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• Required Readings:

o 5.1, 5.2

• Learning Objectives:o Describe the functions of the skino Describe the structure and role of the two tissue layers forming the

skino Describe the structure and role of the hypodermis

Video: The Integumentary System

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• The skin has 5 functions:

o 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• 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• With your group, chose 1 function of the skin and

explain its importance in maintaining homeostasis in the body

• Time: 5 minutes

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

Day 2• Required Readings:

o 5.3, 5.4

• Learning Objectives:o Describe how skin colour is determinedo Explain how the skin provides protection from UV radiationo Identify the accessory structures formed by the epidermis and describe

their structures o Describe the function of each accessory structure

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

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:o How would you describe your skin type?o What do you do to protect your skin? Why is that important?o What other characteristics do members of your group have in

common?o What factors influence skin color?o How does your skin compare with that of other family members?o What geographical regions are your ancestors from?

• Time: 20 minutes

Some interesting info…

• Skin Type and Ethnic Backgroundo 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.

o 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 Burningo 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…

• Share your ideas with the whole class• Draw generalizations from your discussions:

o How do the skin types differ? o What similarities do they have? o What can you deduce about these skin-type groups? o Are there any social implications for membership in each group?

• Time: 10 minutes

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 Activity• Evaluate the improper use of differences in skin

colour to divide humans into distinct races.• Time: 5 minutes

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.o How does what you have learned about variations in skin colour affect

your view of other people and the world?

Day 3• Required Readings:

o 5.5, 5.6

• Learning Objectives:o Describe how the skin aids the regulation of body temperatureo Contrast hypothermia and hyperthermia and explain the cause of

deatho Describe how aging affects the skin

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 1• Design an experiment to see what happens when

the skin is exposed to extreme temperatures.• You should include:

o Aimo Hypothesiso Variables (controlled, independent, dependent)o Materialso Procedure

• Things to consider:o What will you use as “skin” (think of the ethical reasons for not using

human skin)o How will you measure what is happening?o How will you simulate the extreme temperatures?

• Time: 40 minutes

Activity 2• Go to the following websites:

o http://www.sheffield.ac.uk/news/nr/virtual-model-skin-aging-sheffield-university-1.282738

o http://science.nationalgeographic.com/science/health-and-human-body/human-body/skin-article/

• 1st website:o What are “sleeping stem cells” and how has this discovery aided in

research for the aging of skin?

• 2nd website:o What are the different factors that can stress the skin?o Use a diagram to explain what happens to the skin during the different

developmental stages from infancy to old age

• Time: 40 minutes

Closing Activity• What are some steps you can take to slow down

the effects of aging of your skin?• Time: 5 minutes

Homework• Read section 2.7

Day 4• Required Readings:

o 5.7

• Learning Objectives:o Describe the common infectious and noninfectious disorders of the skin

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

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• Summative Assessment• Presentation of your diseases