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MERLOT II


    

Learning Exercise


Material: The Auscultation Assistant
Submitted by: Jamie Tucker on Dec 05, 2003
Date Last Modified: Dec 05, 2003
Title: Distinguising Lung Sounds
Description: The students will write a definition of lung sounds. What makes lung sounds? Do you think there could be differences in lung sounds? Why do you think the Doctor listens to your lungs when you visit the office? The students will listen to the lung sounds provided on the website. The students will be able to compare and contrast the different sounds. The students will then listen to other students' lung sounds and diagnose them as normal or abnormal. The students will then record their own lung sounds and submit them to their folder on the class website.
Type of Task: Student-centered, Supplemental activity
Time Required One class period
Topics: Anatomy, Biology, Disease
Course: High School Anatomy or High School Biology
Audience: College General Ed, High School
Categories:
Prerequisites Skills: No skills are required except hearing. Knowledge of anatomy of heart and lung would be advantageous.
Learning Objectives: The students will be able to differentiate between normal and abnormal lung sounds.
Technical Notes: The teacher needs to have access to a stethoscope and microphone on the computer. Also, a program which records sounds and displays a line graph analyzing sounds would be great. The music department might have some of this equipment.
Text of Learning Exercise: LUNG SOUNDS ACTIVITY

Lesson Plan

Background: Students have knowledge of the anatomy of the heart and lungs.


School Outcomes: Students will be analytical and creative thinkers who can use information in a variety of endeavors.



Unit Goals: Students will list the structure and function of the lungs.



Lesson Goals:

Deep Structure: Students will be able to list the function of the lungs.



Surface Structure: Students will be able to use their listening and detecting skills to determine if the lung sounds of their classmates are normal or abnormal in accordance with the auscultation assistant.



Indicators: A good assessment of students? understanding will be their definition of lung sounds and what diseases or factors contribute to the various lungs sounds. Also, they will show understanding of normal and abnormal lung sounds through their validity of hearing the sounds.



Considerations to Learners and Materials: Students must be able to hear for this activity in order to get the full effect. Also, the room must be very quiet in order for the students to hear the sounds through the stethoscope. Materials needed are Internet access and speakers, stethoscopes, recording program and microphone on computer.



Activities, Strategies, and Model

I will be using a lecture model to present the material. The activity for the lesson is found below:

1. Write a definition of lung sounds. What makes lung sounds? Do you think there could be differences in lung sounds? Why do you think the Doctor listens to your lungs when you visit the office?



2. After you have responded to the questions above, go to the website: http://www.med.ucla.edu/wilkes/intro.html



3. On this site you will encounter the auscultation assistant. There are 7 tabs at the top of the screen. Click on the tab entitled lungs. Listen to the 3 different types of lung sounds. Write a description of what each one sounds like.



4. After completing the web assignment, listen to five other students? lung sounds. Write a brief description of their sounds.



5. As a class we will record your lung sounds and definitions on your electronic folder on the classroom website.



6. We will follow up this activity with heart sounds.
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