Summary of the lesson on the topic “Respiratory Organs. Lungs and their work. Respiratory system

In this lesson, students will discover the meaning of breathing, learn how the respiratory system works and works. In addition, students will get acquainted with the mechanism of voice formation and learn why the voices of different people differ from each other, get acquainted with diseases of the upper respiratory tract and their prevention.

(Note: A computer presentation is included with the lesson.)

The meaning of breathing. organs of the respiratory system. Respiratory tract, vocalization. Respiratory diseases.

Epigraph of the lesson: “While I breathe, I hope”
(Dum spiro, spero)
Ovid is a Roman poet.

Lesson objectives: to give the concept of the meaning of breathing as a process necessary for life; establish the relationship between the structure and functions of the airways, consider voice formation and articulation of speech sounds; acquaint with diseases of the upper respiratory tract; to develop in students the ability to apply the acquired knowledge in life, to solve problematic and intellectual problems.

Demonstration equipment: model of the larynx, human torso with internal organs, wall charts, video material “Respiratory system”.

Type of lesson: lesson-introduction, acquaintance with new material.

Even in ancient times, breath was considered the root cause of life. The saying “We need it like air” proves it. People noticed that without air a person dies after a few minutes (at most after 6 minutes). People did not know for a long time that 2 m 3 of air for 1 hour is required for one person to breathe in a hermetically sealed room. So in 1846, a battalion of soldiers died on the ship "Mary Soames", who took refuge during a storm in the hold, although the ship remained absolutely unharmed.

Question: But why do we breathe? What is the meaning for us, as, indeed, for any living organism, is breathing?

(The teacher, together with the class, discusses this issue and proceeds to communicate the objectives of the lesson, leads to the necessary conclusions.)

1. Providing the body with oxygen and using it in redox reactions.

2. Formation and removal from the body of carbon dioxide and some end products of metabolism: water vapor, ammonia, etc.

3. Oxidation (decomposition) of organic compounds with the release of energy necessary for the physiological functions of the body.

Organic matter + oxygen = carbon dioxide + water + energy.

Attention! Energy is necessary for the life of the body: you listen, watch, write. I talk, I move - energy is expended on everything.

Conclusion: We breathe for energy. Thus, oxygen is the basis of the life of the body.

Question: How does oxygen enter cells?

Answer: Through the blood.

Q: How does oxygen get into the blood?

Answer: Through the lungs.

(Students are invited to define the process of breathing.)

Detailed definition:

Respiration is the process of O 2 entering the cells of the body, participation of O 2 in oxidation reactions, and removal of decay products.

The shortest definition:

Respiration is the exchange of gases between cells and the environment.

(Students write the definition of breathing in their workbook.)

The exchange of gases between the blood and atmospheric air occurs in the respiratory organs - this is pulmonary respiration. The exchange of gases between blood and tissue cells is called tissue respiration.

The respiratory organs are the air gates to the body. Let's get acquainted with the structure of the respiratory organs, let's see which way air travels before it passes into the blood, and carbon dioxide is released back.

The airway begins with nasal cavity.

Question: Wouldn't it be easier if the air went through the mouth? More economical and better? Why do children say: breathe through your nose?

Experiment with two rabbits. They took two rabbits. One of them had tubes inserted into the nasal cavity so that the air would pass without coming into contact with the walls of the nasal cavity. A few days later the rabbit died, but the other, breathing normally, remained alive. Explain why?

Conclusion: In the nasal cavity, the air is disinfected.

Question: What happens if we breathe through our mouths in freezing weather? Explain why.

Conclusion: in the nasal cavity, the air is disinfected, heated (with the help of blood vessels) + cleaned of dust and moistened.

(Students write the conclusion in their notebooks.)

1. The structure of the nasal cavity. The nasal cavity is separated from the oral cavity by a special partition - the palate. The nasal cavity is divided by an osteocartilaginous septum (it is this that gives the shape of the nose) into the right and left halves. In each of them there are winding passages that significantly increase the inner surface of the nasal cavity.<Рисунок 1>

The entire nasal cavity is lined with mucous epithelium. The epithelium has special outgrowths - cilia and cells that produce mucus. And also, in the mucous membrane there is a very large number of blood vessels.

Question: Why do you think there are so many blood vessels in the nasal cavity?

Answer: For warmth.

Question: And what are the cilia in the mucous membrane for?

Answer: Dust removal.

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

Question: What is slime for?

Answer: For moisturizing and disinfection, as there are lymphocytes and phagocytes in the mucus.

Air enters from the nasal cavity nasopharynx(upper pharynx) and then to throat, with which the oral cavity communicates. Therefore, we can breathe through the mouth. By the way, the pharynx as a crossroads leads both to the food canal and to the windpipe (trachea), which begins with the larynx.<Рисунок 2>

2. The structure of the larynx. The larynx has the appearance of a funnel, the walls of which are formed by several cartilages. The largest of them is the thyroid. In men, it protrudes somewhat forward, forming an Adam's apple. The entrance to the larynx during swallowing food is closed by cartilage - the epiglottis.

Exercise. Find the larynx. Make several swallowing movements. What happens to the throat?

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

Exercise. Find out what happens to the breath during swallowing.

(It stops.)

In the narrow part of the larynx there are 2 pairs vocal cords. The lower pair is involved in voice formation. In front, the ligaments are attached to the thyroid cartilage, and behind - to the right and left arytenoid cartilages. When the arytenoid cartilages move, the ligaments can come together and stretch.

With calm breathing, the ligaments are divorced. When reinforced, they are bred even wider so as not to interfere with the movement of air. When talking, the ligaments close, leaving only a narrow gap. When air passes through the gap, the edges of the ligaments vibrate and make a sound. Yelling harms the vocal cords. They tense up, rub against each other.

Exercise. Figure 65 of your textbook shows the vocal cords of three people. Determine by the vocal cords which of them breathes deeply after running, who stands calmly, who sings.

(Students give answers.)

In men, the length of the vocal cords is 20-24 mm, in women - 18-20 mm. The longer and thicker the vocal cords, the lower the voice. The voices of girls and boys practically do not differ, only in boys in adolescence they begin to change - to break (due to the uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.

(Note. Think of the Tarzan cry played by Johnny Weissmuller, world record holder and Olympic champion swimmer. Four people were screaming with him.)

Question: Do speech sounds occur when you inhale or when you exhale?

Answer: When exhaling.

But it turns out that vibrations of the vocal cords are not enough. For the emergence of articulate speech, certain positions of the tongue, teeth, and lips are necessary. The mouth and nasal cavity amplify the sound, enrich it with various shades. ( Note. Say the phrase: "The destroyer raced." Why was the offer skewed?

There are special speech centers in the brain. They coordinate the work of the muscles of the speech apparatus and are associated with the processes of consciousness and thinking. The process of speech formation is called articulation and is formed in young children up to 5 years old.

Conclusion. The meaning of the larynx: swallowing, the formation of speech sounds.

Air enters the trachea from the larynx.

3. The structure of the trachea. The trachea is a wide tube, which consists of 16-20 cartilaginous half-rings and therefore is always open to air. The trachea is located in front of the esophagus. Its soft side faces the esophagus. During the passage of food, 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. In the lower part, the trachea is divided into 2 bronchi: the bronchi have cartilaginous rings. They enter the right and left lungs. In the lungs, each of the bronchi branches like a tree, forming bronchioles. Bronchioles end in alveoli - pulmonary vesicles in which gas exchange occurs. The pulmonary vesicles form a spongy mass that forms lung. Each lung is covered by a membrane called the pleura.

nasal cavity - nasopharynx - larynx upper respiratory tract.

The trachea and bronchi form lower respiratory tract.

Most microorganisms are retained and neutralized by the mucous membrane of the upper respiratory tract. Sometimes they cause various diseases: influenza, tonsillitis, diphtheria, sinusitis, frontal sinusitis.

In some bones of the skull there are air cavities - sinuses. The frontal bone has frontal sinus, and in the maxillary maxillary sinuses. They amplify the sounds of speech and give them additional shades. The shape of the vocal cords and maxillary sinuses is individual. Therefore, the voice of each person is unique, and we distinguish people by voice.

Influenza, tonsillitis, acute respiratory infections can cause inflammation of the mucous membranes of the sinuses - sinusitis and frontitis. A person's nasal breathing is disturbed, purulent mucus is released from the nose.

Prevention. You need to be treated by an otolaryngologist.

In front of the entrance to the larynx and esophagus are the tonsils (made of lymphoid tissue), they contain many lymphocytes and serve to protect against infection. Inflammation of the tonsils is called tonsillitis.

Behind the soft palate are the pharyngeal tonsils. adenoids. When they become inflamed, breathing becomes difficult.

At diphtheria(in the lane) the tonsils become inflamed: diphtheria films of a gray-white color appear on them. Swollen neck. Heart suffers from toxins myocarditis.

Prevention. People are vaccinated against diphtheria.

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 cleaned, heated and humidified.
3. There are two pairs of vocal cords in the larynx. The lower pair is involved in voice formation. Speech sounds are formed in the oral and nasal cavities.
4. Gas exchange occurs in the alveoli of the lungs.

Consolidation of the studied material

Watching a training video (5 min.).

Review questions

1. Why do we breathe?
2. Why can't you talk while eating?
3. Why does a person's voice change with loss of teeth, runny nose, food in the mouth?

Test “Respiratory system”

1. In which respiratory organ is the air heated?

A) nasal cavity
B) larynx;
B) trachea.

A) nasal cavity
B) larynx;
B) trachea.

3. In what organ is the anterior wall formed by cartilaginous semirings?

A) nasal cavity
B) larynx;
B) trachea.

A) has no effect
B) improves;
B) makes it worse.

5. Which of the following organs does not belong to the respiratory system?

A) lungs;
B) trachea;
B) pulmonary artery;
D) bronchi.

Lesson results. (Grades for active work in the lesson, for the test. Homework: p. 26, answer questions p. 138-139)

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The purpose of the lesson: study the respiratory organs in accordance with their functions.

Lesson objectives:

Educational:

• to study the structural features of the respiratory organs in connection with their functions;
• reveal the essence of the breathing process, its significance in metabolism;
• elucidate the mechanisms of voice formation.

Developing:

• continue the formation of the basics of hygiene (respiratory hygiene rules);
• develop the skills of research work through the setting of educational experiments.

Educational:

• educate respect for your body, for your health, for the health of others.

Equipment, materials, means of TSS: interactive whiteboard, computer, projector, presentation for the lesson, laptops on desks, two interactive multi-level presentations, cards with multi-level tasks, first aid materials for bleeding: bandages, tourniquet, brilliant green, iodine, perfume, a piece of cotton wool for each student's desk , a folded yellow sheet of paper with the text Humanoids, tied with a blue ribbon.

During the classes

I. Organizational stage(mood for the lesson).

(Slide 1-2) (Presentation 1)

2. Checking homework.

(Slides 3-6)

Each heart on slide 3 has a hyperlink to a task. The biggest hearts are tasks of an increased level of complexity, medium - medium level, small ones are tasks for weak students. 9 students themselves determine the level of difficulty of the task that they need to complete. Students who chose a low level do work on laptops at the front of each row (Presentation 2), medium level - show the rules for first aid for various types of bleeding (Annex 1)(First aid supplies on the table at teachers), difficult level - perform work on laptops standing on the second desks of each row (Presentation 3)

While the guys are completing tasks, the rest are playing the game "Circulatory system in numbers" (Use the control button to move from slide 3 to slide 7) (slide 7). Numbers appear on the slide that are related to the circulatory system, and students determine what they mean.

• 300 - a gram weighs a heart
• 5 - liters of blood in the body of an adult
• 120/70 - normal blood pressure in an adult,
• 0.1 seconds lasts atrial contraction
• 70 - beats per minute makes the heart of a healthy person per minute
• 4 - department in the heart or blood groups
• 20-25 - seconds lasts a full cycle of blood in two circles of blood circulation
• 0.4 - seconds the relaxation of the atria and ventricles lasts
• 0.25 - m / s the speed of blood in the vena cava,
• 0.3 - seconds the contraction of the ventricles lasts,
• 0.5 - mm / s the speed of blood in the capillaries.

Then the rules for first aid for bleeding are checked.

Ratings are given.

3. Creating a problem situation.

- Attention!!! Attention!!! Emergency!!! Now an unidentified flying object has been found in the school yard! The information center of the school urgently organizes an online broadcast from the scene. Please keep calm!

Teacher: Guys, something happened in the school yard, let's see. (Slide 8-9)

A cameraman runs through the slides, a spaceship lands, from which Humanoids exit and leave a box with a bundle in the school yard. Bundle (Annex 3) brings the messenger. Text on the roll reads: “We came from the Alpha Centauri star system. Our planet is in an ecological disaster. We know that your planet is inhabited by living beings and may be suitable for us as well. But by taking a sample of your air, we discovered a gas that does not exist on our planet. It is only known that its concentration in atmospheric air is approximately 21%. What is this gas and why is it needed? Guys, help me figure it out!

Teacher: Guys, do you have enough knowledge to help your brothers understand.

Students: No.

Teacher: Then let's figure it out together. The epigraph to our lesson can be the words of the ancient Roman poet Ovid: "While I breathe, I hope." (Slide 10). Probably, each of you has heard the saying: "We need it like air." And, indeed, without food and without water, an animal and a person can live for several days, and without air, no one can live even for 10 minutes. Which organ system is involved in gas exchange?

Students: Respiratory.

Teacher: Right. And the topic of our lesson today is “The Meaning of Breathing. Respiratory system". We write the topic of the lesson in a notebook. (Slide 11)

– What do you think, what unfamiliar gas was found in our air by the inhabitants of the planet Alpha Centauri?

Students: Oxygen.

Teacher: Right! With food, we consume organic substances - proteins, fats, carbohydrates. They are the source of our energy. This process is somewhat similar to the combustion process. But oxygen is needed to generate this energy. It, as we already know, is transported by the circulatory system, but from the air it is supplied to the blood by the respiratory system. (Slide 12)

4. Working with the tutorial and slide 13.

– Read on page 101 paragraph “The Meaning of Breathing” and comment on the following diagram. (Slide 13)

Thus, breath- is a collection 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. (Slide 14). Students write the definition in their notebook.

Respiratory system consists of the airways (cavities and tubes connected in series) and the respiratory part.
The airways include the nasal cavity and nasopharynx (upper respiratory tract), larynx, trachea, and bronchi.
The respiratory part is the lungs and the connective tissue membrane - the pleura. (Slide 15)

The airways begin with the nasal cavity. During normal breathing, a person breathes through the nose. Why does a person need a nose? Like eyes, lips, eyelashes, the nose, no matter how critical it is, is an adornment of the face. It is simply impossible to imagine a person with two holes out of the blue!

“Without a nose, a person - the devil knows what - a bird is not a bird, a citizen is not a citizen, - just take it, and throw it out the window! ..” - N.V. Gogol wrote about the nose. But seriously? Why did Homo sapiens have a nose?

(Children make guesses).

5. Observations.

“Check the passage of air through the nasal passages”

We close one nasal passage, and bring a light piece of cotton wool to the other. A jet of air will throw it away when you exhale, and press it against the nasal opening when you inhale. This technique can be shown on the subject.
Conclusion: During normal breathing, air necessarily passes through the external nostrils into the nasal cavity.

During normal breathing, air necessarily passes through the external nostrils into the nasal cavity, which is divided into two halves by an osteochondral septum. In each half there are sinuous nasal passages that increase the surface of the nasal cavity. Their walls are lined with a mucous membrane containing numerous cells of the ciliated (ciliated) epithelium.

In an adult, the mucous membrane secretes 0.5 liters of mucus per day.

Its function is to humidify the inhaled air, trap dust particles and microorganisms that settle on the walls of the cavity. Mucus contains substances that kill microbes or prevent their reproduction (the enzyme lysozyme and leukocytes). Numerous blood vessels branch under the mucous membrane, so even slight injuries of the nose are accompanied by heavy bleeding. These choroid plexuses warm the inhaled air to body temperature.

6. Primary fastening.

Why does a person need a nose? (Slide 16)

After the children's answers, the answers appear on the slide:

• protective function;
• air warming;
• air humidification.

Teacher: Our perception of smell also occurs with the help of the nasal cavity. (Spray perfume into class).

(Close your nostrils, say a few phrases)

The nasal cavity is connected to the cavities in the bones of the skull: maxillary, frontal and sphenoid. They serve not only to warm the incoming air, but also serve as resonators for voice formation. The nasal cavities are equipped with sensitive cells that provide a protective function: the sneeze reflex. The nasal cavity opens into the nasopharynx through the internal nostrils - choanae, and from there - into the larynx.

The slide shows:

• smell;
• participation in speech and facial expressions.

(By the control button, return to slide 15)

The larynx is located in the neck at level 4-6
cervical vertebrae, on the sides of it are the lobes of the thyroid gland, and behind - the pharynx. The larynx is formed by cartilage. The largest of them is the thyroid. In men, it protrudes somewhat forward, forming an Adam's apple.

The epiglottis covers the entrance to the larynx during swallowing. From the inside, the larynx is covered with a mucous membrane with ciliated epithelium. On the lateral 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 are stretched between the thyroid and arytenoid cartilages and limit the glottis .; lined with mucous membrane.

Teacher: The entrance to the larynx during swallowing food is closed by cartilage - the epiglottis. (Slide 18)

7. Observation.

Prove that when swallowing, the thyroid cartilage rises.
Feel for the thyroid cartilage, make a swallowing movement. Make sure that the cartilage goes up and then back to its original place.
Conclusion: with this movement, the epiglottis closes the entrance to the trachea and, like a bridge, saliva or a food bolus moves into the esophagus through it.

Find out why breathing stops during swallowing.
Make another swallowing movement and make sure this fact is true.
Conclusion: the tongue closes the entrance to the nasal cavity, the epiglottis blocks the entrance to the trachea. As a result, the air at the moment of swallowing cannot enter the lungs.

(By the control button go to slide 17 and follow the hyperlink to the animated video "The structure of the voice apparatus") (Annex 5). Then, by the control button, go to slide 19.

In men, the length of the vocal cords is 20-24 mm, in women - 18-20 mm. The longer and thicker the vocal cords, the lower the voice. The voices of girls and boys practically do not differ, only in boys in adolescence they begin to change - to break (due to the uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.

The sounds made by the vocal cords are not yet speech. Articulate speech sounds are formed in the oral and nasal cavities depending on the position of the tongue, lips, jaws and the distribution of sound streams. The work of these organs when pronouncing articulate sounds is called articulation. (Students write the definition in a notebook)

8. Primary fastening.

slide 19.

Teacher: Look at the pictures and say: where the person is silent, where he speaks, and where he screams or sings loudly.

(Slide 20) The possibilities of vocal cords are not limited. The following example speaks of this. The outstanding opera singer Fyodor Chaliapin had a natural gift for performing. (The class listens to the performance of a fragment of the song) (Annex 6). He regularly trained his vocal cords. The famous storyteller Irakli Andronnikov said about him: “As boys, we had heard a lot about Chaliapin's vocal cords. We ran backstage at the theater and asked him to open and show his mouth. In front of us stretched a huge space in depth, the like I have never happened to see. Human abilities are limitless. But there is no possibility. The vocal cords must be protected. You can not shout loudly, you can break your voice. Harmful and smoking, alcoholic drinks and hot drinks.

(Click the control button to go to slide 15, and from there follow the hyperlink "Trachea" to slide 21)

Teacher: The trachea is a tube about 12 cm long, consisting of cartilaginous half rings. The posterior wall of the trachea is soft (consists of a connective tissue membrane), adjacent to the esophagus. From the inside, it is also lined with a mucous membrane containing glands that secrete mucus. From the neck, the trachea enters the chest cavity and divides into two bronchi (tracheal bifurcation). The bronchi enter the lungs and divide into smaller bronchi there.

9. Fixing.

(Slide 22)

Teacher: Find from the listed organs those that do not belong to the respiratory system. (One student at the blackboard)

Another student draws lines with a stylus showing the sequence of the organs of the respiratory system.

If time permits, then do the work (Appendix 9) in test mode.

(Slide 23)- homework

On this slide you see the lungs - the main organs of the respiratory system. But we will talk about them in the next lesson. ( slide 24)

Knowledge of the world

TOPIC: “Respiratory organs. Lungs and their work.

GOALS: to form the concept of the respiratory organs, their functions and the importance of breathing for the body; introduce the rules of respiratory hygiene, explain the need to comply with these rules; develop thinking, memory, attention, curiosity, promote the cultivation of cooperation, self-control.

Equipment: table on the topic, model of human organs.

DURING THE CLASSES

Org.moment. The topic of the lesson.

Checking homework. Crossword.

1. The largest blood vessel coming from the heart. (aorta)

   Vessels that carry blood from the heart to all organs and tissues. (arteries)

   What does the blood carry away from the body (takes away in the lungs)? (carbon dioxide)

   What vessels carry dark blood back to the heart? (veins)

   What are the smallest blood vessels that carry oxygen and nutrients to every cell in our body called? (capillaries)

   This muscular sac is located on the left side of the chest and acts as a pump. (heart)

   What does arterial blood carry to each cell? (oxygen)

   This fluid supplies all the organs in the human body with oxygen, nutrients and vitamins. (blood)

9-10 This causes great damage to the work of the heart. (smoking, alcohol)

Keyword: What is necessary for good heart function? (training )

Assimilation of new material.

1. Assumption.

How does blood get oxygen?

Group work.

2. Formulation of the topic and objectives of the lesson.

3. Observation.

Watch your breath.

Breathe in and out.

What happens when you inhale?

What happens when you exhale?

What air do we inhale and what do we exhale?

4. Teacher's explanation.

When we breathe, our body receives oxygen, which we need as the most important gas for life. Our brain can live without it for no more than 5 minutes. All the cells that make up the body take in oxygen and release carbon dioxide. Our breathing apparatus consists of two lungs. Passing from the nose and mouth to the lungs, the air passes into them through channels that gradually decrease in size. This system of channels is like a tree upside down (trunk, branches, leaves), where the trunk is the trachea, the branches are the bronchi, the leaves are the alveoli. Breathing allows us to speak because it makes the vocal cords vibrate like guitar strings and produce sounds.

We inhale and draw air through our nostrils. It quickly passes through the nasal cavity and enters the windpipe - the trachea. It's pretty cleverly designed. When we swallow something, the trachea closes with a small flap so that food does not inadvertently enter the lungs. And when we take a breath, the pharynx closes, and the air runs not into the stomach, but into the lungs.

But if we decide to scream or laugh while swallowing food, the damper may not close in time, a crumb or drop will fall into the trachea, and we will have to cough for a long time until it flies out.

Breath

The lungs (1) are like an air pump that is powered by the chest muscles. The lungs expand to take in air and contract to release it like a balloon. When we inhale, air passes from the mouth and nose into the trachea (2), then into two wide tubes - the bronchi (3), which branch into smaller bronchi (4). From the inside, the bronchi are covered with tiny cilia. These moist cilia capture dust particles that have managed to slip through the trachea along with the air. Completely clean air should enter the lungs. The bronchi act as a filter. The smallest bronchi terminate in alveoli, which look like millions of air bubbles. Small blood vessels run next to the alveoli. The blood takes in oxygen and releases carbon dioxide into the alveoli, which we exhale.

Inhale and exhale.

Respiratory movement is not subject to the will of man. we breathe without thinking about it. But you can inhale and exhale more strongly or hold your breath for a short time. When we inhale (A), the chest muscles push the ribs apart, the chest and lungs expand and take in air. When we exhale (B), the muscles relax, the ribs move, the lungs contract, and the air escapes.

observation.

DO PHYSICAL EXERCISES

COUNT THE NUMBER OF BREATHINGS AND EXHAUSTS IN 1 MIN

CONCLUSION

5. Riddle.

HERE IS A MOUNTAIN, AND AT THE MOUNTAIN

TWO DEEP HORE.

IN THESE HOLES THE AIR Wanders,

IT COMES IN, IT GOES OUT. (Nose)

6. Assumption.

- Why can the nasal cavity be called a filter, stove, controller, sentry post of the body?

The blood vessels of the mucous membrane of the nasal cavity perform, as it were, the role of water heating, heating the inhaled air to body temperature. In contact with the mucosa, the inhaled air is moistened and cleaned of dust particles, which settle on a thin layer of mucus that covers this membrane. The nerve endings of the olfactory nerves "control" the chemical composition of the inhaled air, this is the only organ capable of perceiving odors.

Explain the meaning of the following hygiene rule:

Can't be human

Seal in a box.

Ventilate your home

Better and more often. (Mayakovsky)

7. Drawing up rules for respiratory hygiene and measures to prevent respiratory diseases.

Group work.

Make a word from letters:

What causes severe respiratory damage?

Iruekne (smoking)

Without food and water, a person can live for several days, but without air, he cannot live even for a few minutes. In a room where a lot of people gather, it is difficult to breathe, there is less oxygen in the air. Spoils the air, makes it unsuitable for breathing and tobacco smoke. There is always dust in the air. Talking, coughing, and sneezing sick people release germs into the air, so be sure to ventilate your room and classroom frequently. Walk more in the forest, in the fields and meadows. in parks and squares and other places where there is a lot of greenery. There the air is especially clean and fresh, contains more oxygen.

Being indoors,remember the basic rules:

Be sure to ventilate your room, open the window before going to bed.

Do not clean clothes and shoes indoors. Wash floors frequently and wipe dust off items with a damp cloth.

Dry your feet thoroughly before entering a room.

Cover your mouth with a tissue when coughing and sneezing.

Consolidation.

1. Reading the text of the textbook with notes.

— What did you learn new?

2. Riddle.

TWO AIR PETALS,

PINK LIGHTLY,

THE IMPORTANT WORK IS DONE

AND HELP US TO BREATHE. (Lungs)

Summary of the lesson.

Name and show the respiratory organs.

Homework.

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

MBOU "Lesozavodskaya secondary school" in the village of Konosha, Arkhangelsk region, 2014

General lesson on the topic "Breathing"

The purpose of the lesson:

Educational: To bring into the system the knowledge of students about the structure, functions and hygiene of the human respiratory system.

Developing: To form the ability to compare, classify and generalize the studied facts and phenomena.

Educational: To continue the formation of the need for a healthy lifestyle.

Introduction by the teacher. Today in the lesson we will remember, analyze what we know about the respiratory organs. To do this, we will have to form a circle of basic questions and problems. What questions do you think we will consider? (what is breathing, its meaning, airways, breathing mechanism, major diseases, etc.)

There is a note on the slide and on the interactive whiteboard: “I breathe, and, therefore, I live ...” V. Vysotsky

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

- Let's formulate the main objectives of our lesson

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

I. The structure and functions of the respiratory system.

II. Performing laboratory work.

III. Solving biological problems

IV Rules for the provision of first aid. Respiratory hygiene.

V. Summing up the lesson.

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

The structure and functions of the respiratory system.

A representative from each group draws a question number. During the 1st 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 is it necessary to breathe through the nose?

2. How do speech sounds occur?

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 with the text to complete the laboratory work.

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

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

The purpose of the work: to learn how 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 by the formulas:

Boys 13-16 years old:

VC \u003d ((height (cm) x 0.052)) - ((age (years) x 0.022)) - 4.2 \u003d: .

Girls 8-16 years old:

VC \u003d ((height (cm) x 0.041)) - ((age (years) x 0.018)) - 3.7 \u003d: .

Reporting form:

Calculate your own YCL using formulas.

Compare the results obtained with the average table.

Draw conclusions:

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

2) Compare your YCL value with the average table data.

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

4) Write down the results in the sheet with the work.

Announce the results of your work.

Adolescents' YCLs

Fizminutka. Today we will check the capacity of our lungs without the help of a spirometer, but we will try to do it “relative to the neighbor” and with the help of a 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 neighboring ones. (Second attempt after 10 squats). It's not all tests. Without releasing a single drop of air from the balloon, you need to do a few physical exercises:

Stretch your hand with the ball as far as possible

At this height, transfer the ball to the other hand

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

Thank you 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 have one minute to think about your answer.

1. During the Great Patriotic War, such an episode occurred. Our scout was instructed to get valuable documents from the enemy headquarters. Having changed into a German uniform, the scout tracked down the colonel with a briefcase containing required 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. Death occurred instantly, which allowed our people to take possession of the documents. In which part of the brain did the needle hit, and which center did it destroy?

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

2. Many novice smokers draw tobacco smoke into their mouths and then release it without inhaling. Why can this entertainment turn into a habit, from which it will be difficult to wean later, and become the real reason for smoking?

Answer: Beginning smokers do not take into account that a number of substances: nicotine, alcohol, validol, nitroglycerin - are able to be absorbed in all parts of the digestive tract, starting from the oral cavity.

3. Why do children who, for one reason or another, have difficulty breathing through their nose, are more likely to get colds? The air that enters the lungs during breathing is subjected to "sterilization". What protects the body from the entry into it along with the inhaled air of pathogens?

Answer: The nasal cavity is lined with ciliated epithelium and densely permeated with blood vessels. The air entering the nasal cavity: 1) is warmed up, 2) is moistened, 3) is disinfected, 4) is warmed. With nasal congestion, children breathe through their mouths, so cold and polluted air enters the lungs.)

4. Man 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, the digestive tract and respiratory tract are separated when swallowing food by the epiglottis, so they breathe while swallowing food.

First aid(pull out the task, for discussion 1 min)

1. First aid for a drowning person

2. Help with suffocation, covering up with earth

3.Clinical and biological death

4. Artificial respiration and chest compressions

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

“After landing on the shore, we went into the interior of the island. We were met by many almost naked people, very slender and strong, who walked from their villages with burning firebrands in their hands and grass, the smoke of which they drank. Others carried one large wrapper and lit it at every stop. Then everyone made three or four puffs out of it, releasing smoke through the nostrils ”(Columbus and his team meeting with the natives).

List diseases that may occur in a smoker

Diseases

smokers

What is the conclusion from all that has been said?

Conclusion: ( Smoking has a very negative effect on the body. Once again we were convinced that there is not a single organ in the body that would not be damaged by nicotine.)

What good fellows you are! Passed the test with flying colours. Give yourself points for the work at this stage. Now fill in the handouts that you will exchange at the end of the lesson (Appendix 3)

Summing up the lesson

According to the evaluation 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 plays)

"While I breathe, I hope (Dum spiro, spero)"

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

Giving marks for work in groups.

Literature.

Student's handbook. Biology. M., "Enlightenment", 1996.

Batuev A.S. Biology. Human. Grade 9 Textbook. M., "Drofa", 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 experiences and assignments. 8-9 grade. M., "Mnemosyne", 1997.

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

Annex 2

Memo to the group leader

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

Performing laboratory work:

Read the progress of the work;

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

Draw conclusions on the work;

Announce your results.

Read the text of your question. Mark active students on the register.

The solution of the problem. Discuss the solution to the problem. Announce the decision.

Summarize the results of the lesson-seminar. Put your grades on the score sheet.

Note:

"+" - complete correct answer

"+" - correct, but not entirely accurate answer

"?" - incomplete answer

"^" – padding

Annex 3

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Subject: "The Importance of Breathing. Organs of the respiratory system; Airways,

Target: reveal the essence of the breathing process, its role in metabolism; continue development

concepts of the relationship between the structure and functions of organs on the example of the respiratory organs; explain

functional connection of the circulatory and respiratory systems; introduce some

hygiene rules.

Equipment: tables depicting the organs of the respiratory system.

DURING THE CLASSES

1. Organizing moment

2. Knowledge check

Biological dictation

1.Vessel that carries blood to the capillaries artery)

2.necrosis of tissue in the heart heart attack)

3.organ of the circulatory system that pumps blood from arteries to veins heart )

4.The part of the heart from which blood flows through the arteries ventricle)

5.Hemorrhage in the brain(stroke)

6.Device for stopping arterial bleeding of a limb (tourniquet)

7.necrosis of tissue (necrosis)

8.The ability of an organ to work under the influence of impulses that arise in itself

(automatism)

9.A vessel in which gases are exchanged (capillary)

10.Vessel that carries blood back to the heart (vein)

11.The muscular layer of the heart wall (myocardium)

12.Device for measuring pressure (tonometer)

13.The part of the heart where the circulation ends (atrium)

14.Main artery, systemic circulation (aorta)

15.A disease associated with a persistent increase in blood pressure (hypertension)

16.The left side of the heart is rich in oxygen and poor in carbon dioxide.

(arterial blood)

17.It originates in the left ventricle, delivers arterial blood enriched

oxygen to all tissues of the body and ends in the right atrium. (Big

circle of the circulatory system)

18.The continuous flow of blood through the vessels is called ( circulation).

19.Hollow muscular organ located in the chest (heart)

20.Powerful thick-walled chambers that expel blood into the vessels during contraction

(ventricles)

21.Valves that prevent blood from flowing from the aorta back into the atria (lunate)

22.The period from one contraction to another is called ( cardiac cycle).

23.The blood-filled atria contract and push blood into the ventricles. This

contraction stage is called (systole atrium)

24.Atrial systoles lead to blood entering the ventricles, which at this moment

relaxed. This condition of the ventricles is called (diastole). ventricles.)

25.Blood pressure inside the arteries (arterial pressure)

26.The highest pressure at the moment of systole of the heart is called ( systolic).

27.Leakage of blood from blood vessels due to damage to their integrity

(bleeding)

28.Bleeding, in which the skin remains intact, and the blood pours into

body cavities (internal)

29.Bleeding that occurs when a vein is damaged (venous)

30.Small arteries (arterioles)

3. Introduction to the topic.

Air (more precisely, oxygen) is the basis of all the vital processes of our body, built

on oxidation. This means that life itself is impossible without oxygen.

In this lesson, you will learn how the respiratory system works, supplying oxygen to our

organism. In addition, you will get acquainted with the mechanism of voice formation.

4. Learning new material.

OXYGEN IS THE BASIS OF THE LIFE OF THE ORGANISM

Living cells of organisms, as a rule, receive energy as a result of oxidation and decay.

organic matter, so oxygen must be constantly supplied to them. For example, from

The glucose present in the body is formed by oxygen into carbon dioxide and water.

energy is released. This process takes place in the mitochondria. (animal organelles and

plant cells)

Thus, the normal vital activity of cells is possible only under the condition of constant

supply of oxygen and removal of carbon dioxide. Oxygen is consumed and carbon dioxide

is consumed so quickly that a constant accumulation of one and the removal of accumulations is necessary

another.

STAGES OF BREATHING

The exchange of gases between cells and the environment is called respiration. (set

processes that supply oxygen to the body and remove carbon dioxide)

The transfer of oxygen from the environment to the cells, where it enters into metabolism, and removal

carbon dioxide can be divided into 4 stages.

First stage - lung ventilation. (receipt from the environment into the lungs of air rich in

oxygen and the removal of air rich in carbon dioxide from the lungs into the external environment)

The second stage is gas exchange between the air in the lungs and the blood. It takes place in the capillary network

The third stage is the transport of gases by the blood to and from the tissues.

The first and second stages are called lung breathing. (gas exchange between air in the lungs and

RESPIRATORY SYSTEM

The respiratory system consists of the lungs (the respiratory organs of humans, terrestrial vertebrates and

some fish. In the lungs, oxygen in the air passes into the blood, and carbon dioxide from the blood into

air.), which are located in the chest cavity, the airways - nasal cavity

(a cavity in which a person has organs of smell), nasopharynx (department of respiratory

ways, upper part of the pharynx), pharynx, larynx(initial cartilaginous part of the respiratory

system, located between the pharynx and the trachea, conducts air into the trachea and back. Participates in

larynx and bronchi in front of the esophagus), bronchi (a branch of the trachea in the lungs) and bronchioles

(tiny bronchi).

The airways carry air to lung alveoli- the smallest air sacs,

where gas exchange actually takes place. Oxygen enters the alveoli and is transported to the capillaries

and is carried by the blood to the cells of the body.

nasal cavity

airways (channels through which the inhaled air is transported

from the environment to the lungs, and exhaled - in the opposite direction) will be divided into upper and

lower respiratory tract.

Consider the structure of the upper respiratory tract.

Air enters the nasal cavity through the nostrils. It is divided by a cartilaginous septum into

right and left half. In each of them there are winding passages. They increase

inner surface of the nasal cavity.

A dense network of blood vessels runs through the walls of the nasal cavity. Hot arterial

blood moves through these vessels towards the cold inhaled air and warms it,

protecting the lungs from hypothermia.

As you already know, in the back of the nasal cavity is the organ of smell. The appearance of a sharp

odor leads to involuntary breath holding.

FUNCTIONS OF THE MUCOSA OF THE NOSAL CAVITY

When passing through the nasal cavity, the air is humidified and purified. mucous membrane

heavily supplied with cilia, blood vessels, and mucus-secreting glands.

Thanks to this, it captures small particles, dust, bacteria. Mucus contains substances

detrimental to microorganisms. One of them is lysozyme. In addition, mucous

the lining of the nasal cavity is rich in lymphocytes.

People who constantly breathe through their mouths are more prone to inflammatory diseases.

respiratory tract, as the inhaled air bypasses one of the stages of effective purification.

TONGALINS

From the nasal cavity, air enters the nasopharynx through the internal nostrils - choanae. Then

air enters the larynx. In front of the entrance to the larynx and esophagus are the tonsils (organs

lymphatic system, are involved in protecting the body from pathogens, in

development of immunity). They are composed of lymphoid tissue, similar to that found in

lymph nodes.

The larynx has the appearance of a funnel, the walls of which are formed by several cartilages. Front and sides

the larynx is formed by the thyroid cartilage. In men, it protrudes somewhat forward, forming

Adam's apple. The entrance to the larynx can be closed by a cartilaginous epiglottis (cartilage that closes the entrance to

larynx when swallowing).

The entrance to the larynx is located next to the esophagus. Sometimes (when talking while eating) the epiglottis

does not have time to cover the entrance to the larynx, and food particles can get into the windpipe. At

refrain from talking while eating.

In the narrow part of the larynx are two pairs of vocal cords. The lower pair of ligaments is involved in

right and left - arytenoid cartilages. When moving the arytenoid cartilages, the ligaments can

get closer and closer.

Calm breathing ligaments divorced. With increased breathing, they are divorced even wider,

so as not to interfere with the movement of air. When a person speaks, the ligaments close, leaving

just a narrow gap. When air passes through the gap, the edges of the ligaments vibrate and make a sound.

damage and from frequent inflammation of the respiratory tract, smoking, alcohol abuse.

SOUND RESONATORS

The sounds produced in the larynx are amplified by the air cavities of the skull bones. These cavities

are called sinuses. The frontal bone has a frontal sinus, and the maxillary bone has

maxillary sinus. They serve as resonators - they amplify the sound and give it additional

SPEECH FORMATION

formed in the oral and nasal cavities. They depend on the position of the tongue, teeth, lips,

jaws and the distribution of air flows between them. The process of speech formation

called articulation.

Air enters the trachea from the larynx. Obviously, the trachea must always be open to current.

air. In order to prevent the walls of the trachea from collapsing, it is reinforced with cartilaginous half rings.

The trachea is located in front of the esophagus. Its soft side is located towards the esophagus. At

the passage of food, the esophagus expands, and the soft wall of the trachea does not interfere with this.