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 cadaver and 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.
3. Before unveiling the cadaver, students will be reminded of the importance of the cadaver in education. Students will also be informed that the face of the cadaver will remain covered at all times. Discretion and respect in regard to the cadaver 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.
Demonstration/Presentation
a. Skin
b. Thoracic Cavity (trachea, bronchi, lungs, diaphragm, clavicle, sternum, ribs, heart, chambers, blood vessels, valves)
c. Abdominal Cavity (abdominal muscles, esophagus, stomach, small intestine, appendix, large intestine/colon, rectum, liver, gallbladder, pancreas, spleen, kidneys, ureter, bladder)
d. Pelvic Cavity (uterus, fallopian tubes, fimbriae, ovaries)
e. Brain (lobes, cerebrum, cerebellum, gyri, sulci, ventricles)
Objectives
Session Objectives:
Students will participate in the use of a cadaver as a learning tool for health science education.
Students will increase their understanding of the structures, functions and relationships among major organs and body 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 understanding of the disease process and how nutrition, exercise and proper health habits can prevent and/or impact such outcomes.
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
Content Standard A: Science as Inquiry
Content Standard C: Life Science: matter, energy and organization of living systems
Content Standard F: Science in Personal Health and Social Perspectives: personal and community health
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