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