Lesson Plans

Lesson P lan
INSTRUCTOR RESOURCES
Please refer to the Instructor Resource Guide for this course.
RESOURCES
• Integrated Anatomy and Physiology Text: bluedoor’s Integrated Anatomy and Physiology:
Intermediate 1st Edition, by Frucht, S. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapters
1–18
• Instructor Resource Guide: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st Edition,
by Frucht, S. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapters 1–18
• Student Activities: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st Edition, by
Frucht, S. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapters 1–18
• PowerPoint: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st Edition, by Frucht, S.
© 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapters 1–18
• Practical Assessment Review (PAR) Testbank. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X.
Chapters 1–18
• Digital Library

WEK 1
Distribute and discuss the syllabus, which includes the student learning objectives, and any other
material the students need at the beginning of the course. Allow time for students to ask questions
and for the instructor to make clarifications.
Quizzes and examinations may be administered on a weekly basis. A useful teaching strategy is
to give a cumulative assessment exam on the first day of this course that will be repeated at the
end of the course to assess and measure cognitive and didactic skills. It is suggested that the final
examination be cumulative to accurately assess student progress.
Focus on addressing the following objectives this week:
All living things are composed of cells. The realization of what a cell is began with Robert Hooke in
the 17th century. Hooke viewed cork through a microscope that he invented. The rectangular units
that he observed reminded him of the small bedrooms of monks living in a monastery. For this
reason, Hooke named what he viewed in the microscopes cells.
The cells in your body come in all shapes and sizes. Each type is designed to perform a specific
function. But no matter their shape or function, each has three common characteristics:
1. The outer boundary of the cell is the plasma membrane.
2. All cells store genetic information in the form of deoxyribonucleic acid (DNA).
3. Everything inside the plasma membrane that is not DNA or nucleus is cytoplasm.
Cell Structure Review
• All living things are composed of cells. No matter the shape or function of a cell, each has a
plasma membrane, deoxyribonucleic acid (DNA), and cytoplasm.
• The plasma membrane is the outer boundary of the cell.
• DNA stores genetic information inside the cell’s nucleus.
• The cytoplasm consists of everything between the plasma membrane and the nucleus.
Topics
This week’s topics include the following Learning Objectives:
• Describe the levels of organization of the body
• Identify the structure and function of the cell organelles
• Recognize the structures of the plasma
• Define diffusion and osmosis
• Explain hypertonic, hypotonic and isotonic solutions and predict changes in living cells placed in
a hypertonic, hypotonic, or isotonic solution
• Outline the cell cycle and the stages of mitosis
• Define chapter key terms
2 I n t e g r a t e d A n a t o m y a n d P h y s i o l o g y

Teaching Strategies
The following may be helpful in the delivery of material that needs to be presented to address this
week’s learning objectives:
• Instructor Resource Guide: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st Edition,
by Frucht, S. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapter 1
• Student Activities: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st Edition, by Frucht,
S. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapter 1
• PowerPoint: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st Edition, by Frucht, S.
© 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapter 1
L e s s o n P l a n s 3
• Identify learning styles of your students with a learning styles quiz
• Understanding how your students learn will enable you optimize your instructional
effectiveness
• Review “Organization of the Body and Cells” pages 1–14
• Review and discuss the learning objectives for this chapter
• Review and discuss chapter highlights
• Review and discuss chapter summary
• Identify where each learning objective is addressed
• Simple in-class experiments and procedure (osmosis)
• Fill two glasses with water. In one glass, add 2–3 tablespoons of salt and stir. Slice a potato
into French-fry-size pieces and add to both glasses. Make your observation on these pieces,
paying attention to color, flexibility changes, smell etc. and discuss the results as a group.
• Observe and discuss the process and what changes are anticipated based on earlier learning.
Dunk pieces into other solutions and discuss potential results. Let the pieces stand overnight
and reevaluate, if possible. Remove the potatoes and place flat for observation and discuss the
changes to the potato as well as the water.
• EXPERIMENT FURTHER
• Does this process of osmosis work with other pieces of fruit and vegetables? Does
temperature make a difference?
• Diffusion experiments can be done with tea bags, hot water and cold water observation, and
sugar cubes in water.
• Identify and discuss the importance of key terms and their value in the course as a building block
to academic success in the health science world.
• Recommend that students write down each key term and the definition to create a key terms
portfolio to build upon through the course and its entirety.

• Utilize the additional resources provided by the publisher.
• PPT for chapter one “Organization of the Body and Cells”
Learning Activities
The following will be useful to support the information for this week’s reading and discussion.
• Crossword Puzzle
• Quiz
• Word Search
• Labeling Activity “The Cell”
• Coloring Activity 1
• Experiment 1: Preparing a Wet Mount
• Plasma Membrane
• Concept Map 2
• Experiment 2: Simple Diffusion
• Experiment 3: Osmosis
Learning directional terms: Use poster boards cut out for horizontal plane, frontal plane, and
transverse planes.
Have students build a person out of clay and divide them to illustrate the different planes.
Homework
Assign homework in accordance to the pace of the individual class.
Students should read Chapter Two “Tissues” in advance of week two class. Advanced reading will
enable the student to be better prepared for classroom discussions and questions.
WEK 2
Any of the Learning Objectives that were not completed in week one can be extended into week two.
Finishing up cell projects and presentations can be completed the first day of week two as well.
Quizzes and examinations may be administered on a weekly basis.
Chapter two “Tissues” pages 15–38 is the focus for week two.

Focus on the following objectives this week:
Recall that the organization of the body is:
• different organelles group together to form a cell.
• similar cells group together to form a type of tissue.
• different types of tissues associate with each other to form an organ.
• organs interact with each other to form a system.
Topics
• Define tissue
• List, describe, and identify the different types of epithelial tissue
• List, describe, and identify the different types of connective tissue
• List, describe, and identify the different types of muscular tissue
• Describe and identify the structures of nervous tissue
Teaching Strategies
• Instructor Resource Guide: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st
Edition, by Frucht, S. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapter 2
Frucht, S. © 2014. bluedoor, LLC. ISBN XXX-X-XXXX-XXXX-X. Chapter 2
• PowerPoint: bluedoor’s Integrated Anatomy and Physiology: Intermediate 1st Edition, by Frucht,
Review Tissues
Reinforce why cell shapes are different and therefore the tissue’s structure is different based on the
functionality of the tissue that creates the organ that in turn creates the system that eventually
creates a specific function in the body.

Staining Cells-Introduction Experiment
Many samples, particularly cells, can appear quite transparent under the microscope. The internal
parts of the cells, the organelles, are so transparent that they are often difficult to see. Biologists have
developed a number of stains that help them see the cells and their organelles by adding color to
their transparent parts.
While many biological stains are for advanced study only, there are some that are easy to obtain
and use. Some readily available stains include food coloring, iodine, malachite green (ick fish cure),
and methylene blue. Food coloring can be found at a grocery store, and iodine can be found at a
pharmacy. The last two stains, malachite green and methylene blue, can be purchased at aquarium
shops.
Interestingly, certain stains color certain parts of a cell. Scientists choose specific stains when they
want to look at a particular part of a cell. You can experiment with the stains listed above to see
which parts of the cell each one colors.
Warning
Stains not only add color to cells, but also hands, clothes, and nearly everything else. Prepare your
work area first with layers of newspaper and use with caution.
Challenge
Stain cells and compare to unstained cells. Tools and materials include a microscope, eyedropper,
2 flat slides, 2 cover slips, toothpick, cheek cells, stain (food coloring, iodine, malachite green, or
methylene blue), paper towel, water, pencil, paper, and eraser.
• Identify and discuss the importance of key terms and their value in the course as a building block
to academic success in the health science world.
• Recommend that students write down each key term and the definition to create a key terms
portfolio to build upon through the course and its entirety.
• Utilize the additional resources provided by the publisher.
• PPT for chapter two “Tissues”
Learning Activities
• Concept Map
• Critical Thinking: Building Organs
• Word Search
• Coloring Activity
• Labeling Activity
• Key Term Matching
• Quiz

Homework
Students should read Chapter Three “Organs, Systems, and the Body” in advance of week three
class. Advanced reading will enable the student to be better prepared for classroom discussions and
questions.
WEK 3
Any of the Learning Objectives that were not completed in week two can be extended into week
three.
Chapter three “Organs, Systems, and the Body” pages 40–55 is the focus for week three.
The final levels of organization of the body are organs, systems, and the whole body. Now that you
have studied the structure and function of a cell, its organelles, and the different types of tissues in
the body, you are ready to learn about the whole body. This includes body regions, directional terms,
body cavities, and serous membranes; how to divide the abdominopelvic cavity into regions; and the
function and organs of the body systems.
Topics
• Describe the anatomical position
• Recognize the three planes of the body
• Correctly use directional terms
• Identify the regions of the body
• Identify the cavities of the body and the organs each contains
• Name and locate the serous membranes
• List the different regions of the abdominopelvic cavity and the organs each contains
• Place the organs of the body into the correct system and state the main function of each system
Teaching Strategies

Review Organs, Systems, and the Body
Using figures as guides, stand up and turn to the person next to you. Have the person stand in the
anatomical position and use your hands to indicate where each plane is located.
Pay particular attention to:
• Figure 3.2 Planes and sections of the body.
• Figure 3.3 Directional terms.
• Figure 3.6 The closed cavities of the body, anterior views.
• Figure 3.8 Clinical divisions of the abdominopelvic cavity.
• Figure 3.9 Anatomical divisions of the abdominopelvic cavity. (These are common figures on
licensing and certification exams in the healthcare field.)
• PPT for chapter three “Organs, Systems, and the Body”
Learning Activities
• Word Search
• Concept Map
• Quiz
• Critical Thinking
Homework
Students should read Chapter Four “Integumentary System” in advance of week four class. Advanced
reading will enable the student to be better prepared for classroom discussions and questions.

WEK 4
Any of the Learning Objectives that were not completed in week three can be extended into week
four.
Chapter four “Integumentary System” pages 58–77 is the focus for week four.
The integumentary system consists of the skin (also called the integument or cutaneous membrane)
and its accessory organs: sweat glands, sebaceous glands, hair, sensory receptors, and nails. The
skin is not just the outer covering of the body; it is the largest organ of the body and performs many
vital functions, including:
• It is a two-way barrier protecting against invasion by pathogens, ultraviolet light damage, and
loss of body fluids, and physical trauma.
• It assists in regulating body temperature. Evaporation of sweat cools the body. Dilating
superficial blood vessels releases excess heat and constricting the same blood vessels conserves
heat. Adipose tissue of the hypodermis is thermal insulation.
• The many sensory receptors in the skin provide vital sensory information to the brain.
• It excretes waste products such as small amounts of salt, water, and organic waste.
• It synthesizes vitamin D, which is important for calcium metabolism.
• The hypodermis stores energy in its adipose tissue.
Topics
• List the functions of the skin
• Identify the layers of the skin
• Identify the layers of the epidermis
• Locate and describe the function of sebaceous glands and sweat glands
• Describe the functions of the sensory receptors of the skin
• Identify the structures of hair and nails
• Discuss common integumentary pathological conditions, diagnostic procedures, and treatment
procedures
Teaching Strategies

Review Integumentrary Systems
• PPT for chapter four “Integumentary System”
The integumentary system will be of particular interest to those students that may be exploring
a career field in the area of dermatology. This would be a good chapter to discuss the types of
pathology related to dermatology or the integumentary system, as well as the ability to identify
various degrees of burns that one might experience working in an emergency room setting.
Although many potential pathological conditions relating to the integumentary system have been
reduced or eliminated due to pediatric vaccinations and adult boosters, it is important to have the
ability to recognize the appearance of contagious pathological conditions such as measles, varicella,
shingles, and rubella to protect everyone in the healthcare environment.
Learning Activities
• Word Search
• Concept Map
• Quiz
• Experiment 1: Distribution of Eccrine Sweat Glands
• Experiment 2: Localization of Touch
• Critical Thinking 1: Burns
• Critical Thinking 2: Rule of Nines
Homework
Students should read Chapter Five “Skeletal System: Bones and Joints” in advance of week five class.
Advanced reading will enable the student to be better prepared for classroom discussions and
questions.

WEK 5
Any of the Learning Objectives that were not completed in week four can be extended into week five.
Chapter five “Skeletal System: Bones and Joints” pages 80–119 is the focus for week five.
The skeletal system consists of the bones and joints of the body. Although individual bones are
composed primarily of bone tissue, they also contain cartilage, nerves, and blood vessels, making
each bone an organ. Collectively, the bones of the body form the skeleton and the connection
points between two bones are the joints. The skeleton performs a variety of functions in the body. It
is the internal scaffolding that supports and protects underlying organs and tissue. It forms a system
of levers that skeletal muscles pull in order to produce movement. It is an active storehouse for
minerals such as calcium. Finally, the formation of all blood cells, called hematopoiesis [hemat/o =
blood; -poiesis = formation], occurs within bone marrow cavities. The adult skeleton consists of 206
bones. However, the fetal skeleton has more than 270 bones. The bones of the skull are not fused so
that they can move and compress as the baby passes through the birth canal.
Topics
• Classify bones by shape
• Identify the parts of a long bone
• Recognize the features of compact bone and spongy bone
• Differentiate between the axial and appendicular skeletons
• Identify the bones of the axial and appendicular skeleton
• Describe the differences between synarthroses, amphiarthroses, diarthroses, fibrous,
cartilaginous, and synovial joints
• Identify the parts of a synovial joint
• Describe the different types of synovial joints
• Recognize the different movements possible at a synovial joint
• Discuss common skeletal pathological conditions, diagnostic procedures, and treatment
procedures
Teaching Strategies

Review Skeletal System: Bones and Joints
• PPT for chapter five “Skeletal Systems: Bones and Joints”
The skeletal systems, containing 206 bones in a developed adult and more than 270 bones in a
developing fetus, can be overwhelming for both the instructor and the learner. An effective teaching
strategy for the skeletal system is to teach by “like types” or classifications. The upper extremities as
well as the lower extremities have similar (which become familiar) type bones. Humerus to femur;
ulna and radius to tibia and fibula; carpals, metacarpals, and phalanges to tarsals, metatarsals, and
phalanges; spine with the skull; skull and facial bones and so on.
Learning Activities
• Word Search
• Concept Map 1
• Concept Map 2
• Quiz
• Experiment: Bone Matrix Composition
• Critical Thinking: The Male and Female Pelvis
Homework
Students should read Chapter Six “Muscular System” in advance of week six class. Advanced reading
will enable the student to be better prepared for classroom discussions and questions.
WEK 6
Any of the Learning Objectives that were not completed in week five can be extended into week six.

(It is likely that it will take more than one week to complete the skeletal system.)
Chapter six “Muscular System” pages 122–148 is the focus for week six.
As you learned in the tissue chapter, muscular tissue is able to contract (shorten in length) to
produce all the different types of movement in the body. There are three distinct types of muscular,
or contractile, tissue in the body: skeletal muscle, cardiac muscle, and smooth muscle. Each type
produces a different type of movement. Skeletal muscle moves the skeleton, cardiac muscle moves
blood through the heart and blood vessels, and smooth muscle moves fluids and liquids through
tubes, such as blood vessels and airways, or contracts hollow organs such as the stomach or bladder.
This chapter will review the location, function, and general characteristics of all three types of
muscular tissue, but will then concentrate specifically on skeletal muscles. There are more than 600
skeletal muscles in the body. We will concentrate only on the most important of these. For ease of
study, they are grouped together by body region.
Topics
• Recognize the location, characteristics, and functions of the three types of muscle tissue
• Describe the organization of a skeletal muscle
• Describe the structure of a muscle fiber
• Describe the structure of the neuromuscular junction
• Describe the organization of a sarcomere and the changes that occur with contraction
• Recognize the stages of a graded muscle contraction
• Identify the major muscles of the skeletal muscular system
• Discuss common muscular pathological conditions, diagnostic procedures, and treatment
procedures
Teaching Strategies

Review Muscular System
• PPT for chapter six “Muscular System”
So you thought there were a lot of bones? The human body has more than 600 muscles. An effective
teaching strategy for muscles is to “chunk” them together like you did with the skeletal system. First
start with identifying the three categories: skeletal muscle, which connect to bones; cardiac muscle,
which forms the chambers of the heart; and smooth muscle, which forms the walls of hollow organs
such as the digestive tract.
Teaching the names of the skeletal muscles can be done in a similar way. Page 131 outlines how the
names of muscle originate by their location, size, shape, direction of fibers, number of origins, the
muscle action, and the origin insertion.
Learning Activities
• Labeling Activity 1
• Word Search
• Concept Map 1
• Concept Map 2
• Quiz
• Experiment: Muscle Twitch
• Critical Thinking 1: Myasthenia Gravis
• Critical Thinking 2: Naming Muscles
Homework
Students should read Chapter Seven “Nervous System” in advance of week seven class. Advanced
WEK 7
Any of the Learning Objectives that were not completed in week six can be extended into week
seven.

Chapter seven “Nervous System” pages 150–187 is the focus for week seven.
Reminder: Chapter 7 “Nervous System” has 37 pages to cover and contains 14 Learning Objectives.
The organs of the nervous system include the brain, spinal cord, cranial nerves, and spinal nerves.
The brain and spinal cord make up the central nervous system (CNS) and the cranial and spinal
nerves are the peripheral nervous system (PNS). Nerves carry sensory information from the
sensory receptors of the body to the CNS where that information is analyzed and responses are
initiated. Those responses, called motor commands, are then carried by nerves to effector organs,
the muscles, glands, and adipose tissue of the body.
Topics
• Classify neurons by structure
• Identify the parts of a neuron
• Explain how impulses are generated, conducted, and cross a synapse
• Describe the location and function of neuroglia cells
• Describe the structures and general functions of the regions of the brain
• Identify the structures of the spinal cord
• Identify the layers of the meninges and how cerebrospinal fluid flows
• Describe the structure of a nerve
• List the cranial nerves and give the general function of each
• Recognize the major spinal nerves
• Distinguish between the sympathetic and parasympathetic branches of the ANS
• Explain how a reflex arc works
• Discuss common nervous system pathological conditions, diagnostic procedures, and treatment
procedures
Teaching Strategies

Review Nervous System
• PPT for chapter seven “Nervous System”
Learning Activities
• Word Search
• Concept Map 1
• Concept Map 2
• Quiz
• Experiment 1: Somatic Spinal Reflexes
• Experiment 2: Somatic Cranial Reflexes
• Experiment 3: Autonomic Cranial Reflexes
• Experiment 4: Reaction Time
• Critical Thinking: Spinal Nerve Damage
Homework
Students should read Chapter Eight “Special Senses” in advance of week eight class. Advanced
WEK 8
Any of the Learning Objectives that were not completed in week seven can be extended into week
eight.

Chapter eight “Special Senses” pages 189–220 is the focus for week eight.
The sensory systems of the body are responsible for providing the brain with vital information
regarding what is going on in both the external environment and internal environment. There are
two sensory systems, the general senses and the special senses. The general senses, such as touch,
pressure, vibration, stretch, pain, and temperature, were studied with the skin as the majority of
these sensory receptors are located in the dermis. However, it is important to note that there are
many general senses throughout the body, especially pain and stretch. This chapter will focus on the
special senses, which includes vision, hearing, equilibrium, taste, and smell.
Topics
• Classify sensory receptors by type of stimulus
• List the sensory receptors and organs associated with the special senses
• Identify the structures of the eye and its accessory organs
• Describe the pathway of light
• Define the characteristics of vision
• Identify the structures of the ear
• Describe the inner ear structures specifically related to hearing and equilibrium
• Identify the structures of the tongue
• Identify the structures of the nasal cavity
• Discuss common eye and ear conditions, diagnostic procedures, and treatment procedures
Teaching Strategies
Review Special Senses

• PPT for chapter eight “Special Senses”
General senses and special senses are responsible for providing the brain with vital information
regarding what is going on with both the external and internal environment. As humans we don’t
take advantage of the senses that we have compared to wildlife animals and domestic animals that
rely on their senses for survival.
Learning Activities
• Word Search
• Concept Map
• Quiz
• Experiment 1: Visual Tests
• Experiment 2: Auditory Tests
• Experiment 3: Equilibrium Testing
• Experiment 4: Relationship Between Smell and Taste
• Critical Thinking: The Sense of Hearing: Sound Production
Homework
Students should read Chapter Nine “Endocrine System” in advance of week nine class. Advanced

WEK 9
Any of the Learning Objectives that were not completed in week eight can be extended into week
nine.
Chapter nine “Endocrine System” pages 221–241 is the focus for week nine.
Hormones are very powerful chemicals capable of altering the activity of organs. Therefore, the level
of hormones released into the bloodstream must be carefully monitored to match the body’s needs.
If the gland secretes too much hormone, called hyper secretion, then the target will overreact. On
the other hand, if the gland secretes too little hormone, called hypo secretion, the target will not be
active enough. Negative feedback loops are utilized to adjust the secretion of endocrine glands.
Topics
• Locate the endocrine glands
• Define the three types of regulation for endocrine gland activity
• Describe how negative feedback loops regulate hormone secretion
• List the hormones secreted by each gland plus their targets and actions
• Recognize common endocrine system pathological conditions, diagnostic procedures, and
treatment procedures
• Define chapter Key Terms
Teaching Strategies
Review Endocrine System

• PPT for chapter nine “Endocrine System”
Reminder: Chapter 9 “Endocrine System” is 20 pages long and includes many figures and tables
within the body of the text. You may get through this chapter rather quickly. Use the opportunity
to enhance review for the final or midterm of the first nine chapters of the text. The midterm or final
should be administered in week ten.
Learning Activities
• Word Search
• Concept Map
• Quiz
• Critical Thinking: Endocrine Pathologies
Homework
Students should read and review all nine chapters in preparation for a midterm or final examination.
questions.
WEK 10
Any of the Learning Objectives that were not completed in week nine can be extended into week
ten.
Chapter 10 “Cardiovascular System: Heart” pages 244–265 is the focus for week ten.
The cardiovascular system is designed to transport substances through the entire body, delivering
needed materials and removing waste products. It consists of a pump, the heart that contracts to
push blood through a series of tubes, the blood vessels.
The heart wall is composed of cardiac muscle fibers that contract to squeeze blood passing through
its four chambers. This creates the pressure necessary to push blood through all of the blood vessels
of the body. Arteries carry blood away from the heart, veins carry blood toward the heart, and
capillaries (organized into extensive networks called capillary beds) are the site of substance
exchange between the blood and the cells and tissues of the body.

The heart will be covered in Chapter 10 and blood and blood vessels will be addressed in Chapter 11.
Topics
• Recognize the heart’s location in the thoracic cavity
• Identify the great vessels, heart chambers, and heart valves
• Describe the layers of the heart wall
• Locate the arteries and veins of the coronary circulation and the area of the heart that each
serves
• Relate the order in which the stimulus to contract is conducted through the heart
• Recognize the parts of an ECG wave
• Discuss common cardiovascular pathological conditions, diagnostic procedures, and treatment
procedures
Teaching Strategies
Review Cardiovascular System: Heart
• PPT for chapter 10 “Cardiovascular System: Heart”
Reminder: Chapter 10 is identified as the Cardiovascular System: Heart, therefore the focus should
be on the structures and functions of the heart.
A helpful teaching strategy is to relate the Cardiovascular System: Heart to students as a house. The
heart contains both a plumbing (structure) and electrical system (function). When you lose power
(the electrical system) the plumbing (structure) cannot function. Atherosclerosis, a narrowing of the
plumbing, which cause a sink or toilet to back up, is similar in the arteries of the heart. Shutting off
power or electricity doesn’t allow the plumbing to work because of the lack of energy to get the

water from the pump throughout the house. Chapter 11 details the blood and the associated vessels,
so save this portion of the cardiovascular material for week 11 and chapter 11.
Learning Activities
• Word Search
• Concept Map 1
• Concept Map 2
• Quiz
• Experiment 1: Heart Sounds and Heart Rate
• Experiment 2: Electrocardiography
• Critical Thinking: Thrombi, Emboli, and Infarcts
Homework
Students should read Chapter 11 “Cardiovascular System: Blook and Blood Vessels.” Advanced reading
WEK 11
Any of the Learning Objectives that were not completed in week ten can be extended into week
eleven.
Chapter 11 “Cardiovascular System: Blood and Blood Vessels” pages 268–300 is the focus for week
eleven.
Reminder: Chapter 11 has eight experiments and all are very important didactic and psychomotor
skill sets to the healthcare professional. Experiments 6, 7, and 8 are crucial skills sets and should not
be skipped.
Chapter 10 covered the heart and this chapter covers the remaining parts of the cardiovascular
system, the blood circulating inside the blood vessels.

Blood is a type of connective tissue with a composition that looks different from the other types of
connective tissue (such as bone and cartilage), but still consists of a matrix, characteristic cells, and
fibers. The matrix is a watery liquid, called plasma, with cells and cell fragments, called the formed
elements, suspended in it. The fibers in blood are not apparent until it clots when fibrin, a threadlike
protein, appears and forms the mesh network for a blood clot.
The blood vessels are the network of tubes that distribute blood throughout the entire body. They
carry approximately 5–6 L of blood in an adult male and 4–5 L in an adult female.
Topics
• List the functions of blood
• Describe the components of blood and the function of each
• Describe blood typing
• Label the anatomical structure of arteries, veins, and capillaries
• Trace the path of a drop of blood through the pulmonary and systemic circuits
• Identify the blood vessels of the pulmonary circuit
• Distinguish the major systemic arteries and veins
• Relate how blood pressure is measured
• Recognize common blood and blood vessel pathological conditions, diagnostic procedures, and
Teaching Strategies
Review Cardiovascular System: Blood and Blood Vessels
• PPT for chapter 11 “Cardiovascular System: Blood and Blood Vessels”

Learning Activities
• Schematic Map of Systemic Arteries
• Schematic Map of Systemic Veins
• Word Search
• Concept Map
• Quiz
• Experiment 1: Red Count Cell Count
• Experiment 2: Differential White Blood Cell Count
• Experiment 3: Hematocrit
• Experiment 4: Hemoglobin Concentration
• Experiment 5: Blood Typing
• Experiment 6: Determining Pulse Rate
• Experiment 7: Method-Comparing Heart Rate to Radial Pulse Rate
• Experiment 8: Measuring Blood Pressure
• Critical Thinking: Atherosclerosis
Homework
Students should read and review Chapter 12 “Lymphatic System and Immune System” in advance of
week twelve of class. Advanced reading will enable the student to be better prepared for classroom
discussions and questions.
WEK 12
Any of the Learning Objectives that were not completed in week eleven can be extended into week
twelve.
Chapter 12 “Lymphatic System and Immune System” pages 302–326 is the focus for week twelve.

The lymphatic system consists of cells, tissues, organs, and chemicals that perform two vital
functions for the body, returning fluids to the circulatory system and protecting the body from
pathogens. Lymphatic capillaries, lymphatic vessels, lymphatic trunks, and lymphatic ducts
collect excess fluid from the spaces around the cells and return it to the circulatory system. The
fluid within the lymphatic system is called lymph and is very similar in composition to plasma. The
lymphatic capillaries located in the intestines, called lacteals, have an additional role. They absorb
and transport nutrients, such as fats, that are unable to enter the blood capillaries. These nutrient
molecules make their way through the lymphatic circulation to the circulatory system suspended in
the lymph.
The unifying feature of lymphatic tissues is the abundance of white blood cells, primarily
lymphocytes and macrophages, housed in the tissues of the lymphatic system. These cells respond
in general and specific ways to disable, damage, or kill pathogens, as well as damaged body cells
found in the blood, lymph, or body tissues. A pathogen is any disease-causing organism (such as
bacteria, viruses, fungi, or toxins). Lymphatic tissue is organized into either lymphatic organs or
lymphatic nodules. The lymphatic organs—lymph nodes, the thymus gland, and the spleen—are
separated from the surrounding tissues by fibrous capsules. In contrast, the boundaries of lymphatic
nodules—the tonsils and mucosa-associated lymphoid tissue (MALT)—are indistinct as they are
not enclosed by a capsule.
Topics
• Identify the organs and vessels of the lymphatic system and their functions
• List and describe the on-specific defense mechanisms
• Relate the events of the inflammatory response
• Relate the different ways immunity develops
• Describe how lymphocytes develop
• Relate the differences between cell mediated and antibody-mediated immunity
• Describe the different ways that antibodies work
• Recognize common lymphatic and immune systems pathological conditions, diagnostic
procedures, and treatment procedures
Teaching Strategies

Review Lymphatic System and Immune System
• PPT for chapter 12 “Lymphatic System and Immune System”
Learning Activities
• Word Search
• Concept Map
• Quiz
• Critical Thinking: The Inflammatory Reponses
Homework
Students should read Chapter 13 “Respiratory System” in advance of week thirteen. Advanced
WEK 13
Any of the learning objectives that were not completed in week twelve can be extended into week
thirteen.
Chapter 13 “Respiratory System” pages 328–354 is the focus for week thirteen.
Oxygen (O2) and carbon dioxide (CO2) are called the respiratory gasses. The cells of the body require
a constant supply of oxygen to produce energy by cellular respiration. Carbon dioxide is one of the
byproducts of metabolic processes and must be eliminated from the body. The respiratory system, in
conjunction with the circulatory system performs both of these duties. It brings fresh oxygen in from

the external environment and conducts it to the lungs where it is taken up by the bloodstream to be
delivered to the cells of the body. It also removes carbon dioxide from the bloodstream and expels it
back out into the environment.
Topics
• Identify the organs of the respiratory system
• Describe the functions of the different parts of the respiratory system
• Outline the processes of ventilation and respiration
• Describe how ventilation occurs
• Recognize the different respiratory volumes and capacities
• Describe the physical changes in the thoracic cavity that are responsible for ventilation
• Describe how oxygen and carbon dioxide are transported by the bloodstream
• Differentiate between external respiration and internal respiration
• Recognize common respiratory system pathological conditions, diagnostic procedures, and
Teaching Strategies
Review Respiratory System
• PPT for chapter 13 “Respiratory System”

Learning Activities
• Word Search
• Concept Map
• Quiz
• Experiment 1: Bell Jar Lung Model
• Experiment 2: Spirometry
• Experiment 3: Factors Influencing Respiratory Rate
• Critical Thinking: Chronic Obstructive Pulmonary Disease
Homework
Students should read Chapter 14 “Digestive System” in advance of week fourteen class. Advanced
WEK 14
Any of the Learning Objectives that were not completed in week thirteen can be extended into week
fourteen.
Chapter 14 “Digestive System” pages 356–393 is the focus for week fourteen.
The digestive system, also called the gastrointestinal system, is responsible for supplying the body
with nutrients. This is accomplished through digestion and absorption of nutrient molecules from
the food we eat. Digestion is the process of breaking down large molecules into small molecules and
absorption is the process of moving these molecules across the wall of the digestive system and into
the bloodstream where they are transported throughout the body. Finally, this system is responsible
for the elimination of all substances that are either not digestible or not absorbable.

Topics
• Identify the organs of the gastrointestinal (GI) tract
• Identify the accessory organs of the digestive system
• Relate the function of each organ
• Describe the structure of the GI wall
• Define metabolism, anabolism, and catabolism
• Describe the role of enzymes and list the digestive enzymes
• Outline the digestion and absorption of nutrients
• Describe the steps of cellular respiration
• Recognize common digestive system and metabolic conditions, diagnostic procedures, and
Teaching Strategies
Review Digestive System
• PPT for chapter 14 “Digestive System”
Reminder: The Digestive System chapter is 37 pages long and includes many figures and tables
within the body of the text. You may have difficulty getting through this chapter in one week due
to the amount of content. A successful teaching strategy would be to focus on the structure or the
anatomy of the digestive system before the concept of the physiology portion of the digestive
system. Learners tend to identify more readily to the structures. There are several YouTube videos and
Nova videos of eating on X-ray, which will enhance this chapter as well.
Helpful hint for remembering the order of the small intestine: “The DJ (duodenum, jejunum) is IN

(ileum) the house.”
Learning Activities
• Labeling Activity1
• Word Search
• Concept Map
• Quiz
• Experiment 1: Carbohydrate Digestion
• Experiment 2: Protein Digestion
• Experiment 3: Fat Digestion
• Critical Thinking: Colon Pathologies
Homework
Students should read Chapter 15 “Urinary System” in advance of week fifteen class. Advanced reading
WEK 15
Any of the Learning Objectives that were not completed in week fourteen can be extended into week
fifteen.
Chapter 15 “Urinary System” pages 396–419 is the focus for week fifteen.
The organs of the urinary (or excretory) system are two kidneys, two ureters, one urinary bladder,
and one urethra. The kidneys filter blood and produce urine. The remaining organs transport and
store urine until it is released from the body.

During the process of filtering blood and producing urine, the kidneys contribute to the bodies
homeostasis by adjusting the volume and chemical composition of blood. This includes:
• regulating the volume of water.
• regulating the level of electrolytes, such as sodium and chloride, in blood.
• removing wastes and unneeded substances from blood.
• regulating the pH of blood.
• regulating blood pressure by secreting renin.
• stimulating erythrocyte production by secreting erythropoietin.
Topics
• Identify the organs of the urinary system and their functions
• Describe the structures of the kidney
• List the order of blood flow through the kidney circulation
• Identify the parts of the nephron
• Discuss how urine is transported and stored and the mechanism of urination
• Explain the processes of filtration, reabsorption, and secretion
• Define the normal characteristics and abnormal constituents of urine
• Discuss common urinary system pathological conditions, diagnostic procedures, and treatment
procedures
Teaching Strategies
Review Urinary System

• PPT for chapter 15 “Urinary System”
Reminder: Allow extra time for the Clinical Connection. The Pathological Conditions and the
Diagnostic and Treatment Procedures knowledge is vital on a daily basis for healthcare professionals
such as medical assistants, nurses, physicians assistants, and dialysis technicians.
Learning Activities
• Word Search
• Concept Map 1
• Concept Map 2
• Quiz
• Experiment 1: Physical Analysis
• Experiment 2: Chemical Analysis
• Experiment 3: Microscopic Examination
• Critical Thinking 1: Urinalysis
• Critical Thinking 2: Urinary Calculi
Homework
Students should read Chapter 16 “Male Reproductive System” in advance of week sixteen. Advanced
WEK 16
Any of the Learning Objectives that were not completed in week fifteen can be extended into week
sixteen.
Chapter 16 “Male Reproductive System” pages 422–439 is the focus for week sixteen.

The male and female reproductive systems are responsible for procreation, the continuation of the
species by producing a new generation of offspring. These two systems consist of the gonads plus
accessory organs, ducts, and glands.
The gonads are the primary reproductive organs. They are responsible for producing gametes,
the reproductive cells. The male gonad is the testis and it produces male gametes, spermatozoa
(sperm). The female gonad is the ovary and it produces female gametes, ova (eggs). In addition, the
gonads secrete hormones, such as testosterone in males and estrogen and progesterone in females,
necessary to regulate reproduction.
The accessory organs, ducts, and glands perform various tasks, such as supporting the gametes,
delivering gametes to the proper location, and providing support and nourishment to offspring.
Topics
• Identify the organs of the male reproductive system and their functions
• Define meiosis
• Describe spermatogenesis and spermiogenesis
• Discuss the role of hormones, particularly testosterone
• List the male secondary sexual characteristics
• Describe the processes of erection and ejaculation
• Discuss common male reproductive system pathological conditions, diagnostic procedures, and
Teaching Strategies
Review Male Reproductive System

• PPT for chapter 16 “Male Reproductive System”
Reminder: Chapter 16 “Male Reproductive System” is 18 pages long but consists of six pages of
tables under the Clinical Connection. You may get through the text quickly, which will give additional
time to focus on the Pathological Conditions, Diagnostic Procedures, and Treatment Procedures. The
labeling and coloring activity in the Student Activities book may be helpful as an in class activity for
this concept.
Learning Activities
• Word Search
• Concept Map
• Quiz
• Critical Thinking: Testicular Pathologies
Homework
Students should read Chapter 17 “Female Reproductive System” in advance of week seventeen
class. Advanced reading will enable the student to be better prepared for classroom discussions and
questions.
WEK 17
Any of the Learning Objectives that were not completed in week sixteen can be extended into week
seventeen.
Chapter 17 “Female Reproductive System” pages 442–462 is the focus for week seventeen.
Like the male reproductive system, the female reproductive system consists of gonads and accessory
organs. The ovary, the female gonad, produce gametes, called ova (ovum is singular), and secrete
the hormones estrogen and progesterone.
In the female reproductive tract, the accessory organs are responsible for providing:
• a place for fertilization to occur.
• an environment for fetal development.

• nourishment for the newborn.
In addition to the reproductive tract, the mammary glands (or breasts) are studied as part of the
female reproductive system since their function is to produce milk to nourish an infant.
Topics
• Identify the organs of the female reproductive system and their functions
• Describe oogenesis
• Describe the events of the ovarian cycle as an oocyte and follicle develop
• Describe the changes in the endometrium that occur during the uterine cycle
• Discuss the role of hormones in regulating the events of the menstrual cycle
• List the female secondary sexual characteristics
• Discuss common female reproductive system pathological conditions, diagnostic procedures,
and treatment procedures
Teaching Strategies
Review Female Reproductive System
• PPT for chapter 17 “Female Reproductive System”

Reminder: Chapter seventeen is 20 pages long with nine figures and eight tables. Cognitive
challenges include key understanding for this chapter along with medical terminology concepts and
pronunciation challenges. You may need to spend extra time on this chapter.
Learning Activities
• Word Search
• Concept Map
• Quiz
• Critical Thinking: Contraception
Homework
Students should read Chapter 18 “Development and Birth” in advance of week eighteen class.
questions.
WEK 18
Any of the Learning Objectives that were not completed in week seventeen can be extended into
week eighteen.
Chapter 18 “Development and Birth” pages 464–481 is the focus for week eighteen.
The time period from fertilization to birth is called gestation. The gestational period for humans is
typically 266 days or 38 weeks (40 weeks after the last menstrual period). During this time, a single
cell, the zygote, gradually develops into a fully formed infant. The stages of development can be
subdivided into three trimesters, each approximately three months long:
• 1st trimester – consists of fertilization, cleavage, and the embryonic stage; all organ systems
form, but remain rudimentary; biggest risk of congenital deformities and miscarriage occur
during this trimester
• 2nd trimester – beginning of fetal stage; placenta forms and becomes functional; maturation of
all organ systems

• 3rd trimester – completion of fetal stage; all organ systems become functional early in this stage;
time of rapid growth and weight gain
Topics
• Describe the events of fertilization and cleavage
• Discuss implantation and embryonic development
• Explain the structure and function of the placenta
• List the milestones of fetal development
• Discuss changes in a mother’s body
• Define the stages of labor and delivery
• Describe lactation
• Discuss common pregnancy pathological conditions, diagnostic procedures, and treatment
procedures
Teaching Strategies
Review Development and Birth
• PPT for chapter 18 “Development and Birth”
Reminder: “Development and Birth” chapter has many figures and tables within the body of the
text. It is also the last chapter of this text. You may get through this chapter rather quickly. Use the
opportunity to enhance review for the final examination.

Learning Activities
• Word Search
• Concept Map
• Quiz
• Critical Thinking: Fetal Circulation
Homework
Students should read and review all chapters in preparation for final examination.

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