Activity 1C: Slicin’ and Dicin’ Topic: Pulmonary System Part of: Unit: Pulmo Park Lesson 1: Mapping Pulmo Park

Entire Activity Download (40 pages, 2.0 MB)

Individual Downloads

• Teacher Background Information
• Teacher Administrative Information
• Teacher This Layer is Yours! Group Assignments
• Teacher Layers of the Lungs Appendix
• Student Background Information
• Student Layers of the Lungs
• Student Data Pages Part I
• Student Data Pages Part II: Word Experience Chart
• Student Data Pages Part III: It's All Inside

Assessment

• Pre/Post Test
• Pre/Post Test Answer Sheet & Key

Resource

Slicin' and Dicin' PowerPoint Presentation

Keywords

paper dissection, dissection, respiratory system, lung, structure, function

Search Curricular Keywords

Key Concepts

respiration, circulation, carbon dioxide/oxygen exchange, structure and function, interdependence of systems

Process Skills Utilized

observation, inference, sequencing, research, technical, collaborative

Intended Grade Level - 5th - High School

Objectives

Using a paper dissection model, students will be able to:

• Identify major parts of the respiratory system
• Discover how each part of the lungs work together
• Identify interdependence in living systems
• Infer the effects of disease and respiratory problems on other systems of the body
• Predict how organ structure relates to function
• Properly care for the respiratory system
• Create a 3-D model of the lungs
• Collaboratively create a slideshow/movie presentation

Activity Resource

Anatomy of Breathing Flash Animation

Activity Description

Students will be delighted at the prospect of dissecting! The excitement will not fade when you show them the paper dissection of the lungs. After coloring and cutting out a paper model of the lungs, students will attempt to put layers of the lungs in order. Students will predict how organ structure relates to organ function. As students work at these tasks, the teacher will record comments in a word experience chart and use these comments as a springboard for teaching necessary vocabulary and labeling parts of the respiratory system. Students will also observe the interaction of the respiratory and circulatory systems in the process of respiration. Once the students have been taught the parts to the respiratory system, they will again attempt to place the lung layers in correct order. Completing their own word experience chart, students will use corrected information to “process out” the activity and will make corrections to their structure and function predictions. To extend learning, groups of students will then be assigned a part of the lungs to research for a presentation (poster, slideshow or movie) and will create a 3-D craft foam model to “showcase” collaboratively with the rest of the class.

Activity Materials

• 1 Copy of Student Data Page (per student)
• 1 Copy of Student Activity Page (per group)
• 1 Copy of “Layers of the Lungs” (per group)
• Colored Pencils
• Scissors
• Extension: 1 copy of Group Assignment Sheet and “This Layer is Yours!” for dividing students into groups
• 1 copy of “It’s All Inside” for each student
• Computers, slideshow or moviemaker software, or poster board for creating showcase
• Items for creating models (Styrofoam, paints, paintbrushes, chenille sticks, modeling clay, etc.), computers for creating slide show/movie presentations

Activity Management Suggestions

Before the activity:

1. Make a foam, construction paper, card-stock or transparency model of the lungs for presentation purposes. Scale (on a copier) the lung model up to a life-size so each half of a lung layer fills an 8 1/2 X 11 inch page.

2. Cut out each section in the suggested color scheme and assemble using Velcro®. Use as a demonstration model during class discussion.

3. Attempt to obtain a manipulative upper-human torso model. Students will benefit from removing the body parts, discovering how the parts fit together.

4. Decide whether paper models will be made individually or in groups.

5. Decide if you will do the extension part of the assignment or work through only the paper model with the Word Experience Chart.

6. Make a copy of “Layers of the Lungs” for each student or for each group of students and select a rubric for evaluation and review with the class.

7. Allow time for students to cut out and color the “Layers of the Lungs. ”

8. Once layers are created, have students try to assemble the layers of the lungs in the correct order and begin predicting how each part works together and how the structure of these organs and layers may be related to the process of respiration.

9. Making a transparency of the Word Experience Chart is helpful for use in the “processing out” phase of this activity. Read over and be familiar with the Appendix.

During the activity:

10. Using the Word Experience Chart:

1. While the students are working on the activity, the teacher circulates around the room with a copy of the Word Experience Chart (use a clip board for ease in writing and maneuvering).
2. As students discuss the images, the teacher should write down student “terminology”. For example, during one field test of the activity, a student referred to the bronchi as “little trees”. This term was written down and during the “processing out” stage of the activity, the teacher mentioned that the part of the picture students were calling “little trees” is actually part of the “respiratory tree” and is called a bronchus (bronchi, pl. ). The bronchi branch into smaller airways called bronchial tubes. Stimulate thinking by asking questions: What might this part do? Why is this part made this way? Build student understanding – it is a lot of fun to teach in this way and very effective for providing a student “base of experience”.
3. After students have determined the best placement of each layer, come together as a class and review the Word Experience Chart. Provide a copy of the Word Experience Chart for each student. Using an overhead and transparency, review the student’s comments, which will generate discussion. As the teacher helps students complete the word experience chart, correct terms are added and accurate explanations are provided.
4. Student observations are affirmed, expanded and/or corrected. For example, the teacher might explain that the bronchi are somewhat like “little trees” because they branch into smaller and smaller branches, ending in tiny alveoli. Thus, the teacher can begin to help students accurately and fully develop their understanding of the concept being discussed.
5. This type of experience is beneficial because it begins with student experiences before complex terms are added. Students love to explore complex processes and try to figure out what is happening!

11. While you are reviewing, correctly assemble a model and allow groups to self-correct their own paper models. A transparency model will be the quickest to make but a foam model allows students to manipulate the pieces.

12. “Layers of the Lungs” is shown in correct sequence in the activity appendix to assist in the “processing out” part of the activity.

Extensions

After assembling the paper model, students can expand their knowledge by researching an assigned layer of the thoracic cavity. Students will then collaborate with other group members and create a slide show or movie about the function of the lungs as well as a 3-D model of the lungs.

1. Have students research and create story boards on how the layers work together. Use the Student Data Page to direct student thinking.

1. a. Divide students into groups using “This Layer Is Yours” and “Group Assignment Sheet.”
2. Have students research their assigned layer using the student worksheet “It’s All Inside.”
3. Decide a medium for presentation (poster, slide show, or movie) and create a rubric for evaluation.
4. Review rubric with students and allow time for research and collaboration for production.
5. View production and evaluate using assigned rubric.

2. Another extension is to allow students to create a 3-D model of the Layers of the Lungs.

Modifications

ESL Modifications - Allow English as a Second Language students to work together in a group. Modify their assignment by asking students to name parts of the lungs in Spanish or their native language. In some cases, allow extra time to complete the project.

GT Modifications - Allow Gifted and Talented students to extend this lesson into a technical assignment. These students can compile the work of the class into a presentation. They can also research and make inferences about the effects of disease and respiratory problems on other systems of the body. They can decide proper care for the respiratory system longevity. They can add details to the class 3-D model.

504 and Special Education Students - Allow these students to process through making the model but allow extra time for the completed project. If a presentation is assigned, cut the demands of the presentation in half for grading and allow extra credit points for work accomplished beyond expectations.

Rubrics for Evaluation- Create rubrics at Rubistar (see references).

Activity References Used

Clemente, Carmine. (2002). Clemente’s Dissector. Maryland: Lippincott Williams and Wilkins.

Dryer, George. (2002). The Evolving Purpose of Human Dissection in Medical Education. Academic Medicine, 75(10), 969-979.

Hanson, John. (2002). Essential Anatomy Dissector-Following Grants Method. Pennsylvania: Lippincott Williams and Wilkins.

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

Marieb, Elaine. (2003). Anatomy and Physiology Coloring Workbook: A complete study guide. California: Pearson Education, Inc.

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

Netter, Frank and John T. Hanson. (2003). Netters Atlas of Human Anatomy, Third Edition. New Jersey: Icon Learning Systems.

West, John. (1997). Respiratory Physiology: The Essentials. Pennsylvania: Lippincott Williams and Wilkins.

Yamashita, Hideaki. (1978). Roentgenologic Anatomy of the Lung. New York: IGAKU-SHION Medical Publishers, Inc.

On-line References

Comparing pig tissue to that of humans retrieved June 2005 from a direct search: www.goshen.edu/bio/PigBook/humanpigcomparison.html

Visuals of a classroom dissection retrieved June 2005 from a direct search: http://www.hollandchristian.org/gallery/albums.php

Images for comparison retrieved June 2005 from a direct search: www.netterimages.com

Visuals of a classroom dissection retrieved June 2005 from a direct search: www.s-hamilton.k12.ia.us

http://hyperphysics.phy-astr.gsu.edu/hbase/ptens2.html

Creating a rubric for evaluation retrieved November 2005 from a direct search: http://rubistar.4teachers.org/index.php

Using storyboarding for creating story lines retrieved November 2005 from a direct search: http://www.usabilitynet.org/tools/storyboarding.htm

Using PowerPoint for creating presentation retrieved November 2005 from a direct search: http://www.actden.com/pp/

Using video for creating a presentation retrieved November 2005 from a direct search: http://kidsvid.altec.org/

http://dvforteachers.com/

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