Rehabilitation plan project
Open your materials, follow the steps, then turn in your work.
Design a rehabilitation plan with assistive devices tailored to your patient.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Review your patient's goals and physical limits from Tuesday.
Show all 5 required steps
- Review your patient's goals and physical limits from Tuesday.
- Select two exercises and one assistive device that fit the patient's needs.
- Build a week-by-week rehab plan card with goals and progress checkpoints.
- Have your group review the plan for safety and feasibility.
- Submit your rehabilitation plan with device choices justified.
Lost your place? Lost the thread? Restart at step 2: pick two exercises and one device that fit your patient's affected joint, build the week-by-week card with checkpoints (step 3), get a safety review (step 4), then submit with your device choices justified.
Check your work before submitting
- You can design a staged rehab plan for a real patient case.
- You can justify assistive-device choices against patient needs.
Before lab work: read the safety rules
- All exercise recommendations must stay within the range of motion documented as safe in the patient record.
- Do not recommend weight-bearing exercises for a patient record that specifies non-weight-bearing status.
- Flag any exercise that crosses a recent surgical site for teacher review before finalizing the plan.
3. Turn in your work
DueCheck Schoology- Hand in
- Week-by-week rehabilitation plan card with two exercises, one assistive device, progress checkpoints, and written justification for each choice.
How to submit and name your file
Submit your plan card and justification as a single document.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
Choose your Schoology section. Open only one assignment.
Check the section number beside Human Anatomy and Physiology in Schoology.
Assignment: Wk7 Lab report: Rehabilitation plan project
Link will not open? Open Schoology, choose your section, and find the assignment title above.
How this lesson connects
Keep using what you learned last class: Insurers cap rehab visits to control cost, but because premature discharge raises reinjury rates, the cheapest-looking plan can produce worse outcomes and higher total cost, creating a real justice tension over who gets full recovery. Today: A rehab plan stages exercises and assistive devices to the affected joint and healing stage so that intensity rises only as tissue can handle it, because loading an unhealed structure causes reinjury that sets recovery back further than going slow.
Unit 1 guide: what to keep and use nextOptional: listen or watch a unit review▸
Need help? Warm-up, timing, and directions▸
💡 Big idea: A rehab plan stages exercises and assistive devices to the affected and healing stage so that intensity rises only as can handle it, because loading an unhealed structure causes reinjury that sets recovery back further than going slow.
- 0-8Intro: elements of a staged plan
- 8-20Review patient goals from Tuesday; select two exercises and one device
- 20-50Build week-by-week plan card with goals and progress checkpoints
- 50-65Group : identify risk and feasibility issue; revise
- 65-75Write device-choice justification for each selection
- 75-80Submit plan card and justification
- • Today you are the physical therapist. You have a patient, you have their goals, and you have to build a plan.
- • Your plan must include two exercises and one . Each choice must be justified by something specific in the patient record.
- • When your group reviews the plan, their job is to find one risk and one feasibility problem. Fix both before you submit.
- • A well-designed rehab plan demonstrates that you can evaluate body systems and connect to function. That is exactly what the WebXam tests.
- • Assistive devices for musculoskeletal rehab include braces, splints, canes, walkers, and resistance bands; the choice depends on the affected and the stage of recovery.
- • A staged rehab plan sets short-term checkpoints (, pain scale, functional task) that allow clinicians to adjust the plan if recovery stalls.
- • in rehab planning means avoiding exercises that stress structures not yet healed; feasibility means matching intensity to current patient capacity.
PLTW connection and today's work
Complete the rehabilitation-plan design task in Problem 1.3.1 Personalized Plans (Lesson 1.3 Relief Within Reach) on myPLTW; use it to verify your assistive-device choices match clinical guidance.
Today's stopping point: Empathy task is done; today the design task should show complete and your plan draft should be submitted.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Course connection
- Problem 1.3.1 Personalized Plans
Use the turn-in directions at the top of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Finish the assigned lab safely before starting extra practice.
Lesson resources: reading, slides, and vocabulary▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Generated from this lesson's canonical data with a red-team citation check.
Insurers cap rehab visits to control cost, but because premature discharge raises reinjury rates, the cheapest-looking plan can produce worse outcomes and higher total cost, creating a real justice tension over who gets full recovery.
A rehab plan stages exercises and assistive devices to the affected and healing stage so that intensity rises only as can handle it, because loading an unhealed structure causes reinjury that sets recovery back further than going slow.
A mechanic studies a tool whose shape allows one job but limits another.
- Which feature makes the tool work?
- What changes if that feature bends or breaks?
- Which observation shows function rather than appearance?
Structure creates possibilities and limits for function.
Living tissues adapt and interact with other systems; a metal tool does not.
- • Tool shape maps to .
- • The job maps to physiological function.
- • Damage maps to a predicted functional change.
Driving question: Your patient wants to climb stairs again after a knee injury: which two exercises, which one (brace, cane, walker, or resistance band), and what week-by-week checkpoints will safely get them there?
What you already know: Insurers cap rehab visits to control cost, but because premature discharge raises reinjury rates, the cheapest-looking plan can produce worse outcomes and higher total cost, creating a real justice tension over who gets full recovery.
New idea: A rehab plan stages exercises and assistive devices to the affected and healing stage so that intensity rises only as can handle it, because loading an unhealed structure causes reinjury that sets recovery back further than going slow.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Rehabilitation plan project. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled structure, movement, or system relationship that connects form to function.
- Observe or measure the relevant feature in plan project.
- Organize the observation with a stable evidence ID.
- Apply this rule: Structure creates possibilities and limits for function.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Your patient wants to climb stairs again after a knee injury: which two exercises, which one (brace, cane, walker, or resistance band), and what week-by-week checkpoints will safely get them there?
What the evidence supports: E1-E3 and F1 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Musculoskeletal function depends on the interaction of structure, force, joints, neural activation, and loading history, so one model or measurement captures only part of performance.
Limit: A classroom model or movement measure cannot diagnose an injury or prescribe .
Structure creates possibilities and limits for function.
Limit: Living tissues adapt and interact with other systems; a metal tool does not.
You can design a staged rehab plan for a real patient case.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
PLTW-HAP-2027-03-05 · Simulated classroom evidence scenario
Your role: anatomy and physiology consultant
Decision: Your team must decide what the evidence from plan project supports before submitting the lab report named on today's page.
- • Stage the plan around a cane and weekly checkpoints, raising intensity only as the knee tolerates more.
- • Load the plan with the hardest exercises now, because stronger work rebuilds the knee faster and shortens recovery.
- • Ask how the patient's uninjured leg handles stairs, since a healthy side sets the target this plan aims at.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the lab report.
Claim ceiling: Today's evidence supports a classroom claim about plan project. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Reason for review: Your team must decide what the evidence from plan project supports before submitting the lab report named on today's page.
Context: A good rehab plan matches specific exercises and assistive devices to the exact and the current stage of healing, because pushing a structure that has not healed yet causes reinjury, and pushing too little wastes recovery time.
- • T1: Review your patient's goals and physical limits from Tuesday.
- • T2: Select two exercises and one that fit the patient's needs.
- • T3: Build a week-by-week rehab plan card with goals and progress checkpoints.
- • T4: Have your group review the plan for and feasibility.
- • T5: Submit your plan with device choices justified.
- • E1: Musculoskeletal function depends on the interaction of structure, force, joints, neural activation, and loading history, so one model or measurement captures only part of performance.
- • E2: Structure creates possibilities and limits for function.
- • E3: You can design a staged rehab plan for a real patient case.
Measurements: Use only the measurements, units, graph, or counts supplied in today's task. No additional patient measurement is implied.
Figure finding: Teaching diagram for plan project. Trace the labeled structure, movement, or system relationship that connects form to function. This is a teaching model, not patient or experimental data.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
Mean = sum of values / number of values. Median = middle ordered value. Range = maximum - minimum.
For 2, 4, 4, and 10: mean = 20 / 4 = 5, median = 4, and range = 10 - 2 = 8.
Mean, median, and range keep the measurement unit. Order the values before finding the median.
Calculate the requested summary for today's supplied values, then write what it reveals and what it hides.
- • The solution must address the stated need in plan project.
- • The decision must be supported by E1-E3.
- • The final product must make the success criteria visible.
- • Complete the work inside the 80-minute block.
- • Use only supplied or teacher-approved materials and evidence.
- • Do not trade , accessibility, or privacy for speed.
- • and evidence quality: must pass before scoring other criteria.
- • User need and effectiveness: highest scored criterion.
- • Time, cost, and ease of use: compare only after and effectiveness pass.
Test evidence: For each option, record the E1-E3 result that supports or fails each criterion. Do not assign a score without a named observation.
- Version or option tested
- Criterion met or missed
- Evidence ID and result
- Revision made
- Reason for the revision
- Need and user
- Criteria and constraints
- Chosen option and evidence
- Test result
- Revision and reason
Students often think Students think a stronger or harder exercise is always better rehab, so they load the plan with the most intense moves to speed recovery.. The trap: The trap is 'more intensity equals faster recovery.' Loading a before the has healed stresses a structure that is not ready and causes reinjury, which sets recovery back further than a slower, staged plan ever would.
Patient: Maria, right rotator cuff repair, week 2.
Rehab plan card
Week 1-2 (protect and gentle motion):
- Exercise 1: pendulum swings, 2 sets of 10. Goal: gentle passive motion without stressing the repair.
- Device: arm sling for support between sessions.
- Checkpoint: pain stays at or below 3/10 during motion.
Week 3-4 (build range):
- Exercise 2: assisted shoulder flexion with a light resistance band. Goal: reach 90 degrees of pain-free flexion.
- Checkpoint: range of motion measured at 90 degrees, pain at or below 2/10.
Week 5-6 (functional return):
- Progress band resistance and add a light lifting task.
- Checkpoint: can lift a 5 lb object to chest height pain-free.
Justifications:
- Pendulum swings are chosen first because they move the joint without loading the healing tendon, matching the early, fragile stage.
- The resistance band is chosen over free weights because resistance can be dialed low and increased gradually, matching her limited starting strength.
- The sling supports the joint and prevents re-injury while tissue heals.
This model shows the level of evidence and organization needed to complete: A staged rehabilitation plan card for the assigned patient: two exercises, one assistive device, weekly goals and progress checkpoints, with each choice justified against the patient's specific deficits and goals.
- State the question and method.
- Present the observations and data with units.
- Explain the result, limitations, and next investigation.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Have your group review the plan for safety and feasibility, then submit your plan card and justification as a single document.
- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Hand-picked readings, videos, and interactives for this lesson, all free and from authoritative open organizations (NIH, CDC, OpenStax, Khan Academy, PhET, HHMI, and more).
A fillable, Cornell-style notebook for Unit 1: Road to Rehabilitation. Type your notes, cues, and summaries right in the PDF, or print it and write by hand. Each lesson page has a cue column, a notes column, and a summary box, plus dated lab-record pages you can turn in.
HBS Unit 1 notebook: Road to Rehabilitation Fillable PDFCornell notes + lab recordsOpenVetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about plan project. It cannot prove causation, diagnose a real patient, or justify action outside this room.
A patient two weeks post knee surgery wants to squat heavy again. Should week 2 of your plan include heavy squats? Explain using safety and staging.
Write an answer and pick a confidence to unlock the key.
Missed class or ready for more?▸
I can name the procedure's purpose and the evidence I will record. I can state today's specific hazards and the control for each. If this deck does not name them, I ask Mr. Mendoza before I touch anything. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • All exercise recommendations must stay within the range of motion documented as safe in the patient record.
- • Do not recommend weight-bearing exercises for a patient record that specifies non-weight-bearing status.
- • Flag any exercise that crosses a recent surgical site for teacher review before finalizing the plan.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Review your patient's goals and physical limits from Tuesday.
- 3Select two exercises and one assistive device that fit the patient's needs.
- 4Build a week-by-week rehab plan card with goals and progress checkpoints.
- 5Have your group review the plan for safety and feasibility.
- 6Submit your rehabilitation plan with device choices justified.
- 7Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 8Complete the named cleanup and waste route, remove PPE safely, wash hands when required, and confirm the station is ready for the next group.
| Trial or sample ID | Independent condition | Measured result with units | Observation before interpretation | Quality-control note |
|---|---|---|---|---|
Before the procedure, predict the result and cite the rule behind the prediction.
After the procedure, compare the result with the prediction and name one limitation or source of uncertainty.
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
Using the linked assistive-devices resource, design a week-by-week rehab plan for the assigned patient with two exercises and one device, justify each choice, and submit the plan card.
MedlinePlus: Assistive devicesSubmit your plan card and justification as a single document.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
MedlinePlus: Rehabilitation- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
- Error analysis and method · counts doubleName a specific limit of the method and how it moved your result, and compare what you predicted to what happened. "Human error" does not count; say what about the procedure or instrument caused it.
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