Format
Introduction/Outline
1. Discussion of the Saint Louis University Adventures in Medicine and Science (AIMS) Program, including the Gift Donor Program.
2. Discussion of the human specimens that will be utilized, including the preparation, embalming process and dissection process. All bodily fluids have been drained during that process, and the cadaver has been treated with formaldehyde, a chemical that acts as an embalming agent to preserve the structures and prevent decomposition. This process often changes the color and appearance of the muscles, structures and organs. Some of the specimens have been preserved this way; others with a different chemical solution.
3. Before unveiling the specimens, students will be reminded of the importance of the cadaver in education. Discretion and respect in regard to the specimens are expected as it acknowledges an individual who has given the ultimate gift, the gift of themselves, so that others may learn and understand the human body.
4. The demonstration/presentation will include examination of lung, heart, brain and other organ specimens while the following will be addressed:
a. Discuss the dangers and risks associated with smoking tobacco products and what it does to the heart, lungs, brain and other organs.
b. Discuss the dangers and risks associated with vaping and what it does to the heart, lungs, brain and other organs.
c. Discuss the dangers and risks associated with drinking alcohol and what it does to the liver, heart, brain and other organs.
d. Discuss the dangers and risks associated with marijuana and cannabis and what it does to the lungs, heart, brain and other organs.
Objectives
Lesson Objectives
Students will participate in the use of a cadaver as a learning tool for health science education.
Students will increase their understanding of major organs and body systems including the heart, lungs, brain, liver and kidneys.
Students will increase their understanding of the effects of smoking, vaping and alcohol and how their use directly impacts the function of those organs and systems.
Students will increase their foundational knowledge of the human body as it relates to disease prevention, treatment and overall health and wellness.
Students will increase their participation in their own health management by asking questions, seeking out information and/or taking initiative.
Standards Alignment
National Standards
National Science Education (NSES) Content Standards
Content Standard K-12: Unifying Concepts and Processes: systems order and organization; evidence, models and explanation; form and function (Grades 9-12)
Content Standard A: Science as Inquiry (Grades 9-12; Grades 5-8)
Content Standard B: Physical Science (Grades 9-12; Grades 5-8)
Content Standard C: Life Science: matter, energy and organization of living systems (Grs 9-12); Life Science: structure and function in living systems; diversity and adaptation of organisms (Grades 5-8)
Content Standard F: Science in Personal Health and Social Perspectives: personal and community health (Grades 9-12); Science in Personal Health and Social Perspectives: personal health (Grs 5-8)
State Standards
Show Me Standards (Science and Health/Physical Education)
Science 1: Properties and principles of matter and energy
Science 3: Characteristics and interactions of living organisms
Health/Physical Education 1: Structures of, functions of and relationships among human body systems
Health/Physical Education 2: Principles and practices of physical and mental health
Health/Physical Education 3: Diseases and methods for prevention, treatment and control
Health/Physical Education 4: Principles of movement and physical fitness
Health/Physical Education 5: Methods used to assess health, reduce risk factors, avoid high-risk behaviors
Health/Physical Education 6: Consumer health issues
Health/Physical Education 7: Responses to emergency situation