BP7 Relevant and Innovative Learning Scenario – Animoto Anatomy

Brief Overview:

Students will research a specific disease or homeostatic imbalance using current technologies available. Students will prepare report  on the homeostatic imbalance worksheet and  a brief Animoto media presentation to share their findings.

I have also used a modified version of this assignment to create digital lab reports in my Astronomy class.

Target Audience:

High School Students in Human Anatomy and Physiology, but easily modifiable for students as early as 7th grade.

In the Astronomy version we added the following supplies

• Radiometer
• Hair Dryer
• Fan
• Shoe box

Materials:

• Computer (or smartphone) with internet connection
• Writing utensil
• Homeostatic Imbalance Presentation Planning Template

Objectives:

• Students will define the terms: Symptom, Sign, Diagnosis, Prognosis, Treatment, and Etiology.
• Students will evaluate an article on Wikipedia .
• Students will use Animoto to create a brief presentation or presentations of the disease they have chosen.
• Students will use current technologies such as the internet to explore current research related to a specific topic
• Students will collect, analyze, and draw conclusions from data to create a formal presentation using available technology.
• Students will research and distinguish among common integumentary system disorders in terms of origin, manifestation, and treatments.

Procedure:

1. Students will review the list of homeostatic imbalaces and choose a disease as a topic.
2. Students choosing the same disease will be grouped.

a. No more than 3 students may choose the same homeostatic imbalance.
b. Each group member will be assigned one additional source other than Wikipedia.
c. No 2 students will use the same additional source.

3. Students will read the Wikipedia article and gather the required information from the homeostatic imbalances presentation planning worksheet.
4. Students will read another source from those provided on the Homeostatic Imbalances Presentation Planning worksheet. Students will add the required information from their additional source.
5. Students will gather information from additional sources from their group members.
6. Students will create an account on Animoto.com
7. Students will create one or more Animoto presentations from using the information they have gathered. Their presentation must include

a. The name of the imbalance
b. Signs and Symptoms
c. Causes
d. Diagnosis and Test
e. Treatment, Care, and Prevention
f. Prognosis
8. Students will post links to their presentation on the instructors blog.

Emerging Technology:

Animoto – a simple tool for creating video presentations.

Social Participation:

• Students will work in groups to compare and contrast their research findings.
• Students will view the Animoto presentations of their peers.

Making Connections:

Prior to integrating this project, students have covered the integumentary system, cells and tissues, introduction to chemistry and biochemistry, and the language of anatomy.

By researching disorders, diseases, and conditions the importance and interaction of the previously mentioned topics becomes a more real and relevant to the learner.

The audience will experience a greater sense of novelty having produced their own audio/ visual presentation.

Creation:

Students will create one or more Animoto presentations.

Assessment:

The Students Animoto presentation will be assessed as well as their Homeostatic Imbalance Project Planning Worksheet using the following rubric

Criteria	Mastery 3 points	Met expectations 2 points	Did not meet expectations 1 point
Definitions	All definitions completed adequately	4 or 5 definitions completed or 6 brief definitons	0-3 definitions completed
Alternate names and overview of disease	Gave full description of the disease. Included alternate names and areas where those names are usedStudent used both sources	Gave good description of the disease	Listed alternate names
Signs and Symptoms	Listed and described all signs and symptoms. Student used both sources.	Listed and described some symptomsStudent used one source	Listed some signs or symptoms
Diagnosis	Fully described all diagnostic testStudent used both sources.	Described some of the diagnostic testOrListed all diagnostic testStudent used one source	Listed some of the diagnostic test
Prognosis	Description of the prognosis was complete and clear. Student used both sources	Description of the prognosis was incomplete or unclearStudent used one source	Description on the prognosis was incomplete and unclearStudent used one source
Treatment, care, and modification of life style	Student clearly discussed and explained these these factors.Student used both sources	Student briefly discussed these factors .Student used one source	Students discussion of these factors was incomplete.
Animoto	Student covered all information in the Animoto presentation (s)And successfully posted links to blog	Student covered all of the information but did not share the links	Student did not cover all the information.
Wikipedia evaluation	Student compared and contrasted the Wikipedia article vs their other source. Student compared this information to a peer using the same topic.	Student compared and contrasted the Wikipedia article vs their other source. Student did not collaborate with another student.	Student did not compare and contrast the articles

Reflection:

• Students will complete a form on Schoolwires (Google forms may  also be used) reflecting on the project
  • Do they feel the learned anything from this project?
  • Favorite part
  • Least favorite part
  • Suggestions for improvement
• The instructor will review feedback and implement change as necessary to maximize student achievement.