The Respiratory System
Anatomy
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Chapter 13: The Respiratory System
The respiratory system is intimately connected to the cardiovascular system, both in lo-cation and function. Together, they work to supply all body cells with oxygen and dis-pose of metabolic end products such as carbon dioxide. The systems work interdependently with one another and are considered to be one of the most important homeostatic organ system teams in the body.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-LS1-1: Genes, Proteins, and Tissues
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Clarification Statement: none
Boundary Statement: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.
HS-LS1-2: Interacting Body Systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Systems and System Models)
Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.
HS-LS1-3: Feedback Mechanisms and Homeostasis
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (Stability and Change)
Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.
Boundary Statement: Assessment does not include the cellular processes involved in the feedback mechanism.
Learning Objectives / Career Connections
By the end of this chapter, students should be able to:
13-1 Name the organs forming the respiratory passageway from the nasal cavity to the alveoli of the lungs
(or identify them on a diagram or model), and describe the function of each.
13-2 Describe several protective mechanisms of the respiratory system.
13-3 Describe the structure and function of the lungs and the pleural coverings.
13-4 Describe the structure of the respiratory membrane.
13-5 Define cellular respiration, external respiration, internal respiration, pulmonary ventilation, expiration,
and inspiration.
13-6 Explain how the respiratory muscles cause volume changes that lead to air flow into and out of the
lungs (breathing).
13-7 Define the following respiratory volumes: tidal volume, vital capacity, expiratory reserve volume,
inspiratory reserve volume, and residual air.
13-8 Name several non respiratory air movements, and explain how they modify or differ from normal
respiratory air movements.
13-9 Describe the process of gas exchanges in the lungs and tissues.
13-10 Describe how oxygen and carbon dioxide are transported in the blood.
13-11 Name the brain areas involved in control of respiration.
13-12 Name several physical factors that influence respiratory rate.
13-13 Explain the relative importance of oxygen and carbon dioxide in modifying breathing rate and depth.
13-14 Explain why it is not possible to stop breathing voluntarily.
13-15 Define apnea, hyperventilation, and hypoventilation.
13-16 Describe symptoms and probable causes of COPD and lung cancer.
13-17 Describe normal changes that occur in respiratory system functioning from infancy to old age.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
St Vrain Science Center
Simulations
Essentials of Human Anatomy & Physiology
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Page updated
Report abuse