1. Target Audience
My target audience is junior and senior high school students in Human Anatomy & Physiology.
2. Materials
· GlogEDU · Computer | · Anatomy Book · Internet Connection | · Anatomy Notes |
3. Objectives
At the end of this scenario the learner will be able to:
· List the major components and their functions of the chosen Human Body System.
· Describe a disease or disorder of the chosen body system to include Causes, Symptoms, Diagnosis, Treatment and Prognosis
· Design a Glog, which demonstrates their understanding of the chosen system and can effectively convey the material to new learners.
4. Procedure
I. Create a GlogsterEDU account (Teacher/Instructor).
a. Add students as necessary
b. Disseminate GlogsterEDU user information to students/trainees.
II. Each student will then need to create their personal GlogsterEDU homepage.
III. Students will need to choose a body system from the following list:
a. Cardiovascular
b. Digestive
c. Endocrine
d. Female reproductive
e. Immune
f. Integumentary
g. Male reproductive
h. Muscular
i. Nervous
j. Respiratory
k. Skeletal
l. Urinary
IV. Students should create a Glog page that details their specific system to include:
a. Functions of the system as a whole
b. Major Components and their respective functions
c. Problems/diseases that can occur with that system (A list of 4 minimum)
d. Take one of the four problems/diseases and go into detail about it to include:
i. Causes
ii. Symptoms
iii. Diagnoses
iv. Prognosis
e. There should be a diagram detailing the system. This does not have to be hand-created by the group, but proper credits must be given to the source if not hand-created.
V. A quiz (using Quizlet.com) will be created as a separate assignment so that the class may be quizzed over the information included in the Glog.
VI. The group needs to enable commenting so that other students may leave feedback.
5. Web 2.0 Tool
6. Social Participation/Social Learning
The students will be responsible for working in groups of 2-3 students. They will create a group GlogsterEDU page, which documents their journey to the completed project. Group members will have to post to their own Glogs at least 3 times during the process to reflect upon their participation in the group and how they feel the final project is coming along. They can utilize text, audio or video when posting. Video and audio posts need to be between 1-2 minutes each. Group meetings can take place in person, via chat site or through Googledocs.
7. Making Connections
Throughout Human Anatomy & Physiology, we explore the different body systems, detailing the anatomy (structure) and physiology (function) of the systems as a whole and of the individual components, so, the students will need to recall the information that they learned throughout the year, because this will be implemented as a final project (possibly in lieu of a final exam). The new knowledge portion will come from them investigating diseases/problems with their particular system and going into depth about one specific problem/disease.
The project will ultimately teach the rest of the class (but designed to teach someone with no previous knowledge). Students will be gaining a deeper understanding of the material themselves, by becoming “experts” on their system.
8. Create/Produce
The end product is the Glog about the body system. The class will be using each group’s GLOG to study for a quiz that is created by that group.
9. Assessment – Please see rubric below.
10. Reflection – The reflection for the RILS must have two parts.
a. This is the individual glogging aspect, which is also included in the overall grade. 
