Unit 3: Respiration

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

12. 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

13. 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

14. 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

15. Vocabulary • Oxygenated • Aorta • Vena cava

16. 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!!!

17. 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

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

19. 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

20. 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

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

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

23. 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

24. Vocabulary • Respiration • Oxidation • ATP

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

26. 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

27. 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

28. 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

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

30. 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

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

32. 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

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

34. Video: Cell Respiration

35. 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

36. 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

38. 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

39. 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

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

41. 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

42. Vocabulary • Fermentation

43. 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

44. 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

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

46. 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

47. 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

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

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

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