T-SCORE Teacher Developed Units

Review the teacher-developed health science created during the T-SCORE Summer Institute. These units provide students with learning experiences that grow their interest and knowledge about the health sciences.

In these units, T-SCORE teachers ask scientific questions within the context of their students’ everyday lives and to build their knowledge of health science skills and career choices. By infusing local community research and health disparities knowledge into their lessons, teachers connect students with the health realities of their communities and to provide them with tools to help improve health differences across counties and in their particular neighborhoods. Ultimately, these units provide students with learning experiences that grow their interest and knowledge in the health sciences.

NOTE: Finalized units will be uploaded once teachers modify units after implementation.

Health Disparities Curriculum

OVERALL STUDENT OBJECTIVES

  • Discover and analyze health disparities related to SES, gender, geography, culture, and access
  • Describe the social and environmental factors that contribute to different health outcomes in different communities
  • Understand how health disparities impact your community

Introduction. Health and Healthcare Disparities in the U.S.:

  • What makes a person healthy?
  • What is health inequality?
  • What factors contribute to different health outcomes?
  • What do the health outcomes look like in Kansas?

Station I. SES: Wealth Equals Health

  • What is the difference between equity and equality in health?
  • How does socioeconomic status affect health?
  • How can I recognize socio-economic barriers to health in my community?

Station II. Gender and Sexual Orientation

  • How does gender and sexual orientation influence health outcomes?
  • What unique factors do members of the LGBTQ community face in healthcare?
  • How does my culture influence my perception of gender?
  • How is health shaped by individual and societal perceptions of masculinity and femininity?
  • What role does gender play in the social determinants of health?

Station III. Geography: How Place Affects Your Health

  • Why does place matter to your health?
  • How does the appearance of the build environment impact well-being?
  • How does the social nature of a community contribute to health outcomes?
  • How is opportunity distributed across neighborhoods?
  • How do geography and race intersect?

Station IV. Culture and Literacy

  • How can culture impact health, both positively and negatively?
  • How does my culture play a role in the way I view health?
  • How are health outcomes of immigrants different from health outcomes of other communities?
  • In what ways can practitioners provide culturally and linguistically competent care?

Station V. Access to Care

  • How does your insurance status impact your health?
  • What unique health obstacles do undocumented immigrants face?
  • What access to health care is available in my community?
  • Why is healthcare reform important to increasing access to care?

Health Advocacy Curriculum

The T-SCORE Health Advocacy Unit Plan has five modules:

  1. Health Advocacy Introductory: Module I provides an overview of the factors or “root causes” that influence health by reviewing different case scenarios and introduces students to examples of health advocacy.
  2. Food Deserts: Module II allows students to discover the prevalence of food deserts in their local community, determine the factors that create food deserts, and provides students with the opportunity to practice gathering data through various authentic methods such as PhotoVoice, community health assessment, and observational interviewing.
  3. Violence as a Public Health Issue: Module III students analyze local data to discover the effects of violence on the community, research the risk and protective factors that contribute to different types of violence, and advocate for a solution to community violence of their choosing by writing a letter to a community stakeholder.
  4. Smoking and the Media: Module IV offers students the opportunity to think critically about how perception impacts health behaviors, analyze local and state tobacco data, deconstructing tobacco advertisements to uncover the techniques used, and apply those techniques to counter-messaging to develop an anti-smoking public service announcement.
  5. Health Advocacy Project Development: In Module V students integrate the knowledge of local health issues and advocacy skills obtained in the previous modules to create and present an advocacy project that impacts an important health issue faced by the local community.

OVERALL STUDENT OBJECTIVES

  • Examine the root causes that affect health outcomes by diving in depth into three examples of health issues: food deserts, violence, and tobacco;
  • Make connections to health issues both broadly and in their local community;
  • Practice authentic data gathering and analysis skills applicable to community health advocacy, including photovoice, community health assessments, observational interviews, and assessing community stakeholders;
  • Practice advocating for better health by writing letters to community stakeholders and creating public service announcements; and
  • Choose their own public health issue and apply advocacy principles to create an advocacy project that impacts their community.

Health Careers Curriculum

OVERALL STUDENT OBJECTIVES

  • Identify which careers require what degrees.
  • Explain what health disparities are and how they affect your community.
  • Describe differences between original and modern health oaths.
  • Select a career and be able to describe what they do and what it takes to be one.
  • Interpret graphs.
  • Discover the scope of the health field.
  • Choose a career based on characteristics.

Module I. HEALTH CAREERS TIMELINE

  • Unit Essential Question: What is the place for me in the health care system?
  • What is the scope of the health field?
  • What kinds of careers are there, and which ones might be interesting to me?

Module II. WHAT DO YOU NEED AND HOW FAST DO YOU NEED IT?

  • Unit Essential Question: What kind of health security do I have?
  • What kind of life quality do we have?
  • What are other factors that contribute to the health disparities present?

Module III. HISTORY, THE HIPPOCRATIC OATH & MEDICAL DECISION MAKING

  • Unit Essential Question:  How can we decide what is ethical and what is not?
  • What does it mean to be ethical?
  • What is the ethical thing to do?

Module IV. TYPES OF GRAPHS

  • Unit Essential Question: Using graphs, what are the job disparities for minorities?
  • Why are there less minorities holding higher education jobs?
  • How do you read a graph?

Module V. UNDERSTANDING HEALTH CAREERS

  • Unit Essential Question: What jobs require what degrees?
  • What is the difference between jobs that requires an associate’s degree vs. a job that requires a doctorate?

Module VI. STRENGTHS ACTIVITY – KNOW YOURSELF

  • Unit Essential Question: What is the place for me in the health and biomedical sciences?

Module VII. HEALTH SCIENCE CAREER PROJECT

  • Unit Essential Question: What career best suits my interests and goals?

Ethnography Lesson

Objectives / Essential Question

  • I will examine how my environment affects my ability to thrive, by studying the school environment, or “climate”
  • I will observe common areas of the school and school day with all my senses.
  • I will use my observations to design a survey to gather information from others.

DAY ONE                                                                                                                                     

  • Introductory Activity: Forming and Defining Communities (25 minutes)
  • TRANSITION (5 minutes)
  • Ethnography Introduction (10 minutes)
  • Pre-Observation: Description of setting (15 minutes)
  • Identify School Setting for Observations (5 Minutes)
  • Field Notes (15 minutes)
  • Group Review (15 Minutes)
  • ASSIGNMENT: Observation 1 (CLOSING: 5 minutes)

DAY TWO                                                                                                                                    

  • Share Out (25 minutes)
  • Introduce Reflexivity (10 minutes)
  • Introduce Quoting (15 minutes)
  • Quoting in Ethnography (25 Minutes)
  • Sources of Quotes (5 Minutes)
  • ASSIGNMENT: Observation 2 (CLOSING: 5 minutes)

DAY THREE                                                                                                                              

  • Share Out (40 minutes)
  • Data Analysis (25 minutes)
  • (OPTIONAL) Literature Review (Next class period or ongoing homework assignment)
  • (OPTIONAL) Begin School Survey Lessons while students are writing their Ethnographies
  • Writing the Ethnographic Narrative (20 minutes – Rest of class/homework/ongoing)

Onboarding to PBL 

If you need a few lessons to build your students’ skills to effectively implement a PBL unit, try our “Onboarding to PBL” lessons!

2016-2017 T-SCORE Unit Outlines:

Funding Support

This project was supported by the National Institutes of Health Science Education Partnership Award (SEPA) under Award Number R25OD020214.

The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

For more information, go to the SEPA T-SCORE Project Page