A Beginner’s Guide to
Using Case Studies in a
High School Science
Course
Donna Horn, Director of Science and Health
Rush-Henrietta Central School
dmhorn@rhnet.org
• What interests you about using case
studies in your high school science
course?
• What concerns do you have about
using case studies in your high school
science course?
Guiding Questions?
• What criteria will you use for choosing a
case study?
• What modifications might you have
consider to accommodate the various
learning needs of your students?
• How will hands-on laboratory work
supplement the learning?
• How will you monitor student learning?
Begin With the End in Mind
Ask yourself: What is it that I want everyone to
know, understand, or be able to do when
they walk out the door?
KNOW
Facts, names, dates, places, information
UNDERSTAND
Essential truths that give meaning to the
topic
Stated as a full sentence
BE ABLE TO DO
Skills (basic skills, skills of the discipline,
skills of independence, social skills, skills of
production
Verbs or phrases
An Example of An
Understanding in Biology…
The cell membrane plays a vital
role in maintaining homeostasis
And in Chemistry…
The pressure a gas exerts is related to
its volume and temperature.
In helping students build their
understanding about the cell
membrane they will need to
KNOW…..
• the cell has structures and mechanisms that help it maintain a stable, internal
environment
• the cell membrane is semi-permeable
• some substances can move through the cell membrane without any input of
energy (ATP); this is called passive transport
• water moves through the membrane by a process called osmosis, which is a
form of passive transport
• substances naturally move from an area of high concentration to low
concentration; energy is needed to move substances in the opposite direction
• other substances will not be able to move through the membrane without an
input of energy (ATP); this is called active transport
Terminology: cell membrane, homeostasis, osmosis, semi-permeable, passive
transport, active transport, concentration, ATP
Some Things Students Will Do
During the Case Study:
Read for Information
Evaluate scientific information
Synthesize data and background
knowledge to solve problems
Apply knowledge to real-life situations
Collaborate with peers
Analysis of Case Studies
Use the Case Study Analysis Guide to
evaluate 2-3 case studies on the same
topic, so you can determine which is best
for use in your classroom.
Life Science teachers: Topic – Movement through the cell membrane
Cases = Osmosis is Serious Business, Agony & Ecstasy, Hold
Your Wee for a Wii
Physical Science teachers: Topic – Gas Laws
Cases = Cooking Under Pressure, Gas Cylinders & Safety
Checking for Understanding &
Formative Assessment
Ongoing assessment is critical!
• What do you want to assess?
• How will you get the information you
need?
• How will you help students to selfassess?
What is Your “Big AHA!!”?
What is Your Next Step?