Spark 101 Lesson Plan

Spark 101 Lesson Plan

Video Presentation Title: “Podiatric Surgery”

Unit of Instruction: Health Care Careers or Body Systems Subject/Course: Principles of Health Science

Standard(s): TEKS (PHS) 130.202 c (1) C – The student is expected to interpret technical material related to the healthcare industry, G – The student will describe biological processes that maintain homeostasis.
(Biology) 112.34 (b) (1), (c) (3) (A) / Objective(s): The student will be able to evaluate potential surgical options and choose one based on clinical constraints and available biomaterials.
Assessment/Demonstration of Learning: Given a list of joint replacement materials the student will create a T-chart that compares the advantages/disadvantages of each for this patient.
Approximate Class Time: 45 to 90 minutes (1 or 2 class periods) / Resources Needed: Post-it notes, LCD projector, computer and Spark 101 video, skeletal foot model (real or digital), handouts with info about joint replacement materials, whiteboards and markers.
(Also, if available: one stainless steel, silicon, and/or other joint replacement materials for the in-class investigation; 3-D printer for joint models)
Lesson Component / Time Allotted / Teacher Procedure
Activator
(Prior to showing the video presentation) / Time:
5 -10 minutes / Ask students about Wolverine in the X-men movies -When he is injured, what happens? Since we’re not mutants, what happens to our bodies? Have any of you ever had a family member or friend that needed to have a body part replaced?
Use sticky notes for the K and W part of a KWL chart about the surgical replacement of body parts.
Problem/Motivation
(Part I of video) / Time:
5 minutes / Show this first segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing. Also ask them to note any unfamiliar vocabulary.
Problem Solving Activity
(Describe process for identifying possible solution(s) to the problem presented) / Time:
10-15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Ask about and define any medical terms that were new. Give handouts about joint replacement materials. (if resources are available, allow them to inspect and manipulate real joint replacement materials.) Use white boards to produce a T chart about the advantages and disadvantages of each material and its clinical constraints, reminding students about the patient’s pre-existing condition.
Checks for Understanding: 1. For each material, the groups will list at least one advantage/disadvantage. 2. Ask them - Do you have all of the information that you need to make this decision? 3. How will you involve the patient in the decision making process? 4. Which material do you think is best?
Solving the Problem
(Part II of video) / Time:
3 minutes / Show this second segment of the video to your students, letting them know that they will be comparing their solutions to the actual solution shared by the industry professional(s).
Comparing Solutions and Meaning
(Describe process for identifying possible solution(s) to the problem presented) / Time:
5 -10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Students to discuss and write answers –
How did the doctor decide which material to use?
How did your decision compare to his, and will you now change your initial decision? Why or why not?
Checks for Understanding
Each group presents to the class their decision and each of the other groups may ask them a question.
Future Impact and Meaning
(Part III of video) / Time:
3 minutes / Show this third and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways and careers presented in the video. Warn about pictures of the surgery.
Future Impact and Meaning
(Have students reflect on how solving the problem might relate to current or future goals) / Time:
10-15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Could this condition have been prevented? What type of follow-up care will the patient need? Do you think she might need additional surgery in the future?
Checks for Understanding: Ask questions and then call on individual students to answer –
· What was interesting to you about this surgical procedure?
· What did the doctor say were some of the advantages of his career?
· Is anyone interested in this career?
· What other body parts do you think might be replaced in the future (but we don’t have the technology for yet?)
Summarizer/Closure / Time:
5-45 minutes / Do the L part of KWL chart.
If your family member needed a surgery like this, would you recommend it? Why or why not?
For additional reinforcement and independent learning:
· Do experiment with chicken bones to investigate factors that affect bone strength; use three types of bones – regular, baked, and soaked in vinegar overnight.
· As homework, have each student make a joint replacement model using modeling clay, toothpicks, craft sticks, etc.
· Complete a class gallery walk, having students vote on the best design and the winner will be constructed using a 3-D printer.
Assessment (if applicable) / T charts, oral responses, KWL charts, joint construction projects
Additional Notes (if needed) / Accommodations for special populations –1. Give additional written material to accompany video with definitions of vocabulary and extra time, if needed. 2. For ELL – pre-teach vocabulary and provide visuals.
3. For GT – anticipate and research possible future body part replacements.
CK12 Connections (if available)
www.ck12.org/biology/Skelelal-System-Problems-and-Diseases/ / OpenStax Connections (if available)

Other resources:

1. Information about a wide variety of surgical joint replacements – www.orthoillustrated.com

2. Myincrediblebody app for 3-D skeletal model that can be manipulated.

3. TED talks about creating organs using 3-D printers by Dr. Anthony Atala at Wake Forest’s Institute for Regenerative Medicine

· Please use the materials handout on the next page as a T chart resource.

Materials Used in Podiatric Joint Replacement Surgeries

Titanium – a hard metal, for half of the joint (hemi)

Silastic – a silicon rubber that is flexible

Combinations – partial metal and silastic

Sources: Spark 101 Podiatric Surgery video, www.bonesamrt.org, www.aaos.org