SUNY Buffalo has developed a library of case studies for use in science teaching. Many are geared toward college biology classes, but some can be adapted or are already more or less appropriate for regent -level biology.
I've wanted to play around with case studies for a while but haven't had the time or mental energy to invest. So a couple of weeks ago I found one that doesn't seem to require a lot of planning and is pretty straight forward and relevant to the human body/homeostasis unit we are working on. The really nice thing about it is how it brings together the workings of the circulatory, nervous, endocrine, and excretory systems to understand the cause of death in a couple who are found dead in a hot tub.
The task for students as outlined in the case study is to take on the role of the detective who investigated the case and write a final report on the cause of death. In my high school classes I'm sticking with that task, but I'll give them some options for presenting the report in the form of powerpoint, a poster, etc. I won't have a lot of class time to spend on that part of the study. My 8th graders, who have a good deal more class time than the high schoolers due to the fact that they attend school during regents weeks and so on, will have a bit more freedom to produce something more creative - one group is already working on a film that will re-enact the accident.
The case study website provides a lot of information, at times too much information, about how to incorporate case studies into your teaching. The worksheets have questions attached and are available in PDF or easy printing. The basic flow of my approach is as follows:
1. We've already learned about the circulatory system through "traditional" means, and have discussed homeostasis throughout the year.
2. I introduced the case, which is broken down into 3 segments. I started with part one, where students are given some very basic background information and the facts of the case as reported by two detectives and a maid who discovered the bodies.
3. Students research some questions that are fairly easy to grasp, such as the effects of alcohol on the body, what the drug lasix is used for, how the body responds to high temperatures, etc.
4. I teach through traditional means the nervous system, highlighting along the way the parts that are particularly relevant to the case study.
5. Students get part 2 of the case study and learn more information about the case that underlines the importance of understanding how the nervous system regulates homeostasis and how the hot tub, alcohol, and lasix combine to disrupt that regulation. The subject of kidney function and hormones comes up.
6. Teach endocrine and excretory systems.
7. Students compose final reports.
Along the way students are given opportunities to work in small groups sharing information and discussing the details of the case. We are not told if the autopsy indicates drowning as the cause of death, so there may be disagreements over whether they died and then slipped under the water or whether they lost consciousness and drowned. Then the question of why this would happen to both, seemingly at the same time.
Oh, "PS" or whatever - There are teacher notes available for the case studies but you have to be registered and recognized as a legitimate teacher - a fairly painless procedure if your name appears on your school website as a member of the faculty. It does take a day or two for the elves to process your application.
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