Project Activity Timeline Template – Systems Brochure
Goal – Through an informative brochure students will highlight a pathology/disease and
discuss the physiology behind the pathology. Students will in turn exhibit the informative
brochure through a Health Fair.
Pre-Production:
Stage I: Inquire
The Inquire stage has two steps: Engage Learners and Build Inquiry. In these steps, teachers design activities that “hook” the students, introduces
the project topic and essential question, and has the students generating questions that help answer the essential question.
Gagne’s Events of
Instruction
Inquiry Based Learning
(1) gaining attention
(reception)
Activity 1: Engage Learners
Student performance tasks:
(2) informing learners of
the objective (expectancy)
(3) stimulating recall of
prior learning (retrieval)
(4) presenting the stimulus
(selective perception)

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Introduced to the topic
Discuss the essential question
Student performance tasks:

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Gross facts – pathologies of a
system
Introduce each system using a
pathology
Name the mystery disease?
Connect to prior knowledge
Activity 2: Build Inquiry

Project Activities

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Develop probing questions that help
answer the essential question
(questions that point to specific
information)
Why aspect of the disease would
inform us about the system?
What do we have to know about
the system in order to better
understand the pathology?
Develop leading questions (students
provide their own interpretation of
facts)
Write a plan for research
Stage 2: Investigate
This is where the research begins. Students collect data or information and start to put the research process into practice. This is also where students
organize and analyze their research.
(5) providing learning
guidance (semantic
encoding)
(6) eliciting performance
(responding)
Activity 3: Research Topic Student performance
tasks:

Research topic and collect data using
a variety of resources (including
Internet and print resources)


(7) providing feedback
(reinforcement)

Use Hole’s Physiology textbook
and Essential Study Partner CDrom to learn about the assigned
system.
Students will create a journal of
pathologies with brief
descriptions throughout the
year.
Students will be assigned to
research other pathologies and
share them with the class.
Activity 4: Analyze Findings

Student performance tasks:

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Organize, cite, and analyze findings
and check for validity.
Discuss and model how to check the
reliability of sources and the
importance of having multiple
sources of information.

Discuss and model how to cite
sources correctly

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Students will use their
Pathology Journal to aide them
in narrowing down the
pathology/disease they will
present in their informative
brochure.
Use MS Word to organize the
major points of your readings,
incorporating important and
interesting facts.
Do practice quizzes from
Essential Study Partner
Answer the Check your
Understanding Questions as
you read through the text
Use Get Smart as a tutorial at
home
Stage 3: Synthesize
In the Synthesize stage, students summarize what they have found and create a product that translates their findings.
(5) providing learning
guidance (semantic
encoding)
(6) eliciting performance
(responding)
Activity 5: Summarize Findings Student
performance tasks:


Re-examine findings and summarize
ideas and form a conclusion
(7) providing feedback
(reinforcement)

Using notes & outlines from
your readings decide on the
content for your brochure.
o Introductory Pathology
o Terminology
o Major functions of the
system
o Interesting facts
o Careers related to the
system
o Cures for the
introductory pathology
Use Rubric for brochure as
guide during the planning of
your brochure
Production
(5) providing learning
guidance (semantic
encoding)
Activity 6: Produce Final Product
Student performance tasks:


Each student will create a
brochure using MS Word
See criteria for your brochure
(6) eliciting performance
(responding)

Decide on and create a
medium/product that communicates
and translates findings
(7) providing feedback
(reinforcement)

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Have peers review your
brochure before the revising
for the final product.
Students with similar systems
& disease will decide on the
content of their final brochure.
Collaboratively students will
format their final brochure
using each others roughs.
Post-Production
Stage 4: Understand
Students present and defend their findings, and reflect and evaluate their work in the Understand Stage. The ILU approach expects students to also
engage in extension activities where they can apply their new knowledge and take what they have learned a step further.
(8) assessing performance
(retrieval)
Activity 7: Present and Defend
Student performance tasks:
(9) enhancing retention
and transfer
(generalization)

Present and defend research findings to
an audience
Activity 8: Reflect
Student performance tasks:

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o Present the highlights of your
brochure in class.
o Provide Ms. Vitug an electronic
copy and a hard copy in color
o Students & teacher use brochure &
presentation rubric as an
assessment

Reflect on learning experience
If students worked in a group, they
reflect on how they functioned in the
group. If they worked individually,
they reflect on their process, how it
worked and how they could improve on
it next time

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Activity 9: Extend Thinking
Student performance tasks:

Extend thinking to further
understanding (i.e. apply new
knowledge in new situation)

After the Health fair students
will reflect on the affectivity of
the information presented in
the brochure
Students will discuss the
success/shortcomings of their
brochure.
Students will offer suggestions
for next year’s class.
Students will be peer educators