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Standards-based MediA Resource for Teachers
Respiratory System—
Intake and Exhaust
Teacher’s Guide
33120
A DIVISION OF
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INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of Respiratory System: Intake and
Exhaust. The contents in this guide will allow you to prepare your students before using the program and
present follow-up activities to reinforce the program’s key learning points.
This series defines and explains the process of respiration. By using the analogy of an automobile’s system of
fuel intake and exhaust, the viewer can understand the mechanics and functions of this body system.
LEARNING OBJECTIVES
After viewing the program, students will be able to:
● Explain how the exchange of gases in your cells enables you to carry out functions vital to life.
● Identify the organs involved in the respiratory system.
● Explain how the respiratory process works and its primary purposes.
● Understand the importance of the lungs in the respiratory process.
● Understand how the Heimlich maneuver and CPR save people’s lives.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Science Education Standards from the National Academy of Sciences,
Project 2061 Benchmarks for Science Literacy by the American Association for the Advancement of Science, and
the National Health Education Standards: Achieving Health Literacy by the Joint Committee on National Health
Education Standards. The content has been aligned with the following educational standards and benchmarks
from these organizations.
● Understand matter, energy, and organization in living systems.
● Understand regulation and behavior.
● Understand structure and function in living systems.
● Understand the cell.
● Understand form and function.
● Understand system, order, and organization.
● Understand that a system may stay the same because nothing is happening, or because things are happening
but exactly counterbalance one another.
● Understand that many systems contain feedback mechanisms that serve to keep changes within specified
limits.
● Understand that things can change in detail but remain the same in general (the players change, but the team
remains; cells are replaced, but the organism remains). Sometimes counterbalancing changes are necessary
for a thing to retain its essential constancy in the presence of changing conditions.
● Understand that in many physical, biological, and social systems, changes in one direction tend to produce
opposing (but somewhat delayed) influences, leading to repetitive cycles of behavior.
● Understand that a system usually has some properties that are different from those of its parts, but appear
because of the interaction of those parts.
● Understand that a system can include processes as well as things.
● Understand that thinking about things as systems means looking for how every part relates to others. The
output from one part of a system (which can include material, energy, or information) can become the input
to other parts. Such feedback can serve to control what goes on in the system as a whole.
● Understand that any system is usually connected to other systems, both internally and externally. Thus a
system may be thought of as containing subsystems and as being a subsystem of a larger system.
● Understand that organs and organ systems are composed of cells and help to provide all cells with basic
needs.
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● Understand that to burn food for the release of energy stored in it, oxygen must be supplied to cells, and
carbon dioxide removed. Lungs take in oxygen for the combustion of food and they eliminate the carbon
dioxide produced. The urinary system disposes of dissolved waste molecules, the intestinal tract removes
solid wastes, and the skin and lungs rid the body of heat energy. The circulatory system moves all these
substances to or from cells where they are needed or produced, responding to changing demands.
● Understand that like other animals, human beings have body systems for obtaining and providing energy,
defense, reproduction, and the coordination of body functions.
● Understand that toxic substances, some dietary habits, and personal behavior may be bad for one’s health.
Some effects show up right away, others may not show up for many years. Avoiding toxic substances, such as
tobacco, and changing dietary habits to reduce the intake of such things as animal fat increases the chances of
living longer.
Reprinted with permission from National Science Education Standards © 1999 by the National Academy of Sciences, courtesy of the National
Academies Press, Washington, D.C.
From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science, copyright 1993 by the American
Association for the Advancement of Science. Used by permission of Oxford University Press, Inc. Please note: judgments about the alignment
of content presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not represent the
opinion or endorsement of the AAAS or Oxford University Press, Inc.
This represents the work of the Joint Committee on National Health Education Standards. Copies of National Health Education Standards:
Achieving Health Literacy can be obtained through the American School Health Association, Association for the Advancement of Health
Education or the American Cancer Society. Reprinted with permission.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National Standards for the
English Language Arts from the National Council of Teachers of English.
● Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
● Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes.
● Use a variety of technological and information resources (e.g., libraries, databases, computer networks, video)
to gather and synthesize information and to create and communicate knowledge.
● Conduct research on issues and interests by generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people)
to communicate their discoveries.
● Read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the
cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace.
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright
1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.
Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National Education
Technology Standards from the National Education Technology Standards Project.
● Practice responsible use of technology systems, information, and software.
● Demonstrate a sound understanding of the nature and operation of technology systems.
● Employ technology in the development of strategies for solving problems in the real world.
● Use technology resources for solving problems and making informed decisions.
● Use technology to locate, evaluate, and collect information from a variety of sources.
The National Education Technology Standards, reprinted with permission from the International Society of Technology Education.
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PROGRAM OVERVIEW
The program covers the organs of the respiratory system, the process of respiration, and techniques to implement in life-threatening situations.
MAIN TOPICS
Topic 1: What is the Respiratory System?
The first section of the video explains the principal purpose of the respiratory system, which is to produce
energy by supplying the cells of the body with oxygen, and to remove the waste product, carbon dioxide. The
process of inhalation and exhalation is described, along with the different meanings of respiration and the
components of the upper and lower respiratory system.
Topic 2: Respiratory Organs
This section explains the anatomy and physiology of the nose, pharynx, trachea, and bronchi.
Topic 3: Lungs
This section details the anatomy of the lungs as the primary breathing organ. The brain’s task of sending signals
to the respiratory muscles to contract is described.
Topic 4: Life-Saving Tools
In the last segment of the video, both the Heimlich maneuver and cardiopulmonary resuscitation (CPR) are
demonstrated. Information on when to perform these techniques and places to contact to learn these techniques
is provided.
FAST FACTS
● Humans must have oxygen to burn food and produce energy in the body. Breathing brings in air, which
contains oxygen.
● Carbon dioxide is a waste product produced by cellular activities.
● The upper respiratory system includes the nose, pharynx, larynx, trachea, and bronchi. The lower respiratory
system includes the lungs, diaphragm, and other muscles in the chest and throat.
● There are two major breathing muscles: the diaphragm and the intercostal muscles located between the ribs.
● The nose is the main intake for air, and it also filters out dirt and particles.
● It is through our lungs that our blood receives oxygen and gets rid of carbon dioxide.
● Each lung is divided into lobes. The right lung has three lobes, while the left lung only has two lobes.
● Breathing is the result of the rib muscles and diaphragm contracting and relaxing, triggered by nerve impulses
sent from the breathing center in the brain. When a certain amount of carbon dioxide in the blood reaches the
brain, it triggers the breathing center to send out a signal telling the respiratory muscles to contract.
● Choking is the leading cause of accidental death. It occurs most frequently during inhalation when food is
sucked against the glottis of the larynx, blocking the airway.
● When choking occurs, without intervention, severe brain damage or death can occur within 4 to 6 minutes.
● Both the Heimlich maneuver and cardiopulmonary resuscitation (CPR) are valuable life-saving tools.
● To learn the Heimlich maneuver or CPR it is best to contact your local emergency medical squad, fire department, or community college to get information on when and where classes are held.
VOCABULARY TERMS
alveolar duct: The smallest airway, it brings gas into the alveolar sacs.
alveoli: Air-filled sacs in the lungs.
bronchioles: The tiniest bronchi; each bronchiole ends in a small air-filled sac.
bronchus: Either of the two main branches of the trachea that lead to the lungs.
cardiopulmonary resuscitation (CPR): A life-saving procedure that is commonly used when a person’s heart
stops.
cellular respiration: A series of chemical reactions where cells use oxygen to break down food molecules in
order to obtain energy.
diaphragm: One of the major breathing muscles. It is domed, and descends like a piston when we inhale.
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external respiration: The gas exchange of oxygen and carbon dioxide between the environment and respiratory organs.
Heimlich maneuver: A life-saving procedure in which the air in a person’s own lungs is used to expel an
obstructing piece of food or object.
intercostal muscles: The second set of breathing muscles that rotate the ribs, increasing the volume of the
chest and drawing in the air.
internal respiration: The chemical process of producing energy in the cells; involves the gas exchange between
cells and blood.
lung: Cone-shaped organs that rest in the thoracic cavity; the primary breathing organ of the respiratory system.
pharynx: Is comprised of skeletal muscles and lined with mucous membranes and acts as a passageway for air
and food. It also provides a resonating chamber for speech sounds.
pneumonia: Inflammation of the lungs.
respiratory system: The body system that produces energy by supplying the cells of the body with oxygen,
and removing the waste (carbon dioxide) which is produced by cellular activities.
trachea: Known as the windpipe, it is about 4 1/2 inches long and 1 inch in diameter. It is a tubular passageway
for air, and extends from the larynx to the fifth or sixth thoracic vertebra.
PRE-PROGRAM DISCUSSION QUESTIONS
1. Why do our bodies need oxygen?
2. How are plants our partners in breathing?
3. How does the respiratory system work like an automobile’s intake and exhaust system?
4. Do you think it is possible to breathe with one lung? Why or why not?
5. How does smoking affect our respiratory system?
6. What helps the respiratory system to function?
POST-PROGRAM DISCUSSION QUESTIONS
1. How do the respiratory and circulatory systems work together?
2. Do you believe secondhand smoke can be harmful to your health? Explain your answer.
3. When you visit the doctor because of an upper respiratory infection, which part of your respiratory system is
being affected? How is an upper respiratory infection different from bronchitis and pneumonia? Why are some
infections more serious than others?
4. How is cellular respiration similar to photosynthesis in plants? How is it different?
5. What impact does an asthma attack have on the body’s ability to absorb oxygen?
GROUP ACTIVITIES
X-Ray Vision
Arrange a visit to a local radiologist or lung specialist to view chest X-rays of a healthy lung and an unhealthy
lung. Record the differences observed between these two X-rays. Follow up with the specialist to discuss the two
X-rays, as well as other diseases and disorders of the respiratory system.
Learn Life-Saving Techniques
Invite an expert to instruct the class on CPR and/or the Heimlich maneuver.
Stop Before You Start
Create an educational program for grades 1-3 to raise awareness about the dangers of smoking. The purpose of
your program is to provide information on the effect of smoking on your health and to discourage students from
smoking in the future. Create clear, simple visuals to easily convey your message.
INDIVIDUAL STUDENT PROJECTS
How Do You Breathe?
Design a poster to compare two different types of organisms to see how different living things obtain oxygen.
Amphibians, birds, fish, insects, plants, mammals, and reptiles all are examples of living organisms that can be
studied.
Clay Model
Create a model to explain how the respiratory system works with the circulatory system to transfer oxygen
and carbon dioxide. Use objects such as tubing, colored balls, and string. Label the major parts of the body
displayed.
INTERNET ACTIVITIES
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Black Lung Disease
Research the history of black lung disease. What is ‘black lung,’ and why are coal miners so worried about it?
Trace the history of this problem and how coal miners, unions, and the government have handled it. Role-play
a discussion or hold a debate about this problem.
Addressing Asthma
Pretend someone in your family suffers from severe asthma. It is up to you to design an “asthma-friendly”
home. Using the Internet, locate sites to assist you. Document what you need to have in your home and what
you need to remove so an asthma sufferer can live there. You may want to develop your own website with your
findings.
ASSESSMENT QUESTIONS
Q: What is the principal purpose of respiration?
A: The principal purpose of respiration is to produce energy by supplying the cells of the body with oxygen, and
to remove waste.
Feedback: The waste product produced by the body is carbon dioxide, which is produced by cellular activities.
This exchange of gases keeps us in motion and alive because humans must have oxygen to burn food and
produce energy in the body.
Q: Name three organs or muscles involved in the respiratory process.
A: The nose, lungs, and diaphragm
Feedback: The upper respiratory system includes the nose, pharynx, larynx, trachea, and bronchi. The lower
respiratory system includes the lungs, the diaphragm, and other muscles in the chest and throat.
Q: When we breathe, gases are exchanged between the atmosphere and the ________.
(a) bronchi
(b) aorta
(c) vena cavae
(d) alveoli
A: (d)
Feedback: The walls of alveoli and of the surrounding capillaries are only one cell thick, and are in very close
contact with each other. Oxygen passes easily through the thin walls of the alveoli and into the blood in the
capillaries. Carbon dioxide passes from the blood into the alveoli and is exhaled through the nose and mouth.
Q: What is the difference between external respiration and internal respiration?
A: External respiration is the gas exchange of oxygen and carbon dioxide between the environment and respiratory organs. Internal respiration involves the gas exchange between cells and the blood.
Feedback: Another type of respiration is cellular respiration, which is a chemical reaction in which the cells use
oxygen to actually break down food molecules in order to obtain energy.
Q: The _________________ is the primary muscle involved in breathing.
A: diaphragm
Feedback: Because the lungs have no muscles, the job of breathing is left to the diaphragm.
Q: What is the primary purpose of the nose?
A: The nose’s primary purposes include warming the air as it enters, and the humidification of the air prior to
entering the lungs.
Feedback: The nose also filters out dirt and particles from the air before it enters the lungs.
Q: It is through our lungs that our blood receives oxygen and gets rid of carbon dioxide. (True or False)
A: True
Feedback: The gas exchange occurs in the lungs because the lungs contain small air-filled sacs called alveoli.
Each lung contains millions of alveoli. These sacs are the actual place gas exchange happens.
Q: The _______________ divides into the left and right primary bronchus.
(a) pharynx
(b) trachea
(c) alveoli
(d) mediastinum
A: (b)
Feedback: The trachea, commonly know as the windpipe. It is about 4 1/2 inches long and 1 inch in diameter.
It acts as a tubular passageway for air.
Q: What makes us breathe?
A: When a certain amount of carbon dioxide in the blood reaches the brain, it triggers the breathing center of the
brain to send out a signal telling the respiratory muscles to contract. These muscles include the rib muscles
and the diaphragm.
Feedback: The breathing center of the brain is located in an area of the brainstem called the reticular formation.
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Q: The ____________ and _______________ are two life-saving procedures.
A: Heimlich maneuver, cardiopulmonary resuscitation (CPR)
Feedback: The Heimlich maneuver uses the air in a person’s own lungs to expel an obstructing piece of food or
object. CPR is used when a person’s heart stops beating. The purpose is to get the heart moving as quickly as
possible.
ADDITIONAL RESOURCES
Human Anatomy Online
www.innerbody.com
American Lung Association
www.lungusa.org
MEDtropolis: Virtual Body
www.medtropolis.com
Learn About the Respiratory System
www.cybersleuth-kids.com/sleuth/Science/Anatomy/Respiratory_System
OTHER PRODUCTS
The Respiratory System (DVD/VHS)
Following an opening segment on the importance of oxygen to the human body, this program studies the structure and function of the respiratory system. Topics include the anatomy of the upper respiratory tract, the lower
respiratory tract, and the alveoli; the diffusion of gas molecules through the walls of the alveoli and capillaries,
and the effect of high altitude on the diffusion process; and the mechanics of breathing via the bulk flow transport process. In addition, the program describes three factors that help prevent lung collapse and the role of the
medulla oblongata in regulating breathing. A viewable/printable instructor’s guide is available online. A Films for
the Humanities & Sciences Production. A part of the series The Human Body: How It Works. (20 minutes) © 2009
Order #: 39508, www.films.com, 1-800-257-5126
Energy for Life: Respiration and Circulation (DVD/VHS)
This edition of Science Screen Report explores the synergy of two different physiological systems: the respiratory system, for acquiring and processing oxygen, and the circulatory system, for the internal transportation of
oxygen and nutrients. Emphasizing the vital roles of the heart, the lungs, capillary action, and Earth’s oxygenrich atmosphere, Energy for Life illustrates clear connections between concepts in anatomy and chemistry. A
viewable/printable instructor’s guide is available online. Correlates to National Science Education Standards.
Produced in association with the Accreditation Board for Engineering and Technology and the Junior Engineering
Technical Society. (15 minutes) © 2002
Order #: 34015, www.cambridgeeducational.com, 1-800-468-4227
Circulatory, Respiratory, Digestive, and Urinary Systems (CD-ROM, Windows/Mac)
Combining striking graphics, interactive exercises, and comprehensive self-evaluations, this CD-ROM clearly
outlines the primary functions performed by the circulatory, respiratory, digestive, and urinary systems. The
program illustrates the organs or components of each system and examines the interaction and interdependencies between them. Students can see what happens when any one of these vital systems breaks down, as well
as learn about the impact of personal health behaviors on the functions of these systems. Correlates to National
Science Education Standards and National Health Education Standards. A viewable/printable instructor’s guide is
available online. A Cambridge Educational Production. © 2004
Order #: 32696, www.cambridgeeducational.com, 1-800-468-4227
Systems of the Body Poster Set
Simply indispensable in the classroom, this series of ten posters vividly depicts and describes the human body’s
major systems. Each poster features inset illustrations providing highly detailed looks at key organs and system
components, along with “neat-to-know” supplementary facts. Set includes: Circulatory System, Respiratory
System, Digestive System, Urinary System, Endocrine System, Reproductive System, Lymphatic System,
Integumentary System, Nervous System, Musculoskeletal System. Correlates to National Science Education
Standards and National Health Education Standards. A Cambridge Educational Product. Ten 18" x 28" posters.
© 2004
Order #: 37009, www.cambridgeeducational.com, 1-800-468-4227
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