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Improving Science Skills through CTE Curriculum

Improving Science Skills through CTE Curriculum. WELCOME. Objectives. Identify tools needed to enrich CTE Science curriculum in programs. Apply the six step lesson plan to the CTE curriculum

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Improving Science Skills through CTE Curriculum

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  1. Improving Science Skills through CTE Curriculum WELCOME

  2. Objectives • Identify tools needed to enrich CTE Science curriculum in programs. • Apply the six step lesson plan to the CTE curriculum • Verbalize understanding of the National Research Center CTE study conducted in the Health Science and Agriculture programs

  3. Study • Completed in the 2010-2011 school year • Two sites: • Health Science • Agriculture

  4. Preliminary Results • PROMISING!!!!!

  5. Format • Similar to the Math in CTE study • Curriculum Mapping • Identifying the Natural Occurring Science

  6. Lesson Plan 1. Introduction of the lesson 2. Assess Knowledge prior to lesson 3. Walk through the CTE content and the embedded sciencewith in the lesson

  7. Lesson Plan 4. Participate in authentic applicationof the CTE content using science inquiry 5. Students demonstrate what they have learned about the explicit science in the authentic application 6. Assess the student knowledge and skills in CTE and science

  8. Lesson Plan C:\Documents and Settings\GI Staff\My Documents\UTAH Master Lesson Folder\5 Bleeding and Shock Kopaniasz- Nickels\5 Bleeding and Shock Kopaniasz-Nickels Science in CTE Lesson Plan 2010-11 (March).docx C:\Documents and Settings\GI Staff\My Documents\UTAH Master Lesson Folder\5 Bleeding and Shock Kopaniasz- Nickels\5 Bleeding and Shock Kopaniasz- Nickels PowerPoint.ppt C:\Documents and Settings\GI Staff\My Documents\UTAH Master Lesson Folder\5 Bleeding and Shock Kopaniasz- Nickels\5 Bleeding and Shock Kopaniasz- Nickels Final Assessment.doc C:\Documents and Settings\GI Staff\My Documents\UTAH Master Lesson Folder\5 Bleeding and Shock Kopaniasz- Nickels\5 Bleeding and Shock Kopaniasz-Nickels Final Assessment Key.doc

  9. QUESTIONS

  10. Bleeding and Shock Sample Lesson

  11. CTE Concepts: Academic Foundation Human structure and function • 1. Classify the basic structural and functional organization of the human body including chemical, cellular, tissue, organ and system and function • 2. Analyze the interdependence of the basic structures and functions of the human body as they relate to wellness, disease, disorders, therapies and care/rehabilitation

  12. Science Standards: Atlas of Science Literacy Volume 1 • 2C/2 Using mathematics to solve a problem requires choosing what mathematics to use; probably making some simplifying assumptions, estimates, or approximations; doing computations; and then checking to see whether the answer makes sense. • 6C/3 The circulatory system moves substances to or from cells where they are needed or produced, responding to changing demands. • 11C/7 Most systems above the molecular level involve so many parts and forces and are so sensitive to tiny differences in conditions that their precise behavior is unpredictable, even if all the rules for change are known. • 11A/4 Even in some very simple systems, it may not always be possible to predict accurately the result of changing some part or connection.

  13. Objectives • 1. Demonstrate understanding what happens when various types of vessels are compromised • 2. Treatment for the compromised vessels

  14. Supplies • PowerPoint projector, pens, pencils, baking sheets, graduated cylinders or measuring device, gauze pads if want to soak up “blood”, fake blood(recipe or red finger-paint), internet, textbook

  15. Introduction • How much blood does each person have? • Have you or do you know someone that has fainted?

  16. Assess Prior Knowledge • How much blood does the average person have? • Are shock and fainting the same?

  17. CTE Content with the EmbeddedScience in the Lesson • 1. What are some health related problems that could change the volume of blood? • 2. What other body systems could cause volume loss or change? • 3. What could cause a decrease or drop in blood pressure?

  18. Embedded Science in the CTE Lesson continued • 4. When a person has a decrease in blood pressure what physical signs or symptoms do they have? • 5. Define shock

  19. Students participate in an authentic application of the CTE content using scientific inquiry

  20. This could be done in groups of 2-4 or individually • WORKSHEET A or Worksheet A-1 Ihler-Gentry • Possible Extensions for this lesson include: estimating blood loss after using other items to absorb “blood”. • *T-shirt, towel, tampons, peripads, or if accident occurred on dirt “How would you estimate blood loss???” • Use the same amount of blood loss to visually show students the differences of fabric, pavement vs dirt etc… • **Any article of clothing used will be not be able to be salvaged after this activity.

  21. Students demonstrate what they have learned about the explicit sciencein the authentic application

  22. First Aid PowerPoint Bleeding • Show different vessels is artery, vein, capillary(slide) • Worksheet B • Over a period time if the heart rate decreases will they go into shock?

  23. .. Assess students’ knowledge and skills in CTE and science. Multiple choice test from EXAMVIEW program

  24. THANK YOU

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