Text Box: Subject(s): Respiratory Physiology   Grade/Level: 3-6   Time Required: 1 class period prior to visit for preparation 1 hour at Valley Worlds of Fun for this activity 1 hour in the resource room or your classroom for completion of worksheet and discussion   WV State Standards: HAP.1.1 formulate scientific explanations based on the student's observational and experimental evidence, accounting for variability in experimental results. HAP.1.2 recognize that science has practical and theoretical limitations. HAP.1.3 recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent. HAP.1.4 conclude that science is a blend of creativity, logic and mathematics. HAP.2.1 model and exhibit the skills, attitudes and/or values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity). HAP.2.2 demonstrate ethical practices for science (e.g., established research protocol, accurate record keeping, replication of results and peer review). HAP.2.7 demonstrate science processes within a problem solving setting (e.g., observing, measuring, calculating, communicating, comparing, ordering, categorizing, classifying, relating, hypothesizing, predicting, inferring, considering alternatives, applying). HAP.2.8 design, conduct, evaluate and revise experiments (e.g., identify questions and concepts that guide investigations; design investigations; identify independent and dependent variables in experimental investigations; manipulate variables to extend experimental activities; use technology and mathematics to improve investigations and communications; formulate and revise scientific explanations and models using logic and evidence; recognize alternative explanations; communicate and defend a scientific argument).   Objective(s): · This lesson is designed to give students exposure to making physiological measurements, in this case, lung vital capacity. · Predict which activity will be more strenuous; Inflatable Maze and Slide, Gyro, Rock n Roll Cage, or Himalayan Mini Coaster.   Procedure:   Pre-Trip Activity:  Before coming to Valley Worlds of Fun, you must assemble the spirometer. Using standard metric beakers in your classroom fill the soda bottle with water and using a marker indicate each 100 ml until you have filled the bottle.  Label the bottle’s total capacity.  To use the spriometer,  put about 2-3 inches of water in the bowl. Fill the bottle completely and invert it into the bowl being careful not to let any air into the bottle (it might work best to use two people for this). Valley Worlds of Fun Activity: Lung Capacity 1. Place one end of the tubing into the bottle, and while a partner holds the bottle, inhale as deeply as you can and exhale normally into the bottle. DO NOT blow out all of the extra air in your lungs, just exhale to the point you would be at if you exhaled a normal breath. This measurement is called the "inspiratory reserve". 2. Refill the bottle. Now take a normal breath, and after exhaling, blow into the tube all of the extra air still in your lungs. This measurement is called the "expiratory reserve". 3. Add the two numbers together to get your "vital capacity". This number is the maximum amount of air your lungs can hold. 4. Discussion:  Begin discussions by putting the questions on the board and having student teams answer the questions on their small white boards.  They can then present their answers to help guide the discussion. 5. Who had the highest "vital capacity" in the group? 6. Was this person tall, short, big, small, male, female? 7. What do you think makes a person have a large "vital capacity?" Respiratory Rate:  Use the What's Your Lung Capacity Worksheet 1. Determine your normal respiratory rate: · Using a stopwatch, count how many times you breathe in one minute · Repeat two more times ( total of 3) · Find your average normal respiratory rate (add and divide by three) 2. Run through the inflatable maze and slide and then immediately use the stopwatch to determine your exercise respiratory rate. Record this data on a data table. 3. Sit until your respiratory rate returns to normal and stays for 3 minutes. 4. Repeat this activity two more times, remembering to sit until your respiratory rate returns to normal each time. Record the data in your table. 5. Using your measurement for vital capacity and your respiratory rates, determine the volume of air that moves in and out of your lungs per minute at rest and during exercise.   Discussion: 2. Whose lungs move the most air per minute?  Compare this to those who have the lowest and largest capacity and to those who have the slowest and fastest respiratory rate. 3. Does the largest capacity always mean the greatest volume per minute? 4. Do all students need the same amount of air? 5. What factors do you think are responsible for the differences in respirator rate and volume? 6. Have teams of students graph rate versus volume on their white boards and discuss any relationships that emerge.   Instructional Materials: · 3 liter soda bottle for each group · 2 foot piece of surgical tubing for each group · Pan or bucket with volume greater than 3 liters · Masking tape and markers · Stopwatch   Differentiated Instruction: · Add heart rate to the discussion.  Compare resting and peak heart rates with students’ lung capacity and respiratory rates.  How do these three variables affect one another? · Compare respiratory rates for various rides:  Have students predict which rides will result in the greatest respiratory rate.  Have them test their hypothesis.   Author's Comments: Be mindful of students with health problems.  The exercise may be an issue for those who have breathing problems.   Assessment/Evaluation: Completion of the What's Your Lung Capacity Worksheet