cluster 3 supporting active muscle cells lesson breathing hard for our muscles · 2008. 3. 9. ·...

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Lesson Breathing Hard for Our MusclesA QUICK LOOK

Big Idea

To move, many parts of our bodies must work together. To produce the energy needed for movement, muscle cells need a constant supply of oxygen, nutrients, and water.

OverviewStudents learn how the respiratory system supports movement. They discover how breathing rate increases with exercise and relate this finding to the increased needs for oxygen by their more active muscles. Finally, they breathe through straws of varying diameters to appreciate how much they depend on a healthy respiratory system to perform even minor physical activities.

Process Skills Key Notes• Observing

• Describing

• Drawing inferences

• Recording

• Weigh the advantages of teaching this lesson in two sessions. The sensory observation and introductory discussion could be taught in the first session, followed by the exploration in the second session.

• For more information about the science content in this lesson, see the “Respiratory System” on pages 269–274 of the Teacher Background Information.

Standards and BenchmarksThis lesson supports Life Science Standard C (Structure and Function in Living Systems) as children focus on the respiratory system: “The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.”

Students also address Human Organism Benchmark 6C (Basic Functions): “By breathing, people take in the oxygen they need to live.”

H U M A N B O DY I N M OT I O N

C L U S T E R 3SUPPORTING ACTIVE MUSCLE CELLS

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| HUMAN BODY IN MOTION | LESSON 9 | BREATHING HARD FOR OUR MUSCLES

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153HUMAN BODY IN MOTION | LESSON 9 | BREATHING HARD FOR OUR MUSCLES |

Lesson Goals1. Become aware that breathing delivers the oxygen needed by

muscle cells, and all our bodies’ cells, to the blood.

2. Learn that breathing also removes waste (carbon dioxide) from the blood.

3. Appreciate how much we depend on a healthy respiratory system.

Assessment Options• Observe the students during the exploration and listen to

them during the introductory and synthesizing discussions. Do they recognize that when muscles do not get enough oxygen, they start to slow down? Can they make the connection that harder and faster breathing during exercise delivers more oxygen to the muscle cells to keep them functioning properly? Use criterion B of Assessment 1 to record your observations.

• Before this lesson, think about having students respond to the question “How does breathing help my muscles?” in the journal section of their science notebooks. At the end of the lesson, suggest students respond to this question again so you can see whether their understanding developed. In addition to delivering oxygen to the muscle cells, do they understand that breathing also helps to remove waste from the cells?

• This lesson provides another opportunity for students to revisit pages 52–53 of their science notebooks and update their thoughts about how to take care of their body. Review their additions and assess whether students have applied what they learned by adding ideas about the importance of taking care of their lungs.

Teacher Master 3, Assessment 1

Science Notebook pages 52–53

Lesson 92


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Materials

Item Quantity NotesExploraGear

Stopwatch 1 To time the exploration.

Straws, coffee stirrer 1 per student To simulate the effects of breathing problems.

Straws, drinking 1 per student To simulate the effects of breathing problems.

Curriculum Items

Poster “The Respiratory System and Movement”

Human Body in Motion Science Notebook, pages 32–35 and 52–53

Human Body in Motion Student Reference Book, pages 69–80

Human Body in Motion Assessment 1 “Supporting Active Muscle Cells” (optional)

Family Link Homework “Breathing Matters”

Preparation❑ Collect images of healthy and diseased lungs to post in the

Science Center. Visit www.sciencecompanion.com/links for a list of web sites containing these images.

❑ Replace the circulatory system poster in the Science Center with the respiratory system poster. (You can move the circulatory system poster to another part of your classroom.)

❑ Gather books on the respiratory system for use in the Science Center.

❑ Copy the Family Link Homework “Breathing Matters” for the students to take home.

Using the Student Reference Book• After the introductory discussion, make sure the class reads

pages 69–76 of the student reference book to reinforce the role the respiratory system plays in supporting movement.

• Refer students to pages 76–78 of the student reference book to help them complete the Family Link Homework “Breathing Matters” which asks them to consider what it would be like to live with a medical condition that affects breathing.

NOTES

| HUMAN BODY IN MOTION | LESSON 9 | BREATHING HARD FOR OUR MUSCLES


NOTES


Vocabularybreathing rate . . . . . . The number of times you breathe in and

out in one minute.

carbon dioxide . . . . . A waste product made by cells that is removed from our blood and lungs when we exhale.

diaphragm . . . . . . . . . . A large muscle just below the lungs. Air empties or fills our lungs when our diaphragms move.

lungs . . . . . . . . . . . . . . . The main organs of the respiratory system. Our lungs deliver oxygen to the blood and remove carbon dioxide from the blood.

respiratory system . . The body system that brings oxygen into our bodies and removes carbon dioxide from our bodies.

Teaching the LessonSESSION 1

Engage

Sensory Observation1. Engage students in a discussion about breathing—what it is,

how it occurs, and why it’s important. (To help them sense how their body moves during breathing, show them how to put their hands around their rib cage. Tell them to inhale deeply and then exhale several times through their nose. Then encourage them to breathe deeply through their mouth.)

• What happened to their rib cage as they breathed? (When they inhaled, their rib cage moved up and out to bring air into the lungs. When they exhaled, their rib cage moved back down and in to push air out of the lungs.)

• Why do we need to breathe?

Note the children’s responses at this time, but do not correct them.

2. Explain that the breathing rate is the number of breaths taken in by the body in one minute. Help students recognize the effects of exercise on their breathing rate with this method:

a. Time students for one minute as they quietly sit still and count the number of breaths they take.

b. Ask them to do some type of physical activity, such as running in place.


NOTES

| HUMAN BODY IN MOTION | LESSON 9 | BREATHING HARD FOR OUR MUSCLES156

SAFETY NOTE: Check with the school nurse to identify children with medical or physical conditions that could limit their participation in this physical activity. Work with these students to adapt the activity to their needs or consider giving them a special role.

c. Immediately after exercising, tell them to count how many breaths they take in one minute.

3. Follow up by comparing the breathing rates of different students.

• Are breathing rates the same or different? Why?

• How did their breathing rate change? (Their breathing rates increased as they became more active.)

• Were the changes in their breathing rates similar to changes they observed in their heart rates?

• Why did their breathing rate increase when they exercised harder? (Some children may suggest that their breathing rate increased during exercise because their muscles needed more oxygen to support moving their body.)

Introductory Discussion1. Pre-assess student ideas on how the oxygen in the air we

breathe reaches the muscles that need it. Use the “Respiratory System” poster to build on the students’ ideas. Trace the path that oxygen must take to get into the bloodstream and point out the organs involved. Then trace the path that carbon dioxide must take to be removed from the blood and leave the body.

2. After reviewing the respiratory system, ask the class to discuss the central concept—why the body depends on the lungs to bring oxygen from the air into the body. (Muscle cells, and all our bodies’ cells, use oxygen, along with nutrients, to make energy. Muscle cells use this energy to move our body.)

3. Assign pages 69–76 of the student reference book to reinforce this central concept.


NOTES


SESSION 2

Explore

Breathing through StrawsIn this exploration, breathing through straws helps students experience how a reduction in airflow affects their ability to perform physical activities.

SAFETY NOTE: Students with health conditions such as asthma that prevent them from exercising can observe other students during the activity or be the class timer. Stop the activity if breathing becomes difficult for any student or if they feel dizzy.

1. Remind everyone of the deep breathing they experienced during exercise. Encourage speculation about how they would be affected if they couldn’t breathe deeply. What might limit the amount air that they could breathe into their lungs?

2. Distribute one drinking straw (wide straw) to each student. After allowing for a short time to examine the straw, ask students what activities they think they could or could not do while breathing through it with their nose pinched.

3. Refer students to page 32 of their science notebooks and review the exploration with the class. Discuss the types of observations they should be making as they conduct the experiment. Stress the importance of recording detailed observations that describe exactly what they feel or experience. (Suggestions might include that they should be observing their breathing rate and heart rate, how deeply they can breathe, how uncomfortable it is, how their muscles feel, how effectively they can continue moving, or whether they feel like stopping.)

4. Acting as the class timer, instruct students to conduct their exploration with the wide straws and record their data as indicated on page 33 of their science notebook.

Science Notebook page 32

Science Notebook page 33


NOTES


5. Collect and dispose of the wide straws when everyone finishes and then distribute a coffee stirrer (thin straw) to each student. After another short interval to examine the stirrers, gather predictions about whether breathing through these straws will affect them similarly to breathing through the drinking straws. Why or why not?

TEACHER NOTE: Since the coffee stirrers allow much less air into the lungs than the drinking straws, less time is allotted for this activity then the previous one. For the same reason, this activity is done in a sitting position.

6. Acting as the class timer, instruct the students to experiment with the thin straws and record their data as indicated on page 33 of their science notebook. Afterwards, have students respond to the reflective questions on pages 34–35.

Reflect and Discuss

SharingEncourage the class to share their observations. Suggest comparing their observations about breathing through the drinking straws and about breathing through the coffee stirrers.

Synthesizing

Big Idea

To move, many parts of our bodies must work together. To produce the energy needed for movement, muscles need a constant supply of oxygen, nutrients, and water.

Discuss how students’ observations about breathing relate to the role played by the respiratory system in bringing oxygen to, and removing carbon dioxide from, the body.

• What was the purpose of breathing through the straws? (They reduce the amount of air that can be brought into the lungs.)

• Why was it difficult to continue moving when they breathed through the straw? (The children’s muscles were not getting enough oxygen to keep them moving because they couldn’t breathe enough air into their lungs. At the same time, their lungs had trouble removing the carbon dioxide waste.)

• What are some things that affect the respiratory system and make it harder to breathe? (Students may suggest pollution, pollen, cigarette smoke, asthma, colds, lung cancer, broken ribs, an injured diaphragm, or sore rib muscles.)

Have students reflect on the “I Wonder” circle after the lesson. How did they wonder, think, try, observe, record, and discover during the exploration?

• How would the students’ daily life be affected if they could only breathe in small amounts of air with each breath? (They would feel out of breath attempting even moderate physical activity.)

• Does anyone in the class know someone who has trouble breathing? How are these individuals affected?

Science Notebook pages 34–35


NOTES


Ongoing Learning

Science CenterMaterials: Books on the respiratory system, images of healthy and diseased lungs, respiratory system poster, self-sticking notes

• Provide books on the respiratory system and display images and diagrams of healthy and diseased lungs. See the Science Library and Web Links section on pages 42–47 for suggestions and visit www.sciencecompanion.com/links for a list of web sites offering lung images.

• Encourage the students to write questions they have about the respiratory system on self-sticking notes and place them on the respiratory system poster. Review the questions periodically as a class.

Family LinkIn the Family Link Homework “Breathing Matters,” children use their student reference books to identify some conditions of the respiratory system that make it difficult to exercise and to determine whether any of these conditions can be avoided. Send the reference book home with the students to help them complete the assignment.

Teacher Master 24, Family Link


NOTES


Extending the Lesson

Further Science Explorations

Lung ModelCreate a model lung using the following materials: a clear plastic 2-liter bottle (empty), one straw, a large balloon, a small balloon, clay, and several rubber bands. Construct the lung model as follows:

1. Cut off the bottom of the bottle.

2. Attach the small balloon to one end of the straw and secure it with a rubber band. (This balloon represents a lung and the straw represents the trachea.)

3. Insert the other end of the straw through the neck of the bottle so that the balloon is suspended inside the bottle. Use clay to secure the straw in the neck of the bottle. (The bottle represents the rib cage.)

4. Cut off the neck of the large balloon and stretch the balloon over the cut bottom of the bottle. Secure the balloon with a rubber band. (The large balloon represents the diaphragm.)

5. Push in and pull out on the “diaphragm” balloon to demonstrate how the balloon “lung” inside the “ribcage” inflates and deflates.

Why Does Air Need to be Filtered?Have students discover why it is important for their breathing passages to filter air. Provide index cards with petroleum jelly smeared on one side. Have them place the cards, jelly side up, in various locations for several days. Then have them observe the cards for particulates.

Cardiopulmonary ResuscitationInvite the school nurse or another health professional to demonstrate CPR and other first aid techniques to the class.

Medical ConditionsInvestigate diseases of the respiratory system, such as sinusitis, tonsillitis, the common cold, asthma, pneumonia, bronchitis, tuberculosis, cystic fibrosis, emphysema, lung cancer, and occupational lung diseases.


NOTES


Mathematics ExtensionHave students calculate how many breaths they take in an hour, a day, a week, a month, a year, and in 50 years.

Social Studies ExtensionResearch the history of underwater diving, including free diving, snorkeling, the diving bell, the Houdini diving suit, the bathysphere, and the Aqua-lung.

Music ExtensionInvite the music teacher to show students how controlled breathing is important for singing.

Planning Ahead

For Lesson 10You need to prepare gelatin at least one day prior to conducting this lesson. See the Preparation section of Lesson 10 for details.



Science Notebook page 32 Science Notebook page 33





Teacher Master 3, Assessment 1 Teacher Master 24, Family Link


cluster 3 supporting active muscle cells lesson breathing hard for our muscles · 2008. 3. 9. ·...

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