Spark 101 Lesson Plan
Video Presentation Title: Diagnosing and Treating Sepsis
Unit of Instruction: Body Systems, Homeostasis Health Careers
Course: Health Science and Bioscience Courses
Standard(s): NGSS – HS-LS1 – 3; NCHSE – 1.13, 1.21, 22; NSES 1, C.
TEKS – Health Science (PHS) 130.202 c (1) C – The student is expected to interpret
technical material related to the healthcare industry, G – The student will describe
biological processes that maintain homeostasis. (A&P) 130.206 c (3) A, 6, 10 B; (HST)
130.204 (b) 3, (c) 8. Biology – 112.34 (b) 1, (c) G, H, 9, 10 A.
Assessment/Demonstration of Learning: Given an algorithm, the student will
evaluate symptoms, treatment options and response to treatment.
Class time needed: 90 minutes
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
© 2015 Spark 101
Time:
5 to 10 minutes
Objective(s): The student will be able to evaluate
potential treatment options and the patient’s response to
that treatment.
Resources Needed: LCD projector or electronic
whiteboard, computer and Spark 101 video, handouts of
supporting materials – Sepsis Glossary, Sepsis Case Study
and EGDT algorithm.
Teacher Procedure
Journal question: Have you ever had the experience of being completely overwhelmed
– whether schoolwork, physical issues, or problems with family or friends? What did it
take to feel like things were back ‘under control’? Then explain - The same thing can
happen physiologically in your body – usually because of infection.
Have any of you ever had a family member or friend that had a really serious infection?
Developed by Grace Barber, RN, High School for Health Professions, Dallas, Texas
Page 1 of 3
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
Time: 3 minutes
Time:
10 to 15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Warn about graphic photo of damage to the body caused by the infection.
Ask about and define any medical terms that were new.
Give handouts – Sepsis glossary, EGDT algorithm and Sepsis Case study notes.
Checks for Understanding:
Each group will review and discuss the symptoms and the protocol. Ask them - Do you
have all of the information that you need to make this decision? Then, how do you think
that the hospital staff will know that the treatment is working?
Time:
3 minutes
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the hospital staff.
Also ask them to note any unfamiliar vocabulary and look at the sepsis glossary.
Time:
10 to 15 minutes
How did your decisions compare to those outlined in the case study?
Also, why is it important for the person with the infection to be seen as soon as possible
and not wait?
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
2 minutes
Checks for Understanding: Pose these questions to each group for discussion. Then
they will explain their decision and each of the other groups may ask them a question.
Why did the hospital choose this as a quality improvement goal?
And – Do you think that this algorithm was hard for doctors to accept – to be told by a
sheet of paper how to treat their patients?
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Checks for Understanding
Ask questions and then call on individual students to answer What was interesting to you about this video?
What did the speaker say about why she choose this career?
© 2015 Spark 101
Developed by Grace Barber, RN, High School for Health Professions, Dallas, Texas
Page 2 of 3
What are other related careers did she mention?
Is anyone interested in one of these careers?
Summarizer/Closure
Time:
5 to 10 minutes
If you had a family member that needed treatment for a problem like this, what would
you tell them?
Oral responses and questions, case study notes
Assessment (if applicable)
Differentiation: 1. Reinforcement - Give additional written material to accompany video with definitions of
vocabulary and extra time, if needed. 2. For ELL – pre-teach vocabulary and provide visuals.
3. For GT – anticipate and research consequences of sepsis if untreated or treated too late: OR problems in
healthcare related to the rise of antibiotic resistant pathogens.
Additional Notes (if needed)
Additional resources:
http://www.ted.com/talks/bonnie_bassler_on_how_bacteria_communicate
CK12 Connections (if available)
OpenStax Connections (if available)
Access videos and other classroom resources at:
http://www.ck12.org/life-science/Preventing-Infectious-Diseases-inLife-Science/
http://www.ck12.org/life-science/Harmful-Bacteria-in-Life-Science/
© 2015 Spark 101
Developed by Grace Barber, RN, High School for Health Professions, Dallas, Texas
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