Mystery Diagnosis

** Just a disclaimer, this lesson contains graphic medical photos of STI's (Only if you look at the Ppt)

I got this idea from the TV show called “Mystery Diagnosis” where an infection or illness is portrayed as a mystery and the doctor scrambles to figure it out.  The thought was having the students take the role of resident doctors that need to diagnose and STI based on symptoms they encounter.

 This is the only Unit where I really do not rely on any vodcasting.  It is primarily all student research based until the end when we go through all the STI’s to determine if the student made the correct diagnosis.  To begin, I give the students a basic note sheet to use as their research notes to be used during the mystery diagnosis activity. 

Using a Phone to research

 As my flipped class develops more and the students are more skilled and used to researching and using technology; I plan to redo the note sheets and put together websites and videos that will serve as a more “controlled” research platform.  I have thought about creating/printing general packets that have the information on the various STI’s we are looking at.  This will allow for a more diverse opportunity for the students to gain information to help with the activity.



The students all get a set of note sheets and a copy of the supplemental text.  (in the future they will also have access to packets and the websites).   They basically are researching the symptoms, germ and treatment for the 8 STI’s we are researching.  Once they finish the research notes, they will pick up a patient sheet with the list of patients and their symptoms and a patient chart to record their information on.  The students work in groups to diagnose, treat and educate their patients.   The process usually takes about 4 days total from research to diagnosis.









Using the supplemental textbook

On the last day, I have a PowerPoint that goes through each patient and shows a picture of an attractive boy or girl and then a medical pic of what that infection actually look like.  (Do a Google image search on some of the STI’s – don’t be eating anything .. ;-S )  You get a “shock and awe” reaction to the photos.  Some of the talking points I bring up about using the pictures are:



1.       I use pics of attractive people because a) STI’s can happen to anyone, b) attractive people can more likely have infections because they usually have more “opportunity” to be sexually active.  That isn’t to say the all good looking people are sexually active or have STI’s nor does it imply that all non-attractive people don’t have sex or are STI free.  I simply try to bust the myth that only “dirty” looking people are “dirty”.

2.       The pictures are not intended as a “scare tactic” … but those infections ARE SCARY!  I will get kids saying “why are you showing us this … we get  it, we get it … “  My response is that it is much better to see them “up there”  (pointing to the screen) than “in here” pointing to my pants.

3.       I show the pics because it is a whole different ball game to see what HPV warts really look like than hear or read about it.  We can call it “multi-sensory” …

It can be a little bit of a hectic class period because you really have to work at keep the kids’ attention on the information.  When those pics come up they are all over the place … gross laughter, they start talking in their groups about how gross it is, some just look away, etc.  I usually give them a little time to calm down and regain their composure then reign them back in.  I guarantee they will not just sit and quietly reflect on the pictures and stay composed.  They will be kids and get grossed out ... it is sort of entertaining to get them all squeamish J  I try not to leave the slides up for long.  It helps with their attention and then I can talk to them when they are more focused.  With each STI the students have the basic info (major symptoms, germ, and treatments) and I expand on that in class. 

I do LOTS of Q & A so they have to keep looking back at their notes and the patient sheet.  I try to get students to answer student questions as much as possible.  Id someone asks a question I say "Who can answer that question??"  I also like to use their names with the “Dr.” title so it somewhat creates a medical school feel.  “Dr. Nunn, what did your group diagnose the patient with?”, “Dr. Turner, what advice would give to your patient about Herpes?”  The kids get a kick out of it.  Wear a lab coat if you have one … have some fun with it.  It also makes the class a little more “comfortable” if you are hamming it up a bit and bringing some “lightness” to a disturbing lesson.

Here are some of the topics I breech for each STI we look at:

·         Gonorrhea:

       ü  Can survive in any area with mucous membranes (Gonorrhea of the throat)
       ü  Can be passed orally & anally
       ü  History on the nickname “the clap”
       ü  Ream treatment
       ü  Treated for Chlamydia as well
       ü  Pus discharge separates it form Trich. and Chlamydia

·         Chlamydia:

       ü  “Watery” discharge
       ü  Most common
       ü  Can cause reproductive damage in females

·         Syphilis:
       ü  4 stages
       ü  Painless sores a huge identifier
       ü  Attacks the nerves, brain & spinal cord
       ü  Can be fatal
       ü  Napoleon & Al Capone both died from Syphilis

·         Genital Herpes:
       ü  Painful sores is a key identifier
       ü  Have flare ups forever
       ü  Can be passed orally

·         Human Papilloma Virus:

       ü  Warts will return
       ü  Treatments are no fun ….

·         Pubic Lice:

       ü  Bugs can live in sheets & clothing
       ü  Shaving won’t cure them.  Lay eggs in the follicle

Overall this is a pretty powerful lesson series and a real look at the infections that are out there.  I would say this lesson series is most appropriate for high school and even at the 9^th grade level is still a little “iffy”.  I have done it for a number of years in the 9^th grade and haven’t had any real problems, but I have taken great care to create a safe comfortable environment first.  It is also worthwhile to find out who your “weak stomachs” are so that you can give them head’s up on the pics to keep them vertical in class .. ;-)   I know from experience.

Hopefully you grabbed some ideas from this lesson and it gives you another strategy to use to educate kids on this delicate but important topic.

Health Ed flip .... A day in the life of Mr. T

I was recently asked to visit a C & I class at UW Madison about the Flipped classroom and how I do it in a health classroom. It was a great opprotunity to share some personal information with students who were just getting ready for their student teaching esperience. They were told to read 2 articles about the Flipped Model and come up with questions. I am not an expert, but i have also done my share of research plus personal experience. I pretty much just talked about the successes and struggles of creating my flip. The students liked the fact they could talk to someone who was doing it rather than just reading about it. Also to see a different type of class flipping rather than just Math and Science. Nothing against Math and Science and I can see how the flip is awesome for those areas, but being a health and phy ed teacher it hasn't been the easiest to find others in my area with expertise/experience. I met up with the flippedcoach in Kenilworth and that was a great time to see how he has been integrating a flipped approach in Phy ed and coaching.

So far I feel like I have at least created a framework to build on and overall have been happy with the changes in my class. It is in no way perfect, and not every kid is wildly successful now but the content is being covered in a more applicable way than I have ever been able to before. Also i am not exhausted from talking all day. I feel like i know my kids alot better and most days I feel like i am actually doing something rather than blah, blah, blah .... 5 periods a day. But i digress ....

I put together a video of what my day looked like so the students at UWM could see what it actually looked like. The question i had and a BIG question they had looking at the Flipped Model was "what do you do in class if you don't lecture??" I decided to show them rather than tell them. Here is the clip I showed the UW class

The basic plan of the lesson is to get the kids to experience the failure rates of the different contraceptives we researched. I modified this activity from one developed by National Health Teacher of the Year Deb Tackmann from Eau Claire North HS called Bag of Beans. I can't take all the credit for this powerful activity. It's a great activity that allows the kids to really experience the risks. Jokingly I'll tell the class "we are going to try our some contraceptives as see how well they work ..." it usually gets a good laugh and some wierd looks. The Bag of Beads activityis usally the closing activity for the contraceptive unit. We have already done the Reproductive system vodcasts,labelingand the contraceptive chart research activityso they have everything they need to do the bag o beads activity.

I also threw in, as a review, an organizational activity for them to organize the vocab words from the vodcasts. It was a great problem solving activity for them to work at organizing all the contraceptives based on categories and types. The sticking point for many was that in the Barrer category, there were both prescription AND non-prescription contraceptives. I saw thier heads melt trying to figure it out ... and they all eventually did figure it out but I had to keep on them to not quit .. ;-)

Anyway, it just worked out to be a great demonstration of how a flip can look in any classroom. The funny thing is that the next day didn't go smooth at all ... a day in the life of teaching :-)

That's Life Baby ....

Did a great activity today in health class. I have done this activity for a number of years and it dovetails perfectly in a flipped setting because I have more time to set it up. Prior to today, we have already learned about male reproductive system & female reproductive system(vodcasts & charts), fertilization (vodcast & notes), and contraception (research chart & bag-o-beads game. Today's focus is on teen pregnancy, especially the socio-economic effect it has on them. It opens up the door To a ton of different discussion points.

Each group gets a gameboard, cards & dice. Each student gets a life scenario sheet that has a pre-set life situation that a teen parent might be in. It has their job, hours, pay and other possible life scenarios like insurance? Day care? A car? Etc ... Each of the 8 scenarios are different. The students then play the game by rolling the dice and following the directions on the card. Some cards will have them paying out money, some will be getting money (gifts, paycheck,etc) and some will be for changes in pay or hours.

They keep track of what they had to spend their money on on the sheet as well as a running total of their bank account. Everyone starts with $500 and it goes from there. It is rare that the students increase their balance. Most end up worse than they started. They complain a lot about what they have to pay for ... Like a fixing a water heater, pay for an oil change, pay taxes, buying diapers & formula, etc ... All real life things that have to be accounted for.

Great discussions can be had the next day. Tomorrow I will do a math activity on credit cards because so many kids go into debt during the activity. We talk about how cards & interest basically work and how much you pay for things if you can't pay the card off. We will also talk about how frustrating their life was because of one moment of passion. You can go into all kinds of other points stemming from experiences from this activity. This activity is great for including some math and problem solving skills. They not only need to add and subtract but re-configure pay raises, lost wages due to missing work, etc.

Some samples of the forms can be found here. I got this idea and modified it a little from a conference I went to about 7 years ago in Oshkosh WI so I can't take all the credit .. :)