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Integumentary System

Title of Unit
Curriculum Area
Developed By

M Penarroyo

Grade Level
Time Frame

3 weeks

Identify Desired Results (Stage 1)

Content Standards

Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next
level. (HS-LS1-2)

In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a
single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair)
to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to
meet the needs of the whole organism. (HS-LS1-4)
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account. (HS-LS1-1)
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (HSLS1-1)
WHST.912.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.912.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
WHST.912.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS-1-1)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest. (HS-LS1-2),(HS-LS1-4)


Essential Questions

Overarching Understanding


integumentary system is vital to maintain homeostasis.

skin is a system composed of many small organs.
environment has an impact on the health and function of

How does tattooing affect the layers of the integument and the immune
system? Why will a person inflict pain on himself just to go with the fad?
Is it worth the pain ?



Students will know

Students will be able to

Types of tissues that are components of the integumentary system

The structure of the integument
The function of the integument as an organ
The function of the accessory organs of the integument
The role of the integument within the immune system
The basic functions and components of the immune system
The basic process of tattooing
How to create multimedia presentations using PowerPoint or photo

Use a variety of resources to create a multimedia presentation

for peer review
Perform basic laboratory procedures
Collect data and make observations and interpretations from
class experiments and activities
Identify structures and functions of the integument on class
Be able to describe the role of the integument in immune
Identify components of the immune system and their functions
Access the internet to perform online activities
Employ basic research techniques
Write appropriate and relevant interview questions
Conduct interviews
Describe the process of tattooing

Assessment Evidence (Stage 2)

Performance Task Description


Students will prepare a multimedia presentation that will describe the effects of tattooing on the human body.
Using a variety of methods, they will research and organize information in order to describe the tattooing
process, its effects on the layers of the integument involved, and the potential health risks associated with the
As students
School, community, parents, peers
Buffy is 15 years old and she would like to get a tattoo. Her parents have reservations about the safety of the
process and damage to her skin caused by the procedure. In order to be open-minded; they are willing to give
Buffy an opportunity to sway their opinion. Using a scientific approach, she must research and explain the
process of tattooing as well as its aesthetic and health consequences. Buffys friends have offered to help her
convince her parents. They break up into groups to research and help Buffy prepare her presentation.
Multimedia presentation created by student groups that will describe the affects of tattooing the human body.
The presentation will describe the tattooing process, its affects on the layers of the integument and the
potential health risks associated with the process.
The presentation will be evaluated using the Presentation Rubric.

Other Evidence
Lab reports, experiments, research, etc.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk)