Activity 1A: Geography of Pulmo Park Topic: Pulmonary System Part of: Unit: Pulmo Park Lesson 1: Mapping Pulmo Park

Entire Activity Download (42 pages, 1.7 MB)

Individual Downloads

• Teacher Background Information
• Teacher Administrative Information
• Student Background Information
• Student Background Information Dialectic Form
• Student Cards
• Student Pulmonary System Projected Image
• Student Self Profile
• Student Reflection Page
• Student Narrative Page
• Student Street Media

Keywords

system, structure, function, pulmonary system, organ, organ system, organism, lung health, lung

Search Curricular Keywords

Key Concepts

Total lung capacity, lung volumes, exhaled air, lung volume measurements

Process Skills Utilized

Analyzing data – observing trends and variation, making accurate and precise measurements involving the volume of a gas, applying mathematical calculations

Intended Grade Level - 6-8th grade

Objectives

Students will be able to:

• analyze and interpret information to construct reasonable
  explanations from direct and indirect evidence.
  
• identify and describe a task that is done by two or more systems
  working together.
  
• describe how the properties of a system are different from the
  properties of its parts.
  
• differentiate between structure and function of the pulmonary
  system.
  
• identify how structure complements function at different levels
  of organization including organs, organ systems, and organisms.
  
• identify the systems of the human organism and describe
  their functions.
  
• assess their own lung health
  
• discuss health concerns of the lungs
  
• write a narrative about personal lung health

Activity Resource

Anatomy of Breathing Flash Animation

Activity Description

As an introduction to the “Geography of Pulmo Park”, students will explore the structure of the pulmonary system with an activity called “Landmarks”. After becoming acquainted with the structure of the pulmonary system, students will be further engaged by completing a self profile of their own pulmonary health called, “My Road Blocks”. This activity will allow students to explore the functions of the lungs and how the health of our lungs is affected by many interrelating factors. After assessing personal health risks related to their lungs, students will process out this activity through a student discourse of questioning called “Clearing My Road Blocks” which will expand and deepen thinking and allow for thoughtful reflection. This thoughtful reflection will be manifested in the writing of a narrative called “Fortunately, Unfortunately” where students describe the condition of their lungs and have the option to extend this activity in a creative collage of the lungs called Street Media.

Activity Management Suggestions

The activity called Landmarks is designed to be done as a group activity. The landmarks are important vocabulary terms used for identifying structural parts of the pulmonary system. On the back of each card is a diagram which helps to complete a large, projected image of the respiratory system. As students review the vocabulary through linking, they will place the word in the matching area on the projected image of the respiratory system.

Read through the teacher information and allow students to match up the vocabulary to projected image of the pulmonary system. This is your trial run.

After this, one student can begin the game by reading the second sentence on their card (My word means……) and the student with the corresponding word will then read (Your word is……) and continue to read (My word means…..). When the second person reads (Your word is……), if the card has a star on the image side, that student places the card on the projected image in its correct location.

Assist students the first time in trying to match the vocabulary but then allow them to “take over” the game. Observe and listen as each student becomes involved in learning the vocabulary. Allow student several times to get the rotation correct. Then, shuffle the cards, hand out to different students and play again. It may be to the teacher’s advantage to allow students to rotate through the words several times and then attempt to match up to the projected image.

After playing Landmarks, students will complete the self-assessment called My Road Blocks. Hand out the assessments and read the directions to the students. Before allowing them to check off their answers, read to them the teacher background information, then ask them to complete the self-assessment. After completion, have them total the points and read the description of their total points.

Have students transition into the questions, Clearing My Road Blocks. Discuss these questions in relation to the self-assessment and the teacher background information. Students will process out of this activity by creating a narrative called Fortunately, Unfortunately.

In this narrative, students will write about the fortunate and unfortunate circumstances surrounding their lung health – be sure for the “unfortunate” issues, students discuss how they can turn them into “fortunate” issues relating to their health. Review the Fortunately, Unfortunately Rubric that is included so that students will be aware of the standards for evaluation.

The teacher may choose to give students the option to extend this activity in a creative collage of the lungs called Street Media.

Extensions/Modifications

A teacher can make several sets of the Landmarks cards so that individual
students who need extra time learning the vocabulary of this activity may have their own set of cards to study.

Some of the special needs students may choose to do the Street Media
project as a means for processing out of the assignment instead of
writing the narrative, Fortunately, Unfortunately.

Many Street Media projects can be entered into national contests.
Provide this opportunity for students who excel in this activity.

Activity References Used

Health Central. (2005). How does the lung age? Retrieved July 18, 2006
from http://www.healthcentral.com/ency/408/004011.html

Johnson, Jinny. (1998). Under the Microscope-Breathing: How we use air. Connecticut: Grolier Educational.

Kidshealth Organization. (2005). The Respiratory System. Retrieved July 14, 2006 from http://www.kidshealth.org/parent/asthma_basics/lungs/lungs.html

Loewen, Verna. “Inside the Body: The Respiratory System.” Canada’s Digital Collections. May 2006. Saskatchewan Lung Association. 30 Jun 2006
<www.lung.ca/children/grades7_12/respiratory/respiratory_system.html>.

Mahler, D.A. (1986). The Aging Lung. Clinics in Geriatric Medicine.
2 (2), 215-25.

Nagel, Ron. (2002). Body By Design. Volume 2: The Respiratory System.
Connecticut: UXL-An Imprint of the Gale Group.

Positively Aging® & M.O.R.E. Curriculum. (2006, May). Anatomy of Breathing Flash Animation. Retrieved July 16, 2006 from http://teachhealthk-12.uthscsa.edu/curriculum/pulmonary/pulmonary.htm

Positively Aging® & M.O.R.E. Curriculum. (2006, May). Pollutants Over Time: Long Term Data Collection w/ slide show. Retrieved July 16, 2006 from
http://teachhealthk-12.uthscsa.edu/curriculum/pulmonary/pulmonary.htm

Sheppard, Tim. Example for narrative “Unfortunately, Fortunately”.
July 18, 2006
http://www.talesandmusic.de/resources/unfortunately_a_storytelling.htm

Walker, Richard. (2002). Encyclopedia of the Human Body.
New York, NY: DK Publishing Inc.

World Health Organization. (2005) World Health Report. Retrieved from
http://www.who.int/en/

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