TEACH Lesson Plan
CHABNER: The Language of Medicine, 11th Edition
17 Sense Organs: The Eye and the Ear
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 17.1: Eye Anatomy, Physiology, Terminology, and Pathology
1. Identify locations and functions of the major parts of the eye.
Lesson 17.2: Eye Clinical Procedures and Abbreviations
4. Identify clinical procedures that pertain to ophthalmology.
Lesson 17.3: Ear Anatomy, Physiology, Terminology, Pathology, Clinical Procedures,
Abbreviations, and Eye and Ear Practical Applications
5. Identify locations and functions of the major parts of the ear.
6. Name the combining forms, prefixes, and suffixes most commonly used to describe these organs and
their parts.
CHAPTER TEACHING FOCUS
• Students will have the opportunity to learn the anatomy and physiology of two key sense organs: the
eye and the ear.
Chapter 17: Sense Organs: The Eye and the Ear 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.
Supply the term to complete the following:
1. Region at the back of the eye where the retina meets the optic nerve is _______________________
2. The normal adjustment of the lens to bring an object into focus is ____________________________
Chapter 17: Sense Organs: The Eye and the Ear 3
TEACH Lesson Plan
CHAPTER PRETEST ANSWERS
1) Optic disc (disk)
p. 700
2) accommodation
p. 699
Chapter 17: Sense Organs: The Eye and the Ear 4
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 17.1: Eye Anatomy, Physiology, Terminology, and
Pathology
INSTRUCTOR PREPARATION
Textbook Objectives Covered
1. Identify locations and functions of the major parts of the eye.
3. Describe the abnormal conditions that may affect the eye.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
• computer
• projector
Chapter 17: Sense Organs: The Eye and the Ear 5
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 17.1: Eye Anatomy, Physiology, Terminology, and
Pathology
STUDENT PREPARATION (2 hrs)
OBJ
1-3
READ – Textbook (pp. 697-748)
ANSWER – Textbook
• Terminology—The Eye (pp. 704-708)
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
▪ Concentration
▪ Medical Mix
▪ Million Dollar Pyramid
▪ Termbusters
▪ Wheel of Terminology
o Mosby’s Medical Terminology Flashcards
o Glossary
Chapter 17: Sense Organs: The Eye and the Ear 6
ASSESS
• Evolve Student Resources
o Student Quizzes
WATCH
Chapter 17: Sense Organs: The Eye and the Ear 7
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 17.1: Eye Anatomy, Physiology, Terminology, and
Pathology
LECTURE OUTLINE (20 min)
OBJ
1-3
SLIDES 5-43 (pp. 697-748)
• Identifies locations and functions of the major parts of the eye.
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 (10 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Discuss pathological conditions of the eye. Which are age-related conditions? What are
potential treatments?
• Appropriate Settings: Traditional classroom, flipped classroom
1-3
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
1-3
PRACTICE (30 min)
• Have students label a blank diagram themselves. After reviewing the labeling of the
structures, ask them to save the diagrams to label with the appropriate combining
forms.
• Pass out copies of various articles from ophthalmology journals to students. Ask
1-3
PLAY (20 min)
• Divide the class into two competing teams. Show a transparency or PowerPoint slide of
the eye and then the ear. Call out a number and ask students to name the unlabeled
part. Award a point to the first team to answer correctly.
• Appropriate Settings: Traditional classroom, flipped classroom
Chapter 17: Sense Organs: The Eye and the Ear 8
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Claude Monet was an artist who was known for his impressionist paintings. Later in life, the
choices of colors in his paintings changed. These color choices were the result of a visual
disorder. What is the visual disorder and why did it affect his choice of colors?
Chapter 17: Sense Organs: The Eye and the Ear 9
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 17.2: Eye Clinical Procedures and Abbreviations
INSTRUCTOR PREPARATION
Textbook Objectives Covered
4. Identify clinical procedures that pertain to ophthalmology.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
Chapter 17: Sense Organs: The Eye and the Ear 10
TEACH Lesson Plan
LEONARD: Quick and Easy Medical Terminology, 8th Edition
Classroom Preparation
Lesson 17.2: Eye Clinical Procedures and Abbreviations
STUDENT PREPARATION (4 hrs)
OBJ
4
READ – Textbook (pp. 697-748)
ANSWER – Textbook
• Terminology—The Eye (pp. 704-708)
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 Games
▪ Concentration
▪ Medical Mix
▪ Million Dollar Pyramid
▪ Termbusters
ASSESS
Chapter 17: Sense Organs: The Eye and the Ear 11
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
• Evolve Student Resources
o Student Quizzes
WATCH
APPLY
• Medical Terminology Online with Adaptive Learning, Module 17
Chapter 17: Sense Organs: The Eye and the Ear 12
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 17.2: Eye Clinical Procedures and Abbreviations
LECTURE OUTLINE (20 min)
OBJ
4
SLIDES 44-55 (pp. 697–748)
• Identifies clinical procedures that pertain to ophthalmology.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
• Appropriate Settings: Traditional classroom, flipped classroom
DISCUSS (20 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
PLAY (30 min)
• Divide the students into several teams. Provide each team with unique bingo cards
featuring a grid of nine random terms related to the eye. Pick and read aloud definitions
for the terms in the section at random, and have students mark the corresponding
• Appropriate Settings: Traditional classroom, flipped classroom
ANALYZE (20 min)
• Obtain a Snellen eye chart for visual acuity. Have students perform the eye test on
each other. For those with corrective lenses, determine the ratio with and without
glasses. Have students analyze the findings in various ways, such as finding the
RESEARCH
• Have students research the procedures currently approved by the U.S. Food and Drug
Administration (FDA) for correction of refractive disorders. Post the report and
comment on each other’s findings.
• Appropriate Settings: Traditional classroom, flipped classroom
Chapter 17: Sense Organs: The Eye and the Ear 13
CRITICAL THINKING QUESTION
Roberta is considering laser surgery for her eyes. She has worn corrective lenses for years, with
contact lenses for the past 7 years. What kinds of questions should she ask her doctor?
Chapter 17: Sense Organs: The Eye and the Ear 14
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 17.3: Ear Anatomy, Physiology, Terminology,
Pathology, Clinical Procedures, Abbreviations, and Eye and
Ear Practical Applications
INSTRUCTOR PREPARATION
Textbook Objectives Covered
5. Identify locations and functions of the major parts of the ear.
6. Name the combining forms, prefixes, and suffixes most commonly used to describe these organs and
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
• Select class activities and assignments.
Materials and Supplies
Chapter 17: Sense Organs: The Eye and the Ear 15
TEACH Lesson Plan
LEONARD: Quick and Easy Medical Terminology, 8th Edition
Classroom Preparation
Lesson 17.3: Ear Anatomy, Physiology, Terminology,
Pathology, Clinical Procedures, Abbreviations, and Eye and
Ear Practical Applications
STUDENT PREPARATION (4 hrs)
OBJ
5-9
READ – Textbook (pp. 697-748)
ANSWER – Textbook
• Terminology—The Eye (pp. 704-708)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
▪ Medical Matching
▪ Medical Spelling Bee
▪ Chapter Challenge
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
▪ Sense Organs
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
o Word Parts Glossary
ASSESS
• Evolve Student Resources
o Student Quizzes
WATCH
Chapter 17: Sense Organs: The Eye and the Ear 17
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 17.3: Ear Anatomy, Physiology, Terminology,
Pathology, Clinical Procedures, Abbreviations, and Eye and
Ear Practical Applications
LECTURE OUTLINE (20 min)
OBJ
5-9
SLIDES 56-106 (pp. 697-748)
• Identifies locations and functions of the major parts of the ear.
• Names the combining forms, prefixes, and suffixes most commonly used to describe
LEARNING ACTIVITIES (choose one or more to equal 30 min)
• Discuss the key parts of the ear and their functions. Note the pathway that sound
DISCUSS (30 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Discuss the pathological conditions that may affect the ear, and describe their
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
PRACTICE (30 min)
• Pass out copies of the diagram for the ear and ask students to label them with the
correct terms. Use them in the next segment to include the combining forms.
CREATE (10 min)
• Have students choose partners and create flash cards for the key terminology in this
section. Have the students quiz each other on the terms.
• Appropriate Settings: Traditional classroom, flipped classroom
PLAY (20 min)
• Play a telephone game. Assign several students to represent the parts of the ear and
brain portrayed in Figure 17-22. Write down a brief message and then verbally tell it
only to the student representing the pinna. Ask this student to tell the message only to
Chapter 17: Sense Organs: The Eye and the Ear 18
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
PRESENT (20 min)
• Ask students to find examples of audiograms for various types of hearing disorders.
Have them share their findings with the class.
Chapter 17: Sense Organs: The Eye and the Ear 19
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Abnormalities of sensation can result from disease or dysfunction in the receptors for sensation
or along the pathway that sends the signals from the receptors to specific areas of the brain. The
abnormality can also be the result of brain abnormalities with no reported problems in the areas
of reception or transmission. What is the correct terminology to use to describe these different
types of abnormalities as they pertain to the sense of hearing? Give an example of each.
Discussion Guidelines: Nerve deafness, also called sensorineural hearing loss, results from
Chapter 17: Sense Organs: The Eye and the Ear 20
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Assessments
Chapter 17: Sense Organs: The Eye and the Ear
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
All
Test Bank
• Create a 50-question test using Exam View or Word.
Textbook
• Exercises (pp. 730-738)
Medical Terminology Online with Adaptive Learning