Dokuchaeva Elena Ivanovna

biology teacher

GBOU secondary school "School of Health" No. 404

Biology and English lesson on the topic:

"Respiratory organs: structure and functions"

Lesson objectives:

Educational:

study the structural features of the respiratory organs in connection with their functions;

reveal the essence of the breathing process, its significance in metabolism;

learn to name them not only in Russian, but also in English (expansion of vocabulary)

develop monologue speech skills

development of the “I have …” construction

learn how to breathe correctly.

Educational:

continue to formulate the basics of hygiene (breathing hygiene rules);

develop memory, attention, thinking;

Educational:

cultivate a caring attitude towards your body, your health, and the health of others;

draw an analogy: breathing is life; human lungs are the lungs of our planet (plant world)

teach to work in a group.

PROGRESS OF THE LESSON

I. Organizational moment

II. Updating of reference knowledge

Biology teacher questions:

1) What kind of environment do you and I live in? (Ground-air).

2) What gas enters our body from the air? (Oxygen)

3) For what process do humans and all living organisms need oxygen? (For breathing).

4) What gas do we exhale when we breathe? (Carbon dioxide).

5) Which kingdom of living organisms supplies oxygen to the atmosphere? (The plant kingdom in the process of photosynthesis)

– Why do they say: breathing is life?
– Does the structure of an organ affect the function it performs?
We will try to find answers to all these and many other questions in today’s lesson.

III. Learning new material (teacher English language)

How did you guess the topic of our today's lesson? “Respiratory organs” or “Organs of respiratory system” (lesson topic is presented by both teachers)

Objectives of our lesson: (biology teacher)

1. Find out which organs are involved in the respiratory process.

2. Learn to name them not only in Russian, but also in English (expansion of vocabulary)
3. Learn how to breathe correctly.

Breath is a set of processes that ensure the supply of oxygen and its use in oxidation organic matter and removal of carbon dioxide and certain other substances.

Oxygen is in the air around us, and it is supplied to the body by the respiratory system.

The meaning of breathing(2 teachers)

Providing the body with oxygen (The English teacher writes “oxygen” on the board and says it, the students repeat after him)

Removing carbon dioxide (English teacher writes “carbon dioxide” on the board and says)

Oxidation of organic compounds with the release of energy, necessary for a person for life (energy)

Removal of metabolic end products (water vapor, ammonia, hydrogen sulfide, etc.)

A new topic is introduced jointly by two teachers. The biology teacher talks about the functions of each respiratory organ, and the English teacher introduces vocabulary as follows: the biology teacher names the organ respiratory system and explains the functions of this organ, and students write down basic information about this organ. English teacher language names the same organ in English, students repeat this word and underline it in the handout (APPENDIX 1).

Upper respiratory tract

At normal breathing air must pass through nasal cavity, which is divided into two halves by an osteochondral septum. In each half there are tortuous nasal passages, increasing the surface of the nasal cavity. Their walls secrete mucus, which makes the inhaled air moist and traps dust and microorganisms. There are many blood vessels here that warm the inhaled air. With the help of the nose we smell various smells and protect ourselves by sneezing. The nasal cavity opens into the nasopharynx, and from there into the larynx.

Respiratory system

Airborne put AndRespiratory part

Nasal cavity Lungs

(The air is purified, (gas exchange between the body

moisturized, warmed) and environment)

3. Trachea

(passage of air into the bronchi)

4. Bronchi

(passage of air into the lungs)

The scheme is written down by the English teacher and introduces vocabulary, the biology teacher presents the material orally.

Nasal breathing hygiene

A sick person who does not follow the rules of hygiene becomes a source of infection.

The larynx is a tube 10-12 cm long and 15-18 mm in diameter, formed by cartilaginous half-rings, so the lumen of the trachea is always open. The entrance to the larynx when eating is closed by the epiglottis. It also produces mucus, which purifies the air.

Scream hurts vocal cords, which can cause inflammation and lead to hoarseness or loss of voice. When you whisper, the ligaments relax. Frequent inflammation of the respiratory tract, smoking and alcohol have negative influence to the vocal cords.

Down the trachea divides into 2 bronchi.

Swallowing large pieces food, you can choke and block the trachea. Popular wisdom says: “When I eat, I am deaf and dumb.”

At inflammatory processes a cough occurs, which helps remove mucus from the respiratory tract.

Lungs

The lungs are a large paired cone-shaped organ. There is a right and a left lung. They consist of pulmonary vesicles. The walls of these vesicles are very thin and consist of a single layer of cells. Lung cells secrete biologically active substances that prevent pulmonary vesicles from sticking together and neutralize microorganisms that have entered the lungs.

. Respiratory hygiene

Smoking disrupts the physiological properties of biologically active substances, the lungs stick together and do not participate in gas exchange.

IV. Consolidation of new material. (English teacher)

Nowyou’ lldivideinto 4 groupsofthree.

Primary consolidation of vocabulary. (Students are divided into 4 groups, each is given a list of transcriptions of words, they must sign the words, and for each group the words stand differently)

You should write the words, using their transcriptions.

["neɪz(ə)l] ["kævətɪ]

["brɔŋkaɪ]

["lærɪŋks]

["or(ə)l] ["kævətɪ]

The game “Snowball” (Gamesnowcom).

Let's play the game. The first student should name one organ of the respiratory system and show where it is. Then the second pupil will repeat the first word and call his/her own one. For example: I have a nasal cavity: I have a nasal cavity, a throat, ….

Practicing spelling skills.

Every group has a picture of a person. You should stick different organs of the respiratory system on the picture of a human body and then sign ( subscribe) them. You have 5 minutes to do this task.

Now let ’ s check ! (At the end of the work, the work of the groups is hung on a magnetic board and assessed together according to the following criteria: sequence of arrangement of organs, correct spelling of words in English)

Song"Respiratory system" Listen and say what organ of the respiratory system a singer has mentioned in this song. Sing a song.

Activation of LE in speech.

Work in groups. Make up the sentences from the given words and translate them into Russian. Use the words in brackets. (Appendix 3)

1 group: the /nose/breath/we/must/through

(We must breathe through our nose)

group: warms/ in/ a/ cavity/cleans/nasal/the/air/and/moistens

(In the nasal cavity, the air warms, purifies and becomes moist.)

If there are problems translating a sentence, we include part 1 of the song « Respiratory system” and ask which organ of the respiratory system we are talking about.

group: for/is/lungs/dangerous/smoking

(SmokingdangerousForlungs. )

group: throat/the/vocal/in/codes/there/ are

Summing up the lesson

Test yourself(consolidation of material in groups or homework)

It is necessary to correlate the name of the organ with the function it performs by placing the required letter next to each number. (Appendix 4)

1. - ? 2. - ? 3. - ? 4. - ?

Did you like the lesson? What organs of the respiratory system did you recognize? Can you name them in English? How should you breathe correctly: through your nose or mouth? What is dangerous for our lungs?

XI. Homework

Learn words, practice full breathing

Oh organs breathing (organs of respiratory system)

Airborne ways Organ breathing

Noselungs

a nasal cavity lungs

(a nose)

Larynx

a larynx

(Here there are vocal codes.This is where the vocal cords are located)

Trachea

a trachea

Bronchi

bronchi ( a bronchus )

Oral cavity –an oral cavity

[" brɔŋ kaɪ]

[ trə" kiːə]

[" læ rɪŋ ks]

[ lʌŋ z]

[" neɪ z(ə) l] [" kæ və tɪ]

[" or(ə) l] [" kæ və tɪ]

[" neɪ z(ə) l] [" kæ və tɪ]

[" brɔŋ kaɪ]

[" læ rɪŋ ks]

[" or(ə) l] [" kæ və tɪ]

[ trə" kiːə]

["or(ə)l] ["kævətɪ]

[" neɪ z(ə) l] [" kæ və tɪ]

[" læ rɪŋ ks]

[ trə" kiːə]

[" brɔŋ kaɪ]

[" neɪ z(ə) l] [" kæ və tɪ]

[" brɔŋ kaɪ]

[" læ rɪŋ ks]

[ trə" kiːə]

[" or(ə) l] [" kæ və tɪ]

1st group:

the	nose	we
must	through	breathe

moistens	in	a	cavity
cleans	nasal	the	air
and	warms

group :

group:

for	is		lungs	dangerous
smoking

Group 4:

throat	the	vocal	in
codes	there	are

1. - ? 2. - ? 3. - ? 4. - ?

Nosareva T.Yu., teacher of biology, geography and chemistry

MBOU "Lesozavodskaya secondary school" Konosha village, Arkhangelsk region, 2014

General lesson on the topic "Breathing"

Objective of the lesson:

Educational: Bring into the system the students’ knowledge about the structure, functions and hygiene of the human respiratory organs.

Developmental: To develop the ability to compare, classify and generalize the facts and phenomena being studied.

Educating: Continue to form the need for healthy way life.

Introductory word teachers. Today in class we will remember and analyze what we know about the respiratory organs. To do this, we will have to formulate a range of basic issues and problems. What questions do you think we will consider? (what is breathing, its meaning, respiratory tract, breathing mechanism, main diseases, etc.)

On the slide and on the interactive board there is a note: “I breathe, and that means I live...” V. Vysotsky

– Do you think these words can fit our theme? Why? (Students express their opinions). As a result, we can conclude that breathing is a complex vital process.

– Let’s formulate the main goals of our lesson

Before the lesson begins, the lesson plan is written on the board:

I. Structure and functions of the respiratory organs.

II. Execution laboratory work.

III. Solving biological problems

IV First aid rules. Respiratory hygiene.

V. Summing up the lesson.

The class is divided into groups. Each group is headed by a consultant. Each consultant was given instructions before starting work (Appendix 2).

Structure and functions of the respiratory organs.

A representative from each group draws out a question number. Within 1 minute, students prepare and answer the question. Representatives of other groups have the right to supplement the answers of their comrades.

1.What is breathing? Why should you breathe through your nose?

2.How do speech sounds arise?

3.How does inhalation and exhalation occur? Nervous and humoral regulation?

4.How does gas exchange occur in the lungs and tissues?

Performing laboratory work.

Each student is given a sheet of text to complete the laboratory work.

Laboratory work No. 1 "Vital capacity of the lungs"

An adult, depending on height and age in calm state With each inhalation, it consumes 300-900 ml of air and exhales the same amount. At the same time, the capacity of the lungs is not fully used. After any calm inhalation, you can inhale an additional portion of air, and after a calm exhalation, you can exhale another portion of air. Maximum quantity exhaled air after the deepest inhalation is called the vital capacity of the lungs (VC). It is determined using special device- spirometer. On average, the vital capacity of the lungs is 3-5 liters.

Purpose of work: learn to calculate the vital capacity of the lungs using formulas.

Progress of work: calculation of the vital capacity of the lungs. For teenagers it is calculated using the formulas:

Boys 13-16 years old:

VC=((height (cm) x 0.052)) - ((age (years) x 0.022)) - 4.2 = : .

Girls 8-16 years old:

VIT=((height (cm) x 0.041)) - ((age (years) x 0.018)) - 3.7 = : .

Reporting form:

Calculate your own vital capacity using formulas.

Compare the results obtained with the average tabular ones.

Draw conclusions:

1) What is the value of vital capacity in your body?

2) Compare your vital value with the average tabular data.

3) How many participants in the group have VC above the norm, and how many have it below.

4) Write down the results on the worksheet.

Announce the results of the work done.

Vital indicators of adolescents

Age (years)	Boys' vitals	Vitality of girls

Physical exercise. Today we will check the capacity of our lungs without the help of a spirometer, but we will try to do this “relative to our neighbor” and with the help balloon. Everyone will have three attempts. So, with one exhalation you need to fill the balloon with air and compare the volume of the balloon with its neighbors. (Second attempt after 10 squats). This is not all testing. Without releasing a single drop of air from the balloon, you need to do several physical exercise:

Stretch your hand with the ball up as far as possible

At this height, transfer the ball to the other hand

At a height, grab the ball with both hands and bend back as much as possible

Thank you all very much! Everyone did great!

Problem solving.

Each team, in the same order as in the previous task, is read the text of the task. You are given a minute to think about your answer.

1.During the Great Patriotic War such an episode occurred. Our intelligence officer was tasked with obtaining valuable documents from the enemy headquarters. Dressed in a German uniform, the scout tracked down the colonel with a briefcase containing necessary documents. With a cry: “Uncle, I’m alive!” - the scout threw himself on the colonel’s neck and inserted a needle into his brain through the occipital foramen. The death occurred instantly, which allowed our people to take possession of the documents. Which part of the brain did the needle hit and which center did it destroy?

Answer: The needle inserted into the colonel’s skull struck medulla oblongata, where the centers of respiration and circulation are located.

2. Many novice smokers put it in their mouths. tobacco smoke, and then release it without inhaling. Why can this entertainment turn into a habit, which will then be difficult to break the habit of, and become the real reason smoking?

Answer: Beginner smokers do not take into account that a number of substances: nicotine, alcohol, validol, nitroglycerin - can be absorbed in all parts of the digestive tract, starting with the oral cavity.

3. Why are children who, for one reason or another, have difficulty breathing through their nose, are more often exposed to colds? The air entering the lungs during breathing is subjected to “sterilization.” What protects the body from the entry of pathogenic microorganisms into it along with the inhaled air?

Answer: The nasal cavity is lined with ciliated epithelium and is densely permeated blood vessels. The air entering the nasal cavity: 1) is warmed, 2) moistened, 3) disinfected, 4) warmed. When children have a stuffy nose, they breathe through their mouth, so cold and polluted air enters the lungs.)

4. Humans and any mammal breathe normally when food is chewed in the mouth. Do they breathe while swallowing food? Why is this happening?

Answer: In humans and mammals digestive tract and the airways are divided when swallowing food by the epiglottis, so they breathe while swallowing food.

Providing first medical care (pull out the task, 1 minute for discussion)

1.First aid for a drowning person

2. Help with suffocation, covering with earth

3. Clinical and biological death

4.Artificial respiration and indirect massage hearts

And now, I will read you a short excerpt from the book. Try to answer the question about what event it is about. we're talking about:

“Having landed on the shore, we went deep into the island. We were met by many almost naked people, very slender and strong, who came from their villages with burning brands in their hands and grass, the smoke of which they drank. Others carried one large wrapper and lit it at every stop. Then everyone took three to four puffs from it, releasing smoke through their nostrils” (meeting of Columbus and his crew with the natives).

List the diseases that can occur in a smoker

Diseases

smokers

From all that has been said, what is the conclusion?

Conclusion: ( Smoking has a very negative effect on the body. We are once again convinced that there is not a single organ in the body that is not damaged by nicotine.)

What a great fellow you are! They passed the test with honor. Give yourself points for your work at this stage. Now fill out the memos that you will exchange at the end of the lesson (Appendix 3)

Summing up the lesson

Using the score sheets, each group calculates the number of points scored by each participant and the group as a whole. We determine the most productive group and the student of the group. Congratulations!

(music sounds)

“As long as I breathe, I hope (Dum spiro, spero)”

Probably, these words of the Roman poet Ovid are now filled with new meaning. Breathing is life, while a person lives, he develops, gains new knowledge, becomes a personality, and looks to the future with hope.

Giving marks for work in groups.

Literature.

School Student's Handbook. Biology. M., "Enlightenment", 1996.

Batuev A.S. Biology. Human. 9th grade. Textbook. M., "Bustard", 1998.

Batuev A.S. and others. Biology: Dictionary-reference book for the textbook "Biology. Man. Grade 9" ed. Batueva A. S. /M., Bustard, 2002.

Mash R.D. Biology. Man and his health. Collection of experiments and tasks. 8-9 grade. M., "Mnemosyne", 1997.

V. S. School workshop. Biology. Human. 9th grade. M., Bustard, 2001.

Appendix 2

Last name Student first name	Laboratory work	Structure and functions of the respiratory organs.	First aid

Memo to the group leader

Before the workshop starts, check that group members have school equipment.

Performing laboratory work:

Read the progress of the work;

Get the job done. Each group member does the work independently;

Draw conclusions from the work;

Announce your results.

Read the text of your question. Mark active students on the record sheet.

Solving the problem. Discuss the solution to the problem. Announce the progress of the decision.

Summarize the work at the seminar lesson. Enter your grades on the record sheet.

Note:

"+" is the complete correct answer

"+" is a correct, but not entirely accurate answer

"?" - incomplete answer

"^" – addition

Appendix 3

Breath- totality physiological processes, including gas exchange between the body and the environment and a complex chain biochemical reactions with the participation of oxygen. Respiratory organs- specialized organs for gas exchange between the body and the environment. (Respiratory system, gas exchange system) consists of airways (respiratory) tracts And paired lungs , in which gas exchange actually occurs (saturation of the blood with oxygen and removal of carbon dioxide)

A person breathes by absorbing oxygen from the atmospheric air and releasing carbon dioxide into it. Every cell needs energy to function. The source of this energy is the breakdown and oxidation of organic substances that make up the cell. Proteins, fats, carbohydrates, entering into chemical reactions with oxygen, oxidize (“burn”). In this case, the molecules disintegrate and the internal energy contained in them is released. Without oxygen, metabolic transformations of substances in the body are impossible.

There are no oxygen reserves in the human or animal body. Its continuous intake into the body is ensured by the respiratory system (respiratory system). The accumulation of significant amounts of carbon dioxide as a result of metabolism is harmful to the body. CO 2 is also removed from the body by the respiratory system.

Respiratory organs

Organ	Structure	Function
Nasal cavity	Lined with ciliated epithelium; in the depths there is an organ of smell - a group nerve cells sensing odors	Cleaning, humidifying, warming the air, smelling
Nasopharynx	The space between the nasal and oral cavities, lined with ciliated epithelium	Air humidification
Larynx	A group of cartilages connected by ligaments (the largest are the thyroid cartilage and the epiglottis) and form the glottis	Conducting air, producing sound; The epiglottis closes the entrance to the larynx when swallowing
Trachea(tube 10-12 cm)	Cartilaginous half-rings connected by ligaments; the inner surface is lined with ciliated epithelium that secretes mucus	Conducting air, additional air purification from dust and microorganisms
Bronchi	A network of tubes consisting of cartilaginous rings; branches in every lung	Conducting air
Lungs. Pleura	A connective tissue sac on the surface of the lung filled with fluid; consists of two layers, between which is the pleural cavity filled with pleural fluid	Due to the negative pressure in pleural cavity the lungs are stretched when inhaling; pleural fluid reduces friction during breathing
Lungs. Alveoli	Bubbles consisting of one layer epithelial cells and densely entangled in a network of capillaries	Gas exchange by diffusion of oxygen and carbon dioxide through the walls of capillaries due to the difference in the concentration of these gases in the capillaries and alveoli

Vital activity of the respiratory organs

Breath Meaning:

providing the body with oxygen and using it in redox processes
formation and removal of excess carbon dioxide from the body
removal of some end products of metabolism: water vapor, ammonia, hydrogen sulfide and other gases

This is a summary of the topic "Breath. Respiratory system". Choose what to do next:

Go to next summary:

Volkova Tatyana Viktorovna,

biology teacher,

specialist highest category top level, State Institution “Secondary School No. 19 of the Education Department of the Akimat of Kostanay”

Grade: 8

Lesson plan Date

Lesson biology

Lesson topic: "The importance of breathing. The structure and functions of the organs of the respiratory system" - (flipchart, page 3- document Microsoft Office Word ).

Purpose of the lesson (flipchart, page 2) :

study the structural features of the respiratory organs in connection with their functions.

Lesson objectives:

Educational: form idea about the importance of breathing as vital important process for life; establish the relationship between the structure and functions of the respiratory (air) tracts, find out the mechanisms of voice formation;

Educational: improve skills in working with scientific text, tables, drawings, video materials, and the ability to think logicallyand formalize the results of mental operations in oral and written form,develop the ability to conduct scientific dialogue;

Educational:

To cultivate in students a culture of speech, caring attitude towards their body, their health, and the health of others.

Lesson type: lesson of studying and primary consolidation of new knowledge with elements problem-based learning.

Form of study: individual, frontal, in pairs and in groups.

Lesson methods: reproductive, partially search (related to setting up and explaining experiments), problem method (when solving problem tasks), independent work with a textbook and analysis of new information.

Equipment: dummy larynx, human torso with internal organs, flipchart, video materials “The meaning of breathing”, “Structure of the nasal cavity”, “Electronic textbook on biology. 8th grade" (Volkova T.V., ISBN 978-601-7438-01-2) , interactive whiteboard, computer.

As long as I breathe, I hope.

(Roman poet Ovid).

Lesson progress

Lesson stage

Content educational material

FOPD

Preparation for VOUD, UNT

Tasks for the development of functional literacy

Individual correctional work

I . Org.

moment

II .Updating knowledge:

III . Motivation

I IV . Studying n/m:

V . Fastened

tion

VI . Conclusions

VII . Let us down

summary of the lesson.

VIII . D/Z:

VIII .

Reflection:

The lesson is interactive,

The student is not passive,

He's in the thick of things

Makes many discoveries

What will he learn in class?

Leads him to development.

Solution of a biological problem (flipchart, page 3) :

(Students are divided into 3 groups, each group receives a biological task).

A) A person can live without food for several weeks, without water for several days, without oxygen for no more than 10-20 minutes. Explain why?

B).The Roman poet Ovid wrote : “As long as I’m breathing, I hope.” What did he want to say? Justify your answer.
IN). How much air (cubic meters) does a class of 25 people spend on breathing during a 45-minute lesson, if one ninth-grader on average takes 16 breaths per minute of 500 cm of air?

(flipchart, page 4).

Even in ancient times breath considered the root cause of life.

Explain the saying “We need this like air” which proves it.

(People have noticed that without air a person dies within a few minutes (at most after 10, and a trained organism after 20 minutes).

Teacher: for a long time people did not know that for one person to breathe in a hermetically sealed room it takes 2 m 3 air for 1 hour. So in 1846, a battalion of soldiers who took refuge in the hold during a storm died on the ship Mary Soames, although the ship remained absolutely unharmed.

(flipchart, page 5).

After watching the video clip “The Importance of Breathing for Humans,” answer the problematic questions:

But why do we breathe?

What is the significance of breathing for any living organism, including humans?

(The teacher, together with the class, discusses these problematic issues and proceeds to communicate the objectives of the lesson, leading to the necessary conclusions.)

– Open your notebooks and write down the topic of today's lesson.

Topic: “The meaning of breathing. Structure and functions of the organs of the respiratory system."

Lesson objectives: (flipchart, page 6).

1. Did you know…(flipchart, page 7).

that an adult takes 15-17 breaths per minute (about 2 thousand times per day), and a newborn child takes 1 breath per second. Breathing does not stop working from the birth of a person until his death, because without breathing our body cannot exist. It has been proven that an adult exhales 4 glasses of water per day (approximately 800 ml), and a child exhales about two (approximately 400 ml). In an adult, approximately 7 thousand liters of air pass through the lungs.

2. Working with terms(flipchart, page 8).

Basic terms and concepts in the lesson.

Breathing, airways, nasal cavity, nasopharynx, larynx, epiglottis, vocal cords, glottis, adam's apple, trachea, bronchi, bronchioles, alveoli, lungs.

3. The meaning of breathing(flipchart, page 9).

using the material on page 163, paragraph 37 of the textbook edited by R. Alimkulov, fill out the “Meaning of Breathing” cluster:

CO 2 formation and removal

Providing for the body

oxygen

The meaning of breathing

Removal of some end products of metabolism: water vapor, ammonia, hydrogen sulfide and other gases

Oxidation (decomposition) of organic compounds with the release of energy necessary for human life.

Conversation with the class:

Organic matter + oxygen = carbon dioxide + water + energy

From the oxidation equation we see that for the life of a living organism, including humans, it is necessary energy. Where does it come from?

That's right, we breathe to obtain energy, i.e. Oxygen is the basis for the life of a living organism.

So what is breathing? (write in notebook).

Breath - this is a set of processes that ensure the supply of oxygen, its use in the oxidation of organic substances and the removal of carbon dioxide and some other substances. …

4). Structure and functions of the respiratory system(flipchart, page 10).

The respiratory organs are the air gates to the body.

A).Biological task:

Imagine a molecule of atmospheric oxygen penetrating into the lungs when inhaled. Mentally trace the path this molecule will take with air from the nostrils to the lungs and fill in the “Respiratory System” diagram. Check your answer.

Human respiratory system - set of bodies providing external breathing(gas exchange between inhaled atmospheric air and blood).

B). Respiratory (air) tracts divided into upper (nasal cavity, nasopharynx and larynx) and lower (trachea and bronchi) (flipchart, page 11).

IN). Exercise:

As we study the structure and functions of the organs of the respiratory system, we will try to fill out the table. Redraw it, please.

(It’s better to print out the table in advance and distribute it so as not to waste class time on this).

Table “Structure and functions of the organs of the respiratory system”:

Organ name

Structure

Functions

G). Upper respiratory tract: nasal cavity and nasopharynx

A). The airway begins in the nasal cavity(flipchart, page 12).

“Without a nose, a person knows what the hell

– a bird is not a bird, a citizen is not a citizen,

Just take it and throw it out the window!”

N.V.Gogol.

But seriously, why did humans have a nose? After all, his ancestors, the apes, did not have it! To find out about this, I suggest you answer the questions after watchingvideo clip about the nasal cavity:

What structural features of the nose help it cope with this function?

(The nasal cavity is separated from the oral cavity by a special partition - the palate. During normal breathing, air passes through the nasal openings intonasal cavity , which is divided by the osteochondral septum (it is what gives the nose its shape) into two halves. In each half there are tortuous nasal passages, increasing the surface of the nasal cavity. They are lined from the inside with a mucous membrane containing ciliated (ciliated) epithelial cells, blood vessels and glands that secrete mucus. In an adult, the mucous membrane secretes 0.5 liters of mucus per day. If the cilia did not remove dust from the respiratory tract, then over 70 years 5 kg of it would accumulate in the lungs.

The nasal cavities are equipped with sensitive cells that provide a protective function: the sneezing reflex).

What functions does the nose perform?

(traps dust particles and microorganisms settling on the walls of the cavity;warms and humidifies incoming air; olfactory; participation in speech and facial expressions).

This is interesting…

The ciliated epithelium carries out up to 20-30 grams of dust per day.

If the cilia did not remove dust from the respiratory tract, then over 70 years 5 kg would accumulate in the lungs.

In an adult, the nasal mucosa secretes 0.5 liters of mucus.

b). Nasal breathing hygiene (flipchart, page 13).

Video clip “Sneezing and coughing”.

V). Observations: “Check the air passage through the nasal passages”

(flipchart, page 14).

Experience: close one nasal passage and bring a light piece of cotton wool to the other. A stream of air will throw it away when you exhale, and press it against the nasal opening when you inhale.(This technique can be demonstrated on a subject.)

From the nasal cavity, air enters the nasopharynx ( upper part pharynx) internal nostrils – choanae and then down the throat , with which it communicates and oral cavity. Therefore, we can breathe through our mouth.

G). Biological task: What happens if we breathe through our mouths in frosty weather? Explain why.

The digestive and respiratory tracts intersect in the pharynx. Food from the pharynx enters the esophagus, and air through the larynx enters the windpipe (trachea), which begins with the larynx.

D)) Upper respiratory tract: larynx(flipchart, page 15).

A). Structure of the larynx.

Independent work with a textbook on the task:

using the material on page 164, paragraph 37 of the textbook edited by R. Alimkulov, fill out the “Meaning of Breathing” cluster:

What is the inner surface of the larynx lined with? (mucous membrane).

What is the largest cartilage of the larynx? (thyroid).

What cartilage closes the entrance to the larynx during swallowing? (epiglottis).

Teacher: the larynx looks like a funnel. It is lined with mucous membrane from the inside and is equipped with receptors - reflex cough. The walls are formed by several cartilages. The cartilages are semi-movably connected to each other. The largest cartilage is the thyroid cartilage, which protects the larynx in front. In men, it protrudes slightly forward, forming Adam's apple The entrance to the larynx is closed by cartilage during swallowing - epiglottis.

b). Observations (flipchart, page 16).

(The thyroid cartilage rises up during swallowing and then returns to its old place. With this movement, the epiglottis closes the entrance to the trachea and along it, like a bridge, saliva or a food bolus moves into the esophagus.)

1. Find the larynx. Make a few swallowing movements. What happens to the larynx?

2. Find out what happens to breathing during swallowing. Make another swallowing movement and make sure this fact is true.

(Breathing stops. The tongue closes the entrance to the nasal cavity, the epiglottis blocks the entrance to the trachea. As a result, air cannot enter the lungs at the time of swallowing).

V). Sound formation(flipchart, page 17).

There are mucous folds between the cartilages of the larynx - vocal cords . The lower pair is involved in voice formation. The ligaments are attached anteriorly to the thyroid cartilage, and posteriorly to the right and left arytenoid cartilages. As the arytenoid cartilages move, the ligaments can move closer together and become tense. The space between the vocal cords is called glottis.

During exhalation, air passes through the glottis and causes the vocal cords to vibrate, resulting in sound.

The vibration frequency of the ligaments is from 80 to 10,000 Hz.

The voices of girls and boys are practically the same, only boys have adolescence begin to change - break (due to uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.

Problematic question : Do speech sounds occur when you inhale or when you exhale? (when exhaling).

For articulate speech to occur, certain positions of the tongue, teeth, and lips are necessary. The mouth and nasal cavity enhance the sound, enriching it with various shades. The process of speech formation is called articulation and is formed in young children under 5 years of age.

Recording of Tarzan's scream

Screaming damages the vocal cords, which can cause inflammation and lead to hoarseness or loss of voice. (recording of the scream of Tarzan, played by Johnny Weissmuller, world record holder and Olympic champion in swimming. Four people screamed with him).

When whispering, the ligaments relax and do not close completely.

Frequent inflammation of the respiratory tract, smoking and alcohol have a negative effect on the voice-forming apparatus.

E). Lower respiratory tract: trachea and bronchi.

A). Structure of the trachea and bronchi(flipchart, page 19).

From the larynx, air enters the trachea. The trachea is a wide tube that consists of 16-20 cartilaginous half-rings connected by ligaments. The trachea is located anterior to the esophagus. As food passes, the esophagus expands, and the soft wall of the trachea does not interfere with this. The inner wall of the trachea is covered with ciliated epithelium, which removes dust particles from the lungs.

At the level of 4-5 thoracic vertebrae, the trachea divides to 2 bronchi ( from Greek " bronchos" - windpipe) - right and left. Inner surface they are lined with a mucous membrane, which contains ciliated epithelium with glandular cells. Here the saturation of the air with water vapor and its purification continues. They enter the right and left lung. In the lungs, each of the bronchi branches, like a tree, forming bronchioles - the thinnest filaments . Bronchioles end alveoli - pulmonary vesicles , in which it occurs gas exchange.

b). Respiratory hygiene(flipchart, page 20).

Swallowing large pieces of food can cause choking and block the trachea.

During inflammatory processes, a cough occurs, which helps remove mucus from the respiratory tract.

flipchart, page 21).

Fill in the text with the necessary words instead of the gaps. (flipchart, page 24).

It looks like a funnel, the walls of which are formed by cartilage. Between the cartilages of the larynx there are mucous folds - ... ... . The space between them is ... ... . As a result of vibrations... ... when air is exhaled,... . ...voices depend on length... ... . In women they are...than in men. That's why female voice Always....

Test yourself (flipchart, pages 22,23).

(flipchart, page 24).

1. The vital activity of an organism is possible only when oxygen enters its cells and carbon dioxide is removed.

2. In the nasal cavity, the air is purified, heated and humidified.

4. Gas exchange occurs in the alveoli of the lungs.

(Assessing students for a lesson, for a test).

flipchart, page 25).

and the functions of the respiratory organs performed (table).

Creative task:

In what cases does breathing become difficult? What are the consequences of this violation?

Develop a set of rules for respiratory hygiene.

flipchart, pages 26.

Who got a "5" today?

Who got "4"?

Who is not very happy with their grade? What needs to be done to improve your grade?

Give an emotional assessment of the lesson.

It is always useful to evaluate yourself, identify difficulties and find ways to overcome them. Formulate a conclusion about the degree to which the lesson goal has been achieved

Carry out with self-analysis of activities in the lesson and self-assessment at

Literature and Internet resources.

Emergency

BUT

Emergency

BUT

Kollek

Group work

Work in pairs

Collection

Group work

Frontal

Work in pairs

Individual

Group work

Collection

Individual

Work in pairs

Individual

Collection

Individual

Collection

Work in pairs

Individual

Collection

Individual

Application from “Electronic textbook on biology. 8th grade" (ISBN 978-601-7438-01-2),

Table “Structure and functions of the respiratory organs.”

Organs	Structural features	Functions
Nasal cavity	Air enters through the nostrils, the nasal cavity is divided into two halves by a septum, and from behind it communicates with the nasopharynx using the choanae. The walls of the nasal cavity are formed by bones and cartilage, lined with mucous membrane. The nasal passages are tortuous, the mucous membrane is supplied with blood vessels and covered with ciliated epithelium, and there are olfactory receptors.	Smell, warming inhaled air, dust retention and removal
Larynx	The larynx is located in the neck at the level of 4-6 cervical vertebrae, on its sides there are lobes thyroid gland, and behind is the pharynx. The larynx is formed by cartilage. The epiglottis covers the entrance to the larynx during swallowing. The inside of the larynx is covered with a mucous membrane with ciliated epithelium. On the side of the larynx on the right and left there is a depression - the ventricle of the larynx. Cartilages: thyroid, epiglottis, arytenoid, cricoid, etc.; vocal cords, ligaments stretched between the thyroid and arytenoid cartilages and limit the glottis.; lined with mucous membrane.	Education of sounds and speech
Trachea and bronchi	The trachea is a tube about 12 cm long, consisting of cartilaginous half-rings. Rear wall The trachea is soft (consists of a connective tissue membrane), adjacent to the esophagus. The inside is also lined with a mucous membrane containing glands that secrete mucus. From the neck area, the trachea passes into the chest cavity and divides into two bronchi (tracheal bifurcation). The bronchi enter the lungs and there they divide into bronchi of smaller diameter.	Air passage
Lungs	They have a shape cone : the upper - narrowed part - the top, and the lower - wider part - the base. On the side of each lung facing the heart there are depressions (the hilum of the lung), through which the bronchus, lung nerve, blood and lymphatic vessels. The bronchus branches in each lung. The bronchi, like the trachea, contain cartilage in their walls. The smallest branches of the bronchi are called bronchioles; they do not have cartilage or glands, but are equipped muscle fibers and are capable of narrowing (spasms of bronchioles). Right lung consists of three, and the left one of two lobes. Every lung department consists of segments: right lung There are 11 segments, in the left - 10. Each segment in turn consists of many pulmonary lobes. The bronchioles turn into extensions - alveolar ducts, on the walls of which there are protrusions called pulmonary vesicles, or alveoli (their diameter is 0.2-0.3 mm). The walls of the alveoli consist of single-layer epithelium and are adjacent to capillaries.	Gas exchange
Pleura	2 sheets of connective tissue membrane: pulmonary pleura parietal pleura Between them is the pleural cavity + pleural fluid	Reduces friction when breathing

List of sources used

1. Alimkulova R. Biology. Almaty: “Atamura”, 2008. - 288 p.

2. Bogdanova T.L., Solodova E.A. Biology. Directory. M.: "AST - PRESS". 2001 - 815 p.

3. Zverev I.D. A book for reading on human anatomy, physiology and hygiene. M.: “Enlightenment”, 1978. -239 pp.

4. Lipchenko V.Ya., Samusev R.P. Atlas normal anatomy person.M.: “Medicine”, 1988. -320s.

5. Rezanova E.A., Antonova I.P., Rezanov A.A. Human biology in tables and diagrams. M.: “Published - School”, 1998. - 204s.

Internet resources:

1. “Electronic textbook on biology. 8th grade" (Volkova T.V.,ISBN 978-601-7438-01-2),

2. www. yandex. ru-search -pictures

3. www. imfan. kz < http:// www. imfan. kz> - personal website of biology teacher Ratushnyak N.A.

4. www. kiwi. kz < http:// www. kiwi. kz> - video files

5.< http:// mirbioloii. ru/8- class>

6.< http:// www. uchportal. ru>

8.myshared.ru›slide/778318/

9.nsportal.ru›…razrabotka…uroka…znachenie-stroenie-i

10.www.uchportal.ru/

Volkova Tatyana Viktorovna,

biology teacher,

Grade: 8

Lesson topic: The meaning of breathing. The structure of the respiratory organs.

Lesson objectives:

Educational:

give the concept of the meaning of breathing as an important process for life;

know the structural features of the respiratory organs in connection with their functions;

Educational:

ability to analyze, compare, draw conclusions;

develop students’ ability to apply acquired knowledge in life;

solve problematic and intellectual problems.

Educational:

cultivate a caring attitude towards your body, your health, and the health of others.

Lesson type: a lesson in studying and initially consolidating new knowledge with elements of problem-based learning.

Form of study: individual, frontal, group work.

Teaching methods: verbal, visual, practical.

Equipment: dummy larynx, human torso with internal organs, flipchart, video materials “The meaning of breathing”, “Structure of the nasal cavity”, “Sneezing and coughing”,

“Electronic textbook on biology” (ISBN 978-601-7438-01-2).

Lesson progress:

I . Org. moment.

II . Learning new material.

(Use of ISET “Respiratory System”).

As long as I breathe, I hope.

(Roman poet Ovid).

1. Breath– a set of physiological processes, including gas exchange between the body and the OS and a complex chain of biochemical reactions involving oxygen.

2. Breath Meaning:

Providing the body with oxygen and using it in redox processes;

Oxidation (decomposition) of organic compounds with the release of energy;

Formation and removal of carbon dioxide;

Removal of some end products of metabolism: water vapor, ammonia, hydrogen sulfide and other gases.

3. Respiratory system: lungs and airways - nasal cavity, nasopharynx, larynx, trachea, bronchi.

Work in groups according to the assignment, using the material from paragraph 37 edited by R. Alimkulov, fill out the table “Structure and functions of the respiratory organs”:

Department name

Structure

Functions

Nasal cavity

Larynx

Trachea and bronchi

Lungs

Pleura

4. Vital capacity of the lungs – the greatest amount of air a person can exhale after taking the deepest breath. It is equal to 3500 cubic meters. see VC is measured using a spirometer device.

Performing l/r. 9 (6): Measurement of vital capacity.

5. Depth and frequency of breathing from

Neuro-humoral regulation;

Partial pressure of oxygen in the atmosphere;

Age and gender.

Physical activity;

Physical condition person.

6. Regulation of breathing

Nervous regulation

Involuntary regulation Voluntary regulation

frequency and depth of breathing frequency and depth of breathing

carried out

Respiratory center of the oblongata cortex cerebral hemispheres

Impact on cold, pain and We can arbitrarily accelerate

other receptors may pause or stop breathing

Humoral regulation

Frequency and depth of breathing

speeds up slows down

Excess CO2 Lack of CO2

7. Respiratory diseases: lung cancer, tuberculosis, bronchitis, ARVI, pneumonia, bronchial asthma, allergic rhinitis, flu.

8. Factors that negatively affect the respiratory system:

Environmental pollution atmosphere;

Deforestation and ocean pollution;

Smoking (tobacco smoke and tar;

Improper breathing;

Pathogens infectious diseases.

9. Terms correct breathing:

Deep, rhythmic breathing through the nose;

For complete ventilation of the lungs during breathing, the chest and diaphragm are used;

To make breathing easier, ensure correct body position while standing and sitting;

Ventilate the premises;

The indoor air should not be dusty, too dry or too damp.

Sh. Fastening:

1. A person can live without food for several weeks, without water for several days, without oxygen for no more than 10-20 minutes. Why?

2. The Roman poet Ovid wrote: “As long as I breathe, I hope.” What did he want to say? Justify your answer.

3 . Explain Mayakovsky’s words:

You can't lock a person in a box.

Ventilate your home better and more often...

4. Solve the problem: How much air (cubic meters) does a class of 25 people spend on breathing during a 45-minute lesson, if one ninth-grader on average takes 16 breaths per minute of 500 cm of air?

5. Answer the question in writing:

How is the structure of the lungs related to the function they perform?

6). Explain:

Why does the trachea have half rings, and the bronchi have rings made of cartilage tissue?

What do you think , why do smoking people Do you often have hoarse voices?

adults?

Why does the heart stop when there is breathing disorder?

Why did M. Lomonosov and E. Zola consider industrial dust to be especially dangerous? Give reasons for your answer.

7). Working with drawings:

A). Consider Fig. 1 “Respiratory Organs”, which is indicated by numbers on it

1- 11.Answer in writing: why should you breathe through your nose?

Fig. 1 “Respiratory organs”.

B). Consider Fig. 2 “Structure of the larynx”, which is indicated on it by numbers 1 -5. Why do you think it’s wrong to shout loudly?

Fig. 2 “Structure of the larynx.”

8. In place of the gaps, fill in the text with the necessary words / in the required case / indicated in brackets:

(larynx, sound, pharynx, volume, mouth, timbre, nose, pitch).

9 . Restore the text:

B, O, b, D, O, R, D, O, E

How can you explain this?

10 . Write down the numbers of incorrect judgments:

1. The airways begin with the nasal cavity.

2. Respiratory center located in the cerebellum.

3. Inhalation is carried out without expenditure of energy.

4. From the larynx, air passes into the trochea.

5. The lungs are related to airways.

6. Stuttering – nervous disease.

7. The causative agent of tuberculosis is Koch's bacillus.

8. During exhalation, volume chest decreases.

D/Z: abstract.

Explain the meaning of the saying:

“When I eat, I am deaf and dumb.” Why doesn't food get into the larynx?

Lesson appendix

“Structure and functions of the organs of the respiratory system”:

Department name

Structure

Functions

Nasal cavity

Tortuous nasal passages. The mucous membrane is abundantly supplied with blood vessels and covered with ciliated epithelium containing glands.

Smell. Warming (or cooling) and humidifying the air. Dust retention and removal. Reflex sneezing. Destroying bacteria.

Larynx

Cartilages: thyroid, epiglottis, arytenoid, etc. Between the arytenoid and thyroid cartilages, the vocal cords are stretched by cartilages, forming the glottis. The laryngeal cavity is lined with mucous membrane.

Formation of sounds and speech.

Reflex cough when receptors are irritated by dust. The epiglottis closes the entrance to the larynx during swallowing.

Trachea and bronchi

Tube 10–12 cm long with cartilaginous half rings. The posterior wall is elastic, bordering the esophagus. In the lower part, the trachea branches into two main bronchi. The inside of the trachea and bronchi are lined with mucous membrane.

Provide free passage of air.

Lungs

Paired organ. Small bronchi, bronchioles, pulmonary vesicles (alveoli). The walls of the alveoli are formed by single-layer epithelium and a dense network of capillaries.

Gas exchange through the alveolo-capillary membrane. Epithelial cells secrete a substance that prevents the alveoli from sticking together and neutralizes tumors that have entered the lungs.

Pleura

Outside, each lung is covered with two sheets of connective tissue membrane: the pulmonary pleura is adjacent to the lungs, the parietal pleura is adjacent to chest cavity. Between the two layers of pleura there is a pleural cavity filled with pleural fluid.

Due to the negative pressure in pleural cavity

The lungs are stretched when inhaling. Pleural fluid reduces friction during breathing.