Unit 2: The Integumentary System

1. Unit 2: The Integumentary System

2. 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?

3. 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

4. Video: The Integumentary System

5. 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

6. 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

7. 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

8. Closing Activity • With your group, chose 1 function of the skin and explain its importance in maintaining homeostasis in the body • Time: 5 minutes

9. Homework • Read section 5.3, 5.4 • Test corrections • Hand in any missing assignments

10. 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

11. 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

12. Activity 1 • Present your picture slideshows to the class • Time: 10 minutes

13. 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

14. 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.

15. 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

16. 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

17. Closing Activity • Evaluate the improper use of differences in skin colour to divide humans into distinct races. • Time: 5 minutes

18. 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?

19. 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

20. 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

21. 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

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

23. Closing Activity • What are some steps you can take to slow down the effects of aging of your skin? • Time: 5 minutes

24. Homework • Read section 2.7

25. Day 4 • Required Readings: • 5.7 • Learning Objectives: • Describe the common infectious and noninfectious disorders of the skin

26. 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

27. 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.

28. Day 5 • Summative Assessment • Presentation of your diseases