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HSS205-NQ2014
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PREFACE
The Teacher‘s Handbook on ―Human Body: Structures & Functions and Nutrition‖ is a part of the
qualification package developed by the Healthcare Sector Skill Council (HSSC) for the National Skills
Qualifications Framework (NSQF) of ―General Duty Assistant/Patient Care Assistant‖. The National
Vocational Education Qualification Framework (NVEQF) now subsumed in NSQF is an initiative of the
Ministry of Human Resource Development (MHRD), Government of India to set common principles and
guidelines for a nationally recognized qualification system covering Schools, Vocational Education and
Training Institutions, Technical Education Institutions, Colleges and Universities. It is envisaged that
the NVEQF will promote transparency of qualifications, cross-sectoral learning, student-centred
learning and facilitate learner‘s mobility between different qualifications, thus encouraging lifelong
learning.
The National Curriculum Framework, 2005, recommends that children‘s life at school must be linked to
their life outside the school. This principle makes a departure from the legacy of bookish learning
which continues to shape our system and causes a gap between the school, home, community and the
workplace. Experiential learning, which is a cyclical process involving observation, reflection and
action, should be an integral part of the teaching-learning process. Attempt by the students to solve
problems, guided by the teachers or instructors, would enable them to explore and discover new
knowledge and develop problem solving skills. A range of pedagogies, including interactive lecture,
role plays, case based studies, assignments, projects and on-the-job activities that provide students
with generic, technical and professional knowledge and skills should be adopted by the teachers and
instructors to foster student-centred learning.
The success of this effort of integrating knowledge and skills depends on the steps that the teachers
will take to encourage children to reflect their own learning and to pursue imaginative and on-the-job
activities and questions. Participation of learners in skill development exercises and inculcation of
values and creativity is possible if children are involved as participants in learning, and not as receiver
of information. These aims imply considerable change in school routines and mode of functioning.
Flexibility in the daily time-table would be a necessity to maintain the rigour in implementing the
activities and the required number of teaching days will have to be increased for teaching and training.
The suggestions by the teachers and other stakeholders in education and training will be of great value
to us in bringing about qualitative improvement in the teacher‘s handbook.
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ACKNOWLEDGEMENTS
We place on record our sincerest gratitude to Shri Rajarshi Bhattacharya, I.A.S., Secretary (SE),
Ministry of Human Resource Development (MHRD), Government of India, Smt. Radha Chauhan, I.A.S.,
Joint Secretary (SE), Department of School Education and Literacy, MHRD and Smt. Ankita Mishra
Bundela, I.A.S., Deputy Secretary (VE), Department of School Education and Literacy, MHRD for the
support and guidance. We take this opportunity of expressing our gratitude to MHRD for financial
support to the project on development of curricula and courseware under National Skills Qualifications
Framework (NSQF).
We would like to thank Professor Parvin Sinclair, Director, National Council of Educational
Research and Training (NCERT) and Professor R. B. Shivagunde, Joint Director, PSS Central Institute of
Vocational Education (PSSCIVE) for their guidance.
The contribution of Shri M.K. Mishra and Shri Satish.C.Pandey of MPCON Ltd., Bhopal as
resource person and Dr. Sukhwant Singh, Dr. Jitendra Banweer, Dr. Richa Mishra, Dr. Ratan Lal Patidar,
Dr. Sandhya Singh, Dr. Ashish Acharya, Mr. Ashok Pal, Ms Priyanka Acharya and Ms Rashmi Mishra as
experts in healthcare sector for developing the content of the courseware is duly acknowledged.
We gratefully acknowledge the contributions of Prof. P.V.P.Rao, Prof. (Mrs.) Karesh Prasad, Dr.
(Mrs) Lilly Christopher, Mrs Susan Manoj and Dr. Kuldeep Virani in reviewing the content and providing
suggestions for improvement.
We are grateful to Dr. Vinay Swarup Mehrotra, Professor and Head, Curriculum Development
and Evaluation Centre (CDEC) and National Skills Qualifications (NSQF) Cell, PSSCIVE, Bhopal for
coordinating the development of curricula, student workbooks and teachers‘ handbooks.
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GENERAL INSTRUCTIONS FOR TEACHERS
Read the Teacher‘s Handbook carefully before teaching or conducting the training.
Follow the session plan strictly
Familiarize yourself thoroughly with the relevant knowledge and skills to be transacted.
Ensure all materials/aids/equipment required for teaching and training is available.
Introduce the skill by explaining the purpose.
Demonstrate the skill to the participants, explaining each step in detail.
Invite the students to ask questions.
Ask the students to practice the skill themselves and make observation while they perform the
task.
Provide the students with constructive feedback.
Discuss in class, the problems faced by the students in performing the task.
Summarize the key learning.
Ensure key learning is captured and performance standards are met at the end of each session.
Regularly check student‘s workbook to ensure all exercises are being completed on time.
Ensure that all participants complete the required assessments given in the student workbook.
Always encourage participants. Never discourage them from getting actively engaged in
discussions, question-answer sessions and task-oriented activities.
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TABLE OF CONTENTS
PREFACE 3
ACKNOWLEDGEMENTS 4
GLOSSARY 30
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Session 1: Identify the Parts of Body
Relevant Knowledge Anatomy
The science that deals with the structures of the body and the
relationship of various parts to each other is known as Anatomy. The
knowledge of these structures in very important in order to
understand the functions of the body. The discipline of anatomy is
subdivided into gross (or macroscopic) anatomy and microscopic
anatomy. Gross anatomy is the study of structures that can be seen by
unaided vision with the naked eye. Microscopic anatomy is the study
of structures on a microscopic scale, including histology (the study of
tissues) and cytology (the study of cells).
Physiology
The science that elucidates the normal functions of the body and
explains how the various organs and systems work together to
function as a single unit is called Physiology. Human physiology is the
science of the mechanical, physical, and biochemical functions of
normal human or human tissues or organs. Anatomy and physiology
are closely related fields of study: anatomy, the study of form, and
physiology, the study of function. The study of how physiology is
altered in disease is Pathophysiology.
General motion
The various parts of the body move with respect to each other and
the plane of the body and these movements can be described in
general as follows:
The human body is organized into various levels that begin at the very
small and basic and come together to form the complete body whose
different parts work in unison. This can be seen as a kind of ‗ladder‘
going from the basic to the very complex. At the simplest level, the
body is comprised of atoms.
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The Cell
The basic unit of body structure is the cell. It is like one brick of a
wall. All cells need food, water, and oxygen to live and function. As
cells use or metabolize food and oxygen they give off carbon dioxide
and other wastes. The cell is comprised of the cell membrane, which
is the outer covering; it encloses the cell and helps it hold its shape.
Tissues
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This tissue covers the body surfaces and lines its cavities. Some
specialize to form glands. The functions of epithelial tissue include:
Protection
Absorption
Secretion
Excretion
Surface transport
Reception of sensory information - like touch, heat/cold, pain.
Connective tissue
This tissue joins other tissues of the body together, supports the body
and protects underlying organs.
Muscular tissue
Epithelial tissue
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Specialized to receive stimuli and send impulses (messages) from one
part of the body to another.
Heart
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The blood vessels are the part of the circulatory system that
transports blood throughout the body. There are three major types of
blood vessels:
Respiratory system
S
The human gastrointestinal tract (GI tract is divided into the upper
and lower gastrointestinal
y tracts). It includes all the structures from
the mouth to the anus. The digestive system is a broader term that
s
includes other structures, including the digestive organs and their
t
accessories. The whole digestive tract is about nine meters long and is
divided in to two emajor parts, the Upper GI tract and the Lower GI
tract. The upper gastrointestinal tract consists of the esophagus,
m
stomach, and duodenum. The lower gastrointestinal tract includes
most of the small intestine and all of the large intestine.
Musculo-Skeletal System
Skeletal System
The skeletal system is comprised of bones and joints and provides the
basic supporting structure of the body. It consists of the joined
framework of bones called the skeleton. The human skeleton is made
up of 206 bones.
Oesophagus
Stomach
Duodenum
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all found. There are the following four main shapes of bones:
flat - as in ribs
irregular - as in the vertebral column
short - as in hands and foot
long - as in femur and humorous
Joints
A joint is an area where two or more bones come in contact with each
other. Joints allow the movement of the bones and attached organs.
The bones forming the joint are held together by ligaments. There are
the following 3 types of joints:
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3. cardiac muscle in the heart
Function
Structure
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Urinary System
The urinary system, also known as the renal system, consists of the
two kidneys, ureters, the urinary bladder, and the urethra. The
purpose of the renal system is to remove wastes from the body,
regulate blood volume and pressure, regulate blood pH, and control
levels of electrolytes and metabolites. The kidneys have extensive
blood supply which enter the kidneys through the renal arteries and
leave the kidneys through the renal vein. After the filtration of blood,
wastes in the form of urine exit the kidney via the ureters, tubes
made of smooth muscle fibers that propel urine towards the urinary
bladder, where it is stored and subsequently expelled from the body
by urination. The female and male urinary system is very similar,
Fig. 7: Parts of Urinary System differing only in the length of the urethra. Each kidney consists of
millions of functional units called nephrons.
The Nephron
The nephron is the functional unit of the kidney. Blood enters the
nephron under pressure and passes through the structures of the
nephron for filtration. Most of the water and many substances that
are needed by the body are retained back after filtration. The kidneys
produce 1-1.5 litres of urine per day. Many factors affect the
production of urine. These include age, illness, the amount of and
type of fluids ingested, the amount of salt in the diet, caffeine,
alcohol and medications.
Integumentary system
Functions
Protection
Urinary bladder
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temperature remains fairly stable. Factors affecting body
temperature are age, weather, exercise, emotions, stress, pregnancy,
the menstrual cycle and illness. The normal body temperature range
for an adult is between 97.02–99.50 °F. Any temperature above 99.50
°F is considered a fever or Pyrexia.
1. Tongue
The receptors for taste lie in the tongue and are able to identify the
following four types of taste:
Sweet
Salty
Bitter
Sour
These taste pores or taste buds are found on papillae on the
tongue and when they are stimulated by chemicals in the saliva.
They send impulses to the brain to be interpreted by a specific
area of the cortex.
The Nose
The receptors for smell are located in the upper part of each nasal
cavity. Sniffing helps bring more air (containing odours) over the
olfactory mucosa.
Manufacture of vitamin D.
Body temperature
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Figure 11: Parts of Eye
T2 : Practical Session
DURATION: 10 HOURS
This practice session will enable the student to understand the
practical aspect of this topic. Ask them to perform the following
exercise:
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3. Visit a nearby laboratory and observe various body tissues. Fill the
table given below -
Tissue obtained from which
Types
body parts
Epithelial
Connective
Muscular
Nervous
Use the following checklist to see if you have met all the
requirements for assessment activity.
Part A
Part B
Students could answer the following questions:
1. Why is it necessary to study the human anatomy and physiology?
2. What are the roles and functions of various tissues in human body?
3. How the study of human anatomy and physiology would help a
GDA in performing effectively?
Part C
Performance standards
The performance standards may include, but not limited to:
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Session 2: Understanding the Role of Nutrition in the Growth and
Development of the Human Body
Relevant Knowledge
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A) Macronutrients:
Carbohydrates
Proteins
Fats
Fiber
Water
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B) Micronutrients
Minerals
Potassium
Chloride
Sodium
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Calcium
Phosphorus
Magnesium
Zinc
Iron
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Manganese
Copper
Iodine
Vitamins
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Deficiency
Vitamin Chemical name disease/ Food sources
disorder
Retinol Night-blindness, Orange, ripe yellow fruits, leafy vegetables,
Hyperkeratosis, carrots, pumpkin, spinach, milk
Vitamin A
and
Keratomalacia
Vitamin Thiamine Beriberi Oatmeal, brown rice, vegetables, potatoes,
B1 eggs
Cyanocobalamin, Megaloblastic Meat and other animal products
Vitamin
hydroxycobalamin, anemia
B12
methylcobalamin
Vitamin Riboflavin Glossitis, Angular Dairy products, bananas, popcorn, green
B2 stomatitis beans,
Vitamin Niacin, niacinamide Pellagra Meat, fish, eggs, many vegetables, mushrooms,
B3
Vitamin Pantothenic acid Paresthesia Meat, avocados
B5
Pyridoxine, Anemia, Meat, vegetables, tree nuts, bananas
Vitamin
pyridoxamine, peripheral
B6
pyridoxal neuropathy.
Vitamin Biotin Dermatitis, Raw egg yolk, liver, peanuts, certain
B7 enteritis vegetables
Folic acid, folinic Megaloblastic Leafy vegetables, pasta, bread, cereal, liver
acid anemia and
deficiency
during
Vitamin pregnancy is
B9 associated
with birth
defects, such
as neural
tube defects
Vitamin C Ascorbic acid Scurvy Many fruits and vegetables, liver
Cholecalciferol, Rickets and Fish, eggs, liver, mushrooms
Vitamin D
Ergocalciferol Osteomalacia
Tocopherols, Deficiency is very Many fruits and vegetables, nuts and seeds
tocotrienols rare; sterility in
males and
abortions in
Vitamin E
females,
mild hemolytic
anemia in
newborn infants.
phylloquinone, Bleeding Leafy green vegetables such as spinach, egg
Vitamin K
menaquinones diathesis yolks, liver
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Session Plan 2 T1 : Interactive Lecture
Use the following checklist to see if you have met all the
requirements for assessment activity.
Part A
Students could differentiate between the following:
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Part B
Part C
Performance standards
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Glossary
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