unit 3: respiration

Unit 3: Respiration

Essential Questions

• Why do animals need a circulatory system? • How are various substances transported and

exchanged in the human body?• What are heart rate, blood pressure, and breathing

rate, and how are they affected by exercise?• How do we obtain energy from the food we ingest?• What are the different components of the circulatory

system and what are their functions?• What are different diseases of the cardiovascular

system, and what lifestyle choices can be made to decrease the risk of getting one?

Day 1: The Blood and Heart• Required Readings:

– 2.31, 2.36• Learning Objectives:

– To understand why animals need a circulatory system– To know that a transport system has four components– To know the structure and functions of the components of blood– To know that the blood is pumped around the circulatory system

by the action of the heart– To know that the heart is a muscular organ with four chambers– To understand how the flow of blood through the circulation is

maintained

Vocabulary

• Blood• Arteries• Veins• Heart• Capillaries• Plasma• Atrium• Ventricle• Valves

Video: The Circulatory System

Starter

• Why do animals need a circulatory system?• What does the circulatory system do?• What are the components of a circulatory

system?• Time: 10 minutes

Activity 1

• Use the modeling clay to create the four components of the circulatory system and how they are linked together. Be sure to label the different components– Medium– Tube system– Pump– Sites of exchange

• Time: 15 minutes

Activity 2

• Your group will be given one of the components of blood

• Choose a method to present what your component does to the rest of the class (act, poem, poster)– RBC– WBC (phagocyte)– WBC (lyphocyte)– Platelet


Activity 3

• What are the jobs of the blood?• Which do you think is most important?• Time: 10 minutes

Activity 4

• Using the diagram on the next slide, describe the flow of blood through the heart

• Where is the blood oxygenated? Deoxygenated?

• What does the pacemaker do?• What is the function of the valves?• Time: 15 minutes

Activity 5

• Walk around and look at the other groups mini posters that they completed

• Leave one piece of positive feedback for each of the groups


Closing & Homework

• Choose one of the disorders of the blood and write a research paper with a partner– Anemia– Sickle Cell Anemia– Leukaemia– AIDS

• What to include?– What is your disorder?– What are the causes of your disorder?– What are the signs/symptoms of your disorder?– How is it treated? Is it curable?– Statistics – who does it affect more? What % of the population is

affected? Etc. • Due: October 28

Day 2: The Circulatory System and Capillaries

• Required Readings:– 2.34, 2.35

• Learning Objectives:– To understand that the blood is directed around the body in a set of

vessels– To know the structure and function of arteries and veins– To understand why humans have a double circulatory system– To know the names of the main arteries and veins in the human body– To understand that substances carried in the blood must leave the

circulation to reach the tissues– TO know that materials are exchanged between tissues and blood in the

capillary beds– To know how the structure of the capillaries is suited to the transfer of

materials between blood and tissues

Vocabulary

• Oxygenated• Aorta• Vena cava

4 stations:

• Poster showing how blood gets transported throughout the body, the types of vessels it travels in, and the names of the main vessels

• Model showing the structure of arteries and veins. Include labels. Please take a picture of it and email it to me ([email protected])

• How does the structure of the capillary system allow materials to be exchanged? Write a paragraph explaining what gets exchanged, where it is exchanged and how it is exchanged. Relate these to the structure of the system.

• BRING PE CLOTHES FOR WEDNESDAY!!!

mailto:[email protected]

Day 3: The Control of BP and Exercise (60 min)

• Required Readings:– 2.37

• Learning Objectives:– To understand how the flow of blood through the

circulation is maintained– To understand how the regular beating of the

heart can be adjusted according to the body’s needs

Vocabulary

• Blood pressure• Systolic pressure• Diastolic pressure• Pulse

Starter

• Sit quietly without moving. You can put your head down.

• After 5 minutes, we will take your resting heart rate, your resting breathing rate, and your resting blood pressure


Activity 1 & 2

• Finding your heart rate & breathing rate after exercise

• Use the handout as a guide to complete the activity

• All members of the group to complete it• Compare the results within your group, not

across the class• Time: 30 minutes

Closing

• How does exercise effect your heart rate and breathing rate?

• Why is this?• What does prolonged physical activity do to

your cardiovascular system?

Homework

• Lab Report – Due November 7• Check wiki for what to include under the

“labs” tab

Day 4: Respiration


• Learning Objectives: – To understand that energy is needed to carry out work– To appreciate that different forms of energy can be

interconverted– To be able to list some of the energy-demanding

processes in living organisms– To describe how the process of respiration releases

energy from chemical foods

Vocabulary

• Respiration• Oxidation• ATP

Starter

• Why do we need energy?• How do we obtain the energy necessary to do

our required functions?• Time: 10 minutes

Activity 1

• Write a balanced word and symbol equation for photosynthesis

• Write a balanced word and symbol equation for respiration

• What is similar?• What is different?• Time: 10 minutes

Activity 2• How is energy converted from photosynthesis to

respiration?• There are 5 main reasons we need energy:– Growth– Maintenance of body temperature– Active transport– Cell division– Movement

• You will be given 1 or 2 or these reasons to act out how energy is converted in order to do your process


Activity 3

• Create a poster for the process that you just acted out that shows how energy is converted in order to do work


Activity 4

• Graph the data on pg. 117 and answer the questions a, b, and c

• Hand in when completed• Time: 15 minutes

Closing

• What is respiration?• What is the equation for respiration?• How is energy converted from photosynthesis

into useful energy in our body?• Time: 5 minutes

Homework

• Additional reading – links on wiki• HCT portfolio item – for November 5• Exercise lab – November 7

Day 5: Energy & Cellular Respiration

• Required Readings:– 2.40– Supplemental text

• Learning Objectives:– To know that respiration is the source of energy for

muscular work– To understand that anaerobic respiration is less efficient

than aerobic respiration and produces a toxic product– To understand that exercise is limited by the build-up of

lactic acid

Vocabulary

• Anaerobic respiration• Aerobic respiration• Glycolysis• Citric Acid Cycle/Krebs Cycle• Electron Transport Chain

Video: Cell Respiration

Starter

• Cellular respiration involves 3 stages:– Glycolysis– Krebs Cycle (Citric Acid Cycle)– Electron Transport Chain (ETC)

• What are the main products of each stage and where does each stage occur?


Activity 1

• Create a diagram showing where the various processes of cellular respiration occur in the cell

• Include where oxygen and glucose are taken in, where carbon dioxide and water are produced

• The websites I gave you will help you with this • Time: 25 minutes

Activity 2

• Aerobic respiration uses oxygen, anaerobic respiration occurs when there is no oxygen present

• Create a visual representation that compares the two processes

• What are the advantages and disadvantages of both processes?


Activity 3

• Why does our body need energy?• Create a graphic organizer with “energy” in

the middle and the various ways our body uses energy that is produced from cellular respiration


Closing & Homework

• Complete a graph for the information presented to you on pg. 119

• Answer b-f

Day 6: Alcoholic Fermentation


• Learning Objectives:– To appreciate that some microorganisms are

useful to humans– To recall an equation for anaerobic respiration– To understand the industrial production of alcohol

and bread

Vocabulary

• Fermentation

Starter

• How does the process of alcoholic fermentation work?– Think of what is produced– What are the beginning materials (products)?

• How is this used to make bread dough rise?• Time: 15 minutes

Activity 1

• Move to your lab groups• You will design an experiment to see which

conditions are most efficient at making bread dough rise

• Yeast needs water and sugar in order to respire• Materials available: flour, yeast, sugar, cold

water, hot plates• What will be your variable? What are the

different things that you could test?• Time: 20 minutes

Activity 1 (cont’d)

• Aim: • Hypothesis:• Materials:• Procedure:• Variables:• Control:• Data Table:

Activity 2

• Carry out your investigation• Come back after school to check on it to see

which condition has risen the most/created the most carbon dioxide


Activity 3

• How is alcoholic fermentation used to make alcohol?

• Choose either beer or wine and create a story board (with 6 boxes) to show how it is made


Closing and Homework

• Type up your investigation plan – due

Day 7: Measurement of Respiration


• Learning Objectives:– To explain how it is possible to detect the process

of respiration

Vocabulary

• Calorie• Combustion• Incomplete combustion• Energy

Starter

• How can the rate of respiration be measured?• How do we determine the amount of energy

in food?• Time: 15 minutes

Activity 1

• We are going to measure the number of calories in a peanut

• Read through the “death of a peanut” lab before getting started

• Work through the lab and the questions that correspond with it


• “Death of a peanut lab” data and answers for questions – Due

Day 8: Gas Exchange and Breathing


• Learning Objectives:– To understand why living organisms must obtain oxygen

from their environment, and why they must release carbon dioxide to their environment

– To know the properties of an ideal gas exchange surface– To be able to identify the parts of the human gas

exchange system– To understand the muscular movements involved in the

ventilation of the lungs– To understand how breathing is affected by exercise

Vocabulary

• Respiratory system• Ventilation • Alveoli • Intercostal muscles• Diaphragm

Starter

• What happens when you breathe in and out?• Describe the route air goes from inhalation to

exhalation• Time: 15 minutes

Activity 1

• Create a model using the modeling clay to show how gas is exchanged in the lungs

• Include– Capillary-alveoli border– Where oxygen is– Where carbon dioxide is– Where the oxygenated blood goes– Where the deoxygenated blood comes from


Activity 2

• Create a flow chart that shows blood flow in the human body

• Include:– What is picked up/dropped off in the tissues– What is picked up/dropped off in the lungs– Direction of oxygenated blood flow– Direction of deoxygenated blood flow– How gas exchange is accomplished


Activity 3

• Create a table that shows what happens when you breathe in (inhalation) and breathe out (exhalation)

• Use the balloon to help you with what the lungs do and to visualize what would happen to the structures around the lungs (diaphragm, ribs)

• Include:– What happens to the air?– What happens to the intercostal muscles?– What happens to the diaphragm?– What happens to the lung volume?



• Write a paragraph to explain what asthma is• How is asthma treated?• Death of a peanut lab –• Unit test – November 15

Day 9: Smoking and Diseases of the Cardiovascular System


• Learning Objectives:– To understand that factors such as lifestyle, diet, and

family history may affect the efficiency of the coronary arteries

– To know that coronary heart disease is one of the major causes of death in the developed world

– To understand that smoking tobacco is harmful to your health

Vocabulary

• Coronary heart disease• Lung cancer• Risk factor

Starter

• How are the respiratory and circulatory system dependent on one another?

• Why is it a problem for these organs to become diseased?

• What are some lifestyle factors that can increase the risk of cardiovascular diseases?


Activity 1

• Choose a disease from the following list:– Emphysema, COPD, coronary heart disease, heart

attack, hypertension, lung cancer, or one of your choice• Create a brochure with a partner that addresses the

following:– Risk factors– Statistics– Causes– Symptoms– Treatment– Ways to prevent it


• Test – Due Tuesday, November 19• Brochure – Tuesday, November 19

Day 10

• Heart Dissection + summative assessment

unit 3: respiration

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