Objective 3-1 Discuss the levels of body organization. Date: Lecture Outline Figures, Tables, and Features Resources and In-Class Activities Outside Assignments/Evaluation Instructor’s Notes Content Text page PPT slide Word Parts Related to Body Organization Levels of Organization Cells Cell membrane: allows certain substances to come in and out of cell Nucleus: directs activities Mitochondria: generate energy for the cell Cytoplasm: watery fluid that fills the spaces outside nucleus Tissues Composed of similar cells that work together to perform common tasks Four types of tissue Muscle Connective Nervous Epithelial Organs Composed of tissues 28 28–31 28–30 30 31 Tables 3-1: Word Parts Related to Body Organization, p. 29 Figures 3-1: The levels of organization in the body beginning with the cell and ending with the organism, p. 30 3-2: Basic structure of a cell. The basic structure of a cell includes the cell membrane, nucleus, mitochondria, and the cytoplasm, p. 31 In-Class Activities Divide the class into small groups. Instruct each group to create a poster demonstrating the levels of organization. Materials Poster board, markers, textbook Outside Assignments Word Parts Exercise, p. 29 End-of-Chapter Exercises, pp.40–42 Additional games and exercises are available in the IR and SR.
with common functions Organs perform specialized functions Systems Composed of group of organs that perform specialized function 31 Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint Objective 3-2 Describe the anatomic position and the directional terms used in relation to the body. Date: Lecture Outline Figures, Tables, and Features Resources and In-Class Activities Outside Assignments/Evaluation Instructor’s Notes Content Text page PPT slide Navigating the Body Anatomic Position Differ from plain language: and relative to anatomic position. Anatomic position: body erect, arms at sides, palms forward, feet parallel Left and right is from the perspective of the patient; appears opposite to observer Directional Terms Various terms used 31–33 31 31–33 Figures 3-3: Anatomic position. In the anatomic position, the person is standing erect, and palms and body are facing forward, p. 32 3-4: Directional terms describe the body part in relationship to another, p. 33 Table 3-2: Body Position and Directional Terms, p. 33 In-Class Activities (1) Using a torso model or skeleton demonstrate the various terms and directions. Allow the students’ time to practice the various directions with each other. Materials Human torso model or skeleton (2) Instruct the students to bring in a small action figure, doll, or stuffed animal with arms and legs. Outside Assignments Quick Check, p. 32 End-of-Chapter Exercises, pp.40–42 Additional games and exercises are available in the IR and SR.
Objective 3-3 Name the body planes. Date: Lecture Outline Figures, Tables, and Features Resources and In-Class Activities Outside Assignments/Evaluation Instructor’s Notes Content Text page PPT slide Body Planes Imaginary, surfaces within the body Uses anatomic position as reference point Frequently used to locate structural arrangements Frequently used in radiologic procedures to identify direction of x-ray beam or segments of MRI and CT scan. Three planes used frequently: Frontal or body into front (anterior) and back (posterior). Sagittal—any vertical plane that divides the body or organ into unequal left and right sides Transverse or horizontal—divides body into upper (superior) and lower (inferior) planes, cutting 34–40 Figures 3-5: Body planes divide the body into halves in different ways for reference purposes, p. 34 In-Class Activities Draw a smiley face on 3 yellow or light-colored, apples. Demonstrate the 3 body planes by cutting each apple in a different plane, showing the students what the inside looks like, explaining this is similar to the view the physician will be observing when reading an x-ray, CT, or MRI film. Materials 3 yellow or light-colored apples, black marker, sharp knife, cutting board Outside Assignments End-of-Chapter Exercises, pp.40–42 Additional games and exercises are available in the IR and SR.
“across” the body. Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint Objective 3-4 Name the body cavities. Date: Lecture Outline Figures, Tables, and Features Resources and In-Class Activities Outside Assignments/Evaluation Instructor’s Notes Content Text page PPT slide Body Cavities and Divisions Defined as hollow space that contains body organs Body has several major cavities: cranial, spinal, thoracic, and abdominopelvic Cranial houses brain Spinal houses spinal cord Thoracic houses lungs Abdominopelvic: Houses digestive and reproductive organs Superior to abdominal cavity Inferior to pelvic cavity Separated by diaphragm Figure 3-6: The major body cavities shown in lateral view, p. 35 In-Class Activities Using a human torso model, demonstrate the cavities Materials Human torso model Outside Assignments End-of-Chapter Exercises, pp.40–42 Additional games and exercises are available in the IR and SR. Legend: SR: Student Resources; IR: Instructor Resources; PPT: PowerPoint