1 / 66

Unit 3: Respiration

Unit 3: Respiration. Essential Questions. Why do animals need a circulatory system? How are various substances transported and exchanged in the human body? What are heart rate, blood pressure, and breathing rate, and how are they affected by exercise?

aldon
Download Presentation

Unit 3: Respiration

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unit 3: Respiration

  2. Essential Questions • Why do animals need a circulatory system? • How are various substances transported and exchanged in the human body? • What are heart rate, blood pressure, and breathing rate, and how are they affected by exercise? • How do we obtain energy from the food we ingest? • What are the different components of the circulatory system and what are their functions? • What are different diseases of the cardiovascular system, and what lifestyle choices can be made to decrease the risk of getting one?

  3. Day 1: The Blood and Heart • Required Readings: • 2.31, 2.36 • Learning Objectives: • To understand why animals need a circulatory system • To know that a transport system has four components • To know the structure and functions of the components of blood • To know that the blood is pumped around the circulatory system by the action of the heart • To know that the heart is a muscular organ with four chambers • To understand how the flow of blood through the circulation is maintained

  4. Vocabulary • Blood • Arteries • Veins • Heart • Capillaries • Plasma • Atrium • Ventricle • Valves

  5. Video: The Circulatory System

  6. Starter • Why do animals need a circulatory system? • What does the circulatory system do? • What are the components of a circulatory system? • Time: 10 minutes

  7. Activity 1 • Use the modeling clay to create the four components of the circulatory system and how they are linked together. Be sure to label the different components • Medium • Tube system • Pump • Sites of exchange • Time: 15 minutes

  8. Activity 2 • Your group will be given one of the components of blood • Choose a method to present what your component does to the rest of the class (act, poem, poster) • RBC • WBC (phagocyte) • WBC (lyphocyte) • Platelet • Time: 15 minutes

  9. Activity 3 • What are the jobs of the blood? • Which do you think is most important? • Time: 10 minutes

  10. Activity 4 • Using the diagram on the next slide, describe the flow of blood through the heart • Where is the blood oxygenated? Deoxygenated? • What does the pacemaker do? • What is the function of the valves? • Time: 15 minutes

  11. Activity 5 • Walk around and look at the other groups mini posters that they completed • Leave one piece of positive feedback for each of the groups • Time: 10 minutes

  12. Closing & Homework • Choose one of the disorders of the blood and write a research paper with a partner • Anemia • Sickle Cell Anemia • Leukaemia • AIDS • What to include? • What is your disorder? • What are the causes of your disorder? • What are the signs/symptoms of your disorder? • How is it treated? Is it curable? • Statistics – who does it affect more? What % of the population is affected? Etc. • Due: October 28

  13. Day 2: The Circulatory System and Capillaries • Required Readings: • 2.34, 2.35 • Learning Objectives: • To understand that the blood is directed around the body in a set of vessels • To know the structure and function of arteries and veins • To understand why humans have a double circulatory system • To know the names of the main arteries and veins in the human body • To understand that substances carried in the blood must leave the circulation to reach the tissues • TO know that materials are exchanged between tissues and blood in the capillary beds • To know how the structure of the capillaries is suited to the transfer of materials between blood and tissues

  14. Vocabulary • Oxygenated • Aorta • Vena cava

  15. 4 stations: • Poster showing how blood gets transported throughout the body, the types of vessels it travels in, and the names of the main vessels • Model showing the structure of arteries and veins. Include labels. Please take a picture of it and email it to me (jbaranowsky@tasok.net) • How does the structure of the capillary system allow materials to be exchanged? Write a paragraph explaining what gets exchanged, where it is exchanged and how it is exchanged. Relate these to the structure of the system. • BRING PE CLOTHES FOR WEDNESDAY!!!

  16. Day 3: The Control of BP and Exercise (60 min) • Required Readings: • 2.37 • Learning Objectives: • To understand how the flow of blood through the circulation is maintained • To understand how the regular beating of the heart can be adjusted according to the body’s needs

  17. Vocabulary • Blood pressure • Systolic pressure • Diastolic pressure • Pulse

  18. Starter • Sit quietly without moving. You can put your head down. • After 5 minutes, we will take your resting heart rate, your resting breathing rate, and your resting blood pressure • Time: 20 minutes

  19. Activity 1 & 2 • Finding your heart rate & breathing rate after exercise • Use the handout as a guide to complete the activity • All members of the group to complete it • Compare the results within your group, not across the class • Time: 30 minutes

  20. Closing • How does exercise effect your heart rate and breathing rate? • Why is this? • What does prolonged physical activity do to your cardiovascular system?

  21. Homework • Lab Report – Due November 7 • Check wiki for what to include under the “labs” tab

  22. Day 4: Respiration • Required Readings: • 2.39 • Learning Objectives: • To understand that energy is needed to carry out work • To appreciate that different forms of energy can be interconverted • To be able to list some of the energy-demanding processes in living organisms • To describe how the process of respiration releases energy from chemical foods

  23. Vocabulary • Respiration • Oxidation • ATP

  24. Starter • Why do we need energy? • How do we obtain the energy necessary to do our required functions? • Time: 10 minutes

  25. Activity 1 • Write a balanced word and symbol equation for photosynthesis • Write a balanced word and symbol equation for respiration • What is similar? • What is different? • Time: 10 minutes

  26. Activity 2 • How is energy converted from photosynthesis to respiration? • There are 5 main reasons we need energy: • Growth • Maintenance of body temperature • Active transport • Cell division • Movement • You will be given 1 or 2 or these reasons to act out how energy is converted in order to do your process • Time: 20 minutes

  27. Activity 3 • Create a poster for the process that you just acted out that shows how energy is converted in order to do work • Time: 20 minutes

  28. Activity 4 • Graph the data on pg. 117 and answer the questions a, b, and c • Hand in when completed • Time: 15 minutes

  29. Closing • What is respiration? • What is the equation for respiration? • How is energy converted from photosynthesis into useful energy in our body? • Time: 5 minutes

  30. Homework • Additional reading – links on wiki • HCT portfolio item – for November 5 • Exercise lab – November 7

  31. Day 5: Energy & Cellular Respiration • Required Readings: • 2.40 • Supplemental text • Learning Objectives: • To know that respiration is the source of energy for muscular work • To understand that anaerobic respiration is less efficient than aerobic respiration and produces a toxic product • To understand that exercise is limited by the build-up of lactic acid

  32. Vocabulary • Anaerobic respiration • Aerobic respiration • Glycolysis • Citric Acid Cycle/Krebs Cycle • Electron Transport Chain

  33. Video: Cell Respiration

  34. Starter • Cellular respiration involves 3 stages: • Glycolysis • Krebs Cycle (Citric Acid Cycle) • Electron Transport Chain (ETC) • What are the main products of each stage and where does each stage occur? • Time: 15 minutes

  35. Activity 1 • Create a diagram showing where the various processes of cellular respiration occur in the cell • Include where oxygen and glucose are taken in, where carbon dioxide and water are produced • The websites I gave you will help you with this • Time: 25 minutes

  36. Activity 2 • Aerobic respiration uses oxygen, anaerobic respiration occurs when there is no oxygen present • Create a visual representation that compares the two processes • What are the advantages and disadvantages of both processes? • Time: 25 minutes

  37. Activity 3 • Why does our body need energy? • Create a graphic organizer with “energy” in the middle and the various ways our body uses energy that is produced from cellular respiration • Time: 20 minutes

  38. Closing & Homework • Complete a graph for the information presented to you on pg. 119 • Answer b-f

  39. Day 6: Alcoholic Fermentation • Required Readings: • 2.13 • Learning Objectives: • To appreciate that some microorganisms are useful to humans • To recall an equation for anaerobic respiration • To understand the industrial production of alcohol and bread

  40. Vocabulary • Fermentation

  41. Starter • How does the process of alcoholic fermentation work? • Think of what is produced • What are the beginning materials (products)? • How is this used to make bread dough rise? • Time: 15 minutes

  42. Activity 1 • Move to your lab groups • You will design an experiment to see which conditions are most efficient at making bread dough rise • Yeast needs water and sugar in order to respire • Materials available: flour, yeast, sugar, cold water, hot plates • What will be your variable? What are the different things that you could test? • Time: 20 minutes

  43. Activity 1 (cont’d) • Aim: • Hypothesis: • Materials: • Procedure: • Variables: • Control: • Data Table:

  44. Activity 2 • Carry out your investigation • Come back after school to check on it to see which condition has risen the most/created the most carbon dioxide • Time: 30 minutes

  45. Activity 3 • How is alcoholic fermentation used to make alcohol? • Choose either beer or wine and create a story board (with 6 boxes) to show how it is made • Time: 15 minutes

  46. Closing and Homework • Type up your investigation plan – due

  47. Day 7: Measurement of Respiration • Required Readings: • 2.41 • Learning Objectives: • To explain how it is possible to detect the process of respiration

  48. Vocabulary • Calorie • Combustion • Incomplete combustion • Energy

More Related