Topic Areas: Vocabulary, Structure & Function, Common Diseases Time Frame:
3 weeks
Unit Designer(s):
Date Created:
02/13/06
Date Modified:
Karen Kalmanek
Link to State Standards 12.A.5a
Explain changes within cells and organisms in response to stimuli and changing conditions.
Summary of Unit The learner will state the functions of the respiratory system; describe the location and structure of the respiratory system; explain the relationship between the respiratory and circulatory systems; and explain the mechanisms of pulmonary ventilation.
Resources Video: The New Human Body: Breathing with accompanying worksheet.
Key Words Alveolus Bronchial tree (trachea, pharynx, larynx, bronchi, bronchioles, alveoli) Hemoglobin
STAGE 1: IDENTIFY DESIRED RESULTS Enduring Understandings Students will understand that the circulatory system and the respiratory system are linked in function; both microscopically and macroscopically. disturbances in the levels of O2 and C02 can affect homeostasis of the body factors outside the lungs can affect depth and rate of respiration. Essential Questions Which is more important: Healthy lungs or a conditioned heart? Interpret by evaluating each possibility. How are an athlete’s lungs different than an average person? Perspective: Compare and contrast an athlete’s respiratory condition with an average person’s. Why can’t you have a lung transplant by itself? Apply knowledge to explain to a family about their son with cystic fibrosis who needs a lung transplant. How is the structure of the lungs related to its function and how do diseases/disorders affect function? Explain how the lungs are affected by a disease or disorder. Why do your breathing patterns change? Self-Knowledge: Name 3 common factors that affect your respiratory patterns and describe how your body adapts. How do disturbing oxygen levels affect the body? Empathy: Write an essay about the path an oxygen molecule would take through the lungs.
Knowledge and Skills Students will know Causes and effects of common respiratory diseases: emphysema, cancer Structure and function of the organs of the respiratory system Changes in size of the thoracic cavity with inspiration and expiration How respiration is controlled Mechanisms of 02 and C02 transport
Students will be able to Recognize average lung capacities Determine their personal lung capacities Identify common lung diseases Demonstrate knowledge of organs’ location, form and function
Students will be familiar with Genetic lung diseases Lung cancer treatments Careers in respiratory medicine (respiratory therapist, pulmonologist)
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand?
Required Assessments (brief description) Creation of notes about respiratory diseases/disorders OR Newsletter about respiratory diseases/disorders
Other Assessments (brief description) Brochure about respiratory conference (rubric) Path of an oxygen molecule (essay) Research of respiratory disease. Quizzes and tests Presentation rubric Article rubric
PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? Provide student with rubric, State Goals
H
How will you hook students at the beginning of the unit? Over 54% of the population has chronic respiratory illness—how can you take care of yourself and your family?
E
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? Each student researches individual respiratory disease and presents to class.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Each student selects three presentations and writes synopsis, opinions.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Use of rubric to self-assess
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? May pair in presentation and/or article
O
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? Present students with calendar and check-in dates.
Essential Questions at Topic Level Use the six facets of understanding to generate possible essential questions for the topic of your three-circle audit (curricular priorities).
Explanation How is the structure of the lungs related to its function and how do diseases/disorders affect function?
Interpretation
Application
Which is more important: Healthy lungs or a conditioned heart?
Why can’t you have a lung transplant by itself?
(Topic Area)
Respiratory System
Empathy
Perspective
How do disturbing oxygen levels affect the body?
Self-Knowledge Why do your breathing patterns change?
How are an athlete’s lungs different than an average person?
5
Student Performance Task Unit: Respiratory System Task: Explanation
Course: Reg/Hon Anatomy Time Frame: 3 days
Overarching Understanding: Students will understand that medical research is a continual process through which new information may lead to the improvement of human life. Enduring Understanding: Students will understand that factors outside the lungs can affect depth and rate of respiration. Essential Question: How is the structure of the lungs related to its function and how do diseases/disorders affect that function? Vignette: You are a journalist present during the annual respiratory conference that is being held in Hawaii at a resort. Several presentations are being made about both common and unusual respiratory diseases and disorders. It is your job to prepare several articles about what was presented. You can choose either option below for this task: 1) You work for a not-for-profit organization that supports a particular respiratory disease. Prepare either written notes on this particular respiratory disease or a newsletter about the conference using Microsoft Publisher. OR 2) You are a reporter for a major publication covering the conference. Prepare either written notes on this particular respiratory disease or a newsletter about the conference using Microsoft Publisher. Standard: You will be graded on the following scale: Rubric for produce chosen.
Students will present both common and unusual respiratory diseases or students will then create a newsletter including three presentations.
Role
Audience
Type: Explanation Time Frame: 3 days
A. You are a director of a not-for-profit organization that supports a particular respiratory disease making a presentation at a conference in Hawaii. OR B. You are a reporter for a major publication covering a respiratory conference in Hawaii.
Journalists and interested parties.
Situation
An annual respiratory conference is being held at a resort in Hawaii. After hearing presentations, journalists write articles regarding several respiratory diseases.
Product or Performance
Written notes on a particular respiratory disease OR A newsletter about the conference (using Publisher)
