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Anatomy and Physiology: The Massage Connection (Third Edition)

Lesson Plans

Chapter 1 — An Orientation to the Human Body

Goals of the Lesson:

Cognitive: Students will be able to define anatomy and physiology and describe each body system and its functions. They will be able to list the functions of the body necessary for survival and describe how the body gauges and adjusts to its environment. Students will be able to compare negative and positive feedback systems and describe planes of division, anatomical position, and directional references. They will be able to identify regions of the body and major cavities in the body, as well as the organs within each cavity. Students will be able to list the organizational levels of the body, describe the different chemical reactions in the body, and list the parts and describe the functions of cells. They will be able to describe and compare the different types of tissue in the body and the effect of aging on tissues. Students will be able to describe the effects of massage on healthy tissue.Motor: N/AAffective: N/A

Learning Objectives:

The lesson plan for each objective starts on the page shown below.

1-1 Define anatomy and physiology....................................................................................................................................1-31-2 Briefly describe each body system and its function/s...................................................................................................1-41-3 List the functions of the body necessary for survival....................................................................................................1-81-4 Describe how the body gauges and adjusts to its environment.....................................................................................1-91-5 Compare negative and positive feedback systems........................................................................................................1-101-6 Describe the planes of division, anatomical position, and directional references.........................................................1-111-7 Identify the regions of the body.....................................................................................................................................1-131-8 Identify the major cavities in the body and list the organs within each cavity.............................................................1-151-9 List the organizational levels of the body......................................................................................................................1-161-10 Describe the different chemical reactions in the body..................................................................................................1-171-11 List the parts and describe the functions of cells...........................................................................................................1-191-12 Describe and compare the different types of tissue in the body and the effect of agingon tissues......................................................................................................................................................................................1-21-1Copyright © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins

Selected Key Terms

Frontal or coronal planeSagittal planeTransverse or horizontal planeAnatomical positionSuperiorCranialCephalicInferiorCaudalAnteriorPosteriorMedialLateralDeepInternalSuperficialExternalProximalDistalFacialCranialCervicalAtomTissueOrgansSystemsHemostasisFeedback systemEpithelial tissues

Anatomy and Physiology: The Massage Connection (Third Edition)Chapter 1—An Orientation to the Human Body.

1-13 Describe the effects of massage on healthy tissue.........................................................................................................1-23

You Will Need:

Gather the following materials and teaching aids for the following lessons:1-6 Three large pieces of poster board or cardboard and three pairs of scissors

Page 1-2Copyright © 2012 Wolters Kluwer | Lippincott Williams & Wilkins


Objective 1-1

Define anatomy and physiology. Date:

Lecture OutlineFigures, Tables, and Features

Resources andIn-Class Activities

Outside AssignmentsEvaluation Instructor’s Notes

Content Text page

PPt slide

Introduction Anatomy (“cutting open”):

the study of external and internal structures of the body and the physical relationship between the parts of the body

Physiology: the study of the functions of the various parts of the body

1 2 FiguresN/A

BoxesN/A

In-Class ActivitiesWrite the words “anatomy” and “physiology” on a white board in front of the class. Have students describe, in their own words, what these terms mean. Jot down their answers under each term.

MaterialsN/A

Outside AssignmentsHave students research online to learn when anatomy and physiology were first studied in recorded history. Have them bring their findings to class to share.

EvaluationN/A

Legend: PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/Premkumar3E); SRC: Student Resource Center (found at http://thepoint.lww.com/Premkumar3e); SG: Study Guide.


http://thepoint.lww.com/Premkumar3e)

http://thepoint.lww.com/Premkumar3E)


Objective 1-2

Briefly describe each body system and its function/s. Date:




Content Text page

PPt slide

Integumentary system Structures

o Skino Sweat

glandso Nailso Hair

Functionso Protects

bodyo Maintains

core temp Skeletal system

Structureso Boneso Bone

marrowo Joints

Functionso Supports

bodyo Protects

tissue & organso Joints:

hinges for movemento Bones:

Muscle attachment sites

Store nutrients

9–12 9–13 Figures1-8: Systems of the body. A. Integumentary. B. Skeletal. C. Muscular. D. Nervous. E. Cardiovascular. F. Lymphatic. G. Respiratory. H. Endocrine. I. Reproductive. J. Digestive. K. Urinary.pp. 9–10, PPt 9–13

BoxesN/A

In-Class ActivitiesHave students pair off and assign each pair a body system. Have each pair think up an analogy that describes the functions of their body system. For instance, the cardiovascular system is kind of like a waste treatment facility, where water is pumped in, has the waste removed, and is pumped back out clean into rivers or lakes, where it rejoins the water cycle.

MaterialsN/A

Outside AssignmentsHave students pick two different body systems that work together and have them write a paragraph or two describing how these systems work together.SGIdentification: Fill in the Blankpp. 9–10

EvaluationN/A



Manufacture blood Muscular system

Structureso Skeletal

muscleo Cardiac

muscleo Smooth

muscle Functions

o Allows movement

o Allows heart to beat & blood to circulate

o Allows digestion

o Allows respiration

o Allows excretion

o Helps maintain body temp

Nervous system Structures

o Braino Spinal

cordo Nerveso Supporting

tissues Functions

o Responds to stimuli from inside & outside body

o Integrates sensed stimuli & produces appropriate response



o Coordinates activities of all other organ systems

Cardiovascular system Structures

o Hearto Blood

vesselso Blood

Functionso Circulates

bloodo Transports

oxygen, nutrients, & hormones to various tissues

o Carries waste products from tissues for excretion

Lymphatic system Structures

o Lymph vessels

o Lymph nodes

o Lymphoid tissue (tonsils, spleen, thymus)

Functionso Defends

against infection & disease

o Helps remove excess water from tissues

Respiratory system Structures

o Nose



o Nasal cavities

o Pharynxo Larynxo Tracheao Bronchial

tubeso Lungs

Functionso Brings

oxygen into lungs for gas exchange

o Removes carbon dioxide

Endocrine system Structures

o Hormoneso Glands

Functionso Manufactu

res hormoneso Prompts

long-term changes in various organ & system activities

Reproductive system Structures

o Ovarieso Fallopian

tubeso Uteruso Vaginao Breastso Testiso Vas

deferenso Accessory

glands



o Penis Functions

o Propagation of species

o Development of male & female characteristics

Digestive system Structures

o Moutho Pharynxo Esophaguso Stomacho Small &

large intestineso Accessory

organs Functions

o Breaks down food into form that can be used by body

Urinary system Structures

o Kidneyso Ureterso Bladdero Urethra

Functionso Eliminates

excess water, salts, & waste products

o Conserves water & salt when body is dehydrated

o Helps maintain pH

Legend: PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/Premkumar3E); SRC: Student Resource Center (found at http://thepoint.lww.com/Premkumar3e); SG: Study Guide. Page 1-8Copyright © 2012 Wolters Kluwer | Lippincott Williams & Wilkins




Objective 1-3

List the functions of the body necessary for survival. Date:




Content Text page

PPt slide

Preserving life: necessary functions Metabolism: the countless

chemical reactions in the cells of the body that fuel their activity

Responsiveness: the body’s reaction, voluntary or not, to changes in its internal & external environment

Movement: external movement (muscles), such as walking, running; internal movement, such as blood & lymph circulation

Digestion: breaking down food to circulate throughout body and nourish cells

Excretion: removing waste from the body

Reproduction: human reproduction & cellular reproduction

Growth: increase in size of an organism or structure

12–13 14 FiguresN/A

BoxesN/A

In-Class ActivitiesAsk the class, “how is movement necessary to preserve life?” Write their answers on a white board.

MaterialsN/A

Outside AssignmentsHave students research online and find three specific examples of chemical reactions in the body that help keep the body alive. Have them bring these to the next class and briefly describe them.

EvaluationN/A






Objective 1-4

Describe how the body gauges and adjusts to its environment. Date:




Content Text page

PPt slide

Maintaining homeostasis Homeostasis: a stable

internal environment Feedback systems

o A sequence of events that helps maintain homeostasis

o Controlled condition

o Stimuluso Receptoro Control

centero Effectorso Negative

feedback: feedback loop nullifies change that occurs (blood pressure)

o Positive feedback: feedback loop intensifies change that occurs (stretch of cervix)

13–15 15–16 Figures1-9: Feedback systems. A. Negative feedback. B. Positive feedback. p. 14

BoxesAssess Yourself!p. 15

In-Class ActivitiesHave students hold their breath for a minute and then resume breathing, as directed in the Assess Yourself! box on p. 15. Ask them how their breathing rate changes, and then explain the feedback mechanism behind this phenomenon.

MaterialsN/A

Outside AssignmentsSGDraw a Diagramp. 14

EvaluationN/A






Objective 1-5

Compare negative and positive feedback systems. Date:




Content Text page

PPt slide

Feedback systems Negative feedback:

feedback loop nullifies change that occurs (blood pressure)

Positive feedback: feedback loop intensifies change that occurs (stretch of cervix)

13–15 16 Figures1-9: Feedback systems. A. Negative feedback. B. Positive feedback. p. 14

BoxesAssess Yourself!p. 15

In-Class ActivitiesAsk students, “If the maintenance of blood pressure was a positive feedback system instead of a negative one, what would be the consequences?”

MaterialsN/A

Outside AssignmentsHave students research online and find one more example, other than the ones provided in the text, of a positive or negative feedback system in the body. Have them share their findings at the next class.

EvaluationN/A






Objective 1-6

Describe the planes of division, anatomical position, and directional references. Date:




Content Text page

PPt slide

Navigating the body Planes of division

o Frontal or coronal: right to left

o Sagittal: front to back

o Transverse or horizontal: across body

Anatomical positiono Body erecto Feet

parallel to each other & flat on floor

o Arms at sides

o Palms turned forward

o Fingers pointing down

o Head & eyes directed forward

Directional referenceso Superior/

cephalico Inferior/

caudalo Anterior/

ventral

2–3 3–5 Figures1-1: Planes of division. p. 2, PPt 3

1-2: Anatomical position. p. 3, PPt 4

1-3: Directional terms p. 3, PPt 5

Tables1-1: Directional Referencesp. 4, PPt 5

In-Class ActivitiesDemonstrate anatomic position before the class. Then, assign students to three groups: one for frontal plane, one for sagittal plane, and one for transverse plane. Give each group a large piece of poster board or cardboard and a pair of scissors and have them demonstrate their assigned plane.Finally, have students pair off. Have one student in each pair assume anatomic position and the other trace the directions you give on the other student’s body. Starting at the student’s fingertips on the right hand, call out instructions involving directional terms, such as, “move proximally 12 inches; move medially 2 inches; where are you now?”

MaterialsThree large pieces of

Outside AssignmentsSGLabel a Diagramp. 12

EvaluationN/A



o Posterior/dorsal

o Medialo Lateralo Deep/

internalo Superior/

externalo Proximalo Distal

poster board or cardboard and three pairs of scissors






Objective 1-7

Identify the regions of the body. Date:




Content Text page

PPt slide

Regions of the body Head and neck

o Frontal: forehead

o Orbital: eye

o Otic: earo Buccal:

cheeko Nasal:

noseo Oral:

moutho Mental:

chin Trunk

o Chest Pectoral: upper

anterior thorax Mediastinal:

between the lungs Axillary: armpit Vertebral: center of

back Scapular: shoulder

bladeo Abdomen

Umbilicus: center of abdomen

4–5 6 Figures1-4: Body regions. A. Anterior view. B. Posterior view. p. 5, PPt 6

1-5: Abdominal regions. A. The four abdominopelvic quadrants. B. The nine regions of the abdomen. p. 6

BoxesN/A

In-Class ActivitiesPlay “Simon Says” with your class. Instead of using familiar directions, however, such as, “Simon says touch your nose,” use the less familiar body region names. For instance, say, “Simon says touch your buccal region.”

MaterialsN/A

Outside AssignmentsSRCColoring Exercise based on Fig. 1-4

EvaluationN/A



Pelvic: lowermost part of abdomen

Lumbar: lower back Gluteal: buttock Sacral: lowermost

part of back, in centero Upper and

lower extremities Arm

Acromial: shoulder

Brachium: upper arm

Antebrachium: forearm (elbow/cubital)

Manus: hand (wrist/carpal; palmar; dorsal; digital/phalangeal)

Leg Thigh

(femoral) Knee (patellar) Leg

(shin/crural; calf/sural)

Foot (ankle/tarsal; heel/calcaneal; sole/plantar; top/dorsal; digital/phalangeal)






Objective 1-8

Identify the major cavities in the body and list the organs within each cavity. Date:




Content Text page

PPt slide

Body cavities Cranial: brain Spinal: spinal cord Thoracic

o Pleural: lungs

o Pericardial: heart

Abdominopelvico Abdominal

: liver, gallbladder, stomach, small & large intestines, pancreas, kidneys, spleen

o Pelvic: reproductive organs, urinary bladder, rectum, lower part of intestines

6 7 Figures1-6: Body cavities. Top, lateral view; bottom, anterior view. p. 7, PPt 7

BoxesN/A

In-Class ActivitiesCall out various organs to the class and have them tell which body cavity the organ is located in.

MaterialsN/A

Outside AssignmentsSGLabel a Diagramp. 13

EvaluationN/A






Objective 1-9

List the organizational levels of the body. Date:




Content Text page

PPt slide

Building the body: atoms to organisms Chemical: smallest unit is

atom Cellular: cell is smallest

living part of body Tissue: a collection of cells Organ: group of different

tissues that perform the same function

Systemic: group of organs that share a common function

Organismal: the living body

6–7 8 Figures1-7: Levels of organization of the bodyp. 8, PPt 8

BoxesN/A

In-Class ActivitiesExplain to the class how massage can affect each of the organizational levels of the body.

MaterialsN/A

Outside AssignmentsHave students research the physiological effects of massage on the body and present their findings at the next class.

EvaluationN/A






Objective 1-10

Describe the different chemical reactions in the body. Date:




Content Text page

PPt slide

Exploring the chemical level Atoms

o Structure and number

o Isotopeso Energy

levels Molecules and compounds Chemical bonds

o Ionic bonds

o Covalent bonds

o Hydrogen bonds

Chemical reactionso Synthesis

reactions: kinetic energy is used to form compounds from fragments

o Decomposition reactions: break compounds into smaller bits

o Exchange reactions: compounds are merely scrambled, swapping atoms with one

15–23 17–20 Figures1-10: Structure of an atom.

p. 16, PPt 17

1-11: Ionic bond formation (e.g., sodium chloride [table salt]). p. 17

1-12: Hydrogen covalent bond formation.p. 18

1-13: Polar covalent bond. p. 18

1-14: Hydrogen bonds holding water molecules together. p. 18

1-15: Lipids. A. Triglyceride (a simple fat). B. Phospholipid. C. Cholesterol (a steroid). p. 21

In-Class ActivitiesGive some everyday examples of the various types of chemical reactions, such as losing weight (decomposition reaction).

MaterialsN/A

Outside AssignmentsHave students research online and find one example of each type of chemical reaction that occurs in the body.

EvaluationN/A



anothero Reversible

reactions: can proceed in either direction

Chemical compoundso Inorganic

Water Salts Acids, bases, & pH

o Organic Carbohydrates Lipids Proteins Nucleic acids Adenosine

triphosphate

1-16: Structure of DNA. p. 22

Tables1-2: Elements in the Bodyp. 16

Legend: PPt: PowerPoint; IRC: Instructor Resource Center (found at http://thepoint.lww.com/Premkumar3e); SRC: Student Resource Center (found at http://thepoint.lww.com/Premkumar3e); SG: Study Guide.





Objective 1-11

List the parts and describe the functions of cells. Date:




Content Text page

PPt slide

Exploring the cellular level Cell structure

o Cell membrane

o Nucleuso Cytoplasmo Organelles

Cytoskeleton Endoplasmic

reticulum and ribosomes

Golgi apparatus (Golgi Complex)

Lysosomes and peroxisomes

Centrosomes and centrioles

Cell membrane projections: microvilli, cilia, and flagella

Cell functiono Cell

membrane transport Passive transport Active transport Vesicular transport

o Cell division—the cell life cycle Preparing for

23–31 21–23 Figures1-17: A generalized animal cell, sectional view. p. 24, PPt 21

1-18: Cell membrane with membrane proteins. p. 24

1-19: Diffusion. p. 27

1-20: Osmosis. A. Region of lower concentration. B. Region of higher concentration. p. 28

1-21: Vesicular transport. A. Endocytosis. B. Exocytosis. p. 29

1-22: Stages of mitosis. p. 30

In-Class ActivitiesBring some slides containing animal tissue and a microscope to class so that students can see a cell and its components up close. Slides specifically for viewing cell organelles are available via the internet.

MaterialsN/A

Outside AssignmentsSRCColoring Exercise based on Fig. 1-17

SGIdentification: Fill in the Blankp. 12

EvaluationN/A



division Mitosis and meiosis

Interphase Prophase Metaphase Anaphase Telophase

o Protein synthesis

1-23: Protein synthesis. A. Transcription. B. Translation.p. 32

BoxesN/A






Objective 1-12

Describe and compare the different types of tissue in the body and the effect of aging on tissues. Date:




Content Text page

PPt slide

Exploring the tissue level Epithelial tissue

o Characteristics Arranged in a

continuous sheet Lacks a blood

supply Has a good nerve

supply Stem cells multiply

rapidlyo Classificati

on Simple Stratified Glandular

Connective tissueo Functions

Framework Transport Protection Storage Sensors

o Features Has specialized

cells Protein fibers are

present outside cells

31–41 24–28 Figures1-24: Epithelial cells. A. Simple squamous epithelium. B. Simple cuboidal epithelium. C. Simple columnar epithelium. D. Simple ciliated columnar. E. Pseudostratified ciliated columnar epithelium. F. Stratified squamous epithelium. G. Transitional epithelium. p. 34

1-25: Connective tissue proper. p. 35

1-26: Loose connective tissue—adipose tissue.p. 37

1-27: Dense connective tissue—tendon.p. 38

In-Class ActivitiesHave a “Tissue Palpation Lab,” in which you have students pair off and palpate one or two examples of each tissue type on each other. As they palpate, have them describe what each tissue feels like.

MaterialsN/A

Outside AssignmentsSGComplete the Tablep. 16

EvaluationN/A



Fibers and cells are suspended in fluid known as ground substance

o Extracellular matrix Ground substance Fibers

o Connective tissue cells Fibroblasts Adipocytes Macrophages Microphages Mast cells Lymphocytes Platelets

o Common properties Fluidity and

thixotropy Adhesion

o Classification Loose Dense Superficial & deep

fascia Bone Cartilage

Hyaline Elastic Fibrocartilage

Blood Membranes of the

body Muscle tissue

o Skeletal muscle

1-28: Supporting connective tissue—cartilage. p. 38

1-29: Muscle tissue. p. 39, PPt 27

1-30: Nervous tissue. A. A neuron or nerve cell. B. Cross-section of a nerve. C. Brain tissue.p. 40, PPt 28

BoxesTable Talkp. 31

Table Talkp. 36

Table Talkp. 37



o Cardiac muscle

o Smooth muscle

Nervous tissue Effects of aging on tissue






Objective 1-13

Describe the effects of massage on healthy tissue. Date:




Content Text page

PPt slide

The massage connection Effleurage, pétrissage, &

tapotemento Affect

fluid component of tissue by: Increasing blood &

lymph flow Reducing edema

Frictiono Effective

in treating adherent connective tissue

o Realigns collagen fibers during remodeling phase of healing

Skin rolling, friction, & myofascial trigger & direct fascialo Affect

underlying connective tissue

o Loosen adhesions

o Improve joint mobility

o Cause reactive hyperemia

41 29 FiguresN/A

BoxesN/A

ResourcesIRCImage BankPowerPoint PresentationsLesson PlansTest Generator

SRCColoring ExercisesAnswers to Review QuestionsQuiz BankAcland’s Atlas of Human Anatomy video clipsFlash CardsStedman’s Audio Glossary

In-Class ActivitiesDemonstrate, using a volunteer student from the class, how friction techniques can loosen adhesions.

MaterialsN/A

Outside AssignmentsCase Studytext p. 41

Review Questionstext pp. 42–45

SGMultiple Choicepp. 5–7

Short Answerpp. 8–9

Matchingp. 11

Fill in the Blanksp. 15

Practical Applicationsp. 17

EvaluationIRCTest Generator



SRCQuiz Bank





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