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Elementary School Science

The Respiratory System: Breathe In, Breathe Out

Photo © 2011 J. Ronald Lee @ jronaldlee.com

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Objectives:

The students will be able to identify the features of the respiratory system.

The students will be able describe the function of each feature of the respiratory system.

The students will be able to explain the process of respiration (inhaling and exhaling).

The students will be able to explain external respiration and internal respiration.

The students will learn how smoking affects the lungs.

Questions that encompasses the objective:

Think about breathing. Why do you think we breath?

What benefits does breathing have on our body?

Prepare the Learner: Activating Prior Knowledge. 

How will students prior knowledge be activated?

Warm up by asking students:

What do you know about your lungs?

What do you know about the respiratory system?

Common Core State Standards:

CCSS.ELA-LITERACY.SL.2.1

CCSS.ELA-LITERACY.SL.2.1 B

CCSS.ELA-LITERACY.SL.2.4

CCSS.ELA-LITERACY.W.2.2

CCSS.ELA-LITERACY.W.3.2

CCSS.ELA-LITERACY.W.3.2 B

CCSS.ELA-LITERACY.SL.3.1

CCSS.ELA-LITERACY.SL.3.4

Materials and Free Resources to Download for this Lesson: ​  

Video: “Visualization of Airflow Through the Human Respiratory System” by BSC CNS

Picture of the Respiratory System

“Anatomy of the Human Lungs” worksheet

“Respiration” worksheet

Picture of a Healthy Lung vs. Unhealthy Lung

“Reasons Why Smoking is Bad” worksheet

“Our Lungs” crossword puzzle

(created on: http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp)

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Input: What is the most important content in this lesson? To reach this lesson’s objective, students need to understand:

The organs of the respiratory system.

The function of each organ of the respiratory system.

The process of respiration.

The effects of smoking on the lungs.

How will the learning of this content be facilitated?

The class will begin with the teacher showing the video “Visualization of Airflow Through the Human Respiratory System” (source: https://www.youtube.com/watch?v=yyBLPaU057A) The video is only a minute long and shows how air travel through the nose, into the mouth, down the windpipe, and into the lungs. After the video is shown, the teacher should begin a discussion about the video and the students’ reactions to the video. The teacher should show the students the picture of the respiratory system. Begin a discussion about the lungs and respiratory system. This will provide some background before the diagram of the lungs is explained.

The lungs are one of the largest organs in the body and allow you to take in oxygen and breath out carbon dioxide.

The lungs are located in the chest and take up a large amount of space. The thoracic cavity (ribs) protects the lungs.

Underneath the lungs is the diaphragm. The diaphragm helps the lungs inhale (breath in) and exhale (breath out).

The lungs are not the same size; the left lung is slightly smaller because it needs to allow for room for the heart.

Next, the teacher should hand out the “Anatomy of the Human Lungs” worksheet. If it is possible, project the “Anatomy of the Human Lungs” worksheet onto the board using a projector or put into a PowerPoint document and project so that the teacher can point to the parts while they explain. As the teacher explains, the students will write the name of each part on the line. From this activity, the students will learn about the parts of the lungs and the function of each part.

The respiratory system is divided into two tracts: upper respiratory tract and lower respiratory tract. The upper respiratory tract consists of the nose, mouth, pharynx, epiglottis, larynx, and trachea. The lower respiratory tract consists of the bronchial tree and lungs.

Parts of the Human Lungs

Larynx :  also called the voice box; helps with breathing, sound production, and protects the trachea.

Trachea (Windpipe): connects the pharynx (located behind your mouth) and larynx to the lungs.

Right Superior Lobe: located at the top of the right lung.

Left Superior Lobe: located at the top of the left lung.

Bronchial Tree: consists of the bronchi, bronchioles, and alveoli.

Bronchioles : the tiny tubes on the bronchi. There are about 30,000 in each lung

Alveoli : tiny air sacs at the end of each bronchiole. There are about 600 million in the lungs. The alveoli are covered with blood vessels called capillaries.

Bronchi : extension of the windpipe that brings air to and from the lungs.

Pleura : tissue that wraps around the lungs and coats the inner surface of the rib cage. Contains two layers and located between those layers is a fluid that allows the lungs to glide past each other while inhaling/ exhaling.

Right Middle Lobe: located in the middle of the right lung. Only the right lung has a middle lobe.

Right Inferior Lobe: located at the bottom of the right lung.

Left Inferior Lobe: located at the bottom of the left lung.

**It is important to note that the lobes of the lung are named for anatomical purposes and each lobe does not have a specific function.**

Information Source:

http://kidshealth.org/en/kids/lungs.html#

https://medlineplus.gov/pleuraldisorders.html

http://discoverykids.com/articles/your-respiratory-system/

Once the worksheet is explained, the teacher should begin a discussion about the respiration process. It is important to note that a single respiration consists of one inhalation and one exhalation. The teacher should hand out the “Respiration” worksheet. If it is possible, project the “Respiration” worksheet onto the board using a projector or put into a PowerPoint document and project so that the teacher can point while they explain. As the teacher explains, the students will write the name of each part on the line. From this activity, the students will learn about the process of respiration (inhaling and exhaling).

Take in air through the nose/ mouth.

Diaphragm contracts and pulls downward.

Thoracic cavity expands, produces a vacuum within the cavity.

Air is drawn into the lungs.

Exhalation :

Diaphragm relaxes and moves upward.

Thoracic cavity becomes narrow.

Air is forced out of the lungs.

External Respiration : bringing air into and out of the lungs, exchanging gases for air.

Air is inhaled through the alveoli.

Oxygen passes into the surrounding capillaries.

Carried by erythrocytes or red blood cells to the body cells.

Waste product, carbon dioxide, is transported to the airspaces of the lungs to be exhaled.

Internal Respiration: exchange of gases within the cells of the body organs, cells, and tissues

Oxygen passes from the bloodstream into the cells.

Cells give off the waste product, carbon dioxide; it is passed into the bloodstream.

Blood transports the carbon dioxide into the lungs.

Carbon dioxide is expelled during exhalation.

Information Source: Medical Terminology for Healthcare Professionals by Ann Ehrlich and Carol L. Schroeder. © 2012.

After the explanation of respiration, the teacher should show the students the picture of the healthy lung vs. the unhealthy lung. The teacher should ask the students what they know about smoking and why smoking is bad for them. The teacher should explain what smoking does to the lungs:

Tobacco has been known to cause heart disease, lung disease, and cancer (especially lung cancer).

Chewing tobacco is just as bad as smoking it. This can lead to oral (mouth) cancer, cardiovascular disease, gum disease, and heart attacks.

Nicotine, the substance found in cigarettes, is highly addictive—meaning that once you start using nicotine, it is hard to end the craving for it. 

Smoking can lead to a breakdown in the lung tissue causing a disease called emphysema.

Smoking irritates the airways to the lungs, which can cause a chronic (persistent) cough.

Smoking can cause irritation in the nose and throat, as well as give you bad breath and stained (yellowed) teeth.

Information Source:  http://kidshealth.org/en/parents/smoking.html#

After the discussion, the teacher should hand out the “Reasons Why Smoking is Bad” worksheet. The students should write three reasons why smoking is bad.

Next, the students will break into pairs. Each student will be given an “Our Lungs” crossword puzzle. The teacher should tell the students that for the first 10 minutes they will work without the use of their worksheets. For the remaining 5 minutes, they can use their worksheets. Reconvene when 15 minutes is over and review the worksheet/ activity.

Across - (2) trachea; (4) pleura; (5) exhalation; (6) chest; (7) left; (9) smoking; (10) internal; (11) larynx; (12) inhalation

Down  - (1) bronchioles; (3) cigarettes; (5) external; (8) thoracic; (13) alveoli

The final assessment will be for the students to answer the question:

Think about what you learned in class today about the respiratory system. Why is our respiratory system important? Why do we have lungs? What is so special about the size of the left lung? What is the difference between external and internal respiration?

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Time/Application 3-5 minutes Guided Introduction

Review the class/ agenda with the students:

Introductory Activity (video)

Introduction to the Respiratory System

Group Activity: “Our Lungs” Crossword Puzzle

Discussion of Group Activity

Independent Assessment

Introductory Activity:

Show the video: “Visualization of Airflow Through the Human Respiratory System” by BSC CNS

After the video, discuss student reactions.

Introduce the respiratory system to the students.

20 Minutes

Anatomy of the Human Lungs | Respiration

Give each student a “Anatomy of the Human Lungs” worksheet.

Project the worksheet onto the board either through a projector or PowerPoint presentation.

Explain the parts of the lungs.

Give each student a “Respiration” worksheet

Explain the process of respiration (inhaling and exhaling) and internal and external respiration.

Give each student a “Our Lungs” crossword puzzle.

Instruct the students to break into pairs.

Tell the students that for the first 10 minutes they will work without the use of their worksheets. For the remaining 5 minutes, they can use their worksheets.

At the end of 15 minutes, have the students return to their desks and discuss the puzzle.

Closure/Assessment 10 minutes

Independent Assessment:

Appropriate answers should include (but will vary):

Our respiratory system is important because it allows us to take in air and breath our carbon dioxide. Without our respiratory system, we would not be able to breath. Our lungs fill up with air and then exhale carbon dioxide. Our left lung, in relation to our right lung, is smaller. The reason it is smaller is because there needs to be room for the heart. External respiration is the process of bringing air into and out of the lungs, exchanging gases for air. Internal respiration is the exchange of gases within the cells of the body organs, cells, and tissues.

If there is additional time, discuss any additional questions the students may have.

Individualized Instruction/Scaffolding

English Language Learners will be supported in this lesson through data-based heterogeneous grouping, verbal and written repetition of new vocabulary words, and multiple representation of vocabulary words through printed images and video.

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Respiratory System Lesson Resources

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Welcome to our study with  Apologia’s Human Anatomy and Physiology . Today, we are on lesson 6 – the respiratory system. No matter what curriculum you are using these respiratory system lesson resources can be a big help to you!

WatchKnowLearn.org  – several respiratory system videos

KidsHealth.org  – animated cartoon about the respiratory system

ScienceKids.co.nz – animated video about the mechanics of the respiratory system

Human Systems Lapbook

Respiratory System Lapbook

Respiratory System Notebooking Pages

Respiratory Games and Worksheets

Respiratory System for kids

Respiratory System worksheets for all ages

Respiratory Facts and Printables

Respiratory System: Lesson Tutor

Respiratory System printable coloring page

Respiratory System Printable Worksheets

Anatomy Notebooking Pages

Experiments and Activities And Information

Test your lung capacity

Create a Working Model of the Lungs

What Makes Air Go In and Out?

Respiratory System: Teacher’s Guide

Asthma vs Healthy

Lung Anatomy in a Bottle

Paper Bag Lungs

Effects of Smoking on the Lungs

Make A Fake Lung

Lungs Animations And Interactives

Guide To The Respiratory System

Respiratory System Jigsaw Puzzles

5 Functions of the Respiratory System

Breathe In Breathe Out Lesson Plans

Lung Crafts for Preschoolers

Gas Exchange Video

Respiratory | Mechanics of Breathing: Pressure Changes | Part 1 

Respiratory | Mechanics of Breathing: Inspiration | Part 2

Breathing Mechanics Video

More About Systems Of The Human Body

Circulatory System Study Resources

Digestive System Study Resources

Skeletal System Resources

Muscular System Resources

*********************************

This is part of the Science Saturday series where we partnered with MeetPenny.com to share our journey through Apologia’s Anatomy and Physiology. Don’t forget to check out   MeetPenny.com  for downloads and inspiration for studying anatomy and physiology!

For the entire Science Saturday line-up, check out the Human Anatomy And Physiology Resource page.

I hold a master’s degree in child development and early education and am working on a post-baccalaureate in biology. I spent 15 years working for a biotechnology company developing IT systems in DNA testing laboratories across the US. I taught K4 in a private school, homeschooled my children, and have taught on the mission field in southern Asia. For 4 years, I served on our state’s FIRST Lego League tournament Board and served as the Judging Director.  I own thehomeschoolscientist and also write a regular science column for Homeschooling Today Magazine. You’ll also find my writings on the CTCMath blog. Through this site, I have authored over 50 math and science resources.

Respiratory System Anatomy and Physiology

Breathe life into your understanding with our guide on the respiratory system anatomy and physiology. Nursing students, immerse yourself in the intricate dance of inhalation and exhalation that fuels every living moment.

Table of Contents

Functions of the respiratory system, main bronchi, the respiratory membrane, respiration, mechanics of breathing, respiratory volumes and capacities, respiratory sounds, external respiration, gas transport, and internal respiration, control of respiration, age-related physiological changes in the respiratory system.

The functions of the respiratory system are:

• Oxygen supplier.  The job of the respiratory system is to keep the body constantly supplied with oxygen.
• Elimination.  Elimination of carbon dioxide.
• Gas exchange.  The respiratory system organs oversee the gas exchanges that occur between the blood and the external environment.
• Passageway.  Passageways that allow air to reach the lungs.
• Humidifier.  Purify, humidify, and warm incoming air.

Anatomy of the Respiratory System

The organs of the respiratory system include the nose, pharynx, larynx, trachea, bronchi, and their smaller branches, and the lungs, which contain the alveoli.

The nose is the only externally visible part of the respiratory system.

• Nostrils.  During breathing, air enters the nose by passing through the nostrils, or nares.
• Nasal cavity. The interior of the nose consists of the nasal cavity, divided by a midline nasal septum .
• Olfactory receptors. The olfactory receptors for the sense of smell are located in the mucosa in the slitlike superior part of the nasal cavity, just beneath the ethmoid bone.
• Respiratory mucosa. The rest of the mucosal lining, the nasal cavity called the respiratory mucosa, rests on a rich network of thin-walled veins that warms the air as it flows past.
• Mucus.  In addition, the sticky mucus produced by the mucosa’s glands moistens the air and traps incoming bacteria and other foreign debris, and lysozyme enzymes in the mucus destroy bacteria chemically.
• Ciliated cells. The ciliated cells of the nasal mucosa create a gentle current that moves the sheet of contaminated mucus posteriorly toward the throat, where it is swallowed and digested by stomach juices.
• Conchae.  The lateral walls of the nasal cavity are uneven owing to three mucosa-covered projections, or lobes called conchae, which greatly increase the surface area of the mucosa exposed to the air, and also increase the air turbulence in the nasal cavity.
• Palate. The nasal cavity is separated from the oral cavity below by a partition, the palate; anteriorly, where the palate is supported by bone, is the hard palate; the unsupported posterior part is the soft palate .
• Paranasal sinuses. The nasal cavity is surrounded by a ring of paranasal sinuses located in the frontal, sphenoid, ethmoid, and maxillary bones ; theses sinuses lighten the skull, and they act as a resonance chamber for speech.

• Size. The pharynx is a muscular passageway about 13 cm (5 inches) long that vaguely resembles a short length of red garden hose.
• Function.  Commonly called the throat , the pharynx serves as a common passageway for food and air.
• Portions of the pharynx. Air enters the superior portion, the nasopharynx , from the nasal cavity and then descends through the oropharynx and laryngopharynx to enter the larynx below.
• Pharyngotympanic tube. The pharyngotympanic tubes, which drain the middle ear open into the nasopharynx.
• Pharyngeal tonsil. The pharyngeal tonsil, often called adenoid is located high in the nasopharynx.
• Palatine tonsils . The palatine tonsils are in the oropharynx at the end of the soft palate.
• Lingual tonsils . The lingual tonsils lie at the base of the tongue.

The larynx or voice box routes air and food into the proper channels and plays a role in speech.

• Structure.  Located inferior to the pharynx, it is formed by eight rigid hyaline cartilages and a spoon-shaped flap of elastic cartilage, the epiglottis .
• Thyroid cartilage. The largest of the hyaline cartilages is the shield-shaped thyroid cartilage, which protrudes anteriorly and is commonly called Adam’s apple .
• Epiglottis.  Sometimes referred to as the “guardian of the airways” , the epiglottis protects the superior opening of the larynx.
• Vocal folds. Part of the mucous membrane of the larynx forms a pair of folds, called the vocal folds, or true vocal cords , which vibrate with expelled air and allows us to speak.
• Glottis.  The slitlike passageway between the vocal folds is the glottis.

• Length.  Air entering the trachea or windpipe from the larynx travels down its length (10 to 12 cm or about 4 inches) to the level of the fifth thoracic vertebra , which is approximately midchest.
• Structure.  The trachea is fairly rigid because its walls are reinforced with C-shaped rings of hyaline cartilage; the open parts of the rings abut the esophagus and allow it to expand anteriorly when we swallow a large piece of food, while the solid portions support the trachea walls and keep it patent, or open, in spite of the pressure changes that occur during breathing.
• Cilia.  The trachea is lined with ciliated mucosa that beat continuously and in a direction opposite to that of the incoming air as they propel mucus, loaded with dust particles and other debris away from the lungs to the throat, where it can be swallowed or spat out.
• Structure.  The right and left main (primary) bronchi are formed by the division of the trachea.
• Location.  Each main bronchus runs obliquely before it plunges into the medial depression of the lung on its own side.
• Size.  The right main bronchus is wider, shorter, and straighter than the left.

• Location.  The lungs occupy the entire thoracic cavity except for the most central area, the mediastinum , which houses the heart, the great blood vessels, bronchi, esophagus, and other organs.
• Apex.  The narrow, superior portion of each lung, the apex, is just deep into the clavicle.
• Base.  The broad lung area resting on the diaphragm is the base.
• Division.  Each lung is divided into lobes by fissures; the left lung has two lobes , and the right lung has three .
• Pleura.  The surface of each lung is covered with a visceral serosa called the pulmonary , or visceral pleura, and the walls of the thoracic cavity are lined by the parietal pleura .
• Pleural fluid. The pleural membranes produce pleural fluid, a slippery serous secretion that allows the lungs to glide easily over the thorax wall during breathing movements and causes the two pleural layers to cling together.
• Pleural space. The lungs are held tightly to the thorax wall, and the pleural space is more of a potential space than an actual one.
• Bronchioles .  The smallest of the conducting passageways are the bronchioles.
• Alveoli.  The terminal bronchioles lead to the respiratory zone structures, even smaller conduits that eventually terminate in alveoli or air sacs.
• Respiratory zone. The respiratory zone, which includes the respiratory bronchioles, alveolar ducts, alveolar sacs, and alveoli, is the only site of gas exchange .
• Conducting zone structures. All other respiratory passages are conducting zone structures that serve as conduits to and from the respiratory zone.
• Stroma.  The balance of the lung tissue, its stroma, is mainly elastic connective tissue that allows the lungs to recoil passively as we exhale.
• Wall structure. The walls of the alveoli are composed largely of a single, thin layer of squamous epithelial cells.
• Alveolar pores. Alveolar pores connect neighboring air sacs and provide alternative routes for air to reach alveoli whose feeder bronchioles have been clogged by mucus or otherwise blocked.
• Respiratory membrane. Together, the alveolar and capillary walls, their fused basement membranes, and occasional elastic fibers construct the respiratory membrane (air-blood barrier), which has gas (air) flowing past on one side and blood flowing past on the other.
• Alveolar macrophages. Remarkably efficient alveolar macrophages sometimes called “dust cells” , wander in and out of the alveoli picking up bacteria, carbon particles, and other debris.
• Cuboidal cells. Also scattered amid the epithelial cells that form most of the alveolar walls are chunky cuboidal cells, which produce a lipid (fat) molecule called surfactant , which coats the gas-exposed alveolar surfaces and is very important in lung function.

Physiology of the Respiratory System

The major function of the respiratory system is to supply the body with oxygen and to dispose of carbon dioxide. To do this, at least four distinct events, collectively called respiration, must occur.

• Pulmonary ventilation . Air must move into and out of the lungs so that gasses in the air sacs are continuously refreshed, and this process is commonly called breathing.
• External respiration. Gas exchange between the pulmonary blood and alveoli must take place.
• Respiratory gas transport. Oxygen and carbon dioxide must be transported to and from the lungs and tissue cells of the body via the bloodstream.
• Internal respiration. At systemic capillaries, gas exchanges must be made between the blood and tissue cells.
• Rule.  Volume changes lead to pressure changes, which lead to the flow of gasses to equalize pressure.
• Inspiration.  Air is flowing into the lungs; the chest is expanded laterally, the rib cage is elevated, and the diaphragm is depressed and flattened; lungs are stretched to the larger thoracic volume, causing the intrapulmonary pressure to fall and air to flow into the lungs.
• Expiration.  Air is leaving the lungs; the chest is depressed and the lateral dimension is reduced, the rib cage is descended, and the diaphragm is elevated and dome-shaped; lungs recoil to a smaller volume, intrapulmonary pressure rises, and air flows out of the lung.
• Intrapulmonary volume. Intrapulmonary volume is the volume within the lungs.
• Intrapleural pressure. The normal pressure within the pleural space, the intrapleural pressure, is always negative, and this is the major factor preventing the collapse of the lungs.
• Nonrespiratory air movements. Nonrespiratory movements are a result of reflex activity, but some may be produced voluntarily such as coughing , sneezing, crying, laughing, hiccups, and yawning.

• Tidal volume. Normal quiet breathing moves approximately 500 ml of air into and out of the lungs with each breath.
• Inspiratory reserve volume. The amount of air that can be taken in forcibly over the tidal volume is the inspiratory reserve volume, which is normally between 2100 ml to 3200 ml.
• Expiratory reserve volume. The amount of air that can be forcibly exhaled after a tidal expiration, the expiratory reserve volume, is approximately 1200 ml.
• Residual volume. Even after the most strenuous expiration, about 1200 ml of air still remains in the lungs and it cannot be voluntarily expelled; this is called residual volume, and it is important because it allows gas exchange to go on continuously even between breaths and helps to keep the alveoli inflated.
• Vital capacity. The total amount of exchangeable air is typically around 4800 ml in healthy young men, and this respiratory capacity is the vital capacity, which is the sum of the tidal volume, inspiratory reserve volume, and expiratory reserve volume.
• Dead space volume. Much of the air that enters the respiratory tract remains in the conducting zone passageways and never reaches the alveoli; this is called the dead space volume and during a normal tidal breath, it amounts to about 150 ml.
• Functional volume. The functional volume, which is the air that actually reaches the respiratory zone and contributes to gas exchange, is about 350 ml.
• Spirometer.  Respiratory capacities are measured with a spirometer, wherein as a person breathes, the volumes of air exhaled can be read on an indicator, which shows the changes in air volume inside the apparatus.
• Bronchial sounds. Bronchial sounds are produced by air rushing through the large respiratory passageways (trachea and bronchi).
• Vesicular breathing sounds. Vesicular breathing sounds occur as air fills the alveoli, and they are soft and resemble a muffled breeze.
• External respiration. External respiration or pulmonary gas exchange involves oxygen being loaded and carbon dioxide being unloaded from the blood.
• Internal respiration. In internal respiration or systemic capillary gas exchange, oxygen is unloaded and carbon dioxide is loaded into the blood.
• Gas transport. Oxygen is transported in the blood in two ways: most attaches to hemoglobin molecules inside the RBCs to form oxyhemoglobin, or a very small amount of oxygen is carried dissolved in the plasma; while carbon dioxide is transported in plasma as bicarbonate ion, or a smaller amount (between 20 to 30 percent of the transported carbon dioxide) is carried inside the RBCs bound to hemoglobin.

Neural Regulation

• Phrenic and intercostal nerves. These two nerves regulate the activity of the respiratory muscles, the diaphragm, and external intercostals.
• Medulla and pons. Neural centers that control respiratory rhythm and depth are located mainly in the medulla and pons; the medulla, which sets the basic rhythm of breathing, contains a pacemaker , or self-exciting inspiratory center, and an expiratory center that inhibits the pacemaker in a rhythmic way; pons centers appear to smooth out the basic rhythm of inspiration and expiration set by the medulla.
• Eupnea.  The normal respiratory rate is referred to as eupnea, and it is maintained at a rate of 12 to 15 respirations/minute .
• Hyperpnea.  During exercise, we breathe more vigorously and deeply because the brain centers send more impulses to the respiratory muscles, and this respiratory pattern is called hyperpnea.

Non-neural Factors Influencing Respiratory Rate and Depth

• Physical factors. Although the medulla’s respiratory centers set the basic rhythm of breathing, there is no question that physical factors such as talking, coughing, and exercising can modify both the rate and depth of breathing, as well as an increased body temperature, which increases the rate of breathing.
• Volition (conscious control). Voluntary control of breathing is limited, and the respiratory centers will simply ignore messages from the cortex (our wishes) when the oxygen supply in the blood is getting low or blood pH is falling .
• Emotional factors. Emotional factors also modify the rate and depth of breathing through reflexes initiated by emotional stimuli acting through centers in the hypothalamus .
• Chemical factors. The most important factors that modify respiratory rate and depth are chemical- the levels of carbon dioxide and oxygen in the blood; increased levels of carbon dioxide and decreased blood pH are the most important stimuli leading to an increase in the rate and depth of breathing, while a decrease in oxygen levels become important stimuli when the levels are dangerously low.
• Hyperventilation.  Hyperventilation blows off more carbon dioxide and decreases the amount of carbonic acid, which returns blood pH to the normal range when carbon dioxide or other sources of acids begin to accumulate in the blood.
• Hypoventilation.  Hypoventilation or extremely slow or shallow breathing allows carbon dioxide to accumulate in the blood and brings blood pH back into normal range when blood starts to become slightly alkaline.

Respiratory efficiency is reduced with age. They are unable to compensate for increased oxygen need and are significantly increasing the amount of air inspired. Therefore, difficulty in breathing is usually common especially during activities.  Expiratory muscles become weaker so their cough efficiency is reduced and the amount of air left in the lungs is increased. Health promotion teaching can include smoking cessation, preventing respiratory infections through handwashing , and ensuring up to date influenza and pneumonia vaccinations.

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Parts of the Respiratory (Breathing) System Worksheet

Subject: Primary science

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

28 January 2021

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This worksheet comprises of four activities that all relate to the parts of the respiratory system - nostrils, mouth, larynx, pharynx, trachea, bronchus, bronchioles, lungs, alveoli etc.

The activities are as follows:

a) Anagrams of the parts of the respiratory system. b) Label a diagram with some of the parts of the respiratory system. c) A word search with some of the parts of the respiratory system with extra bonus words hidden within. d) Describing the function of one or two of the parts of the respiratory system.

It serves as a review or follow-up to an introduction of the system and the basic process. Children are expected to know the names of the parts, how to spell them, identify them on a diagram and understand what their basic role is in the system.

The document is mostly editable so you can change some of the parts to suit your children’s needs.

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• Respiratory System for the Middle School Human Body Science Classes

Table of Contents

Human Respiratory System – The Breathing System, Parts, Functions, Middle School Teaching Tips and Activities

The respiratory system is a complex but interesting unit of biology and body systems. The mechanism of the breathing system to the important role of oxygen that we breathe in, is a fun journey to take your students on. Over my tenure as a middle school science teacher, the challenge was not just explaining human respiratory system parts and functions to my middle school students but ensuring that this knowledge was both reflective and appealing for them to grasp for good. Let me walk you through some academic methods, teaching tips, classroom activities and hands-on strategies that have transformed my classes of respiratory system into a vibrant learning hub.

1. Anatomy of Respiratory System: Laying the Groundwork with Comprehensive Academic Exploration

It is best to start this unit by sharing basics of the anatomy and respiratory system parts and respiratory system functions in academic details as listed below using a power point slide presentation. Including visuals help in better understanding. Central to understanding of any body system is recognizing its individual parts and their functions. Hence, it is advisable to use clean, clear and labeled respiratory system diagrams that show the location and sequence of connection of individual parts of the human respiratory system starting from the nose to the alveoli and explaining the breathing system.

Respiratory System Parts and Functions:

Nose & Nasal Cavity : More than just an organ of / to smell, it is our body’s primary air filtration system. It warms, moistens, and purifies the air, prepping it for a safe journey to our lungs.

Pharynx & Larynx : Besides being a channel for the air, the larynx, often called the voice box, gifts us our unique voice, due to vibrating vocal cords to produce the sounds we utter daily. And Pharynx?

Trachea : Commonly referred to as the windpipe, it stands as a sentinel ensuring air reaches our lungs safely.

Bronchi & Bronchioles : Think of them as the intricate branches of a tree, spreading out and taking the air into the deep nooks and crannies of our lungs.

Lungs: Our breathing powerhouses. Each time we inhale oxygen-rich air, it’s the lungs that facilitate the extraction of this oxygen to be sent to our cells.

Alveoli: These are minuscule air sacs where the magic happens – oxygen and carbon dioxide are swapped in a delicate dance, thanks to a dense network of blood vessels.

2. Doodles & Worksheets: A Visual Deep Dive into Human Respiratory System

One of the best ways to etch a complex process in young minds is through visual aids. Respiratory system doodle worksheets that I’ve designed contain detailed diagrams of the entire respiratory tract. Students can navigate through the respiratory tract creating narratives and jotting down functions alongside the diagrams. I offer a blank and / or fill in the blank types doodles to suit the need of different types of learners in my classroom.

Respiratory System Infographic

3. depth through colors: the engaging color by number activities for middle school science.

While showing fun videos around the units of the human body systems is always a great idea, simple activities like Color by Number (respiratory) always make me happy as I see these engaged bunch of kids finding answers and matching the color code to complete their masterpiece. Oh yes, to see those faces who have accomplished that are always delightful!

4. Task Cards on the Human Respiratory System: Simplifying Complex Concepts

In the realm of teaching, task cards are unsung heroes. These concise cards distill complex topics into manageable bites, fostering ease of understanding. Within the respiratory system task cards , each card has fun questions around identifying the parts of respiratory system to answering questions around the roles / function of each part as well as that of the breathing system process. Task cards can be used in different ways. Converting them into a fun group activity by adding simple instructions is something I like to do for this unit and in general. Read more about using task cards in multiple ways in a classroom at https://thesciencearena.com/use-task-cards-in-multiple-ways-a-list-from-the-science-arena/ .

5. Engaging Hands-on Human Respiratory System Activities: Estimating Lung Capacity

A hands-on activity that always elicits excitement involves balloons and straws. Students blow into balloons, each puff representing their lung’s capacity. This tangible representation leads to discussions on lung health, exercises, and factors that might affect their breathing capabilities.

6. Showcasing the Alveolar Exchange – Another Hands–on Activity

The alveoli’s thin membranes, crucial for gas exchange, are replicated using sheer plastic sheets submerged in water. Students witness firsthand how easily gases (in this case, air bubbles) traverse these barriers, an experience that always draws gasps of wonder.

7. Role-playing: Embodying the Human Respiratory Dance

Role-playing solidifies learning like no other. It has always helped me across teaching and revising several science units of middle school students. In our “Breathing Orchestra,” students enact various respiratory parts, from the diligent trachea to the energetic alveoli, giving them an embodied understanding of each part’s function. This is a good way for them to understand the breathing system and human respiratory parts.

8. Peer-Driven Investigations

Rather than mere peer teaching, I encourage ‘peer-driven investigations’. Students deep dive into advanced topics related to the respiratory system. This prompts research, critical discussions, and often, discoveries of concepts even I find fascinating, at times! These topics can bring a connect to the unit of human respiratory system as well as the breathing system with the real world like the respiratory diseases of the time and their impact like the Corona – an epidemic which affected so many lives.

9. Culmination: Quizzes and Crafting a Respiratory Digest

From intriguing articles, interviews with ‘celebrity respiratory organs’, to crosswords and breathing system quizzes, they consolidate their understanding while also nurturing creativity. My own take on quizzes for this unit is when I divide the class into groups to answer the quiz questions and assigning scores for each correct answer and bonus score for answers to questions passed on to another team. They participate with so much enthusiasm; it is fun to watch! Summing up their learning journey, students collaborate on a project for the respiratory system .

10. Field Trip to a Pulmonary Lab (a Bonus)

Nothing beats real-world exposure. Annual trips to pulmonary labs offer students a chance to see machines measuring lung capacities, professionals discussing respiratory disorders, and sometimes, even a lung specimen! This authentic experience deeply embeds the lessons learned on the breathing system and human respiratory system.

In Retrospect: The Symphony of Learning

Teaching the respiratory system, parts and functions with intricate details is fun; and with a blend of rigorous academic depth, vibrant visuals, interactive worksheets / tasks, and hands-on activities, the learning atmosphere becomes more and more engaging. Every year, as I witness the wonder in my students’ eyes while they discover the magic behind every breath, I am reminded of the beautiful symphony of learning we, as educators, have the privilege to conduct. In order to help middle school science teachers easily teach this unit, I’ve prepared a respiratory system bundle of Activities, Doodles with Reading Notes, Color by Number, Task Cards, Respiratory System Diagrams (colored, B/W, labeled, unlabeled) and a Project / File folder activity.

What are your favorite ways and resources to teach respiratory system of the human body in middle school classes?

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Respiratory System

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Luana de Barros Silva

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