HBS Fall 2023-Period 3 Assignments

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Flipgrid link in Google Classroom

Flipgrid link

Here is the flipgrid link for your presentations (due next week, so take a little time to make sure you are doing a good job!)
Created by Krista Gale: Thursday, January 11 12:37 PM


218 in Google Classroom


1. Watch the Minute Clinic. What does the test show? What other tests would/could you run? Answer the RQ in the minute clinic box.
2. Listen to the 'lab leads' clip. Read through the Neurology challenge requirements and rubric. You will be assigned a group and a patient. (See groups and assignments in the separate post listing groups and patients). Read through your case and take notes. 
3. What is a differential diagnosis? What are some differential diagnoses that apply to your patient?  List evidence to support those diff. diagnoses.
4. Decide what you think is the condition facing your patient. Check your answer! Once you are correct. do some research (and take notes) to find out what is happening to your patient. Specifically focus on the error(s) in communication that are occurring. 
5. Use existing models or make new ones to demonstrate the communication error. Include other images, too, to show what is occurring. Make sure you can explain what is happening.
6. Prep a case summary for your patient. Review and share with another group. Provide each other feedback. Did you (and they) answer all parts of the rubric, etc? Change your explanation as needed for completeness/clarity.
-Record a flipgrid as a group to explain your case. Follow the rubric/guidelines and incorporate the feedback you received!
7. Take notes on the other 8 disorders/conditions as directed in step 11.
8. Answer the Career Connections questions for your patient.
9. Read the Historical Highlight. Answer the the RQ in the box.
10. CQ 1-2
Created by Krista Gale: Thursday, January 11 12:37 PM


2.1.7 in Google Classroom


1. What is the difference between a reflex and a voluntary action? Is it possible to stop a reflex?
2. Answer RQ from the intro section
3. Open the Reflex and Rxn Testing link. Make the data tables as described. 
-If not done already, attach the accelerometer to the reflex hammer. 
4. Follow the lab protocol and collect data. 
5. Calculate your mean response and reflex times. 
6. Answer LNQ @ step 20. Return to the main 217 lesson page.
7. Add your mean times to the class Google sheet.
8. Answer the LNQ @ step 4
-If time allows, you can continue to work through steps 5-10 but if not, skip to the CQ
9. CQ 2-3
Created by Krista Gale: Thursday, December 14 12:38 PM


2.1.3- presentation part only! in Google Classroom

2.1.3- presentation part only!

Record your neuron model explanations here (on flipgrid)
Created by Krista Gale: Friday, November 17 12:33 PM


2.1.3 in Google Classroom


1. Read the opening paragraphs. Note the difference between clinical and experimental researchers in your notebook. Also take brief notes on the 3 neuroscientists in the box. 
2. Define: neurons and glial cells. What 3 parts do all neurons have?
3. Use the neuron component model to explore the parts of neurons. Then, draw and label a neuron as directed in step 1. Indicate the direction of information flow along the neuron (1c).
4. Define action potential. What do glial cells do? List some of the types of glial cells. Answer the RQ in the box at the end of step 1.
5. Listen to Dr. Cherry and take brief notes on the role of a principal investigator.
6. Research to complete the Neuron Forms worksheet. (except don't do the drawings yet).
-Read through the steps you should do in the neurobiology lab. Note that you will see the specimens to draw here!
7. Finish the neurobiology lab tasks. (draw the neurons you need to on the WS). Explain the difference between motor, sensory, and interneurons. 
8. Form a team of 3. Each of you will build a model of one of the 3 neuron types. Take a pic when all done (including the labels from step 9) or you may sketch the neurons in your notebook by hand if you prefer. 
-With your teammates, record a flipgrid answering all of the things in step 10. 
9. Watch the minute clinic. Answer the challenge and the RQ in the box. 
10. CQ 1-2
Created by Krista Gale: Friday, November 17 12:33 PM


2.1.2 in Google Classroom


1. Watch the video in the 'Why Dissections?' box. What is Dr. Doolittle's perspective on dissections?
2. Read through all the safety instructions and watch the clip about glove disposal. Once you have all the materials, click on the 'Sheep Brain dissection' link in the lesson to open the detailed instructions. Follow the instructions to explore and label the exterior features of the sheep brain. Take a pic of your finished labels. (After completing steps 1-8).
3. Turn the brain over and read about the pairs of cranial nerves. NOTE that you will NOT likely see many of these, as they are usually cut before packaging. Answer the RQ at the bottom of step 10.
4. See if you can find and label the olfactory bulbs and the optic chiasm. Answer the RQ at step 12. You can follow along as directed and see if you see evidence of the other cranial nerves, but if not it is OK. 
5. Cut along the longitudinal fissure as described in step 15-16. Label the interior parts of the brain (you may need to do some research here to identify parts, it's a bit tricky). Once you have labeled the parts in step 18, take a pic. Then, clean up and return to the main lesson.
6. Read the 'Exploring Function' section. Why is it hard to pinpoint exactly what parts of the brain perform specific functions?
7. Take brief notes on the 3 neurological cases at the bottom of the 'Historical Highlights' section. 
8. Use the biodigital human model to help research the functions of different parts of the brain.
9. Go through finding the answers to all of step 10. Find out which main area(s) of the brain control each function listed. (Example- vision- occipital lobe). Once you and your partner are done, check with another group. Explore any differences in your answers. (NOTE: we will provide you with PLTW's suggested 'key' once you have tried for yourself so that you can have consistent/similar material to study.)
10. Take the brain regions and functions quiz. Include a screen shot in your notebook. 
11. Add notes on brain functions to your timeline (from last lesson). 
12. CQ 1-3
Created by Krista Gale: Monday, November 13 12:33 PM


2.1.1a in Google Classroom


1. Read intro and then the Career Connections, all the way through. Briefly take notes on the 4 main types of people in a lab. 
2. Try to load the Development and Aging Research Center. (this may be hard. You can try on the class computers too!) This is a simulation, and you need to walk around and learn what you are supposed to be doing as an intern there. Take brief notes on what you find you'll be doing. 
3. How are the Nervous and Endocrine systems similar? (Read 'Anatomy of the Nervous System' paragraphs)
4. Read the 'On Your Nerves' box. Answer the 2 questions in the box.
5. Define: CNS, PNS. Explore the structures. Label on a BGO. (follow steps 2-5)
6. What are the 3 main structures of the brain? Label all the parts from step 8 (use different colors and make a key)- you can use the brain diagram or draw your own. You will NEED to use the 'structures of the brain' interactive- it has lots of information that you need to complete the task.
-Build a brain and spinal cord on your Maniken (see video)
7. Answer RQ at step 11 and define gyri and sulci. Also answer the questions a and b in the box. (still at step 11)
Created by Krista Gale: Thursday, November 2 11:42 AM


HBS Unit 1 Test PART ONE in Google Classroom

HBS Unit 1 Test PART ONE

Created by Krista Gale: Wednesday, November 8 12:33 PM


1.3.1 in Google Classroom


-Read through/watch the 'Quick Clinic' box.
1. How would you talk to your patient? Answer the RQ in the box here.
-Read over the Care/Rehabilitation Plan Requirements box. Don't forget to click on and read through the 1.3 rubric!
2. Collect data on your patient from the link. Enter the info into your patient chart. Look over the chart and make sure it's now complete! (see step 1). If you have missed any portions, you may need to look back over the previous lessons to find the information you need. 
-Watch the 'Empathy in Communication' link. 
3. Take notes as you do research for your patient/project. (potential exercises that may help him/her and why you might/might not choose). Check ALL the links in these steps for ideas!
4. Finish your case plan, and start making your presentation. 
5. Read 'Ethical Scenarios' section. Answer the questions at the end of the section (what would you do if your patient showed resistance to your plan? etc)
6. Share your plan with another team. What feedback did they give? Can you incorporate any of it to make your presentation better? If not, try sharing with another team and answer again. 
7. Finalize and record your presentation. All group members must speak! Answer Unit 1 Reflection questions 2-4.
Created by Krista Gale: Tuesday, October 24 12:35 PM


1.2.6b in Google Classroom


-Read through the 'take it nice and kneezy' paragraph. Next, look over the 4 tasks you will need to do (in the box below that paragraph.) Look at the rubric too!
-Watch the intro to the med professionals video and get an orthopedics in action answer sheet. Finally, look at the flash cards for review. If you think it will help you, note the directions you need to remember as you discuss the knee!

7. Complete step 11 (labeling and answering QUESTION 1 ONLY in part A in the OiA sheet). You may need to do a bit more research to answer all parts!
8. Follow the instructions at step 12. It's time to do some activities! You and a partner (or two) will go to each station. (there are 3 total). Try not to take more than 20-25 min at each one. There are specific instructions to complete at each station, so take or use a computer to follow along. You MAY need to do them 'out of order' if there are no spaces left (let's not waste time waiting if we can help it). Start by clicking on the station you are starting. Follow all the instructions here at each station!! 
Specifically: at the knee model station, define the terms ligament and tendon in your notebook.
9. Research the 4 major ligaments of the knee. Answer the 3 LN questions (under step 1) for each of the ligaments
10. Watch the 'at the clinic' video, and read the paragraph after it. Answer in NB: what is laxity? Why is it important/what does it mean?
11. Watch the video for the anterior and posterior drawer tests. Next, read the descriptions of those tests. Make a note in your NB about how to do those tests. Think about what injury they might point toward.
12. Watch the video for the valgus and varus tests. Again, read the descriptions below and make a brief note in your NB about how to perform these tests. 
13. Use the knee model at the station to perform these tests. Note the instructions on the web/student sheet before you begin! (some hints: detach only one side of a ligament (even the patellar tendon. These are brand new so they are sometimes hard to reattach the ligaments. Take your time and do a good job! When you are looking at the 'healthy' knee for reference, remove the patellar tendon but nothing else. Then when you go to find out what test shows what tendon injury, remove ONE attachment of ONE tendon at a time and perform all four tests, looking for laxity/excess movement in one test or another. Reattach fully/carefully between each test!)
Mark your answers down on the OiA sheet. (Part B: questions 1 and 2 only!)
14. Once you have finished all the tests, read the notes and reminders and decide how you as a team would answer question 3 in part B.
-Clean up/reattach everything carefully before you move on! Click on return to the lesson and choose the next station you will attempt.
15. At the Knee ROM station, read the intro paragraph and watch the video about Dr. Hammoud. What kinds of things does she do in a typical day?
16. In your nb, define the four types of movements that the knee can make (Found before step 1)
17. Answer question 2 from part A of the OiA worksheet. 
18. Plan out two movements to test out on Koa. (NOTE:NOT those already seen in the ROM videos from earlier in the lesson). Record your ROM for  these motions. Take a pic and print for the nb or sketch the movement in the nb.
19. Compare the chart of normal ROM for young adult males to Koa's values. Discuss, then answer the RQs under step 4. 
20. Research and record your findings for a good passive exercise for Koa to increase his knee ROM/stability. Include your reasoning/evidence for the choice you made. 
-Clean up this station, print any pics needed, and move on to the last station.
Kinesiology Tape Station:
- NOTE that the use of KT tape and its benefits are hard to prove clinically, but many patients report benefits to using kinesio tape. At this station, you will only have a set amount of tape you can use, so do your best the first time.
21. Read the intro paragraphs. Answer in your NB: How does KT tape work/what is it supposed to do?
22. Watch the intro video to KT tape. Answer the short 'Check for understanding' questions below it, take a screen shot and print out. 
23. Read through steps 1-2 and watch the videos to see what you will be doing. Read also the paragraph in the box above/around the videos and note in your nb: why does lymph fluid build up?
24. Watch the taping to promote drainage video and tape one side of the knee as shown (you or your partner). Take a pic and print it out.
25. Watch the next two videos about taping for ligament correction. If possible, try this taping on the other partner. 
26. Answer the LNQ in step 8 AND the question in the box about KT tape and Koa's recovery. 
-Clean up your station thoroughly and return to the main lesson.
27. Once you are done with all 3 stations, discuss with your partner(s) about which active ROM exercise would be best to do with Koa today. Explain your choice and reasons in your NB!
28. Answer CQ 1-2. Clean up anywhere else there is a mess, please!
Created by Krista Gale: Monday, October 16 12:35 PM


1.2.6 a  in Google Classroom

1.2.6 a

-Read ROM section (intro)
1. Define in your NB: range of motion, hyperextension. What is dangerous about hyperextension?
2. Match movement to pictures in step 1. Take a screen shot/print.
3. Watch all the ROM videos and choose the correct answer for each. Take a screen shot and print.
* Watch the video of how to use a goniometer! This is important!*
4. Match the steps at step 3, question 1, take screen shot/print.
-NOTE that unless you are injured/in pain, everyone must do the ROM exercises you choose as a group. You should record each of your group member's info in your lab notebook. Plan out how you will take these measurements. Read the 'tips' at step 5. (get a goniometer if you don't already have one). 
5. Take measurements of the 3 movements your group chose. BE SURE to switch roles (so that everyone has a chance to measure, etc- 3 is preferable size for a group, but 2 and 4 are ok). Record measurements as required in step 7, LNQ a-b. 
6. Answer RQ at end of step 7. 
If you finish early, you can continue to the beginning of part b- check out the rubric just above step 8 and then work through steps 9-11. (you will need to ask for a student sheet if you get this far).
Created by Krista Gale: Thursday, October 12 11:22 AM


1.2.5 in Google Classroom


-Start by reading through 'All About Joints', including the email linked and the video clip.
1. Take notes on the new vocabulary in the 'Terminology' box.
2. Look over the flash cards for each type of synovial joint. Answer the LNQ (describe each joint's motion and make a sketch to demonstrate).
3. On your skeletal graphic organizer (hereafter SGO), label one of each type of synovial joint. Discuss with your partner: What joint(s) is Koa using? 
4. Define range of motion and the 5 pairs of movements listed in step 3 (rotation, circumduction, etc) Use the BioDigital model to explore and then write a description of each movement.
5. Make a visual describing each motion on your SGO. (as described in step 5)
6. Answer RQ at step 5.
7. Read 'A Closer Look'. Define: cartilage, and the three types of cartilage described in step 5. 
8. Explore the BioDigital model and add cartilage to your SGO. 
9. Open the Cow Elbow Exploration link. Follow the directions in that resource to explore the cow elbow. Answer: a. RQ after step 4 (in the link still), b. Write the answers to the discussion questions at steps 7, 10 and 11, and c. Answer RQ at step 13. Then, return to the main lesson
10. Add info for your (initial) patient on your patient cohort chart (from the link under step 9)
(the patient from the beginning of the school year!)
11. CQ 1-3
Created by Krista Gale: Friday, October 6 12:33 PM


1.2.4 in Google Classroom


Start by reading the 'Battle of Will' section. 
1. What activities did you and your partner think of that involved muscle fatigue?
2. (from the reading) what factors play a role in muscle fatigue?
**NOTE that you will be doing the lab here, BUT using alternate equipment, so the pictures and directions in the PLTW site will not be exactly accurate to what you are doing**
- Gather the equipment you will need. (Hand dynamometer, lab quest mini, EKG sensor, sticky tabs, and a class computer)
3. Copy the table shown in step 1 of PLTW.
-Set up the lab and open the 'logger pro' software. Make sure the green light shows on the Mini and you should see charts you need for the experiment automatically pop up in the logger pro software.
Change the collection settings to end at 60 seconds. Follow the directions on the video to collect your first (baseline) data for each partner. 
4. Use the basic instructions in step 8 to collect data and enter it into your chart. (steps a-d).
5. Record data for the EMG also.
6. Save and print out your data.
7. Once both partners have completed the baseline, discuss your results. Answer LN questions at step 13 a-d.
8. Identify some mindfulness techniques that might impact your patient's recovery and rehab. 
9. Answer LN questions a-c just above step 14. 
10. Brainstorm with your partner and choose a variable to test that you think might impact muscle fatigue. Ex: you could have two people compete while gripping, you could use positive reinforcement (encouragement), you could allow them to see how they are doing (which might motivate them), etc. 
11. Run your experiment and collect data. Make sure to consider and try to minimize any confounding variables!
12. Include graphs and charts of the experimental data you collected. (step 16)
13. Analyze your results. Answer the LN question at step 17. Compare results with another group. Answer questions a-b under 'examining results'
14. Answer RQ at the end of the lesson. What were some possible sources of error in your experiment?
15. CQ 1-3
Created by Krista Gale: Friday, September 29 12:33 PM


1.2.3 in Google Classroom


1. Read the introduction and answer the RQ before #1.
2. Review your patient’s case (step 1). (If you were absent, make sure you pick a patient that’s not the same as the other people in your lab group!). Meet with someone else in class with your patient and discuss (and write in NB) the answers to the LN questions.
3. Check in on the Myologik atlas to see if you are on the right track! (the muscles mentioned for each person are under the ‘Resources’ tab. Choose 4 of these muscles to build and list in your NB.
4. Create a table as shown in the LN section in #3. Record all the info for a-f for the table (and the muscles you are going to build). 
-Build the four muscles you chose. Create a tape flag for each muscle. 
5. Label the muscles you built in the cohort patient chart.
6. Answer the RQ at step 7.
7. Discuss with another person with your patient- what exercises or interventions might work well for your patient. Write down what you discuss/discover.
8. Take the quiz at step 8. Screen shot the quiz and include in your NB. 
9. CQ 1-2
Created by Krista Gale: Wednesday, September 27 12:32 PM


1.2.2 in Google Classroom


-Watch 'Meet Caleb' video clip.
1. What is a physiatrist? What do they do, and how is that different from a physical therapist?
-Watch the Dr. Amin video. 
2. Answer the RQ after the Dr. Amin video
3. Research muscle anatomy (specifically the muscle belly).Take brief notes.
4. Label the parts of the muscle listed in step 2 on your Makeup of a Muscle sheet.(MoM for short) 
5. Take the muscles cross section quiz. Screen shot and include in your notebook!
6. Answer RQ at the end of the section here. 
-Explore the brachialis muscle using the biodigital display under 'Getting Attached'.
7. What do the star, diamond, and filled circle indicate on the display?
-next, you'll need your Maniken, a tool set (you may have to share), a placemat, and some brown clay
-open my video on building the arm muscles and muscle rules. Follow along and build as I do! 
8. Take notes on all 6 muscle rules as directed in step 4. 
9. Draw the muscles you built on the MoM page.
10. Brainstorm muscle name meanings from step 6. Write your ideas in your notebook as directed in the LN section of this step. 
11. Answer RQ at step 7
-Read 'Muscle Injuries' and step 8. Follow the videoed instructions to build the muscles of the chest. 
12. Add these muscles to the MoM sheet.
13. Research common muscle injuries. Answer LN questions at step 10 a and b. 
-Discuss the 'Tackling Treatment' section and your ideas with your lab partner. Check your answers!
14. CQ 1-4
Created by Krista Gale: Thursday, September 21 12:31 PM


1.1.6b in Google Classroom


16. Fill out Part E for Carmen
17. Explain your plan on the student sheet (for bone breaks).
18. After viewing the Xray, answer RQ at #18
19. Read the section and take notes about the role of a Cast Technician
20. Again, read the section and take notes on the similarities and differences between X-rays, MRI and ultrasound scans
21. Click on your patient and find the new information about his/her case. Record this in the patient chart.
-Discuss your treatment plan/ideas with your cohort group. 
22. Answer CQ 1-3
Created by Krista Gale: Tuesday, September 19 12:29 PM


121 TO SUBMIT TO THE GC in Google Classroom


Hello all,
Please send me your answer to 121 Step 13. (on the GC!- refers to Nathan's bloodwork)... (Just checking in and making sure you're making good progress!) 
Minus one point if it's late. Due before midnight on 9/21
Created by Krista Gale: Wednesday, September 20 4:30 PM


1.1.6 a in Google Classroom

1.1.6 a

1. Intro notes (also watch the video)
-Complete the X-ray shuffle challenge. Compare your answers with another group. 
2. Click on the links for each person under the career connections. Don't forget to watch the video. Take very brief notes.
3. Read the section 'Breaking down Breaks'. Take brief notes.
-Make sure you have the supplies you need (listed under Fracture puzzles step 1)
4. Take notes on your research on comminuted, transverse, and spiral fractures (step 2).
5. Apply the forces shown to the chalk, and complete part A: modeling fracture patterns on the student sheet.
6. Take the 'fractures quiz' and include a screen shot. 
7. Complete parts B and C of the student sheet. Compare your results with another group. If there are discrepancies, discuss and ask for help if needed!
Put away all the pieces you used. 
8. Read through 'Checking in on Carmen' and the Historical highlight section. Take brief notes on the history of Xray tech and how they are currently used.
9. Look at Carmen's Xray and complete part D of the student sheet. Draw and label the fracture as described in step 9.
10. What forces do you think caused this fracture? Support your opinion- provide a rationale based on your research. Also answer the RQ at step 10.
11. Research and take notes about the role of osteoblasts and osteoclasts in bone remodeling and repair.
12. Read the descriptions of fracture healing and take brief notes (step 12). Answer the lab notebook questions at the bottom of this step (12 a-b)
Created by Krista Gale: Tuesday, September 19 8:29 AM


1.2.1 in Google Classroom


-Watch the short vid clip at the beginning of the lesson.
1. Take intro notes on 'back in the lab', 'mighty muscles', and 'types of tissue' up to step 1 on pltw. Don't forget to include all vocab (bold/orange) terms. 
2. Make the table shown/described in step 1 (LN section). and answer/fill in all the parts described in a-d. 
3. Answer the RQ at the end of step 1
4. Look at each type of muscle tissue on high power, and research what you are looking at so that you can label the parts listed in step 3. 
5. In your notebook, answer the question at the end of step 3 (differences between muscle tissues)
-Read the section describing what is happening to Nathan's muscles ('Investigating Contraction'). Note the review on ATP!
6. Predict what will happen in each solution (there are three described)
-Look at the results by clicking on the images in step four. Record the results data in your notebook.
7. Calculate percent change as shown in step 5. Record your calculations in your notebook. 
8. Answer the RQ at the end of step 5
9. Look at the images in step 6. Answer the LN question here (what is actually happening in the cells?)
10. Take notes on the vocab introduced in 'Actin Up' (sarcomere, actin, and myosin. You will look at the sliding filament theory in the next step) 
11. Click through the animated slides at step 7 to show what happens when a muscle contracts. Make sure you look at 3 or more sources on the sliding filament theory as directed in step 8 as you are about to build a model of it! Take good notes as directed in the Lab Notebook section (include your sources this time!) at step 8 a-c
12. Design and sketch your model that you will use to demo sliding filament theory. Look carefully at the box (step 9) to make sure you have all that is required!
-Build model. 
13. Look over Nathan's bloodwork. Based on what you see, what is most likely the problem leading to his cramps?
14. Be able to use your model to show what is happening to Nathan. Answer LN questions a-b.
15. CQ 1-3
Created by Krista Gale: Thursday, September 7 8:29 AM


1.1.4 in Google Classroom


-Watch the 'minute clinic' clip. 
1. What diagnosis do you think the doctor has made? Why does he want a CT scan?
2. List the evidence shown in the video. Use hints if needed. 
3. Answer the RQ in the minute clinic box.
4. Take 'intro notes' on the section called 'Bone's Unique Architecture' up to #1. 
5. Review the four types of bones using the 'flash cards' in step 1. Make a table as described in step 1, and fill in info about each type of bone as you do research.
-Build the origami organelles bone model. 

You can look at the powerpoint for help labeling and info about the bones.
6. Label the built model. Then, draw an image of the labeled bone model as described in step 5.
7. Take the long bone quiz. Screen shot and print your results.
8. On your Histology Organizer, add microscope drawings of compact and spongy bone. Don't forget to label magnification and the parts listed if possible.
9. Define the new terms presented in steps 7-8 in your notebook. 
10. CQ 1-3
Created by Krista Gale: Monday, August 28 8:27 PM


1.1.5 in Google Classroom


1. Intro notes (and answer the RQ within the intro)
2. Label the 26 bones from step 2 on your skeletal graphic organizer. (Number them as suggested if you wish, or use tape flags)
-Practice with the bones with another group as directed in step 3. 
3. Complete ALL tasks in the skeletal system organizer tasks as directed in step four. Some you may do on the skeletal graphic organizer, and as needed you may also answer in your lab notebook pages instead.
4. What is limb length discrepancy? Why is it significant?
5. Try to correctly complete 'Dalia directs' (step 5). Check to see if you are correct. Make up 5 of your own directions (write them in your notebook) and see if. your partner can perform the directions accurately. Then switch and let them boss you! :) (step 6-8) Discuss each others' accuracy.
5. CQ 1-3
Created by Krista Gale: Tuesday, August 29 12:27 PM


1.1.3 in Google Classroom


1. Intro notes (on the beginning paragraphs all the way up to step 1)
2. Look at the PLTW 'slides' showing the 4 tissue types. Then, make a lab notebook as described in the 'pltw laboratory notebook' section under #2
Add the info you found in your research to the table. 
3. What is histology? What do/can histologists do? Watch the short video at #2 and summarize the importance of histology.
4. View the tissue slides provided under a microscope. Sketch what you see in the Histology Organizer. Make sure to label all the parts of the diagram (tissue type, magnification, etc)
5. Answer the RQ at #5
6. Look over the concept map resource at step 6, then create a concept map in your notebook using the terms in step 7. Follow the instructions!
-Add notes to your patient's chart based on the histology information, if applicable (step 8). Discuss with your cohort.
7. What is Bell's palsy?
8. Label the skull diagram to show the different major bones of the skull. Also label the face muscles listed in step 11. (STOP HERE FOR WEDNESDAY)
-Follow along and/or use the Google slides to guide your first Maniken build- the face! Come up with a name you and your partner agree upon. 
9. Answer the Lab Notebook question at step 13
10. CQ 1-2
Created by Krista Gale: Tuesday, August 22 8:26 PM


1.1.2 in Google Classroom


1. Read the entire intro section (including the parts about da Vinci). Take some notes. What is most interesting to you about the facts about da Vinci?
-Review the section on lab notebooks. Check that you don't need to change anything yet!!
2. Read and take some more notes at step 2 (Directional terms) Make sure you have the Language of Anatomy organizer, and that you include the first four terms defined for you in your notebook (Dir, regional terms, body planes and cavities)
3. Brainstorm/discuss with your partner the general definitions of the terms in the box at step 3. Put tape flags on your Maniken to demonstrate. Once you have done as much as you can, look up the actual definitions to check yourselves. Add these definitions to your notes. (CAREFUL- google will have many different defs for some of these terms. Find the one that makes the most sense in the ANATOMY context)
4. Discuss your flag placement and check with another group. Find a third group, and then ask me, if you have any discrepancies or questions! Then add the terms (with arrows etc as needed) to your anatomy organizer. Finally, write a sentence in your notebook to describe each pair- that means 6 sentences. (see step 7)
5. Complete the check for understanding, and take (and print out) a screen shot. 
6. Define: axial vs. appendicular skeleton
7. Research the definitions for the 30 regional terms in the box at step 8. You do NOT have to use full sentences, just indicate where this means on the body.
8. Make tape flags and add these terms to your Maniken. Ask me to come by and check! Then, add these terms with arrows to your Language of Anatomy organizer. 
9. Answer the Reflection Question (RQ) at step 10. 
-Practice the terms as described in steps 12 and 13
10. What is an anatomical plane? Define the four major planes discussed at the end of step 14.
11. Label the planes and cavity terminology at steps 15-16 on your Anatomy organizer. 
-Complete the cohort discussion from the box at the end of step 16 with your group. 
12. Answer conclusion questions (CQ) 1-2 
**STUDY your regional terms (the first 12, which are paired, ie superior/inferior) for a quiz next class!**
Created by Krista Gale: Thursday, August 17 12:25 PM


1.1.1 in Google Classroom


Before we begin, a discussion about lab notebooks (see 1.1.2, Scientific Lab Notebook resource page)
-Read through the Scientific Lab Notebook resource page. Be prepared to anwer- Why is a lab notebook important (in the real world)? (This is all from 112) 

Now, head back to section 1.1.1
-Read the intro section (Welcome Aboard) and watch the short video
**Let's start NOW with the courtesy/norm that we use HEADPHONES of some kind when listening to a video in class.**
-Keep reading through the Careers in Biomedical Science
-Click on the link exploring Scott, Megan, and Kim 
-Look over the patient information under 'From your PT Cohort'. At this point, you should have read/looked through the information up to step 4.
-Form a group of 5. 
(Remember, the numbered steps below should be answered/listed IN YOUR NOTEBOOK)
1. Make a note- which group member will be the 'lead' for which patient?
2. Answer the reflection questions (RQ) at pltw step 4 in your notebook.
-Click on the 'Collaboration' link at step 6. 
3. Answer the questions at the bottom of the first section of the collaboration page: (Reflect on your own professional skills. When collaborating, are you typically more task oriented or process oriented? How might you work to develop both of these skills?)
-Read on through the Collaborative Problem-Solving section. 
4. Do you think your team should make written norms? What would be the most important 1-3 norms for a successful group/team in your opinion?
- Discuss, agree upon, and -(Optional!)-write out norms for your team.
-Now, find someone else in the class who is 'lead' for the same patient you have. (see: instructions and note at step 7 in pltw)
5. Read the case summary for your patient (#8) and enter info on the patient chart
-With your table group, do the cohort discussion in #8

-Read through 'Can I Get a Connection'
6. List as many body systems as you can (RQ just above #9) (don't look any up!)
-Obtain a honeycomb puzzle for you and your partner/table group 
-Look up any terms you don't recognize on the pieces
-Complete steps 11-12 in pltw. Be prepared to share your reasoning!
-'Gallery walk' and look at 4 other puzzles. Discuss differences/defend your reasoning.
-Read through the end of the lesson
7. Answer conclusion questions (CQ) 1-2
**HW also: return syllabus page**
Created by Krista Gale: Wednesday, August 16 12:17 PM