Name: Date: Age/Grade Level: 10-12
# of Students: # of IEP Students: # of GSSP Students # of LEP Students:
Program: Health Sciences Course: Medical Terminology Major Content: Medical Terminology Lesson Length: 3 days
Unit Title: Medical Terminology Lesson Number and Title: 1 – 14 Medical Terminology Course Task Number: 1-9
In this unit, students will discover why it is important for all health care workers to learn a bout medical terms. They
will define the types of word parts found in terms and describe the use of a medical dictionary and apply the rules
for combining word parts to decode the meanings of medical terms.
1 Explain the techniques of medical word building using basic word elements.
2 Categorize major suffixes in the following groups: surgical, diagnostic, symptomatic, and related suffixes.
3 Recognize and define suffixes that denot e adjective noun, singular, and plural forms of medical words
4 Categorize major prefixes in the following groups: position, number, measurement, negation, direction, and other
5 Identify and define anatomical, physiological, and pathological terms relating to body systems
6 Combine forms of medical words denoting anatomic al directions, regions of the body, anatomical structures, color,
and other combining forms relating to body structures
7 Correctly spell medical terms
8 Identify prefixes, suffix es, and combining forms
9 Communicate the utilization and application of commonly used medical terms
Basic Communications and Mathematics Skills 1.1 Students use reference tools such as
dictionaries, almanacs, encyclopedias, and computer reference programs and
research tools such as interviews and surveys to find the information they need to
meet specific demands, explore interests, or solve specific problems.
Basic Communications and Mathematics Skills 1.11 Students write using appropriate
forms, conventions, and styles to communicate ideas and information to difference
audiences for different purposes.
Basic Communications and Mathematics Skills 1.2 Students will make sense of the
variety of materials they read.
Reading RD-10-1.0.4 Students will interpret the meaning of jargon, dialect or specialized
vocabulary found in a passage.
Reading RD-12-4.0.1 Students will evaluate the content or make connections as it
applies to students’ lives (text-to-self), real-world issues (text-to-world) or ot her
Writing WR-HS-3.6. 0 Correctness: Students will communicate clearly by · Applying
correct spelling · Applying correct punctuation · Applying correct capitalization ·
Incorporating acceptable depart ure from standard correctness to enhance
meaning when appropriate Incorporating appropriate documentation of ideas and
information from outside sources (e.g., citing authors or titles within the text,
listing sources, documenting sourc es in text and/or on a Works Cited page) DOK
Technical Reports 2.32 Interpret, transcribe, and communicat e information, data, and
observations using medical terminology wit hin scope of practice.
Asse ssment Plan
In tabular format, organize how eac h objective will be assessed. Include copies of assessment instruments and rubrics (if
applicable to the lesson plan).
Kentucky Occupational Skill Standards
Objective/Asse ssment Plan Organizer
Objective Type of Description of Depth of Adaptations and/or
Number Asse ssment Asse ssment Knowledge Level Accommodations
1-9 formative Questioning, bellwork, DOK 2 Prompts / cues
demonstration of skills
1-9 Summative Written exam D0K 2 Prompts / Cues
Resource s, media and technology
List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the
o Diversified Healt h Occupations, Simmons
o Student handouts
o Dean Vaughn Medical Terminology Texts
If appropriat e, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to
cite the sources used to develop this lesson. (If you or your committee feel the technology observed in the lessons
does not fairly represent your use of technology, provide additional documentation. See Standard IX. )
o AES – Health Center 21
o Class Webpage www.butlercountyhealthsciences.com
o Dean Vaughn Medical Terminology Series video
Accommodations for Special Populations
Explain the medicine has a unique language that healthcare workers must be able to interpret, understand, and use
proficiently. This course will help them to develop the skills necessary to us e that language proficiently.
Explain that they will keep a notebook with the following sections.
Audionyms – Students will writ e the terms, audionyms, and meanings for each lesson.
Assignments – Students will keep each lesson assignment after it is grade d.
Dictionary – Students will prepare a dictionary using notebook paper to create a dictionary of word parts. To
prepare, have students write each letter of the alphabet on one sheet of paper to add terms from each lesson.
Writing – Students will keep writing samples, both completed and work in progress.
Allow students to view the Dean Vaughn Medical Terminology video.
Provide time for students to write the terms, audionyms, and meanings in their Medical Terminology notebook.
Provide time for students to complete the lesson reading assignments. Review reading and answer any
Instruct students to complet e Element Recognition ex ercises. Review student answers, clarify any
Allow student choice to complete review activities.
o Computer flashc ards
http://www.myteacherpages.com/webpages/ TRogers/terminology.cfm?subpage= 346304
o Quia games and flashcards
http://www.myteacherpages.com/webpages/ TRogers/terminology.cfm?subpage= 385135
(How many students met performance criteria for objectives? How many did not meet the performance criteria for
(How will you change the lesson to increase student achievement?)
1. What did your impact analysis tell you about how your students learn?
2. What did your impact analysis tell you about the success of the strategies you used?
3. How useful were the assessments in terms of student learning?
4. What resources and/or personnel might assist you in improving student achievement?
5. How will you differentiate instruction so that all students achieve?
6. How will you differentiate instruction for students who easily achieved the performance criteria and
need to move forward?