Download The nose, trachea and lungs are the main organs which make up

BLM 47
HOW DO WE
The nose, trachea and lungs are the main
organs which make up the respiratory
system. This system allows the exchange of
gases which are needed for us to live.
Breathing happens when the brain sends a message
through the nerves to the intercostal muscles which lie
between the ribs and diaphragm. When the instruction
is received, the muscles pull the ribs outwards and the
diaphragm relaxes so that the space in the chest gets
bigger. Because the pressure in the chest gets lower, air
rushes in to fill the lungs.
This air is first taken in
through the nose or mouth.
It then travels into the
throat (the pharynx) and
on through the voice box
(the larynx). The opening
to the voice box has a
cover over it called the
epiglottis.
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BLM 48
How Do We Breathe?
breathe?
This cover opens when a
breath is taken. In this
way, the air is able to flow
down the trachea but food
is kept out.
After passing down the
trachea the air travels into
the lung down either the
right or left bronchus,
through the bronchioles
and at last into tiny air
sacs called alveoli. These
are covered with small
blood vessels called capillaries. From here, oxygen is
finally taken into the blood stream and carbon dioxide is
passed back to the lungs.
The intercostal muscles then push the rib cage back
inwards. As a result, the space in the chest gets smaller
and the pressure rises, thus pushing the carbon dioxide
back out of the lungs.
And it all happens in the space of a single breath!
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Teaching notes for
How Do We Breathe?
Text form:
Medium:
Field:
Tenor:
Mode:
OTHER
Spoken presentation
Face to face
Breathing
Student to classmates
Spoken
RESOURCES
Colour pencils or highlighter pens.
Draft writing paper.
Access to resources with information about the
human body and its systems.
Materials for making props for speeches (e.g.
posters, overhead projector transparencies, models).
INTRODUCING
THE UNIT
In groups, ask students to discuss and list all that
they know about breathing, including the names
of any organs that may be involved in the process.
Have groups share their lists with the rest of the
class. Revise and discuss the structure of an
explanation (a general statement about the
phenomenon; explanation as a series of
statements; a concluding statement). Help
students to identify these elements in the text.
Help students to identify the conjunctions in the
text, for example: add information, and link time
(when, first, then, after, at last, finally), show cause
(so that, because, in this way, as a result, thus) and
compare things (but). Ask students to explain the
type of connecting words that are mostly used in
the explanation. Suggest to students that
explanations usually rely on connecting words
that link time or show cause. Encourage students
to use the above connecting words as a guide
when writing their own explanations.
FOLLOW
THAT BREATH
Ask students to use the information in the text to
label the diagram, and to show on it how oxygen
is taken through the body. Ensure that students’
diagrams show understanding of the text.
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TECHNICAL
TERMS
Technical terms and their definitions are often
built into the explanation. Ask students to locate
some technical terms in the text. Encourage
students to use technical terms in their own
writing, building in definitions when they can.
RESEARCH
Help students to brainstorm a list of questions
about the human body. Examples may be: How
does hair grow? How do fingernails grow? What
happens when we sneeze? What causes us to
cough? Why do we scratch? Revise research and
note taking skills. Suggest to students that they
may like to draw diagrams as a means of
preparing to write their explanations.
WRITE
A SPEECH
Ask students to use their research notes from the
previous activity to write a speech. Remind them
to consider their intended audience and to use
visual aids to make their speech more effective.
They may use an overhead projector, charts,
diagrams, models etc. Talk about effective speech
techniques such as their stance; the way they use
their notes; making eye contact with the
audience; how to use their visual aids effectively;
the use of body movements, facial expressions
and gestures; the use of voice, pace, volume,
enunciation, pronunciation. Suggest that students
consider these when assessing their own
presentations.
FOLLOW-UP/EXTENSION
• Students could investigate different devices
used in measuring lung capacity and write an
explanation of how they work.
• Students could research and write an
explanation about diseases that affect the lungs,
such as asthma and lung cancer.
Name _________________________________________ Date _______________
BLM 49
How Do We Breathe?
Follow that breath
Use the information in the text to label the diagram. Now, with a coloured
pencil, trace the path that oxygen follows through the body.
Technical terms
On the lines below, write definitions for the most interesting technical words
used in the text. Why do you think the text uses so many technical words? Talk about it
with a partner.
NA 4.8a NSW 3.6 Selects a range of strategies appropriate for the texts being read.
NA 4.11 NSW 3.14 Discusses and evaluates how texts have been constructed to achieve their purpose and shape readers’ and viewers’ understandings using
grammatical features and structures.
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BLM 50
Name _________________________________________ Date _______________
How Do We Breathe?
Research
In the space below brainstorm a list of how or why questions about the human
body, e.g. How does hair grow?
Choose one of your questions and research to find the answer. In the space below, make
your notes and sketch any diagrams that might be helpful.
NA 4.8a NSW 3.6 Selects a range of strategies appropriate for the texts being read.
NA 4.8b Working with peers, is able to find information and resources for specific purposes.
NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience.
NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and proofread own writing.
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Name _________________________________________ Date _______________
BLM 51
How Do We Breathe?
Write a speech
Use your research to prepare a speech which explains the answer to your
question. Remember to use the features of an explanation. Also, think about any
props that you could use, for example diagrams, posters or an OHP. Write your speech
on the lines, then present your speech to the class.
On the lines, write a self-assessment of your presentation. How could you improve
your presentation style next time? Did your audience understand you? Were they
interested in what you had to say? What did you do well?
NA 4.1 NSW 3.1 Communicates and interacts confidently for a range of purposes and a variety of audiences to express well developed, well organised ideas
dealing with more challenging topics.
NA 4.3 NSW 3.4 Controls and evaluates structures and features of spoken language. Interprets meaning and develops and presents ideas and information in
familiar surroundings.
NA 4.9 NSW 3.9 Writes well structured literary and factual texts using challenging topics, ideas and issues for a variety of purposes and audiences.
NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience.
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