GNM Vol III Bio Sciences Part 1 Min

LESSON PLAN COMPILATION FOR GNM FIRST YEAR COURSE
Vol III : Bio-Sciences

PART I
 Micro-Biology
 Anatomy & Physiology
2016
DRAFT MESSAGE
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DRAFT MESSAGE
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Index
Course : GNM First Year
Subject: Bio Sciences
PART I - Pages 1 to 474
S No Unit Topic Number Topic Name

Microbiology
1 I 201 Introduction & history of microbiology
2 I 202 History of bacteriology
3 I 203 Scope of microbiology in nursing
4 II 204 Classification of micro organisms
5 II 205 Characteristics of micro organisms
6 II 206 Method & rate of reproduction
7 II 207 Normal Flora of the body
8 II 208 Pathogenesis
9 II 209 Method for study of microbes
10 II 210 Method for culture & isolation of microbes
11 III 211 Sources & types of infection, nosocomial infection
12 III 212 Factors affecting growth of microbes
Cycle of transmission of infection portals of entry, exits, modes of
13 III 213
transfer
Reaction of body to infection, mechanism of resistance. Collection of
14 III 214
specimens
15 IV 215 Types of immunity – innate and acquired
16 IV 216 Immunization schedule
17 IV 217 Immunoprophylaxis (vaccines, sera etc.)
18 IV 218 Hypersensitivity and autoimmunity
19 IV 219 Principles and uses of serological tests
20 V 220 Principles & methods of microbial control
21 V 221 Sterilization & disinfection
22 V 222 Chemotherapy, antibiotics & pasteurization
23 V 223 Medical & surgical asepsis
24 V 224 Bio – safety and waste management
25 VI 225 Microscope – parts, uses, handling and care of microscope
Observation of staining procedure, preparation and examination of
26 VI 226
slides and smears
Identification of common microbes under the microscope for morphology
27 VI 227
of different microbes
Anatomy & Physiology
28 I 228 Introduction to anatomy
29 I 229 Introduction to anatomical terms
30 I 230 Introduction systems of human body
31 I 231 Introduction cavities of human body
32 II 232 The Cell : Structure
33 II 233 The Cell : Reproduction and Function
34 II 234 Tissue : type, structure and function
35 II 235 Membranes : type, structure and function
36 II 236 Glands : type, structure and function
37 II 237 Body cavities and their contents
38 III 238 Blood composition
39 III 239 Formation of blood
40 III 240 Function of blood
41 III 241 Blood clotting & blood grouping
42 III 242 Cross matching of blood
43 III 243 Blood products and their use
44 IV 244 Heart: Structure
45 IV 245 Heart Functions
46 IV 246 Conductive system of heart and cardiac cycle
47 IV 247 BLOOD VESSELS: Types, Structure, Position
48 IV 248 Circulation of Blood
49 IV 249 Blood Pressure & Pulse
List of Abbreviations and Expansions
ADR Adverse Drug Reaction

AV Audio Visual
CHN Community Health Nurse
COPD Chronic Obstructive Pulmonary Disease
DDC Drug Distribution Centre
DOTS Directly Observed Treatment Short course
FTD Fever Treatment Depot
G6PD Glucose 6 Phosphate Dehydrogenase
GNM General Nursing and Midwifery
ICN International Council of Nurses
IM Intra Muscular
IMR Infant Mortality Rate
IQ Intelligence Quotient
IRS Insecticide Residual Spray
IV Intravenous
L Listener
MDGs Millennium Development Goals Maternal
MMR Mortality Ratio
NSAID Non-Steroidal Anti-inflammatory Drugs
OHP Overhead Projector
OTC Over The Counter
PPT PowerPoint
Q Question
S Student
SC Subcutaneous
T Teacher
UNICEF United Nations Children's Fund
WHO World Health Organization
LESSON PLAN
Subject : Microbiology
Unit : I
Topic : Introduction & history of microbiology
Group : GNM I st year
Place : CLASS ROOM
Date & time : …………………………………..
Teaching methods : Lecture cum discussion.
AV aids : Black Board and chalk, LCD, Computer
Students Pre requisite : The students should be able to introduce and describe the history of microbiology.
General Objectives : At the end of the class the students will be able to gain knowledge regarding the
definition, meaning and introduction and history of microbiology.
GNM First Year Lesson Plan Compilation : Vol III - Biosciences 1

Specific Objectives : At the end of the class the students will be able to
1. Define the microbiology.

2. To explain the meaning of microbiology.
3. To introduce the microbiology.
4. To describe the branches of microbiology.
5. To explain the terminology related to microbiology.
6. To describe history of microbiology.
7. To describe main discoveries in microbiology.
Review of previous class :
 Define pasteurization
 Define fermentation
Introduction:
Microbiology is the science of living organism that are only visible under the microscope. Medical microbiology
deals with the causative agents of infectious diseases of man, his reaction to such infections, the ways in which they
produce disease and the methods for their diagnosis.

S.NO. Duration Specific Content Teaching Evaluation
objectives learning
activity
1. 2min Define the Definition - The study of microbiology is the T: explains Q;Define
microbiology. study of micro-organisms, which are organisms with power microbiology
that are invisible to the naked eye. presentation.
S: listens
and take
notes.
2. 2min To explain the Microbiology word is derived from Greek word T: explains Q;Explain the
meaning of micros means "small", bios means "life"; and with power meaning of
microbiology. logia means study, so it is the study presentation. microbiology.
of microscopic organisms, those being S: listens
unicellular (single cell), multicellular (cell and take
colony),or a cellular (lacking cells). notes.
3. 6min To introduce A Microbiology encompasses numerous sub- T: explains Q;Explain the

the disciplines with power microbiology.
microbiology. presentation.

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including virology, mycology, parasitology S: listens
and bacteriology. and take
Eukaryotic micro organisms possess membrane notes.

bound cell organelles and
include fungi and protists,
whereas prokaryotic organisms—all of which are
micro organisms—are conventionally classified
as lacking membrane-bound organelles and
include eubacteria and archaebacteria.
Microbiologists traditionally relied on culture,
staining, and microscopy. However, less than 1%
of the micro organisms present in common
environments can be cultured in isolation using
current means. Microbiologists often rely on
extraction or detection of nucleic acid, either

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DNA or RNA sequences.
Viruses have been variably classified as

organisms, as they have been considered either as
very simple micro organisms or very complex
molecules. Prions, never considered micro
organisms, have been investigated by virologists,
however, as the clinical effects traced to them
were originally presumed due to chronic viral
infections, and virologists took search—
discovering "infectious proteins".
As an application of microbiology, medical

microbiology is often introduced with medical
principles of immunology as microbiology and
immunology Otherwise, microbiology, virology,
and immunology as basic sciences have greatly

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exceeded the medical variants, applied sciences.
4. 5min To describe T: explains Q;Explain the

Branches
the branches with power branches of
of The branches of microbiology can be classified presentation. microbiology.
microbiology. into pure and applied sciences. Microbiology can S: listens

be also classified based on taxonomy, in the and take
cases of bacteriology, mycology, protozoology, notes.
and phycology. There is considerable overlap
between the specific branches of microbiology
with each other and with other disciplines, and
certain aspects of these branches can extend
beyond the traditional scope of microbiology.

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5. 15min To explain the Terminology T: explains Q;Explain the
terminology with power terminology
 Bacteriology: The study of bacteria.
related to presentation. related to
microbiology.  Mycology: The study of fungi. S: listens microbiology.
 Protozoology: The study of protozoa. and take
 Phycology/algology: The study of algae. notes.
 Parasitology: The study of parasites.
 Immunology: The study of the immune
system.
 Virology: The study of viruses.
 Nematology: The study of nematodes.
 Microbial cytology: The study of microscopic
and sub microscopic details of
microorganisms.
 Microbial physiology: The study of how the

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microbial cell functions bio chemically.
Includes the study of microbial growth,
microbial metabolism and microbial cell
structure.
 Microbial ecology: The relationship between
microorganisms and their environment.
 Microbial genetics: The study of
how genes are organized and regulated in
microbes in relation to their cellular
functions. Closely related to the field
of molecular biology.
 Cellular microbiology: A discipline bridging
microbiology and cell biology.
 Evolutionary microbiology: The study of the
evolution of microbes. This field can be

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subdivided into:
 Microbial taxonomy: The naming and
classification of micro organisms.
 Microbial systematic: The study of the
diversity and genetic relationship of micro
organisms.
 Generation microbiology: The study of those
micro organisms that have the same
characters as their parents.
 Systems microbiology: A discipline
bridging systems biology and microbiology.
 Molecular microbiology: The study of the
molecular principles of the physiological
processes in microorganisms.
Other:

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 Nano microbiology: The study of those

organisms on nano level.
 Exo microbiology (or Astro microbiology):
The study of microorganisms in outer space
(see: List of microorganisms tested in outer
space)
 Biological agent: The study of those
microorganisms which are being used in
weapon industries.
 Predictive microbiology: The quantification
of relations between controlling factors in
foods and responses of pathogenic and
spoilage micro organisms using mathematical
modelling

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6. 15min To describe History T: explains Q;Explain

history of with power history of
microbiology. Ancient presentation microbiology.
S: listens
The existence of micro organisms was and takes
hypothesized for many centuries before their notes
actual discovery. The existence of unseen
microbiological life was postulated by Jainism
which is based on Mahavira’s teachings as early
as 6th century BCE. Paul Dundas notes that
Mahavira asserted existence of unseen
microbiological creatures living in earth, water,
air and fire. Jain scriptures also

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describe nigodas which are sub-microscopic
creatures living in large clusters and having a
very short life and are said to pervade each and
every part of the universe, even in tissues of
plants and flesh of animals .The Roman Marcus
Terentius Varro made references to microbes
when he warned against locating a homestead in
the vicinity of swamps "because there are bred
certain minute creatures which cannot be seen by
the eyes, which float in the air and enter the body
through the mouth and nose and thereby cause
serious diseases.
In the medieval Islamic world
At the golden age of Islamic civilization, some

scientists had knowledge about microorganisms,

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such as Ibn Sina in his book the canon of
medicine Ibn Zuhr (also known as Avenzoar)
who discovered scabies germs, and Al-Razi who
spoke of parasites in his book the virtuous life
(al-Hawi).
In 1546, Girolamo Fracastoro proposed

that epidemic diseases were caused by
transferable seedlike entities that could transmit
infection by direct or indirect contact, or vehicle
transmission.
However, early claims about the existence of

micro organisms were speculative, and not based
on microscopic observation. Actual observation
and discovery of microbes had to await the

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invention of the microscope in the 17th century.
Modern
In 1676, Anton van Leeuwenhoek, who lived

most of his life in Delft, Holland,
observed bacteria and other micro organisms
using a single-lens microscope of his own
design. While Van Leeuwenhoek is often cited as
the first to observe microbes, Robert
Hooke made the first recorded microscopic
observation, of the fruiting bodies of molds, in
1665. It has, however, been suggested that a
Jesuit priest called Athanasius Kircher was the
first to observe micro-organisms.

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He was among the first to design magic lanterns
for projection purposes, so he must have been
well acquainted with the properties of lenses.
One of his books contains a chapter in Latin,
which reads in translation – ‘Concerning the
wonderful structure of things in nature,
investigated by Microscope.’ Here, he wrote
‘who would believe that vinegar and milk abound
with an innumerable multitude of worms.’ He
also noted that putrid material is full of
innumerable creeping animalcule. These
observations antedate Robert Hooke’s Micro
graphia by nearly 20 years and were published
some 29 years before van Leeuwenhoek saw
protozoa and 37 years before he described having

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seen bacteria.
joseph lister (father of antiseptic surgery)was the

first person who said infectious diseases are
caused by micro-organism and was first person
who used phenol as disinfectant on the open
wounds of patients.
The field of bacteriology (later a subdiscipline of

microbiology) was founded in the 19th century
by Ferdinand Cohn, a botanist whose studies
on algae and photosynthetic bacteria led him to
describe several bacteria
including Bacillus and Beggiatoa. Cohn was also
the first to formulate a scheme for thetaxonomic
classification of bacteria and discover spores.

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Louis Pasteur (father of
microbiology) and Robert Koch (father of
bacteriology) were contemporaries of Cohn’s and
are often considered to be the father of
microbiology and medical microbiology,
respectively. Pasteur is most famous for his
series of experiments designed to disprove the
then widely held theory of spontaneous
generation, thereby solidifying microbiology’s
identity as a biological science. Pasteur also
designed methods for food preservation
(pasteurization) and vaccines against several
diseases such as anthrax, fowl cholera
and rabies. Koch is best known for his
contributions to the germ theory of disease,

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proving that specific diseases were caused by
specific pathogenic micro-organisms. He
developed a series of criteria that have become
known as the Koch's postulates. Koch was one of
the first scientists to focus on the isolation
of bacteria in pure culture resulting in his
description of several novel bacteria including
mycobacterium tuberculosis the causative agent
of tuberculosis.
While Pasteur and Koch are often considered the

founders of microbiology, their work did not
accurately reflect the true diversity of the
microbial world because of their exclusive focus
on micro-organisms having direct medical
relevance. It was not until the late 19th century

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and the work of Martinus Beijerinck and Sergei
Winogradsky, the founders of general
microbiology (an older term encompassing
aspects of microbial physiology, diversity and
ecology), that the true breadth of microbiology
was revealed. Beijerinck made two major
contributions to microbiology: the discovery
of viruses and the development of enrichment
culture techniques. While his work on
the Tobacco Mosaic Virus established the basic
principles of virology, it was his development of
enrichment culturing that had the most
immediate impact on microbiology by allowing
for the cultivation of a wide range of microbes
with wildly different physiologies. Winogradsky

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was the first to develop the concept
of chemolithotrophy and to thereby reveal the
essential role played by micro-organisms in
geochemical processes. He was responsible for
the first isolation and description of
both nitrifying and nitrogen-fixing
bacteria. French-Canadian microbiologist Felix
d'Herelle co-discovered bacteriophages and was
one of the earliest applied microbiologists.
7. 5min To Describe Main discoveries of Microbiology T: explains Q;Explain

main • Spores and sterilization with power main
discoveries in • Spontaneous generation presentation. discoveries in
microbiology. • Aseptic technique S: listens microbiology
• Germ theory and take
notes.

Summary: and Evaluation (10Min)
 Define microbiology, enlist the branches of microbiology.
 Explain the terminology related to microbiology.
 Explain history of microbiology
Assignment: Define the microbiology, enlist the branches of microbiology and explain the introduction and history
of microbiology in detail.
Evaluation: unit test for 50 marks once the unit I is completed
Bibliography:
1. Satish gupte, the short text book of Medical Microbiology, 9th ed., jaypee, pp 11-16.
2. R. Ananthanarayan, text book of microbiology, 5th ed., jaypee.pp1-6.
3. Seema sood, Elsevier, microbiology for nurse, second edition, pp1-8.
4. IGNOU, BNS-102 applied sciences, Block 3rd microbiology-1,pp 5-8.
5. C.P.,baveja,text book of microbiology,second edition2005,arya publication,pp3-8.

LESSON PLAN
Unit : I
Topic : History of bacteriology.
Place : CLASS ROOM
Date & time: ……………………………….
Teaching methods : Lecture cum discussion
Students Pre requisite : The students should be able to define & describe the history of bacteriology.
General Objectives : At the end of the class the students will be able to gain knowledge regarding the history
of bacteriology.

Specific Objectives:
1. To introduce the bacteriology.

2. Define the bacteriology.
3. To explain the history of bacteriology.
Review of previous class:
 Define microbiology.
 Enlist the Branches of microbiology.
Introduction:
In our last class we learn that bacteria have covered the biggest part in all types of the microorganisms and has a
branch of microbiology called bacteriology.

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1. 10min To introduce the Introduction: T: explains Q;Explain
bacteriology. Bacteriology is the study of bacteria. This with power bacteriology
subdivision of microbiology involves the presentation.
identification, classification, and S: listens
characterization of bacterial species. and take
notes
2. 5min Define the Definition: Bacteriology is the branch T: explains Q;Define
bacteriology. of microbiology dealing with the study with power bacteriology
of bacteria. presentation.
S: listens
and take
notes
3. 35min The beginnings of bacteriology paralleled the T: explains Q;Explain
To explain
development of the microscope. with power history of

objectives learning
activity
history of  The first person to see microorganisms presentation. bacteriology
bacteriology was probably the Dutch S: listens
naturalist Antonie van Leeuwenhoek, and take
who in 1683 described some notes
animalcules, as they were then called, in
water, saliva, and other substances.
These had been seen with a simple lens
magnifying about 100–150 diameters.
The organisms seem to correspond with
some of the very large forms of bacteria
as now recognized.
 As late as the mid-19th century, bacteria
were known only to a few experts and in
a few forms as curiosities of the
microscope, chiefly interesting for their

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minuteness and motility.
 Modern understanding of the forms of
bacteria dates from Ferdinand Cohn’s
brilliant classifications, the chief results
of which were published at various
periods between 1853 and 1872.
 While Cohn and others advanced
knowledge of the morphology of
bacteria, other researchers, such as Louis
Pasteur and Robert Koch, established the
connections between bacteria and the
processes of fermentation and disease, in
the process discarding the theory of
spontaneous generation and improving
antisepsis in medical treatment.

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 The modern methods of bacteriological
technique had their beginnings in 1870–
85 with the introduction of the use of
stains and by the discovery of the method
of separating mixtures of organisms on
plates of nutrient media solidified with
gelatine or agar.
 Important discoveries came in 1880 and
1881, when Pasteur succeeded in
immunizing animals against two diseases
caused by bacteria. His research led to a
study of disease prevention and the
treatment of disease by vaccines and
immune serums (a branch
of medicine now called immunology).

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Other scientists recognized the
importance of bacteria in agriculture and
the dairy industry. Bacteriological study
subsequently developed a number of
specializations, among which are
agricultural, or soil, bacteriology; clinical
diagnostic bacteriology; industrial
bacteriology; marine bacteriology;
public-health bacteriology; sanitary, or
hygienic, bacteriology.

Summary &Evaluation: - (10 mins )
 Explain bacteriology.
 Define bacteriology
 Explain history of bacteriology
Assignment:
Define bacteriology & describe the history of bacteriology.
Evaluation: Unit test for 50 marks once the unit I is completed
Bibliography:
2. R. Ananthanarayan, text book of microbiology, 5th ed., jaypee.pp 40-43.

LESSON PLAN
Unit : I
Topic : Scope of microbiology in nursing.
Group : GNM Ist year
Place : CLASS ROOM
Date & time : ……………………………………..
Students Pre requisite : The students should be able to describe the scope of microbiology in nursing.
General Objectives : At the end of the class the students will be able to gain knowledge regarding the scope
. of microbiology in nursing.

Specific Objectives: At the end of the class the students will be able to
1. To describe reasons to study microbiology

2. To describe role of microbiology in human welfare.
3. To describe scope of microbiology in general.
4. To describe the importance of medical microbiology
5. To describe the scope of microbiology in nursing.
Introduction:
Every student wants to know that after completion of my degree or diploma course, how much and what
types of scopes will be available to me, so today we will discuss about the scope of microbiology in
nursing.

S.no Durat Specific Content Teaching Evaluation
ion objectives learning
activity
1. 5min To describe 3 reasons why study microbiology T: explains Q;Why should
reasons to study 1. Microbes are an essential part of our with power we
microbiology environment presentation. study
2.Most microbes function in a beneficial way S: listens and microbiology
a. Maintaining the balance of nature take notes.
b. As source of food
c. Production of antibiotics
d. Environmental clean-up
3. Only a small percentage of all microbes are
pathogenic or causes disease.
2. 5min To describe role Role of Microbiology in human welfare T: explains Q;Explain role
of microbiology with power of microbiology
in human The discussion on the role of microbes in human presentation. in human
welfare. welfare may be divided under two headings - good S: listens and welfare.
and bad. Microbes as we know are capable of both take notes.
good and bad as for as human life is concerned.
We will now list both the harm and benefit by
microbes and then let us draw a conclusion as to
how microbiology has helped us to control or kill
the bad microbes and make maximum

activity
3. 10min To describe the Importance of medical microbiology: T: explains Q;Explain the
importance of with power importance of
medical In medicine microbiology is taught to let pupil presentation. medical
microbiology understand S: listens and microbiology
take notes.
 Types of microbial diseases; i.e. how diseases are
caused by microbes. Their types like bacterial,
viral, fungal etc.
 Diagnosis and treatment; Even diagnosis of the
disease causing microbe is taught so as to give
right drug and combat infection effectively.
 The identification of specific microbe is done by
help of microbiological assays.
4. 10min To describe Scope of Microbiology T: explains Q;Explain the

scope of • Immunology with power scope of
microbiology in • Public health microbiology & presentation. microbiology in
general. epidemiology S: listens and general
• Food, dairy and aquatic microbiology take notes.
• Agricultural microbiology
• Biotechnology

activity
• Genetic engineering & recombinant
DNA technology
5. 20min To describe Scope of microbiology in nursing: T: explains Q;Explain the

scope of 1. Prognosis of disease: - Use of microbiology with power scope of
microbiology in nursing is concerned with diagnosis. It presentation. microbiology in
also helps to see how the patient’s health S: listens and nursing
take notes.
progresses during the treatment. The
prognosis of disease as effective treatment &
curing predict by use of microbiology.
2. Treatment: - Nurses use hot water and

antiseptics as a measure to sterilize the
surgical knives, needles, scissors and other
metals instruments to free from microbes.
Isolation is provided to patient with
communicable disease.
3. Source of infection: - Microbiology also
gives knowledge to nurses on how to handle
a patient and his sample infected with
communicable diseases.

activity
4. Guidance in treatment: - Many patients
admitted in the hospital are prescribed
with antibiotic as part of treatment. But not
all of them will be effective to the patients.
Then to test effectiveness, the patient’s
sputum, faecal, urine or blood sample taken.
This sample is examined for the type of
microbes and based on the identification, the
right antibiotic is given.
5. Blood group testing: - Further nurse can also
identify the blood group of the people by
simple immune reactions.
6. Diagnoctic: - It also helps detect diseases
like tuberculosis by simple skin
test namely the Mantoux test.
Also diagnostic tests
like Elisa, electrophoreis and radioimmuno
assay also use principles of microbiology for
identification of disease.

Today we had discussed the importance & scope of microbiology in general & in nursing.
Assignment:
 Describe the importance & scope of microbiology in nursing.
Evaluation
 Describe importance of microbiology.
 Describe scope of microbiology in nursing.
Bibliography:

LESSON PLAN
Unit : II
Topic : Classification of micro -organisms.
Place : CLASS ROOM
Date & time : ……………………………………
Students Pre requisite : The students should be able to use a taxonomic key to identify organisms. Students
will classify certain bacteria, protists, and viruses using a classification or taxonomic
key.

classification of micro organisms.
Specific objectives: At the end of the class the students will be able to
1. Define taxonomy.
2. To classify microorganisms into categories based on their characteristics.
3. To describe the classical characteristics.
4. To describe the molecular characteristics
5. To classify micro organisms on their risk.
6. To classify microbes according to size, shape and structure.
Introduction:
What characteristics might they use to group their clothes into different groups? How items are classified or grouped
in a grocery store. Think about how you look for items in a grocery store. You know that you can find milk, butter,
and cheese on the same aisle because the store puts things that are similar to each other on the same aisle. In Biology,
we rely on classification to group living organisms based on how closely related to each other they are.

S.no Duration Specific Content Teaching Evaluation
objectives learning
activity
1. 5min Define Taxonomy is the classification of organisms T: explains Q;Define
taxonomy. into groups based on their similarities. A with power taxonomy
taxonomic, or classification key is a listing of presentation.
specific characteristics. Each level of a S: listens and
taxonomic system becomes more specific. take notes.
2. 5min To classify Many characteristic features are used in T: explains Q;How you will
microorganisms classifying and identifying microorganisms. with power classify
into categories In general, these characteristic features have presentation. microorganisms
based on their been divided into two major categories such S: listens and into categories
characteristics. as classical and molecular characteristics. take notes. based on their
characteristics.
3. 15min To describe the Classical characteristics The classical type T: explains Q; Explain the
classical of approaches such as morphological, with power classical
characteristics. physiological, biochemical, ecological and presentation. characteristics
genetic characteristics have been widely S: listens and of

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employed to study microbial taxonomy and it take notes. microorganism.
also provide phylogenetic information of
microorganisms.
Morphological characteristics:-
Morphological features are important in
microbial taxonomy for many reasons.
Morphology is easy to study and analyze
both eucaryotic and procaryotic
microorganisms. Many different
morphological features are used in the
classification and identification of
microorganisms. Some of these features are
cell size, cell shape, colonial morphology,
ultrastructural characteristics, staining
behavior, cilia and flagella, mechanism of

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motility, color etc.
Physiological and Metabolic

characteristics:-
Physiological and metabolic characteristics

are very useful because they are directly
related to the nature and activity of microbial
enzymes and transport proteins. Because
proteins are gene products, analysis of these
characteristics provides an indirect
comparison of microbial genomes. Some of
the physiological and metabolic characteristic
features are carbon and nitrogen sources, cell
structure, energy sources, fermentation
product, nutritional type, growth temperature

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optimum and range, luminescence, motility,
osmotic tolerance, oxygen requirements, pH
optimum and growth range, photosynthetic
pigments, salt tolerance, sensitivity to
metabolic and antibiotics etc.
Ecological characteristics:-
Microorganisms are well associated and

growing in terrestrial fresh water and marine
environments. The taxonomically important
ecological properties are life cycle patterns,
the nature of symbiotic relationship, the
ability to cause decease in particular host and
habitat preference such as the temperature,

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pH, oxygen and osmotic concentration.
Genetic characteristics:-
Most eucaryotes are able to reproduce

sexually, hence genetic analysis has been of
considerable usefulness in the classification
of these type of microorganisms. However,
procaryotic do not produce sexually and
chromosomal gene exchange (through
transformation and conjugation) is sometimes
useful in the classification of procaryotes.
4. 5min To describe the Molecular characteristics:- T: explains Q;Explain the

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The recent molecular approaches such as with power molecular
comparison of protein, nucleic acid base presentation. characteristics
molecular composition, and nucleic acid hybridization S: listens and of
characteristics and sequencing are the most powerful take notes. microorganism.
molecular tools have been employed to study
the taxonomy of some microbial groups,
especially important for the procaryotic
taxonomy.
5. 5min To classify Classification based on their risk T: explains Q;How you will
micro Categories:- with power classify micro
organisms on Harmless microorganisms (EFB class 1) presentation. organisms on
their risk. S: listens and their risk.
Micro-organisms that have never been
take notes.
identified as causative agents of disease in
man and that offer no threat to the

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environment.
Low-risk microorganisms (EFB class 2)
Micro-organisms that may cause disease in

man and might, therefore, offer a hazard to
laboratory workers. They are unlikely to
spread in the environment. Prophylactics are
available and treatment is effective.
Medium-risk microorganisms (EFB class 3)
Micro-organisms that offer a severe threat to

the health of laboratory workers but a
comparatively small risk to the population at

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large. Prophylactics are available and
treatment is effective.
High-risk microorganisms (EFB class 4)
Micro-organisms that cause severe illness in

man and offer a serious hazard to laboratory
workers and people at large. In general
effective prophylactics are not available and
no effective treatment is known.
Environmental-risk microorganisms
Micro-organisms that offer a more severe

threat to the environment than to man. They

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may be responsible for heavy economic
losses. This group includes several classes,
Ep 1, Ep 2, Ep 3, to accommodate plant
pathogens.

Summary and Evaluation (10Min):
 How you will classify microorganisms into categories based on their characteristics.
 Explain the classical characteristics of microorganism
 Explain the molecular characteristics of microorganism.
 How you will classify microbes according to their size, shape and structure.
Assignment: Describe the classification of micro-organisms according to their size, shape & structure.
Evaluation: Unit test for 50 marks once the unit II is completed.
Bibliography:
1.Tortora, G.J. Microbiology an Introduction 10th ed. Page no 16-23.

LESSON PLAN
Unit : II
Topic : Characteristics of micro organisms.
Group : GNM Ist Year
Place : CLASS ROOM
Date & time : ………………………………….
Students Pre requisite : The students should be able to describe the characteristics of micro organisms.
characteristics of Micro-organisms.

Specific Objectives: At the end of the class the students will be able to.
1. To describe the general characteristics of micro organisms by a table

2. To describe the nutritional and physiological characteristics
3. To describe reproduction & growth in microorganism.
4. To describe antigenic and genetic characteristics.
Introduction:
Every living being has some significant qualities, by the help of theses quality entire group is easily identify, similarly micro-
organisms has the significant qualities called characteristics.

S. Durat Specific Content Teaching Evaluation
No. ion objectives learning
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1. 10min To describe the Characteristics Molds Yeasts Bacteria T: explains Q;Explain
general Size 5-12 μ dia 5-12 μ 1-2 μ with power General
characteristics of up to 25 μ presentation. characteristics of
micro organisms length S: listens and micro organisms.
Reproduction Slow intermediate Fast take notes.
asexual- budscars- binary
spores limit fission
sexual cycle sexual-ascus infinite
zygote
Diversity High moderate High
(types)
End products Greatest least very high
(1o,
2o metabolite
s)
Substrate High low Highest
utilization

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pH acid tolerant acid tolerant Neutral
3-8 4-8 5-10
Oxygen Aerobic facultative Aerobic
Anaerobic
Moisture very dry high level of High
tolerance water level of
water
Food spoilage low pH foods low pH Neutral

dryer foods foods pH
high H2O foods
content high H2O
content
2. 15min To describe the Nutritional and physiological characteristics T: explains Q;Explain
nutritional and Microorganisms as a group exhibit great diversity in with black nutrition and
physiological their nutritional requirements and in the environmental board & physiological
characteristics. conditions that will support their growth. No other group of chalk. characteristics of
living organisms comes close to matching the versatility and S: listens and microorganism.

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diversity of microbes in this respect. Some species will grow take notes.
in a solution composed only of inorganic salts (one of the
salts must be a compound of nitrogen) and a source of
carbon dioxide (CO2); these are called “autotrophs”. Many,
but not all, of these microbes are autotrophic via
photosynthesis. Organisms requiring any other carbon source
are termed “heterotrophs”. These microbes commonly make
use of carbohydrates, lipids, and proteins, although many
microbes can metabolize other organic compounds such
as hydrocarbons. Others, particularly the fungi, are
decomposers. Many species of bacteria also require specific
additional nutrients such as minerals, amino acids, and
vitamins. Various protozoans, fungi, and bacteria are
parasites, either exclusively (obligate parasites) or with the
ability to live independently (facultative parasites).
If the nutritional requirements of a micro organism are
known, a chemically defined medium containing only those
chemicals can be prepared. More complex media are also

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routinely used; these generally consist of peptone (a partially
digested protein), meat extract, and sometimes yeast extract.
When a solid medium is desired, agar is added to the above
ingredients. Agar is a complex polysaccharide extracted
from marine algae. It has several properties that make it an
ideal solidifying substance for microbiological media,
particularly its resistance to microbial degradation.
Physical conditions: Microorganisms vary widely in terms
of the physical conditions required for growth. For example,
some are aerobes (require oxygen), some are anaerobes
(grow only in the absence of oxygen), and some are
facultative (they grow in either condition). Eukaryotic
microbes are generally aerobic. Microorganisms that grow
at temperatures below 20 °C (68 °F) are called “
psychrophiles” ; those that grow best at 20–40 °C (68–104
°F) are called mesophiles; a third group, the “thermophiles”,
require temperatures above 40 °C. Those organisms which
grow under optimally under one or more physical or

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chemical extremes, such as temperature, pressure, pH, or
salinity, are referred to as “extremophiles”. Bacteria exhibit
the widest range of temperature requirements. Whereas
bacterial (and fungal) growth is commonly observed in food
that has been refrigerated for a long period, some recently
isolated archaea (e.g.,Pyrodictium occutum and Pyrococcus
woesei) grow at temperatures above 100 °C (212 °F).
Other physical conditions that affect the growth of
microorganisms are acidity or basicity (pH), osmotic
pressure, and hydrostatic pressure. The optimal pH for most
bacteria associated with the human environment is in the
neutral range near pH 7, though other species grow under
extremely basic or acidic conditions. Most fungi are
favoured by a slightly lower pH (5–6); protozoa require a
range of pH 6.7–7.7; algae are similar to bacteria in their
requirements except for the fact that they are photosynthetic.

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Reproduction and growth

Bacteria reproduce primarily by binary fission, an asexual
process whereby a single cell divides into two. Under ideal
conditions some bacterial species may divide every 10–15
minutes—a doubling of the population at these time
intervals. Eukaryotic microorganisms reproduce by a variety
of processes, both asexual and sexual. Some require multiple
hosts or carriers (vectors) to complete their life cycles.
Viruses, on the other hand, are produced by the host cell that
they infect but are not capable of self-reproduction.
The study of the growth and reproduction of microorganisms

requires techniques for cultivating them in pure culture in the
laboratory. Data collected on the microbial population over a
period of time, under controlled laboratory conditions, allow
a characteristic growth curve to be constructed for a species.
3. 15min To describe T;Explain Q;Explain

Metabolism

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reproduction,gro Collectively, microorganisms show remarkable diversity in with black reproduction,gro
wth&metabolism their ability to produce complex substances from simple board &chalk wth &metabolism
in chemicals and to decompose complex materials to simple S;listen &take in
microorganism. chemicals. An example of their synthetic ability is nitrogen notes. microorganism.
fixation—the production of amino acids, proteins, and other
organic nitrogen compounds from atmospheric nitrogen
(N2). Certain bacteria and blue-green algae (cyanobacteria)
are the only organisms capable of this ecologically vital
process. An example of microbes’ ability to decompose
complex materials is shown by the white and brown rot
fungi that decompose wood to simple compounds, including
CO2.
Laboratory procedures are available that make it possible to
determine the biochemical capability of a species
qualitatively and quantitatively. Routine techniques can
identify which compounds or substances are degraded by a
specific microbe and which products are synthesized.
Through more elaborate experimentation it is possible to

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determine step-by-step how the microbe performs these
biochemical changes. Studies can be performed in a number
of ways using growing cultures, “resting cells” (suspensions
of cells), cell-free extracts, or enzyme preparations from
cells.
Certain biochemical tests are routinely used to identify
microbes—though more in the case of bacteria than algae,
fungi, or protozoa. The adoption of routine sets of laboratory
tests has allowed automated instrumentation to perform the
tests. For instance, technicians often simply inoculate
individual units of a “chamber” that is preloaded with a
specific chemical substance (the substrate) and then place
the chamber into an apparatus that serves as an incubator and
analyzer. The apparatus automatically records the results and
is frequently capable of calculating the degree of accuracy of
the identification.

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Pathogenesis Some microorganisms cause diseases of

humans, other animals, and plants. Such microbes are
called pathogens. Pathogens are identified by the hosts they
infect and the symptoms they cause; it is also important to
identify the specific properties of the pathogen that
contribute to its infectious capacity—a characteristic
known as virulence. The more virulent a pathogen, the
fewer the number needed to establish an infection.
Antigenic characteristics
An antigen is a substance that, when introduced into an
animal body, stimulates the production of specific
substances (antibodies) that react or unite with the antigen.
Microbial cells and viruses contain a variety of antigenic
substances. A significant feature of antigen-antibody
reactions is specificity; the antibodies formed as a result of
inoculating an animal with one microbe will not react with
the antibodies formed by inoculation with a different

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microbe. Antibodies appear in the blood serum of animals,
To describe and laboratory tests of antigen-antibody reactions are
antigenic and performed by using sera—hence the term serological
genetic reactions. Thus, it is possible to characterize a
characteristics microorganism by its antigenic makeup as well as to identify
microorganisms by using one of many different serological
tests. Antigens and antibodies are important aspects
of immunity, and immunology is included in the science of
microbiology.
Genetic characterization
Since the last quarter of the 20th century, researchers have
accumulated a vast amount of information elucidating in
precise detail the chemical composition, synthesis, and
replication of the genetic material of cells. Much of this
research has been done by using microorganisms, and
techniques have been developed that permit experimentation
at the molecular level. For instance, experiments determining
the degree of similarity between different organisms’ DNA

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and RNA have provided new insights for the classification of
microorganisms. Test kits are now available for the
identification of microorganisms, particularly bacteria, by
DNA probes. T;Explain Q;Explain
4. 10min with black antigenic
Since the invention of recombinant DNA technology in board & chalk &genetic
1973, techniques have been developed whereby genes from S;listen & characteristics of
one cell can be transferred to an entirely different cell, as take notes. microorgnasim.
when a gene is transferred from an animal cell to a bacterium
or from a bacterium to a plant cell. Recombinant DNA
technology has opened the door to many new medical and
industrial applications of microbiology, and it is often
referred to as genetic engineering

Summary and Evaluation (10Min)
 Explain the characteristics of micro organisms.
 Explain the nutritional and physiological characteristics.
 Explain the reproduction & growth in microorganism.
 Explain the antigenic and genetic characteristics of microorganism.
Assignment: Describe the characteristics of micro organisms.
Bibliography:

LESSON PLAN
Unit : II
Topic : Method & rate of reproduction.
Place : CLASS ROOM
Date & time : ………………………………….
Students Pre requisite : The students should be able to introduce and describe the method & rate of
reproduction.

General Objectives : At the end of the class the students will be able to gain knowledge regarding the method &
rate of reproduction. .
1. To introduce the reproduction of microbes.

2. To describe types of reproduction.
Introduction:
Every living being have a different method &rate of reproduction, so today we will discuss about the method & rate of
reproduction of microbes.

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1. 10 min To introduce T: explains Q; explain
Introduction
the with power how
reproduction The bacteria reproduce by a sexual binary fission. presentation. microbes
of microbes. The DNA is a double helix with complementary S: listens reproduce
nucleotide sequences in the two strands. At and take
replication the strands separate and new notes.
complementary strands are formed on each of the
originals so that two identical double helices are

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produced.
2. 40 min To describe T: explains Q; Explain

Types of reproduction
types of with power types of
reproduction. All living things reproduce. Reproduction is the presentation. reproduction
process of generating offspring. There are two main S: listens in microbes.
types of reproduction: sexual and asexual. Some and take
organisms reproduce by only one method of notes.
reproduction and others can reproduce using either
method. Microorganisms can reproduce sexually and
asexually.
The type of reproduction where cells from only one

parent are used is called asexual reproduction. Only
genetically identical organisms are produced by this

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type of reproduction. In evolutionary terms, asexual
reproduction came before sexual reproduction.
During sexual reproduction, two cells, one from
each parent, fuse to form a new organism. Microbes
have survived for billions of years because they can
reproduce quickly and in so many different ways.
Archaea and bacteria
Archaea and bacteria mostly reproduce through

binary fission. Binary fission is a form of asexual
reproduction in which a cell divides into two
daughter cells after DNA replication. Bacteria
cannot reproduce sexually, but some types of Q;Explain
bacteria exchange their genetic information in a how
process called genetic recombination. During this bacteria

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process, two bacteria exchange their DNA fragments reproduce
through the following processes:
 By individual contact - conjugation.

 By exposure to DNA of dead bacteria -
transformation.
 By exchange of plasmid genes.
 By a viral agent (bacteriophage) -
transduction.
Some bacterial cells can divide in about 20 minutes

but most need a few hours to reproduce.
Under unfavourable condition, some bacteria form

spores with thickened coverings. These spores will
return to the bacterium form when conditions

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improve.
Bacteria grow and reproduce very quickly only

when conditions are right. Most bacteria prefer
moist, warm surroundings. That is why the human
body is their 'favourite' habitat. See image 1.
Cyanobacteria
Cyanobacteria are able to reproduce through a

variety of methods: binary fission; budding and
fragmentation. These forms of reproduction explain
the variety of cyanobacteria colonies that include
patches, slimy masses, strings, filaments or branched
filaments.
Budding involves the formation of smaller cells

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from larger ones. Fragmentation involves breaking
into fragments, each of which then regenerates into a
complete organism.
Photosynthesis plays a large and important role in

the reproduction and growth of cyanobacteria. The
wavelength of the light available determines what
form of cyanobacteria will grow.
Protozoa
Protozoa mostly reproduce by binary fission.

Sometimes they reproduce by budding, or a process
called schizogony. Schizogony is a multiple cellular
fission. During this process the cell's nucleus divides
several times before the cell itself divides into
multiple new cells, each with one of these new

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nuclei.
Some protozoans can reproduce sexually. They form

sex cells - gametes that fuse together, forming a new
organism. Sometimes their gametes look similar.
These gametes are called isogametes. Anisogametes
are gametes that vary in size and shape.
Q;explain
Fungi how
protozoa
Most fungi can reproduce both sexually and
reproduce
asexually. Their asexual reproduction includes
binary fission, budding, fragmentation and
reproduction by spores. The specialised hyphae of
fungi, called sporangiophores, produce spores that
form in a capsule, called a sporangium. When the
sporangium is mature enough it opens up releasing

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the spores. The spores are the reproductive cells of
fungi. Each spore cell has a nucleus and dehydrated
cytoplasm surrounded by a protective coating. They
can exist for a very long period of time waiting for
the right conditions.
Fungi produce sexual and asexual spores. There are

no male or female fungi. During sexual
reproduction, two mating types, called plus (+)
mating type and minus (-) mating type, fuse. These
fused hyphae form a specialised structure which
produces and scatters genetically-diverse spores.
Fungal spores cannot move by themselves, but
because they are small and light they can be
dispersed by wind, animals, insects or water. Fungal
spores can be found almost everywhere. Unlike most

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eukaryotes, most fungi are haploid (have one set of
chromosomes) throughout most of their lives.
Viruses
Viruses can reproduce only in a host cell. When a

cell becomes infected by a virus it becomes a virus-
making device. The assembly of the viral genome
and its capsid does not involve enzymes as is the
case during cellular DNA replication. The process is
usually spontaneous. When the infected cell is full of
newly-created viruses, it is broken by viral enzymes.
These new viruses infect more cells.
Viruses mutate easily, creating new forms of the

same virus. That ability makes it difficult to fight
some viral diseases because antibodies that worked

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for one viral form do not work for the new one. That
is why people get colds or flu every year Q;explain
how fungi
reproduce

 Explain how microbes reproduce.
 Explain types of reproduction in microbes.
 Explain how bacteria reproduce
Assignment: Describe the types of reproduction of microbes in detail.
Bibliography:

LESSON PLAN
Unit : II
Topic : Normal flora of the body
Place : CLASS ROOM
Date & time : ………………………………….
General Objectives : At the end of the class the students will be able to describe the normal flora of the
body

Specific Objectives: At the end of the class the students will be able to
1. To introduce the normal flora of the body.

2. To describe types of microbial flora of the body.
3. To describe function of microbial flora.
4. To enlist contents of microbial flora.
5. To describe advantages and disadvantages of normal flora.
Review of previous class: enlist the methods of reproduction of micro organism.
Introduction:
How many layers of a thermos has, the outer, the middle and inner layer, function of these layers is regulation of
temperature. It means they are giving protection to content, which is pouring in the internal layer. Same as this the
normal flora of the body protects the content of related organs.

S.no Durat Specific Content Teaching Evalaution
activities
1. 5 min To introduce Introduction: T: explains
micro organism Normal human body has a wide variety of micro with power
organisms, on its surface as well inside. These presentation.
micro organisms predominantly constitute S: listens and
bacteria. take notes.
2. 10 To describe Types of microbial flora on the human body: T: explains Q;which types of
min types of It has divided into two broad categories :- with power microbial flora
microbial flora presentation. present on the
of the body. 1. Resident flora: this consists of relatively fixed S: listens and body.
types of micro organisms regularly found at a take notes.
given site of the body at a given age. If this flora is
disturbed due to extraneous condition, it promptly
re-establishes itself.

activities
2.transient flora: This consists of non-pathogenic
or potentially pathogenic micro organisms that
inhabits the skin or mucous membranes for a short
duration, which may be a few hours, weeks, or
days .
These organisms are invariably derived from the
environment and do not produce disease under
normal circumstances.
However, if due to some reason, normal flora is
disturbed, the transient flora can colonise and even
produce disease.
3. 10 To describe T: explains Q; what is the

min function of Function:- with power function of
microbial flora. 1 it maintains the normal function the body for presentation. microbial flora.

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e.g., the resident flora of the intestinal tract S: listens and
take notes.
synthesises vitamins k and B and help in
absorption of nutrients and breakdown product.
2. They are also involved in conversion of bile

pigments and bile acid and provide antagonism to
microbial pathogens.
3. The flora of skin and mucus membrane prevents

colonisation by pathogens, possibly by a process
of bacterial interference which involves
competition for receptors or binding sites of host
cells, competition for nutrients, or inhibition by

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toxic product.
4. 5 min To enlist T: explains Q;Explain

contents of Normal flora of the skin consists of the with power contents of
microbial flora. following:- presentation. microbial flora.
1.diphtetheroid bacilli S: listens and
take notes.
2. coagulase-negative staphylococci
3. alpha-haemolytic streptococci
4. enterococci
5.aerobic spore bearers
6.micrococcus

activities
7.gram negative coliform bacilli and acinetobacter
8. staphylococcus aureus
9.non pathogenic mycobacteria
NOTE:- the sweating or washing and bathing
cannot eliminate or alter the normal resident flora
of the skin.

activities
5. 10min To describe T: explains Q;Explain
normal flora of Normal flora of mouth & upper respiratory with power normal flora of
the various tract:- presentation. the various body
body part At birth, the mucous membrane of the mouth and S: listens and part.
pharynx are often sterile, but within 4 to 12 hours take notes.
of birth, streptococcus viridans, which constitute
the predominant resident flora, appear and remain
so for the rest of life.
Once the teeth begin to erupt, the anaerobic
organisms too appear.e.g. Fusobacterium sp.
The pharynx and the trachea have a similar flora.
The bronchi have very few bacteria whereas the
smaller bronchi and alveoli are normally sterile.
The flora noses mainly consist of diphtheroids,
staphylococci or streptococci.
NORMAL FLORA OF THE GESTRO

INTESTINAL TRACT:-
In most of the newborns, intestine is sterile but
activities
6. 10 To describe Advantages of normal flora:- T: explains Q;What are the
min advantages and 1. They prevent colonization of potential with power advantages and
disadvantages pathogen, e.g., skin bacteria produce fatty presentation. disadvantages of
of normal flora. acids, gut bacteria release bacteriocin, colic S: listens and normal flora
in plus metabolic wastes and lack of take notes.
oxygen, vaginal lactobacilli maintain acid
pH, etc.
2. Gut bacteria release vitamin B and K.
3. Antigenic stimulation provided by intestinal
flora is considered importance in ensuring
the normal development of the immune
system.
4. Antibodies produced in response to normal
flora cross react with pathogens thus raising
immune status of the host. The endotoxin
liberated by normal flora trigger alternative
complement pathogen.

Disadvantage:-
 Enlist the types of normal flora.

 Describe the functions of the normal floras
 Explain the advantages and disadvantages.
Assignment: Describe the types, function, advantages and disadvantages of normal flora?
Evaluation : Unit test for 50 marks once the unit II is completed.
Bibliography:

LESSON PLAN
Unit : II
Topic : Pathogenesis
Place : CLASS ROOM
Date & time : ………………………………….
Students Pre requisite : The students should be able to define and describe the over view of pathogenesis.

General Objectives : At the end of the class the students will be able to gain knowledge regarding pathogenesis.
Specific Objectives: At the end of the class the students will be able
1. To Define & describe the process of pathogenesis.

2. To Define host mediated pathogenesis.& describe intracellular growth
3. To define and describe the role of bacterial virulence in the pathogenesis of disease
4. To describe host susceptibility.
5. To define Bacterial Infectivity.
6. To define Host Resistance.
Review of previous class: define pathogens & pathogenesis.
Introduction:
All of us were suffered with a minor or major illness in our life. What do you think, why we get illness, it can be understand
by the process of pathogenesis, so today we will discuss about the topic pathogenesis.

S.no. Duration Specific Content Teaching Evaluation
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1. 15 min Define & Definition : Infection is the invasion of the T: explains Define
describe the host by microorganisms, which then with power pathogenesis?
process of multiply in close association with the host's presentation.
pathogenesis tissues. S: listens and Describe the
Infection is distinguished from take notes. process of
disease, a morbid process that does not pathogenesis?
necessarily involve infection (diabetes, for
example, is a disease with no known
causative agent). Bacteria can cause a
multitude of different infections, ranging in
severity from in apparent to fulminating.
“The capacity of a bacterium to cause

disease reflects its relative pathogenicity.
On this basis, bacteria can be

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organized into three major groups. When
isolated from a patient, frank or primary
pathogens are considered to be probable
agents of disease (e.g., when the cause of
diarrhoeal disease is identified by the
laboratory isolation of salmonella spp.
from feces). Opportunistic pathogens are
those isolated from patients whose host
defense mechanisms have been
compromised. They may be the agents of
disease (e.g., in patients who have been
predisposed to urinary tract infections with
Escherichia coli by catheterization).
Finally, some bacteria, such as
Lactobacillus acidophilus, are considered
to be non pathogens, because they rarely or

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never cause human disease. Their
categorization as non pathogens may
change, however, because of the
adaptability of bacteria and the detrimental
effect of modern radiation therapy,
chemotherapy, and immunotherapy on
resistance mechanisms. In fact, some
bacteria previously considered to be non
pathogens are now known to cause disease.
Serratia marcescens, example, is a
common soil bacterium that causes
pneumonia, urinary tract infections, and
bacteraemia in compromised hosts.
Virulence is the measure of the

pathogenicity of an organism. The degree
of virulence is related directly to the ability

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of the organism to cause disease despite
host resistance mechanisms; it is affected
by numerous variables such as the number
of infecting bacteria, route of entry into the
body, specific and non specific host
defense mechanisms, and virulence factors
of the bacterium. Virulence can be
measured experimentally by determining
the number of bacteria required causing
animal death, illness, or lesions in a
defined period after the bacteria are
administered by a designated route.
Consequently, calculations of a lethal dose
affecting 50 percent of a population of
animals (LD50) or an effective dose causing
a disease symptom in 50 percent of a

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population of animals (ED50) are useful in
comparing the relative virulence of
different bacteria.
It should be understood that the pathogenic

mechanisms of many bacterial diseases are
poorly understood, while those of others
have been probed at the molecular level.
The relative importance of an infectious
disease to the health of humans and
animals does not always coincide with the
depth of our understanding of its
pathogenesis
2. 5 min T: explains Define host

Define host Host-mediated Pathogenesis
with power mediated
mediated

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pathogenesis.& presentation. pathogenesis.&
In certain infections (e.g., tuberculosis),
describe S: listens and describe
tissue damage results from the toxic
intracellular take notes. intracellular
mediators released by lymphoid cells
growth growth
rather than from bacterial toxins.
Intracellular Growth
Some bacteria (e.g., Rickettsia species) can

grow only within eukaryotic cells, whereas
others (e.g., Salmonella species) invade
cells but do not require them for growth.
Most pathogenic bacteria multiply in tissue
fluids and not in host cells.
3. 10 min Virulence is a harmful quality possessed T: explains Define virulence

To define
by microorganisms that can cause disease. with power Describe the role
virulence and

objectives learning
describe the Virulence factors help bacteria to (1) presentation. of virulence
role of bacterial invade the host, (2) cause disease, and (3) S: listens and factors in
virulence in the evade host defences. The following are take notes. pathogenesis of
pathogenesis of types of virulence factors: disease.
disease. Adherence Factors: Many pathogenic
bacteria colonize mucosal sites by
using pili (fimbriae) to adhere to cells.
Invasion Factors: Surface components
that allow the bacterium to invade host
cells can be encoded on plasmids, but more
often are on the chromosome.
Capsules: Many bacteria are surrounded
by capsules that protect them from
opsonization and phagocytosis.
Endotoxins: The lipopolysaccharide
endotoxins on Gram-negative bacteria

objectives learning
cause fever, changes in blood pressure,
inflammation, lethal shock, and many other
toxic events.
Exotoxins: Exotoxins include several
types of protein toxins and enzymes
produced and/or secreted from pathogenic
bacteria. Major categories include
cytotoxins, neurotoxins, and enterotoxins.
Siderophores: Siderophores are iron-
binding factors that allow some bacteria to
compete with the host for iron, which is
bound to hemoglobin, transferrin, and
lactoferrin.
4. 5 min T: explains
To describe Resistance to bacterial infections is Describe host
with power
host enhanced by phagocytic cells and an intact susceptibility.
presentation.
immune system. Initial resistance is due to

objectives learning
susceptibility. non specific mechanisms. Specific S: listens and
immunity develops over time. take notes.
Susceptibility to some infections is higher
in the very young and the very old and in
immuno suppressed patients.
To define Bacterial Infectivity Bacterial infectivity Define Bacterial
with power
Bacterial results from a disturbance in the balance infectivity.
presentation.
Infectivity. between bacterial virulence and host
S: listens and
resistance. The “objective” of bacteria is to
take notes.
multiply rather than to cause disease; it is
in the best interest of the bacteria not to kill
the host.

objectives learning
To define Host Host Resistance define Host
with power
Resistance. resistance.
Numerous physical and chemical attributes presentation.
of the host protect against bacterial S: listens and
infection. These defences include the take notes.
antibacterial factors in secretions covering
mucosal surfaces and rapid rate of
replacement of skin and mucosal epithelial
cells. Once the surface of the body is
penetrated, bacteria encounter an
environment virtually devoid of free iron
needed for growth, which requires many of
them to scavenge for this essential element.
Bacteria invading tissues encounter
phagocytic cells that recognize them as
foreign, and through a complex signaling

objectives learning
mechanism involving interleukins,
eicosanoids, and complement, mediate an
inflammatory response in which many
lymphoid cells participate.

Today we have discussed about the process of pathogenesis.
 Describe the host susceptibility.
 Describe host mediated pathogenesis.
Assignment:
Define & describe pathogenesis.
Evaluation:
Unit test for 50 marks once the unit II is completed.
Bibliography:
4. C.P.,baveja,text book of microbiology,second edition2007,arya publication,pp30 to 32.

LESSON PLAN
Unit : II
Topic : Methods study for microbes
Place : CLASS ROOM
Date & time : ………………………………….
Students Pre requisite : The students should be able to methods study for microbes.
General Objectives : At the end of the class the students will be able to describe methods study for
microbes.
1. To introduce the study of microbes

2. To describe the Microscopy
3. To describe the Phase Contrast Microscope
4. To describe the Ultra-violet Microscope
5. To describe the Electron Microscope
6. To describe the Acoustic Microscope
Describe the process of pathogenesis.
Introduction:
There are so many methods for the study of microbes, by which we can identify a pathogen & diagnose a disease.
S.no. Duratio Specific Content Teaching Evaluation
n objectives learning
activities
1. To introduce INTRODUCTION: T: explains Introduce the
the study of To study the microorganisms, these techniques are with power study of
microbes used:- presentation. microbes
 Microscopy S: listens and
 Phase Contrast Microscope take notes.
 Ultra-violet Microscope
 Electron Microscope
 Acoustic Microscope
One is to observe living unstained cell by hanging

drop method and the other is to study stained dead
cell by staining techniques. It may also be
mentioned that for certain reserve materials in
bacteria.
activities
2. To describe the Microscopy :- T: explains Describe the
microscopy. The fascinating world of microorganisms would with power microscopy.
have remained unknown had the microscope not presentation.
been invented. Roger Bacon (1267) described a S: listens and
lens for the first time. However, his observation take notes.
was not pursued immediately thereafter. In 1590
glass polishers Hans and Zacchrius Jensen
constructed a crude type of simple microscope by
placing two lenses together, which permitted them
to see minute objects. In 1609-1610 Galileo Galilei
made the first simple microscope with a focusing
device called 'occiale' and observed the water flea
through his microscope. In 1617-1619 the first
double lens microscope with a single convex
objective and ocular appeared, the inventor of
activities
which was thought to be the physicist C.Drebbel.
This microscope was used to study the cells, plant
and animal tissue, and also the minute living
organisms. Till then, the name microscope had not
been given to this device; the name
‘microscope’ was first proposed by Faber (or Fabri)
in 1625. The credit of developing a compound
microscope with multiple lenses goes to Robert
Hooke (1665) of England. It was only after 1670
that a cloth merchant of Delft (Holland), Antony
van Leeuvenkoek (1632-1723), started his hobby of
making microscopes and in 1674 he discovered the
fascinating microbial world through his microscope
(50-270 times magnification). Considerable
progress was made in improving the microscope in
activities
nineteenth century. The introduction of oil-immer-
sion lens by Amici in 1869, sub stage condenser by
Abbe in 1872, apochromatic objectives with
suitable eyepiece by Abbe and Zeiss in 1886 were
landmarks in the improve-
ment of compound microscope in the nineteen
th century.
Compound Microscope
A compound microscope is the primary

tool in the microbiology. Therefore, a clear
understanding of structure, use and manipulations
of a compound microscope is a must for
activities
all students of microbiology.
a. Essential parts (fig.1)
The essential parts of usually used monocular

compound microscope are the following:
Lenses:
The eyepiece with different magnifications (5-20

times). It has field lens towards the object and eye-
lens close to the observer's eye.
The objectives generally with three different

magnifications viz., low (10 X), high (40 X) and
oil-imrnersion (97 X). The focal lengths of these
are 16 mm, 4mm, and 1.6 mm respectively. These
activities
objectives are mounted on a revolving nosepiece
for convenience.
The eyepiece and objectives are fitted at the two

ends of a hollow tube called the ‘body tube’.
Adjustment of objective lens:
In some microscopes coarse arid fine focusing

adjustment knobs are both provided in order to
lower or raise the body tube with lenses for
rendering image clear. This is done by rotation of
the knobs. The coarse adjustment is meant to bring
the object into vision whereas the fine adjustment is
used for focusing finer details.
activities
Stage:
The object to be observed is kept on a glass slides

and placed on the stage. It may have clips to keep
the slide in desired position or a mechanical stage
for horizontal movement of the object. In some
microscopes the stage may be raised or lowered
with coarse and fine adjustments for focusing the
object.
Mirror:
The mirror reflects light, which is transmitted

through the object for observing it. The mirror has
two planes, one concave and the other plane. When
natural light is Available the plane mirror may be
activities
used for reflection of light because concave mirror
would form window images. However, with
artificial illumination, the concave mirror is
necessary for higher magnification whereas for
lower, the plane mirror may be used.
Sub stage diaphragm:
This is meant to control the amount of light trans-

mitted through the object.
Sub stage condenser:
The sub stage condenser consists of convex lenses

which concentrate and intensify the light reflected
by-the mirror. With objectives of magnification
exceeding 10X, the use of condenser becomes
activities
necessary for narrowing the core of transmitted
light, which would fill the smaller aperture of the
objective. The condensers usually employed are
called ‘Abbe’ condensers and these are used with
plane mirrors.
Metric System For Measurement:
1/10th of a meter = 1 decimetre

(dm)
1/100th of a meter = 1 centimetre

(cm)
1/1000th of a meter = 1 millimetre

(mm)
activities
1/millionth of a meter = 1 micron (µ)
1/10 millionth of a meter =1 angstrom

(ft)
1/billionth of a meter = 1 milli

micron (nm or/J m)
b. Methods for Studying Microorganisms with a

Compound Microscope:
Two methods are generally used, ‘wet method’ and

‘dry and fix method’.
Wet method:
There are two primary methods generally used for

studying microorganisms in wet conditions, .wet
activities
mount method and hanging drop method.
i. Wet mount method:
It is the most widely used method. A drop of fluid

containing micro organism to be examined is put
on a glass slide and a cover slip made of thin glass
is placed on it. The fluid spreads out in a thin layer
between cover slip and slide. The mount is now
examined under the microscope. For higher
magnifications (e.g., with 100 x objective)
Oil-immersion technique is employed. A drop of

immersion oil is put between the objective lens and
cover slip before the microorganisms are examined
under the microscope.
activities
ii. Hanging drop method:
It is used to observe the motility germination or

fission of microorganisms. In this method a cavity
slide, which has a circular concavity in the centre,
is used.
The periphery of the concavity on the cavity slide is

smeared with Vaseline. A drop of liquid microbial
culture is placed in the centre of the cover glass if it
is a liquid culture. If the culture is solid, it is mixed
with a drop of distilled water before placing on the
cover glass. The cover glass is inverted over the
concavity so that the drop hangs freely and the edge
of cover glass adheres tightly to the Vaseline
coated periphery of the concavity. The
activities
microorganisms present in the hanging drop are
now observed under the microscope.
Dry and fix method:
Microorganisms, particularly bacteria, being too

small need their permanent preparations be made
by drying and fixing them on clean slide with or
without staining. For preparing a dry mount, a drop
of distilled water with a small amount of culture is
spread as a thin smear on a clean slide. The smear
is allowed to dry and it is then ‘fixed’ by passing it
through a flame two to three times with the
smeared slide away from the flame. If desired, this
dried and fixed amount may be stained and the pre-
paration dried again for observation under the
activities
microscope.
c. Measurement of the size Microbes / Objects

by Compound Microscope (Micrometry):
The size of objects viewed under the

compound microscope can be accurately
determined using a micrometer. The latter consists
of two scales, the eyepiece scale, also called
‘graticule’ or ‘occlar’, and the stage micrometer
scale. The eyepiece scale is calibrated with the help
of stage micrometer and the former is then used for
measurements. The eyepiece scale is placed inside
the microscope eye piece, and the stage micrometer
on the microscope stage. The scale on the latter is
exactly 1 mm long and divided into 100 divisions,
activities
so that each division is 10 µm. As stated earlier, the
stage micrometer is used to calibrate the eyepiece
scale.
i. Calibration :
It is noted first that which objective

lens is in use on the microscope.
Stage micrometer is positioned in such

a way that it is in the field of view.
The eyepiece is rotated so that the t

wo scales are parallel.
The stage micrometer is now moved so that the first

division marks of the two scales are in line. One
activities
can now see how many divisions on the eyepiece
scale as well as on the stage micrometer scale
correspond to each other. Since 1 division on the
stage micrometer equals 10 µm, one can find the
value of one division of the eyepiece scale. For
instance, in illustration ‘iii’ of fig.4 four divisions
on the eyepiece scale, equal 10 division (i.e.,
100µm) of the stage micrometer scale; 1 division
on the eyepiece Scale=25µm for the particular
objective lens used in this case.
Above positions are repeated using other

objective lenses and following information are
recorded on an adhesive label. Information
recorded adhesive label is stuck to the base of the
activities
microscope for future reference:
Objective One
division of
Lens eyepie
ce scale (µm)
10 X -
15 X -
40 X -
and so on
ii. Use:
activities
Having calibrated the eyepiece scale for all the
objective lenses on the microscope, one can use it
to measure the dimensions of cellular and sub
cellular structures e.g., bacterial cells, fungal
spores, onion epidermal cells etc
3. To describe the Phase Contrast Microscope: T: explains Describe the

phase contrast with power phase contrast
This microscope is a little more complicated to
microscope. presentation. microscope.
explain, but one may think of it as acting in the
S: listens and
following fashion, as illustrated in Light coming:
take notes.
through screen (grating) A continues in a straight
line, on through screen (grating) B. But if in the
region C it should pass, through material of a
different density, it would be bent and would not
activities
pass straight on through, but it would hit the upper
screen B or reinforce another ray. Thus, wherever
there was a change in density - a cell wall, a
membrane, or a granule - one could see different
light intensities in the eyepiece. In this way one can
see structures within living cells not otherwise
visible. The screens A and B may be put into an
ordinary microscope to convert it into a phase
contrast microscope. Although phase contrast
microscopes cause a slight loss of resolution, yet,
they enable us to view living cells more.
4. To describe Ultra-violet (UV) Microscope: T: explains To describe

ultraviolet with power ultraviolet (UV)
As we know that the resolving power of a light
(UV) presentation. Microscope.
activities
Microscope. microscope is related to the wavelength of the light S: listens and
used : take notes.
Longer the wave length lowers the resolving

power. Therefore, resolution can be improved by
reducing the wavelength of the light. The UV
microscopes have this advantage. However, since
glass is opaque to ultraviolet light, the lens system
must be made of appropriate quality quartz and the
microscopes should have filters to eliminate
ultraviolet light from reaching the eyes. Since this
is complicated and expensive, a modification
known as fluorescence microscopy has come into
use. Fluorescence microscopy is based on the
principle of fluorescence, in which certain
chemicals absorb ultraviolet light and emit a part of
activities
the radiant energy as light of longer wavelength in
the visible region. Thus, when the fluorescent
object is exposed to ultraviolet light it is seen as a
bright coloured object against a black background.
In this type of microscopes, the ultraviolet
irradiation is completely eliminated by suitable
filters and it is possible to view the object directly.
The major use of fluorescence microscopy in
microbiology is in immuno fluorescence studies.
The antibody can be made fluorescent by
conjugating it with fluorescent chemicals. By
fluorescence microscopy, it is possible to detect
specific types of antigens using an antibody tagged
with a fluorescent dye clearly.
activities
5. To describe Electron Microscope T: explains Describe electron
electron with power microscope
EM has been invented by Knoll and Ruska (1932).
microscope. presentation.
The electron microscope works on the principle
S: listens and
similar to that of a light microscope except that an
take notes.
electromagnetic field and a beam of electrons act in
a way similar to the action of a glass lens and a
beam of light. An electron beam when accelerated
through an electric field of 100 KV has a
wavelength of only 0.04nm which is about 10,000
times shorter than the wavelength of visible light.
The resolving power and magnification of an
electron microscope is therefore much higher than
any light microscope.
In an electron microscope, a beam of
activities
electrons is projected from a cathode (electron gun)
and is passed through a series of electromagnetic
lenses. The condenser lens collimates the electron
beam on the specimen and an enlarged image is
produced by a series of magnifying lenses. The
specimens, who are focused, cannot be directly
seen; their image is rendered visible by projection
on a phosphorescent screen. Since the penetrating
power of the electrons through solid matter is weak,
only very thin sections of specimen can be
examined.
The electron microscopes produce a magnification

up to 4,00,000 times. They require a high vacuum
system as the motion of electrons is impeded by air.
Also, the specimen to be examined must be dry.
activities
Under these conditions (drying and vacuum) living
organisms can not survive, and physiological
processes in living cells can not be studied. The
morphological characteristics of the cell are also
altered. However, inrecent years special devised
which permit observation
6. To describe Acoustic Microscope: T: explains Describe

acoustic with power acoustic
In 1949, a Russian Physicist S.Y. Sokolov
microscope. presentation. microscope
proposed that the property of sound waves (sound
S: listens and
waves travel as longitudinal. vibrations whose
take notes.
velocity depends on the elasticity and temperature
of the medium) might be used for viewing intricate
inside details of a solid body. However, the
technology to convert sound signals into light
activities
signals did not exist at that time. Subsequently in
the sixties, Professor G. Quate of U.S.A. and E.Ash
of England developed this, principle and applied it
in microscopy; the first practical microscope based
on sound waves, namely, acoustic microscope, was
commercialized in 1974. The principle on which
the acoustic microscope works is based on,
the fact that the speed of the sound
in an environment is
directly related to physical properties of that
environment such as the density and
elasticity. In acoustic microscope,
the transmitted mode of the impinging
sound wave by the specimen is captured and the
vibration in intensity, due to various parts of the
activities
specimen, is recorded. The inner surface of a solid,
body is not accessible to optical light and only
poorly to x-rays. With the use of proper electronics
acoustic waves can do the job of revealing its inner
structure easily. Moreover, the specimen need not
be stained.
The acoustic lens is a spherical surface ground into

a material such as saphire through which sound
travels
Today we had discussed the methods for study of microbe
Assignment: Describe the methods for the study of microbes.
Evaluation :
Bibliography:
1. Satish gupte, the short text book of Medical Microbiology, 9th ed., jaypee, pp 46.
3. IGNOU, BNS-102 applied sciences, Block 3rd microbiology-1,pp 26.
LESSON PLAN
Unit : II
Topic : Methods for culture & isolation of microbes.
Place : CLASS ROOM
Date & time : ……………………………………
Students Pre requisite : The students should be able to describe the methods for culture & isolation of
microbes.
methods for culture & isolation of microbes.
Specific Objectives : At the end of the class the students will be able;-
1. To define culture media/ medium.

2. To describe the characteristic of an ideal culture media.
3. To describe the types of culture media.
4. To enlist the standard culture media
5. To describe the method of culture media & isolation of microbes.
Review of previous class :
Ask questions regarding suitable environment for bacterial growth.
Introduction:
Each microbe requires a particular environment to grow which is called suitable environment for it, so the
culture media is a specified medium in which micro-organisms find nourishment & reproduce.
objective learninng
activity
1 5 min To define Definitions:- T: explains Define culture
culture media/ Culture media gives artificial environment with power media/ medium.
medium. simulating natural condition necessary for growth of presentation.
bacteria. S: listens and
1. energy source take notes
2. carbon source
3. Nitrogen source
4. Salts
5. Satisfactory pH
6. Adequate water
7. Growth factor like tryotophan for
salmonella typhi,
2 5 min To describe The characteristics of an ideal culture medium are: T: explains Describe the
objective learninng
activity
the 1 must give a satisfactory growth from single with power characteristic of
characteristic inoculums presentation. an ideal culture
of an ideal 2 should give rapid growth. S: listens and media.
culture media. 3 should be easy to grow take notes
4 should be reasonably cheap.
5 should be easily reproducible.
6 should enable to demonstrate all characteristics in
which we are interested.
3 5 min To describe Types of culture media:- T: explains Describe the

the types of 1 NATURAL MEDIUM with power types of culture
culture media. 2 ARTIFICIAL MEDIUM presentation. media.
3 SYNTHETIC MEDIUM S: listens and
4 NON SYNTHETIC MEDIUM take notes
5 SOLID MEDIA
objective learninng
activity
6 SEMI- SOLID MEDIA
7 DIFFERENT IAL MEDIA
8 DEHYDRATION MRDIA
9 SELECTIVE MEDIA
4 10 min To enlist the Standard culture media:- The method prepare T: explains Enlist the
standard culture media and the exact amount of ingredients with power standard culture
culture media necessary for the growth of bacteria will be presentation. media
demonstrated in the practical classes. S: listens and
Nutrient broth: beef extract +peptone crystals take notes
+sodium chloride + distilled water.
Nutrient agar: nutrient broth +agar agar
Blood agar: nutrient agar + blood
MacConkey agar: sodium tourocholate +
peptone crystals + lactose + sodium chloride
objective learninng
activity
5 25 min To describe Method of culture & isolation of microbes T: explains Describe the
the method of Methods of culture with power method of
culture media 1 Streak culture (surface plating) is the presentation. culture media &
& isolation of method routinely employed for the S: listens and isolation of
microbes. isolation of bacteria in pure culture. a take notes microbes.
platinum loop with 2 1/2 “ long wire and
loop with diameter 2mm is charged with
specimen to be culture and is placed on the
surface of dried plate of solid media
towards peripheral area . the plate in series
of parallel lines in different segment of the
plate . on incubation we may find
confluent growth at the site of primary
objective learninng
activity
inoculums. Well separated colonies are
obtained over the final series of streaks.
2 Lawn or carpet culture: - Lawn cultures
are prepared by flooding the surface or
plate with suspension of bacteria .it is
uniform for bacteriophage typing and
antibiotic sensitivity test.
3 Stroke culture: - it is made in tubes
containing agar slopes. it is used for
providing a pure growth of bacterium for
slide agglutination
4 Stab culture: - it is prepare by puncturing
with charged long, straight wire. Stab
cultures are employed mainly for
maintaining stock culture.
objective learninng
activity
5 Pure plate culture:-15 ml of agar medium
is melted and left to cool in water bath at
45degree to 50 degree C. appropriate
dilution of inoculums is added in 1 ml
volume to molten agar and mixed well.
Content of tube is poured in Petri dish. It is
allowed to set and after incubation
colonies will be seen distributed
throughout the depth of medium. This
method gives viable bacteria count in a
suspension. It is the recommended method
for quantitative urine culture.
6 Liquid culture: - in a tube, bottle or flask
may be inoculated by touching with a
charged loop. Liquid cultures are preferred
objective learninng
activity
when large and quick yield is required.
The major disadvantage of liquid culture is
that it does not provided pure culture from
mixed inocula.
Method of anaerobic culture:-
Obligate anaerobes grow only in absence of free
oxygen. These bacteria lack mechanism of
oxidation through respiratory enzymes like
cytochrome oxidase, catalase and peroxidase
resulting in H2O2 accumulation. This h2o2 is
toxic for the growths of anaerobic bacteria
.clostridium tetani are strictly anaerobic. A
number of methods are described for achieving
anaerobiosis on the basis of following principal:
1 Exclusion of oxygen.
objective learninng
activity
2 Production of vacuum.
3 Displacement of oxygen with other gases.
4 Absorption of oxygen by chemical or
biological.
5 Reduction of oxygen.
Summary and Evaluation (10 min);
Today we have discussed about the definition, characteristics and types of culture media & methods of culture.
 Define culture media
 Describe the types of culture media.
 Explain the methods of culture & isolation of microbes
Assignment:
Describe the types of culture media in detail.
Evaluation:
Unit test for 50 marks once the unit IInd is completed.
Bibliography:
3. IGNOU, BNS-102 applied sciences, Block 3rd microbiology-1, pp 31-32.
4. C.P.,baveja,text book of microbiology,second edition2007,arya publication,pp24 to 27.
LESSON PLAN
Unit : III
Topic : Sources & types of infection, nosocomial infection.
Place : CLASS ROOM
Date & time : …………………………………..
Students Pre requisite : The students should be able to define & describe the sources & types of infections.
General Objectives : At the end of the class the students will be able to define & describe the source &.
types of infections
Specific Objectives : At the end of the class the students will be able to;-
1. Define infection.
2. To describe types of infection.
3. To describe the sources of infection.
4. Define nosocomial infection.
5. To enlist sources of nosocomial infection.
6. To describe the factors responsible for nosocomial infection.
7. To describe the prevention of nosocomial infection.
Ask to the students about microbes and the methods of culture.
Introduction:
We all knows that some of the habits are called best to maintain health such as hand washing, drink potable water, eat fresh
foods, ect., because these habits prevents infection, so today we will discuss all about the infection.
activity
1. 5 min Define infection Definition: - ‘when pathogenic microorganisms T: explains Define infection.
enter & multiply in or on the bodies of animals or with power
human being and produce a reaction, it is called an presentation.
infection.’ S: listens and
All infection do not result in a disease. take notes.
Some infection are very mild and do not cause
much discomfort while others may be fatal.
2. 5 min To describe Types of infection:- T: explains
types of 1. Primary infection: initial infection with with power Describe types
infection organisms in host constitutes primary presentation. of infection.
infection. S: listens and
2. Reinfection subsequent infection by same take notes.
organisms in a host is called reinfection.
3. Secondary infection : when in a host whose
resistance is lowered by preexisting
activity
infectious disease, a new organisms may set
up an infection.
4. Cross infection: when a patient suffering
from a disease and few infection is set up
from another host or external source.
5. Focal infection: it is a condition where due
to infection at localised sites like appendix
and tonsil, general effects are produced.
6. Nosocomial infection: cross infection
occurring in hospital is called nosocomial
infection
7. Subclinical infection: it is one where
clinical affected are not apparent.
3. 15 min To describe the Source of infection: T: explains Describe the
sources of 1. man: man is himself a common source of with power sources of
activity
infection infection from a patient or carrier. Healthy presentation. infection.
carrier is a person harbouring pathogenic S: listens and
organisms without causing any disease to take notes.
him. A convalescent carrier is one who has
recovered from disease but continues to
harbour the pathogen in his body.
2. Animals: infectious disease transmitted
from animals to man are called zoonosis
may be bacterial (e.g., plague from rat),
rickettsial (e.g., murine typhus from
rodent), viral(e.g., rabies from dog),
protozoal (e.g.,leishmanisha from doges) ,
helminthic
(e.g. hydatid,cyst from dog), and fungal
(zoophilic dermatophytes from cats and
activity
doges),
3. insect: the disease caused by insect are
called arthropod born disease insect like
mosquitoes, fleas, lice, that transmit
infection are called vector. Transmission
may be mechanical (transmission of
dysentery or thyphoid bacilli by house fly ),
and these are called mechanical vector.
They are called biological vector if
pathogen multiplies in the body of vector
e.g., malaria
4. some vector may act as reservoir host e.g.,
ticks in relapsing fever and spotted fever
5. soil: soil may serve of parasiting infection
like round worm hook worm. Spores of
activity
tetanus bacilli remain viable in soil from a
long time , fungi like histoplasma
capsulatum and higher bacteria like no
cardia asteroid also survive in soil and
cause human infection.
6. water: vibrio cholera, infective hep. virus (
Hep. A ), guinea worm may be found in
water.
7. food: contaminated food may be source of
infection. Presence of pathogen food may
be due to external contamination( food
poisoning),
4. 5 min Define Nosocomial infection:- T: explains Define
nosocomial ‘Infection which are acquired from with power nosocomial
infection. hospitals are called nosocomial infections.’ presentation. infection.
activity
S: listens and
take notes.
5. 5 min To enlist sources Source of hospital infection T: explains Enlist sources of
of nosocomial Infection microorganisms from fellow with power nosocomial
infection. patient which may be multidrug resistant. presentation. infection.
Infection organisms from hospital staff. S: listens and
Infection organisms from instrument, blood take notes.
products, intravenous fluid, etc
From patients normal flora.etc.
Insects are also source multidrug infection.
Organisms may be present in air, dust,
water, antiseptic solution, food, etc.
Surfaces contaminated by patient
secretions, blood fluid, etc.
Factor responcibal for hospital infection activity
Neonates and aged patient have risk of
getting hospital infection because of long Describe the
6. 10 min To describe the T: explains
stay and decreased immunity.
with power factors
factors Impaired defence mechanisms of patients
presentation. responsible for
responsible for due to disease or treatment.
nosocomial S: listens and nosocomial
Hospital environment contains relatively
take notes. infection.
infection. heavy load of microorganisms.
Major invasive diagnostic or therapy
procedures.
Advance treatment of cancer, organ
transplantation, etc.
Presence of multidrug resistant bacteria, etc.
7. 5 min To describe the Prevention of nosocomial infection T: explains Describe the
prevention of Proper washing of hands. with power prevention of
nosocomial Isolation of patient, e.g., plague, influenza, presentation. nosocomial
activity
infection. measles, etc. S: listens and infection.
Careful and appropriate use of instruments. take notes
Use of antibiotic only if required. It may be
given to carrier staff or patient.
Use of blood transfusion only if must..
Surveillance of infection properly and
regularly.
Use of vaccine, e.g. tetany gas gangrene,
hepatitis-
Disinfection of excreta and infection
material.
Today we had discussed the definition, types, sources, prevention& all about nosocomial infection.
 Define infection, enlist the types of infection.
 Describe the source of infection.
 Explain the prevention of infection.
Assignment: Define infection, describe the source & prevention of nosocomial infection.
Evaluation:
Unit test for 50 marks once the unit IIIrd is completed.
Bibliography:
2. R. Ananthanarayan, text book of microbiology, 5th ed., jaypee.pp59-64; 583-585.
4. IGNOU, BNS-102 applied sciences, Block 3rd microbiology-1, pp 80-82.
LESSON PLAN
Unit : III
Topic : Factors affecting growth of microbes.
Place : CLASS ROOM
Date & time : …………………………………..
Students Pre requisite : The students should be able to introduce nutritional requirement & factors affecting
the growth of microbes.
General Objectives : At the end of the class the students will be able to describe the factors affecting growth
of microbes.
Specific objective : At the end of the class the students will be able;-
1. To introduce the growth of microbes.

2. To describe the nutritional requirement for the growth of bacteria.
3. To describe factors influencing the growth of bacteria.
Introduction:
You all know that every living- being requires some factors for its growth, same as it the microbes requires some
factors for growth and we can control growth of microbes by control on these factors.
objective learning
activity
1. 5 min To introduce Introduction :- like all other living forms, bacteria T: explains Introduce the
the growth of require suitable nutrients in proper amounts , as well with power growth of
microbes. as favourable environment for their growth, presentation. microbes.
maintenances and multiplication. They require S: listens and
nitrogen, energy food (sugar, starch, etc.), some take notes.
minerals, abundance of water, optimum temperature
and proper pH for their growth. Different kinds if
bacteria can be artificially and they vary in their
nutritional requirements.
2. 5 min To describe Nutritional requiremments for the growth of T: explains Describe the
the nutritional bacteria with power nutritional
requirement The bacteria require following nutrients for their presentation. requirement for
objective learning
activity
for the growth growth: S: listens and the growth of
of bacteria. 1. Protein or peptones or other nitrogen take notes. bacteria.
containing substance
2. Energy foods such as sugar, starch, beef
extract, etc.
3. Minerals in small amount
4. Water in large amount
5. Accessory growth substances, such as blood ,
glucose, vitamins etc.
3. 40 min To describe FACTORS INFLUENCING THE GROWTH OF T: explains Describe factors

factors BACTERIA :- with power influencing the
influencing Bacteria are literally at the mercy environment. presentation. growth of
the growth of Slight change in the environment affects the growth S: listens and bacteria.
bacteria. of bacteria. The spore forming types are the only take notes.
objective learning
activity
kinds that have protection against unfavourable
condition. By controlling the environment factors,
we can stimulate bacteria to grow or stop their
growth or destroy them as we wish.
Factors which affect the bacteria growth are:-
1. MOISTURE: All bacteria need an abundance of

water for their growth, which is as essential as
nourishing food. In fact, bacteria cannot be nourished
without water because food element must be in
solution before they can be absorbed through the cell
wall and cytoplasmic membranes of the organisms.
All kinds of bacteria grow best in an aqueous
objective learning
activity
medium. A total lack of moisture prevents their
growth or destroys them.
2. LIGHT: Bacteria differ sharply from green plants

in their reaction to light. In green plants chlorophyll
helps to nourish the plant in the presence of sunlight
and even their growth is aided,, by sunlight . Bacteria
expect photosynthetic have no chlorophyll, most of
the bacteria are injured or even killed in a few hours
by direct sunlight. It is the ultraviolet rays in sunlight
which destroy bacteria.
3. TEMPERATURE: Different types of bacteria

need different optimum temperature for their growth.
The optimum temperature for the growth of most
objective learning
activity
pathogenic bacteria which grow in the human body
is 37 degree c.
Types of bacteria with relation of temperature there
are :-
1 psychrophilic: These are the organisms growing
between 0degree and 25 degree c. They are mostly
soil and water bacteria.
2 mesophilic: they grow between 20 degree and 44
degree c. this group includes bacteria producing
disease.
3 thermophilic : some organisms grow between 50
degree and 60 degree c. e.g., bacillus and algae and
upper range of temperature tolerated by them
correlates well with the thermal stability of the
species protein as measured in cell extract.
objective learning
activity
4. OSMOTIC PRESSURES: Bacteria are usually

resistance to changes of osmotic pressure. However,
0.5 percent sodium chloride is added to almost all
culture media to make environment isotonic.
5. MECHANICAL AND SONIC STRESS:

Bacteria have tough cell walls. Vigorous shaking
with glass beads, grinding and exposure to ultrasonic
vibration may cause rupture or disintegration of cell
wall.
6. OXYGEN: oxygen also plays a very important

part in the life of bacteria
a. Aerobes:- bacteria grow only in the
objective learning
activity
presence of oxygen
b. Anaerobes:- bacteria grow only in the
absence of oxygen
7. RADIATIONS: Bacteria are very sensitive to
ultraviolet and other radiations. Various kinds of
special lamps which produce ultraviolet rays are used
in the treatment of skin infection. X-rays, alpha, beta,
and gamma rays are fatal to bacteria.
8. SOUND WAVES: Many sounds waves audible

to the human ear have no affect on bacteria.
However, rapid sound waves or vigorous shaking
can disintegrate bacteria. If cultures are subjected to
certain very rapid supersonic or ultrasonic vibrations,
many microbes are entirely disrupted.
Today we had discussed the introduction, nutritional requirement & factors influencing the growth of bacteria.
 Introduce the growth of microbes.
 Describe the factors influencing the growth of microbes.
Assignment : Describe the nutritional requirement for the growth of microbes & factors influencing the growth of
microbes.
Evaluation : Unit test for 50 marks once the unit IIIrd is completed
Bibliography:
LESSON PLAN
Unit : III
Topic : Cycle of transmission of infection, portals of entry, exits, modes of transfer.
Place : CLASS ROOM
Date & time : …………………………………..
AV aids : Black Board, chalk, LCD, Computer
Students Pre requisite : The students should be able to describe cycle of transmission of infection portals of
entry, exits, modes of transfer.
General Objectives : At the end of the class the students will be able to gain knowledge regarding the cycle
of transmission of infection, portals of entry, exits, modes of transfer .
Specific Objectives: At the end of the class the students will be able:-
1. To describe the cycle of transmission of infection.

2. To describe the portals of entry.
3. To describe the portals of exits.
4. To explain the transmission of infection.
Introduction: every microbe has an ability to growth in a suitable environment, then they multiply & infection is spread.
Today we will discuss about cycle of transmission of infection, portals of entry, exits, modes of transfer .
objective learning
activity
1. 15 min To describe Cycle of transmission of infection:- T: explains Describe the
the cycle of In order to provide proper care for with power cycle of
transmission patients with communicable diseases or infectious presentation. transmission
of infection organisms, you should understand the components of S: listens of infection.
infection and the methods to control the cycle of and take
infection. The cycle of infection is like a chain notes.
consisting of six links. To produce disease, each link
of the infectious process must be present in a logical
sequence. Removing one link in the chain will control
the cycle of infection. The six links are discussed in
the following paragraphs.
objective learning
activity
Figure 1. The cycle of infection.
a. Infectious Microorganisms (Agent). These are the
objective learning
activity
pathogens that cause communicable diseases.
b. Reservoir. The reservoir (source) is the person or
animal that has the disease. Sometimes a person may
have a disease but is not ill. This type of person is
called a carrier.
c. Mode of Exit. This refers to the route by which the
infectious microorganisms escape the reservoir. It may
be through respiratory tract, digestive tract,
genitourinary tract, cut in the skin etc.
d. Vector. The vector is the connection between the
source of the disease (reservoir) and the person who is
going to catch the disease (host). The vector is
sometimes referred to as the "vehicle of disease
transmission.
objective learning
activity
e. Mode of Entry. The mode of entry refers to the
method by which the pathogens enter the person
(host). For example, some pathogens are inhaled
(respiratory tract).
f. Susceptible Host. The host is the person who gets

the disease. Once the host has the disease, he becomes
a reservoir for future transmission of the disease.
2. 10 min To describe Portals of entry (entery of microbes into the body ) T: explains Describe the
the portals The pathogen must enter the body through certain with power portals of
of entry. routes or pathway called the portals of entry. The presentation. entry.
portal of entry differs for the various organisms, and S: listens
most of these can cause infection only if they enter and take
through their own particular route. notes.
Infection enters the body through one of the following
objective learning
activity
ways
1. The alimentary tract: the alimentary canal is
the portal of entry for the germs causing
typhoid, dysentery and cholera disease. Germs
of clostridium botulinum produce toxin, which
causes severe food poisoning and may be even
fatal.
2. The respiratory tract: the respiratory tract is
the portal of entry of the germs causing
diphtheria, tuberculosis, pneumonia, etc. These
organisms have a special affinity for the
respiratory tract and cause infection in bronchi
and lungs.
3. The urogenital tract: some organisms enter
the body by coming with the urogenital tract,
objective learning
activity
e.g. gonorrhoea, syphilis and AIDS.
Inoculation: some organism enter the body through
the skin or mucous membrane and cause infection
ranging from a boil to server wound infections. tetanus
spore enter through wound. Serum hepatitis is
transmitted by transfusion of contaminated blood or
inoculation of material containing virus
3. 10 min To describe Portals of exit (exit of microbes from the body of T: explains Describe the
the portals infected persons or carriers) with power portals of
of exits. The pathogen exit from the body through certain presentation. exits.
pathways, called the portals of exit. The portal of S: listens
exit differs for the various organisms and depends and take
upon the affected part of the body. The germs of notes.
objective learning
activity
intestinal disease exit through the faeces or urine;
whereas the germs causing infection of respiratory
tract exit through the sputum, saliva or nasal
secretion.
Microbes exit the body through one of the
following ways
1. Faeces: organisms of typhoid fever,
paratyphoid fever, dysentery, cholera,
diarrhoea, anthrax, small pox, exit through
the faeces.
2. Urine: organisms of typhoid fever,
paratyphoid, tuberculosis ,exit through urine.
3. Sputum / saliva: organisms of tuberculosis,
pneumonia, rabies, whooping cough exit
through sputum/ saliva.
objective learning
activity
4. skin & mucous membrane: organisms of
small pox, chicken pox, measles, leprosy,
syphilis, gonorrhoea exit through the
secretions of skin and mucous membrane.
5. Secretions ( nose and throat): organisms of
diphtheria, whooping cough, mumps, chicken
pox, small pox, measles, syphilis, polio,
tuberculosis, epidemic meningitis,
6. Secretion from the eyes: organisms of
trachoma and conjunctivitis exit through the
secretion of eyes.
7. Blood: germs are carried away by the
arthropods also. examples malaria, filarial,
dengue fever by mosquitoes; plague by fleas;
typhus by louse and flea.
Today we have discussed about the cycle of transmission of infection portals of entry, exits, and modes of
transfer.
 Describe the cycle of transmission of infection.
 Describe the portals of entry.
 Describe the portals of exits.
 Explain the transmission of infection.
Assignment: Describe the cycle of transmission of infection in detail?
Evaluation: Unit test for 50 marks once the unit IIIrd is completed.
Bibliography:
1. Satish gupte, the short text book of Medical Microbiology, 9th ed., jaypee, pp 64,471.
2. R. Ananthanarayan, text book of microbiology, 5th ed., jaypee.pp59-64,583-585.
5. C.P.,baveja,text book of microbiology,second edition2005,arya publication,pp 591-595.
LESSON PLAN
Unit : III
Topic : Reaction of body to infection, mechanism of resistance ,and collection of speci-

men.
Place : CLASS ROOM
Date & time : …………………………………..
General Objectives : At the end of the class the students will be able to gain knowledge regarding Reaction
of body to infection, mechanism of resistance ,and collection of specimen.
Specific Objectives: At the end of the class the students will be able :-
1. To Describe the steps of reaction of body to infection

2. To explain mechanism of resistance.
3. To define specimen
4. To describe various types of specimen collection.
Review of previous class: Describe the cycle of transmission of infection.Enlist the mode of transfer of infection.
Introduction:
In our daily routine we see that when we feel sick the some of sign are present as fever, inflammation, etc.
This is the sign of the body defens against the pathogens to prevent disease & by certain investigations we diagnose disease
and identify the causative organism, so today we will discuss all about the reaction of the body to infection, mechanism of
resistance and collection of specimens.
S.no Duration Specific objec- Content Teaching Evalaution
tives learning ac-
tivity
1. 1 10 min To Describe Inflammation:-Any injury, including an inva- T: explains Describe the

the steps of re- sion by microorganisms, causes inflammation in with power steps of reaction
action of body the affected area.. The damaged tissue releases presentation. of body to infec-
to infection. substances that direct the immune system to do tion
S: listens and
the following:
take notes.
 Wall off the area
 Attack and kill any invaders
 Dispose of dead and damaged tissue
 Begin the process of repair
During inflammation, the blood supply increas-

es. An infected area near the surface of the body
becomes red and warm. The walls of blood ves-
sels become more porous, allowing fluid and
tives learning ac-
tivity
white blood cells to pass into the affected tissue.

The increase in fluid causes the inflamed tissue
to swell. The white blood cells attack the invad-
ing microorganisms and release substances that
continue the process of inflammation. Other sub-
stances trigger clotting in the tiny vessels (capil-
laries) in the inflamed area, which delays the
spread of the infecting microorganisms and their
toxins. Many of the substances produced during
inflammation stimulate the nerves, causing pain.
Reactions to the substances released during in-
flammation include the chills, fever, and muscle
aches that commonly accompany infection.
Immune Response
tives learning ac-
tivity
immune system produces antibodies that target

the specific invading microorganism.
Fever
Body temperature increases as a protective re-

sponse to infection and injury.
2. 2. 5 min To explain Host Resistance T: explains Explain mecha-

mechanism of with power nism of re-
Numerous physical and chemical attributes of
resistance presentation. sistance
the host protect against bacterial infection. These
defences include the antibacterial factors in se- S: listens and
cretions covering mucosal surfaces and rapid take notes.
rate of replacement of skin and mucosal epitheli-
al cells. Bacteria invading tissues encounter
phagocytic cells that recognize them as foreign,
tives learning ac-
tivity
and through a complex signalling mechanism in-

volving interleukins, eicosanoids, and comple-
ment, mediate an inflammatory response in
which many lymphoid cells participate.
3. 3. 5 min To define spec- The word specimen is derived from Latin word T: explains Define specimen
imen ‘spec ere’ means to look. with power
presentation.
Definition:- A part of something ,intended to
show the kind, quality, & other characteristics of S: listens and
the whole. take notes.
4. 4. 5 min To describe Nurses’ Roles in Specimen Collection:- T: explains Describe role of

role of nurse in with power nurse in speci-
1.All Specimen must be labelled with the patient
specimen col- presentation. men collection.
name and age, date and time of sampling name
lection.
of ward nature of specimen ,the clinical diagno- S: listens and
tives learning ac-
tivity
sis, duration of illness, the examination required, take notes.

and antimicrobial treatment taken etc.
2. whenever possible specimen shuld be collect-

ed before antimicrobial agent have been admin-
istered
3. Avoid contamination by using aseptic tech-

niques
4.tissue or fluied submitted for culter always su-

perior to material material on swab.
5. Specimen should be of sufficient quantity to

permit complete examinations.
6. Follow standard precaution.
tives learning ac-
tivity
5. 5. 25 min To describe 1. Throat Swab Culture T: explains Explain about

procedure of with power throat swab cul-
A sample of mucus and secretions from the back
all type of presentation. ture?
of the throat is collected on a cotton-tipped ap-
specimen col-
plicator and applied to a slide or a special S: listens and Explain about
lection.
cup that allows infections to grow. take notes. urine sampling?
The tongue should be depressed. And both ton-

sils are swabbed.
Contamination to other side is avoided.
2. Sputum Specimen and Culture
A specimen from the lungs expectorated through

the mouth or obtained via tracheal suctioning
with an in-line trap or bronchoscope. Specimens
are often taken for three consecutive days be-
tives learning ac-
tivity
cause it is difficult for the patient to cough up

enough sputum at one time, and an organism
may be missed if only one culture is done. Morn-
ing sample is preferred.
To prepare your patient, have him drink

enough fluids on the night before the test, pro-
vided that he’s not on a fluid restriction. The ad-
ditional intake will further increase sputum pro-
duction overnight and assure that you’ll get a
good sample.
Ten to 15 ml of sputum is typically needed for

laboratory analysis..
3. Stool Specimen and Culture
tives learning ac-
tivity
A stool culture is the process of growing or cul-

turing organisms existing in feces to see. Stools
specimen is often tested for blood.
 Plastic bag for transport of container with speci-

men to laboratory
1. Bedpan should be provided when the patient is

ready. Avoid mixing urine or regular toilet paper
into the sample.
2. With the use of a tongue blade, transfer a portion

of the feces to the specimen container. Immedi-
ately cover the container and label it . Take the
specimen to the lab immediately; examination
for parasites, ova, and organisms must be made
tives learning ac-
tivity
while the stool is warm.
4. Urine Specimen and Culture
4.1. Random Urine Sample
A sample of urine collected at any time of the

day.
1. Instruct the patient to use the cotton ball or

towelette to clean urethral area thoroughly to
prevent external bacteria from entering the spec-
imen.
2. Let the patient void into the container.
3. Label the specimen container with patient

identi-fying information, and send to the lab
immediately
tives learning ac-
tivity
4.2. Midstream “Clean-Catch” Urine Specimen

4.
Midstream “clean-catch” urine collection is the
5.
most common method of obtaining urine speci-
mens from adults.
Explain to the patient that this kind of urine col-

lection involves first voiding approximately one
half of the urine into the toilet, urinal, or bedpan,
then collecting a portion of midstream urine in a
sterile container, and allowing the rest to be pass
into the toilet
tives learning ac-
tivity
4.3. Timed Urine Specimens (2-Hour, 4-Hour,

24-Hour)
For many urine chemistry procedures the speci-
men of choice is 24-hour urine. A 24-hour urine
collection is performed by collecting a person’s
urine in a special container over a 24-hour period
5. Blood Cultures
Supplies and Equipment
 Two blood culture bottles (one for anaerobic and

one for aerobic specimens)
1. Draw at least 10 cc of blood from the patient (5

cc is needed for each bottle).
2. Inject 5 cc of blood into the anaerobic bottle, not
tives learning ac-
tivity
allowing air to enter the bottle.
3. Replace the needle on the syringe with another

sterile needle.
4. Inject the remaining 5 cc of blood into the aero-

bic bottle and while the needle is still in the bot-
tle, disconnect it from the syringe so that air en-
ters the aerobic bottle.
5. Gently mix the blood with the solution in both

bottles.
6. Label both bottles with the patient’s identifying

information and the type of culture that is, aero-
bic or anaerobic.
7. Fill out the laboratory request form completely
tives learning ac-
tivity
and send the specimens to the laboratory imme-

diately.
8.
Summary and Evaluation(10 min):

Today we have discussed about the reaction of body to infection, mechanism of resistance & collection of specimen.
Assignment:
Describe the types collection of specimen & role of nurse during collection of specimen.
Evaluation:
Unit test for 50 marks once the unit IIIrd is completed.
Bibliography:

LESSON PLAN
Subject : Bioscience & Microbiology
Unit : IV
Topic : Immunity And Immunization schedule
Group : GNM 1st year
Place : CLASSROOM
Date & Time : ……………………….
Teaching Method : Lecture cum discussion method
AV aids : Black board & chalk
Students Pre requisite : -The student should be able to know about 6 killer diseases for vaccination and
Specific Objectives :
1.To define immunity.
2.To list all the type of immunity
General objectives : - At the end of the class the student will be able to gain knowledge regarding
immunity&Immunization schedule
Introduction : : - Ask the students If they know about Vaccination (0-5 years children) for 6
killer diseases
Teaching
Specific
S.No Duration Learning Evaluation
Objective Content
Activity
1. 5 min To define Immunity;- T:- Lecture Q:What is

immunity The ability to resist infection by an invading cum Immunity?
pathogen. The body quickly launches an immune discussion
response and prevents the symptoms of disease with black
occurring. board
2. 10 min. To list all Types Of Immunity:- S:- Listens Q: List all
the type of 1. Innate Immunity and takes types of
immunity • Species notes immunity
• Racial
• Individual T: Explain
2. Acquired Immunity with power
(a) Active point
Teaching
Specific
Objective Content
Activity
• Natural presentatio
• Artificial n S:Listens
(b) Passive , observe
• Natural & Artificial and takes
notes
INNATE IMMUNITY:- T:- Teach Q: Describe
3. 15min. To explain It is the resistance which individual possesses by innate the Innate
the innate birth. It is by virtue of his genetic immunity immunity
immunity And constitutional make-up. with with its type.
with • It may be non-specific, when there is examples
different resistance to infections in general. with power
types • Specific when resistance to particular point
pathogen is concerned. presentatio
Teaching
Specific
Objective Content
Activity
n
Species Immunity:- S:- Learn
It refers to the total or relative adequately
refractoriness to a pathogen shown by all members of with
a species. example
For example- all human being are totally and takes
insusceptible to plant pathogen. notes
Racial Immunity:-
Different races may show differences in
susceptibility to infections this is known as racial
immunity
For example: - High resistance of algerian sheep to
Teaching
Specific
Objective Content
Activity
anthrax.
Individual Immunity:-
Different individual in a race differences in innate
immunity exhibited is known as individual immunity
For example: - the genetic basis of individual
immunity is differ homozygous it means exhibit
similar degree of resistance to Tuberculosis such co-
relation is not seen in heterozygous twins.
2. ACQUIRED IMMUNITY:-
4. 20min. This is the immunity which man acquired as a
result of :- Q:- Explain
Teaching
Specific
Objective Content
Activity
To explain (1) Infection- clinical or subclinical .the immunity so each type of

the type of obtained is often life-long, T:- Lecture acquired
acquired For example as in measles. cum immunity .
immunity (2) And the administration of antisera and vaccines. discussion
with with using
example Two Types:- chart
(a)Active acquire immunity:- S:- Listens
It is the resistance developed by an and takes
individual as a result of an antigenic stimulus. notes
• Natural active acquired immunity:-
This immunity results from either a
clinical or inapparent infection by a
parasite. A person who has recovered from
Teaching
Specific
Objective Content
Activity
an attack of measles develops natural

active immunity
• Artificial acquired active immunity:-
It is the resistance induced by vaccines.
Examples
bacterial vaccine:- BCG , typhoid, DPT
Viral Vaccine :- Polio, hepatitis -B
(b) Passive acquired Immunity:-

The resistance that is transmitted to a
recipient in a ‘readymade’ form is known as
passive immunity.
• Natural Passive acquired Immunity:-
Teaching
Specific
Objective Content
Activity
is the resistance passively transferred from

the mother to the baby the maternal
antibodies are transmitted predominantly
through the placenta.
• Artificial passive acquired Immunity:-
Is the resistance passively transferred to
recipient by administration of antibodies
The agents used for this purpose
are hyper immune sera of animal or human
origin.
Example:- human gamaglobulin
Is also used in the treatment of patient with
Teaching
Specific
Objective Content
Activity
some immuno deficiencies
MISCELLANEOUS IMMUNITY:-
• Herd Immunity:-
This refers to the overall level of
immunity in a community and is relevant in
5. 10 min. the control of epidemic disease is known as
‘Herd Immunity’ Q:Explain the
• Combined Immunization:- Miscellaneou
To explain A combination of active and passive T:- Lecture s immunity
miscellaneo immunization is employed simultaneously cum
us which is known as combined immunization discussion.
Teaching
Specific
Objective Content
Activity
immunity • Adoptive Immunity:- S:-Listens

Injection of immunologically competent and takes
lymphocytes is known as adoptive notes
immunity
• Local immunity:-
Natural injection or the live viral vaccine
administered orally or intranasally
provides, local immunity at the site of the
entry such as gut mucosa and nasal mucosa
respectively.
5 min Immunization schedule in India 2016

6 Q:Draw the
Teaching
Specific
Objective Content
Activity
Grou Vaccine Time Rout Dose immunization

p e T:Explain schedule
1) T.T- I At the I.M 0.5 ml with power
To Draw For time point
the pregn of Ist presentatio
immunizati ant ANC n
on schedule wom visit S: Listen
en 0.5 ml and takes
T.T 2nd After I.M notes
4
weeks
of T.T
Teaching
Specific
Objective Content
Activity
Ist
2) BCG At ID 0.05m
For Birth l
Infan OPV- 0 Oral
t 2drops
Hepatitis B I.M
0.5ml
OPV Ist 6wks Oral 2drops
Pentavelant - 6wks I.M. 0.5 ml

Ist
OPV 2nd 10wk Oral 2drops
Teaching
Specific
Objective Content
Activity
Pentavelant - 10wk I.M. 0.5 ml

2nd s
OPV 3rd 14wk Oral 2drops
s
Pentavelant - 14wk I.M. 0.5 ml

3rd s
Measles 9 SC 0.5 ml
month
Vitamin A 9 Oral 1 lac
Teaching
Specific
Objective Content
Activity
month I.U.
3For DPT booster 16- I.M 0.5ml
Chil 24mo
dren Polio nth
booster 16-24 Oral 2
month drops
Measles II 16-24 SC 0.5 ml

month
Vitamin A
16-24 Oral 2 lac
month I.U.
Teaching
Specific
Objective Content
Activity
than
after
every
six
month
2 lac
I.U
upto
the
age of
5
yrs(To
Teaching
Specific
Objective Content
Activity
5-6 I.M tal 9

DPT Booster years dose)
0.5ml
Summary:
1. List various types of immunity
2. Explain the type acquired immunity (Ask to four students)
3. What are the difference between innate and miscellaneous immunity
Assignment:
List the various type of acquired immunity
Evaluation:
Unit Test for 50 mark once the unit IV is completed
Bibliography:
1. Text book of microbiology ,Author- C.P.Baveja, Second edition , Arya publication,
page no.87-90
2. Text book of Microbiology ,Author – R.Ananthanarayan & C.K.Jayaram paniker, Fifth edition,
Page no. 65 -73
3. Text book of microbiology For nurses , Author – Seema sood, Second Edition ,
Published By Elsevier, Page no. 132 -145.
4. Text book of community health nursing , Author – J.E.Park & K.Park, Fourth edition ,
Asrani publication, Page no. 129-131
LESSON PLAN
Subject : Bio science & Microbiology
Unit : IV
Topic : Vaccination (Immune prophylaxis)
Place : CLASSROOM
Date & Time : …………………………………..
Teaching Method : Lecture Method
AV aids : Black Board & Chalk with Projector
Students Pre requisite : The Students should be able to know about six killer diseases and
related vaccines.
General objectives : At the end of the Class students will be able to gain knowledge
regarding vaccination.
1. To define vaccines
2. To list type of vaccines
3. To explain BCG vaccination (route, site, contra-indication)
4. To discuss about polio vaccination
5. To discuss DPT vaccination
6. To explain Measles vaccination
Introduction:
S. Duration Specific Content Teaching Evaluation
No objective learning
activity
T:- Explain Q: What is
1. 3min To define Vaccines with Power vaccines
vaccines point
Vaccines are immune biological substances which
presentation
produce specific protection against a give disease. S:- Listen
carefully and
take notes
Live attenuated vaccines
Bacterial – BCG ,typhoid, Plague
2 5 mins. To list type Q: Explain
of vaccines Viral-Oral polio, measles, mumps , rubella with Power Q:- List all
point and types of
,influenza
charts vaccines
S: Listens and
takes notes
Killed vacciens
Bacterial – Pertusis , cholera, meningitis
Viral-Rabies, hepatitis B ,
Toxied
DPT,MMR ,DT ,HEP.B
activity
BCG VACCINATION :
It produces active immunity to protect the child
from tuberculosis BCG vaccine is heat stable & in
3. 7 mins To explain T:- Q: How
freeze dried form.
BCG Demonstration BCG
vaccination It should kept away from direct light and stored in S:- observe Vaccine
(route, site, the administer in
a cool environment below 2 to 8 degree
contra- immunization clinics
indication) centigrade. ward
Normal saline is recommended as a dilute for
reconstituting the vaccine may be used up within
3 hours and then discarded.
ADMINISTRATION OF BCG
At birth administered in institutional deliveries or
as soon as possible after birth, or at 6 weeks, if not
given at birth.
The standard site is the middle of deltoid muscles
over the left upper arm.
activity
The vaccine is given using a special tuberculin
syringe in intra dermal route
The does .05 ml in neonates &0.1 ml in infant.
A satisfactory injection should produce a wheel of
5mm in diameter.
If alcohol is use to swab the skin it must be
allowed to evaporate before the vaccine is
injected.
A papule appears in 2 to 3 weeks at the site of
correct intradermal injection of a potent vaccine.
In 4 to 5 weeks the papule grows in size and then

subsides or breaks into a shallow ulcer.
It may be open or covered with a crust the ulcer
heal in 8 to 12 weeks leaving a small scar
activity
Complication
Deep ulceration, local abscess formation
enlargement of axillary lymph glands,
osteomyelitis, keloid formation over the injection
site may develop.
POLIO VACCINATION:-
T:- Explain Q: Explain
Oral polio vaccine (OPV) was first described the Polio
4. 10 mins To discuss vaccination Vaccination
by Sabin in 1997. The recently available OPV
about polio co-relation
vaccination is heat stabilized and can be kept without losing with pulse
polio
potency at 4 degree C for a year and for a
programme
Month at room temperature. S:- Listens
and takes
notes
The non-stabilized vaccine should be stored at- 20
C in a deep freeze.
OPV is administered with ‘zero’ dose at birth

In institutional deliveries and then 3 doses at one
activity
month interval from 6 weeks of age
(6 weeks, 10 weeks and 14 weeks).
-OPV can be given with DPT and BCG at the

Same time and same day.
-The dose is two drops or as stated on the

Label of the vial and given orally.
-It is very important to complete primary

Course of OPV within 6 months.
-Because most polio cases occurs between
6 months to 3 years.
-One booster dose is recommended at 16 to

24 months of age.
activity
Contraindications:-
-The contraindications for the administration

Of OPV include, acute infectious disease,
Fever, diarrhea, dysentery, leukemias,
Malignancy and corticosteroids therapy.
-After vaccination, breastfeeding can be

Given, if the child is hungry, but hot drinks,
Hot milk or hot water should be withheld
for ½ hour.
-The strategy of mopping up involves door
To door immunization in high-risk areas
Where wild poliovirus is known or
Suspected to be still circulating.
activity
5. 10 min To discuss DPT-(Diphtheria, Pertusis,Tetanus T: Explain Q: Describe

DPT ) vaccination:- with power about DPT
vaccination -DPT is a combined vaccine administered point vaccination
presentation
for the protection against three diseases,
,lecture cum
i.e. diphtheria, pertusis and tetanus. discussion
S:- Listens
-DPT/DT vaccines should be stored between
and takes
4 to 8 C temperature and should not be notes
Frozen.
-The vaccines will lose potency if kept at
Room temperature over a longer period
Of time.
-For primary immunization, DPT vaccine is
Administered in 3 doses at 4 weeks interval
at 6 weeks, 10 weeks and 14 weeks of age.
-Each dose is 0.5 ml and should be given
deep intramuscularly as all vaccines
contain mineral carriers or adjuvant.
activity
-The site of injection for children below one
year of age should be lateral aspect of
thigh (vastus lateralis muscle).
-In older children, it may be given in upper
And outer quardrant of the gluteal muscle.
-The booster dose of DPT vaccine is given at
16 to 24 months of age followed by
another booster dose of DT (Diphtheria,
Tetanus) vaccine at the age of 5 to 6 years,
Without pertussis component.
5 min. DPT vaccination usually not recommended
after 6 years of age.
-So children above the age 5 years ,Who
Received the primary course of DPT
Vaccine earlier, should receive only DT as
booster at 5-6 years and those who have
not received DPT , need only two dose of
activity
DT vaccines at 4 weeks interval.
-Mild reactions
-Following DPT vaccination mild reactions
are common.
-In 2 to 6 percent vaccines, mild fever may
Develop and in 5 to 10 percent cases have
Swelling, or in duration and pain occur for
48 hours.
-The most severe complications
-Following DPT vaccination are neurological
Problems like encephalopathy, prolonged
Convulsions, infantile spasms and Reye’s
Syndrome.
Measles Vaccination
-Measles vaccine is live attenuated and
activity
7. To explain tissue culture vaccine, available as freeze
Measles Q:- What are
Dried product.
vaccination the side
-It is safe and effective. effect of
Measles
-Heat stable measles vaccine and its diluting
vaccination
fluid should be stored at 2 to 8 C
Temperature to maintain their potency.
-The measles vaccine is administered at the
Age of 9 months, before this age maternal
Antibody protects the infants.
-Single dose of vaccine is given with 0.5 ml
Amount in subcutaneous route.
-The freeze dried vaccine should be reconstituted
with diluting fluid and must
be kept on ice and to be used within one
hour.
-Left over vaccine must be discarded and
never used after 4 hours of opening the
activity
vial.
-No booster dose is recommended as the
immunity usually appears for long duration.
-After the measles vaccination reactions

-May develop as fever and rash on 5 to 10
To detail
5 min. about days after immunization and induces
Hepatitis-B
a mild measles illness but in reduced
vaccination
frequency and severity.
-This may found in 15 to 20 percent of
vaccines.
-The fever may persist for 1-2 days and the
rash for 1-3 days.
-Severe reactions
-May develop following this vaccination if
the recommended temperature is not
maintained , and necessary precautions
activity
are not followed.
-Toxic shock syndrome

-TSS may develop with contaminated vaccine
or if the same vial is used for more then
one session on the same day or next day.
-The features of TSS are severe watery
diarrhea , vomiting and high fever which
usually develop within few hours of
measles vaccination.
-This condition may cause death within 48
Hours and case fatality rates are high.
-Contraindicated
-Measles vaccine is contraindicated in
Infants below 6 months of age acute illness,
Convulsions, allergy ,active tuberculosis,
activity
Malnutrition, immunodeficiency states,
Malignancy and immune- suppressive
Therapy (steroids,antimetabolites,etc).
-Measles vaccine can be combined and
effectively administered with other live
attenuated vaccines such as mumps and `rubella.
Hepatitis ‘B’ Vaccination

-Hepatitis ‘B’ vaccination is now included in
The immunization schedule.
-Hepatitis ‘B’ vaccine are available in two
Forms;
a-plasma derived vaccine and
b-RDNA yeast derived vaccine.
-Plasma derived vaccine is based on the
surface antigen (HBs Ag) which is harvested
and purified from plasma of human carriers
activity
of hepatitis ‘B’ virus.
-It is formalin inactivated subunit viral
vaccine.
-Each one ml dose of the vaccine contains 20
mcg of hepatitis surface antigen formulated
in an alum adjuvant .
-The vaccine is safe, effective and cheapest.
-The hepatitis ‘B’ vaccine is given
intramuscularly with the 3 doses in general
at 0,1 and 6 months or 4 dose at 0,1,2, and
12 months in highly endemic area.
-The dose of the vaccine is 0.5 ml for the
Child below 10 years and one ml above 10
years at the same time interval.
-Antibody response attained after 3 doses.
-Immunity levels provide protection for
about 3 to 5 years.
activity
-Booster doses may be administered after
3 to 5 years.
Hepatitis ‘B’ vaccine is given for pre- exposure
and post-exposure prophylaxis.
-Examples-of post-exposure prophylaxis are
protection of neonates born to carrier
mothers and individuals accidentally
exposed parenterally to HBV infection
through transfusion, cuts, injuries and
needlesticks.
Other Available Vaccines

1-Rabies vaccines
2-Haemophilus influenza vaccines
3-Hepatitis ‘A’ vaccine
4-Varicella vaccines
activity
5-Influenza vaccines
6-Rotavirus vaccine
7-Cholera vaccines
8-Mumps vaccine
9-Rubella vaccine
10-Pneumococcal vaccine
11-Meningococcal vaccine
12-Japanese Encephalitis (JE) vaccines
Summary and evaluation:- (10minutes)
 Explain vaccination (BCG ,OPV , DPT ,Hepatitis-B, Measles)

 All type of vaccination , side-effect, contra-indication, indication, Route, Site, Given in this lesson plan
 Draw the Immunization Schedule
Assignment:-
 List & Explain the various types of vaccination

Evaluation:-
Unit test of 50 marks once the unit IV is completed
Bibliography:-
1. Text book of Paediatric Nursing, Author- Parul Dutta, Second edition, Jaypee Brothers Medical Publishers ,
Page no. 36 – 44
2. Text book of Community Health nursing, Author J.E.Park & K.Park, Fourth Edition, Page no. 131-132
LESSON PLAN
Subject : Bioscience & Micro biology
Unit : IV
Topic : Hypersensitivity & Autoimmunity
Group : G.N.M 1st year
Place : CLASSROOM
Date & Time : ……………………………..
Teaching Method : Lecture cum Discussion
Students Pre requisite: The student should be able to identify the sensitive person who need treatment & would be
able to recognize the hypersensitivity & autoimmunity
General objectives: At the end of the class Student will be able to gain knowledge regarding hypersensitivity &
autoimmunity
1. To define Hypersensitivity
2. To Explain Classification Of hypersensitivity
3. To Discuss Difference Between Immediate & delayed Hypersensitivity
4. To explain types of Hypersensitivity Reaction & Their Features
5. To Define Autoimmunity
6. To Explain the Features of Autoimmunity
7. To Describe Mechanism of Autoimmunization
Introduction: Ask the students if they seen any one allergic reaction in your family member & friends
Teaching
Specific
Objective Content
Activity
1. 3 min To define Definition : The term hypersensitivity refers to T: Explain Q:What is
hypersensitivity the with PPT Hypersensitivity
Injurious consequence in the sensitsed host S:Listen &
, takes notes
following contact with specific antigens.
2. 7 min. To explain T:Explain Q: Explain

classification of classification classification of
hypersensitivity Classification :- with black Hypersensitivity
1.Immediate hypersensitivity ( B-Cell or board &
antibody mediated) chalk or PPT
-Anaphylaxis
- Antibody mediated cell damage
- serum sickness
- Atopy
- Arthus phenomenon
T: Explain Q: What is the

3. 10 min. To discuss 2. Delayed hypersensitivity (T-Cell Mediated ) with PPT, difference
difference - Infection (Tuberculin) type lecture cum between
between -contact (dermatitis) type discussion Immediate and
immediate and S:- Listen delayed
delayed hyper and take hypersensitivity
sensitivity Difference between immediate & Delayed notes
hypersensitivity :-
1. Immediate Hypersensitivity:-
Teaching
Specific
Objective Content
Activity
-Appears and receds rapidly
- Induced by antigens or haptens any route
-Circulating antibodies present and responsible
for reaction; antibody mediated reaction
- Passive transfer possible with serum
- Desensitation easy, but shortlived.
- appears slow last longer
Teaching
Specific
Objective Content
Activity
2. Delayed hypersensitivity:-
- induced by infection, By antigen
injected
intradermally or with Freud's adjuvant
or by skin contact.
- circulating antibodies may be absent
and not responsible for reaction ;‘cell
mediated’ reaction
- Cannot be transferred with serum;
transfer
Possible with T-lymphocytes or
transfer sector
- Desensitization difficult ,but long
lasting
Teaching
Specific
Objective Content
Activity
4. 10 min. To explain types Type of hypersensitivity reaction and T: Lecture Q:Explain

Of their features:- cum hypersensitivity reactin
hypersensitivity Type 1st:- IgE Type discussion and their feature
reaction and their S:- listen and
features Clinical syndrome:- take notes
-Anaphylaxis
- Atopy
Time Required for manifestation :-
. -minutes
Mediators:-
IgE : Histamine & other pharmacological
agents
Type 2nd :- Cytolytic and Cytotoxic
Clinical syndrome :-
-Antibody mediated damage-
thrombocytopenia- Agranulocytosis ,
hemolytic anemia ,etc
Teaching
Specific
Objective Content
Activity
Time required for Manifestation:-
Variable : hours to days
Mediators :-
IgE : Igm C
Type 3rd :- Immune Complex Reaction
Clinical syndrome;-
-Arthus reaction
- Serum sickness
Time required For manifestation:-
Variable :- Hours To Days
Mediators :-
IgG :-Igm ,C, Leucocytes
Type 4th :- Delayed
Hypersensitivity
Clinical Syndrome :-
1 Tuberculin
2 Contact dermatitis
Time required for manifestation :-
- Hours to days
Mediators:-
T cells ; lymphokines; Macrophages.
Teaching
Specific
Objective Content
Activity
AUTOIMMUNITY T: Lecture Q: Define
cum discussion Autoimmunity
Definition :- Autoimmunity is a
condition in which S:- listen
carefully and
Structural or functional damage is take notes
To define produced by the
5. 5 min
autoimmunity Action of immunologically competent
cells or antibodies against the normal
components of the body.
Autoimmunity literally means
‘protection against self ’ but it actually
implies ‘injury to self’
Teaching
Specific
Objective Content
Activity
ETIOLOGY OF DISEASE:-
1. An autoimmune response , humeral,
cellular,
Both ,must be regularly associated
with the disease
2. the antigen responsible for the
immune
response must be identified, isolated
and characterized
3. The same antigen must be induced in
experimental animal immuno
pathological changes as in the
disease.
4.passive transfer of the disease must be
Possible by transfer of antibodies or
sensitized
To explain Lymphocytes.
6. 5 min. features of T: Lecture Q: What are the
autoimmunity Features:- cum features of
1. An elevated level of of discussion autoimmunity?
immunoglobulins S: Listen and
2. Demonstrable autoantibodies take notes
3. Deposition of immunoglobulins or their
Derivatives at the sites of election, such as
renal glomeruli
4. Accumulation of lymphocytes and
plasma cells
At the sites of lesions
5.Temporary or lasting benefit from
corticosteroid or other immunosuppressive
therapy
6. The Occirence of more than one type of
Teaching
Specific
Objective Content
Activity
T:Lecture Q: Describe the
7. 10min To describe Mechanism of autoimmunity:- cum mechanism of
mechanism of 1. Hidden antigens may not be Discussion autoimmunity
autoimmunity recognized as self antigens . when S:Listen and
such antigens are released into take notes
circulation , they may induce an
immune response
2. cells or tissue may undergo antigenic
alteration as a result of physical ,
chemical or biological influences .
such altered or ‘neoantigens’ may
elicit an immune response.
3. immunological damage may result
from immune response induced by
cross reacting foreign antigens.
4. Breakdown of immunological
homeostasis may may lead to
cessation of tolerance and the
emergence of forbidden clones of
immunocompetent cells capable of
mounting immune response against
self-antigens
5. A variety of T and B cell defects
have suggested as possible
mechanism
Classification Of Autoimmune Disease:-
(A)Hemolytic Autoimmune Disease:-
1. Autoimmune hemolytic anemias
2. Autoimmune thrombocytopenia
3. Autoimmune leucopenia
(B) Localised (Organic specific)
Autoimmune Disease:-
Summary & Evaluation (10 minutes):
1. Define Hypersensitivity & Autoimmunity

2. Explain difference between immediate & Delayed Hypersensitivity
3. Do you know about type of Hypersensitivity Reaction and their Features(Ask 6 Students)
4. What are The Classification Of autoimmune disease
Assignment:
- Write down Difference between immediate and Delayed hypersensitivity
Evaluation:
-Unit Test For 50 marks once the unit IV is completed.
Bibliography:-
1. Text book of Microbiology, Author – R. Ananthanarayan & C.K. Jayaram Panikar, Fifth Edition
Page no. 147 to 156
2. Text Book of Microbiology, Author – Professor C.P.Baveja ,Arya publication, second edition
Page No. 151 to 159
3. www.google.com
LESSON PLAN
Unit : IV
Topic : Principle & Uses of Serological Tests.
Place : CLASSROOM
Date & Time : ………………………….
Teaching Method : Lecture Cum demonstration.
AV aids : Black Board & Chalk Projector
Students Pre requisite : The students should be able to collection of the Sample in the Lab & ask any specific
incidence during collection of sample.
General objectives : At the end of the class students will be able to Gain knowledge regarding Serological
test.
Specific Objectives:-
1. To define serology and serological test.
2. To describe the principle of serological test
3. To Discuss Uses of serological test.
4. To explain types of serological test.
5. To Detail about Result meaning.
Introduction: - List the name of serological test related to bacterial infection & Untreated infection Related to
Virus.
Dura Teaching
S.No Specific Content evaluation
tion Learning
objective
1. 10 To define Serology:- T:- Lecture Q:- What do you

min. serology the study of antigen-antibody reactions in vitro. cum mean by
and or discussion serological test
serological S:- Learn &
test. The branch of science concerned with serum, especi listen and
ally with specific immune or lytic serums; to measur take notes
e either antigens or antibodies in sera. carefully.
Serologic Tests:-
Serologic tests are blood tests that look for
antibodies in your blood. They can involve a
number of laboratory techniques. Different types of
serologic tests can diagnose various disease
conditions.
Serologic tests have one thing in common.
Dura Teaching
tion Learning
objective
They all focus on proteins made by your immune
system.
This vital body system helps keep you healthy by

destroying foreign invaders that can make you ill.
Principle of serological test

2. 10 To explain T:- lecture Q:- explain the
min. the  The duration of antibody responses to various cum principle of
principle of discussion serological test
serological organisms differ. black board
test and chalk
 Its is important to know basal titer of normal S:- Listen &
Take notes .
healthy individual of the same age sex habitat
and social habitat of the patient.
 Antibody responses are not detectable for a

weeks time after onset of infection.
Dura Teaching
tion Learning
objective
 The formation of these antibody in the serum
of a patient is the result of microbial
infection.
 Detectable antibodies may not be formed in a

patient suspected of suffering from illness in
which antibodies are mostly formed.
 Antibodies are not necessary protective in

nature and so not realted to [person immune
status
Uses Of Serological Test:-
3. 10 To Discuss 1) It’s helpful to know a little about the immune

min Uses of system and why we get sick. T: lecture Q:Do I Need a
serological cum serological test?
test discussion
2) Antigens are substances that provoke a with PPT
Dura Teaching
tion Learning
objective
response from the immune system. S: Listen
and take
notes
3) They can enter the human body through the
mouth, through broken skin, or through the
nasal passages.
4) Antigens that commonly affect people

include the following:-
 Bacteria
 Fungi
 Viruses
 parasites
5) The immune system defends against antigens

by producing antibodies.
6) These antibodies are particles that attach to
Dura Teaching
tion Learning
objective
the antigens and deactivate them.
7) When your doctor tests your blood, they

can identify the type of antibodies and antigens that
are in your blood sample and identify the type of Q:- what are the
types of
infection you have. serological tests.
8) Sometimes the body mistakes its own

T:- explain
healthy tissue for outside invaders and produces
types of
unnecessary antibodies. This is known as an serological
autoimmune disorder. tests.
S:- listen
carefully and
take notes
9) A serological test involves detection of

specific changes, induced by a pathogen, in the
properties or actions of serum of an infected host.
Dura Teaching
tion Learning
objective
10) The test may detect the presence in
serum of either antibodies to the pathogen
(produced by the host) or antigens (i.e. the infecting
agent itself and/or its components)
Types of Serologic Tests:-
Because antibodies are so diverse, various tests are

4 10 To explain T:Lecture Q: Explain types
useful for detecting the presence of different types:
min types of cum of Serological test
serological discussion
test 1)An agglutination assay shows whether and explain
antibodies exposed to certain antigens will cause with PPT
S:Listen and
particle clumping. take notes
2) A precipitation test shows whether the

antigens are similar by measuring for the presence
of antibody in body fluids.
Dura Teaching
tion Learning
objective
3) The Western blot test identifies the presence

of antimicrobial antibodies in your blood by their
reaction with target antigens.
Results Mean:-
Normal Test Results:-

5. 10 To Detail Your body produces antibodies in response to T:- Q: Explain the
min. About Demonstrate normal and
Result antigens. If testing shows no antibodies, it indicates in lab abnormal test
meaning. you don’t have a current or past infection. Results ,lecture cum result.
that show there are no antibodies in the blood discussion
S:- In the
sample are normal.
laboratory
finding the
last result by
report
Dura Teaching
tion Learning
objective
(A)Abnormal Test Results:-
Antibodies in the blood sample often mean you’ve
had an immune system response to a specific
antigen from either a current or a past exposure to a
disease or foreign protein.
The testing may also diagnose an autoimmune
disorder. In that case, antibodies to normal or non-
foreign proteins or antigens would be present in the
blood.
The presence of certain types of antibodies can also

mean that you’re immune to one or more antigen.
This means that future exposure to the antigen or
antigens won’t result in illness.
Dura Teaching
tion Learning
objective
Serologic testing can diagnose multiple illnesses,

 including:
 brucellosis, which is caused by bacteria
 amebiasis, which is caused by a parasite
 measles, which is caused by a virus
 rubella, which is caused by a virus
 HIV
 syphilis
 fungal infections.
Summary and evaluation 10 minutes):
1. Define Serological test with uses of serological test.
2. What do the result mean?
3. Ask the questions What happen after Serological test.(7 students).
Assignment:
List the serological test taken by the Doctor in your Hospital.
Evaluation:
After Complete the unit Objective type questions 20. (Question paper given to the students) & Cross
check self By the students.
Bibliography:-
1.Text book of Medical Laboratory And technology, Author – Praful.B.Godkar, Seventh edition,
Elsevier Publication, Page no. 145-151.
2.Text book of microbiology ,Author- Seema Sood, Fifth Edition , Page no. 181-183.
3.The short textbook of medical microbiology, Author Satish Gupta, 9th edition ,jaypee brother, Page no
466
LESSON PLAN
Unit :V
Topic : Principles and method of microbial control
Place : CLASSROOM
Date & Time : ……………………….
Teaching Method : Lecture Cum discussion method
AV aids : Projector , Black Board & Chalk
Students Pre requisite : The students should be able to know about principle and method of
microbial control.
General objectives : At the end of the class student will be able to gain knowledge regarding microbial control.
1. To explain the principles of microbial control.
2. To explain the knowledge regarding transfer forceps
Introduction: Brain storm what they should use for prevention of microbes.
Specific Teaching evaluation
S.No. Duration objective Content Learning
Principles & methods of microbial control:- T:- Explain Q:- What
1. 30 min To explain 1. Always face the sterile field. Do not turn your the principles are the
the back or side on a sterile field. of microbial principle of
principles 2. Keep sterile equipment above your waist level control with microbial
of or above table level. lecture cum control?
microbial 3. Do not speak, cough or sneeze over a sterile discussion ,
control field. PPT
If it is necessary to do so, turn your head away S:- Learn and
from the sterile field. listen carefully
4. Never reach across a sterile field. and take notes.
5. Prevent excessive air currents around the
sterile areas. Air currents can be caused by
moving fast flapping the clothes and drapes
and by closing the doors etc.
6. Keep the unsterile objects away from the
sterile field.
7. Handle liquids cautiously near the sterile field
or prevent drapes or wrappers from becoming
wet.
8. Keep the sterile field dry.
9. The edge of the sterile field is considered
unsterile.
10. Each sterile supply should be clearly labeled
as to its contents, time and date of
sterilization.
11. Never assume that a object is sterile. Always
check the sterility expiration date.
12. Avoid sweeping and dusting when the sterile
objects are opened.
13. Wash hands put on gowns, gloves and masks
before handling the sterile supplies.
14. Open the sterile packages in such a way that
edges of the wrapper are directed away from
the worker.
2. 10 min. To Explain Regarding the transfer forceps: T:Demonstrate Q : Explain

the  Hold the transfer forceps pointing the procedure how to use
knowledge downwards. in Transfer
regarding  When removing the forceps from the demonstration forceps
Transfer of container lift it without touching the room
forceps sides and the rim of the container. S:- Observe
 Keep the prongs (tip) of the forceps and take notes.
within the vision while using them.
 Gently tap the prongs together directly
over the container to remove the excess
solution.
 Transfer forceps and the container
should be sterilized daily.
10 min.
Regarding the containers:

 Remove the cover from the container
when necessary and only for a short
period of time.
 Lift the cover of the container in such a
way that the inside of the lid is pointing
down.
 Invert the cover only when it is
necessary to place it down.
 Consider the rim of the cover and the
container to be contaminated.
 Do not return the unused sterile objects
to the container, once they have been
taken out.
Summary and evaluation (10 minutes):
1. Explain the principles of microbial control.
2. Discuss abut regarding Transfer Forcep And Container.
Assignment:
Write the principles of microbial control.
Evaluation:
Unit test for 50 marks once the unit 5th is completed.
Bibliography:
1. Textbook of principle and practice of Nursing , Author- Sister Nancy, 9th Edition, N.R.Publishing House,
Page no. 41-43
2. Textbook of Fundamental of Nursing, Author – Dinesh Sharma , Jain Book Depot, Page no. 150-157
3. www.google.com
LESSON PLAN
Subject : Bio science and microbiology
Unit : V
Topic : Sterilization & disinfection
Place : CLASSROOM
Date & Time : ……………………..
Teaching Method : Lecture cum demonstration
AV aids : Black board with the projector.
Students Pre requisite : The students should be able to identify the Unsterilized Equipments & transfer
with expiry Date, date of Autoclave, Name of the equipment, labeled.
General objectives : At the end of the class student will be able to gain knowledge regarding
sterilization and Disinfection.
1. To define Disinfection & types of disinfection for articles
2. To define sterilization
3. To explain the methods of sterilization
4. To discuss working of an autoclave
5. To discuss the chemical method of sterilization.
Introduction : List the method of sterilization with meaning of disinfection and sterilization.
Specific Teaching
S.No. Duration objective Content Learning evaluation
1. 10min. To define Disinfection: T:- Lecture Q:- Define

Disinfection It means the destruction of all pathogens or organisms capable cum disinfection
& types of of producing infection but not necessary spores. All organisms discussion and describe
disinfection may not be killed but the number is reduced to a level that is no S:- Listen & the types of
for articles. longer harmful to health. learn Disinfection
carefully
and take
notes.
Disinfection of articles (types)

Concurrent Disinfection:-
Concurrent disinfection means the immediate disinfection of all
contaminated articles and bodily discharges during the course
of the disease.
It includes:
Cleaning of the isolation unit daily, including the
floors using an effective disinfectant.
Disinfection of all articles including the soiled linen,
contaminated articles etc.before it is sent out of the unit.
Disposal of all wastes by incineration.
Safe disposal of excreta.
Specific Teaching
Terminal Disinfection:-
The terminal disinfection is the disinfection of the patient’s unit
with all the articles used on discharge,
transfer or death of a patient who had been suffering from an
infectious disease.
Prophylactic Disinfection:-
Boiling of water, pasteurization of milk & hand wash with soap
are the examples of prophylactic disinfection.
Specific Teaching
Specific Teaching
Fumigation with sulphur:-

The room should be filled with steam by boiling a cattle of
water as the sulphur fumes act better on a damp surface.
A small room of 100qft would require about 220gm sulphur.
A little methylated spirit is poured over the sulphur to ensure
burning the sulphur completely.
The room is opened after 24hrs.
Fumigation with formalin:-
Formalin is more efficacious as a surface disinfectant and is
also more expensive.
For every 100 cubic feet of room space that is to be disinfected,
take 140 gram of potassium permanganate crystal and 250 ml of
formalin mix it and place them in a metal bowl.
The heat produced by the chemical action evaporates the
formaldehyde.
The room should be sealed for 12 to 24 hours.
At the expiration of the stated time, the doors and windows are
thrown opened.
Sterilization:
It is a process by which an article, surface or medium is made
2. 3 min. To define free of all micro-organisms either in the vegetative or spore T:-Lecture Q:- What is
Specific Teaching
sterilization form. cum sterilization

Discussion
S:- Listen
Methods of Sterilization: and take
Physical Method:- notes.
Sunlight
3. 10 min. To explain Heat: a. Dry Heat T:-Lecture Q: List the
the methods b. Moist Heat cum method of
of Filtration Discussion sterilization
sterilization. Radiation S:- Listen
Chemical Method:- and take
Alcohols notes.
Aldehydes
Phenols
Halogens
Oxidizing Agents
Salts
Surface Active Agents
Dyes
Vapour Phase Disinfectants
Physical Methods:
Sunlight: Sunlight has an active germicidal effect due to its
Specific Teaching
content of UV rays. It is a natural method of sterilization in

cases of water in tanks, rivers and lakes.
Heat : Heat is the most reliable and commonly employed
method of sterilization.
Dry Heat Sterilization
Red Heat
Flaming
Incineration
Hot Air Oven
Red Heat: Inoculating wires or loops, tips of forceps and

needles are held in the flame of a Bunsen burner till they
become red hot.
Flaming: Glass slides, scalpels and mouths of culture tubes are
passed through Bunsen flame without allowing them to become
red hot.
Incineration: Infective material is reduced to ashes by burning.
Instrument named incinerator may be used for this purpose.
Soiled dressings, bedding and pathological materials are dealt
with this method.
Hot Air Oven: The oven is electrically heated and is fitted with
a fan to ensure adequate and even distribution of hot air in the
Specific Teaching
chamber. It is also fitted with a thermostat that maintain the

chamber air at a choosen temperature.
160oC for 2hrs, 170oC for 1hr and 180oC for
30mins is required for sterilization.
Moist Heat Sterilization:
At a temp below 100oC
Pasteurization of milk: Two type of methods- holder method
(63oC for 30mins) and flash method (72oC for 20mins).
Inspissation: Some serum or egg media are rendered sterile by
heating at 80-85oC for 30mins daily on three consecutive days.
Vaccine bath: Bacterial vaccines are sterilized in special
vaccine bath at 60oC for 1hr. Body fluid or serum can be
sterilized by heating for 1hr at 56oC in a water bath on several
successive days.
At a temp of 100oC
Boiling: Boiling for 10-30mins may kill most of the vegetative
forms but many spores withstand boiling for a considerable
time. Boling may be used for glass syringes and rubber
stoppers.It is not recommended for the sterilization instruments
used for surgical procedures.
At a temp above 100oC
Specific Teaching
Autoclave: The steam in the autoclave should be at 15lbs/inch2

pressure, at 121oC temp. This pressure and temp should be
maintained for 30mins. With this microorganisms are destroyed
with their spores.
working of an autoclave: Autoclave is the
name given to a sterilizer that utilizes
saturated steam under pressure. The steam is
used in the autoclave for two reasons:
When steam is held is a closed container, it is compressed and
the temp rises far above that of the boiling point of water.
4. To discuss Steam is able to penetrate porous materials very rapidly, T:- Discuss Q:Explain
10 min working of provided that, it is not impeded by unsuitable wrappers or by air the working the working
an trapped within fabrics or hollow instruments. of of an
autoclave. An Autoclave consists of an outer chamber and an inner Autoclave autoclave
chamber, which can be tightly closed by a safety lock. with PPT
The steam introduced first into the outer chamber until the S:- Listen
desired temp is reached. At this point the steam is turned into carefully
the inner chamber which is packed with articles, that are to be and take
sterilized. notes.
As the steam enters the inner chamber, the air is forced out
through the valves.
Specific Teaching
The steam is kept flowing into the inner chamber until the
desired temp is reached.
It is very important to note the temp as well as the pressure of
the inner chamber.
When the desired levels are reached, it should be maintained to
the desired length of time.
The removal of air from an autoclave, during the sterilization
process is important for two reasons:
Air left in the center of a pack or in the cannula of a catheter
will prevent the steam from coming into the direct contact with
the center of the pack or to the lumen of the catheter. Failure to
contact means failure to sterilize.
Air mixed with steam reduces the temp of the steam.
At the end of the period, the steam supply is
shut off, but the door is not opened until the
pressure gauge is at zero and the temp has
fallen to 100oC.
General Instructions:
The wrapper and the container should allow penetration of the
steam into the article.
The inner chamber must not be too full nor the contents
arranged too compactly. Bundles and drums must be packed
Specific Teaching
loose. Cans or jars must be opened and turned on their sides so

that steam can easily penetrate the contents.
In operating an autoclave, it is important to remember that all
the air in the inner chamber must be driven out and entirely
replaced by steam. Otherwise although the gauge may show a
pressure of 15lbs, this pressure would be caused by a mixture of
steam and air and the temp would be lower than that of the
steam alone.
Filtration: This method of sterilization is useful for substances

which get damaged by heat process e.g. sera, sugars, anti-biotic
solutions etc.
Types of filters:
Candle filters: Used for purification of water.
Membrane filters
Air Filters: Used to deliver clean bacteria free air to a room.
Syringe filters
Radiation:
Ionizing Radiation:
These include gamma rays, x-rays and cosmic rays.
They have very high penetrating power.
They damage DNA by various mechanisms. Gamma radiations
Specific Teaching
are commercially used for sterilization of disposable items such

as plastic syringes, swabs, culture plates, cannulas, catheter etc.
This method is also known as cold sterilization because there is
no appreciable increase in temp.
Non-Ionizing Radiation:
These include infra-red and UV radiations. Infra-red is used for
rapid mass sterilization of syringes and catheters.
UV radiations with wavelength of 240-280nm has marked
bactericidal activity.
It acts by denaturation of bacterial protein and interference with
DNA replication.
UV areas such as bacteriological laboratory, inoculation hoods,
operation theatres.
Chemical Methods:
Alcohols:
Ethy Alcohol and iso-propyl alcohol are the most frequently
used. They act by denaturing bacterial proteins.
Specific Teaching
Methyl alcohol is effective against fungal spores.

Aldehydes:
Formaldehyde:
It is markedly bactericidal, sporicidal and virucidal.
It is used both aqueous solution and in gaseous form.
A 10% Aqueous solution of formalin is routinely used.
Gluta aldehyde:
It is effective against bacteria, fungi, viruses.
It is less toxics and irritant to eyes and skin than formaldehyde.
It is used as 2% buffered solution.
It is available commercially as "cidex".
It can be used for delicate instruments having lenses.
Phenols:
Phenol derivatives:
Cresols:
Lysol is a solution of cresols in a soap.
It is most commonly used for sterilization of infected glass
wares, cleaning floors, disinfection of excreta.
Chlorhexidine:
Savlon is widely used in wounds, pre operative disinfection of
skin, bladder irrigant etc.
Chloroxylenol:
Specific Teaching
It is an active ingredient of dettol.

It is less toxic and less irritant.
Halogens:
Chlorine and iodine are two commonly used disinfectants.
Chlorine is used in water supplies, swimming pools, food and
dairy industries.
Chlorine in the form of bleaching powder, sodium hypo chlorite
and chloramine are also used.
Iodine is alcoholic and aqueous solution is used as a skin
disinfectant.
Betadine is one example of commonly used iodophores.
Oxidizing Agents:
5. 7 min. To discus Hydrogen Peroxide (H2O2): T:- Discuss Q: What are
the It is effective against most organisms at concentration of 3-6% the the methods
chemical while it kills all organisms including spores at higher chemical of chemical
method of concentration 10-25%. method of sterilization?
sterilization. It is used to disinfect contact lenses, surgical prostheses and sterilization.
plastic implants. with PPT
Salts: S:- Listen
The salts of copper, silver, mercury are used as and learn
disinfectant. carefully
Surface Active Agents: and take
Specific Teaching
Substances which alter energy relationship at interfaces, notes

producing a reduction of surface tension are known as
surface active agents. Ex. Cetrimide.
Dyes:
Two groups of dyes: Aniline Dyes and Acridine Dyes
have been used extensively as skin and wound
antiseptics. Gentian violet is widely used dye for skin
disinfection.
Vapour Phase Disinfectants:
Formaldehyde Gas:
This is employed for fumigation of operation theatres,
wards, laboratories etc.
Ethylene Oxide:
It is specially used in sterilizing plastic and rubber
articles, respirators, heart-lung machines, sutures, dental
equipments and clothing. It is unsuitable for fumigation
of rooms because of it's explosive nature.
Summary and evaluation (10 minutes):
1. Enlist the method of disinfection & Sterilization.
2. Formation of Chlorine Solution(For students).
3. Used of pressure in the Autoclave method.
Assignment:
For Disinfection of Articles what are you doing in your Hospital.
Evaluation:
Next day ask questions in the class by Random Method And Observe during Duties.
Bibliography:-
1. Textbook of microbiology , Author – C.P.Baveja , Second edition, Arya Publication, Page no. 27-39
2. Textbook Of Community Health Nursing , Author – K.Park , Fourth edition, Published By Banarasidas
Bhanot,
LESSON PLAN
Subject : Bio-science & Micro-biology

Unit : V
Topic : Chemotherapy, Antibiotics & Pasteurization
Group : G.N.M. 1st year
Place : CLASSROOM
Date & Time : ……………………….
Teaching Method : Lecture method
AV aids : Black board & Chalk with Projector
Students Pre requisite: Student should be able to Identify Antibiotics & in the house used Method of
Pasteurization of milk.
General objectives : At the end of the class student will be able to gain knowledge regarding antibiotics &
Pasteurization with Chemotherapy
1. To define chemotherapy
2. To explain the function and effect of chemotherapy
3. To define Antibiotic
4. List main type of antibiotic
5. To give knowledge regarding taking an antibiotic
6. To explain side-effects of antibiotic
7. To define pasteurization
8. To explain the method of pasteurization
Introduction: Ask the students if they know Antibiotics used for infection & kill the organism in the milk by
pasteurization
S No Teaching Evaluation
Duration Specific Content
Learning
objective
1. 5 min To define Definition: - Chemotherapy is defined as the T: - Lecture Q: What is
chemotherapy antineoplastic agents are used in an attempt to cum Discussion Chemotherapy
destroy tumor cells by interfering with cellular S:- Listen and
functions, including replication. take notes
Chemotherapy may be combined with surgery, carefully.
radiation therapy or both to reduce tumor size
preoperatively
Function of chemotherapy
2. 10 min. To explain Chemotherapy works by stopping or slowing the T:- Lecture cum
function and growth of cancer cells, grow and divide quickly. discussion Q:Explain the
effect of But it can also harm healthy cells that divide S:- Listens and functions and
Chemotherapy quickly, takes Notes effects of
Damage to healthy cells may cause side effects. chemotherapy
Often, side effects get better or go away after
chemotherapy is over.
Effect of chemotherapy:-Cure cancer when
chemotherapy destroys cancer cells to the point
Learning
objective
that your doctor can no longer detect them in
your body and they will not grow back.
Control cancer - when chemotherapy keeps
cancer from spreading, slows its growth, or
destroys cancer cells that have spread to other
parts of your body.
Ease cancer symptoms (also called palliative
care) - when chemotherapy shrinks tumors that
are causing pain or pressure
Uses Of Chemotherapy:-
Sometimes, chemotherapy is used as the only
cancer treatment. But more often, you will get
chemotherapy along with surgery, radiation
therapy, or biological therapy. Chemotherapy
can:
 Make a tumor smaller before surgery or
radiation therapy. This is called neo-
Learning
objective
adjuvant chemotherapy.
 Destroy cancer cells that may remain after
surgery or radiation therapy. This is called
adjuvant chemotherapy.
 Help radiation therapy and biological
therapy work better.
 Destroy cancer cells that have come back
(recurrent cancer) or spread to other parts
of your body (metastatic cancer
S Teaching
Duration Specific Content Evaluation
No Learning
objective
3. 5min. To define ANTIBIOTIC T:-Lecture Q: What is

Antibiotic Cum antibiotics?
Definition:- Antibiotics are a group of medicines that are discussion
used to treat infections caused by germs (bacteria and S: Listen
certain parasites). They do not work against infections and take
that are caused by viruses - for example, the common cold notes
or flu. Antibiotics are normally only prescribed for more
serious bacterial infections - for example, pneumonia.
The main types of antibiotics include:

4 8 min. List Main
type of
antibiotics  Penicillins - for example,
phenoxymethylpenicillin, flucloxacillin and amoxicil T: Explain Q: List type of
lin with PPT antibiotics.
 Cephalosporins - for S:- Listen
carefully
example, cefaclor, cefadroxil and cefalexin.
and Take
 Tetracyclines - for notes
example, tetracycline, doxycycline and lymecycline.
 Aminoglycosides - for
example, gentamicin and tobramycin.
 Macrolides - for
S Teaching
No Learning
objective
example, erythromycin, azithromycin and clarithrom
ycin.
 Clindamycin.
 Sulfonamides and trimethoprim - for
example, co-trimoxazole.
 Metronidazole and tinidazole.
 Quinolones - for
example, ciprofloxacin, levofloxacin and norfloxacin.
5Min
5. To give Taking an Antibiotic T: Lecture Q:Explain
knowledge cum precaution for
regarding Always take the entire course of antibiotics as directed by discussion taking
taking an your doctor. Even though you may feel better before your S: Listen antibiotics.
antibiotic medicine is entirely gone, follow through and take the and
entire course. This is important for your healing. If an takes
antibiotic is stopped in mid-course, germs (bacteria) may notes
be partially treated and not completely killed. Bacteria
may then become resistant to that antibiotic.
Antibiotic is usually prescribed:-

The choice of antibiotic mainly depends on which
infection you have and the germ (bacterium or parasite)
your doctor thinks is causing your infection.
S Teaching
No Learning
objective
There are other factors that influence the choice of an

antibiotic. These include:
 How severe the infection is.

 How well your kidneys and liver are working.
 Dosing schedule.
 Other medications you may be taking.
 Common side-effects.
 A history of having an allergy to a certain type of
antibiotic.
5min.  If you are pregnant or breast-feeding.
6. To Explain
the side Side Effects:- T:- Q: Explain side
effects of  Severe watery diarrhoea and tummy (abdominal) Lecture effect of
antibiotic cramps. cum antibiotics
 Shortness of breath, hives, rash, swelling (of the discussion
lips, face, or tongue), black
 Vaginal itching or discharge. board,
 White patches on the tongue Chalk
 Being sick (vomiting) S: Listen
and takes
notes
S Teaching
No Learning
objective
7. 5 min. To Define Pasteurization:- T:- Q : What is

pasteurizati Partial sterilization of a substance and especially a liquid Lecture Pasteurization?
on (as milk) at a temperature and for a period of exposure cum
that destroys objectionable organisms without major discussion
chemical alteration of the substance. S:- Listen
Carefully
and take
notes
8. 7 min. Methods of Pasteurization
To explain
method of (A) Holder (or "vat") pasteurization
pasteurizatio Q:- What are
n  The simplest and oldest method for pasteurizing T:- the method of
milk. Milk is heated to 154.4 degrees Fahrenheit Lecture pasteurization
(63 degrees Celsius) in a large container and held cum ?
at that temperature for 30 minutes. This process discussion
can be carried out at home on the stovetop using a S:-Listen
large pot carefully
& take
 For small-scale dairies, with steam-heated kettles notes
and fancy temperature control equipment. In batch
processing, the milk has to be stirred constantly to
make sure that each particle of milk is heated.
S Teaching
No Learning
objective
(B) High-temperature short-time (HTST)

pasteurization, or flash pasteurization, is the most
common method these days, especially for higher volume
processing. This method is faster and more energy
efficient than batch pasteurization. Though the higher
temperature may give the milk a slightly cooked flavor,
HTST pasteurization has been used for so long that
people are used to the flavour.
(C) UHT method:-
The temperature of milk is raised ti 125 to
150 degree C for a few second only and than rapidly
cooled.
Test of pasteurized milk
 Phosphatase test:-
These test is widely used to cheque that the milk has
been properly pasteurized or not. The test is based on the
principle that the enzyme phosphatase which is present in
raw milk is destroyed during pasteurization. If
phosphatase enzyme is present after pasteurization,it
indicates that the milk has not been properly pasteurized
Summary and evaluation:- (10 minutes)
 Define Chemotherapy, Antibiotic & pasteurization
 Which method used in pasteurization
 List antibiotics
 What are the side effect of antibiotics
Assignment:-
 List the Antibiotics and explain the method of pasteurization
Evaluation:-
 Unit test for 50 marks once the unit 5th is completed
Bibliography:-
 Text book of Microbiology, Author -Margret J.Parker, 6th Edition , Publication N.R.Brothers
Page no. 42 to 54
 Text book of community health nursing , Author- J.E.Park & K.Park , 4th Edition,
Publication Asrani publishers , Page no. 70-71
 To reduce tumor size preoperatively
LESSON PLAN
Subject : Bio-science & Microbiology
Unit : V
Topic : Medical & Surgical Asepsis
Place : Classroom
Date & Time : …………………………..
Teaching Method : Lecture Method with demonstration
AV aids : Black board & Chalk, gown, sterile gloves and face mask
Students Pre requisite : The Student should be able to identify the infection, according these
infective microbes wear PPE (Personal Protective Equipment) to prevent infection.
General objectives : At the end of the class student will be able to gain knowledge regarding
medical & surgical asepsis.
Specific Objectives : At the end of the class the student will be able:
1.To define Asepsis & Medical Asepsis.

2.To discuss about cleaning of articles.
3.To demonstrate the steps of hand washing.

4.To explain the Gown technique.
5.To discuss the wear Face mask.

6.To define Surgical Asepsis.
7.To discuss about opening a sterile wrapped package.
Review of previous class : Ask question regarding source and types of infection and controlling
method used in hospital.
Introduction:
Ask the students if they know about PPE. Enlist the equipment.
Also mention the objectives of the lesson to the students here
activity
1. Q: Do you
5 min. To define Asepsis : Freedom from infection or prevention of T:- define know about
asepsis & asepsis asepsis
contact with micro-organisms
medical meaning of
asepsis. medical
Asepsis
Medical asepsis :-
S:- Learn &
Medical asepsis refers to all practices used to Listen
protect the patients and his environment from the
transmission of disease producing organisms
(prevention of cross infection )
Cleaning of articles :
10 min. To discuss T:- explain Q. How do
2. about 1. Rinse the article first with cold water to remove the procedure you clean
cleaning of of cleaning the articles
the organic material .Hot water coagulates the
articles the articles. in ward and
organic matter and tends to make it to stick to the S:- hospital?
Observation-
article.
on in the
2. Then wash the articles in hot water and soap operation
theatre.
.Soap has an emulsifying action and reduces
activity
surface tension which facilitates the removal of dirt.
Rinsing with water assists in washing the dirt away.
3. Use an abrasive such as a stiff bristled brush and
a paste or powder to wash the articles, brush will
help to remove the dirt from the grooves and
corners.
4. Rinse the article with clean water.
5. Dry them with a towel. There is less chance for
the bacteria and dirt to lodge on the cleaned articles
when it is dry.
6. Disinfect or sterilize if indicated.
T:-
HAND WASHING
3. 10 min. To demonstrate Q. shows
demonstrate the steps of hand
the steps of Hand washing washing
hand With PPT technique.
washing S: - Observe
and Using the
Procedure in
the ward.
activity
The points to be remembered while using a

4. 5 min. To explain gown (before use):
the Gown T:- Q.
1. Remove watches & rings because jewellery can
technique Demonstration demonstrate
harbour micro-organisms. by self the
S: - Observe Gown
2. Wash hands and try (see the procedure above).
& practice. technique.
3. Hold the gown at the neck on the inside
activity
permitting to unfold (the open part of the gown is
turned towards the nurse).
4. Slide hands and arms down the sleeves.
5. Fasten the ties at the neck.
6. Overlap the gown at the back as much as
possible. Secure the waist band.
The points to be remembered while removing

the gown (after use):
1. Untie the waist band.
2. Wash hands.
3. Untie the neck ties (Be sure not to touch the
outside of the gown).
4. Slide the gown down the arms and over the
hands by holding the inside of the sleeves.
5. Hold the gown with both the hands (inside the
shoulders) at the shoulder seams, The gown is
activity
turned inside out. The hands carded in the container
provided.
6. Wash hands thoroughly.
Face masks: T:- Q. how to

5. 10 min. To discuss demonstrate wear face
Masks are generally used to prevent the spread of
wear face by self with mask and
mask and microorganisms to and from the patient, through lecture gloves?
gloves S:- observe
the respiratory tract. Masks should be worn only
listen & take
once and then discarded to ensure effective filtering notes
of microorganisms.
The points to remember while wearing the masks:

1. Wash hands.
2. Remove the clean masks from the container with
sterile forceps (The masks should be sterilised and
kept for the use).
3. Hold the masks by its strings. Fit it to the face
activity
and tie the strings at the back of the head. Do not
touch the masks that cover the face. It is important
that both mouth and nose must be covered.
To remove the masks:

1. Wash hands.
2. Remove the gown (If worn).
3. Remove the masks and discard it in the container
for used masks.
4. Wash hands thoroughly.
Gloves :
Gloves are used in the medical asepsis to protect
the nurse from pathogens. Gloves are changed after
each contact with the bodily discharges, to avoid
cross infection of the patients with their own
organisms.
activity
Ex. Gloves used for the cleaning of the patient
should be changed before feeding the patient.
Gloves must be changed between the two activities.
The points to remember while wearing the gloves:

1. Wash hand.
2. Dry the hands and apply powder to facilitate
insertion of gloves.
3. Put on the clean gloves.
After attending to the patient, remove the gloves

and discard them in the container with antiseptic
lotion. Wash hands thoroughly.
6. 10 min. T:- Q. what do

To define Surgical asepsis demonstrate you mean by
surgical the procedure surgical
Surgical asepsis refers to all the procedures used to
asepsis S:observe asepsis and
keep objects or areas sterile or completely free from how you
activity
all micro-organisms. wash your
hand in
Hand washing
operation
In surgical asepsis, the hands should be theatre
thoroughly cleansed for about 3 to 5 minute.
-(In operating room , hands are scrubbed
up to ten minutes).
-When washing hands, they are held above
the level of the elbows (In surgical asepsis
the elbows are considered more contaminated then
the hands).
To discuss Opening a sterile wrapped package Q. explain

7. 5 min. about T: - the
1-Wash hands thoroughly.
opening a Demonstration procedure of
sterile 2-Choose a large, clean working area video opening a
wrapped S:- Observe & sterile
Above waist level.
package listen wrapped
3-Place the package in such a way , that it carefully package
activity
can be opened away from the body.
4-The flap farthest away is opened first,
With care not to reach over the sterile
Field.
-Then the side flaps are opened and the flap
Nearest the nurse is opened last.
-When opening the flaps , care must be
Taken not to touch the inside of the wrapper.
-When opening the last flap, it is important
to stand well back from the package in
order to avoid contamination from the
Nurse’s uniform.
-If an inner wrapper is present, it is opened
in the same way, but using a sterile forceps.
Use of gloves
-To put on the first glove, the nurse grasps
activity
the glove by its cuff, being careful to
Touch only the inside of the glove.
-The sterility of the outside of the glove Q:-
Difference
Must be maintained.
between
-Remember that the nurse’s hands are medical &
Surgical
Considered to be contaminated.
gloves and
-To put on the second glove, the sterile Gowning
technique
Gloved hand must be used.
-The second glove is picked up by inserting
The gloved fingers under its cuff.
-The second glove is then pulled on.
-The cuffs of both gloves may then be
Unfolded by touching only the sterile
Sides.
Gowning
-Sterile gowns are worn in the operating
activity
room and the delivery room and whenever
open wounds are present which necessitate
a sterile technique e.g. to attend to a patient with
burns.
-To keep the gowns sterile, they are folder
inside out and are touched only on the
Inside.
-The points to remember when putting
on a gown:-
1-Put on the head cap and mask first.
2-Scrubb hands thoroughly.
3-Dry the hands with sterile towel.
4-Pick up the gown by grasping the folded
Gown at the neck. Stand will back about
one foot from the sterile bundle and the
Table.
5.Unfold it by keeping the gown away
activity
From the body. Do not shake the gown.
6. Hold the gown at the shoulder seams (inside) and
put each hand alternately into the arm holes.
7. Extend the arms and hold hands upwards at the
shoulder height when putting them through the arm
holes.
8. The circulating nurse then assist her in pulling
the sleeves by working from behind and holding
the gown from the inside .
9. The gown is then fastened at the neck by the
circulating nurse and the open edge are then folded
or held together.
10. the waist ties are then fastened by the
circulating nurse from behind.
The isolation gowns should be used only once and
then discarded. The older practice of re-using
gowns is no longer recommended.
Summary and evaluation (5 Min) :
 List the steps of hand washing.
 Difference between Medical & Surgical Asepsis.
 Which method used in the prevention of infection.
Assignment:-
List and explain the various method used in surgical and medical asepsis.
Evaluation:-
Unit test for 50 marks once the unit VIth is completed
Bibliography:-
1. Text book of principles and practice of nursing, Author –Sister Nancy, Ninth edition, Published by N.R.
brothers, Page no. 31-52.
2. Text Book of Fundamental of nursing, Author- Dinesh Sharma, First Edition, Published by Jain Book depot,
Page no. 105-125.
3. www.google.com
LESSON PLAN
Subject : Bio science & Microbiology

Unit : V
Topic : Bio-safety & waste management
Place : CLASSROOM
Date & Time : ………………….
Teaching Method : Lecture with PPT
AV aids : Black board & PPT
Students Pre requisite : The student should be able to identify the waste material. All the infectious Waste
material Segregate in proper manner.
General objectives : At the end of the class Student will be able to gain knowledge regarding Bio-safety
& waste Management
1. To define Bio-waste material
2. To explain the type of waste treatment
3. To describe the Treatment technique for waste material
4. To Detail about Universal precaution
Review of previous class:-Ask questions regarding bio waste management and medical and surgical asepsis.
Introduction:
Ask the student if they know about the universal precautions & color coding bags.
Also mention the objective of the students here
No. objective Learning
1. 10 min. To define Biomedical Waste:

bio-waste It is the waste that is generated during diagnosis, treatment or T:- Define Q. What do
material immunization of human beings. the you mean
Purpose of waste disposal: meaning of by bio-
• Minimize/Prevent the spread of infection to hospital personnel Bio- medical
who handle waste medical waste?
• Prevent the spread of infection to the local community waste
A. Segregation S: listen
carefully
15 min.
2. To explain B. Collection and Storage T:- during Q. Explain
the type of Segregation the type of
waste used colour waste
treatment coded bags treatment.
Explain by
Slide
S:- Observe
& Identify
the bag for
accurate
waste
material
C. Transportation
D. Treatment and Disposal

Do’s
• Disinfect and destroy the waste before its final disposal
• Remember biological waste is to be buried deep at the sub-
Centre
• Syringes to be cut with hub cutters and chemically disinfected
at source of generation before final disposal into sharps pit
located at the PHC
3. 20 min To T:- Explain
Treatment techniques for waste material:
describe 1. Double Chambered incineration: the Q. How
the  It contains two chambers. technique you treat
treatment  Waste is burnt in primary chamber at 800oC. used for the waste
technique  Combustion of gases emitted from the first chamber, treatment material in
for waste occurs in the second chamber. of waste ward?
material  This chamber has a high temperature of 1000oC. material
 The negative pressure is maintained inside the S:- Learned
incinerator by the system, thereby forcing the end gases the
out of the chimney. Body parts, animal waste, technique
microbiological waste and soil dressings can be treated for
with this technique. treatment
2. Autoclaving: of waste
 Autoclaving is used for microbiological waste, blood material.
and blood products, body fluids and used sharps.

 It is not recommended for pathological waste.
3. Microwaving:
 The microwave heats the waste to temp of 97-100oC.
 Cycle time is 40-45min.
 It has advantage of disinfecting the waste and there are
no hazardous emissions.
 However it can't be used to treat body parts and tissues.
4. Hydroclaving:
 It is an expansion of autoclave technology.
 Steam is introduced in the hollow walls of the
hydroclave.
 The steam doesn't come in direct contact with the waste.
 Volume reduction of waste is much more than autoclave.
 Cycle time is 1hr.
 The waste can be safely recycled or land filled.
 All items including pathological waste can be treated.
5. Chemical treatment:
It ensures disinfection.
1% hypochlorite solution or any other equivalent chemical
reagent may be used.

Disposal:
 Land filling, deep burial and sewage are used for disposal.
 Liquid waste can be disposed in sewage drains.
10 min.  Besides treatment incineration is also a method of disposal.
4. To detail Bio-Safety (Universal precautions): T:- All PPE Q. Enlist

about 1. Assume that all patients are potentially infectious for HIV and Are used the
universal other blood borne pathogens. During universal
precautions 2. All body fluids should be placed in leak proof bags for procedure precaution.
transportation to the lab. and
3. Use gloves while handling blood and body fluid specimens and remember
other objects, exposed to them. Use face mask with goggles. all
4. Wear gown while working in the ward. universal
5. Never pipette by mouth. Mechanical pipetting devices should precautions
be used. S:- strictly
6. Decontaminate the ward work surfaces with an appropriate follow all
disinfectant. PPE during
7. Limit use of needles and syringes to situations for which there procedure
are no other alternatives.
8. Biological safety hoods should be used during laboratory work.
9. All the potentially contaminated materials of the laboratory
should be decontaminated before disposal or reprocessing.
10.Always wash hands after & before procedure.
Summary and evaluation (5 min.):

 Explain the various techniques used for waste material treatment.
 What is the Universal precaution used during procedure.
 What are the colour coding bags used for waste material.
Assignment:-
 List & Explain the Various technique & the universal precautions used for waste material.
Evaluation:-
 Unit test for 50 marks once the unit VIth is completed.
Bibliography:
LESSON PLAN
Subject : Bio-science & micro biology
Unit : VI
Topic : Microscope -Parts, Uses, Handling & Care of Microscope
Group : G.N.M 1st year students
Place : CLASSROOM
Date & Time : …………………….
Teaching Method : Lecture and demonstration method
AV aids : Projector
Students Pre requisite : The Student should be able to describe the uses of microscope
General objectives : At the end of the class student will be able to gain knowledge regarding microscope parts,
handling & Care of Microscope
Specific Objectives : - At the end of the class students will be able to:-
1. To Define and explain the parts of microscopes.
2. To demonstrate and describe the handling of microscope
3. To explain the care of microscope
4. To discuss the use of Microscope.
Review of previous class:-Ask question regarding microorganism and importance of microscope
Introduction: Show the microscope and ask the students how many parts they know .
S. Duration Specific Teaching Evaluation
No Objective Content Learning
Activity
1. 15 min To Define and Microscope T:- Define Q:-
explain the part An optical instrument used for viewing very the demonstration
of microscope small objects, such as mineral samples or animal or microscope with the help of
plant cells, typically magnified several hundred S:- Listen role playing
times. carefully how to give
instruction of
use of
Parts of Microscope:- microscope
Eyepiece Lens T:- Explain
Tube the part of
Arm microscope
Base visualize in
Illuminator instrument
Stage S:- Observe
Revolving Nosepiece and practice
Objective lenses on
Rack Stop microscope
Condenser Lens
Diaphragm or Iris
Summary and evaluation:- (10 min)
 List the part of microscope
 care of microscope during handling
 Demonstrate the microscope
Assignment:-
 Handle the microscope in the laboratory(check during round) (45 Min)
Evaluation:-
 Unit test for 50 marks once the unit VIth is completed
Bibliography:-
1. Textbook of micro biology, Author – Professor C.P.Baveja 2nd edition, Arya Publication ,
Page no-10-11
LESSON PLAN
Subject : Bio science (Microbiology)
Unit : VI
Topic : Observation of staining procedure, preparation & examination of slides and smears.
Place : CLASS ROOM
Date & Time : ………………………………
Teaching Method : Lecture cum demonstration
Students Pre requisite : The student should be able to identify the slides and smears and preparation of the slides
General objectives: At the end of the class student will be able to gain knowledge regarding observation of staining
procedure.
Specific Objectives:-
1. To explain the Gram staining method.
2. To difference between Grams positive And Gram negative bacteria.
3. To discuss methods of acid fast stains.
4. To explain stain preparation
5. To describe common staining technique
Review of previous class : Ask question regarding microscope and how to use microscope
Introduction: Ask the students if they know about observation of staining procedure, examination of slides and
smears.
1. 25 min. To explain Gram’s stain:- T: - explain Q: - Do you

the Gram It is the most widely used stain in the Gram know about
staining Bacteriology. The stain was originally devised by the stain method. Gram
method. histologist Christian Gram (1884) as a technique of S:- Learn & Staining.
staining bacteria in tissue. show in the
Lab
Method:-
 Heat fixed smear of the specimen or bacterial
culture is stained with crystal violet (primary
stain) for one minute. Other paraosaniline dyes
such as gentian violet or methyl violet may
also be uses as primary stain.
 Pour Gram ‘s iodine (dilute solution of iodine)
over the slide for one minute.
 Wash the smear with water
 Decolorize with acetone for 10-30 seconds.
Alcohol can be be substituted for acetone.
 Wash the smear with water
 Counterstained with a dye safranin for 30
seconds. Dilute carbol fuchsin or Neutral red
may also be used as counter stain.
2. 20 min. To Differentiation on Gram staining:-

difference Two broad groups :- `T:- By the Q. Explain
between - Gram positive Gram staining the Gram
Gram - Gram negative Method staining
positive difference method
And Gram Gram Positive:- Resist decolourisation and retain between Q. difference
negative the colour of primary stain i.e. violet Gram between
bacteria. Positive & Gram
Gram Negative:- Are decolorized by Gram positive
acetone/alcohol and ,therefore, take counter stain and negative bacteria and
appear red. bacteria. Gram
S:- Learn & negative
Listen bacteria
carefully
3. To discuss
10 min.
methods of Acid Fast Stain (Ziehl-neelsen Stain):- Q. Describe
acid fast The acid fast stain was discovered by ziehl & T:-Lecture method of
stains. Neelsen. Staining of microbacteria(usually tubercle cum acid fast
& lepra bacilli) is done by this technique. demonstration staining
S:-listen and
Method:- see the

 The carbol fuchism stain is poured on slide technique
containing fixed smear.gentle heat is applied
to the under side of the slide , by means of a
spirite flame, until the stain just commences
to steam. The carbol fuchsin is left on the
slide for 5-10 min, with intermittent heating
during that period. Care must be taken to
ensure that the stain does not dry out, to
counteract drying more solution of stain is
added to the slide & the slide reheated.
Heating of the stain is required for penetration
of dye into the cell wall.
 Wash in tap water.
 The stained smear is decolorized with 20%
Sulphuric acid and washed with water. This
step should be repeated till the pink/red
colour stops coming out. In case of lepra
bacilli 5% sulphuric acid is used as M. leprae
is less acid fast. Another alternative for
decolourisation is acid alcohol (3ml HCl and
97 ml ethanol).
 The smear is counterstained with2% methylene
blue for 1-2 minute. Malachite green can also

be used as counter stain instead of methylene
blue.
 Wash with water and air dry.
Microscopic Examination Of the Smear:-

Acid fast bacilli appear red (colour of carbol
fuchsin) in the blue (colour of methylene blue)
background of pus cell and epithelial cells.
4. 10 min. To explain
stain
preparation Stained Preparation:- Q. Explain
Structural detail of bacteria cannot be seen under T:- explain the
light microscope due to lack of contrast. Hence it is the stain procedure of
necessary to use staining method to produce colour preparation & stain
contrast Staining preparation
Smear made from bacterial culture or Technique.
specimen is first dried and then fixed with by flaming S:- Listen
the slide from underneath. Heat kills and fixes the Carefully and
bacteria on slide due to coagulation of bacterial take notes
proteins. The fixed smear is stained by appropriate
staining technique.
5. 15 min To describe
common
staining Common Staining Technique:-
techniques. 1. Simple stains:- basic dyes such as T:- Lecture Q. enlist the
methylene blue are used as simple stain . method common
They provide the colour contrast, but impart S:-listen staining
the same colour to all the bacteria in a smear. technique
2. Negative Staining:- bacteria are mixed with
dye such India ink. The background gets
stained and unstained bacteria stained out in
contrast .this is very useful in the
demonstration of bacterial capsules which do
not take simple stain.
3. Impregnation method:-bacterial cell and
structure that are too thin to be seen under
the light microscope, are thickened by
impregnation of silver on the surface to make
them visible .
Example; demonstration of bacterial flagella
and spirochaetes
4. Differential stain:- they impart different
colors to different bacteria or bacterial

structures. The two most commonly
employed differential stains are the Gram
stain and acid fast Stain.
Summary and evaluation:- (10 MIN)
 Explain all Staining method for identification of the bacteria.
 Ask the Ziehl-Neelson Staining method.
Assignment:-
Explain the Staining Preparation.(30 Min)
Evaluation:-
Unit test for 50 marks once the unit VIth is completed.
Bibliogra phy:-
1. Text book of microbiology, Author – C.P.Baveja , Second edition, Arya publication , Page no. 11-14
2. Text book of microbiology , Author- R.Ananthanarayan & C.K. Jayaram Paniker, 6th Edition,
Page no. 9- 11
.
LESSON PLAN
Subject : Bioscience ( Microbiology).
Unit : VI
Topic : Identification of common Microbes Under the microscope for morphology of
different microbes
Place : CLASSROOM
Date & Time : ……………………………..
Teaching Method : Lecture Method and demonstration
AV aids : Black board & chalk, microscope and specimens slides
Students Pre requisite : The students should be able to preparation of staining and handling of microscope
General objectives : At the end of the student will be able to gain knowledge regarding morphology of
different microbes & Identification of common microbes
Specific Objectives: - At the end of the class students will able:-
1. To describe morphology of bacteria
2. To discuss Morphology of viruses
Review of previous class:-Ask question regarding staining and microscope
Introduction:
Ask the student if they know about any one bacterial morphology
Also mention the objective of the lesson to the students here
1. 30 min To Describe Morphology of bacteria:- T:- Classify Q:- classify

morphology Depending on their shape, bacteria are classified into several types bacteria on in detail the
of bacteria :- the basis of morphology
1. Cocci (From kokkos, meaning berry):- these are oval or their of bacteria.
spherical cells . these cocci may be arranged in pairs( diplo Shapes.
cocci), S:- learn
chains(streptococci), clusters(staphylococci) & and Listen
group of Four (Tetrads) or Eight (sarcina). carefully
2. Bacilli (bacillus , meaning rod):- these are rod shaped
cells. Some of these bacilli may be having peculiar
arrangement or shape as follows:-
(a) Coccobacilli:- length of bacteria is approximately same
as it’s width e.g. brucella.
(b) Streptobacilli:- these bacilli are arranged in chain e.g.
streptibacillus
(c) Chinese letter or cuneiform pattern :- Arranged at
angles to each other
e.g. Corynebacterium
(d)Comma Shaped:- curved appearance
e.g. Vibrio
(e) Spirilla:- rigid spiral form e.g. spirillum
3. Spirochaetes (from spiera meaning coil; chaite meaning

hair):- These are slender,flexous spiral forms e.g. treponema
4. Actinomycetes(from actis meaning ray, mykes meaning
fungus):- These are branching filamentous bacteria
resembling fungi. They have a rigid cell wall
5. Mycoplasmas:- these bacteria are cell wall deficient and
hence do not possess a stable shape. They may occur as
round or oval bodies and as interlacing filaqments. They are
very small in size
(50-300 nm in diameter) . they can reproduce in cell free
medium.
6. Rickettsiae & Chlamydiae:- These are very small, obligate
parasites , due to their inability to grow outside living cell,
they were previously considered as virus. Now they are
classified as bacteria because of typical bacterial cell wall,
possession of various bacterial enzymes and structural
similarities with bacteria.
20 min
2. To discuss Morphology of viruses:- T:- Discuss Q.
Morphology in detail Describe
Summary and evaluation:- (10 MIN)
a. List all Bacteria according to their Morphology.
b. Discuss the morphology of Viruses.
Assignment:_
1. List the bacterial names
2. List the viruses names
Evaluation:-
Unit test for 50 marks once the unit VIth is completed.
Bibliography:-
1. Textbook of Microbiology , Author – C.P.Baveja , Second Edition , Arya publication, Page no. 13-14 &
405-407
2. Text book of microbiology , Author – R. Ananthanarayan & C. K.Jayaram Paniker, Fifth edition ,
a. Page no. 10-11 & 399-400.
3. www.google.com
LESSON PLAN
Subject : Anatomy and Physiology
Unit : 1
Topic : Introduction to anatomy
Group : GNM IST year
Place : CLASS ROOM
Date& time :
Teaching method : Lecture cum discussion
A v aids : black board and chalk, chartss
Students Pre Requisite : The students should be able to understand the basic concept of anatomy
General objective : At the end of the class student will be able to gain knowledge about their own body
structure
Specific objectives: At the end of the class the students will be able to:-
1. Define anatomy
2. Enumerate various subdivision of anatomy
3. Tell about the various anatomical position and planes
4. Know about various level of organization
Review of previous class: Ask questions regarding the previous knowledge about human body, its functions etc.
Introduction:- Today we will discuss about the anatomy of human body.
S Durat Specific Content Teaching Evaluation
No ion objective Learning
Activity
1 5min To introduce Introduction:-Anatomy is the study of structure and function of the body. T: explain Q: Define
the topic Aristotle was the first person to use the term “anatome”, a greek word with lecture anatomy and
meaning “cutting up or taking apart”. S:Listen its origin?
Anatomy is one of the oldest basic medical sciences. It was first studied and take
formally in Egypt. Human anatomy was taught in Greece by Hippocrates, notes
who is known as “father of medicine”.
2 10min To explain Subdivision of anatomy Lecture Q:List out
about its  Clinical anatomy cum various
subdivision Correlation of anatomy with clinical signs and symptoms to arrive at discussion subdivision of
diagnosis is clinical anatomy anatomy?
 Gross anatomy
It is the study of structure of human body usually with naked eyes.
 Systemic anatomy
It is the study of the body system
 Regional anatomy
Study of structure and organization of a definitive part of the various
Parts of body e.g. Thorax. Back etc.
 Functional anatomy
Study of anatomy which provides correlation between structure&
Function of various organs.
 Developmental anatomy
Study of prenatal and postnatal developmental changes of the human
Body
 Histology and Cytology
Activity
Study of various body structure organs ,tissues and cells
 Surface anatomy
Study of projection of internal body parts on the corresponding external
Surface area of the body.
 Clinical anatomy
Study of entire body or its part in relation to the practice of medicine
 Comparative anatomy
Study of structural variation between other animal and human.
3 10min To explain Anatomical position T: explain Q:What do

anatomical A person in the anatomical position is standing erect with the head with chart mean by
position Eyes and toes directed forward, the upper limbs by the sides with S: observe anatomical
The palms facing anteriorly. and take position?
Other position notes
 SUPINE POSITION
Person lies straight on the back with face directed upwards.
 PRONE POSITION
Person lies straight on the abdomen and face is directed downwards
4 10min To explain Anatomical planes T: Explain Q:List out

anatomical Anatomical description are also based on four imaginary planes that with PPT various
planes Pass through the body in the anatomical position. They are S: Observe anatomical
 MEDIAN PLANE and take planes
Activity
This is the imaginary vertical plane passing longitudinally through the notes
body
From front to back, dividing it into right& left halves
 SAGITTAL PLANE
These are parallel to the median plane .They are named after the sagittal
Suture of the skull
 CORONAL PLANE
These are imaginary vertical planes passing through the body at right
Angles to the median plane, dividing it into front and back portion.
These planes are named after coronal suture.
 HORIZONTAL/TRANSVERSE PLANE
These are imaginary planes passing through the body at right angles to
Both the median and coronal planes. It divides the body into upper and
Lower parts.
5 15min To explain Level of organization T: explain Q: what are the

level of For clear understanding of the body and its function ,it is important to with posters level of
organization know S: observe, organization?
The organization of the body. They are:- listen and
 CHEMICAL LEVEL take notes
The smallest unit of a body is an atom, when two or more atoms joined
together called as a molecule.
 CELLULAR LEVEL
Molecules combine to form cells, which are basic functional and
Activity
structural Unit of an organism.
 TISSUE LEVEL
Groups of cells that work together to perform a particular function are
called tissue.
 ORGAN LEVEL
Different types of tissues join together to form an organ.
 SYSTEM LEVEL
A system consist of related organs with a common function
Summary& evaluation(10min)
1. How will you get the knowledge regarding your own body?
2. List out various subdivision of anatomy.
3. How does our body form at various level of organization?
Assignment: Define anatomy and explain various anatomical planes?
Evaluation: unit test for 50 marks once the unit IST is completed
Bibliography:
1. Pr ashalatha, g deepa,textbook of anatomy& physiology for nurses,4th edition,2015,jaypee brother,page 4-5
LESSON PLAN
Unit : 1
Topic : Introduction to anatomical Terms
Place : CLASS ROOM
Date& time :
A v aids : black board and chalk, charts
Student pre requisite : The students should be able to know the various anatomical terms.
General objective : At the end of the class the students should be able to gain knowledge regarding the
anatomical terms.
Specific objective : at the end of the class the students will be able to :
1. List all the anatomical terms.

2. Explain each anatomical term.
Review of previous class- student verbalise the various anatomical term.
Introduction :
objective &learning activity
1. 05 MIN. To introduce Introduction : Anatomy is the study of structure and T:explain with Q: Define the
the topic function of the body.In this topic , we will discuss about the lecture term Anatomy?
various anatomical terms, their meaning ,and examples . S: listen and take
notes
2. 20 Min. To explain List of the anatomical trems T:explain with Q: Explain
commonly 1- Superior (cranial):means nearer to the head lecture and chart commonly used
used Example: the lung is superior to the diaphragm S: listen and take anatomical
anatomical 2- Inferior (caudal): nearer to the feet (tail) notes trems of
trems of Example:the stomach is inferior to the heart relationship
relationship 3- Anterior (ventral): nearer to the front their meaning &
their Example:cornea is anterior to the lens examples?
meaning & 4- Posterior (dorsal): Nearer to the back
examples Example:lens is posterior to the cornea
5- Medial : Nearer to the median plane
Example:heart is median to the lung.
6- Lateral : away from the median plane
Example : kidney is lateral to the vertebral column
7- Proximal : nearer to the trunk or point of origin
Example: the knee is Proximal to the ankle.
8- Distal : farther from the trunk or away from the
origin
Example: the wrist is distal to the elbow.
9- Superficial: nearer to the surface
Example: muscle of the thigh are superficial to the
bone femur.
10 Deep: farther from the Surface.
Example: farther from the surface the femur is
deep to the muscles of the thigh.
11 external (outer) : Toward the exterior
Example: the sclera is the external coat of the
eyeball.
12 Internal ( inner) : Toward or in the Interior.
Example: retina is internal to the sclera and choroid.
03 25 min To explain List of the anatomical terms of movement: T:explain with Q: Explain
anatomical 1- Flexion – in this movement, to flexor surfaces come lecture and chart commonly used
terms of in approximation & angle of the joint is reduced S: listen and take anatomical
movement 2- Extension- in this movement there is approximation notes terms of
of extensor surfaces whereby angle of joint increases movement ?
3- Abduction – it describes the movement away from
the median plane, away from the middle finger in
head or away from the second toe in foot.
4- Adduction- This describe the movement towards the
median plane or toward the middle finger in hand or
toward the second toe of foot.
5- Medial rotation: it denotes movement toward
median plane or inward rotation
6- lateral rotation: it denotes rotation away from the
median plane or outward rotation
7- Circumduction: combined movement of flexion,
extension, adduction & abduction in a circular
manner is termed as circumduction.
8- Elevation- raising or moving a bady part toward the
cephalic end is termed as elevation.
9- Depression- lowering or moving a body part
caudally is termed as depression.
10 Protrusion- it is the forward movement of a body
part.
11 Retraction- it is the backward movement from
protrusion
12 pronation- it is the medial rotation of fore arm so
that the palm comes to face backward .
13 Supination- it is the lateral rotation of fore arm so
that the palm comes to face anteriorly.
14 Inversion of foot- it is the movement that causes the
plantar surface of foot to face inward & downward
15 Eversion of foot- it is the movement that causes the
plantar surface of foot to face laterally & downward
16 Opposition- it is a combination of abduction, medial
rotation & flexion. This movement characteristically
occurs in the thumb.
Summary & evaluation : ( 10 min. )
1. Enlist the various anatomical trems of relationship & their example.

2. Enlist the various anatomical trems of movement.
Assignment : Enlist and describe the various anatomical trems of relationship & movement
Evaluation : unit test for fifty marks once the unit 1st is completed.
Bibliography :
1. Ashalatha pr, deepa g, Text book Anatomy &Physiology for nurses, 4th edition, 2015, Jaypee brothers, pgs 7-9
LESSON PLAN
Unit : 1
Topic : Introduction systems of human body
Place : CLASS ROOM
Date& time :
A v aids : black board and chalk, chartss
Student pre requisite : The students should be able to know the various systems of human body
systems of human body
Specific objective : At the end of the class the students will be able to :
1. List all the systems of human body.

2. Enlist constituents & functions of systems of human body.
Review of previous class - student verbalise the systems of human body
Introduction :
Today we will discuss about the systems in our body. How they work effectively as a unit.
1. 05 MIN. To introduce Introduction : Anatomy is the study of structure and T:explain with Q: Define the
the topic function of the body.In this topic , we will discuss about the lecture term Anatomy?
various systems of human body. S: listen and take
Physiology is the branch of science that deals with various notes
functions of living organisms and the process which regulate
them.
03 35 min To list out List of the constituents & functions of systems of human T:explain with Q: Enlist the
the body. lecture constituents and
constituents 1- INTEGUMENTARY SYSTEM S: listen and take functions of
and CONSTITUENTS: notes systems of
functions of  Skin human body?
systems of  Hair
human body  Nails
FUNCTION:skin is a major sensory organ
responsible for:
 Protection of body.
 Regulation of the temperature.
 Elimination of waste
2- SKELETAL SYSTEM
CONSTITUENTS:
 Bones
 Joints
 Associated cartilages
FUNCTION:  Provides support and protection to body.
 Helps in body movements
3- MUSCULAR SYSTEM
CONSTITUENTS:
 Main are skeletal muscle.
 Smooth muscles.
 Cardiac muscles.
FUNCTION:
 Skeletal muscle help in body movements.
 Maintenance of posture.
 Production of heat.
4- NERVOUS SYSTEM:
CONSTITUENTS:
 Brain
 Spinal cord
 Nerves
 Special sense organs like eyes, ear
FUNCTION:
 Regulation of body activities & body’s
internal and external environment by
nerve impulses
5- ENDOCRINE SYSTEM:

CONSTITUENTS:
 Hypothalamus
 Pituitary gland
 Thyroid gland
 Pineal gland
 Parathyroid gland
 Pancreas
 Ovaries/Testes
 Adrenal glands
FUNCTION:
 Regulation of body activities by releasing
hormones
6- URINARY SYSTEM:
CONSTITUENTS:
 Kidneys
 Ureters
 Urinary bladder
 Urethra
FUNCTION:
 Production, storage and elimination of
urine
 Regulation of volume & chemical
composition of blood.
 Maintenance of acid – base balance of
the body.
7- CARDIOVASCULAR SYSTEM
CONSTITUENTS:
 Heart
 Blood vessels-arteries and veins
 Blood
FUNCTION:
 Heart pumps the blood through the blood
vessels
 Blood carries oxygen & nutrients to the
cells and takes away the wastes and
carbon –dioxide from the cells.
8- LYMPHATIC SYSTEM:
CONSTITUENTS:
 Spleen
 Thymus gland
 Tonsils
 Lymph nodes
 Lymphatic vessels
FUNCTION:
 Return proteins & fluids to the blood
 Removes bacteria, toxins & other foreign
bodies from tissue
 Lymph serves as an important route for
intestinal fat absorption
 Sites of maturation and proliferation of B
and T cells.
9- RESPIRATORY SYSTEM:
CONSTITUENTS:
 Pharynx
 Larynx
 Bronchial tubes
 Trachea
 lungs
FUNCTION:
 transfer of oxygen from inhaled air to
blood & carban – dioxide from blood to
exhaled air
 Regulation of acid – base balance of the
body fluids.
10- DIGESTIVE SYSTEM

CONSTITUENTS:
 Mouth
 Pharynx
 Esophagus
 Stomach
 Small & large intestine
 Salivary glands
 Liver
 Gall bladder
 Pancreas
FUNCTION:
 Digestion of food.
 Absorption of nutrients.
 Elimination of waste.
11- REPRODUCTIVE SYSTEM:
(A)FEMALE REPRODUCTIVE SYSTEM:

CONSTITUENTS:
 ovaries
 Uterine tubes
 Uterus
 Vagina
 Mammary glands
FUNCTION:
 Production of gametes
 Release of hormones that regulate
reproduction & help in development of
secondary sexual characteristics.
 Mammary glands are for lactation.
(B) MALE REPRODUCTIVE SYSTEM:

CONSTITUENTS:
 Testes
 Ductus deferens
 Seminal vesicles
 Prostate gland
 penis
FUNCTION:
 production of gametes.
 Release of hormones that regulate
reproduction & help in development of
secondary sexual characteristics.
 Penis is the main copulatory organ.
Summary & evaluation : ( 10 min. )
1. Enlist the various systems of human body.
2. Enlist the constituents & functions of systems of human body.
Assignment: Enlist the constituents & functions of systems of human body.
Evaluation : unit test for fifty marks once the unit 1st is completed.
Bibliography :
1. Ashalatha pr, eepa g, text book anatomy &physiology for nurses, 4th edn, 2015, jaypee brothers, pgs 12-17
LESSON PLAN
Unit : 1
Topic : Introduction Cavities Of Human Body
Place : CLASS ROOM
Date& time :
A v aids : Black board and chalk, charts, poster, ppt

Students pre requisite: the students should be able to understand the basic spaces in our body
General objective: at the end of the class student will be able to gain knowledge about various cavities of human body
Specific objectives: at the end of the class the students will be able to
1. Define cavity
2. List out various cavities of our body
3. Explain about boundaries, contents of cranial cavities
4 Explain about boundaries, contents of Thoracic cavities
5. Explain about boundaries, contents of abdominal cavities
6. Explain about boundaries, contents of Pelvic cavities
Review of previous class: Ask questions regarding the previous knowledge about anatomy, position and various
Planes.
Introduction:
Ask the student if they know any one of cavity of the human body
also mention the objectives of the lesson to the student here
S no Duration Specific Content Teaching Evaluation
objective learning
activity
1 5min To define Introduction Lecture cum Q:what do
cavity Body cavities are spaces within the body that help, protect, separate Discussion you mean by
and support internal organs. Bones muscles, ligaments, and other Body
structures separate the various body cavities from one another. cavities?
2 5min To list out cavities of body T:write down Q:list out

various 1. Cranial cavity on black various body
cavities of our 2. Thoracic cavity board cavities
body 3. Abdominal cavity S:watch and
4. Pelvic cavity note down
3 10min To explain A. cranial cavity T:explain Q:list out the

cranial cavity the 8 fused cranial bones form a hollow space of the head called with bones which
cranial Poster Form the
cavity. They are:- S:observe cranial
 Frontal bone anteriorly and cavity?
 Occipital bone posteriorly Take notes
 Sphenoid and ethmoid bones inferiorly
 Parietal bone superiorly
 Temporal bone laterally
The cranial cavity is occupied by the brain
objective learning
activity
4 10min To explain B. thoracic cavity T: explain Q:explain
thoracic cavity boundaries with ppt the various
 Anteriorly: sternum and ant. Part of ribs and their costal S: observe boundaries
cartilages and take of thoracic
 Posteriorly: bodies of the 12 thoracic vertebrae & post. Parts of notes cavity?
ribs
 On each side: 12 pairs of ribs & the intercostals muscles
 Superiorly: by the structures forming the root of the neck
 Inferiorly: by a muscular sheet known as diaphragm
contents
the main organs in this cavity are:-
 Trachea, bronchi(2), lungs
 Heart , aorta (sup.& inf. Both)
 Esophagus
 Lymph vessels
 Nerves
objective learning
activity
5 10min To explain C. abdominal cavity T:explain Q:draw a
abdominal it is the largest cavity in the body. with ppt diagram of
cavity for purposes of description, the abdominal cavity is divided into 9 S: observe abdomen and
regions and take divided it in
by two lateral vertical planes and two horizontal planes. notes 9 regions by
nine regions of abdomen:- imaginary
1. Epigastric/epigastrium lines?
2. Rt hypochondrium
3. Lt hypochondrium
4. Umbilical
5. Rt lumber
6. Lt lumber
7. suprapubic/hypogastrium
8. Rt iliac fossa/rt inguinal region
9. Lt iliac fossa/lt inguinal region
boundaries
 Superiorly: the diaphragm which separates it from thoracic
cavity
 Inferiorly: it is cont.with pelvic cavity
 Anteriorly: anterior abdomen wall
 Posteriorly: lumber vertebrae & post. Abdomen wall
 Laterally: muscles of abdominal wall and lower ribs
contents
the main organs in this cavity are:-
objective learning
activity
 Stomach
 Small intestine
 Most of the large intestine
 Liver
 Gall bladder and bile duct
 Pancreas
 Spleen
 Kidneys-2,upper part of ureters
 Adrenal glands-2
 Numerous blood vessels ,lymph vessels, nerves and lymph
nodes
6 10min To explain D. pelvic cavity T: explain Q:list main

pelvic cavity the pelvic cavity extends from the lower end of the abdominal with ppt organs
cavity. S: observe situated in
boundaries and take pelvic
 Superiroly: it is cont. With abdominal cavity notes cavity?
 Inferiorly: pelvic floor
 Anteriorly: pubic bones
 Posteriorly: sacrum and coccyx
 Laterally: hip bones
contents
the mains organs and structures in pelvic cavity are:
objective learning
activity
 Urinary bladder
 Lower parts of the ureters
 Urethra
 Lower part of colon
 In male- prostate gland,seminal vesicles, spermatic cord,
vas deferens,ejaculatory ducts,and urethra
 Im female- uterus, uterine tubes, ovaries, and vagina
Summary& evaluation(10min)
1. Repeat the definition of body cavities.
2. Let the students verbalise the list of various cavities
3. Enlist the various organs come under different kind of cavities.
Assignment: define body cavity and describe the boundaries of abdominopelvic cavity
Evaluation: unit test for 50 marks once the unit is completed
Bibliography:
1. Ashalatha, g deepa,textbook of anatomy& physiology for nurses,4th edition,2015,jaypee brother,page 20-24
LESSON PLAN
Unit : II
Topic : The Cell- Structure
Place : CLASS ROOM
Date& time :
A v aids : Black board and chalk, charts

Student pre requisite : The students should be able to know the structure of the cell.
structure of the cell.
Specific objective: at the end of the class the students will be able to:
1. To list out the constituents of the cell.
2. To list out the constituents of cell membrane.
3. To list out components of nucleus.
4. To discuss about cytoplasm and various cell organelles.
Review of previous class- student verbalise the basic knowledge regarding structure & function of a cell.
Introduction :
S.no Duration Specific content Teaching Evaluation
objective &learning
activity
01. 05 MIN. To introduce Introduction: The smallest structural & functional unit T:explain with Q: Define the
the topic of our body is the cell. In this topic we will discuss about lecture Term cell?
the structure of a cell. S: listen and take
notes
02. 05 Min. To List out A eukaryotic cell consists of the following structure: T:explain with Q: Explain the
the A Cell membrane or plasma membrane lecture constituents of
constituents Nucleus. S: listen and take a cell?
of a cell. Cytoplasm & organelles. notes
03 05 min To list out Cell membrane is composed of three types of substances: T:explain with Q: Explain the
the  Proteins (55 %) – a) Integral proteins lecture constituents of
constituents b) Peripheral proteins S: listen and take cell
of cell notes membrane?
membrane  Lipids (40 %) - a) Phospholipids
b) Cholesterol
 Carbohydrates (5%)
objective &learning
activity
04 10 Min. To list out Three nuclear components are : T:explain with Q: Explain the
the 1. Nuclear membrane: the nucleus is lecture components of
components covered by a double layered S: listen and take nucleus?
of nucleus membrane is called nuclear notes
membrane.
2. Nucleoplasm: it is a gel like ground
substance and contains large
quantities of the genetic material in
the form of DNA.
3. Nucleoli: one or more nucleoli are
present in each nucleus.
05 25 Min. To discuss CYTOPLASM : the cytoplasm is the fluid present T:explain with Q: Explain
about inside the cell. It contains a clear liquid portion called lecture about
cytoplasm & cytosol which contains various substances like proteins, S: listen and take cytoplasm &
cell carbohydrates, lipids and electrolytes. Apart from these notes cell organelles?
organelles substances, many organelles are also present in
cytoplasm.
Cell organelles : list of cell organelles are following

as :
1. Endoplasmic reticulum : It is made up of
tubules and micrisomal vesicles.
Type : a) Rough Endoplasmic reticulum :
objective &learning
activity
b)Smooth Endoplasmic reticulum
Function: Smooth ER synthesis lipids
&steroid hormones,
Rough ER is concerned with synthesis of proteins.

2. Golgi Apparatus: it consists of 5-8
flattened membranous sacs called
cisternae.It is situated near the nucleus.
Function: It is concerned with the
processing and delivery of substances like
proteins and lipids to different parts of the
cell.
3.Mitochondria : it is membrane bound
organelle
and are called the power-generating units of
the
Cell.
Function: 1. it is the chief site of TCA cycle,
electron transport chain and fatty
acid
Metabolism.
2.Release of energy from ATP and
GTP
objective &learning
activity
4.Membrane bound vesicles :
(a) Phagosomes : such membranes bound
vesicles ,
containing solid ingested material are called
phagosomes.
(b) Pinocytotic vesicles : the vesicles are formed
by
the
the process of pinocytosis is called
pinocytotic
Vesicles.
(c) Exocytic vesicle : Just as material from
outside
the cell can be brought into the cytoplasm by
phagocytosis or pinocytosis, materials from
different part of the cell can be transported to
the
outside by vesicles. Such vesicles are called
exocytic vesicles
(d) Lysosomes: Lysosomes are membrane bound
spheroidal bodies containing hydrolase
enzymes
Capable of degrading a wide variety of
substances.
objective &learning
activity
Function of Lysosomes: digestion of unwanted
substances , removal of excess secretory product
in
cell.
(e) Peroxisomes: Peroxisomes are small
spherical,
membrane bound organelle that closely,
resemble
lysosomes.
However they contain entirely different set of
Enzymes- oxidases and catalases.
(f) Centrosome : It is situated near the center of

the
cell close to the nucleus. It consists of two
cylindrical structures
called centrioles which are responsible for the
Movement of chromosomes during cell
division.
Summary & evaluation: (10 Min.)
1. Enlist the various cell components.
2. Enlist the constituents of various cell organelles & their functions.
Assignment: Enlist the components of cell, cell membrane, nucleus & cytoplasm.
Evaluation : unit test for fifty marks once the unit 2nd is completed.
Bibliography :
th
1. Ashalatha pr, eepa g, text book anatomy &physiology for nurses, 4 edn, 2015, jaypee brothers, pgs 36-42
LESSON PLAN
Unit : II
Topic : The cell reproduction and fuction
Place : CLASS ROOM
Date& time : …………………………………
A v aids : Black board and chalk, charts, l.c.d, and computer
General objective : At the end of class student will be able to gain knowledge about the cell v
reproduction and fuction
Specific objectives: At the end of the class the student will be able:-
1. To understand about cell division

2. To explain about mytosis
3. To explain about meiosis
4. To explain the fuction of cell division
Introduction:
S. Durat Specific Teaching
Content Evaluation
No ion Objective Learning activity
.
3 15 To Explain MEIOSIS: - 1. This cell division occur in reproductive cells of body T: Explain with Q: Explain about
Mins about (ovary testes) power point meiosis.
meiosis 2. By the meiosis the no. Of chromosomes half of mother cells in presentation.
daughter cells S: Listen and takes
3. by meiosis four daughter cells are forms notes
4. the stages of meiosis cell division
(A) INTERPHAGE :-
 G1 - stage (phase)
 S- stage
 G2 - stage
 M – stage
(B) MITOSIS:-
(a) meiosis – I
 Prophase -I
 Metaphase - I
 Anaphase - I
 Telophase – I
(b)meiosis – II
 Prophase -II
 Metaphase - II
S. Durat Specific Teaching
Content Evaluation
No ion Objective Learning activity
.
 Anaphase – II
 Telophase – II
(C) CYTOKYNASIS
4 10 To explain FUNCTIONS :- T: Explain with Q: Explain the

min the function 1. Function of mitosis cell division :- power point function of cell
of cells  This cell division in occur in all body eukaryotic cells presentation. division?
division.  The main aim of mitosis is replacement of died cells in S: Listen and takes
maintenance of all body organs. notes
2- . Function of meiosis cell division:-
 Production of sperm and ovum.
 Fertilization & production of next generation of a
species.
Summary:-
1 Explain about cell division
2 Give the knowledge about mytosis
3 Give the knowledge about meiosis
4 Explain the fuction of cell
Assignment:- Write about the cell reproduction and fuction.
Evaluation:- Class Test of 50 marks after Completion of unit II.
Bibliography:-
1. Rocs and Wilson, Anatomy and Physiology,10th Edition, Churchill Living Stone Elsevier, Edin Burgh, Page no 34-
37.
LESSON PLAN
Unit : II
Topic : Tissue : type, structure and function
Place : CLASS ROOM
Date& time : ……………………………………
A v aids : black board and chalk, charts

Student pre requisite : The students should be able to know the structure of the cell.
structure of the cell.
Specific objective : at the end of the class the students will be able to:
1. To explain tissue, organ and system.
2. To list out the different type of tissue.
3. To list out the specialities of different types of tissues and their examples.
4. To discuss the role of the different types of tissues .
Review of previous class - student verbalise the basic knowledge regarding structure & function of a cell
S.No. Duration Specific Content Teaching Evaluation
objective learning
activities
1. Introduction - The tissues of the body consist of the large no. of Lecture cum What are
tissues and cells and they are classified according to the size, discussion tissues?
major types shape and functions of these cells.
There are main four types of tissues, each of
which has subdivisions.
1. Epethilial tissue
2. Connective tissue
3. Muscle tissue
4. Nervous tissue
2. Epithelial  This group of tissues is found covering the Lecture cum Differentiate all
tissue and its body and lining cavities and tubes. discussion the types of
classification  The cells are very closely packed and the various
intercellular substances, called matrix, is epithelial
minimal. Charts/ posters tissues.
 The cells usually lie on a basement
membrane.
 Epithelial tissue may be simple or stratified
A. Simple epithelium-
 Consists single layer of cellsusually
found on absorptive or secretory
surfaces but never on surfaces subject
to stress.
 Its types are named according to their
functions. The more active the tissue
objective learning
activities
taller the cells.
 It is divided in four types-
1. Squamous epithelium-
Composed of single layer of flattened cells.
The cells fit closely together like flat
stones, forming a very smooth membrane.
Diffusion take place freely through this
thin, smooth, inactive lining of the
following structures-heart, blood vessels,
Alveoli, lymph vessels.
2. Cuboidal epithelium-
Cube shaped cells.
Basement membrane present.
Actively involved in secretion, absorption
and excretion.
Ex- tubules of kidneys, in some glands.
3. Columnar ephithelium-
Rectangular cells in shape.
Basement membrane present.
Goblet cells present which secret mucus.
Ex- lining of alimentary tract.
4. Ciliated epithelium-
Columnar cells having hair like projections
on the free surface, called cilia.
objective learning
activities
Cilia performs wave like waft movement to
give direction to the secretions.
Ex- found in the lining of the uterine tube
and respiratory tract
B. Stratified or compound
epithelium-
Consists of several layers of cells.
Basement membrane usually absent.
The main function is to protect
underlying tissues. These are of two
types-
stratified squamous epithelium- in
the lining of mouth,
conjunctiva,pharynx.
Transitional epithelium- found in the
lining of the urinary bladder.
objective learning
activities
3. Connective  The cells are widely separated and having Lecture cum Explain
tissue- intercellular substance, called matrix. discussion difference b/w
involving cells  Connective tissue, excluding blood, is epithelial and
and various found in all organs supporting the Charts / posters connective
types of specialised tissue. tissue.
connective  The different types of cells involved
tissue. include-
Fibroblast, macrophages, plasma cells ,
mast cells, fat cells etc.
 Following are the types of connective
tissue-
1. Areolar tissue –
2. Adipose tissue
3. Fibrous tissue
4. Elastic tissue
5. Lymphoid tissue
6. Cartilage
objective learning
activities
4. Muscle tissue Three main types of muscle tissue- Lecture cum Differentiate
1. Skeletal , voluntary or striated muscle discussion voluntary and
2. Visceral, involuntary or smooth muscle smooth muscles.
3. Cardiac muscle
Skeletal muscle- its contraction is under our will.. Charts/ posters
microscopically roughly cylindrical in shape.
Each cell is commonly called fibre. These fibres
are striated having transverse bands of light and
dark color.
Visceral muscle- called as smooth and
involuntary muscle. It is not under of our will.
Found in the walls of the blood and lymph vessels
and other tracts. Cells are spindle shaped with
only one nucleus.
Cardiac muscle- found exclusively in the walls
of heart.. it is not under the will of us but
microscopically it resembles to the voluntary
cells.the fibres of these muscles are nucleated and
branched. Branches are in close contacts with
other fibre, called intercalated discs. This gives
these cardiac muscle a sheath like appearance.
objective learning
activities
5. Other types of Nervous tissue Lecture cum Is blood also a
tissues Bone tissue discussion tissue? What
Blood type of tissue is
These all tissues are important types of tissues this ?
which will be discussed in separate unit.
Summary and evaluation-
In this lesson plan , we discussed the definition of tissue, different types of tissues. The knowledge of different type of tissues
help to identify various sites where the different tissues are found . This also ascertain the function of that particular organ in
which the tissues are found.
Assignment:
Evaluation-
1. What is tissue? Discuss different types of the epithelial tissues.
2. Enlist all the types of cells involved in formation of connective tissue
Bibliography-
1. Wilson j.w. Kathleen, ross and Wilson anatomy and physiology in health and illness, Churchill livingstone, elbs, 7 th
edn., 18-25
LESSON PLAN
Unit : II
Topic : Membranes:- types, structure, and functions

Place : CLASS ROOM
Date& time : …………………………………
A v aids : Black board and chalk, charts, poster, PPT

Students Pre Requisite : The students should be able to understand the various tissues and their role in
forming
membranes
General objective : At the end of the class student will be able to gain knowledge about all membranes
Specific objectives : At the end of the class the students will be able to
1. To define membranes
2. To explain about their types and structure and various function
Review of previous class : Ask questions regarding the previous knowledge about anatomy, cellular and tissue level
Introduction:-
 Ask the students if they know about any one membrane and function of membrane
 Introduce the topic “Membrane” and
 Also mention the objectives of the lesson to the students here
Duration Specific Content Teaching Evaluation
S No
objective Learning
Activity
5min To introduce Membranes Lecture cum Q: What do
about topic Membranes are flat sheets of tissues that cover or line parts of the Discussion you mean
1 Body and are typically composed of epithelial cells and connective by
Tissue. membrane?
Epithelial cells cover the inner and outer layers of surfaces and form
Glands that secrete fluids.
45min To explain There are five types of membranes found within the body:- T:write down Q: List out
2 types of 1. MUCOUS MEMBRANE on black the types of
membrane and 2. SEROUS MEMBRANE board membranes?
functions 3. CUTENOUS MEMBRANE S:watch and
4. SYNOVIAL MEMBRANE note down
5. MENINGES
Mucous membrane T:explain Q: what do
Mucous membrane also called mucosa. with you know
 It line the inside of cavities that open directly to the exterior Poster about
environment S:observe mucous
 It line the GIT, respiratory tract, reproductory tract ,and the and membrane?
urinary tract. Take notes
 This is composed of an epithelial cell layer and an underlying
connective tissue layer.
FUNCTIONS:-
 It act as a defence layer which prevent the entry of
pathogens and microbes into the body.
 The cells are tightly packed together, so fluid can’t leak
through epithelial layer.
S No
objective Learning
Activity
 Specialized cells secrete mucous to keep the membrane
moist
 Mucous also traps dust particles in the respiratory tract
 It lubricates food as it travels through GIT
 The connective tissue component of a mucous membrane
stabilizes the membrane against the structure it is
protecting
 It also holds blood vessels that supply blood and nutrient.
Serous membrane T: explain Q: How
 Serous membrane or serosa line cavities that don’t open directly with PPT many layers
to the external environment. S: observe contribute
 It also cover the organs within the cavities and take to form
 It is made of two layers:- notes serous
 a layer to line a cavity, called the parietal membrane membrane?
 other layer which cover the organ called visceral layer
 This membrane secrete a lubricant called serous that allows the
organs to glide against other structure without causing friction.
Cutaneous membrane T:explain Q:Define

Cutaneous membrane also known as the skin , cover the entire with PPT cutaneous
body. S: observe membrane
It composed of many layers of epithelial cells to protect the and take
body from invading microbes or pathogens. notes
It also protect from light ,heat, and injury
The skin is the largest organ of the body that also stores fat
vitamin D and water.
S No objective Learning
Activity
It houses the sensory receptors for touch and pain
It regulates body temperature by secreting sweat to dissipate
heat
Synovial membrane T: explain Q:what is

The junction where two bones meet is called a joint. with PPT the function
Surrounding freely movable joints like the shoulder, elbow etc S: observe of synovial
is a synovial membrane and take membrane?
It secrete synovial fluid to lubricate the joint space ,making notes
motion much easier
Synovial fluid also nourishes the cartilage attached to the end
of the bones and contains immune cells called macrophages
that rid the joint space of invading microbes
Meninges T: explain Q: how

Meninges , the covering of brain which are made of dense with PPT many types
connective tissue S: observe of
They are 3 in number and take meninges?
The outer most is Dura matter---that prevent the brain form notes
moving too much in the skull
The second layer is arachnoid layer is a loose connective
layer that resemble the web of a spider
the inner most layer is the pia matter , is a thin layer that
adheres directly on to the brain
Summary& evaluation (10Min)
1. Repeat the various body membranes
2. Let the students verbalise the type of membrane
3. Discussed functions of various membranes
Assignment: Define membranes of the body and write in detail about various functions
Evaluation: unit test for 50 marks once the IInd unit is completed
Bibliography:
1
LESSON PLAN
Unit : II
Topic : Gland - types, structure & functions
Place : CLASS ROOM
Date& time :

Student pre requisite : The students should be able to know the types, structure & functions of glands.
types, Structure & functions of glands.
Specific objective : At the end of the class the students will be able to
1. To classify glands according to the mode of secretion.
2. To classify exocrine glands.
3. To explain structure of exocrine gland.
4. To classify endocrine glands.
5. To explain the functions of endocrine glands.
Review of previous class : Student verbalise the basic knowledge regarding the types, structure & functions of
Glands.
Introduction:
01. 05 MIN. To introduce Introduction: In addition to protection and absorption, T:explain with Q: Define the
about gland many cells of the epithelium secrete materials. Such cells, lecture Term gland?
present singly or in groups are called glands. In this topic, S: listen and take
we will discuss about types, structure & functions of the notes
glands.
02. 05 Min. To classify Classification of glands : T:explain with Q: Explain

glands 1. Exocrine gland: The secretion of exocrine glands is lecture glands
according to carried through ducts to the target surface, e.g. parotid gland. S: listen and take according to the
the mode of 2.Endocrine gland: the secretions of endocrine glands are notes mode of
secretion directly poured into the circulatory system. These glands are secretion?
ductless. e.g. pituitary gland
3. Paracrine gland : These glands are similar to endocrine
glands but their secretions diffuse locally to cellular target in
the immediate surroundings.
03 15 min To classify Classification of exocrine glands: exocrine glands can be T:explain with Q: How you
exocrine further classified on the basis of :- lecture will classify
glands  1. Number of cells- S: listen and take exocrine
(a) Unicellular :e.g.- they can be found in the notes glands?
Epithelium lining the intestines.
(b) Multicellular: eg- lacrimal gland
 2. Branching of ducts-
(a) Simple: e.g. - gastric glands sweat glands.
(b) Compound:eg- parotid gland, pancreas.
 3. Shape of the secretory unit-

(a) Tubular glands: Tubular in shape
E.g. - gastric glands
(b) Acinar glands: round or oval in shape
E.g. – salivary glands
(c) Alveolar glands: flask shaped
E.g. – saccular glands
 4. Nature of their secretion –

(a) Mucous glands: secretes mucous (contain
mucopolysaccharides)
(b) Serous gland : secretes serous which is
proteinaceous in nature.
 5. The manner in which their secretions are
poured out of the cells:
(a)Merocrine – secretion are thrown out of
the cells by the process of
exocytosis.
E.g goblet cell
(b) Apocrine: e.g. – Atypical sweat
glands & mammary glands
(c) Holocrine: eg-sebaceous glands
04 05 min To explain The structural organization consisting of three T:explain with Q: explain the
the structural components:- lecture structural
organization (a) Parenchyma- The secretory cells of a gland S: listen and take organization of
of exocrine constitute its parenchyma. notes exocrine
glands (b) Stroma- The connective tissue in which the glands?
parenchyma lies is called the stroma.
(c) Duct system- The ducts convey the secretory
product of the gland.
05 10 Min To classify Classification of endocrine glands:- T:explain with Q: explain
the  Pituitary gland: secretes lecture about the
endocrine (a) anterior lobe-GH, TSH, ACTH, FSH, S: listen and take classification of
glands. LH, Prolactin, notes endocrine
(b) Mid lobe- MSH gland?
(c) Posterior lobe- ADH, oxytocin,
 Thyroid gland: secretes- thyroxin,

tri-iodothyronin,
calcitonin.
 Parathyroid gland:secretes-
parathoromone
 Adrenal glands:- secretes

(a) Cortex- Glucocorticoids,
mineralocorticoids,
Sex hormones.
(b) Medulla – epinephrine,
Dopamine
nor epinephrine,
 Pancreas:-Glucagon, insulin,
somatostatin, pancreatic
polypeptides
 Pineal gland
 Ovaries: secretes- Estrogens,

progesterone,
 Testis: secretes –Androgens,

Testosterone
 Thymus gland
06 10 Mins To explain Function of endocrine glands :- T;Explain with Q;Explain
about the 1. They integrate & co-ordinate various activities of the lecture function of
function of body along with the CNS. S;Listen and take endocrine
endocrine 2. They help in the growth & development of the body. note gland.
glands 3. They help in proper digestion & absorption of food by
controlling the secretions of digestive exocrine
glands.
4. They help in reproductive functions.
5. They help a person to meet stressful situations &
emergencies.
6. Regulation of body fluid, volume and its composition.
Summary & evaluation: (10 Min.)
1- Classify glands according to the mode of secretion.
2- Classify exocrine glands.
3- Discuss structure of exocrine gland.
4- Classify endocrine glands.
5- Discuss the functions of endocrine glands.
Assignment: Classify glands, exocrine glands, endocrine glands & discuss the structure of exocrine gland.
Evaluation : unit test for fifty marks once the unit 2nd is completed.
Bibliography :
1. Ashalatha PR, deepa g, text book anatomy&physiology for nurses, 4th edn, 2015, jaypee brothers, pg 58-61,500
LESSON PLAN
Unit : II
Topic : Body cavities and their contents
Place : CLASS ROOM
Date& time : ……………………………………
A v aids : Black board and chalk, charts ,poster, PPT

Students Pre Requisite : The students should be able to understand the basic anatomy of our body
General objective : At the end of the class student will be able to gain knowledge about various cavities
of human body
1. To define cavity
2. To enlist various cavities of our body
3. To describe the boundaries, contents of cranial cavities
4. To describe the boundaries, contents of thoracic cavities
5. To describe the boundaries, contents of thoracic cavities
6. To describe the boundaries, contents of abdominal cavities
7. To describe the boundaries, contents of pelvic cavities
Review of previous class : Ask questions regarding the previous knowledge about anatomy, position and various
Plans.
Introduction:-
Ask the students if they know about which organ where are situated in body
Introduce the topic..Also mention the objectives of the lesson to the students here
S No Duration Specific Content Teaching Evaluation
objective Learning
Activity
5min To define Introduction Lecture cum Q:what do
1 cavity Body cavities are spaces within the body that help, protect, separate Discussion you mean by
and Body
Support internal organs. Bones muscles, ligaments, and other cavities?
structures
Separate the various body cavities from one another.
5min To list out CAVITIES OF BODY T:write down Q:List out

2 various 1. Cranial cavity on black various body
cavities 2. Thoracic cavity board cavities
3. Abdominal cavity S:watch and
4. Pelvic cavity note down
10min To describe Cranial cavity T:explain Q:List out

3 about The 8 fused cranial bones form a hollow space of the head called with the bones
boundaries, cranial Poster which
contents of Cavity. They are:- S:observe Form the
cranial Frontal bone anteriorly and cranial
cavities Occipital bone posteriorly Take notes cavity?
Sphenoid and ethmoid bones inferiorly
Parietal bone superiorly
Temporal bone laterally
The cranial cavity is occupied by the brain
Activity
10min To describe Thoracic cavity T: explain Q:explain
4.
about Boundaries with PPT the various
boundaries, Anteriorly: sternum and ant. Part of ribs and their costal cartilages S: observe boundaries
contents of Posteriorly: Bodies of the 12 thoracic vertebrae & post. Parts of and take of thoracic
thoracic ribs notes cavity?
cavities On each side: 12 pairs of ribs & the intercostals muscles
Superiorly: By the structures forming the root of the neck
Inferiorly: By a muscular sheet known as diaphragm
CONTENTS
The main organs in this cavity are:-
Trachea, bronchi(2), Lungs
Heart, aorta (sup.& inf. Both)
Oesophagus
Lymph vessels
Nerves
Activity
10min To describe Abdominal cavity T:explain Q: Draw a
5.
about It is the largest cavity in the body. with PPT diagram of
boundaries, For purposes of description, the abdominal cavity is divided into 9 S: observe abdomen and
contents of regions and take divided it in
abdominal By two lateral vertical planes and two horizontal planes. notes 9 regions by
cavities NINE REGIONS OF ABDOMEN:- imaginary
1. Epigastric/epigastrium lines?
2. Rt hypochondrium
3. Lt hypochondrium
4. Umbilical
5. Rt lumber
6. Lt lumber
7. Suprapubic /hypogastrium
8. Rt iliac fossa/Rt inguinal region
9. Lt iliac fossa/Lt inguinal region
Boundaries
Superiorly: The diaphragm which separates it from thoracic
cavity
Inferiorly: It is cont.with pelvic cavity
Anteriorly: anterior abdomen wall
Posteriorly: Lumber vertebrae & post. Abdomen wall
Laterally: Muscles of abdominal wall and lower ribs
CONTENTS
The main organs in this cavity are:-
objective Learning
Activity
Stomach
Small intestine
Most of the large intestine
Liver
Gall bladder and bile duct
Pancreas
Spleen
Kidneys-2,
upper part of ureters
Adrenal glands-2
Numerous blood vessels ,lymph vessels, nerves and lymph nodes
6. 10min To describe Pelvic cavity T: explain Q:List main

about The pelvic cavity extends from the lower end of the abdominal with PPT organs
boundaries, Cavity. S: observe situated in
contents of BOUNDARIES and take pelvic
pelvic cavities Superiroly: It is cont. With abdominal cavity notes cavity?
Inferiorly: pelvic floor
Anteriorly: pubic bones
Posteriorly: sacrum and coccyx
Laterally: hip bones
CONTENTS
The mains organs and structures in pelvic cavity are:
objective Learning
Activity
Urinary bladder
Lower parts of the ureters
Urethra
Lower part of colon
In male- prostate gland, seminal vesicles, spermatic cord, vas
deferens, ejaculatory ducts, and urethra
In female- uterus, uterine tubes, ovaries, and vagina
Summary& evaluation (10MIN)

1. Repeat the definition of body cavities.
2. Let the students verbalise the list of various cavities
3. Enlist the various organs come under different kind of cavities
Assignment: Define body cavity and describe the boundaries of abdomen pelvic cavity
Evaluation: Unit test for 50 marks once the unit is completed
Bibliography:
1.Pr ashalatha, g deepa, textbook of anatomy& physiology for nurses,4th edition,2015,jaypee brother, page 20-24
LESSON PLAN
Unit : III
Topic : Blood composition
Place : CLASS ROOM
Date& time : ……………………………………

Student’s pre requisites : Students can identify all types of tissues
General objectives : At the end of the class students will be able to exlain the composition of blood
,different types of cells
1. Define blood
2. List the Composition of blood and
3. Explain plasma
4. Explain cellular content of the blood
Introduction:
Ask the students if they know about connective tissue. Ask characteristics of connective tissue .
Brainstorm them ask them to imagine the life without blood .
Also mention the objectives of the lessons .
S.no. Duration Specific Contents Teaching Evaluation
objective Learningact
1 7 min Define Blood Blood is a connective tissue. It provides means T: Lecture cum 1.What is
of communication between the cells of discussion blood?
different parts of the body and the external S: Listen and take
environment. notes
1. Carry oxygen from the lungs to the
tissues and co2 from the tissues to the
lungs.
2. Nutrients from the alimentary tract to
the tissues and wastes to the excretory
organs
3. Hormones to the target organs
4. Heat produced in the active organs to
other tissues
5. Protective substances , antibiotics to the
site of infection
6. Clotting factors to the bleeding sites
T: Lecture Q: Enlist types

Explain (B) Cellular contents of Blood cum of blood cell
20mts Cellular content 1. Erythrocytes(red blood cells Discussion
of the bloods 2. Leucocytes (white cells ) S: Listens Q: Explain
Platelets (thrombocytes) and takes cellular contents
. notes of blood
1. Erythrocytes(red blood cells) 1. What is life
span of
 Biconcave discs shaped. RBC?
 No nucleus. 2. What is
 7 micrometer diameter function of
 Main function gas transport RBCs?
 Cells are flexible that can squeeze
through capillaries
 Contain no intracellular organelles
leaving more roomfor haemoglobin
 Produced in bone marrow
 Life span 120 days
 Process of development is called
erythropoiesis
 Both vitamin b12 and folic acid are
required to form RBCs
 Total RBCs count 4.5*10^12/litre ton
6.5*10^12/litre
2) Leucocytes (white cells ) Expain types of
WBCs
 Important function indefending the
body against microbes and other
foreign materials
 Largest blood cells
 1% of the blood volume
 Contain nuclei
 Some have granules in their cytoplasm
 Two types- 1. Agranulocytes
2. agranulocytes
Granulocytes– have multilobed nuclei
 Their names repsent the dyes they take up
when stained in lab
 Eosinophils take up the red acid dye, eosin
 Basophils take up alkaline methylene blue
 Neutrophils are purple because trhey take up
both dyes
Agranulocytes-
 Large nucleus but no granules in their
cytoplasm
 Monocytes type of agranulocytes are actively
motile and phagocytic found in circulation .
 Monocytes migrates into tissues develop into
macrophages
 Macrophages have important functions in
inflammation and immunity.
GNM First Year Lesson Plan Compilation : Vol III - Biosciences Lymphocytes- smaller than monocytes and 396
have large nuclei.
3. Platelets (thrombocytes) 1 what is

the
Platelets are very small non nucleated discs, 2 importance
to 4 micrometer in diameter of
 They contain variety of substances that platelets?
promote blood clotting which causes
haemostasis
 Normal blood platelet count is between
200*10^9/litre and 350*10^9/litre
 Platelets synthesis in red bone marrow
is called thrombopoiesis
Summary and evaluation:(10 minutes)
1. List chemical composition of blood.

2. List types of cells present in blood.
3. Functions of the different cells present in blood.
4. Number of cells of different types present in normal adult human
Assignment :
1. Write the different types of proteins present in blood composition.

2. What are the different types of white blood cells present in blood ?
Evaluation:
Bibliography :
1. Waugh A., Grant A.: Anatomy and Physiology in Health and Illness, 10thedn.,Chuchill Livingstone Elsevier,
Edinburgh, 58-67,2006
LESSON PLAN
Unit : III
Topic : Blood formation
Place : CLASS ROOM
Date& time : ……………………………………
A v aids : Black board and chalk, charts , Projector

Student’s Pre Requisites : Students can identify all types of blood cells, with chemical composition
General Objectives : At the end of the class students will be able to exlain the erythropoiesis,
leucopoiesis, thrombopoiesis, formation of haemoglobin
Specific Objectives : At the end of the class the students will be able to
1. Explain origin of blood cells

2. Explain steps of hematopoiesis
3. Describe sites of hematopoiesis
4. Explain process of Erythrocytes (RBC)formation
5. Explain process of platelets(thrombocytes) formation
6. Describe synthesis of haemoglobin
Introduction:
Brainstorm the students to ask them that after any blood loss a person regain their normal blood volume, how?
Ask them whether all types of blood cells have different process of synthesis.
Whether blood donation can cause permanent blood loss?
We know every tissue of our body has capability of regeneration, is our blood cells too have the capability to regenerate
them after their life span?
S.no. Duration Specific Content Teaching- Evaluation
objectives learning
activities
1. 5 min. Explain origin of Blood cells are synthesised mainly in red bone Lecture What is
blood cells marrow. Some lymphocytes are additionally cum hematopoiesis?
produced in lymphoid tissue. discussion
The process of blood cell formation is called
hemopoiesis or hematopoiesis.
 process of erythrocyte formation is called
as erythropoiesis.
 Process of lymphocytes formation is called
as lymphopoiesis.
3. 5 min. Describe sites of Formation of blood cells is taken place in red T:Lecture Where do the
hematopoiesis bone marrow. As we know , in spongy bone cum blood cells are
tissue, red bone marrow is found . Specially in discussion formed?
flat bones and the ends of long bones. with
Diffrent dites of hematopoiesis during projector
various phases of life S:listen and
takes notes
s.no. phase period site
1. yolk sac first 3month yolk site
of gestation
objectives learning
activities
2 hepatic 3-5 months liver (chief
phase of gestation site till birth)
spleen (minor
site)
3. myeloid Till adult life red bone
phase marrow
4. 10 Explain process of Formation of new RBCs in red bone marrow is Lecture Enlist the steps of
min. Erythrocytes called erythropoiesis. cum erythropoiesis
(RBC)formation  Orderly development of mature RBCs discussion
from stem cells.
 The proerythroblast is the earliest Power point
appearing differentiated cell of erythroid presentation
series.
 As the cell matures, cell reduces in size,
due to decrease in cytoplasm and nuclear
size.
 Haemoglobin appear in the intermediate
normoblast.
 Condensation and degeneration of nucleus
 Mature RBCs have eosinophilic cytoplasm
since they do not have DNA, RNA, or
objectives learning
activities
other cell organelles.
 The mature RBCs are released into
circulation
 NORMAL VALUES
1. Males 4.5-5.5 million/mm3
2. Females 4-5 million/mm3
5. 10 min. Explain process of  Formation of WBCs in bone marrow and Lecture Explain process of
Leukocytes lymphoid tissue is called leukopoiesis. cum Leukocytes
(WBC)formation  In the intrauterine life , the WBCs develop discussion (WBC)formation
in the mesoderm and migrate into the
blood vessels. Power point
 In the postnatal life , the granulocytes and presentation
monocytes develop from the red bone
marrow, while the lymphocytes develop
from the lymphoid tissues mainly and to a
lesser extent, from the red bone marrow.
Cells involved in maturation of WBCs
 Myeloblast
 Promyelocyte
 Myelocyte
 Metamyelocytes
 Band cells
 Segmented neutrophill
objectives learning
activities
TOTAL WBC COUNT
Adult 4000-11000/mm3
it is more at birth
6. 5 Explain process of Platelets develop from pluripotent stem cell in Lecture Explain process of
min. platelets red bone marrow is called thrombocytopoiesis. cum platelets
(thrombocytes) discussion (thrombocytes)
formation The cells named in maturation of platelets— Power point Formation
 Pluripotent stem cell presentation
 Committed stem cell
 Megakaryoblast
 Promegakaryoblast
 Megakaryocyte
 Platelet
objectives learning
activities
7. 5 min. Describe synthesis Hemoglobin or the red pigment is the most Lecture What is
of haemoglobin important constituent of RBCs. It gives the blood cum haemoglobin and
its characteristic red color. The heme portion of discussion how is this
haemoglobin is synthesised in mitochondria and with chart synthesized?
the protein part globin is synthesized in
ribosomes.
Actually heme is tetra porphyrin chelate as per

chemistry. In which centre iron atom is found.
NORMAL LEVELS
Average Hb content in blood is 14-16 g/dL.
1. males: 14-18g/100ml
2. females: 12-16g/100ml
3.infants: 18-23g/100ml
Summary and Evaluation :(10 minutes)
In this lesson plan , today we discussed-
1) Hematopoiesis
2) Site of blood formation.
3) Formation of different blood cells
Assignment :
1) what is hematopoiesis ?
2) Discuss the steps in erythropoiesis ?
Evaluation:
Bibliography :
1.Ashalatha PR., deepa g. , textbook of anatomy and physiology for nurses, jaypee publication, 4thedn., 2015,
74-98
LESSON PLAN
Unit : III
Topic : Function of blood
Place : CLASS ROOM
Date& time : ……………………………………

Students prerequisite : The students should be able to know about blood and blood composition and importance of
blood in our body
General objective : At the end of the class the students should be able to gain knowledge regarding the function of
blood.
Specific objective : At the end of the class the students will be able to:
1. To know about the blood
2. To enlist all the function of the blood
3. To explain each function of the blood.
Review of previous class : Students verbalize the formation &composition of the blood.
Introduction : Ask the students about blood and blood group of students (ask any 5 students),if they know.
Introduce the topic
No ion Objective Learning
Activities
1 5 Min. To know  Introduction of blood: Blood is a fluid connective tissue T:Lecture cum What is
about the which is red in colored, opaque and alkaline in reaction. Body discussion Blood?
blood contains about 5 litres of blood in an adult which comes to S:Discuss and
about 8% of body weight take notes
2 15 To enlist all  Functions of blood : T:Lecture cum Enlist various

Min. the functions 1.Transport of Respiratory gases discussion functions of
of blood 2.Excretory functions S:Discuss and blood?
3.Nutritional functions take notes
4.Acid-Base Balance
5.Transport of Hormones
6.Protection or Defenses
7.Temperature Regulation
8.Water balance
9.Osmotic Pressure
3. 30 To explain  1. Transport of respiratory gases: Hemoglobin in the RBCs Q. explain

Min. each function carries oxygen from the lungs to the tissue for the oxidation of function of
of the blood food and production of energy. From the tissues, carbon T:Lecture cum the blood(ask
dioxide is carried to the lungs, where it is exhaled. discussion 1function to 5
 2. Excretory function: Various waste products of the tissue S:Discuss and students )
metabolism are carried by blood to the excretory channels- take notes
kidneys, skin and lungs.
 3. Nutritional Function: The end products of digestion
Activities
(glucose, amino acids, lipids, etc.)Are absorbed from the
digestive tract and transported by blood to various tissues for
growth and supplying energy.
 4. Acid-Base balance: Normal pH of blood is 7.4 the enzymes

of our body can act only within a narrow range of this pH.
Large amounts of acids are produced daily as a result of
metabolism.
 5. Transport of hormones: Hormones are secretions of
endocrine and ductless glands, which are directly poured into
the blood. Blood carries them to their target organs.
 6. Protection or defense: The WBCs especially the neutrophils
and monocytes can attack the disease causing organisms like
bacteria, virus, fungus, etc. Blood also contains antibodies or
immunoglobulin, which can act against the foreign antigens.
 7. Temperature Regulation: normal body temperature is 98.4
F or 37 C. Blood helps in easy dissipation of heat from warmer
to cooler parts of body, thus helping to keep the temperature of
the body at a constant.
 8. Water balance: Blood maintains and regulates the fluid
contents in various body compartments.
 9. Osmotic pressure: Blood contains plasma proteins, which
exert the osmotic pressure. This is responsible for the balance
of fluid in the vascular system.
Summary &evaluation: (10 Min.)
 List various functions of the blood.
 Discuss each function of the blood.
Assignment : Enlist and describe the various functions of the blood.
Evaluation : Unit test for 50 marks once the unit iiird is completed.
Bibliography :1.Ashalathapr, deepa g, text book anatomy &physiology for nurses, 4thedn, 2015, jaypee brothers, pg74
LESSON PLAN
Unit : III
Topic : Blood grouping & blood clotting
Place : CLASS ROOM
Date& time : ……………………………………

Students Pre Requisite : The students should be able to identify the situations demanding the knowledge
regarding blood grouping.
General objective : At the end of the class student will be able to gain knowledge regarding blood
grouping and blood clotting
1. To define blood group

2. To explain ABO system
3. To elicit genotype of blood group
4. To know about Rh system
5. To Significance of Rh incompatibility
6. To explain Uses of blood group
7. To define blood clotting
8. To List out the events
9. Clotting factors
10.To explain Mechanism of coagulation
Review of previous class : Ask question regarding blood composition and blood formation.
Introduction:
Ask the students they know anyone who is ever encountered with blood transfusion like situation.
Ask how did they get information about their blood group?
S Time Specific Content Teaching Evaluation
activities
1 6min To define Blood group:-the surface of red blood cells carries a T:Lecture Q: What do you
blood range of different proteins (called antigens) that can cum mean by blood
group stimulate an immune response if transferred from one discussion group?
individual (the donor) into the blood stream of an S: discuss and
incompatible individual. These antigens, which are take notes
inherited, determine the individual’s blood group.
There are many different collections of red blood cell
surface antigens, but the most important are the ABO
and Rhesus systems.
2 5min To The ABO system T:Lecture Q: what is ABO
explain ABO and Rh system is discovered by Landsteiner in using charts system and who
the ABO 1901. S:listen and are the universal
system About 55% of the population has either A-type take notes donor and
antigens (blood group A), B-type antigens (blood universal
group B) or both (blood group AB) on their red cell recipient?
surface. The remaining 45% have neither A and B type
antigens (blood group O).
The corresponding antibodies are called anti-A and
anti-B.
Universal recipients-blood group AB people make
neither anti-A nor anti-B antibodies, they are known as
universal recipient.
Universal donor- blood group O people have neither
A and B antigens on their red blood cell membranes,
activities
and their blood may be safely transfused into A,B, AB
or O types; group O is known as universal donor.
3. 2min To elicit Genotype of blood group- T:Lecture Q. what is

genotype BLOOD GROUP GENOTYPE cum genotype of blood
of blood A AA/AO discussion group?
group B BB/BO S:Discuss and
AB AB take notes
O OO
4. 5min To know Discovered in rhesus monkeys. There are several T:Lecture Q. what do you
about Rh subgroup of Rh antigens viz C, D, E, c, d, etc. But cum mean by Rh
system there are no naturally occurring antibodies. D is the discussion system?
most important antigen. S:discuss and
Rh positive:-when Rh D is present in RBC (present take notes
in90%people).
Rh negative:-when Rh D is absent in RBC(count
10%population).
Rh antibodies are absent in both Rh +ve and Rh -ve
persons.
activities
5 2min To Rh incompatibility- T:Lecture Q: what do you
Significan Hemolytic disease. cum mean by Rh
ce of Rh Erythroblastsis fetalis etc discussion incompatibility?
incompati S:discuss and
bility take notes
6 5min To  BT T:Lecture
explain  To diagnose or to predict Rh incompatibility cum
Uses of  To investigate a case of disputed paternity discussion
blood  MLC value S:discuss and
group  Organ transplantation take notes
 Susceptibility to certain disease
7 5min To define Blood clotting:-It means arrest of bleeding T: Lecture Q:Define blood
blood orhomeostasis by physiological process. When there is cum clotting
clotting a small injury to a blood vessel a number of event are discussion
initiated that finally arrest the bleeding by formation a S:discuss and
clot. take notes
activities
8 10 To List These events are:- T:Lecture by Q:List out various
min out the  Immediate vasoconstriction drawing physiological
events  Formation of a platelet plug or temporary diagram events?
homeostasis plug/primary homeostasis. S:discuss and
 Platelet adhesion take notes
 Platelet aggregation
 Loose platelet plug
 Primary homeostasis
Bleeding time:-Time between onset of bleeding and
primary homeostasis.(8 min)
 Secondary homeostasis:-
Loose platelet plug fibrin
Clotting time:-Time between onset of bleeding andthe
formation of affirm clot(10 min)
activities
9 5min Clotting T:Lecture Q:List out all the
factors Clotting factors:- They are 13 in number cum clotting factors
1. Fibrinogen discussion
2. Prothrombin S:discuss and
3. Tissue factor( thromboplastin) take notes
4. Calcium
5. Proaccelerin or labile factor
6. The existence of this factor is not accepted
7. Proconvertin or stable factor
8. Anti hemophilic factor A
9. Christmas
10.Stuart-prower factor
11.Plasma thromboplastin antecedent(PTA)
12.Hageman/glass factor
13.Fibrin stabilizing
Vitamin K is essential for synthesis of factors
II,VII, IX and X.
10 5min To Reaction of coagulation is the conversion of the T:Lecture Q. explain the
explain soluble plasma protein fibrinogen to insoluble fibrin cum mechanism of
Mechanis threads. discussion coagulation
m of o For this, the following reaction have to occur: S:discuss and
coagulatio o Thrombin acts upon fibrinogen to form fibrin take notes
n o Thrombin is formed by activation of
prothrombin
activities
o Prothrombin to thrombin activation occurs in the Q: what is the
presence of factor Xa role of vit k?
o Factor Xa produced by two major pathways:
o The intrinsic pathway
The extrinsic pathway
Vitamin k is required for the synthesis of pro
coagulant factors 2,7,9 and 10
Liver synthesized the pro coagulant factors -5,7,9,10
and 11
Summary&evaluation(10MIN)
1. What is blood grouping system?
2. What is the importance of ABO& Rh system in medical field?
3. What is blood clotting?
4. List out various clotting factor?
Assignment:
1. Explain the ABO & Rh system ?
2. List out the various clotting factor?
Evaluation: Unit test for 50 marks once the IIIrd unit is completed
Bibliography:
1. PR Ashalatha& G Deepa, Anatomy& Physiology For Nurses,4th edition,2015,Jaypee brother, page 94-97
2. Waugh anne,grant Allison; Ross and Wilson anatomy and physiology in health and illness,12 th edition,2014 page
no.67
LESSON PLAN
Unit : III
Topic : Blood cross matching
Place : CLASS ROOM
Date& time : ……………………………………

Students Pre Requisite : The students should be able to assess the need of cross matching
General objective : At the end of the class student will be able to gain knowledge regarding blood cross
matching
1. To explain blood cross matching

2. To explain about types of cross matching
3. To demonstrate the procedure of blood grouping and cross matching
4. To explain the finding from above procedure
5. To explain about risk
Review of previous class - Ask question regarding blood and blood groups.
Introduction - Ask the students if they know about need of cross matching.
S Durati Specific Objective Content Teaching evaluation
NO on learning activities
1 5 min To explain blood Introduction:-Blood cross matching, in T:Lecture cum Q: what is
cross matching transfusion medicine; refer to the test that is discussion S:Discuss and blood cross
performed prior to blood transfusion/organ take notes matching?
transplantation in order to determine if the
donor’s blood is compatible with the blood of
an intended recipient.
Compatibility is determined through
matching of different blood group system
specially the ABO and Rh system.
2 10 min To explain about Immediate-spin Cross matching:- T:explain with Q: How many
types of demonstration type of blood
cross It is an abbreviated form of cross-matching that S: listen, watch and cross-matching?
matching is faster, less expensive but also less sensitive. take notes
It is an immediate test that takes several
minutes to do and it can be done at room
temperature.
Electronic cross-matching
It is a computer-assisted analysis using data,
from the donor unit (where a donor's blood
is tested prior to donation) and testing done
on blood samples from the intended
recipient.
Cross match fall into two category:-
Major cross match:-recipient serum is
tested against donor packed cell to
determine if the
S Durati Specific Objective Content Teaching learning evaluation
NO on activities
recipient has performed antibodies against any
antigen on the donor cell.
Minor cross match:-Recipient red cells are
tested against donor serum to detect donor
antibodies directed against a patient antigen.
First of all take the blood sample from

3 15 min To demonstrate the appropriate site with aseptic technique.
procedure of blood The sample of blood is mixed with T:Demonstrate the Q. what do you
grouping and cross procedure with lab kit learn from
matching commercially-prepared antibodies against type S: observe procedure?
A and B blood. If the blood
cells agglutinate (stick together) it means that
the blood has had a reaction with one of the
antibodies. Another step, called back typing, is
performed next. The blood serum is stirred
together with type A and type B blood.
Blood typing also determines whether a patient
has proteins called Rh factor on their RBCs.
424
NO on activities
People with Rh factor are designated Rh
positive (Rh+), while people without Rh factor
are called Rh negative (Rh-). Your Rh type is
also used to decide which type of blood you can
safely receive during a transfusion.
4 15min To explain the Finding are :- T:demonstrate the Q: what is your
finding from above procedure with Lab kit blood group?
procedure People with type A blood will have anti-B S:observe and practice and
antibodies. People with type B blood will have take notes
anti-A antibodies. People with type O blood will
have both. Therefore:
If your blood clumps only when the B cells are
added, you have blood type A

2. If your blood clumps only when the A cells
are added, you have blood type B

3. If your blood clumps in both cases, you have
type O

4. If your blood does not clump when both
types of blood are added, you have blood type
425
NO on activities
AB
Rh typing:
 If your blood sticks together when anti-Rh

serum is added, you are Rh+
 If your blood does not clump when anti-Rh
serum is added, you are Rh-

5 5min To explain about risk Risk regarding blood typing and cross Lecture cum discussion Q: what are the
S:Discuss and take notes risks regarding
matching:- blood grouping
and cross
Bruising, Bleeding, Infection at site etc matching?
426
Summary & Evaluation (10min)
 Define cross matching.
 List out the type of method
 Significance of performing procedure during emergency
 Verbalise the procedure(ask to 5 student)
Assignment:
1. What are blood grouping and cross matching?
2. Explain the procedure of cross matching?
Evaluation:
Bibliography:
1.http://Wikipedia/blood grouping and cross matching
427
LESSON PLAN
Unit : III
Topic : Blood products and their uses
Place : CLASS ROOM
Date& time : ……………………………………

Student pre-requisites : The students should be able to know the various products of the blood and their uses.
products of blood and their uses.
428
Specific objective: at the end of the class the students will be able to:
1. To know about the blood

2. List down the products the of blood
3. To know about cellular components of blood and their uses
4. To know about the plasma components of blood and their uses
5. To know about the plasma derivatives and their uses
Review of previous class - student verbalize the composition & various product of the blood & their uses.
Introduction -Ask the students if they know about any one blood products and their uses
And what they know about blood
429
Activities
1 5 Min. To know  Introduction of blood: Blood is a fluid connective tissue which is T:Lecture What is
about the red coloured, opaque and alkaline in reaction. Body contains about 5 cum Blood?
blood litre of blood in an adult which comes to about 8% of body weight discussion
S:discuss
and take
notes
Products of the blood

2 10 List down 1.CELLULAR COMPONENTS : a) Red cell concentrates
Min. the products b) Platelet concentrates T:Lecture Enlist various
the of c) Granulocyte concentrates cum products of
blood 2.PLASMA COMPONENTS a) Fresh frozen plasma discussion the blood?
b) cryoprecipitate
c) Cryopoor plasma S:discuss
d) Stored plasma and take
3.PLASMA DERIVATIVES : a) Albumin notes
b) Immunoglobulin
c) Coagulation factors
430
Activities
1.cellular components
A) RED CELL CONCENTRATES : also called packed Red T:Lecture Q. Enlist the
3 15Min To know Cells. cum cellular
. about CONTAINS : only RBCs , Platelets and plasma are removed, discussion components
cellular Stored at 2-4degree centigrade S:discuss of blood and
components INDICATION / USES : 1. Anaemia and take their uses ?
of blood 2. Thalassemia notes
and their 3. Sickle cell anaemia
uses
TYPES OF RBC CONCENTRATES : a) Leucoreduced RBC
b) Washed RBC
a) LEUCOREDUCED RBCS : most plasma & 70-80% WBC

removed & 100 ml of AS added.
INDICATION / USES : 1. Symptomatic anaemia
2. Suitable for patients
requiring repeated transfusion.
3. Prevent febrile non
hemolytic reactions.
b) WASHED RBCs :
INDICATION/USES : 1. Multi transfused patients with
431
Activities
recurrent febrile reactions.
2. Urticarial reactions
3. Anaphylactic reactions
4. Ig A deficiencies with Ig a
antibodies
B) PLATELAT CONCENTRATES : contains only platelets, stored

at 20-24 c
INDICATION / USES : 1. Prophylactic
2. Therapeutic
c) GRANULOCYTES CONCENTRATES : contains only
granulocytes, prepared by apheresis.
INDICATION / USES : 1. Severe neutropenia with infection
2. Plasma components :
4. 10 To know a) Fresh frozen plasma: contains all coagulation factors ,
Min. about the plasma proteins T:Lecture Q. Enlist the
plasma INDICATION/ USES : 1. Single clotting factor deficiency cum plasma
components 2. Multiple clotting factors deficiency discussion components
of blood 3.massive transfusions of blood and
432
Activities
and their 4. Warfarine overdose S:discuss their uses?
uses 5. TTP and take
notes
b) Cryoprecipitate : 1 unit contains Factor eight. Factor thirteen,

fibrinogen, stored at -30 c.
INDICATION /USES : 1. Hemophilia A
2. Von willebrands disease
3. fibrinogen deficiency
c) Cryopoor plasma : contains stable clotting factors, no factor 8 &

fibrinogen.
INDICATION / USES : Replacement in plasma exchange for TPP
d) Stored plasma : contains anticoagulants factors, stable
clotting factors.
INDICATION /USES : plasma protein deficiency
3) plasma derivatives :
To know 1. Coagulation factors
5. 10 about the T:Lecture Enlist the
Min. plasma a) FACTOR 8 : indication/ uses : 1. Hemophilia A cum plasma
433
Activities
derivatives 2. loading dose & maintenance discussion derivatives
and their dose S:discuss and their
uses b) FACTOR 9 : Indication /uses : 1. Hemophilia B and take uses?
notes
2) ALBUMIN : Indication/uses : 1. Nephritic syndrome
2. liver disease with fluid
overload
3) IMMUNOGLOBULINS :
a) normal immune globulins : Prepared from normal plasma
indication /uses : 1.Infections
2.immune thrombocytopenic
purpura
3. Hypo gamma globulinaemia
b) Specific immune globulins : obtained from donors with high
titers of antibodies ,
Examples - anti D , anti hepatitis b & anti vericella zoster
434
Summary &evaluation: (10 Min. )
1. List various products of the blood.
2. Discuss cellular components of blood and their uses.
3. Discuss plasma components of blood and their uses.
4. Discuss plasma derivatives of blood and their uses.
Assignment: Enlist and describe the various products of the blood and their uses.
Evaluation : Unit test for 50 marks once the unit IIIrd is completed.
435
LESSON PLAN
Subject : BIO-SCIENCE (Anatomy & physiology)
Unit : IV Circulatory system
Topic : Heart: Structure
Group : G.N.M. 1st Year
Place : Class Room & Demonstration Room
Date & time : 60 minute
Teaching method : Lecture cum demonstration
A V aids/instruction aids : Chalk & Board, chart, LCD, Computer
General Objective: At the end of teaching the student will be able to gain knowledge regarding structure of heart.
Specific Objective: At the end of the teaching the student will be able to gain knowledge and apply in to their
clinical practices
1. To explain about position of heart

2. To describe Pericardium
3. To explain about Myocardium
4. To describe about Endocardiam
5. To discuss about interior of heart
436
Teaching
S. Specific
Time Content learning activities Evaluation
No. objective
1. 5min. To explain Introduction: Heart is a roughly cone shaped T: Explain with Q: explain about
about holder muscular organ. It is about 10 cm long & power point the position of
position of it’s about size of the owner’s fist. It weight presentation. heart?
heart 225gm in women & 310 gm in male S: Listen and takes
Position: The heart lies in thoracic cavity in the notes
mediustirium between lungs:
: Present bone absence
: Apex below
Structure :
The heart wall is composed of three layers of
tissue -
: Pericardium
: Myocardium
: Endocardium
437
Teaching
S. Specific
No. objective
2. 10 min. To describe Pericardium: T: Explain with Q: describe about
pericardium made up of two sacs power point the pericardium?
1. The outer sac (the fibrous presentation.
pericardium): consists of fibrous tissue. S: Listen and takes
The fibrous pericardium is continuous notes
with the tunica adventitia of the great
blood vessels above and is adherent to the
diaphragm below. The outer layer of the
serous pericardium, the parietal
pericardium, lines the fibrous
pericardium.
The inner sac (the serous pericardium): of a
continuous double layer of serous membrane.
The inner layer, the visceral pericardium, which
is continuous with the parietal pericardium, is
adherent to the heart muscle. The serous
438
Teaching
S. Specific
No. objective
membrane consists of flattened epithelial cells. It
secretes serous fluid, called pericardial fluid, in
to the space between the visceral and parietal
layers, which allows smooth movement between
them when the heart beats.
3. 10 min. To explain Myocardium: T: Explain with Q: explain about

about The myocardium is composed of specialised power point the Myocardium?
myocardium cardiac muscle found only in the heart. It is presentation.
striated, like skeletal muscle, but is not under S: Listen and takes
voluntary control. Each fibre (cell) has a notes
nucleolus and one or more branches. Each one
does not need to have a separate nerve supply.
The myocardium is thickest at the apex and thins
out towards the base. This reflects the amount of
work each chamber contributes to the pumping
439
Teaching
S. Specific
No. objective
of blood. It is thickest in the left ventricle, which
has the greatest workload.
4. 10 min. To describe Fibrous tissue in the heart: T: Explain with Q: describe about
Endocardium The myocardium is supported by a power point the Endocardium?
network of fine fibres that run through all the presentation.
heart muscle. S: Listen and takes
notes
5. 15 min. To explain Endocardium: T: Explain with Q: explain about

interior of  This lines the chambers and valves of the power point Interior of heart?
heart heart. presentation.
 It is a thin, smooth membrane to ensure S: Listen and takes
smooth flow of blood through the heart. notes
 It consisted of flattened epithelial cells,
and it is continuous with the endothelium
lining the blood vessels.
440
Teaching
S. Specific
No. objective
Interior of heart:
 The heart is divided into a right and left
side by the septum, a partition consisting
of myocardium covered by endocardium.
 Each side is divided by an atrioventricular
valve into the upper atrium and the
ventricle below.The atrioventricular valves
are formed by double folds of endocardial
strengthened by a little fibrous tissue.
 The right atrioventricular valve (tricuspid
valve) has three flaps or cusps and the left
atrioventricular valve (mitral valve) has
two cusps.
 Flow of blood in the heart is one way;
blood enters the heart via the atria and
passes into the ventricles below.
441
Summary( 5min) :-
Heart consists of four chambers. Right atrium and ventricle receive unoxygenated blood from IVC and SVC. And pump to
lungs through pulmonary aorta and arteries.
Left side of heart ( lt atrium and ventricle receive oxygenated blood from lungs through four pulmonary veins. And pump to
the systemic circulation through aorta and arteries.
Assignment:- List various function of heart.
Evaluation:- Class Test after Completion of unit IV .
Bibliography:-
1- Churchill livingston Elsevier, pp 83-84.
2- Choudhary sujit k,” concise medical physiology” 4th edition 2002, new central book agency(P) ltd, pp-159-160Wagh
anne and Grant Allison, “ ross and Wilson anatomy and physiology in health and illness” 7 th edition 2014,
442
LESSON PLAN
SUBJECT : Anatomy & Physiology
UNIT : IV (Circulatory system)
TOPIC : Heart Functions (topic no 247)
GROUP : G.N.M. I YEAR
PLACE : Class Room & Demonstration Room
DATE & TIME : 30 Minute
TEACHING METHOD: Lecture Cum Discussion
A V AIDS : Blackboard&Chalk, Chart, PPT.
Students’ pre-requisite : Students should have knowledge about structure of heart.
GENERAL OBJECTIVE: At the end of class student will be able to gain knowledge about functions of
heart .
SPECIFIC OBJECTIVES: At the end of class student will be able:- To explain function of right side of heart.And
discuss function of left side of heart, know about supportive function of heart.
443
Teaching
S.No. Time Specific Objective Content Learning Evaluation
activity
1 10 mins To explain RIGHT SIDE OF HEART: T: Explain with Q: List
function of right  Receive deoxygenated blood from power point function of
side of hear.t body tissues. presentation. right side of
 Passing deoxygenated blood through S: Listen and heart
tricuspid valve to right ventricle. takes notes
 Pumping of blood from right ventricle
to lungs in pulmonary circulation.
2 10 mins To discuss about LEFT SIDE OF HEART: T: Explain with Q: List

function of left power point function of
side of heart.  Receive oxygenated blood from lungs. presentation. left side of
 Pumping blood from left atrium to left S: Listen and heart
ventricle through bicuspid valve. takes notes
 Pumping blood from left ventricle to
aorta in systemic circulation.
3 5 mins To know about Supportive function of heart: T: Explain with Q: ask about
supportive function  Supply nutrition along with blood to power point supportive
of heart. body tissues. presentation. function of
 Transportation of various hormones to S: Listen and heart
target organs. takes notes
444
Summary( 5min) :-
Heart consists of four chambers. Right atrium and ventricle receive unoxygenated blood from IVC and SVC. And pump to
lungs through pulmonary aorta and arteries.
Left side of heart ( lt atrium and ventricle receive oxygenated blood from lungs through four pulmonary veins. And pump to
the systemic circulation through aorta and arteries.
Assignment:- List various function of heart.
Evaluation:- Class Test after Completion of unit IV .
Bibliography:-
1- Wagh anne and Grant Allison, “ ross and Wilson anatomy and physiology in health and illness” 7 th edition 2014,
Churchill livingston Elsevier, pp 83-84.
2- Choudhary sujit k,” concise medical physiology” 4th edition 2002, new central book agency(P) ltd, pp-159-160 .
445
LESSON PLAN
SUBJECT : Anatomy & Physiology.
TOPIC : Conductive system of heart and cardiac cycle
GROUP : GNM 1ST YEAR
PLACE : Class room and demonstration room.
DATE & TIME : 60 minute.
TEACHING METHOD : Lecture cum discussion.
AV AIDS : Blackboard&Chalk, Chart, PPT.
Students pre-requisite- : Students should have through knowledge about structure of heart, its interior structure, and
circulation through heart.
GENERAL OBJECTIVE : At the end of class the student will be able to gain knowledge about conductive system of
heart and cardiac cycle.
SPECIFIC OBJECTIVE : - After end of the class student will be able :

- To introduce about conductive system of heart.
- To explan about sino atrial node
- To describe atrioventricular node.
- To discuss about atrioventricular bundle.
- To describe cardiac cycle.
446
S. Time Specific Content Teaching Learning Evaluation
No objective activity
.
1. 5 min To INTRODUCTION : - T: Explain with Q: what do you
introduce  The heart posses the property of power point mean auto
about autorrhythmicity, which means it generate its presentation. rhythmicity.
conductive own electrical impulses and beats independently S: Listen and takes
system of of nervous and hormonal control, i.e. it is not notes
heart. dependent on external mechanism to initiate its
each beat. However it is supplied by both
sympathetic and para sympathetic nervous
supply which increase and decrease intrinsic
heart rate. Inaddition hormones like adrenaline
and thyroxine affetct the heart rate.
 The heart has intrinsic system composed of
specialised neuromuscular cells in the
myocardium initiate and conduct impulses,
casing coordinated and synchronised contration
of heart muscle.
 Sino atrial node, atrio-ventricular node, bundle
of his and purkinje fibres together form a
system whose function is to create and convey
the impulsesto every part of the heart. It is
called conductive system of heart.
447
.
2. 5 min To explain SINOATRIAL NODE : - T: Explain with Q: ask about
about sino  Small mass of special call lies in the wall of power point sino atrial of
atrial of right atrium near the opening of superior vana presentation. node .
node cava.it is abbreviated as SAnode. S: Listen and takes
 S A node is “PACE MACKER “ of heart. notes
 SA node generate these regular impulses
because they are electrically unstable. This
iunstability leads to discharge or depolarisation
of regularly about 60-80 times in a minute. The
depolarisation is immediately followed by
repolarisation.
 Firing of S A node cause atrial contraction.
3. 5 min To describe ATRIOVENTICULAR NODE :- T: Explain with Q: ask about

atrioventric  Small mass of neuromuscular tissue is situated power point atrioventricular
ular node in the wall of atrial septum in the interatrial presentation. node
wall near the atrioventricular valves. . S: Listen and takes
 A V node conducts impulses that arrive via the notes
atria & originated from S. A. node.
 There is a delay of 0.1 of a second to pass the
impulse from atrium to ventricle. This allow
atrium to finish contraction before starting
ventricular contraction
 A V node has a secondary pace maker function.
448
.
 Its intrinsic firing rate slower than that set by S
A node. Rate of impulse generation is slower
than SA node (40-60 beats / minute).
4. 5 min To discus ATRIOVENTICULAR BUNDLE R BUNDLE OF T: Explain with Q: ask about
about HIS :- power point atrioventicular
atrioventicu  This is mass of specialised fibres that originate presentation. bundle.
lar bundle from the A V node. AV bundle crosses the S: Listen and takes
or bundle fibrous ring that separates the atria and notes
of His. ventricle. And reachin ventricle where it splits
in two branches called right and left bundle
branch.
 It divides in right and left bundle branches.
 Within ventricular myocardium the branches
breaks up in to fine fibres, called purkinje
fibres.
 A V bundle, bundle branches and purkinje
fibres canvey electrical impulses from Av node
to apex of myocardium where wave of
ventricular contraction begins.
 Normally the SA node generate impulses, but in
abnormal condition AV node, bundle of his and
every part of purkinje fibres can generate
impulses.
 The purkinje fibres transmit eleclrical impulses
449
.
from the AV node to the apex of
themyocardium where wave of ventricular
contraction begins, then sweeps upwards and
outwards , pumping blood in to the pulmonary
artery and the aorta.
5. 10min To explain Route of cardiac impulse transmission T: Explain with Q: ask about
the route of (CONDUCTIVITY)- power point conductivity of
impuse Whether the impulses generated normally in SA node presentation. impulses in
transmissio or abnormally in AV node or bundle of his, spreads to S: Listen and takes heart.
n in distant parts of heart. notes
myocardiu The impulses follow the route as under : impulses
m. generated in SA node→conducted via the atria to the
AV node →impulse move via the bundle of his→then
via the Rt and Lt bundles→via the arbonisation of
purkinje fibres.
6. 20 min To describe THE CARDIAC CYCLE : - T: Explain with Q: ask about

the cardiac Introduction – power point cardiac cycle
cycle  At a heart rate of 75 per minute when heart is presentation.
beating regularly, an individual cardiac cycle lasts S: Listen and takes
for 0.8 second. notes
 During each cycle the right heart and left heart
450
.
receive blood from corresponding venous system
and pumps into the corresponding atrial system.
These evnts recur cyclically until death of the
individual.
 The heart act as pump and it’s action consist of a
series of events known as the cardiac cycle.
 The period of contraction is called by systole.
 The period of relaxation is called diastole.
STAGE OF THE CARDIAC CYCLE : -

 Normal no of cardiac cycle per minute ranges
from 60 to 80.
 Each Cardiac cycle last about 0.8 of a second &
consist of :
*Arterial systole :- contraction of the atria (0.1 sec).
* Ventricular systole :- contraction of the ventricular
(0.3 sec).
* Complete cardiac diastole -relaxation of atria &
ventricular (0.4 sec ).
We starts the description of cardiac cycle from atrail
451
.
filling.
The SVC and IVC transports deoxygenated blood into

the right atrium and at the same time four pulmonary
veins bring oxygenated blood into the left atrium. The
valves of the atrioventricular valves are open ad blood
passively flows through the ventricles.
ATRIAL SYSTOLE(0.1 sec ):- The SA node triggers

a wave of contraction that spreads over the
myocardium of the aorta, emptying the atria and
completing ventricular filling.
VENTRICULAR SYSTOLE( 0.3 SEC)-

When the electrical impulses reach the AV node
it is slowed down , delaying atrioventricular
transmission. This allow the atria to complete atrial
contraction before ventricles start systole.
After the brief delay, the AV node trigger the
impulse, which quickly spreads to the ventricular
muscle via the AV bundle, purkinje fibres. This result
in a wave of contraction which sweeps upward from
the apex of heart and cross the walls of both
ventricles. It pumps the blood into the pulmonary
452
.
artery and the aorta.
The high pressure generated during the
ventricular systole ( contraction) forces the
atrioventricular valves to close, preventing backflow
of blood into the atria.
COMPLETE CARDIAC DIASTOLE ( 0.4 SEC)=

After contraction of the ventricles, there is
complete cardiac diastole, a period of 0.4 sec, when
atria and ventricles are relaxed. During this period
myocardium recovers ready for the next heart beat.
And the atria refill ready for the next cycle.
453
Summary ( 10 min) :- sumaries the topics as under -
 Conductive system of heart.

 Sinoatrial node
 Atrioventricular node
 Bundle of his
 Purkinje fibres
 Conductivity in impulses in heart muscles.
 Cardiac cycle
Assignment:- write in brief about conductive system of heart. Draw a diagram of cardiac cycle and explain about it.
Ealuation:- unit test at the end of unit IV.
Bibligraphy:-
Wagh anne and Grant Allison, “ ross and Wilson anatomy and physiology in health and illness” 7 th edition 2014,
Churchill livingston Elsevier, pp 90-93.
Choudhary sujit k,” concise medical physiology” 4th edition 2002, new central book agency(P) ltd, pp-
160,173,174,177 .
454
LESSON PLAN

TOPIC : BLOOD VESSELS: Types, Structure, Position
DATE & TIME : 40 MINUTE
A V AIDS :Blackboard&Chalk, Chart, PPT.
GENERAL OBJECTIVE: At the end of class student will be able to gain knowledge about types, structure &
position of blood vessels.
SPECIFIC OBJECTIVES: At the end of class student will be able to:-
1. To enumerate various type s of blood vessels.

2. To explain various structure of blood vessels.
3. To discuss position of blood vessels.
455
Teaching
activity
1 10 mins To Enumerate Introduction: The heart pump blood into T: Explain with Q: List all
Various Type of vessels that vary in structure, size & function. power point types of
Blood Vessels presentation. blood vessels
Types of blood vessels: S: Listen and
Arteries & arterioles: Transport blood away takes notes
from heart.
Veins and veinules:
► Return blood at low pressure to the
heart
► Smallest veins are called venules.
Capillaries:
 The smallest arterioles break up
into a number of minute vessels
called capillaries. The capillaries open into
venules.
2 15 mins To explain Structure of various blood vessels: T: Explain with Q: ask about
structure of power point structure of
various blood Arteries:- The wall consists of layers of presentation. blood vessels
vessels. tissue of aorta are as follows S: Listen and
► Tunica adventitia- outer fibrous layer. takes notes
► Tunica media- Middle layer of smooth
456
Teaching
activity
Muscle & elastic tissue.
► Tunica intima- Inner lining of squamous
Epithelium called vascular epithelium.
This layer is very smooth and silky in health.
This layer is in direct contact with blood. It is
supported externally by elastic fibres called
lamina propria.
In smaller arteries and Arterioles , the
amount of elastic tissue both in intima and
media are much less, proportion of smooth
muscle tissue in tunica media increases.
Capillaries:- Capillaries walls consist of a
single layer of endothelial cellsstanding on
the basement layer.
Vein:- Walls of veins are thinner then arteries

►They also have all three layer of tissue as
arteries.
►some veins have valves which prevent

back flow of blood.
457
Teaching
activity
The walls of veins have the same three layers

as the arteries. Although all the layers are
present, there is less smooth muscle and
connective tissue. This makes the walls of
veins thinner than those of arteries, which is
related to the fact that blood in the veins has
less pressure than in the arteries.
. Medium and large veins have venous valves,

similar to the semilunar valves associated
with the heart, that help keep the blood
flowing toward the heart. Venous valves are
especially important in the arms and legs,
where they prevent the backflow of blood in
response to the pull of gravity.
458
Teaching
activity
3 5 mins To discuss the Arteries:- these are situated deep in the T: Explain with Q: ask about
position of blood muscles because they carry oxygenated blood power point position of
vessels with pressure from heart. presentation. blood vessels
S: Listen and
takes notes
Vein:-They are situated on surface of body
which carry deoxygenated blood from body
to heart.
459
1- List various types of blood vessels.

2- What are positions of blood vessels.
3- Explain structure of blood vessels (arteries and veins).
Assignment:- List & explain various types of Blood vessels. Draw a labelled diagram of structure of aorta.
Ealuation:- Unit test at the end of unit IV.
Bibligraphy:-
1- Wagh anne and Grant Allison, “ ross and Wilson anatomy and physiology in health and illness” 7 th edition
2014, Churchill livingston Elsevier, pp 83-84.
2- Choudhary sujit k,” concise medical physiology” 4th edition 2002, new central book agency(P) ltd, pp-195 .
460
LESSON PLAN
TOPIC : Circulation of Blood (topic no 250)
GROUP : G.N.M. I Year
DATE & TIME : 60 Minute
TEACHING METHOD: Lecture cum Discussion
A V AIDS : Blackboard & Chalk, Chart, PPT.
GENERAL OBJECTIVE: At the end of class student will be able to gain knowledge about circulation of blood
SPECIFIC OBJECTIVES: At the end of class student will be able :-
 To Introduce About Circulation Of Blood

 To Explain Pulmonary Circulation.
 To Describe General Circulation.
461
S.No. Time Specific Objective Content Teaching Evaluation
Learning
activity
1. 5 min To introduce about Introduction: Circulation of blood in the T: Explain with
circulation of body is continuous but it is easy to describe it power point
blood. in two parts: presentation.
 Pulmonary circulation S: Listen and
 General circulation. takes notes
2. 10 min To Explain Pulmonary circulation : T: Explain with Q: ask about

pulmonary  Circulation of blood from the right power point Pulmonary
circulation ventricle of the heart to the lungs and back presentation. circulation.
to the left atrium. In lungs carbon dioxide S: Listen and
is excreted and oxygen is absorbed. takes notes
 The pulmonary artery or trunk carrying
deoxygenated blood leaves the upper part
of the right ventricle of the heart. It passes
upward and divides into two – left and
right pulmonary arteries.
 The left pulmonary artery runs to the left
lung where it divides in two branches, one
passing into each lobe.
 The right pulmonary artery runs to the
root of the right lung where it divides into
two branches. The larger artery carry
blood to middle and lower lobe.
 Within the lungs, these vessels divide and
462
Learning
activity
subdivide into smaller arteries, arterioles,
and capillaries.
 The exchange of gases takes place
between the blood into capillaries and air
in the alveoli of lungs.
 In each lung, the oxygenated blood in
capillaries merge into larger venules and
eventually form veins and two pulmonary
veins.
 Two pulmonary veins leave each lung,
returning oxygenated blood to the left
atrium of the heart. During atrial systole
this blood is pumped into the left
ventricle, and during ventricular systole it
is forced into the aorta, the first artery of
systemic circulation.
3. 15min To learn the Systemic or General circulation: T: Explain with Q: ask about
general or systemic  During ventricular systole, blood from power point general
circulation. the left ventricle is pumped into the presentation. circulation
aorta. It continues as branches of aorta. S: Listen and
The branches repeatedly give rise to takes notes
further branches, which are narrower
and narrower and ultimately they
463
Learning
activity
become arterioles. The arterioles open
into the capillaries. The capillaries
open into the venules on other side of
arteriole. The venule unite with other
venule to form veins, the veins unite
with other vein and ultimately form
two great veins i.e. Superior and
Inferior vana cava. These open into the
right atrium. This portion of vascular
tree is called systemic or general
circulation.
Blood vessels include branches of aorta

which are :
1- Thoracic aorta :
 Ascending aorta : Right & left
coronary arteries are it’s only branches
 Arch of the aorta : three branches are –
» brachiocephalic artery
» left common carotid artery
» left subclavian artery
 Descending aorta in the thorax: it give
464
Learning
activity
off many paired branches:
» Bronchial arteries.
» Oesophageal arteries.
» Intercostal arteries.
2- Abdominal aorta: at the level of forth
lumbar vertebra it divide in to-
» Right common iliac arteries.
» Left common iliac arteries.
Paired branches :
 Inferior phrenic arteries.
 Renal arteries .
 Testicular Arteries.
 Ovarin arteries.
Unpaired branches : it devide in
three branches:
 Left gastric artery.
 Splenic artery.
 Hepatic Artery.
4. 15 mins To explain about Portal circulation: T: Explain with Q: ask about
the portal In portal circulation, venous blood from the power point portal
circulation capillary bed of the abdominal part of the presentation. circulation
digestive system , the spleen, the pancreas, S: Listen and
travel first to the liver. Where it passes takes notes
through a second capillary bed, the hepatic
465
Learning
activity
sinusoid, before entering into the general
circulation via IVC and SVC.
This supply of blood ensures that the
composition of blood leaving the alimentary
tract can be appropriately regulated. It also
ensures that unwanted and / or potentially
toxic materials like drugs are eliminated
before the blood is returned in general
circulation.
Portal vein :
This formed by the union of several veins,
each drain blood from the area supplied by
the corresponding artery.
1. The splenic vein
2. The inferior mesenteric vein
3. The superior mesenteric vein
4. The gastric vein
5. The cystic vein
466
1- Explain in brief about pulmonary circulation.

2- Explain in brief about systemic circulation.
3- Explain portal circulation.
Assignment:- Discuss general and portal circulation. Draw a labelled diagram of structure of aorta with its branches.
Ealuation:- Unit test at the end of unit IV.
Bibligraphy:-
1- Wagh anne and Grant Allison, “ ross and Wilson anatomy and physiology in health and illness” 7 th edition
2014, Churchill livingston Elsevier, pp 100-111.
2- Choudhary sujit k,” concise medical physiology” 4th edition 2002, new central book agency(P) ltd, pp-194-
195 .
467
LESSON PLAN

UNIT : 4 Cardio vascular systems
TOPIC : Blood Pressure & Pulse
DATE & TIME : 60 MINUTE
A V AIDS :Blackboard, Chalk, Chart, L.C.D., Computer.
GENERAL OBJECTIVE: At The End Of Class Student Will Be Able To Gain Knowledge About Blood Pressure & Pulse
SPECIFIC OBJECTIVES: At The End Of Class Student Will Be Able To:-
1. Define blood pressure.
2. Classify blood pressure.
3. Explain cardiac output.
4. Discuss about control of blood pressure.
5. Define pulse.
6. Explain characteristics of pulse.
7. Describe factor affecting pulse.
INTRODUCTION:- 2 MIN :- the blood pressure and pulse are the vital signs of the body, which are related to the most vital organ of
the body, heart. Both should be always in normal range.
468
Teaching
Specific
S.No. Time Content Learning Evaluation
Objective
activity
1 5 mins To define blood Blood pressure: It is the force or pressure that is exerted by T: Explain with What do you
pressure the blood on the walls of the blood vessels. The systemic power point mean by
arterial pressure maintains the essential flow of blood into and presentation. blood
out of the organs of the body. This systemic arterial pressure S: Listen and pressure?
also know as simple arterial blood pressure , is result of takes notes
discharge of blood from the left ventricle into already full
aorta.
The BP varies according to the time of the day, posture,
gender and age of individual.
To classified Systolic blood pressure: T: Explain with Q: List all

2 10 mins blood pressure When left ventricle contracts and pushes blood in to aorta, the power point types of
pressure produced with in arterial system is called the systolic presentation. blood
blood pressure. S: Listen and pressure
In adult it is 120 mm of Hg takes notes
Diastolic blood pressure:

During complete cardiac diastole the heart is resting
following the ejection of blood the pressure within the arteries
469
Teaching
Specific
Objective
activity
is much lower & is called Diastolic blood pressure. In adult it
is 80 mm of Hg
BP:- 120/80mmHg
To explain cardiac output:

3 10 min cardiac out put ► the cardiac output is the amount of blood ejected from
each ventricle every minute. The amount expelled by each
contraction of each ventricle is stroke volume. The cardiac
output is determine by the stroke volume and heart rate.
C.O. = stroke volume x heart rate. (70ml x 72)= 5L/min
4 10 min Factors Factors determining BP:-
determining BP Blood pressure:- cardiac output x peripheral resistance
 cardiac output
 Peripheral or arteriolar resistance
 autoregulation
4 10 mins To discuss about B.P. is control in two ways- T: Explain with Q: ask about
control of blood * short term control: it involve power point structure of
470
Teaching
Specific
Objective
activity
pressure 1- baro receptor reflex presentation. blood
2- chemo receptor S: Listen and pressure
3- circulating hormone takes notes
4- higher centres in brain
* Long term control: it involve regulation of blood volume

by kidney & rennin- angiotensin- aldosterone system
T: Explain with
5 05 mins. To define pulse Pulse:- the alternate expansion and recoil of elastic arteries power point Q: ask about
after each systole of the left ventricle create a travelling presentation. pulse
pressure wave that is called the pulse. A wave of distension S: Listen and
and elongation felt in an artery wall due to contraction of the takes notes
left ventricle.
Sites of pulse :-
1. Apical, 2. Temporal, 3. Facial, 4. Carotid, 5. Brachial, 6.
Radial, 7. Femoral, 8. Popliteal, 9. Posterior tibial, 10.
Dorsalis pedis
Normal pulse :- 72 bpm (60-80 average)
471
Teaching
Specific
Objective
activity
6 10 mins. To explain Characteristics of pulse:- T: Explain with Q: ask about

characteristics of  Rate: at which heart is beating. power point Factors
pulse  Regularity: Interval between beats should be equal. presentation. affecting
 Volume of beat: It should to possible to compress the S: Listen and pulse
artery with moderate pressure takes notes
 Tension- artery wall should feel soft & pliant under the
finger.
7 05 mins To describe Factors affecting pulse T: Explain with

factors affecting  Autonomic nervous system power point
pulse  Circulating chemicals: epinephrine, norepinephrine presentation.
 Position: upright-faster, lying down-slower than S: Listen and
upright takes notes
 Exercise:- increased
 Emotional state:- increased in anxiety , stress,
happiness, fear
 Gender:- faster in women
 Age:- faster in small children
472
Teaching
Specific
Objective
activity
 Temperature
 Baroreceptor reflex
 Narrowed tissue of peripheral arteries
 Heart is unable to generate enough force due to
diseased.
473
Summary:-
1- Classify B.P.
2- Ask normal value of B.P.
3- What are Charactristics of pulse?
Assignment:- List various factor which control B.P.
Evaluation:- Class Test after Completion of Topic.
Bibliography:-
 Waugh A. And Grant A., “Ross & Wilson – Anatomy & physiology in health and illness, Churchill livingstone Elsevier, 12 th
edition, 2014, p.n . 96-99
 Tortora Gerard J., Grabowski S.R. , “ principles of anatomy and physiology” Benzamins Cummins, 8th edition 1999, p.n. 621-
622,631
474

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LESSON PLAN COMPILATION FOR GNM FIRST YEAR COURSE

Vol III : Bio-Sciences

 Anatomy & Physiology

PART I - Pages 1 to 474

S No Unit Topic Number Topic Name

ADR Adverse Drug Reaction

Topic : Introduction & history of microbiology

Group : GNM I st year

Place : CLASS ROOM

Date & time : …………………………………..

Teaching methods : Lecture cum discussion.

AV aids : Black Board and chalk, LCD, Computer

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 1

1. Define the microbiology.

Review of previous class :

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 2

3. 6min To introduce A Microbiology encompasses numerous sub- T: explains Q;Explain the

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 3

Eukaryotic micro organisms possess membrane notes.

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 4

Viruses have been variably classified as

As an application of microbiology, medical

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 5

4. 5min To describe T: explains Q;Explain the

microbiology. into pure and applied sciences. Microbiology can S: listens

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 6

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 7

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 8

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 9

 Nano microbiology: The study of those

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 10

6. 15min To describe History T: explains Q;Explain

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 11

At the golden age of Islamic civilization, some

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 12

In 1546, Girolamo Fracastoro proposed

However, early claims about the existence of

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 13

In 1676, Anton van Leeuwenhoek, who lived

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 14

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 15

joseph lister (father of antiseptic surgery)was the

The field of bacteriology (later a subdiscipline of

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 16

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 17

While Pasteur and Koch are often considered the

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 18

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 19

7. 5min To Describe Main discoveries of Microbiology T: explains Q;Explain

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 20

Evaluation: unit test for 50 marks once the unit I is completed

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 21

Topic : History of bacteriology.

Group : GNM I st year

Place : CLASS ROOM

Date & time: ……………………………….

Teaching methods : Lecture cum discussion

AV aids : Black Board and chalk, LCD, Computer

GNM First Year Lesson Plan Compilation : Vol III - Biosciences 22