Veterinary Medical Applications I
Lesson Title: Urinary System
TEKS Addressed in Lesson:
§130.6.
(1) The student, for at least 40% of instructional time, conducts laboratory and field investigations using
safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) Demonstrate safe practices during laboratory and field investigations; and
(B) Demonstrate an understanding of the use and conservation of resources and the proper
disposal or recycling of materials.
(2) The student uses scientific methods and equipment during laboratory and field investigations. The
student is expected to:
(A) Know the definition of science and understand that it has limitations, as specified in
subsection (b)(2) of this section;
(D) Distinguish between scientific hypotheses and scientific theories;
(E) Plan and implement descriptive, comparative, and experimental investigations, including
asking questions, formulating testable hypotheses, and selecting equipment and technology;
(F) collect and organize qualitative and quantitative data and make measurements with
accuracy and precision using tools such as spreadsheet software, data-collecting probes,
computers, standard laboratory glassware, microscopes, various prepared slides, animal
restraints, stereoscopes, electronic balances, micropipettors, hand lenses, surgical and
imagining equipment, thermometers, hot plates, lab notebooks or journals, timing devices, Petri
dishes, lab incubators, dissection equipment, and models, diagrams, or samples of biological
specimens or structures;
(G) Analyze, evaluate, make inferences, and predict trends from data; and
(H) Communicate valid conclusions supported by the data through methods such as lab reports,
labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based
reports.
(5) The student researches current topics in veterinary medicine, recognizes the importance of animals
in society, and discusses professional ethics and laws that relate to veterinary medicine. The student is
expected to:
(A) Explain the human-animal bond and how to interact with clients and their animals;
(B) Identify trends, issues, and historical events that have influenced animal use and care;
(C) Describe the legal aspects of animal welfare and animal rights;
(D) Evaluate the principals of veterinary medical ethics; and
(E) Review policies and procedures in veterinary medicine that are considered a reflection of
various local, state, and federal laws.
(7) The student communicates the importance of medical terminology, evaluates veterinary terms to
discover their meanings, and demonstrates the ability to use terms correctly. The student is expected to:
(A) Analyze veterinary terms to discover their meanings and recognize common Greek and Latin
prefixes, suffixes, and roots;
(B) Develop appropriate use of directional anatomical terms;
(C) Identify anatomical structures of animals;
(D) Describe the major body systems by using appropriate medical terminology; and
(E) Recognize, pronounce, spell, and define medical terms relating to diagnosis, pathology, and
treatment of animals.
(9) The student investigates the body systems and gains a working knowledge of each system's purpose
and functions and how each system is affected by disease. The student is expected to:
(A) Identify the parts of the skeletal, muscular, respiratory, circulatory, excretory, reproductive,
integumentary, immune/lymphatic, digestive, endocrine, and nervous systems;
(B) Describe the functions of the skeletal, muscular, respiratory, circulatory, excretory,
reproductive, integumentary, immune/lymphatic, digestive, endocrine, and nervous systems;
(C) Identify appropriate anatomical sites for injections, measuring vital signs, and collecting
blood samples for various animal species; and
(D) Use medical terminology to describe normal animal behavior and vital signs compared to
sick animals.
(11) The student evaluates animal diseases and identifies internal and external parasites. The student is
expected to:
(A) Identify factors that influence the health of animals;
(B) Identify pathogens and describe the effects that diseases have on various body systems;
(C) Explain the best courses of treatment for common diseases;
(D) Describe the process of immunity and disease transmission;
(12) The student evaluates an animal's health during a clinical examination. The student is expected to:
(A) Describe the characteristics and signs of a healthy animal;
(B) Recognize examples of abnormalities and relate them to the associated problems and
illnesses;
(C) Take temperature, pulse, and respiration for a variety of animals;
(D) Describe effects of age, stress, and environmental factors on vital signs of animals;
(E) Explain procedures for physical examinations; and
(F) Explain the regional approach to assess an animal's health.
(15) The student examines various aspects of clinical hematology and veterinary pathology. The
student is expected to:
(A) Describe laboratory tests and explain the importance of proper laboratory
procedures;
(B) Demonstrate the procedures used in collecting, handling, preparing, and examining
fecal and urine specimens and blood specimens, including blood cells and plasma;
(C) Discuss normal and abnormal results obtained in complete blood counts;
(D) Explain sensitivity testing and how to read testing results; and
(E) Prepare microscope slides, preserve specimens, and perform several of the most
common laboratory tests such as blood types.
(16) The student identifies hospital procedures, skills, and objectives that are included in the job
description of an animal care assistant. The student is expected to:
(A) Explain the care, maintenance, and use of equipment and instruments found in
veterinary practice;
(B) Explain appropriate hospital procedures;
(C) Discuss emergency protocols and describe first aid procedures for small and large
animals, including cardiopulmonary resuscitation, control of bleeding, and treatment for
shock;
(D) demonstrate animal care skills such as administering medications, nail trimming,
bathing, grooming, ear cleaning, expressing anal sacs, dental prophylaxis, enema
administration, and identification of animals;
Lesson Objectives:




Identify the anatomical structures of the urinary system
List and describe the function of each component of the urinary system
Analyze the important role the urinary system plays in homeostasis
Describe the way in which the urinary system works with other systems of the body
Key Terms/Vocabulary
Bladder
Blood Pressure
Blood Volume
Electrolytes
Endocrine Gland
Excretion
Homeostasis
Hypothalamus
Kidney
Nephron
Nitrogenous waste
Osmoregulation
pH
Pituitary Gland
Specific Gravity
Ureter
Urethra
Urinalysis
Interest Approach/Anticipatory Set
 When animals and humans eat, foods are broken down into nitrogen, oxygen, hydrogen,
oxygen, salt, excess water among other compounds.
 The body removes this waste it doesn’t need in several ways: sweating, defecation, and
urination
 Protein breakdowns produce a number of nitrogen counts that the body then excretes in the
form of kidneys-if they don’t, these compounds could become toxic
Teaching Plan and Strategy Presentation of New Material


The Urinary System is also known as the renal system
Organs of this system include:
o Kidneys (2)
o Ureters (2)
o Bladder
o Urethra
 This system is located in the abdominal and pelvic area of animals
 The Urinary system is linked to the reproductive system and is often called the
urogenital system as the two systems share the urethra
 The main function of the kidney is to assist the body in maintaining a constant internal
environment. This is called homeostasis.
 The main organs of the system are the kidneys and they are responsible for filtering
blood and producing urine
 The urinary system performs a number of specialized tasks in the animal body:
o Eliminates nitrogenous waste from the body
o Regulate blood volume
o Regulate blood pressure
o Control levels of electrolytes
o Regulate the pH of the blood
 The urinary system works closely with the circulatory system as the kidneys have their
own blood supply called the renal arteries and the renal vein (see handout)
 Urine is formed in the kidneys through a process called filtration
 The urine then travels though the ureters to the bladder where it is stored until it leaves
the body via the urethra, this is called urination
o More specifically, urine is formed by nephrons which are the located within the
kidneys
Structures
 Kidneys
o Dark red/brown in color
o Bean shaped
o Retroperitoneal (between the back and the peritoneum)
o Medulla- where urine is concentrated through a system of renal tubules
o Cortex- where blood is actually filtered
 Ureters
o Muscular tubes that transport urine from the kidneys to the bladder
o extend from each kidney
 Nephron- basic structural and functional unit of the kidney
o Bowman’s Capsule
o Collecting Tubules
o Distal Convoluted Tubule


o Glomerulus
o Loop of Henle
o Proximal Convoluted Tubule
Urinary Bladder
o Hollow muscles that stores urine
Urethra
o Tube that runs from the base of the urinary bladder to the outside of the body
o In females the tube is short because it runs from the bladder to the external
urethral sphincter
o In males, the urethra is quite long, extending through the prostate gland then
the length of the penis and to the external sphincter
Activity/Application/Student Engagement/Laboratory




Present information regarding the urinary system and its functions
Have students draw and label the urinary system components in their notes
Have students use the Nephron worksheet to label the structures of the nephron and discuss
the function of each
Have students work in pairs to create a three dimensional model of the urinary system, labeling
the structures of the urinary system using their notes/text books.
Other activities:
Assign students one of the following urinary disorders/treatments to research and present a brief
presentation to the class:
o
o
o
o
o
o
o
o
o
o
o
o
o
Acute kidney failure
Chronic renal failure
Cystitis
Dialysis
Diuretic
Dysuria
Hematuria
Incontinence
Nephritis
Polyuria
Pyuria
Renal calculi
Urinalysis
Urinalysis Lab
http://www.enasco.com/product/SB27229U
References/Additional Materials/Extended Learning Opportunities/Enrichment
Intro to Veterinary Science, Thompson
http://www.discoveryeducation.com
http://mhs.mcsnc.org
http://www.us.elsevierhealth.com
College and Career Readiness Standards
English/Language Arts
II. A.
3. Identify explicitly and implicit textual information including main ideas and the author’s
purpose
4. Draw and support complex inferences from text to summarize, draw conclusion, and
distinguish facts from simple assertions and opinions
8. Compare and analyze how generic features are used across texts
II. B
1. Identify new words and concepts acquired through study of their relationships to other words
and concepts
2. Apply knowledge of roots and affixes to infer the meanings of new words
3. Use reference guides to confirm the meanings of new words or concepts
III. A
2. Adjust presentations to particular audiences and purposes
III. B
2. Participate actively and effectively in group discussions
3. Plan and deliver focused and coherent presentations that convey clear and distinct
perspectives and demonstrate solid reasoning.
IV. A.
3. Use a variety of strategies to enhance listening comprehension (e.g., focus attention on
message, monitor message for clarity and understanding, provide verbal and nonverbal
feedback, note cues such as change of pace or particular words that indicate a new point is
about to be made, select and organize key information.
Science
I. B1. (a-g) Design and conduct scientific investigations in which hypotheses are formulated and
tested.
III. C 1 (a-c) Presentation of scientific/technical information.
V. D 1 (a-g) Understand that scientists categorize things according to similarities and differences.
VI. E 1 (a-f) Know ways in which living things can be classified based on each organism’s internal
and external structure, development, and relatedness of DNA sequences.
© Texas Education Agency, Educational Excellence project 2015