Download Use argument supported by evidence for how the body is a system

Grade Level: Middle School
Number of Students:
Instructional Hours or Class Periods/days:
Instructional Location:
Date:
2
Lesson Goals
Central Focus of Lesson:
What disease does the patient have? How does the disease work, how do the body systems work together to respond and how does
the treatment work?
Standard(s) Addressed:
Use argument supported by evidence for how the body is a system of interacting subsystems composed of
groups of cells. MS-LS1-3
Lesson Objectives and Demands
Content and Practice Objectives:
Students will be able to:
-Identify a disease based on its symptoms
-Present an oral and written argument supported by evidence to support an explanation/model of the disease’s function, the body
systems’ reaction (specifically how body systems work together to react/fight the disease), and how the treatment works
-Suggest a model for a more effective treatment
-Give suggestions for disease prevention
Language Objectives:
-Analyze data/a list of symptoms
-Explain and justify with evidence a model of a disease’s function, the body systems’ reaction, and how the treatment works
Key Vocabulary in Lesson: (Include definitions)
-Symptoms: a physical or mental feature that is regarded as indicating a condition of disease, particularly such a feature
that is apparent to the patient
-Disease: a disorder of structure or function in a human, animal, or plant, especially one that produces specific signs or
symptoms or that affects a specific location and is not simply a direct result of physical injury.
Lesson Considerations
Materials:
-Computers/laptops
-Presentation materials (poster board, projector…etc.)
Prior Academic Learning and Prerequisite Skills:
-Students will need to understand body systems (circulatory, excretory, digestive, respiratory, muscular, and nervous systems) and
how they work together
-Students will need to understand cells and how they function
Misconceptions:
"Diseases had already begun to disappear before vaccines were introduced, because of better hygiene and sanitation"
"The majority of people who get disease have been vaccinated."
"Vaccines cause many harmful side effects, illnesses, and even death - not to mention possible long-term effects we don't even know
about."
"Vaccine-preventable diseases have been virtually eliminated from my country, so there is no need for my child to be vaccinated."
http://www.who.int/vaccine_safety/initiative/detection/immunization_misconceptions/en/
Lesson Plan Details:
Lesson Introduction - “Before”:
At the beginning of class, the teacher will inform them that now that they have learned about how the body works, they will now
transform into doctors! There are suddenly too many patients at Carle Hospital, and they need our help! The new doctors will work
in teams of four and will receive a patient. The doctors will be given information about the patient’s diagnosis and symptoms, and
using their knowledge on how the body systems work, the doctors must prescribe a treatment or new medicine to help heal or relieve
the pain of the patient!
Learning Activities - “During”:
The teacher will then separate the students into groups of four and have them sit together. Each group will then be given a handout
which lists a disease and its symptoms as well as a data organizer to help them make sense of the data they are given (an example
is provided at the bottom of the lesson plan). The students will then spend the rest of the class period discussing how the body is
affected in order to produce the listed symptoms and how they can use treatments/medicines of their own making to help alleviate
the symptoms. (ex: give an antibiotic to kill the bacteria causing the necrotizing fasciitis, cover the wound so that no more bacteria
would get in, give medicine that signals the brain to ease pain…etc.). They will also start creating their visual aid in class (ex: poster,
Powerpoint…etc.)
Closure - “After”:
During the next class, the students can then present their ideas to the class using their visual aids. The presentation should include
what their treatment is and how the treatment affects the body systems to help cure the disease or alleviate the symptoms.
Extension:
If there is enough time, the students can suggest other treatments to the diseases other than the ones presented.
Acknowledgements
Sources:
http://www.who.int/vaccine_safety/initiative/detection/immunization_misconceptions/en/
http://science.education.nih.gov/supplements/nih10/diseases/info_rarediseases.html#link5.1
Name__________________________________
Period__________
Symptoms Data Organizer
1.) What is the goal(s) of your treatment? (ex: to cure the disease, alleviate pain…etc.)
2.) Which symptoms will you target for your treatment?
3.) What are the causes of these symptoms?
4.) How will you address these symptoms?
a. What do you need?
b. What do you need to do?
c. How does the treatment work?
Necrotizing Fasciitis
Necrotizing fasciitis (NF) is a bacterial infection. The bacteria attack the soft tissue and the fascia, a sheath of tissue that covers muscles. Most commonly, the
infection is from Group A Streptococcus bacteria strains. This is the same kind of bacteria responsible for causing strep throat. Most strep strains are easily killed
by antibiotics. Some are not, though, and, under the right set of conditions, can cause NF. These conditions include the following:
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An opening in the skin through which the bacteria enter the body. The opening can be large, as a result of trauma or surgery, or very small,
as from a pinprick or paper cut.
Contact with the bacteria, either from inside the person or from another infected person.
Infection by an invasive strain of the Group A Streptococcus bacteria.
Symptoms of NF: NF produces flu-like symptoms, so people initially believe that they simply have the flu.
Early symptoms (usually within the first 24 hours)
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An opening in the skin (from even a slight trauma) has appeared, allowing the bacteria to enter the body.
The patient feels discomfort in the general area of the trauma.
The pain increases out of proportion to the injury.
Flu-like symptoms appear such as vomiting, diarrhea, dehydration, fatigue, weakness, muscle pain, and fever.
Intense thirst develops as the body dehydrates.
Advanced symptoms (usually within three to four days)
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The painful area of the body begins to swell and may show a purplish rash.
The painful area may develop large, dark blisters.
The wound may take on a bluish, white, or dark, mottled, flaky appearance.
Critical symptoms (usually within four to five days)
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Blood pressure drops severely.
Heartbeat increases.
A rash may appear over the body, caused by toxins released by the bacteria.
Toxic shock causes the body’s organs to shut down.
Unconsciousness results as the body becomes too weak to fight the infection.
Figure 5. An invasive strain of the Group A Streptococcus bacteria can enter the body through a foot blister.
Marfan Syndrome
Marfan syndrome is a genetic disease of the connective tissue. It’s caused by mutations in the gene that codes for the connective tissue proteins.
Features of Marfan Syndrome: People with Marfan syndrome have the genetic mutation in all their cells. This means that the disorder affects the connective
tissue in many different body systems.
Table 10. Features of Marfan Syndrome
Cardiovascular System
The aorta (main blood vessel that carries blood from the heart) may be enlarged and weakened.
The layers of the aorta may be separated, causing it to tear more easily.
The mitral valve that separates the upper and lower halves of the left side of the heart may be enlarged and may not work
properly.
Skeletal System
Tall and thin body type
Scoliosis (curvature of the spine)
Chest sinks in or sticks out
Flexible joints
Flat feet
Teeth very crowded together
Ocular System
Severe myopia (nearsightedness)
Dislocated eye lens
Detached retina
Early glaucoma or cataracts
Other Body Systems
Stretch marks on skin, not from pregnancy or weight gain
Sudden lung collapse
Swelling of the sac that surrounds the spinal column
Figure 6. Marfan syndrome is associated with flexible joints.