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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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