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 in the 2010-2011 school year Two 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 Plan4. Participate in authentic application of

the CTE content using science inquiry5. 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