Saving a life by studying health conditions.

1. 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

2. 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

3. 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

4. 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

5. 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 person's
responsibilities because of work responsibilities responsibilities because inadequate time
this person's procrastination. because of this person's of this person's 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

6. 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

7. 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

8. [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
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [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

10. [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
Evaluation
Teacher Script
Conclusion
Credits

11. [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.
Evaluation
Teacher Script
Conclusion
Credits

12. [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

13. [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 or
Teacher Script encyclopedias available in the library.
Conclusion
Credits

14. [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 person's
Teacher Script responsibilities because of
this person's procrastination.
work responsibilities
because of this person's
responsibilities because
of this person's
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.

15. [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
Evaluation
Teacher Script
Conclusion
Credits

16. [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
Evaluation
Teacher Script
Conclusion
Credits

17. [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 Page
Teacher Script The WebQuest Slideshare Group
Conclusion
Credits