TEACH Lesson Plan
CHABNER: The Language of Medicine, 11th Edition
11 Cardiovascular System
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 11.1: Anatomy, Physiology, and Terminology
1. Name the parts of the heart and associated blood vessels and their functions in the circulation of
blood.
Lesson 11.2: Pathology
4. Identify and describe major pathologic conditions affecting the heart and blood vessels.
5. Describe important laboratory tests and clinical procedures pertaining to the cardiovascular system,
CHAPTER TEACHING FOCUS
• Students will have the opportunity to understand the anatomy and physiology of the heart and
accompanying blood vessels that comprise the cardiovascular system, which supplies the cells and
Chapter 11: Cardiovascular System 2
TEACH Lesson Plan
CHAPTER PRETEST
Have the students answer these questions prior to covering this chapter to understand where they stand
in relation to the content.
Complete the following sentences:
1) The pacemaker of the heart is the ___________________________________________________
Chapter 11: Cardiovascular System 3
TEACH Lesson Plan
CHAPTER PRETEST ANSWERS
1) sinoatrial node
p. 408
2) pericardium
p. 406
Chapter 11: Cardiovascular System 4
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 11.1: Anatomy, Physiology, and Terminology
INSTRUCTOR PREPARATION
Textbook Objectives Covered
1. Name the parts of the heart and associated blood vessels and their functions in the circulation of
blood.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
• Select class activities and assignments.
Materials and Supplies
• computer
• projector
Chapter 11: Cardiovascular System 5
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 11.1: Anatomy, Physiology, and Terminology
STUDENT PREPARATION (2 hrs)
OBJ
1-3
READ – Textbook (pp. 399-458)
ANSWER – Textbook
• Terminology (pp. 411–414)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
▪ Medical Matching
REVIEW
• Evolve Student Resources
o Answers to Combining Forms and Terminology
o Games
▪ Concentration
▪ Medical Mix
▪ Million Dollar Pyramid
▪ Termbusters
▪ Wheel of Terminology
ASSESS
• Evolve Student Resources
Chapter 11: Cardiovascular System 6
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Student Quizzes
WATCH
• Evolve Student Resources
o Animations
Chapter 11: Cardiovascular System 7
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 11.1: Anatomy, Physiology, and Terminology
LECTURE OUTLINE (20 min)
OBJ
1-3
SLIDES 5-54 (pp. 399-458)
• Names the parts of the heart and associated blood vessels and their functions in the
LEARNING ACTIVITIES (choose one or more to equal 30 min)
OBJ
1-3
ASSESS BASELINE (20 min)
• Have class members complete the Pretest and the Background Assessment. Collect
1-3
DISCUSS (30 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
1-3
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
comment on each other’s posts.
• Divide the class into three groups: arteries, veins, and capillaries. Have students use
medical atlases or online sources to research examples of their vessels. Have each
1-3
PRACTICE (15 min)
• Have students make cards with the terms on one side and the definitions on the other.
Divide them into pairs and have them practice defining the terms.
• Appropriate Settings: Traditional Classroom, flipped classroom
1-3
RESEARCH (30 min)
• Have students look up the process by which blood exits and enters the capillary. Make
certain that students use terms such as lymph and edema.
1-3
PRESENT (30 min)
Chapter 11: Cardiovascular System 8
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
• Divide the class into three groups: arteries, veins, and capillaries. Have students use
medical atlases or online sources to research examples of their vessels. Have each
group explain to the class their vessel’s functions using pictures and illustrations to
1-3
teams one of the combining forms and ask them to define it. The first team to answer
correctly wins a point. For an extra point, have them provide a term that uses this
combining form. The team with the most points wins the game.
• Appropriate Settings: Traditional classroom, flipped classroom
PLAY (30 min)
• Divide the class into three groups and have them choose a “contestant” for a quiz
show. Display a transparency of an illustration of the heart. Ask the three contestants
to identify each of the numbered items in the illustration. The first contestant to give the
correct answer wins a point for the team. If a contestant gives an incorrect answer, the
team selects a new contestant.
1-3
groups one last chance to correct their original pathways before revealing the correct
answer. Have the students use either blue or red ink to identify when the blood is
oxygenated or deoxygenated.
• Appropriate Settings: Traditional classroom, flipped classroom
ANALYZE (20 min)
• Give small groups a set of index cards or flash cards with one major step in the
pathway of blood on each card. First, have each group arrange their cards in order.
1-3
DEMONSTRATE (20 min)
• Create cards with pictures of “landmarks” of the heart, such as the mitral valve,
pulmonary vein, and right atrium. Have students demonstrate the “job” of a red blood
cell. Their first job is to pick a card; this represents their starting point in the heart. They
now must find their way out of the aorta, following the normal path of the blood through
the heart and lungs. Points are given for mentioning correct landmarks on their path;
points are subtracted for missed landmarks.
• Appropriate Settings: Traditional classroom, flipped classroom
Chapter 11: Cardiovascular System 9
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
How does a blockage in a coronary artery cause a heart attack?
Chapter 11: Cardiovascular System 10
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 11.2: Pathology
INSTRUCTOR PREPARATION
Textbook Objectives Covered
4. Identify and describe major pathologic conditions affecting the heart and blood vessels.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
Chapter 11: Cardiovascular System 11
TEACH Lesson Plan
LEONARD: Quick and Easy Medical Terminology, 8th Edition
Classroom Preparation
Lesson 11.2: Pathology
STUDENT PREPARATION (4 hrs)
OBJ
4
READ – Textbook (pp. 399-458)
ANSWER – Textbook
• Terminology (pp. 411–414)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
REVIEW
• Evolve Student Resources
o Answers to Combining Forms and Terminology
o Answers to Pronunciation of Terms
▪ Concentration
▪ Medical Mix
▪ Million Dollar Pyramid
▪ Termbusters
ASSESS
• Evolve Student Resources
Chapter 11: Cardiovascular System 12
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Student Quizzes
WATCH
• Evolve Student Resources
o Animations
Chapter 11: Cardiovascular System 13
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 11.2: Pathology
LECTURE OUTLINE (20 min)
OBJ
4
SLIDES 55–64 (pp. 399–458)
• Defines combining forms that relate to the cardiovascular system.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
DISCUSS (30 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
comment on each other’s posts.
• Appropriate Settings: Traditional classroom, flipped classroom
ANALYZE (20 min)
• Have students spell, analyze, and define the following terms and underline the
PRESENT (20 min)
• Using online sources and medical textbooks, have students write reports on abnormal
heart sounds and present their findings to the class. Presentations should include the
pathology that created the abnormal sound and why those pathologies emit certain
sounds.
• Appropriate Settings: Traditional classroom, flipped classroom
PREPARE (15 min)
Chapter 11: Cardiovascular System 14
CRITICAL THINKING QUESTION
Why would a septal defect cause a patient to feel tired?
Chapter 11: Cardiovascular System 15
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 11.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
INSTRUCTOR PREPARATION
Textbook Objectives Covered
5. Describe important laboratory tests and clinical procedures pertaining to the cardiovascular system,
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
• computer
• projector
Chapter 11: Cardiovascular System 16
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 11.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
STUDENT PREPARATION (4 hrs)
OBJ
5-6
READ – Textbook (pp. 399-458)
ANSWER – Textbook
• Terminology (pp. 411–414)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
▪ Medical Matching
REVIEW
• Evolve Student Resources
o Answers to Combining Forms and Terminology
o Answers to Pronunciation of Terms
o Audio Glossary
o Body Spectrum Electronic Coloring Book
▪ Cardiovascular
Chapter 11: Cardiovascular System 17
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Supplemental Image Glossary
o Word Parts Glossary
ASSESS
• Evolve Student Resources
o Student Quizzes
Chapter 11: Cardiovascular System 18
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 11.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
LECTURE OUTLINE (20 min)
OBJ
5-6
SLIDES 65-109 (pp. 399-458)
• Describe important laboratory tests and clinical procedures pertaining to the
LEARNING ACTIVITIES (choose one or more to equal 30 min)
DISCUSS (30 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Using the Study Section, find a diagnostic test that would be associated with each of
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
comment on each other’s posts.
• Appropriate Settings: Traditional classroom, flipped classroom
ANALYZE (20 min)
• Have the students take turns reading the sentences in Exercise Q. Where appropriate,
PLAY (20 min)
• “Abbreviation Bingo.” Create a set of bingo cards with a 5 by 5 grid and a different
abbreviation in each box; vary the abbreviations and/or the order so cards are not all
• Display WebMD on a computer and show normal versus abnormal (atrial fibrillation)
RESEARCH (20 min)
• Using Google Video, find a short demonstration of one of the procedures listed to the
left. Show students the video and leave time for questions.
Chapter 11: Cardiovascular System 19
CRITICAL THINKING QUESTION
How does a coronary artery bypass address the problem of a blocked artery? Why is it often not
a permanent solution?
Chapter 11: Cardiovascular System 20
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Assessments
Chapter 11: Cardiovascular System
ASSESSMENTS BY OBJECTIVE
OBJ
1-6
Test Bank
• Create a quiz using Exam View or Word; sort by topic as appropriate.
Evolve Instructor Resources
• Exercises
o Term-Building
o Medical Matching
Evolve Student Resources
• Student Quizzes
Medical Terminology Online with Adaptive Learning
• Sections I-III Quizzes
All
Textbook
• Exercises (pp. 439-448)