Unit 8
UNIT COVER PAGE
Bremen Dist. 228
School District:
Department:
Science
Unit Title: Respiratory System
Grade Levels:
Anatomy
11 & 12
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
Expiration
Hyperventilation
Pleural cavity
Respiratory capacities
Inspiration
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Respiratory volumes
Surfactant
bicarbonate
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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)
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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
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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.
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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?
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How are an
athlete’s lungs
different than an
average person?
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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.
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Performance Task Blueprint (regular & honors)
Unit:
Respiratory System
Topic Area:
Respiratory Diseases
Goal
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)
Standards
Rubric for product chosen
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