I had taken a class on respiration in human body at Santa Cruz High School standard -7
Where-in
PURPOSE
To build a model of the respiratory system and
investigate the inputs, outputs, and interactions of the
parts in the system.
CONTEXT
Building models is an effective way to encourage new
ways of exploring science and other
subject areas. When kids become designers and builders
—i.e., when they go beyond simply memorizing how the
a-bone connects to the b-bone—they begin to
understand the dynamic manner in which systems
operate.
In this activity, students will learn about the respiratory
system by comparing and contrasting models, building
their own models, and giving one another feedback.
Models help children to see and touch the internal
organs and to know where they are located in the body.
Questions about familiar body systems can be useful in
getting students to start thinking about systems
generally.
Models help students understand parts and processes
that are not visible, and help to demystify internal
systems.
…. Students can begin to formulate their own models to
explain things they cannot observe directly. By testing
their models and changing them as more information is
acquired, they begin to understand how science
works
DEVELOPMENT
Research shows this is an important part of building
students understanding of models and systems.
Following is an explanation of how the model relates to
actual lungs:
When you breathe, your diaphragm contracts and
expands. When you inhale, your diaphragm contracts to
make room for your lungs, which fill up with air the way
balloons do when you blow them up. The model
demonstrates this action when you pull down on its
latex bottom. When you exhale, your diaphragm
expands, forcing the air out of your lungs. You can see
this action using your model when you push up on its
latex bottom. The muscles of the rib cage, which protect
the lungs, are also used in respiration, allowing the
lungs to fill up with air. The main purpose of respiration
is the intake of air, which contains oxygen , an element
vital to our survival, and the removal of the waste
product carbon dioxide .
If time allows, students should view the Lungs &
Respiratory System movie. This movie is useful in that
it shows the in and out breathing movement that the
students are simulating in their models.
Having begun this activity with a general idea of the
process of modeling and respiration, this is a good
opportunity to see what students have learned.
Feedback is
an important aspect of learning to build systems.
ASSESSMENT
Once students have compared existing models, recorded
observations, built their own models, and given one
another feedback, it will be a good time to assess their
knowledge.
Students should be able to name several body parts and
processes associated with respiration, i.e., mouth,
throat, lungs, breathing in, breathing out, oxygen, and
carbon dioxide. They should have a basic understanding
of models, and be able to identify common features of a
system.
Where-in
PURPOSE
To build a model of the respiratory system and
investigate the inputs, outputs, and interactions of the
parts in the system.
CONTEXT
Building models is an effective way to encourage new
ways of exploring science and other
subject areas. When kids become designers and builders
—i.e., when they go beyond simply memorizing how the
a-bone connects to the b-bone—they begin to
understand the dynamic manner in which systems
operate.
In this activity, students will learn about the respiratory
system by comparing and contrasting models, building
their own models, and giving one another feedback.
Models help children to see and touch the internal
organs and to know where they are located in the body.
Questions about familiar body systems can be useful in
getting students to start thinking about systems
generally.
Models help students understand parts and processes
that are not visible, and help to demystify internal
systems.
…. Students can begin to formulate their own models to
explain things they cannot observe directly. By testing
their models and changing them as more information is
acquired, they begin to understand how science
works
DEVELOPMENT
Research shows this is an important part of building
students understanding of models and systems.
Following is an explanation of how the model relates to
actual lungs:
When you breathe, your diaphragm contracts and
expands. When you inhale, your diaphragm contracts to
make room for your lungs, which fill up with air the way
balloons do when you blow them up. The model
demonstrates this action when you pull down on its
latex bottom. When you exhale, your diaphragm
expands, forcing the air out of your lungs. You can see
this action using your model when you push up on its
latex bottom. The muscles of the rib cage, which protect
the lungs, are also used in respiration, allowing the
lungs to fill up with air. The main purpose of respiration
is the intake of air, which contains oxygen , an element
vital to our survival, and the removal of the waste
product carbon dioxide .
If time allows, students should view the Lungs &
Respiratory System movie. This movie is useful in that
it shows the in and out breathing movement that the
students are simulating in their models.
Having begun this activity with a general idea of the
process of modeling and respiration, this is a good
opportunity to see what students have learned.
Feedback is
an important aspect of learning to build systems.
ASSESSMENT
Once students have compared existing models, recorded
observations, built their own models, and given one
another feedback, it will be a good time to assess their
knowledge.
Students should be able to name several body parts and
processes associated with respiration, i.e., mouth,
throat, lungs, breathing in, breathing out, oxygen, and
carbon dioxide. They should have a basic understanding
of models, and be able to identify common features of a
system.
