Name________________
Date ________________
Directions: Use this handout to test your understanding of the respiratory system’s
control of breathing. If the situation is closely related to the NEURAL factors affecting
respiration, write an “N” in the blank provided. If the situation is more closely related to
the CHEMICAL factors, write a “C” in the blank.
__N___1.
Donnie jumps in a pool of cold water and “gasps” for air.
__C___2.
Maria is “out of breath” after running up four flights of stairs.
__C___3.
Emanuel, a health care assistant, determines the respiratory rate of his
patient, Mr. Nguyen, to be 10 breaths per minute. Emanuel learns that his patient is on
Morphine for post-operative pain.
__N__4.
Sally is allergic to pollen. When she works in her outdoor garden, she
constantly sneezes.
__C___5.
Terrell has been taking diet pills and has experienced an increase in
respiratory rate.
Directions: Read each of the following questions. Using your own words, respond to
the following questions.
1. Where is the body’s respiratory center located? What is the name of the structure?
The respiratory center is located in the brain, the medulla oblongata.___________
______________________________________________________________________
______________________________________________________________________
2. Describe the major function of the phrenic nerves.
They are motor nerves which lead to the diaphragm and the intercostal muscles._
______________________________________________________________________
______________________________________________________________________
3. Explain how the level of oxygen and carbon dioxide in the blood will trigger the
respiratory center.
An increase of carbon dioxide or lack of oxygen in the blood will trigger the
respiratory center.______________________________________________________
______________________________________________________________________
4. Chemical regulators of respiration or chemoreceptors are found in which major
arteries in the body? Briefly explain their function.
They are found in the carotid arteries and the aorta. As the arterial blood flows around_
these structures, the chemoreceptors are particularly sensitive to the amount of oxygen
present. If the level becomes low, impulses are sent from these structures to the______
respiratory center which will stimulate the rate and depth of respiration._____________
5. Explain how sensory impulses are involved in changing the rhythm of breathing.
Nerve pathways carry sensory impulses from the nose, larynx, lungs, skin, and
abdominal organs via the vagus nerve in the medulla.______________________
____________________________________________________________________
7240 Health Science I
Summer 2012
167
2.06 Show and Tell
Handout
Name________________
Date_________________
Directions: Select a respiratory system disorder from the list below. Research the
disorder and prepare to Show and Tell the class about the respiratory disorder. Present
the disorder to the class according to your teacher’s direction using the HOSA
competitive event guideline rubrics for grading your work.
1. Select a disorder from the following list or add others related to this objective.
A. Asthma
B. Bronchitis
C. Chronic obstructive pulmonary disease
D. Common cold
E. Emphysema
F. Influenza
G. Pneumonia
H. Pneumothorax
I. Sinusitis
J. Tuberculosis
2. Prepare a presentation and a prop that demonstrates the nature of the disorder that
includes but is not limited to:
A. Pathophysiology
B. Symptoms
C. Location
D. Treatment
E. Prognosis
F. Specialist that treats the condition
7240 Health Science I
Summer 2012
168
2.06 Respiratory Disorders
Handout
Name ________________
Date _________________
Directions: Record notes and classroom discussion on the handout while viewing the
PowerPoint presentation.
Disorder
Signs & Symptoms
Treatment
Asthma
Bronchitis
Chronic obstructive
pulmonary disease
Common cold
Emphysema
Influenza
Pneumonia
Pneumothorax
Sinusitis
Tuberculosis
7240 Health Science I
Summer 2012
169
2.06 Prototype Assessment Items
Note: These items illustrate the types of items used in the item bank for this objective.
All items have been written to match the cognitive process of the understand verb in the
objective. Questions require students to interpret, summarize or explain safety
procedures. These exact questions will not be used on the secured test, but questions
in similar formats will be used.
These assessment items may be used as prototypes by teachers and students to
generate similar items to comprise formative assessments for you classroom. This
strategy is especially helpful during the field test year when classroom item banks are
not available. Results of formative assessment should be used to diagnose levels of
mastery, determine if re-teaching is needed, and guide further instruction.
1. Abel has signs and symptoms of dyspnea, wheezing, a productive cough, and
hypoxia. The physician prescribed a bronchodilator inhaler to treat the symptoms.
Which respiratory system disorder does Abel have?
A. Acute bronchitis
B. Asthma
C. Laryngitis
D. Pharyngitis
B
2. A patient is seen at the urgent care during allergy season complaining of facial
pressure, pain, inflamed mucous membrane linings, and headache. Which
respiratory system disorder does the patient have?
A. Pharyngitis
B. Rhinitis
C. Sinusitis
D. Tinnitus
C
3. Jacob has recently been diagnosed with a nonreversible lung condition in which the
alveolar air sacs are destroyed. With which respiratory system disorder has he been
diagnosed?
A. Bronchitis
B. Chronic obstructive pulmonary disease
C. Emphysema
D. Hypoxia
C
7240 Health Science I
Summer 2012
170