A Beginner’s Guide to Using Case Studies in a High School Science Course

1. 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

2. 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?

3. 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?

4. 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?

5. KNOW Facts, names, dates, places, information UNDERSTAND Essential truths that give meaning to the topic Stated as a full sentence BE ABLE TO DO Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production Verbs or phrases

6. An Example of An Understanding in Biology… The cell membrane plays a vital role in maintaining homeostasis And in Chemistry… The pressure a gas exerts is related to its volume and temperature.

7. In helping students build their understanding about the cell membrane they will need to KNOW….. • 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

8. 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

9. 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 membrane Cases = Osmosis is Serious Business, Agony & Ecstasy, Hold Your Wee for a Wii Physical Science teachers: Topic – Gas Laws Cases = Cooking Under Pressure, Gas Cylinders & Safety

10. 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?

11. What is Your “Big AHA!!”? What is Your Next Step?