Honors Seminar on Science and Technology in NYC in-class activities Tuesday Monday out-of-class activities Wednesday Sat and Sun Thursday Friday Health Fair Preparation Scientific Misconceptions By Nathalia Holtzman Queens College; CUNY

Intro to Health Fairs Learning Goals - developing holistic research process to address socioeconomic contributors (library- big data- field work) - understand and explore the health consequences of living in a city (good and bad) - caring about the city - serving the community -develop project management skills – develop a capstone project Health Fair measurable objective: - identify characteristics of a good health fair that would be particularly relevant to NYC - explain the value of each proposed health fair activity - choose activities you wish to organize for the health fair - construct a list of actionable items required to run each health fair activity

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1. Introduction to Community Fair Activity -identify characteristics of a good health fair that would be particularly relevant to NYC -explain the value of each proposed health fair activity Formative Assessment 2. Class openingdependent on Series of in class discussion developing Community Fair. -choose activities you wish to organize for the health fair - construct a list of actionable items required to run each health fair activity Formative Assessment 4. Continue to organize and plan the fall fair. - construct a list of actionable items required to run each health fair activity Health Fair Preparation Activities and Associated Learning Objectives

1. Introduction to Community Fair Activity -identify characteristics of a good health fair that would be particularly relevant to NYC -explain the value of each proposed health fair activity Formative Assessment Health Fair Preparation Warm Up Activity 1: Post answers on Bb Consider the purpose of a Community Health Fair and how it achieves its goals. You may use your own experience or search the internet for examples. Consider the demographics on NYC and particularly the QC community. What might be some specific health concerns for this community? 1) Write a list of 3 or more medical conditions you think our health fair should address. 2) For each medical condition, write one sentence about how this particular condition might be a concern to this community in particular. 3) For each medical condition, identify and write down a community or government resource that would support our health fair and what service they might provide. For example the Red Cross could support a blood drive during our fair.

3. Series of in class discussion developing Community Fair. -choose activities you wish to organize for the health fair - construct a list of actionable items required to run each health fair activity Formative Assessment Health Fair Preparation In Class Activity 1: In Class Group Discussion Identifying Conditions Group Discussion (formative assessment) 1)Select a scribe 2)One student will share one (1) idea from their pre-class work including the condition, relation to community and resource. If you have identified the same condition but a different relation to the community or resource, provide this information before the next person speaks. 3)The next student will share their idea until each student and all the ideas have been presented. Any additional services you think should be provided by a fair should be added at this point. 4)Select a presenter, someone other than the scribe to present a summary of your discussion.

Scientific Misconceptions Learning Goals - understand the scientific method and how to apply it - evaluate scientific resources - distinguish science from pseudo science Scientific Misconceptions Measurable Objectives: - Learning Goals - assess the validity of a scientific concept - evaluate scientific resources - question the validity of the resource - distinguish science from pseudo science Scientific Misconceptions Measurable Objectives: - define the criteria used to rank a scientific resource - apply these criteria to a general media source - differentiate the quality of different media sources - understand why scientific misconceptions are so easily established and maintained - review your own knowledge for scientific misconceptions - begin to distinguish science and pseudo science.

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1. Introduction to scientific misconceptions - understand why scientific misconceptions are so easily established and maintained - review your own knowledge for scientific misconceptions Formative Assessment 2. Class openingdependent on Series of in class discussion developing Community Fair. -define the criteria used to rank a scientific resource - apply these criteria to a general media source - differentiate the quality of different media sources Formative Assessment 4. Class closing.- understand why scientific misconceptions are so easily established and maintained - begin to distinguish science and pseudo science. 5. Continue to organize and plan the fall fair. - construct a list of actionable items required to run each health fair activity Formative Assessment Scientific Misconceptions Activities and Associated Learning Objectives

1. Introduction to scientific misconceptions - understand why scientific misconceptions are so easily established and maintained - review your own knowledge for scientific misconceptions Formative Assessment Scientific Misconceptions Activities and Associated Learning Objectives Watch Minds of Our Own: Lessons from Thin Air - once you go to the link above, click the little VoD icon next to the Lessons from Thin Air title. This should open a new window to display the 56-minute video. - Answer each of the following questions in one or two sentences and post on Bb. a) Describe your response to this video. b) Describe a misconception have you had about a scientific concept. c) How did you identify the misconception and correct it. d) How confident are you that you would recognize your own current misconceptions and why?