Download Unit P: Endocrine System

Unit P: Endocrine System
Program Area:
Health Occupations Education
Course Title:
Allied Health Sciences I
Unit Title:
Endocrine System
Suggested
Time for
Instruction:
Number: 7211
4 class periods (90 minute classes)
8 class periods (55 minute classes)
Course Percent:
5%
Unit Evaluation:
100% Cognitive
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Competency:
1H16. Analyze the anatomy and physiology of the endocrine
system.
Specific Objectives:
1H16.01
Explain the structure of the endocrine system.
1H16.02
Analyze the functions of the endocrine system.
1H16.03
Discuss characteristics and treatment of common endocrine
disorders.
Summer 2005 P.1
Unit P Master Outline
P.
Endocrine System
1H16.01
Explain the structure of the endocrine system.
A. Pituitary gland
1. Tiny structure size of grape
2. Located at base of brain
3. Connected to hypothalamus
4. Divided into anterior and posterior lobes
B. Thyroid gland
1. Butterfly-shaped mass of tissue
2. On either side of larynx, over trachea
3. H-shaped
C. Parathyroid glands
1. Four glands, each the size of a grain of rice
2. Attached to posterior thyroid
D. Thymus
1. Endocrine gland and lymphatic organ
2. Located behind sternum, above and in front of heart
3. Begins to disappear at puberty
E. Adrenal glands - located on top of each kidney
F. Gonads
1. Ovary in female
2. Testes in male
G. Pancreas
1. Located behind the stomach
2. Endocrine and exocrine functions
1H16.02
Analyze the function of the endocrine system
A. Types of glands
1. Endocrine
a. Secrete hormones directly into bloodstream
b. Ductless
2. Exocrine
a. Secrete substance through a duct
b. Sweat, salivary, lacrimal and pancreas
B. Function of endocrine system
1. To secrete hormones
2. Hormones are chemical messengers that coordinate and direct
target cells and organs
C. Hormone control
1. Negative feedback – drop in hormone level triggers a chain reaction
a. Blood level of hormone falls
b. Brains gets message and sends out hormone to stimulate gland
c. Gland secretes more hormone
d. When blood level of hormone increases, brain hormones stop
2. Nervous control – in some cases, sympathetic nervous system
causes direct release of hormone from gland (for example, when
stress causes the adrenal medulla to secrete adrenalin)
Summer 2005 P.2
D. Pituitary gland
1. The master gland
2. Anterior pituitary lobe
a. Growth hormone – GH (somatotropin) responsible for growth
and development
b. Prolactin – develops breast tissue, stimulates production of
milk after childbirth
c. Thyroid-stimulating hormone – TSH – stimulates thyroxine
d. Adrenocorticotropic hormone – ACTH – stimulates adrenal
cortex
e. Follicle-stimulating hormone – FSH – stimulates growth of
graafian follicle and production of estrogen in females, sperm
in males
f. Luteinizing hormone – LH – stimulates ovulation and
formation of corpus luteum, which produces progesterone in
females
3. Posterior pituitary lobe
a. Vasopressin – converts to ADH (antidiuretic hormone) in the
bloodstream, acts on kidney to concentrate urine and
preserve H2O in the body
b. Oxytocin – released during childbirth causing contractions of
the uterus
E. Thyroid gland
1. Main hormone, thyroxine, is controlled by secretion of TSH
2. Thyroxine controls the rate of metabolism
3. Calcitonin, another hormone that controls calcium ion
concentration in the body, prevents hypercalcemia
F. Parathyroid glands – produce parathormone which helps control
blood calcium, prevents hypocalcemia
G. Thymus
1. Endocrine gland and lymphatic organ
2. Located behind sternum, above and in front of heart
3. Begins to disappear at puberty
H. Adrenal glands
1. Adrenal cortex secretes corticoids (anti-inflammatory hormones)
and sex hormones
2. Androgens – male sex hormones
3. Adrenalin – hormone from adrenal medulla, powerful cardiac
stimulant, “fight or flight” hormone
I. Gonads
1. Estrogen – development of female reproductive organs,
secondary sex characteristics
2. Progesterone – plays a part in the menstrual cycle
3. Testosterone – male reproductive organs and secondary sex
characteristics
J. Pancreas
1. Islets of Langerhans – insulin production
2. Insulin promotes utilization of glucose by the cells
K. Prostaglandins – tissue hormones
Summer 2005 P.3
1H16.03
Discuss characteristics and treatment of common
endocrine disorders.
A. Gigantism
1. Hyperfunction of pituitary – too much growth hormone
2. In preadolescence – overgrowth of long bones leads to excessive
tallness
B. Dwarfism
1. Hypofunction of pituitary in childhood
2. Small size, but body proportions and intellect normal
3. Rx – early diagnosis, injection of growth hormone
C. Hyperthyroidism
1. Overactive thyroid gland
2. Too much thyroxine leads to enlargement of gland
3. Symps – consuming large quantities of food but lose weight
4. Goiter – enlargement of gland
5. Exophthalmos – bulging of eyeballs
6. Rs – partial or total removal of gland, drugs to reduce thyroxine,
radiation
D. Hypothyroidism
1. Not enough thyroxine
2. May be due to lack of iodine (simple goiter)
3. Symps – dry, itchy skin; dry and brittle hair, constipation, muscle
cramps at night
E. Tetany
1. Hypoparathyroidism, decreased calcium levels affect functions of
nerves
2. Symps – convulsive twitching develops, person dies of spasms in the
respiratory muscles
3. Rx – Vitamin D, calcium and parathormone
F. Diabetes Mellitus
1. Cause – decreased secretion of insulin
2. Symps – polyuria, polyphagia, polydipsia, weight loss, blurred vision,
and possible diabetic coma
3. If not treated, excess glucose in blood (hyperglycemia) and secreted
in urine (glycosuria)
4. If too much insulin given, blood sugar can get too low (hypoglycemia)
and person can develop insulin shock
5. Type II diabetes is not insulin-dependent – most common, usually
familial, occurs later in life, usually treated with diet
6. Test for diabetes – blood sample at home, normal blood sugar is 80100 mg
Summer 2005 P.4
Unit P
Endocrine System
Competency 1H16:
Analyze the anatomy and physiology of the
endocrine system.
Materials/Resources
***
Please note that on page 159 in Body Structures and Functions 9th Edition,
by Scott and Fong, Table 11-1 is in error. The table includes Prolactin as a
posterior pituitary hormone, and it is a hormone of the anterior pituitary.
Aldosterone is included in the medulla of the adrenal. Aldosterone is
produced by the cortex of medulla.
Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers,
Latest Edition. www.DelmarAlliedHealth.com
National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current
Edition. www.hosa.org
Teaching/Learning Indicators: The following letters are used to indicate specific
skills/areas required in the instructional activity.
R
W
M
H
Reading
SS
Social Studies
Writing
S
Science
Math
A
The Arts
Health professional/parent/community involvement
Summer 2005 P.5
Objective 1H16.01
Explain the structure of the endocrine system.
Teaching/Learning Activities
 Basic Skills S, R
Each student will read the Endocrine System chapter in Body Structures and
Functions by Scott and Fong. Students will then answer the review questions at the
end of the chapter.
 Cognitive
S
Students will answer review questions on the anatomy of the endocrine system as
posed by the teacher. The teacher can put each student’s name on a popsicle stick
and draw the names at random for review.
 Teamwork
S, A
Have students work in pairs. One student will lie down on paper and the other
student will trace around the student lying down to make an outline of the body.
Students will then draw in the glands of the endocrine system and label.
 Technology S
Have students use the CD for A & P Challenge to reinforce the anatomy of the
endocrine system.
 HOSA
S
During a HOSA meeting have the students lead the members in “HOSA says.”
Member leader will say, “HOSA says point to the location of the thyroid, etc. After
learning the game, HOSA members will teach this to children in an afterschool day
care setting.
 Special Needs
Each student will reach the highest level of mastery in the least restrictive
environment as recommended in the student’s IEP.
Summer 2005 P.6
Objective 1H16.02 Analyze the function of the endocrine system
Teaching/Learning Activities
 Employability Skills
S
Have students participate in a “Clipboard Relay”
Divide the class into two teams. Give each team a clipboard with a
blank page and a pencil. At the teacher’s signal, each team will write all the
hormones discussed in class with the action beside the hormone. A student may
write only one hormone or action. The clipboard is passed down the row of
teammates as each person writes one thing. Student may NOT talk. If a student
perceives an error, they may correct it as their one entry. The board is passed
until a team gets all the items requested. This team is the winner after the clipboard
contents are verified.
 Critical Thinking
S
Have students solve the riddles related to the organs of the Endocrine System in
“Who Am I?” (Appendix 1H16.02A)
 Teamwork
S, W
Assign each student a gland or hormone. Using the Internet, have students research
the assigned topic. Students should compose a short paper describing the function
of the assigned topic. References as to web sites should be documented.
 Cognitive
S
After studying the functions of the endocrine glands, students will answer
teacher-review questions. Teacher will ask questions by saying, “I say regulates
thyroid.” Student should respond by saying, “I say, TSH.”
Sample for teacher:
“I say regulates ovary.”
“I say regulates bone growth.”
“I say secretes insulin.”
If the student answers correctly and precedes the answer by “I say” bonus points
are given. If the student gives the wrong answer or doesn’t precede the answer by
“I say” no points are given.
 Critical Thinking S, H
Have students list all the body functions that would be affected if a patient did not
have a pituitary gland. After this activity, invite a guest speaker to class who has had
a pituitary problem and compare the findings.
 Critical Thinking S, A
Save the paper outline of the body tracing done in the 1H16.01 activity and have
students add arrows to the illustration to show where the targets for these glands are
located. Example: From the pituitary gland arrows should be drawn to bones (drawn
in), thyroid, adrenal gland, ovary, testes, and breasts (drawn in).
 Special Needs
Each student will reach the highest level of mastery in the least restrictive
environment as recommended in the student’s IEP.
Summer 2005 P.7
Objective 1H16.03
Discuss characteristics and treatment of common
endocrine disorders.
Teaching/Learning Activities
 Basic Skills S, A
Have students complete the activity “Dear _____________.” (Appendix 1H16.03A)
 Critical Thinking S, SS
Have students assume they have just been diagnosed with Hyperthyroidism. In a
class discussion, have students brainstorm all the places outside of the school
and their textbook where they could find appropriate informative materials and
what decisions they might have to make regarding their care.
 Employability Skills
S, SS
Have students develop a list of signs that a fellow worker may exhibit in the
workplace that might indicate one of the diseases discussed. Then have the
student respond to these observed signs by stating how the student would approach
or react to such a fellow employee and why.
Example: A student could use “soft skills” in asking a peer if they had been checked
for diabetes after noticing extreme thirst, numerous trips to the restroom, and fatigue.
 Technology S
Students will write a paragraph and explain 1) why a nurse clinician or physician might
order a HbA1c on a patient rather than a fasting blood sugar level to determine
patient compliance, or 2) how an insulin pump works.
 HOSA
S, W, SS
At a HOSA meeting have members develop a questionnaire that would help to
identify people who might be prone to diabetes mellitus. Have a HOSA member
seek to get the questionnaire published in the school newspaper. Along with the
questionnaire, publish a list of lifestyle changes that might help prevent or delay
the onset of diabetes.
 Special Needs
Each student will reach the highest level of mastery in the least restrictive
environment as recommended in the student’s IEP.
Summer 2005 P.8
Unit P: Endocrine System
Terminology List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
ACTH
ADH
adrenal glands
adrenalin
androgens
calcitonin
corticoids
endocrine glands
estrogen
exocrine glands
FSH
gonads
GH (somatotropin)
hormones
insulin
islets of Langerhans
LH
negative feedback
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Disorders and Related Terminology
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
acromegaly
diabetes mellitus
dwarfism
gigantism
goiter
hyperglycemia
hyperthyroidism
hypoglycemia
hypothyroidism
tetany
Appendix 1H16.01A
Summer 2005 P.9
ovary
oxytocin
pancreas
parathormone
parathyroid glands
pituitary gland
progesterone
prolactin
prostaglandins
TSH
target organ cells
testes
testosterone
thymus
thyroid gland
thyroxine
vasopressin
Who Am I?
Read each of the following riddles and decide which member of the endocrine system is
being described.
_______________
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?
_______________
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?
_______________
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?
_______________
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?
_______________
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?
_______________
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?
_______________
Many say I resemble a “pine cone.” I am stimulated by the amount of
the light that enters your eyes. Many believe I help prevent the early
onset of puberty. I produce a hormone, which causes your body
temperature to drop. Who am I?
_______________
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 for the uterus. Who am
I?
Appendix 1H16.02A
Summer 2005 P.10
Dear __________________________;
I have a problem……………………………..
Select a medical problem related to the endocrine system that you will suffer”
from for the duration of this activity. You are to write a letter to your family
doctor about “your problem.” Before you begin, search the Information
Highway for information. Then, make sure your letter INCLUDES the
following:
a. An identification of your “problem” (10 points)
b. A description of your signs and symptoms. ( 15 points)
c. An estimation of when these signs and symptoms first appeared.
(10 pts)
d. How you self-treated yourself for this problem. (15 points)
e. What makes you now want to see the doctor? (15 points)
YOU WILL ALSO BE EVALUATED ON YOUR WRITING SKILLS:
f.
g.
h.
i.
Uses proper format for letter writing. ( 10 points)
Proofreads letter for grammar and spelling mistakes. ( 5 points)
Letter contains fewer than 3 grammatical errors (10 points)
Letter contains fewer than 3 spelling errors. ( 10 points)
Date due _____________________________
Appendix 1H16.03A
Summer 2005 P.11
Unit P: Endocrine System
OVERHEAD TRANSPARENCY
MASTERS
Summer 2005 P.12
Endocrine System
ENDOCRINE GLANDS
 Secrete hormones directly into bloodstream
 Ductless
EXOCRINE GLANDS – secrete substances
through a duct (sweat, salivary, lacrimal and
pancreas)
Function of the Endocrine System – to secrete
hormones – chemical messengers that coordinate
and direct target cells and organs.
Hormonal Control
NEGATIVE FEEDBACK
 Drop in hormone level triggers a chain
reaction to increase secretion, for example
1. Blood level of hormone falls
2. Brain gets message and sends out
hormone to stimulate gland
3. Gland stimulates more hormone
4. When blood levels of hormone increase,
the brain hormones stop
Summer 2005 P.13
Nervous Control – in some cases, sympathetic
nervous system causes direct release of hormone
from gland (for example, when stress causes the
adrenal medulla to secrete adrenalin)
PITUITARY GLAND
 Tiny structure the size of a
grape
 Located at the base of the
brain
 Connected to the
hypothalamus
 Divided into anterior and posterior lobes
 The “Master Gland”
Anterior Pituitary Lobe
 GROWTH HORMONE - GH
(SOMATOTROPIN) responsible for growth and
development
 PROLACTIN – develops breast tissue,
stimulates production of milk after childbirth
 THYROID-STIMULATING HORMONE – TSH stimulates thyroxine
 ADRENOCORTICOTROPIC HORMONE –
ACTH – stimulates adrenal cortex
Summer 2005 P.14
 FOLLICLE-STIMULATING HORMONE – FSH stimulates growth of graafian follicle and
production of estrogen in females, sperm in
males
 LUTEINIZING HORMONE – LH – stimulates
ovulation and formation of corpus luteum,
which produces progesterone in females
Posterior Pituitary Lobe
 VASOPRESSIN – converts to ADH
(antidiuretic hormone) in the bloodstream, acts
on kidney to concentrate urine and preserve
H2O in the body
 OXYTOCIN – released during childbirth
causing contractions of the uterus
Summer 2005 P.15
THYROID GLAND
 Butterfly-shaped mass of tissue
 On either side of larynx, over trachea
 H-shaped
 Main hormone – THYROXINE – is controlled
by the secretion of TSH
 Thyroxine controls the rate
of metabolism
 CALCITONIN – controls
calcium ion concentration
in the body, prevents
hypercalcemia
PARATHYROID GLANDS
 Four glands, each the size of a grain of rice
 Attached to posterior thyroid
 Produce PARATHORMONE which helps
control blood calcium level, prevents
hypocalcemia
THYMUS
 Endocrine gland and lymphatic organ
 Located behind the sternum, above and in
front of the heart
 Begins to disappear at puberty
Summer 2005 P.16
Summer 2005 P.17
ADRENAL GLANDS
 Located on top of each kidney
 Adrenal cortex secretes hormones known at
corticoids – they are anti-inflammatory
 They are: mineralcorticoids, glucocorticoids,
and sex hormones
 ANDROGENS are male sex hormones
 Adrenal medulla secretes epinephrine
(adrenalin) and norepinephrine
 ADRENALIN is a powerful
cardiac stimulent – “fight or
flight” hormones that prepare
the body for an emergency
situation
GONADS
 Ovary in female
 Testes in male
 Estrogen – development of female
reproductive organs, secondary sex
characteristics
 Progesterone – plays a part in the menstrual
cycle
 Testosterone – male reproductive organs and
secondary sex characteristics
Summer 2005 P.18
PANCREAS
 Located behind the stomach
 Endocrine and exocrine functions
 Involved in production of INSULIN by ISLETS
OF LANGERHANS
 Insulin – promotes utilization of glucose by the
cells, fatty acid and amino acid transport, and
facilitates protein synthesis
Other Hormones
PROSTAGLANDINS – tissue hormones, can
cause constriction of blood vessels, muscle
contractions. Can be used to induce labor.
Summer 2005 P.19
Summer 2005 P.20
GIGANTISM
 Hyperfunction of pituitary – too much growth
hormone
 In preadolescent – overgrowth of long bones
leads to excessive tallness
ACROMEGALY
 Hyperfunction of pituitary – too much growth
hormone in adulthood
 Overdevelopment of bones in face, hands and
feet
 Attacks cartilage – so the chin protrudes, lips
nose and extremities enlarge
 Rx – drugs to inhibit growth hormone,
radiation
DWARFISM
 Hypofunction of pituitary in childhood
 Small size, but body proportions and intellect
are normal
 Sexual immaturity
 Rx – early diagnosis, injection of growth
hormone
Summer 2005 P.21
HYPERTHYROIDISM
 Overactive thyroid gland
 Too much thyroxine secreted leading to
enlargement of gland
 People with this disease consume large
quantities of food but lose body fat and weight
 Most pronounced symptoms are enlargement
of gland (GOITER) and bulging of eyeballs
(EXOPHTHALMOS)
 Rx – total or partial removal of
thyroid gland, drugs to reduce
thyroxine, radiation
HYPOTHYROIDISM
 Not enough thyroxine secreted
 May be due to lack of iodine (simple goiter)
 Major cause of other types is inflammation of
thyroid which destroys the ability of the gland
to make thyroxine
 Symps – dry and itchy skin, dry and brittle
hair, constipation, muscle cramps at night
TETANY
 In hypoparathyroidism, decreased calcium
levels affect function of nerves
 Convulsive twitching develops, person dies of
spasms in the respiratory muscles
Summer 2005 P.22

Rx – Vitamin D, calcium and parathormone
DIABETES MELLITUS
 Caused by  secretion of insulin
 Can be insulin dependent (juvenile) or noninsulin dependent
 Symps – polyuria, polyphagia, polydipsia,
weight loss, blurred vision, and possible
diabetic coma
 If not treated, excess glucose in blood
(hyperglycemia) and glucose secreted in urine
(glycosuria)
 Since glucose not available for cellular
oxidation, body starts to burn up protein and
fat
 If too much insulin is given, blood sugar may
go too low (hypogycemia  insulin shock)
 If blood sugar gets too high – hyperglycemia
 diabetic coma
 Type II (non-insulin dependent) is most
common, usually familial, occurs later in life,
control with oral hypoglycemic drugs and diet
 Tests for Diabetes – blood sample measured
in glucometer – done by patient in home –
normal blood sugar 80-100 mg
Summer 2005 P.23