Unit 3
UNIT COVER PAGE
School District:
Bremen Dist. 228
Department:
Science
Course:
Anatomy
11 & 12
Unit Title: Integumentary System
Grade Levels:
Vocabulary, Membranes & Tissues: Accessory Organs; Regulation of
Topic Areas: Temperature; Healing of Wounds
3 weeks
10/14/05
Date Created:
Date Modified:
Brenetta Allison, Sue Harmon, Karen Kalmanek, Peg Macabobby, Chad
Unit Designer(s): Robson, Terry Stephens
Time Frame:
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
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Dermatitis
Erythema
Melanoma
Pruritis
Pustule
Ulcer
Common skin diseases
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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)
Disorders
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acne
fungal infections
moles
cancer
melanoma
rash
warts
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
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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
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
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.
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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
How are the structures
of skin connected to its
function?
Interpretation
Application
How is the structure of
skin like (or not like)
the structure of a
house?
How might our knowledge and
care of the integumentary
system help to prolong a
youthful appearance?
(Topic Area)
Integumentary
System
Empathy
Perspective
How might an albino person’s
lifestyle change as a result
of their condition?
Self-Knowledge
What are the
limits of skin care
products?
What positive or negative
habits have you developed that
affect your skin’s health?
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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
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Student Performance Task
Unit: Integumentary System
Task: Perspective
Course: Reg/Hon Anatomy
Time Frame: 3 days
List of Possible Consumer Products:
 hair dye
 Rogaine
 anti-wrinkle cream
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



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Botox/collagen injections
microderm abrasion kits
tattoos (get or remove)
skin bleaching
perms and relaxers
Restaline (alt to Botox)
antiperspirants/deodorants
 acne medications
 sun block
 moisturizers (containing collagen,
Vitamin E)
 acrylic nails
 stretch mark creams (prevention)
 piercings
 glycolic peels
 inaction
 Aloe Vera
 lamisal
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 self-tanning products
 smoking
 Nair/hair removal
(waxing)
 shampoo & conditioner
 exfoilators
 butt paste
 hair transplants
 Desinex
 dandruff shampoo

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Performance Task Blueprint (regular & honors)
Unit:
Integumentary System
Topic Area:
Skin
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
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Type: Perspective
Time Frame: 3 days
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