Scenario: Multiple stab wound patient you found is still alive, you only have enough resources to effective treat 3 wounds. 1. Guiding Question: Which wounds would you treat… and why? 2. Design a method and collect data: Start listing observations. If you believe that an organ/system of the body is injured you will have to research that organ and explain why its physiology is more important compared to other injuries/effected body parts. Place this information on a paper, remember this is an honors class, create a neat observation table of your collected data from the injured victim… also use the red books, diagrams, and yellow book… I expect honors work!) o You MUST use the directional terms on the board in your observations/report. Sensei Carson will be going from group to group to monitor discussion, individuals and their use of directional terms (see board), and participation. If you don’t know a term look it up. Use the textbooks provided. 3. Analyze data and develop an argument: The argument includes a claim (which answers the guiding question), evidence, and a justification of the evidence. Each group creates their argument in clean/neat way using the large white boards. (sample whiteboard setup below) 4. Argumentation session: each group shares their argument whiteboard, while the audience asks questions and offers critiques. After the session, each group is given an opportunity to revise their initial arguments for more points. Other groups will have other ideas, be prepared to defend your ideas. (it will be presented like a science fair, the class circulating around) o Collect additional data: Individuals from each group will grab a piece (put your name on it) of paper and write down interesting ideas/data if they find a flaw in their own groups method so that they can refine their boards (all individuals of the group must assist with this process, and will turn in their additional data to Sensei Carson) o Reflective discussion: Groups will then discuss how to improve their claim/evidence/fix flaws/add information from other groups that they learned. 5. Write an investigation report: EACH STUDENT will write a report to share what they learned during the investigation. The report includes three sections o 1) the question of the investigation o 2) the method used o 3) the argument 6. Revise and submit the report o The original report is revised based on the results of the peer-review process and submitted to the teacher for final evaluation Wound number Notes 1 upper arm Wound pierces through all the way 2 lower leg Wound pierces through all the way 3 hip region Wound pierced into the bone 4 stomach area May have pierced the liver 5 below/lower gut Pretty deep, faint odor can be smelled from it 6 left of the sternum where the apex of the heart normally is located Right through the chest! I heard a rumor that the patient was a famous ninja who had a rare congenial disease called dextrocardia 7 chest region Pneumothorax 8 head Not too deep, but he is bruised badly 9 throat I wouldn’t classify this as a tracheostomy 10 back of the neck This cut may have impaired his mobility Wound number Notes 1 upper arm Wound pierces through all the way 2 lower leg Wound pierces through all the way 3 hip region Wound pierced into the bone 4 stomach area May have pierced the liver 5 below/lower gut Pretty deep, faint odor can be smelled from it 6 left of the sternum where the apex of the heart normally is located Right through the chest! I heard a rumor that the patient was a famous ninja who had a rare congenial disease called dextrocardia 7 chest region Pneumothorax 8 head Not too deep, but he is bruised badly 9 throat I wouldn’t classify this as a tracheostomy 10 back of the neck This cut may have impaired his mobility please help me with this assignment