Chapter 15: Musculoskeletal System 12
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
ASSESS
• Evolve Student Resources
o Student Quizzes
WATCH
Chapter 15: Musculoskeletal System 13
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 15.2: Joints
LECTURE OUTLINE (20 min)
OBJ
6-8
SLIDES 79-99 (pp. 459–502)
• Defines terms relating to the structure and function of joints.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
OBJ
6-8
DISCUSS (10 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Appropriate Settings: Traditional classroom, flipped classroom
6-8
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
6-8
PRESENT (20 min)
• Divide students into groups of three to five and give each a combining form or a suffix.
Ask them to come up with as many terms related to the musculoskeletal system as
possible, then report their results to the class. The use of dictionaries may help
6-8
ROLE PLAY (10 min)
• Divide the class into groups of three to five. Have each group write and perform a skit
involving an allied health professional and a patient. Students may add additional roles,
however, they must use all the combining forms and suffixes.
• Appropriate Settings: Traditional classroom, flipped classroom
6-8
CREATE (10 min)
• Divide the class into four groups. Assign each group three pathological conditions,
Chapter 15: Musculoskeletal System 14
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Kathy has been a secretary for many years and is an excellent typist with a record number of
words per minute. She has recently been complaining about a burning sensation in her middle
finger that sometimes extends to her elbow. Her doctor gave her a splint to wear on her wrist to
immobilize it while she types. What condition is he attempting to treat?
Discussion Guidelines: Kathy is likely suffering from carpal tunnel syndrome. This condition is due to
Chapter 15: Musculoskeletal System 15
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 15.3: Muscles, Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
INSTRUCTOR PREPARATION
Textbook Objectives Covered
9. Define terms relating to the structure and function of muscles.
10. Analyze the combining forms, prefixes, and suffixes used to describe muscles.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
• Select class activities and assignments.
Materials and Supplies
Chapter 15: Musculoskeletal System 16
TEACH Lesson Plan
LEONARD: Quick and Easy Medical Terminology, 8th Edition
Classroom Preparation
Lesson 15.3: Muscles, Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
STUDENT PREPARATION (4 hrs)
OBJ
9-13
READ – Textbook (pp. 579-652)
ANSWER – Textbook
• Terminology (pp. 596–600)
• Terminology-Joints (pp. 606–607)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
▪ Medical Matching
▪ Medical Spelling Bee
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
▪ Musculoskeletal
Chapter 15: Musculoskeletal System 17
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Word Parts Glossary
ASSESS
• Evolve Student Resources
o Student Quizzes
WATCH
Chapter 15: Musculoskeletal System 18
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 15.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
LECTURE OUTLINE (20 min)
OBJ
9-13
SLIDES 100-123 (pp. 579-652)
• Defines terms relating to the structure and function of muscles.
• Analyzes the combining forms, prefixes, and suffixes used to describe muscles.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
OBJ
9-13
DISCUSS (10 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Appropriate Settings: Traditional classroom, flipped classroom
9-13
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
9-13
ROLE PLAY (10 min)
• In pairs, have students role-play a medical assistant or a physician and a patient. They
can be as creative as they like, but they must use at least five combining forms,
9-13
ANALYZE (20 min)
• Using a medical atlas, compare and contrast the differences between the three types of
muscle. Have three student groups determine how the structure of the various muscle
types supports their individual function. Use both electron and light micrographs to
make the comparisons.
9-13
PLAY (30 min)
• Terminology bingo: Make bingo cards with terminology about the musculoskeletal
system. Have students act as rotating callers using the definitions to practice
pronunciation.
Chapter 15: Musculoskeletal System 19
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
students identify whether it relates to bones, joints, or muscles. The game ends when
the first team reaches 10 or 15 points.
• Appropriate Settings: Traditional classroom, flipped classroom
9-13
REVIEW (20 min)
• Play Alpha Quest with the class. Beginning with the letter A, ask the first student to
Chapter 15: Musculoskeletal System 20
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
The types of muscle that make up each third of the esophagus (from pharynx to stomach) are
characterized in the following way: upper third is skeletal muscle, middle third is mixed skeletal
and smooth muscle, and lower third is smooth muscle. What do you think might be true of
esophagus function that could help you to remember this histological “floor plan”?
Discussion Guidelines: Skeletal muscle is voluntary muscle and smooth muscle is involuntary. When
Chapter 15: Musculoskeletal System 21
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Assessments
Chapter 15: Musculoskeletal System
ASSESSMENTS BY OBJECTIVE
OBJ
1-13
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. 629-639)