Respiratory System Model with Unconventional Materials
Created byBridget B
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Respiratory System Model with Unconventional Materials

Grade 8Science2 days
★★★★★
4.0 (1 rating)
This project-based learning experience challenges 8th-grade students to creatively design and construct a model of the respiratory system using unconventional materials. Through research, experimentation, and collaboration, students explore the intricacies of the respiratory system, its components, and its interaction with the circulatory system. The project involves a detailed blueprint, material selection, model construction, and a final presentation, enabling students to gain a deeper understanding of the respiratory system's structure and function as well as enhance their communication and critical thinking skills.
Respiratory SystemModel ConstructionUnconventional MaterialsScience ProjectCollaborationCritical ThinkingCirculatory System
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we creatively design and construct a model of the respiratory system that effectively demonstrates its structure and function using unconventional materials?

Essential Questions

Supporting questions that break down major concepts.
  • How does the structure of the respiratory system facilitate its function?
  • What materials can effectively represent different parts of the respiratory system, and why?
  • What are the key components of the respiratory system and their roles?
  • How do the respiratory and circulatory systems work together to support life?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand and be able to describe the structure and function of the respiratory system.
  • Students will develop a physical model of the respiratory system using unconventional materials.
  • Students will evaluate the effectiveness of different materials in representing components of the respiratory system.
  • Students will explain how the respiratory system works with the circulatory system to support life.

NGSS

MS-LS1-7
Primary
Develop a model to describe how the respiratory system functions.Reason: This standard is directly related to the task of creating a model of the respiratory system, which is the main objective of the project.
MS-LS1-3
Secondary
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.Reason: Understanding the respiratory system as a subsystem helps students grasp its role in the larger function of the body.

Common Core Standards

CCSS.ELA-LITERACY.SL.8.1
Supporting
Engage effectively in a range of collaborative discussions on grade 8 topics and texts.Reason: Students will need to communicate and collaborate during the model creation process, making this standard relevant.

Entry Events

Events that will be used to introduce the project to students

Crisis in the Lungs

Present a scenario where students are tasked with solving a mystery involving a sudden outbreak of a fictional respiratory illness. They'll research symptoms and the respiratory system to create a diagram of how the disease progresses, using this as a baseline for their model that demonstrates preventative measures or treatment.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Respiratory System Blueprint

Students will begin by researching the respiratory system's structure and function, creating a detailed blueprint as a precursor to their model. This step supports understanding the purpose of each part.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the main components of the respiratory system and their functions.
2. Draw a detailed diagram of the respiratory system, labeling each part.
3. Annotate your diagram with the functions of each component and how they interconnect.

Final Product

What students will submit as the final product of the activityA labeled and annotated blueprint of the respiratory system.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS1-7 as it involves developing a model to describe the system's function.
Activity 2

Material Selection Showdown

Students will explore a variety of unconventional materials to determine which best represent different parts of the respiratory system, considering factors like flexibility and texture.

Steps

Here is some basic scaffolding to help students complete the activity.
1. List various unconventional materials and brainstorm which components of the respiratory system they could represent.
2. Experiment with the materials to test their properties, such as flexibility or durability.
3. Select the most appropriate materials for each respiratory component and justify your choices.

Final Product

What students will submit as the final product of the activityA list and justification of chosen materials mapped to each respiratory component.

Alignment

How this activity aligns with the learning objectives & standardsSupports MS-LS1-3 by evaluating the use of materials to understand subsystem components.
Activity 3

Unconventional Model Construction

Students construct a physical model of the respiratory system using their selected materials, focusing on illustrating structure and function.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Use your blueprint and selected materials to construct each part of your respiratory model.
2. Assemble the model, ensuring each part functions relative to its actual role in the system.
3. Refine and test your model to ensure it effectively demonstrates the system's functioning.

Final Product

What students will submit as the final product of the activityA completed model of the respiratory system using unconventional materials.

Alignment

How this activity aligns with the learning objectives & standardsDirectly targets MS-LS1-7 by demonstrating the structure and function through a physical model creation.
Activity 4

Systems-in-Action Presentation

In a collaborative setting, students present their models, explaining the respiratory system's function and its interaction with the circulatory system.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Prepare a presentation outlining the function of each respiratory component in your model.
2. Include an explanation of how the respiratory and circulatory systems work together.
3. Engage with peers by discussing your model and fielding questions to deepen understanding.

Final Product

What students will submit as the final product of the activityAn oral presentation accompanied by the physical model, reinforcing understanding of system interactions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.8.1 through engagement in collaborative discussions and presentations.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

8th Grade Respiratory System Model Rubric

Category 1

Research and Understanding

Assesses students' depth of understanding of the respiratory system's components and functions, including how these interact within the system.
Criterion 1

Component Identification

Identifies all main components of the respiratory system and their functions.

Exemplary
4 Points

Identifies all components with accurate functions and detailed interconnections, showing in-depth understanding.

Proficient
3 Points

Identifies most components with accurate functions and some interconnections, showing thorough understanding.

Developing
2 Points

Identifies basic components with partially accurate functions, showing emerging understanding.

Beginning
1 Points

Identifies few components with limited accuracy, showing initial understanding.

Criterion 2

Diagram Clarity and Annotation

Quality and clarity of the labeled and annotated respiratory system diagram.

Exemplary
4 Points

Produces a clear, detailed, and accurately labeled diagram with insightful annotations.

Proficient
3 Points

Produces a mostly clear and accurately labeled diagram with relevant annotations.

Developing
2 Points

Produces a diagram with limited clarity and some accurate labels and annotations.

Beginning
1 Points

Produces an unclear diagram with few accurate labels or annotations.

Category 2

Material Selection and Justification

Assesses the creativity and logic in selecting and justifying unconventional materials for model construction.
Criterion 1

Material Appropriateness

Selection of appropriate unconventional materials for each component of the respiratory system.

Exemplary
4 Points

Selects highly suitable materials showing creativity and deep understanding of material properties.

Proficient
3 Points

Selects suitable materials showing good understanding of material properties.

Developing
2 Points

Selects some suitable materials with basic understanding of their properties.

Beginning
1 Points

Selects few suitable materials with limited understanding of properties.

Criterion 2

Justification of Choices

Ability to justify the choice of materials based on their properties and model requirements.

Exemplary
4 Points

Provides insightful and clear justifications for material choices, linking properties to functions.

Proficient
3 Points

Provides clear justifications for material choices with credible explanations.

Developing
2 Points

Provides limited justifications with basic explanations for material choices.

Beginning
1 Points

Provides minimal justification with little explanation.

Category 3

Model Construction and Functionality

Evaluates the construction process and the final model's ability to accurately demonstrate the respiratory system's structure and function.
Criterion 1

Model Accuracy and Functionality

Construct a model that accurately represents the respiratory system structure and functions effectively.

Exemplary
4 Points

Constructs a highly accurate and functional model that effectively demonstrates the system's dynamics and interactions.

Proficient
3 Points

Constructs an accurate and mostly functional model demonstrating key aspects of the system.

Developing
2 Points

Constructs a model with basic accuracy and limited functionality.

Beginning
1 Points

Constructs a minimally accurate model with little functionality.

Category 4

Communication and Presentation

Assesses students' ability to articulate their understanding and engage with peers during the presentation.
Criterion 1

Presentation Clarity and Engagement

The clarity and effectiveness of the presentation and the student's engagement with the audience.

Exemplary
4 Points

Delivers a clear, insightful presentation with strong engagement and effectively handles questions.

Proficient
3 Points

Delivers a clear presentation with good engagement and handles questions adequately.

Developing
2 Points

Presents basic information with limited engagement and question handling.

Beginning
1 Points

Presents vaguely with minimal engagement and struggles with questions.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did creating a physical model deepen your understanding of the respiratory system's structure and function?

Text
Required
Question 2

How effective were the unconventional materials you selected in representing the components of the respiratory system?

Text
Required
Question 3

On a scale from 1 to 5, how confident are you in explaining how the respiratory system works with the circulatory system to support life?

Scale
Required
Question 4

What was the most challenging part of this project, and how did you overcome it?

Text
Required
Question 5

Which entry event (scenario or activity) most helped you in understanding the importance of the respiratory system's structure and function?

Multiple choice
Optional
Options
Crisis in the Lungs
Respiratory System Blueprint
Material Selection Showdown
Unconventional Model Construction
Systems-in-Action Presentation
Question 6

What new questions about the respiratory system or its interaction with other systems do you have after completing this project?

Text
Optional