1. Neuro-Diagnosis Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11th Grade (Anatomy and Physiology) Designed by Meghan Doerksen [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are an MD specializing in neurological disorders. 3 patients have come to you with various symptoms that have started to affect their lives. It is your job to discover what’s wrong and what to do about it.

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] To accomplish this task you will first review the following descriptions of the patients carefully. After you have an idea what you’d going to be looking for you can visit the following sites for further investigation. Once you have confirmed the disorder/disease proceed with your proposal. www.webmd.com www.intelihealth.com www.familydoctor.org/online/famdocen/home.html http://faculty.washington.edu/chudler/introb.html Patient 1: Age: 6 Complains of: fever, headache, nausea, stiff neck, dizzy spells, muscle weakness, eye sensitivity, and confusion. A Lumbar puncture procedure had abnormal results. Patient 2: Age: 70 Complains of: confusion, numbness of left side, slurred speech, dizziness, severe headache. A CT scan showed that the brain was not bleeding but there were some areas of concern. Patient 3: Age: 25 Complains of: frequent headaches, loss of appetite, vomiting, change in personality

5. Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Overall Organization. Proposals are unorganized to a point that the teacher does not know where information belongs. Proficient organization. Teacher can tell between patient information. Good organization. Everything has it’s place. Excellent organization and appearance. Correct Disorder Incorrect Disorder and no reasoning. Incorrect Disorder but some reasoning. Correct Disorder but needs more justification. Correct Disorder with perfect reasoning. Symptom Breakdown. Less than 10% Symptoms included. 10-50% Symptoms explained. 50-90% Symptoms explained. 90-100% Symptoms explained. Treatment Suggested. Treatment does not match disorder. Treatment somewhat matches the disorder but resembles a test more. Treatment matches disorder but doesn’t have a large success rate. Treatment matches disorder perfectly.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Great job! Hopefully you’ve correctly diagnosed your patients and purposed the correct treatment.

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] www. webmd .com www. intelihealth .com www. familydoctor .org/online/ famdocen /home.html http://faculty. washington . edu / chudler / introb .html The WebQuest Page

8. Neuro Diagnosis (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11th Grade (Anatomy and Physiology) Designed by Meghan Doerksen [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The lesson will take what students have learned about the nervous system and make it more relevant. They will take symptoms provided and come to conclusions based on research and prior knowledge. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for high school students around 11 th grade taking an optional Anatomy and Physiology course. Before beginning this project it would be beneficial to the students to have almost completed a nervous system unit in class. At least an introduction to the brain. Evaluation Teacher Script Conclusion

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page To accomplish this task you will first review the following descriptions of the patients carefully. After you have an idea what you’d going to be looking for you can visit the following sites for further investigation. Once you have confirmed the disorder/disease proceed with your proposal. www. webmd .com www. intelihealth .com www. familydoctor .org/online/ famdocen /home.html http://faculty. washington . edu / chudler / introb .html Patient 1: Age: 6 Complains of: fever, headache, nausea, stiff neck, dizzy spells, muscle weakness, eye sensitivity, and confusion. A Lumbar puncture procedure had abnormal results. Meningitis Patient 2: Age: 70 Complains of: confusion, numbness of left side, slurred speech, dizziness, severe headache. A CT scan showed that the brain was not bleeding but there were some areas of concern. Ischemic stroke Patient 3: Age: 25 Complains of: frequent headaches, loss of appetite, vomiting, change in personality Brain Tumor Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on the proposals that the students hand in the teacher will know if the lesson was successful. Students should be able to correct diagnose the patients and provide a logical treatment. Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Overall Organization. Proposals are unorganized to a point that the teacher does not know where information belongs. Proficient organization. Teacher can tell between patient information. Good organization. Everything has it’s place. Excellent organization and appearance. Correct Disorder Incorrect Disorder and no reasoning. Incorrect Disorder but some reasoning. Correct Disorder but needs more justification. Correct Disorder with perfect reasoning. Symptom Breakdown. Less than 10% Symptoms included. 10-50% Symptoms explained. 50-90% Symptoms explained. 90-100% Symptoms explained. Treatment Suggested. Treatment does not match disorder. Treatment somewhat matches the disorder but resembles a test more. Treatment matches disorder but doesn’t have a large success rate. Treatment matches disorder perfectly.

15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each step about 20 min. and it may require 2 days or some left over for homework. Students may get stuck at the beginning and not know how to search for the disease, or have it confused with another. Point them in the right directions with clues, try not to give the answer. Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will work great because students will love being able to role-play and solve a “mystery.” So it will be fun but it will also require them to think and problem-solve. In addition it also implements literacy. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page www. webmd .com www. intelihealth .com www. familydoctor .org/online/ famdocen /home.html http://faculty. washington . edu / chudler / introb .html The WebQuest Page Evaluation Teacher Script Conclusion