This Document Contains Chapters 12 to 13 CHAPTER 12 – Lymphatic and Immune Systems The Language of Immunology Chapter 12 Teaching Overview To understand the lymphatic and immune systems, students must first be clear about the three lines of defense the body has: physical mechanisms, cellular mechanisms, and humoral defense mechanisms based on antibodies. Important points about the lymphatic system students should master include the components of the lymphatic system, the functions of the lymphatic system, the differences between lymph and blood plasma, and where lymph travels (lymphatic ducts). Stress with students that the immune system is not an organ system, but a group of specialized cells. Discuss with students how the immune system can get weakened, as well as how it can be built back up. Also discuss what the mechanism of an autoimmune disease is and how it works. 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: • Start the class by asking if any students know people who have any of the diseases in the chapter to find out what their general personal knowledge is about the topics covered. This is an icebreaker for some students who know people with HIV or other conditions/diseases. If you start this way, you can spark more interest in how this affects people, which will in turn make it a more interesting class. • Introduce some celebrities or athletes who have had diseases discussed in this chapter (e.g., Magic Johnson with HIV, Michael J. Fox with Parkinson disease, etc.). Ask students to consider how helpful it is to have a celebrity spokesperson for a disease. Chapter 12: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 12.1 Describe the anatomy and flow of the lymphatic system. 12.2 Relate the structure of the lymph nodes, tissues, and cells to their functions. 12.3 Explain the structure and functions of the lymphatic organs. 12.4 Discuss disorders of the lymphatic system. 12.5 Define the characteristics of the immune system. 12.6 Explain immunity. 12.7 Describe disorders of the immune system and transplantation. 12.8 Discuss HIV and AIDS infections. 12.9 Identify diagnostic and therapeutic procedures and medications used in disorders of the lymphatic and immune systems. 12.A Use the medical terms of immunology to communicate and document in writing accurately and precisely in any health care setting. 12.B Use the medical terms of immunology to communicate verbally with accuracy and precision in any health care setting. 12.C Construct the medical terms of immunology from their word elements. 12.D Deconstruct the medical terms of immunology into their word elements. 12.E Identify health professionals involved in the care of patients with immune disorders. 12.F Use approved abbreviations of terms used in immunology 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 12.1: Lymphatic System Total Time: 50 Minutes Lesson 12.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 12.1.1 Describe the anatomy and flow of the lymphatic system. 12.1.2 List the functions of the lymphatic system. 12.1.3 Identify the major cells of the lymphatic system and their functions. 12.1.4 Detail the anatomy and functions of the lymph nodes, tonsils, thymus gland, and spleen. 12.1.5 Explain the effects of common disorders of the lymphatic system on health. Prepare Your Materials: • Lesson 12.1 Lymphatic System Overview Handout – Found on Page 12-5 of this Instructor Manual. • Smart devices with Internet access – computers, tablets, cell phones. • Lesson 12.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 12.1 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 12—Lesson 12.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 15 min Activity Description: Go through the answers for Chapter 11 Review exercises. Correct mistakes and reinforce content that students have trouble with. Correct pronunciation errors. Introducing and focusing students’ interest on the lymphatic system. Step 1: Tell students that while many people have heard of or know about diseases and disorders that affect the lymphatic system (Hodgkin disease, tonsillitis) and many people have heard of or know about some of the components of the lymphatic system (tonsils and spleen), they may not know that all of these are part of a system called the lymphatic system. Step 2: Distribute Lesson 12.1 Lymphatic System Overview handout. Step 3: Instruct students to visit the Internet sites listed on the handout and answer questions 1 through 4 to become familiar with the basics of the lymphatic system. Step 4: Go over the answers to questions 1 through 4 as a group. Step 5: Tell students to reflect on questions 5 and 6 of the handout and write their responses in the blanks. Step 6: Ask students to share their prior knowledge of aspects of the lymphatic system as well as new things they have learned about the lymphatic system. Step 7: Use the basics gained from this exercise as a springboard to the more in-depth lecture/discussion portion of the lesson. Textbook, Chapter 11 Review exercises Lesson 12.1 Lymphatic System Overview Handout Smart devices with internet access (computer, tablet, cell phone) 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 12.1.1 12.1.2 12.1.3 12.1.4 12.1.5 Lecture 20 min Lesson 12.1 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 12.1 PowerPoint Presentation 12.1.1 12.1.2 Active Learning & Practice 15 min Activity Description: Students will write a story utilizing medical terms from Lesson 12.1. Step 1: Tell students it is time to activate their imaginations. Tell them they will write a story using at least 10 terms from Lesson 12.1. Step 2: Take a minute or two to help students brainstorm story ideas. Tell them to think about how they might use dialogue (conversation), and what types of events might happen in their stories. Considerations: • If the story is based in a patient-type scenario, it should contain symptoms, some provisional diagnosis for a disease, possible orders for diagnostic tests or referral to a specialist. • Writing stories like these forces students to think through all the facts that need to be in an accurate, complete documentation. Step 3: Give students time to write their stories. Step 4: If there is time, allow students to share their stories with the rest of the class. Alternatively, if students need more time to finish the stories, they could be finished as homework. Textbook, Lesson 12.1 12.1.3 12.1.4 12.1.5 Review 5 min Step 1: Allow students to work in pairs to complete Lesson 12.1 exercises. Step 2: When students are finished, go over the answers to the exercises. Reinforce correct pronunciation while going over the answers. Textbook, Lesson 12.1 exercises 12.1.1 12.1.2 12.1.3 12.1.4 12.1.5 Homework Assignment 5 min • Students read Lesson 12.2 in the textbook and complete Lesson 12.2 exercises. • Ask students to bring to the next class a newspaper, internet or magazine article about someone with HIV/AIDS. Textbook 12.1.5 Lesson 12.1 Masters • Lesson 12.1 Lymphatic System Overview Handout Answers to Lesson 12.1 Masters • Lesson 12.1 Lymphatic System Overview Handout Answers Medical Language for Modern Health Care: Lesson 12.1 – Lymphatic System Directions: Using the Internet resources listed below, answer these general questions concerning the lymphatic system. INTERNET RESOURCES: • Lymphatic Research Foundation (LRF) – http://www.lymphaticresearch.org • InnerBody.com’s “Immune and Lymphatic System” section – http://www.innerbody.com/ (select Immune and Lymphatic System upon entering the site. • KidsHealth.org’s “Spleen and Lymphatic System” section – http://www.kidshealth.org/parent/general/body_basics/spleen_lymphatic.html INTRODUCTORY QUESTIONS: 1. What is the lymphatic system? 2. What body parts and areas contain lymphatic tissue? 3. What are the main functions of the lymphatic system? 4. What are some diseases or disorders that affect the lymphatic system? REFLECTION QUESTIONS: 5. What are two things you already knew about the lymphatic system even though you were not aware that they related to or were a part of this system before looking at the Internet resources? 6. What are two new things you learned about the lymphatic system by looking at the Internet resources? 7. What is lymph? Medical Language for Modern Health Care: Lesson 12.1 – Lymphatic System - Answers Directions: Using the Internet resources listed below, answer these general questions concerning the lymphatic system. INTERNET RESOURCES: • Lymphatic Research Foundation (LRF) – http://www.lymphaticresearch.org • InnerBody.com’s “Immune and Lymphatic System” section – http://www.innerbody.com/ (select Immune and Lymphatic System upon entering the site. • KidsHealth.org’s “Spleen and Lymphatic System” section – http://www.kidshealth.org/parent/general/body_basics/spleen_lymphatic.html INTRODUCTORY QUESTIONS: 1. What is the lymphatic system? The lymphatic system is a circulatory network of organs, lymph nodes, lymph ducts, and lymph vessels that produce, store, and carry lymph to fight infection and disease. 2. What body parts and areas contain lymphatic tissue? • Network of thin lymphatic capillaries and vessels that penetrates the interstitial spaces of nearly every tissue in the body except cartilage, bone, red bone marrow, and the CNS. • Group of tissues and organs (spleen, tonsils, thymus) that produce immune cells. 3. What are the main functions of the lymphatic system? • To absorb excess interstitial fluid and return it to the blood stream. • To remove foreign chemicals and cells and debris from the tissues. • To absorb dietary lipids from the small intestine. 4. What are some diseases or disorders that affect the lymphatic system? Lymphadenitis, lymphomas such as Hodgkin lymphoma and non-Hodgkin lymphomas, tonsillitis, ruptured spleen, edema, lymphedema. REFLECTION QUESTIONS: 5. What are two things you already knew about the lymphatic system even though you were not aware that they related to or were a part of this system before looking at the Internet resources? (Answers may vary.) 1. The lymphatic system helps in immune defense, which I knew was essential for fighting infections. 2. It plays a role in fluid balance, draining excess fluids from tissues, which I knew was important for maintaining bodily functions. 6. What are two new things you learned about the lymphatic system by looking at the Internet resources? (Answers may vary.) 1. The lymphatic system includes lymph nodes that filter lymph fluid and trap harmful particles like bacteria. 2. It has a vital role in absorbing and transporting fatty acids and fat-soluble vitamins from the digestive system. 7. What is lymph? Lymph is a clear, colorless fluid like blood plasma, but whose composition varies from place to place in the body. Lymph flows through the network of lymphatic capillaries and vessels. Lesson 12.2: Immune System Total Time: 50 Minutes Lesson 12.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 12.2.1 Define the immune system and its specific reactions to stimulation. 12.2.2 Contrast cellular and humoral immunity. 12.2.3 Describe the life histories of B cells and T cells. 12.2.4 Explain the structure and actions of antibodies. 12.2.5 Discuss some common disorders of the immune system, including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS). Prepare Your Materials: • Lesson 12.2 Review Crossword Puzzle – Create using terms from Lesson 12.1 (a quick search on the Internet will yield many sites at which you can type in your own terms and definitions and have a crossword puzzle generated automatically) • Articles about people with HIV/AIDS (to be brought in by students as per the Lesson 12.1 homework assignment). • Lesson 12.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 12.2 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. Instructor Lesson Plan Date: ____________ Chapter 12—Lesson 12.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Step 1: Distribute Lesson 12.1 Review Crossword Puzzle to students. Step 2: Have students work on this crossword puzzle as individuals or in pairs. Step 3: When students are finished, go over the correct answers to ensure understanding. Create Crossword Puzzle from Lesson 12.1 Review (Review Lesson 12.1 concepts) 12.1.1 12.1.2 12.1.3 12.1.4 12.1.5 Introduction 5 min Activity Description: Examine the articles on people with HIV/AIDS brought in by students. Step 1: Ask students to share with the class the articles on people with HIV/AIDS they were able to find in magazines, the internet, or newspapers. Step 2: Inform students that HIV and AIDS are disorders of the immune system, and that it is important for them to understand the structure, function, and pathology of this system to be able to communicate effectively in a health care setting. Articles on people with HIV/AIDS (to be brought in by students as per the Lesson 12.1 homework assignment) 12.2.5 Lecture 20 min Lesson 12.2 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 12.2 PowerPoint Presentation 12.2.1 12.2.2 12.2.3 12.2.4 12.2.5 Active Learning & Practice 10 min Activity Description: Students will create a commercial to educate the public about HIV and AIDS. Step 1: Organize students into groups of 3 to 5. Step 2: Ask students if they have ever seen advertisements or public service announcements on television that educate people about diseases or disorders. Examples may include anti-smoking commercials, anti-drug public service announcements, heart attack or stroke public service announcements, etc. 12.2.1 12.2.4 12.2.5 Step 3: Discuss with students the characteristics of such an advertisement or public service announcement. These types of announcements/ads tend to: • Cover the necessary “who, what, when, where, and why” information • Concentrate on ONE main message • Incorporate sound or visuals • Speak directly to the audience (“YOU must….,” not “PEOPLE must….”) • Begin by getting the audience’s attention • Use active verbs • Be brief, yet informative • Be interesting and eye-catching Step 4: Allow students to work together to write up a plan for their public service announcement or advertisement. Tell students that more than one person can appear in the commercial (e.g., the commercial could feature dialogue or conversation). Give students a time or word range (e.g., 2 to 4 minutes; 200 to 500 words, etc.) to focus their efforts. Step 5: Have each group present their public service announcement or advertisement to the rest of the class. Option: Allow students to vote for best commercials in several “categories” and award prizes. Examples may include most informative, funniest (yet still informative), most creative, and so on. You could print up or create an “award certificate” for each category to bestow upon the winners. Review 5 min Step 1: Allow students to work in pairs to complete Lesson 12.2 exercises. Step 2: When they are finished, ask students to switch papers (or have them check their own answers) and go over the answers. Ensure understanding and emphasize correct usage, spelling, and pronunciation. Textbook, Lesson 12.2 exercises 12.2.1 12.2.2 12.2.3 12.2.4 12.2.5 Homework Assignment • Students read Lesson 12.3 and complete Lesson 12.3 exercises • Review the Word Analysis and Definition (WAD) tables from Lessons 12.1 and 12.2 12.1.1 12.1.2 12.1.3 12.1.4 12.1.5 12.2.1 12.2.2 12.2.3 12.2.4 12.2.5 Lesson 12.2 Masters • (none) Lesson 12.3: Procedures and Pharmacology Total Time: 50 Minutes Lesson 12.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 12.3.1 Identify immunodiagnostic tests that involve an antigen-antibody reaction. 12.3.2 Define the mechanism of agglutination tests. 12.3.3 Recognize diagnostic tests used for allergies. Prepare Your Materials: • Dry erase board or chalkboard. • Lesson 12.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 12.3 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. Instructor Lesson Plan Date: ____________ Chapter 12—Lesson 12.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Complete Lesson 12.2 exercises if needed. Textbook, Lesson 12.2 exercises 12.2.1 12.2.2 12.2.3 12.2.4 12.2.5 Introduction 5 min Ask students about their experiences with allergy testing- why is it performed (what is the person allergic to; is there a problem with the immune system; are the symptoms due to an autoimmune disease? How can the results determine the course of treatment (medications, seeing a specialist, further testing that may be needed; lifestyle changes). Mention that although HIV/AIDS has been diagnosed since the late 1980’s, there have been no new tests to diagnose this disease besides ELISA. Lecture 20 min Lesson 12.3 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 12.3 PowerPoint Presentation 12.3.1 12.3.2 12.3.3 Active Learning & Practice 10 min Activity description: Assess the student’s understanding of medical diagnostic, therapeutic and pharmacologic agents. Step 1: Organize students into groups of 3 – 4. Step 2: Ask each group to write a short “case study” of around 3 – 4 sentences using diagnostic procedures, therapeutic procedures or pharmacology for the immune system. Step 3: Each group shares their “case study” with the class. Watch for inappropriate usage of diagnostic, therapeutic or pharmacologic terms in each sentence. Textbook Dry erase board or chalkboard 12.3.3 Step 4: Write each term used in the “case study” on the dry erase board. Step 5: Ask students as a group to pronounce the terms. Listen for and correct mispronunciation of terms. Review 5 min Allow students to work in pairs to complete Lesson 12.3 textbook exercises. Explain or clarify difficult content. Correct mispronunciation errors. Textbook, Lesson 12.3 exercises Homework Assignment • Complete Chapter 12 Review exercises. • Students read Chapter 13, Lesson 13.1 Textbook 12.3.1 12.3.2 12.3.3 End of Chapter Answer Exercises Page 401 A. Ans 1: ____/pollut/ant Ans 2: _____immun/ize Ans 3: anti/body/____ Exercises Page 403 A. Ans 1: B: able to kill Ans 2: C: size Ans 3: B: cell Ans 4: B: with Ans 5: B: eat Ans 6: A: osis Exercises Page 405 A. Ans 1: D: thymus gland, spleen, lymph vessels and nodes B. Ans 1: True Ans 2: True Ans 3: False Ans 4: True Ans 5: True C. Ans 1: spleen Ans 2: tonsils Ans 3: adenoids Ans 4: thymus gland Exercises Page 407 A. Ans 1: splen/ectomy Ans 2: tonsill/itis Ans 3: lymphaden/itis Ans 4: hyper/splen/ism B. Ans 1: lymphoma Ans 2: tonsillectomy Ans 3: lymphedema Ans 4: lymphadenitis Exercises Page 409 A. Ans 1: C: distinguish Ans 2: F: condition, state Ans 3: A: species Ans 4: H: against Ans 5: B: away from Ans 6: D: process Ans 7: E: pertaining to Ans 8: G: produce, create B. Ans 1: C: remove pathogens from the wound Ans 2: A: an infection Ans 3: D: antibodies Exercises Page 411 A. Ans 1: D: weaken Ans 2: C: condition B. Ans 1: B: artificial Ans 2: A: active Ans 3: A: natural Ans 4: B: passive Exercises Page 413 A. Ans 1: hyper/sensitiv/ity Ans 2: immuno/suppress/ion Ans 3: ana/phylaxis Ans 4: allo/graft Ans 5: immuno/defici/ency Ans 6: trans/plant Ans 7: allo/gen Ans 8: allo/immune Ans 9: anti/histamine Exercises Page 415 A. Ans 1: D: his immune system is compromised Ans 2: C: CD4 count B. Ans 1: D: virus Ans 2: B: flesh Ans 3: A: forming Exercises Page 417 A. Ans 1: C: parasitic infections Ans 2: A: HIV infection Ans 3: B: leukemia B. Ans 1: A: ELISA Ans 2: C: challenge testing Ans 3: B: complement fixation test Exercises Page 419 A. Ans 1: C: human normal immunoglobulin Ans 2: A: cytostatic B. Ans 1: A: treat kidney and skin cancers Ans 2: C: given alongside chemotherapy and radiation therapy Ans 3: B: flag cancer cells for macrophages C. Ans 1: A: interferes with nucleic acids as a means to treat autoimmune diseases Ans 2: D: prevents and treats transplant rejection reactions Ans 3: C: suppresses cell-mediated immunity Ans 4: B: inhibits cell division Chapter 12 Review A. Ans 1: H: immune Ans 2: F: complement Ans 3: I: null Ans 4: B: hapten Ans 5: A: conjugate Ans 6: J: node Ans 7: E: mutate Ans 8: D: assay Ans 9: G: edema Ans 10: C: lymph B. Ans 1: B: tonsil, tonsillectomy Ans 2: C: histamine Ans 3: A: thoracic duct Ans 4: B: malignancy Ans 5: B: phagocytosis Ans 6: C: anaphylactic shock Ans 7: B: hypersensitivity Ans 8: B: spleen C. Ans 1: A: tonsillitis Ans 2: C: Reed-Sternberg cells Ans 3: D: all of these Ans 4: A: organ transplant Ans 5: D: artificial passive immunity D. Ans 1: spleen Ans 2: splenectomy Ans 3: splenomegaly Ans 4: tonsil Ans 5: tonsillitis Ans 6: tonsillectomy E. Ans 1: allo/immune Ans 2: anti/body Ans 3: co/recept/or Ans 4: hyper/splen/ism Ans 5: retro/virus F. Ans 1: oma Ans 2: itis Ans 3: cyte Ans 4: ectomy Ans 5: atic Ans 6: pathy Ans 7: lymphadenectomy Ans 8: lymphadenopathy Ans 9: lymphoma G. Ans 1: F: antigen Ans 2: J: complement fixation Ans 3: I: vaccine Ans 4: H: attenuate Ans 5: A: mutation Ans 6: G: lymphedema Ans 7: D: hypersensitivity Ans 8: C: hapten Ans 9: B: agglutination Ans 10: E: immunoglobulins H. Ans 1: inter Ans 2: leuk Ans 3: in Ans 4: dorm Ans 5: ant Ans 6: hyper Ans 7: splen Ans 8: ism Ans 9: tonsill Ans 10: itis Ans 11: ana Ans 12: phylaxis Ans 13: n/a Ans 14: retro Ans 15: virus Ans 16: n/a I. Ans 1: B: cancerous nodes Ans 2: A: feeling tired Ans 3: B: No Ans 4: B: lymphadenopathy Ans 5: D: enlarged cervical lymph nodes Ans 6: A: it started at the nodes Ans 7: A: lymph node biopsy and B: lymphangiogram Ans 8: lymphadenectomy CHAPTER 13 – Respiratory System The Language of Pulmonology Chapter 13 Teaching Overview To teach students the medical language used to communicate about the respiratory system, it is important to reinforce the three meanings of the term “respiration” (ventilation, exchange of gases, and cellular metabolism). Stress the functions of the respiratory system and ensure that students clearly understand the purpose of this system and how it relates to other body systems. Spelling is always a concern for students learning terms associated with the respiratory system. Many students seem to especially struggle with the following terms: larynx, pharynx, laryngotracheobronchitis, epiglottis, phlegm, diaphragm, and tachypnea. Go over these terms often and reinforce their correct spelling, pronunciation, and use. 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: • Create an activity where students write what they think are 10 of the hardest spelling terms in this chapter. Have students exchange papers, then mark them. This benefits not only the students writing the terms, but also those checking over the written terms. • Since germs are everywhere, this chapter provides a good opportunity to discuss the importance of frequent hand washing, especially in cold/flu season. • A great activity for this chapter (especially Lesson 13.2) is to figure out the cost of smoking any number of packs of cigarettes per day. Relate this to the expression a “pack year” smoker and how this is calculated (a “pack year” equals the number of packs of cigarettes smoked per day multiplied by the number of years the person has smoked). It is fine to introduce this concept here even though it is discussed in more detail in Chapter 20 because it is relevant to the smoking issue and this is how it appears in medical documentation. Chapter 13: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 13.1 Relate the structure of the respiratory system to its functions. 13.2 Describe the structure and functions of the nose. 13.3 Discuss the disorders of the nose. 13.4 Integrate the functions of the pharynx with its structure. 13.5 Explain the disorders of the pharynx. 13.6 Describe the structure and functions of the larynx. 13.7 Discuss the disorders of the larynx. 13.8 Describe the functions of the trachea. 13.9 Explain the structure of the lungs. 13.10 Relate the structure of the pleura to its functions. 13.11 Describe the structure of the bronchi. 13.12 Integrate the structure of the bronchioles and alveoli with their functions. 13.13 Discuss the mechanics of respiration. 13.14 Describe the symptoms and signs of respiratory disorder. 13.15 Discuss disorders of the lower respiratory tract. 13.16 Explain the diagnostic procedures used for disorders of the respiratory system. 13.17 Discuss the therapeutic procedures used for disorders of the respiratory system. 13.18 Describe the pharmacologic agents used in the treatment of respiratory disorders. 13.A Use the medical terms of pulmonology to communicate and document in writing accurately and precisely in any health care setting. 13.B Use the medical terms of pulmonology to communicate verbally with accuracy and precision in any health care setting. 13.C Construct the medical terms of pulmonology from their word elements. 13.D Deconstruct the medical terms of pulmonology into their word elements. 13.E Identify the health professionals involved in the care of respiratory patients. 13.F Use correctly the approved abbreviations of medical terms in pulmonology. 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 13.1: Respiratory System Total Time: 50 Minutes Lesson 13.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 13.1.1 Define the six connected elements of the respiratory tract. 13.1.2 Explain the four components of respiration. 13.1.3 Discuss the five functions of the respiratory system. Prepare Your Materials: • Dry erase board or chalkboard • Lesson 13.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, then under “Instructor Resources”. • Lesson 13.1 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. • Oximeter • Peak flow meter Instructor Lesson Plan Date: ____________ Chapter 13—Lesson 13.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Go over Chapter 12 Review exercises in a round robin manner. Explain and clarify content that is difficult for students to understand. Listen for and correct mispronunciation of terms. Write difficult to pronounce terms on the dry erase board and have students recite the terms out loud. Textbook, Chapter 12 Review exercises Dry erase board or chalkboard 12.1.1 – 12.1.5 12.2.1 – 12.2.5 12.3.1 – 12.3.3 Introduction 5 min Emphasize that the respiratory and cardiovascular systems work together – a problem in one system results in problems in the other. For example, cor pulmonale is the result of a long standing respiratory condition. Ask students to share common respiratory conditions they are aware of. Ask students if they or someone they know ever had a severe respiratory condition and how that feels. 13.1.1 13.1.2 13.1.3 Lecture 20 min Lesson 13.1 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 13.1 PowerPoint Presentation 13.1.1 13.1.2 13.1.3 Active Learning & Practice 10 min Activity Description: Have each student place the oximeter on their finger and check their oxygen saturation level. Ask the student to hold their breath for 30 seconds– what happens to the O2 sat? What happens to the O2 sat when the student breathes fast or breathes deeply? Have each student breathe into a peak flow meter. What is their number? How does that number compare to other students in the class (athletes vs “couch potatoes”)? What does the number reveal about a person’s lungs and the health of the respiratory system? Oximeter Peak flow meter 13.1.1 13.1.2 13.1.3 Review 5 min Review Lesson 13.1 exercises as a group. Clarify or explain difficulty content. Correct pronunciation errors. Textbook, Lesson 13.1 13.1.1 13.1.2 13.1.3 Homework Assignment • Students read Lesson 13.2 and complete exercises Lesson 13.2: Upper Respiratory Tract Total Time: 50 Minutes Lesson 13.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 13.2.1 Trace the flow of air from the nose through the pharynx and larynx. 13.2.2 Relate the function of each segment of the upper airway to its structure. 13.2.3 Define the protective mechanisms of the upper respiratory tract. 13.2.4 Describe how sound is produced. 13.2.5 Explain how smells are recognized. 13.2.6 Describe common disorders of the upper respiratory tract. Prepare Your Materials: • Packets of foil-type confetti – Each packet should be one color but get as many different colored packets as possible (e.g., one packet of red, one of blue, one of green, etc.); each student will need one packet of confetti. • Sample resumes – Many examples of resumes can be found on the Internet; an alternative is to bring in your own resume or those of other teachers or professionals. • Lesson 13.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, then under “Instructor Resources”. • Lesson 13.2 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. Instructor Lesson Plan Date: ____________ Chapter 13—Lesson 13.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 15 min Activity Description: Introduction to the upper respiratory tract. Step 1: Ask students to raise their hand if they have ever had the flu. Step 2: Ask for volunteers to explain how they felt when they had the flu (what some of their symptoms were.) Step 3: Have one student come up to the front of the class as a volunteer. Tell students that this student is a germ that is about to multiply and spread. Step 4: Ask the student to walk to another student and “tag” that student. The student who was tagged is another germ cell. Tell students this represents the original germ cell dividing. Step 5: The two germ cells (students) should “divide” again, bringing the total number of germ cells to four. Step 6: The four germ cells should divide, bringing the total number of germ cells to eight. Step 7: Have the cells divide one more time to bring the total number of germ cells to 16. Tell students that in the human body, during an illness, germ cells divide approximately every 20 minutes, causing the disease to spread throughout the upper respiratory tract. Step 8: Now, have all students stand and form a circle, facing inward. Tell them their bodies are about to “sneeze” to get rid of disease- causing germs. Give each student a packet of confetti (the confetti represent the germs that have multiplied within their bodies). Students should throw all their germs outward at the same time. Step 9: After the “sneeze,” look around to see how far the germs traveled (they will be able to tell by the colors) and discuss with students why it might be important to cover one’s nose and mouth when sneezing. Packets of foil- type confetti 13.2.6 Lecture 20 min Lesson 13.2 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 13.2 PowerPoint Presentation 13.2.1 13.2.2 13.2.3 13.2.4 13.2.5 13.2.6 Active Learning & Practice 15 min Activity Description: Students will create job search materials for the nose, pharynx, and larynx. Step 1: Put students into pairs or small groups and tell each group whether they will be the nose, the pharynx, or the larynx. Step 2: Tell students that they are looking for a job in the human body, and to begin their job search, they need to create a resume that highlights their skills, work experience, training, etc. Step 3: Distribute the sample resumes and ask students to identify some of the types of information that are often included in a typical resume. Suggested responses include the following: • Name and address • Education and training • Work experience • Relevant activities or experiences • Awards or other honors • References Step 4: Once students have a good idea of the format of a resume, they should write a resume for “their” desired job in the human body (nose, pharynx, or larynx). Tell students to be creative and include as much information as possible to convince prospective employers to “hire” them. Note: A modification of this activity is to have the body create “want ads” for the positions, listing requirements for the job. Sample resumes 13.2.1 13.2.2 13.2.3 13.2.4 13.2.5 Review 5 min Step 1: Go through Lesson 13.2 exercises as a group; explain or clarify anything that is difficult for students. Exercises may be assigned as homework if needed. Textbook, Lesson 13.2 exercises 13.2.1 13.2.2 13.2.3 13.2.4 13.2.5 13.2.6 Homework Assignment 5 min • Students read Lesson 13.3 in the textbook and complete Lesson 13.3 exercises. • Finish Lesson 13.2 exercises, if needed. Textbook Lesson 13.2 Masters • (none) Lesson 13.3: Lower Respiratory Tract Total Time: 50 Minutes Lesson 13.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 13.3.1 Trace the passage of air from the larynx into the alveoli and back. 13.3.2 Explain the exchange of O2 from the air into the blood. 13.3.3 Explain the exchange of CO2 from the blood into the air. 13.3.4 Describe the mechanics of ventilation. 13.3.5 Match the functions of the different elements of the lower airway with their structure. 13.3.6 Discuss the effects of common disorders of the lungs on overall health. Prepare Your Materials: • Dry erase board or chalkboard • Materials discussing the dangers of smoking –Examples include pamphlets from medical facilities, newspaper or magazine articles, textbooks, and information from websites. • Poster board – One piece for each group • Markers • Lesson 13.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 13.3 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. Instructor Lesson Plan Date: ____________ Chapter 13—Lesson 13.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Lesson 13.2. Step 1: Pass out the 10-question review quiz (the quiz can also be done orally, simply asking each question and calling upon students for the answers). The quiz can also 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. Create a 10-question review quiz from Lesson 3.2 (Review Lesson 13.2 concepts) Introduction 5 min Step 1: Ask students to predict what body parts are included in the lower respiratory tract. Write their guesses on the dry erase board. Step 2: Once there is a list of quite a few body parts on the board, have students open their textbooks to Lesson 13.3 and skim the reading to see if they can narrow the list on the dry erase board (or add to it, if items have been left off.) Step 3: Once the correct list of parts of the body in the lower respiratory tract is showing on the dry erase board, reinforce these items. Step 4: Remind students to listen for some of these terms during today’s lecture. Dry erase board or chalkboard Textbook, Lesson 13.3 13.3.5 Lecture 20 min Lesson 13.3 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 13.3 PowerPoint Presentation 13.3.1 13.3.2 13.3.3 13.3.4 13.3.5 13.3.6 Active Learning & Practice 10 min Activity Description: Students will make anti-smoking posters to inform people about the dangers of smoking. Step 1: Brainstorm with students the diseases and disorders of the lower respiratory tract that are caused by, or worsened, by smoking. Include second-hand smoke in the discussion and relate this to the chapter scenario about the woman whose father and husband smoked (she got cancer). Write answers on the dry erase board. Step 2: Arrange students into small groups or partners. Step 3: Tell students that a local hospital has asked them to create posters that alert patients to the negative effects of smoking (the effects on the lower respiratory tract.) Step 4: Once each group has finished their poster, have the groups present their posters to the rest of the class. These posters would make an excellent display in the hallways at the school. Dry erase board Materials containing information about the dangers of smoking 13.3.6 Review 5 min Step 1: Go through Lesson 13.3 exercises as a large group, or with students working in small groups or individually. Step 2: Do as many exercises in class as possible and assign any remaining exercises as homework. Textbook, Lesson 13.3 exercises 13.3.1 13.3.2 13.3.3 13.3.4 13.3.5 13.3.6 Homework Assignment • Complete any remaining Lesson 13.3 exercises • Students read Lesson 13.4 • Complete Lesson 13.4 exercises 13.3.1 13.3.2 13.3.3 13.3.4 13.3.5 13.3.6 Lesson 13.4: Procedures and Pharmacology Total Time: 50 Minutes Lesson 13.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 13.4.1 Explain diagnostic procedures used for pulmonary disorders. 13.4.2 Discuss therapeutic procedures used for pulmonary disorders. 13.4.3 Describe pharmacologic agents used to treat pulmonary disorders. Prepare Your Materials: • Dry erase board or chalkboard • Lesson 13.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 13.4 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. • Smart device with Internet access – computer, tablet, cell phone Instructor Lesson Plan Date: ____________ Chapter 13—Lesson 13.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Finish Lesson 13.3 exercises if necessary. Explain or clarify anything that is difficult for students. Listen for and correct mispronunciation of terms. Textbook, Lesson 13.3 exercises 13.3.1 13.3.2 13.3.3 13.3.4 13.3.5 13.3.6 Introduction 5 min Help students understand the all cells need oxygen to survive. Any problem with the respiratory system which limits the amount of oxygen cells receive will have catastrophic effects in all body systems. It is critical to identify and treat (with a procedure and/or medication) respiratory conditions. Textbook, Lesson 13.4 Lecture 20 min Lesson 13.4 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 13.4 PowerPoint Presentation 13.4.1 13.4.2 13.4.3 Active Learning & Practice 10 min Activity Description: Help students understand various diagnostic and therapeutic procedures, and pharmacologic agents used in the respiratory system. Step 1: Organize students into 5 groups. Group 1: Research PFTs, spirometer, ABGs, and peak flow meter. Be prepared to discuss advantages and disadvantages of each and indications for use. Group 2: Find audio files of various abnormal lungs sounds: crackles (rales); stridor; rhonchi (wheezing); and pleural rub. Be prepared to discuss causes for each type of abnormal lung sound. Smart device with Internet access (computer, tablet, cell phone) 13.4.1 13.4.2 13.4.3 Group 3: Discuss the differences between CXR and CT; bronchoscopy, mediastinoscopy and tracheal aspiration; thoracentesis and thoracotomy. Be prepared to discuss how each procedure is performed and indications for the diagnostic test. Group 4: Discuss the following therapeutic procedures: PDT; CPAP; PEEP; endotracheal intubation; tracheostomy; and mechanical ventilation. Be prepared to discuss how each procedure is done and what each procedure is used for. Group 5: Discuss the following pharmacologic agents used for respiratory problems: bronchodilators; glucocorticosteroids; expectorants; decongestants; mucolytics; and aerosol therapy. Be prepared to discuss their mode of action, indications for use and side effects. Give examples of common drugs in each category. Step 2: Each group presents their findings. Listen for and correct any mispronunciation of terms or medications. Mispronounced terms can be written on a dry erase board for entire class to recite Review 5 min Step 1: Complete Lesson 13.4 exercises either individually or with a partner. Step 2: Review answers to Lesson 13.4 exercises. Explain or clarify anything that is difficult for students to understand. Textbook, Lesson 13.4 exercises 13.4.1 13.4.2 13.4.3 Homework Assignment • Complete Chapter 13 Review exercises. • Read Chapter 14, Lesson 14.1 and complete Lesson 14.1 exercises Textbook, Chapter 13 Review exercises 13.1.1 – 13.1.3 13.2.1 – 13.2.6 13.3.1 – 13.3.6 13.4.1 – 13.4.3 Lesson 13.4 Masters • (none) End of Chapter Answer Exercises Page 429 A. Ans 1: D: movement of gases in and out of the lungs Ans 2: F: exchange of gases Ans 3: C: sense of smell Ans 4: B: organ that connects the mouth with the larynx Ans 5: A: organ that produces the voice Ans 6: E: organ that connects the larynx to the bronchi Exercises Page 431 A. Ans 1: D: nose Ans 2: B: condition of Ans 3: C: adjacent to B. Ans 1: B: shell Ans 2: E: cavity Ans 3: D: catarrh Ans 4: A: a passage Ans 5: C: nostril Exercises Page 433 A. Ans 1: A: daytime sleepiness and C: lack of energy Ans 2: C: polysomnography Ans 3: B: hypertension Ans 4: C: increased neck tissue Ans 5: D: the test requires monitoring of a typical night’s sleep Exercises Page 435 A. Ans 1: ______/laryngo/scope Ans 2: epi/glott/itis Ans 3: a/phon/ia B. Ans 1: laryngotracheobronchitis Ans 2: laryngitis Ans 3: epiglottitis Exercises Page 437 A. Ans 1: C: mediastinum Ans 2: C: lobar Ans 3: B: parenchyma Ans 4: B: hila Ans 5: B: diaphragm Ans 6: B: lobectomy B. Ans 1: C: STROH mah Ans 2: D: DIE ah fram Exercises Page 439 A. Ans 1: D: ex- Ans 2: A: flat- Ans 3: B: to breathe B. Ans 1: surfactant Ans 2: bronchioles Ans 3: visceral Ans 4: pleural Ans 5: bronchus Exercises Page 441 A. Ans 1: breathe Ans 2: dyspnea Ans 3: hyperpnea Ans 4: bradypnea Ans 5: eupnea Ans 6: tachypnea Exercises Page 443 A. Ans 1: E: back Ans 2: G: into Ans 3: F: CO2 Ans 4: I: small Ans 5: J: condition Ans 6: A: to narrow Ans 7: B: process Ans 8: C: pull Ans 9: D: dilation Ans 10: H: bronchus Exercises Page 445 A. Ans 1: D: thorax Ans 2: A: hem/o Exercises Page 447 A. Ans 1: B: peak expiratory flow rate Ans 2: C: forced expiratory volume in 1 second Ans 3: A: forced vital capacity B. Ans 1: D: wheeze Ans 2: C: pleural rub Ans 3: B: crackle Ans 4: A: stridor Exercises Page 449 A. Ans 1: pneumonectomy Ans 2: bronchoscopy Ans 3: tomography Ans 4: ultrasonography Ans 5: endotracheal Ans 6: resection Ans 7: thoracotomy Ans 8: tracheostomy Exercises Page 451 A. Ans 1: mucolytic Ans 2: anticholinergic; β agonist Ans 3: glucocorticoid Ans 4: decongestant; glucocorticoid B. Ans 1: D: used to administer aerosol to the nasal airways and sinuses Ans 2: C: generates a premeasured puff of wet aerosol for oral inhalations Ans 3: A: delivers mist via compressed air Ans 4: B: creates a dry powder for inhalation Chapter 13 Review A. Ans 1: alveoli Ans 2: cilia Ans 3: bronchi Ans 4: conchae Ans 5: nares B. Ans 1: A: cannula Ans 2: C: meatus Ans 3: C: concha Ans 4: B: cautery Ans 5: B: apnea Ans 6: C: pharynx Ans 7: A: cricoid Ans 8: C: stridor Ans 9: C: thyroid Ans 10: B: hilum C. Ans 1: D: antibiotics Ans 2: A: bronchodilators Ans 3: B: anti-inflammatories Ans 4: E: O2 Ans 5: D: antibiotics Ans 6: A: bronchodilators Ans 7: E: O2 Ans 8: C: mucolytics D. Ans 1: D: respiratory therapist Ans 2: A: cannula Ans 3: C: dyspnea Ans 4: B: bacterial infection Ans 5: A: decreased oxygen in the blood Ans 6: C: arterial blood E. Ans 1: E: blue Ans 2: B: concha Ans 3: B: sinusitis Ans 4: C: flail chest Ans 5: A: rhinoplasty F. Ans 1: bronchitis Ans 2: laryngitis Ans 3: tonsillitis Ans 4: pharyngitis Ans 5: rhinitis Ans 6: epiglottitis Ans 7: laryngotracheobronchitis Ans 8: bronchiolitis Ans 9: pneumonitis G. Ans 1: bronchus Ans 2: bronchi Ans 3: bronchial Ans 4: bronchioles Ans 5: bronchitis Ans 6: bronchiectasis Ans 7: bronchopneumonia Ans 8: bronchiolitis Ans 9: bronchial asthma Ans 10: bronchogenic Ans 11: bronchoscope Ans 12: bronchodilator Ans 13: bronchomalacia Ans 14: bronchoplasty Ans 15: bronchopathy Ans 16: bronchopulmonary Ans 17: bronchodilation Ans 18: bronchoscopy Ans 19: bronchostenosis Ans 20: bronchogram H. Ans 1: em Ans 2: py Ans 3: ema Ans 4: meso Ans 5: theli Ans 6: oma Ans 7: ex Ans 8: pector Ans 9: ate Ans 10: mesothelioma Ans 11: empyema Ans 12: expectorate I. Ans 1: 5 Ans 2: 8 Ans 3: 3 Ans 4: 7 Ans 5: 4 Ans 6: 6 Ans 7: 2 Ans 8: 1 J. Ans 1: B: cilia Ans 2: B: 5 Ans 3: C: a subdivision of an organ Ans 4: B: spirometer Ans 5: A: creates surface tension K. Ans 1: C: compliance Ans 2: D: turbinates Ans 3: C: bulla Ans 4: E: olfaction Ans 5: D: cor pulmonale Ans 6: A: benign tumors of the larynx Ans 7: A: nares L. Ans 1: E: URI Ans 2: C: SOB Ans 3: A: COPD Ans 4: B: CF Ans 5: D: ARF M. Ans 1: B: therapeutic Ans 2: B: therapeutic Ans 3: B: therapeutic Ans 4: A: diagnostic Ans 5: A: diagnostic Ans 6: A: diagnostic Ans 7: A: diagnostic Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931
Download
Close
Close
