COURSE OF STUDY FOR - Medical Terminology - Hazlet ...

Hazlet Township Public Schools

COURSE OF STUDY FOR

Medical Terminology

July 2017 Taryn Landers

COURSE TITLE: Medical Terminology GRADE(S): 10-12

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UNIT NUMBER AND TITLE: Unit 1: Introduction to Medical Terminology

BRIEF SUMMARY OF UNIT: This unit acts as a foundation to success in the rest of the course. It introduces essential word parts and medical terms upon which the remaining course work will build. Students are taught how to properly build up and break down medical terminology into prefixes, roots and suffixes to enhance their comprehension of a word. They are also introduced to the importance of properly using a medical dictionary and being aware of correct spelling, pronunciation and abbreviations in the medical field.

SUGGESTED TIMELINE: 2-3 weeks

*The suggested timeline is subject to change as teachers and program supervisors find necessary.

LINK TO CONTENT STANDARDS:

NGSS Standards:

HS-LS. 1.2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

NJCCCS Career Ready Practice Standards

CRP4. Communicate clearly and effectively and with reason.

CRP11. Use technology to enhance productivity

NJCCCS Career and Technical Education (CTE) 9.3.HL.1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 9.3.HL-DIA.1. Communicate key diagnostic information to healthcare workers and patients in an accurate and timely manner. 9.3.HL-HI.1. Communicate health information accurately and within legal and regulatory guidelines, upholding the strictest standards of confidentiality.

ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING:

● What are the four types of word parts used in forming medical terms?

● What are the most commonly used word roots, combining forms, suffixes and prefixes introduced in this unit?

● What are the meanings of the primary terms introduced in this unit?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW:

● The meanings of the commonly used word roots, combining forms, prefixes and suffixes introduced in this unit.

● How to use the “sounds-like” pronunciation system to properly pronounce medical terms.

B: STUDENTS WILL UNDERSTAND THAT:

ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING)

STUDENTS WILL:

● Answer the essential questions.

● Demonstrate understanding and appropriate use of unit vocabulary.

● Participate in class discussions.

● Answer daily “Do Now” comprehension checks

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● What are the proper steps for locating a term in a medical dictionary or online resource?

GUIDING QUESTIONS:

● How are medical terms formed to provide specific meaning?

● Why is it important to spell and pronounce

medical terms correctly?

● Caution must be used when dealing with “look-alike”/ “sound-alike terms and abbreviations.

C: STUDENTS WILL BE ABLE TO:

● Use their knowledge of word parts to analyze unfamiliar medical terms.

● Recognize define, spell and correctly pronounce the primary terms introduced in this unit.

● Describe the proper steps for locating a term in a medical dictionary or online resource.

● Keep a well-organized interactive notebook, including homework left page activities as assigned.

● Apply the content knowledge presented through hands on activities and projects.

● Successfully pass unit quizzes and tests.

● Complete the Learning Exercises at the end of each chapter and complementary workbook activities for the unit.

● Complete online interactive homework assignments.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

● Read Chapter 1 in the textbook- “Medical Terminology for Health Professions” 8th Edition (Erlich, A., Schroeder, C. Erlich, L. & Schroeder, K, 2017) ● Complete handwritten flashcards of chapter terms ● Create a classroom set of online flashcards for chapter terms using Quizlet (www.quizlet.com) ● Complete daily “Do Now” questions posted on Google Classroom page to assess comprehension of material presented in previous class. ● Complete end of chapter Learning Exercises and complementary workbook activities (matching, word construction, word surgery, fill in the blanks,

crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Projects (as time permits) ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 1 Test

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http://www.quizlet.com/

http://www.statnews.com/

https://kahoot.com/


UNIT NUMBER AND TITLE: Unit 2: The Human Body in Health and Disease

BRIEF SUMMARY OF UNIT: This unit will cover some general directional anatomy terms that will be used throughout the rest of the course, as well as provide a foundation for the continuous relationship of structure and function in anatomy and physiology. An overview of the function of cells, tissues, glands and organs will provide a basis of understanding how whole body systems function properly. Genetics will be reviewed to provide a description of how certain characteristics are passed from parent to offspring. Pathology is introduced to emphasis that disease results from a change in structure and function in a part of the body. Finally, several different health care professionals are identified and their specific roles in the health care system are defined.

SUGGESTED TIMELINE: 3 weeks



NGSS Standards:

NGSS HS-LS. 1.1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

NGSS HS-LS. 1.2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.


CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP11. Use technology to enhance productivity. NJCCCS Career and Technical Education (CTE) 9.3.HL.1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 9.3.HL.2. Explain the healthcare workers’ role within their department, their organization and the overall healthcare system. 9.3.HL.4 . Evaluate the roles and responsibilities of individual members as part of the healthcare team and explain their role in promoting the delivery of quality health care. 9.3.HL-DIA.1. Communicate key diagnostic information to healthcare workers and patients in an accurate and timely manner. 9.3.HL-HI.1. Communicate health information accurately and within legal and regulatory guidelines, upholding the strictest standards of confidentiality.

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● How are anatomy and physiology related?

● Why are anatomic reference systems important to health care professionals?

● Identify and explain the primary terms related to cells, genetics, tissues and glands.

● Identify and explain the primary terms related to pathology, disease transmission and types of disease.

● What are the major organs and their functions of each of the major body systems?

GUIDING QUESTIONS:

● Identify the proper terms used to describe anatomic position, body planes, directions and cavities.

● What are the proper spellings and

pronunciations for the primary terms introduced in this unit?


● The definition, spelling and pronunciation of the primary terms associated with cells, genetics, tissues and glands.

● The definition, spelling, and pronunciation of the primary terms associated with pathology, disease transmission and types of disease.

B: STUDENTS WILL UNDERSTAND THAT: ● Anatomy and physiology are

complementary terms describe the connection between structure and function in the body.

● A solid comprehension of anatomy and physiology is critical to understanding medical terminology.

C: STUDENTS WILL BE ABLE TO: ● Identify the anatomic reference systems,

including anatomic position, body planes, directional terms and body cavities.

● Identify the major organs of the organ systems and describe their functions.


STUDENTS WILL:




● Answer daily “Do Now” comprehension checks.







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crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of the body planes and endocrine and exocrine glands. ● “Crash Course: Introduction to Anatomy and Physiology” video clip

(https://www.youtube.com/watch?v=uBGl2BujkPQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● Select clips from the movie “Outbreak” (DVD) regarding disease transmission and control ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): Overview of the Body Systems ● Lesson Extension ideas: View an episode of a Primetime television show (Greys Anatomy, ER, Chicago Med, etc.) and record and analysis the medical

terminology used for diagnosing and treating a patient. ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 2 Test

UNIT NUMBER AND TITLE: Unit 3: The Skeletal System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the skeletal system. An overview of the anatomy of bones, joints and cartilage will be covered as well as the difference between the axial and appendicular skeletons. Bones of the skull, thoracic cavity, shoulders, arms, wrists, hands, spinal column, pelvis, legs, knees, ankles, feet and toes will be covered in detail. Pathology of some disorders and diseases will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the skeletal system.



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https://www.youtube.com/watch?v=uBGl2BujkPQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://kahoot.com/



NGSS Standards:



NGSS HS-LS. 1.3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.


CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP11. Use technology to enhance productivity. NJCCCS Career and Technical Education (CTE) 9.3.HL.1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 9.3.HL-DIA.1. Communicate key diagnostic information to healthcare workers and patients in an accurate and timely manner. 9.3.HL-HI.1. Communicate health information accurately and within legal and regulatory guidelines, upholding the strictest standards of confidentiality.


● Identify and describe the major structures of the skeletal system and their functions.

● Identify and contrast the three types of joints.

● What is the different between the axial and appendicular skeletons

● What medical specialists treat disorders of the skeletal system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the skeletal system.


● The difference between the axial and appendicular skeletons.

● The difference between the three types of joints.

● The definition, spelling, and pronunciation of the primary terms associated with the skeletal system and its pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The skeleton’s function is dependent on

the structure of bones, joints and cartilage. ● The terminology of the skeletal system

correlates to its structure and function. C: STUDENTS WILL BE ABLE TO:

● Identify the major structures of the skeletal system.


STUDENTS WILL:







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GUIDING QUESTIONS:

● What are the proper spellings and pronunciations for the primary terms introduced in this unit?

● How are structure and function evident in the terminology used in this unit?

● Explain the functions of the different bone groups on the skeleton.

● Describe medical specialists who work with the skeletal system.

● Identify common abbreviations related to the skeletal system




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crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of curvatures of the spine. ● “Crash Course: Skeletal System” video clip

(https://www.youtube.com/watch?v=rDGqkMHPDqE&index=19&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: Joints” video clip

(https://www.youtube.com/watch?v=DLxYDoN634c&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=20 ) ● “Crash Course: Skeletal System: It’s Alive!” video clip (https://www.youtube.com/watch?v=RW46rQKWa-g ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): Skeletal System Model Building ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 3 Test

UNIT NUMBER AND TITLE: Unit 4: The Muscular System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the muscular system. An overview of muscle components will be addressed, including muscle fibers, fascia and tendons. Muscle types will be identified and explained, different muscles movements will be described and classified and an overview of how muscles are named will be addressed. Select muscles of the head, trunk, shoulders, arms and legs will be discussed in greater detail. Pathology of some disorders and diseases of the muscular system will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the muscular system.



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https://www.youtube.com/watch?v=rDGqkMHPDqE&index=19&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=DLxYDoN634c&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=20

https://www.youtube.com/watch?v=RW46rQKWa-g

https://kahoot.com/



NGSS Standards:







● Identify and describe the major structures of the muscular system and their functions.

● Identify and contrast the three types of muscle

● Describe how muscle movement occurs.

● Contrast the different types of muscle movement.

● Explain how muscles are named.

● What medical specialists treat disorders of the muscular system?

● Identify and explain the primary terms related to the pathology, diagnostic and


● The definition, spelling, and pronunciation of the primary terms associated with the muscular system and its pathology.

● The different types of muscle movement. B: STUDENTS WILL UNDERSTAND THAT:

● A muscle’s function is dependent on the innervation of muscle and nerve and on antagonistic muscle pairs.

● The terminology of the muscular system correlates to its structure and function.

C: STUDENTS WILL BE ABLE TO: ● Identify the major structures of the

muscular system.


STUDENTS WILL:







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treatment procedures related to the muscular system.

GUIDING QUESTIONS:



● Explain the functions of the different muscle types, using specific examples.

● Describe medical specialists who work with the muscular system.

● Identify common abbreviations related to the muscular system

● Demonstrate the different types of muscle movements






crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of types of muscle tissues and spinal cord injuries. ● “Crash Course: Muscles Part I- Muscle Cells” video clip

(https://www.youtube.com/watch?v=Ktv-CaOt6UQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=21 ) ● “Crash Course: Muscles Part II- Organismal Level” video clip

(https://www.youtube.com/watch?v=I80Xx7pA9hQ&index=22&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): Personal Trainer Muscle Building Plan

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https://www.youtube.com/watch?v=Ktv-CaOt6UQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=21

https://www.youtube.com/watch?v=I80Xx7pA9hQ&index=22&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8


● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 4 Test

UNIT NUMBER AND TITLE: Unit 5: The Cardiovascular System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the cardiovascular system. The heart will be addressed at length, including its structure, circulation and the electromuscular workings of the heartbeat. In addition, the blood vessels and blood will be covered. Pathology of some disorders and diseases of the cardiovascular system will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the cardiovascular system.




NGSS Standards:






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https://kahoot.com/



● Identify and describe the major structures of the cardiovascular system and their functions.

● Describe how blood flows through the heart and circulatory system.

● Identify and contrast the three types of blood vessels.

● Identify the major components of blood and the major function of each.

● Compare and contrast pulmonary and systemic circulation.

● What medical specialists treat disorders of the cardiovascular system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the cardiovascular system.

GUIDING QUESTIONS:




● The definition, spelling, and pronunciation of the primary terms associated with the cardiovascular system and its pathology.

● How blood us pumped through the heart and circulatory system.

B: STUDENTS WILL UNDERSTAND THAT: ● Blood is made up of several components,

each with individual functions. ● The terminology of the cardiovascular

system correlates to its structure and function.


cardiovascular system.

● Explain the functions of the different blood vessel types.

● State the difference between pulmonary and systemic circulation.

● Describe medical specialists who work with the cardiovascular system.

● Identify common abbreviations related to the cardiovascular system


STUDENTS WILL:










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crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of blood flow through the heart and electrical stimulation of the heart, ● “Crash Course: The Heart Part I: Under Pressure” video clip

(https://www.youtube.com/watch?v=X9ZZ6tcxArI&index=25&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: The Heart Part II: Heart Throbs” video clip

(https://www.youtube.com/watch?v=FLBMwcvOaEo&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=26 ) ● “Crash Course: Blood Vessels Part I: Form and Function” video clip

(https://www.youtube.com/watch?v=v43ej5lCeBo&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=27 ) ● “Crash Course: Blood Vessels Part II” video clip

(https://www.youtube.com/watch?v=ZVklPwGALpI&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=28 ) ● “Crash Course: Blood Part I: True Blood” video clip

(https://www.youtube.com/watch?v=HQWlcSp9Sls&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=29 ) ● “Crash Course: Blood Part II: There Will Be Blood” video clip

(https://www.youtube.com/watch?v=9-XoM2144tk&index=30&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● Show NBC’s “Heartbeat” Season 1, Episode 9 “Sanctuary” (https://www.youtube.com/watch?v=paKnUi6WXsM ) ● Sheep Heart Dissection- Demo videos (https://www.youtube.com/watch?v=960_mAShiXQ&feature=youtu.be and

https://www.youtube.com/watch?v=Vr-DAhgq75w&feature=youtu.be ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): “Vacation to the Heart” Travel Brochure (from RU Curriculum, Donohue) ● Lesson Extension ideas: Guest Speaker, Dr. Rian Q. Landers-Ramos, PhD (Kinesiology and Exercise Physiology Research) ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 5 Test

UNIT NUMBER AND TITLE: Unit 6: The Lymphatic and Immune Systems

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https://www.youtube.com/watch?v=X9ZZ6tcxArI&index=25&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=FLBMwcvOaEo&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=26

https://www.youtube.com/watch?v=v43ej5lCeBo&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=27

https://www.youtube.com/watch?v=ZVklPwGALpI&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=28

https://www.youtube.com/watch?v=HQWlcSp9Sls&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=29

https://www.youtube.com/watch?v=9-XoM2144tk&index=30&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=paKnUi6WXsM

https://www.youtube.com/watch?v=960_mAShiXQ&feature=youtu.be

https://www.youtube.com/watch?v=Vr-DAhgq75w&feature=youtu.be

https://kahoot.com/


BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the lymphatic and immune systems. Lymphatic circulation and all involved lymphoid structures are addressed. Additionally, the response procedure of the immune system is covered. Pathology of some disorders and diseases of the lymphatic and immune systems will be discussed, along with the diagnostic and treatment procedures for these conditions. Even though cancer can affect any part of the body, it is specifically addressed in this unit. The unit will also include a brief overview of medical specialties that relate to the lymphatic and immune systems.




NGSS Standards:







● Identify and describe the major structures of the lymphatic and immune systems and their functions.

● What medical specialists treat disorders of the lymphatic and immune systems?


● The definition, spelling, and pronunciation of the primary terms associated with the lymphatic and immune systems and their pathology.

B: STUDENTS WILL UNDERSTAND THAT:


STUDENTS WILL:



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● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the lymphatic and immune systems.

● Recognize and explain the primary terms related to oncology.

GUIDING QUESTIONS:



● The terminology of the lymphatic and immune systems correlates to their structure and function.


lymphatic and immune systems

● Describe medical specialists who work with the lymphatic and immune systems.

● Identify common abbreviations related to the lymphatic and immune systems.

● Identify, define, spell and pronounce primary term related to oncology.










crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of lymph nodes and the lymphatic system. ● “Crash Course: Lymphatic System” video clip

(https://www.youtube.com/watch?v=I7orwMgTQ5I&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=44 ) ● “Crash Course: Immune System Part I” video clip

(https://www.youtube.com/watch?v=GIJK3dwCWCw&index=45&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 )

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https://www.youtube.com/watch?v=I7orwMgTQ5I&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=44

https://www.youtube.com/watch?v=GIJK3dwCWCw&index=45&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8


● “Crash Course: Immune System Part II” video clip (https://www.youtube.com/watch?v=2DFN4IBZ3rI&index=46&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 )

● “Crash Course: Immune System Part III” video clip (https://www.youtube.com/watch?v=rd2cf5hValM&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=47

● Discussion on some Global Heath Initiatives and the effects they may have on US Health Care ● Introduction to Health Care in the US (Khan Academy lesson)

(https://www.khanacademy.org/partner-content/brookings-institution/introduction-to-healthcare ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits) ● Lesson Extension ideas: Can you really “boost” your immune system? ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 6 Test

UNIT NUMBER AND TITLE: Unit 7: The Respiratory System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the respiratory system. Additionally, time will be spent discussing the process of respiration, incorporating all introduced structures. Pathology of some disorders and diseases of the respiratory system will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the respiratory system.




NGSS Standards:





CRP2. Apply appropriate academic and technical skills.

17

https://www.youtube.com/watch?v=2DFN4IBZ3rI&index=46&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=rd2cf5hValM&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=47

https://www.khanacademy.org/partner-content/brookings-institution/introduction-to-healthcare

https://kahoot.com/


CRP4. Communicate clearly and effectively and with reason. CRP11. Use technology to enhance productivity. NJCCCS Career and Technical Education (CTE) 9.3.HL.1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 9.3.HL-DIA.1. Communicate key diagnostic information to healthcare workers and patients in an accurate and timely manner. 9.3.HL-HI.1. Communicate health information accurately and within legal and regulatory guidelines, upholding the strictest standards of confidentiality.


● Identify and describe the major structures of the respiratory system and their functions.

● What medical specialists treat disorders of the respiratory system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the respiratory system.

GUIDING QUESTIONS:




● The definition, spelling, and pronunciation of the primary terms associated with the respiratory system and its pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The terminology of the respiratory system


● Identify the major structures of the respiratory system.

● Explain the functions of each structure identified in the respiratory system.

● Describe medical specialists who work with the respiratory system.

● Identify common abbreviations related to the respiratory system.


STUDENTS WILL:










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crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of respiratory safeguards and asthma. ● “Crash Course: The Respiratory System Part I” video clip

(https://www.youtube.com/watch?v=bHZsvBdUC2I&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=31 ) ● “Crash Course: The Respiratory System Part II” video clip

(https://www.youtube.com/watch?v=Cqt4LjHnMEA&index=32&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits) ● Lesson Extension ideas: The importance of respiratory care and emergency medicine (EMT, ER, first responders, etc.) ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 7 Test

UNIT NUMBER AND TITLE: Unit 8: The Digestive System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the digestive system. The structures include those of both the upper and lower gastrointestinal tract as well as accessory organs. The processes of metabolism, digestion and absorption will be covered. Pathology of some disorders and diseases of the digestive system will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the digestive system.




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https://www.youtube.com/watch?v=bHZsvBdUC2I&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=31

https://www.youtube.com/watch?v=Cqt4LjHnMEA&index=32&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://kahoot.com/


NGSS Standards:







● Identify and describe the major structures of the digestive system and their functions.

● How does metabolism occur as a result of digestion and absorption in the body?

● What medical specialists treat disorders of the digestive system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the digestive system.

GUIDING QUESTIONS:


● The definition, spelling, and pronunciation of the primary terms associated with the digestive system and its pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The terminology of the digestive system


● Identify the major structures of the digestive system, including accessory organs.

● Explain the functions of each structure identified in the digestive system.

● Describe medical specialists who work with the digestive system.


STUDENTS WILL:








20




● Identify common abbreviations related to the digestive system.





crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of swallowing safeguards and digestion. ● “Crash Course: The Digestive System Part I” video clip

(https://www.youtube.com/watch?v=yIoTRGfcMqM&index=33&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: The Digestive System Part II” video clip

(https://www.youtube.com/watch?v=pqgcEIaXGME&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=34 ) ● “Crash Course: The Digestive System Part III” video clip

(https://www.youtube.com/watch?v=jGme7BRkpuQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=35 ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Ostomy overview with supplies ● Subtotal colectomy with J-pouch surgery- Dr. Greenstein, Mount Sinai Hospital (https://www.youtube.com/watch?v=a4CL5D8e3R0 ) ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): Diseases, Diagnosis and Treatments of the Digestive System (from RU Curriculum, Donohue) ● Lesson Extension idea: The uses of and research behind pre- and probiotics.

21



https://www.youtube.com/watch?v=yIoTRGfcMqM&index=33&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=pqgcEIaXGME&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=34

https://www.youtube.com/watch?v=jGme7BRkpuQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=35

https://www.youtube.com/watch?v=a4CL5D8e3R0



UNIT NUMBER AND TITLE: Unit 9: The Urinary System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the urinary system. The structures covered will be used to describe the production and excretion of urine through the system. Pathology of some disorders and diseases of the urinary system will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the urinary system.




NGSS Standards:






22

https://kahoot.com/



● Identify and describe the major structures of the urinary system and their functions.

● What medical specialists treat disorders of the urinary system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the urinary system.

GUIDING QUESTIONS:




● The definition, spelling, and pronunciation of the primary terms associated with the urinary system and its pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The terminology of the urinary system


● Identify the major structures of the urinary system.

● Explain the functions of each structure identified in the urinary system.

● Describe medical specialists who work with the urinary system.

● Identify common abbreviations related to the urinary system.


STUDENTS WILL:












crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com)

23




● Use the textbook online resources to view animations of urine formation and cystoscopy. ● “Crash Course: The Urinary System Part I” video clip

(https://www.youtube.com/watch?v=l128tW1H5a8&index=38&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: The Urinary System Part II” video clip

(https://www.youtube.com/watch?v=DlqyyyvTI3k&index=39&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits) ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 9 Test

UNIT NUMBER AND TITLE: Unit 10: The Nervous System and Mental Health

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the nervous system. The divisions of the nervous system will be covered, including the central nervous system, the peripheral nervous system and the autonomic nervous system. Pathology of some disorders and diseases of the nervous system will be discussed, along with the diagnostic and treatment procedures for these conditions. Special attention will be paid to mental health issues as they related to the nervous system. The unit will also include a brief overview of other medical specialties that relate to the nervous system.




NGSS Standards:





CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP11. Use technology to enhance productivity.

24

https://www.youtube.com/watch?v=l128tW1H5a8&index=38&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=DlqyyyvTI3k&index=39&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://kahoot.com/


NJCCCS Career and Technical Education (CTE) 9.3.HL.1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 9.3.HL-DIA.1. Communicate key diagnostic information to healthcare workers and patients in an accurate and timely manner. 9.3.HL-HI.1. Communicate health information accurately and within legal and regulatory guidelines, upholding the strictest standards of confidentiality.


● Identify and describe the major structures of the nervous system and their functions.

● How are the different divisions of the nervous system classified by both structure and function?

● What medical specialists treat disorders of the nervous system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the nervous system.

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to mental health issues.

●

GUIDING QUESTIONS:




● The definition, spelling, and pronunciation of the primary terms associated with the nervous system and its pathology.

● The definition, spelling, and pronunciation of the primary terms associated with the mental health issues and their pathology.

● B: STUDENTS WILL UNDERSTAND THAT:

● The terminology of the nervous system correlates to its structure and function.

● There are two main divisions of the nervous system, each with a specific function.

● The nervous system can be classified into sympathetic and parasympathetic divisions, based on the function being served.


nervous system.

● Explain the functions of each structure identified in the nervous system.

● Describe medical specialists who work with the nervous system.

● Identify and describe mental health issues, their pathology and treatment options.


STUDENTS WILL:










25


● Identify common abbreviations related to the nervous system.


● Read Chapter 10 in the textbook- “Medical Terminology for Health Professions” 8th Edition (Erlich, A., Schroeder, C. Erlich, L. & Schroeder, K, 2017)

● Complete handwritten flashcards of chapter terms ● Create a classroom set of online flashcards for chapter terms using Quizlet (www.quizlet.com) ● Complete daily “Do Now” questions posted on Google Classroom page to assess comprehension of material presented in previous class. ● Complete end of chapter Learning Exercises and complementary workbook activities (matching, word construction, word surgery, fill in the blanks,

crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of brain safeguards and strokes. ● “Crash Course: The Nervous System Part I” video clip

(https://www.youtube.com/watch?v=qPix_X-9t7E&index=8&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: Central Nervous System” video clip

(https://www.youtube.com/watch?v=q8NtmDrb_qo&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=11 ) ● “Crash Course: Peripheral Nervous System” video clip

(https://www.youtube.com/watch?v=QY9NTVh-Awo&index=12&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: Autonomic Nervous System” video clip

(https://www.youtube.com/watch?v=71pCilo8k4M&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=13 ) ● “Crash Course: Sympathetic Nervous System” video clip

(https://www.youtube.com/watch?v=0IDgBlCHVsA&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=14 ) ● “Crash Course: Parasympathetic Nervous System” video clip

(https://www.youtube.com/watch?v=qqU-VjqjczE&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=15 ) ● Show select clips from “A Beautiful Mind” (DVD), “Girl, Interrupted” (DVD), “Patch Adams” (DVD) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits) The Illustrated Brain (from RU Curriculum, Donohue) ● Lesson Extension ideas: Mental Health and Teenagers today. ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 10 Test

26



https://www.youtube.com/watch?v=qPix_X-9t7E&index=8&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=q8NtmDrb_qo&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=11

https://www.youtube.com/watch?v=QY9NTVh-Awo&index=12&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=71pCilo8k4M&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=13

https://www.youtube.com/watch?v=0IDgBlCHVsA&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=14

https://www.youtube.com/watch?v=qqU-VjqjczE&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=15

https://kahoot.com/


UNIT NUMBER AND TITLE: Unit 11: Special Senses: The Eyes and Ears

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the eyes and ears. Pathology of some disorders and diseases of the eyes and ears will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the eyes and ears.




NGSS Standards:







● Identify and describe the major structures of the eyes and ears and their functions.



STUDENTS WILL:

27


● What medical specialists treat disorders of the eyes and ears?

● Describe the normal actions of the eyes and how they work to create proper vision.

● Describe the normal actions of the ears and how they work to produce proper hearing.

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the eyes and ears.

GUIDING QUESTIONS:



● The definition, spelling, and pronunciation of the primary terms associated with the eyes and ears and their pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The terminology of the eyes and ears

correlates to its structure and function. ● Changes in the normal actions of the eyes

and ears will result in a decrease in function of these senses.

C: STUDENTS WILL BE ABLE TO: ● Identify the major structures of the eyes

and ears.

● Explain the functions of each structure identified in the eyes ad ears.

● Describe medical specialists who work with the eyes and ears.

● Identify common abbreviations related to the eyes and ears.












● Complete handwritten flashcards of chapter terms ● Create a classroom set of online flashcards for chapter terms using Quizlet (www.quizlet.com) ● Complete daily “Do Now” questions posted on Google Classroom page to assess comprehension of material presented in previous class.

28



● Complete end of chapter Learning Exercises and complementary workbook activities (matching, word construction, word surgery, fill in the blanks, crossword puzzles, etc.)

● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of vision and hearing. ● “Crash Course: Vision” video clip

(https://www.youtube.com/watch?v=o0DYP-u1rNM&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=18 ) ● “Crash Course: Hearing and Balance” video clip

(https://www.youtube.com/watch?v=Ie2j7GpC4JU&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=17 ) ● Use of a vision test, color blindness test and decibel meter to assess everyday functioning of the eyes and ears. ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits) ● Lesson Extension ideas: Guest Speaker: Dr. Maya Brady, Optometrist ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 11 Test

UNIT NUMBER AND TITLE: Unit 12: The Integumentary System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the integumentary system. Functions of the skin, glands, hair and nails will be discussed as they combine to work as the largest organ system in the body. Pathology of some disorders and diseases of the integumentary system will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the integumentary system as well as cosmetic specialties and procedures.




NGSS Standards:



29


https://www.youtube.com/watch?v=o0DYP-u1rNM&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=18

https://www.youtube.com/watch?v=Ie2j7GpC4JU&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=17

https://kahoot.com/






● Identify and describe the major structures of the integumentary system and their functions.

● What medical specialists treat disorders of the integumentary system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the integumentary system.

GUIDING QUESTIONS:




● The definition, spelling, and pronunciation of the primary terms associated with the integumentary system and its pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The terminology of the integumentary

system correlates to its structure and function.


integumentary system.

● Explain the functions of each structure identified in the integumentary system.

● Describe medical specialists who work with the integumentary system.

● Identify and explain common cosmetic procedures involving the integumentary system.

● Identify common abbreviations related to the integumentary system.


STUDENTS WILL:










30





crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of skin and burns. ● “Crash Course: The Integumentary Part I: Skin Deep” video clip

(https://www.youtube.com/watch?v=Orumw-PyNjw&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=6 ) ● “Crash Course: The Integumentary System Part II: Skin Deeper” video clip

(https://www.youtube.com/watch?v=EN-x-zXXVwQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=7 ) Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics.

● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left page activities/assignments as assigned.

● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): Diseases, Diagnosis and Treatments of the Integumentary System (from RU Curriculum, Donohue) ● Lesson Extension ideas: The research behind parabens and other cosmetic chemicals: Are they harmful? ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 12 Test

UNIT NUMBER AND TITLE: Unit 13: The Endocrine System

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the endocrine system. Structures include the thirteen major glands, including the thymus, the pancreas and the gonads. Pathology of some disorders and diseases of the endocrine system will be discussed, along with the diagnostic and treatment procedures for these conditions. The unit will also include a brief overview of medical specialties that relate to the endocrine system.


31



https://www.youtube.com/watch?v=Orumw-PyNjw&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=6

https://www.youtube.com/watch?v=EN-x-zXXVwQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=7

https://kahoot.com/




NGSS Standards:







● Identify and describe the major structures of the endocrine system and their functions.

● Describe the role of hormones in the endocrine system.

● What medical specialists treat disorders of the endocrine system?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the endocrine system.


● The definition, spelling, and pronunciation of the primary terms associated with the endocrine system and its pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The terminology of the endocrine system

correlates to its structure and function. ● The thymus, pancreas and gonads are

considered glands. C: STUDENTS WILL BE ABLE TO:

● Identify the major structures of the endocrine system.

● Explain the functions of each structure identified in the endocrine system.


STUDENTS WILL:






32


GUIDING QUESTIONS:



● Identify the role of specific hormones.

● Describe medical specialists who work with the endocrine system.

● Identify common abbreviations related to the endocrine system.








crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of the pancreas and endocrine system ● “Crash Course: The Endocrine System Part I: Glands and Hormones” video clip

(https://www.youtube.com/watch?v=eWHH9je2zG4&index=23&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: The Endocrine System Part II: Hormone Cascades” video clip

(https://www.youtube.com/watch?v=SCV_m91mN-Q&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=24 ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits) ● Lesson Extension ideas (articles, videos, discussion topics): Hormone Replacement Therapy ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 13 Test

33



https://www.youtube.com/watch?v=eWHH9je2zG4&index=23&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=SCV_m91mN-Q&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=24

https://kahoot.com/


UNIT NUMBER AND TITLE: Unit 14: The Reproductive Systems

BRIEF SUMMARY OF UNIT: This unit covers basic terminology of the structures and functions of the reproductive system for both males and females. Pathology of some disorders and diseases, including sexually transmitted diseases of the reproductive systems will be discussed, along with the diagnostic and treatment procedures for these conditions. When discussing the female reproductive system, time will be spent on the anatomy and physiology as it relates to pregnancy and childbirth. The unit will also include a brief overview of medical specialties that relate to the reproductive systems.




NGSS Standards:






34



● Identify and describe the major structures of the reproductive systems and their functions.

● Describe the pathology of several common sexually transmitted diseases.

● Explain the pathology of pregnancy, childbirth and the postpartum period.

● What medical specialists treat disorders of the reproductive systems?

● Identify and explain the primary terms related to the pathology, diagnostic and treatment procedures related to the reproductive systems.

GUIDING QUESTIONS:




● The definition, spelling, and pronunciation of the primary terms associated with the reproductive systems and its pathology.

B: STUDENTS WILL UNDERSTAND THAT: ● The terminology of the reproductive

systems correlates to its structure and function.

● The female body undergoes many changes during development, aging, pregnancy, childbirth and the postpartum period.


reproductive systems.

● Explain the functions of each structure identified in the reproductive systems.

● Identify and explain several common sexually transmitted diseases.

● Describe the pathology of pregnancy and childbirth in the female body.

● Describe medical specialists who work with the reproductive systems.

● Identify common abbreviations related to the reproductive systems.


STUDENTS WILL:










35





crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of the male reproductive system and the female reproductive system. ● “Crash Course: The Reproductive System Part I: Female Reproduction” video clip

(https://www.youtube.com/watch?v=RFDatCchpus&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=40 ) ● “Crash Course: The Reproductive System Part II: Male Reproduction” video clip

(https://www.youtube.com/watch?v=-XQcnO4iX_U&index=41&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● “Crash Course: The Reproductive System Part IV: Pregnancy and Development” video clip

(https://www.youtube.com/watch?v=BtsSbZ85yiQ&index=43&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8 ) ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): Preparing for Parenthood (from RU Curriculum, Donohue) ● Lesson Extension idea: Transgender Individuals and Hermaphrodites ● Participate in unit/chapter review Kahoot game (https://kahoot.com/ ) ● Chapter 14 Test

UNIT NUMBER AND TITLE: Unit 15: Diagnostic Procedures, Nuclear Medicine and Pharmacology

BRIEF SUMMARY OF UNIT: This unit covers basic terminology used in general diagnostic procedures as well as specific terminology found in the nuclear medicine field and pharmacology. Each of these topics are useful to any student interested in a medical field as they provide an overview of common terms and word parts that may be used alone or in conjunction with other terms. Basic diagnostic and examination procedures are covered, in addition to common laboratory tests. Imaging techniques will be discussed with special emphasis on common nuclear medicine procedures. General pharmacology will be covered both from the processing and patient care viewpoints. The unit will close with a discussion of complementary and alternative therapies.



36



https://www.youtube.com/watch?v=RFDatCchpus&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&index=40

https://www.youtube.com/watch?v=-XQcnO4iX_U&index=41&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://www.youtube.com/watch?v=BtsSbZ85yiQ&index=43&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8

https://kahoot.com/



NGSS Standards:





CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. NJCCCS Career and Technical Education (CTE) 9.3.HL.1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 9.3.HL-DIA.1. Communicate key diagnostic information to healthcare workers and patients in an accurate and timely manner. 9.3.HL-HI.1. Communicate health information accurately and within legal and regulatory guidelines, upholding the strictest standards of confidentiality.


● Identify and explain the most common examination procedures.

● Model the most common types of body positions used during examinations.

● Identify and explain the most common types of blood and urine tests.

● Compare and contrast the different types of imaging techniques.

● Describe the use of nuclear medicine in diagnosis and treatment.


● The definition, spelling, and pronunciation of the primary terms associated with basic examination procedures and positions.

● The definition, spelling, and pronunciation of the primary terms associated with frequently performed blood and urinalysis laboratory tests.

● The definition, spelling, and pronunciation of the primary terms associated with radiography and other imaging techniques


STUDENTS WILL:





37


● Identify the most common types of complementary and alternative therapies and their uses.

GUIDING QUESTIONS:


● The definition, spelling, and pronunciation of the primary terms associated with pharmacology.

B: STUDENTS WILL UNDERSTAND THAT: ● Different imaging techniques provide

different views suitable for different medical situations.

● Research based complementary and alternative therapies are options to patients who are interested in their benefits.

C: STUDENTS WILL BE ABLE TO: ● Describe the vital signs recorded for most

patients.

● Identify situations where the use of nuclear medicine would be warranted.









crossword puzzles, etc.) ● Whole class discussion about current events in health care using the daily email “STAT: Morning Rounds” (www.statnews.com) ● Use the textbook online resources to view animations of palpation and percussion and radiography and tomography. ● Select videos from the YouTube “Diagnostic Procedures” playlist ● Classroom use of a thermometer, stethoscope, sphygmomanometer, oximeter, pain rating scale, phlebotomy arm and other diagnostic tools (as

available). ● Read “The Human Touch” Critical Thinking Exercise” from the textbook and use the guided discussion topics. ● Keep an up to date and neatly organized interactive notebook, including note taking and highlighting, vocabulary breakdown, page summaries and left

page activities/assignments as assigned. ● Complete and submit all assigned CNOW Homework assignments on the Mind Tap online course created for the class ● Unit Project (as time permits): Patient Observation and Diagnostic Lab ● Lesson Extension ideas: Fads and Trends in Complementary and Alternative Therapy

38





Scope and Sequence Overview*:

1 2 3 4 5 6 7 8 9 Unit 1: Intro to

Med Term

Unit 1: Intro to

Med Term

Unit 1: Intro to

Med Term

Unit 2: Body in Health

and Disease

Unit 2: Body in Health and

Disease

Unit 2: Body in Health and

Disease

Unit 3: Skeletal System



10 11 12 13 14 15 16 17 18 Unit 4:

Muscular System

Unit 4: Muscular System

Unit 5: Cardio. System

Unit 5: Cardio. System

Unit 6: Lymph/Immun

e System

Unit 6: Lymph/Immun

e System

Unit 6: Lymph/Immun

e System

Unit 7: Respiratory

System

Unit 7: Respiratory

System 19 20 21 22 23 24 25 26 27

Unit 8: Digestive System



Unit 9: Urinary System

Unit 9: Urinary System

Unit 10: Nervous

System/Mental

Unit 10: Nervous

System/Mental

Unit 10: Nervous

System/Mental

Unit 11: Special Senses

28 29 30 31 32 33 34 35 36 Unit 11: Special Senses

Unit 12: Integ.

System

Unit 12: Integ.

System

Unit 13: Endocrine

System

Unit 13: Endocrine

System

Unit 14: Reproductive

System

Unit 14: Reproductive

System

Unit 15: Diagnostic/ Pharmacy

Unit 15: Diagnostic/ Pharmacy

* Sequence may be adjusted to mirror topics taught in Anatomy and Physiology I. The timeline may be adjusted to accommodate a Rutgers final exam test date prior to the district final exam schedule.

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Suggested Modifications for Special Education, English Language Learners and Gifted Students Special Education/504: Student accommodations and modifications will be provided in accordance with Individual Education Plans,

504 Plans and I&RS Recommendations. These interventions will include but not be limited to: preferential seating, extra time on assignments, extra time on assessments, providing hard-copy of notes, oral rereading, and rewording of directions.

English Language Learners: English Language Learners (ELL) will be provided interventions that will include but not be limited to:

hard-copy notes and other assignments for use with translating software including Google Translate, extra time on assignments, and assessments as needed.

Gifted Students: Gifted Students will be provided with appropriate enrichment and extension activities. Students at Risk of School Failure: Create action plan with input from the student, their guidance counselor, parent/guardian, and

teachers. All stakeholders will be responsible for following the action plan and providing updates to the guidance counselor on a monthly basis. Adjustments to the action plan will be made as necessary.

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Appendix to Grades 9-12 Science Curriculum (Medical Terminology)

Interdisciplinary Connections

● ELA/Literacy – RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-1),(HS-LS1-6)

● WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1- 1),(HS-LS1-6)

● WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS1-6)

● WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HSLS1-3)

● WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-LS1-3)

● WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS-1-1),(HS-LS1-6) SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-2),(HS-LS1-4),(HS-LS1-5),(HS-LS1-7)

● Mathematics – MP.4 Model with mathematics. (HS-LS1-4) ● HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in

simple cases and using technology for more complicated cases. (HS-LS1-4) ● HSF-BF.A.1 Write a function that describes a relationship between two quantities. (HS-LS1-4)

Career Ready Practices

● CRP1. Act as a responsible and contributing citizen and employee. ● CRP2. Apply appropriate academic and technical skills. ● CRP3. Attend to personal health and financial well-being. ● CRP4. Communicate clearly and effectively and with reason. ● CRP5. Consider the environmental, social and economic impacts of decisions. ● CRP6. Demonstrate creativity and innovation. ● CRP7. Employ valid and reliable research strategies.

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● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. ● CRP9. Model integrity, ethical leadership and effective management. ● CRP10. Plan education and career paths aligned to personal goals. ● CRP11. Use technology to enhance productivity. ● CRP12. Work productively in teams while using cultural global competence.

Integration of 21st Century Skills

● 9.1.12.A.1 Differentiate among the types of taxes and employee benefits. ● 9.1.12.A.2 Differentiate between taxable and nontaxable income. ● 9.1.12.A.3 Analyze the relationship between various careers and personal learning goals. ● 9.1.12.A.4 Identify a career goal and develop a plan and timetable for achieving it, including

educational/training requirements, costs, and possible debt. ● 9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice. ● 9.2.12.C.1 Review career goals and determine steps necessary for attainment. ● 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals. ● 9.2.12.C.3 Identify transferable career skills and design alternate career plans. ● 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of

world languages and diverse cultures. ● 9.3.12.AG.1 Analyze how issues, trends, technologies and public policies impact systems in the

Agriculture, Food & Natural Resources Career Cluster. ● 9.3.12.AG.2 Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career

Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy. ● 9.3.12.AG.3 Examine and summarize the importance of health, safety and environmental management

systems in AFNR businesses. ● 9.3.12.AG.4 Demonstrate stewardship of natural resources in AFNR activities. ● 9.3.12.AG.5 Describe career opportunities and means to achieve those opportunities in each of the

Agriculture, Food & Natural Resources Career Pathways. ● 9.3.12.AG.6 Analyze the interaction among AFNR systems in the production, processing and

management of food, fiber and fuel and the sustainable use of natural resources. ● 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and

employees in the global workplace. ● 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability. ● 9.3.12.AG-ENV.2 Evaluate the impact of public policies and regulations on environmental service

system operations. ● 9.3.12.AG-ENV.3 Develop proposed solutions to environmental issues, problems and applications

using scientific principles of meteorology, soil science, hydrology, microbiology, chemistry and ecology. ● 9.3.12.AG-ENV.4 Demonstrate the operation of environmental service systems (e.g., pollution control,

water treatment, wastewater treatment, solid waste management and energy conservation).

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Integration of Technology

● 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

● 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

● 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

● 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

● 8.2.12.B.2 Evaluate ethical considerations regarding the sustainability of environmental resources that are used for design, creation and maintenance of a chosen product.

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