Carpal Tunnel Syndrome STEM Collaborative Lesson

GRADE: 8TH GRADE, ENGLISH/LANGUAGE ARTS

LIBRARY CONTEXT:
Fixed
Flexible
Stand-alone lesson

Combination
Lesson in a unit

COLLABORATION CONTINUUM:
None
Limited

Individualized Instruction

Multiple lessons in a unit

Moderate

Intensive

CONTENT TOPIC: Carpal Tunnel Syndrome

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standard:
CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea .
AASL Standard 1: Inquire, think critical, and gain knowledge
Skills Indicator(s):
1.1.6 Read, view, and listen for information presented in any format (for example, textual, visual, media,
digital) in order to make inferences and gather meaning.
Benchmark(s):
Use appropriate media and formats to design and develop products that clearly and coherently display
new understanding.
Dispositions Indicator(s):
Indicator 3.2.3: Demonstrate teamwork by working productively with others.
Responsibilities Indicator(s):
Indicator 2.3.1: Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
3.4.2 Assess the quality and effectiveness of the learning product.
SCENARIO:
English Language Arts class is working on STEM projects with 8 th Grade students. Students are learning
about Carpal Tunnel Syndrome (CTS). Each student is required to create a hand model that identifies the
areas affected by CTS. Students will present their hand models at the end of the nine-week term.
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Parents, STEM coordinator and health science professionals will be invited to watch student
presentations. For this assignment, the teacher and the school librarian will teach students how to locate
and process information on CTS. The assignment task will give students the opportunity to apply
information literacy skills while students learn about the medical condition CTS and finally to
synthesize their learning using a Web 2.0 tool.
CONNECTION TO LOCAL OR STATE STANDARDS
(List here relevant content, information literacy, and technology standards)
GA Performance Standards- English Language Arts- 8th Grade
ELAGSE8W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
READING COMPREHENSION STRATEGY: Questioning will be the reading strategy for this
lesson. This strategy was used throughout the lesson.
LESSON OBJECTIVES:
Students will be able to use Padlet as a tool for discussion
Students will be able Padlet as an interactive tool for instruction
Students will identify the causes, symptoms, and preventions of Carpal Tunnel Syndrome
Students will be able to use Big6 to process information.
OVERVIEW:
Students will synthesize information in English Language Arts and Science content to create a hand
model identifying the parts affected by Carpal Tunnel Syndrome (CTS). The collaborative lesson will be
taught to twenty-four (24) eighth grade students in an English/Language Arts setting. Students will be
arranged in collaborative groups with six students in each group. The groups will be predetermined prior
to the collaborative lesson. The groups will be determined based on students Lexile stretch bands and
reading levels. The groups will consist of two students with high Lexile scores, two mid-range
performers and two low performing or beginning readers. The participants for the activating will be the
low performing or beginning readers. The role of the beginner reader is to serve as expert and also as the
team captain for the group. This strategy is used to keep the beginning readers engaged throughout the
lesson. Also, prior to the collaborative lesson, all students will have their Bring Your Own Technology
(BYOT) form completed, signed and on file. Students will use their smartphones, tablets or laptops to
participate in the technology component of this collaborative lesson. ThinkPad devices will be available
for students if their personal devices lose power or do not work properly. The essential question is: How
does Carpal Tunnel Syndrome affect ones quality of life? Collaborative groups will post CTS
information in Padlet Web. 2.0.

FINAL PRODUCT:
For the final product, students will use information from Padlet Web 2.0 to create a hand model that
identifies the areas of the hand that are affected by Carpal Tunnel Syndrome (CTS).

LIBRARY LESSON(S):
(Describe the lesson activities for the selected AASL Standards.)
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real
world situations, and further investigations.
Students will have worked with the media specialist on processing information using the Big6 model
prior to the collaborative lesson. In the lesson, students learned how to access information in different
formats and to synthesize information processed through Big6. For the collaborative lesson, the media
specialist will only use steps 1, 3 and 6 to refresh and review the Big6 model as the students research
carpal tunnel syndrome.
ESTIMATED LESSON TIME: 50 MINS.
ASSESSMENT
Product At the end of the collaborative lesson, students will analyze how carpal tunnel syndrome
affects ones quality of life. The animation will reflect the symptoms, causes and risk factors, and cures
and treatments associated with CTS. This culminating product encompasses an interdisciplinary
component that will incorporate English/Language Arts, Health and Science
Process- Students will have two mini assessments within the lesson to check for the understanding.
The media specialist will facilitate progress monitoring through reflection and response for groups 1
and 2. The graphic organizer will be used as a pacing guide to determine if the students are
progressing through the task. The teacher will facilitate progress monitoring for groups 3 and 4 using
the same tools and strategies. At the end of the collaborative lesson, students will conclude how carpal
tunnel syndrome affects ones quality of life.
Student self-questioning
Have I completed each required portion of this assignment to the best of my ability?
Have I followed the rules for accessing information and technology?
Have I credited each source of information in the correct format?
Have I adequately answered the essential questions for this project?
INSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below)
Online subscription database(s) Web sites
Books Reference
Nonprint
Periodicals/newspapers
Other (list):

Galileo (password=tripod)
www.mayoclinic.com (CTS Overview)
https://youtu.be/z-SeJh5-nOo (CTS Overview)
https://youtu.be/qFY1Dvnvj1I (CTS Diagnosis)
https://youtu.be/ORTubiG8jAE (CTS Explanation and Prevention)
CTS PowerPoint (Overview)
CTS Hand Anatomy (Image)
Graphic Organizer (Activity)
Quizlet Flashcards (CTS Vocabulary Flashcards)
Padlet Wall
KWL Chart
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Instruction/Activities
(Provide explicit details for the lesson including the activities for both the teacher and the library
media specialist.)
Essential Question: How does Carpal Tunnel Syndrome affect ones quality of life?

o Direct instruction:
Activating Strategy: The lesson will begin with an activating strategy facilitated
by the teacher and assisted by the media specialist. For the activating strategy, the
teacher will choose four (4) students to participate. The teacher will use surgical
tape to gently bind two of the students fingers or phalanges together. Afterwards,
students will return to their seats and continue their normal activity. The purpose
of the activity is to demonstrate what it is like to not be able to function at full
capacity as many people who suffer from carpal tunnel syndrome. The media
specialist will introduce the condition Carpal Tunnel Syndrome or CTS. The
teacher will. After giving the description of the condition, the activity participants
will be called up to describe the barriers and limitations of not having full use of
their fingers or phalanges. Materials needed: Surgical tape
KWL Chart: Students will complete the first column of the KWL chart to indicate
what they already know about CTS.
o Modeling and guided practice: Bring your own technology (BYOT). Students will use
their own technology for this lesson. They will use their devices to access and post to
Padlet Web. 2.0. The teacher will model how to access carpal tunnel syndrome resources.
The media specialist will use Big6 to demonstrate how to process the
resources/informational text. The teacher will demonstrate how to access and use Padlet
Web 2.0 tool.
o Independent practice: The teacher will facilitate the independent practice session.
Students will complete the independent practice graphic organizer. Students will use the
resources independently but complete the graphic organizer as a group. The teacher will
facilitate how to access the resources on carpal tunnel syndrome. All students will
contribute to the group work session.
o Sharing and reflecting: Think Pair Share: students will read through their assigned topic
information on carpal tunnel syndrome and discuss with group members how the
information they read relates to the essential question.
Strategies for Differentiation
o Menu/Agenda-students will work independently (within groups) through assignment
task and instructions
o Reading Buddies-The media specialist will facilitate the reading buddies strategy.
Students will use the information from the Mayo Clinic to demonstrate the reading
buddies strategy. Students will be paired within their four-member groups for this
strategy. http://www.mayoclinic.org/diseases-conditions/carpal-tunnelsyndrome/basics/definition/con-20030332
o Sticky Note Parking Lot-Each group/table will have post-it notes. If a group or
individual student has a question about the assignment, they can simply write the
question on a sticky and post it on the board (parking lot) and the teacher, media special
or team captain will read and answer the question.

Graphic Organizer for Group 1

Definition/Facts
Team Captain- Activating Strategy Participant #1

1.

What are (5) facts about CTS?

2.
3.
4.
5.

Graphic Organizer for Group 2

Definition/Facts
Team Captain- Activating Strategy Participant #2
What are five (5) Symptoms of CTS?

1.
2.
3.
4.
5.

Graphic Organizer for Group 3

Definition/Facts
Team Captain- Activating Strategy Participant #3
What are five (5) Causes and Risk Factors CTS?

1.
2.
3.
4.
5.

Graphic Organizer for Group 4

Definition/Facts
Team Captain- Activating Strategy Participant #4
What are five (5) Cures and Treatments of CTS?

1.
2.
3.
4.
5.

Whole Group Graphic Organizer

Carpal Tunnel Syndrome
Definition/Facts

Symptoms

Team CaptainParticipant #1

Team Captain- Participant

#2

List five (5) facts about

CTS

List five (5 )symptoms of

CTS

Causes/Risk
Factors
Team Captain- Participant
#3
List five (5) Causes and
Risk Factors of CTS

Cures/Treatment
Team CaptainParticipant #4
List five (5)
Cures/Treatments of
CTS

Padlet Rubric
Carpel Tunnel Syndrome
Evaluation
Excellent, complete,
meets expectations
3
Facts About CTS
Grammar/Spelling
Professionalism

Complete

Total

Student included at least 5

facts
No spelling/grammar
errors/no slang; Title Case
where appropriate
All pictures, music, and text
are appropriate for school
and are mature and
respectful of school policies
and classroom expectations.
Worked collaboratively with
all group members.
Student described the topic
with detail. The topic is
explained well enough that
the reader will understand
the topic. Final project is
complete in Padlet.

Fair/Could use improvement

2

Poor/Missing
0

Student included at least 2-3

facts
1-2 spelling/grammar errors

Student included 0 facts

Most pictures, music, and text

are appropriate for school and
are mature and respectful of
school policies and classroom
expectations. Worked
collaboratively with most group
members.
Student described the topic with
little detail. The reader
understands little about the
topic. Final project is somewhat
complete complete in Padlet.

Many pictures, and/or

music, and/or text is
inappropriate for school or
do not meet class
expectations. Did not work
collaboratively with group
members.
Student did not explain the
topic. Final project is
incomplete in Padlet.

3+ spelling/grammar
errors

_____/12

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