Download Exploring Respiration and Circulation

Exploring Respiration and Circulation
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Course(s):
Time Period:
Length:
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Science
Integrated Science 6
4th Marking Period
9 Weeks
Published
Unit Overview
In the first half of the unit, students learn that breathing is the mechanical process of moving air into and out of the
lungs, while cellular respiration is a metabolic activity that uses oxygen and releases energy and carbon dioxide. As the
unit proceeds, students discover that the circulatory system transports oxygen to the body’s cells and carries away
carbon dioxide.
Transfer
Students will be able to independently use their learning to…
Recognize the importance of exercise and balanced nutrition, and environmental exposures in respiratory and
cardiovascular health.
Students will be able to design and carry out an experiment to determine the effect of exercise on breathing rate.
For more information, read the following article by Grant Wiggins.
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60
Meaning
Understandings

During gas exchange in the lungs, oxygen is absorbed by the bloodstream and carbon dioxide is released.

In cellular respiration, oxygen and nutrients combine to release the energy needed for life activities.

Carbon dioxide is a waste product of cellular respiration.
Essential Questions
Students will keep considering...

Why is it harder to breathe when I exercise?

How can fish breathe underwater?

Do all living things have a pulse?

Why do I get muscle cramps when I exercise?

How do people get lung cancer?

Why does asthma make it harder to breathe?

How do allergies affect my breathing?

What is sickle cell anemia?
Application of Knowledge and Skill
Students will know...
Students will know...

Systems of the human body are interrelated and regulate the body’s internal environment

Food is broken down to provide energy for the work that cells do, and is a source of the molecular building
blocks from which needed materials are assembled
Students will be skilled at...
Students will be skilled at...

Demonstrating how to safely use tools, instruments, and supplies.

Modeling the interdependence of the human body’s major systems in regulating its internal environment.

Relating the energy and nutritional needs of organisms for maintaining a healthy life.
Content Specific Vocabulary
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Body system Alveoli
Air sac
Bromthymol
blue
Calorie
Tissue
Alveoli
Burp
Calorie
Combustion
Cell
Exhalation
Diminished
Organ
Gas exchange
lung capacity
Kilocalorie
Indicator
Organism
Hiccup
Residual
volume
Body system Inhalation
Oxidation
Energy
content
Carbon
dioxide
Bomb
calorimeter
Cellular
respiration
Dietary
guidelines
Organ
Diaphragm
Total lung
capacity
Circulatory
system
Lung
Vital capacity
Model
Heimlich
maneuver
Inhalation
Bronchus
Mountain
sickness
Active
transport
Epiglottis
Windpipe
Capillary
Respiratory
Bronchiole
system
Exhalation
Esophagus
Diffusion
Larynx
Mechanical
ventilator
Mucus
Mitochondria
Mucous
Polio
Membrane
Red blood cell
Nasal cavity
Vaccine
Olfactory
membrane
pH
Vocal cord
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Antibiotic
Heart rate
Blood Pressure
Bacteria
Closed
circulatory
system
Pulse
Artery
Pathogen
Aorta
Vital signs
High blood
pressure
Virus
Atrium
Blood type
Plaque
Job outlook Double pump
Symptom
Lymphatic
system
Valve
Blood pressure
cuff
Plasma
Antibody
Ventricle
Cholesterol
Platelets
Macrophage Arteries
Vaccination Capillaries
Pulmonary
circulation
Systemic
circulation
Veins
Cognitive Vocabulary
Brainstorm
Summarize
Red blood
cells
Diastolic
pressure
Hypertension
White blood
Systolic
cell
pressure
Analyze
Recognize
View
Compare
Observe
List
Strengths
Limitations
Design
Build
Model
Similarities
Graduate
Assemble
Measures
Determine
Discuss
Deduce
Required
Maintain
Note
Assemble
Pathway
Write
Revise
Determine
Amount
Released
Research
Compile
Design
Present
Capture
Detect
Determine
Average
Test
Operate
Learning Goal 1
Students will use argument supported by evidence for how the body is a system of interacting subsystems composed
of groups of cells. (Respiration)
• Students will use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells. (Respiration)
.
TECH.8.1.8.A
Students demonstrate a sound understanding of technology concepts, systems
and operations.
TECH.8.1.8.B
Students demonstrate creative thinking, construct knowledge and develop
innovative products and process using technology.
TECH.8.1.8.C
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
TECH.8.1.8.D
Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
TECH.8.1.8.E
Students apply digital tools to gather, evaluate, and use information.
TECH.8.1.8.F
Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources.
TECH.8.2.8.D
The designed world is the product of a design process that provides the means to
convert resources into products and systems.
SCI.MS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions
forming new molecules that support growth and/or release energy as this matter
moves through an organism.
SCI.MS-LS1-3
Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells.
Target 1
Discuss and record ideas about cells, tissues, organs, and body systems. (Lesson 1)
Target 2
Explain the basic structure and function of the human respiratory system. (Lesson 2)
Target 3
Compare and contrast the raw materials and products of cellular respiration. (Lesson 4)
Target 4
Discover how living things use diffusion to move gases into and out of cells. (Lesson 4)
Target 5
Explain how gas exchange is performed by blood cells throughout the human body. (Lesson 4)
Target 6
Determine that cellular respiration is a form of oxidation in which nutrients are oxidized to release energy slowly.
(Lesson 5)
Target 1
Explain the differences between pulmonary and systemic circulations. (Lesson 8)
Target 2
Distinguish the indicators of a well operating circulatory system. (Lesson 9)
Target 3
Examine the burden that narrowed or hardened arteries place on the heart. (Lesson 10)
Summative Assessment
All assessments are differentiated and aligned to the science standards and curriculum. Alternate assessments may
include projects or presentations, or a common paper/pencil assessment, or both.
Common summative assessment will include the assessment contained in the corresponding STC Kit.
Common Assessment administered through LinkIt.
21st Century Life and Careers
CAEP.9.2.8.B.6
Demonstrate understanding of the necessary preparation and legal requirements
to enter the workforce.
CAEP.9.2.8.B.7
Evaluate the impact of online activities and social media on employer decisions.
CAEP.9.2.8.B.3
Evaluate communication, collaboration, and leadership skills that can be
developed through school, home, work, and extracurricular activities for use in a
career.
CAEP.9.2.8.B.4
Evaluate how traditional and nontraditional careers have evolved regionally,
nationally, and globally.
CAEP.9.2.8.B.1
Research careers within the 16 Career Clusters ® and determine attributes of
career success.
Formative Assessment and Performance Opportunities
• Calculating
.
• Discussion questions from reading selections
.
• Graphing
.
• Interpreting graphics
.
• Oral presentations
.
• science notebook
.
• student sheets
.
• Teacher designed homework
.
• Written lab conclusions
.
Differentiation
• Build a respirometer
.
• compacted assignments
.
• flexible grouping
.
• Interactive Whiteboard
.
• interest topic assignments
.
• Learning stations for lab activities
.
• Learning stations for reading
.
• Making models
.
• presentation method choice
.
• Quizlet for vocabulary flash cards
.
• real world applications
.
• re-asses essential skills
.
• re-teach essential skills
.
• student notebook enteries
.
• Student notebook entries
.
• tiered assignments
.
• varied assignments
.
Enrichment
• Determine their daily caloric intake by keeping a journal
.
• Explore how singers and other performers can be trained to control their diaphragm
.
• Explore resting average heart rate of four (very) different mammals
.
• Make a body system mobile
.
• Research an organism with an open circulatory system
.
• Research empty calories
.
• Research the dramatic effect of hemophilia on Russian history
.
• Research what happens during an asthma attack
.
• Research what happens when the wind is "knocked out" of a person
.
• Research why fruits brown and relate to respiration
.
• Summarize how an electrocardiograph functions
.
• Why do other countries have less cases of heart disease
.
• Write a report on varicose veins.
.
Unit Resources
Carolina STC kits
Digital resources:
Interactive labs/notebook
Brainpop
Interactive Whiteboard activities
Digital Interactive Games
Guest Speakers