Indiana Science HS-AP2-2
The Standard
Evaluate and explain the consequence of injury (e.g., Burns) and/or disease (e.g., skin cancer, vitiligo) to the functionality of the integumentary system.
Indiana Academic Standards for Science (2023) · Movement and Support, the Integumentary System
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use details from a burn or skin disease case to identify which skin functions are affected. They explain the likely effects on fluid balance, infection risk, or UV protection.
What Mastery Looks Like
- Given a burn case, a student links broken skin to fluid loss and infection risk. They explain why pigment loss in vitiligo raises the risk of sun damage. They can explain how an ulcerated skin cancer may weaken the skin barrier.
Common Misconceptions
- Students may think burns only affect appearance, not fluid loss or infection risk. They may think vitiligo is contagious or that a patch without pigment has no skin barrier.
How to Assess It
- Exit ticket: A patient has a large burn with broken skin. Explain why they are at risk of both dehydration and infection.
Lesson moves
Ways to Teach It
Stretch plastic wrap over two cups, puncture one, and drip colored water onto both to model a break in the skin barrier.
Ask: Why might someone with vitiligo need extra sun protection even though their skin still blocks germs?
Give pairs burn, vitiligo, and ulcerated skin cancer case cards; have them match each to a likely effect and explain the skin function involved.
Compare two sunscreen labels and choose a broad-spectrum product for someone with vitiligo; explain what their low-pigment patches need protection from.
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Printable HS-AP2-2 Worksheet
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