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:

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

reveal the essence breathing process, its importance in metabolism;

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

develop monologue skills

development of the construction "I have ..."

learn how to breathe properly.

Developing:

continue the formation of the basics of hygiene (respiratory hygiene rules);

develop memory, attention, thinking;

Educational:

bring up careful attitude to your body, to your health, to the health of others;

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

learn to work in a group.

DURING THE CLASSES

I. Organizational moment

II. Updating of basic knowledge

Biology teacher questions:

1) In what environment do we live? (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) What kingdom of living organisms supplies oxygen to the atmosphere? (Plant kingdom in photosynthesis)

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

III. Learning new material (teacher in English)

As you guessed, the topic of our today's lesson is - “Respiratory Organs” or “Organs of the respiratory system” (the topic of the lesson is presented by both teachers)

The objectives of our lesson: (biology teacher)

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

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

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

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

The meaning of breath(2 teachers)

Providing the body with oxygen (English teacher writes on the board " oxygen"And pronounces, students repeat after him)

Removal of carbon dioxide (English teacher writes " carbon dioxide" on the board and pronounces)

Oxidation 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 calls the same body in English, students repeat this word and underline it in the handout (APPENDIX 1).

upper respiratory tract

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

Respiratory system

Airways andRespiratory part

Nasal cavity Lungs

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

moisturizing, warming) 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 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 semirings, so the lumen of the trachea is always open. The entrance to the larynx when eating closes the epiglottis. It also secretes mucus, which purifies the air.

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

Down below trachea divides into 2 bronchi.

Swallowing large pieces of food, you can choke and block the trachea. Folk wisdom says "When I eat, I am deaf and dumb."

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

Lungs

The lungs are a large paired cone-shaped organ. There is a right and left lung. They are made up 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 violates 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, while for each group the words are different)

You should write the words using their transcriptions.

["neɪz(ə)l] ["kævətɪ]

["brɔŋkaɪ]

["lærɪŋks]

["or(ə)l] ["kævətɪ]

The game "Snowball" (A gamesnowycom).

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 ( sign) them. You have 5 minutes to do this task.

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

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

LE activation 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 the nose)

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

(In the nasal cavity, the air is warmed, cleansed, and becomes moist.)

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

Group: for/is/lungs/dangerous/smoking

(Smokingdangerouslyforlungs. )

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

Summing up the lesson

check yourself(fixing the material in groups or homework)

It is necessary to correlate the name of the body with the function it performs by putting the necessary letter next to each number. (Annex 4)

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

Did you like the lesson? What organs of the respiratory system do 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

About organs breathing (organs of respiratory system)

Pneumatic way 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]

1 group:

the	nose	we
must	through	breathe

moistens	in	a	cavity
cleans	nasal	the	air
and	warms

Group :

Group:

for	is		lungs	dangerous
smoking

4th group:

throat	the	vocal	in
codes	there	are

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

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

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

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

1 Public lesson in biology grade 8
"The Importance of Breathing. Respiratory system"
Goals: determine the essence of the breathing process; the role of oxygen in the human body; features of the structure and functioning of the respiratory system; their relationship. Development creative thinking children in decision problematic issues.To form skills: independently work with text and drawings given in the textbook; perform simple practical tasks.
Lesson objectives:
Cognitive:

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; to develop in students the ability to apply the acquired knowledge in life, to solve problematic and intellectual problems.

Developing:

develop the ability to draw conclusions based on the information received. Help students develop individual style learning activities ability to think and act adequately in a situation of choice. Develop intellectual ability, logical thinking, skills of cognitive independent activity.

Educational:

cultivate a caring attitude towards your body, towards your health, towards the health of others; draw an analogy: breathing is life; human lungs are the lungs of our planet (vegetable world).

Technology:
- health-saving technology; - problem-based learning; - independent work; - ICT - technologies (accompanying the lesson with a presentation, slides of the OK disk)
Methods:

Explanatory - illustrative; Problematic, partially - search; Independent work.

Facilities:
subject: presentations "Who breathes like?"; " Emotional background to the lesson”, “Respiratory system”. Disk "OK"; study tables; wet material "Upper respiratory tract", "Lungs". The Larynx Model. Practical: performance of tasks "Observation", independent work. Intelligent: analysis, comparison, comparison. Emotional: interest.
Forms: Individual.
Equipment: computer, projector, screen, presentations, study tables, OK Disk, wet material "Upper airways", "Lungs". The Larynx Model. Portrait of Hippocrates.
Lesson type: learning new material
DURING THE CLASSES:
1. Organizational moment:
Greeting, fixing absentees. Checking students' readiness for the lesson. Organization of schoolchildren's attention.
Student presentation.
Imagine that we are in a summer forest. Warmly, the sun gently shines, making its way through the trees. We walk along the path past slender pines and majestic firs. Herbaceous plants bloom all around. We see how butterflies, bees, bumblebees fly. We hear bird calls. You are well and happy. With a good and joyful mood, we begin our biology lesson.
2. Studying new material
SLIDE number 1 - about the "Respiratory system"
SLIDE number 2 - The purpose of the lesson
Epigraph to the lesson: "WHILE I BREATHE - I HOPE" - the Roman poet Ovid.

Solving biological problems:

Great doctor Ancient Greece Hippocrates called the air "the pasture of life." Why?

(Without food and water, a person can live for several days, and without air he cannot live even 10 minutes. Although some people can hold their breath for 3-4 minutes, and sometimes 6 minutes, a longer oxygen starvation quickly leads to death).

Using the knowledge gained during the study of the course "Zoology", let's remember and tell which animals first had respiratory organs? What evolutionary changes have occurred in the respiratory systems of vertebrates?

Presentation of students with comments.
(* invertebrates(sponges, flatworms) do not have specialized respiratory organs and breathe the entire surface of the body; * in most insects the respiratory system appears - tracheal; * fish breathe with the help of gills, which are also found in marine annelids; * with the transition to a terrestrial way of life, the respiratory system becomes more complicated: Amphibians breathe with both skin and lungs, which have a relatively simple structure; * lungs birds, reptiles and mammals have a more complex structure.

Problem question:

What are we breathing for? What is the meaning for us, as well as for any living organism, is breathing?
Conversation:
As you already know, all living beings on Earth need energy to maintain their vital activity. Question: Remember where plants get energy from? (Plants use E sunlight.) Question: What happens to this energy next? (It is used to build organic substances from carbon dioxide and water). Question: Where do animals get energy from? (Animals get energy from ready-made organic substances obtained from food.
Teacher. Correctly. But for this, organic substances must be oxidized. Oxidation is chemical process, i.e. the process of interaction of substances with oxygen. There are several types of oxidation:

Rapid oxidation - burning. slow oxidation. biological oxidation. Biological oxidation is a set of oxidation reactions occurring in all living cells.

Oxygen is involved in all these oxidation processes and thermal energy is released during the process. Question: is there a lot of oxygen in our body? Let's solve a little problem.
Problem: It is known that the human body contains 65% oxygen by weight. Calculate how much oxygen is in your body. (Students give their answers).
There is no free oxygen in the human body. Oxygen enters the body through respiration. And it is completely spent on oxidation processes.
Question: Where do animals and humans get oxygen from? (from air; water).
Teacher. Quite right. Here we come to the question of the essence of breathing.
SLIDE number 3 - about the essence of breathing
Respiration 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.
Oxygen is supplied through the respiratory tract
Slide number 5 - about the types of breathing
Respiration is: * pulmonary (inhalation and exhalation) * tissue (cellular respiration)
DISC SHOW - PULMONARY AND TISSUE RESPIRATION

SLIDE #6 - About the meaning of breathing
Breath Meaning:

Providing the body with oxygen

2) Removal of carbon dioxide3) Oxidation of organic compounds of BJU with the release of energy necessary for a person to live4) Removal of end products of metabolism (water vapor, ammonia, hydrogen sulfide, etc.)
The respiratory organs are the air gates to the body. Let's get acquainted with the structure of the respiratory organs, let's trace which way the air makes before it passes into the blood, and carbon dioxide is released back. functional feature The respiratory organs are divided into air-bearing, or respiratory, and gas exchange organs, or the respiratory part.
SLIDE number 7 - respiratory system.SLIDE number 9 - upper respiratory tractDISC OK - nasal cavity
Problem question:
“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!” - so N.V. Gogol wrote about the nose. (read teacher)
- But seriously, why did a person have a nose? After all, the ancestors great apes, He was absent! (written on the board)
During normal breathing, air necessarily passes through the 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 ciliary 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 minor injuries of the nose are accompanied by heavy bleeding. These choroid plexuses warm the inhaled air to body temperature. The nasal cavity is connected to the cavities in the bones of the skull: maxillary. Frontal and wedge-shaped. 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 of the sneeze reflex. The nasal cavity opens into the nasopharynx through the internal nostrils - choanae, and from there - into the larynx.
SLIDE number 10 - Hygiene of nasal breathing.

It is recommended to breathe through the nose, because. enters the lungs during respiration cold air which is the cause of colds. A sick person who does not follow the rules of hygiene becomes a source of infection

SLIDE #11 – Observations "Check the passage of air through the nasal passages"
We close one nasal passage, and bring a piece of cotton wool to the other. A jet of air will throw it away when exhaling, and press it against the nasal opening when inhaling. Conclusion: during normal breathing, air necessarily passes through the external nostrils into the nasal cavity.
PHYSICAL MINUTE.
SLIDE number 12 - larynx and MODEL
DISC "OK" - larynx
The larynx is like a funnel, the walls of which are formed by cartilage. The cavity of the larynx is lined with a mucous membrane and is equipped with receptors - reflex cough. The entrance to the larynx when swallowing is closed by the epiglottic cartilage. The largest cartilage is the thyroid, protects the larynx from the front. The vocal cords are stretched between the cartilages, and between them is glottis.Thus, the function of the larynx is to conduct air into the trachea, participate in voice formation and prevent penetration harmful substances into the respiratory tract.
SLIDE #13 . Observation
1. Prove that when swallowing, the thyroid cartilage rises.
Feel for the thyroid cartilage, make swallowing movements. Make sure that the cartilage goes up, and then returns to its original place again. Conclusion: 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.
2.Find out why breathing stops during swallowing.
Make one more 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.
SLIDE number 14. - The formation of sound
Man is silent - glottis triangular shape and is large enough. The sound appears when the glottis is not completely closed, air passes through the nose, which vibrates the vocal cords. The shorter the vocal cords, the higher the sound. final formation sound occurs in the cavities of the pharynx, nasopharynx, mouth and nose and depends on the position of the lips, mandible and language.
TASK IN RT №83: The drawings show the vocal cords three people. Determine by the vocal cords which of them breathes deeply after running, who is silent, who sings. (Students give answers). For men, the length vocal cords 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 begin to change - break (due to uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.
Question: Do speech sounds occur when you inhale or when you exhale? (Answer: when exhaling).
SLIDE number 15 - Phonogram words mom, on which the word MAMA is clearly visible, on which it is clearly seen that consonants cause a stronger vibration of the vocal cords than vowels.
SLIDE number 16. Hygiene of the vocal apparatus
Shouting damages the vocal cords, which can cause inflammation, hoarseness, or loss of voice. When whispering, the ligaments relax and do not close completely. Frequent inflammation of the respiratory tract, smoking and alcohol cause a negative effect on the vocal apparatus.
SLIDE number 17 - Trachea and bronchi.
DISK OK.
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 the lung. Each lung is covered by a membrane called the pleura.
nasal cavity - pharynx - larynx upper respiratory tract
The trachea and bronchi form lower respiratory tract.
LESSON CONCLUSION (Students do)

Consolidation of the studied material.

SLIDE number 26. Test yourself. Ask the class questions based on the pictures.

Homework: 23. RT No.

Creative tasks:

When is nasal breathing difficult? What are the consequences of this violation? Suggest a code of practice for respiratory hygiene. Develop recommendations and a set of exercises to correct breathing.

Abstract of a lesson in biology on the topic "Respiratory Organs" (grade 9 VIII type)

The purpose of the lesson:
1. Show application features various methods and methods of working with students different stages lesson.
2. Show usage value didactic material in corrective work teachers.
Lesson objectives:
Educational:
- generalize and consolidate knowledge in the sections: "The system of the circulatory organs" and "The musculoskeletal system".
- to study with students the respiratory system, its parts;
- continue to form an interest in the structure of your body;
- to continue the formation of skills and abilities in project activities in the preparation of mini-projects,
- broaden your horizons.
Correction-developing:
- improve the ability to analyze, compare, generalize, think logically when performing various tasks;
- to correct and develop memory, visual-motor reaction of students;
- to develop students' speech, thinking, attention;
- enrich vocabulary;
- develop creative imagination when working with illustrations
(photo) to text;
- on the example of the presentation to show the possibility of using ICT.
Educational:
- motivation healthy lifestyle life,
- to raise interest in the study of the life of your body on the example of the respiratory system
- to interest and encourage to search additional information based on interdisciplinary connections,
- promote positive motivation for learning activities,
- develop self-reliance in the preparation of presentations, messages.
Equipment for the lesson:
1. Presentation on the topic: "Respiratory Organs" (slides).
2. Table: "Respiratory organs, structure."
3. Table: "Choose the correct answer."
4. Creative task using biological concepts and illustrations.
5. Handout for individual work.
Lesson type: combined.
Lesson plan:
I. Organization of students for the lesson.
II. Checking homework.
III. Learning new material.
IV. Fizkultminutka.
V. Fixing a new topic.
VI. Summing up the lesson.
VII. Analysis and evaluation of work in the lesson.
VIII. Reflection
IX. Explanation of homework.

I. Organization of students for the lesson.
W: Hello guys! Please check your readiness for the lesson.
Students check their readiness for the lesson.

II. Checking homework.
U: Guys, let's recall the studied organ systems of the human body.
You prepared mini-projects on the topics: "The musculoskeletal system" and "The circulatory system".
Let's check the knowledge. The word for the defense of a mini-project on the topic: "The musculoskeletal system" is provided to the representative of the 1st group of students.
The word for the defense of a mini-project on the topic: "The circulatory system" is given to a representative of the 2nd group of students.
T: Questions for the class:
1) Name the organs musculoskeletal system.
Answers: The organs of the musculoskeletal system include muscles and the skeleton.
2) Name the organs of the circulatory system.
Answer: The circulatory system includes the heart, blood vessels, and blood.
3) Name the factors negative influence to the circulatory organs.
The use of alcohol, drugs, smoking has a harmful effect on the circulatory organs.
4) Name the factors positive impact to the circulatory organs.
Strengthening and healing of the circulatory organs cause sports, physical education.

III. Exploring a new topic.(sl.1)
Today in the lesson we begin to study new system organs. You will learn the name of the system by completing the task: arrange the letters in descending order of the sizes of these letters (sl.2).

So, we begin to study the respiratory system.
The topic of our lesson is "Respiratory Organs".(sl.3). We opened a notebook, wrote down the date and topic of the lesson.
Plan. (Word No. 4)
1. The meaning of breathing.
2. Respiratory organs and their function.
3. Respiratory hygiene.
Breathing is extremely important for a person. It is known that without food
he can live for several weeks, without water - several days, and without air - only a few minutes. A person breathes constantly when he works, eats, sleeps, walks.
Breathing consists of inhalation and exhalation. (sl.5). The processes of inhalation and exhalation. (sl.6).
The mechanism of inhalation. (sl.7) During inhalation, air with oxygen enters human organism. Mechanism of exhalation (sl. 8). During exhalation, air is removed from the body.
Why is breathing so important? The work of every cell, every organ of our body is associated with energy consumption. Energy is produced by the body itself. Every cell undergoes a chemical reaction that releases energy. For chemical reaction oxygen is needed, which enters the body during inspiration. As a result of a chemical reaction, carbon dioxide and water vapor are released, which are removed during exhalation. Thus, it can be seen that the respiratory organs provide the exchange of gases between the body and the environment.
Breath- the process of gas exchange between the body and the environment (sl. No. 9).
Let's draw a conclusion and determine the importance of breathing. (sl. No. 10).
The meaning of breathing.
1. Supply of oxygen.
2. Removal of carbon dioxide.
3. Removal of water vapor.
Gas exchange takes place in the lungs. But before oxygenated air reaches the lungs, it has to pass through a number of organs. These organs make up the respiratory system (case No. 11). Respiratory organs are represented by the upper respiratory tract (nasal cavity, oral cavity, nasopharynx, pharynx) and lower respiratory tract (larynx, trachea, bronchi, lungs).
Breathing begins with the entry of air into the nasal cavity (sl. No. 14,15,16.17).
The nasal cavity is lined with a mucous membrane, which is covered with numerous hairs and permeated with blood vessels. Mucus kills microbes, hairs clean dust, blood vessels warm the air.
Why is mouth breathing not recommended?
Why can't you scream in the cold?
Why is the nose red in the cold?
From the nasal cavity, air enters the nasopharynx (sl.18).

Nasopharynx- the junction of the nasal cavity and the oral cavity. The nasopharynx is lined with mucous and permeated with blood vessels. The nasopharynx is involved in conducting and warming the air.
From the nasopharynx, air enters the larynx. (sl. No. 19,20,21,22) The larynx is located in the upper part of the neck. It is formed by cartilage, which are interconnected by ligaments and muscles. The larynx contains the vocal cords and between them is the glottis. When a person speaks, a jet of air vibrates the vocal cords and a sound is produced. During inhalation and exhalation, air passes through the larynx.
Therefore, the larynx is involved in the conduction of air and voice formation.

Air enters the trachea from the larynx.
(sl. No. 23,24).
The trachea is a tube 10-15 cm long. It is made up of cartilaginous half rings. The soft back wall of the trachea does not interfere with the passage of food through the esophagus. This structure does not delay the passage of air during any movements of the neck. The trachea is involved in the conduction of air.

The lower part of the trachea is divided into two bronchi (case No. 25). Large bronchi branch into small ones, like branches near a tree. The bronchi are involved in the conduction of air.
The smallest bronchi terminate in pulmonary vesicles.
The pulmonary vesicles are permeated with a dense network of blood vessels.
The smallest bronchi and pulmonary vesicles form the lungs (sl. No. 26)
Occurs in the lungs
Gas exchange (sl. No. 27)

After gas exchange, exhalation takes place through the same organs, only in the opposite direction.
Name the organs through which air passes during exhalation?

IV. Physical education minute. Relaxation pause.(sl.28)

Let's make observations.
We close one nasal passage, and bring a piece of cotton wool to the other. Let's inhale and exhale. (sl. 29)

What are we seeing?

Let's make observations.
Let's take a deep breath in and a deep breath out. Let's take a light breath and try to take a deep breath.
(sl. No. 30)
What are we seeing?
Draw conclusions from your observations.

V. Consolidation of the studied material.
Define breathing.
What is the importance of breathing?
From listed functions choose only those related to breathing.
The teacher flips the words and reverse side the sentence "Organs of the respiratory system" is obtained. The teacher suggests placing the respiratory organs under the name.

The next task is related to the definition of the respiratory organs in the illustration.
Determine under what numbers the respiratory organs are indicated. (sl.31,32)

Next task. According to the structural features and functions performed, determine the organ of the respiratory system. (Slide No. 33)

Individual work on cards.
Cards number 1.
Connect the respiratory organ and the function it performs (sl. No. 34,35).

Cards number 2.
Arrange the respiratory organs in the order in which air passes through them from the nasal cavity to the lungs.

VI. Summing up the lesson.
Today at the lesson we began to study the respiratory system.
What process in the body is called respiration?
List the respiratory organs.
And in conclusion, I would like to remind you once again that health must be protected
from a young age. Remember that smoking is the most common bad habit in our society, provides bad influence on all organs, including the respiratory organs.
Compare the lungs of a smoker and a non-smoker (slide #36). I hope everyone draws their own conclusion. The one who did not start and do not start smoking, and the one who smokes must definitely quit this addiction.

VII. Analysis and evaluation of work.
The teacher analyzes and evaluates the work of the student in the lesson.

VIII. Reflection(sl.37).
Continue the sentence:
1. I liked the lesson ...
2. I remembered in the lesson ...
3. I learned…

IX. Explanation of homework. 1. Textbook, pp. 77-80, read, retell
2. Creative task:
1. Find on your body the places where the organs of the respiratory system are located.
2. Prepare messages, presentations on the topics:
Action tobacco smoke on the human body
Diseases of the respiratory system (tuberculosis, pneumonia).
(sl. No. 38)
X. Thank you for your attention. (sl. 39)

Synopsis of a biology lesson in grade 8: "The meaning of breathing. Organs of the respiratory system."

The purpose of the lesson: To study the structure and functions of the respiratory system, the importance of breathing for the human body.

Lesson objectives:

Educational:

reveal the essence of the breathing process;

reveal its role in metabolism and energy transformations in the human body;

to get acquainted with the structure of the respiratory organs in connection with their functions;

learn about the prevention of diseases of the vocal cords.

Developing:

continue work on the study of the structure and functions of the human body;

activate mental activity and independent acquisition of knowledge;

the ability to connect the structure and functions of the body.

Educational:

pay attention to respect for the health of oneself and loved ones;

to cultivate sensitivity and attentive attitude towards people.

Lesson type: lesson-introduction, learning new material.

During the classes.

Organizational moment:

Mutual greetings between teacher and students. Check readiness for the lesson.

Checking homework:
Independent paperwork by options.

Write definitions for the following terms:

1 option

red blood cells

Phagocytosis

Recipient

1. Systemic circulation

   Deoxygenated blood

   Hypotension

   Upper blood pressure

Option 2

blood plasma

Leukocytes

Immunity

Small circle of blood circulation

arterial blood

Hypertension

Automatism

lower blood pressure

Knowledge update:

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

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? (Breathing is one of the signs of human life. Therefore, we breathe in order to live).

IV . Learning new material

Block 1: Meaning of breath(Teacher's story)

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.

Oxidation Formula

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 get into cells?

Answer: Through the blood.

Question: How does oxygen get into the blood?

Answer: Through the lungs.

Block 2: The concept of breathing(Teacher's story, partial search method).

Please find the definition in the textbook and read it.

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.

Most short definition:

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

Students write down the definition of breathing in workbook.

Block 3: Types of breathing.(Teacher's story).

Exchange of gases between blood and atmospheric air takes place in the respiratory tract pulmonary respiration. The exchange of gases between blood and tissue cells is called tissue respiration.

Breath

Pulmonary Tissue

Between air and between blood and blood. tissue cells.

The students write the diagram in their notebook.

Block 4: The structure of the respiratory system(teacher's story with elements of conversation).

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: Or maybe it would be easier for the air to go through the mouth? More economical and better? Why do children say: breathe through your nose?

Answer: No, because the air in the nose is disinfected.

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: The air in the nasal cavity is disinfected.

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

Answer: We will get sick because air passing through the nasal cavity is disinfected, warmed and moistened, but not in the oral cavity.

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.)

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 is very a large number of blood vessels.

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

Answer: For warming.

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

Answer: Dust cleaning.

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 the mucus contains lymphocytes and phagocytes.

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.

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.

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 uneven growth of cartilage and ligaments). The more the vocal cords vibrate, the louder the voice.

Question: Do speech sounds occur during inhalation or exhalation?

Answer: When exhaling.

There are special speech centers in the brain. They coordinate the work of the muscles speech apparatus and 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.

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.

Block 5: Types of respiratory tract(Teacher's story).

nasal cavity - nasopharynx - larynx upper respiratory tract.

The trachea and bronchi form lower respiratory tract.

Students take dictation in a notebook.

V .Consolidation of the material covered.

(Conversation on questions).

Arrange sequentially the organs that form the airways. (Nasal cavity, nasopharynx, oropharynx, larynx).

What is the relationship between the structure and functions of the respiratory system? (There are villi for air purification, blood capillaries for warming. The structure and functions are interconnected!).

VI .Summing up the lesson.(Teacher's story)

FINDINGS

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.

Children write conclusions in a notebook.

Grades for active work on the lesson.

VII .Homework

Learn §23. Work through the questions after the paragraph orally.