Project: Career Planning - Principles of Bio-Med Science

Teacher: Matt Brown
School: Prairie View High School
Location: Henderson, Colorado USA
Start Date: 12/01/2016
End Date: 03/17/2017
Project Plan
Unique Requests of
Participating Mentors:

This project will focus primarily on career and education planning for bio-med students at Prairie View High School in Henderson, Colorado. All professionals can be successful helping students on career planning projects. Common careers that students often desire to explore include: Pediatrics, Nursing, Veterinarians, Surgical specialties, Genetics, Cardiovascular, Medical research, PA, Pharmaceutical, Therapists, Biomedical engineers, Microbiology, Sport Medicine

Description:

Project primarily focuses on Career Exploration for students. They will be researching a health care field or specific profession within medicine and considering what goals they need to set now to be successful in post secondary education and on into their career. Additionally we would ask that mentors be willing to assist students on their regular curricular projects over the course with feedback on the quality and professionalism of their product. Students complete The Principles of Biomedical Science (PBS) course provides an introduction to biomedical science through exciting hands-on projects and problems. Students investigate concepts of biology and medicine as they explore health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They will determine the factors that led to the death of a fictional woman as they sequentially piece together evidence found in her medical history and her autopsy report. Students will investigate lifestyle choices and medical treatments that might have prolonged the woman’s life and demonstrate how the development of disease is related to changes in human body systems. Key biological concepts, including maintenance of homeostasis in the body, metabolism, inheritance of traits, and defense against disease are embedded in the curriculum. Unit 1…………The Mystery (20%) Unit 2…………Diabetes (25%) Unit 3…………Sickle Cell Disease (15%) Unit 4…………Heart Disease (25%) Unit 5…………Infectious Disease (10%) Unit 6…………Post Mortem (5%)

Benchmarks:

The effective use of cognitive processes to generate and link knowledge across various disciplines and in a variety of contexts. The process of identifying, selecting and using resource tolls to help in analyzing, synthesizing and communicating information. The identification and employment of appropriate tools, techniques and technology. Students locate, select and synthesize information from a variety of scientific texts,references, professionals and technological sources to acquire and communicate knowledge. Use available technology to produce, review and publish a variety of works. Cite references using APA format. Students use the scientific method to develop a testable question, analyze data and come to a conclusion.

Duration:

24

Grade Level:

9

Content Area:

Biomedical Sciences

Student Outcomes:

Students complete a large assessment over a health care career/cluster exploration of their choice. Student groups or partners produce a variety of products which explain their understanding of diverse topics covered over the course. Students can analyze processes required for homeostasis and demonstrate their relationship to maintaining life. Example projects within the curriculum include: Creation of a model that explains the role of insulin in maintaining blood sugar levels. Creation of a professional product that explains Cholesterol and implications for health. Creation of a professional display and oral report on a career of student's choice.

Evaluation of
Student Outcomes:

Rubrics are used for the various projects. Students will communicate with mentors as part of their reflective practice on outcomes. Students will document the quality of the project outcomes against a rubric or standard, discuss the gap, if any, between their work and that standard and how they plan to fill the gap.

Teacher Role:

Teacher will aid students in identifying careers of interest. Teacher will provide the framework for smaller projects. Teacher will serve as facilitator. Teacher will evaluate student products.

Mentor Role:

Mentor will aid student in developing a greater understanding of the requirements to be successful in pursuing a medical career starting from high school goals into post secondary education needs and the development of a satisfying professional career. Mentor will aid students in developing high standards of quality on smaller projects within the course.