ALEX Lesson Plan

     

The Integumentary System

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  This lesson provided by:  
Author:Susan Odom
System: Covington County
School: Straughn High School
  General Lesson Information  
Lesson Plan ID: 11164

Title:

The Integumentary System

Overview/Annotation:

This lesson centers around a slideshow presentation that introduces students to an overview of human histology and provides images of each tissue type. Students are directed to a website to continue their integumentary study.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
9 ) Practice ethical and legal use of technology systems and digital content.

•  Explaining consequences of illegal and unethical use of technology systems and digital content
Examples: cyberbullying, plagiarism

•  Interpreting copyright laws and policies with regard to ownership and use of digital content
•  Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological Association (APA)

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
11 ) Critique digital content for validity, accuracy, bias, currency, and relevance.

Science
SC2015 (2015)
Grade: 9-12
Human Anatomy and Physiology
2 ) Analyze characteristics of tissue types (e.g., epithelial tissue) and construct an explanation of how the chemical and structural organizations of the cells that form these tissues are specialized to conduct the function of that tissue (e.g., lining, protecting).

Insight Unpacked Content
Scientific and Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence of Student Attainment:
Students:
  • Evaluate the different types of tissue and the basic characteristics of each tissue type.
  • Explain how the chemical and structural organizations of a tissue's cells are specialized to perform the function of that tissue.
Teacher Vocabulary:
  • Epithelial tissue (ancillary structures, e.g., cilia and goblet cells)
  • Squamous epithelium
  • Cuboidal epithelium
  • Columnar epithelium
  • Simple epithelial tissue
  • Stratified epithelial tissue
  • Pseudostratified columnar epithelium
  • Transitional epithelium
  • Connective tissue (associated cell(s) and matrix/ fibers)
  • Loose connective tissue
  • Areolar
  • Adipose
  • Reticular
  • Dense connective tissue
  • Dense regular connective tissue
  • Dense irregular connective tissue
  • Elastic connective tissue
  • Cartilage
  • Chondrocyte
  • Matrix/fibers
  • Lacunae
  • Hyaline cartilage
  • Elastic cartilage
  • Fibrocartilage
  • Bone
  • Osteocyte
  • Osteon
  • Haversian canal
  • lamellae
  • Lacunae
  • Canaliculi
  • Blood
  • Plasma
  • Erythrocyte
  • Leucocyte
  • Thrombocyte
  • Muscle Tissue
  • Smooth muscle
Knowledge:
Students know:
  • The function of a particular type of tissue is determined by the specialized chemical and structural organization of cells that make up that tissue.
  • There are four major tissue types in the human body and each type can be broken down into sublevel components that have unique features and functionality.
Skills:
Students are able to:
  • Examine characteristics of the major types of tissue.
  • Gather, read, and evaluate scientific and technical information from multiple legitimate sources to analyze the structural components and organization of the cells that form a particular type of tissue, and interpret how this architecture affects the function(s) of that particular tissue.
  • Construct an explanation of how cellular architecture is specialized to conduct the function(s) of the tissue type it forms.
Understanding:
Students understand that:
  • Tissues are composed of groups of cells that are comparable in structure and function(s) (epithelial, connective, nervous, muscle). Similarly, groups of different types of tissues form an organ that performs a specific bodily function.
  • The function, or functions, of a particular type of tissue are directly related to the type, composition, and arrangement of its unique cells and ancillary components.
AMSTI Resources:
ASIM:

Build a Muscle
Science
SC2015 (2015)
Grade: 9-12
Human Anatomy and Physiology
3 ) Obtain and communicate information to explain the integumentary system's structure and function, including layers and accessories of skin and types of membranes.

a. Analyze the effects of pathological conditions (e.g., burns, skin cancer, bacterial and viral infections, chemical dermatitis) to determine the body's attempt to maintain homeostasis.

Insight Unpacked Content
Scientific and Engineering Practices:
Analyzing and Interpreting Data; Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Structure and Function; Stability and Change
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence of Student Attainment:
Students:
  • Obtain information about the structure of the integumentary system, including layers and their substructure and the accessory structures.
  • Obtain information about the function of the integumentary system, including the function(s) of each layer and its substructure and the accessory structures.
  • Communication information to explain the structure and function of the integumentary system, its layers and their substructure, and its accessory structures.
  • Obtain and communicate information to explain the structure and function of the types of membranes associated with the integumentary system.
  • Analyze the effects of pathological conditions affecting the integumentary system.
  • When pathological conditions affect the integumentary system, determine how the body responds in its attempt to maintain homeostasis.
Teacher Vocabulary:
  • serous membrane
  • serous fluid
  • mucous membrane
  • mucous
  • synovial membrane
  • synovial fluid
  • cutaneous membrane
  • skin
  • hair
  • follicle
  • shaft
  • nails
  • keratinocytes
  • keratin
  • keratinization/cornification
  • melanocytes
  • melanin
  • carotene
  • hemoglobin
  • Epidermis
  • stratified squamous epithelium
  • stratum basale
  • stratum spinosum
  • stratum granulosum
  • stratum lucidum
  • stratum corneum
  • Dermis
  • Arrector pili muscle
  • sensory receptors/ nerve fibers
  • exocrine glands
  • sebaceous glands
  • sebum
  • sweat/ sudoriferous glands
  • apocrine sweat glands
  • eccrine/ merocrine sweat glands
  • capillary
  • Hypodermis/subcutaneous layer
  • ceruminous glands
  • cerumen/earwax
  • Collagen
  • Elastic fibers
  • Adipose tissue
  • Protection
  • Excretion
  • Temperature regulation
  • Sensory perception
  • Carcinoma
  • Melanoma
  • sunburn
  • Ultraviolet radiation
  • Partial thickness burn
  • Full thickness burn
  • Contact Dermatitis
  • Eczema
Knowledge:
Students know:
  • Three of the four types of membrane are composed of epithelium covering connective tissue. The fourth membrane type, synovial membranes, is composed solely of connective tissue.
  • The four types of membrane are specialized according to structure, location, and function.
  • The integumentary system is composed of the skin and its accessory structures.
  • The layered structure of the epidermis provides a regenerative, protective barrier to the body's interior.
  • Dermis is the deep inner layer of skin that gives strength and elasticity to skin and that contains the majority of strutures associated with the skin, such as hair follicles, sensory receptors, and glands.
  • The skin is comprosed of various cell types that each have a unique function within the skin.
  • Each of the accessory structures of the integumentary system has a specific structure and location within the skin.
  • Each of the accessory structures of the integumentary system has a particular function within the structure of the skin.
  • The integumentary system is responsible for specific functions, several of which are integral to maintaining homeostasis.
  • The integumentary system is affected by an array of pathological conditions. The effect of such conditions determines how the body responds.
  • The integumentary system is integral to maintaining homeostasis.
Skills:
Students are able to:
  • Obtain and communicate information to explain the structure and function of the types of membranes.
  • Gather, read, and interpret scientific information about the integumentary system and its structure, including layers and accessory structures.
  • Gather, read, and interpret scientific information about the integumentary system and its function, including layers and accessory structures.
  • Communicate scientific information, in multiple formats (e.g., orally, graphically, textually) to explain the structure and function of the integumentary system, as a whole, and of its intrinsic parts.
  • Use scientific literature to identify conditions and diseases that effect the integumentary system.
  • Evaluate, based on evidence, how these conditions and diseases affect the body.
  • Analyze data in order to make a valid and reliable scientific claim about how the body responds to the identified conditions and diseases in its attempt to maintain homeostasis.
Understanding:
Students understand that:
  • The integumentary system is a complex system comprised of organs that have a primary function to protect the body from homeostatic imbalances such as foreign invaders (viruses, bacteria, fungus, parasites) and the environment.
  • The integumentary system is comprised of the skin as well as accessory structures that allow the skin to accomplish its various homeostatic functions.
  • Cause and effect relationships can be suggested and predicted for compmlex systems by examining what is known about smaller scale mechanisms within the system.
  • Changes in systems may have various causes that may not have equal effects.
  • The body's response to the disease process is complex and involves numerous systems working synergetically to respond to homeostatic imbalances.

Local/National Standards:

 

Primary Learning Objective(s):

Students will identify the major types of tissues. Students will identify the characteristics of each tissue type. Students will recognize diagrams and micrographs of cells in each tissue type.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Slides of various tissue types, microscope

Technology Resources Needed:

Computer with Internet access, PowerPoint software, LCD projector and screen or other computer projection system, PowerPoint presentation "The Integumentary System" (attached)

Background/Preparation:

 
  Procedures/Activities: 
1.)Write these opening "Bellringer" questions on the board for students to answer as class begins: 1. What is the main purpose of your skin? 2. List five possible ways to care for your skin.

2.)Have student volunteers read their answers to the questions. Discuss the student responses to the "Bellringer" questions with the class.

3.)View the slideshow presentation, "The Integumentary System" (attached). Instruct students to take notes. (Copies of notes can be provided for students requiring accommodations.)

4.)Complete the lesson by participating in the Additional Online Activities listed on the last slide of the presentation. Other comparable activities can be substituted at the teacher's discretion.

5.)Conduct a lab practicum using various prepared tissue slides which requires students to identify the tissue type featured at each station. Have students write a descriptive paragraph for each tissue included in the lab.


Attachments:
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  Assessment  

Assessment Strategies

Conduct a lab practicum using various prepared tissue slides which requires students to identify the tissue type featured at each station. Have students write a descriptive paragraph for each tissue included in the lab. A teacher-made written test may also be administered.

Acceleration:

 

Intervention:

Students may label or color diagrams of skin layers and tissue types or make drawings of each.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.