Mammal Respiration Report
Background: This lesson connects the act of respiring, or breathing, with the need to exchange gases across
tissues in the lungs, the blood and body cells. Organisms respire because their cells respire to convert the
energy in nutrients into ATP, the energy molecule used by cells. During cell respiration, oxygen is used and
carbon dioxide is produced by cells. The respiratory system works in conjunction with the circulatory system to
exchange oxygen and carbon dioxide according to their gradients across tissues. Oxygen must be taken in at
the lungs, transported throughout the body and absorbed by body tissues for cells to generate adequate
amounts of ATP. Conversely, carbon dioxide can become toxic in body tissues, so carbon dioxide must be taken
from the cells, transported to the lungs and exhaled from the lungs.
TASK PROMPT: After researching Mechanics of Breathing, Respiratory System Study Guide, and Red Blood
Cells: Gas Carriers in relation to the respiratory system , write a 3-4 page report with two appropriate
diagrams that describes how and why gases are exchanged between lung tissues, blood and body cells to
maintain necessary life functions . Support your discussion with evidence from your research.
Refer to the Content Rubric and Literacy Rubric to evaluate your final submission. Final paper should be 12pt
standard font, and double spaced with name, hour and date in header.
A. In a quick write, write your first reaction to the task prompt. Add a few notes regarding what you
already know about the respiratory system and gas exchange.
B.
In your own words, what are the important features of a good report on this topic?
C. Completely read through the Mechanics of Breathing one time without interruption. On the back of
the article, write two or three sentences that tell what the article is about. Then exchange papers with
someone at your table and read their response.
D. Identify important vocabulary
i.
On a separate sheet of paper list the bolded words from the Mechanics of Breathing and
write a brief definition in your own words for each.
E. Study Lungs at National Geographic website: http://science.nationalgeographic.com/science/healthand-human-body/human-body/lungs-article/
i.
Click through Lung Anatomy links in the lower left including alveoli. Read the captions!
ii.
Choose Lung Functions and follow the prompts (click on directions or “continue”) to see the
lungs operate.
B. Build model lungs in class – write a brief paragraph explaining how air is inhaled and exhaled using
proper anatomy terms.
F. Read the remaining articles, Respiratory System Study Guide, and Red Blood Cells: Gas CarriersWrite a couple of sentences at the bottom of each article stating what the article is about.
G. Watch video at RBC video http://education-portal.com/academy/lesson/circulatory-system-iv-redblood-cells.html
H. Take notes from each text.
i.
From each text, write elements or phrases that look most important for answering the prompt
on a separate notecard.
ii.
Avoid plagiarism by using your own words and keeping track of the source of each piece of
information. (assign a number, color, or shorthand to each article on the notecards)
I. Organize note cards.
i.
Write the following headings on four note cards: 1) What is respiration and why is it
necessary; 2) how air is moved in and out of the body; 3) how gases are exchanged in the
lungs; 4) how gases are exchanged in the body tissues.
ii.
Combine and organize your research note cards into four rows (a row under each topic).
iii.
Examine someone else's note card rows as they examine yours.
iv.
Discuss any significant differences in organization between the two of you. Each of you should
be able to explain why you placed an idea under a particular heading.
J. Create an outline based on your organized note cards in which you state your main point about the
function of respiratory systems and sequence your subtopics with evidence from the texts. Print a
copy of your outline for your project submission.
K. Write an initial draft complete with opening, development, and closing. Choose two illustrations that
clearly enhance the material of your report . Print a copy of your initial draft for later submission.
L. Write a second draft
i.
Refine composition’s analysis, logic, and organization of ideas/points. Decide what to include
and what not to include. Review illustration use and placement to ensure it is well-connected
to the content of your paper.
ii.
Print a copy of this draft for peer review AND later submission.
iii.
Each person should review one other student's work using circles to highlight where
corrections needed and a constructive written comment at the bottom or on the back with
your name.
M. Write Final Paper - Check final details. Ensure you have sound spelling, capitalization, punctuation,
and grammar and adjust formatting as needed to provide clear, appealing text.
Turn in your vocabulary list, notecards, outline and complete set of drafts, plus the final
version of your report.
RESPIRATORY GRADING RUBRICS
Final Report Content 50%
2
3
Information presented is
accurate, factual, and relevant to
the specific topic
Most Information
inaccurate or
irrelevant
1
Some information
inaccurate or
irrelevant
One or two
minor factual
errors
No factual
errors
4
The purpose and function of the
respiratory system is clear.
Air movement is thoroughly
explained using proper
anatomical terms
Gas exchange and gas transport
are described, related to
gradients and life processes
Very unclear
whether addressed
Not well explained
or terms lacking or
misused
Not well described
and not related to
life processes
Somewhat clear
Mostly clear
Explanation
unclear or few
terms
Description
unclear or not
related
explanation
and terms
used solid
Good
description
and relations
Clear and
thorough
Exceeds
expectation
Two illustrations are logically
integrated into the report and
well- connected to content.
Only one
illustration
Two illustrations,
but illogical
Solid
illustration
selection
Excellent
description
and wellrelated
Exceptional
integration of
illustration
Development Process 20%
1
All required process materials
submitted
Many elements
missing or poorly
done
2
3
2 elements
missing or poorly
done
Final Report Literacy and Language Skills 30%
Scoring
Not Yet
Approaches
Elements
Expectations
1
1.5
2
Focus
Attempts to
address prompt,
but lacks focus
or is off-task.
Addresses prompt
appropriately, but
with a weak or
uneven focus.
Controlling Idea
Attempts to
establish a
controlling idea,
but lacks a clear
purpose.
Establishes a
controlling idea
with a general
purpose.
Reading/Research
Attempts to
present
information in
response to the
prompt, but
lacks
connections or
relevance to the
purpose of the
prompt.
Presents
information from
reading materials
relevant to the
purpose of the
prompt with
minor lapses in
accuracy or
completeness.
1 element
missing or
poorly done
4
All elements
present and
well-done
Meets
Expectations
2.5
3
3.5
Advanced
Addresses
prompt
appropriately
and maintains a
clear, steady
focus.
Establishes a
controlling idea
with a clear
purpose
maintained
throughout the
response.
Presents
information
from reading
materials
relevant to the
prompt with
accuracy and
sufficient
detail.
Addresses all
aspects of prompt
appropriately and
maintains a
strongly developed
focus.
Establishes a
strong controlling
idea with a clear
purpose
maintained
throughout the
response.
Accurately
presents
information
relevant to all parts
of the prompt with
effective selection
of sources and
details from
reading materials.
4
Development
Organization
Attempts to
provide details
in response to
the prompt,
including
retelling, but
lacks sufficient
development or
relevancy.
Attempts to
organize ideas,
but lacks control
of structure.
Conventions
Attempts to
demonstrate
standard English
conventions, but
lacks cohesion
and control of
grammar, usage,
and mechanics.
Content
Understanding
Attempts to
include
disciplinary
content in
explanations, but
understanding of
content is weak;
content is
irrelevant,
inappropriate, or
inaccurate.
Presents
appropriate details
to support the
focus and
controlling idea.
Presents
appropriate and
sufficient
details to
support the
focus and
controlling
idea.
Presents thorough
and detailed
information to
strongly support
the focus and
controlling idea.
Uses an
appropriate
organizational
structure to
address the
specific
requirements of
the prompt, with
some lapses in
coherence or
awkward use of
the organizational
structure.
Demonstrates an
uneven command
of standard
English
conventions and
cohesion. Uses
language and tone
with some
inaccurate,
inappropriate, or
uneven features.
Maintains an
appropriate
organizational
structure to
address the
specific
requirements of
the prompt.
Maintains an
organizational
structure that
intentionally and
effectively
enhances the
presentation of
information as
required by the
specific prompt.
Demonstrates a
command of
standard
English
conventions
and cohesion,
with few errors.
Response
includes
language and
tone
appropriate to
the audience,
purpose, and
specific
requirements of
the prompt.
Accurately
presents
disciplinary
content
relevant to the
prompt with
sufficient
explanations
that
demonstrate
understanding.
Demonstrates and
maintains a welldeveloped
command of
standard English
conventions and
cohesion, with few
errors. Response
includes language
and tone
consistently
appropriate to the
audience, purpose,
and specific
requirements of
the prompt..
Briefly notes
disciplinary
content relevant to
the prompt; shows
basic or uneven
understanding of
content; minor
errors in
explanation.
Integrates relevant
and accurate
disciplinary
content with
thorough
explanations that
demonstrate indepth
understanding.