CHAPTER 11 – Blood The Language of Hematology Chapter 11 Teaching Overview Blood circulates 24 hours a day, 7 days a week, every day of our lives. Every day, 1% of our blood cells are born and die. Help students understand that blood provides vital nourishment and oxygen to all their body systems. Students often find it very interesting why blood pressure is an indication of a person’s general state of health. Spelling is often an issue with the medical terms in this chapter. Words that contain “rrh” such as hemorrhage, hemorrhagia, amenorrhea, etc., can be difficult for students. Consider giving students extra opportunities to practice spelling the terms in this chapter. Another common stumbling point for students in the study of blood is the difference between “transfusion” and “infusion.” Finally, it is important for students to consider how hemostasis helps promote or bring about homeostasis. As with all lessons in this Lesson Planning Guide, you can and should modify them to best meet the needs of your students, your schedule, and your curricula. Teacher to Teacher: • Every student has a blood pressure, a blood type, etc. When possible, motivate students to learn their own blood pressure and blood type and see how it compares to that of others—in the classroom or even nationally or worldwide. • Helping students make connections between their own health and lives, and the medical terms associated with blood and hematology, will increase their retention of these medical terms. • A guest speaker from a local blood bank, or from the American Red Cross, is a great way to help students learn about the terminology used to discuss blood in a “real life” context. Chapter 11: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 11.1 Identify the components of blood. 11.2 Discuss the functions of blood. 11.3 Relate the structure of red blood cells (RBCs) to their function. 11.4 Describe disorders of RBCs. 11.5 Identify the types of white blood cells (WBCs) and their functions. 11.6 Discuss disorders of WBCs. 11.7 Explain hemostasis. 11.8 Identify and explain disorders of coagulation (coagulopathies). 11.9 Differentiate red cell antigens and their functions. 11.10 Discuss the diagnostic procedures used for hematologic disorders. 11.11 Explain the therapeutic procedures used for hematologic disorders. 11.A Use the medical terms of hematology to communicate in writing and document accurately and precisely in any health care setting. 11.B Use the medical terms of hematology to communicate verbally with accuracy and precision in any health care setting. 11.C Construct medical terms of hematology from their word elements. 11.D Deconstruct medical terms of hematology into their word elements. 11.E Identify the health care professionals involved in the care of hematologic patients. 11.F Use approved abbreviations of terms used in hematology correctly. Note: These lessons are designed with ultimate flexibility in mind. When customizing the lessons for your own class, always choose activities that are most relevant to your curriculum, your students, and your teaching goals—especially if you do not have time to implement all the provided activities into your class period. Lesson 11.1: Components of Blood Total Time: 50 Minutes Lesson 11.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 11.1.1 Identify the components of blood. 11.1.2 Describe plasma and its functions. 11.1.3 Explain the functions of blood. Prepare Your Materials: • Colored sand (red, white, tan, and yellow) – See activity to determine how much you will need. • “Squeezy” ball or other soft ball • Clear glass jars or drinking glasses • Funnels • Dry erase board • Lesson 11.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library’ tab of Connect, and then under “Instructor Resources”. • Lesson 11.1 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: _____________ Chapter 11—Lesson 11.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Step 1: Share the following interesting facts about blood: • The average adult has 10 to 12 pints of blood in his or her body. • 7% of a person’s body weight comes from his or her blood. • It takes about 20 seconds for a red blood cell to circle the whole body. • About 1% of our red blood cells die in the human body every day, and the same number are born every day. Step 2: Ask students if they know what the four main components of blood are (red blood cells, white blood cells, platelets, and plasma). Emphasize that the RBCs, the WBCs, and platelets are the “formed elements” because they are cells, and that plasma is the liquid transport vehicle. Step 3: Tell students they will “make” blood using its four components: red blood cells, white blood cells, platelets, and plasma. Step 4: Arrange students into groups or partners and give each group a clear glass jar or drinking glass and a funnel. Tell students that in a drop of blood the size of the head of a pin, there are 5 million red blood cells, 10 thousand white cells, and 250,000 platelets. The ratio of red blood cells to white blood cells is approximately 600 or 700 to 1. Step 5: Write the following percentages on the dry erase board: • Red blood cells (erythrocytes): 44% • White blood cells (leukocytes): 1/2% • Platelets (thrombocytes): 1/2% • Plasma: 55% Tell students that these blood composition percentages are approximate; review which make up the formed elements of the blood. Dry erase board Bags of colored sand: red, white, tan, and yellow Jars or drinking glasses Funnels 11.1.1 11.1.2 Step 6: Tell students which colors of sand represent each of the four blood components. (Red = red blood cells; tan = plasma; white = white blood cells; yellow = platelets) Step 7: Instruct students to layer the four colors of sand in correct proportion in their condiment cups to “create” blood in the glass or jar. Step 8: Once students have gotten the proportions correct, they can mix up the layers to “make” blood. Lecture 20 min Lesson 11.1 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 11.1 PowerPoint Presentation 11.1.1 11.1.2 11.1.3 Active Learning & Practice 15 min Activity Description: Students will create “job descriptions” for each component of the blood, and the blood. Step 1: Have students work as individuals or in pairs. Assign each student one of the following topics: blood or plasma. Step 2: Tell students they are to assume the role of a Human Body Resources Manager. It is their job to hire blood and plasma for their bodies. Step 3: Each student or group will need to write a thorough job description for their assigned topic (either blood or plasma.) Step 4: Following are some considerations for students as they complete this activity: • What necessary functions are performed by blood or plasma? • What are the desirable characteristics of blood or plasma? • What is a “typical workday” like for blood or plasma? Step 5: When finished, ask students to share their job descriptions. 11.1.1 11.1.2 11.1.3 Review 5 min Activity Description: Ball review game Step 1: Toss the ball to a student. If the student catches it, he or she has two chances to answer the question. If he or she drops it, only one chance is given. Step 2: If the student answers correctly, he or he should toss the ball to another student. “Squeezy” ball or other soft ball 10 to 15 questions taken from Lesson 11.1 11.1.1 11.1.2 11.1.3 Step 3: Ask the next student a question and give him or her the appropriate number of guesses (one if he or she drops it; two if he or she catches it.) Step 4: Continue in this manner until all the questions have been answered or all students have had a turn. (It is not a bad thing to repeat questions— the reinforcement is good for students.) Homework Assignment 5 min • Read Lesson 11.2 in the textbook and complete Lesson 11.2 exercises. • Complete Lesson 11.1 exercises from the textbook. Textbook 11.1.1 11.1.2 11.1.3 Lesson 11.1 Masters • (none) Lesson 11.2: Red Blood Cells (Erythrocytes) Total Time: 50 Minutes Lesson 11.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 11.2.1 Match the structure of RBCs to their functions. 11.2.2 Identify the roles of hemoglobin in maintaining homeostasis. 11.2.3 Describe the life history of RBCs. 11.2.4 Discuss some common disorders of RBCs. Prepare Your Materials: • Lesson 11.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 11.2 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Lesson 11.2 Red Blood Cell Handout – Found on Page 11-10 of this Instructor Manual. Instructor Lesson Plan Date: _____________ Chapter 11—Lesson 11.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Check over answers to Lesson 11.1 exercises. Step 1: Students were to complete Lesson 11.1 exercises as homework. Have them check their own answers or trade with another student. Step 2: Go over the correct answers with students and make sure everyone understands them. Emphasize correct pronunciation of all the terms. Textbook, Lesson 11.1 exercises (Review Lesson 11.1 terms) Introduction 5 min Step 1: Review with students some of the statistics associated with red blood cells that were discussed in the previous lesson: • Red blood cells (RBCs) are 40 to 54% of the total blood volume in males and 38 to 47% in females • The formed elements of the blood (the part packed into the bottom of the tube when centrifuged) consists of 99% red blood cells. Step 2: Preview some of the interesting facts from the beginning of Lesson 11.2: • 25 trillion RBCs are in your bloodstream right now • 2.5 million of the RBCs are being destroyed every second • 1% of RBCs are destroyed and replaced every day Step 3: Emphasize the importance of students’ understanding terminology related to the structure, function, and disorders of red blood cells. 11.2.1 Lecture 20 min Lesson 11.2 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 11.2 PowerPoint Presentation 11.2.1 11.2.2 11.2.3 11.2.4 Active Learning & Practice 10 min Activity Description: Students will map out a “timeline” depicting the life cycle of a red blood cell. Distribute Lesson 11.2 Red Blood Cell Handout Lesson 11.2 Red Blood Cell Handout 11.2.1 11.2.2 11.2.3 11.2.4 Step 1: Organize students into pairs or small groups. Step 2: Read over the instructions with students and have them complete Lesson 11.2 handout. Step 3: When students are finished, have them share their timelines with the rest of the class. Review 5 min Activity Description: Review exercises Step 1: As a large group, go through Lesson 11.2 exercises. Step 2: As students are reading their answers out loud, pay attention to their pronunciation and reinforce the correct pronunciation. Any exercises that are not completed in class may be assigned as homework. Textbook, Lesson 11.2 exercises 11.2.1 11.2.2 11.2.3 11.2.4 Homework Assignment • Read Lesson 11.3 in the textbook and complete Lesson 11.3 exercises. • Instruct students to review the terms in the Word Analysis and Definition (WAD) Tables from Lessons 11.1 and 11.2 and practice pronouncing them correctly. Textbook 11.2.1 11.2.2 11.2.3 11.2.4 Lesson 11.2 Masters • Lesson 11.2 Red Blood Cell Handout Red Blood Cell Handout: Chapter 11, Lesson 11.2 Medical Language for Modern Health Care: Lesson 11.2 – Red Blood Cells (Erythrocytes) Directions: Use the space below to create a visual timeline that represents the lifecycle of a red blood cell. Map out where the blood cell is created, where it travels, and what happens to it along the way. Use words and pictures to make your timeline visual and informative. Lesson 11.3: White Blood Cells (Leukocytes) Total Time: 50 Minutes Lesson 11.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 11.3.1 Distinguish the different types of WBCs. 11.3.2 Describe the functions of the different types of WBCs. 11.3.3 Explain white blood cell counts and differential WBC counts. 11.3.4 Discuss the effect of common disorders of WBCs on health. Prepare Your Materials: • 20 “Hit” cards – Create using index cards; on one side of each card, write the following: o On seven cards, write the word “single” o On six cards, write the word “double” o On four cards, write the word “triple” o On three cards, write the word “home run” • 4 baseball bases made from construction paper (first base, second base, third base, and home plate) • Basket or small bucket • Lesson 11.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 11.3 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Drawing paper • Markers Instructor Lesson Plan Date: _____________ Chapter 11—Lesson 11.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Baseball” game to review Red Blood Cells. Step 1: Divide the class into two “teams.” Ask each team to think of a name for their team. Step 2: While they are coming up with team names, place the four baseball bases in a diamond pattern on the classroom floor (you may need to move desks out of the way). Tape down the bases if the floor surface is slippery. Place a bucket or basket containing all the Hit Cards, face down, on home plate. Step 3: One team will be “up to bat” first. The team should stand and line up behind home plate (the other team can remain seated.) Step 4: Ask the first “batter” in line a question from Lessons 11.1 and 11.2. If the batter answers correctly, he or she can take a Hit Card from the basket and go to the appropriate base(s). If the batter cannot answer the question, he or she gets an “out” and goes to the end of the line. Step 5: After three “outs,” or after five batters have gotten hits (just to ensure both teams get to answer questions), the batting team should have a seat and the other team lines up to bat. Play continues in this manner until all questions are answered or all students have had a chance to bat. 20-25 questions taken from Lessons 11.1 and 11.2 20 “Hit” cards 4 baseball bases (Review Lessons 11.1 and 11.2 concepts) 11.1.1 11.1.2 11.1.3 11.2.1 11.2.2 11.2.3 11.2.4 Introduction 5 min Activity Description: Introduction to the function of white blood cells. Step 1: Ask students how they would feel if they woke up in the middle of the night to find uninvited strangers in your home. Responses may include “scared,” “angry,” “confused,” etc. Step 2: Ask students what they would do if they were in this situation? Responses may include calling the police, asking the strangers to leave, frightening the strangers away, etc. The point is that they would want the strangers OUT of their house. Student index cards (assigned in Lesson 11.2) 11.3.2 Step 3: Tell them the body often has uninvited strangers, and it is the job of white blood cells to locate and remove these uninvited strangers from the body. White blood cells, or leukocytes, are designed to fight infection and protect the body from foreign particles such as harmful germs and bacteria. Lecture 20 min Lesson 11.3 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 11.3 PowerPoint Presentation 11.3.1 11.3.2 11.3.3 11.3.4 Active Learning & Practice 10 min Activity Description: Students will create cartoons or comic strips that depict types of white blood cells carrying out their function in the body. Step 1: Remind students of the 5 types of white blood cells (neutrophils, eosinophils, basophils, monocytes, and lymphocytes). Step 2: As individuals, or in pairs or small groups, assign each student or group one of the 5 types of white blood cells. Step 3: Instruct students or groups to design a comic strip or cartoon that could teach school-aged children about that type of white blood cell. Following are some guidelines for the cartoons/comic strips: • Come up with a “character” and personality for the type of white blood cell (e.g., the WBC should have a name and a distinct personality). • Consider ways to communicate the structure and function of the type of cell in the cartoon. • Consider ways to address the types of disorders affecting white blood cells in the cartoon. Step 4: Have students use drawing paper and markers to make a “final draft” of the cartoon. Drawing paper Markers 11.3.1 11.3.2 11.3.3 11.3.4 Review 5 min Activity Description: Share comic strips/cartoons. Step 1: Have students and/or groups share their comic strips with the rest of the class. Step 2: Encourage groups to explain why they chose to depict their white blood cell as they did—why they chose the type of character and personality, and why they chose the events they did. Step 3: Encourage students to ask questions and offer their comments about the comic strips. 11.3.1 11.3.2 11.3.3 11.3.4 Homework Assignment • Students read Lesson 11.4 and complete Lesson 11.4 exercises. • Complete Lesson 11.3 exercises from the textbook. Textbook 11.3.1 11.3.2 11.3.3 11.3.4 Lesson 11.3 Masters • (none) Lesson 11.4: Hemostasis Total Time: 50 Minutes Lesson 11.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 11.4.1 Identify the functions of platelets. 11.4.2 Discuss the body’s mechanisms for controlling bleeding. 11.4.3 Describe the methods of producing blood clots. 11.4.4 Explain some disorders of blood clotting. Prepare Your Materials: • Lesson 11.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 11.4 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Lesson 11.4 Sentences Handout – Found on Page 11-18 of this Instructor Manual. Instructor Lesson Plan Date: _____________ Chapter 11—Lesson 11.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review concepts related to white blood cells. Step 1: Pass out the 10 question review quiz (this quiz can also be done orally, simply asking each question and calling upon students for the answers). Consider including a question to reinforce that “thrombocyte” is another name for a platelet. The quiz can be submitted for a grade. Step 2: Once the quiz (or oral review) is finished, go over the correct answers to be certain students are ready to move on. Note: These questions can also be used to play a fun review-type game with students; small prizes could be awarded to students or teams that answer questions correctly. Create a 10 Question Review Quiz from Lesson 11.3 (Review Lesson 11.3 concepts) 11.3.1 11.3.2 11.3.3 11.3.4 Introduction 10 min Step 1: All students will likely have experienced bleeding at one time or another. Ask students what they know about how bleeding stops. Some students may know about basic first aid procedures (direct pressure, etc.), but try to probe their understanding beyond this to see if they know what the human body does to stop bleeding when it occurs. Step 2: Ask students what would happen if a patient’s bleeding could not be stopped (death). Introduce and reinforce the term “hemorrhage.” Step 3: Reiterate the importance of understanding the medical terminology relating to hemostasis (the control of bleeding) and some disorders of blood clotting. 11.4.1 11.4.2 11.4.3 11.4.4 Lecture 20 min Lesson 11.4 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 11.4 PowerPoint Presentation 11.4.1 11.4.2 11.4.3 11.4.4 Active Learning & Practice 10 min Step 1: Distribute Lesson 11.4 Sentences Handout. Step 2: Instruct students to complete this handout individually or in pairs. Lesson 11.4 Sentences Handout 11.4.1 11.4.2 11.4.3 11.4.4 Step 3: Go over the instructions and the first example with students to ensure they know what to do. Step 4: When students have completed Lesson 11.4 Sentences Handout, have them read their sentences aloud to the rest of the class. Answers may vary but ensure that students are using the medical terms correctly and providing clear, accurate “patient” definitions. Review 5 min Step 1: As a group, go through Lesson 11.4 exercises out loud. Step 2: Discuss incorrect answers with students to ensure understanding. Encourage students to use the Word Analysis and Definition (WAD) Tables for reference when needed. Step 3: If time is short, any remaining exercises can be assigned as homework. Textbook, Lesson 11.4 exercises 11.4.1 11.4.2 11.4.3 11.4.4 Homework Assignment • Complete Lesson 11.4 exercises from the textbook, if needed. • Review Word Analysis & Definition (WAD) Tables from Lessons 11.1 through 11.4. • Read Lesson 11.5 and complete Lesson 11.5 exercises. 11.4.1 11.4.2 11.4.3 11.4.4 Lesson 11.4 Masters • Lesson 11.4 Sentences Handout Sentences Handout: Chapter 11, Lesson 11.4 Medical Language for Modern Health Care: Lesson 11.4 – Hemostasis Directions: For each medical term listed below, write two sentences: 1) The first sentence should be a sentence spoken by a health care professional to another health care professional, using the medical term correctly. 2) The second sentence should be an explanation of the medical term (NOT using the term itself), as if you are a health care professional explaining the term to a patient (as if the patient has asked what it means). 3) Then, answer the question at the bottom of the page. An example has been done for you below. (1) Coagulation a) The patient’s coagulation problem will be a big concern in her upcoming surgery. b) Coagulation is the process by which blood clots are formed; blood clots stop bleeding and enable the healing process. (2) Hemorrhage a) _____________________________________________________. b) _____________________________________________________. (3) Agglutination a) _____________________________________________________. b) _____________________________________________________. (4) Embolus a) _____________________________________________________. b) _____________________________________________________. (5) Coumadin a) _____________________________________________________. b) _____________________________________________________. (6) Thrombolytic a) _____________________________________________________. b) _____________________________________________________. Lesson 11.5: Blood Groups and Transfusions Total Time: 50 Minutes Lesson 11.5 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 11.5.1 List the different blood groups. 11.5.2 Explain what determines a person’s ABO blood type and how this relates to transfusion compatibility. 11.5.3 Describe the effect of an incompatibility between mother and fetus in the rhesus (Rh) blood type. Prepare Your Materials: • Dry erase board (or chalkboard or butcher’s block paper) • Smart devices with Internet access – computers, tablets, cell phones. • Lesson 11.5 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 11.5 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Lesson 11.5 Pie Chart Handout – Found on Page 11-22 of this Instructor Manual. Instructor Lesson Plan Date: _____________ Chapter 11—Lesson 11.5 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Lesson 11.4 Step 1: Ask each student to write two test questions on medical terms from Lesson 11.4 on a sheet of paper. Step 2: When they are finished, have them trade papers with another student. They should answer the questions on the other student’s paper and then exchange with another student. Step 3: Have students continue exchanging papers until they have answered the questions of at least five different students, and their questions have been answered by at least five different students. Step 4: Clarify any confusion and address any questions when finished. Textbook, Lesson 11.4 (Review Lesson 11.4 concepts) 11.4.1 11.4.2 11.4.3 11.4.4 Introduction 5 min Activity Description: Creating a pie chart representative of the blood types in the classroom. Step 1: Preview for students the four basic types of blood: A, B, AB, and O. Tell students that these types are split into subgroups called Rh type, and that these subgroups are positive and negative (e.g., A+ and A-, B+ and B-, etc.) Step 2: Distribute Lesson 11.5 Pie Chart handout and go over the statistics at the top. Step 3: Find out, by a show of hands, how many students in the class have each type of blood. Write the number of students that fall into each category/blood type. Step 4: Instruct students to use the Pie Chart to graph the type of blood of students in the class. Help any students who need assistance understanding percentages, etc. Lesson 11.5 Pie Chart Handout Dry erase board 11.5.1 Lecture 20 min Lesson 11.5 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 11.5 PowerPoint Presentation 11.5.1 11.5.2 11.5.3 Active Learning & Practice 10 min Activity Description: Play the Nobel Foundation’s “Blood Typing Game” either class, on one computer projected onto a large screen, or students can play it as individuals if you are in a computer lab. Step 1: Go to the Nobelprize.org, the website of the Nobel Foundation. Click on “Educational Games,” then select the “Nobel Prize in Medicine” tab at the top. Go to the game called “Blood Typing.” (Direct link: http://nobelprize.org/educational_games/ medicine/landsteiner/ Step 2: Go over the instructions with students and click “Play” to play the game. Be sure speakers are turned on. In this game, students are asked to blood type patients and provide them with a bag for a blood transfusion. This game calls upon students’ knowledge of blood groups and transfusions. Smart devices with internet access (computer, tablet, cell phone) 11.5.1 11.5.2 11.5.3 Review 5 min Step 1: Go through Lesson 11.5 exercises in the textbook, having students read their answers out loud. Step 2: Listen for and correct mispronunciation of terms. Textbook, Lesson 11.5 exercises 11.5.1 11.5.2 11.5.3 Homework Assignment • Review the Word Analysis & Definition (WAD) Tables from 11.5 Lessons. • Students read Lesson 11.6 and complete 11.6 Lesson exercises Textbook 11.1.1-11.1.3 11.2.1-11.2.4 11.3.1-11.3.4 11.4.1-11.4.4 11.5.1-11.5.3 Pie Chart Handout: Chapter 11, Lesson 11.5 Medical Language for Modern Health Care: Lesson 11.5 – Blood Groups and Transfusions Directions: 1) Read the statistics below. 2) Draw a circle below the table and graph the circle as a pie chart with the frequency of each blood type in your class. Use a ruler or straight edge to help you be as precise as possible. Color the different areas of the pie chart to help the proportions stand out visually. Average Blood Types and Rh Values Blood Type Rh Type Percent of Population A + 34% – 6% B + 9% – 2% AB + 3% – 1% O + 38% – 7% Lesson 11.6: Procedures and Pharmacology Total Time: 50 Minutes Your teaching objective for this lesson is to help your students accomplish these learning objectives: 11.6.1 Explain diagnostic procedures used for hematologic disorders. 11.6.2 Discuss the therapeutic disorders used for hematologic disorders. 11.6.3 Describe the pharmacologic agents used in the treatment of hematologic disorders. Prepare Your Materials: • Smart devices with Internet access – computers, tablets, cell phones. • Lesson 11.6 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 11.6 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: _____________ Chapter 11—Lesson 11.6 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Go through Lesson 11.5 exercises in a round robin manner. Explain topics that are difficult for students. Listen to pronunciation and correct any mispronunciation errors. Textbook, Lesson 11.5 exercises 11.5.1 11.5.2 11.5.3 Introduction 5 min Discuss the various types of diagnostic and therapeutic procedures related to hematological disorders. Ask students if they know of anyone who has had any of the procedures listed. Lecture 20 min Lesson 11.6 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 11.6 PowerPoint Presentation 11.6.1 11.6.2 11.6.3 Active Learning & Practice 10 min Activity description: Step 1: Assign 3-4 students to a group. Step 2: Assign each group to a diagnostic or therapeutic procedure or a pharmacologic agent in Lesson 11.6. Step 3: Each group researching a diagnostic or therapeutic procedure reports back to the class on the following: 1. Why is the test performed 2. How is the test performed 3. What patient education is necessary. Textbook Smart device with internet access (computer, tablet, smart phone) 11.6.1 11.6.2 11.6.3 Step 4: Students researching pharmacologic agents should address the following questions: 1. Why is it given? 2. What is the action of the medication? 3. What are side effects of the medication? 4. What are the contraindications to giving the medication? 5. What patient education is necessary when taking the medication? Review 5 min Step 1: Go through Lesson 11.6 exercises in the textbook, having students read their answers aloud. Textbook, Lesson 11.6 exercises 11.6.1 11.6.2 11.6.3 Homework Assignment • Complete Chapter 11 Review exercises • Review the Word Analysis & Definition (WAD) Tables from all Chapter 11 Lessons. • Read Chapter 12, Lesson 12.1 Textbook, Chapter 11 Review exercises 11.1. 1 – 11.1.3 11.2.1 – 11.2.4 11.3.1 – 11.3.4 11.4.1 – 11.4.4 11.5.1 – 11.5.3 11.6.1 – 11.6.3 End of Chapter Answer Exercises Page 367 A. Ans 1: E: appearance of Ans 2: D: create, produce Ans 3: B: blood Ans 4: F: to separate Ans 5: C: glue Ans 6: A: protein Exercises Page 369 A. Ans 1: buffer Ans 2: alkaline Ans 3: acid Ans 4: osmosis Ans 5: viscosity B. Ans 1: C: visc/o/sity Ans 2: A: alkal/ine Ans 3: D: osmo/sis Ans 4: B: home/o/stasis Exercises Page 371 A. Ans 1: macro; large Ans 2: blast; germ cell Ans 3: bi; two or double Ans 4: poiesis; to make Ans 5: cyte; cell Ans 6: erythro; red Ans 7: ic; pertaining to Exercises Page 373 A. Ans 1: hypo Ans 2: macrocytic Ans 3: aplastic anemia Ans 4: RBC Exercises Page 375 A. Ans 1: liver Ans 2: phil Ans 3: poly B. Ans 1: E: involved in an allergic response Ans 2: C: white blood cell Ans 3: D: releases histamine in damaged tissues Ans 4: A: anticoagulant secreted by liver cells Ans 5: B: white blood cell with a multilobed nucleus Exercises Page 377 A. Ans 1: D: without, not Ans 2: C: cell Ans 3: A: protein Ans 4: B: antibodies B. Ans 1: True Ans 2: True Ans 3: True Ans 4: False Ans 5: True Exercises Page 379 A. Ans 1: D: -philia Ans 2: B: leuk/o Ans 3: A: deficiency Exercises Page 381 A. Ans 1: C: form a platelet plug Ans 2: B: increase Ans 3: C: loss of blood B. Ans 1: Platelet plug (2); vascular spasm (1); blood coagulation (3) C. Ans 1: fibroblast Ans 2: megakaryocyte Ans 3: coagulation Exercises Page 383 A. Ans 1: thrombocytopenia Ans 2: embolus Ans 3: petechia B. Ans 1: D: collection of blood that has escaped from a blood vessel Ans 2: C: escape from a blood vessel Ans 3: E: small capillary hemorrhages Ans 4: B: bleeding into the skin from arterioles Ans 5: A: widely scatter throughout the body C. Ans 1: C: TTP Ans 2: D: vWD Exercises Page 385 A. Ans 1: E: against Ans 2: C: to pour Ans 3: D: glue Ans 4: F: process Ans 5: A: condition Ans 6: B: in B. Ans 1: antigen Ans 2: plasma Ans 3: antigens Ans 4: antibodies Ans 5: antigens Exercises Page 387 A. Ans 1: D: red blood cells Ans 2: B: baby B. Ans 1: D: Rh- Ans 2: E: Rh+ Ans 3: A: True Exercises Page 389 A. Ans 1: A: allo- Ans 2: C: iron B. Ans 1: C: types of leukocytes Ans 2: A: evaluates bleeding and clotting disorders Ans 3: B: determines amount of hemoglobin per erythrocyte Exercises Page 391 A. Ans 1: streptokinase Ans 2: aspirin Ans 3: Coumadin Ans 4: heparin Ans 5: Pradaxa Ans 6: Xarelto Ans 7: heparin B. Ans 1: C: pernicious anemia Ans 2: A: idiopathic thrombocytopenic purpura Ans 3: mild hemophilia Ans 4: hemophilia A Chapter 11 Review A. Ans 1: False Ans 2: True Ans 3: True Ans 4: True Ans 5: False Ans 6: True Ans 7: True Ans 8: False Ans 9: True Ans 10: True B. Ans 1: erythroblast Ans 2: erythropoiesis Ans 3: erythroblastosis Ans 4: erythrocyte Ans 5: erythropoietin C. Ans 1: D: streptokinase Ans 2: E: aspirin Ans 3: A: heparin Ans 4: C: Coumadin Ans 5: B: Xarelto D. Ans 1: hematocrit Ans 2: colloidal suspension Ans 3: transfusion Ans 4: blood Ans 5: platelet Ans 6: centrifuge Ans 7: hormone Ans 8: RBC Ans 9: plasma Ans 10: enzymes E. Ans 1: A Ans 2: B Ans 3: AB Ans 4: O Ans 5: donor Ans 6: recipient F. Ans 1: erythro/cyte Ans 2: micro/cyt/ic Ans 3: auto/logous Ans 4: macro/cyte Ans 5: hemato/crit Ans 6: thrombo/cyte Ans 7: thromb/osis G. Ans 1: D: blood type AB Ans 2: B: in the blood Ans 3: C: the placenta Ans 4: A: the Rh antigen is present on the RBC surface Ans 5: B: you are given the wrong blood type Ans 6: C: blood or blood component H. Ans 1: A: your body size Ans 2: B: hematocrit Ans 3: C: color Ans 4: C: three Ans 5: B: leukocytes Ans 6: B: red Ans 7: D: anticoagulant Ans 8: D: infusion Ans 9: A: monocyte Ans 10: D: serum I. Ans 1: A: iron-deficiency anemia; RBC Ans 2: B: von Willenbrand disease; P Ans 3: A: leukemia; WBC Ans 4: A: pernicious anemia; RBC Ans 5: B: hemophilia: P Ans 6: A: sickle cell anemia; RBC Ans 7: A: DIC: P Ans 8: B: leukocytosis; WBC Ans 9: B: thrombocytopenia; P Ans 10: B: hemolytic anemia; RBC J. Ans 1: a- Ans 2: granul/o Ans 3: -cyte Ans 4: hypo- Ans 5: chrom Ans 6: -ic Ans 7: mono- Ans 8: cyt Ans 9: -osis Ans 10: poikilo- Ans 11: cyt Ans 12: -ic Ans 13: pre- Ans 14: cursor Ans 15: n/a Ans 16: micro- Ans 17: cyt Ans 18: -ic Ans 19: pan- Ans 20: cyt/o Ans 21: -penia K. Ans 1: precursor Ans 2: microcytic Ans 3: erythrocytopenia Ans 4: hemoglobin Ans 5: leukocytosis Ans 6: pancytopenia Ans 7: monocytosis Ans 8: poikilocytic L. Ans 1: A: a function of an erythrocyte Ans 2: C: a function of a platelet Ans 3: B: a function of a leukocyte Ans 4: D: a function of plasma Ans 5: D: a function of plasma Ans 6: B: a function of a leukocyte Ans 7: A: a function of an erythrocyte Ans 8: C: a function of a platelet Ans 9: D: a function of plasma Ans 10: A: a function of an erythrocyte M. Ans 1: clumps together Ans 2: B antigen Ans 3: too low Ans 4: hypotension Ans 5: a transfusion refers to the administration of blood or a blood product; an infusion is receiving anything else intravenously Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931
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