COURSE ESSENTIAL STANDARD OBJECTIVE ESSENTIAL QUESTIONS Human body’s communication and hormone control systems 4.00 B2 28% Understand the body’s systems of hormone control. 4.04 B2 6% Understand the functions and disorders of the endocrine system. What are the functions of the endocrine system? What are some disorders of the endocrine system? How do you relate the body’s hormones to the endocrine system? 7240 Health Science I Unit B UNPACKED CONTENT I. Function of the endocrine system A. Hormone control 1. Negative feedback 2. Nervous control B. Hormones 1. Pituitary a. Anterior lobe i. Adrenocorticotropic hormone ii. Follicle-stimulating hormone iii. Growth hormone iv. Prolactin v. Luteinizing hormone vi. Thyroid-stimulating hormone b. Posterior pituitary lobe i. Oxytocin ii. Vasopressin 2. Thyroid a. Calcitonin b. Thyroxin 3. Parathyroid (Parathormone) 4. Adrenal glands a. Medulla i. Epinephrine ii. Norepinephrine b. Cortex i. Androgens ii. Corticosteroids 5. Gonads a. Ovaries (female) i. Estrogen ii. Progesterone b. Testes (male) (Testosterone) 6. Pancreas a) Islets of Langerhans b) Insulin 7240 Health Science I Summer 2012 Page 307 III. Disorders of the endocrine system and their treatments A. Acromegaly B. Addison disease C. Cushing’s syndrome D. Diabetes mellitus i. Type I ii. Type II E. Gigantism F. Growth hormone deficiency G. Hyperthyroidism H. Hypothyroidism I. Tetany 7240 Health Science I Summer 2012 Page 308 ACTIVITIES 1. 2. Functions of the Endocrine System Distribute the handout. Students will complete the chart and record class discussion in their own words while viewing the PowerPoint presentation. Present PowerPoint presentation, slides 1- 19. Note: mix PowerPoint slides with other activities as needed for your class. Facilitate discussion of the functions of the various endocrine structures. Endocrine System Flash Place students in groups of 3-4. Have students make flash cards with the hormones on one side and hormone functions on the other side. Instruct students to match the cards with the gland flash cards that they made in objective 4.03. Collect flash cards from one group. Randomly ask students to place the cards on a body image: o gland o hormone it secretes o its function Students from all groups could race to place their cards in the appropriate places on a body poster, if there is one poster per group. Instruct students that they 7240 Health Science I RELEVANCY TO OBJECTIVE Students will UNDERSTAND (B2) the functions of the endocrine system. RESOURCES 4.04 Understand the functions and disorders of the endocrine system PowerPoint presentation, slides 1-19 4.04 Understand the functions of the endocrine system Handout Students will UNDERSTAND (B2) the functions of the endocrine system. Summer 2012 Paper or cards for flash cards Page 309 ACTIVITIES 3. 4. 5. will have a vocabulary quiz in two days matching the hormones to their functions. Gland Relevance to Health Place students in groups of 3-4. Assign each group a different gland. Instruct students to prepare to tell the class what their life would be like if they did not have the assigned gland. Allow time to prepare. Instruct students to use their text book or other classroom resources to complete this activity. Have students present the information to the class. Encourage creativity. Who am I? Distribute the handout. Students will complete the handout as directed. Review the answers with the students, allowing them to answer first. Clarify any incorrect answers. Students will use the handout as a study tool. Functions of the Endocrine System Quiz As a review for the quiz, give each student the name of a gland. Each gland should be assigned randomly to more than one student. Describe the gland and what it does. 7240 Health Science I RELEVANCY TO OBJECTIVE RESOURCES Students will UNDERSTAND (B2) disorders of the endocrine system Students will UNDERSTAND (B2) the functions of the endocrine system. 4.04 Who am I? Handout Students will UNDERSTAND (B2) the functions of the endocrine system. 4.04 Functions of the Endocrine System quiz Summer 2012 Page 310 ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES Students will UNDERSTAND (B2) disorders of the endocrine system. 4.04 Understand the functions and disorders of the endocrine system PowerPoint presentation, slides 20-33 6. 7. 8. Students should stand as they hear their gland described. Distribute the handout. Collect grade and return the quiz on the next class day. Disorders of the Endocrine System: Distribute the handout. Students will complete the handout and record class discussion in their own words while viewing the PowerPoint presentation. Present PowerPoint presentation, slides 20 – 33. Note: mix PowerPoint slides with other activities as needed for your class. Facilitate discussion of the functions of the various endocrine structures. Mystery Diagnosis Note: Schedule time in the media center so that students can research their “Mystery Diagnosis.” Assign Mystery Diagnosis project. Divide students into four (or eight smaller) groups. Students will decide who will play the roles and who will research specific information for the presentation. Students will make the presentations as directed in the teacher resource. Disorders of the Endocrine System Research Distribute the handout. 7240 Health Science I 4.04 Disorders of the Endocrine System Handout Students will UNDERSTAND (B2) disorders of the endocrine system. 4.04 Mystery Diagnosis Teacher Resource Students will UNDERSTAND (B2) disorders of the endocrine system. Current approved magazines, Internet sites or newspapers Summer 2012 Page 311 ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES Students will UNDERSTAND (B2) the functions and disorders of the endocrine system. 4.04 Understand the functions and disorders of the endocrine system Assessment as prepared by the teacher or as provided Students will REMEMBER (A1) the structures of the reproductive system. Textbook Assign each group a topic for research in a current periodical. (Magazine, Internet, Newspaper) Divide students into for groups. Topics for research: Group I - Type I diabetes. Group 2 - Type II diabetes, Group 3 – Addison’s disease Group 4 - Cushing’s syndrome On presentation day, divide the student groups to have at least one representative from each research group in the new group. Students will share the information they learned about the latest treatment of these conditions within the groups. Facilitate discussion and clear up misconceptions. 4.04 Understand the functions and disorders of the endocrine system Assessment Distribute the assessment. Allow students the class time to complete the assessment. Grade papers and return to students as soon as possible. 4.05 Remember the structures of the reproductive system preparation Assign students to use their textbooks to read about the reproductive system. 7240 Health Science I Notebook OR Materials provided Summer 2012 Page 312 ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES Students should be given an assignment to complete to facilitate learning. Note: This could be an assignment from the materials provided or as provided by the teacher.) Review and return these materials to students prior to beginning the next objective. 7240 Health Science I Summer 2012 Page 313 4.04 Functions of the Endocrine System Handout Name ________________ Date _________________ Directions: Complete this chart and record class discussion in your own words while viewing the PowerPoint presentation. Gland Adrenal Cortex Hormone(s) Adrenal Medulla 1. Gonads (ovaries) 1. 2. 2. Gonads (Testes) Pancreas Parathyroid Pituitary (Anterior) 1. 2. 3. 4. 5. 6. Pituitary (Posterior) 1. 2. Thymus Thyroid 1. 2. 7240 Health Science I Hormone Function Relevancy to Health ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Summer 2012 Page 314 4.04 Who Am I? Handout Name ________________ Date _________________ Directions: Read each of the following riddles and decide which member of the endocrine system is being described. Record your answer in the blank provided. 1. __________________ I am the vanishing gland. You need me most during your early childhood years and I begin to disappear when you reach puberty. I am considered a member of both the endocrine and the lymphatic system. I secrete a hormone, which helps to stimulate lymphoid cells to produce T-cells. You need me to help fight off diseases. Who am I? 2. __________________ I control how “sweet” you are. I keep your blood sugar within normal limits. If you blood sugar is too high I produce insulin and if it is too low, I produce glucagon. I also play a role in the digestion process. Who am I? 3. __________________ You can thank me for all those muscles you have and that deep voice. I am also the reason you need to shave every day. I play a role in reproduction by allowing you to make sperms. Who am I? 4. __________________ They say “good things come in small packages” and that is true with me. I am very tiny, but I do a lot of jobs in the endocrine system. I help you grow and develop. I also provide the milk for a new mother to breast-feed her baby. The back part of me helps maintain your body’s water balance. Finally, when I release my hormone, oxytocin, is will cause the uterus to contract so a new life can be born. Who am I? 5. __________________ Many people say I am shaped like a butterfly. I increase metabolism and influence both physical and mental activity. I help with tissue growth. I also cause calcium to be stored in bones. Who am I? 6. __________________ There are two of me in your body and I have two parts. I help keep your electrolytes balanced by deciding how much sodium and potassium your body needs. I also play a role in pain control. I am a good friend of the sympathetic nervous system and I play a role in preparing your body to handle emergencies. I help you decide whether to “fight or flight!” Who am I? 7. __________________ A chicken and I have a lot in common. We both produce eggs. I also stimulate the development of breast and pubic hair. I want that egg to have a good cushion, so I help make a lining of the uterus. Who am I? 7240 Health Science I Summer 2012 Page 315 4.04 Endocrine System Matching Handout Name ________________ Date _________________ Directions: Match the hormone to its correct function. Record your answer in the blank provided. 1. Vasopressin __________ Growth and development 2. Growth Hormone __________ Stimulates ovulation 3. Estrogen __________ Metabolism rate 4. Testosterone __________ Stimulates estrogen 5. Insulin production 6. Prolactin __________ Converts to ADH 7. Oxytocin __________ Stimulates adrenal cortex 8. Follicle stimulating hormone (FSH) __________ Uterine contractions 9. Thyroid stimulating hormone __________ Male secondary sex (TSH) hormones 10. Thyroxine __________ “fight or flight response” 11. Adrenocorticotropic hormone __________ Stimulates thyroid (ACTH) __________ Development of female 12. Parathormone reproductive organs 13. Adrenalin __________ Breast and milk production 14. Luteinizing hormone (LH) __________ Prevents hypocalcemia 15. Calcitonin __________ Prevents hypercalcemia __________ Carbohydrate metabolism 7240 Health Science I Summer 2012 Page 316 4.04 Endocrine System Matching Handout KEY Name ________________ Date _________________ Directions: Match the hormone to its correct function. Record your answer in the blank provided. 1. Vasopressin growth hormone Growth and development 2. Growth Hormone __LH______ Stimulates ovulation 3. Estrogen _thyroxine__ Metabolism rate 4. Testosterone _FSH______ Stimulates estrogen production 5. Insulin 6. Prolactin vasopressin Converts to ADH _ACTH ___ Stimulates adrenal cortex 7. Oxytocin _oxytocin__ Uterine contractions 8. Follicle stimulating hormone (FSH) testosterone Male secondary sex hormones 9. Thyroid stimulating hormone (TSH) _adrenalin__ “fight or flight response” _TSH______ Stimulates thyroid 10. Thyroxine _estrogen__ Development of female 11. Adrenocorticotropic hormone (ACTH) 12. Parathormone reproductive organs _prolactin__ Breast and milk production parathormone Prevents hypocalcemia _calcitonin_ Prevents hypercalcemia 13. Adrenalin insulin___ Carbohydrate metabolism 14. Luteinizing hormone (LH) 15. Calcitonin 7240 Health Science I Summer 2012 Page 317 4.04 Disorders of the Endocrine System Handout Name ________________ Date _________________ Directions: Complete this chart and record class discussion in your own words while viewing the PowerPoint presentation. Disorder Gland Effected Hormone Involved Symptoms Treatment Other information Acromegaly Addison Disease Cushing’s Syndrome Diabetes mellitus (Type I) Diabetes mellitus (Type II) Gigantism Growth Hormone Deficiency Hyperthyroidism Hypothyroidism Tetany 7240 Health Science I Summer 2012 Page 318 4.04 Mystery Diagnosis Teacher Resource Directions: 1. Divide students into four (or eight smaller) groups. 2. Allow class time over a few days for preparation. 3. On the day of the “appointment” (the day of the presentation), the teacher chooses one of the disorders (or more as time allows) and assigns roles. 4. The family (group one) acts out an expected conversation and makes an appointment with the doctor’s office (group 2). They should act as if they do not know what is wrong, just that they are experiencing the symptoms. They should tell the doctor’s office that they are not well and need to see a doctor. Students will then role play the doctor visit. 5. Group two role plays care to patient. 6. Doctor sends patient to lab. (Group 3) and the lab sends their report back to the doctor. 7. After the doctor’s visit the patient goes to pharmacy for their prescription. 8. Students should be able to complete the role play, accurately without prompting by the teacher. 7240 Health Science I Summer 2012 Page 319 4.04 Mystery Diagnosis Student Handout Name ________________ Date _________________ Directions: Group One: Take on the role of a family with one of its members with symptoms of the following diseases: Diabetes (Type I) and Cushing’s syndrome. Decide who will play what roles within the family. Be prepared to answer questions for the doctor’s office (group two) at your next appointment. Score: ____1. Was the person with the disease the most likely in the family (age appropriate for that diagnosis)? (20 points) ____2. Did the person answer the questions with the expected answers? (20 points) ____3. Quality of questions for the doctors. Did the group ask medical providers about their educational background? (20 points) ____4. Evidence of group participation. (20 points) ____5. Props/special effects/costumes (20 points) Group 2: Take on the role of a medical practice most likely to treat diseases/ disorders of this unit. Assign roles to group members based on expected medical professionals in that practice. Develop a typical questionnaire that might be used in a doctors’ office to interview a patient. Be prepared to answer questions about your job qualifications, educational background, etc. Plan to care for the patient in group one that will be coming to see you this week for a diagnosis and treatment of his/her disorder which will be either Diabetes Type I or Cushing’s syndrome. You should be prepared to discuss either disorder. ____1. Did group members know their qualifications/educational background? (20 points) ____2. Were tests ordered appropriately? (20 points) ____3. Quality of questionnaire. (20 points) ____4. Evidence of group participation. (20 points) ____5. Props/special effects. (20 points) 7240 Health Science I Summer 2012 Page 320 4.04 Mystery Diagnosis Student Handout page 2 (Continued) Group 3: Take on the role of a lab/ assign roles. Be prepared to answer question regarding job qualifications and educational background. Be prepared to run lab results for patients with both of the following disorders: Diabetes (Type I) and Cushing’s syndrome, be prepared to discuss what lab test the medical practice will order and the expected results for the specific disorders. Develop a lab report that might be used in a medical laboratory. ____1. Did group members know their qualifications/educational background? (20 points) ____2. Were tests results as expected? (20 points) ____3. Quality of lab report. (20 points) ____4. Evidence of group participation. (20 points) ____5. Props/special effects. (20 points) Group 4: Take on the role of a pharmacy/ assign roles. Be prepared to discuss job duties and educational background. Be prepared to fill prescriptions for both of the following disorders: Diabetes (Type I) and Cushing’s syndrome. Be sure to know that age and weight of the “patient”. ____1. Did group members know their qualifications/educational background? (20 points) ____2. Were prescriptions ordered and filled appropriately? (20 points) ____3. Was pharmacist helpful with prevention/healthy habits tips (20 points) ____4. Evidence of group participation. (20 points) ____5. Props/special effects. (20 points) 7240 Health Science I Summer 2012 Page 321 4.04 Rubric for Current Event Handout Name __________________ Date ___________________ Directions: Select an article from two approved sources. Read the articles carefully. Answer the following questions related to your findings in the article. 1. Write the complete titles and source for each. ____________________________________________________________________ ____________________________________________________________________ 2. Use a sheet of notebook paper to summarize the articles. 3. Copy one sentence from your selections that gives the main idea or “punch line” of the article. __________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. Do you think the article gives enough information about the topic? Why or why not? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 5. What information about the treatment of this disorder will society learn from the article? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 7. Attach your summary and a copy of the articles. 8. Rubric for grading: Use at least two approved sources. (20 points) One to two written summary pages. (20 points) Class presentation (20 points) Evidence of group cooperation. (20 points) Completed handout. (20 points) 7240 Health Science I Summer 2012 Page 322 4.04 Prototype Assessment Items Note: These items illustrate the types of items used in the item bank for this objective. All items have been written to match the cognitive process of the understand verb in the objective. Questions require students to interpret, summarize or explain safety procedures. These exact questions will not be used on the secured test, but questions in similar formats will be used. These assessment items may be used as prototypes by teachers and students to generate similar items to comprise formative assessments for you classroom. This strategy is especially helpful during the field test year when classroom item banks are not available. Results of formative assessment should be used to diagnose levels of mastery, determine if re-teaching is needed, and guide further instruction. 1. Which hormone is responsible for the development of breast tissue and stimulates production of milk after childbirth? A. B. C. D. FSH Growth Hormone Prolactin TSH C 2. Hyperfunction of the pituitary gland during pre-adolescence leads to what condition? A. B. C. D. Acromegaly Dwarfism Gigantism Hyperthyroidism C 3. Mary is suffering from dry itchy skin, dry and brittle hair, constipation, and muscle cramps at night. She tells you, “It seems like everything is slowing down”. Mary is most likely suffering from: A. B. C. D. diabetes mellitus. hyperthyroidism. hypothyroidism. tetany. C 7240 Health Science I Summer 2012 Page 323