LESSON PLANS: ANATOMY, PHYSIOLOGY & PATHOLOGY



LESSON PLAN: ANATOMY & PHYSIOLOGY

SUBJECT: ANATOMY & PHYSIOLOGY

Lesson Topic: Introduction to Structure & Function of the Body/Organ Systems

Estimated duration/Sequence of Lesson: 4 hrs. / 1 of 18

OBJECTIVES: At the completion of this class, the student will be able to:

1. Define the terms anatomy & physiology

2. List and discuss in order of increasing complexity the levels of organization of the body.

3. Define and contrast organ and organ system.

4. List the 11 major organ systems of the body and explain briefly the function of each.

5. Define anatomical position.

6. List and define the principal directional terms and body planes used in describing the body and the relationship of body parts to one another.

7. List major body cavities and the subdivisions of each.

8. Discuss and contrast the axial and the appendicular subdivisions of the body and the specific anatomical regions in each area.

9. Explain the meaning of the term homeostasis and give examples of typical homeostatic mechanisms.

10. Complete a review on all material covered in this lesson for a test next class period.

11. Understand the guidelines and chose a disorder for a pathology research paper.

12. Introduction to Pathology

13. Introduction to medical terminology

LESSON OVERVIEW:

This lesson first defines and contrasts anatomy and physiology and discusses the levels of organizational complexity in the human body. The eleven organ systems are introduced and their functions are briefly discussed. The language of anatomy – the terminology “tools” used to describe the body or its parts – is introduced. Needs and functional processes common to all living organisms are reviewed and discussed in terms of homeostasis of the human body.

RESOURCE: Thibodeau-Patton: Structure and Function of the Body

Chapter 1: pp. 1-17

New Words: p. 16

Outline Summary: pp. 14-15

Quick check Questions: pp. 4, 6, 11, 14 and 16

Health & Well Being: p. 14

Research Issues & Trends: p.5

Science Applications: p. 2

Review Questions: p. 16

Critical Thinking Questions: p.16

Chapter Test: pp. 1

Chapter 4: pp. 71-87

New Words: p. 95

Outline Summary: pp. 93-95

Quick Check Questions: pp. 85 & 91

Health & Well Being: p. 92

Science Applications: p.89

Review Questions: p. 86

Critical Thinking Questions: p.86

Chapter Test: pp. 77

ADDITIONAL RESOURCES:

Study Guide: Thibodeau-Patton

Chapter 1: pp. 1-12

Chapter 4: pp. 35-42

Lesson Plan Manual: Thibodeau-Patton

Chapter 1: Pre-Test: p. 3

Key Terms: p.2

Critical Thinking Questions: pp. 4 & 7

Class Activities: pp. 4-9

Power Point Lecture Outline: pp. 11- 22

Power Point Presentation: Lesson Plan Manual CD-Rom

EVOLVE Instructor Web Site

Chapter 4: Pre-Test: p. 83

Key Terms: p. 82

Critical Thinking Questions: pp. 84 & 87

Class Activities: pp. 84-85

Power Point Lecture Outline: pp. 91-101

Power Point Presentation: Lesson Plan Manual CD-Rom

EVOLVE Instructor Web Site

Instructor’s Resource Manual and Test Bank: Thibodeau-Patton

Chapter 1: Lecture Outline: pp. 3-4

Answers to Chapter 1 Textbook Questions: pp. 4-5

Classroom Application: p. 18

Lab Activities: p. 18

Practical/Creative Learning Activities: p. 18

Student Assignment: pp. 7-8

Answer to Student Assignment

Test Bank: pp. 299-304

Information Resources: pp. 293-298

EVOLVE Instructor Web Site

Chapter 4: Lecture Outline: pp. 42-45

Answers to Chapter 4 Textbook Questions: pp. 46-47

Lab Activities: p. 47

Practical/Creative Learning Activities: p. 47

Test Bank: pp. 316-321

Information Resources: pp. 293-298

EVOLVE Instructor Web Site

MAKE-UP WORK SUGGESTIONS:

1. Study Guide Questions: Chapters 1 & 4 (pp. above)

2. Instructor’s Resource Manual and Test Bank: Student Assignment: pp. 19-21

pp. 48-51

3. Define key terms or new words for these sections.

4. Additional Instructional Aids: Critical Thinking Discussion Topics; Library Research Topics

ADDITIONAL INSTRUCTIONAL AIDS:

Lecture Hints:

1. Show available AV materials

2. Stress how the function of a structure is often determined by the structure itself. Bring objects or pictures and relate function to particular structure (e.g., fork, microscope, scalpel)

3. Reference other levels of organization {e.g., populations (grouping of interacting members of the same species), communities(grouping of interacting populations), ecosystems(grouping of interacting communities) and the biosphere}

4. Stress the importance of feedback systems throughout the entire course.

5. Address misunderstanding of the words “negative” and “positive” in relationship to feedback systems.

Demonstrations/Activities:

1. Ask students to explain how “scratching an itch” can be considered an example of negative feedback.

2. Use a chair and ask a student how the chair would be cut in the different planes or sections. The answer should include why other options were not chosen.

3. Illustrate different degrees of dorsal and ventral cavity protection by asking:

a. Why do you think that a dog instinctively curls up to protect its abdomen?

b. Two people have rapidly growing tumors: one in the dorsal cavity, the other in the ventral. Which one would develop symptoms first and why?

Critical Thinking/Discussion Topics:

1. Discuss how intercellular environment can be described as the “sea within us”.

2. Contrast the type of imagery obtained with X-ray machines, CT scans, MRI scans and ultrasound.

3. Find an article that describes an environmental problem and explain specifically how it threatens the homeostasis of the body.

Library Research Topics

1. Research the historical development of anatomy and physiology.

2. Review the current definitions of death and life.

3. Develop a rationale for the chemical basis of stress and how it can affect homeostasis.

4. Find current research on aging and describe the effect of aging on the genetic material of the cell

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