Name and Website

2. Name and Website NCHSE is the National Consortium for Health Science Education http://www.healthscienceconsortium.org

3. NCHSE is….. … a national partnership of individuals and organizations with a vested interest in health science education ... working to stimulate creative and innovative leadership for ensuring a well-prepared healthcare workforce.

4. STATISTICS • Of those who enter high school, only 70 percent will graduate (Greene & Winters, 2006) • Just over 50% of first-time college students graduated within six years (Clearinghouse, 2012) • Students from the largest cities may have a graduation rate as low as 25% (Swanson, 2008) • Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a)

5. Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a) • 80 percent of the fastest-growing jobs in the United States require at least some postsecondary education, according to the U.S. Department of Labor (Hecker, 2005)

6. Gap: College Eligibility and Readiness for College-level Work

7. WHY? WHAT WE ARE DOING IS NOT WORKING!

8. What Is The Answer? INTEGRATED, INTERDISCIPLINARY PROJECT-BASED CURRICULUM

9. ConnectEd: The California Center for College and CareerNational Consortium on Health Science and Technology Education California Minnesota Idaho New York Illinois South Carolina Indiana Texas Utah

10. And then there’s the CCSS • ELA Mathematics • Text complexity Wide to deep • Close reading Vertical connections • Evidence-based analysis Procedural skill • Content rich non-fiction Fluency • Conceptual • understanding • Real world application • Big ideas

11. Rigor / Relevance Framework Dagget, W. International Center for Leadership in Education

12. Quadrant D Moments: Every Kid, every class, every day!! High C D RIGOR A B Low High Low RELEVANCE

13. Bam! Turn it up

14. That’s what integrated, interdisciplinary, project-based curriculum does!

15. Why Are We Using Problem-Based Learning? • Increases learning with understanding • Motivates learners by relating content to real life • Effectively blends academic and technical content • Used in a growing number of colleges and universities • Used in nearly all medical schools

16. Problem-focused Discussion Problem-based Learning Lecture Teacher-led Discussion Role Playing Problem-Based Instruction on the Teaching and Learning Continuum Case Study Discovery-based Inquiry Authentic Situation • Adapted from C. Conroy, et al. (1999). Agriculture as a Rich Context for Teaching and Learning, and for Learning Mathematics and Science to Prepare for the Workforce of the 21st Century.

17. Why Project-based? • STUDENT ENGAGEMENT • Students are motivated to LEARN when they • NEED TO ACQUIRE KNOWLEDGE (to accomplish something they care about), when they are • CURIOUS (about an INTERESTINGand CHALLENGINGproblem), and when the materials • RELATE to their own lives (SVINICKI 2002)

18. Why Project-based?? • Rigor, Relevance, Relationships • Increases learning with understanding • Relates content to real life • Core, Not CTE, Driven (Standards Based) • Blends academic and technical content • Better buy-in • Promotes Analytical And Critical Thinking • Increases Academic Achievement

19. GOALS OF INTERDISCIPLINARY, INTEGRATED CURRICULUM Incorporate a diverse group of students • to express their own interests, • to utilize their unique skills and learning styles, and • to master high-level academics and technical materials

20. GOALS OF INTERDISCIPLINARY, INTEGRATED CURRICULUM • IncorporatesActive Classroom Instruction • Develop Career Planning Skills to achieve career planning goals • BUILD Community Support

21. FOUNDATION PRINCIPLES FOR DEVELOPING THE CURRICULUM

22. Thematic, Integrated Curriculum Units • Weaves together academic and career-technical content that has been contextualized within a single industry problem or theme. • Provides the opportunity for students to synthesize the knowledge and perspectives necessary to fully understand the issues underlying the problem or theme.

23. The thematic integrated and interdisciplinary curriculum: • Meets the National Healthcare Foundation and academic Standards • Includes work-based learning and service learning experiences that are age and grade appropriate • Addresses high-level academic content standards • Increases students’ career decision-making skills

24. Structure of Each Unit:Unit Overview • Essential question • Learning Scenario to start the unit • Key questions for individual subjects, organized by subunit (sub-theme) • Standards alignment • Roles for education and industry partners

25. COMPONENTS OF THE CURRICULUM ESSENTIAL QUESTION LEARNING SCENARIO TOPICAL QUESTIONS ACTIVITIES - STANDARDS CULMINATING EVENT

26. WHAT IS AN ESSENTIAL QUESTION? • An ill-structured, open-ended problem with multiple solutions • Is often controversial • Generates student interest and causes students to raise their own questions • Solves a real-world problem • Engages and is relevant to teenagers

27. FOUNDATIONS OF AN ESSENTIAL QUESTION • Lessons in all courses are designed to help answer the Essential Question. • Students must integrate what they learn in the participating subjects to answer the Essential Question. • Answering the Essential Question requires problem-solving and teamwork skills. • Answering these questions requires multiple modes of inquiry — effectively addressing diverse learning styles.

28. TOPIC EXERCISE AND HEALTH (Good Eats) ESSENTIAL QUESTION Should we care about what we eat?

29. LEARNING SCENARIO • Designed to stimulate student interest • Used to initiate lively conversation • Relevant to teenagers • Deliberately controversial

30. LEARNING SCENARIO During the first week of school, the principal calls an assembly of the senior class. She/he has instituted a new policy, you will not graduate unless you have a Body Mass Index (BMI) of 25 or less!

31. TOPICAL QUESTIONS • Are subject specific and derived from the essential question • May be answered in a single class or several class periods • Provide the information to answer the essential question when all topical questions are answered

32. Topical Questions • What is “good” nutrition and why is it important? • What is a healthy weight and how is it measured? • Are their statistical differences in weight among different populations?

33. Topical Questions • How has historical food production in different regions shaped the world we live in? • What are the physical, behavioral, and psychological effects of a healthy diet and a “junk food” diet on humans?

34. LESSONS/ACTIVITIES • Address the key and subsequently the essential question • Contribute skills and information for the culminating activity • Include differentiated instruction and reflection • Complex, ambiguous, proactive, and personally challenging content which leads to a deeper understanding of the essential question

35. Structure of Each Lesson • Lesson Springboard • Lesson Development • Lesson Closure • Possible Prior Misconceptions • Student Assessment Artifacts • Variations and Extensions • Academic and Technical Standards • Resources

36. LESSONS/ACTIVITIES • Aligns with academic and technical standards • Offers multiple assessment opportunities • Relates to the project in a manner that students readily understand

37. HEALTH SCIENCE DATA ANALYSIS OF (1) POPULATION OF CITY/COUNTY (2) OBITUARIES (3) CDC HEALTH DATA (4)WIN OVERWEIGHT AND OBESITY (5) SCHOOL POPULATION (6) DEBATE- GRADUATION REQUIREMENT OF BMI OF <26? ART DETERMINATION OF BMI GOOD FOODS VS. BAD FOODS DRAWINGS/CERAMICS PHYSICAL EDUCATION (1) DETERMINE AND MONITOR BMI (2)DEVELOP A FITNESS PROGRAM EXERCISE AND HEALTH CHEMISTRY TRANS FATS YOU ARE THE CHEMICALS THAT YOU EAT SPANISH DIET ANALYSIS READING FOOD LABELS ANALYZE ETHNIC DIETS PREPARATION OF NUTRITION BROCHURE ENGLISH DBQ HEALTH % FAT INTERPRETATION OF BMI ASSOCIATED DISEASES STATISTICS CALCULATION AND STATISTICAL ANALYSIS OF BMI

38. HEALTH SCIENCE DATA ANALYSIS OF (1) POPUULATION OF YONKERS (2) OBITUARIES (3) CDC HEALTH DATA (4)WIN OVERWEIGHT AND OBESITY (5) SCHOOL POPULATION (6) DEBATE- GRADUATION REQUIREMENT OF BMI OF <26?

39. What is Obese and Overwieght? Overweight is when a person has excess weight from muscle, bone, fat, and/or Body water. Obesity is having an abnormal proportion of body fat. This is obesity This is overweight

40. ART DETERMINATION OF BMI GOOD FOODS VS. BAD FOODS DRAWINGS/CERAMICS

41. CHEMISTRY TRANS FATS YOU ARE THE CHEMICALS THAT YOU EAT

42. HEALTH % FAT INTERPRETATION OF BMI ASSOCIATED DISEASES Celebs with Eating Disorders – They Got Help and So Can You! Billy Bob Thornton Brandy Mary-Kate Olsen Tracey Gold Oprah Winfrey Princess Diana Daniel Johns Victoria Beckham

43. Why Do People Develop Eating Disorders?

44. CULMINATING ACTIVITY • Engages student interest • Demonstrates student learning, integration, and application of knowledge and skills • Addresses key learning goals • Builds skills for success in postsecondary education and high-performance work settings • Recognizes diverse student contributions • Requires collaboration ( Strengthens existing partnerships and builds new collaboration with postsecondary and industry partners) • Includes a performance element

45. PARTICIPATION • COMMMUNITY PARTNERS • Genuine interest in the culminating project • Informed on all aspects of the project and assessment methods • Represent the diversity of the students

46. CULMINATING ACTIVITY • PARENT PRESENTATION AT END OF YEAR MEDICAL AWARDS CEREMONY • Debate based on the information presented, should there be a BMI requirement for graduation? • Presentation of information relating the incidence of chronic diseases to obesity, race/ethnicity, gender , and age • Display of ceramics of healthy versus bad food choices

47. CULMINATING ACTIVITY • Calculation of individual BMI’S • Reading of nutrition labels • Design of personal fitness programs • Dance designed and performed by physical education class • Multi-lingual, student-designed fact sheets/brochures on chronic diseases associated with elevated BMI’s

48. CULMINATING ACTIVITIES Service Learning Anti-Obesity Program For 1st and 2nd Graders

49. CULMINATING ACTIVITIES INDEPENDENT SCIENCE RESEARCH PROJECT

50. OTHER INTEGRATED, INTERDISCIPLINARY PROJECT-BASED CURRICULA