The endocrine system

1. Hormones, hormones and more hormones! The endocrine system

2. Warm Up 12/14/11 • Use your video notes to complete the quiz questions from Monday’s class. Quiz Questions: • Explain how the endocrine and digestive systems are connected? • Describe how the endocrine and circulatory systems are connected? What role does the blood stream play? • Based on your knowledge from the video, give a specific example of the glands regulating the body.

3. Review (job of the endocrine system) • We know that the endocrine systems main job is to secrete hormones from glands. These hormones regulate the body’s ability to function. • The video described different glands and hormones that regulate things in our bodies such as growth, development, mood, etc. • See the digestive PowerPoint (@ the end for links to the video)

4. Parts of the endocrine system • There are two main parts of the endocrine system: • Glands • Hormones

5. Where can we find these things • Adams apple- protects thyroid gland • Liver • Pancreas • Stomach • Kidneys • Adrenal glands • http://en.wikipedia.org/wiki/File:Endocrine_Alimentary_system_en.svg (shows pictures of glands and hormones released)

6. Lab Demonstration • We have different substances that represent various hormones. • Watch what happens. In your notes: Describe what you see changing. What colors are they changing. Why do you think these changes are happening?

7. Homeostasis: or the lack of • When there is a hormonal imbalance in the body many things can happen. • Hormonal imbalances can cause common things such as mood swings (during normal body changes such as puberty, pregnancy and /or menopause). • It could cause depression in some people. • But in more severe cases serious problems can occur.

8. Gigantism • This is abnormally large growth due to a hormone imbalance (too much growth hormone). It usually begins during childhood. Trailer

9. Symptoms • The child will grow in height, as well as in the muscles and organs. This excessive growth makes the child extremely large for his or her age. • Other symptoms include: • Heart problems • Delayed puberty • Double vision or difficulty with side (peripheral) vision • Frontal bossing and a prominent jaw • Headache • Increased sweating • Irregular periods (menstruation) • Large hands and feet with thick fingers and toes • Release of breast milk • Thickening of the facial features • Weakness

10. Dwarfism • Growth hormone deficiency refers to abnormally short height in childhood due to the lack of growth hormone.

11. Causes, incidence, and risk factors • Growth hormone is produced in the pituitary gland, which is located at the base of the brain. • Different hormones made in the brain tell the pituitary gland how much growth hormone is needed. • Growth hormone enters the blood and stimulates the liver to produce a hormone called insulin-like growth factor (IGF-1), which plays a key role in childhood growth. • Abnormally short height in childhood (called short stature) may occur if not enough growth hormone is produced. • Most of the time, no single clear cause of growth hormone deficiency is found. • Growth hormone deficiency may be present at birth (congenital) • http://www.youtube.com/watch?v=iC5B3zU0Iv0 • http://www.youtube.com/watch?v=X9kbPjOJLMo&feature=related

12. Symptoms • Children with growth hormone deficiency have a slow or flat rate of growth (usually less than 2 inches per year. The slow growth may not appear until a child is 2 or 3 years old). • The child will be much shorter than most or all children of the same age and gender. • Children with growth hormone deficiency still have normal body proportions, as well as normal intelligence. However, their face often appears younger than children of the same age. They may also have a chubby body build. • In older children, puberty may come late or may not come at all.

13. Video Questions 1.Why do you think giants would have larger hearts than other people? 2.What would happen if their hearts were the same as a normal person? 3. List at least 5 reasons why life would be difficult for people with abnormal growth. 4. If giants have thick skulls, why are their brains not larger as well? 5. Why is it that some women that suffer from dwarfism are unable to have kids.

14. Warm Up 12/15/11 • What organs are parts of the endocrine system? • What is the main job of the endocrine system? • Name three disorders that are due to hormonal imbalances in the human body. What happens to people with these diseases?

15. announcements • Quiz @ the end of class 

16. All about connections In pairs, you will make connections between the endocrine and other systems. Your group will illustrate these connections through a cartoon or short story. You will have 40 minutes to complete this activity. You may use your notes and/or the textbook as a resource.

17. Review for your quiz • Take time with your partner to get all of your answers for the endocrine quiz. • You will have 10 minutes to review and quiz yourselves.

18. Quiz time! • What is the job of the endocrine system? • What are the organs in the endocrine system? • How does the endocrine system help us to maintain homeostasis? • List 1 connection between the endocrine and another body system.

19. Warm Up Take 30 seconds to watch this video clip. Based on what you see, make a prediction about what will happen next. Questions: • How do you know what happened in the video? • How did the video clip make you feel? • How are you able to tell how you feel? • What information did you use to make that prediction?

20. Nerves? • Think about this statement and write a response “you are getting on my nerves” Jot down what comes to mind and where you think that statement comes from.

21. How do you know? (Group activity) We are going to use our sensory organs to identify objects. Instructions/Roles: • One group member has their eyes covered. • One group member records the “blind” persons reactions • One group member is the “guide” and helps the blind person identify objects without saying what it is.

22. How did we figure it out? • We had one of our senses taken away (sight). • However , you were still able to use the other senses to figure out what the item was. • There are 5 senses. They work along with your nervous system to send messages to your brain.

23. Why are we learning this...? • After the holiday break, we will be completing the human body unit with the nervous system.

24. Science Fair Projects! January 18th 2012 -Rubric -Pick what you want to discuss -How will you do it -Scientific question, hypothesis

25. Warm Up 1/2/11 • What are the 5 senses? • Why do we have senses? • How could you function as a human being without senses?

26. Announcements • Welcome back! • Nervous system quiz on Thursday! • Review day on Friday! • Human body test next Monday!

27. Job of the nervous system • The nervous system uses special cells called neurons to send messages throughout the body so that the organism can react to stimuli. Stimulus (singular stimuli)- a change in your environment that you react to. The sound of the late bell, the smell of food etc.

28. How do you react to stimuli? • Using your 5 senses. The connect the human body to its environment. • Think back to the activity with the bags before break. • You used your ability to taste, hear, smell and for some see in order to figure out what was happening around you. • This is also called responding to external stimuli.

29. Lets see how well you respond…. • Watch this video clip….. • The village

30. What senses did you use? • Without ever seeing the full film you can tell me something about this film. • Think about what you saw and write a short response • Pair with someone next to you and discuss what you both wrote • Share responses whole class.

31. stations

32. Reflection questions • How does your body react when there is a change in your environment? • Does the change make it easier or harder to maintain homeostasis? • Describe an example of a situation or incident where your senses have alerted you to an important change in your environment.

33. Since we cant behave (or if you finish early ) • Textbook page B101-B104 • Use the template or example on B100 to organize your notes. • Create a main idea web and vocabulary wheel for the passages on the pages above.