CONTENTS

Pg
Stage 1……….. 2

Stage 2……….. 3

Stage 3……….. 7

Stage 4……….. 9

Stage 5………… 10

Stage 6……….. 10

1|Page
Topic: Learners are failing to understand the Respiratory System

STAGE 1: PROBLEM IDENTIFICATION

i) Problem Description
Many Grade 7 learners are finding it difficult to understand the respiratory system. They
struggle to:

 Identify the parts of the respiratory system

 Explain how breathing works
 Understand the difference between inhaling and exhaling
 Remember the functions of each organ

The respiratory system is important because it helps us breathe and stay alive. When learners do
not understand this topic, they perform poorly in tests and examinations. The main problem is
that the topic is often taught using only textbooks and drawings, which may not be clear enough
for all learners.

ii) Brief Statement of Intent

I intend to solve this problem by creating a simple, clear and interactive learning material that
will help learners understand how the respiratory system works.

This may include:

 A 3D model of the lungs

 A labelled chart
 A breathing demonstration model
 Simple notes with pictures

This will help learners see and understand how air moves in and out of the lungs instead of just
reading about it.

iii) Main Idea (Theme/Topic)

Improving Understanding of the Respiratory System Through Visual and Practical
Learning

iv) Design Specifications

2|Page
The learning material or model must:

1. Be suitable for Grade 7 learners

2. Clearly show the main parts of the respiratory system
3. Be safe to use in the classroom
4. Be durable and reusable
5. Be easy to understand

STAGE 2: INVESTIGATION OF RELATED

IDEAS
This stage involves researching existing ideas that may help solve the problem.

i) Searching for Information on Related Existing Ideas

Evidence of Three Related Ideas

Idea 1: Respiratory System Charts and Posters

Charts and posters are used in classrooms to show parts of the respiratory system such as the
nose, trachea, lungs and diaphragm.

Merits

1. Easy for learners to see and read.

2. Affordable and easy to prepare.
3. Helps learners remember parts through pictures.

Demerits

1. Does not show how breathing works.

2. Some learners may still not understand airflow.
3. Learning remains theoretical.

Recommendation
Charts should be combined with practical demonstrations.

Idea 2: 3D Respiratory System Models

3D models show how lungs expand and contract during breathing.

3|Page
Merits

1. Helps learners see how lungs work.

2. Makes learning practical and interesting.
3. Improves understanding through demonstration.

Demerits

1. Some models are expensive.

2. May be difficult for learners to construct.
3. Can be easily damaged.

Recommendation
Use simple and locally available materials.

Idea 3: Educational Videos and Animations

Videos explain the respiratory system using movement and sound.

Merits

1. Clearly shows the breathing process.

2. Attracts learners’ attention.
3. Explains complex ideas simply.

Demerits

1. Requires electricity and devices.

2. Learners may forget after watching.
3. Not available in all schools.

Recommendation
Videos should support practical learning, not replace it.

ii) Collecting and Recording Data

Data was collected using:

 Drawings of the respiratory system

4|Page
  Written notes from textbooks

Here are some structured written notes from textbook-style sources on the respiratory system,
ideal for study or revision:

🫁 Overview of the Respiratory System

 Primary Function: Supplies oxygen to the body and removes carbon dioxide.
 Gas Exchange Process: Known as respiration, includes:
o Pulmonary Ventilation: Air movement in and out of lungs.
o External Respiration: Gas exchange between lungs and blood.
o Transport of Gases: Via blood to tissues.
o Internal Respiration: Exchange between blood and body cells.

🧠 Structural Divisions
Zone Components Function
Conducting Zone Nose, nasal cavity, pharynx, larynx, trachea, Filters, warms, and moistens
bronchi air
Respiratory Zone Bronchioles, alveolar ducts, alveoli Site of gas exchange
Respiratory Diaphragm and intercostal muscles Facilitate breathing
Muscles movements

 Upper Respiratory Tract: Nose, nasal cavity, pharynx, larynx.

 Lower Respiratory Tract: Trachea, bronchi, lungs.

5|Page
Key Structures and Their Roles

 Nose: Filters, warms, and humidifies air; aids in smell and speech.
 Pharynx: Passageway for air and food.
 Larynx: Voice box; prevents food from entering trachea.
 Trachea: Windpipe; reinforced with cartilage rings.
 Bronchi/Bronchioles: Branching tubes leading to alveoli.
 Alveoli: Tiny air sacs where gas exchange occurs.
 Diaphragm: Dome-shaped muscle that contracts to allow inhalation.

 Observations of learners’ difficulties

 Classroom discussions
 Demonstrations

 3D Animation of Breathing Process

A visual walkthrough of how air travels through the respiratory system, showing the lungs
expanding and contracting. Great for understanding anatomy and mechanics.
Watch on YouTube ([Link] in Bing)

iii) Analysis of Each Idea

The investigation shows that learners understand better when they use practical and visual
learning materials. A combination of methods works better than using only one method.

STAGE 3: GENERATION OF IDEAS

At this stage, new solutions are created.

i) Modifying Existing Solutions

The existing ideas were modified by combining:

 A labelled chart
 A simple working lung model
 Clear explanations

Possible solution: A simple breathing model made from a bottle and balloons.

ii) Creating New Ideas

6|Page
 1. A working lung model using recycled materials.
2. A classroom breathing demonstration activity.
3. A combined learning kit (model + chart + notes).

iii) Analysis of Possible Solutions

Solution 1: Working Lung Model

Merits

1. Demonstrates breathing clearly.

2. Interactive and practical.
3. Easy to remember.

Demerits

1. Takes time to construct.

2. Needs teacher guidance.
3. Materials may wear out.

Solution 2: Demonstration Activity

Merits

1. Encourages participation.
2. Promotes teamwork.
3. Makes learning active.

Demerits

1. Can become noisy.

2. Some learners may not participate.
3. Needs supervision.

Solution 3: Combined Learning Kit

Merits

1. Uses different learning methods.

2. Suitable for different types of learners.
3. Improves understanding.

7|Page
Demerits

1. Requires preparation time.

2. Needs storage space.
3. Requires more materials.

iv) Presentation of Possible Solutions

Solutions were presented through:

 Drawings

 Demonstrations

 Breathing Rate Experiment: Measure how breathing changes after exercise vs. rest.

 Written explanations

The Human Respiratory System: Written Explanation

1. Purpose

The respiratory system helps us breathe. It brings oxygen into the body and removes carbon
dioxide.

2. Main Parts and Their Functions

Part Function
Nose/Nasal Cavity Warms, moistens, and filters air before it enters the lungs.

8|Page
 Pharynx (Throat) Connects the nose and mouth to the larynx and esophagus.
Larynx (Voice Box) Contains vocal cords and helps direct air into the trachea.
Trachea (Windpipe) A tube that carries air from the throat to the lungs.
Bronchi Two tubes that branch from the trachea into each lung.
Bronchioles Smaller branches of the bronchi inside the lungs.
Alveoli Tiny air sacs where oxygen enters the blood and carbon dioxide leaves.
Diaphragm A muscle below the lungs that helps with breathing by moving up and down.

3. How Breathing Works

 Inhalation: The diaphragm moves down, lungs expand, and air enters through the nose or
mouth.
 Gas Exchange: Oxygen passes from alveoli into blood; carbon dioxide moves from blood into
alveoli.
 Exhalation: The diaphragm moves up, lungs shrink, and air with carbon dioxide is pushed out.

4. Demonstration Tip

Use a balloon model to show how the diaphragm controls lung movement. When the diaphragm
(balloon bottom) is pulled down, the balloons (lungs) inflate—just like real breathing!

 Classroom discussions

Classroom Discussion Topics

1. Why Do We Breathe?

 Ask students: “What happens if we stop breathing for a few minutes?”

 Discuss the importance of oxygen for energy and survival.
 Connect to everyday experiences like running, swimming, or holding their breath.

2. Comparing Systems

 Compare the respiratory system to other systems (like the circulatory system).
 Discussion prompt: “How do the lungs and heart work together?”

3. Real-Life Connections

 Explore how breathing changes during:

o Exercise (fast breathing)
o Sleep (slow breathing)
o Stress (shallow breathing)
 Ask: “Why do athletes train their breathing?”

9|Page
4. Diseases and Health

 Talk about asthma, pneumonia, or smoking effects.

 Prompt: “What happens when the lungs don’t work properly?”
 Encourage students to think about healthy habits that protect the lungs.

5. Fun “What If” Scenarios

 “What if humans had only one lung?”

 “What if our lungs were outside our body?”
 These imaginative questions help students think critically about anatomy.

Tips for Teachers

 Use models or drawings during discussions to make concepts visual.
 Encourage students to share personal experiences (like shortness of breath after running).
 End with a summary question: “What is the most important job of the respiratory system?”

v) Analysis and Synthesis

Combining practical, visual and written learning helps learners understand better because they
learn by seeing, doing and reading.

STAGE 4: CHOICE OF BEST IDEA

i) Choice of Best Idea
Chosen Idea: Working Lung Model with Labels and Simple Chart

Reasons

 Clearly shows how breathing works.

 Easy for Grade 7 learners to understand.
 Affordable and practical.

10 | P a g e
Advantages

 Uses locally available materials.

 Easy to demonstrate.
 Encourages participation.

Disadvantages

 Materials may tear.

 Requires time to build.
 Needs careful handling.

Turning Disadvantages into Opportunities

1. Use stronger materials for durability.

2. Store safely after use.
3. Allow learners to help build the model to save time.

ii) Continuous Improvement

The idea was improved by:

 Making labels larger and clearer.

 Simplifying explanations.
 Adding step-by-step demonstration.

iii) Experimenting and Testing

The idea was tested through:

 Classroom demonstration.
 Learners explaining how it works.
 Observing improved understanding.

STAGE 5: PRESENTATION OF RESULTS

11 | P a g e
The final solution was presented as:

 A working lung model.

 Labelled drawing of the respiratory system.
 Classroom demonstration.
 Written report explaining the process.

Learners were able to explain inhaling and exhaling correctly after the presentation.

STAGE 6: EVALUATION AND

RECOMMENDATIONS
i) Evaluation
Achievements

 Learners improved understanding.

 Learning became practical and interesting.
 The solution met the design specifications.

Relevance to Statement of Intent

The project successfully created an interactive learning material to help learners understand the
respiratory system.

Challenges Encountered

 Difficulty finding strong materials.

 Time needed for construction.
 Some learners needed extra explanation.

ii) Recommendations
1. Use stronger recycled materials.
2. Add colour coding for different parts.
3. Include simple follow-up quizzes for reinforcement.

12 | P a g e
WRITTEN REPORT
Title: Improving Understanding of the Respiratory System
in Grade 7

1. Introduction
This project was carried out to solve the problem that many Grade 7 learners are failing to
understand the respiratory system. Learners were struggling to identify the parts of the
respiratory system and explain how breathing works. Because of this, they were performing
poorly in class activities and tests.

The aim of this project was to create a simple and practical learning material that would help
learners understand the respiratory system more clearly.

2. Statement of Intent
I intended to design and create a simple working lung model and a labelled chart to help learners
understand how breathing takes place. The solution needed to be simple, affordable, safe, and
suitable for Grade 7 learners.

13 | P a g e
3. Investigation Process (Stage 2 Summary)
Research was carried out by:

 Reading science textbooks

 Observing classroom lessons
 Looking at charts and models
 Watching educational explanations

Three existing solutions were investigated:

1. Charts and posters

2. 3D models
3. Educational videos

The research showed that learners understand better when they see and interact with learning
materials.

4. Generation of Ideas (Stage 3 Summary)

Based on the research, three ideas were created:

1. A working lung model

2. A breathing demonstration activity
3. A combined learning kit

After analysing the merits and demerits, the working lung model with a labelled chart was
chosen as the best idea.

5. Development of the Final Solution

The final solution was a simple respiratory system chart and a working lung model.

Materials Used:

 Plastic bottle
 Balloons
 Straws
 Rubber bands
 Paper for labels

14 | P a g e
Construction Process:

1. The bottle was cut at the bottom to represent the chest cavity.
2. Two balloons were attached inside the bottle to represent the lungs.
3. A straw was inserted to represent the trachea.
4. A balloon was placed at the bottom to represent the diaphragm.
5. Labels were added to show each part clearly.

6. Explanation of How the Model Works

When the bottom balloon (diaphragm) is pulled down:

 The space inside the bottle increases.

 The lung balloons expand.
 This shows inhaling (breathing in).

When the bottom balloon is pushed up:

 The space inside decreases.

 The lung balloons shrink.
 This shows exhaling (breathing out).

This demonstration helps learners see how air moves in and out of the lungs.

7. Testing and Results

The model was demonstrated in class. Learners were asked to explain:

 The parts of the respiratory system

 The difference between inhaling and exhaling

After the demonstration:

 More learners were able to correctly name the parts.

 Learners could explain how breathing works.
 Participation increased during the lesson.

This shows that the solution helped solve the problem.

15 | P a g e
8. Challenges Faced
 Finding strong materials
 Taking time to construct the model
 Ensuring all learners understood the demonstration

9. Conclusion
The project successfully created a simple and effective learning tool to help Grade 7 learners
understand the respiratory system. The working lung model and chart made learning practical
and interesting. The solution met the design specifications and achieved the intended goal.

10. Recommendations
 Use stronger materials for durability
 Add colour coding for better understanding
 Allow learners to build their own models for better learning

16 | P a g e
17 | P a g e
18 | P a g e
19 | P a g e