Created July 25, 2018 by , userSun West School Division
This assessment was designed to be the Grade 11 Health science 20 final(instead of the traditional written final). Through out the year the students were given paper test, projects, and labs to show their learning. We found that the students in this particular class benefitted more from hands on learning, while having book based learning as well. This was the first year it was taught at the school I interned in and with my background as a EMT the administration asked if I could assist the teacher with this course. This is a high school level assessment, so the rubric included was done on a three point scale. The students were given an over all mark and then it was covered to a percentage. We tried to use the same rubric that we had used all year, that way the students knew what to expect and how they would be marked. One thing the students had say over what which diseases they wanted to be tested on. This followed their presentations on a current medical conditions and the diagnoses and treatment of these conditions. We gave them an exemplar of what we would be expecting during the final and that they would be given a 20-30 min time limit to complete the final assessment. I have also included the final exam situation that we developed as a class. This final took more time then a traditional 3 hour final would. We worked out time slots for each student and worked it around their other finals. It was more time consuming for us, but the overall outcome was greater than anticipated.

Health Science 20 - Excrement Lab & Case Studies - Dakota de Caux
In order to explore diagnostic techniques and pathologies associated with the urinary and digestive systems, I had students complete an excrement lab activity and diagnose case studies related to the samples that they analyzed. During the lab, they conducted macroscopic and chemical analysis of teacher created urine and stool samples. Based on their data, they were asked to discuss potential pathologies that could be causing they symptoms that they observed. Once the lab reports were complete, each student was assigned a case study that was connected to a specific urine or feces sample and were asked to come up with a diagnosis that they would present to the class. Students were given two class periods to conduct their research and put together their presentations.
This activity gave students the opportunity to apply their knowledge of the digestive and excretory systems while also making connections to real life medical applications through the completion of artificial excrement analysis and case study diagnosis. Students were noticeably engaged during all segments of this activity. The knowledge and skills that students acquired will help them be critical when discussing their own medical results with health care professionals. The case study portion of the activity encouraged students to locate reliable sources and recognize the need for additional test results or patient history in order to determine a diagnosis because certain excrement results can suggest numerous pathologies. We also discussed the importance of patient honesty in the selection of a correct diagnosis. This learning activity and assessment strategy encourages the development of critical thinking, collaboration, communication, and computer/digital technologies.

Purpose:

The purpose of this activity is to preform an analysis on a variety of urine and stool samples in order to understand the procedure and purpose of these tests in the health care world.