TEACH Lesson Plan
CHABNER: The Language of Medicine, 11th Edition
16 Skin
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 16.1: Anatomy, Physiology, and Terminology
1. Name the layers of the skin and the accessory structures associated with the skin.
Lesson 16.2: Pathology
3. Identify lesions, symptoms, and pathological conditions that relate to the skin.
Lesson 16.3: Laboratory Tests, Clinical Procedures, Abbreviations, and Practical Applications
4. Identify lesions, symptoms, and pathological conditions that relate to the skin.
CHAPTER TEACHING FOCUS
• Students will have an opportunity to learn about skin, the largest organ in the body.
• Skin functions include thermoregulation, protection from foreign antigens, protection from desiccation,
Chapter 16: Skin 2
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 to complete the sentences below:
adipocyte cuticle lunula stratum corneum
basal layer dermis melanin
collagen keratin sebum
1) A fat cell is a/an ________________________________________________________________
2) The half-moon–shaped white area at the base of a nail is called the _______________________
6) The outermost layer of the epidermis, consisting of flattened keratinized cells, is the __________
7) An oily substance secreted by sebaceous glands is ____________________________________
Chapter 16: Skin 3
TEACH Lesson Plan
CHAPTER PRETEST ANSWERS
1) adipocyte
p. 656
2) lunula
p. 657
7) sebum
p. 658
8) dermis
p. 654
Chapter 16: Skin 4
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 16.1: Anatomy, Physiology, and Terminology
INSTRUCTOR PREPARATION
Textbook Objectives Covered
1. Name the layers of the skin and the accessory structures associated with the skin.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
• computer
• projector
Chapter 16: Skin 5
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 16.1: Anatomy, Physiology, and Terminology
STUDENT PREPARATION (2 hrs)
OBJ
1-2
READ – Textbook (pp. 653-696)
ANSWER – Textbook
• Terminology (pp. 660-663)
• Practical Applications (pp. 677-678)
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
▪ Skin
o Definitions Glossary
o Dictionary of Terms
o Games
▪ Concentration
▪ Medical Mix
ASSESS
• Evolve Student Resources
Chapter 16: Skin 6
o Student Quizzes
WATCH
• Evolve Student Resources
Chapter 16: Skin 7
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 16.1: Anatomy, Physiology, and Terminology
LECTURE OUTLINE (20 min)
OBJ
1-2
SLIDES 5-40 (pp. 653-696)
• Names the layers of the skin and the accessory structures associated with the skin.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
OBJ
1-2
• Appropriate Settings: Traditional classroom, flipped classroom, hybrid course, online
ASSESS BASELINE (20 min)
• Have class members complete the Pretest and the Background Assessment. Collect
1-2
DISCUSS (10 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Appropriate Settings: Traditional classroom, flipped classroom
1-2
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
1-2
PRACTICE (20 min)
• Show a transparency or PowerPoint slide of an unlabeled, numbered illustration of the
skin (Figure 16-1, p. 655). Call out a number and ask students to name the structure.
• Appropriate Settings: Traditional classroom, flipped classroom
1-2
• Appropriate Settings: Traditional classroom, flipped classroom
PLAY (20 min)
• Divide the class into three groups and have each choose a contestant for a game
show. Using dermatology flash cards or transparencies, show the contestants a variety
1-2
PRESENT
• Ask the students to write short reports on how conditions of the hair, nails, and glands
can help diagnose other diseases. Then have them report these findings to the class.
• Appropriate Settings: Traditional classroom, flipped classroom
Chapter 16: Skin 8
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
How does the function of melanin explain not only the variety of skin colors but susceptibility to
skin cancer?
Discussion Guidelines: Deep in the basal layer of the epidermis there are cells called melanocytes.
Chapter 16: Skin 9
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 16.2: Pathology
INSTRUCTOR PREPARATION
Textbook Objectives Covered
3. Identify lesions, symptoms, and pathological conditions that relate to the skin.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
Chapter 16: Skin 10
TEACH Lesson Plan
LEONARD: Quick and Easy Medical Terminology, 8th Edition
Classroom Preparation
Lesson 16.2: Pathology
STUDENT PREPARATION (4 hrs)
OBJ
3
READ – Textbook (pp. 653-696)
ANSWER – Textbook
• Terminology (pp. 660-663)
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
▪ Skin
o Definitions Glossary
ASSESS
• Evolve Student Resources
Chapter 16: Skin 11
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Student Quizzes
WATCH
• Evolve Student Resources
o Animations
Chapter 16: Skin 12
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 16.2: Pathology
LECTURE OUTLINE (20 min)
OBJ
3
SLIDES 41–54 (pp. 653–696)
• Identifies lesions, symptoms, and pathological conditions that relate to the skin.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
DISCUSS (10 min)
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
CREATE (20 min)
ANALYZE (15 min)
• Students should divide pathological skin conditions into a list of those that are caused
Chapter 16: Skin 13
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
How does a decubitus ulcer develop and why is it a serious condition?
Discussion Guidelines: Decubitus ulcers are also called pressure ulcers, because they develop over
Chapter 16: Skin 14
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 16.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
INSTRUCTOR PREPARATION
Textbook Objectives Covered
4. Identify lesions, symptoms, and pathological conditions that relate to the skin.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
• Select class activities and assignments.
Materials and Supplies
Chapter 16: Skin 15
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 16.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
STUDENT PREPARATION (4 hrs)
OBJ
4-6
READ – Textbook (pp. 653-696)
ANSWER – Textbook
• Terminology (pp. 660-663)
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
▪ Skin
Chapter 16: Skin 16
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Word Parts Glossary
ASSESS
• Evolve Student Resources
o Student Quizzes
Chapter 16: Skin 17
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 16.3: Laboratory Tests, Clinical Procedures,
Abbreviations, and Practical Applications
LECTURE OUTLINE (20 min)
OBJ
4-6
SLIDES 55–80 (pp. 653–696)
• Identifies lesions, symptoms, and pathological conditions that relate to the skin.
medical reports and records.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
DISCUSS (10 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Appropriate Settings: Traditional classroom, flipped classroom
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
• Appropriate Settings: Traditional classroom, flipped classroom
PRACTICE (30 min)
• Have students look up therapies for the abnormal conditions of the skin that they have
been studying. Use the therapies and applicable descriptions to create a “skin”
crossword puzzle. Divide the class into four groups for this exercise and create four
puzzles. Have groups exchange puzzles and do them as a group exercise.
on the other. Abbreviations are permitted as well. Take the cards and create place
CREATE (30 min)
• Create a set of bingo cards with a different skin-related term from the chapter in each
box (5 by 5); vary the terms and/or the order so cards are not all alike. Create a list of
definitions corresponding to the terms on the bingo cards. Call out a definition.
Students must circle the correct term on the bingo card. The first student to complete
Chapter 16: Skin 18
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
cards for bingo. The caller can use the flash cards to play “skin terms bingo.”
• Appropriate Settings: Traditional classroom, flipped classroom
REVIEW (20 min)
• Have each student research one skin-related clinical procedure. Using medical
Chapter 16: Skin 19
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Mary is suspicious that her recent headaches and sinus drip result from allergies. Her doctor has
told her that she needs to come in for some skin tests to help him determine what allergies she
might have. Why does Mary’s doctor want to do skin tests when her allergies do not seem to
affect her skin?
Discussion Guidelines: Skin tests can be used to see the body’s reaction to a substance by observing
Chapter 16: Skin 20
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Assessments
Chapter 16: Skin
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
o Medical Spelling Bee
Evolve Student Resources
• Student Quizzes
Medical Terminology Online with Adaptive Learning
All
Test Bank
• Create a 50-question test using Exam View or Word.
Textbook
• Exercises (pp. 680-687)
Medical Terminology Online with Adaptive Learning