Lesson Title: Body Planes and Directions Lesson #: H02
Occupational Area: Health
CTE Concept(s): Body Planes
Math Concepts: Graphing, problem-solving, coordinates, ordered pairs
Lesson
Objective:
Student will demonstrate a working knowledge of:

Identifying the four abdominal quadrants and the location of body organs within each quadrant

Understanding graphing terminology

Understanding the components of a graph

The relationship between coordinate system and abdominal cavity quadrants

Using the coordinate system to plot points as a way of locating organs in the abdominal cavity

Examining data

Using data to answer questions and draw conclusions
Supplies
Needed:
Rulers, Pencils
Mannequin or anatomical chart (optional)
Washable Transparency Markers
Transparencies (teacher should make a transparency for each of the following):
Appendix A: Body Quadrants
Appendix B: Organs within Quadrants
Appendix B-1: Student Worksheet
Appendix B-2: Answer Key for Worksheet B-1
Appendix C: Math Quadrants
Appendix D: Teacher Overhead to Introduce Coordinate planes and practice with class
Appendix D-1: Coordinate worksheet for student practice
Appendix E: Body organs in Quadrants
Appendix E-1: Coordinate Plane (Make a transparency for each student.)
Appendix F: Student Worksheet - Ordered Pairs

Appendix F-1: Answer Key for Worksheet G
Appendix G: Student Worksheet
Appendix H: Student worksheet for culminating activity
Appendix H-1: Teacher answer key for culminating activity
Student Worksheets:
Appendix B-1
Appendix D-1
Appendix E
Appendix E-1
Appendix F
Appendix G
Appendix H
Link to Accompanying Materials: Health Occupation H02 Downloads
THE "7 ELEMENTS"
1. Introduce the CTE lesson.
As part of the health curriculum, you will be asked to read and interpret graphs and charts on a daily basis. One of the components of our curriculum is recognizing directional planes, as well as the body cavities and the organs they contain. One of the most important aspects of documentation and patient assessment involves the use of the appropriate anatomical terms. Using imaginary lines, the body can be separated into sections or regions.
TEACHER NOTES
(and answer key)
Using Appendix A: Body
Quadrants – The teacher will explain how the abdomen is divided into four quadrants
Using Overhead of Appendix B:
Organs within Quadrants – The teacher will identify organs within each quadrant.
Using Appendix B-1: Student
Worksheet
– The teacher will have students label organs within the abdomen.
Organ Location
See Appendix B-2: Answer Key for Worksheet B-1 as answer key.

Locate each of the following organs and identify corresponding quadrant:
(LUQ, RUQ, RLQ, LLQ)
1. liver
Organ Location (Key)

Locate each of the following organs and identify corresponding quadrant:
2

quadrant _______ (LUQ, RUQ, RLQ, LLQ)
2. stomach
1. liver quadrant _______
quadrant _RUQ___
3. pancreas
2. stomach quadrant _______ quadrant _LUQ___
4. appendix
3. pancreas quadrant _______ quadrant _LUQ___
5. gallbladder
4. appendix quadrant _______ quadrant _RLQ___

Identify which part of the body is located in each quadrant. (Student
5. gallbladder quadrant _RUQ___ answers may vary.)

Identify which part of the body is located in each
(organ) quadrant. (Student answers may vary.)
1. LLQ
__________________
(organ, examples)
2. RUQ
__________________
3. LUQ
__________________
4. RLQ
__________________
2. Assess students’ math awareness as it relates to the CTE lesson.
1. LLQ small intestines, left ovary
2. RUQ gall bladder, right kidney
3. LUQ spleen, pancreas
4. RLQ appendix, right ovary__
Definition: A plane is a flat surface.
Define and illustrate the three body planes with an explanation of how the midsagittal and transverse planes intersect to form right angles.

Discuss the underlying organs in the abdominal cavity.

Explain how the abdominal cavity is
Planes can be located everywhere. Examples include the walls in this room, as well as, the ceiling, the floor, the chalk board, etc.
3

labeled and divided into quadrants.

Explain the Cartesian Coordinate
System y -axis - Vertical Line x- axis - Horizontal Line
Ordered pair - Numbers which represent a specific point on a graph
Origin - Point where x- and y-axes intersect
Quadrants - Graphs are divided into four areas around the origin
LUQ – Left Upper Quadrant
RUQ - Right Upper Quadrant
RLQ - Right Lower Quadrant
LLQ - Left Lower Quadrant
Using Appendix C: Math
Quadrant – The teacher will explain how the math and health quadrants relate (Math quadrants use Roman numerals).
LUQ = I
RUQ = II
RLQ = III
3. Work through the math example
embedded in the CTE lesson.
Generic problem – Ask students if they have ever had to use a map index to locate a street or city. Did they use coordinates?
Have students identify ordered pair coordinates for different points.
Using Appendix D: Teacher Overhead –
The teacher will introduce coordinate planes and practice with class. The teacher will identify the x-axis and y-axis and point out positive and negative direction. They will also point out the origin as point (0, 0). The teacher will instruct students to plot a point on the coordinate plane using the following points: a. The teacher needs to explain what an ordered pair is.
The first number listed in the parentheses is the x- coordinate and the second number listed in the parentheses is the y-coordinate.
LLQ = IV
4

Example: ( 3 , -4 )
For the ordered pair listed above you would go from the point of origin three units to the right to find the x- coordinate. Then you go down four units for the y-coordinate.
Make sure the teacher includes all terminology before leaving this section.
Using Appendix D-1
– Distribute a copy to each student.
The teacher will have the students add arrows and label the axes. They will label the health and math quadrants and identify the ordered pairs for each point.
4. Work through related, contextual math-in-CTE examples.
Distribute handouts of Appendix
E and transparency of E-1 to each student.
Organ Location

Using ordered pairs, locate each of the following organs and identify corresponding quadrant:
Have students use rulers and transparency markers to identify points on E.
Use Appendix E to complete this section.
Organ Location (Key)

Using ordered pairs, locate each of the following organs and identify corresponding quadrant:
(Ordered pair)
(Ordered pair)
(LUQ, RUQ, RLQ, LLQ)
1. liver _______
( Quadrant)
quadrant _______
1. liver __(-1, 6)___ quadrant __RUQ___
2. appendix ________
quadrant

Identify which part of the body is located at each coordinate.
2. appendix _(-2, -5)___
quadrant RLQ

Identify which part of the body is located at each
5

(organ)
1. ( 2 , 5 ) ____________
2. ( 4, -2) coordinate.
(organ)
1. ( 2 , 5 ) ___stomach_____
2. ( 4 ,-2 ) descending colon
Using Appendix F: Body Planes and Directions – Students will complete Appendix F using information provided in Appendix
E. The teacher’s answer key is
Appendix F-1.
5. Work through traditional math examples.
Appendix G
Using Appendix G: Ordered
Pairs – The teacher will have students complete Appendix G.
6. Students demonstrate their understanding.
Using Appendix H: Student worksheet
Appendix H
7. Formal assessment.
Create problems similar to the student worksheet.
Culminating activities and student worksheets
6

REFERENCE PAGE
Garber, L. D., Introduction to clinical allied healthcare. (1998). Mundelein, IL:
Career Publishing Inc.
McBroom, M. F, Thompson, M, Boyd, J. C. (1998). Hands on algebra: ready to use games and activities for grade 7-12. San Francisco, CA: Jossey-Bass.
Simmers, L.M. (2000). Diversified health occupations. (5 th ed.) Clifton Park, NY:
Delmar Thomson Learning.
MDE MI Climb CD. See http://www.miclimb.net/