A Short Course in Medical Terminology (4Th Edition), Nath

A Short Course in Medical Terminology (4th edition), Nath

Chapter 3—Organization of the Body

A Short Course in Medical Terminology (4th edition), Nath

Lesson Plans

Chapter 3—Organizationof the Body

Goals of the Lesson:

Cognitive: Students will learn to use precise medical terminology to locate human anatomic structures and physiologic processes.

Motor: The student will be able to demonstrate the various directional terms and divisions of the body on a model.

Affective: Students will appreciate the complex interrelationships of the body systems and simplicity of the body’s organization into discrete cavities.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.

3-1Discuss the levels of body organization...... 2

3-2Describe the anatomic position and cite the directional terms used in relation to the body...... 4

3-3Name the body planes...... 6

3-4Name the body cavities...... 8

3-5Name the divisions of the abdomen and back...... 9

3-6Pronounce, define, and spell each term introduced in this chapter...... 11

You Will Need:

Gather the following materials and teaching aids for the following lessons:

3-1Poster board, markers, textbook

3-2(1) Human torso or skeleton. (2) Action figure, doll, or stuffed animal of student choice.

3-33 yellow apples, black marker, sharp knife, cutting board

3-4Human torso model

3-5Human torso model, yarn or string, tape; skeleton

3-6Blank index cards, markers, textbook

Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint

Objective 3-1

Discuss the levels of body organization.Date:

Lecture Outline

/ Figures, Tables, and Features /

Resources andIn-Class Activities

Outside Assignments/Evaluation

Instructor’s Notes

Content / Text page / PPT slide
Word Parts Related to Body Organization
Levels of Organization
Cells

Cell membrane: allows certain substances to come in and out of cell
Nucleus: directs activities
Mitochondria: generate energy for the cell
Cytoplasm: watery fluid that fills the spaces outside nucleus

Tissues

Composed of similar cells that work together to perform common tasks
Four types of tissue
Muscle
Connective
Nervous
Epithelial

Organs

Composed of tissues with common functions
Organs perform specialized functions

Systems

Composed of group of organs that perform specialized function

/ 28
28–31
28–30
30
31
31 / Tables
3-1:Word Parts Related to Body Organization, p. 29
Figures
3-1:The levels of organization in the body beginning with the cell and ending with the organism, p. 30
3-2:Basic structure of acell. The basic structure of a cell includes the cell membrane, nucleus,
mitochondria, and the cytoplasm, p. 31 / In-Class Activities
Divide the class into small groups. Instruct each group to create a poster demonstrating the levels of organization.
Materials
Poster board, markers, textbook / Outside Assignments
Word Parts Exercise, p. 29
End-of-Chapter Exercises, pp.40–42
Additional games and exercises are available in the IR and SR.

Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint

Objective 3-2

Describe the anatomic position and the directional terms used in relation to the body.Date:

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/Evaluation

Instructor’s Notes

Content / Text page / PPT slide
Navigating the Body
Anatomic Position

Differ from plain language: language-specific and relative to anatomic position.
Anatomic position: body erect, arms at sides, palms forward, feet parallel
Left and right is from the perspective of the patient; appears opposite to observer

Directional Terms

Various terms used frequently during exams, diagnostic procedures, and treatments
Used to indicate location
Most have matching opposite term
Terms:
Superior, cephalic, or cranial—towards the head or above
Inferior or caudal—towards the feet or below
Anterior or ventral—front
Posterior or dorsal—back
Lateral—side (away from midline)
Medial—middle (toward the midline)
Proximal—close to trunk
Distal—away from trunk
Positional terms:
Supine—lying face up
Prone—lying face down

/ 31–33
31
31–33 / Figures
3-3: Anatomic position. In the anatomic position, the person is standing erect, and palms and body are facing forward, p. 32
3-4:Directional terms describe the body part in relationship to another, p. 33
Table
3-2: Body Position and Directional Terms, p. 33 / In-Class Activities
(1) Using a torso model or skeleton demonstrate the various terms and directions. Allow the students’ time to practice the various directions with each other.
Materials
Human torso model or skeleton
(2) Instruct the students to bring in a small action figure, doll, or stuffed animal with arms and legs. Divide the class into small groups. Using Table 3-2, select terms and visually describe the term using their model. Example: the fingers are DISTAL to the elbow and point to the fingers and show how they are further away from the point of attachment or shoulder. Instruct the students to continue the exercise with the remaining terms.
Materials
Action figure, doll, or stuffed animal of student choice. / Outside Assignments
Quick Check, p. 32
End-of-Chapter Exercises, pp.40–42
Additional games and exercises are available in the IR and SR.

Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint

Objective 3-3

Name the body planes.Date:

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/Evaluation

Instructor’s Notes

Content / Text page / PPT slide
Body Planes
Imaginary, surfaces within the body
Uses anatomic position as reference point
Frequently used to locate structural arrangements
Frequently used in radiologic procedures to identify direction of x-ray beam or segments of MRI and CT scan.
Three planes used frequently:

Frontal or coronal—divides body into front (anterior) and back (posterior).
Sagittal—any vertical plane that divides the body or organ into unequal left and right sides
Transverse or horizontal—divides body into upper (superior) and lower (inferior) planes, cutting “across” the body.

/ 34–40 / Figures
3-5:Body planes divide the body into halves in different ways for reference purposes, p. 34 / In-Class Activities
Draw a smiley face on 3 yellow or light-colored, apples. Demonstrate the 3 body planes by cutting each apple in a different plane, showing the students what the inside looks like, explaining this is similar to the view the physician will be observing when reading an x-ray, CT, or MRI film.
Materials
3 yellow or light-colored apples, black marker, sharp knife, cutting board / Outside Assignments
End-of-Chapter Exercises, pp.40–42
Additional games and exercises are available in the IR and SR.

Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint

Objective 3-4

Name the body cavities.Date:

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/Evaluation

Instructor’s Notes

Content / Text page / PPT slide
Body Cavities and Divisions
Defined as hollow space that contains body organs
Body has several major cavities: cranial, spinal, thoracic, and abdominopelvic

Cranial houses brain
Spinal houses spinal cord
Thoracic houses lungs
Abdominopelvic:
Houses digestive and reproductive organs
Superior to abdominal cavity
Inferior to pelvic cavity
Separated by diaphragm

/ 34–40 / Figure
3-6: The major body cavities shown in lateral view, p. 35 / In-Class Activities
Using a human torso model, demonstrate the cavities
Materials
Human torso model / Outside Assignments
End-of-Chapter Exercises, pp.40–42
Additional games and exercises are available in the IR and SR.

Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint

Objective 3-5

Name the divisions of the abdomen and back.Date:

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/Evaluation

Instructor’s Notes

Content / Text page / PPT slide
Divisions of the Abdominopelvic Cavity
Used to describe surgical incisions and procedures, location of pain, tumors, or organs.
Nine regions:

Similar to tic-tac-toe design
Hypochondriac (2), right and left, area below rib cage
Epigastric, just superior to the stomach, between hypochondriac
Lumbar (2), right and left, waist level (lower back)
Umbilical, belly button region in center
Inguinal (2), right and left groin region
Hypogastric, in center between inguinal region

Four Quadrants:

Used to identify locations in abdomen.
Umbilicus is center point
Right upper quadrant (RUQ)
Right lower quadrant (RLQ)
Left upper quadrant (LUQ)
Left lower quadrant (LLQ)

Regions of the Spinal Columns
Divided into 5 regions, labeled with a capital letter that corresponds to name of the region
Protect the spinal cord
Sections:

Cervical (7 vertebrae)
Thoracic (12 vertebrae)
Lumbar (5 vertebrae)
Sacral (5 vertebrae as child, fuse into 1 as adult)
Coccyx (3-4 vertebrae as child, fuse into 1 as adult)

/ 34–36
36
36
36 / Figures
3-7: Abdominopelvic cavity. A.The nine regions of the abdominopelvic cavity., B.Thefour quadrants of the abdominopelvic cavity, pp. 35–36
3-8:The regions of the spinal column show the locations of the vertebrae, p. 37
Tables
3-3: Nine Regions of the Abdomen, p. 36
3-4: Four Quadrants of the Abdomen, p. 37
3-5:Regions of the Spinal Column, p. 38 / In-Class Activities
1. Using a human torso and string or yarn, indicate the regions and quadrants by taping the string/yarn in place. Show the various organs that are found in each area.
Materials
Human torso model, yarn or string, tape
2. Using a skeleton model demonstrate the divisions of the back.
Materials
Skeleton model
3. Divide the class into pairs. Instruct the students to point the various locations on their partner and correctly pronounce the terms using the following:
Table 3-3: Nine regions of the abdomen
Table 3-4: Four quadrants of the abdomen
Table 3-5: Regions of the Spinal Column / Outside Assignments
End-of-Chapter Exercises, pp.40–42
Additional games and exercises are available in the IR and SR.

Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint

Objective 3-6

Pronounce, define, and spell each termintroduced in this chapter.Date:

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/Evaluation

Instructor’s Notes

Content / Text page / PPT slide
Study Table

Body position and directional terms
Body Cavities and Divisions

/ 38–39 / Tables
3-1:Word Parts Related to Body organization, p. 29
3-2: Body position and directional terms, p. 33
3-3: Nine regions of the abdomen, p. 36
3-4: Four quadrants of the abdomen, p. 37
3-5:Regions of the Spinal Column, p. 38
Abbreviation table, p. 38
Study table, pp. 38–39 / In-Class Activities
1. Instruct the students to make flashcards of all terms and word elements presented in this chapter.
Materials
Index cards, markers, terms list
2. Simon Says
With the instructor leading this activity, remind the students of the correct anatomical position. Using terms from the study table, the instructor should say terms and use the proper directional terms with the students pointing to the proper body part.
Examples:
1. point to a body part distal to the patella
2. point to the medial part of the clavicle
3. point to the most superior part of the body / Outside Assignments
End-of-Chapter Exercises, pp.40–42
Additional games and exercises are available in the IR and SR.

Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint

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