September 1, 2013

Science Options under HB 5and EpidemiologyMiya BrevardKristen HillertScience Under 4x4A couple of years ago, in this same setting, I reviewed with you the options for how science courses could be sequenced. Although there was choice in science classes, it was limited mainly to what students would take as the 4th science credit.

EOC is a game changer and instead of remembering just the highlights, students now have to know enough at the end of the course to pass a test over just that course.so sequence may matter much more!2

However, HB 5 has provided many more choices! Although chemistry is my personal favorite science, students no longer HAVE to take chemistry and/or physics. This is welcome news to students who may be struggling with Algebra I. The important piece is that we want to graduate students who are scientifically literate. Students are much more likely to develop scientific habits of mind if they are in science classes that are focused on topics of interest to them.3Sample Science Pathways

BiologyIPCPatho-physiologyAnatomy & PhysiologyAll of these are potential science options for students to graduate with 4 years of science and endorsements and NOT take chemistry and physics.4Sample Science Pathways

BiologyIPCAstronomyEarth and Space ScienceSample Science Pathways

BiologyPrinciples of TechnologyAdvanced Plant and Soil ScienceEnvironmental SystemsSample Science PathwaysBiologyPrinciples of TechnologyScientific Research and DesignFood Science

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Whoa! So many choices! How can we possibly keep them straight and offer sound advice to students?8FOUNDATION PLAN3 Science Credits RequiredENDORSEMENT4 Science Credits Required**BIOLOGYRequiredAllowable substitutions: AP Biology*IB Biology*Requiredallowable substitutions: AP Biology*IB Biology*CHEMISTRYNot requiredOne of many choices to fulfill science creditsRequired only for STEM endorsementPHYSICSNot requiredOne of many choices to fulfill science creditsRequired only for STEM endorsement* Refer to expanded hard copy for more informationThis chart provides a summary of how biology, chemistry and physics fit into the new graduation requirements under HB 5. It is important to note that Chemistry and Physics are both required of ALL students seeking a STEM endorsement. The printed copy of this chart also shows that there are several advanced science courses that require chemistry and/or physics as a pre-requisite. As students are making their initial science choices, it is critical that they recognize how these early choices impact future choices available to them as juniors or seniors.9Science Credit 1Science Credit 2Science Credit 3Science Credit 4FoundationRequired3 Science CreditsBiology Required1IPC2 or Principles of Technology3Choose from the following:Anatomy and PhysiologyAdvanced Animal ScienceAstronomyEnvironmental SystemsAP Environmental SystemsIB Environmental SystemsMedical MicrobiologyPathophysiologyAdvanced Plant and Soil ScienceScientific Research and DesignNot requiredEndorsementRequired4 Science Credits *Choose additional science course from Science credit 3 list, or Earth and Space ScienceFood Science1,2, and 3: Refer to expanded hard copy for more information.This chart makes it clear, though, that are many options available to any student who chooses not to take chemistry or physics. All students should be encouraged to look into their desired career to see what high school sciences are recommended. But the big picture is that there are many ways for students to fulfill the requirement for 4 science credits without taking chemistry or physics.10Scientific Research and Design

Problems and SolutionsScientific Research and Design and Problems and Solutions have similar TEKS that focus on students choosing a problem that is both relevant to their lives and the world around them. Student then need to conduct research to investigate the chosen problem.

Scientific Research and Design has traditionally been offered as a way for students conducting in-depth Science Fair projects to receive credit for all the work and time theyve put into their projects.

Often times teachers do not know how to scaffold student research and design for these courses to offer students an opportunity to conduct meaningful research.11

What does Epidemiology have to do with student research? We typically think of scenes from the movie, Outbreak when we think of the word epidemic.Picture source: http://www.cdc.gov/24-7/cdcfastfacts/epidemiology.html12

But an epidemic can actually be any negative health problem affecting a population. Childhood obesity, addition, cyber-bullying are all examples of behavioral epidemics.

Picture source: http://blog-epi.grants.cancer.gov/2012/06/04/what-scientific-questions-should-cancer-epidemiology-address-in-the-next-decade-to-impact-public-health/print-4/

13Student Independent Research Through the Lens of EpidemiologyFollowing the principles of an epidemiology case-control study allow students to choose a behavioral epidemic impacting their community and engage in authentic, in-depth research on the risk factors for that condition and how the community can respond.

14Siegel, Ackard, and JezlMost commonly discussed risk factors15Sample student project: hypothesis: The risk factors for being in an unhealthy relationship are exposure to violence, low socioeconomic status, and low self esteem. The risk factors were chosen based on reviewed research articles by the following authors: Siegel, Ackard, and Jezl.Materials and MethodsStudent learn the science of survey design to use for the investigation. They learn about the importance of informed consent. They also learn how to analyze survey results to identify cases vs controls and exposure to risk factors.16Case-Control Odds Ratios CalculationsCASES: People in Unhealthy RelationshipsCONTROLS: People in Healthy RelationshipsExposure to Risk Factor415Non-exposure to Risk Factor752Odd of Exposure0.570.29Students are introduced to the statistical calculation called an odds ratio. Students use the calculation to determine whether hypothesized risk factors can be shown to be statistically significant. An odds ratio is how likely it is for someone who has your condition, a case, to be exposed to a risk factor.

This is sample data from a student project.17Odds RatiosParticipant RatioStudents represent their data in graphical forms. 18Analysis and DiscussionDraw conclusionsMake inferencesConsider biasRecommendations to community

Students not only collect data, but then analyze it. Before drawing conclusions, students must consider the types of bias present in their study. For instance, the student project I was sharing considered low socio-economic status as a risk factor for being in unhealthy relationships. From examining the survey results, she realized that students may not have honestly answered the questions she used to asses for being low SES.

After analyzing their data, students are able to make recommendations to the community based on risk factors for which there is a strong correlation.19Flexibility & Benefits

Although at first glance Epidemiology sounds like really specific science, its opening up a broad field of study because it can apply in multiple contexts.

Any student can benefit, but the courses may offer greater appeal to at-risk students because they are getting to choose research topics about which they are passionate.

Both Science Research and Design and Problem and Solutions are CTE credits.

Both courses can be a part of any endorsement and can be a part of a coherent sequence of courses based on local decisions.

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Doctor of Public Health, candidate, Faculty at CUNY School of Public Health, Hunter CollegeMS Education LeadershipPrincipal CertificationMA Secondary Science EducationMA Innovations in Museum EducationCollege and high school science teacherDoctor of Public Health, candidate, Hybrid Learning in Higher Education: A Review of Best Practices and Recommendations for Epidemiology and Biostatistics Faculty at CUNY School of Public Health, Hunter CollegeMS Education Leadership, Innovations on Assessment in the Science Classroom: Critical Thinking and Active LearningMA Secondary Science Education,Supporting Kinesthetic Learners in the Secondary Science ClassroomCollege and high school science teacherEncourage teachers interested in teaching Problems and Solutions or Science Research & Design Through the Lens of Epidemiology to join us on May 21-22 for a two-day overview training. 21

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