Unpacked Content
I. Functions and disorders of the eye
A. Functions of the structures of the eye
1. External eye
2. Internal eye
3. The process of seeing
B. Disorders of the eye
1. Cataract
2. Color blindness
3. Conjunctivitis
4. Detached retina
5. Diabetic retinopathy
6. Glaucoma
7. Macular degeneration
8. Problems with focus
II. Functions and disorders of the ear
A.Functions of the structures of the ear
1. External ear
2. Middle ear
3. Inner ear
4. The pathway of hearing
B. Disorders of the ear
1. External otitis
2. Otitis media
3. Otosclerosis
4. Meniere’s disease
5. Tinnitus
6. Presbycusis
a. Conductive hearing loss
b. Sensorineural hearing loss
III. Functions and disorders of the nose
A. Functions of the structures of the nose
a. External nose
b. Internal nose
B. Disorders of the nose
1. Deviated nasal septum
2. Nasal polyps
3. Rhinitis
IV. Functions and disorders of the tongue
A. Functions of the tongue
B. Disorders of the tongue
1. Glossitis
2. Strawberry tongue
3. Thrush
V. Functions and disorders of the skin
A. Sensory functions of the skin
B. Sensory disorders of the skin
/ ACTIVITIES / RELEVANCY TO OBJECTIVE / RESOURCES /1 / Functions of the Sensory System
Note: Arrange to have a guest speaker who works with visually impaired or hearing impaired individuals.
· Distribute the handout prior to the speaker’s arrival.
· Allow 15 minutes for students to complete their pre-reflection.
· Encourage students to ask the speaker questions.
· Instruct students to record information they learned on the back of the handout.
· Facilitate discussion by asking students to share what they learned. / Students will UNDERSTAND (B2) the functions of the sensory system. / 3.04 Guest Speaker
Handout
2 / Functions and disorders of the eye
· Distribute the handout.
· Present PowerPoint presentation, slides 1-15.
· After discussing the functions of eye structures, use the web site listed or printed copies of similar images to complete the Vision Activity listed on the handout. Ask students “what do you see?”
· Do they all see the same image? Why or why not?
· Facilitate discussion and clear up misconceptions.
· Students will use the handout in the next activity. / Students will UNDERSTAND (B2) the functions and disorders of the eye. / 3.04 Functions and disorders of the eye PowerPoint Presentation,
slides 1-15
3.04 Functions and disorders of the eye Handout
Vision Activity:
Visual illusions and Pardoxes
http://www.scientificpsychic.com/graphics/
OR
Printed copies of these images to project using a document camera
3 / Functions and disorders of the eye
· Continue with the PowerPoint presentation to discuss the disorders of the eye from the previous activity, slides 16-29.
· Pre-assign disorders to students to facilitate the discussion. Students should be prepared to share.
· Facilitate discussion and clear up misconceptions.
· Students will use the handout as a study guide. / Students will UNDERSTAND (B2) the functions and disorders of the eye. / 3.04 Functions and disorders of the eye PowerPoint Presentation,
slides 16-29
3.04 Functions and disorders of the eye Handout
4 / Functions and disorders of the ear
· Distribute the handout.
· Present PowerPoint presentation, slides 1–10.
· After discussing the functions of ear structures, lead students in the Sound Activity. Make different sounds using five of the items (or similar items) listed.
· Place the item in a brown paper bag so that students will not be able to see it.
· Ask students to record their responses to the sounds.
· Are students able to identify the sounds?
· What influences the ability to distinguish the source of the sound?
· Ask the students “What is the relevance of sound to health and safety?”
· Facilitate discussion and clear up misconceptions.
· Students will use the handout in the next activity. / Students will UNDERSTAND (B2) the functions and disorders of the ear. / 3.04 Functions and disorders of the ear PowerPoint Presentation,
slides 1-10
3.04 Functions and disorders of the ear Handout
Materials for Sound Activity:
Examples
Shake a bag of coins
Bounce a ball
Drop a book
Tap a pen or pencil on the desk
Unwrap candy in cellophane
Shake a baby rattle
Toot a bicycle horn
Blow a whistle
5 / Functions and disorders of the ear
· Continue with the PowerPoint presentation to discuss the disorders of the ear, slides 11 - 21.
· Pre-assign disorders to students to facilitate the discussion. Students should be prepared to share.
· Facilitate discussion and clear up misconceptions.
· Students will use the handout as a study guide. / Students will UNDERSTAND (B2) the functions and disorders of the ear. / 3.04 Functions and disorders of the ear PowerPoint Presentation,
slides 10 - 21
3.04 Functions and disorders of the ear Handout
6 / Functions and disorders of the nose
· Distribute the handout.
· Present PowerPoint presentation, slides 1-9.
· After discussing the functions of nose structures, conduct the Smell Activity.
· Assign the students into groups of 3 for the Smell Activity.
· Distribute a set of prepared bags to each group of students.
· Give them five minutes to identify the smells.
· Students should record their results.
· Facilitate discussion about the results.
· Does anyone have a cold? Could they smell the fragrances?
· What influences the ability to distinguish the smell?
· Ask the students “What is the relevance to health and safety?”
· Facilitate discussion and clear up misconceptions.
· Students will use the handout in the next activity. / Students will UNDERSTAND (B2) the functions and disorders of the nose. / 3.04 Functions and disorders of the nose PowerPoint Presentation,
slides 1-9
3.04 Functions and disorders of the nose Handout
Materials for Smell Activity (a set for each group of students)
5 Brown paper bags labeled 1-5
Place fragrant items in each bag and seal the bag (tape, staples, etc.)
Suggested items for the bags:
Cinnamon
Pepper
Dirty sock
Baking soda
Maple syrup hand lotion
Bananas
Peppermint
Lemon
Chocolate
Coffee
(These are only suggestions. Any fragrance is fine.)
7 / Functions and disorders of the nose
· Continue with the PowerPoint presentation to discuss the disorders of the nose, slides 10-14.
· Pre-assign disorders to students to facilitate the discussion. Students should be prepared to share.
· Facilitate discussion and clear up misconceptions.
· Students will use the handout as a study guide. / Students will UNDERSTAND (B2) the functions and disorders of the nose. / 3.04 Functions and disorders of the nose PowerPoint Presentation,
slides 10-14
3.04 Functions and disorders of the nose Handout
8 / Sensory functions and disorders of the tongue and skin
· Distribute the handout.
· Present PowerPoint presentation, slides 1-12.
· After discussing the sensory functions of the tongue, offer students the Taste Activity.
· (Note: Be mindful of school policies about eating and of student individual dietary needs.)
· Continue with the PowerPoint presentation to discuss the disorders of the tongue, slides 13-15.
· Pre-assign disorders to students to facilitate the discussion. Students should be prepared to share.
· Facilitate discussion and clear up misconceptions.
· Students will use the handout for the next activity. / Students will UNDERSTAND (B2) the functions and disorders of the tongue and skin. / 3.04 Sensory functions and disorders of the tongue and skin PowerPoint Presentation,
slides 1-12
3.04 Sensory functions and disorders of the tongue and skin Handout
Taste Activity
Suggested items for tasting:
Cinnamon candy
Pepper
Bananas
Peppermint
Lemon
Chocolate
Coffee
(These are only suggestions. Any distinctly flavored item is fine.)
9 / Sensory functions and disorders of the tongue and skin
· Present PowerPoint presentation, slides 16-19.
· After discussing the sensory functions of the skin, students will participate in the Touch Activity.
· Continue with the PowerPoint presentation to discuss the impact skin disorders have on its sensory function, slides 20.
· Pre-assign disorders to students to facilitate the discussion. Students should be prepared to share.
· Facilitate discussion and clear up misconceptions.
· Students will use the handout as a study guide. / Students will UNDERSTAND (B2) the functions and disorders of the tongue and skin. / 3.04 Sensory functions and disorders of the tongue and skin PowerPoint Presentation,
slides 16-19, 20-22
3.04 Functions and disorders of the tongue and skin Handout
Touch Activity
Materials for Touch Activity (a set for each group of students)
5 Brown paper bags labeled 1-5
Sandpaper
Cotton balls
Wool
Wood
Paper clips
Ping pong balls
Rubber toy
Ice pack
10 / Sensory System Research
Note: Reserve the computer lab at your school prior to this activity.
· Distribute the handout “Medical Case Studies.
· Assign students to work in pairs, researching the given situations.
· Circulate and assist as needed. / Students will UNDERSTAND (B2) functions and disorders of the sensory system. / 3.04 Medical Case Studies Handout
11 / Researched Persuasive Speaking
Note: Reserve the computer lab at your school prior to this activity.
· Distribute the handout and complete the activity as directed on the handout.
· Be sure to review the HOSA guidelines for Researched Persuasive Speaking with the class.
· Students will make their speeches to the class.
· Answer student questions to facilitate discussion and to reinforce learning. / Students will UNDERSTAND (B2) the sensory system disorders and treatment. / 3.04 Sensory System Researched Persuasive Speaking Handout.
Health Occupations Students of America (HOSA) Competitive Events rubric Researched Persuasive Speaking
http://www.hosa.org/natorg/sectb/cat-iii/rps.pdf
12 / 3.04 Understand the functions and disorders of the sensory system Assessment
· Distribute the assessment.
· Allow students the class time to complete the assessment.
· Grade papers and return to students as soon as possible. / Students will UNDERSTAND (B2) the sensory system. / 3.04 Understand the functions and disorders of the sensory system Assessment as prepared by the teacher or as provided
13 / 3.05 Remember the structures of the integumentary system preparation
· Assign students to use their textbooks to read about the integumentary system.
· Students should be given an assignment to complete to facilitate learning.
· Note: This could be an assignment from the materials provided or as provided by the teacher.)
· Review and return these materials to students prior to beginning the next objective. / Students will REMEMBER (A1) the structures of the integumentary system. / Textbook
Notebook
OR
Materials provided
3.04 Guest Speaker Form Name ______
Handout Date ______
Directions: Answer the following questions based on the speaker’s area of study. Be sure to complete the pre-reflection activity before the guest speaker arrives.
Pre-reflection (What do you know about this speaker’s subject? What would you like to know?) ______
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Speaker’s name ______
Occupation ______
Place of employment ______
Notes from speaker’s presentation ______
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Questions you would like to ask ______
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3.04 Functions and disorders of the eye Name ______
Handout Date ______
Directions: Record notes and class discussion while viewing the PowerPoint presentation related to the functions and disorders of the eye.
Functions / Description/NotesExternal eye
Internal eye
The process of seeing
Sight activity
What do you see?
Disorders
Cataract
Color blindness
Conjunctivitis
Detached retina
Diabetic retinopathy
Glaucoma
Macular degeneration
Problems with focus
Hyperopia
Myopia
Presbyopia
Astigmatism
Vision Testing
3.04 Functions and disorders of the ear Name ______
Handout Date ______
Directions: Record notes and class discussion while viewing the PowerPoint presentation related to the functions and disorders of the ear.
Functions / Description/NotesExternal ear
Middle ear
Inner ear
The pathway of hearing
What are decibels? / How do you protect your hearing?
What is the relevance to health hearing?
Hearing activity
Sound 1
Sound 2
Sound 3
Sound 4
Sound 5
Disorders
External otitis
Otitis media
Otosclerosis
Meniere’s disease
Tinnitus
Presbycusis
Conductive hearing loss
Sensorineural hearing loss
3.04 Functions and disorders of the nose Name ______
Handout Date ______
Directions: Record notes and class discussion while viewing the PowerPoint presentation related to the functions and disorders of the nose.
Functions of the nose / Description/NotesExternal nose
Nares (nostrils)
Nasal cilia
Internal nose
Nasal septum
Olfactory receptors
Turbinates
Pathway of smell
Smell activity
Disorders of the nose
Deviated nasal septum
Nasal polyps
Rhinitis
3.04 Sensory functions and disorders Name ______
of the tongue and skin Date ______
Handout
Directions: Record notes and class discussion while viewing the PowerPoint presentation related to the functions and disorders of the tongue and skin.
Sensory functions of the tongue / Description/NotesGustatory receptors
Taste activity
Disorders of the tongue
Glossitis
Strawberry tongue
Thrush
Sensory functions of the skin
Tactile corpuscles
Temperature sensors
Pain receptors
Referred pain
Phantom pain
The importance of touch
How do you think disorders of the skin impact the sensory function of the skin?
Touch activity
3.04 Medical Case Studies Name ______
Handout Date ______
Directions: Work with a partner to research and answer the questions related to the scenarios presented. You will discuss these with the class.
1. A 30 year old patient made an appointment with the doctor because of concerns over hearing loss. These symptoms were getting worse. When the doctor asked about family history, the patient mentioned that his/her mother and an aunt suffer from hearing loss. After examining the patient, the doctor diagnosed him/her with a disorder, in which bony changes prevent the stapes from vibrating normally. The name of this disorder is ______.
How is this treated? ______
2. Megan was running late and forgot her towels. After the basketball game she took a shower, and borrowed a Christina’s towel. Later that night when they went out for pizza, Megan noticed Christina rubbing her eyes. Christina’s eyes seemed to be watering a lot and were very red. About three days later, when Megan’s alarm went off, she could not open her left eye. The eye was swollen and a thick mucus discharge had formed a crust over her eyelid. Her eyes burned and itched. What was Megan’s diagnosis? ______