Medical Terminology:

Skeletal System
Illinois CTE Endorsement Area:
Health Science Technology & Human Services
Teacher and Student Editions

Original Lesson Developers: Karen Lynn Stark and Sherie Smith

ILCTE Leader, Nance Budde Converted to Format by Karen Aldworth
May, 2021 Current Phase of Lesson: Phase 3 of 5
Overview:
You will learn and utilize common orthopedic terms and abbreviations. There are several fun
activities to guide you on your journey of learning your body’s skeletal medical terminology. You
can be creative in designing a patient education brochure. Let’s learn your skeletal terms!

Classes or Discipline:
• All Health Science Career Pathways

Career Cluster:
• Health Science

Illinois CTE Endorsement Area:

• Health Science

Grade Level(s):
• Secondary school grades 9-12
• Postsecondary schools

Suggested Days/Minutes: To complete all of the activities, 4-5 hours will be needed

Learning Objectives:

• Identify the combining forms, prefixes, and suffixes of the skeletal system.
• Identify and define skeletal system signs, symptoms and pathology terms.
• Utilize correct orthopedic terms in oral and written communication.
• Define selective abbreviations related to the skeletal system.

Standards Addressed:

• National Health Science Standards

o 2.2 Medical Terminology

▪ 2.2.1 Use common roots, prefixes and suffixes to communicate information.

• Common Core Learning Standards:

o CC.K-12.L.R.5: Vocabulary Acquisition and Use: Demonstrate understanding of word

relationships and nuances in the word meaning.

• Common Career Technical Core Standards:

o Career Ready Practices

▪ Page 1 #4 Communicate clearly, effectively and with reason.
Enduring Understandings:
• Correctly use terminology in a healthcare profession related to the skeletal system.
• Communicate effectively with other Healthcare Providers.
• Correctly interpret health care information for the consumer.
• Apply knowledge of medical terminology in new situations.
• Correctly pronounce and spell medical terminology associated with the skeletal system.

Resources and References:

1. Devices with internet access

2. Small prizes for games
3. Music for Engage Skeleton activity
4. Videos:
SKELETON BONES SONG - LEARN IN 3 MINUTES!!! - YouTube (3:23)
Hannah Montana Bone Dance (2:08)
5. Wooden craft sticks
6. Markers, crayons, colored pencils, paint, etc.
7. Writing implements
8. Internet access for brochure research and videos.
9. Textbook
10. Grading rubric for brochure.

Essential Employability Skills:

There are four essential employability skills

• Personal Ethic: integrity, respect, perseverance, positive attitude
• Work Ethic: dependability, professionalism
• Teamwork: critical thinking, effective and cooperative work
• Communication: active listening, clear communication
The focus of this lesson is on integrity, critical thinking, effective and cooperative work, active
listening and clear communication.

Skill How it is addressed:

Integrity Cite sources for public service brochures.
Elaborate Part I - Step 6

Critical Thinking Design and create a patient teaching brochure for an

orthopedic condition. Must include pertinent content.
Elaborate: Step #1

Effective and Work cooperatively within pairs and group activities.

Cooperative Work Explore Part I - Step #1(complete wooden sticks)
Explore Part II - Step 1(compete with group on Match
Game)
Elaborate - All steps

Active Listening In the Engage activity, actively listening to videos in order

to remember bones mentioned.
Engage: Step #2

Clear Communication Clear written communication is required to complete the

case study.
Explore: Part I, Step 2

Suggested Differentiation Strategies:

• Groups include varied skill levels of learning for students.

• Rubric can be modified to accommodate all levels of learners.
• Students partner up on teaching pamphlets. Instructor to consider pairing to accommodate
all learners.
• Flexibility in time from students with special needs.
• Individual assistance by the instructor
• Remediation as needed by the instructor

Throughout this lesson the teacher notes and comments are in red.
1. Engage: (15-20 minutes)
1. You will now take a pre-lesson quiz on the skeletal system. Do your best!
You will find the pre / post quiz at the end of this lesson. The pre-quiz contains 10
questions. The remaining 5 questions are to be added for the post quiz

2. Watch the following videos about the skeletal system.

a. SKELETON BONES SONG - LEARN IN 3 MINUTES!!! - YouTube (3:23)
b. Hannah Montana Bone Dance (2:08)
This is a good review of anatomy and will model pronunciation. These songs go
through the bones and some terms associated with the skeletal system.

3. Take out a piece of paper. You have 60 seconds to write down as many bones as you can
remember from the videos.
Take time to allow students to share with the class the list of bones they wrote down. You
could give a prize to the person who had the most. Use this opportunity to help students
with their pronunciation of the medical terms.

4. Take the next 2 minutes to discuss with someone sitting next to you what could happen in
healthcare if you don’t know proper skeletal system medical terminology, or misspelled or
mispronounced these terms.
Have the students share their thoughts with the class.

5. Individually, you will complete a worksheet given to you by your instructor. Use your
textbook or computer searches to find the information needed to complete the worksheet
The worksheet can be found at the end of this lesson. If not completed during class time,
assign as homework so that students are prepared to start the Explore section.
2. Explore: (90 minutes)

Part I:
1. In groups of 3-4, use your textbook and completed worksheet to write skeletal medical
terms on craft sticks. Write root words, prefixes, and suffixes on one side and the
definition on the other.
After allowing time to complete, give a definition of a medical term and have the group
create the defined medical term using their craft sticks or give a medical term and have
them provide a definition.
2. Complete the following Chart Note Transcription replacing the underlined words with the
correct medical terminology.
Current Complaint:
An 82 year old female was transported to the Emergency Room via ambulance with
severe left hip pain following a fall on the ice.
Past History:
Patient suffered a broken wrist(1) two years earlier that required immobilization by
solid material(2). Following this broken bone(3), her physician who specializes in
treatment of bone conditions(4) diagnosed her with moderate porous bones(5) on
the basis of a low dose x-ray for bone density(6).
Signs and Symptoms: Patient reported severe left hip pain, rating it as 8 on a scale
of 1-10. She held her hip in a bent position and could not tolerate movement to a
straight position. X-rays(7) of the left hip and leg were taken
Diagnosis: Shattered broken bone(8) of the left thigh bone(9)
Treatment: Implantation of an artificial hip joint(10) of the left extremity.
This could be completed with or without sources. This could also be used individually for
grade or as a group.
Answers:
1. carpal fracture 2. casting 3. fracture 4. orthopedic physician
5. osteoporosis 6. dual-energy X-ray absorptiometry 7. radiographs
8. comminuted fracture 9. femur 10. total hip arthroplasty
Part II:
The next activity will be a match game:

1. You will now be playing a "Match Game"

2. You will be divided into 2 teams. Find a partner on your team.

3. Each partnered group will be given a definition. One partner will look at the definition and
say it to their partner.

4. The partner will have 10-15 seconds to give the correct medical term.

5. Each partnered group will get 1 point for a correct answer.

6. If the correct answer is not given in 10-15 seconds, anyone on the opposing team can
“steal” the point with the correct medical term.

7. Select 1 student in your class to be the “official” timer for the game.

Be sure to alternate teams / pairs with each new definition. Use the completed craft sticks for the
definitions Consider having a small treat for the winning team!
You can also consider using the information from your textbook or the pre & post quiz if you want
to.

3. Explain: (10 minutes)

Consider these questions as a short quiz or information for an “exit slip.”

1. What is the meaning of “oste/o?”
Bone

2. What is the medical term for tailbone?

Coccyx

3. What does the root word in the term arthroscope mean?

Joint

4. The adjective form for the anatomical term radial means?

Pertaining to the radius

5. What is the type of bone fracture in which bone has broken through the skin?
Compound or open fracture
4. Elaborate/Extend: (90 minutes)
Knowing your students, you will need to determine if this can be completed outside of the school
day if necessary.
1. Working in pairs, create and design a Patient Teaching brochure. You will be able to pick
your topic from a list of the following orthopedic conditions or choose another topic related
to the skeletal system that is of interest to you.

Some topic ideas are:

• osteoarthritis (OA)
• rheumatoid arthritis (RA)
• variety of fractures (fx)
• osteoporosis
• joint replacement (THR (hip) or TKR (knee)
• scoliosis,
• herniated nucleus pulposus
• spina bifida
These are suggestions for skeletal pathology. You may need to provide additional pathology
from your textbook or an internet search.

2. Your brochure should include:

• a definition of the condition,
• signs and symptoms of the condition
• the name of the specialist who specifically treats this condition
• incidence or age group which is commonly affected by the condition
• treatments (medical and/or surgical)

3. Pay attention to grammar & spelling.

4. Use graphics - make your brochure colorful & attention grabbing. Be sure the graphics are
appropriate to the orthopedic condition highlighted.

5. On the back page of your brochure, indicate three sources that were used for information.

5. Evaluate:

1. Successful completion of the post quiz (questions 1-15) at the end of the unit.
You will determine your student’s successful completion rate.

2. Your teacher may use the following rubric to assess your patient education brochure.
You can assign your students or allow them to pick their topic (listed in the Elaborate
section). The Elaborate section has them working in pairs, but it is your choice if you want
this completed individually.
Rubric for Patient Education Brochure

Category 10 Points 5 Points 3 Points

Design a Patient Brochure includes all Brochure includes Brochure includes

Education brochure the required most of the required few of the required
on a specific information. information. information.
orthopedic (bone or
joint) condition.

Include the definition Definition of Definition of the Definition of the

of the condition. condition is accurate condition is mostly condition is not
with 3 additional accurate with 2 accurate or is
supporting areas of additional missing vital pieces
information. supporting areas of of information. No
information. additional areas of
information
provided.
Includes 3-5
Include common common signs and Includes 2 common Includes less than 2
signs & symptoms. symptoms of the signs or symptoms of common signs or
condition. the condition. symptoms of the
condition.
Clearly identified The specialist(s)
Identify specialists specialist(s) involved is not Specialist(s) are not
involved in the care involved in the care clearly identified mentioned in the
of this condition. of this condition. and/or the care of brochure.
this condition.

Brochure to Brochure highlights Brochure highlights Brochure does not

highlight incidence the incidence of the most of the incidence highlight the
of the orthopedic orthopedic of the orthopedic incidence of the
condition in the U.S. condition. condition. orthopedic
condition.

Brochure includes 2 Brochure includes

Include treatments
medical and 2 less than 2 medical Brochure did not
(medical or surgical)
surgical treatment and 2 surgical include any medical
that are available.
options available. options available. or surgical options
available.

Brochure will have Brochure includes 3 Brochure includes 2 Brochure includes 1

graphics that are attention grabbing attention grabbing or no attention
attention grabbing. (colorful & (colorful & grabbing (colorful &
informative) informative) informative)
graphics appropriate graphics appropriate graphics appropriate
to orthopedic to orthopedic to orthopedic
condition. condition. condition.
Spelling and There are no spelling There are 1-2 There are 3 or more
Grammar in the or grammatical spelling or spelling or
brochure are correct errors in the grammatical errors grammatical errors
and appropriate. brochures. identified in the identified in the
brochure. brochure.

Three (3) Sources 3 credible sources 2 credible sources 1 or no credible

identified on the back are cited on the are cited on the sources are cited or
of the brochure. appropriate back of appropriate back of are not placed on the
the brochure. the brochure. appropriate back of
the brochure.

EXAMPLE: Reader’s
Digest is not a
credible source.
 PRE/POST QUIZ SKELETAL SYSTEM
Pre--quiz does not include questions 11, 12, 13, 14 & 15. Please include those questions in the
post-quiz.
1. The term calcane/o means:
a. Elbow
b. Knee
c. Heel
d. Toes

2. The term cost/o means:

a. Rib
b. Arm
c. Legs
d. Neck

3. The term olecran/o means:

a. Elbow
b. Kneecap
c. Heel
d. Toes

4. The term patell/o means:

a. Elbow
b. Kneecap
c. Heel
d. Toes

5. The term orth/o means:

a. Crooked
b. Bent
c. Straight
d. Curved

6. The term oste/o means:

a. Organ
b. System
c. Bone
d. Bone marrow

7. The term perone/o means:

a. Femur
b. Tibia
c. Fibula
d. Humerus

8. The term mandibul/o means:

a. Cheek bone
b. Lower jaw bones
c. Eye sockets
d. Breastbone
 9. The term crani/o means:
a. Skull
b. Upper neck
c. Facial bones
d. Inner ear bones

10. The term carp/o means:

a. Finger bones
b. Toes bones
c. Ankle bones
d. Wrist bones

Matching section to be included on the student’s post quiz.

Matching: Record the letter of the definition on the line in front of the condition.

11. _______Chondromalacia A. braces and splitting

12. _______Comminuted B. a congenital anomaly where spine failed to fully form
13. _______Orthotics C. inflammation of the joint
14. _______Spina Bifida D. softening of the cartilage
15. _______Arthritis E. shattered fracture
 Answer Key:

1. c
2. a
3. a
4. b
5. c
6. c
7. c
8. b
9. a
10. d

11. d
12. e
13. a
14. b
15. c
Engage Step 5: Worksheet Page 1
This worksheet needs to be completed before starting the Explore section

Medical term Meaning Use in a medical word

Arthr/o

Articul/o

Burs/o

Calcane/o

Carp/o

Chondr/o

Cost/o

Crani/o

Lumb/o

Mandibul/o

Maxill/o

Myel/o

Olecran/o

Perone/o

Radi/o

Stern/o

Tars/o

Vertebr/o
Engage Step 5: Worksheet Page 2

Suffix Meaning Use in a medical word

-ectomy

-itis

-malacia

-oma

-plasty

-stenosis

Abbreviation Meaning Name an affected body part

Fx

OA

RA

THR

TKR

TMJ
Notes:

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Download Word/Google Document:

Download as Google Doc or Word Doc. When open, click “open with” Google Docs. If you want in a
Word Doc: click “file”, “download”, Microsoft Word and you will have in original PDF format.
Medical Terminology:
Skeletal System
Student Edition
Overview:
You will learn and utilize common orthopedic terms and abbreviations. There are several fun
activities to guide you on your journey of learning your body’s skeletal medical terminology. You
can be creative in designing a patient education brochure. Let’s learn your skeletal terms!

Learning Objectives:
• Identify the combining forms, prefixes, and suffixes of the skeletal system.
• Identify and define skeletal system signs, symptoms and pathology terms.
• Utilize correct orthopedic terms in oral and written communication.
• Define selective abbreviations related to the skeletal system.

Enduring Understandings:
• Correctly use terminology in a healthcare profession related to the skeletal system.
• Communicate effectively with other Healthcare Providers.
• Correctly interpret health care information for the consumer.
• Apply knowledge of medical terminology in new situations.
• Correctly pronounce and spell medical terminology associated with the skeletal system.

Resources and References:

1. Devices with internet access

2. Small prizes for games
3. Music for Engage Skeleton activity
4. Videos:
SKELETON BONES SONG - LEARN IN 3 MINUTES!!! - YouTube (3:23)
Hannah Montana Bone Dance (2:08)
5. Wooden craft sticks
6. Markers, crayons, colored pencils, paint, etc.
7. Writing implements
8. Internet access for brochure research and videos.
9. Textbook
10. Grading rubric for brochure.

Essential Employability Skills:

There are four essential employability skills

• Personal Ethic: integrity, respect, perseverance, positive attitude
• Work Ethic: dependability, professionalism
• Teamwork: critical thinking, effective and cooperative work
• Communication: active listening, clear communication
The focus of this lesson is on integrity, critical thinking, effective and cooperative work, active
listening and clear communication.

Skill How it is addressed:

Integrity Cite sources for public service brochures.
Elaborate Part I - Step 6

Critical Thinking Design and create a patient teaching brochure for an

orthopedic condition. Must include pertinent content.
Elaborate: Step #1

Effective and Work cooperatively within pairs and group activities.

Cooperative Work Explore Part I - Step #1(complete wooden sticks)
Explore Part II - Step 1(compete with group on Match
Game)
Elaborate - All steps

Active Listening In the Engage activity, actively listening to videos in order

to remember bones mentioned.
Engage: Step #2

Clear Communication Clear written communication is required to complete the

case study.
Explore: Part I, Step 2
1. Engage:
1. You will now take a pre-lesson quiz on the skeletal system. Do your best!

2. Watch the following videos about the skeletal system.

a. SKELETON BONES SONG - LEARN IN 3 MINUTES!!! - YouTube (3:23)
b. Hannah Montana Bone Dance (2:08)

3. Take out a piece of paper. You have 60 seconds to write down as many bones as you can
remember from the videos.

4. Take the next 2 minutes to discuss with someone sitting next to you what could happen in
healthcare if you don’t know proper skeletal system medical terminology, or misspelled or
mispronounced these terms..

5. Individually, you will complete a worksheet given to you by your instructor. Use your
textbook or computer searches to find the information needed to complete the worksheet.

2. Explore:

Part I:
1. In groups of 3-4, use your textbook and completed worksheet to write skeletal medical
terms on craft sticks. Write root words, prefixes, and suffixes on one side and the
definition on the other.
2. Complete the following Chart Note Transcription replacing the underlined words with the
correct medical terminology.
Current Complaint:
An 82 year old female was transported to the Emergency Room via ambulance with
severe left hip pain following a fall on the ice.
Past History:
Patient suffered a broken wrist(1) two years earlier that required immobilization by
solid material(2). Following this broken bone(3), her physician who specializes in
treatment of bone conditions(4) diagnosed her with moderate porous bones(5) on
the basis of a low dose x-ray for bone density(6).
Signs and Symptoms: Patient reported severe left hip pain, rating it as 8 on a scale
of 1-10. She held her hip in a bent position and could not tolerate movement to a
straight position. X-rays(7) of the left hip and leg were taken
Diagnosis: Shattered broken bone(8) of the left thigh bone(9)
Treatment: Implantation of an artificial hip joint(10) of the left extremity.
Part II:

1. You will now be playing a "Match Game"

2. You will be divided into 2 teams. Find a partner on your team.

3. Each partnered group will be given a definition. One partner will look at the definition and
say it to their partner.

4. The partner will have 10-15 seconds to give the correct medical term.

5. Each partnered group will get 1 point for a correct answer.

6. If the correct answer is not given in 10-15 seconds, anyone on the opposing team can
“steal” the point with the correct medical term.

7. Select 1 student in your class to be the “official” timer for the game.

3. Explain: (10 minutes)

1. What is the meaning of “oste/o?”

2. What is the medical term for tailbone?

3. What does the root word in the term arthroscope mean?

4. The adjective form for the anatomical term radial means?

5. What is the type of bone fracture in which bone has broken through the skin?

4. Elaborate/Extend
1. Working in pairs, create and design a Patient Teaching brochure. You will be able to pick
your topic from a list of the following orthopedic conditions or choose another topic related
to the skeletal system that is of interest to you.

Some topic ideas are:

• osteoarthritis (OA)
• rheumatoid arthritis (RA)
• variety of fractures (fx)
• osteoporosis
• joint replacement (THR (hip) or TKR (knee)
• scoliosis,
• herniated nucleus pulposus
• spina bifida
 2. Your brochure should include:
• a definition of the condition,
• signs and symptoms of the condition
• the name of the specialist who specifically treats this condition
• incidence or age group which is commonly affected by the condition
• treatments (medical and/or surgical)

3. Pay attention to grammar & spelling.

4. Use graphics - make your brochure colorful & attention grabbing. Be sure the graphics are
appropriate to the orthopedic condition highlighted.

5. On the back page of your brochure, indicate three sources that were used for information.

5. Evaluate:

1. Successful completion of the post quiz (questions 1-15) at the end of the unit.

2. Your teacher may use the following rubric to assess your patient education brochure.

Rubric for Patient Education Brochure

Category 10 Points 5 Points 3 Points

Design a Patient Brochure includes all Brochure includes Brochure includes

Education brochure the required most of the required few of the required
on a specific information. information. information.
orthopedic (bone or
joint) condition.

Include the definition Definition of Definition of the Definition of the

of the condition. condition is accurate condition is mostly condition is not
with 3 additional accurate with 2 accurate or is
supporting areas of additional missing vital pieces
information. supporting areas of of information. No
information. additional areas of
information
provided.

Include common Includes 2 common Includes less than 2

signs & symptoms. Includes 3-5 signs or symptoms of common signs or
common signs and the condition. symptoms of the
symptoms of the condition.
condition.
Identify specialists Clearly identified The specialist(s) Specialist(s) are not
involved in the care specialist(s) involved is not mentioned in the
of this condition. involved in the care clearly identified brochure.
of this condition. and/or the care of
this condition.

Brochure to Brochure highlights Brochure highlights Brochure does not

highlight incidence the incidence of the most of the incidence highlight the
of the orthopedic orthopedic of the orthopedic incidence of the
condition in the U.S. condition. condition. orthopedic
condition.

Brochure includes 2 Brochure includes

Include treatments
medical and 2 less than 2 medical Brochure did not
(medical or surgical)
surgical treatment and 2 surgical include any medical
that are available.
options available. options available. or surgical options
available.

Brochure will have Brochure includes 3 Brochure includes 2 Brochure includes 1

graphics that are attention grabbing attention grabbing or no attention
attention grabbing. (colorful & (colorful & grabbing (colorful &
informative) informative) informative)
graphics appropriate graphics appropriate graphics appropriate
to orthopedic to orthopedic to orthopedic
condition. condition. condition.

Spelling and There are no spelling There are 1-2 There are 3 or more
Grammar in the or grammatical spelling or spelling or
brochure are correct errors in the grammatical errors grammatical errors
and appropriate. brochures. identified in the identified in the
brochure. brochure.

Three (3) Sources 3 credible sources 2 credible sources 1 or no credible

identified on the back are cited on the are cited on the sources are cited or
of the brochure. appropriate back of appropriate back of are not placed on the
the brochure. the brochure. appropriate back of
the brochure.

EXAMPLE: Reader’s
Digest is not a
credible source.