Mammalian Systems · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.4.1.LI.1

By the end of the lesson, learners can:

Identify and state the functions of the main organs of the human respiratory system (nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, alveoli, and diaphragm) using models, posters, and videos.
Draw and label a complete diagram of the human respiratory system with at least eight correctly labelled parts.
Describe, in their own words, the sequence of events in inhalation and exhalation, explaining the role of the diaphragm and intercostal muscles.
Distinguish between aerobic and anaerobic respiration in mammals, stating the reactants, products, and sites of each process.
Explain two ways the respiratory system works with other body systems (e.g., circulatory system for gas transport, muscular system for breathing movements) to maintain healthy living.

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Mammalian Systems (4.1)
Content standard: 3.4.1.CS.1 - Demonstrate knowledge and understanding of mammalian systems with specific emphasis on human Respiratory, Reproductive, musculoskeletal, Nervous and Hormonal systems and how they function to ensure sustenance of human life 3.4.1.LO.1 Explain how the mammalian respiratory, reproductive, musculoskeletal, nervous and hormonal systems are related in their functions to ensure the sustenance of life.
Indicator: 3.4.1.LI.1 - Describe with labelled drawings, how the respiratory system in mammals function and work with other systems to ensure healthy living.
Suggested placement: Semester 2, Week 10 (Week 30 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 113

Exemplars (from the NaCCA curriculum)

Group-Task-Based Learning: in mixed ability, all-inclusive groups, examine the respiratory system in a named mammal (e.g., humans, guinea pig, Rabbit, Albino rat, etc.) and its importance from textbooks, documentary videos, improvised lab specimens, etc., and note the various organs and their functions and draw and name parts of the excretory organs in humans: learners learn to appreciate the contribution of each member in the group and support themselves psychologically.
Talk for Learning Approach: learners in groups discuss the forms and processes of respiration in mammals, with emphasis on the two types of cellular respiration, describing the various phases involved, especially glycolysis. Details of Kreb's cycle and the respiratory chain/electron carrier system are not needed: learners learn from each other, and every member of the group is encouraged to talk, thereby improving on the learners' communication skills.
Experimental/Experiential-Based Learning: use maize/groundnut seeds soaked in water to demonstrate that heat energy is released during aerobic respiration, and yeast to show how carbon dioxide is produced as a by-product and discuss and interpret your results with a conclusion. Learners obtain real world scenarios and first-hand knowledge to boost their confidence. Learners in group tasks are socially and emotionally linked to support one another to achieve the set goals.
Teaching and Learning Materials:
- * Models of main organ systems of humans * Appropriate textbooks
- * LCD/ TV * Posters
- * Photos and of humans.
- videos on organ systems
Assessment (3.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.