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Introduction toWord Prts an Word
The Respiratory System
Lesson Plan
Chapter 9
Lesson 9 Learning Objectives
1. Define and spell the word parts used to create terms for the respiratory system.
2. Break down and define common medical terms used for symptoms, diseases, disorders, procedures, treatments, and devices
associated with the respiratory system.
3. Build medical terms from the word parts associated with the respiratory system.
4. Pronounce and spell common medical terms associated with the respiratory system.
Learning Concepts for Lecture
Teaching Notes
Objective
LO 1
Define and spell the word parts used to create terms for the respiratory system.
The respiratory system brings oxygen into the bloodstream, which can then transport it to all
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Teaching Tips
• Say each new term in class,
body cells. The process is known as respiration. Besides bringing oxygen to the bloodstream,
the respiratory system also removes the waste product carbon dioxide from the blood and channels it outside the body. The four steps to respiration are
and have the students repeat it.
• Inhalation, or inspiration—the movement of air from the outside environment to the tiny
air sacs, alveoli, within the lungs.
• Stress the importance of
using instructional aids to
practice pronunciation.
• External respiration—occurs when fresh air has filled the lungs and the air molecules diffuse between the alveoli and the capillaries, and carbon dioxide moves in the opposite direction.
• Invite a respiratory therapist to speak to the class
about this profession.
• Internal respiration—occurs when oxygen carried in the bloodstream diffuses into surrounding body cells, and carbon dioxide moves from the cells into the bloodstream.
Teaching Tips
 The simple act of blowing
up a balloon can explain the
• Exhalation, or expiration—pushing the used air containing carbon dioxide out of the body.
act of exhalation. The conTogether with inhalation, this is known as ventilation.
cept of atmospheric pressure
The organs of the respiratory system include
can also be illustrated using
this approach.
1. The conducting portion—the chambers and tubes that conduct air that extends from the
nose to the lungs. They are all lined with mucous membranes and cilia, which:
Classroom Activities
• Serve to warm and humidify the air on the way to the lungs.
• Trap foreign particles.
• Form a conveyer belt of motion that transports the foreign particles to the mouth or nose
for elimination when you cough or sneeze. The expelled mucus is known as sputum.
The organs referred to as the upper respiratory tract are as follows:
• Nose—within the nose is the nasal cavity. Other portions include
• Nasal septum—the central partition, which divides the nasal cavity.
• Paranasal sinuses—spaces within the bones of the face and skull, which are connected to the nasal cavity
•
CPR training is a wonderful addition to any allied
health program. It is not
reserved for caregivers,
but appropriate for everyone of nearly every age.
Consider taking a course
in CPR for the bystander
and renewing the certification at least every two
years.
• Pharynx, or throat—surrounded by muscles, and serves as a common chamber for swal- Did You Know?
lowing food and breathing air. Inhaled air enters the larynx, whereas swallowed air en The central nervous systers the esophagus.
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• Larynx, or voice box—the structure that produces sound when exhaled air is squeezed
between folds of membrane that partially block the airway. Important parts include
• Glottis—the opening to the larynx
tem’s respiratory center
is located in the lateral
medulla oblongata of the
brain stem.
• Epiglottis—a flap of cartilage that prevents food from entering the larynx
Visual Learners
• Trachea or windpipe—a foot-long tube that carries air between the larynx and the bron-  Visual learners will benefit
chi. It is prevented from collapsing by the presence of stiff cartilage rings, which
from watching an animation
strengthen its walls to form a rigid tube.
of the components of the
respiratory system.
The organs referred to as the lower respiratory tract are as follows:
 Charts and Models: Use
• Bronchi—begin as two branches from the distal end of the trachea, forming the right
anatomical charts and models
and left primary bronchi. The walls are kept rigid by the presence of cartilage rings.
to illustrate features of the
• Bronchial tree—the subdivisions of the bronchi as they branch within the lung.
lower respiratory system as
they relate to function.
• Bronchioles—thin-walled branches of the bronchial tree. Because their walls are not
supported by cartilage, they can collapse due to respiratory disorders. The bronchiole
leads into cul-de-sacs, each of which opens into a cluster of microscopic, saclike alveo- Teaching Tips
 Begin this chapter by deli.
scribing the flow of air
2. The respiratory portion—the alveoli form the substance of the lung. They are one cell
through the nose, sinuses,
thick and lie adjacent to capillary walls. The barrier between them is very thin and is
and trachea into the lungs,
known as the respiratory membrane. It is here that gas diffusion between the lungs and the
using medical language inblood takes place. Alveoli contain a specialized type of white blood cell called alveolar
stead of layperson’s terms.
macrophage, which removes inhaled foreign particles like dust, pollen, and bacteria.
This provides a quick introduction to the terminology
• Lungs—spongy, soft organs that fill half of the thoracic cavity. Each lung is divided inand helps make it real to the
to lobes and further divided into smaller compartments called segments. Other portions
student. Because the respiraconsist of:
tory system is generally one
• Visceral pleura—a thin, almost transparent layer of serous membrane located on the
with which most people are
outer surface of the lung
familiar, it is not as intimi• Parietal pleura—serous membrane attached to the inside wall of the thorax
dating as other systems, and
the class may be more will• Pleural cavity—the space between the visceral and parietal pleura
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Combining Form
Definition
alveol/o
air sac, alveolus
bronch/o
airway, bronchus
hem/o, hemat/o
blood
laryng/o
voice box, larynx
lob/o
a rounded part, lobe
muc/o
mucus
nas/o
nose
ox/o
oxygen
pharyng/o
throat, pharynx
phragm/o, phragmat/o
partition
pleur/o
pleura, rib
pneum/o, pneumon/o
air, lung
pulmon/o
lung
rhin/o
nose
sept/o
wall, partition; putrefying
sinus/o
cavity
thorac/o
chest, thorax
trache/o
windpipe, trachea
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ing to openly participate.
Classroom Activities
 Have the students build a
“lung” using a two-liter soda
bottle, a regular balloon, a
section of thick balloon material, and several rubber
bands. Cut the bottom off
the bottle. Place the regular
balloon inside the top of the
bottle, wrapped around the
lip of the opening. Place the
thick piece on the cutoff bottom of the bottle, and attach
it with a rubber band. When
you pull down on the bottom
piece, it acts as the diaphragm does in the body.
The balloon inside the bottle
will inflate due to the atmospheric pressure change.
 If available, use a basic spirometer to show the students
how lung volume can vary.
Teaching Tips
 Use a large bunch of
grapes to demonstrate
how the alveoli can have
a large surface area
within a smaller
structure.
Did You Know?
Thorax is a Greek word meaning “breastplate.”
Classroom Activities
 Guest Speaker: Invite a
pulmonologist or respiratory
therapist to describe tests
and treatments given to patients. May demonstrate oximeter and spirometer.

Guest Speaker: Invite an
EMT to describe assessing
patient breathing and intubation in the field.
Visual Learners
 Visual learners will benefit from watching a video on the topic of spirometry.
Homework Assignments
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
Have students complete
the Phonetic Spelling
Challenge and the
Spelling Challenge in
Worksheet 1.

Have the students select
one of the major organs
of the respiratory system
and prepare a short
report on its role in
respiration.
Study the pronunciation for
medical terms in this chapter in
the:
• Text in parentheses following the term
• Glossary at Medical
Terminology Interactive
LO 2
Break down and define common medical terms used for symptoms, diseases, disorders,
procedures, treatments, and devices associated with the respiratory system.
Signs and Symptoms
Prefix
Definition
Combining
Form
Definition
Suffix
Definition
a-, an-
without or
absence of
bronch/o
airway
-algia
condition of
pain
brady-
slow
hem/o
blood
-capnia
dys-
bad, abnormal, painful,
or difficult
laryng/o
larynx, voice
box
-dynia
epi-
upon, over,
orth/o
straight
-emia
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Teaching Tips
Use a model for demonstration
of the respiratory tract, allowing
the kinesthetic learners to trace
the flow of air through the respiratory system.
Classroom Activities
Encourage students to learn
condition of more by visiting the following
carbon diox- Websites:
ide
• American Association for
pain
Respiratory Care at
www.aarc.org
condition of
• National Board for Respiratory Care at www.nbrc.org
above, or on
top
blood
eu-
normal,
good, well
hyper-
excessive,
thorac/o
above normal, or above
hypo-
tachy-
rhin/o
Classroom Activities
 Give students note cards
with the structures of the
respiratory system written
on them. Have students arrange themselves in order
according to the flow of air
into the lungs.
nose
-oxia
condition of
oxygen
chest, thorax
-phonia
condition of
sound or
voice
deficient, below normal,
or below
-pnea
breath
rapid or fast
-ptysis
to cough up
-rrhagia
abnormal
discharge
-spasm
sudden invol- Teaching Tips
 Use visual aids whenever
untary muspossible to demonstrate the
cle contracpathological changes in
tion
various respiratory diseasdripping
es. The gorier the picture,
the more lively you can expect the class discussion to
be!
-staxis
Medical Term
Definition
acapnia
absence of carbon dioxide
anoxia
absence of oxygen
aphonia
absence of voice
apnea
inability to breathe
bradypnea
slow breathing
bronchospasm
narrowing of the airway caused by contraction of smooth
muscles in the wall of the bronchioles
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Teaching Tips
 Review actual chest x-rays,
pulmonary function reports,
or laboratory reports such
as ABGs.
Teaching Tips
 The recent emphasis on
stopping/preventing
smoking is an excellent
way to capture the interest of the students. The
public is constantly made
aware of the environ-
Cheyne-Stokes respiration
a pattern of breathing marked by a gradual increase of deep
breathing, followed by shallow breathing that leads to apnea
dysphonia
hoarseness of the voice
dyspnea
difficulty breathing
epistaxis
a nosebleed
eupnea
normal breathing
hemoptysis
coughing up and spitting out blood originating from the
lungs
hemothorax
blood in the pleural cavity
hypercapnia
excessive carbon dioxide in the blood
hyperpnea
deep breathing
hyperventilation
excessive movement of the air into and out of the lungs
hypocapnia
deficient levels of carbon dioxide in the blood
hypopnea
shallow breathing
hypoventilation
a breathing rhythm that fails to meet the body’s gas exchange demands
hypoxemia
deficient levels of oxygen in the blood
hypoxia
deficient levels of oxygen in tissues throughout the body
laryngospasm
spasmodic closure of the glottis
orthopnea
the ability to breathe is limited to when in an upright position
paroxysm
a sudden sharp pain or convulsion
sputum
expectorated matter, usually containing mucus and sometimes pus
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mental issues that relate
to the respiratory system.
Some are controllable
(smoking cessation),
whereas others are not
(smog). Students may
not realize that there can
be unseen pollutants in
the air we breathe. Damage to the respiratory
system is not a rare occurrence. Research the
recent increase in tuberculosis and the dramatic
changes in treatment
since the 1920s. Asthma,
emphysema, and COPD
are other relatively
common disorders that
can be researched by students. Encourage the use
of the proper medical
terms when discussing
these issues.
Critical Thinking Questions
1. Asthma is a chronic disease; pneumonia is acute.
What is the difference?
2. Describe the individuals
who are most likely to get
pneumonia.
tachypnea
rapid breathing
thoracalgia
pain in the chest region
Diseases and Disorders
Prefix
Definition
Combining
Form
Definition
Suffix
Definition
a-
without or
absence of
atel/o
incomplete
-al, -ic,
pertaining to
epi-
upon, over,
bronch/o,
above, on top bronchi/o
airway
-ectasis
dilation or
expansion
carcin/o
cancer
-genic
pertaining to
producing,
forming
coccidioid/o
Coccidioides
immitis (a
fungus)
coni/i
dust
-ia, -ism, osis
condition of
cyst/o
bladder
-itis
inflammation
embol/o
throwing in
-oma
tumor
fibr/o
fiber
glott/o
opening into
the windpipe
laryng/o
larynx, voice
box
myc/o
fungus
nas/o
nose
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Tuberculosis is highly
contagious. Describe the
conditions under which
TB is most easily transferred from person to person.
4. Why can a simple x-ray
reveal pneumonia or TB?
(You may have to review
what you have learned
about the way x-rays
work.)
5. What is the difference
between a rale, a
rhonchus, a wheeze, and
stridor? What disorders
would be associated with
each of these?
6. It is widely known that
smoking is bad for your
health. If everyone knows
it is so harmful, why do so
many people do it?
Discuss why people start
smoking and the
challenges people face in
attempting to quit
smoking. Encourage
students to discuss their
personal experiences with
tobacco use.
3.
pharyng/o
throat, pharynx
pleur/o
pleura, rib
pneum/o,
lung or air
pneumon/o
Medical Term
asphyxia
asthma
atelectasis
pulmon/o
lung
py/o
pus
rhin/o
nose
sinus/o
cavity
sphyx/o
pulse
sten/o
narrowing
thorac/o
chest, thorax
tonsill/o
almond, tonsil
trache/o
windpipe, trachea
tubercul/o
little swelling
Did You Know?
 After a person quits smoking,
the lungs begin to repair
themselves. Within a few
months lung function significantly improves. Within a
year, the risk for lung disease
drops by half.
Did You Know?
• Cor pulmonale causes
about 25% of all types of
heart failure.
• An estimated 8,000 to
18,000 people get Legionnaires’ disease in the United States each year. Some
people can be infected with
the Legionella bacterium
and have mild symptoms or
no illness at all.
Classroom Activities
 Give students an opportunity to see what obstructive
the absence of respiratory ventilation; suffocation
lung disease feels like
a condition of the lungs characterized by widespread
firsthand. First, have stunarrowing of the bronchioles and formation of mucus
dents sit quietly and notice
plugs, producing fits of wheezing, shortness of breath,
their natural breathing efand coughing; it is caused by the local release of facfort. Then, instruct students
tors during an allergic response
to curl one hand into a
the absence of gas in the lungs due to a failure of alve“tunnel” and mouth-breathe
olar expansion; also called collapsed lung
through that tunnel. The
Definition
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bronchiectasis
dilation of the bronchi
bronchitis
inflammation of the bronchi
bronchogenic carcinoma
lung cancer originating in the bronchi
bronchopneumonia
acute inflammation of the smaller bronchial tubes,
bronchioles, and alveoli
chronic obstructive pumonary disease a group of disorders associated with the obstruction of
bronchial airflow, usually as a result of inhaling tobacco products. The disorders are emphysema and chronic
bronchitis.
coccidioidomycosis
a fungal infection of the upper respiratory tract and
lungs that often spreads to other organs; also known as
valley fever, it is caused by inhaling dust containing
spores of Coccidioides immitis
coryza
a common viral head cold
croup
a disease of infants and young children, caused by
acute obstruction of the larynx and characterized by a
hoarse cough
cystic fibrosis
a hereditary disease characterized by excess mucus
production in the respiratory tract and elsewhere
emphysema
a chronic lung disease characterized by enlarged alveoli and a damaged respiratory membrane; its symptoms
include apnea, a barrel chest due to labored breathing,
and gradual deterioration due to chronic hypoxemia
epiglottitis
inflammation of the epiglottis
laryngitis
inflammation of the larynx
Legionellosis
a form of pneumonia caused by the bacterium Legionella pneumophelia, also called Legionnaires’ dis-
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“tunnel” they have made is
much narrower than their
typical airway. Ask students to reflect on any differences they feel in the effort required to breathe. Finally, ask students to do
some light physical activity
(a few jumping jacks, brisk
walking, etc.). Then ask
them to try to mouthbreathe through their “tunneled” hand again. How did
they feel? Do they think
they could tolerate more
strenuous physical activity
if they were forced to
breathe through the “tunnel”? Why or why not?
Did You Know?
 Too much breathing can
be bad for you! In hyperventilation, an excessively
fast respiratory rate causes
the patient to blow off
large amounts of CO2.
This results in an abnormal blood pH, which
makes the patient begin to
experience dizziness,
weakness, and tingling in
pleural effusion
ease
the arms and around the
mouth.
also known as adenocarcinoma of the lung, lung
cancer arises from cells lining the bronchi or from the
soft tissues of the lung
Did You Know?
inflammation of the nose and pharynx
• The primary instrument
used in pulmonary function
an acute infectious disease characterized by inflammatesting is the spirometer. It
tion of the larynx, trachea, and bronchi, producing
is designed to measure
spasmodic coughing; also called whooping cough bechanges in volume and can
cause of the noise produced during coughing when the
only measure lung volume
larynx spasms
compartments that exinflammation of the pharynx
change gas with the atmosphere.
escape of fluid into the pleural cavity
pleuritis
inflammation of the pleurae; also called pleurisy
pneumoconiosis
inflammation of the lungs caused by the chronic inhalation of fine particles, which leads to the formation of
a fibrotic tissue around the alveoli that reduces their
ability to stretch; it includes asbestos inhalation and
silicosis caused by fine silicone dust inhalation
pneumonia
inflammation of soft lung tissue, excluding the bronchi, caused by bacterial, viral, or fungal infection, in
which the alveoli become filled with fluid
lung cancer
nasopharyngitis
pertussis
pharyngitis
pneumonitis
inflammation of the lungs independent of a particular
cause
pneumothorax
presence of air or gas in the pleural cavity
pulmonary edema
accumulation of fluid in the alveoli and bronchioles
pulmonary embolism
blockage in the pulmonary circulation caused by a
moving blood clot
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• Both lungs have about 750
million alveoli.
• If all the alveoli were laid
out flat and stitched together like a patchwork quilt, it
would be the size of a tennis court.
Homework Assignments
• Have students complete the
Word Search in Worksheet
1.
• Assign each student a condition from the pathology
section to research on the
Web for additional information. Based on that information, have each stu-
pyothorax
a condition of pus in the pleural cavity; also called empyema
respiratory distress syndrome
respiratory failure characterized by atelectasis, also
called hyaline membrane disease; this condition occurs in two forms; neonatal respiratory distress syndrome appears in infants and is caused by insufficient
surfactant cells; adult respiratory distress syndrome
affects adults and is caused by severe lung infection or
injury.
rhinitis
inflammation of the nasal mucous membrane
sinusitis
inflammation of the sinus mucous membranes
tonsillitis
inflammation of a tonsil, usually a palatine tonsil; an
inflamed pharyngeal tonsil is called an adenoid
tracheitis
inflammation of the trachea
tracheostenosis
narrowing of the trachea
tuberculosis
dent answer the following
questions:
• What are the signs and
symptoms?
• How is this condition
diagnosed?
• What is the treatment?
• What is the prognosis?

Divide the class into groups,
assign a disease to each
group, and have each write a
case study using its disease
and words from this chapter
created from word parts that
students have already
learned.
infection of the lungs by the bacterium Mycobacterium
Study the pronunciation for
tuberculosis
medical terms in this chapter in
upper respiration infection
infection of the upper respiratory tract; usually the re- the:
sult of a virus
• Text in parentheses following the term
Treatments, Procedures, and Devices
• Glossary at Medical
Terminology Interactive
Prefix
Definition
Combining
Definition
Suffix
Definition
Form
anti-
against or
opposite of
aden/o
gland
-al
pertaining to
endo-
within
angi/o
blood vessel
-ary
pertaining to
bronch/o
airway
-centesis
surgical
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puncture
Medical Term
dilat/o
to widen
-ectomy
surgical removal or excision
laryng/o
voice box,
larynx
-gram
a record or
image
lob/o
round part,
lobe
-graphy
measurement,
recording
process
ox/i
oxygen
-ion
process
pleur/o
pleura, rib
-meter
measure,
measuring
instrument
pneum/o,
pneumon/o
lung, airway
-metry
measurement
pulmon/o
lung
-oid
resembling
rhin/o
nose
-plasty
surgical repair
spir/o
breathe
-scopy
process of
viewing
thorac/o
chest, thorax
-stomy
surgical
creation of
an opening
trache/o
windpipe,
trachea
-tomy
incision or to
cut
Definition
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acid-fast bacilli smear
a clinical test performed on sputum to identify the presence of bacteria that reacts to acid, including Mycobacterium tuberculosis
adenoidectomy
excision of a swollen pharyngeal tonsil, known as an adenoid
antihistamine
a therapeutic drug that inhibits the effects of histamines,
which are compounds released by cells that cause bronchial constriction and blood vessel dilation
arterial blood gases
a clinical test on arterial blood to identify the levels of
oxygen and carbon dioxide
aspiration
the removal of fluid with suction
auscultation
a physical examination that listens to sound within the
body, often with the aid of a stethoscope
bronchodilation
use of a bronchodilating agent in an inhaler to reduce
bronchial constriction and thereby improve breathing
bronchogram
x-ray image of the bronchi
bronchography
the process of obtaining an x-ray of the bronchi
bronchoscopy
bronchi are examined with a bronchoscope, a modified
type of endoscope
chest CT scan
diagnostic imaging of the chest by a CT scanning instrument; used to diagnose respiratory tumors, scan pleural effusion, pleurisy, and other diseases by providing
three-dimensional imaging
a device that is commonly used to regulate breathing
during sleep as a treatment for sleep apnea; called continuous positive airway pressure
CPAP
chest x-ray
an x-ray photograph of the thoracic cavity used to diag-
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nose tuberculosis, tumors, and other lung conditions;
also called a chest radiograph
ear, nose, and throat specialist
a physician specializing in the treatment of upper respiratory diseases
endotracheal intubation
insertion of a tube into the trachea via the nose or mouth
to open the airway
expectorant
a drug that breaks up mucus and promotes coughing to
remove the mucus
incentive spirometry
a postoperative breathing therapy in which a portable
spirometer is used by a patient to encourage lung exercise; it reduces pulmonary complications
laryngectomy
surgical removal or excision of the larynx
laryngoscopy
procedure that examines the larynx with a laryngoscope
laryngotracheotomy
incision into the larynx and trachea
lobectomy
excision of a section or lobe of a lung
mechanical ventilation
a technique used by a respiratory therapist or EMT to
provide assisted breathing using a ventilator, which
pushes air into the patient’s airway
nebulizer
a device used to convert a liquid medication to a mist
and deliver it to the lungs with the aid of deep inhalation
oximetry
measurement of oxygen levels in the blood using an instrument called an oximeter; a pulse oximeter is a noninvasive procedure using an oximeter that is pressed
against the fingertip
pleurocentesis
surgical puncture and aspiration of fluid from the pleural
cavity
pneumonectomy
excision of a lung
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pulmonary angiography
x-ray of the blood vessels of the lungs following injection of a contrast medium
pulmonary function test
diagnostic test performed to determine the cause of lung
disease by evaluating lung capacity through the use of
spirometry; types include tidal volume, which is the
amount of air expired after a normal expiration, and vital
capacity, which is the amount of air exhaled after a maximal exposure
pulmonologist
a physician specializing in the treatment of lung disease
resuscitation
artificial respiration used to restore breathing; the most
common form is cardiopulmonary resuscitation
rhinoplasty
surgical repair of the nose
TB skin test
a test to determine the presence of a TB infection, in
which a purified protein derivative sample of the TB bacillus is injected intradermally; also called PPD skin test
or Mantoux skin test
thoracocentesis
surgical puncture into the chest cavity to aspirate; also
called thoracentesis
thoracostomy
surgical puncture into the chest cavity, usually for the
insertion of a tube; the procedure is often termed “placing a chest tube”
thoracotomy
incision into the chest
tracheoplasty
surgical repair of the trachea
tracheostomy
surgical creation of an opening into the trachea, usually
for the insertion of a tube
tracheotomy
incision into the trachea
ventilation–perfusion scanning
a diagnostic tool of nuclear medicine that is used to
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evaluate pulmonary function, it can identify pulmonary
embolism and pulmonary edema; it is also called lung
scan and V/P scan
LO 3
Build medical terms from the word parts associated with the respiratory system.
Classroom Activities
 Present an unlabeled diagram
of the respiratory system.
Have students select printed
labels from a box and assign
them to the correct anatomy,
describing the function of
each part.
Teaching Tips
 Encourage/remind students
to add new word parts to
flash cards.
 Write sentences on the
board using common
words. Have students substitute correct medical
terms.
Classroom Activities
 Medical Terminology Bee
Create PowerPoint flash
cards of new combining
forms and suffixes presented in this chapter. Have all
students stand, and ask one
to define the word part. If
the student is correct,
he/she remains standing. If
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the student is wrong, he/she
sits down. Continue until
only one student is standing.
Teaching Tips
 Emphasize the importance
of learning abbreviations
and their full meanings.
Point out how some abbreviations, such as TPR,
ABGs, SIDS, COPD, and
IPPB, are typically used rather than the full terms.
 Encourage students to add
abbreviations to their flash
cards.
 Write sentences on the
board using common
words. Have students substitute correct abbreviations.
 Obtain a copy of respiratory
therapy notes. Have students
identify all the abbreviations
and write out the medical
term for each.
Teaching Tips
 Reinforce how the meaning
of unfamiliar medical terms
can be figured out by sim©2013 by Pearson Education, Inc.
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
ple translation of familiar
word parts.
Write sentences on the
board using common
words. Have students substitute correct medical
terms.
Teaching Tips
 Emphasize to students the
importance of correctly
spelling terms and how
sounding out terms can assist in learning how to spell
the terms.
 Say each new term in class
and have the students repeat it.
 Emphasize the importance
of learning word parts. If
you can dissect a word into
its component parts, you
don’t need to memorize a
separate definition for every term.
Teaching Tips
 You can remember the definition of ptysis (which
means spitting out) by
thinking of the word “Ptooey!”
 Have students make flash
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cards for the word parts introduced in this chapter.
Encourage them to include
doodles or other visual cues
to help them remember the
definitions.
Visual Learners
 Visual learners will benefit from viewing animations and videos on the
topic of asthma.
Visual Learners
 Visual learners will benefit from watching videos on the topic of cystic
fibrosis.
Auditory Learners
 Auditory learners will
benefit from listening to
animations of lung
sounds.
Visual Learners
 Visual learners will benefit from watching videos on the topic of tuberculosis.
Did You Know?
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• A pneumothorax can occur
in three forms: spontaneous
pneumothorax, trauma
pneumothorax, and tension
pneumothorax.
• Chest x-ray is the most
commonly performed diagnostic x-ray examination.
• Approximately half of all
x-rays obtained in medical
institutions are chest x-rays.
Teaching Tips
Helpful websites
American Lung Association at
http://www.lungusa.org
National Heart, Blood, and Lung
Institute at
http://www.nhlbi.nih.gov
Pulmonology Channel: Your
Pulmonology Community at
www.pulmonologychannel.
com
Visual Learners/Kinesthetic
Learners
 Have students make
word part flash cards using index cards. One
word part should be
placed on each card.
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
Challenge the students to
include a doodle that
helps them picture the
word.
Also, have students use
index cards to make flash
cards for important muscle diseases and procedures. Encourage students to use pictures rather than lengthy definitions on these flash
cards.
Teaching Tips
 Encourage students to
find a study buddy to
work with in learning
new terms.
Teaching Tips
 Break the class up into
two teams and play charades using respiratory
disorder terminology.
Homework Assignments
• Have students complete the
True/False, Fill in the
Blank, and Short Answer
sections in Worksheet 1.
• Have each student select
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one of the major organs in
the respiratory system and
prepare a short report on its
role in respiration.
Study the pronunciation for
medical terms in this chapter in
the:
• Text in parentheses following the term
• Glossary at Medical
Terminology Interactive
LO 4
Pronounce and spell common medical terms associated with the respiratory system.
Teaching Tips
Encourage students to add abbreviations to their flash cards.
Teaching Tips
 Students commonly confuse
the terms pharynx and larynx. Help them remember
the difference with the
phrase “You eat pie with
your pharynx and say ‘la-la’
with your larynx.”
Classroom Activities
 Break the class up into two
teams and play charades using respiratory disorder terminology.
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Classroom Activities
 Reinforce the structure and
function of various respiratory system components by
completing a coloring activity with your students. Using
an overhead projector and
dry erase markers, label and
color each structure using a
different color for each
structure. Provide students
with copies of the diagram,
and have them use colored
markers, pencils, or crayons
to label and color along with
you. Be sure to include the
functions of each structure,
where applicable.
Classroom Activities
Assign each student a condition
from the Diseases and Disorders
section to research on the Web
for additional information.
Based on that information, have
each student answer the following questions:
• What are the signs and
symptoms?
• How is this condition diagnosed?
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• What is the treatment?
• What is the prognosis?
Have the students construct sentences using abbreviations.
Teaching Tips
 Encourage students to learn
more by visiting the following Websites:
• American Association
for Respiratory Care at
www.aarc.org
• National Board for
Respiratory Care at
www.nbrc.org
Classroom Activities
 Select two students to do 5minute presentations of
their Internet research in
class.
 Jeopardy Game: Have students create questions for
terms in this section for a
Jeopardy game to be played
in class.
Kinesthetic Learners
 These learners will find
it helpful to create and
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handle flash cards. Involve them in organizing
and demonstrating cards,
posters, and other visual
aids for the class.
Homework Assignments
• Have students complete the
Abbreviation Match-Up in
Worksheet 1.
Study the pronunciation for
medical terms in this chapter in
the:
• Text in parentheses following the term
• Glossary at Medical
Terminology Interactive
Worksheets
Worksheet 1: Chapter Review
Worksheet 2: Dictation Report
Worksheet 3: Word Surgery
Worksheet 4: Case Study
Worksheet 5: Medical Report
Analysis
Worksheet 6: Which Term Does
Not Belong?
Worksheet 7: Labeling
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Worksheet 8: Key Terms
Double Check
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Wingerd, Lesson Plans for Medical Terminology Complete!, 2/e
©2013 by Pearson Education, Inc.
Wingerd, Lesson Plans for Medical Terminology Complete!, 2/e