Remembering the Respiratory System

Designed by: Inger M. Ferguson, Burton-Pack Elementary School

Grade Level: Fifth     Subject: Science

South Carolina Science Standard(s): Life Science - (II.a.2.a) Label the parts and distinguish among the functions of the major organs of the respiratory system, including nose/mouth, larynx, trachea, bronchi, alveoli, lungs, diaphragm.

Overview: Students will explain the components of the respiratory system after participating in hands on experiments/activities. Students will demonstrate an understanding of the functions of the major organs of the respiratory system.

Focus/Essential Question (s): What are the parts of the respiratory system? What are the functions of the respiratory system? How does the respiratory system work?

Time Frame: Four One Hour Class Periods.

Resource Materials

2 liter Plastic bottles (2 per cooperative learning group) 

Recording Book (1 per cooperative learning group) 

Jump Ropes (1 per cooperative learning group) 

Transparency of the Respiratory System Body Works 

CD Rom (SKU BWK2844AE-D&D) 

Powerpoint Presentation (optional) 

Activity Worksheet 

Calculator (for resource/mainstreamed students)

 Windows on Science Life Science Laser Disc (volume 2) 

Model of the Respiratory System 

Modeling Clay (red, pink, blue/white/gray) 

Toothpicks (7 per student) 

Small cut paper (7 per student for labeling) 

American Heart Association (request pamphlets prior to lesson) 

Glue/Tape (for culminating assessment) 

Pattern for Activity Two (will need to be prepared prior to activity 2)

Culminating Assessment: On day four the students will use modeling clay to make a model of the respiratory system. *NOTE: A transparency may be used as a visual. Next, the students will label each part of the respiratory system using their toothpicks to make flags. After students have labeled their respiratory system they will then write/explain each function on their assessment paper. *Optional: The teacher may already have the respiratory organs written on the small pieces of paper attached to the toothpicks for labeling.

"The Respiratory Rubric"

 Instructional Activities:

Activity One: The students will work in cooperative learning groups (3 students) each group will be given a recording data booklet. This lesson will be introduced by having students measure their resting breathing rate. The teacher will ask the students to count the number of times they exhale in 30 seconds. The students will then be told to multiply by two in order to figure out their breathing rate for one minute. The students will record their results and repeat this active two more times. The students will then find the average for the three trials and record the average.

Note: The teacher may want to give a mini activity on the step of computing averages.

Next, the students will be asked to run in place for three minutes. (Minutes can vary) After the students have run in place, they will count the number of times they exhale again. *Students should be told to count and multiply the same way they did for the resting breathing rate. The students are to record their rate and repeat this activity two more times. The students will then find the average for the three trails and record the average.

The cooperative learning groups will compare the results for the resting breathing rate and breathing rate after running in place. This should lead into a group discussion as to why or how movement affects your breathing rate. (Optional: Use a bar graph to compare the heart rates.)

After the introduction has taken place the teacher will introduce the following terminology: Breathing-refers to the process of inhaling and exhaling air. Respiration-refers to the exchange of oxygen and carbon dioxide in the lungs. *The teacher may ask the students to brainstorm breathing and respiration before giving them the correct definition. Next the teacher will use a laser disc Windows on Science "Life Science Volume (2) 15832 Respiration" to show students the respiratory system. *Note: if a laser disc is not available the following resource can be used: an overhead transparency, a PowerPoint presentation, a video show the respiratory system or model. During the process of viewing the respiratory system the students should be instructed to write each organs function on an index card. The students will be allowed to ask question or share their views during this time. The index cards for the activity will also be used in activity two.

Homework: Study the respiratory system's organs and functions.

Activity Two: "Jeopardy Review" Each cooperative learning group will review the previous lesson in a jeopardy format. One student will state the function of an organ, another student will answer in a question format, and the third student will record the correct the response. This will be repeated until each student has had an opportunity for each role of the jeopardy review.

Next each student will be given a copy of (cut pieces) the respiratory system. The students will be told to put the respiratory system together. *Incorporate fun buy telling the students that the person with the fastest time of putting the system together will receive a no homework pass or any other incentive that the teacher would like to use.

After the students have put their respiratory system together each student will be given two balloons. Students will be asked to blow air into their balloons. *Use a variation of size in your selection of balloons, smaller balloons are sometimes harder to blow up. After the students have blown up their balloons, the students are to write a paragraph explaining how they felt blowing up their balloon, they will also indicate how much effort it took them to blow up their balloon and rather are not one balloon was easier than the other to blow up. This should lead into a whole group discussion/sharing. This is would be a good opportunity to share with students that respiratory systems that are damaged will not be able to function probably. Also, inform the students that they will be learning more about what causes a respiratory system to become damage in an extended lesson.

The teacher will assess the students written explanations.

Activity Three: Students will review the previous lesson using a brief PowerPoint slide show of each organ function. "Circulating Activity Lab" The students will participate in the following centers to demonstrate their understanding of the respiratory system. The students will rotate every 15 minutes from each center.

Centers: 

Technology Center: (Students will need prior knowledge of how to create a slide) Using PowerPoint each group will be asked to create a slide describing what they have learned about the respiratory system.

Movement Center: Students will do jumping jacks for two minutes. The recorder will record your breathing rate. Each person will participate in this activity and compare the results.

Stethoscope Center: Students will roll a dice, whatever exercise the dice lands on the student is to complete that exercise for two minutes. One student should record the breathing rate, while the other listen to the heart rate. The students will discuss the breathing and heart rate among themselves. *Students should be reminded to clean the stethoscopes with alcohol and cotton balls before rotating to the next center.

Multiple Choice Center: Students will complete a multiply choice worksheet of ten questions related to the respiratory system.

Video Center: Students will observe a respiratory video and take notes of important information.

Web Center: Students will view the following website and discover its information on the respiratory system.

Activity Four: 

Students will be assessed by creating a model of the respiratory system, label it and write a description of each organs function.

Name_______________________________________

1. The muscle under the lungs that moves upwards when you breathe out and downward when you breathe in is the _________________________ 

a. air sacs 

b. diaphragm 

c. epiglottis 

d. pharynx

2. The structure in which the vocal cords are located is the _________________. 

a. trachea 

b. epiglottis 

c. larynx 

d. bronchi

3. The __________________ is not a part of the respiratory system. 

a. heart 

b.bronchi 

c. nasal cavity 

d diaphragm

4. The small opening above the roof of the mouth through which air is taken is the ________________________. 

a. nasal passages 

b. trachea 

c. vessels 

d. nostrils

5. The inhaling of oxygen and exhaling of carbon dioxide is ________________________. 

a. diffusion 

b. respiration 

c. air sacs 

b. digestion

6. We breathe out ___________________.

a. air 

b. wind 

c. carbon dioxide 

d. fluid

7. Once the air has passed the trachea it moves into the _______________________. 

a. air sacs 

b. bronchi 

c. legs 

d. stomach

8. The structures in the larynx that vibrate to produce sound are the ________________________________. 

a. air sacs 

b. vocal cords 

c. digestion 

d. exchange

9. Circulation means to ______________________. 

a. stand up 

b. see 

c. move around 

d.talk

10. The respiratory system comprises of five __________________. 

a. stores 

b. organs 

c. senses 

d. lungs

Answer Key: 1B, 2C, 3A, 4A,5B,6C,7B,8B,9C,10B