PLTW Biomedical Sciences OVERVIEW

1
PLTW Biomedical SciencesOVERVIEW
ACTE Conference -Nashville

• November 20, 2009

2
THE NATIONS LEADING PROVIDER OF STEM EDUCATION
PLTW programs offer students real world problem
solving andcritical thinking skills
Programs are dynamic, rigorous and emphasize
creativity
Programs
Students are highly engaged and exposed to
typically non-pursued areas of study
Students are provided with a foundation and a
proven path to college and career success
3
A CLEAR AND FOCUSED DIRECTION
Vision
Mission

• To ensure that America succeeds in the
  increasingly high-tech and high-skill global
  economy by partnering with middle schools and
  high schools to prepare students to be the most
  innovative and productive in the world.

• To ignite the spark of ingenuity, creativity and
  imagination within all of the students in the U.S.

PLTW RAISES THE BAR OF THE QUALITY OF STEM
EDUCATION
4
CONTINUOUS GROWTH AND ACHIEVEMENT

• PLTW continues to grow at a compound annual rate
  greater than 20
• Founded by Dick Blais and Richard Liebich in 1996
• PLTW started with 12 schools in upstate New York
• In the 2009-2010 school year, PLTW will serve
  approximately 300,000 children at more than
  3,500 implementations in 50 states

5
A FIVE-YEAR STRATEGY BUILT AROUND THREE
INTERRELATED GOALS
6
CORE GOALS

• Maintain Quality
• PLTWs success derives from a commitment to
  program quality and effectiveness
• Preserve focus on driving academic gains among
  participating students
• Improve student achievement (longitudinal growth
  against standards) as a product of the PLTW
  curriculum and teacher training
• 97 customer retention

7
CORE GOALS

• Support Growth
• Expand PLTWs presence among states, districts
  and schools
• Invest in its growth
• 3,519 unique programs currently
• 10,000 unique programs projected by FY 2015

8
CORE GOALS

• Ensure Adequate Resources
• Ensure that PLTW has access to the financial
  resources needed to support growth objectives
  without sacrificing quality
• Aggressively raise money from companies and
  philanthropic organizations
• Goal of 50 million by FY 2015

9
Traditional Curricula

• No standard definition

• Some are based on textbooks that come with
  support materials

• Usually designed around activities or tests exams

• Obsolescence goes unchecked or unfixed

10
Project Lead The Way Curricula

• Curriculum framework is based on national
  standards, concepts, performance objectives,
  essential questions, and assessments of learning.

• Lessons utilize activity-, project-, and
  problem-based learning (AP2).

11
Curriculum based on research
How People Learn by the National Research Council
Understanding by Design by the Wiggins McTighe
Achieving Rigor Relevance Through Project-Based
Learning by Daggett Blais
ABET, Inc. Accreditation Criteria
National Standards
12
Project Lead The Way Curricula

• Represents a complete package, which allows the
  instructor to focus on teaching, student
  achievement, assessment, and professional
  development.

13
What is the difference between Activities,
Projects, and Problems?
14
AP2 Activities and Projects

• Activities build skills and knowledge
• Projects hone skills in teamwork, mathematics,
  science, software, time management, and
  communication

Activities and Projects have predictable outcomes
15
AP2 Problems

• Students doing authentic real-world work.
• Learning is contextual, not disjointed series of
  concepts.
• Students work in teams.
• Expectations are clearly articulated to students.

Problems have unpredictable results
16
AP2 - Activities

• May be word-problems, software exercises or
  tutorials, experiments, reading assignments, etc.

Example from PLTW PBS curriculum
17
AP2 - Activities

• Used as class work or homework
• Designed to build skills and knowledge through
  directed exercises

Example from PLTW HBS curriculum
18
AP2 - Projects

• More rigorous and open-ended than activities
• Utilize prescribed problem statements, goals, and
  constraints
• Require the application of skills and knowledge

Example from PLTW HBS curriculum
19
AP2 - Projects

• Have outcomes that fall within a predictable
  range, but are still diverse and creative
• May be long-term
• Usually involve student teams

Example from PLTW PBS curriculum
20
AP2 - Problems

• Usually instigated by a question, a theme, or a
  need.
• Students determine their own criteria.

Example from PLTW PBS curriculum
21
(No Transcript)
22
Biomedical Sciences Program Information
23

States Funding Development of the Biomedical
Sciences Program

• Connecticut
• Indiana
• Maryland
• Missouri
• Ohio
• Oklahoma
• South Carolina

24
2009-10 Biomedical Sciences Program (236
schools/32 states)
BMS Funding States. Schools implemented program
in 2007. States with schools implementing program
since 2007.
25
PLTW Biomedical Sciences Program

• Address impending critical shortage of qualified
  science and health professionals.
• Prepare students for rigorous post-secondary
  education at two and four-year colleges or
  universities.

26
Biomedical Careers--- some examples ---

• Research Scientist
• Health Information Manager
• Medical Technologist
• Radiologist
• Medical Technical Writer
• Physicians Assistant
• Biomedical Engineer

• Physician
• Nurse
• Dentist
• Veterinarian
• Pharmacist
• Paramedic
• Dietician
• Surgeon

27
Sequence of Courses

• Principles of the Biomedical Sciences
• Human Body Systems
• Medical Interventions
• Biomedical Innovation

Note Program requires college-preparatory
science and mathematics each year.
28
The Four Courses
29
Course 1 Principles of the Biomedical Sciences

• Student work involves the study of human
  medicine, research processes and an introduction
  to bioinformatics.
• Students investigate the human body systems and
  various health conditions including heart
  disease, diabetes, sickle-cell disease,
  hypercholesterolemia, and infectious diseases.

30
Course 2 Human Body Systems

• Students study basic human physiology, especially
  in relationship to human health. A central theme
  is how the body systems work together to maintain
  internal balance and good health.
• Students use data acquisition software to monitor
  body functions and use the Anatomy with Clay
  Manikens to study body structure.

31
Course 3 Medical Interventions

• Student projects will investigate various medical
  interventions that extend and improve the quality
  of life including diagnostics, surgery,
  bio-nanotechnology, pharmacology, prosthetics,
  rehabilitation, and life style choices.

32
Course 4 Biomedical Innovation

• In this capstone course, students will design and
  conduct experiments related to the diagnosis,
  treatment, and prevention of disease or illness. 
  They will apply their knowledge and skills to
  answer questions or to solve problems related to
  the biomedical sciences.

33
Student Schedule

• Take college-preparatory science and mathematics
  courses concurrent with each Biomedical Science
  course
• Choice of the science and mathematics courses is
  up to the school and the student

34
Attributes of Graduates

• Think creatively and critically.
• Able to problem-solve.
• Communicate effectively.
• Have professional conduct.
• Able to work in teams.
• Understand how scientific research is conducted,
  applied, and funded.

35
Key Biological Concepts

• Cellular basis of life
• Homeostasis
• Metabolism
• Cellular communication
• Transport of substances
• Inheritance of traits
• Defense and protection

36
Course 1 Principles of the Biomedical Sciences
(PBS)
37
Examples of Student Activities from PBS Unit 2
Heart Attack

• Build a simple pump
• Dissect a sheep heart
• Use data acquisition software and sensors to
  measure EKG, heart rate, and blood pressure
• Examine blood cells

38
Examples of Student Activities from PBS Unit 4
Sickle Cell Disease

• Make a chromosome spread
• Isolate DNA from cells
• Analyze karyotypes
• Build models of DNA and proteins
• Read a genetic map
• Use computer simulation software to build a
  designer protein

39
Course 2 Human Body Systems (HBS)
40
Examples of Student Activities from HBS Unit 2
Communication

• Use data acquisition software and sensors to
  compare the response times of voluntary and
  reflex actions
• Create a map of regions of the brain
• Build a model of the endocrine system
• Dissect a sheeps eye and experiment with lens

41
Examples of Student Activities from HBS Unit 4
Movement

• Build muscles groups on a skeletal manikin
• Design experiments to determine the energy
  requirements for muscle contraction
• Use data acquisition software to evaluate muscle
  function
• Measure pulses to monitor blood flow
• Design a training plan for an athlete

42
Curriculum Contents

• Teacher Notes
• Assessment
• National Standards
• Day-by-day Lesson Plans
• Student Activities
• Rubrics
• Resources

43
Curriculum Structure
44
Curriculum Structure

• Title Page
• Acknowledgements
• Introduction
• Course Description
• Teacher Guidelines
• Units with Lessons
• Glossary

Example from the PLTW PBS curriculum
45
Curriculum StructureCourse Description

• Description
• Overview
• Outline

Example from the PLTW PBS curriculum
46
Curriculum Structure Teacher Resources

• Website Master List
• Teacher Notes
• Student Resource Documents
• Generic Assessment
• Rubrics
• Answer Keys or Samples
• National Standards

Example from the PLTW PBS curriculum
47
Curriculum Structure Standards
Analysis of the connections between the student
work included in the various units and the
national standards can be found in the matrices.
Example from the PLTW PBS curriculum
48
Curriculum Structure Units
Unit folders contain the lessons
Example from the PLTW HBS curriculum
49
Curriculum Structure Glossary

• Includes Key Terms and other vocabulary
  appropriate for the course.

Example from the PLTW PBS curriculum
50
Example Lesson
51
PBS Lesson 2.2 Heart Structure

• The human heart is a four-chambered living pump
  designed to provide the force needed to transport
  blood through all the tissues of the body.
• The design of the four-chambers allows the heart
  to handle both oxygenated blood from the lungs
  and un-oxygenated blood from the body without
  mixing the two types of blood.
• The human heart has different types of tissue
  which vary in characteristics.
• A tissue is a group of similar cells designed to
  carry out a specific function.

52
PBS Lesson 2.2 Heart Structure

• Student Activities and Projects
• Examine diagrams of the heart and draw detailed
  pictures of the main structures.
• Dissect a sheeps heart
• Examine slides of heart tissues using a
  microscope.

53
PBS Lesson 2.2 Heart Structure

• Teachers Lesson

Teachers Lesson
54
PBS Lesson 2.2 Heart Structure
Student Activity
Student Activity
55
Sample Heart Diagrams
Lindsey Liscomb Philip Odongo Arsenal Technical
High School Indianapolis, Indiana
56
Lindsey Liscomb- Arsenal Tech
57
Lindsey Liscomb- Arsenal Tech
58
Philip Odongo Arsenal Tech
59
Core Training
60
Professional Development
Core Training Summer Institute
Self-Assessment and Pre-Core Training
Continuous Training

• Principles of Biomedical Sciences
• Human Body Systems
• Medical Interventions
• Biomedical Innovations Course
• (summer 10)

Virtual Academy
Master Teacher
Ready for teaching
Ready for core training
61
For More Information

• Visit our website at www.pltw.org
• Contact Information
• Terri Schulz
• tschulz_at_pltw.org
• 317.602.2736