Exploring Medicine WebQuest
Upcoming SlideShare
Loading in...5
×
 

Exploring Medicine WebQuest

on

  • 221 views

Saving a life by studying health conditions.

Saving a life by studying health conditions.

Statistics

Views

Total Views
221
Views on SlideShare
201
Embed Views
20

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 20

http://aap28.wikispaces.com 20

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Exploring Medicine WebQuest Exploring Medicine WebQuest Presentation Transcript

  • Student Page [Teacher Page] Exploring Medicine Webquest Title For Educators Introduction Designed by Task Alissa Phillips Process aap28@zips.uakron.edu Evaluation Conclusion Credits Based on a template from The WebQuest Page
  • Student Page [Teacher Page] Becoming a Doctor Diagnose and Cure an Ailing Hospital Patient Title Introduction Introduction Task Process Evaluation Conclusion In this WebQuest, you will organize a team of hospital employees who will help save the life of a dying patient. Each member of the team will take on a different role of a hospital worker and present their evidence for the patient’s illness and treatment. Credits
  • Student Page [Teacher Page] The Task Your patient is experiencing a painful cough and shortness of breath as well as a fever. Title What body system is affected? What type of tests can be run to determine how serious the condition is? How did these symptoms develop? These and many other questions Introduction must be answered in order to save the patient’s life. Task Coordinate a team of three hardworking members. Each role must be filled: Process •Nurse – determine which body system is affected and eliminate possible conditions. Think of any other symptoms that could occur in this body system and how detrimental Evaluation they would be for the patient. •Lab Technician – Study the types of tests that the team could run on the patient in order Conclusion to determine the condition. Describe what the tests would indicate and how accurate they are. •Doctor – Study various treatments for the body system affected and, with the information gathered from the Nurse and Lab Technician, determine the condition the patient has and treat it. Credits
  • Student Page [Teacher Page] The Process Step 1: Research possible conditions that would explain the patient’s symptoms. Title Some websites that may be helpful for the process: Introduction Library of Medicine – National Institutes of Health Website Task Net Wellness – Consumer Health Website Mayo Clinic – Condition and Drug Website Process Web MD – Health News Website Evaluation Step 2: Draw out the body system and illustrate how it is affected. The Nurse should have gathered most of the information for this step. This can be done on a poster or on a model Conclusion of the human body. Step 3: Create a timeline of events to indicate the order that tests should be completed in and what the next step would be depending on the outcome of the tests. The Lab Technician should have collected much of the information on testing. The timeline can be presented as a journal entry or an excel sheet. Step 4: Come up with a diagnosis and a treatment for the condition. Both parts must be backed by evidence and have cited sources. Any information that is used must be put into the team member’s own words and may not be plagiarized. Step 5: All of the information gathered will be organized into a Prezi and shared with the class online. An in-class presentation will demonstrate your team’s ability to cooperate well in order to save a life. Credits
  • Student Page [Teacher Page] Evaluation Title CATEGORY 4 3 2 1 Introduction Information Gathering Accurate information taken from several sources in a Accurate information taken Accurate information from a couple of sources in taken from a couple of Information taken from only one source and/or systematic manner. a systematic manner. sources but not information not accurate. Task systematically. Process Working with Others Almost always listens to, Usually listens to, shares, Often listens to, shares Rarely listens to, shares shares with, and supports the with, and supports the with, and supports the with, and supports the Evaluation efforts of others. Tries to keep people working well efforts of others. Does not cause "waves" in the group. efforts of others, but sometimes is not a good efforts of others. Often is not a good team player. together. team member. Conclusion Time-management Routinely uses time well Usually uses time well Tends to procrastinate, Rarely gets things done by throughout the project to throughout the project, but but always gets things the deadlines AND group ensure things get done on may have procrastinated on done by the deadlines. has to adjust deadlines or time. Group does not have to one thing. Group does not Group does not have to work responsibilities adjust deadlines or work have to adjust deadlines or adjust deadlines or work because of this persons responsibilities because of work responsibilities responsibilities because inadequate time this persons procrastination. because of this persons of this persons management. procrastination. procrastination. Drawings/Diagrams Clear, accurate diagrams are Diagrams are included and Diagrams are included Needed diagrams are included and make the are labeled neatly and and are labeled. missing OR are missing experiment easier to accurately. important labels. understand. Diagrams are labeled neatly and accurately. Conclusion Conclusion includes evidence Conclusion includes Conclusion includes a No conclusion was for the diagnosis and an evidence for diagnosis and diagnosis and a included in the report OR appropriate treatment given an appropriate treatment treatment with little to no the report is missing the the symptoms and proven based on diagnosis. evidence to support it. diagnosis or treatment. condition. Credits
  • Student Page [Teacher Page] Conclusion Congratulations! You have saved someone’s life by making the correct diagnosis and Title curing their condition. You learned how to work as a team in order to work effectively to reach a common goal. You discovered what can happen to the body’s systems if they are Introduction compromised and how doctors work to heal the ill. Great work, team! Task Process Evaluation Conclusion Credits
  • Student Page [Teacher Page] Credits & References Title Images: Microsoft ClipArt Introduction Medical Library: Task http://www.nlm.nih.gov/medlineplus/ Net Wellness: Process http://www.netwellness.org/ Mayo Clinic: Evaluation http://www.mayoclinic.com/ Conclusion Wed MD: http://www.webmd.com/ Prezi: http://prezi.com/ Credits
  • [Student Page]Teacher Page Exploring Medicine WebQuest (Teacher) A WebQuest for 9th Grade (Biology and Anatomy) Title Introduction Designed by Learners Alissa Phillips Standards aap28@zips.uakron.edu Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  • [Student Page]Teacher Page Introduction (Teacher) I came up with this lesson to give my students an opportunity to leave the Title student role behind so they can play a very important role. The role playing aspect fits the Anatomy and Physiology class well because there are many different Introduction occupations that apply to this course. I chose hospital team because the idea of Learners saying lives is one of great importance that I know the students would take seriously. Standards The purpose of this lesson is for students to explore the world of medicine on Process their own. It will teach students to use reputable sources and hold them responsible for how they are used for their own purposes. In the process of “saving the Resources patient’s life”, the students will learn how to delegate tasks in order to achieve a greater goal: complete a group project. The students will also learn time Evaluation management and how to cooperate to share new information. This WebQuest will hold all students accountable for specific work that must be completed.Teacher Script Conclusion Credits
  • [Student Page]Teacher Page Learners (Teacher) This lesson is geared towards ninth and tenth grade Biology and Anatomy & Title Physiology and involves life science studies with some extent of chemistry. This lesson could easily be used for eleventh and twelfth grade science classes. Introduction Learners Prior to beginning this lesson, the students will need to know about the Human body and the body systems. Students will also need to understand how environment Standards plays a role in health, as well as how drugs are used to treat symptoms and conditions. Process Resources EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page Curriculum Standards (Teacher) Life Sciences Standards Addressed Title •Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. Introduction Learners Scientific Theory Standards Addressed •Explain that scientific knowledge must be based on evidence, be predictive, logical, Standards subject to modification and limited to the natural world. Process This lesson also taught students how to work in groups as well as communicate well between members in order to create good time management. Students also learn Resources how to delegate roles and take responsibility for their own actions. EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page The Process (Teacher) Students choose their own groups based on previous knowledge of how well they work together. Title Introduction Step 1: Research possible conditions that would explain the patient’s symptoms. Students are given time in class to do research. The project should take five in-class periods. Learners Step 2: Draw out the body system and illustrate how it is affected. The Nurse should have Standards gathered most of the information for this step. This can be done on a poster or on a model of the human body. Teacher provides paper and utensils or a model for the students to replicate body Process system. Resources Step 3: Create a timeline of events to indicate the order that tests should be completed in and what the next step would be depending on the outcome of the tests. The Lab Technician should Evaluation have collected much of the information on testing. The timeline can be presented as a journal entry or an excel sheet. Timeline can also be done as a flow chart.Teacher Script Conclusion Step 4: Come up with a diagnosis and a treatment for the condition. Both parts must be backed by evidence and have cited sources. Any information that is used must be put into the team member’s own words and may not be plagiarized. There is no one answer to the patient’s condition, so evidence is key in determining if the students receive all points. Step 5: All of the information gathered will be organized into a Prezi and shared with the class online. An in-class presentation will demonstrate your team’s ability to cooperate well in order to save a life. Students will each explain what they did, how they worked together, and what they learned. Credits
  • [Student Page]Teacher Page Resources (Teacher) Necessary items: Title •Internet access Introduction •Computer access Learners •Classroom models •Student textbooks for additional help Standards •Medical Library: http://www.nlm.nih.gov/medlineplus/ •Net Wellness: http://www.netwellness.org/ Process •Mayo Clinic: http://www.mayoclinic.com/ •Wed MD: http://www.webmd.com/ Resources •Prezi: http://prezi.com/ Evaluation This lesson is entirely an in-class assignment and requires only one teacher. The students are free to use the computers as resources and any medical books orTeacher Script encyclopedias available in the library. Conclusion Credits
  • [Student Page]Teacher Page Evaluation (Teacher) Title CATEGORY 4 Information Gathering Accurate information taken 3 2 Accurate information taken Accurate information 1 Information taken from from several sources in a from a couple of sources in taken from a couple of only one source and/or Introduction systematic manner. a systematic manner. sources but not information not accurate. systematically. Learners Standards Working with Others Almost always listens to, shares with, and supports the Usually listens to, shares, with, and supports the Often listens to, shares with, and supports the Rarely listens to, shares with, and supports the efforts of others. Tries to efforts of others. Does not efforts of others, but efforts of others. Often is Process keep people working well together. cause "waves" in the group. sometimes is not a good team member. not a good team player. Resources Time-management Routinely uses time well Usually uses time well Tends to procrastinate, Rarely gets things done by throughout the project to throughout the project, but but always gets things the deadlines AND group Evaluation ensure things get done on time. Group does not have to may have procrastinated on one thing. Group does not done by the deadlines. Group does not have to has to adjust deadlines or work responsibilities adjust deadlines or work have to adjust deadlines or adjust deadlines or work because of this personsTeacher Script responsibilities because of this persons procrastination. work responsibilities because of this persons responsibilities because of this persons inadequate time management. procrastination. procrastination. Conclusion Drawings/Diagrams Clear, accurate diagrams are Diagrams are included and Diagrams are included Needed diagrams are included and make the are labeled neatly and and are labeled. missing OR are missing experiment easier to accurately. important labels. understand. Diagrams are labeled neatly and accurately. Conclusion Conclusion includes evidence Conclusion includes Conclusion includes a No conclusion was for the diagnosis and an evidence for diagnosis and diagnosis and a included in the report OR appropriate treatment given an appropriate treatment treatment with little to no the report is missing the the symptoms and proven based on diagnosis. evidence to support it. diagnosis or treatment. condition. The presentation is done as a fun way to wrap up the project and to evaluate teamwork. Credits It is not done for points.
  • [Student Page]Teacher Page Teacher Script (Teacher) Facilitator: Title •Read the introduction so you understand the task ahead of your group. •Each member in your group will be delegated a position on the team. Choose a role Introduction that you could easily fill. Learners •Check out the websites on the Process page. They will be very helpful for all parts of the project. Any one of those sites could answer all of your questions. Standards •The Evaluation is a rubric of what the teacher expects to see during the WebQuest and when your group has completed the task Process Resources EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page Conclusion (Teacher) The purpose of this lesson is for students to explore the world of medicine on Title their own. It will teach students to use reputable sources and hold them responsible for how they are used for their own purposes. In the process of “saving the Introduction patient’s life”, the students will learn how to delegate tasks in order to achieve a Learners greater goal: complete a group project. The students will also learn time management and how to cooperate to share new information. This WebQuest will Standards hold all students accountable for specific work that must be completed. Process Resources EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page Credits & References (Teacher) Images: Microsoft ClipArt Title Medical Library: Introduction http://www.nlm.nih.gov/medlineplus/ Learners Net Wellness: http://www.netwellness.org/ Standards Mayo Clinic: http://www.mayoclinic.com/ Process Wed MD: http://www.webmd.com/ Resources Prezi: http://prezi.com/ Evaluation The WebQuest PageTeacher Script The WebQuest Slideshare Group Conclusion Credits