Lesson on the topic “The meaning of breathing.” 8th grade
“As long as I breathe, I hope,” Ovid
Lesson objectives:
- training in the ability to pose a problem and empirically seek an answer,
- development of skills and abilities of experimental work,
- instilling confidence in one's creative abilities.
Lesson objectives:
- do not give ready-made facts, but determine the meaning of breathing by asking problematic questions,
- involve students in searching for ideas, putting forward hypotheses to the proposed questions about breathing,
- development of skills in working with digital laboratory equipment and special Nova PC applications.
Equipment: digital laboratory, PC, projector, balls.
1.Updating knowledge
· The purpose of the lesson is to answer the question by conducting experiments...
· What does a person need to live? Food, water, air
· How long can a person cost:
without food (a month), water (a week), air (up to 20 minutes). Why? (no stock)
· What will be the most important for a person? Air
· How does air enter the human body? During breathing, through the skin
2.New material
The topic of today’s lesson is “The Importance of Breathing,” which means we need to answer the question “What is the function of breathing?” To imagine the breathing process as a whole, I suggest watching a video about breathing (Respiratory Organs, 2 min.)
Remind me which human life systems are directly involved
during breathing? Respiratory and Circulatory
Do they perform the same function? No
How are functions distributed between systems?
D.s. – connection of the organism with the environment, K.s. – transport of gases in the body
3. Practical work “Gas exchange in the lungs. Breath tests"
Do you think the composition of inhaled and exhaled air is the same? No
What is included in the air we breathe? Oxygen, ang. gas, nitrogen, water vapor, impurities
What about the exhaled breath? Oxygen, ang. gas, nitrogen, water vapor, impurities
Let's try to check the composition of the air. Let’s conduct an experiment: being in one place, inhale and exhale the same air three times...
For this we need special equipment that will show the result.
Instruction card for working with Nova - performing experiments
4.Socialization
What are the results of the experiments? Does the amount of oxygen change or not? Yes
How? Decreases
Why? Used by the body in the process of oxidation
If the amount of oxygen decreases, and the portions of inhaled and exhaled air are the same, then the amount of which gas increases? Carbon dioxide
What happened in the body? Gas exchange
Let's see how the composition of air changes when breathing
(Clip-composition of air during inhalation and exhalation).
The amount of which gas does not change? Nitrogen
Let's see how the gas exchange process occurs
(Clip-gas exchange in the lungs). Tell us what is happening in the diagram.
5. Breathing warm-up
Now we will compare breathing methods to provide the body with oxygen:
1) Nose breathing - close one nostril and take a deep breath and exhale, now the second...
What is the cause of difficulty breathing? Nasal congestion, nasal injury
What are the consequences of difficulty breathing? Insufficient oxygen supply
2)Shallow breathing– breathe quickly and shallowly...
The result of breathing? Poor oxygen supply, part of the lungs is filled with unrenewed air
Name the reasons for breathing. Poor posture, overeating, low mobility
3) Full breathing (performed while lying down) –
Relax, right hand on your stomach, left hand on your chest,
· We count: one - inhale, raising the abdominal cavity
2, 3 – inhale, raise the chest
4, 5 – exhalation, retraction of the abdominal cavity
6, 7, 8 – exhale, draw in the chest
The result of breathing? Good oxygen supply
The meaning of breathing: increasing vital capacity, strengthening the respiratory muscles
Learning to breathe correctly (sitting):
1.Correct breathing
Raise your head, straighten your back
· Retract your shoulders, connect your shoulder blades
· Remove the stomach, stretch the legs
Take deep breaths 4 times
2. Reached towards the sun, hands up...lower
3. We clear the lungs of unrenewed air - arms to the sides and up, deep inhale, sharp exhale, lower the arms (3 times)
6. Fastening
Summarize.
What is breathing? Exchange of gases between the environment and body cells
What is the function of breathing? Gas exchange
It turns out that breathing also has other functions, but we will talk about them in the next lessons, when we get acquainted with the respiratory organs.
7.Registration of work
Now we are returning to the experiments carried out and preparing the practical work in the form of a presentation on the Nova PC. Open the presentation on your desktop and fill out the slides.
Open slide No. 3 (course of experience)
8.Lesson summary
9.Homework:
Most people are unaware of how important exhalation is in their lives.
Tell us the importance of exhalation in people's lives.
1
Open biology lesson 8th grade
“The meaning of breathing. Respiratory system"
Goals: determine the essence of the breathing process; the role of oxygen in the human body; features of the structure and functioning of the respiratory organs; their relationship. Development of children's creative thinking in solving problematic issues. Develop skills: independently work with text and pictures given in the textbook; perform simple practical tasks.
Lesson objectives:
Cognitive:
- give the concept of the meaning of breathing as a process necessary for life; establish the relationship between the structure and functions of the airways, consider voice formation and articulation of speech sounds; develop in students the ability to apply acquired knowledge in life, solve problematic and intellectual problems.
- develop the ability to draw conclusions based on the information received. To promote the formation in students of an individual style of educational activity, the ability to adequately think and act in a situation of choice. Develop intellectual abilities, logical thinking, skills of cognitive independent activity.
- cultivate a caring attitude towards your body, your health, and the health of others; draw an analogy: breathing is life; human lungs are the lungs of our planet (plant world).
- health-saving technology; - problem-based learning; - independent work; - ICT technologies (lesson accompaniment with presentation, “OK” CD slides)
Methods:
- Explanatory – illustrative; Problematic, partly search; Independent work.
Subject: presentations “Who breathes?”; “Emotional background for the lesson,” “Respiratory system.” Disk "OK"; educational tables; wet material “Upper respiratory tract”, “Lungs”. Model "Larynx". Practical: performing “Observation” tasks and independent work. Intelligent: analysis, comparison, comparison. Emotional: interest.
Shapes: Individual.
Equipment: computer, projector, screen, presentations, educational tables, “OK” disk, wet material “Upper respiratory tract”, “Lungs”. Model "Larynx". Portrait of Hippocrates.
Lesson type: learning new material
DURING THE CLASSES:
1.Organizational moment:
Greeting, registering absences. Checking students' readiness for the lesson. Organizing students' attention.
Student presentation.
Imagine that we are in a summer forest. The sun is warm and gentle, breaking through the trees. We walk along the path past slender pines and majestic spruce trees. Herbaceous plants bloom all around. We see butterflies, bees, and bumblebees flying. We hear the noise of birds. You feel good and happy. We begin our biology lesson with a good and joyful mood.
2.Learning new material
SLIDE No. 1 - about the “Respiratory System”
SLIDE No. 2 – Purpose of the lesson
Epigraph to the lesson: “WHILE I BREATHE, I HOPE” - Roman poet Ovid.
Solving biological problems:
- The great physician of Ancient Greece, Hippocrates, called the air “the pasture of life.” Why?
- Using the knowledge gained from studying the Zoology course, let's remember and tell you which animals first developed respiratory organs? What evolutionary changes have occurred in the respiratory systems of vertebrates?
(*invertebrates(sponges, flatworms) do not have specialized respiratory organs and breathe over the entire surface of the body;* most insects the respiratory system appears - tracheal;* fish they breathe with the help of gills, which are also found in marine annelids;* with the transition to a terrestrial lifestyle, the respiratory system becomes more complex: Amphibians breathe both through the skin and lungs, which have a relatively simple structure;* lungs birds, reptiles and mammals have a more complex structure.
- Problematic question:
Conversation:
As you already know, all living beings on Earth need energy to maintain their vital functions. Question: Remember where plants get energy from? (Plants use the E of sunlight.) Question: What happens to this energy next? (It is used to build organic substances from carbon dioxide and water). Question: Where do animals get their energy? (Animals get energy from ready-made organic substances obtained from food.
Teacher. Right. But for this, organic substances must be oxidized. Oxidation is a chemical process, that is, the process of interaction of substances with oxygen. There are several types of oxidation:
- Rapid oxidation - combustion. Slow oxidation. Biological oxidation. Biological oxidation is a set of oxidation reactions that occur in all living cells.
Problem: It is known that the human body contains 65% oxygen by weight. Calculate how much oxygen is in your body. (Students give their answers).
There is no free oxygen in the human body. Oxygen enters the body as a result of breathing. And it is completely spent on oxidation processes.
Question: Where do animals and humans get oxygen from? (from air; water).
Teacher. Absolutely right. Here we come to the question of the essence of breathing.
SLIDE No. 3 - about the essence of breathing
RESPIRATION is a set of processes that ensure the supply of oxygen, its use in the oxidation of organic substances and the removal of carbon dioxide and some other substances.
Oxygen is supplied through the respiratory organs
Slide number 5 – about types of breathing
Breathing can be: * pulmonary (inhalation and exhalation) * tissue (cellular respiration)
DISC DISPLAY – PULMONARY AND TISSUE RESPIRATION
SLIDE No. 6- About the meaning of breathing
Breath Meaning:
- Providing the body with oxygen
The respiratory organs are the air gates to the body. Let's get acquainted with the structure of the respiratory organs, trace the path the air takes before it passes into the blood and carbon dioxide is released back. Based on their functional characteristics, the respiratory organs are divided into pneumatic, or respiratory, and gas exchange organs, or the respiratory part.
SLIDE No. 7 - respiratory system.SLIDE No. 9 - upper respiratory tractDISK OK - nasal cavity
Problematic question:
“Without a nose, a person knows what the hell - a bird is not a bird, a citizen is not a citizen - just take it and throw it out the window!” - this is what N.V. Gogol wrote about the nose. (teacher reads out)
- But seriously, why did a person have a nose? After all, our ancestors, the apes, did not have it! (written on the board)
During normal breathing, air necessarily passes through the nostrils into the nasal cavity, which is divided into two halves by the osteochondral septum. In each half there are tortuous nasal passages, increasing the surface of the nasal cavity. Their walls are lined with a mucous membrane containing numerous ciliated epithelial cells. In an adult, the mucous membrane secretes 0.5 liters of mucus per day. Its function is to humidify the inhaled air, trap dust particles and microorganisms settling on the walls of the cavity. Mucus contains substances that kill microbes or prevent their reproduction (lysozyme enzyme and white blood cells). Numerous blood vessels branch under the mucous membrane, so even minor injuries to the nose are accompanied by heavy bleeding. These choroid plexuses warm the inhaled air to body temperature. The nasal cavity connects with cavities in the bones of the skull: the maxillary cavity. Frontal and sphenoid. They serve not only to warm the incoming air, but also act as resonators for voice formation. The nasal cavities are equipped with sensitive cells that provide the protective function of the sneeze reflex. The nasal cavity opens into the nasopharynx through the internal nostrils - choanae, and from there into the larynx.
SLIDE No. 10 – Nasal breathing hygiene.
- It is recommended to breathe through the nose, because... When breathing, cold air enters the lungs, which is the cause of colds. A sick person who does not follow the rules of hygiene becomes a source of infection
Let's close one nasal passage and bring a piece of cotton wool to the other. A stream of air will throw it away when you exhale, and press it against the nasal opening when you inhale. Conclusion: during normal breathing, air necessarily passes through the external nostrils into the nasal cavity.
PHYSICAL MINUTE.
SLIDE No. 12 - larynx and MODEL
DISK "OK" - larynx
The larynx is like a funnel, the walls of which are formed by cartilage. The cavity of the larynx is lined with mucous membrane and is equipped with receptors - reflex cough. The entrance to the larynx during swallowing is closed by the epiglottic cartilage. The largest cartilage is the thyroid cartilage, which protects the larynx in front. The vocal cords are stretched between the cartilages, and between them there is a glottis. Thus, the function of the larynx is to conduct air into the trachea, participate in voice formation and prevent the penetration of harmful substances into the respiratory tract.
SLIDE No. 13 . Observation
1.Prove that when swallowing, the thyroid cartilage rises up.
Feel the thyroid cartilage and make swallowing movements. Make sure that the cartilage goes up and then returns to its original place. Conclusion: with this movement, the epiglottis closes the entrance to the trachea and along it, like a bridge, saliva or a bolus of food moves into the esophagus.
2. Find out why breathing movements stop during swallowing.
Make another swallowing movement and make sure that this fact is true. Conclusion: the uvula closes the entrance to the nasal cavity, the epiglottis blocks the entrance to the trachea. As a result, air cannot enter the lungs at the time of swallowing.
SLIDE No. 14. –Sound formation
A person is silent - the glottis is triangular in shape and quite large. The sound appears when the glottis is not completely closed, air passes through the nose, which vibrates the vocal cords. The shorter the vocal cords, the higher the sound. The final formation of sound occurs in the cavities of the pharynx, nasopharynx, mouth and nose and depends on the position of the lips, lower jaw and tongue.
TASK IN RT №83: The drawings show the vocal cords of three people. Determine by the vocal cords which of them breathes deeply after running, who is silent, who sings. (Students give answers). In men, the length of the vocal cords is 20-24 mm, in women - 18-20 mm. The longer and thicker the vocal cords, the lower the voice. The voices of girls and boys are practically the same, only in boys in adolescence they begin to change - break (due to uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.
Question: Do speech sounds occur when you inhale or when you exhale? (Answer: when exhaling).
SLIDE No. 15 – Phonogram of the word mom, on which the word MOTHER is clearly visible, on which it is clearly visible that consonant sounds cause stronger vibration of the vocal cords than vowels.
SLIDE No. 16. Hygiene of the vocal apparatus
Screaming damages the vocal cords, which can cause inflammation and lead to hoarseness or loss of voice. When whispering, the ligaments relax and do not close completely. Frequent inflammation of the respiratory tract, smoking and alcohol cause a negative effect on the vocal apparatus.
SLIDE No. 17 – Trachea and bronchi.
DISC "OK".
The trachea is a wide tube that consists of 16-20 cartilaginous half-rings and is therefore always open to air. The trachea is located anterior to the esophagus. Its soft side faces the esophagus. As food passes, the esophagus expands, and the soft wall of the trachea does not interfere with this. The inner wall of the trachea is covered with ciliated epithelium. Which removes dust particles from the lungs.
In the lower part, the trachea is divided into 2 bronchi: the bronchi have cartilaginous rings. They enter the right and left lung. In the lungs, each of the bronchi branches, like a tree, forming bronchioles. Bronchioles end in alveoli - pulmonary vesicles in which gas exchange occurs. The pulmonary vesicles form a spongy mass that forms the lung. Each lung is covered with a membrane - the pleura.
The nasal cavity - pharynx - larynx form upper respiratory tract
The trachea and bronchi form lower respiratory tract.
CONCLUSION OF THE LESSON (Done by students)
- Consolidation of the studied material.
- Homework: 23. RT No.
- In what cases does nasal breathing become difficult? What are the consequences of this violation? Suggest a set of rules for respiratory hygiene. Develop recommendations and a set of exercises to correct breathing.
In this lesson, students will discover the meaning of breathing, learn how the respiratory system is structured and how it works. In addition, students will become familiar with the mechanism of voice formation and learn why the voices of different people differ from each other, and become familiar with diseases of the upper respiratory tract and their prevention.
(Note: A computer presentation is included with the lesson.)
The meaning of breathing. Organs of the respiratory system. Respiratory tract, voice formation. Respiratory tract diseases.
Lesson epigraph: “While I’m breathing, I hope”
(Dum spiro, spero)
Ovid is a Roman poet.
Lesson objectives: to give the concept of the meaning of breathing as a process necessary for life; establish the relationship between the structure and functions of the airways, consider voice formation and articulation of speech sounds; introduce diseases of the upper respiratory tract; develop in students the ability to apply acquired knowledge in life, solve problematic and intellectual problems.
Demonstration equipment: dummy larynx, human torso with internal organs, wall tables, video material “Respiratory system”.
Lesson type: introduction lesson, introduction to new material.
Learning new material
Even in ancient times, breathing was considered the root cause of life. The saying “We need it like air” proves this. People noticed that without air a person dies within a few minutes (at most after 6 minutes). People did not know for a long time that breathing for one person in a hermetically sealed room requires 2 m 3 of air for 1 hour. So in 1846, a battalion of soldiers who took refuge in the hold during a storm died on the ship Mary Soames, although the ship remained absolutely unharmed.
Question: But why do we breathe? What significance does breathing have for us, as indeed for any living organism?
(The teacher discusses this issue with the class and proceeds to communicate the objectives of the lesson and leads to the necessary conclusions.)
I. Meaning of breathing:
1. Providing the body with oxygen and using it in redox reactions.
2. Formation and removal from the body of carbon dioxide and some end products of metabolism: water vapor, ammonia, etc.
3. Oxidation (decomposition) of organic compounds with the release of energy necessary for the physiological functions of the body.
Oxidation formula
Organic matter + oxygen = carbon dioxide + water + energy.
Attention! Energy is necessary for the functioning of the body: you listen, watch, write. I speak, I move – everything uses energy.
Conclusion: We breathe to obtain energy. Thus, oxygen is the basis of the body’s vital functions.
Question: How does oxygen enter cells?
Answer: Through blood.
Question: How does oxygen enter the blood?
Answer: Through the lungs.
(Students are asked to define the process of breathing.)
Detailed definition:
Respiration is the process of the entry of O 2 into the cells of the body, the participation of O 2 in oxidation reactions, and the removal of decay products.
The shortest definition:
Respiration is the exchange of gases between cells and the environment.
(Students write down the definition of breathing in their workbook.)
The exchange of gases between the blood and atmospheric air occurs in the respiratory organs - this is pulmonary breathing. The exchange of gases between blood and tissue cells is called tissue respiration.
The respiratory organs are the air gates to the body. Let's get acquainted with the structure of the respiratory organs, trace the path the air takes before it passes into the blood and carbon dioxide is released back.
II. Structure of the respiratory organs
The airway begins with nasal cavity.
Question: Or maybe it would be easier for the air to go through the mouth? More economical and better? Why do they tell a child: breathe through your nose?
Experiment with two rabbits. They took two rabbits. One of them had tubes inserted into the nasal cavity so that air could pass without coming into contact with the walls of the nasal cavity. A few days later the rabbit died, but the other one, breathing normally, remained alive. Explain why?
Conclusion: The air in the nasal cavity is disinfected.
Question: What happens if we breathe through our mouths in frosty weather? Explain why.
Conclusion: in the nasal cavity the air is disinfected, heated (with the help of blood vessels) + cleaned of dust and humidified.
(Students write down the conclusion in their notebooks.)
1. The structure of the nasal cavity. The nasal cavity is separated from the oral cavity by a special septum - the palate. The nasal cavity is divided by the osteochondral septum (it is what gives the nose its shape) into right and left halves. Each of them contains winding passages that significantly increase the internal surface of the nasal cavity.<Рисунок 1>
The entire nasal cavity is lined with mucous epithelium. The epithelium has special outgrowths - cilia and cells that produce mucus. And also, in the mucous membrane there is a very large number of blood vessels.
Question: Why do you think there are so many blood vessels in the nasal cavity?
Answer: To keep warm.
Question: What are the cilia in the mucous membrane for?
Answer: Cleaning from dust.
Note If the cilia did not remove dust from the respiratory tract, then over 70 years 5 kg of it would accumulate in the lungs.
Question: What is mucus for?
Answer: For hydration and disinfection, since the mucus contains lymphocytes and phagocytes.
Air enters from the nasal cavity nasopharynx(upper part of the throat), and then in throat, with which the oral cavity also communicates. Therefore, we can breathe through our mouth. By the way, the pharynx, like an intersection, leads both to the food canal and to the windpipe (trachea), which begins with the larynx.<Рисунок 2>
2. Structure of the larynx. The larynx looks like a funnel, the walls of which are formed by several cartilages. The largest of them is the thyroid. In men, it protrudes slightly forward, forming the Adam's apple. The entrance to the larynx during swallowing of food is closed by cartilage - the epiglottis.
Exercise. Find the larynx. Make a few swallowing movements. What happens to the larynx?
(The thyroid cartilage rises up during swallowing and then returns to its old place. With this movement, the epiglottis closes the entrance to the trachea and along it, like a bridge, saliva or a bolus of food moves into the esophagus.)
Exercise. Find out what happens to your breathing during swallowing.
(It stops.)
In the narrow part of the larynx there are 2 pairs vocal cords. The lower pair is involved in voice formation. The ligaments are attached anteriorly to the thyroid cartilage, and posteriorly to the right and left arytenoid cartilages. As the arytenoid cartilages move, the ligaments can move closer together and become tense.
During quiet breathing, the ligaments are separated. When strengthened, they are spread even wider so as not to interfere with air movement. When speaking, the ligaments close, leaving only a narrow gap. When air passes through the gap, the edges of the ligaments vibrate and produce sound. Screaming damages the vocal cords. They tense up, rubbing against each other.
Exercise. Figure 65 in your textbook shows the vocal cords of three people. Determine by their vocal cords which of them breathes deeply after running, who stands quietly, who sings.
(Students give answers.)
In men, the length of the vocal cords is 20–24 mm, in women – 18–20 mm. The longer and thicker the vocal cords, the lower the voice. The voices of girls and boys are practically the same, only in boys in adolescence they begin to change - break (due to uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.
(Note Remember the cry of Tarzan, played by Johnny Weissmuller, world record holder and Olympic champion in swimming. Four people shouted with him.)
Question: Do speech sounds occur when you inhale or when you exhale?
Answer: When exhaling.
But it turns out that vibrations of the vocal cords are not enough. For articulate speech to occur, certain positions of the tongue, teeth, and lips are necessary. The mouth and nasal cavity enhance the sound, enriching it with various shades. ( Note Say the phrase: “The destroyer was rushing.” Why was the proposal distorted?)
There are special speech centers in the brain. They coordinate the work of the muscles of the speech apparatus and are associated with the processes of consciousness and thinking. The process of speech formation is called articulation and is formed in young children under 5 years of age.
Conclusion. The meaning of the larynx: swallowing, the formation of speech sounds.
From the larynx, air enters the trachea.
3. Structure of the trachea. The trachea is a wide tube that consists of 16-20 cartilaginous half-rings and is therefore always open to air. The trachea is located anterior to the esophagus. Its soft side faces the esophagus. As food passes, the esophagus expands, and the soft wall of the trachea does not interfere with this. The inner wall of the trachea is covered with ciliated epithelium, which removes dust particles from the lungs. In the lower part, the trachea is divided into 2 bronchi: the bronchi have cartilaginous rings. They enter the right and left lung. In the lungs, each of the bronchi branches, like a tree, forming bronchioles. Bronchioles end in alveoli - pulmonary sacs in which gas exchange occurs. The pulmonary vesicles form a spongy mass that forms lung. Each lung is covered with a membrane - the pleura.
The nasal cavity - nasopharynx - larynx form upper respiratory tract.
The trachea and bronchi form lower respiratory tract.
III. Respiratory tract diseases.
Most microorganisms are retained and neutralized by the mucous membrane of the upper respiratory tract. Sometimes they cause various diseases: influenza, sore throat, diphtheria, sinusitis, sinusitis.
Some bones of the skull have air cavities called sinuses. In the frontal bone there is frontal sinus, and in the maxillary – maxillary sinuses. They enhance speech sounds and give them additional nuances. The shape of the vocal cords and maxillary sinuses is individual. Therefore, each person’s voice is unique, and we distinguish people by their voice.
Flu, sore throat, acute respiratory infections can cause inflammation of the mucous membranes of the sinuses - sinusitis and sinusitis. A person's nasal breathing is disrupted and purulent mucus is released from the nose.
Prevention. Treatment by an otolaryngologist is necessary.
At the entrance to the larynx and esophagus there are tonsils (made of lymphoid tissue), they contain many lymphocytes and serve to protect against infection. Inflammation of the tonsils is called tonsillitis.
Behind the soft palate are the pharyngeal tonsils - adenoids. When they become inflamed, breathing becomes difficult.
At diphtheria(in the lane loop) the tonsils become inflamed: diphtheria films-plaques of gray-white color appear on them. The neck is swollen. The heart suffers due to toxins - myocarditis.
Prevention. People are vaccinated against diphtheria.
1. The vital activity of an organism is possible only when oxygen enters its cells and carbon dioxide is removed.
2. In the nasal cavity, the air is purified, heated and humidified.
3. The larynx contains two pairs of vocal cords. The lower pair is involved in voice formation. Speech sounds are formed in the oral and nasal cavities.
4. Gas exchange occurs in the alveoli of the lungs.
Reinforcing the material learned
Watching an educational video (5 min.).
Review questions
1. Why do we breathe?
2. Why can’t you talk while eating?
3. Why does a person’s voice change when they lose teeth, have a runny nose, or have food in their mouth?
Test “Respiratory system”
1. In which respiratory organ is the air heated?
A) nasal cavity;
B) larynx;
B) trachea.
A) nasal cavity;
B) larynx;
B) trachea.
3. Which organ has the anterior wall formed by cartilaginous semirings?
A) nasal cavity;
B) larynx;
B) trachea.
A) has no effect;
B) improves;
B) worsens.
5. Which of the following organs does not belong to the respiratory system?
A) lungs;
B) trachea;
B) pulmonary artery;
D) bronchi.
Lesson summary. (Grades for active work in class, for the test. Homework: p. 26, answer questions p. 138-139)
Nosareva T.Yu., teacher of biology, geography and chemistry
MBOU "Lesozavodskaya secondary school" Konosha village, Arkhangelsk region, 2014
General lesson on the topic "Breathing"
The purpose of the lesson:
Educational: Bring into the system the students’ knowledge about the structure, functions and hygiene of the human respiratory organs.
Developmental: To develop the ability to compare, classify and generalize the facts and phenomena being studied.
Educating: Continue to develop the need for a healthy lifestyle.
Introductory word from the teacher. Today in class we will remember and analyze what we know about the respiratory organs. To do this, we will have to formulate a range of basic issues and problems. What questions do you think we will consider? (what is breathing, its meaning, respiratory tract, breathing mechanism, main diseases, etc.)
On the slide and on the interactive board there is a note: “I breathe, and that means I live...” V. Vysotsky
– Do you think these words can correspond to our theme? Why? (Students express their opinions). As a result, we can conclude that breathing is a complex vital process.
– Let’s formulate the main goals of our lesson
Before the lesson begins, the lesson plan is written on the board:
I. Structure and functions of the respiratory organs.
II. Performing laboratory work.
III. Solving biological problems
IV First aid rules. Respiratory hygiene.
V. Summing up the lesson.
The class is divided into groups. Each group is headed by a consultant. Each consultant was given instructions before starting work (Appendix 2).
Structure and functions of the respiratory organs.
A representative from each group draws out a question number. Within 1 minute, students prepare and answer the question. Representatives of other groups have the right to supplement the answers of their comrades.
1.What is breathing? Why should you breathe through your nose?
2.How do speech sounds arise?
3.How does inhalation and exhalation occur? Nervous and humoral regulation?
4.How does gas exchange occur in the lungs and tissues?
Performing laboratory work.
Each student is given a sheet of text to complete the laboratory work.
Laboratory work No. 1 "Vital capacity of the lungs"
An adult, depending on height and age, in a calm state, consumes 300-900 ml of air with each breath and exhales the same amount. At the same time, the capacity of the lungs is not fully used. After any calm inhalation, you can inhale an additional portion of air, and after a calm exhalation, you can exhale another portion of air. The maximum amount of air exhaled after the deepest inhalation is called the vital capacity of the lungs (VC). It is determined using a special device - a spirometer. On average, the vital capacity of the lungs is 3-5 liters.
Purpose of work: learn to calculate the vital capacity of the lungs using formulas.
Progress of work: calculation of the vital capacity of the lungs. For teenagers it is calculated using the formulas:
Boys 13-16 years old:
VC=((height (cm) x 0.052)) - ((age (years) x 0.022)) - 4.2 = : .
Girls 8-16 years old:
VIT=((height (cm) x 0.041)) - ((age (years) x 0.018)) - 3.7 = : .
Reporting form:
Calculate your own vital capacity using formulas.
Compare the results obtained with the average tabular ones.
Draw conclusions:
1) What is the value of vital capacity in your body?
2) Compare your vital value with the average tabular data.
3) How many participants in the group have VC above the norm, and how many have it below.
4) Write down the results on the worksheet.
Announce the results of the work done.
Vital indicators of adolescents
| Age (years) | Boys' vitals | Vitality of girls |
Physical exercise. Today we will check the capacity of our lungs without the help of a spirometer, but we will try to do it “relative to our neighbor” and with the help of a balloon. Everyone will have three attempts. So, with one exhalation you need to fill the balloon with air and compare the volume of the balloon with its neighbors. (Second attempt after 10 squats). This is not all testing. Without releasing a single drop of air from the balloon, you need to do several physical exercises:
Stretch your hand with the ball up as far as possible
At this height, transfer the ball to the other hand
At a height, grab the ball with both hands and bend back as much as possible
Thank you all very much! Everyone did great!
Problem solving.
Each team, in the same order as in the previous task, is read the text of the task. You are given a minute to think about your answer.
1. During the Great Patriotic War, such an episode occurred. Our intelligence officer was tasked with obtaining valuable documents from the enemy headquarters. Dressed in a German uniform, the intelligence officer tracked down the colonel with a briefcase containing the necessary documents. With a cry: “Uncle, I’m alive!” - the scout threw himself on the colonel’s neck and inserted a needle into his brain through the occipital foramen. The death occurred instantly, which allowed our people to take possession of the documents. Which part of the brain did the needle hit and which center did it destroy?
Answer: The needle inserted into the colonel’s skull struck the medulla oblongata, where the centers of respiration and blood circulation are located.
2. Many novice smokers take tobacco smoke into their mouths and then release it without inhaling. Why can this entertainment turn into a habit, which will then be difficult to break, and become the real reason for smoking?
Answer: Beginner smokers do not take into account that a number of substances: nicotine, alcohol, validol, nitroglycerin - can be absorbed in all parts of the digestive tract, starting with the oral cavity.
3. Why are children who, for one reason or another, have difficulty breathing through their nose, are more likely to catch colds? The air entering the lungs during breathing is subjected to “sterilization.” What protects the body from the entry of pathogenic microorganisms into it along with the inhaled air?
Answer: The nasal cavity is lined with ciliated epithelium and is densely penetrated with blood vessels. The air entering the nasal cavity: 1) is warmed, 2) moistened, 3) disinfected, 4) warmed. When children have a stuffy nose, they breathe through their mouth, so cold and polluted air enters the lungs.)
4. Humans and any mammal breathe normally when food is chewed in the mouth. Do they breathe while swallowing food? Why is this happening?
Answer: In humans and mammals, the digestive tract and respiratory tract are separated by the epiglottis when swallowing food, so they breathe while swallowing food.
Providing first aid(pull out the task, 1 minute for discussion)
1.First aid for a drowning person
2. Help with suffocation, covering with earth
3. Clinical and biological death
4.Artificial respiration and chest compressions
And now, I will read you a short excerpt from the book. Try to answer the question about what event it refers to:
“Having landed on the shore, we went deep into the island. We were met by many almost naked people, very slender and strong, who were coming from their villages with burning brands in their hands and grass, the smoke of which they drank. Others carried one large wrapper and lit it at every stop. Then everyone took three to four puffs from it, releasing smoke through their nostrils” (meeting of Columbus and his crew with the natives).
List the diseases that can occur in a smoker
Diseases
smokers
From all that has been said, what is the conclusion?
Conclusion: ( Smoking has a very negative effect on the body. We are once again convinced that there is not a single organ in the body that is not damaged by nicotine.)
What a great fellow you are! They passed the test with honor. Give yourself points for your work at this stage. Now fill out the memos that you will exchange at the end of the lesson (Appendix 3)
Summing up the lesson
Using the score sheets, each group calculates the number of points scored by each participant and the group as a whole. We determine the most productive group and the student of the group. Congratulations!
(music sounds)
“As long as I breathe, I hope (Dum spiro, spero)”
Probably, these words of the Roman poet Ovid are now filled with new meaning. Breathing is life, while a person lives, he develops, gains new knowledge, becomes a personality, and looks to the future with hope.
Giving marks for work in groups.
Literature.
School Student's Handbook. Biology. M., "Enlightenment", 1996.
Batuev A.S. Biology. Human. 9th grade. Textbook. M., "Bustard", 1998.
Batuev A.S. and others. Biology: Dictionary-reference book for the textbook "Biology. Man. Grade 9" ed. Batueva A. S. /M., Bustard, 2002.
Mash R.D. Biology. Man and his health. Collection of experiments and tasks. 8-9 grade. M., "Mnemosyne", 1997.
V. S. School workshop. Biology. Human. 9th grade. M., Bustard, 2001.
Appendix 2
| Last name Student first name | Laboratory work | Structure and functions of the respiratory organs. | First aid | ||
Memo to the group leader
Before the workshop starts, check that group members have school equipment.
Performing laboratory work:
Read the progress of the work;
Get the job done. Each group member does the work independently;
Draw conclusions from the work;
Announce your results.
Read the text of your question. Mark active students on the record sheet.
The solution of the problem. Discuss the solution to the problem. Announce the progress of the decision.
Summarize the work at the seminar lesson. Enter your grades on the record sheet.
Note:
"+" is the complete correct answer
"+" is a correct, but not entirely accurate answer
"?" - incomplete answer
"^" – addition
Appendix 3
