A Beginner’s Guide to Using Case Studies in a

High School Science Course

Donna Horn, Director of Science and Health

Rush-Henrietta Central School

dmhorn@rhnet.org

• What interests you about using case studies in your high school science course?

• What concerns do you have about using case studies in your high school science course?

Guiding Questions?

• What criteria will you use for choosing a case study?

• What modifications might you have consider to accommodate the various learning needs of your students?

• How will hands-on laboratory work supplement the learning?

• How will you monitor student learning?

Begin With the End in Mind

Ask yourself: What is it that I want everyone to know, understand, or be able to do when they walk out the door?

KNOWFacts, names, dates, places, information

UNDERSTANDEssential truths that give meaning to the topicStated as a full sentence

BE ABLE TO DOSkills (basic skills, skills of the discipline, skills of independence, social skills, skills of productionVerbs or phrases

The cell membrane plays a vital role in maintaining homeostasis

An Example of An Understanding in Biology…

And in Chemistry…

The pressure a gas exerts is related to its volume and temperature.

In helping students build their understanding about the cell membrane they will need toKNOW…..

• the cell has structures and mechanisms that help it maintain a stable, internal environment

• the cell membrane is semi-permeable• some substances can move through the cell membrane without any input of

energy (ATP); this is called passive transport• water moves through the membrane by a process called osmosis, which is a

form of passive transport• substances naturally move from an area of high concentration to low

concentration; energy is needed to move substances in the opposite direction• other substances will not be able to move through the membrane without an

input of energy (ATP); this is called active transport

Terminology: cell membrane, homeostasis, osmosis, semi-permeable, passive transport, active transport, concentration, ATP

Some Things Students Will Do During the Case Study:

Read for Information

Evaluate scientific information

Synthesize data and background knowledge to solve problems

Apply knowledge to real-life situations

Collaborate with peers

Analysis of Case Studies

Use the Case Study Analysis Guide to evaluate 2-3 case studies on the same topic, so you can determine which is best for use in your classroom.

Life Science teachers: Topic – Movement through the cell membraneCases = Osmosis is Serious Business, Agony & Ecstasy, Hold Your Wee for a Wii

Physical Science teachers: Topic – Gas LawsCases = Cooking Under Pressure, Gas Cylinders & Safety

Checking for Understanding & Formative Assessment

Ongoing assessment is critical!

• What do you want to assess?• How will you get the information you need?

• How will you help students to self-assess?

What is Your “Big AHA!!”?

What is Your Next Step?