CH-2-3 Word Analysis and Communication – Medical Language for Modern Health Care : Chapter Notes

This Document Contains Chapters 2 to 3 CHAPTER 2 – Word Analysis and Communication The Language of Health Care Chapter 2 Teaching Overview Before students can begin learning new medical terms in the body systems and in the context of realistic health care scenarios, it is important that they develop skills that will help them analyze the various parts of medical terms to determine their meaning. It is important to emphasize to students the basic rules in deconstructing and constructing medical terms. Helping students learn how to deconstruct and construct medical terms not only provides a solid foundation for learning new terms, but it also gives beginning medical terminology student’s confidence in their ability to apply their learning to new situations. Now that your students understand the basics of medical terminology word elements such as roots, combining forms, combining vowels, suffixes, and prefixes, they are ready to construct and deconstruct medical terms. After a medical term is constructed, precision in communication is essential. Every medical term must be pronounced correctly and must be changed correctly from a singular term to a plural term. This chapter provides important foundational content for use in all subsequent chapters. 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: • Color-coding prefixes, suffixes, roots and combining forms reinforces how the word parts combine to create meaning. Have students practice writing medical terms with colored markers, pencils, or crayons to emphasize the use of the word parts. • Ask students to write a list of 15 medical terms they know—everybody knows some from TV shows, drug commercials, or from personal experience. Have students read their lists and compare them; this activity gives students confidence that they already know some terms. • Put the word “esophagogastroduodenoscopy” on the board. Most people will gasp when they see it, but it is very easy to deconstruct. Ask students what “esophago” sounds like (esophagus) and what gastro sounds like (gastric). Tell them “duodeno” means duodenum, the part where the stomach empties into the small intestine. Then tell them what “scopy” means. Write the English equivalent word under each part of the term, then tell them the secret of deciphering medical terms is to start at the end and go forward (making this term: “An examination with a scope of the esophagus, stomach, and duodenum). Students are amazed that they can figure out such a long medical term so easily. Chapter 2: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 2.1 Deconstruct a medical term into its basic elements 2.2 Use word elements to identify or construct a medical term. 2.3 Connect the singular and plural components terms. 2.4 Employ the phonetic system used to pronounce medical terms. 2.5 Use Word Analysis and Definition boxes to describe the phonetic pronunciation, word elements, and definitions of terms used in the book. 2.6 Communicate with precision in both written and verbal communication in all health care fields. 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 2.1: Word Analysis and Definition Total Time: 50 Minutes Lesson 2.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 2.1.1 Deconstruct a medical term into its word elements. 2.1.2 Use the word elements to identify the medical term. Prepare Your Materials: • Dry erase board (or chalkboard or butcher’s block paper) • Lessons 2.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lessons 2.1 Student Note-taking Handouts – 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 2—Lesson 2.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review Roots, Combining Vowels and Combining Forms Step 1: Review with students the definitions of the following terms: • Root – the foundation of the word that provides its meaning; the core element of any term • Combining vowel – vowel that joins a root to another root or to a suffix • Combining form – combination of a root and a combining vowel. Step 2: Write the following words on the board: arthroscopy, gynecology, respiratory, endocardium, and gastroenterologist Step 3: Ask students to identify the combining forms within each of the terms on the board. Options: This may be done out loud with students as a large group, or on paper with students in small groups or working individually. Students can be asked to write their answers on a dry erase board. Another option is to ask students to come up to the board and circle the combining forms within the terms. Step 4: Go over the correct answers with students (or collect, if taking a grade on this activity). Answers (combining forms in all caps): • ARTHR/O • GYNEC/O • RESPIR/A • CARDI/O • GASTR/O – ENTER/O Dry erase board Review Chapter 1, Lesson 1.1 concepts Activity Description: Review of Suffixes and Prefixes. • Suffix - a group of letters positioned at the end of a root or combining form. • Prefix – one letter or group of letters that precedes a root to give it a different meaning. Step 5: Write the following word on the board: Endocarditis Step 6: Ask students to identify the suffix, prefix and root of this term. Step 7: Ask students to pronounce this term. Introduction 5 min Activity Description: Preview of today’s lesson on word analysis. Step 1: Point out to students that what they just did with the word “endocarditis” was to deconstruct it into its elements. Explain that deconstruction and word analysis is a way they can figure out the meaning of new medical terms they encounter. Step 2: Tell students that if they have a solid understanding of word elements, they will be successful at learning new medical terms throughout their career. This is necessary due to the advances in technology that occur practically every day in the medical field. Dry-erase board 2.1.1 2.1.2 Lecture 10 min Activity Description: Lesson 2.1: Word Analysis and Definition Lecture/Discussion Students read Chapter 2, Lesson 2.1 in Textbook 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 pages”. Step 1: Discuss the Rules to Deconstruct a Medical Term • Begin with the suffix- identify and define • Move to the beginning of the term (prefix, root or combining form) – identify and define • Move to the middle of the word (root or combining form)- identify and define • Put the word together beginning with the suffix, the beginning of the term and the middle of the term. • A combining vowel is separated from a combining form by a slash (/). e.g. cardi/o Step 2: Write the medical term Endocardium on the blackboard and deconstruct the term. Dry erase board Textbook, Chapter 2, Lesson 2.1 Lesson 2.1 PowerPoint Presentation 2.1.1 2.1.2 Active Learning & Practice 15 min Step 1: As pairs, small groups, or individuals, ask students to flip through their medical terminology book looking for case studies. Step 2: Each student or group should make a list of five terms in the case studies that are unfamiliar to them. Step 3: Once they have compiled their lists, have the students break down, or deconstruct, each term into its elements. They can use the Word Analysis and Definition (WAD) Tables or Appendix B as a reference. Be prepared to provide students with assistance with this task since it will be new to them. Step 4: Have students look up the meanings of each root, prefix, and suffix they have identified and use these meanings to define the term in their own words. Step 5: When finished, have each student or group share what they learned with the class. Encourage students to discuss what they found difficult and how they went about deconstructing the terms. This “thinking aloud” can help reinforce effective strategies for all students. Chime in as needed to offer suggestions and corrections. Textbook Sheet of paper 2.1.1 2.1.2 Review 10 Step 1: Have students review Lesson 2.1 exercises, discussing the lesson in pairs. Step 2: When students are finished, ask questions based on Lesson 2.1 PowerPoint presentation. Reinforce correct pronunciation while going over the questions and answers. Textbook, Chapter 2, Lesson 2.1 exercises 2.1.1 2.1.2 Homework Assignment • Students read Chapter 2, Lesson 2.2 and complete Lesson 2.2 exercises 2.1.1 2.1.2 Lesson 2.2: Plurals and Pronunciation Total Time: 50 Minutes Lesson 2.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 2.2.1 Connect the singular and plural components of medical terms 2.2.2 Employ the system for describing pronunciation used in the textbook 2.2.3 Verbalize the pronunciation of common medical terms. Prepare Your Materials: • Dry erase board (or chalkboard or butcher’s block paper) • Lessons 2.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lessons 2.2 Student Note-taking Handouts – 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 2.2 Plurals and Pronunciation Handout and Instructor Answer Key found on Pages 2 -13 and 2-14 of this Instructor Manual. TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-Up & Introduction 10 min Activity Description: Preview of today’s lesson on plurals and pronunciation. PLURALS: Step 1: Write the following words on the board: car, phone, mouse, appendix, and alumnus. Step 2: Indicate to students that the words on the board all represent ONE of something—one car, one phone, one mouse, one appendix, or one alumnus. Tell them a word that refers to one thing is called “singular.” Step 3: When a word refers to more than one thing, it is called “plural.” Ask students to tell you the plural form of each of the words on the board. • Car = cars • Phone = phones • Mouse = mice • Appendix = appendices • Alumnus = alumni Step 4: Using the above examples, stress to students the concept that making a word plural often requires more than just adding an “s.” Keep in Keep in mind that there are some plurals that you must know on a case-by-case basis. For example, ask students to give a rule regarding how to make a singular term plural and to give examples (shoe, shoes; fan; fans). Now ask about words that do not fit this rule (add s) such as scissors; sheep; child; goose; die; crisis; criterion; wife; loaf (sheep, children, geese, dice, crises, criteria, wives, loaves) Step 5: Tell students that in the same way that some singular words require an unexpected combination of letters to make them plural, some words are not pronounced exactly the way they look. Sometimes letters are silent, and it isn’t always apparent which parts of the word should be accented or spoken louder. Because of this, phonetic spellings are the basis of pronunciation included in the textbook (examples: note the difference in the same ending: “is” in the term diagnosis is replaced with “es” in the plural form, diagnoses; the spelling of the singular word epididymis changes to epididymides). Step 6: Demonstrate phonetic spelling with a few examples of words that are probably already familiar to the student: • FO-NET-ic (phonetic) • sy-COL-o-gee (psychology) • VAK-yume (vacuum) • NEW-MOH-nee-ah (pneumonia) Step 7: Ask students what could happen if a medical assistant mispronounces a medication when calling a prescription into a pharmacy for a patient. Have students brainstorm other negative consequences for not being able to pronounce or recognize a word that is being spoken by someone else, in a health care facility. Underscore the importance of accuracy and precision in both written AND spoken medical terminology. Textbook, Chapter 2, Lesson 2.2 2.1.1 Lecture 10 min Lesson 2.2 Plurals and Pronunciation Lecture/Discussion Students read Chapter 2, Lesson 2.2 in Textbook 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 pages”. • Discuss various singular medical terms and how their endings change when made into a plural term Textbook, Chapter 2, Lesson 2.2 Lesson 2.2 PowerPoint Presentation 2.2.1 2.2.2 Warm-Up & Introduction 5 min Activity Description: Preview of today’s lesson on plurals and pronunciation. PRONUNCIATION: Step 1: Write the following words on the blackboard and ask students to pronounce them. These are words in the English language which are often mispronounced • Forte (FORT not FOR-tay) • Electoral (e-LEK-tor-al not e-lek-TOR-al) • Mischievous (MISS-che-vus not miss-CHEE-vee-us) • Nuclear (NEW-clee-ur not NEW-cu-lur) • Often (OFF-en not OFF-ten) • Realtor (REEL-tur not REE-la-tur) • Zoology (zoh-AH-lo-jee not zoo-AH-lo-jee) • Applicable (APP-lic-able not a-PLICK-able) • Cache (CASH not cash-AY) • Espresso (es-press-O not EX-press-o) • Foyer (FOY-ur not foy-AYE) • Gala (GAY-luh not GAL-uh) • Prelude (PREL-yood not PRAY-lood) • Regime (RAY-geem not RUH-geem) • Status (STAY-tus not STAH-tus) • Transient (TRAN-shent not tran-ZEE-ent) • Triathlon (tri-ATH-len not tri-ATH-a-lon) • Sherbet (SHUR-bet not SHUR-bert) Lecture 10 min Lesson 2.2 Plurals and Pronunciation Lecture/Discussion Students read Chapter 2, Lesson 2.2 in Textbook 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 pages”. Step 1: Discuss why pronunciation of medical terms is very important Textbook, Chapter 2, Lesson 2.2 Lesson 2.2 PowerPoint Presentation 2.2.2 2.2.3 Active Learning & Practice 10 min Step 1: Distribute Lesson 2.2 Plurals and Pronunciations Handout found on Page 2-13 of this Instructor Manual. *Answers to Plurals and Pronunciations Handout found on Page 2 –14 of this Instructor Manual. Step 2: Read over the instructions with students and have them complete the handout alone, in pairs, or in small groups. Step 3: Go over the answers as a group to ensure everyone understands them. Lesson 2.2 Plurals and Pronunciations Handout 2.2.2 Review 5 min Step 1: Instructor pronounces each term in Table 2.1. Step 2: Ask students as a group to repeat each term. Step 3: Re-pronounce any term that students struggle to pronounce. Step 4: Dictate a singular or plural medical term and ask students to write the correct spelling on their dry erase boards. Step 5: Use the pronunciation guide found in the WAD boxes within every chapter. Step 6: Use the pronunciations found in the Glossary online in the Resource Center to practice pronouncing various medical terms correctly. Dry erase board Chapter 2, Lesson 2.2 Exercises 2.2.2 2.2.3 Homework Assignment • Students read Lesson 2.3 and complete Lesson 2.3 exercises. • Practice reading out loud the singular and plural terms in Table 2.1 2.2.1 2.2.2 2.2.3 Lesson 2.3: Precision in Communication Total Time: 30 Minutes Lesson 2.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 2.3.1 Communicate with precision both verbally and in writing. 2.3.2 Use word analysis to ensure the precise use of words. Prepare Your Materials: • Dry erase board (or chalkboard or butcher’s block paper) • Lessons 2.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lessons 2.3 Student Note-taking Handouts – 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. TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Lecture 20 min Lesson 2.3 Precision in Communication Lecture/Discussion Students read Chapter 2, Lesson 2.3 in Textbook 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 pages”. Step 1: Discuss why precision in communication is so important in the medical field. Step 2: Discuss with students some of the negative consequences of a lack of precision in communication of medical language such as: • Legal liability for facility and staff • Extended hospital stays for patients • Additional cost for health care • Death/injury of patient due to medication errors • Death/injury to patients due to treatment errors • Lack of payment (or inadequate reimbursement) due to documentation errors Step 3: Reinforce with students the life and death importance of being precise when communicating in the health care field. Step 4: Discuss medical terms that are commonly confused Ureter vs urethra Hypotension vs hypertension Trapezius vs trapezium Ileum vs ilium Malleus vs malleolus Peroneal vs peritoneal Textbook, Chapter 2, Lesson 2.3 Lesson 2.3 PowerPoint Presentation 2.3.1 2.3.2 Review 10 min Step 1: Go through Lesson 2.3 exercises. Explain or clarify anything that is difficult for students to understand. Textbook, Chapter 2, Lesson 2.3 2.3.1 2.3.2 Homework Assignment Step 1: Ask students to complete Chapter 2 Review exercises. Step 2: Review answers to each question on the next class day to ensure that every student understands the rationale for each answer. Step 3: Review the answer to each question in a round robin fashion. As students are reading the answers aloud, pay attention to their pronunciation and reinforce the correct pronunciation. Step 4: Ask all students to pronounce each term after the student pronounces the term. Step 5: Re-pronounce any term that students struggle to pronounce. Step 6: Encourage students to study the Word Analysis and Definition (WAD) Tables in Lessons 2.1and 2.3 Textbook, Chapter 2 Review Exercises 2.1.1 2.1.2 2.2.1 2.2.2 2.2.3 2.3.1 2.3.2 Medical Language for Modern Health Care: Lesson 2.2 – Plurals and Pronunciations Directions: For each medical term listed below, in the first column, write the plural form of the word. In the second column, write the phonetic pronunciation of the word (e.g., write the word the way it sounds). Write the syllable that is stressed, or accented, in all capital letters. The first two examples have been done for you. Medical Language for Modern Health Care: Lesson 2.2 – Plurals and Pronunciations – Answers Directions: For each medical term listed below, in the first column, write the plural form of the word. In the second column, write the phonetic pronunciation of the word (e.g., write the word the way it sounds). Write the syllable that is stressed, or accented, in all capital letters. The first two examples have been done for you. Grading Note: Students’ “pronunciation” answers may vary; use your judgment to assess whether they appear to have the correct understanding of the pronunciation of each term. End of Chapter Answer Exercises Page 21 A. Ans 1: endo-; within, inner-card-; heart -itis; inflammation Ans 2: structure; suffix within, inner; prefix heart; root Exercises Page 23 A. Ans 1: axillae Ans 2: septa Ans 3: thoraces Ans 4: lumina Ans 5: cortices Ans 6: diagnoses Ans 7: ganglia Ans 8: villi Ans 9: appendices Ans 10: phalanges Exercises Page 25 A. Ans 1: hypertension Ans 2: colicky Ans 3: ureter Ans 4: urologist Chapter 2 Review A. Ans 1: C: rib and spine B. Ans 1: D: pie-REK-see-ah Ans 2: C: kos-toe-VER-teh-bral Ans 3: A: ray-dee-oh-PAKE C. Ans 1: singular: carcinoma Ans 2: singular: ovary Ans 3: singular: ganglion Ans 4: plural: lumina Ans 5: singular: villus Ans 6: singular: cortex Ans 7: plural: calices Ans 8: plural: epididymides Ans 9: plural: axillae Ans 10: plural: viscera Ans 11: singular: appendix Ans 12: singular: corpus Ans 13: singular: diagnosis Ans 14: singular: thorax D. Ans 1: diagnostic; diagnosis Ans 2: diagnoses Ans 3: diagnose E. Ans 1: B: radiopaque Ans 2: A: pyrexia Ans 3: C: endocarditis Ans 4: D: costovertebral Ans 5: C: murmur F. Ans 1: C: hemorrhage Ans 2: C: endocardium Ans 3: A: pyrexia Ans 4: B: gastritis Ans 5: B: diagnosis G. Ans 1: C: EN-doh-kar-DIE-tis Ans 2: A: pie-REK-see-ah Ans 3: A: HEM-oh-raj H. Ans 1: root pyrex- Ans 2: an abnormal sound heard on auscultation of the heart or blood vessels Ans 3: within, inner I. Ans 1: B: pyrexia Ans 2: A: murmur Ans 3: B: endocarditis Ans 4: E: hemorrhage Ans 5: B: dental Ans 6: A: diagnosis Ans 7: C: hypotension Ans 8: B: costovertebral Ans 9: B: hemostasis Ans 10: E: urethra J. Ans 1: pyrexia Ans 2: costovertebral Ans 3: hemostasis Ans 4: murmur Ans 5: hypotension Ans 6: urethra Ans 7: diagnosis Ans 8: dental Ans 9: hemorrhage Ans 10: endocarditis CHAPTER 3 – The Body as a Whole The Language of Anatomy Chapter 3 Teaching Overview Communicate to your students the importance of understanding the terminology used to describe the body as a whole. Tell them to think of this as a “road map” to the body. This chapter defines how part A of the body is relative to part B. It also helps us describe how the smallest component is part of the whole and makes the whole system (or organism) work. 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: • It’s always a good idea to have a discussion with the students early in the term about why they are studying medical terminology (what career programs they are in, etc.). But also have them consider the relevance this information has to their personal life off the job. Will they ever be a patient? Take a sick child to the emergency room? Need to go to a doctor with a spouse or elderly parent? This knowledge is something they can use on and off the job every day of their lives. Knowing this seems to motivate some students more than just the career need to know medical terminology. Chapter 3: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 3.1 Identify the elements that compose the body. 3.2 Discuss the structure and functions of cells. 3.3 Describe the four primary tissue groups found in the body. 3.4 Differentiate the different organ systems and their major organs. 3.5 Explain the structure and functions of deoxyribonucleic acid (DNA). 3.6 Discuss the roles of genes in heredity. 3.7 Define medical genetics and its applications in modern medicine. 3.8 Relate the advantages of personalized and predictive medicine to modern health care. 3.9 Differentiate the different anatomic positions, planes, and directions of the body. 3.10 Map the body cavities 3.11 Describe the abdominal quadrants and the nine regions of the abdomen. 3.A Use medical terms pertaining to the body as a whole to communicate and document in writing accurately and precisely in any health care setting. 3.B Use medical terms pertaining to the body as a whole to communicate verbally with accuracy and precision in any health care setting. 3.C Using word elements, construct medical terms associated with the body systems. 3.D Deconstruct medical terms related to the body system as a whole into their word elements (roots, combining forms, prefixes, and suffixes). 3.E Identify abbreviations as they relate to the words they abbreviate and use them in the correct context of medical care. 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 3.1: Organization of the Body Total Time: 50 Minutes Lesson 3.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 3.1.1 Define the medical terms associated with the structures and functions of organ systems and organs. 3.1.2 List the four primary groups of tissue and describe their functions. 3.1.3 Identify the structure and functions of the components of a cell. Prepare Your Materials: • Pictures of different types of cells (or even better, if you have access to real animal cells on slides and microscopes, students can look at these instead) • Lesson 3.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 3.1 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. • Large sheets of paper – One sheet per group; sheets should be at least six feet long and two to three feet wide. Instructor Lesson Plan Date: ___________ Chapter 3—Lesson 3.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Activity Description: Introduction to cells and their structure and function. Step 1: Spend a minute or two asking students to share what they know about cells to give you an idea of what they know and what they don’t. Step 2: Ask students to examine pictures of several different types of cells. Ask them to make a list of similarities and differences they notice in the cells. This can be done in small groups; have each group exchange pictures with another group until they have looked at all the different pictures of animal cells. Step 3: Share the similarities and differences students identified as a group. Point out several of the parts of a cell that students will learn about later in this lesson. Step 4: Tell students that cells are the building blocks of the body. Explain that groups of cells form tissues; groups of tissues form organs, groups of organs form organ systems, and groups of organ systems form the body. Pictures of different types of animal cells (or slides and microscopes, if available) 3.1.1 Lecture 20 min Lesson 3.1 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 3.1 PowerPoint Presentation 3.1.1 3.1.2 3.1.3 Active Learning & Practice 15 min Activity Description: Students will be introduced to the various body systems and their components. Step 1: Put students into small groups (or pairs) and give each group a large sheet of paper. Step 2: Assign a different organ system to each group. Step 3: In each group, one group member will lie down on the paper and another group member will trace his/her outline onto the paper. Large sheets of paper 3.1.1 3.1.2 3.1.3 Step 4: Once the student’s outline has been traced on the paper, the group will proceed to make a life-sized diagram depicting the location of the major organs in their assigned organ system. Step 5: Each group should use the textbook or other resources to identify the function of their organ system within the body. Step 6: When finished, each group will present their organ system diagram to the class and share what they have learned. Review 5 min Step 1: Go through Lesson 3.1 exercises in the textbook as a group; explain or clarify anything that is difficult for students. Step 2: Be aware of students’ pronunciation of the terms and help if they struggle. Remaining exercises may be assigned as homework. Textbook, Lesson 3.1 exercises 3.1.1 3.1.2 3.1.3 Homework Assignment • Students read Chapter 3, Lesson 3.2 in the textbook. • Finish Lesson 3.1 exercises, if needed. 3.1.1 3.1.2 3.1.3 Lesson 3.2: Basic Genetics Total Time: 40 Minutes Lesson 3.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 3.2.1 Describe the structure and functions of deoxyribonucleic acid (DNA). 3.2.2 Discuss the roles of genes in heredity. 3.2.3 Define mitosis. 3.2.4 Discuss mutations and epigenetic changes. Prepare Your Materials: • Lesson 3.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 3.2 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. • Pictures of meiosis and mitosis • Pictures of normal and abnormal karyotypes Instructor Lesson Plan Date: ___________ Chapter 3—Lesson 3.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Activity Description: Introduction to Genetics Step 1: Spend a minute or two asking students to share what they know about genetics to give you some idea of what they do and don’t know. Step 2: Ask students to look at pictures of mitosis and meiosis. Ask them how they are similar and how they are different. Step 3: Show students pictures of a normal and abnormal human karyotype. Ask students what diseases they have heard of that are caused by a chromosomal abnormality. Step 4: Explain to students that any mismatched chromosomal base pairs can cause a mutation leading to birth defects as well as diseases such as cancer. Pictures of mitosis and meiosis Pictures of normal and abnormal human karyotypes 3.2.1 3.2.2 3.2.3 3.2.4 Lecture 15 min Lesson 3.2 Lecture/Discussion Students read Lesson 3.2 in the textbook 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 3.2 PowerPoint Presentation Textbook, Lesson 3.2 3.2.1 3.2.2 3.2.3 3.2.4 Active Learning & Practice 10 min Activity Description: Students will understand various terms related to genetics. Step 1: Have students work in pairs to define the following terms without the use of their textbook: DNA, chromatin, chromosome, karyotype, adenine, thymine, guanine, cytosine, mitosis, meiosis, nucleotide, gene, mutation, phenotype, and epigenetic. Step 2: Students compare their answers to the textbook definitions. Step 3: Clear up any confusion related to the terms. Textbook Sheet of paper 3.2.1 3.2.2 3.2.3 3.2.4 Review 5 min Step 1: Go over Lesson 3.2 exercises in the textbook as a group, explain or clarify anything that is difficult for students. Step 2: Be aware of students’ pronunciation of the terms and help if they struggle. Remaining exercises may be assigned as homework. Textbook, Lesson 3.2 exercises 3.2.1 3.2.2 3.2.3 3.2.4 Homework Assignment • Read Chapter 3, Lesson 3.3 in the textbook 3.2.1 3.2.2 3.2.3 3.2.4 Lesson 3.3: Genetic Medicine Total Time: 35 Minutes Lesson 3.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 3.3.1 Discuss the applications of medical genetics. 3.3.2 Define the concept of personalized medicine and its advantages. 3.3.3 Describe gene therapy. 3.3.4 Explain the values of predictive medicine. Prepare Your Materials: • Lesson 3.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 3.3 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. • Smart device with Internet access: computer, tablet, cell phone. Instructor Lesson Plan Date: ___________ Chapter 3—Lesson 3.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 5 min Activity Description: Introduction to Genetic Medicine Step 1: Ask the students what they think are the advantages and disadvantages to DNA testing. Step 2: Ask students what they have heard on TV or from friends or family members regarding gene therapy to treat diseases such as cancer. 3.3.1 Lecture 20 min Lesson 3.3 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 3.3 PowerPoint Presentation 3.3.1 3.3.2 3.3.3 3.3.4 Active Learning & Practice 5 min Activity Description: Step 1: Ask students to look up “gene therapy” on their smart devices. Step 2: Ask students to share an interesting fact regarding gene therapy (what it is, what diseases it is used to treat, how it works in cancer, side effects) Smart device with internet access (phone, tablet, computer) 3.3.1 3.3.3 Review 5 min Step 1: Go through Lesson 3.3 exercises as a group; explain or clarify anything that is difficult for students. Step 2: Be aware of students’ pronunciation and help if they struggle. Textbook, Lesson 3.3 exercises 3.3.1 3.3.2 3.3.3 3.3.4 Homework Assignment Students read Chapter 3, Lesson 3.4 in the textbook and complete Lesson 3.4 exercises. 3.3.1 3.3.2 3.3.3 3.3.4 Lesson 3.4: Anatomical Positions, Planes and Directions Total Time: 50 Minutes Lesson 3.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 3.4.1 Define the fundamental anatomic positions on which all descriptions of anatomic locations are based. 3.4.2 Describe the different anatomic planes and directions. 3.4.3 Locate the body cavities. 3.4.4 Identify the four abdominal quadrants and nine abdominal regions. Prepare Your Materials: • 4 × 6 index cards with medical terms from Lesson 3.1 written on them (e.g., names of organ systems, organs, tissues, cell components, etc.) – one term should be on each card; this activity can also be done with sticky notes or self-stick/peel-off shipping labels instead of index cards. Note: you can also have students prepare the cards the day before as a homework assignment. • Tape • Large doll or stuffed animal • Lesson 3.4 PowerPoint® presentation – Found on Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 3.4 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. • Prizes – for the review game, if desired. Instructor Lesson Plan Date: ___________ Chapter 3—Lesson 3.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Game to review terms used to describe the organization of the body. Step 1: Have all students stand in a single line with their backs turned to you. Step 2: Attach one 4 × 6 card with the name of a term from Lesson 3.1 on it to each student’s back using tape (or just stick them on, if using sticky notes or shipping labels). Explain to students that there is a medical term from Lesson 3.1 on each of their backs and they need to ask questions of other students to determine what that term is. Step 3: To play the game, students should approach another person and show him/her the term on their back. Step 4: Once the other person has read the term, the student will ask the person a “yes/no” type question (e.g., a question to which the answer is either yes or no and requires no further explanation) to help determine what the term is on his/her back. • Fair Question Example: Am I a part of the circulatory system? Am I an organelle of a cell? • Unfair Question Examples: Is the term associated with the circulatory system or the respiratory system? What organ system is this term associated with? Step 5: Tell students they can only ask one question at a time; once someone answers their question, they must ask the next question to a different student. Step 6: Once students have correctly guessed the term on their back, they should move the term from their back to their front so other students know they have guessed it. Students who have guessed their term should still answer questions for others who have not yet correctly identified their terms. 4 × 6 cards with terms from Lesson 3.1 written on them (Review Lesson 3.1 terms) Introduction 5 min Step 1: Sit (or stand) the doll upright in a location where the entire class can see it. Step 2: Ask students to point to the top of the doll’s body. (Note where students point; some may point at head, while others may point at chest.) Step 2: Ask students why they chose to point where they did. Step 3: Next, lay the doll on its back so it is parallel to the floor or the surface on which it rests and is facing the ceiling of the room. Ask students once again to point to the “top” of the doll’s body. It is likely students will now point to the doll’s abdomen, or the uppermost part of the doll. Step 4: Ask students why they pointed to a different part of the doll when you asked them the same question (point to the “top” of the doll’s body.) Step 5: Next, lay the doll on its stomach so it is parallel to the floor or the surface on which it rests and is facing the floor or surface. Ask students once again to point to the “top” of the doll’s body. Step 6: By this time, students should be realizing that unless we have more specific terminology than “top” and “bottom,” etc., it would be very difficult for health care professionals to talk about the human body in a clear, understandable way. Step 7: Preview anatomical position, directional terms, and anatomic planes using the doll briefly before beginning the lecture/discussion. Dry erase board 3.2.1 3.2.2 3.2.3 3.2.4 Lecture 20 min Lesson 3.4 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 3.4 PowerPoint Presentation 3.2.1 3.2.2 3.2.3 3.2.4 Active Learning & Practice 10 min Step 1: Break the class into two “teams”. Ask a student to stand up and give the student the doll or stuffed animal. Step 2: Give the student a position, direction, plane, cavity, or abdominal region or quadrant to identify on the doll. Step 3: If the student correctly identifies what you have asked for, a point is earned and he or she can pass the doll to another student on his or her team to try to earn the team another point. If the student is incorrect, no point is earned and he or she must give the doll back to the instructor and the second team has a chance to answer the question and earn a point. Step 4: Play continues until time is up or until all students have had a chance to identify something. Prizes may be given to the team with the most points at the end of the game, if desired. Large doll or stuffed animal 3.2.1 3.2.2 3.2.3 3.2.4 Review 5 min Step 1: As a group, go through the Lesson 3.4 textbook exercises. Step 2: Emphasize correct pronunciation, accuracy, and precision as students engage the exercises. Textbook, Lesson 3.4 exercises 3.2.1 3.2.2 3.2.3 3.2.4 Homework Assignment • Complete Chapter 3 Review exercises. • Review all the terms in the Word Analysis and Definition (WAD) Tables from Lessons 3.1 through 3.4. Textbook – Chapter 3 Review exercises 3.1.1-3.1.3 3.2.1-3.2.4 3.3.1-3.3.4 3.4.1-3.4.4 Lesson 3.4 Masters • (none) End of chapter Answer Exercises Page 35 A. Ans 1: __o/o/cyte Ans 2: cyt/o/logy Ans 3: cellul/ar Exercises Page 37 A. Ans 1: intra/cellul/ar Ans 2: cyt/o/plasm Ans 3: ster/oid B. Ans 1: organelle Ans 2: membrane Ans 3: electrolyte Ans 4: nucleus Exercises Page 39 A. Ans 1: lysosome Ans 2: carbohydrate Ans 3: catabolism B. Ans 1: C: -some Ans 2: A: hydr- Ans 3: B: lys/o Exercises Page 41 A. Ans 1: B: to produce and release a chemical substance from a cell Ans 2: D: band of fibrous tissue Ans 3: A: tissue made of contractile cells Ans 4: C: to pass waste products out of the body B. Ans 1: D: study of Ans 2: A: pertaining to Ans 3: A: one who studies Exercises Page 43 A. Ans 1: B: bone; osteo Ans 2: S Ans 3: -blast Ans 4: -clast Ans 5: -cyte B. Ans 1: C: slippery lubricant Ans 2: D: shock absorber Ans 3: B: connects muscle to bone Ans 4: A: bone forming cell Exercises Page 45 A. Ans 1: home/o/stasis Ans 2: urin/ary Ans 3: cardi/o/vascul/ar Ans 4: re/spir/a/tory Exercises Page 47 A. Ans 1: chromatin Ans 2: chromosome Ans 3: gene Ans 4: genome Ans 5: mitosis Exercises Page 49 A. Ans 1: C: gene therapy Ans 2: A: cytogenetics Ans 3: A: personalized B. Ans 1: therapy Ans 2: embryo Ans 3: fetus Ans 4: therapeutic Exercises Page 51 A. Ans 1: dorsal Ans 2: cephalic Ans 3: proximal Ans 4: anterior Ans 5: inferior B. Ans 1: sagittal Ans 2: coronal Ans 3: transverse Exercises Page 53 A. Ans 1: Epi (above) /gastr (stomach) /ium (structure) Ans 2: Hypo (below) /gastr (stomach) /ic (pertaining to) Ans 3: Abdomin/o (abdomen) /pelv (pelvis) /ic (pertaining to) B. Ans 1: abdomin/al Ans 2: umbilic/al Chapter 3 Review A. Ans 1: A: above Ans 2: A: superior Ans 3: A: center Ans 4: A: inferior Ans 5: B: left Ans 6: B: posterior Ans 7: A: superior Ans 8: B: ventral Ans 9: A: distal B. Ans 1: D: release Ans 2: F: coil Ans 3: H: to set in motion Ans 4: E: band Ans 5: A: a storeroom Ans 6: G: mother Ans 7: B: to change Ans 8: J: parchment Ans 9: C: gristle Ans 10: I: sinew C. Ans 1: True Ans 2: True Ans 3: True Ans 4: False Ans 5: False Ans 6: False Ans 7: True Ans 8: False Ans 9: True Ans 10: True D. Ans 1: metabolism Ans 2: nucleus Ans 3: cartilage Ans 4: homeostasis Ans 5: anatomic position E. Ans 1: D: supine Ans 2: C: dorsal; proximal Ans 3: B: proximal Ans 4: A: frontal Ans 5: D: the same F. Ans 1: prone Ans 2: supine Ans 3: supine Ans 4: horizontal or transverse Ans 5: coronal G. Ans 1: D: sulcus Ans 2: A: cytoplasm Ans 3: E: cell membrane Ans 4: D: hormones Ans 5: C: metabolic H. Ans 1: molec/ule Ans 2: hypo/gastr/ic Ans 3: phen/o/type Ans 4: urin/ary Ans 5: metabol/ism Ans 6: organ/elle Ans 7: nucle/o/lus Ans 8: lys/o/some I. Ans 1: cranial Ans 2: nervous Ans 3: abdominal Ans 4: digestive Ans 5: thoracic Ans 6: cardiovascular Ans 7: abdominal Ans 8: urinary Ans 9: thoracic Ans 10: respiratory Ans 11: cranial Ans 12: endocrine Ans 13: pelvic Ans 14: reproductive Ans 15: abdominal Ans 16: lymphatic Ans 17: pelvic Ans 18: reproductive J. Ans 1: D: zygote Ans 2: C: thin layer of tissue Ans 3: C: dysmorphic Ans 4: A: cartilage Ans 5: B: within Ans 6: D: histology Ans 7: A: chondroblast Ans 8: D: four Ans 9: A: body region Ans 10: A: cartilage K. Ans 1: C: organelle Ans 2: E: synovial Ans 3: D: ribosome Ans 4: C: diaphragm Ans 5: E: phenotype Ans 6: C: nuclei Ans 7: C: zygote Ans 8: B: endocrine Ans 9: A: osteocyte Ans 10: A: histology L. Ans 1: abdominal Ans 2: spinal Ans 3: pelvic Ans 4: abdominal Ans 5: thoracic M. Ans 1: diaphragm Ans 2: epigastric Ans 3: molecules Ans 4: carbohydrate Ans 5: cephalic Ans 6: karyotype Ans 7: phenotype Ans 8: epigenetic N. Ans 1: C: directions Ans 2: B: planes Ans 3: C: directions Ans 4: A: anatomic position Ans 5: C: directions O. Ans 1: False Ans 2: True Ans 3: True Ans 4: True Ans 5: False Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931