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Saving a life by studying health conditions.
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Student Page
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Introduction
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[Teacher Page]
For Educators
Designed by
Alissa [email protected]
Based on a template from The WebQuest Page
Exploring Medicine WebquestExploring Medicine Webquest
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Diagnose and Cure an Ailing Hospital Patient
Introduction
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.
Becoming a Becoming a Doctor Doctor
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[Teacher Page]
Your patient is experiencing a painful cough and shortness of breath as well as a fever. 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 must be answered in order to save the patient’s life.
Coordinate a team of three hardworking members. Each role must be filled:•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 they would be for the patient. •Lab Technician – Study the types of tests that the team could run on the patient in order 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.
Title
The TaskThe Task
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Step 1: Research possible conditions that would explain the patient’s symptoms.
Some websites that may be helpful for the process:Library of Medicine – National Institutes of Health WebsiteNet Wellness – Consumer Health WebsiteMayo Clinic – Condition and Drug WebsiteWeb MD – Health News Website
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 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.
The ProcessThe Process
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[Teacher Page] EvaluationEvaluation
CATEGORY 4 3 2 1Information Gathering Accurate information taken
from several sources in a systematic manner.
Accurate information taken from a couple of sources in a systematic manner.
Accurate information taken from a couple of sources but not systematically.
Information taken from only one source and/or information not accurate.
Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Drawings/Diagrams Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.
Diagrams are included and are labeled neatly and accurately.
Diagrams are included and are labeled.
Needed diagrams are missing OR are missing important labels.
Conclusion Conclusion includes evidence for the diagnosis and an appropriate treatment given the symptoms and proven condition.
Conclusion includes evidence for diagnosis and an appropriate treatment based on diagnosis.
Conclusion includes a diagnosis and a treatment with little to no evidence to support it.
No conclusion was included in the report OR the report is missing the diagnosis or treatment.
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Congratulations! You have saved someone’s life by making the correct diagnosis and 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 compromised and how doctors work to heal the ill. Great work, team!
Conclusion Conclusion
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Images: Microsoft ClipArt
Medical Library:http://www.nlm.nih.gov/medlineplus/Net Wellness:http://www.netwellness.org/Mayo Clinic:http://www.mayoclinic.com/Wed MD:http://www.webmd.com/Prezi:http://prezi.com/
Credits & Credits & ReferencesReferences
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A WebQuest for 9th Grade (Biology and Anatomy)
Designed by
Alissa [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Exploring Medicine WebQuest Exploring Medicine WebQuest (Teacher)(Teacher)
[Student Page]
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I came up with this lesson to give my students an opportunity to leave the 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 occupations that apply to this course. I chose hospital team because the idea of saying lives is one of great importance that I know the students would take seriously.
The purpose of this lesson is for students to explore the world of medicine on 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 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 management and how to cooperate to share new information. This WebQuest will hold all students accountable for specific work that must be completed.
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Introduction Introduction (Teacher)(Teacher)
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This lesson is geared towards ninth and tenth grade Biology and Anatomy & Physiology and involves life science studies with some extent of chemistry. This lesson could easily be used for eleventh and twelfth grade science classes.
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 plays a role in health, as well as how drugs are used to treat symptoms and conditions.
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Learners (Teacher)Learners (Teacher)
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Life Sciences Standards Addressed•Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development.
Scientific Theory Standards Addressed•Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.
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 how to delegate roles and take responsibility for their own actions.
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Curriculum Standards Curriculum Standards (Teacher)(Teacher)
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The Process (Teacher)The Process (Teacher)Students choose their own groups based on previous knowledge of how well they work together.
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.
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 of the human body. Teacher provides paper and utensils or a model for the students to replicate body system.
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. Timeline can also be done as a flow chart.
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.
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Necessary items:
•Internet access•Computer access•Classroom models•Student textbooks for additional help•Medical Library: http://www.nlm.nih.gov/medlineplus/•Net Wellness: http://www.netwellness.org/•Mayo Clinic: http://www.mayoclinic.com/•Wed MD: http://www.webmd.com/•Prezi: http://prezi.com/
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 or encyclopedias available in the library.
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Resources (Teacher)Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
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Evaluation Evaluation (Teacher)(Teacher)
CATEGORY 4 3 2 1Information Gathering Accurate information taken
from several sources in a systematic manner.
Accurate information taken from a couple of sources in a systematic manner.
Accurate information taken from a couple of sources but not systematically.
Information taken from only one source and/or information not accurate.
Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Drawings/Diagrams Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.
Diagrams are included and are labeled neatly and accurately.
Diagrams are included and are labeled.
Needed diagrams are missing OR are missing important labels.
Conclusion Conclusion includes evidence for the diagnosis and an appropriate treatment given the symptoms and proven condition.
Conclusion includes evidence for diagnosis and an appropriate treatment based on diagnosis.
Conclusion includes a diagnosis and a treatment with little to no evidence to support it.
No conclusion was included in the report OR the report is missing the diagnosis or treatment.
The presentation is done as a fun way to wrap up the project and to evaluate teamwork. It is not done for points.
[Student Page]
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Introduction
Learners
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Teacher Page
Facilitator: •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 that you could easily fill. •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.•The Evaluation is a rubric of what the teacher expects to see during the WebQuest and when your group has completed the task
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Teacher Script Teacher Script (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The purpose of this lesson is for students to explore the world of medicine on 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 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 management and how to cooperate to share new information. This WebQuest will hold all students accountable for specific work that must be completed.
Evaluation
Teacher Script
Conclusion
Conclusion Conclusion (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Images: Microsoft ClipArt
Medical Library:http://www.nlm.nih.gov/medlineplus/Net Wellness:http://www.netwellness.org/Mayo Clinic:http://www.mayoclinic.com/Wed MD:http://www.webmd.com/Prezi:http://prezi.com/
The WebQuest Page The WebQuest Slideshare Group
Evaluation
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Credits & References Credits & References (Teacher)(Teacher)
