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Unit 2: The Integumentary System. Essential Questions. What is the role of the skin in our body? What structures are present in/on the skin? How is skin colour determined? How does aging affect the skin? What are some infectious and noninfectious skin disorders?. Day 1.

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essential questions
Essential Questions
  • What is the role of the skin in our body?
  • What structures are present in/on the skin?
  • How is skin colour determined?
  • How does aging affect the skin?
  • What are some infectious and noninfectious skin disorders?
day 1
Day 1
  • Required Readings:
    • 5.1, 5.2
  • Learning Objectives:
    • Describe the functions of the skin
    • Describe the structure and role of the two tissue layers forming the skin
    • Describe the structure and role of the hypodermis
starter
Starter
  • On the whiteboard provided, write down a statement about the structure or function of the skin.
  • A category has been written on each of the whiteboards.
  • Pass your whiteboard to the next group, who will then add another statement onto the whiteboard.
  • Each whiteboard will have 5 statements
  • Time: 15 minutes
activity 1
Activity 1
  • The skin has 5 functions:
    • Protection, excretion, temperature regulation, sensory perception, and synthesis of vitamin D
  • With your group, you will do a “photo scavenger hunt” around the school, acting out the various functions of the skin while taking photos of them
  • When you return, make a slide show of the photos to present to the class
  • Time: 45 minutes
activity 2
Activity 2
  • Create a model of the structure of the skin
  • Include the epidermis, dermis, and hypodermis
  • Take a picture so you have a copy for yourself
  • We will go around and look at the groups and discuss the different components and the functions
  • Time: 20 minutes
closing activity
Closing Activity
  • With your group, chose 1 function of the skin and explain its importance in maintaining homeostasis in the body
  • Time: 5 minutes
homework
Homework
  • Read section 5.3, 5.4
  • Test corrections
  • Hand in any missing assignments
day 2
Day 2
  • Required Readings:
    • 5.3, 5.4
  • Learning Objectives:
    • Describe how skin colour is determined
    • Explain how the skin provides protection from UV radiation
    • Identify the accessory structures formed by the epidermis and describe their structures
    • Describe the function of each accessory structure
starter1
Starter
  • Discuss the following questions with your group
  • What are the 5 accessory structures associated with the skin?
  • What are the functions of these structures?
  • Get your slideshows ready to present
  • Time: 5 minutes
activity 11
Activity 1
  • Present your picture slideshows to the class
  • Time: 10 minutes
activity 21
Activity 2
  • Walk around the room and find the description that you think best matches your skin type
  • Stand near that description
  • When everyone has found the description that best matches your skin type, sit at one of the desks with your group
  • Discuss the following questions with your group:
    • How would you describe your skin type?
    • What do you do to protect your skin? Why is that important?
    • What other characteristics do members of your group have in common?
    • What factors influence skin color?
    • How does your skin compare with that of other family members?
    • What geographical regions are your ancestors from?
  • Time: 20 minutes
some interesting info
Some interesting info…
  • Skin Type and Ethnic Background
    • Certain skin types often go with certain ethnic backgrounds and skin colors. For example, many people of Irish or Welsh background are skin type I or II. This is especially true if they have fair skin, red or blond hair, and light eyes. And many people of African ancestry are skin types V and VI. But you can have dark skin and still be sun-sensitive.
    • In a recent survey, 15 percent of African-Americans surveyed said they had a tendency to sunburn. These people may be at a higher risk for skin cancer than other African-Americans who have a less sun-sensitive skin type.
  • Over-Exposure Is Dangerous Even Without Burning
    • No matter what your skin type, you don't have to get a sunburn to have skin damage from the sun. Some types of skin cancer can develop from long-term sun exposure without burning. Also, exposure to UV rays (especially UVA) can cause premature aging of skin.
after discussing with your group
After discussing with your group…
  • Share your ideas with the whole class
  • Draw generalizations from your discussions:
    • How do the skin types differ?
    • What similarities do they have?
    • What can you deduce about these skin-type groups?
    • Are there any social implications for membership in each group?
  • Time: 10 minutes
activity 3
Activity 3
  • You will be given a number 1, 2, or 3
  • Each group will be given a different resource with questions to go along with the resource
  • Read through the resource and answer the questions as a group
  • You will make a presentation on your findings
  • Time: 30 minutes
closing activity1
Closing Activity
  • Evaluate the improper use of differences in skin colour to divide humans into distinct races.
  • Time: 5 minutes
homework1
Homework
  • Read section 5.5, 5.6
  • Answer the following question in journal format. You can either hand it in next lesson, or email it to me.
    • How does what you have learned about variations in skin colour affect your view of other people and the world?
day 3
Day 3
  • Required Readings:
    • 5.5, 5.6
  • Learning Objectives:
    • Describe how the skin aids the regulation of body temperature
    • Contrast hypothermia and hyperthermia and explain the cause of death
    • Describe how aging affects the skin
starter2
Starter
  • Why/how does our skin (need to) regulate our temperature?
  • What are the optimal conditions for doing exercise? Why do you say this?
  • Time: 5 minutes
activity 12
Activity 1
  • Design an experiment to see what happens when the skin is exposed to extreme temperatures.
  • You should include:
    • Aim
    • Hypothesis
    • Variables (controlled, independent, dependent)
    • Materials
    • Procedure
  • Things to consider:
    • What will you use as “skin” (think of the ethical reasons for not using human skin)
    • How will you measure what is happening?
    • How will you simulate the extreme temperatures?
  • Time: 40 minutes
activity 22
Activity 2
  • Go to the following websites:
    • http://www.sheffield.ac.uk/news/nr/virtual-model-skin-aging-sheffield-university-1.282738
    • http://science.nationalgeographic.com/science/health-and-human-body/human-body/skin-article/
  • 1st website:
    • What are “sleeping stem cells” and how has this discovery aided in research for the aging of skin?
  • 2nd website:
    • What are the different factors that can stress the skin?
    • Use a diagram to explain what happens to the skin during the different developmental stages from infancy to old age
  • Time: 40 minutes
closing activity2
Closing Activity
  • What are some steps you can take to slow down the effects of aging of your skin?
  • Time: 5 minutes
homework2
Homework
  • Read section 2.7
day 4
Day 4
  • Required Readings:
    • 5.7
  • Learning Objectives:
    • Describe the common infectious and noninfectious disorders of the skin
activity 13
Activity 1
  • You will use this time to work on your presentation on a skin disorder
  • Due Friday, September 20
  • Word document is on wiki under “homework” tab
slide27

With a partner, you will choose a skin disorder and sign up for it in the back of the room. You will create a PowerPoint to present to the class on Friday, September 20.

Criteria:

  • What is your disorder?
  • What are the causes?
  • Is it infectious or noninfectious?
  • What are the symptoms?
  • What are the risk factors?
  • What are the cures/treatments?
  • Who does the disorder effect?
  • Interesting facts/figures
  • References

Remember that you will be presenting to the class. Think about the type of presentations you like to listen to. Some ways to make it more fun/interesting:

  • Make your presentation interactive (have the class do activities, answer questions)
  • Show a video
  • Have pictures
  • Don’t read from the slides!!!

You will have 5 minutes to present. Please be ready at the beginning of class so we can get started right away.

The Projects Rubric will be used for assessing your presentation.

day 5
Day 5
  • Summative Assessment
  • Presentation of your diseases