UNIT COVER PAGE. Time Frame: 3 weeks Date Created: 10/14/05 Date Modified: Brenetta Allison, Sue Harmon, Karen Kalmanek, Peg Macabobby, Chad

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1 Unit 3 UNIT COVER PAGE School District: Bremen Dist. 228 Department: Science Course: Anatomy Unit Title: Integumentary System Grade Levels: 11 & 12 Vocabulary, Membranes & Tissues: Accessory Organs; Regulation of Topic Areas: Temperature; Healing of Wounds Time Frame: 3 weeks Date Created: 10/14/05 Date Modified: Brenetta Allison, Sue Harmon, Karen Kalmanek, Peg Macabobby, Chad Unit Designer(s): Robson, Terry Stephens Link to State Standards 12.a.5a Explain changes within cells and organisms in response to stimulation and changing conditions. Summary of Unit The learner will understand that the cutaneous membrane (commonly called skin) together with certain accessory organs make up integumentary system, which provides the first line of defense for the body, excretes wastes, and regulates body temperature. Resources Video: The New Human Body; The Ski, with accompanying worksheet. Key Words Cutaneous membrane Dermis Epidermis Follicle Integument Keratin Melanin Mucous membrane Sebaceous gland Serous membrane Subcutaneous membrane Sweat gland Synovial membrane Dermatitis Erythema Melanoma Pruritis Pustule Ulcer Common skin diseases 1

2 STAGE 1: IDENTIFY DESIRED RESULTS Enduring Understandings Students will understand that the integumentary system is vital to maintain homeostasis. the skin is a system composed of many small organs. the environment has an impact on the health and function of the skin. Essential Questions How are the structures of skin connected to its function? How might our knowledge and care of the integumentary system help to prolong a youthful appearance? What are the limits of skin care products? What positive or negative habits have you developed that affect your skin s health? How might an albino person s lifestyle change as a result of their condition? How is the structure of skin like (or not like) the structure of a house? Knowledge and Skills Students will know the general function of skin the structure of skin layers the organs skin the healing process (honors) Students will be able to describe a disorder/condition related to integumentary system apply functions to specific structures identify the different tissues and layers of skin use skin as a diagnostic tool (honors) Students will be familiar with skin cancer types skin cancer prevention function of melanocytes effects of aging on integumentary system (ex. sun) burns tattoos piercings Disorders acne fungal infections moles cancer melanoma rash warts 2

3 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand? Required Assessments (brief description) Determine the effect of a consumer product on the integumentary system (perspective). Other Assessments (brief description) video: Skin model of skin quiz test PowerPoint microscope work mini-labs: Crisco 3

4 Learning Activities PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? W How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? PowerPoint demonstration: Story of Megan. H How will you hook students at the beginning of the unit? How are you going to maintain the youthful appearance you have today? (Share pictures of mother and grandmother) E What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? Discuss common skin care products using visuals. R How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Change of habits journal reflection, complete performance task. E How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Review most/least effective products. How has what you learned changed your thinking? T How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? Assign different products. Allow student to choose product based on personal family experience. O How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? Layers of skin (structure and functional) organs homeostasis diseases and disorders. 4

5 Essential Questions at Topic Level Use the six facets of understanding to generate possible essential questions for the topic of your three-circle audit (curricular priorities). Explanation Interpretation How is the structure of skin like (or not like) the structure of a house? How are the structures of skin connected to its function? Application How might our knowledge and care of the integumentary system help to prolong a youthful appearance? (Topic Area) Integumentary System Empathy How might an albino person s lifestyle change as a result of their condition? Self-Knowledge Perspective What are the limits of skin care products? What positive or negative habits have you developed that affect your skin s health? 5

6 Student Performance Task Unit: Integumentary System Task: Perspective Course: Reg/Hon Anatomy Time Frame: 3 days Overarching Understanding: Students will understand that the application of chemical knowledge will foster a greater understanding of physiology. Enduring Understanding: Students will understand that the integumentary system is vital to maintain homeostasis. Essential Question: What positive or negative habits have you developed that affect your skin s health? Vignette: You have been asked to recommend a consumer product to a group of friends. A list of possible products is located on the back of this sheet. It is your challenge to determine the effect of this product on the integumentary system before making your recommendation. So you can better educate your friends, prepare a visual about your findings. This could be an infomercial, collage, pamphlet, etc. Your visual will be displayed and critiqued by your friends. Standard: You will be graded on the following scale: Rubric self and peer review 6

7 Student Performance Task Unit: Integumentary System Task: Perspective Course: Reg/Hon Anatomy Time Frame: 3 days List of Possible Consumer Products: hair dye acne medications self-tanning products Rogaine sun block smoking anti-wrinkle cream moisturizers (containing collagen, Nair/hair removal Vitamin E) (waxing) Botox/collagen injections acrylic nails shampoo & conditioner microderm abrasion kits stretch mark creams (prevention) exfoilators tattoos (get or remove) piercings butt paste skin bleaching glycolic peels hair transplants perms and relaxers inaction Desinex Restaline (alt to Botox) Aloe Vera dandruff shampoo antiperspirants/deodorants lamisal 7

8 Performance Task Blueprint (regular & honors) Unit: Integumentary System Type: Perspective Topic Area: Skin Time Frame: 3 days Goal Your challenge is to determine the effect of a consumer product on the integumentary system. Role You are a consumer. Audience Group of friends. Situation You have been asked to recommend this product to your friends. Product or Performance Create a visual about your findings (infomercial, collage, pamphlets, etc). All visuals will be displayed and critiqued by friends. Standards Rubric self and peer review 8