Veterinary Medical Applications I
Lesson Title: Integumentary 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: The student will be able to:
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Analyze the function of the skin
Identify the layers of the skin and the accessory organs associated with the skin
Explain how skin aids in temperature regulation
Research diseases of the integumentary system
Key Terms/Vocabulary
Epithelial Cells
Epidermis
Dermis
Squamous
Keratin
Follicle
Connective Tissue
Cutaneous
Subcutaneous
Interest Approach/Anticipatory Set
Ask students if they know what horns and antlers are made of?
Share that bovine have horns that are two-part structures. An interior of bone (also an
extension of the skull) is covered by an exterior sheath grown by specialized hair follicles, as are
your fingernails. In fact, your fingernails and the exterior sheath of horns are made of very
similar materials. Horns are never shed and continue to grow throughout the animal’s life. The
exception to this rule is the pronghorn which sheds and regrows its horn sheath each year.
Teaching Plan and Strategy Presentation of New Material
Introduction
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The integumentary system serves as protection from the elements including direct
sunlight as well as various diseases. It is the body’s first line of defense.
The integumentary system of animals varies from the human system in that some have
an outer layer like scales, fur, skin, feathers that can shed. This system also may include
glands that assist in maintaining moisture.
This system assists in preventing dehydration and hyperthermia and hypothermia.
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Animals often have a specialized skin type depending upon their natural environment.
Some animals have a layer of fat beneath the surface of the skin to assist in temperature
regulation.
Go over the Integumentary System PowerPoint while students take notes over the information
presented
I.
Skin
A. The largest organ of the body
B. Composed of sweat and oil glands, nails, hair, and skin
C. A system of specialized tissue
a)
b)
c)
d)
Glands that secrete fluids
Nerves that carry impulses
Blood vessels that assist in the regulation of body
temperature
D. The body’s defense
a)
b)
c)
d)
e)
A barrier against microorganisms
Protects the organs from injury
Maintains and regulates body temperature
Acts as a receptor for sensation (hot, cold, touch, pain)
Guards the deeper tissues against excessive loss of water,salts, and heat
E. Assists in the removal of wastes
II. Three layers of the skin
A. Epidermis
B. Dermis
C. Subcutaneous tissue
III. Epidermis
A. Outer layer of the skin
B. Cellular layer of the skin
C. Composed of epithelium which covers both the internal and external surfaces of the
body
D. Contains no blood vessels, lymphatic vessels, connective tissue, cartilage, or fat
E. Depends on the dermis layer and its network of capillaries for nourishment
F. The deepest layer of the epidermis is the basal layer
1. Cells in the basal layer are always multiplying
2. As basal layer cells divide, they are pushed upwards and away from the blood
supply of the dermis layer by the development of younger cells
3. These cells shrink, lose their nuclei, die, and become filled with a hard protein
called keratin. They are then called horny cells, reflecting their keratin
composition
4. Within 3 to 4 weeks after living as a basal cell in the deepest part of the
epidermis, the horny keratinized cell is sloughed off from the surface of the skin
IV. Dermis
A. Second layer of the skin, the corium
B. Located just below the epidermis
C. A living tissue composed of blood, lymph vessels, and nerve fibers
D. Contains hair follicles, sweat glands, and oil glands
E. Contains connective tissue cells and fibers
F. Composed of several types of connective tissues
1. Histiocytes- protects the body by surrounding foreign materials
2. Fibroblasts- works to repair injury
3. Mast cells- contain histamine, a substance released in allergic reactions that
causes itching
G. Fibers in the dermis are composed of collagen
1. Acts as a binder or “glue”
2. A fibrous protein material found in bone, cartilage, tendons, and ligaments, as
well as the skin
3. Tough but flexible
4. In young, collagen is softer but it becomes more rigid as the animal ages
5. Supports and protects the blood and nerve networks that pass through the
dermis
H. Hair shafts are located in the dermis
1. Hair shafts have bundles of involuntary muscles called pili attached to the hair
follicles
2. Certain stimuli cause these muscles contract, the hair stands on end
(goosebumps)
V. Subcutaneous layer
A. Made of connective tissue that is responsible for the formation of fat
B. Lipocytes-plentiful in the subcutaneous layer, manufacture and store large amounts
of fat
C. Aids in protection and insulation of the body
E. Connects the dermis to the muscles
F. Fat tissue insulates the inner structures from temperature extremes
VI. Sebaceous glands
A. Produce sebum
B. Carried to the edges of the skin by ducts and excreted through openings in the skin
called pores
C. Lubricates the skin
D. Closely associated with hair follicles; their ducts open into the hair follicle
E. Influenced by sex hormones
VII. Sudoriferous glands
A. Tiny network of glands found on almost all body surfaces
B. Produce a watery solution called sweat
1. Helps cool the body
2. Carried to the edges of the skin by ducts and excreted through openings in the
skin called pores
3. Perspiration (sweat) is almost pure water, dissolved materials such as salt
making up less than 1%.
4. Colorless and odorless
5. The odor produced when sweat accumulates is due to the actions of bacteria
C. Certain sweat glands, only active from puberty onward, are larger than ordinary
sweat glands
D. Ceruminous glands are classified as modified sweat glands
1. Found in the ear canal
2. Produce a yellow waxy substance called cerumen (ear wax)
E. Some animals such as rodents and lagomorphs do not have sweat glands
VIII. Hair
A. Composed of a network of horny cells
B. Cells located in the hair roots move forward through the hair follicles
C. Hair color depends on the amount of melanin present in the animal. This is
determined by genetics.
D. Hormone production decreases with ago, some hair loses color and become
transparent (gray)
IX. Nails
A. Harder keratin plates that cover the dorsal surface of the last bone of each toe and
finger
B. Composed of horny cells that are cemented together and can extend indefinitely until
cut or broker
C. Nails grow in thickness and length by the division of the cells of the nerve root at the
base of the nail plate
Activity/Application/Student Engagement/Laboratory
 Give students a blank copy of the skin diagram
 Have them use their device or computers to label the anatomy of the skin
 Using clay or playdough, have students create a model of the skin using the diagram they
labeled earlier as a reference
 Assign students a condition or disease that affects the integumentary system and present
findings to peers.
 Have students research and discuss animals who integumentary systems differ from that of a
mammal and create a poster to explain the specialized system
o
o
o
o
Birds
Reptiles
Amphibians
Fish
References/Additional Materials/Extended Learning Opportunities/Enrichment
Intro to Veterinary Science, Thompson
http://www.discoveryeducation.com
http://depts.gpc.edu/~decms/ibim/integument.htm
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 tudy 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 2015