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Medical Terminology
Integrated Instruction 1/4/2012
TOPIC: Chapter 8 Cardiovascular Systems
Objectives:
• Define, pronounce, and spell medical terms.
• Recognize relationships among illness, diagnostic, and procedural terms.
• Read, interpret and discuss medical and clinical scenarios.
• Decode medical documents by identifying, pronouncing, breaking down and defining prefixes, suffixes, anatomical terms, pathological terms, procedural terms, lab tests, and abbreviations.
• Use medical dictionary and medical abbreviation books to locate, define and pronounce medical terms and abbreviations.
• Demonstrate appropriate communication skills, orally and in writing, including:
o Actively listening and participating in classroom discussions.
o Summarizing and paraphrasing assigned texts
• Apply a variety of reading strategies as applied to academic texts and related course materials.
• Practice effective test-taking strategies.
|Teacher 1 |Teacher 2 |Model |
|15 min | |Monitoring |
|Handout and go over directions for PreQuiz Chapter 8 |Monitor understanding. Make sure everyone gets down to task quickly. | |
| |Take Attendance. | |
|10 min |Announcements: Out-of-class quiz will include Chapter 8 – due in one week from today | |
| |by 1:00. | |
|15 min |Handout and give directions for |Traditional |
|Point out visuals in text |Chapter 8 Preview with a Partner Activity | |
|Check in with partner sets as they work through this process |Find a partner and 1) describe the cardiovascular system and processes; 2) list some | |
| |combining forms related to the cardiovascular system; 3) list some examples of | |
|Report out # 1 and 3 |cardiovascular disorders. | |
| |Report out #2 | |
|20 min | |Monitoring |
|Cardiovascular System Lecture with Lecture Guide |Circulate to monitor use of lecture guide. If necessary, use the lecture guide | |
|Ss take notes on lecture guide |overhead to model the process. | |
|10 min | |Differentiated Split |
|(Split class into two groups. Take learners who have trouble with dictation.) |(Split class into two groups. Take learners who excel at dictation.) | |
|Orchestrate Simplified Medical Record Dictation |Orchestrate Complex Medical Record Dictation | |
|T reads dictation of medical record. |T reads dictation of medical record. | |
|(Con’t.) |(Con’t.) | |
|Ss follow Dictation process – First: listen for content; Second: write key terms; |Ss follow Dictation process – First: listen for content; Second: write key terms; | |
|Three: fill in anything missed. |Three: fill in anything missed. | |
|Ss compare notes with partner |Ss compare notes with partner | |
|30 min | |Complementary |
|Cardiovascular System Procedures/Disorders – Jigsaw Activity – | | |
| | | |
|Give Directions: | | |
|In groups of four, create a description of a cardiovascular system procedure that you | | |
|would relate to a patient. You will need to use the medical terminology as well as any| | |
|layman’s terms to describe this procedure. | | |
| |As Disorder/Procedure Groups are listed, do a check in for comprehension from Ss. | |
|Jigsaw: Disorder/Procedure Groups |Elicit key terms, ask for definition of four procedure types. | |
|1) EKG and Echo (Echocardiogram) (diagnostics) | | |
|2) Angioplasty and CABG (cabbage) – Coronary Arterial Bypass Graft (treatment) | | |
|3) angiography, aortagraphy, venography (diagnostics) |Monitor production. | |
|4) cardiac enzyme studies and lipid panel (lab tests) | | |
| | | |
|Monitor production. | | |
|5 min | |Parallel |
|(Split learners randomly into two groups. Work with one group to ensure understanding|(Split learners randomly into two groups. Work with one group to ensure understanding | |
|of activity and content.) |of activity and content.) | |
|Orchestrate Ch. 8 Learning Activities |Orchestrate Ch. 8 Learning Activities | |
|In pairs, Ss compare answers to Medical Records 8-1, 8-2 |In pairs, Ss compare answers to Medical Records 8-1, 8-2 | |
|Learning Activity 8-2 |Learning Activity 8-2 | |
|Learning Activity 8-3 |Learning Activity 8-3 | |
|5 min | |Collaborative |
|Engage other teacher in conversation about how the blood, lymph and immune systems are|Engage other teacher in conversation about key difference of the blood, lymph and | |
|related. |immune systems. | |
|5 mins | |Supportive |
|Review homework assignment for next week | | |
|Read Introduction to Chapter 9 using study guide– Blood, Lymph and Immune Systems. |Model taking down notes for homework on class schedule. | |
Lesson Plan adapted from work by Carlynn Miller-Gore (St Paul ABE) December, 2011
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INSTRUCTIONS: Examine the lesson plan below. Note that the different tasks that each teacher performs. Note the model that defines the tasks and interaction.
JUST THINK:
Do you agree with the model examples?
What do you like about this lesson? What could be improved?
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