ALEX Lesson Plan

     

Disease and Disorders of the Integumentary System

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  This lesson provided by:  
Author:Kimberly Simms
System: Lowndes County
School: Calhoun High School
The event this resource created for:ASTA
  General Lesson Information  
Lesson Plan ID: 29661

Title:

Disease and Disorders of the Integumentary System

Overview/Annotation:

This is a Project Based Learning activity of the Integumentary System where students will investigate different diseases that can affect the skin, hair, or nails.  Students will write a paper and create a visual presentation to share the disease or disorder with the class.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

 Associated Standards and Objectives 
Content Standard(s):
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.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • how to cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate information and to cite the source of information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.

Local/National Standards:

National Science Standards

Grades 9-12:

    • Understandings about scientific inquiry.

    • Matter, energy, and organization in living systems and behavior of organisms.

    • Abilities of technological design, understandings about science and technology.

    • Natural and human-induced hazards, science and technology in local, national, and global challenges.

  • Understanding of the nature of scientific knowledge and science as a human endeavor.

Primary Learning Objective(s):

Depth of Knowledge Level: 4 Extended Thinking

Students will demonstrate an understanding and apply their knowledge of the various diseases and disorders of the Integumentary System by designing a visual presentation.

Additional Learning Objective(s):

Students will design a visual presentation on the disease or disorder that he or she has chosen. 

 

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Technology Resources Needed:

  1. Internet Access
  2. Computers
  3. Remediation Video (optional)
  4. Word Processing Software (needed)
  5. Presentation Software (needed)
  6. Story Board Software (optional)
  7. Slideshow software (optional) 

Background/Preparation:

Students should be familiar with:

  1. the basic function and structure of the Integumentary System.
  2. the basic diseases and disorders of the Integumentary System.
  3. the fact that the skin protects against injuries of many types because it is the outermost boundary of the body.
  4. the specific disease or disorder that the students have chosen.

The teacher should be familiar with the software that is needed. 

The Story Board Software and the Slideshow software is optional.

 

BEFORE STUDENTS ENTER THE COMPUTER LAB

The teacher will: 

  1. remind students not to eat or drink in the computer lab, before going into the lab. 
  2. explain the consequences of going to other Internet sites that are not on the agenda for the lesson
  3. hand out Presentation Requirements HandoutReport RubricPresentation RubricList of Diseases and Disorders, and Diseases and Disorders Requirements Handout to the students.
  4. go over the expectations for the assignment for the presentation.

  Procedures/Activities: 

Before Activity: (Engage)

IN THE COMPUTER LAB: Day One

Students will:

  1. Brainstorm a Disease or Disorder of the Integumentary System.
  2. Gather the necessary information that is listed in the Diseases and Disorders Report Requirements.
  3. Search at least three different websites for their information.

 Teacher will: (Explain)

  1. Remind students about recording what websites they have visited to get their information.   
  2. Remind students that their information must be sited within in their paper and on the last page of their Multimedia Presentation.

During Activity: (Explore)

In the Computer Lab: Day Two- Keying the Report

 Students will:

  1. Take out their Report Rubric and Diseases and Disorders Requirements.
  2. Use their handouts, rubrics, and research in order to complete their report.

The teacher will remind students that plagiarism and cutting and pasting information from the Internet are not acceptable.

In the Computer Lab-Day Three and Four: Visual Aid

1. Students will use the Multimedia Rubric and Presentation Requirements handouts to complete their visual aids.

2. Students will email their paper and presentations to the teacher during the last visit in the Computer Lab.

(Elaborate/Evaluate)

In the Classroom- Day Five: The Presentation

  1. Have students turn in their Report in the appropriate collecting bin for the classroom.
  2. Have each student pull up their presentation from his or her own stored device.
  3. Have each student stand in the front of the class and elaborate on his or her findings to the class.
  4. Students will be evaluated based on the multimedia/presentation rubric.

Option#1- Evaluating Students in Class

Students will be assessed based on how well the report explains the integumentary system's structure and function, how the report is written and how well their presentation will be done.  This can be done by the use of rubrics.


Option #2- Evaluating Students Outside of Class.

If there are time constraints and you do not have the time to have students to present their presentations in class, then you may want to use the additional rubrics that are under attachments.

Just simply grade the papers and presentations that the students have emailed to your previously.

explain the integumentary system's structure and function, including layers and accessories of skin and types of membranes.



Attachments:
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  Assessment  

Assessment Strategies

Option#1- Evaluating Students in Class

Students will be assessed based on how well the report explains the integumentary system's structure and function, how the report is written and how well their presentation will be done.  This can be done by the use of rubrics.

Option #2- Evaluating Students Outside of Class.

If there are time constraints and you do not have the time to have students to present their presentations in class, then  you may want to use the additional rubrics that are under attachments.

Acceleration:

As an extension, students can create a Podcast of their presentation.  Students can view a tutorial on Podcasts here.

Intervention:

Students that are having issues with grasping the concept of this assignment can view a video that helps to explain diseases and disorders of the Integumentary System.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.