Grade Level: 9-12
Overview
This lesson focuses on the processes of designing and interpreting results from health-related studies.
Objectives
Estimated Time
Necessary Materials
Background Information
Teaching Procedure
Assessment Recommendations
Extension/Adaptation Ideas
Online Resources
Relevant National Standards
Objectives
Students will be able to:
- identify methods of scientific research in health-related issues,
- examine studies to determine the appropriateness of the methods and sample groups,
- analyze reported results of studies, and
- explain the problems or limitations associated with health-related studies.
Estimated Time
Three class periods: one period for viewing the recommended video clip, organizing groups, designing a rubric for assessing the study; one period for designing the study; one class to present study, peer-evaluate studies, and evaluate the study on the video clip.
Necessary Materials
- Video: Trade Secrets
- Newsprint, poster board, or computers for presentations
- Journals or paper for notes and reflections
Background Information
Industries, educational institutions, and interest groups regularly conduct studies to support or attack positions. Health-related studies are no different. Because of the lack of controls and varied conditions, testing, may sometimes be biased. Many studies report accurate conclusions, but others may be less balanced. It is important for people to examine studies critically and to assess how the results are.
Teaching Procedure
Day 1
- Introduce the lesson by brainstorming on the board the guidelines for a proper scientific study. Explain that the class will be examining a health issue and will be asked to design a study.
- Show the video clip Trade Secrets [3:27-7:34]. This segment shows the introduction of two former workers in synthetic chemical plants. After years of working in the plants, they were diagnosed with terminal diseases.
- Have students discuss their initial guidelines for a proper scientific study. Discuss as a class if something should be modified to make it appropriate for this health-related issue. For example, it isn't acceptable to intentionally expose humans for a scientific study. Also, it is unreasonable to control their activities outside the workplace. Have the class design a rubric for evaluating the studies. Students should agree on what should be included in the study. (See the end of this lesson for a sample rubric. The teacher may decide to use this in their assessment of the group work.)
- Divide the students into groups of 4-5 students. Have each group discuss how a study should be conducted to determine the effect of exposure to raw vinyl chloride on workers.
Day 2
- Using newsprint, poster board, or PowerPoint presentations record study's sample size, source of subjects, types of data collected, and methods of analysis.
- Have each group assess their own study using the class-designed rubric.
Day 3
- Distribute the student-prepared rubric (from Day 2) for assessment of the designed studies.
- Have each group present their study. Allow time for students in the class to complete the rubric to assess each group as they finish their presentation. (The teacher may choose to assess this alone.)
- Show the video clip Trade Secrets [36:10-41:35]. Instruct students to take notes on problems with the Lake Charles vinyl chloride epidemiological study as the video is being shown. Have students assess the study using the class-designed rubric.
- If time allows or if you prefer, students may examine copies of parts of the Lake Charles study and communications online.
Trade Secrets
http://www.pbs.org/tradesecrets/program/vinyl.html
Chemical Industry Archives
http://www.chemicalindustryarchives.org
- As a class discuss the students' assessment of the Lake Charles study.
- Have individuals write reflections in journals or on notepaper.
- What was the best design for a study?
- What about the study made it better than the others?
- What should your group have done differently in your study?
- What should you consider when reading results from published studies?
- What problems are associated with health-related studies?
Assessment Recommendations
- Students should be assessed on their participation and contributions in the group. For example: Are they involved in the group process? Do they contribute in appropriate ways? Teachers may circulate during group work to monitor and note participation.
- Students should be assessed by the self and peer completion of the rubric for the study.
- Students should be assessed on the reflections of the study. Are they responding to the questions given? Are they thinking about the process?
Extension/Adaptation Ideas
Younger students
- Have students design a study for another health-related issue like drinking water, smoking, or pollutants.
- Have students review a historical study on a health-related issue and compare to current practices or understandings.
On-line Resources
Relevant National Standards
- Health Curriculum Standards
(Established by the Mid-Continent Research for Education and Learning.)
Content Standard 2: Knows environmental and external factors that affect individual and community health (9-12)
- #4 Understands how the prevention and control of health problems are influenced by research and medical advances.
- Science Curriculum Standards
(Established by the National Science Education Standards.)
Content Standard G: Science in Personal and Social Perspectives (9-12)
Personal and community health
Students will understand that:
- Hazards and the potential for accidents exist.
- A variety of mechanisms--sensory, motor, emotional, social, and technological--exist that can reduce and modify hazards.
- Many diseases can be prevented, controlled, or cured. Some diseases, such as cancer, result from specific body dysfunctions and cannot be transmitted.
Natural and human-induced hazards
Students will understand that:
- Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks.
- The costs and trade-offs of various hazards range from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Science and technology in local national, and global challenges
Students will understand that:
- Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
- Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.
Content Standard H: History and Nature of Science (9-12)
Science as a human endeavor
Students will understand:
- Individuals and teams have contributed and will continue to contribute to the scientific enterprise.
- Scientists have ethical traditions. Scientists value peer review, truthful reporting about the methods and outcomes of investigations, and making public the results of work
Nature of scientific knowledge
- Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world.
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