Download CHAP NUM="14" ID="CH - Fullfrontalanatomy.com

Nervous System
Lesson Plan
Chapter 12
150 minutes
Learning Objectives
1. Identify and define the combining forms and suffixes introduced in this chapter.
2. Correctly spell and pronounce medical terms and major anatomical structures relating to the nervous system.
3. Locate and describe the major organs of the nervous system and their functions.
4. Describe the components of a neuron.
5. Distinguish between the central nervous system, peripheral nervous system, and autonomic nervous system.
6. Identify and define nervous system anatomical terms.
7. Identify and define selected nervous system pathology terms.
8. Identify and define selected nervous system diagnostic procedures.
9. Identify and define selected nervous system therapeutic procedures.
10. Identify and define selected medications relating to the nervous system.
11. Define selected abbreviations associated with the nervous system.
Minutes
Concepts for Lecture
10 mins
Identify and define the combining forms and suffixes introduced in this chapter.
Text Pages: 410
PowerPoint Slides: 69
LO 1
Combining Forms
alges/o
sense of pain
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
Teaching Notes
Teaching Tips
 Word Watch: Point out the soundalike suffixes -phagia and -phasia.
Help students remember the difference with the mnemonic “PHAGIA
astr/o
cephal/o
cerebell/o
cerebr/o
clon/o
dur/o
encephal/o
esthes/o
gli/o
medull/o
mening/o
meningi/o
myel/o
neur/o
poli/o
pont/o
radicul/o
thalam/o
thec/o
ton/o
ventricul/o
star
head
cerebellum
cerebrum
rapid contracting and relaxing
dura mater
brain
sensation, feeling
glue
medulla oblongata
meninges
meninges
spinal cord
nerve
gray matter
pons
nerve root
thalamus
sheath (meninges)
tone
brain ventricle
Suffixes
-paresis
-phasia
-plegia
-taxia muscle
-trophic
weakness
speech
paralysis
coordination
pertaining to development
involves your GUT; PHASIA involves SPEAKING.”
 Encourage/remind students to add
new word parts to flash cards.
 Emphasize that it is more important
to memorize word parts than individual terms, since many important terms
can easily be defined by just breaking
them down.
 Point out the relationship between the
root cephal/o (head) and encephala/o
(brain). Encephal/o can actually be
further broken down into en- (within)
and cephal/o (head), which is exactly
where the brain is located. And, as an
added bonus, both these word parts
are already familiar to students from
previous chapters.
Did You Know?
 The combining form myel/o means
“marrow” and is used for both the
spinal cord and bone marrow. To the
ancient Greek philosophers and physicians, the spinal cord appeared to be
much like the marrow found in the
medullary cavity of a long bone.
Classroom Activities
 Medical Terminology Bee: Create
PowerPoint flash cards of new combining forms, prefixes, and suffixes
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
presented in this chapter. Have all
students stand and then define the
word part. If the student is correct,
he/she remains standing. If the student is wrong, he/she sits down. Continue until only one student is standing.
Worksheets
 12A – New Combining Form and
Suffix Handout
 12B – Medical Term Analysis
 12G – Chapter Review
Independent Study
 Homework Assignment
 Text Practice Exercises:
 C. Combining Form Practice
 H. Define the Suffix
 I. Define the Combining Form
 Medical Terminology Interactive:
 Flash card generator
 Learning module
 Review games
 Chapter practice exam
 Companion Website:
 Chapter quiz
Competency Assessments
 Quiz 12A – New Word Parts Quiz
 Quiz 12E – Word Building Quiz
 Test Bank:
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e

LO 2
Fill-in-the-Blank questions
Correctly spell and pronounce medical terms and major anatomical structures re- Teaching Tips
lating to the nervous system.
 Emphasize to students the importance
Text Pages: throughout chapter
of correctly spelling terms and how
sounding out terms can assist in
Pronunciation for medical terms in this chapter can be found:
learning how to spell the terms.
• In parentheses following key terms
 Say each new term in class and have
• In Audio Glossary in Medical Terminology Interactive
the students repeat it.
• In Audio Glossary at Companion Website
Worksheets
 12D – Sound It Out
Independent Study
 Homework Assignment
 Text Practice Exercises:
 A. Complete the Statement
 Medical Terminology Interactive:
 Audio Glossary
 Spelling test
Competency Assessments
 Quiz 12B – Spelling Quiz
15 mins
LO 3
Locate and describe the major organs of the nervous system and their functions.
Text Pages: 412; 414417
PowerPoint Slides: 1012; 2354
Teaching Tips
 Point out that the brain is the principal organ of the nervous system. If it
• Responsible for coordinating all activity of body; first receives information from
cannot function, neither will any other
system. Without sufficient oxygenaboth external and internal sensory receptors; then uses information to adjust activition, brain tissue will quickly die; this
ty of muscles and glands to match needs of body
death is irreversible. Therefore, the
• Nervous system subdivided into central nervous system (CNS) and peripheral
proper function of the body is denervous system (PNS)
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
pendent on the brain working correct• Central nervous system consists of brain and spinal cord; sensory information
ly.
comes into central nervous system, where it is processed; motor messages then exit
central nervous system carrying commands to muscles and glands
 Visual Learners: Use full-size ana• Nerves of peripheral nervous system are cranial nerves and spinal nerves; sensory
tomical charts and models to illustrate
nerves carry information to central nervous system and motor nerves carry comthe different organs of the nervous
mands away from central nervous system
system, especially the brain.
• All portions of nervous system are composed of nervous tissue
 Connect structure to function. After
reviewing the basic parts of the nervBrain
ous system and their functions, ask
• One of largest organs in body
students to speculate what kind of
• Coordinates most body activities; center for thought, memory, judgment, and emodeficits would be observed if different
tion
parts of the nervous system were
• Each part of brain is responsible for controlling different body functions, such as
damaged by stroke or other injury.
temperature regulation, blood pressure, and breathing
Consider the cerebrum (and different
• Four sections to brain: cerebrum, cerebellum, diencephalon, and brain stem (see
lobes of the cerebrum) versus the cerFigure 12.3)
ebellum, brain stem, high spinal cord,
• Cerebrum—largest section of brain; located in upper portion of brain and is area
low spinal cord, and/or nerves.
that processes thoughts, judgment, memory, problem solving, and language; outer
layer of cerebrum is cerebral cortex, composed of folds of gray matter; elevated
Teaching Resources
portions of cerebrum, or convolutions, are called gyri and are separated by fissures,  Image library
or valleys, called sulci; is subdivided into left and right halves called cerebral hem-  Visual and Kinesthetic Learners:
ispheres; each hemisphere has four lobes (see Figure 12.4):
Have students work with the Nervous
1. Frontal lobe: most anterior portion of cerebrum; controls motor function, perAnatomy animation found in the
sonality, and speech
PowerPoint presentation.
2. Parietal lobe: most superior portion of cerebrum; receives and interprets nerve  Visual and Kinesthetic Learners:
Have students complete the Brain and
impulses from sensory receptors and interprets language
Brain Stem drag-and-drop exercise
3. Occipital lobe: most posterior portion of cerebrum; controls vision
found in the PowerPoint presentation.
4. Temporal lobe: left and right lateral portion of cerebrum; controls hearing and
smell
 Pop Questions: Use Classroom Response System questions as either
• Diencephalon—located below cerebrum, contains two of most critical areas of the
pretest or posttest quiz to gauge stubrain, thalamus and hypothalamus; thalamus is composed of gray matter and acts
dent comprehension during lecture.
as center for relaying impulses from eyes, ears, and skin to cerebrum; pain percep©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
tion is controlled by thalamus; hypothalamus located just below thalamus controls
body temperature, appetite, sleep, sexual desire, and emotions; hypothalamus is responsible for controlling autonomic nervous system, cardiovascular system, digestive system, and release of hormones from pituitary gland
• Cerebellum—second largest portion of brain; located beneath posterior part of cerebrum; aids in coordinating voluntary body movements and maintaining balance
and equilibrium; cerebellum refines muscular movement that is initiated in cerebrum
• Brain stem—area has three components: midbrain, pons, and medulla oblongata;
midbrain acts as pathway for impulses to be conducted between brain and spinal
cord; pons—term meaning “bridge”—connects cerebellum to rest of brain; medulla
oblongata is most inferior positioned portion of brain; connects brain to spinal cord;
area contains centers that control respiration, heart rate, temperature, and blood
pressure; also site where nerve tracts cross from one side of brain to control functions and movement on other side of body; with few exceptions, left side of brain
controls right side of body and vice versa
• Ventricles—brain has four interconnected cavities; one in each cerebral hemisphere, one in thalamus, and one in front of cerebellum; contain cerebrospinal fluid (CSF), watery, clear fluid that provides protection from shock or sudden motion
to brain and spinal cord
Spinal Cord
• Function is to provide pathway for impulses traveling to and from brain
• Column of nervous tissue; extends from medulla oblongata of brain down to level
of second lumbar vertebra within vertebral column
• 33 vertebrae of backbone line up to form continuous canal for spinal cord called
spinal cavity or vertebral canal
• See Figure 12.5
• Also protected by cerebrospinal fluid; flows down center of spinal cord within central canal; inner core of spinal cord consists of cell bodies and dendrites of peripheral nerves and therefore is gray matter; outer portion of spinal cord is myelinated
white matter; white matter is either ascending tracts carrying sensory information
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
Classroom Activities
 Introduce the anatomy and physiology
of the nervous system through labeling and coloring. Color-code each
structure, and write the name of that
structure and its function in the same
color.
Critical Thinking Questions
1. The brain and the spinal cord are surrounded by cerebrospinal fluid. What
is the function of this fluid? Why is
an examination of this fluid important
in the diagnosis of neurological conditions?
Worksheets
 12F – Crossword Puzzle
 12G – Chapter Review
Independent Study
 Homework Assignment
 Text Practice Exercises:
 Chart Note Transcription
 A. Complete the Statement
 Labeling Exercise Image A
 Labeling Exercise Image C
 Medical Terminology Interactive:
 Learning module
 Review games
 Chapter practice exam
up to brain or descending tracts carrying motor commands down from brain to pe-  Companion Website:
ripheral nerve
 Chapter quizzes
Meninges
• Three layers of connective tissue membranes; surround brain and spinal cord
• See Figure 12.6
• From external to internal, meninges are:
1. Dura mater: meaning tough mother; forms tough, fibrous sac around central
nervous system
2. Subdural space: actual space between dura mater and arachnoid layers
3. Arachnoid layer: meaning spider-like; thin, delicate layer attached to pia mater
by web-like filaments
4. Subarachnoid space: space between arachnoid layer and pia mater; contains
cerebrospinal fluid that cushions brain from outside
5. Pia mater: meaning soft mother; innermost membrane layer and is applied directly to surface of brain and spinal cord
5 mins
Describe the components of a neuron.
Text Pages: 412
PowerPoint Slides: 1320
LO 4
Competency Assessments
 Quiz 12D – Labeling Diagram
 Quiz 12G – Chapter Review
 Test Bank:
 True/False questions
 Multiple-Choice questions
 Matching questions
Teaching Tips
 [Insert icon] Visual Learners: Use
full-size anatomical charts and models to illustrate the structure of a neuron.
• Consists of two basic types of cells: neurons and neuroglial cells
• Neurons—individual nerve cells; capable of conducting electrical impulses in response to stimulus
Did You Know?
• Neurons have three basic parts: dendrites, nerve cell body, and axon (see Figure
12.1A)
 Neuroglial tissue received its name as
• Dendrites—highly branched projections that receive impulses
a result of its function. This tissue
• Nerve cell body—contains nucleus and many of other organelles of cell (see Figure
holds neurons together. Therefore, it
12.1B)
was called neuroglial, a term literally
• Axon—neuron has only single axon; projection from nerve cell body that conducts
meaning “nerve glue.”
electrical impulse toward destination
 Synapse is a Greek word meaning
• Synapse—point at which axon of one neuron meets dendrite of next neuron; elec“connection.”
trical impulses cannot pass directly across gap between two neurons, called synap©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
tic cleft; require help of chemical messenger, called neurotransmitter
• Neuroglial cells—found in nervous tissue; each has different support function for
neurons; for example, some neuroglial cells produce myelin, a fatty substance that
acts as insulation for many axons so that they conduct electrical impulses faster;
neuroglial cells do not conduct electrical impulses.
Teaching Resources
 Image library
 Pop Questions: Use Classroom Response System questions as either
pretest or posttest quiz to gauge student comprehension during lecture.
Worksheets
 12F – Crossword Puzzle
 12G – Chapter Review
Independent Study
 Homework Assignment
 Text Practice Exercises:
 A. Complete the Statement
 Labeling Exercise Image B
 Medical Terminology Interactive:
 Learning module
 Review games
 Chapter practice exam
 Companion Website:
 Chapter quizzes
Competency Assessments
 Quiz 12C – Labeling Diagram
 Test Bank:
 Multiple-Choice questions
 Matching questions
10 mins
Distinguish between the central nervous system, peripheral nervous system, and
autonomic nervous system.
Text Pages: 413; 418420
PowerPoint Slides: 2122; 5570
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
Teaching Tips
 [Insert icon] Visual Learners: Use
full-size anatomical charts and mod-
LO 5
Central Nervous System
• Brain and spinal cord
• Receives impulses from all over body, processes this information, then responds
with an action
• Consists of both gray and white matter
• Gray matter—comprised of unsheathed or uncovered cell bodies and dendrites
• White matter—myelinated nerve fibers (see Figure 12.2); myelin sheath makes
nervous tissue appear white
• Tracts—bundles of nerve fibers interconnecting different parts of central nervous
system
• Central nervous system is encased and protected by meninges
Peripheral Nervous System (PNS)
• 12 pairs of cranial nerves and 31 pairs of spinal nerves
• Nerve—bundle of axon fibers located outside central nervous system that carries
messages between central nervous system and various parts of body
• Whether nerve is cranial or spinal is determined by where nerve originates; cranial
nerves arise from brain, mainly at medulla oblongata; spinal nerves split off from
spinal cord, and one pair (left and right) exits between each pair of vertebrae
• Nerve root—point where either type of nerve is attached to central nervous system
• Names of most nerves reflect either organ nerve serves or portion of body the nerve
is traveling through
• Entire list of cranial nerves is found in Table 12.1 and Figure 12.7 illustrates some
major spinal nerves in human body
• Most nerves carry information to and from central nervous system, individual neurons carry information in only one direction; afferent neurons, also called sensory
neurons, carry sensory information from sensory receptor to central nervous system; efferent neurons, also called motor neurons, carry activity instructions from
central nervous system to muscles or glands out in body (see Figure 12.8)
• Ganglion—nerve cell bodies of neurons forming nerve are grouped together in
knot-like mass; located outside central nervous system
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
els to illustrate the organization of the
different parts of the nervous system
Did You Know?
 Myelin is a lipid and a very white
molecule. This is why myelinated
neurons are called white matter.
 Because nerve tracts cross from one
side of the body to the other side of
the brain, damage to one side of the
brain results in symptoms appearing
on the opposite side of the body.
Since nerve cells that control the
movement of the right side of the
body are located in the left side of the
medulla oblongata, a stroke that paralyzed the right side of the body would
actually have occurred in the left side
of the brain.
Teaching Resources
 Image library
 Pop Questions: Use Classroom Response System questions as either
pretest or posttest quiz to gauge student comprehension during lecture.
Critical Thinking Questions
1. Devise a clever way to remember the
12 cranial nerves?.
Worksheets
• Nerves of peripheral nervous system are subdivided into two divisions, autonomic
nervous system (ANS) and somatic nerves, each serving a different area of body
 12F – Crossword Puzzle
 12G – Chapter Review
Autonomic Nervous System
• Involved with control of involuntary or unconscious bodily functions
• May increase or decrease activity of smooth muscle found in viscera and blood vessels, cardiac muscle, and glands
• Divided into two branches: sympathetic branch and parasympathetic branch
• Sympathetic nerves control “fight-or-flight” reaction during times of stress and crisis; increase heart rate, dilate airways, increase blood pressure, inhibit digestion, and
stimulate production of adrenaline during crisis
• Parasympathetic nerves serve as counterbalance for sympathetic nerves, “rest-anddigest” reaction; cause heart rate to slow down, lower blood pressure, and stimulate
digestion.
Independent Study
 Homework Assignment
 Text Practice Exercises:
 A. Complete the Statement
 B. Terminology Matching
 Medical Terminology Interactive:
 Learning module
 Review games
 Chapter practice exam
 Companion Website:
 Chapter quizzes
Somatic Nerves
• Serve skin and skeletal muscles
• Mainly involved with conscious and voluntary activities of body
• Large variety of sensory receptors found in dermis layer of skin use somatic nerves
to send their information, such as touch, temperature, pressure, and pain, to brain
• Also carry motor commands to skeletal muscles
Competency Assessments
 Quiz 12G – Chapter Review
 Test Bank:
 True/False questions
 Multiple Choice questions
 Short-Answer question
10 mins
Identify and define nervous system anatomical terms.
Text Pages: 421
PowerPoint Slides: 7981
LO 6
cerebellar
cerebral
cerebrospinal
cerebell/o = cerebellum Pertaining to the cerebellum.
-ar = pertaining to
cerebr/o = cerebrum
Pertaining to the cerebrum.
-al = pertaining to
cerebr/o = cerebrum
Pertaining to the cerebrum and spine.
spin/o = spine
-al = pertaining to
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
Teaching Tips
 Visual Learners: Use full-size anatomical charts and models to illustrate
the location of the various anatomical
sites.
 Reinforce how the meaning of unfamiliar medical terms can be figured
out by simple translation of familiar
word parts.
encephalic
intrathecal
medullary
myelonic
meningeal
neural
neuroglial
pontine
thalamic
ventricular
encephal/o = brain
Pertaining to the brain.
-ic = pertaining to
intra- = within
Pertaining to within the meninges.
thec/o = sheath
-al = pertaining to
medull/o = medulla oblongata Pertaining to the medulla oblongata.
-ary = pertaining to
myel/o = spinal cord
Pertaining to the spinal cord.
-nic = pertaining to
mening/o = meninges Pertaining to the meninges.
-eal = pertaining to
neur/o = nerve
Pertaining to nerves.
-al = pertaining to
neur/o = nerve
Pertaining to the glial cells.
gli/o = glue
-al = pertaining to
pont/o = pons
Pertaining to the pons.
-ine = pertaining to
thalam/o = thalamus
Pertaining to the thalamus.
-ic = pertaining to
ventricul/o = ventricle Pertaining to the ventricles.
-ar = pertaining to
Classroom Activities
 Read aloud nervous system words
that are made up of word parts; have
students identify parts and define
terms, either aloud or individually on
paper.
 Jeopardy Game: Have students create questions for terms in this section
for Jeopardy game to be played in
class—may be combined with Pathology, Diagnostic, Therapeutic, and
Pharmacology terms.
Worksheets
 12G – Chapter Review
Independent Study
 Homework Assignment
 Text Practice Exercises:
 J. Define the Term
 Medical Terminology Interactive:
 Learning module
 Review games
 Chapter practice exam
 Companion Website:
 Chapter practice quizzes
Competency Assessments
 Quiz 12E – Word Building Quiz
 Tests Bank:
 Fill-in-the-Blank questions
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
50 mins
LO 7
Identify and define selected nervous system pathology terms.
Text Pages: 422430
PowerPoint Slides: 82116
Teaching Tips
 For some of the common disease
terms that do not break down into
word parts, encourage students to deMedical Specialties
velop a mental image of a patient that
anesthesiology (an- = without; esthes/o = sensation, feeling; -logy = study of) –
suffers from the condition. If they are
Branch of medicine specializing in all aspects of anesthesia, including for surwilling, ask students to act it out for
gical procedures, resuscitation measures, and the management of acute and
each other. It will not only elicit some
chronic pain; physician is an anesthesiologist.
giggles (that will lighten the mood), it
neurology (neur/o = nerve; -logy = study of) – Branch of medicine concerned with diwill incorporate multiple sensory moagnosis and treatment of diseases and conditions of the nervous system; physidalities into the learning (moving the
cian is a neurologist.
muscles, seeing a colleague pretend to
neurosurgery (neur/o = nerve) – Branch of medicine concerned with treating condihave the disease, hearing and practictions and diseases of the nervous systems by surgical means; physician is a
ing correct pronunciation for the medneurosurgeon.
ical name).
Signs and Symptoms
absence seizure – Type of epileptic seizure that lasts only a few seconds to half a mi- Did You Know?
 Certain disease processes attack the
nute, characterized by a loss of awareness and an absence of activity; also
gray matter and the white matter of
called a petit mal seizure.
the central nervous system. For inanalgesia (an- = without; alges/o = sense of pain; -ia = state) – Absence of pain.
stance, poliomyelitis is a viral infecanesthesia (an- = without; esthes/o = feeling, sensations; -ia = condition) – Lack of
tion of the gray matter of the spinal
feeling or sensation.
cord. The combining term poli/o
aphasia (a- = without; -phasia = speech) – Inability to communicate verbally or in
means “gray matter.” This disease has
writing due to damage of the speech or language centers in the brain.
almost been eradicated, due to the poataxia (a- = without; -taxia = muscle coordination) – Lack of muscle coordination.
lio vaccine.
aura – Sensations, such as seeing colors or smelling an unusual odor, that occur just
 The term contusion comes from the
prior to an epileptic seizure or migraine headache.
Latin word contundere meaning “to
cephalalgia (cephal/o = head; -algia = pain) – Headache.
bruise or crush.”
coma – Profound unconsciousness resulting from an illness or injury.
 The term palsy comes from the Old
conscious – Condition of being awake and aware of surroundings.
French word paralisie meaning “paconvulsion – Severe involuntary muscle contractions and relaxations; have a variety of
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
causes, such as epilepsy, fever, and toxic conditions.
delirium – Abnormal mental state characterized by confusion, disorientation, and agitation.
dementia – Progressive impairment of intellectual function that interferes with performing activities of daily living. Patients have little awareness of their condition. Found in disorders such as Alzheimer’s.
dysphasia (dys- = abnormal, difficult; -phasia = speech) – Difficulty communicating
verbally or in writing due to damage of the speech or language centers in the
brain.
focal seizure (-al = pertaining to) – Localized seizure often affecting one limb.
hemiparesis (hemi- = half; -paresis = weakness) – Weakness or loss of motion on one
side of the body.
hemiplegia (hemi- = half; -plegia = paralysis) – Paralysis on only one side of the body.
hyperesthesia (hyper- = excessive; esthes/o = feeling, sensations; -ia = condition) –
Abnormally heightened sense of feeling, sense of pain, or sensitivity to touch.
monoparesis (mono- = one; -paresis = weakness) – Muscle weakness in one limb.
monoplegia (mono- = one; -plegia = paralysis) – Paralysis of one limb.
neuralgia (neur/o = nerve; -algia = pain) – Nerve pain.
palsy – Temporary or permanent loss of the ability to control movement.
paralysis – Temporary or permanent loss of function or voluntary movement.
paraplegia (para- = two like parts of a pair; -plegia = paralysis) – Paralysis of the lower portion of the body and both legs.
paresthesia (para- = abnormal; esthes/o = sensation, feeling; -ia = condition) – Abnormal sensation such as burning or tingling.
quadriplegia (quadri- = four; -plegia = paralysis) – Paralysis of all four limbs.
seizure – Sudden, uncontrollable onset of symptoms, such as in an epileptic seizure.
semiconscious (semi- = partial) – State of being aware of surroundings and responding
to stimuli only part of the time.
syncope – Fainting.
tonic-clonic seizure (ton/o = muscle tone; clon/o = rapid contracting and relaxing; -ic
= pertaining to) – Type of severe epileptic seizure characterized by a loss of
consciousness and convulsions. The seizure alternates between strong continu©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e





ralysis.”
The term coma comes from the Greek
word koma meaning “deep sleep or
trance.”
The term concussion comes from the
Latin word concutere meaning “to
shake violently.”
The term epilepsy comes from the
Greek word epilepsia meaning “seizure or attack.”
The term shingles comes from the
Latin word cingulum meaning “girdle.” This word describes how the
blisters form in a line that encircles
the body.
The term syncope comes from the
Greek word sunkope meaning “to cut
short or swoon.”
Teaching Resources
 Image library
 Visual Learners: Have students view
the Epilepsy, Tonic-Clonic Seizure,
Absence Seizure, Parkinson’s disease,
and Multiple Sclerosis videos found
in the PowerPoint presentation.
 Pop Questions: Use Classroom Response System questions as either
pretest or posttest quiz to gauge student comprehension during lecture.
 Guest Speaker: Invite someone who
has had a stroke to describe what it
ous muscle spasms (tonic) and rhythmic muscle contraction and relaxation
felt like and the rehab experience.
(clonic). Also called a grand mal seizure.
 Helpful websites
tremor – Involuntary repetitive alternating movement of a part of the body.
 National Institute of Neurological
unconscious (un- = not) – State of being unaware of surroundings, with the inability to
Disorders and Stroke at
respond to stimuli.
www.ninds.nih.gov
 Your Neurology Community at
Brain
www.neurologychannel.com
Alzheimer’s disease – Chronic, organic mental disorder consisting of dementia, which
 American Stroke Association at
is more prevalent in adults after 65 years of age. Involves progressive disorienwww.strokeassociation.org
tation, apathy, speech and gait disturbances, and loss of memory. Named for
 Patient information pages of
German neurologist Alois Alzheimer.
American Academy of Neurology
at www.aan.com
astrocytoma (astr/o = star; cyt/o = cell; -oma = tumor) – Tumor of the brain or spinal
cord composed of astrocytes, one type of neuroglial cells.
Classroom Activities
brain tumor – Intracranial mass, either benign or malignant; a benign tumor of the
brain can still be fatal since it will grow and cause pressure on normal brain tis-  Write sentences on the board using
sue. See Figure 12.9.
common words. Have students substicerebellitis (cerebell/o = cerebellum; -itis = inflammation) – Inflammation of the certute correct medical terms.
ebellum.
 Jeopardy Game: Have students crecerebral aneurysm (cerebr/o = cerebrum; -al = pertaining to) – Localized abnormal
ate questions for terms in this section
dilation of a blood vessel, usually an artery; the result of a congenital defect or
for Jeopardy game to be played in
weakness in the wall of the vessel. A ruptured aneurysm is a common cause of
class—may be combined with Anaa hemorrhagic cerebrovascular accident. See Figure 12.10.
tomical, Diagnostic, Therapeutic, and
cerebral contusion (cerebr/o = cerebrum; -al = pertaining to) – Bruising of the brain
Pharmacology terms.
from a blow or impact.
 Divide the class into groups. Assign
cerebral palsy (CP) (cerebr/o = cerebrum; -al = pertaining to) – Nonprogressive brain
each group a part of the brain that has
damage resulting from a defect, trauma, or oxygen deprivation at the time of
been damaged. Have the group write
birth.
a brief scenario about a day in the life
cerebrovascular accident (CVA) (cerebr/o = cerebrum; vascul/o = blood vessel; -ar =
of the individual with that part of his
pertaining to) – Development of an infarct due to loss in the blood supply to an
or her brain damaged (e.g., if unable
area of the brain. Blood flow can be interrupted by a ruptured blood vessel
to walk, talk, breathe on own, re(hemorrhage), a floating clot (embolus), a stationary clot (thrombosis), or commember, etc.).
pression. The extent of damage depends on the size and location of the infarct
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
and often includes dysphasia and hemiplegia. Commonly called a stroke. See
Figure 12.11.
concussion – Injury to the brain resulting from the brain being shaken inside the skull
from a blow or impact. Symptoms vary and may include headache, blurred vision, nausea or vomiting, dizziness, and balance problems. Also called mild
traumatic brain injury (TBI).
encephalitis (encephal/o = brain; -itis = inflammation) – Inflammation of the brain.
epilepsy – Recurrent disorder of the brain in which seizures and loss of consciousness
occur as a result of uncontrolled electrical activity of the neurons in the brain.
hydrocephalus (hydro- = water; cephal/o = head) – Accumulation of cerebrospinal
fluid within the ventricles of the brain, causing the head to be enlarged. It is
treated by creating an artificial shunt for the fluid to leave the brain. If left untreated, it may lead to seizures and mental retardation. See Figure 12.12.
migraine – Specific type of headache characterized by severe head pain, sensitivity to
light, dizziness, and nausea.
Parkinson’s disease – Chronic disorder of the nervous system with fine tremors, muscular weakness, rigidity, and a shuffling gait; named for British physician Sir
James Parkinson.
Reye syndrome – Combination of symptoms first recognized by Australian
pathologist R. D. K. Reye that includes acute encephalopathy and damage to
various organs, especially the liver. This occurs in children under age 15 who
have had a viral infection. It is also associated with taking aspirin. For this reason, it’s not recommended for children to use aspirin.
transient ischemic attack (TIA) (isch/o = to hold back; hem/o = blood; -ic = pertaining to) – Temporary interference with blood supply to the brain, causing neurological symptoms such as dizziness, numbness, and hemiparesis; may eventually lead to a full-blown stroke (cerebrovascular accident).
Critical Thinking Questions
1. Why do you think a CVA is commonly called a “stroke” or a “brain attack”?
2. What other common term have you
heard that refers to an “attack” of a
body system?
3. How might getting a driver’s license
be impacted by a diagnosis of epilepsy?
4. Explain the differences between meninges and encephalitis.
5. How are a stroke and a heart attack
similar? What are the risk factors for
each?
6. What are some manifestations of
neurological disease that you could
observe even if a patient was unable
to speak or was unconscious?
Worksheets
 12C – Unscramble
 12E – Word Search Puzzle
 12F – Crossword Puzzle
 12G – Chapter Review
Independent Study
 Homework Assignment: Have stuSpinal Cord
dents select specific pathology and
amyotrophic lateral sclerosis (ALS) (a- = without; my/o = muscle; -trophic = pertainuse Internet resources to research its
ing to development; later/o = side; -al = pertaining to; scler/o = hard; -osis =
symptoms, diagnosis, and treatments.
abnormal condition) – Disease with muscular weakness and atrophy due to de-  Text Practice Exercises:
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
generation of motor neurons of the spinal cord. Also called Lou Gehrig’s disease, after the New York Yankees baseball player who died from the disease.
meningocele (mening/o = meninges; -cele = protrusion) – Congenital condition in
which the meninges protrude through an opening in the vertebral column (see
Figure 12.13B). See spina bifida.
myelitis (myel/o = spinal cord; -itis = inflammation) – Inflammation of the spinal
cord.
myelomeningocele (myel/o = spinal cord; mening/o = meninges; -cele = protrusion) –
Congenital condition in which the meninges and spinal cord protrude through
an opening in the vertebral column (see Figure 12.13C). See spina bifida.
poliomyelitis (poli/o = gray matter; myel/o = spinal cord; -itis = inflammation) – Viral
inflammation of the gray matter of the spinal cord. Results in varying degrees
of paralysis; may be mild and reversible or may be severe and permanent. This
disease has been almost eliminated due to the discovery of a vaccine in the
1950s.
spina bifida (spin/o = spine; bi- = two) – Congenital defect in the walls of the spinal
canal in which the laminae of the vertebra do not meet or close (see Figure
12.13A). May result in a meningocele or a myelomeningocele—meninges or
the spinal cord being pushed through the opening.
spinal cord injury (SCI) (spin/o = spine; -al = pertaining to) – Damage to the spinal
cord as a result of trauma; spinal cord may be bruised or completely severed.








Medical Record Analysis
Chart Note Transcription
Case Study
A. Complete the Statement
E. Terminology Matching
J. Define the Term
K. Terminology Matching
L. Fill in the Blank
 Medical Terminology Interactive:
 Learning module
 Review games
 Chapter practice exam
 Companion Website:
 Practice quizzes
 Case study
 Web destinations
Competency Assessments
 Quiz 12G – Chapter Review
 Test Bank:
 True/False questions
 Multiple-Choice questions
Nerves
 Matching questions
Bell’s palsy – One-sided facial paralysis due to inflammation of the facial nerve, prob Short-Answer question
ably viral in nature; the patient cannot control salivation, tearing of the eyes, or
expression, but most will eventually recover.
Guillain-Barré syndrome – Disease of the nervous system in which nerves lose their
myelin covering. May be caused by an autoimmune reaction. Characterized by
loss of sensation and/or muscle control starting in the legs. Symptoms then
move toward the trunk and may even result in paralysis of the diaphragm.
multiple sclerosis (MS) (scler/o = hard; -osis = abnormal condition) – Inflammatory
disease of the central nervous system in which there is extreme weakness and
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
numbness due to loss of myelin insulation from nerves.
myasthenia gravis (my/o = muscle; -asthenia = weakness) – Disease with severe
muscular weakness and fatigue due to insufficient neurotransmitter at a synapse.
neuroma (neur/o = nerve; -oma = tumor) – Nerve tumor or tumor of the connective
tissue sheath around a nerve.
neuropathy (neur/o = nerve; -pathy = disease) – General term for disease or damage
to a nerve.
polyneuritis (poly- = many; neur/o = nerve; -itis = inflammation) – Inflammation of
two or more nerves.
radiculitis (radicul/o = nerve root; -itis = inflammation) – Inflammation of a nerve
root; may be caused by a herniated nucleus pulposus.
radiculopathy (radicul/o = nerve root; -pathy = disease) – Refers to the condition that
occurs when a herniated nucleus pulposus puts pressure on a nerve root; symptoms include pain and numbness along the path of the affected nerve.
shingles – Eruption of painful blisters on the body along a nerve path. Thought to be
caused by a Herpes zoster virus infection of the nerve root. See Figure 12.14.
Meninges
epidural hematoma (epi- = above; dur/o = dura mater; -al = pertaining to; hemat/o =
blood; -oma = swelling) – Mass of blood in the space outside the dura mater of
the brain and spinal cord.
meningioma (meningi/o = meninges; -oma = tumor) – A tumor in the meninges.
meningitis (mening/o = meninges; -itis = inflammation) – Inflammation of the meninges around the brain or spinal cord caused by bacterial or viral infection; symptoms include fever, headache, neck stiffness, lethargy, vomiting, irritability,
and photophobia.
subdural hematoma (sub- = below; dur/o = dura mater; -al = pertaining to; hemat/o =
blood; -oma = swelling) – Mass of blood forming beneath the dura mater if the
meninges are torn by trauma; may exert fatal pressure on the brain if the hematoma is not drained by surgery. See Figure 12.15.
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
15 mins
Identify and define selected nervous system diagnostic procedures.
Text Pages: 430431
PowerPoint Slides: 117125
LO 8
Teaching Tips
 Review actual laboratory CT scan,
MRIs, or PET scans of brain.
Clinical Laboratory Tests
cerebrospinal fluid analysis (cerebr/o = cerebrum; spin/o = spine; -al = pertaining to) Teaching Resources
– Laboratory examination of the clear, watery, colorless fluid from within the  Image library
brain and spinal cord; infections and the abnormal presence of blood can be de-  [Insert icon] Visual Learners: Have
tected in this test.
students view the Electroneurodiagnostic Technician video found in the
Diagnostic Imaging
PowerPoint presentation.
brain scan – Image of the brain taken after injection of radioactive isotopes into the
 Pop Questions: Use Classroom Recirculation.
sponse System questions as either
cerebral angiography (cerebr/o = cerebrum; -al = pertaining to; angi/o = vessel; pretest or posttest quiz to gauge stugraphy = process of recording) – X-ray of the blood vessels of the brain after
dent comprehension during lecture.
the injection of radiopaque dye.
echoencephalography (encephal/o = brain; -graphy = process of recording) – Record- Classroom Activities
ing of the ultrasonic echoes of the brain; useful in determining abnormal pat Write sentences on the board using
terns of shifting in the brain.
common words. Have students substimyelogram (myel/o = spinal cord; -gram = record) – X-ray record of the spinal cord.
tute correct medical terms.
myelography (myel/o = spinal cord; -graphy = process of recording) – Injection of ra-  Jeopardy Game: Have students crediopaque dye into the spinal canal. An X-ray is then taken to examine the norate questions for terms in this section
mal and abnormal outlines made by the dye.
for Jeopardy game to be played in
positron emission tomography (PET) (tom/o = to cut; -graphy = process of recordclass—may be combined with Anaing) – Image of the brain produced by measuring gamma rays emitted from the
tomical, Pathology, Therapeutic, and
brain after injecting glucose tagged with positively charged isotopes. MeasPharmacology terms.
urement of glucose uptake by the brain tissue indicates how metabolically ac-  Guest speaker: Invite electroneurotive the tissue is.
diagnostic technician to class to discuss training and different types of
Additional Diagnostic Tests
tests he or she conducts.
Babinski reflex – Reflex test developed by French neurologist Joseph Babinski to de-  Guest Speaker: Invite a neurologist
termine lesions and abnormalities in the nervous system. The Babinski reflex is
or neurosurgeon to show CT scans or
present if the great toe extends instead of flexes when the lateral sole of the
MRIs of the brain.
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
foot is stroked. The normal response to this stimulation is flexion of the toe.
electroencephalogram (EEG) (electr/o = electricity; encephal/o = brain; -gram = record) – Record of the brain’s electrical patterns.
electroencephalography (EEG) (electr/o = electricity; encephal/o = brain; -graphy =
process of recording) – Recording the electrical activity of the brain by placing
electrodes at various positions on the scalp; also used in sleep studies to determine if there is a normal pattern of activity during sleep.
lumbar puncture (LP) (lumb/o = low back; -ar = pertaining to) – Puncture with a
needle into the lumbar area (usually the fourth intervertebral space) to withdraw fluid for examination and for the injection of anesthesia; also called spinal puncture or spinal tap. See Figure 12.16.
nerve conduction velocity – Test that measures how fast an impulse travels along a
nerve; can pinpoint an area of nerve damage.
 Guest Speaker: Invite an EEG technician to show EEG strips and what
the different brain waves mean.
Worksheets
 12F – Crossword Puzzle
 12G – Chapter Review
Independent Study
 Homework Assignment
 Text Practice Exercises:
 Medical Record Analysis
 Chart Note Transcription
 Case Study
 G. Define the Procedures and Tests
 L. Fill in the Blank
 Medical Terminology Interactive:
 Learning module
 Review games
 Chapter practice exam
 Companion Website:
 Practice quizzes
Competency Assessments
 Quiz 12G – Chapter Review
 Test Bank:
 True/False questions
 Multiple-Choice questions
 Matching questions
15 mins
Identify and define selected nervous system therapeutic procedures.
Text Pages: 432
PowerPoint Slides: 126129
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
Teaching Resources
 Pop Questions: Use Classroom Re-
LO 9
Medical Procedures
nerve block – Injection of regional anesthetic to stop the passage of sensory or pain
impulses along a nerve path.
Surgical Procedures
carotid endarterectomy (endo- = within; arteri/o = artery; -ectomy = surgical removal) – Surgical procedure for removing an obstruction within the carotid artery, a
major artery in the neck that carries oxygenated blood to the brain. Developed
to prevent strokes, but is found to be useful only in severe stenosis with transient ischemic attack.
cerebrospinal fluid shunts (cerebr/o = cerebrum; spin/o = spine; -al = pertaining to) –
Surgical procedure in which a bypass is created to drain cerebrospinal fluid;
used to treat hydrocephalus by draining the excess cerebrospinal fluid from the
brain and diverting it to the abdominal cavity.
laminectomy (-ectomy = surgical removal) – Removal of a portion of a vertebra,
called the lamina, in order to relieve pressure on the spinal nerve.
neurectomy (neur/o = nerve; -ectomy = surgical removal) – Surgical removal of a
nerve.
neuroplasty (neur/o = nerve; -plasty = surgical repair) – Surgical repair of a nerve.
neurorrhaphy (neur/o = nerve; -rrhaphy = suture) – To suture a nerve back together;
actually refers to suturing the connective tissue sheath around the nerve.
tractotomy (-otomy = cutting into) – Surgical interruption of a nerve tract in the spinal
cord. Used to treat intractable pain or muscle spasms.
sponse System questions as either
pretest or posttest quiz to gauge student comprehension during lecture.
Classroom Activities
 Write sentences on the board using
common words. Have students substitute correct medical terms.
 Jeopardy Game: Have students create questions for terms in this section
for Jeopardy game to be played in
class—may be combined with Anatomical, Pathology, Diagnostic, and
Pharmacology terms.
Worksheets
 12G – Chapter Review
Independent Study
 Homework Assignment: Have students research the most recent advances in the treatment of spinal cord
injuries.
 Homework Assignment: Have students research the recent improvements in microsurgery that allow the
reattachment and full use of an amputated limb.
 Text Practice Exercises:
 Medical Record Analysis
 Chart Note Transcription
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e

L. Fill in the Blank
 Medical Terminology Interactive:
 Learning modules
 Review games
 Chapter practice exam
 Companion Website:
 Chapter quizzes
Competency Assessments
 Quiz 12G – Chapter Review
 Test Bank:
 True/False questions
 Multiple-Choice questions
 Matching questions
10 mins
Identify and define selected medications relating to the nervous system.
Text Pages: 432433
PowerPoint Slides: 130131
LO 10
analgesic (an- = without; alges/o = sense of pain; -ic = pertaining to) – Medication to
treat minor to moderate pain without loss of consciousness; aspirin, Bayer,
Ecotrin; acetaminophen, Tylenol; ibuprofen, Motrin
anesthetic (an- = without; esthes/o = feeling, sensation; -tic = pertaining to) – Drug
that produces a loss of sensation or a loss of consciousness; lidocaine, Xylocaine; pentobarbital, Nembutal; propofol, Diprivan; procaine, Novocain
anticonvulsant (anti- = against) – Substance that reduces the excitability of neurons
and therefore prevents the uncontrolled neuron activity associated with seizures; carbamazepine, Tegretol; phenobarbital, Nembutal
dopaminergic drugs (-ic = pertaining) – Group of medications to treat Parkinson’s
disease by either replacing the dopamine that is lacking or increasing the
strength of the dopamine that is present; levodopa; L-dopa, Larodopa; levodopa/carbidopa, Sinemet
hypnotic (-ic = pertaining to) – Drug that promotes sleep; secobarbital, Seconal; te©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
Teaching Resources
 Pop Questions: Use Classroom Response System questions as either
pretest or posttest quiz to gauge student comprehension during lecture.
Classroom Activities
 Jeopardy Game: Have students create questions for terms in this section
for Jeopardy game to be played in
class—may be combined with Anatomical, Diagnostic, and Therapeutic
terms.
Worksheets
 12C – Unscramble
 12E – Word Search Puzzle
mazepam, Restoril
narcotic analgesic (-ic = pertaining to; an- = without; alges/o = sense of pain; -ic =
pertaining to) – Drug used to treat severe pain; has the potential to be habit
forming if taken for a prolonged time. Also called opiates; morphine, MS Contin; oxycodone, OxyContin; meperidine, Demerol
sedative – Drug that has a relaxing or calming effect; amobarbital, Amytal; butabarbital, Butisol
 12F – Crossword Puzzle
 12G – Chapter Review
Independent Study
 Homework Assignment: Have students use PDR and/or Internet to look
up additional information regarding
these medications, such as dosage,
side effects, and contraindications.
 Text Practice Exercises:
 J. Define the Term
 M. Pharmacology Challenge
 Medical Terminology Interactive:
 Learning modules
 Review games
 Chapter practice exam
 Companion Website:
 Practice quizzes
Competency Assessments
 Test Bank:
 True/False questions
 Multiple-Choice questions
 Matching questions
10 mins
Define selected abbreviations associated with the nervous system.
Text Pages: 433
PowerPoint Slides: 132133
LO 11
ALS
ANS
CNS
CP
amyotrophic lateral sclerosis
autonomic nervous system
central nervous system
cerebral palsy
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
Teaching Tips
 Emphasize importance of learning
abbreviations and their full meanings;
point out how some abbreviations,
such as ANS, EEG, PET, and CNS,
are typically used rather than full
terms.
CSF
CVA
CVD
EEG
HA
ICP
LP
MS
PET
PNS
SCI
TBI
TIA
cerebrospinal fluid
cerebrovascular accident
cerebrovascular disease
electroencephalogram, electroencephalography
headache
intracranial pressure
lumbar puncture
multiple sclerosis
positron emission tomography
peripheral nervous system
spinal cord injury
traumatic brain injury
transient ischemic attack
 Encourage students to add abbreviations to their flash cards.
Teaching Resources
 Pop Questions: Use Classroom Response System questions as either
pretest or posttest quiz to gauge student comprehension during lecture.
Classroom Activities
 Write sentences on the board using
medical terms; have students substitute correct abbreviations for the
terms.
 Concentration: Have students assist
in creating a concentration game for
abbreviations to play in class.
Worksheets
 12G – Chapter Review
Independent Study
 Homework Assignment
 Text Practice Exercises:
 Case Study
 D. What Does It Stand For?
 F. What’s the Abbreviation?
 Medical Terminology Interactive:
 Learning modules
 Review games
 Chapter practice exam
 Companion Website:
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e

Practice quizzes
Competency Assessments
 Quiz 12F – Abbreviation Quiz
 Quiz 12G – Chapter Review
 Test Bank:
 True/False questions
 Multiple-Choice questions
 Matching questions
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e
©2013 by Pearson Education, Inc.
Fremgen and Frucht, Lesson Plans for Medical Terminology, A Living Language, 5/e