integrating health careers into the science curriculum nevin katz, ed. m
TRANSCRIPT
Integrating Health Careersinto the Science Curriculum
Nevin Katz, Ed. M.
Objectives To introduce methods that
integrate health career topics into the classroom
To share my experiences in helping students connect science with health career topics
Work in Education High School Science Teacher Author & Illustrator of Dr. Birdley Resource book
series CSI (Camp Science Investigators) at Hampshire
College Workshop at HGSE (Summer 2007) on using art in the
science classroom
Benefits to Health CareerTie-ins in Science Courses
Familiarizes students with real-world professions
Answers the “when are we going to use this in real life??” question for some
Encourages deductive problem solving and inquiry-based learning
Central Tools
1. Career tie-ins within a given unit2. Real-life applications of a given
topic3. Medical case studies4. Simulations of “real world”
problems5. Career research opportunities6. Building dialogue within the school
community
Biology-Career Connections
The table that is included matches a given unit of biology with relevant health careers. They can be used as a basis for:
Lesson Topics Assignments Research Projects
Chemistry Applications
You can work “real life” applications of elements compounds, and chemical reactions into the material.
How are these compounds used? Why are they used? Who uses them?
Surgery
The CO2
Laser emitsa visible beamthat cutslike ascalpel.
CO2 laser use during bone surgery (osteotamy)
CO2 laser diagram: what gases are in the tube?
Pharmacology
“Close-ups” on molecules like caffeine that affect the nervous system
Caffeine binding to a nerve cell receptor
Medical Case Studies
Starts with a realistic (and usually fictitious) situation.
Students look at various documents to piece together what is going on
Patient background form Memos from doctors Laboratory Data
Case Study Procedure
1. Case Study is read aloud2. Students develop hypotheses3. Individual research in teams4. Teams share their research5. Hypotheses are revised6. Conclusions are developed7. Presentation8. Teacher’s feedback (the answer?)
Typical Materials
Source Material (web documents, patient data, lab test results, website, computer program)
Data Tables / Worksheets for Notes
“Final Diagnosis” Sheets
Encouraging deductive logic
1. Just a few clues2. Student Presentations3. Group sharing sessions4. Collaboration over
competition
Simulation: Modeling the Spread of an Infection
Each student has three different colored cards. He / she only has one out at a time.
infected
recovering
immune
Modeling the Spread of an Infection: Day 1
Student A starts out as “infected” and holds up the orange card.
He/she taps the desk of student B next to him, giving him the pathogen.
Modelling the Spread of an Infection: Day 2
Student B is infected
Student A is recovering
Student B taps the desk of student C.
Modeling the Spread of an Infection: Day 3
Student C is infected
student B is recovering.
Student A is immune.
Data Analysis On each “day,” the teacher and
students can collect data on how many are infected and immune.
Graph is available in online packet
Students can then plot this data on a graph and analyze the trends.
Students-Teacher Dialogue
Talk to students in between classes about their goals.
Include beginning of year questions on student info forms.
If a profession shows up in a lesson, probe for student interest
Network with Guidance Counselors and student Liaisons
Health Career Research
Students research a career in health care of their choice. They write and describe:
What this job involves Required education / degrees Salary trajectory / career stages Challenges on the job Required strengths, skills, and
abilities A day in the life of
In Summary
It is possible to integrate health sciences into the curriculum through the following:
Career Tie-ins & ApplicationsCase-Based MethodsSimulation ActivitiesStudent ResearchConversations with Students