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Kesler Science Station Lab Respiratory System If you have never used my Kesler Science Station Labs before please download the FREE Start-Up pack from my TPT store. It will provide you with all of the signage and best practices in order to run the station labs in your classroom. You can read my complete guide to how run effective station labs on my blog. The large directions cards included in this file are intended to be read by the leader of the group once the students get to the station. The smaller task cards can be read by another group member. I prefer that each student do their own lab write-up (included at the end of this file), so that they may use it for reference at a later date. The answer key is provided at the end of the document. Lastly, if any of the internet resources no longer work for some reason please let me know via email at chris@keslerscience.com. I cannot guarantee that all resources will be available, but I tried to choose ones that have been around for many years.
Kesler Science Station Lab Respiratory System Teacher Directions Explore It! I will spend much of my time at this station making sure students are understanding the concept. You will only need the two diagrams and 3-4 models. Here are two ways to create the models: Organize It! Students should be encouraged to do the Research and Explore station before attempting this one. The key is the last page in this document. #1 https://www.youtube.com/watch?v=cbv2bqqayde #2 https://www.youtube.com/watch?v=p_cah94kyes I prefer a combo of both methods. Use clay for the top and straws for the bronchus and esophagus so you can have 2 lungs. Illustrate It! Make sure to include colored pencils or crayons at this station. Read It! Print several different copies (I use 6) of the reading passage so that multiple students can read at different paces. Write It! Students should be encouraged to do the Research and Explore station before attempting this one. Research It! The goo.gl link on the task card is case-sensitive. The original link: http://www.innerbody.com/anatomy/respiratory Assess It! Students should be encouraged to do the Research and Explore station before attempting this one. If I grade anything I usually take a close look at the answers from this station. Watch It! The video is on YouTube and my Google drive. Use YouTube unless your school is blocked. The original link is https://www.youtube.com/watch?v=hc1ytxc_84 A Note that URL s are case-sensitive.
Write It! Station Directions It is recommended that you have completed at least two of the following stations before working at this station. -Read It! -Explore It! -Watch It! -Research It! Answer each of the task card questions on the lab sheet in complete sentences.
Explain the respiratory system including the structures involved and the function of the system. How does the respiratory system work directly with the circulatory system? KeslerScience.com Plants give off oxygen as part of photosynthesis. Explain the impact of this process to humans. KeslerScience.com
Assess It! Station Directions It is recommended that you have completed at least two of the following stations before working at this station. -Read It! -Explore It! -Watch It! -Research It! Each member will answer the questions from the task cards on the lab sheet in the Assess It! section.
Which is not a part of the respiratory system? How does the diaphragm aide in breathing? A. Alveoli B. Lungs C. Trachea D. Esophagus A. When the diaphragm contracts, the lungs expand and allow oxygen to enter B. When the diaphragm relaxes, the lungs expand and allow oxygen to enter C. The diaphragm does not work with the respiratory system How do plants benefit from human respiration? A. Plants need oxygen to survive B. Plants need water to survive C. Plants need carbon dioxide to survive D. Plants need nitrogen to survive The Respiratory System works directly with the system to exchange oxygen and carbon dioxide in the lungs. A. Muscular B. Endocrine C. Circulatory D. Digestive
Read It! Station Directions Each member of the group will read the passage and answer the questions from the task cards on the lab sheet in the Read It! section. It is important to remember that the answers will come directly from the reading passage.
Bronchitis Bronchitis is a respiratory disease in which the mucus membrane in the lungs' bronchial passages becomes inflamed. As the irritated membrane swells and grows thicker, it narrows or shuts off the tiny airways in the lungs, resulting in coughing spells that may be accompanied by phlegm and breathlessness. The disease comes in two forms: acute (lasting from one to three weeks) and chronic (lasting at least 3 months of the year for two years in a row). People with asthma may also have asthmatic bronchitis, inflammation of the lining of the bronchial tubes. Acute bronchitis may be responsible for the hacking cough and phlegm production that sometime accompany an upper respiratory infection. In most cases, the infection is viral in origin, but sometimes it's caused by bacteria. If you are otherwise in good health, the mucus membrane should return to normal after you've recovered from the initial lung infection, which usually lasts for several days. Chronic bronchitis is a serious long-term disorder that often requires regular medical treatment. If you are a smoker and come down with acute bronchitis, it will be much harder for you to recover. Every cigarette damages the tiny hair-like structures in your lungs, called cilia, that are responsible for brushing out debris, irritants, and excess mucus. If you continue smoking, the damage to these cilia prevent them from functioning properly, thus increasing your chances of developing chronic bronchitis. In some heavy smokers, the mucus membrane lining the airways stays inflamed and the cilia eventually stop functioning altogether. Clogged with mucus, the lungs are then vulnerable to viral and bacterial infections, which over time distort and permanently damage the lungs' airways. This permanent condition is called COPD (chronic obstructive pulmonary disease). Your doctor can perform a breathing test, called spirometry, to see if you have developed COPD. Chronic bronchitis is one of two main types of a COPD. The other main form of COPD is emphysema. Both forms of COPD make it difficult to breathe. Acute bronchitis is very common. The disorder often can be treated effectively without professional medical assistance. However, if you have severe or persistent symptoms or high fever, or if you cough up blood, you should see your doctor right away.
What does the word acute mean from the second paragraph? A. Extended B. Small and cuddly C. Very large D. Short amount of time Why do smokers have a more difficult time getting rid of bronchitis? A. Their lungs shrink over time B. They cough more than other people C. Smoking damages the cilia in the respiratory system D. Smokers are only able to access one lung What are some symptoms of acute bronchitis? Which is the most common respiratory issue? A. Stomachache and vomiting B. High fever and stomach pain C. Coughing up phlegm and difficulty breathing D. Fever and chills A. Chronic bronchitis B. Acute bronchitis C. COPD D. Emphysema
Watch It! Station Directions Each member of the group will go to the website listed on task card #1 Complete the task cards in order. Every student will answer the questions from the task cards on the lab sheet in the Watch It! section of the lab sheet.
YouTube: https://goo.gl/zgr4iw G Drive: https://goo.gl/knrlwg URL is case-sensitive 1. Click Play on the video. 2. Answer questions from cards #2-4 on your lab sheet. Explain what the process of respiration is. YouTube List at least 6 of the organs or structures which exist in the respiratory system. When we exercise why do we breath harder?
Research It! Station Directions Each member of the group will go to the website listed on task card #1 Complete the task cards in order. Every student will answer the questions from the task cards on the lab sheet in the Research It! section.
1. Go to http://goo.gl/chwpsu Answer the following questions on your lab sheet. 1. Read the first paragraph and summarize the structure (parts) and function of the Respiratory System. 1. Scroll towards the bottom and summarize the transportation of gases in the human body.
Explore It! Station Directions One member of the group will read the task cards in order. The group will be responsible for completing each of the tasks that are being read. Each member of the group will then write their conclusions down on the lab sheet in the Explore It! section.
Use diagram #1 for the following questions. 1. After looking at the diagram, what role do you think the respiratory system has? 2. What organs and components (parts) make up the respiratory system? The Respiratory System is responsible for exchanging gases in the body. Oxygen is brought in and carbon dioxide is removed. Some of the main organs and components are listed on the following cards. Use diagram #2 to locate them. 1. Lungs the main organ in the system. Each lung expands and contracts as gases are brought in and out of the body. 2. Larynx also called the voice box. It allows the body to produce sounds and speech. 3. Trachea 5-inch long tube that allows air to easily enter and exit the lungs. 1. Bronchi these tubes split off from the trachea and head towards each of the two lungs. 2. Alveoli are tiny sacs within our lungs that allow oxygen and carbon dioxide to move between the lungs and bloodstream. 3. Diaphragm muscle below the lungs. When it contracts the lungs expand allowing air to flow into the lungs.
Use the model to answer the following questions. Pick up the model and LIGHTLY pull out and push in the large balloon covering the bottom of the cup. The model is delicate and can break easily if mishandled. Please use care. 1. What happens as you manipulate the balloon? 2. If these were real lungs what gases would be entering and exiting the system? 3. On your lab sheet describe the part of the model that represents each component from the system.
Respiratory System Diagram #1
Respiratory System Diagram #2
Illustrate It! Station Directions Each member of the group will draw a quick sketch on the lab sheet that shows they understand the concept being taught. Use the colored pencils and markers that are provided. The directions for the sketch are provided on the task card at the table.
Illustrate It! Station Directions 1. Use the colored pencils to draw a sketch of the Respiratory System. 2. You must label the lungs, oral cavity, nasal cavity, larynx, trachea, bronchus, bronchioles, and diaphragm. (You may use the diagram at the table for help) 3. Off to the side of the diagram list the specific function of the respiratory system.
Organize It! Station Directions It is recommended that you have completed at least two of the following stations before working at this station. -Read It! -Explore It! -Watch It! -Research It! Use the 6 labels and place them into pairs at the correct place on the diagram. Use the arrows to point to the part. Have your teacher check your work and sign off on your lab sheet.
Lungs Alveoli Bronchus Trachea Nasal Cavity Diaphragm The main organ in the respiratory system. Gases are exchanged. Tiny sacs that allow oxygen and carbon dioxide to be exchanged in the lungs Small tubes that branch off from the trachea 5 tube that allows air to flow clearly to and from the lungs Oxygen can enter the human body through this passage Contracts to allow the lungs to expand and let air into them
Respiratory System Explore It! Task Card #1 1. Name Task Card #6: 2. 2. 3. Lungs Bronchi or Bronchus Task Card #6 1. Trachea Diaphragm Write It! Task Card #1: Task Card #2: Task Card #3:
Respiratory System Name Illustrate It! Assess It! #1 #3 Research It! Task Card #1 1. #2 #4 #1 #3 Task Card #2 1. Read It! #2 #4 Organize It!
Respiratory System Name Watch It! Task Card #2: Task Card #3: Task Card #4:
Respiratory System Answer Key Explore It! Task Card #1 1. Student answers will vary 2. Student answers will vary. They are just exploring at this point. Task Card #6: 2. Oxygen would be entering the lungs and carbon dioxide would be leaving the lungs. 3. Lungs smaller balloons inside Bronchi or Bronchus straws that split off from the main straw Task Card #6 1. The balloons should inflate as the student manipulates the diaphragm. Write It! Trachea The main straw entering the model Diaphragm The balloon that covers the bottom of the bottle/cup Write It! Task Card #1: 1. The respiratory system is necessary so that gases can be exchanged in the human body. Oxygen is breathed in and carbon dioxide is breathed out. Students answers will vary and hopefully they will be more detailed in their answer. 2. The two systems work together because the circulatory system delivers blood to the lungs which is rich in carbon dioxide and needs to be removed from the body. It exchanges the carbon dioxide with oxygen and delivers it throughout the body. 3. Plants and humans depend on each other. We breath out carbon dioxide which plants need for photosynthesis and plants give off oxygen which we use to breath. We depend on them to produce oxygen for survival.
Respiratory System Answer Key Illustrate It! The main function of the Respiratory System is exchange gases within the body. Oxygen is delivered to the body and carbon dioxide is removed from it. Assess It! #1 D #3 C Research It! #2 A #4 C Task Card #1 1. The cells of the human body require a constant stream of oxygen to stay alive. The respiratory system provides oxygen to the body s cells while removing carbon dioxide, a waste product that can be lethal if allowed to accumulate. There are 3 major parts of the respiratory system: the airway, the lungs, and the muscles of respiration. The airway, which includes the nose, mouth, pharynx, larynx, trachea, bronchi, and bronchioles, carries air between the lungs and the body s exterior. The lungs act as the functional units of the respiratory system by passing oxygen into the body and carbon dioxide out of the body. Finally, the muscles of respiration, including the diaphragm and intercostal muscles, work together to act as a pump, pushing air into and out of the lungs during breathing. Organize It! See last page of this document for answer diagram Read It! #1 D #3 C #2 C #4 B Task Card #2 1. The 2 major respiratory gases, oxygen and carbon dioxide, are transported through the body in the blood. Blood plasma has the ability to transport some dissolved oxygen and carbon dioxide, but most of the gases transported in the blood are bonded to transport molecules. Hemoglobin is an important transport molecule found in red blood cells that carries almost 99% of the oxygen in the blood. Hemoglobin can also carry a small amount of carbon dioxide from the tissues back to the lungs. However, the vast majority of carbon dioxide is carried in the plasma as bicarbonate ion. When the partial pressure of carbon dioxide is high in the tissues, the enzyme carbonic anhydrase catalyzes a reaction between carbon dioxide and water to form carbonic acid. Carbonic acid then dissociates into hydrogen ion and bicarbonate ion.
Respiratory System Answer Key Watch It! Task Card #2: The process of respiration is the exchange of gases that happens within the lungs. Oxygen is breathed in and carbon dioxide is breathed out. The exchange of these gases happens in the lungs. The body system is called the respiratory system. Task Card #3: Nasal cavity, oral cavity, pharynx, lungs, trachea, epiglottis, larynx, bronchi, bronchioles, alveoli Task Card 4: The body needs more oxygen during exercise and therefore breathing is sped up by the body. We can then exchange gases at a faster rate.
Nasal Cavity Lungs The main organ in the respiratory system. Gases are exchanged. Diaphragm Oxygen can enter the human body through this passage Contracts to allow the lungs to expand and let air into them Trachea 5 tube that allows air to flow clearly to and from the lungs Bronchus Small tubes that branch off from the trachea Alveoli Tiny sacs that allow oxygen and carbon dioxide to be exchanged in the lungs