Transcript 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
 Verbalize understanding of the National
Research Center CTE study conducted in
the Health Science and Agriculture
programs
Study
 Completed
 Two
in the 2010-2011 school year
sites:
Health
Science
Agriculture
Preliminary Results
 PROMISING!!!!!
Format
 Similar
to the Math in CTE study
 Curriculum
Mapping
 Identifying
the Natural Occurring Science
Lesson Plan
1. Introduction of the lesson
2. Assess Knowledge prior to lesson
3. Walk through the CTE content and the
embedded science with in the lesson
Lesson Plan
4. Participate in authentic application of
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
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
QUESTIONS
Bleeding and
Shock
Sample Lesson
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
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.
Objectives
 1.
Demonstrate understanding what
happens when various types of vessels are
compromised
 2. Treatment for the compromised vessels
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
Introduction
 How
much blood does each person
have?
 Have
you or do you know someone that
has fainted?
Assess Prior Knowledge
 How
much blood does the average
person have?
 Are shock and fainting the same?
CTE Content with the
Embedded Science 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?
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
 Students
participate in an authentic
application of the CTE content using
scientific inquiry

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.

 Students
demonstrate what they have
learned about the explicit science in the
authentic application
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?
..
Assess students’ knowledge and skills in CTE and
science.
Multiple choice test from EXAMVIEW program
THANK
YOU