Format
Introduction/Outline
1. Discussion of the Saint Louis University Adventures in Medicine and Science
(AIMS) Program, including the Gift Donor Program. Discussion of the human specimens that will be utilized, including the preparation, embalming and dissection process. Discretion and respect in regard to these 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.
2. Discussion of the heart, its covering, chambers and valves. This begins with the pericardium and will follow the sequence of the flow of blood. This includes all four chambers: right atrium, right ventricle, left atrium and left ventricle; atrioventricular valves (tricuspid and bicuspid/mitral valves) and semilunar valves (pulmonary and aorta) will all be identified.
3. Further discussion of the anatomy of the heart and cardiovascular system using demonstration of human heart specimens. Other areas of discussion include the following:
Conduction system
Cardiac cycle
Circulation
Coronary vessels
4. Discussion of coronary risk factors and cardiovascular diseases and preventive measures, including the causes, symptoms, prevention and treatment.
5. Questions and Answers
Objectives
Lesson Objectives:
Students will participate in the use of a cadaver as a learning tool for health science education.
Students will be able to identify the chambers, valves and major vessels of the heart.
Students will be able to increase their understanding of those structures, functions and relationships associated with the circulatory and cardiopulmonary systems.
Students will increase their understanding of the flow of blood and the cardiac cycle.
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 understanding of the role of a cardiologist, surgeon and other healthcare professionals in the care and intervention of those with cardiovascular disease.
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 C: Life Science: matter, energy and organization of living systems (Grades 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 (Grades 5-8)
State Standards
Show Me Standards (Science and Health/Physical Education)
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