Osmosis Lesson Plan by malj

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									3/18/09 1
Lesson Plan: Osmosis – Text-based case study

1. Topic and content:
 Topic: The topic for this lesson is osmosis, or movement of water across as semi-
permeable membrane. This will be introduced using a text-based case study that focuses
on the development of dehydration in a vomiting patient.
 Key vocabulary: osmosis, osmotic pressure, membrane, semi permeable, water movement,
dehydration, loss of body water, vomiting, hydrogen and chloride ion loss (possibly), alkalosis (possibly)

2. Goals, objectives and materials
   a. Goals: The overall aim of this lesson will be for the students to grasp the concept
of movement of water from within and around cells resulting in dehydration. The text-
based case study is used in an effort to maintain the students’ attention, and make the
concepts presented relevant to their every day lives.
   b. Objectives: At the completion of this lesson, the students should be able to
explain: 1) the short-term effects of losses of body water, 2) the site(s) within the body
from which the water is lost, and 3) the process by which dehydration occurs.
Performance/behavioral indicators
   c. Materials: A text-based case study will be provided, with associated questions
that the students must address. Additional information will be available through online
resources and still images that explain the concepts of dehydration and osmosis.

3. Methods
   a. Introduction – The topic will be introduced with the text-based case study, and its
associated questions.
   b. Development – I’m not exactly sure what they’re seeking here, but we could
propose that the teacher incorporate his/her usual teaching materials regarding osmosis
after the students have had a chance to work through the case study.
   c. Practice – The students first could be assigned to small groups, with each group
being responsible for addressing the questions that accompany the case study. Once this
is done, a member of each group will contribute the group’s conclusions to a Wiki that
will address various aspects of osmosis and dehydration.
   d. Independent practice – Interested students could have access to more complex
laboratory data and diagnostic images, with normals for comparison.
   e. Accommodations –
   f.    Checking for understanding – The teacher will administer a quiz/test that
addresses the students’ understanding of osmosis as a concept, and its application to the
development of dehydration and over-hydration.
   g. Closure – The focus on the topic will conclude by having the students evaluate
the Wiki they have created, specifically by identifying areas that could have been
improved/expanded/eliminated.

4. Evaluation – The teacher will summarize his/her opinion regarding the degree
to which the students were engaged, and how the lesson could be improved.
3/18/09 2
Dehydration Case - Draft

A 16-year old Caucasian male was presented at 9:15 AM to the Emergency Room at the
Harborview Medical Center in Seattle, Washington with a 10-hour history of vomiting
and abdominal pain. The teenager, his sister and his parents had flown the previous day
from Atlanta, Georgia. The patient was the only family member affected by the illness,
and nobody in the family had been sick during the month prior to the trip.

On the day preceding admission to the Emergency Room, the family had eaten breakfast
at home and the mother had purchased 4 salads at the Atlanta Airport for the family to eat
on the plane: Caesar salads for the parents, fruit salad for the sister, and a chicken Caesar
salad for the boy. After arriving in Seattle and settling into their hotel, the family walked
downtown and ate dinner at a seafood restaurant near the wharf. All four family
members had salmon for dinner. After dinner, the boy and his sister had ice cream at the
Cold Stone Creamery adjacent to their hotel. Exhausted from the trip and the time
difference, the family went to sleep about 9:00 PM.

Shortly after 11 PM, the boy awoke abruptly, complaining of abdominal pain and nausea.
He vomited several times in succession, before appearing to recover and return to bed,
where he finally drifted off to sleep. About an hour later, the nausea and abdominal pain
returned, and he continued to vomit intermittently throughout the night. In the morning,
his parents noted that he was sweating, while shivering in bed, and that his hands felt
clammy. His parents contacted the front desk at the hotel, located the hospital, and
brought their son to the Emergency Room for evaluation.

At admission, the patient was listless and shivering. Following are the physical
examination findings and laboratory data:

Typical physical exam findings:



Typical laboratory findings (with normal ranges):




Typical initial treatments:




3/18/09 3
Lesson Plan: Osmosis – Mini-game
1. Topic and content
Topic: Osmosis
Key Vocabulary: osmosis, osmotic pressure, membrane, semi permeable, water movement,
dehydration, loss of body water, vomiting, hydrogen and chloride ion loss (possibly), alkalosis (possibly)

short intro, game, comparing

2.     Goals, objectives and materials
   a. Goals: The student will understand the relationship between concentration and water
movement across a membrane (water moves to greater concentration)
   b. Objectives: After playing through the game, the students should understand where
the water will move in different environments.
   c. Materials: Laptops/iPod Touch - Web browser/Stand Alone - Osmosis game

3.      Methods
    a. Introduction – The teacher introduces the game (name, basic goals)
    b. Development – The students play the game for 20 minutes going through the in-game tutorial (a
few minutes) then through the different levels of the game.
    c. Practice – After 20 minutes have passed, the teacher distributes a worksheet that compares the
game to biological osmosis. The worksheet contains questions about what happens in the game and
what happens within a biological system.
    d. Independent practice – The students should play the game again, either with remaining class time
or else where. They have more success with game or at least understand why the game is behaving like
it does.
    e. Accommodations – set up "Color Blind Mode," Easier difficulties.
    f. Checking for understanding – Formal or informal methods
    g. Closure - The teacher could lead a discussion to talk about other parts of the body where osmosis
is a factor.

4.    Evaluation – Correlating Exam?
3/18/09 4
Lesson Plan: Osmosis – 3-D exploration of a case study

1. Topic and content: The topic for this case-based study is osmosis or the
movement of water across a semi-permeable membrane. The lesson is presented
as a case-based study focusing on a dog presenting to the hospital after collapsing
on a walk. The dog is subsequently diagnosed as having heart failure due to
previously-undiagnosed aortic stenosis.
2. Goals, objectives, and materials.
a. The overall goal of this lesson is to have the student work through a
disease process resulting from osmosis of water through a semi-permeable
membrane (alveolar capillaries). By solving the case, it is hoped that the
student will be engaged in the problem and forced to think through the
osmotic processes that would result in this disease.
b. Objective: by the end of this lesson the student should be able to explain
how osmosis of water through capillary vasculature blocked the uptake of
oxygen through the alveolar membranes and thus prevented oxygenation
of blood.
c. Materials: text-base case presentation. Perhaps radiographs or other data
could be loaded to make the case more interesting

Methods: I don’t have a lot to add to what Jim wrote.


Case:

Your have taken the family dog, a 3 year old male Newfoundland named Butch, on a
long walk. He seems to be walking more slowly and is panting heavily. He sits down
every couple of blocks, seemingly to rest. You make the walk shorter and head home.
At the end of the driveway, Butch falls down on his hind end. He lays there and pants.
You run inside to get your parents and you all lift him into the car and drive immediately
to the veterinarian. On the way he appears to be conscious, but is breathing very heavily
and seems very weak. His tongue looks more purple than normal.

Your veterinarian finds that his legs are working normally and that it is primarily
weakness that is keeping him from standing up. She finds a heart murmur and sounds of
fluid in the lungs. She takes chest xrays to see why his breathing is so difficult. She
finds (could include an xray) a big heart and fluid-filled lungs. She diagnoses heart
failure causing back up of fluid into the lungs. She tells you that he cannot get enough
oxygen when he is breathing.

Why is this?

								
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