unit 1: organization of the body. essential questions how do presented symptoms help a doctor...
TRANSCRIPT
Unit 1: Organization of the Body
Essential Questions• How do presented symptoms help a doctor diagnose a
patient?• What are some common health conditions, their symptoms,
and treatments?• What is physiology?• How is our body divided/organized?• Why do I need to study the cell (again)?• What are the different types of tissues and their function in
the human body?
Day 1: Earning Your White Coats• Required Readings:• None
• Learning Objectives:• To conduct research on 4 health conditions: sickle cell anemia,
HIV, diabetes, and pregancy• To read and discuss the Hippocratic Oath
• Vocabulary:• Cause• Symptom• Treatment
Starter• Today we will be starting the process of earning your white
coats in medical school• Throughout the year, you will be required to:• Attend and graduate medical school• Sign the Hippocratic oath• Meet your patients• Run diagnostic tests on patients• Diagnose patients and develop a prognosis• Develop written/visual/oral reports• Receive feedback from evaluators
• To begin this process, we need to have some background knowledge on a few health conditions.
• With your group, discuss what you know about the following conditions: sickle cell anemia, HIV, pregnancy, diabetes
• Time: 10 minutes
Activity 1• We will be going to the computer lab to research the 4
conditions. • Work with a partner to complete the Cause, Symptom &
Treatment/Cure table• Time: 60 minutes
Closing• Get with someone you have not worked with in class yet• From your research, discuss any questions, interesting facts, or
something new you learned about the 4 conditions you researched
• We will discuss as an entire class after• Time: 10 minutes
Day 2: What’s Wrong With Me, Doc?• Required Readings:• None
• Learning Objectives:• To diagnose patients based on the research completed in medical
school and symptoms presented by the patients • Vocabulary:• Diagnosis• Prognosis
Starter• With your group, read through The Hippocratic Oath• Discuss and write your answers to the discussion questions• Sign The Hippocratic Oath• Time: 15 minutes
Activity 1• Each member of the group will be a patient and be a part of a
team of doctors• You will have one medical condition that you will act out to
the team of doctors• The team of doctors will come up with a diagnosis and why,
discuss what treatments are available, and what the prognosis is for the patient.
• Time: 40 minutes (10 minutes per patient)
Closing• Choose 2 of the health conditions we have been studying over
the past 2 days and create an acrostic• Conditions:• HIV• Pregnancy• Diabetes• Sickle Cell (Anemia)
• The acrostic can include things such as:• Causes• Symptoms• Treatment• Information about the condition
• Time: 15 minutes
Homework • Read Chapter 1 for Friday
Day 3: Chapter 1• Required Readings:• Chapter 1: Introduction to the Human Body
• Learning Objectives:
Vocabulary• Anatomy• Anterior• Appendicular• Axial• Cephalic• Cervical• Homeostasis• Meninges• Metabolism• Parietal• Pericardium• Peritoneum• Physiology• Pleura• Posterior• Visceral
Starter• With your group, list as many of the organ systems as you can• What is the function of these organ systems?• Time: 10 minutes
Activity 1• There are lots of terms to describe the location or direction of
body parts.• Use the following terms to act out the body locations:• Right/left; Distal/proximal; Medial/lateral; Superior/inferior;
Anterior/posterior• The elbow in relation to the shoulder• The hip in relation to the knee• The sternum in relation to the left clavicle • The heart in relation to the small intestine• The quadriceps in relation to the hamstrings
• Time: 10 minutes
Activity 2• On the human body template, colour and label the body
regions• You can use Table 1.2 and 1.3 as a guide for the locations and
names of the body regions• Time: 15 minutes
Activity 3• Create a cartoon that depicts the basic needs that are needed
to maintain human life:• Food• Water• Oxygen• Body temperature• Atmospheric pressure
• Your cartoon can be informative, funny, or clearing up misconceptions (i.e. one person says something that is wrong and another person corrects them)
• Time: 25 minutes
Activity 4• What is the difference between positive- and negative-
feedback mechanisms in our body?• With a partner, choose a feedback mechanism from the list
below:• Childbirth• Body temperature regulation• Blood sugar regulation
• Create a visual representation (flow chart, diagram, etc.) that shows the following and what they do:• What happens if homeostasis is disrupted?• Stimulus/response• Receptors/effectors• Control center
• Time: 20 minutes
Closing• Share your feedback mechanism with the class
Homework• Finish your feedback control diagram• Finish your cartoon• Read Chapter 3