Science 9 ) Develop and use a model to explain how the organs of the respiratory system
function.
a. Engage in argument from evidence describing how environmental (e.g.,
cigarette smoke, polluted air) and genetic factors may affect the respiratory
system, possibly leading to pathological conditions (e.g., cystic fibrosis).
Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models; Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
Obtain and analyze information about the respiratory system, including its structure and function.
Develop and use a model to explain how the organs of the respiratory system function.
Develop and use a model to test respiratory function.
Use a model to predict and explain relationships between parts of the respiratory system and its function.
Obtain and evaluate information on environmental factors that may affect the respiratory system.
Obtain and evaluate information on genetic factors that may affect the respiratory system.
Use appropriate sufficient evidence and scientific reasoning to defend claims and explanations about environmental or genetic factors that may lead to pathological conditions in the respiratory system.
Defend a claim against counter-claims and critique by evaluating counter-claims and by describing the connections between the relevant and appropriate evidence and the strongest claim. Teacher Vocabulary:
Lung
ventilation lower/ upper respiratory system nose quadrangular cartilage nostrils/ nares nasal cavity paranasal sinuses turbinates pharynx nasopharynx adenoids oropharynx tonsils laryngopharynx glottis larynx vocal cords epiglottis thyroid cartilage laryngeal prominence (adam's apple) cricoid cartilage arytenoid cartilage trachea primary bronchi tracheal cartilage bronchial tree bronchi (secondary and tertiary) bronchioles (terminal, respiratory) brochoconstriction bronchodilation pleura (parietal, visceral), pleuritis lobes, lobule surfactant alveolus diaphragm inspiration/ inhalation expiration/ exhalation phrenic nerve intrapleural pressure partial pressure bronchitis emphysema ARDS atelectasis pneumothorax bronchiectasis COPD sleep apnea lung cancer pneumonia tuberculosis tidal volume vital capacity residual volume lung capacity Knowledge:
Students know:
The respiratory system is composed of the upper respiratory system (nose, nasal cavity, paranasal sinuses, pharynx),and the lower respiratory system (larynx, trachea, bronchial tree and lungs).
Breathing is due to the action of the muscles and bones of the thorax and is controled by the antonomic and somatic nervous systems.
Inspiration is due to the contraction of the diaphram and expansion of the rib cage.
Alveoli expand and fill with air upon inspiration
The partial pressure of gases in the air determines the direction of diffusion during breathing.
Diseases of the respiratory system are either developmental (due to genetic conditions or lifestyle factors) or infectious (due to microorganisms).
Lifestyle plays a significant role in respiratory system aging. Aging can lead to a reduced ability to carry out respiration and reduced diffusion of gases across the alveoli. Skills:
Students are able to:
Gather, read, and interpret scientific information about the respiratory system including its structures and their function.
Use evidence to develop a model of the respiratory system.
Develop a model to predict and show relationships among variables between the respiratory system and its components.
Use a model to collect respiratory function data.
Gather, read and interpret scientific information about environmental factors that may affect the respiratory system.
Gather, read and interpret scientific information about genetic factors that may affect the respiratory system.
Use evidence to form an argument about environmental or genetic factors that may cause pathological conditions in the respiratory system.
Use evidence to defend an argument about environmental or genetic factors that may cause pathological conditions in the respiratory system.
Evaluate counter-claims and revise argument based on evidence. Understanding:
Students understand that:
The respiratory system is made of several different tissues, and organs that move air in and out of the body.
The respiratory system closely interacts with the cardiovascular system performing gas exchange between capillaries and alveoli.
Numerous organs organs are structurally designed to play several different roles in the respiratory process.
Genetic, environmental, and lifestyle factors can contribute to the development of respiratory disorders.
Lifestyle choices and various medications can help alleviate respiratory disorders.
