"A Day in the E.R.!"


Dr. Robert F. Kirk





Teacher's Page






Being a medical doctor in the rush and confusion of the modern hospital emergency room is a difficult and challenging task. It involves life and death decisions of real family members who are loved and needed! You, along with your team members, will get a chance to see just how difficult the job can be. As a team of 3 to 4 members, you will assume the role of an emergency room physician. You will walk from room to room and read the medical complaints of the patients. You will view their medical records and histories. From this information, along with the Internet resources listed, your team will make a diagnosis of their illnesses and plan a course of treatment to assist them in becoming well again. Good luck!! You and your team can do it!!

[Top of Page]





Task Activity

Your team will visit as many patients as you can during your work day. You will read each patient's health history, health habits, and symptoms. You will also have access to medical tests that have been conducted on each patient. With this information, along with the information you can research from the listed Internet links, you will make a diagnosis of the medical illness and develop a course of treatment for each patient. See as many patients as you can but remember it is important to be thorough and accurate! A word of caution, as you proceed through the emergency ward, each patient's medical condition becomes more complex and challenging!

[Top of Page]







Students will be placed in teams of 3-4 members. Starting with patient #1, the teams will read and discuss all the patient information available. They will read patient medical histories, health habits, and medical test results. They will also research possible diseases through the Internet links that are provided that may be causing the patient's illness. Students may divide up the listed disease links and research them individually and then share the information as a group. For each patient, they will complete a medical form that gives the diagnosis of the illness and its treatment. The team will also develop a 5 - 10 minute multimedia presentation over their medical findings for the assigned period. All patients treated will be discussed. The presentation will be given to the hospital medical staff (Class), to update them on the current medical condition of each patient in the hospital. How well your team does will be scored on an evaluation rubric.
Patient Room Numbers

Room 201
Room 202
Room 203
Room 204
Room 205
Room 206

[Top of Page]

To see QTVR of Hospital Ward Click Here





Chicken Pox
Rheumatic Fever
Shingles (Herpes Zoster)
Strep Throat
Lyme Disease
Typhoid Fever
Valley Fever
Whooping Cough
[Top of Page] 








"A Day in the E.R.!" Rubric

There are three major components that you will need to complete on patients to provide evidence that you have learned from your "Medical" WebQuest.

1. You must complete the medical form for each patient that gives your diagnosis and treatment plan, along with the reasons supporting your decisions.

2. You must prepare a 5 - 10 minute multimedia presentation covering all the patients that your group has seen and diagnosed during your "medical day". It must include a "summary" of your medical decisions covering the patients.

3. In your group presentation, you must include a "futuristic" set of recommendations on how the health of Americans can be improved. This could include better health education, vaccinations, diagnosis, etc.

The following rubric will be utilized to assess your progress and grade on the project.

California Academic Standards

Grade 9-12 Bio/life 10 Inv/Ex 1d,k,l

Lang. Arts

Showed Some Results

2 Points

Average Results

4 Points

Very Good Results

6 Points

Excellent Results

8 Points

Understands human immune response to disease causes and symptoms
Diagnosed and correctly treated 1 patient
Diagnosed and correctly treated 2 patients
Diagnosed and correctly treated 3 patients
Diagnosed and correctly treated 4 or more patients


Understands that medical diagnosis involves problem solving
Demonstrated some problem solving logic
Demonstrated average problem solving logic
Demonstrated very good problem solving logic
Demonstrated excellent problem solving logic


Shows understanding that diseases not only can be treated, but can be prevented
Shows an elementary understanding of disease prevention / treatment

Shows an average understanding of disease prevention / treatment

Shows a very good understanding of disease prevention / treatment
Shows an excellent understanding of disease prevention / treatment


Shows understanding of bacterial and viral impact on human diseases
Demonstrates little understanding of disease causing bacteria and viruses
Demonstrates average understanding of disease causing bacteria and viruses

Demonstrates very good understanding of disease causing bacteria and viruses

Demonstrates excellent understanding of disease causing bacteria and viruses


Multimedia Presentation is logical, clear, and complete

Multimedia presentation is poorly done

Multimedia presentation is of average quality

Multimedia presentation shows very good logical thought and is easy to understand

Multimedia presentation demonstrates excellent logic, is clear, and complete


[Top of Page]







This WebQuest will allow students to engage in "Real World" medical scientific problem solving that conforms to the California Academic Content Standards. They will research diseases utilizing the Internet, and use what they have learned to solve patient disease scenarios. The students will also be required to develop technology and communication skills by presenting their findings to the class utilizing a multimedia format. 
[Top of Page]






Teacher's Page

Student Grade Level
and Subject

Grade 10- 12
WebQuest Timeline

7-10 Days (Depending on class and computer access)

This WebQuest is aligned with the California Academic Science Content Standards and designed to meet the spirit of learning that is manifested in the following quotation taken from one of the developers of those Standards, Dr. MILLARD SUSMAN, Professor, Laboratory of Genetics, University of Wisconsin-Madison. He states:

"I think it is important for students to do a good deal of their learning through discovery; that is the way to encourage creativity and critical thinking. I also think it is necessary for students to know that knowledge is transmitted from generation to generation and from scholar to scholar, that efficient learners make us of the huge reservoir of knowledge that has been collected through the efforts of others. The `big picture' is made up of a lot of little details, and the more of those that you know the better you see the big picture, the more adept at learning more through your own inquiry. The standards as they are now written expect a lot of students--both the learning of a lot of facts and the exercise of those inquiring little grey cells. These are standards for science literacy that can help to save us from the mediocrity that we have accepted for too long."

Suggestions for Student Instruction
1. Students should be instructed in the biology of bacteria and viruses. Students should have a basic understanding of what they are, how they reproduce, and an understanding of their potential to cause disease in humans.

2. Student should be introduced to the scientific method and how it can be utilized to isolate a problem, research information, make and test an hypothesis, collect data, and to make conclusions from that data.

3. Students should be shown how to design and produce multimedia projects using computer programs such as HyperStudio and PowerPoint.

Science Standards
10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response, students know:

a. the role of the skin in providing nonspecific defenses against infection.

b. the role of antibodies in the body's response to infection.

c. how vaccination protects an individual from infectious diseases.

d. there are important differences between bacteria and viruses, with respect to their requirements for growth and replication, the primary defense of the body against them, and effective treatment of infections they cause.

1. Develop ability to utilize the scientific method to solve problems in a real world scenario.

2. Develop and understanding of the symptoms, causes, and treatments of human diseases.

3. Develop an understanding of the complexity of the diagnosis and treatment of disease.

4. Develop the ability to problem solve in a group setting and to work as a team.

5. Develop the ability to present information gained by research and problem solving in an organized and clear way.

Additional Teacher Links

Center for Disease Control
Communicable Diseases
Johns Hopkins' InteliHealth
Discover - Epidemic
Mayo Clinic Health Oasis
Yellow Fever
Dr. C. Everett Koop
Virtual Hospital
Bacteria Cells
Anatomist Project
NOVA Online
Science Daily
Small Pox
Science Questions Answered

If you have questions about this WebQuest please feel free to E-Mail me at the address below:

Dr. Robert F. Kirk

For other WebQuest that are aligned with the California Academic Academic Standards click on this SCORE Website Link.

[Top of Page]




Teacher's Page