TEACH Lesson Plan
CHABNER: The Language of Medicine, 11th Edition
12 Respiratory System
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 12.1: Anatomy, Physiology, and Terminology
Lesson 12.2: Pathology
3. Identify various pathological conditions that affect the system.
Lesson 12.3: Clinical Procedures, Abbreviations, and Practical Applications
4. Identify clinical procedures and abbreviations related to the system.
CHAPTER TEACHING FOCUS
• Students will have the opportunity to learn the organs of the respiratory system and to describe their
locations, normal functions, and pathologies.
Chapter 12: Respiratory 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.
Select from the following anatomical structures to complete the sentences below:
alveoli larynx
bronchi mediastinum
cilia palatine tonsils
epiglottis paranasal sinuses
hilum parietal pleura
1) Branches of the windpipe that lead into the lungs are the ________________________________
2) The region between the lungs in the chest cavity is the _________________________________
6) Thin hairs attached to the mucous membrane lining the respiratory tract are
________________________________________________________________________
7) The voice box is called the _______________________________________________________
Chapter 12: Respiratory System 3
TEACH Lesson Plan
CHAPTER PRETEST ANSWERS
1) bronchi
p. 462
4) alveoli
p. 462
5) parietal pleura
p. 462
6) cilia
p. 460
Chapter 12: Respiratory System 4
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 12.1: Anatomy, Physiology, and Terminology
INSTRUCTOR PREPARATION
Textbook Objectives Covered
1. Name the organs of the respiratory system and describe their location and function.
2. Learn medical terms that pertain to respiration.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
• computer
• projector
Chapter 12: Respiratory System 5
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 12.1: Anatomy, Physiology, and Terminology
STUDENT PREPARATION (2 hrs)
OBJ
1-2
READ – Textbook (pp. 459-502)
ANSWER – Textbook
• Terminology (pp. 465–470)
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
▪ Respiratory
ASSESS
• Evolve Student Resources
Chapter 12: Respiratory System 6
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Student Quizzes
WATCH
• Evolve Student Resources
o Animations
Chapter 12: Respiratory System 7
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 12.1: Anatomy, Physiology, and Terminology
LECTURE OUTLINE (20 min)
OBJ
SLIDES 5-40 (pp. 459-502)
LEARNING ACTIVITIES (choose one or more to equal 30 min)
OBJ
1-2
ASSESS BASELINE (20 min)
• Have class members complete the Pretest and the Background Assessment. Collect
their work and use the results to guide how you teach the class.
• Post the Pretest and the Background Assessment online and have your class complete
them. Use the results to guide how you teach the class.
• Appropriate Settings: Traditional classroom, flipped classroom, hybrid course, online
1-2
• Appropriate Settings: Traditional classroom, flipped classroom
DISCUSS (10 min)
1-2
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, hybrid course, online
1-2
CREATE (20 min)
• Invite one or two students to volunteer to be scribes. These students will diagram the
1-2
DEMONSTRATE (15 min)
• Designate half of the class the oxygen (O2) molecule team and the other half the
carbon dioxide (CO2) molecule team. Choose one student alternately from each team
to draw a step in sequence that shows how gas molecules enter or leave the blood and
gain access to the outside. The team with the fewest mistakes wins.
• Appropriate Settings: Traditional classroom, flipped classroom
1-2
or suffix. Each team should create as many respiratory system medical terms from the
PLAY (15 min)
• Divide the class into teams. In a timed session, call out the name of a combining form
Chapter 12: Respiratory System 8
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Jackson, age 65, comes to the doctor’s office complaining of a sharp pain in the right side of his
chest. He says his chest hurts when he breathes deeply or coughs. This is a problem, he says,
because he has been coughing a lot, has difficulty drawing breath, and feels a tightness in the
center of his chest. What condition or conditions might the doctor suspect? What methods of
diagnosis would the doctor use, and what specific signs would the doctor look for to pinpoint the
cause?
Discussion Guidelines: Jackson’s symptoms indicate he may have both pneumonia and pleurisy, a
Chapter 12: Respiratory System 9
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 12.2: Pathology
INSTRUCTOR PREPARATION
Textbook Objectives Covered
3. Identify various pathological conditions that affect the system.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
Chapter 12: Respiratory System 10
TEACH Lesson Plan
LEONARD: Quick and Easy Medical Terminology, 8th Edition
Classroom Preparation
Lesson 12.2: Pathology
STUDENT PREPARATION (4 hrs)
OBJ
3
READ – Textbook (pp. 459-502)
ANSWER – Textbook
• Terminology (pp. 465–470)
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
▪ Respiratory
ASSESS
• Evolve Student Resources
Chapter 12: Respiratory System 11
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Student Quizzes
WATCH
• Evolve Student Resources
o Animations
Chapter 12: Respiratory System 12
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 12.2: Pathology
LECTURE OUTLINE (20 min)
OBJ
3
SLIDES 41-49 (pp. 459–502)
• Defines combining forms that relate to the cardiovascular system.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
• Appropriate Settings: Traditional classroom, flipped classroom
DISCUSS (30 min)
• Discuss the short-term and long-term effects of smoking, including the issue of
secondhand smoke.
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
comment on each other’s posts.
PRESENT (20 min)
• Divide class into four groups, one for each disorder type: upper respiratory, bronchial
tube, lung, and pleural. Each group should select one specific disorder to research and
• Appropriate Settings: Traditional classroom, flipped classroom
APPLY (20 min)
• Use a Web site to demonstrate normal and abnormal respiratory sounds. Have
students use stethoscopes to listen to each other’s respiratory sounds. Students should
describe what they hear and point out anything that sounds like an abnormality. Ask for
Chapter 12: Respiratory System 13
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Robbie’s mother calls a new pediatrician in a panic to report that her 5-year-old son has started a
high-pitched, wheezing cough and cannot breathe. They have just moved from the Southwest to
the Midwest, where they are renovating an old house. In the past, Robbie occasionally had slight
coughs and tired easily, his mother says, but this episode is more alarming. The doctor says
Robbie should be taken to a hospital emergency room immediately. What respiratory conditions
does the doctor suspect? What may have triggered it?
Discussion Guidelines: Robbie’s high-pitched, wheezing cough and shortness of breath may indicate
Chapter 12: Respiratory System 14
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 12.3: Clinical Procedures, Abbreviations, and
Practical Applications
INSTRUCTOR PREPARATION
Textbook Objectives Covered
4. Identify clinical procedures and abbreviations related to the system.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
• computer
• projector
Chapter 12: Respiratory System 15
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 12.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
STUDENT PREPARATION (4 hrs)
OBJ
4-5
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
Chapter 12: Respiratory System 16
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Word Parts Glossary
ASSESS
• Evolve Student Resources
o Student Quizzes
Chapter 12: Respiratory System 17
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 12.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
LECTURE OUTLINE (20 min)
OBJ
4-5
SLIDES 50-81 (pp. 399–458)
• Describe important clinical procedures related to the respiratory system, and recognize
relevant abbreviations.
• Apply your new knowledge to understanding medical terms in their proper contexts,
such as medical reports and records.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
DISCUSS (30 min)
• Discuss point of view, right and left views, and dorsal and ventral views shown in
POST & COMMENT
• Using Figure 12-6, have students determine in what context a surgeon might use each
PRESENT (20 min)
• Using Figure 12-6, have students determine in what context a surgeon might use each
type of resection. Divide the class into four groups, and assign each group one type of
resection for a report to the class.
ANALYZE (20 min)
• Have students obtain copies of x-ray studies, CT scans, and MRI images of respiratory
disorders from medical textbooks, journal articles, and online sources. Have students
divide the images into categories based on pathologic condition. Discuss the type of
CREATE (20 min)
• Chapter Bingo: Have students make bingo cards with all the abbreviations in the text.
Rotate callers so that students get a chance to practice acronyms and pronunciation. If
you want to make more or bigger cards, students can use combining forms on the
cards as well.
Chapter 12: Respiratory System 18
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
• Appropriate Settings: Traditional classroom, flipped classroom
Chapter 12: Respiratory System 19
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Pulmonary function tests (PFTs) can measure many different aspects of lung function. How can
PFTs help to distinguish whether a lung disease is obstructive, restrictive, or both?
Discussion Guidelines: Obstructive lung disease is marked by a decrease in expiratory flow rate.
Chapter 12: Respiratory System 20
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Assessments
Chapter 12: Respiratory 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)