Month: March 2017

PT. ASSESSMENT TEST

	6TH PERIOD
	First Name	Last Name	First Name	Last Name	First Name	Last Name
1	EBER	CASTANON	ERIC	CHAU	KELLY	LIU
2	NOLAN	PRECIADO	MILLY	WONG	MARIA	BRENAMILLAN
3	ELAINE	CHEN	LINORE	RONG
4	LEANNA	FONG	YOUSRA	SEBIAA	KAREN	YEE
5	SERENA	LUONG	MICHELLE	ALVAREZ	JOEY	TAM
6	CEDRICA	HAMPTON	SHEREEN	ZEPEDASOLIS
7	JOANNE	HUANG	SHUYUN (Ivy)	LI	ANGELA	GOMEZ DELEON
8	JAMES	LAU	SELENA	LI	MICHAEL	NG
9	SI (Jenny)	LIU	LEO	MALDONADO	JUAN	RESTREPO
10	YOSITA	LUKSANACOM	ALI (AJ)	ZAZI	CUIYAN (Allison)	CAI

	5TH PERIOD
	First Name	Last Name	First Name	Last Name	First Name	Last Name	First Name	Last Name
1	SHAIYENNE	AUIMATAGI	RACHEL	SU-ANG	TIVVI	NG
2	WENDY	LIU	CORINA	KUANG	DARLENE	SOMARRIBA	NANCY	JING
3	KENNIA	BLANCO	JIANYI (Connie)	LI	NANCY	LUI	STANLEY	YU
4	ZHIMEI (Melody)	HUANG	JONATHAN	OCHOA	DAPING	YU	KAI-YIN (Barry)	CHIU
5	AARON	DONG	LAITH	SULEIMAN	TIFFANY	LEI	MARIA	VALENZUELA
6	YATING	GAO	JOHN	YABUT	NADIN	RASHID	ABRIANNE (Abby)	BARRERAS
7	VINH	HOANG	HATTIE	LARK-ISSAC	BENTON	YEE
8	LISA	HUANG	CONNIE	ZHAO	KRYSTAL	KWONG

OBJECTIVES, GOALS, RUBRIC AND RULES

 

OBJECTIVES

 

1. To reinforce what you have learned in your EMT class.
2. To give you an opportunity to learn a skill/s.
3. To give you an opportunity to practice skills.
4. To work with a classmate that you might not work with on a regular bases.

 

GOALS

 

1. To work together as a team to support learning. Some of you might be experts at doing a particular skill, others in your team might not be. Please help each other learn and gain mastery of the skill.
2. Identify what is being asked of your team and as a team pool your resources to complete the skill.
3. Complete the skill without error. Errors will result in do overs and poor patient health in the future.
4. Leave your area clean and the supplies put away neatly.

 

RUBRIC

 

To receive your points for the day the following must be completed each skill flawlessly. Rely on your team members for quality control. Use your book and/or computer as a resource for quality control.

1. Each skill needs to be demonstrated correctly.
2. Each skill needs to be documented clearly using the correct media – video, photo, interactive quiz, etc.
3. The media must be viewable and understandable
4. At least three skills must be accomplished a day.
5. QR Codes must be very small and appropriately titled. See example below
6. Wait till you have at least three QR codes before you print. Ask Mr. McDowell about using recycled paper.
7. Your poster needs to be kept neat, clean and wrinkle free.

Wrong. Too Big and no title

 

  QR Title

 

Correct. 1/16th size of original with title.

 

RULES

 

It is up to every member on your team to keep track of each other. Don’t let your partner jeopardize your points.

 

1. Everybody must participates. Take turns demonstrating the skills. A different person should be on each video. You must take turns.

Consequence – Loss of points for your whole group

1. Stay with your group. Consequence – Loss of points for your whole group
2. Stay in your assigned area. If you need to get supplies or equipment send one person. That person will jeopardize everybody’s points by interacting with people outside his or her group.  Do not leave the auditorium without permission, Do not go behind the curtains or around the corner. You must stay visible.

Consequence – Loss of points for your whole group

1. No interpersonal group communication. Everybody is recording so we need to be respectful by not making unnecessary noise. If you need to borrow something, see me and I will work it out for you.

Consequence – Loss of points for your whole group.

3.   Stay on task. We are here to learn and we should never get in the way of other people’s learning.

Consequence – Loss of points for your whole group

4.   Put your supplies away and make sure the supply area is left neat and organized. Even    if you didn’t leave something messy or out of place, we are part of the same group.

Consequence – Loss of points for your whole group.

Poster marker	QR Code Title	Difficulty	Task
1	1 DPE H	Easy	Create a video of one of your team members performing a detailed physical examination on the head. Be sure to include “what” PEARL is and “why” eyes might not be pearl.
2	2 DPE N	Easy	Create a video of one of your team members performing a detailed physical examination on the neck. Be sure to include “what” causes accessory muscles to be flexed.
3	3 DPE T	Hard	Create a video of one of your team members performing a detailed physical examination on the thorax. Be sure to include audio of two different types of lung sounds and what causes each lung sound.
4	4 DPE ABD	Easy	Create a video of one of your team members performing a detailed physical examination on the abdomen. Be sure to include an explanation and demonstration of quadrant palpation.
5	5 DPE PEL	Easy	Create a video of one of your team members performing a detailed physical examination on the pelvis. Be sure to include an explanation and demonstration of the urinary bladder check.
6	6 DPE LGS	Easy	Create a video of one of your team members performing a detailed physical examination on both legs. Hint: #1 Question
7	7 DPE FT	Moderate	Create a video of one of your team members performing a detailed physical examination on the foot. Be sure to include an explanation, demonstration and close up of the CSM
8	8 DPE ARM	Easy	Create a video of one of your team members performing a detailed physical examination on the arm. Be sure to include a demonstration of walking the fingers down the clavicle to check for fracture.
9	9 DPE HNDS	Moderate	Create a video of one of your team members performing a detailed physical examination on the hand. Be sure to include an explanation, demonstration and close up of the CSM
10	10 DPE POST	Difficult	Create a video of one of your team members performing a detailed physical examination on the posterior side of the body. Be sure to include audio of two types of lung sounds and what causes them. The two lung sounds you select must be different from the two previously used in the thorax (#3).
A	A PHOTO/TXT BS	Moderate	Create a photo that shows battle signs. Be sure to include text that explains the causes of battle signs and what the presence of CSF indicates.
B	B PHOTO/TXT JVD	Moderate	Create a photo that shows jugular vein distention (JVD). Be sure to include text that explains the etiologies of JVD.
C	C VID/VO SCW	Very Difficult	Create a video that shows a sucking chest wound. Be sure to include voice over describing what a sucking chest wound can lead to and how to treat it. (You can pirate a youtube – you need to provide the voice over).
D	D WATCHVID/QUIZ/FBCK ABD	Very Difficult	1. Watch the following video https://www.youtube.com/watch?v=SGQlcH-QhX4&t=10s 2. Create a five question video quiz using Vizia 3. Have one of your colleagues take your quiz at home. 4. Grade their quiz. 5. Give them feedback on their answers. Give me their answers and your answer key.
E	E VID/STEPS HARE	Difficult	Create a video of your team members putting a Hare Splint on another team member. Use the “step” signs to indicate ALL of the important steps needed to apply when using a HARE Traction splint.
F	F VID/STEPS SAGER	Difficult	Create a video of your team members putting a Sager Splint on another team member. Use the “step” signs to indicate ALL of the important steps needed to apply when using a SAGER Traction splint.
G	G PHOTO/LIST CSM	Moderate	Create a photo of foot. Text on photo needs to include diagram showing two places where pedal pulse is taken as well as a list that defines CSM and how to do CSM
H	H Vid/EXPLAIN Focused HX	Easy	Create a video explaining the meaning behind each of the letter in the Focused History (Hx) acronyms. Be sure to include three examples of each of the question categories.
I	I Vid/EXPLAIN Shock	Easy	Create a video demonstrating how you treat for shock (key terms: O2, Trendelenburg position, contraindicated
J
a
b	b PHOTO C. PULSE	Easy	Create a photo showing where to take a carotid pulse (Pay attention to anatomy and technique)
c	c VID/EXPLAIN C. Collar	Easy	Create a video demostrating proper measurement of a C Collar.
d
e
f
g
h	h VID/STEPS BP	Difficult	Create a video of your team members taking Blood Pressure on another team member. Use the “step” signs to indicate ALL of the important steps needed to apply when using taking a blood pressure.
i	i PHOTO R. PULSE	Easy	Create a photo showing where to take a carotid pulse (Pay attention to anatomy and technique.
j	j VID/STEPS C.SPINE	Moderate	Create a video of your team applying C.Spine Precaution (key terms: Head bed, straps, C.collar, backboard, neutral inline position, order, log role, “in charge”
i
ii	ii VID AED	Easy	Create a video demonstrating the use of the AED. You can use a mannequin to apply the AED to
iii	iii VID/Verb Airway with Vent.	Difficult	Create a video with verbal explanation of use of nasal and then oral pharyngeal followed by BVM Vent. (Hint – CE Position, Rate, Head Lift or Chin Tilt, contraindicated)
iiii	iiii VID/EXPLAIN Adult CPR	Easy	Create a video Demonstrating and explaining proper adult CPR
iiiii	iiii VID/EXPLAIN infant CPR	Easy	Create a video Demonstrating and explaining proper infant CPR
iiiiii
iiiiiii
iiiiiiii

Do Now

 

• Sit next to a partner and move the desks as close together as possible.

 

Learning Objectives

 

• To learn how to use our video cameras

• To learn basic editing possibilities

• To learn how to upload video clips to your computers

• To learn how to import video clips to iMovie

• To practice basic editing

 

Agenda

 

• Attendance and Reminders

• Med Term Quiz is on Friday.

• Get in your groups and move desks together

• Quick talk about the camera

• Receive a camera from Andy or Mr. McDowell (Be careful, these cameras are fragile

• Camera Lesson

• Video your team members

• Move over to lab benches with computer

• YouTube Lesson

• Upload/import video

• Editing exercise

• Return computer and camera

 

 

Part 1

For this assignment you will be working with one other person.

1. Watch the posted video and answer the questions on a single sheet of paper. Be sure your name and the name of your partner is on the paper.

Note: The answers to many of these questions might be obvious to you. Remember, some of your classmates have never edited a video before. Please be patient. If you know the answer, share what you know with your teammate. Also, explore the software a little.

iMovie tutorial video

Part 2

You will be videotaping each other saying specific things into the camera. For this assignment to work everybody must participate and instructions must be followed. If you’re camera shy don’t worry, we will not be sharing the video with anybody. This is an exercise to show you how to use the video camera and the software to perform basic editing. Please do not work with anybody outside of your group.

1. Student 1 – Record your partner (camera zoomed in) saying “1, 2, 3.” Stop the recording.
2. Student 2 – Record your partner (camera zoomed out) saying “A, B, C.” Stop the recording.
3. Student 1 – Record your partner (camera zoomed in) saying “4, 5, 6.” Stop the recording.
4. Student 2 – Record your partner (camera zoomed out) saying “D, E, F,” Stop the recording.

You should have four separate clips.

Log On to your computer using your student account (SchoolLoop Login). This is important because the downloaded video clips need to be saved on your account. Download the video clips to iPhoto on your computer.

Part 3

Import the video clips from iPhoto to iMovie. Edit the “123” video clip with the “456” video clip. Edit the “ABC” video clip with the “DEF” video clip.

Edit the new “123456” video clip with the new “ABCDEF” video clip using an interesting transition.

PART 4

Audio manipulation. The audio volume in the “123” portion of the clip needs to be loud. The audio volume in the “456” portion of the audio clip needs to be soft. The audio volume in the “ABC” portion of the clip needs to be loud. The audio volume in the “DEF” portion of the audio clip needs to be soft.

Integrate audio sound or music in the background at a level that does not conflict with the audio of the video clip.

Part 5

Create and integrate a title slide for the beginning of the video – something that is high school appropriate. If you have to ask the answer is NO!

Create and integrate a scrolling credit at the end that includes your team members names and what each member did. Make sure the scroll speed is appropriate.

Extra Credit

If time permits, try creating something with the above mentioned video clips that is creative, crazy, or both. Be prepared to share the extra credit.

Judging Components:

1 – 5 points can be awarded in each of the following components:

Presentation

Taste

Teamwork

Creativity

Bonus opportunity

 

Judging Criteria:

Teams will have 40 minutes to complete a dish consisting of:

• A main dish of either chicken or salmon
• Salad with dressing made from scratch
• Some type of appetizer or smoothie

Each team will make one plate to present to all the judges

Must use all ingredients from the mystery grocery bag (at least a portion of)

A salad can be the main if explained during presentation

Must work as a team

Must cooperate with all teams (do not horde pantry items)

Must clean as you go

BONUS opportunity:

• If the make an app and a smoothie
• Station is clean
• Oral presentation is well done (explaining the dish)

 

 

 

Timing and Flow:

6:00 – 6:15     Shane and Jason to begin to warm the room and set the stage for the event

6:15 – 6:55      Cooking!

6:55 – 7:10      Each team presents plate and explains dish to judges

7:10 – 7:15      Judges deliberate

7:20 – 7:25      Judges remarks and comments

7:25                 Winners announced and prizes awarded (4^th thru 1^st place) & photo ops!

7:30                 Move to main event!

 

Things to note:

Plate is considered final when station is clean

Make one plate as presentation to judges (save extra for judging tasting if needed) *Judges will taste from the one dish

Team will identify one spokesperson to explain dish to judges.  Items to include in presentation:

• What did they make
• How this dish met AHA guidelines
• What culinary skills/techniques did they use in making the dish
• What makes their dish unique