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Classroom Anatomy Online
Lesson: On-line Anatomy Problem-Solving
Valued Outcome: Students will have an opportunity to compose and solve
problems via on-line communication.
Mode of Presentation: Patient cards on-line
Description of Task:
Students will investigate symptoms using resource material
(including the Net) and determine what human disorder or condition to
describe on a "Patient Card." The card could include background
information and symptoms that the patient exhibits. It may also include
tests run on the patient, results obtained, and medication that was
prescribed. The student group will then post its patient card on the
Internet. When the patient has been diagnosed by another group of
students from another school, the host team will evaluate the diagnosis and
respond to the diagnosing group with an evaluation and reply. If the diagnosing
team is having difficulty, the hosting team will give suggestions for
Net sites to help them in their diagnosis.
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Subject: | Anatomy and Physiology |
| Grade level: | 10-12 |
| Objectives: |
Compose anatomical problems for other high school anatomy students using knowledge from class and research
Use the internet for retrival of information and problem-solving
Work effectively in teams
Communicate on-line
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| Type of entry: | Lesson/Class Activity |
| Type of Activity: | Internet interactive
Group/cooperative learning |
| Target audience: | Anatomy/Physiology
Biology |
Abstract
This activity is designed to function as an internet integration activity which incorporates research on the Net, writing, email or bulletin board communication, and problem-solving in the area of high school anatomy and physiology. It is a year-long project which can be constantly changed and updated.
Students in small groups will choose a human disorder or condition
and will surf the Net for information about that condition. From that
research, the group will write a patient card giving some background
information and symptoms that the patient exhibits. The card may also
include tests run on the patient, results obtained, and medication that
was prescribed. These students will be known as the "host school."
That patient "card" will then be posted on Classroom Anatomy Online message board for review by
other high school anatomy students across the country that
are interested in this on-line project. Students in small groups at the
other school (known as the "diagnosing school") will analyze the patient
cards, attempt to diagnose the condition using the Net, then justify their
diagnoses using the information they found. They then post
their response on the message board and the "host" school group checks their work and evaluates
their diagnosis and justification.
Background
Notes for the teacher:
Setting parameters for surfing and establishing a Net use policy
for your school or classroom is beneficial.
National Science Education Standards:
- Unifying concepts and processes: Form and function
- Science as inquiry: Understandings about scientific inquiry
- Life science: The behavior of organisms
- Understanding about science and technology
- Science in personal and social perspectives: Personal health
Materials needed:
- Computer with access to the World Wide Web and/or email
- Printer (optional)
- Anatomical resources (medical guides, family health books, medical CD-Roms, textbooks, the Net)
Class time needed:
Student research and group writing time could take a class period.
Depending on the difficulty of the problems, diagnosing could also take
that long. My classes will periodically take a day and work on these
problems. Our patient cards will get more and more involved as the year
progresses since the students' knowledge of the human body will
increase.
Preparation time needed:
Example of patient cards are given below. It is fun to use the
names of school staff for the names of the medical professionals.
Information for the patient cards can be gleaned from the Net, medical
texts, home medical guides, encyclopedias, health CD-Roms, etc.
Information on these disorders is
not discussed in class first - the
students must use their knowledge of anatomy and research tools to
figure them out!
Writing Suggestions
Give your patient a name and some personal information that
establishes the background behind the existing medical condition. If it is
an acquired condition, perhaps you can give information on where the
patient has been or with whom they have been in contact.
Research the condition so enough information can be given to make a
diagnosis possible for students of varying abilities. Remember that
students have research materials available; they do not have to be able to
diagnose from the information in their heads.
I often losely base the patient descriptions on an actual person or
even combine characteristics of several people I know; it makes the
information seem much more realistic. Please be careful not to mention any
persons by name. Remember that the patient is a part of a fictional
scenario, and we do not want to bring distress to anyone by divulging
personal information that is sensitive in nature.
Sample Patient Cards
Patient name: Unin Telligent (teacher note: trichinosis)
Unin Telligent, a science student at Learnall High School, was
participating in a dissection lab in an anatomy and physiology
class when he consumed some raw pork from the outside of a fresh
bone specimen. His parents were duly notified and asked to watch
for any problems. Diarrhea and vomiting started 36 hours later.
In a week, fever appeared along with swelling around the eyelids
and severe muscle pains in his extremities. An allergic rash was
also noted on his trunk and limbs.
Dr. Wortmann, his local physician, ran some blood tests which
indicated the presence of larval antibodies and a high eosinophil
count. He then requested a muscle biopsy which showed larval
cysts in microscopic slides of Unin's muscle tissue.
Dr. Wortmann then prescribed an antihelmintic drug (thiabendazole)
and corticosteroid drugs to reduce inflammation. Unin had to take
these drugs for several weeks because his severe muscle pains only
gradually disappeared.
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Patient name: Handi Wype
Handi Wype is a 50-year-old executive assistant in a legal
office. When she first started working, she did a lot of
typing on an "old-fashioned" carriage-type typewriter.
As the years have progressed, she has adapted to electric
typewriters, and finally, to the world of
computers and word processing.
Some time ago, she began to notice a tingling on the radial
side of her hand. It also seemed as if her hand was weakening
and it occasionally caused her pain. This resulted in
restricted motion in her hand, and she began to notice that
she was making more and more typing errors. Lately, it seems
as if the tingling and pain can be felt all the way to her
shoulder.
Since this problem is beginning to affect her job, she has
taken time off to go and see Dr. Wortmann. The doctor noted
that all her vital signs were normal, but after examining
Mrs. Wype, Dr. Wortmann suggested that there might be a need
for surgery near her median nerve.
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Evaluation:
We will be using a continuum scale for evaluation by the host
school students. Any other evaluation can be at the discretion of the
diagnosing teacher according to his/her own system.
Mark a place on the continuum in each category to show the proficiency
of the diagnosing school's results.
Analysis of the patient card. Excellent Good Fair Poor Not Yet
Diagnosis of patient condition. Excellent Good Fair Poor Not Yet
Justification of diagnosis. Excellent Good Fair Poor Not Yet
Unassisted diagnosis Excellent Good Fair Poor Not Yet
(did not need help from host school).
Comments from host school: _______________________________________________
__________________________________________________________________________
__________________________________________________________________________
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For more information, email
Gail B. Wortmann.
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