Speaking to fellow science educators, the the flow of content delivery in the lesson really excites me. Coming the day after a week of study on Hemoglobin-oxygen dissociation curve analysis and a Case Study where students had to diagnose a patient with Methemoglobinemia, the lesson is designed to help students make a conceptual leap from analysis of Hemoglobin-oxygen saturation graphically, to applications clinically, with an investigation of pulse oximetry.
Speaking to fellow educators of all disciplines, the lesson excites me given the simplicity of the technology used, along with how the instructional flow, in my mind, maximizes the the potential of the tools used, while also overlapping very well with the content being delivered, and the online pedagogy used to deliver it. A true example of a TPACK overlap.
Keeping the above in mind, below are links to the resources for each part of the lesson, along with the technology leveraged (note: Because I make all questions “required” in the Google forms – feedback from students suggests this increases the accountability of the assignment – I suggest you use placeholder text to navigate through the pages of the Google Forms so that you can observe all content). Again, as alluded to above, the below chunk of curriculum can be collectively though of as the “Extend” phase of a 5E/Hero’s Journey lesson plan. Click here for the lesson planning template I use.
- Step 1: Case Study (tech: Google Doc template delivered using the “/copy” technique)
- Step 2: Case Study Solution Reveal (tech: Google Form with embedded videos and links to external articles).
- Step 3: PhET Simulation (tech: YouTube instructional video embedded in form, along with link to simulation in video caption).
- Step 4: PhET Simulation Application (tech: YouTube instructional video embedded in form, along with links to an article and a podcast. “Get pre-filled link” feature also used to scaffold reflection on podcast and article)