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TEXAS CTE LESSON PLAN Lesson Identification and TEKS AddressedCareer ClusterHealth ScienceCourse NameMedical TerminologyLesson/Unit TitleLet’s Eat! – The Gastrointestinal System/The Digestive System TEKS Student Expectations130.223. (c) Knowledge and Skills(2) The student recognizes the terminology related to the health science industry. (A) The student is expected to identify abbreviations, acronyms, and symbols related to the health science industry(C) The student is expected to practice word-building skills(F) The student is expected to define and accurately spell occupationally specific terms such as those relating to the body systems, surgical and diagnostic procedures, diseases, and treatment(3) The student demonstrates communication skills using the terminology applicable to the health science industry. (A) The student is expected to demonstrate appropriate verbal and written strategies such as correct pronunciation of medical terms and spelling in a variety of health science scenarios(B) The student is expected to employ increasingly precise language to communicate(C) The student is expected to translate technical material related to the health science industry(4) The student examines available resources. (A) The student is expected to examine medical and dental dictionaries and multimedia resources(B) The student is expected to integrate resources to interpret technical materials(C) The student is expected to investigate electronic media with appropriate supervision(5) The student interprets medical abbreviations. (A) The student is expected to distinguish medical abbreviations used throughout the health science industry(B) The student is expected to translate medical abbreviations in simulated technical material such as physician progress notes, radiological reports, and laboratory reportsBasic Direct Teach Lesson(Includes Special Education Modifications/Accommodations and one English Language Proficiency Standards (ELPS) Strategy)Instructional ObjectivesUpon completion of this lesson, the learner should be able to:Define and decipher common terms associated with the digestive systemIdentify the basic anatomy of the digestive systemAnalyze unfamiliar terms using the knowledge of word roots, suffixes and prefixes gained in the courseResearch diseases which involve the digestive systemRationaleHealthcare professionals must have a comprehensive medical vocabulary in order to communicate effectively with other health professionals. They should be able to use the terminology of the gastrointestinal system to discuss common conditions and diseases.Duration of LessonTeacher’s DiscretionWord Wall/Key Vocabulary(ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5)Refer content of “Direct Instruction” below.Materials/Specialized Equipment NeededMedical Terminology bookList of gastrointestinal termsPathway of food through the bodyIndex cardsMarkersData projectorComputerInternet accessAnticipatory Set(May include pre-assessment for prior knowledge)Have students measure 23 feet on your classroom floor or in the hallway - this is the approximate length of the intestinal tract. Ask if they can name any of the organs or body parts that make up the 23 feet.Direct Instruction *Gastrointestinal System “GI” systemAlimentary or digestive tractBegins at the mouth and ends at the anusFunctionsCarrying food for digestionPreparing food for absorptionTransporting waste products for eliminationThe JourneyA. Digestion begins in the mouthFood is put in the mouthIt is broken down mechanically and chemicallyChewing (mastication)Digestive enzymes help speed up the chemical reactionProteins break down into amino acids, complex sugars are reduced to simple sugars, and large fat molecules are broken down into fatty acids and triglyceridesAbsorptionTakes place when digested food is absorbed into the blood streamIt goes through the walls of the small intestineFatty acids and triglycerides are absorbed through the wall of the small intestineEliminationSolid waste materials that cannot be absorbed into the bloodstream are passed out of the bodyFeces collects in the large bowel and exits through the anusMouthOral cavityLips provide the openingCheeks form the wallsHard palate – roof of the mouthMuscular soft palateLies posterior to the hard palateSeparates the mouth from the throatPharynx – the throatRugaeIrregular ridges in the mucous membranesCover the anterior portion of the hard palateUvulaHangs from the soft palateMeans “little grape”Aid the production of sounds and speechTongueExtends across the floor of the oral cavityAttached by muscles to the lower jawMoves food around during chewing (mastication) and swallowing (deglutition)TonsilsMasses of lymphatic tissueLocated in depressions of the mucous membranes in the walls of the pharynxAct as filters to protect the body from the invasion of germsProduce lymphocytes (white blood cells which fight disease)GumsMade of fleshy tissueSurround the sockets in which the teeth are foundTeeth32 permanent teeth in the entire oral cavity - incisors, canines, premolars/molars, cuspids/bicuspidsStructure of a tooth:Crown – above the gumRoot – fits into the socket of the alveolar process of either the upper or lower jawEnamelOutermost protective layer of the crownDense, hard, white substanceThe hardest substance in the bodyDentinLayer underneath the enamelExtends throughout the crownThe main bulk of the toothYellowish in colorComposed of body tissue which is softer than enamelCementumProtective and supportive layerCovers the dentin in the rootPeriodontal membraneSurrounds the cementumHolds the tooth in place in the tooth socketPulpDelicate layer in the center of the toothUnderneath the dentinAlso called the root canalContains blood vessels, nerve endings, connective tissue, and lymph vesselsThree pairs of salivary glandsProduce a fluid called saliva which contains digestive enzymesParotid gland, submandibular, and sublingual glands all produce salivaPharynxThroatFood passes from the mouth to the pharynxMuscular tube lined with a mucous membraneCommon passageway for air and foodEpiglottis covers the opening to the larynx and prevents food from entering the windpipe (trachea) during swallowingEsophagus9 -10-inch muscular tubeExtends from the pharynx to the stomachAids in swallowingPeristalsis – involuntary, progressive, wavelike contraction which moves food along the alimentary tractStomachComposed ofFundus – top portionBody – middle portionAntrum – lower portionOpenings into and from the stomach are controlled by sphinctersCardiac sphincterRelaxes and contracts to move food from the esophagus into the stomachFound at the top of the stomach, where the esophagus meets the stomachPyloric sphincterAllows food to leave the stomach when it has been sufficiently digestedFound at the end of the stomachRugaeLine the stomachIrregular ridges in the mucous membranesSmall intestineExtends from the pyloric sphincter to the first part of the large intestine20 feet longLined with villiTiny microscopic projectionsCompletely digested nutrients pass through the tiny capillaries of the villi and enter the blood streamThree partsDuodenum1 foot longDuodenum is from the Latin word duodeni meaning “twelve inch”Receives food from the stomachReceives bile from the liver and gallbladderReceives pancreatic juice from the pancreasEnzymes and bile help digest foodJejunum8 feet longConnects with the 3rd section of the small intestineJejunum is from the Latin jejunas meaning “empty”Ileum11 feet longAttached to the first part of the large intestineIleum is from the Greek cilein meaning “to roll”Large IntestineExtends from the ileum to the anusFour partsCecumA pouch on the right side which is connected to the ileum by the ileocecal sphincterVermiform appendix hangs from the cecumAppendixOnly causes a problem when infectedColon5 feet long3 divisionsAscending colon – extends from the cecum to the undersurface of the liverTransverse colon –passes horizontally to the left toward the spleen, and then turns downwardDescending colon – the downward portion of the colonSigmoid colonS-shapedDistal end of the descending colonLeads into the rectumRectumTerminates in the lower opening of the gastrointestinal tractAnus – opening to the outside world (the “exit”)LiverFood does not pass through the liverLocated in the right upper quadrant (RUQ) of the abdomenManufactures bileBileHas a detergent-like effect on fats in the duodenumIt breaks apart large fat globules so that enzymes from the pancreas can digest the fats – this is called emulsificationContainscholesterolBile acidsBilirubin – a wasteProduct of hemoglobin destructionContinuously release from the liverTravels down the hepatic duct to the cystic duct, which leads to the gallbladderCombines bilirubin with bile and both are secreted into the duodenum, eventually to leave the body as fecesFunctionsKeeps the amount of glucose in the blood at a normal levelRemoves excess glucose from the bloodstream and stores it as glycogen (starch) – this is called glycogenesisWhen the blood sugar level is low, it converts the glycogen into glucoseConverts proteins and fats into glucose – this is called gluconeogenesisManufactures some blood proteinsDestruction of old erythrocytes and release of bilirubinRemoval of poisons from the bloodGallbladderPear-shaped sac under the liverStores and concentrates the bile for later usePancreasAn exocrine glandProduces pancreatic juices filled with enzymes (amylase and lipase) to digest foodAn endocrine gland – secreting into the bloodstreamSecretes insulinInsulin is needed to help release sugar from the blood to be used by the cells of the bodyGastrointestinal root wordsCommon Gastrointestinal prefixes and suffixesCommon Gastrointestinal ConditionsGastrointestinal Disease and Pathology Radiology and Diagnostic TestingCommon Surgeries and ProceduresSurgical excisions or removalsAbdominoperineal resection – surgical excision of the colon and rectum, by both the abdominal and perineal approachAppendectomy – surgical excision of the appendixCholecystectomy – excision of the gallbladderColectomy – excision of the colon or part of the colonGastrectomy – surgical excision of the stomachPolypectomy – excision of a polypUvulectomy – excision of the uvulaSurgical repairsAnoplasty – repair of the anusAnastomosis – surgical connection between two normallyCreations of artificial openingsColostomy – artificial opening into the colon through the abdominal wallGastrojejunostomy – artificial opening between the stomach and jejunumGastrostomy – artificial opening into the stomach through the abdominal wall; this is a feeding method used when swallowing is not possibleHerniorrhaphy – surgical repair of a hernia by means of a suturing operationIleostomy – creation of an artificial opening into the ileum through the abdominal wall for the passage of fecesJejunostomy – creation of an artificial opening in the jejunumGastrointestinal PharmacologyCommon Gastrointestinal VocabularyGuided Practice *Make flash cards of gastrointestinal terms and practice putting the terms together with prefixes and suffixes to make new terms.Review media terms with the students using review games such as the “Fly Swatter Game” or the “Flash Card Drill” Independent Practice/Laboratory Experience/Differentiated Activities *Complete the Gastrointestinal Medical Terminology WorksheetResearch and report on diseases and disorders from the gastrointestinal systemLesson ClosureSummative/End of Lesson Assessment *Successful completion of the activitiesAccommodations for Learning Differences For reinforcement, the student will practice terms using flash cards related to the gastrointestinal system.References/Resources/Teacher PreparationAdditional Required ComponentsEnglish Language Proficiency Standards (ELPS) StrategiesCollege and Career Readiness ConnectionRecommended StrategiesReading StrategiesQuotesMultimedia/Visual StrategyPresentation Slides + One Additional Technology ConnectionGraphic Organizers/HandoutWriting StrategiesJournal Entries + 1 Additional Writing StrategyCommunication90 Second Speech TopicsOther Essential Lesson ComponentsEnrichment Activity(e.g., homework assignment)For enrichment, the students will research a disease or disorder related to the gastrointestinal system. Share findings with the class using a multimedia presentation.Family/Community ConnectionCTSO connection(s)HOSA, SkillsUSAService Learning ProjectsLesson Notes ................
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