- Grade Focus
- Grade 11
- Age Level
- 16
- Subject
- Science
- Technology Integration Activity
- Digital Ethics, Discovering the Internet, Imaging, Online Safety, PowerPoint Presentations, Video Productions
- Estimated Time of Completion
- 1 week
Introduction
Students will investigate and research concepts of prosthetics utilizing the internt.
Students will work as a group utilizing Wiggio.com to share thier research and to work in a group to create a group presentation.
Prerequisite Experience
Students will know how to work in groups. Students will be familiar with doing research on web and making power point presentations or video equipment and editing.
Teacher Prep Time
Teacher will be familiar with helping students do research on the web, using Wiggio.com for group work and creating power points.Project
Students will be assigned a specific prosthesis. They will use the internet as well as other resources (library, etc) to become experts on their roles as either a physician or an engineer. The team will work together to create a Group Presentation that presents the team's research on prosthetics.Assessment/Grading
Rubrics for presenting and working in groupsTime Management Tips
Class 1: Students will view CNN video, "The artificial hand that can feel", 2009. Students will be assigned work groups and roles and introduced to Wiggio.com. Students start researching on web on their assigned prosthesis.
Class 2: Students continue to use Wiggio to collaborate with their research and presentations.
Class 3: The students will present thier research.
Lesson Plan Details
Engage
Students will view the CNN, 2009, video. "The artificial hand that feels," illustrating the cutting edge technology in prostheses. http://www.cnn.com/2009/HEALTH/11/06/artificial.hand.feel/index.html. Discussion of what the students know about prosthetics.
Explore
The web site of Wiggio.com will be introduced and practice will occur during class using laptops.
Each of the members of the group will be assigned a particular role. Two members from each WebQuest team will explore each of the roles. Physician: Explain the advantages and disadvantages of using prostheses from a physician's point of view and a patient's point of view. As a health professional you must be able to empathize with your patients. Explore the biology of how the body may react to a prosthetic on a cellular and body level. Engineer: Explain the advantages and disadvantages of using prostheses from an engineer's point of view. Keep in mind the patient and the physician who both must interact with the prosthetic. Explore the biology of how the body may react to a prosthesis on a cellular level and body level.The students will work in their groups exploring prostheses on the web and discussing their findings on Wiggio.com.
Explain
Group members come back to the team with expertise gained by researching from one perspective. Each of them will bring a certain viewpoint to the topic. They will use information, pictures, movies, facts, opinions, etc. from the web sites they explored to convince their teammates that their viewpoint is important and should be part of their team's presentation. Use Wiggio to collaborate.Elaborate
Each group will create a presentation on their prosthetic to present to the class. Students should include graphics and fun transitions; they should be creative and smart. Five questions should be prepared to ask the class after their presentation.Evaluate
Teacher will modify lesson as needed for understanding by student.
Teacher will check for at least one post per person and two responses per person.
Teacher observations ongoing.
Rubric below for group presentations.
| Components | Mastery(16-15) | Acceptable(14-12) | Unacceptable(11-0) | SCORE |
| Content | Shows a complete understanding of the material presented. Provides clear explanations.Answers class questions with explanations and elaboration. | Shows somewhat of an understanding of the material presented. Provides some explanation. Answers questions accurately but fails to elaborate. | Shows limited understanding of the presented material. Provides little explanation. Unable to answer class questions. | |
| Organization | Very organized and easy to follow. Sequential, with strong beginning/middle/end. | Somewhat organized and easy to follow. Mostly sequential, with an adequate beginning/middle/ end. | Little organization and difficult to follow. Not always sequential, with a weak beginning/middle/end. | |
| Visuals | Supports presentation with appropriate selection of visual aids and technology. Visual aids are clear and easy to interpret. Presentation has no misspellings or grammatical errors. | Supports presentation with reasonable selection of visual aids and technology. Visual aids are mostly clear and easy to interpret. Presentation has not more than two misspellings or grammatical errors. | Ineffective use of visual aids and technology. Visual aids are unclear and difficult to interpret. Presentation has more than three misspellings or grammatical errors. | |
| Participation | All group members are equally involved in the presentation. | One member is noticeably less involved in the presentation. | One member doing most of the presentation, with inconsistent effort by the group as a whole. | |
| Length | Within +/- two minutes of the allotted time. | Within +/- three minutes of the allotted time. | Four or more minutes under or over time. | |
| Creativity | Very original illustration of the material; presented with freshness and imagination. Captures the attention of the audience. | Originality apparent; an obvious attempt to show imagination. Holds the attention and interest of the audience. | Little originality or imagination. Little attempt to add variety and freshness. Loses audiences attention. | |
| Scores | +4 |
Extend
The students may invite people with prosthetics to come talk to their class.
The students may visit a hospital with patients who are using prosthetics.
The students may design a better and more comfortable prosthetic.