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.
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.