Dokuchaeva Elena Ivanovna

biology teacher

GBOU secondary school "School of Health" No. 404

Biology and English lesson on the topic:

"Respiratory Organs: Structure and Functions"

Lesson Objectives:

Educational:

to study the structural features of the respiratory organs in connection with their functions;

reveal the essence of the breathing process, its significance in metabolism;

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

develop monologue skills

development of the construction "I have ..."

learn how to breathe properly.

Developing:

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

develop memory, attention, thinking;

Educational:

cultivate a caring attitude towards your body, towards your health, towards the health of others;

draw an analogy: breathing is life; human lungs are the lungs of our planet (vegetable world)

learn to work in a group.

DURING THE CLASSES

I. Organizational moment

II. Updating of basic knowledge

Biology teacher questions:

1) In what environment do we live? (Ground-air).

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

3) For what process do humans and all living organisms need oxygen? (for breathing).

4) What gas do we exhale when we breathe? (Carbon dioxide).

5) What kingdom of living organisms supplies oxygen to the atmosphere? (Plant kingdom in photosynthesis)

– Why do they say: breathing is life?
Does the structure of an organ affect its function?
We will try to find answers to all these and many other questions in today's lesson.

III. Learning new material (English teacher)

As you guessed, the topic of our today's lesson is - “Respiratory Organs” or “Organs of the respiratory system” (the topic of the lesson is presented by both teachers)

The objectives of our lesson: (biology teacher)

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

2. Learn to call them not only in Russian, but also in English (expansion of vocabulary)
3. Learn how to breathe properly.

Breath - This 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 found in the air around us, and it is supplied to the body by the respiratory system.

The meaning of breath(2 teachers)

Providing the body with oxygen (English teacher writes on the board " oxygen"And pronounces, students repeat after him)

Removal of carbon dioxide (English teacher writes " carbon dioxide" on the board and pronounces)

Oxidation of organic compounds with the release of energy necessary for a person to live (energy)

Removal of metabolic end products (water vapor, ammonia, hydrogen sulfide, etc.)

A new topic is introduced jointly by two teachers. The biology teacher talks about the functions of each respiratory organ, and the English teacher introduces vocabulary as follows: the biology teacher names the organ of the respiratory system and explains the functions of this organ, and the students write down basic information about this organ. English teacher language calls the same body in English, students repeat this word and underline it in the handout (APPENDIX 1).

upper respiratory tract

During normal breathing, air must pass through nasal cavity, which is divided by an osteochondral septum into two halves. In each half there are sinuous nasal passages that increase the surface of the nasal cavity. Their walls secrete mucus, which makes the inhaled air moist, retains dust and microorganisms. There are many blood vessels that warm the inhaled air. With the help of the nose, we feel various smells, and we protect ourselves by sneezing. The nasal cavity opens into the nasopharynx, and from there into the larynx.

Respiratory system

Airways AndRespiratory part

Nasal cavity Lungs

(The air is purified, (gas exchange between the body

moistened, warmed) and the environment)

3. Trachea

(passage of air into the bronchi)

4. Bronchi

(passage of air into the lungs)

The scheme is written down by the English teacher and introduces vocabulary, the biology teacher presents the material orally.

Nasal hygiene

A sick person who does not follow the rules of hygiene becomes a source of infection.

The larynx is a tube 10-12 cm long and 15-18 mm in diameter, formed by cartilaginous semirings, so the lumen of the trachea is always open. The entrance to the larynx when eating closes the epiglottis. It also secretes mucus, which purifies the air.

Shouting damages the vocal cords, which can cause inflammation, hoarseness, or loss of voice. When you whisper, the ligaments relax. Frequent inflammation of the respiratory tract, smoking and alcohol have a negative effect on the vocal cords.

At the bottom trachea divides into 2 bronchi.

Swallowing large pieces of food, you can choke and block the trachea. Folk wisdom says "When I eat, I am deaf and dumb."

In inflammatory processes, a cough occurs, which helps to remove mucus from the respiratory tract.

Lungs

The lungs are a large paired cone-shaped organ. There is a right and left lung. They are made up of pulmonary vesicles. The walls of these vesicles are very thin and consist of a single layer of cells. Lung cells secrete biologically active substances that prevent pulmonary vesicles from sticking together and neutralize microorganisms that have entered the lungs.

. Respiratory hygiene

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

IV. Consolidation of new material. (English teacher)

Nowyou’ lldivideinto 4 groupsofthree.

Primary consolidation of vocabulary. (Students are divided into 4 groups, each is given a list of transcriptions of words, they must sign the words, while for each group the words are different)

You should write the words using their transcriptions.

["neɪz(ə)l] ["kævətɪ]

["brɔŋkaɪ]

["lærɪŋks]

["or(ə)l] ["kævətɪ]

The game "Snowball" (A gamesnowcom).

Let's play the game. The first student should name one organ of the respiratory system and show where it is. Then 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, ….

Practicing spelling skills.

Every group has a picture of a person. You should stick different organs of the 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 ! (At the end of the work, the works of the groups are hung out on a magnetic board and evaluated together according to the following criteria: the sequence of organs, the correct spelling of words in English)

SongRespiratory system". Listen and say what organ of respiratory system a singer has mentioned in this song. Sing a song.

LE activation 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 must breathe through the nose)

Group: warms/ in/ a/ cavity/cleans/nasal/the/air/and/moistens

(In the nasal cavity, the air is warmed, cleansed, and becomes moist.)

If there are problems with the translation of the sentence, we include 1 part of the song « Respiratory system” and ask which organ of the respiratory system we are talking about.

Group: for/is/lungs/dangerous/smoking

(Smokingdangerouslyforlungs. )

Group: throat/the/vocal/in/codes/there/ are

Summing up the lesson

test yourself(fixing the material in groups or homework)

It is necessary to correlate the name of the body with the function it performs by putting the necessary letter next to each number. (Annex 4)

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

Did you like the lesson? What organs of the respiratory system do you recognize? Can you name them in English? How should you breathe correctly: through your nose or mouth? What is dangerous for our lungs?

XI. Homework

Learn words, practice full breathing

About organs breathing (organs of respiratory system)

Pneumatic way Organ breathing

Noselungs

a nasal cavity lungs

(a nose)

Larynx

a larynx

(Here there are vocal codes.This is where the vocal cords are located

Trachea

a trachea

Bronchi

bronchi ( a bronchus )

Oral cavity -an oral cavity

[" brɔŋ kaɪ] [ trə" kiːə] [" læ rɪŋ ks] [ lʌŋ z] [" neɪ z(ə) l] [" kæ və tɪ] [" or(ə) l] [" kæ və tɪ]	[" neɪ z(ə) l] [" kæ və tɪ] [" brɔŋ kaɪ] [" læ rɪŋ ks] [" or(ə) l] [" kæ və tɪ] [ trə" kiːə]
["or(ə)l] ["kævətɪ] [" neɪ z(ə) l] [" kæ və tɪ] [" læ rɪŋ ks] [ trə" kiːə] [" brɔŋ kaɪ]
[" neɪ z(ə) l] [" kæ və tɪ] [" brɔŋ kaɪ] [" læ rɪŋ ks] [ trə" kiːə] [" or(ə) l] [" kæ və tɪ]

1 group:

the	nose	we
must	through	breathe

moistens	in	a	cavity
cleans	nasal	the	air
and	warms

Group :

Group:

for	is		lungs	dangerous
smoking

4th group:

throat	the	vocal	in
codes	there	are

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

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

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

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

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The purpose of the lesson: study the respiratory organs in accordance with their functions.

Lesson objectives:

Educational:

• to study the structural features of the respiratory organs in connection with their functions;
• reveal the essence of the breathing process, its significance in metabolism;
• elucidate the mechanisms of voice formation.

Developing:

• continue the formation of the basics of hygiene (respiratory hygiene rules);
• develop the skills of research work through the setting of educational experiments.

Educational:

• educate respect for your body, for your health, for the health of others.

Equipment, materials, means of TSS: interactive whiteboard, computer, projector, presentation for the lesson, laptops on desks, two interactive multi-level presentations, cards with multi-level tasks, first aid materials for bleeding: bandages, tourniquet, brilliant green, iodine, perfume, a piece of cotton wool for each student's desk , a folded yellow sheet of paper with the text Humanoids, tied with a blue ribbon.

During the classes

I. Organizational stage(mood for the lesson).

(Slide 1-2) (Presentation 1)

2. Checking homework.

(Slides 3-6)

Each heart on slide 3 has a hyperlink to a task. The biggest hearts are tasks of an increased level of complexity, medium - medium level, small ones are tasks for weak students. 9 students themselves determine the level of difficulty of the task that they need to complete. Students who chose a low level do work on laptops at the front of each row (Presentation 2), medium level - show the rules for first aid for various types of bleeding (Attachment 1)(First aid supplies on the table at teachers), difficult level - perform work on laptops standing on the second desks of each row (Presentation 3)

While the guys are completing tasks, the rest are playing the game "Circulatory system in numbers" (Use the control button to move from slide 3 to slide 7) (slide 7). Numbers appear on the slide that are related to the circulatory system, and students determine what they mean.

• 300 - a gram weighs a heart
• 5 - liters of blood in the body of an adult
• 120/70 - normal blood pressure in an adult,
• 0.1 seconds lasts atrial contraction
• 70 - beats per minute makes the heart of a healthy person per minute
• 4 - department in the heart or blood groups
• 20-25 - seconds lasts a full cycle of blood in two circles of blood circulation
• 0.4 - seconds the relaxation of the atria and ventricles lasts
• 0.25 - m / s the speed of blood in the vena cava,
• 0.3 - seconds the contraction of the ventricles lasts,
• 0.5 - mm / s the speed of blood in the capillaries.

Then the rules for first aid for bleeding are checked.

Ratings are given.

3. Creating a problem situation.

- Attention!!! Attention!!! Emergency!!! Now an unidentified flying object has been found in the school yard! The information center of the school urgently organizes an online broadcast from the scene. Please keep calm!

Teacher: Guys, something happened in the school yard, let's see. (Slide 8-9)

A cameraman runs on the slides, a spaceship lands, from which Humanoids exit and leave a box with a bundle in the school yard. Bundle (Annex 3) brings the messenger. Text on the roll reads: “We came from the Alpha Centauri star system. Our planet is in an ecological disaster. We know that your planet is inhabited by living beings and may be suitable for us as well. But by taking a sample of your air, we discovered a gas that does not exist on our planet. It is only known that its concentration in atmospheric air is approximately 21%. What is this gas and why is it needed? Guys, help me figure it out!

Teacher: Guys, do you have enough knowledge to help your brothers understand.

Students: No.

Teacher: Then let's figure it out together. The epigraph to our lesson can be the words of the ancient Roman poet Ovid: "While I breathe, I hope." (Slide 10). Probably, each of you has heard the saying: "We need it like air." And, indeed, without food and without water, an animal and a person can live for several days, and without air, no one can live even for 10 minutes. Which organ system is involved in gas exchange?

Students: Respiratory.

Teacher: Right. And the topic of our lesson today is “The Meaning of Breathing. Respiratory system". We write the topic of the lesson in a notebook. (Slide 11)

– What do you think, what unfamiliar gas was found in our air by the inhabitants of the planet Alpha Centauri?

Students: Oxygen.

Teacher: Right! With food, we consume organic substances - proteins, fats, carbohydrates. They are the source of our energy. This process is somewhat similar to the combustion process. But oxygen is needed to generate this energy. It, as we already know, is transported by the circulatory system, but from the air it is supplied to the blood by the respiratory system. (Slide 12)

4. Working with the tutorial and slide 13.

– Read on page 101 paragraph “The Meaning of Breathing” and comment on the following diagram. (Slide 13)

In this way, breath- is a collection 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. (Slide 14). Students write the definition in their notebook.

Respiratory system consists of the airways (cavities and tubes connected in series) and the respiratory part.
The airways include the nasal cavity and nasopharynx (upper respiratory tract), larynx, trachea, and bronchi.
The respiratory part is the lungs and the connective tissue membrane - the pleura. (Slide 15)

The airways begin with the nasal cavity. During normal breathing, a person breathes through the nose. Why does a person need a nose? Like eyes, lips, eyelashes, the nose, no matter how critical it is, is an adornment of the face. It is simply impossible to imagine a person with two holes out of the blue!

“Without a nose, a man - the devil knows what - a bird is not a bird, a citizen is not a citizen, - just take it, and throw it out the window! ..” - N.V. Gogol wrote about the nose. But seriously? Why did Homo sapiens have a nose?

(Children make guesses).

5. Observations.

“Check the passage of air through the nasal passages”

We close one nasal passage, and bring a light piece of cotton wool to the other. A jet of air will throw it away when you exhale, and press it against the nasal opening when you inhale. This technique can be shown on the subject.
Output: During normal breathing, air necessarily passes through the external nostrils into the nasal cavity.

During normal breathing, air necessarily passes through the external nostrils into the nasal cavity, which is divided into two halves by an osteochondral septum. In each half there are sinuous nasal passages that increase the surface of the nasal cavity. Their walls are lined with a mucous membrane containing numerous cells of the ciliated (ciliated) epithelium.

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 that settle on the walls of the cavity. Mucus contains substances that kill microbes or prevent their reproduction (the enzyme lysozyme and leukocytes). Numerous blood vessels branch under the mucous membrane, so even minor injuries of the nose are accompanied by heavy bleeding. These choroid plexuses warm the inhaled air to body temperature.

6. Primary fastening.

Why does a person need a nose? (Slide 16)

After the children's answers, the answers appear on the slide:

• protective function;
• air warming;
• air humidification.

Teacher: Our perception of smell also occurs with the help of the nasal cavity. (Spray perfume into class).

(Close your nostrils, say a few phrases)

The nasal cavity is connected to the cavities in the bones of the skull: maxillary, frontal and sphenoid. They serve not only to warm the incoming air, but also serve as resonators for voice formation. The nasal cavities are equipped with sensitive cells that provide a protective function: the sneeze reflex. The nasal cavity opens into the nasopharynx through the internal nostrils - choanae, and from there - into the larynx.

The slide shows:

• smell;
• participation in speech and facial expressions.

(Use the control button to return to slide 15)

The larynx is located in the neck at level 4-6
cervical vertebrae, on the sides of it are the lobes of the thyroid gland, and behind - the pharynx. The larynx is formed by cartilage. The largest of them is the thyroid. In men, it protrudes somewhat forward, forming an Adam's apple.

The epiglottis covers the entrance to the larynx during swallowing. From the inside, the larynx is covered with a mucous membrane with ciliated epithelium. On the lateral side of the larynx on the right and left there is a depression - the ventricle of the larynx. Cartilages: thyroid, epiglottis, arytenoid, cricoid, etc.; vocal cords, ligaments are stretched between the thyroid and arytenoid cartilages and limit the glottis .; lined with mucous membrane.

Teacher: The entrance to the larynx during swallowing food is closed by cartilage - the epiglottis. (Slide 18)

7. Observation.

Prove that when swallowing, the thyroid cartilage rises.
Feel for the thyroid cartilage, make a swallowing movement. Make sure that the cartilage goes up and then back to its original place.
Conclusion: with this movement, the epiglottis closes the entrance to the trachea and, like a bridge, saliva or a food bolus moves into the esophagus through it.

Find out why breathing stops during swallowing.
Make another swallowing movement and make sure this fact is true.
Conclusion: the tongue closes the entrance to the nasal cavity, the epiglottis blocks the entrance to the trachea. As a result, the air at the moment of swallowing cannot enter the lungs.

(By the control button go to slide 17 and follow the hyperlink to the animated video "The structure of the voice apparatus") (Annex 5). Then, by the control button, go to slide 19.

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 practically do not differ, only in boys in adolescence they begin to change - to break (due to uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.

The sounds made by the vocal cords are not yet speech. Articulate speech sounds are formed in the oral and nasal cavities depending on the position of the tongue, lips, jaws and the distribution of sound streams. The work of these organs when pronouncing articulate sounds is called articulation. (Students write the definition in a notebook)

8. Primary fastening.

slide 19.

Teacher: Look at the pictures and say: where the person is silent, where he speaks, and where he screams or sings loudly.

(Slide 20) The possibilities of vocal cords are not limited. The following example speaks of this. The outstanding opera singer Fyodor Chaliapin had a natural gift for performing. (The class listens to the performance of a fragment of the song) (Annex 6). He regularly trained his vocal cords. The famous storyteller Irakli Andronnikov said about him: “As boys, we had heard a lot about Chaliapin's vocal cords. We ran backstage at the theater and asked him to open and show his mouth. In front of us stretched a huge space in depth, the like I have never happened to see. Human abilities are limitless. But there is no possibility. The vocal cords must be protected. You can not shout loudly, you can break your voice. Harmful and smoking, alcoholic drinks and hot drinks.

(Click the control button to go to slide 15, and from there follow the hyperlink "Trachea" to slide 21)

Teacher: The trachea is a tube about 12 cm long, consisting of cartilaginous half rings. The posterior wall of the trachea is soft (consists of a connective tissue membrane), adjacent to the esophagus. From the inside, it is also lined with a mucous membrane containing glands that secrete mucus. From the neck, the trachea enters the chest cavity and divides into two bronchi (tracheal bifurcation). The bronchi enter the lungs and divide into smaller bronchi there.

9. Fixing.

(Slide 22)

Teacher: Find from the listed organs those that do not belong to the respiratory system. (One student at the blackboard)

Another student draws lines with a stylus showing the sequence of the organs of the respiratory system.

If time permits, then do the work (Appendix 9) in test mode.

(Slide 23)- homework

On this slide you see the lungs - the main organs of the respiratory system. But we will talk about them in the next lesson. ( slide 24)

Lesson topic: Breath. The human body's need for oxygen. The structure of the respiratory system.

Lesson type: learning new material.

Lesson Objectives:

Educational: study the structural features of the respiratory system; find the relationship between the structure of organs and the functions they perform; reveal the essence of the breathing process, its significance in metabolism; find out the mechanisms of voice formation;

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

develop the ability to compare, analyze and draw conclusions;

Educational:

To cultivate a caring attitude towards one’s body, towards one’s health, towards the health of others;

Draw an analogy: breathing is life;

Equipment: tables: "Respiratory organs", "Larynx and organs of the oral cavity during breathing and swallowing", presentation "Human respiratory system".

During the classes:

1. Organizational moment.

2. Updating the knowledge necessary to study new material.

Passes through the nose to the chest

And keeps the way back

He is not visible, and yet

We cannot live without it.

(air, oxygen)

Front poll:

1) Why does the body need oxygen? (Oxygen is involved in the chemical processes of splitting complex organic substances, as a result of which the energy necessary to maintain the vital activity of the organism, its growth, movement, nutrition, reproduction, etc. 6 cells) is released.)

2) What is called breathing? (Respiration is the intake of oxygen into the body and the release of carbon dioxide. 6 cells.)

3) Where is energy produced and stored in the cell? (Mitochondria are organelles whose main function is the oxidation of organic compounds, accompanied by the release of energy. This energy is used to synthesize molecules of adenosine triphosphoric acid (ATP), which serves as a kind of universal cellular battery.)

4) How are metabolism and respiration related? (Respiration is a part of metabolism in which gas exchange occurs between the body and the external environment: oxygen enters the body from the external environment, and carbon dioxide is removed from the body. 8 cells.)

5) What is the purpose of the respiratory organs? (The respiratory organs saturate the blood with oxygen and remove carbon dioxide from the blood. 6 cells)

6) What respiratory organs in animals do you know? (gills, trachea, lungs)

7) Does the structure of the respiratory system depend on the habitat of animals?

8) Is it possible to assume that the respiratory system of humans and mammals has a similar structure? Justify the answer.

9) What part does the circulatory system take in breathing? (Blood performs a transport function.)

3. Learning new material.

1) The teacher formulates the topic of the lesson: The structure and functions of the respiratory system

The teacher formulates the purpose of the lesson:

study the structural features of the respiratory system;

reveal the essence of the breathing process, its significance in metabolism;

We often say: "We need this, like air!". What does this proverb mean?

Even the ancient Greek scientist Anaximenes, observing the breathing of animals and humans, considered air to be the condition and root cause of life. The great Greek physician Hippocrates called the air "the pasture of life." Although the concept of air as the only isolated cause of everything that exists is naive, they reflect an understanding of the great importance of air for the body.

Let's make a practical observation: take a calm breath and hold your breath. What are you observing? How long do you experience shortness of breath?

How many days can a person live without food? Without water? And without air? (up to 30 days, up to 8 days, up to 5 minutes)

Why without air, even trained people can do no more than 6 minutes?

Air contains oxygen. Longer oxygen starvation can lead to death. After all, in our body there are no reserves of oxygen, so it must evenly enter the body.

Breath- this is gas exchange between the body and the external environment: oxygen enters the body from the outside, and carbon dioxide is released from the body into the external environment.

The breathing process is

from 4 stages:

exchange of gases between the air and the lungs;

exchange of gases between lungs and blood;

transport of gases by blood;

gas exchange in tissues.

The respiratory system performs only the first part of gas exchange. The rest is performed by the circulatory system. There is a deep relationship between the respiratory and circulatory systems.

The respiratory organs of a person can be divided into two groups according to their functional characteristics: air-bearing, or respiratory, and gas exchange organs.

Airways: nasal cavity → nasopharynx → larynx → trachea → bronchi.

Organs of gas exchange: lungs.

2) The structure of the organs of the respiratory tract. Completion of task 140 on page 92 of the workbook.

Human respiratory organs

	Where is located	Structural features
nasal cavity	On the front of the skull	It is formed by the bones of the facial part of the skull and a number of cartilages. Inside the nasal cavity is divided into two halves. 3 protrusions (turbinates) protrude into each half, significantly increasing the surface of the mucous membrane of the nasal cavity. The mucous membrane lining the nasal cavity is abundantly supplied with cilia, blood vessels, and mucus-secreting glands.	Purification, humidification, disinfection and warming of air, perception of smells.
Nasopharynx			Connects the nasal cavity and larynx
	In front of the neck at the level of IV-VI cervical vertebrae	Consists of several cartilages connected by joints and ligaments. The largest cartilage of the larynx is the thyroid. Cartilages surround the laryngeal fissure; the epiglottis covers it from above, protecting it from food. At the base of the larynx lies the cricoid cartilage. The vocal cords are stretched between the thyroid and arytenoid cartilages. The space between the vocal cords is called the glottis.	Larynx - part of the respiratory tract, in the larynx there is a vocal apparatus - an organ in which sounds are formed
		The tube is 8.5 - 15 long, more often 10-11 cm. It has a solid skeleton in the form of cartilaginous semirings. The soft back of the trachea is adjacent to the esophagus. The mucous membrane contains numerous cells of the ciliated epithelium.	Part of the airways, purifies the air, humidifies the air
	At the level of the fifth thoracic vertebra, the trachea divides into 2 main bronchi	In the lungs, the main bronchi branch to form the bronchial tree. The bronchi are lined with ciliated epithelium	Part of the airways, purify and humidify the air
	In the chest cavity	Each lung is covered on the outside with a thin membrane - the pleura, which consists of 2 sheets. One sheet covers the lung, the other lines the chest cavity, forming a closed receptacle for this lung. Between these sheets is a slit-like cavity, which contains a little fluid that reduces friction when the lungs move. Lung tissue is made up of bronchi and alveoli	Organ of gas exchange

4. Fixing.

Why should you breathe through your nose and not through your mouth?

Why does a piece of lung immersed in water not sink?

How is sound produced and formed?

Task 138 p. 91 in the workbook.

Task 142 p. 93 in the workbook.

5. Homework:

1. Study the text and drawings of the textbook on pages 158-161.

In the course of this lesson, we will learn about what types of breathing exist and what organs provide this process.

Topic:Respiratory system

Lesson: The structure of the respiratory system

Rice. one.

Without food and water, a person can live for several days, but without air he cannot live even 10 minutes.

Respiration is the process of oxygen entering our body in order to oxidize chemicals and remove carbon dioxide and other metabolic products.

There are 2 types of breathing (see Fig. 2).

Rice. 2.

Oxygen is an integral part of air. It contains 21% there (see Fig. 3).

Rice. 3 .

The respiratory system is necessary for oxygen to enter the body (see Fig. 4). It consists of airways and lungs.

Rice. 4.

The airways include the nasal cavity, nasopharynx (this is the VRT), larynx, trachea, bronchi.

The respiratory part includes the lungs.

During normal breathing, air enters the human body through the nose. It passes through the external nostrils into the nasal cavity, which is divided into 2 halves by an osteochondral septum (see Fig. 5).

The walls of the nasal passages are lined with mucous membranes. It secretes mucus, which moisturizes the incoming air, traps dust particles and microorganisms, and has a bactericidal property. Under the mucous membrane there are a large number of blood vessels, which warms the inhaled air. Also, the nasal cavity is equipped with receptors that provide sneezing.

Rice. five.

The nasal cavity is connected to the cavities of the bones of the skull: maxillary, frontal and sphenoid. These cavities are resonators for voice formation.

From the nasal cavity, air through the internal nostrils (choanae) enters the nasopharynx, and from there into the larynx.

The larynx is formed by cartilage, its cavity is lined with a mucous membrane and is equipped with receptors that cause a reflex cough (see Fig. 6). When swallowing, the entrance to the larynx is closed by the epiglottic cartilage.

Rice. 6. Larynx

The largest cartilage of the larynx is the thyroid. It protects the larynx from the front.

Rice. 7. Thyroid cartilage

Thus, the functions of the larynx:

Preventing particles from entering the trachea

First you need to find the thyroid cartilage on the neck. After that, perform a swallowing movement. So you can feel that when swallowing, the thyroid cartilage first rises up, then falls down. This is a protective mechanism in which the epiglottis closes, preventing food from entering the respiratory tract.

At the moment of swallowing, breathing stops. Because during swallowing, the tongue closes the exit from the nasopharynx, and the epiglottis blocks the entrance to the trachea.

Therefore, during an active conversation in the process of eating, a person may choke.

The larynx passes into the trachea. The walls of the trachea are formed by cartilaginous semirings. The posterior wall of the trachea, adjacent to the esophagus, does not have cartilage. This is due to the fact that not to interfere with the passage of the food bolus through the esophagus.

At the bottom, the trachea divides into 2 bronchi. The trachea and bronchi are internally lined with a mucous membrane covered with ciliated epithelium. Here the air continues to warm and humidify.

Bibliography

1. Kolesov D.V., Mash R.D., Belyaev I.N. Biology. 8. - M.: Bustard.

2. Pasechnik V.V., Kamensky A.A., Shvetsov G.G. / Ed. Pasechnik V.V. Biology. 8. - M.: Bustard.

3. Dragomilov A.G., Mash R.D. Biology. 8. - M.: Ventana-Count.

3. Medical encyclopedia ().

Homework

1. Kolesov D.V., Mash R.D., Belyaev I.N. Biology. 8. - M.: Bustard. - S. 138, assignments and question 1, 2; from. 139, tasks and question 5.

3. What is the structure of the trachea? What is it connected with?

4. Prepare a short report on diseases caused by the accumulation of pus and foreign matter in the sinuses of the human skull.

A lesson in the environment. RESPIRATORY SYSTEM. PREVENTION OF THEIR DISEASE.

Goals: to form students' knowledge about the respiratory organs and their functions, to give an idea of ​​the correct breathing mechanism, to warn about the dangers of smoking; to form the skill of comparing a schematic drawing and its description in an educational text; develop imagination, the ability to find analogies; to cultivate a careful attitude to the respiratory system, a negative attitude towards smoking.
Equipment: illustrations (plants, animals, people); crossword "Sport", table "Respiratory organs".

During the classes

I. Organizational moment. Presentation of the topic and objectives of the lesson.
- Look at the pictures. What do they show? (Animals, plants, people.)
What do we not see in these pictures or in real life? And meanwhile, is it an indispensable condition for the life of both plants, and animals, and man? (Air.)
- All living things breathe. Plants, animals and humans breathe.
The child was born. The first cry of a new man rang out - this is the first breath, which means he will live. With the first cry, the air rushes into the respiratory tract, straightens and fills the lungs.
It is known that a person can live without food for more than a month, without water - 10 days. Without oxygen, life dies out in 4–7 minutes! Why is the need for oxygen more acute than for food and water? (Because there is no supply of oxygen in the body.)
- What are we going to talk about today?
- Theme of the lesson: "Respiratory Organs". We will learn what the respiratory organs are for.
What do we breathe with?
– How do we breathe?
- What do we breathe?
- What is dangerous for the respiratory system?
II. Checking homework.
Answers to the crossword puzzle (task 11).
1. Shoulder. 2. Water. 3. Wrestler. 4. Strength. 5. Speed. 6. Chatter. 7. Bone. 8. Endurance. 9. Koschey. 10. Fiber. 11. Tendon. 12. Agility. 13. Savvy. 14. Laughter. 15. Sports. 16. Biceps. 17. Chess player. 18. Workout.
Questions (textbook, part 2, pp. 19, 20).
- Aristotle said: "Nothing destroys a person so much as prolonged inactivity." How do you understand the meaning of the statement? (Children's answers.)
Crossword "Sport"
1. Exercise for the development of physical strength and dexterity.
2. A man of strong constitution and great strength.
3. Sports on the water.
4. Jump over the head.
5. Getting wild animals and birds.
6. Loss of consciousness by the boxer as a result of the received blow.
7. Physical exercises and games that strengthen the body.
8. Track for bicycle races.
9. Sports game with a ball.
10. Cross-country running.
Answers: 1. Gymnastics. 2. Athlete. 3. Swimming. 4. Somersault. 5. Hunting. 6. Knockout. 7. Sports. 8. Track. 9. Basketball. 10. Cross.
III. Learning new material.
Why, how and with what help a person breathes
Why are we breathing? (We feed the brain with oxygen, otherwise it becomes lethargic and begins to die.)
What is called respiration? (Children's answers.) Compare your answers with the definition in the textbook (part 2, p. 21).
- Let's see which organs carry out the process of respiration.

- Look at the picture. (You can use a poster.) Name the respiratory organs.
- Guess the riddle:
On your face
There is a house.
It has two windows:
They let air through
And smells are different. (Nose, nostrils.)
- Let's start our "journey" with an air bubble. From the nose to the lungs. What is a man's nose for? (A person needs a nose for breathing and smelling.)
- Why can the nasal cavity be called a filter, stove, controller, sentry post of the body? Find the answer to this question on your own in the textbook (part 2, p. 21). (Children's answers.)
How to breathe correctly, through the nose or mouth? Why?
Where will the air bubble go next? (Through the larynx into the trachea.)
- Feel it in the front of the neck - it is a hard and ribbed tube. In another way, the trachea is called the windpipe. In the walls of the trachea there are C-shaped transverse strips of strong cartilage so that the windpipe is always open.
“... We are rushing down the air tube to the lungs. Look, what beauty is around! The walls of the tunnel shimmer from light waves running from below, as if the feather grass field is swaying. But this is not a feather grass, but tiny eyelashes that flutter quickly, five hundred times a minute, and gradually push out the dust that has broken through all the barriers. Without these little cilia, half a bucket of dust would accumulate in our lungs in a lifetime.
- Oh-hoo! So the lungs are like bags?
“Not exactly, although they have 'three hundred million tiny air-filled sacs' inside. They look like grapes and are called very beautifully - alveoli. (Yudin G.)
- Why can the lungs be compared to "vine trees"? (In appearance: they consist of pulmonary vesicles.)
In the lungs there are about 300 million pulmonary vesicles - alveoli. If all the human alveoli are laid out on the surface, they will occupy an area where a tennis court can be placed! The total surface of the alveoli is also huge.
How are the lungs connected to the trachea? (Bronchs.)
Work on notebook No. 2 (task 14, p. 7).
- We answered the question of what we breathe with. How do we breathe?
- Get up. Put your hands on your chest and see what the process of breathing consists of? (Inhale and exhale.)
Resolve a dispute between two students. One believes that when you inhale, the lungs expand and therefore air enters them. The other is that air enters the lungs, causing them to expand. Which student is right?
Work on the drawing of the textbook (part 2, p. 21).
- Look at the pictures. (Inhale, exhale.)
The red plate in the figure is the diaphragm. The diaphragm is a domed plate located under the lungs. Together with the rib muscles, it provides respiratory movements. By contracting, the diaphragm allows the lungs to expand - inhalation occurs. To exhale, the diaphragm must relax.
Does a person breathe through the skin? (Yes.)
How do different animals breathe? (Pulmonary respiration, gill respiration, tracheal respiration (in insects).)
What groups of animals breathe with lungs? (Mammals, birds, amphibians, humans.) (See page 22 for the curious.)
- Make a swallowing motion. Breathing stops at this point. Why is this happening? (Air does not enter the lungs, as the entrance to the nasal cavity is closed by a small tongue of the soft palate, the entrance to the trachea is blocked.)
– What do we breathe?
Why are the respiratory organs often called the air gates to the body? (Air and oxygen enter the body through them.)
– We are always surrounded by an invisible cloud of dust, smoke and other harmful substances. Along with dust in the air there are always bacteria, microbes. It is estimated that there are 2,600 microbes in 1 m3 of air in a school class at the beginning of classes, and by the end of classes, their number is 13,500.
– How to keep the air in the room (classroom) clean and fresh? (Ventilate, wet cleaning.)
Work in notebook No. 2 (task 13, p. 7).
Let's look at the human need for oxygen.
Written on the board:
Sleep - 20 liters.
Walking - 40 liters.
Light work - 60 l.
Hard work - 120 liters.
A running person needs 70 liters of air per minute.
Output: the harder the work, the more oxygen the human body needs to supply intensively working muscles.
– Who needs more oxygen, children or adults? (Children, as they move more and breathe more often.)
- It is known that untrained people, even with a slight physical exertion, begin to breathe rapidly. Trained people breathe evenly and deeply even when doing hard physical work. Explain why this is happening.
For the curious.
In athletes, the lung capacity is 1–1.5 liters more than the norm, and with an increase in the vital capacity of the lungs, the depth of breathing increases, and respiratory movements become less frequent. They are performed up to 6-10 times per minute against 14-18 movements in people who do not play sports.
Singers, musicians, athletes, yogis are best able to breathe. Health depends on proper breathing.
Physical education minute
And you must be tired? Yes!
And so everyone stood up.
Stretched out their necks,
And, like geese, they hissed: “Shhh!”
And, like bunnies, they jumped,
Jumped, jumped
And disappeared behind a bush.
- What is dangerous for the respiratory system? (Children's answers.)
We will talk in more detail about what happens to a person if he smokes himself, and what happens to those non-smoking people who surround him while smoking and inhale the smoke from his cigarette.
- Can you describe how smoking affects a person's appearance? (A person loses weight, his complexion becomes ugly, his hair becomes dull.)
How does the skin of a smoker change? (The skin becomes thin and dry, wrinkled, the color of his skin is yellowish, unhealthy.)
- What happens to the hair? (Hair does not shine - it becomes dull, lifeless, brittle.)
What do smoker's eyes look like? (Under the eyes - dark circles, eyes inflamed, reddened.)
- What happens to the teeth? (Teeth turn yellow, begin to deteriorate, smokers always have an unpleasant smell from their mouths, even chewing gum and toothpaste do not help.)
What do smokers' clothes smell like? (The smell is unpleasant. It smells like sour tobacco smoke.)
What does smoking do to a person? (It poisons him and makes him sick.)
- It is true: a person gets sick. The human body quickly gets used to tobacco, becomes dependent on it. The smoker needs to smoke more and more cigarettes every day, and soon he cannot do without tobacco at all. It's a disease.
- Guys, which of you had to be in the same room with smokers? Tell me how you felt.
Observations of two or three children are heard.
- Why did you feel bad? (Because tobacco smoke from a cigarette spreads throughout the room. Because tobacco smoke is unpleasant. It scratches the throat.)
Tobacco smoke is harmful to everyone!
- Guys, in a burning cigarette, in the process of burning tobacco, a huge amount of harmful substances dangerous to human life is formed. Where does tobacco smoke go when you inhale? (Into the lungs.)
- Do you think such smoke is useful to a person? (No, it pollutes the lungs. It prevents clean air from entering the lungs.)
The teacher attaches posters “Lungs of a smoking person” from the series “Smoking is harmful to health” to the board.
- Look at the first poster. How have the lungs of a smoker changed? (They turned black.)
- Indeed, tobacco smoke is harmful not only for smokers themselves, but also for those who are nearby. Everyone who surrounds a smoker is called a passive smoker. And although they themselves do not smoke, they also inhale tobacco smoke and harm their health. It is precisely because not only smokers themselves suffer from tobacco smoke, but also those who surround them, in enclosed spaces where there are a lot of people, they hang out the sign “No smoking!”.
The teacher puts up a poster with a sign on the blackboard.
What sign does it look like?
Where did you see such a sign? There is a "Smoking Area" sign in front of you. If you see such a sign, what should you do? (Step aside so as not to inhale tobacco smoke.)
Smoking is evil
Smoking is not a harmless activity that can be quit effortlessly. This is a real addiction, and is dangerous because many do not take smoking seriously.
Nicotine is one of the most dangerous plant poisons.
Birds (sparrows, pigeons) die if only a glass rod dipped in nicotine is brought to their beak.
Children living in smoky rooms are more likely to suffer from respiratory diseases. In the children of smoking parents during the first year of life, the frequency of bronchitis and pneumonia increases and the risk of developing serious diseases increases.
Textbook work (part 2, pp. 23–24).
- Why is smoking dangerous?
What have you learned about tobacco smoke?
Should I try smoking?
What should you do if someone is smoking nearby?
Listen to one parable.
In the distant past, when tobacco had just been brought to Armenia from distant countries, at the foot of Ararat lived an old man, kind and wise. He immediately took a dislike to this intoxicating plant and urged people not to use it. One day, the elder saw that a huge crowd had gathered around foreign merchants who had laid out their goods. Merchants shouted: “Divine leaf, divine leaf! It has a remedy for all diseases!”
A wise old man came up and said:
– This “divine leaf” also brings other benefits to people: a thief will not enter a smoker’s house, a dog will not bite him, he will never grow old.
The merchants looked at him with joy.
You are right, O wise old man! they said. – But how do you know about such miraculous properties of the “divine leaf”?
And the sage explained:
- A thief will not enter the house of a smoker because he will cough all night, and a thief does not like to enter the house of a waking person. After a few years of smoking, a person will become weak and will walk with a stick. And what kind of dog will bite a person if he is with a stick ?! And, finally, he will not grow old, for he will die young...
People left the merchants, thinking ...
- I suggest that you also think about the fact that the state of your health largely depends on you.
IV. Consolidation and generalization.
- Reflect in notebooks and on the board the path of the balloon through our body.
Nose > trachea > bronchi > lungs.
Crossword "Respiratory Organs"
Horizontally:
2. Upper body.
3. What we breathe.
5. Component of air.
7. A plant whose leaves contain nicotine.
8. Part of the airway that can be felt on the neck.
10. Respiratory organs located in the chest.
Vertically:
1, 3. Components of breathing.
2. Carbon dioxide…
4. Pathogenic microorganism.
6. The process by which air enters the body.
9. Substance dangerous to the body (general concept).
Answers. Horizontally: 2. Chest. 3. Air. 5. Oxygen. 7. Tobacco. 8. Trachea. 10. Lungs.
Vertical: 1. Inhale. 2. Gas. 3. Exhale. 4. Microbe. 6. Breathing. 9. Poison.
V. Summary of the lesson.
How long can a person not breathe? (1–1.5 min.)
Is all the air breathable? Scientists have done the following experiment: they put a mouse under a large glass cap. She ran there for a while, and then she died. Why?
(You need oxygen to breathe. The mouse under the cap used up all the oxygen for breathing. And then it died, it had nothing to breathe.)
Riddle: Two air petals,
slightly pink,
Doing important work
They help us breathe. (Lungs.)
- Human respiration consists of two parts: external - when we inhale and exhale air, and internal - when oxygen taken from the air by the lungs is delivered to the tissues by red blood cells.
This is interesting!
When a person sneezes, the speed of air movement is over 160 km / h.
Homework: workbook No. 2 (task 12), use the drawings in the textbook (part 2, p. 23). Textbook (pp. 21–24).
ADDITIONAL MATERIAL TO THE LESSON
The respiratory organs are subject to diseases from simple to complex and dangerous. A lot of them. Here are some of them:
1. Hypothermia of the nose and part of the windpipe - inflammation of the nasal mucosa (runny nose).
2. Inflammation of the nasal mucosa by pathogenic microbes - influenza.
3. Hypothermia of the bronchi - cough.
4. Hypothermia of the lungs - inflammation of the lungs.
5. Tuberculosis is a dangerous disease caused by microbes, it is very difficult to cure the disease, it is impossible in a neglected state. Previously, it was called consumption.
6. Cancer. Almost untreatable. It is not felt at the beginning of the disease, and when a person feels that he is sick, it is already too late.