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Lesson
Class: Respiratory Lesson Four Course Biology 20
Title/Focus

PROGRAM OF STUDY OUTCOMES


• 20-D1.1 identify the principal structures of the respiratory system; i.e., mouth, nasal passages, pharynx,
larynx, epiglottis, trachea, bronchi, bronchioles, alveoli, diaphragm, rib muscles, pleural membranes
• 20-D1.5 explain the exchange of matter and the transfer of thermal energy between the body and the
environment, using the mechanism of breathing in gas exchange, removal of foreign material and heat
loss.
• 20-D4.1 explain how the motor system supports body functions (i.e., digestive, circulatory, respiratory,
excretory and locomotor), referencing smooth, cardiac and striated muscle
• 20-D4.2 describe, in general, the action of actin and myosin in muscle contraction and heat production.

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Discuss how the body regulates breathing.
2. Explain the importance of different receptors and nerves in the body.
3. Describe their understanding of the topics of muscles and respiratory systems.
4. Identify concepts that they will need to study more to have a better understanding.
MATERIALS AND EQUIPMENT
• SMART board
• Laptop
• Presentation
• Lesson plan
• Student notes
• Review packet
• Find someone who printout
• clipboards
PREPARATION AND LOGISTICAL CONSIDERATIONS
• Have the entire lesson planned in sequential order with key concepts outlined.
• Ensure there are enough materials for the entire class
• Ensure the SMART board is working and the slides are up on the screen
• Pre-watch all the videos and ensure they are relevant
PROCEDURE
Introduction Time
• Daily Question: discuss the importance of hemoglobin, what functions does it
serve?
• Have the question up on the board and allow students time to discuss and come 10 min
up with an answer to the question. Discuss as a whole group once the discussion
has died down.
Body Time
Control of 1) Your respiration rate is the number of times a person
Breathing breathes in one minute. This is usually around 16-24
times/minute. The number can change depending on many 10 min
different factors like physical activity, condition and age.
Different nerves and chemical receptors control the
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breathing rate. There are nerves in the lungs, diaphragm
and intercostal muscles that lead up to the respiratory
control center in the medulla oblongata.
2) Video: https://www.youtube.com/watch?v=R6XtJOeuhNg
3) Chemoreceptors or chemical receptors in the medulla
oblongata are sensitive to the amount of carbon dioxide or
acid in the blood. If there is an increase in carbon dioxide, it
will relay a message to the diaphragm and intercostal
muscles to increase the breathing rate. What does this do?
Other chemoreceptors in various arteries measure oxygen
levels. If oxygen levels drop, this kicks in to raise it. This
could happen from CO poisoning or moving to a higher
altitude.
4) Video
https://www.youtube.com/watch?v=hER6W4lMKd0&t=38

Review time 1) Review video


https://www.youtube.com/watch?v=GVU_zANtroE&t=115s

2) Students will be given a review package with questions to


answer for the upcoming quiz. Students will be encouraged 15 min
to fill out this booklet from their own understanding but
may use their notes if they need to. If they finish the review
package, they should review in another way for their quiz.

Find someone 1) Students will be given a handout with a variety of questions


who… on it. They will have to get out of their seats and find
someone to answer one of their questions. Once they have
asked the question, the other student will verbally answer
and then write down their response. The student
answering will then initial to ensure that multiple people
25 min
have been consulted for answers. Once a student has
completed their sheet, they may sit down and be ready to
answer other student questions.
2) If there is time, go through the questions as a class and
discuss the answers.

Conclusion Time
• Students can use the remaining time for review of their choice.
• Ask students to pack up their materials. Remind them of the quiz on Monday. remaining

Assessment
• Observations- formative
• Discussion- formative
• Worksheet- formative
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• Review booklet- formative

Additional Notes:
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Find Someone Who… Motor and Respiratory Systems

Find someone in your class who can correctly answer the following questions. Write
down their answer in the space provided and have them sign or initial the square next to
their answer. When you have completed the review, return to your desk and be ready to
provide answers to those still looking.

Find someone who… Answer Initial/Signature


1. In what areas would you find
the three different types of
muscles?

2. How do antagonistic muscle


pairs work? Give an example

3. What are the steps in a


muscle contraction? (i.e.
Sliding Filament Theory)
4. What causes muscle fatigue
to happen?

5. What is the difference


between summation and
tetanus?
6. Give an example of an athlete
that would have a high
number of fast twitch fibers.
Why?
7. What causes muscle atrophy?
What happens to the muscle?

8. What are the four stages of


the gas exchange system?
Find someone who… Answer Initial/Signature
9. What two groups are the
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structures in the gas
exchange system broken up
into?
10. List the order of structures
that air would pass through
to get to the lungs.
11. What are the main structures
involved in the breathing
process?
12. What 3 things happen when
inspiration takes place? What
4 things for expiration?
13. How does gas exchange in
the lungs occur? (movement
of oxygen and carbon
dioxide)
14. How does partial pressure
relate to breathing?

15. What is oxygen transported


through the blood on?

16. Carbon dioxide is transferred


to the lungs in what three
ways?
17. How does hemoglobin act as
a buffer for blood pH
control?
18. How do chemoreceptors
regulate breathing?

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