The structure of respiratory organs. Biology. Man and his health (8th grade). An abstract lesson "Respiratory value. Respiratory system."

In this lesson, students will reveal the value of breathing, find out how the respiratory system works and how it works. In addition, students will get acquainted with the mechanism of voting education and find out why votes different people They differ from each other, will get acquainted with diseases of the upper respiratory tract and their prevention.

(Approx. Computer presentation is attached to the lesson.)

Breathing value. Respiratory system. Breathtaking, voice formation. Diseases of respiratory tract.

Epigraph lesson: "While I breathe, I hope"
(Dum Spiro, Spero)
Ovid - Roman poet.

Lesson tasks: give the concept of respiratory value as the process required for life; establish the relationship between the structure and functions of the air pathways, consider the votition and articulation of speech sounds; become acquainted with the diseases of the upper respiratory tract; Develop the ability to apply knowledge gained in life, solve problematic and intellectual tasks.

Demonstration equipment: larynx lingerie, man torso with internal organs, wall tables, breathing system.

Type of lesson: Lesson-Introduction, acquaintance with new material.

Studying a new material

In antiquity, the breath considered the root cause of life. The saying "We need it like air" proves it. People have noticed that without air a person dies in a few minutes (at the most after 6 minutes). Do not know for a long time that for breathing one person in a hermetically closed room 2m 3 air is required for 1 hour. So in 1846, a soldier battalion was killed on the Mary Som vessel, who was killed during a storm in the hold, although the ship remained absolutely unharmed.

Question: But why do we breathe? What is the meaning for us, how, however, for any living organism, has breathing?

(A teacher, together with the class, discusses this issue and proceeds to the message of the lesson goals, brings to the desired conclusions.)

I. Respiratory value:

1. Ensuring the body with oxygen and the use of it in oxidative reaction reactions.

2. Education and removal from the body of carbon dioxide and some finite metabolism products: water vapor, ammonia, etc.

3. Oxidation (decay) of organic compounds with the release of energy required for the physiological functions of the body.

Oxidation formula

Organic substances + oxygen \u003d carbon dioxide + water + energy.

Attention! Energy is necessary for the vital activity of the body: you are listening, see, write. I say, moving - energy is spent on everything.

Conclusion: we breathe for the sake of energy. Thus, oxygen is the basis of the vital activity of the body.

Question: How is oxygen enters the cells?

Answer: through blood.

Question: How does oxygen penetrate into the blood?

Answer: Through the lungs.

(Pupils are proposed to define the respiratory process.)

Detailed definition:

Breathing is the process of receipt of 2 into the cells of the body, participation about 2 in oxidation reactions, removal of decay products.

Brief definition:

Breathing is the exchange of gases between cells and environmental.

(Students write down the definition of breathing in workbook.)

The exchange of gases between blood and atmospheric air occurs in respiratory authorities - this light breathing. The exchange of gases between blood and tissue cells is called tissue breathing.

Breath organs are aerial doors in the body. We will get acquainted with the structure of the respiratory bodies, follow the way the air is doing before it turns into the blood, and carbon dioxide will be separated.

II. Respiratory structure

The air path begins with nasal cavity.

Question: And maybe it would be easier that the air go through the mouth? Is more economical and better? Why do the child say: breathe a nose?

Experience with two rabbits. They took two rabbits. One of them was introduced into the nasal cavity of the tube so that the air was passed, without touching the walls of the nasal cavity. A few days later, the rabbit died, and the other, breathing normally, remained alive. Explain why?

Conclusion: In the nose cavity, the air is disinfected.

Question: What happens if we will breathe mouth in frosty weather? Explain why.

Conclusion: In the nose cavity, the air is disinfected, heated (with blood vessels) + purified from dust and moistened.

(Students write down the conclusion in their notebooks.)

1. The structure of the nasal cavity. The nasal cavity is separated from the mouth of a special partition - NEB. The nasal cavity is divided into a bone-cartilaginous partition (it is it gives the shape of the nose) to the right and left half. In each of them there are winding moves, which significantly increase the inner surface of the nasal cavity.<Рисунок 1>

The whole nasal cavity is lined with mucous epithelium. Epithelium has special grows - cilia and cells producing mucus. As well as in the mucous membrane a large number of Blood vessels.

Question: What do you think for what in the nasal cavity is so many blood vessels?

Answer: For warming.

Question: What is the cilia in the mucous membrane?

Answer: Cleansing from dust.

Approx. If the cilias were not removed from the respiratory tract of dust, then in 70 years in the lungs, it would accumulate 5 kg.

Question: Why do you need a mucus?

Answer: For moisturizing and disinfection, as lymphocytes and phagocytes are in mucus.

From the nasal cavity the air falls into nasooplot(upper pharynx) and then in sip with which it is reported and oral cavity. Therefore, we can breathe through the mouth. By the way, the throat as intersection also leads to the food canal, and in the respiratory throat (trachea), which begins to lag.<Рисунок 2>

2. The structure of the larynx. Lowenames kind of funnel, the walls of which are formed by several cartilage. The largest of them is thyroid. In men, he performs a little forward, forming Kadyk. Entrance to the larynx during the swallowing food is closed by cartilage - the nastestrian.

The task. Find the larynx. Make a few swallowing movements. What happens to the ladder?

(The thyroid cartilage during swallowing rises up, and then returns to the old place again. At the same time, the movement closes the entrance to the trachea and on it, like on the bridge, the saliva or food lump in the esophagus is moving.)

The task. Find out what happens with breathing during swallowing.

(It stops.)

In a narrow part of the larynx there are 2 pairs voice ligaments. The lower pair is involved in the voice formation. In front of the ligament attach to the thyroid cart, and behind - to the right and left damn cartilage. When driving, the scapal-shaped cartilage ligaments can come close and stretched.

With calm breath, binders are divorced. With enhanced, they are bred even wider so as not to interfere with the air movement. When talking, the bundles are closed, leaving only a narrow slot. When air passes through the edge of the edge of the ligaments vibrate and publish sound. Creek harms voice ligaments. They strain, rub each other.

The task. Figure 65 of your tutorial depicted vocal cords Three people. Determine the voice ligaments, which of them breathe deeply after running, who is calm, who sings.

(Pupils give answers.)

In men, the length of the voice ligaments is 20-24 mm, in women - 18-20 mm. The longer the vocal ligaments and thicker, the voice below.Voices of girls and boys practically do not differ, only in boys in adolescence begin to change - break (due to uneven growth of cartilage and ligaments). The stronger the vocal ligaments fluctuate, the volume is louder.

(Approx. Remember Creek Tarzan, who played Johnny Waismüller - world record holder and Olympic swimming champion. Four people screamed with him.)

Question: Sounds of speech arise when inhaling or when exhaling?

Answer: when exhaling.

But it turns out that vocal ligaments are not enough. For the occurrence of a self-consistent speech, certain positions of the language, teeth, lips are needed. The mouth and nasal cavity enhance the sound enriched with various shades. ( Approx. Say the phrase: "The Ministry of Meeting Messel". Why did the offer 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 education of speech is called articulation and is formed in small children up to 5 years.

Output. The value of the larynx: swallowing, the formation of speech sounds.

From the larynx, the air falls into the trachea.

3. The structure of the trachea. The trachea is a wide tube that consists of 16-20 cartilaginous semi-colts and is therefore always open to air intake. The trachea is located in front of the esophagus. Her soft side is addressed to the esophagus. When food is passing, the esophagus is expanding, and the soft wall of the trachea does not prevent this. Inner wall The trachea is covered with fiscal epithelium, which displays dust particles from the lungs. At the bottom of the trachea is divided into 2 bronchi: bronchi have cartilage rings. They enter the right and left lung. In the lungs, each of the bronchi branches, like a tree, forming bronchiols. Bronchols end with alveoli - with light bubbles, in which gas exchange occurs. Light bubbles form a spongy mass that forms lung. Each lung is covered with a shell - Pleverra.

Nasal cavity - Nasophack - Lanes form upper respiratory tract.

Fuchery and bronchi form lower respiratory tract.

III. Diseases of respiratory tract.

Most microorganisms are delayed and neutralized by the mucous membrane of the upper respiratory tract. Sometimes they cause various diseases: influenza, angina, diphtheria, sinusitis, front.

In some bones of the skull there are air cavities - sinuses. In the frontal bone there frontal sickness, and in the topless - gaimorov sinuses. They strengthen the sounds of speech and give them extra shades. The form of voice ligaments and hymorrheal sinuses are individual. Therefore, the voice of every person is unique, and we will distinguish people vote.

Influenza, angina, ORZ can cause inflammation of the mucous membranes of the sinuses - sinusitis and frontitis. A person has a nasal breathing, a purulent mucus from the nose is distinguished.

Prevention. It is necessary for the treatment at the otolaryngologist.

Before the entrance to the lads and the esophagus are almonds (from lymphoid tissue), they contain many lymphocytes and serve to protect against infection. Inflammation of almonds called tonsillitis.

Soft Naba are sipboard almonds - adenoids. With their inflammation, breathing is hampered.

For diphtheria(in per. loop) The almonds are inflamed: they have diphtheria film-raids. gray-white. Swell her neck. Because of the toxins, the heart suffers - myocarditis.

Prevention. People make vaccinations from diphtherite.

1. The vital activity of the body is possible only when the oxygen is admitted in its cell and remove carbon dioxide.
2. The air is cleaned in the nose cavity, heats up and moistened.
3. In the larynx there are two pairs of voice ligaments. The lower pair is involved in the voice formation. Sounds of speech are formed in the oral and nasal cavity.
4. Gas exchange takes place in alveoli lungs.

Fixing the material studied

View a training video (5min.).

Questions for repetition

1. Why do we breathe?
2. Why can not talk while eating?
3. Why does a person change the voice when the teeth are lost, runny nose, finding food in the mouth?

Test "Respiratory System"

1. In which respiratory organ is heated?

A) nasal cavity;
B) larynx;
C) trachea.

3. What organ front wall is formed by cartilage semirings?

A) nasal cavity;
B) larynx;
C) trachea.

A) does not affect any way;
B) improves;
C) worsens.

5. Which of the listed bodies does not apply to the respiratory system?

A) lungs;
B) trachea;
C) Emirates;
D) bronchi.

The results of the lesson. (Assessments for active work at the lesson, for the test. Homework: 26, answer questions p.138-139)

Abstract biology lesson in grade 8: "Breathing value. Organs respiratory system."

The purpose of the lesson:To study the structure and functions of respiratory organs, the value of breathing for the human body.

Tasks lesson:

Educational:

reveal the essence of the respiratory process;

reveal its role in the metabolism and transformation of energy in the human body;

get acquainted with the structure of respiratory bodies due to their functions;

get acquainted with the prevention of diseases of voice ligaments.

Developing:

continue to work on the study of the structure and functions of the human body;

intensify mental activity and independent gaining knowledge;

ability to bind the structure and function of the body.

Educational:

pay attention to the careful attitude towards health and loved ones;

relieve sensitivity and attentive attitude towards people.

Type of lesson: Lesson-Introduction, Studying a new material.

During the classes.

Organizational moment:

Mutual greeting teacher and students. Check availability to the lesson.

Check homework:
Independent written work on options.

Write the definitions of the following concepts:

1 option

Erythrocytes

Phagocytosis

Recipient

Big circle circulation
Deoxygenated blood
Hypotension
Top arterial pressure

Option 2

Plasma blood

Leukocytes

Immunity

Small circle circulation

Blood arterial

Hypertension

Automatism

Lower blood pressure

Actualization of Knowledge:

Epigraph lesson: "While I breathe, I hope"
(Dum Spiro, Spero)
Ovid - Roman poet.

Question: But why do we breathe? What is the meaning for us, how, however, for any living organism, has breathing? (Breathing is one of the signs of a person's life. On this we breathe in order to live).

IV . Studying a new material

1 block: breathing value(Teacher's story)

1. Ensuring the body with oxygen and the use of it in oxidative reaction reactions.

2. Education and removal from the body of carbon dioxide and some finite metabolism products: water vapor, ammonia, etc.

3. Oxidation (decay) of organic compounds with the release of energy required for the physiological functions of the body.

Oxidation formula

Organic substances + oxygen \u003d carbon dioxide + water + energy.

Attention! Energy is necessary for the vital activity of the body: you are listening, see, write. I say, moving - energy is spent on everything.

Conclusion: we breathe for the sake of energy. Thus, oxygen is the basis of the vital activity of the body.

Question: How is oxygen enters the cells?

Answer: Through blood.

Question: And how does oxygen penetrate into the blood?

Answer: Through lungs.

2 block: respiratory concept (Teacher's story, partially search method).

Find a definition in the textbook and read it.

Detailed definition:

Breathing is the process of receipt of 2 into the cells of the body, participation about 2 in oxidation reactions, removal of decay products.

Brief definition:

Breathing is the exchange of gases between cells and the environment.

Students write the definition of breathing into the workbook.

3 Block: Types of breathing.(Teacher's story).

Gas exchange between blood and atmospheric air happened in the respiratory organs is light breathing. The exchange of gases between blood and tissue cells is called tissue breathing.

Breath

Lung fabric

Between air and between blood and blood. tissue cells.

Pupils record the scheme in the notebook.

4 Block: Respiratory(Teacher's story with interview elements).

Respiratory organs are aircraft to the body. We will get acquainted with the structure of the respiratory bodies, follow the way the air is doing before it turns into the blood, and carbon dioxide will be separated.

The air path begins with nasal cavity.

Question:And maybe it would be easier that the air go through the mouth? Is more economical and better? Why do the child say: breathe a nose?

Answer: No, because the air is disinfected in the nose.

Experience with two rabbits. They took two rabbits. One of them was introduced into the nasal cavity of the tube so that the air was passed, without touching the walls of the nasal cavity. A few days later, the rabbit died, and the other, breathing normally, remained alive. Explain why?

Output: In the nose cavity, the air is disinfected.

Question: What happens if in frosty weather we will breathe mouth? Explain why.

Answer: We get sick, because Air passing through the nasal cavity is disinfected, heated and wetted, and there is no oral cavity.

Conclusion: In the nose cavity, the air is disinfected, heated (with blood vessels) + purified from dust and moistened.

(Students write down the conclusion in their notebooks.)

The whole nasal cavity is lined with mucous epithelium. Epithelium has special grows - cilia and cells producing mucus. As well as in the mucous membrane, a very large amount of blood vessels.

Question: What do you think for what in the nasal cavity is so many blood vessels?

Answer: For warming.

Question: And for what cilia in the mucous membrane?

Answer: Cleansing from dust.

If the cilias were not removed from the respiratory tract of dust, then in 70 years in the lungs, it would accumulate 5 kg.

Question: Why do you need a mucus?

Answer: For moisturizing and disinfection, as lymphocytes and phagocytes are in mucus.

From the nasal cavity the air falls into nasooplot(upper pharynx) and then in sip The mouth cavity is reported. Therefore, we can breathe through the mouth. By the way, the throat as intersection also leads to the food canal, and in the respiratory throat (trachea), which begins to lag.

The structure of the larynx. Lowenames kind of funnel, the walls of which are formed by several cartilage. The largest of them is thyroid. In men, he performs a little forward, forming Kadyk. Entrance to the larynx during the swallowing food is closed by cartilage - the nastestrian.

The task. Find the larynx. Make a few swallowing movements. What happens to the ladder?

The task. Find out what happens with breathing during swallowing.

(It stops.)

Question: Sounds of speech arise when inhaling or when exhaling?

Answer: With exhalation.

Output. The value of the larynx: swallowing, the formation of speech sounds.

From the larynx, the air falls into the trachea.

The structure of the trachea. The trachea is a wide tube that consists of 16-20 cartilaginous semi-colts and is therefore always open to air intake. The trachea is located in front of the esophagus. Her soft side is addressed to the esophagus. When food is passing, the esophagus is expanding, and the soft wall of the trachea does not prevent this. The inner wall of the trachea is covered with a fiscal epithelium, which displays dust particles from the lungs. At the bottom of the trachea is divided into 2 bronchi: bronchi have cartilage rings. They enter the right and left lung. In the lungs, each of the bronchi branches, like a tree, forming bronchiols. Bronchols end with alveoli - with light bubbles, in which gas exchange occurs. Light bubbles form a spongy mass that forms lung.Each lung is covered with a shell - Pleverra.

5 block: types of respiratory tract(Teacher's story).

Nasal cavity - Nasophack - Lanes form upper respiratory tract.

Fuchery and bronchi form lower respiratory tract.

Pupils are recorded in the notebook under dictation).

V. . Finding the material passed.

(Conversation on questions).

Position the consistent organs forming air-and-point paths. (Nasal cavity, nasopharynk, oral chipboard, larynx).

What is the connection of the structure and functions of respiratory organs? (To purify air there are vile, for warming blood capillaries. Building and functions are interconnected!).

VI Education of the lesson.(Teacher's story)

CONCLUSIONS

Children write conclusions to the notebook.

Estimates for active work in the lesson.

VII .Homework

Learn §23. Questions after paragraph to work orally.

Dokuchaeva Elena Ivanovna

biology teacher

GBOU SOSH "School of Health" № 404

Lesson on biology and English on the topic:

"Respiratory authorities: structure and functions"

Objectives lesson:

Educational:

study the features of the structure of respiratory organs due to their functions;

reveal the essence of the respiratory process, its value in the metabolism;

learn to call them not only in Russian, but also in English (extension of the vocabulary stock)

develop monologic speech skills

studying the design "I have ..."

examine how to breathe correctly.

Developing:

continue the formation of the basics of hygiene (respiratory hygiene rules);

develop memory, attention, thinking;

Educational:

bring up a careful attitude to its body, to his health, to health surrounding;

conduct an analogy: Breath - Life; Lightweight person - the light of our planet (plant world)

teach to work in the group.

DURING THE CLASSES

I. Organizational moment

II. Actualization of reference knowledge

Questions of biology teacher:

1) In which environment do we live with you? (Terrestrial air).

2) What gas enters our body from the air? (Oxygen)

3) For what process is a person and all living organisms need oxygen? (For breathing).

4) What gas we exhale with breathing? (Carbon dioxide).

5) What kind of kingdom of living organisms delivers oxygen into the atmosphere?. (Plant Kingdom in the process of photosynthesis)

- Why say: breathing is life?
- Does the structure of the body affect the function performed by them?
For all these and many other questions, we will try to find answers in today's lesson.

III. Studying a new material (teacher of English language)

How did you guess the topic of our today's lesson - "Breath Organs" or "Organs of Respiratory System" (Theme of the lesson represent both teachers)

Objectives of our lesson: (biology teacher)

1. Find out which organs are involved in the respiratory process.

2. To learn to call them not only in Russian, but also in English (expansion of the vocabulary stock)
3. Find out how to breathe correctly.

Breath - This is a combination of processes that ensure oxygen flow, using it in the oxidation of organic substances and removing carbon dioxide and some other substances.

Oxygen is in the surrounding air, entering it into the body and provides a respiratory system.

Breathing value (2 teachers)

Providing an organism with oxygen (teacher of English writes on the Oxygen board and says, students repeat behind him)

Removal of carbon dioxide (English teacher writes on the Carbon Diocide board and says)

Oxidation of organic compounds with the release of energy required by a person for vital activity (ENERGY)

Removal of finite metabolic products (vapors of water, ammonia, hydrogen sulfide, etc.)

The new topic is introduced together by two teachers. The biology teacher tells about the functions of each respiratory body, and the English teacher introduces the vocabulary as follows: the biology teacher calls the body of the respiratory system and explains the functions of this body, and students record basic information about this authority. Teacher English Language calls the same body in English, students repeat this word and emphasize in handouts (Appendix 1).

Upper respiratory tract

With normal breathing, air necessarily passes through nasal cavitywhich is divided by a bone-cartilage partition into two halves. In each half there are winding nose, increasing the surface of the nasal cavity. Their walls are distinguished by a mucus, which makes the inhaled air wet, delays dust and microorganisms. There are many blood vessels that warm the breathe air. With the help of the nose, we feel different smells, and we protect sneezing .. The nasal cavity opens into the nasopharynk, and from there - in the larynx.

Respiratory system

Air andRespiratory part

Easy nose cavity

(The air is cleaned, (gas exchange between the organism

moisturized, warmed) and the environment)

3. Trachea

(passage of air in bronchi)

4. Bronchi

(passage of air into the lungs)

The scheme is written by the English teacher and introduces vocabulary, the biology teacher represents the material in oral form.

Nasal breathing hygiene

The sick person who does not comply with the rules of hygiene becomes a source of infection.

Mountain - tube 10-12 cm long and 15 - 18 mm in diameter is formed by cartilage semirings, so the lumen of the trachea is always open. The entrance to the larynx closes the nastestrian when eating. It also distinguishes the mucus that cleans the air.

Creek damages voice ligaments, which can cause their inflammation, lead to hoarseness or voice loss. When slapping, ligaments relax. Frequent respiratory inflammation, smoking and alcohol provide negative influence on voice ligaments.

Down below trachea is divided into 2 bronchi.

Swallowing large pieces of food, you can be stored and overlap the trachea. Folk wisdom reads "When I eat, I'm deaf and it."

With inflammatory processes there is a cough that helps remove mucus from the respiratory tract.

Lungs

Lightweight is a large pair body of a cone-shaped form. There is right and left lung. They consist of pulmonary bubbles. The walls of these bubbles are very thin and consist of one cell layer. Lung cells are isolated biologically active substances that impede the sticking of pulmonary bubbles and neutralizes the microorganisms that have fallen into the lungs.

. Hygiene breathing

Smoking violates the physiological properties of biologically active substances, the lungs stick together and do not participate in gas exchange.

IV. Fastening a new material. (English teacher)

Nowyou.’ lLdivideinto 4 groups.of.three..

Primary consolidation of vocabulary. (Students are divided into 4 groups, each given a list of transcriptions of words, they must sign words, and the words are in different ways for each word))

You Shald Write The Words, using their Transcriptions.

["NEɪZ (ə) L] [" Kævətɪ]

["Brɔŋkaɪ]

["LæRɪŋKS]

["OR (ə) L] [" Kævətɪ]

THE GAME "SNOWBALL" (The gamesnowcom).

Let's Play The Game. The First Student Should Name One Organ of Respiratory System and Show Where IT IS. The Second Pupil Will Repeat The First Word and Call His / Her Own One. For example: I Have a Nasal Cavity: I Have a Nasal Cavity, a throat, ....

Development of spelling skill.

Every Group Has a Picture of a Person. You Should Stick Different Organs of Respiratory System on the Picture of a Human Body and then Sign ( subscribe) Them. You have 5 Minutes to Do This Task.

Now let. ’ s. check. ! (Upon completion of work on a magnetic board, the works of groups are postponed and evaluated together by the following criteria: the sequence of the location of the organs, the correct writing of words in English)

Song "Respiratory System" Listen and Say What Organ of Respiratory System A Singer Has Mentioned in This Song. Sing A Song.

Activation of le in speech.

Work in groups. Make Up the Sentences from the Given Words and Translate Them Into Russian. Use the Words in Brackets. (Appendix 3)

1 group: THE / NOSE / BREATH / WE / MUST / THROUGH

(We have to breathe through the nose)

group: Warms / In / A / Cavity / Cleans / NASAL / THE / AIR / AND / MOISTENS

(In the nose cavity, the air is warmed, cleaned and becomes wet.)

If there are problems with the transfer of proposals, turn on 1 part of the song « Respiratory. system. "And ask about which organ of the respiratory system is speech.

group: for / is / lungs / dangerous / smoking

(Smokingdangerousforlight. )

group: Throat / The / Vocal / In / Codes / There / Are

Summing up the lesson

check yourself (Fixing material by groups or house. Task)

It is necessary to relate the name of the organ with the function performed by it by putting the necessary letter near each figure. (Appendix 4.)

1. - ? 2. - ? 3. - ? 4. - ?

Did you like the lesson? What bodies of the respiratory system did you find out? Can you call them in English? How should I breathe correctly: through the nose or mouth? What is dangerous for our lungs?

XI. Homework

Learn words, practice full breathing

O RGAN breathing (ORGANS OF RESPIRATORY SYSTEM)

Avenue path Organ breathing

Nose lungs

a NASAL CAVITY. lungs.

(a nose)

Larynx

a Larynx.

(Here of the world a vocal codes.Here are voice ligaments)

Trachea

a trachea.

Bronchi

bronchi. ( a. bronchus. )

Oral cavity -aN. oral cavity.

[" br.ɔŋ ka.ɪ]

[ trə" ki.ːə]

[" l.æ r.ɪŋ ks.]

[ l.ʌŋ z.]

[" neɪ z.(ə) l.] [" k.æ v.ə t.ɪ]

[" or.(ə) l.] [" k.æ v.ə t.ɪ]

[" neɪ z.(ə) l.] [" k.æ v.ə t.ɪ]

[" br.ɔŋ ka.ɪ]

[" l.æ r.ɪŋ ks.]

[" or.(ə) l.] [" k.æ v.ə t.ɪ]

[ trə" ki.ːə]

["OR (ə) L] [" Kævətɪ]

[" neɪ z.(ə) l.] [" k.æ v.ə t.ɪ]

[" l.æ r.ɪŋ ks.]

[ trə" ki.ːə]

[" br.ɔŋ ka.ɪ]

[" neɪ z.(ə) l.] [" k.æ v.ə t.ɪ]

[" br.ɔŋ ka.ɪ]

[" l.æ r.ɪŋ ks.]

[ trə" ki.ːə]

[" or.(ə) l.] [" k.æ v.ə t.ɪ]

1 Group:

their	nose	we.
must.	through.	breathe.

moistens.	iN.	a.	cavity.
cleans.	nASAL	their	air.
and.	warms.

group :

group:

for	iS.		lungs.	dangerous.
smoking.

4 Group:

throat.	their	vocal	iN.
codes.	tHERE	are

1. - ? 2. - ? 3. - ? 4. - ?

1 Public lesson Biology grade 8
"The value of breathing. Respiratory system"
Objectives: determine the essence of the respiratory process; the role of oxygen in the human body; Features of the structure and functioning of respiratory organs; Their relationship. Developing creative thinking of children in solving problematic issues. Form the skills: work independently with text and drawings data in the textbook; Perform uncomplicated practical tasks.
Tasks lesson:
Cognitive:

to give the concept of respiratory value as the process required for life; establish the relationship between the structure and functions of the air pathways, consider the votition and articulation of speech sounds; Develop the ability to apply knowledge gained in life, solve problematic and intellectual tasks.Developing:

individual style

learning activities

intellectual abilities

Educational:

bring up a careful attitude to its body, to his health, to health surrounding; Conduct an analogy: Breath - Life; Light people - the light of our planet (plant world).Technologies:
- Health-saving technology; - Problem learning; - independent work; - ICT - Technologies (accompanying lesson by presentation, slides of disk "OK")
Methods:

Explanatory - illustrative; Problem, partially search; Independent work.Funds:
Subject: Presentations "Who breathes?"; "Emotional background to lesson", "respiratory system". Disk "OK"; Tutorials; Wet material "Upper respiratory tract", "lungs". Model "Lorten". Practical: Perform the tasks "Observation", independent work. Intelligent: Analysis, comparison, comparison. Emotional: interest.
Forms: Individual.
Equipment: computer, projector, screen, presentation, training tables, disk "OK", wet material "Upper respiratory tract", "lungs". Model "Lorten". Portrait of a hippocracy.
Type of lesson: learning a new material
DURING THE CLASSES:
1. The organizational moment:
Greeting, fixation of missing. Readiness of student readiness for lesson. Organization of schoolchildren's attention.
Presentation of students.
Imagine that we are in the summer forest. Heat, gently shines the sun, breaking through the trees. We are walking along the path past the slender pines and the magnificent firings. Circle flower herbate plants. We see how butterflies fly, bees, bumblebees. I hear bird gomon. You are good and joyful. With a good and joyful mood, we start our biology lesson.
2. Increased new material
Slide number 1 - about the "respiratory system"
Slide number 2 - the purpose of the lesson
Epigraph to the lesson: "While I breathe - I hope," the Roman poet of Ovidi.

SOLUTION OF BIOLOGICAL TASKS:

Ancient Greece

(No food and water, a person can live a few days, and without air cannot live and 10 minutes. Although some people can delay their breathing for 3-4 minutes, and sometimes 6 minutes, but more prolonged oxygen fasting quickly leads to death).

Using the knowledge gained in the study of the "zoology" course, let's remember and tell, what animals have the respiratory authorities first appeared? What evolution changes occurred in the respiratory systems of vertebrate animals?Presentation of students with comments.
(* Invertebrates (sponges, flat worms) do not have specialized respiratory organs and breathe with the entire surface of the body; * most insects The respiratory system appears - trachene; * fish Breathe with the help of the gills, which also have naval ringed worms; * With the transition to the ground lifestyle, the respiratory system is complicated: Amphibious breathe and skin and lightweight, which have a relatively simple structure; * Light birds, reptiles and mammals Have a more complex structure.

Problem question:

Why do we breathe? What is the meaning for us, as however, for any living organism, has breathing?
Conversation:
As you already know, all living beings on Earth requires energy to maintain its livelihoods. I will remember: Recall where the plants get energy? (Plants use e sunlight.) Question: What happens to this energy further? (It is used to build organic Substances from carbon dioxide and water). The question: where do animals come from? (animals produce energy from finished organic substances obtained with food.
Teacher. Right. But for this, organic substances should oxidize. The oxidation is a chemical process, that is, the process of interaction with oxygen substances. Multiple oxidation types:

Fast oxidation - burning. Slow oxidation. Biological oxidation. Biological oxidation is a set of oxidation reactions occurring in all living cells.In all these oxidation processes, oxygen and the input of the process is highlighted with thermal energy. Equipment: How many oxygen in our body? Let's decide a small task.
Task: It is known that the human body is contained by weight of 65% oxygen. Calculate how much oxygen is contained in your body. (Students give their answers).
There is no free oxygen in the human body. Oxygen into the body comes by breathing. And fully spent on oxidation processes.
Question: Where do animals and man take oxygen? (out of air; water).
Teacher. Quite right. So we approached the question of the essence of breathing.
Slide №3 - about the essence of breathing
Breathing is a combination of processes that ensure oxygen flow, using it in the oxidation of organic substances and removal of carbon dioxide and some other substances.
Oxygen flow occurs through respiratory organs
Slide number 5 - about the types of breathing
Breathing happens: * Lonanty (inhale and exhale) * Tissue (cellular breathing)
Disk display - pulmonary and tissue breathing

Slide number 6- Breathing
Respiratory value:

Providing an organism oxygen

2) removal of carbon dioxide 3) oxidation of organic compounds of BJV with the release of energy necessary for human activity 4) Removal of finite metabolic products (water pairs, ammonia, hydrogen sulfide, etc.)
Respiratory organs are aircraft to the body. We will get acquainted with the structure of the respiratory organs, follow what way the air does it, before turning to the blood, and the carbon dioxide will be separated back. According to the functional basis, the respiratory organs are divided into air-and-axis, or respiratory, and gas exchange organs or respiratory parts.
Slide number 7-respiratory system.Slide number 9- Upper respiratory tractDisk
Problem question:
"Without a nose, a man of damn knows that - the bird is not a bird, a citizen is not a citizen, it's just take and throw out the window!" - So wrote about N.V. Hogol. (read teacher)
- And if seriously, why did the nose appear in a person? After all, the ancestors - man-like monkeys, it was not! (recorded on the board)
With normal breathing, the air necessarily passes through the nostrils into the nasal cavity, which is divided into two halves in the bone-cartilaginous partition. In each half there are winding nose, increasing the surface of the nasal cavity. Their walls are lined with a mucous membrane containing numerous cereal epithelium cells. In an adult, the mucous membrane sends 0.5 liters of mucus per day.Its function is to moisturize the inhaled air, delay dust and microorganisms deposited on the walls of the cavity. The mucus contains substances that kill microbes or preventing them in reproduction (enzyme lysozyme and leukocytes). Numerous blood vessels are branched under the mucous membrane, so even the light injuries of the nose are accompanied by abundant bleeding. These vascular plexus warming the inhaled air to the body temperature. The nasal cavity is connected to the cavities in the bones of the skull: Gaimoresova. Frontal and wedge-shaped. They serve not only to warm the incoming air, but are resonators when voting. Nasal cavities are equipped with sensitive cells that provide protective function Reflex sneezing. The nasal cavity opens into the nasopharynx internal nostrils - Hohanam, and from there - in the lad.
Slide number 10 - nasal breathing hygiene.

Breathing recommended through the nose, because When breathing in the lungs, cold air flows, which is the cause of colds. The sick person who does not observe the rules of hygiene becomes a source of infectionSlide number 11. – Observations "Check the air passage through the nasal moves"
Close one nasal stroke, and bring a piece of cotton to another. The jet of air will throw it away when exhaling, and press to the nose hole when inhaling. Equipment: with normal breathing, air necessarily passes through the external nostrils into the nasal cavity.
Fizkultminutka.
Slide number 12 - Large and model
Disc "OK" - GORTAN
The lads are like a funnel, the walls of which are formed by cartilage. The weight of the larynx is enjoyed by the mucous membrane and is equipped with receptors - the reflex cough. In the larynx, when swallowing is closed with a half-blooded cartilage. The most large cartilage is the thyroid, protects the larynx in front. Voice ligaments are stretched between cartilages, and there is a voice gap between them. In fact, the larynx function is to carry out air in the trachea, participation in the votition and preventing the penetration of harmful substances into the respiratory tract.
Slide number 13. . Observation
1.Dine that when swallowing the thyroid cartilage rises up.
Rush the thyroid cartilage, make swallowing movements. Make sure that the cartilage goes up, and then returns to the previous place again. The engine is: at the same time the movement is closed in the trachea and on it as a bridge, saliva or food lump in the esophagus move.
2. To consider why respiratory movements stop during swallowing.
Make another swallowing movement and make sure the justice of this fact. Equipment: The tongue closes the entrance to the nasal cavity, the nastestrian blocks the entrance to the trachea. As a result, the air at the time of swallowing can not get into the lungs.
Slide number 14. Sound-formation
A man is silent - the voice slot of the triangular shape and is large enough. It appears with an incomplete closure of the voice gap, passing through the nose of air, which hesitated voice ligaments. And in short, voice ligaments, the higher the sound. The final formation of sound occurs in the cavities of the pharynx, nasopharynk, mouth and nose and depends on the position of the lips, the lower jaw and the language.
Task in RT №83: The pictures show the voice ligaments of three people. Determine by voice bundles, which of them breathe deeply after the run, who is silent, who sings. (Pupils give answers). Men's vocal ligament length 20-24 mm, in women -18-20 mm. The longer the vocal ligaments and thicker, the voice below.Voices of girls and boys practically do not differ, only in boys in adolescence begin to change - break (due to uneven growth of cartilage and ligaments). The stronger the vocal ligaments fluctuate, the volume is louder.
Question: Sounds of speech arise when inhaling or when exhaling? (Answer: when exhaling).
Slide number 15 - phonogram words Mom, At which the word of mom is clearly visible, on which it is clearly seen that the consonant sounds cause a stronger vibration of voice ligaments than vowels.
Slide number 16. Hygiene of the voice apparatus
Creek damages voice ligaments, which can cause their inflammation, lead to hoarseness or voice loss. When the ligaments are closed, it is not completely closed. Frequent respiratory inflammation, smoking and alcohol cause a negative impact on the voice apparatus.
Slide number 17 - trachea and bronchi.
Disk "OK".
The trachea is a wide tube that consists of 16-20 cartilaginous semi-colts and is therefore always open to air intake. The trachea is located in front of the esophagus. Her soft side is addressed to the esophagus. When food is passing, the esophagus is expanding, and the soft wall of the trachea does not prevent this. The inner wall of the trachea is covered with a fiscal epithelium. Which removes dust particles from lungs.
At the bottom of the trachea is divided into 2 bronchi: bronchi have cartilage rings. They enter the right and left lung. In the lungs, each of the bronchi branches, like a tree, forming bronchiols. Bronchiols end with alveoli - pulmonary bubbles in which gas exchange occurs. Light bubbles form a spongy mass that forms a lung. Each lung is covered with a shell - Pleverra.
Nasal cavity - the throat - the lads form upper respiratory tract
Fuchery and bronchi form lower respiratory tract.
Conclusion of the Pooroku (do students)

Fastening the material studied.

Slide number 26. Check yourself.Upon proposed drawings ask questions to the class.

Homework: 23. RT №

Creative tasks:

In what cases does nasal breathing make it difficult? What are the consequences of this violation? Offer a set of respiratory hygiene rules. Develop recommendations and a set of exercises to correct breathing.

Marianna Golovchts
Abstract of the class "Breathing authorities" in the senior group

Software content:

Systematize children's knowledge of building and appointment breath organs.

Consolidate with children ideas about breath organs and note the importance of them for a person;

Expand the horizons of children, their vocabulary (nostrils, snorkel, chest, ribbra, lungs)

Fasten hygienic skills, ability to carefully breath organs and proper care behind them;

Form the desire to lead and maintain healthy image life and cause a negative attitude towards bad habits

Rise curiosity, logical thinking, intelligence, the ability to listen carefully.

Materials and equipment: pictures- schemes: lungs; breath organs; Cards S. problem situations, balloons, paper napkins (per child, mirror.

Structure occupation

Sounds writing a letter from Dr. Pilyulkin

Dorgie kids senior group I want to invite you to me in the laboratory

The teacher is included in group With children and welcome guests.

Dr. Pilyulkin invites children to itself a laboratory and proposes to wear white bathrobes. Draws children's attention to special equipment In his laboratory.

Dr. Pilyulkin. Guys, what do you think for what is so many colors?

Responses of children. To be beautiful, nice smelled ...

Dr. Pilyulkin. Right, flowers absorb carbon dioxide that we exhale, and produce oxygen that we need so much for breathing.

We'll consider breath organs in order.

Dr. Pilyulkin. Guys, can a person be without air?

Let's check if it is.

Try deep breathing deep, close your palm and mouth and nose.

Why could not be for a long time without air?

Responses of children. There will be nothing to breathe, the man suffocates ...

Dr. Pilyulkin. Really a person without air live can not

It is obvious!

Output: A person cannot live without air.

Child:

Correctly guys:

Without thermal life is not,

Without dyhanya flashes light.

Blowing birds and flowers

I breathe, and he and you.

Dr. Pilyulkin. Indeed, without air a person can not live, we breathe constantly and day and night. Inhale Fresh air and take oxygen from it.

And what we inhale airwhat organ?

Guess the riddle:

Here is a mountain, and the mountain

Two deep holes,

In these badges, the air wanders,

That comes, it turns out. (NOSE)

Dr. Pilyulkin. Let's follow where the air is moving when breathing. For this mouth closed. Make a deep-deep breath through the nose and feel where the air moves? Exhalation. More inhale.

Where does the air come first?

Responses of children. Into the nose.

Tell me, can the air get into the mouth?

To do this, breathe inhale, and exhausted.

Responses of children. Can we

Dr. Pilyulkin. Yes, but I want to tell you that small dust particles fly in the air, and if we breathe so much, then this dust will be inside us. (In our lungs).

Experience 2. (Study)

Dr. Pilyulkin. I invite you to consider your nose.

Take the mirror and consider your nose.

Look inside. What do you see there?

Responses of children. Nose and nostrils.

Dr. Pilyulkin. In the nose there are two channels, what are they called?

Responses of children. Nostrils. In the nose, the air is warmed.

Dr. Pilyulkin. What color is the wall of the nose inside?

Responses of children. Pink.

Dr. Pilyulkin. Do you know why? (Because there are a lot of blood vessels).

Dr. Pilyulkin. What have you noticed?

Responses of children. Hair.

What do you think why do they need?

Responses of children. The hairs delay dust and other small particles.

Output: Our nose is on the face. The nose consists of nostrils, inside it is one-time and there are hairs that delay dust.

Dr. Pilyulkin. Let's take in hand "container" Open it and determine what smells.

Responses of children. Garlic, lemon, orange, spirits ...

Dr. Pilyulkin. If not for our nose, as if we could enjoy pleasant smells.

And the nose is the first to inform the brain of polluted air (gas, chemical smells, smoke)

Vlad knows good poem About the nose, and you will read it.

E. Moshkovskaya "My wonderful nose"

I do not know anything.

And suddenly my nose says

That somewhere at someone

Something is burning now.

I do not know anything.

This nose reported:

Someone bought oranges,

And he went there.

I do not know anything

I'm sitting in a lumber.

Nose says:

"We take a walk, I ask you very much"

Walk with him and walk,

He speaks with me.

He says:

"And you know the foliage already smells"

Output: Yes guys our nose is very important and necessary organhe is our assistant

in the definition of smell.

Dr. Pilyulkin. Guys, you are a little tired, let's rest.

Fisminutka "Sunny"

The sun rose early in the morning, (Raise hands up, pull.)

All the kids fit

Stroke breast (Massage the "Track" on the chest).

Strokes neck (Stroke the neck with big fingers from top to bottom).

Stroke a spout (Futs to rub the wings of the nose)

Strokes lobik, (Clean your fingers on the forehead from the middle to the temples).

Strokes ears (Rub the ears palms).

Stroke pens (Rub palm).

Here. (Lift hands up).

Dr. Pilyulkin. I propose to approach the board and consider the airflow scheme in our organism.

Where the air runs from respiratory tube?

The guys in our chest have light, similar to balloons.

They expand when we inhale and shrink when we exhale

Experience 4. (Study)

Dr. Pilyulkin. Let's examine how the chest is arranged.

What to the touch chest? (Children examine on themselves, and make sure that the chest ribbed).

Grasp the palms of both hands your sides higher belt and deep breathe air. They felt the ribs under the palms, as the lungs are inflated.

And now exhale sharply and sense how the chest is narrowed, pushing the air from the lungs.

So, we said that the air is respiratory Tubes running in Lykgie. Show where the air goes from respiratory tube.

Dr. Pilyulkin. Nose, mouth, respiratory tube, Röbra we can see or feel. And we can not, they are inside and protected by ribs. Let's look at the lungs in the figure. There are two of them. That's what big. In them, the air comes, it turns out.

Diagram inhale and exhalation (inhale magnets, exhaled yellow)

Output: Under the chest there are two lungs.

Multimedia (Notebook) video of a walking person with normal, smooth breathing, and a running person, who after stopped-like heavier, deeply through his mouth.

Dr. Pilyulkin. Do you think why people breathe in different ways?

Responses of children. Running man strains, makes more effort. And the man who just goes, he is not strained, breathing is even, calm.

Dr. Pilyulkin. It is very important to train your organism and lungsso that at low loads dust.

What do we do with you so that our lungs are trained?

Responses of children. Do gymnastics fresh air, jump on the rope and play sports

Dr. Pilyulkin. Let's draw a small game, and we will see how our lungs work.

Experience 5. "Balloons"

Children are heard balls and they must inflate with the help of exhalation.

That's what beautiful balls you have turned out, the stronger your lungs, the more balls turned out. Well done!

Output: So work and your lungs work, inhale Air - expand, air exhaust exhausted.

Dr. Pilyulkin. Guys, what do you think, what is harmful to our lungs?

Responses of children. Smoking, dirty air.

Dr. Pilyulkin. That's right, very harmful to light smoking, gasized air.

Responses of children. From unpleasant air, man begins to cough.

Dr. Pilyulkin. Healthy person Begins to cough if it feels the smell of smoke, dust or gas in the air.

Cough cleans upper airwaysEven if we chollow crumbs.

After all, you already know what it is dangerous to talk while eating or is on the go!

Game "What is good for respiratory systemand what is harmful? "

You are lying in front of you, they are depicted on them when a person chooses his throat, nose, mouth and lungs, and when, on the contrary, makes great harm to her health. Spread the cards into two fields (Black I. white: harmable) And explain your choice.

(Children lay cards on two easels and explain.)

Dr. Pilyulkin. Guys name respiratory systemFilling the picture. (Children call and shown in the picture (Correctly applying respiratory system) : nose, mouth, snorkellungs).

Of all the experiences and research, we can bring health rules

so what rules to preserve health are we write down?

1. - Sports.

2. - Do charging every day.

3. - Walk outdoors.

4. Turning.

5. - Daily use useful products,

vegetables and fruits.

6. - breathe clean fresh air.

7. - Personal hygiene.

Dr. Pilyulkin. All that you told me, I wrote and want to give you these "Health Rules" And wish you:

It is more likely to smile, do not be upset.

Always have a healthy look

Will not know where it hurts.

You worked very well today and I prepared a surprise for you

(gives the teacher a tray, engage in sports, engage in sports, exercise, with a surprise).