Medical Terminology Urinary SystemPT116 Unit 5 Assignment

Medical Terminology: Urinary System
PT116 Unit 5 Assignment
Combining Forms
Meaning
azot/o
bacteri/o
cyst/o
glomerul/o
glycos/o
keton/o
lith/o
meat/o
nephr/o
noct/i
olig/o
protein/o
pyel/o
ren/o

ur/o, urin/o
ureter/o
urethr/o
Suffixes
Meaning
–lith
–lithiasis
–ptosis
–tripsy
–uria
Word Building
Build a term that means:
Meaning
excision of the bladder
bladder pain
surgical crushing of a stone
kidney softening
kidney tumor
kidney disease

ureter stone
narrowing of the urethra
condition of sugar in the urine
condition of pus in the urine
Multiple Choice
Highlight or bold the correct answer.
1. Excision of a kidney is called
a. nephrectomy.
b. nephropexy.
c. nephrotomy.
d. renectomy.
2. A distention of the renal pelvis due to urine collecting in the
kidney, often the result of obstruction, is
a. nephrolithiasis.
b. hydronephrosis.
c. cystocele.
d. pyelonephritis.
3. In nephromegaly there is
a. an enlargement in the kidney.

b. a stone present in the kidney.
c. an inflammation of the kidney.
d. a prolapse of the kidney.
4. The abbreviation UTI stands for
a. urethral toxic infection.
b. ureter total inflammation.
c. urinary tract incontinence.
d. urinary tract infection.
5. The medical term for abnormal kidney condition is
a. nephroptosis.
b. nephrosis.
c. nephromalacia.
d. nephritis.
6. The act of voiding urine is called
a. nocturia.
b. micturition.
c. oliguria.
d. urodynia.
7. What is inflammation of the bladder called?

a. nephritis.
b. urinary tract infection.
c. cystitis.
d. pyelitis.
8. What is the medical term for ureteral narrowing?
a. ureterostenosis.
b. ureterolysis.
c. ureterosclerosis.
d. urethrostenosis.
Matching
Match the following:
Match/Answer
Choice
calculus
a. Protrusion of bladder into vaginal wall
b. Urinalysis
c. Decrease in the force of the urine stream
d. A flat abdomen X-ray
e. Commonly seen in children
f. Medication to increase urine volume

g. Involuntary discharge of urine
h. Artificial filtering waste from blood
i. May be caused by spinal cord injury
j. Treatment for kidney stones
k. X-ray of renal pelvis
l. Stone
m. Implantation of a donor kidney
n. Accumulation of urine in renal pelvis
o. Test that grows bacteria in a culture medium
p. Collects uncontaminated urine for testing
q. Feeling need to urinate immediately
r. Blood in the urine
s. Medication to treat bacterial infection
t. Floating kidney
u. Insertion of a flexible tube into the bladder
v. Another term for urination
w. Blood test for kidney function
x. Visual exam of the bladder

y. Inability of the kidneys to filter waste
urgency
enuresis
micturition
hesitancy
hydronephrosis
nephroptosis
cystocele
renal failure
Wilm’s tumor
neurogenic bladder
hematuria

BUN
U/A
IVP
urine C&S
kidneys, ureter, bladder
cystoscopy
catheterization
hemodialysis
ESWL
renal transplant
clean catch specimen
antibiotic

diuretic
Page| 1
TOURO COLLEGE
Graduate School of Education
M.S. in Education and Special Education, Early Childhood (B-
Grade2)
EDDN 625 The Education of Young Children: Principles &
Methods
Assignment 4 – Primary Reflection Template
Teacher Name:
UNIT OF STUDY TOPIC:
FOCUS QUESTION:
OBJECTIVES:
FOCUS STANDARDS:
REFLECTION:

DEVELOPMENTALLY APPROPRIATE PRACTICE
APPROPRIATE LEARNING EXPERIENCES
Reflect on how the learning activities within your lesson plans
are developmentally appropriate for your selected age
group.Write at least two paragraphs supporting your choices
using at least 2 references from readings (articles, textbook,
website, etc.) throughout this course.
ASSESSMENT
What types of assessment did you include in your lesson
plan(s), e.g., work samples, observations, etc.? What was the
purpose for the assessment(s) that you identified? What did you
want to find out about your students? Write at least two
paragraphs supporting your choices using at least 2 references
from readings (articles, textbook, website, etc.) throughout this
course.
INDIVIDUALIZED PLANNING
Reflect on how you individually planned for all learners,
including children with special needs or children whose home
language is a language other than English. Identify three
strategies you used to support these learners in your lesson
plan(s). Write at least two paragraphs supporting your choices

FAMILY INVOLVEMENT
Reflect on how you will build effective partnerships with
families throughout your unit of study. Identify three strategies
you will use to communicate and involve them in meaningful
ways. Write at least two paragraphs supporting your choices
PROTOCOL PRESENTATION AND REFLECTION
Reflect on feedback provided during your protocol presentation.
How might you incorporate this feedback into your lessons for
future planning. Be specific about the feedback and how you
will incorporate it in a concrete way in your lessons to support
your students. Why do you think these modifications will
support learners?
Lesson Plan Template and Rubric
Note: The italicized questions are there to guide your planning.
Delete all of the writingin italics as you complete each section.
Note: All words and phrases in RED can be found in the

Glossary.
Grade Level:Subject:Number of Students: Date:
Instructional Location:
Lesson Goals
Lesson Title:
Central Focus of Lesson:
What is the important understanding and core concept(s) that
you want students to develop within the lesson? The central
focus should go beyond a list of facts and skills, align with
content standards and learning objectives, and address the
subject-specific components in the learning segment.
State Standard(s) Addressed:
What State Learning Standards will be addressed during the
lesson? (include the standard’s number, text, and link)
Lesson Objectives and Language Demands
Content/Skill Objectives:
What will the students know and be able to do by the end of the
lesson? (use observable language with measurable verbs)
Language Demands:
What language (syntax and discourse) skills will students be
expected to utilize when demonstrating their understanding and
skills related to the lesson objectives?
Key Vocabulary:
Resources and Materials
Resources:
What books, handouts, digital resources, guest experts, library,
field trip locations, etc. will you use?

Materials:
What materials will be needed (worksheets, games, projector,
Smartboard, paper, pencils, art supplies, cards, post-its, etc.)
Sources:
If ideas in this lesson were based on work from others,
acknowledge your sources here.
NOTE: Attach and/or embed any relevant handouts, activities,
templates, PPT slides, etc. that are referenced and utilized in
this lesson.
Prior Academic Learning and Prerequisite Skills
Prior Academic Learning and Prerequisite Skills:
What prior knowledge and skills do students need to build upon
in order to be successful in this lesson?
Misconceptions:
What are common misconceptions regarding the concepts
addressed in this lesson?
Lesson Plan Details
Write a detailed outline of your lesson, includinginstructional
strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline
should be detailed enough that another teacher could understand
it well enough to use it. Include what you will do as a teacher
and what your students will be doing during each lesson phase.
Include a few key time guidelines. Note: The italicized
statements and scaffolding questions are meant to guide your
thinking and planning. You do not need to answer them

explicitly or address each one in your plan. Delete them before
typing your lesson outline.
Beginning the Lesson/Introduction
Minutes [ ]
How will you pique interest and/or curiosity regarding today’s
topic?
How will you activate and build on prior knowledge and
experiences related to the topic?
How will you set a purpose and help students learn why today’s
lesson is important to them as readers/writers/learners?
What Teacher Will Do:
What Students Will Do:
Introducing New Content/Skills
Minutes [ ]
How will you introduce and explain the new information or
skills so that students will understand both the how and the
why?
Guided Practice
Minutes [ ]
How will students be supported as they practice the new skill or
interact with the new content?
Formative Assessment: [see the Assessment Guide below for
further assistance]
How will you monitor learning/check for understanding during
these activities?

Independent Practice
Minutes [ ]
How will students practice the new skill or interact with the
new content independently?
Formative Assessment: [see the Assessment Guide below for
further assistance]
How will you monitor learning/check for understanding during
these activities?
Closing the Lesson
Minutes [ ]
How will you restate, clarify key concepts, extend ideas, check
for understanding?
How will you engage students in reflection on how the
content/skills learned today can be used as
readers/writers/learners?
Summative Assessment: [see the Assessment Guide below for
further assistance]
How will students share or demonstrate the extent to which they
met the lesson’s learning objectives?

Extension
How could you extend this lesson if time permits?
What specific extension activity might the students do after this
lesson to continue to practice the content and skills?
What will you do to further support those who did not meet
learning objectives?
Accommodations/Differentiation
Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special
needs or accommodate students’ special needs or IEP
requirements?
English Learners:
What will you do to support students whose first language is not
English?
Lesson Rationale/Justification
Principles of Research/Theory on Learning and Teaching:
Upon what research (evidence-based practices) and/or theories
of learning and teaching did you base this lesson plan?
Assessment Guide: Formative/Summative Assessment
(Evidence) of Student Learning
How will you know whether students are making progress
toward the lesson goals and how will you assess the extent to
which they have met the goals? Use the chart below to describe
and justify at least two assessment strategies you will use in

your lesson. Note: Formative Assessment is done during the
lesson and may be formal or informal, while Summative
Assessment is done at the end and is usually formal.
Assessment Strategy #1: Describe assessment strategy here.
Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson
goals. Which learning objective(s) is it assessing?
Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of
student understanding of the concepts or demonstration of
skills.
Feedback to Students:
Describe how you will provide feedback to students to guide
their further learning.
Assessment Strategy #2: Describe assessment strategy here.
Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson
goals. Which learning objective(s) is it assessing?
Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of
student understanding of the concepts or demonstration of
skills.
Feedback to Students:
Describe how you will provide feedback to students to guide
their further learning.

Note: Add more assessment strategy boxes here if needed.
Glossary [excerpted from edTPA handbooks]
Assessment (formal and informal): All activities undertaken by
teachers and by their students that provide information to be
used as feedback to modify teaching and learning activities.
Assessments provide evidence of students’ prior knowledge,
thinking, or learning in order to evaluate what students
understand and how they are thinking. Informal assessments
may include, for example, student questions and responses
during instruction and teacher observations of students as they
work or perform. Formal assessments may include, for example,
quizzes, homework assignments, journals, projects, and
performance tasks.
Central Focus: A description of the important understandings
and core concepts that you want students to develop within the
learning segment. The central focus should go beyond a list of
facts and skills, align with content standards and learning
objectives, and address the subject-specific components in the
lesson.  
Discourse: Discourse includes the structures of written and oral
language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Discipline-specific
discourse has distinctive features or ways of structuring oral or
written language (text structures) that provide useful ways for
the content to be communicated. In the language arts and
literacy, there are structures for composing, interpreting, and
comprehending expository, narrative, poetic, journalistic, and
graphic print materials as well as video and live presentations.
Language Demands: Specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to
participate in learning tasks through reading, writing, listening,

and/or speaking to demonstr ate their disciplinary understanding.
Misconceptions: For literacy, includes confusion about a
strategy or skill (e.g., misunderstanding about text purpose and
structure, application of a skill, or multiple meaning words).
For mathematics, a misconception stems from an erroneous
framework about mathematical relationships or concepts,
sometimes based on informal generalizations from experience.
For example, a student may believe that multiplying two
numbers always results in a larger number than either of the
numbers being multiplied. This misconception is likely to cause
difficulty when learning to multiply fractions.  
Planned supports: Instructional strategies, learning tasks and
materials, and other resources deliberately designed to facilitate
student learning of the central focus.  
Prior Academic Learning and Prerequisite Skills: Includes
students’ content knowledge and skills as well as academic
experiences developed prior to the learning segment.  
Syntax: The set of conventions for organizing symbols, words,
and phrases together into structures (e.g., sentences, graphs,
tables).
Lesson Plan Rubric
Lesson Plan Criteria:
3
Proficient
2
Developing
1
Emergent
Points Earned and Comments:
Central Focus
Plan includes all of these:

· Describes important understandings and core concepts.
· Goes beyond list of facts and skills.
· Aligns with content standards and learning objectives.
· Addresses the subject-specific components in the lesson.
Plan includes three of these:
Plan includes two of these:
State Learning Standards
· Standard(s) number(s)
· Standard(s) text
· Link to Standard(s)
· Standard(s) text
Plan includes one of these:
· Standard(s) text
Lesson Objectives
· What students should know
· What students should do
· Observable language, measurable verbs

Plan includes onel of these:
Language Demands
· Syntax skills identified and related to the lesson objectives
· Discourse skills identified and related to the lesson objectives
· Key vocabulary
· Key vocabulary
Key vocabulary
Resources and Materials
Plan includes all of the following:
· Resources
· Materials
· Sources
· All relevant handouts, templates, slides are attached
Plan includes three of the following:
· Resources
· Materials
· Sources
Plan includes two of the following:

· Resources
· Materials
· Sources
Prior Academic Learning and Prerequisite Skills
Plan includes both of these:
· Description of prior academic learning and prerequisite skills
· Description of common misconceptions regarding concepts
addressed in the lesson
· Description of prior academic learning and prerequisite skills
· Description of common misconceptions regarding concepts
addressed in the lesson
Plan names prior learning, prerequisite skills, and common
misconceptions, but does not describe them
Beginning the Lesson
Plan explains all of these:
· How prior knowledge, interest, and purpose will be activated
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains three of these:
· Timing (Minutes)
Plan explains two of these:
· Timing (Minutes)
·
Introducing New Content/

Skills
Plan explains all of these::
· How students will encounter new information or skills
· Timing (Minutes)
· Timing (Minutes)
· Timing (Minutes)
Guided Practice
· How students will be supported as they practice skills or
interact with new content
· Timing (Minutes)
· Timing (Minutes)
· Timing (Minutes)

Independent Practice
· How students will practice skills or interact with new content
independently
· Timing (Minutes)
· Timing (Minutes)
· Timing (Minutes)
Formative Assessment
Plan explains how teacher will monitor learning/check for
understanding during three of these:
· Beginning the Lesson
· Introducing New Content
· Guided Practice
· Independent Practice
understanding during two of these:
· Guided Practice
understanding during oneof these:

· Guided Practice
Summative Assessment
· How students will demonstrate the extent to which they met
learning objectives
· Timing (Minutes)
learning objectives
· Timing (Minutes)
learning objectives
· Timing (Minutes)
Closing / Extending the Lesson
Plan explains both of these:
· Specific extension activity
· Further support for students who did not meet learning
objectives
Plan explains one of these:
· Specific extension activity
· Further support for students who did not meet learning
objectives
Extension activities and further support are mentioned, but not
explained.

Special Needs / English Learners
Plan explains both of these:
· How special learning needs will be addressed
· How English Learners will be supported
Plan explains one of these:
· How special learning needs will be addressed
· How English Learners will be supported
Support for special needs and English Learners are mentioned,
but not explained.
Lesson Rationale
Plan includes three relevant research-based principles of
learning and teaching, and their sources
Plan includes two relevant research-based principles of learning
and teaching, and their sources
Plan includes one relevant research-based principle of learning
and teaching, and its source
TOTAL:____/45
1

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