Inquiry Unit Plan

Meg Sawler
200902117
StFX Department of Education:
Middle School Principles and Practices
Deb Graham
February 25, 2014

Inquiry Project
Site for Inquiry: Biology Classroom
Grade Level: 11
Subject Areas: Biology, Human Nutrition
Essential Question: Should patients be placed on a healthy diet plan before
receiving an organ transplant?
Inquiry Into:
History and background information on organ transplants.
How often organ transplants occur, and which types are most common.
The process of how an organ is transplanted.
Benefits of a healthy diet for a healthy individual vs. benefits of a healthy diet
for those who are ill.
What constitutes a healthy diet?
Rationale for Project: Biology 11 will begin an investigation into the process of
organ transplants. This inquiry will also address the controversy surrounding the
recommendation set forth by many doctors of incorporating a healthy diet or
losing weight before agreeing to operate. Students will begin to understand the
process of organ transplants, the composition and benefits of a healthy diet,
and will investigate organ donation in Canada. Students will have the
opportunity to examine real cases, and play the roles of doctors, dietitians,
nurses, patients, and family members to examine health care issues from all
angles.
The primary focus of this study is to get a first hand understanding of the
healthcare system and how the human body functions, with a deeper
understanding of human anatomy and physiology. Information will be
collected, represented, and transmitted through the process of inquiry, which
allows students to have some freedom as to what aspect of this topic they wish
to dig further into. As this class is required for many post-secondary programs,
this project will allow students to explore potential career paths in the health
sciences field, where the interest lies for many students in this class.
Students will learn about:
The history and evolution of organ transplants.
The pros and cons of organ donation for Canadian citizens.
The process of how organ transplants occur.
The anatomy and physiology of human organs.
Components of a healthy diet.
Rationale behind physicians recommendation for good health prior to
surgery.
A focus on the healthcare system and healthcare teams in Canada.

This inquiry project will enable students to use many of their previously gained
skills from elementary and high school years, as well as meet many outcomes in
the Biology 11 curriculum. Students will be integrating STSE into the Biology
curriculum to look at science from technological, social, cultural, and
environmental perspectives. Students will also dig further into potential career
paths and post-secondary opportunities in the field of healthcare. Your student
may ask you questions pertaining to organ donation, or may wish to share family
stories or cases with their group members or the class with your permission. They
may also ask you questions pertaining to your experiences with the Canadian
healthcare system. They are attempting to answer the following question:
Should patients be placed on a healthy diet plan before receiving an organ
transplant?
Outcomes and Direct Teaching from Biology 11 Curriculum Documents:
Explain the importance/concept of homeostasis among living things. (317-1)
Explain how different plant and animal circulatory systems help maintain
homeostasis. (317-1)
Design an experiment to relate blood pressure and physical activity and
identify the specific variables involved. (212-6)
Compile and organize data, using appropriate formats and data treatments
to facilitate interpretation of the data. (213-5)
Identify in general term the impact of viral, bacteria, genetic, and
environmental diseases on the homeostasis of an organism. (317-4)
Analyze why and how a particular technology related to the treatment of
circulatory disorders was developed and improved over time. (115-5)
Explain using the respiratory system, how different animal systems including the
vascular and nervous systems help maintain homeostasis. (317-1)
Design an experiment to collect data on respiratory function and identify the
specific variables involved. (212-6)
Predict the impact of environmental factors on homeostasis within an
organism. (317-6)
Identify chemical elements and compounds that are commonly found in living
systems. (314-1)
Identify the role of some compounds involved in digestion such as water,
glucose, and enzymes. (314-2)
Explain using the digestive system how animal systems maintain homeostasis.
(317-1)
Identify and describe the structure and function of the important biochemical
compounds, carbohydrates, proteins, and lipids. (314-3)
Propose alternative solutions to a given practical problem, identify the
potential strengths and weaknesses of each, and select one as the basis for a
plan. (214-15)
Identify multiple perspectives that influence a science related decision or issue
(215-4)

 Analyze and describe examples where technologies were developed based

on scientific understanding. (116-4)
Debate the merits of funding specific or technological endeavours and not
others. (117-4)
Outcomes and Direct Teaching from Chemistry 11 Curriculum Documents:
State a prediction and a hypothesis based on available evidence and
background information. (214-13)
Use instruments effectively and accurately for collecting data. (213-3)
Communicate questions, ideas, and intentions, and receive, interpret,
understand, support, and respond to the ideas of others. (215-1)
Identify various constraints that result in trade-offs during the development
and improvement of technologies. (114-4)
Compare processes used in science with those used in technology. (1147)
Analyze societys influence on science and technology. (117-2)
Select and integrate information from various print and electronic sources.
(213-7)
Compile and display evidence and information, by hand or computer, in
a variety of formats, including diagrams, flow charts, tables, and graphs.
(214-3)
Debate the merits of funding specific scientific or technological
endeavours and not others. (117-4)
Outcomes and Direct Teaching from Physics 11 Curriculum Documents:
Describe and evaluate the design of technological solutions and the way
they function, using scientific principles. (116-6)
Evaluate and select appropriate instruments for collecting evidence and
appropriate processes for problem solving, inquiring, and decision
making. (212-8)
Explain how a major scientific milestone revolutionized thinking in
dynamics. (115-3)
Outcomes and Direct Teaching from English 11 Curriculum Documents:
Acquire information from variety of sources, recognizing the relationships,
concepts, and ideas.
Select appropriate information from a variety of sources, making
meaningful selections for their own purposes.
Recognize and reflect upon the appropriateness of information for the
purpose of making meaningful connections.
Synthesize information from a range of sources, including the electronic
network, to address a variety of topics and issues.
Make connections between ideas and information presented in literary
and media texts and their own experiences.
Justify points of view on various print and media texts.
Create a clear and coherent structure in various forms of writing and
media production.

Make informed choices about the use of computer and media

technology to serve their communication purposes.
Outcomes and Direct Teaching from Canadian History 11 Curriculum
Documents:
Analyze the economic trends and policies that impact on Canadas
current and future development. (D5)
Engage students in specific research using the historical method and
communicate the findings of their research effectively. (IS1)
Analyze the evolution of the struggle to achieve rights and freedoms. (J5)

Skill Development:
Students will demonstrate the following...
Develop organizational and self-management skills.
-Students will be working in small teams of 3-4. Each team will be researching a
different subtopic, and will be responsible for keeping on task through selfmanagement. Each team will be responsible for gathering their own data and
information and organizing it in a manner which is efficient and presentable.
Use competencies expected in high performance work organizations.
-For this inquiry students will rely heavily on team work, informed decision
making, communication through team members and presentation of ideas,
professionalism, project management, and decision making skills.
Conduct research, share information, make decisions, solve problems.
-Students will complete the above by utilizing a variety of sources (interviews,
documentaries, media, internet searches, peer reviewed articles, books,
magazines, medical journals, etc.) to conclusively reside at a particular answer
to the inquiry question.
Use technology in a purposeful manner.
-Students will use the internet but will also use video recorders (GoPros, Voice
Notes, and iMovie) to conduct research. They will also use online videos to
partake in surgeries. Skype will be used to contact healthcare team members.
Engage in authentic investigations using a variety of media, methods, and
sources.
-This inquiry provides students will the opportunity to engage in sources which
best suit their learning modalities, and multiple intelligences. It also allows them
to present their findings in a non traditional manner.
Be required to communicate what they are learning with a variety of
audiences.
-Students will present their findings to their classmates, science teachers in other
disciplines as a mock science council, and will present their findings on organ
donation to the entire school through posters displayed throughout the building.
Students will also share a copy of their findings with anyone whom they
contacted for this study (ex. healthcare team members, families).

Possible Questions or Areas of Interest for Students:

What is involved in organ donation?
Is it fair for doctors to make patients follow a strict diet before surgery?
How much of a difference does healthy food make for ill patients?
What is the most common organ transplant?
Which organ is the most difficult to transplant?
What/when was the first successful human organ transplant?
Are non human organs ever transplanted?
How does the donor system work?
What is the role of the family members during surgery?
Who decides which person gets which organs?
Why isnt organ donation mandatory?
What are the ethical concerns involved with organ donation and transplants?
Who decides the healthy diet plan for a patient and why does it contain
specific elements?
How long does a patient have to wait for a transplant?
What happens if the organ isnt a good match?
Does organ donation or transplant follow a different protocol in different
places around the world?
What was the longest organ transplant surgery in history?
Is it possible to have more than one organ transplant in a lifetime?
Are there certain criteria you must meet to receive a transplant?
Are there certain criteria you must meet to become a donor?
What is the most difficult part about this process for a doctor?
What types of care/adjustments are required after a transplant surgery?
Should all transplant candidates follow the same diet plan?
List of Possible Resources:
Local doctors
Local nurses
Local dietitians
Organ Donation Canada
Canada Transplant Society
Organ transplant patients
Family members of patients
South Shore Regional Hospital
Health Canada
Eating Well with Canadas Food Guide
World Health Organization
My background from BSc. Human Nutrition
Books/Websites pertaining to organ donation/organ transplant
Videos of organ transplant surgeries
Documentaries based on transplants
Heart and Stroke Foundation

 Canadian Cancer Society

Canadian Transplant Association
CTV News
McGill Medicine
Skype calls with healthcare team members
Kidney Foundation of Canada
Healthy Canadians Foundation
Dietitians of Canada
Canadian Nutrition Society
Nutrition North Canada
Canadian Medical Association Code of Ethics
RAFT:
Role - Surgeon (Or other healthcare team member)
Audience - Patient receiving organ transplant
Format - Individual Doctor/Patient consultation
Task - Inform the patient of the benefits of following a healthy diet plan before
surgery, and the health consequences and success rates of not following this
diet.
Students will work with their teams to construct this RAFT and they will present
them to their peers. They will also create a document/presentation for any
external people who became resources for them. They will also create posters,
and a school tv commercial to inform the students and staff of the school about
organ donation, health and nutrition, or careers in healthcare.

Twenty-First Century Learning

Twenty-first century learning is shaping our students to become future leaders through
the use of educational technologies to approach new situations with confidence, and
demonstrate skills in informational analysis, problem solving, decision making, inquiring,
questioning, and challenging both the known and unknown. Twenty-first century
learning not only allows our students to show off skills in the classroom, but pushes them
to understand the changing world around us. It allows us to relate curriculum outcomes
to what we truly encounter in the outside world, and understand why we know what
we know. It shapes our students to become strong citizens with a passion for learning
and questioning. It bridges the gap between students and teachers, and allows us to
take an educational journey together where we both learn and we go, and adapt to
our ever-changing world. According to Karen Hume in Tuned Out, If we wait to make
a change until after we are 100% convinced of its merits, we will be waiting a long time.
Our beliefs change after we have made a change and experienced positive results.
(2013) This means, as teachers we need to be bold and take a step to incorporate the
unknown into our classrooms, and experience it with our students. Twenty-first century
learning prepares students for careers that do not even exist yet, teaches a deep and
appreciative understanding for culture and diversity, and expresses the importance of
collaboration, leadership, and innovation through social responsibility and cultural,
global, and environmental awareness. Twenty-first century learning promotes the desire
to learn as a life long spirit.

An integrated inquiry touches upon the key aspect of twenty-first century learning,
which is the promotion of life long learning. Inquiry teaches and strengthens skills such
as information analysis, problem solving, team work, decision making, and
communication. Students are exposed to working from a blank slate to the whole
process of discovering an answer. This is a common process in many jobs, further
education, and life inquisitions. Students begin to better understand and develop their
strengths, and recognize what aspects they can bring to a team. They can become

more confident in their abilities and their learning, as their research project focuses
around something that is truly meaningful to them. This can lead them to recognize
how they can contribute as individuals to our society, whether it is in a cultural, global,
or environmental way. Inquiry plays to the strengths of students due to the freedom of
the project. It allows students to truly express their learning strengths through the ability
to choose from endless methods of research and presentation. This means that
teachers have the ability to guide their students in a manner which expresses their
learning modalities and multiple intelligences. Students will receive a greater
understanding of technology through inquiry projects, which is crucial in our everchanging world. Students, like teachers, must value professional literacy, and
understand the importance of staying current to learn to the best of their abilities.

As our world expands, and we place a greater focus on globalization, we must

understand many methods to communicate in order to network all over the world.
Inquiry enables students to strengthen their communication skills with various individuals.
The average lesson allows communication between peers and teachers, however
inquiry opens the doors to include interaction with many individuals of various
professions and roles that would not normally interact with our students. Students learn
the importance of networking, the value of learning from members of society, and learn
to communicate effectively with peers through various channels.

Most importantly, both through personal experience, and according to Karen Hume,
inquiry promotes engagement. As we know from Principles and Practices, as well as
practicum experience, if you take care of engagement in the classroom, everything
else takes care of itself, allowing you as the teacher to make meaningful connections
with your students.

References:
Hume, Karen. (2013) Tuned Out: Engaging the Twenty-First Century Learner. Toronto,
Ontario: Pearson