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
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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
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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
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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
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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
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Summer 2012
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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
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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
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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
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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
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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
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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)
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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
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