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Lesson Plan Title: Diagnostic Technological Advances

Date: April 3, 2017

Subject: Health Science Grade: 11
Topic: Diagnostic Technological Advances
Essential Question: Why are technological advances important in
health care?

Materials: iPads, class website

Stage 1- Desired Results you may use student friendly

What do they need to understand, know, and/or able to do?
The students will be able to research and describe the operation,
risks, benefits, purpose, and technological advances.

Broad Areas of Learning:

This lesson builds on the students ability to be a Lifelong Learner by
learning the basic skills of diagnostic technologies and the impact of
technological advancements on the diagnostic process. As well, this
lesson is building an important skill of the ability to research
information. The students will also become Engaged Citizens by
responding to the blog posts of other students and understanding the
technology they have researched. This also can lead into discussions
about careers and the people who operate these machines.

Cross-Curricular Competencies:
This lesson strongly focuses on developing the students scientific
literacies through their research of medical diagnostic technologies.
Through this research the students will understand the purpose of
these technologies, and how they have advanced over time. The
students will also express their understanding through the use of
various literacies, combining scientific, writing and technological
literacies to share their findings in a blog post for their peers to
access. This assignment also focuses on developing Identity and
Interdependence by working in a group and learning to understand
the point of view of other students and working together to develop a
quality product.

HS20-DT1: Explore the tools and procedures used to diagnose and
monitor medical conditions.
e. Research the operation, risks, benefits and imaging modalities of
medical imaging tools, including X-Ray radiology, magnetic
resonance imaging (MRI), computed tomography (CT), ultrasound
and positron emission tomography (PET).
f. Describe technological advances in medical imaging tools (eg. X-
Ray, ultrasound, CT and MRI)

PGP Goals:
2.4- Ability to use technologies readily, strategically and
3.1- The ability to utilize meaningful, equitable and holistic
approaches to assessment and evaluation;
4.3- the capacity to engage in program planning to shape lived
curriculum that brings learner needs, subject matter, and contextual
variables together in developmentally appropriate, culturally
responsive and meaningful ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the

learning to help determine next steps.
I will have the opportunity to walk around and assess the process of
the students as they work through their assignment. This will give me
the opportunity to see where in the process the students are and if
they are actually working on their assignment. From this assessment
I can determine if the students may require more time or I this will be
assigned as homework for the students to complete outside of class.
By wandering the classroom I can also provide further assistance to
individual groups, answer questions, and provide clarification.

Assessment OF Learning (summative) Assess the students after

learning to evaluate what they have learned.
Summative assessment will occur in this lesson through the
completion of a blog post about the technological advancements of a
specific medical diagnostic technology. The students will be marked
on the information they have researched about the inventor, past
technologies, major advancements, what it does, the purpose, and
the benefits and risks involved in this technology. The students will
be marked using the attached rubric.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the
students): (5 min)
Class discussion- Why are technological advancements so important
in health care? (essential/ hook) In what ways does technology
influence diagnostic procedures? (hook)

Main Procedures/Strategies: (50 min)

1) Break the students into groups, or allow them to choose the
groups themselves. Groups should be no larger than 4
students. (1 min)
2) Explain the activity to the students: Each group will be
assigned a medical technology to research (MRI, PET, CT, X-
Ray, Ultrasound). Information will include: the inventor, past
technologies, major advancements, what it does, the purpose,
and the benefits, and risks. The students will use the class
iPads to complete their research. Encourage the students to
break up the research and make sure that everyone in the
group is involved. After the research has been completed the
students will share their findings in a blog post on the class
website. Each group should work together to complete one
blog post about their technology. Students can post pictures
and other additional resources they feel are relevant to their
topic and help to enhance their post, and must include
citations of where they found the information (they may use
any citation style, as long as they are consistent). After the
groups have completed their blog post each students must
comment individually on the posts of at least 2 other groups.
The comments should be related to the technological advances
and the information the students have shared. Students should
also read all of the other groups posts and this information will
be important as we move on. (4 min)
3) Hand out the marking scheme to the students and give the rest
of the period to work on the assignment. (45 min)

- Students who struggle with writing could get a student to act as a
scribe in writing a portion of the blog post.
- Students could work on this as an individual if they dont work well
in a group
Closing of lesson:
You will have a few minutes to finish up tomorrow before we move
on. This will be expected to be complete on your own after tomorrow
and I will be reading through the blog posts this weekend and
marking them. Tomorrow we will be discussing technologies in more
depth and preparing for a lab that we will do in a couple days.

Personal Reflection:
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)