Health and Biomedical Science for a Diverse Community, Phase II

描述（由申请人提供）：奥克兰儿童医院研究所（CHORI）与健康馆（一个实用的健康博物馆）合作，提出了一个为期两年的SEPA第二阶段项目，名为“多元化社区的健康和生物医学科学”。该项目的目的是传播(1)“你的基因和你的选择”，这是一个关于健康中的社会和遗传因素的独特互动展览，以及(2)四年级和五年级的健康和生物医学科学课程。展览和课程是在第一阶段开发的。“你的基因和你的选择”有8个互动站，在健康大厅试点，是为小型科学博物馆和健康教育中心设计的。在第二阶段，它将前往全国四个场馆，并在拨款结束后继续向其他场馆开放。创新的、以活动为基础的课程包括八个教学单元，向学生介绍科学概念，并在研究对少数民族人口造成不成比例影响的疾病和健康状况的背景下进行调查。主题是：四年级：第一单元：营养：平衡与不平衡（肥胖）；单位2。创伤性脑损伤；第三单元。传染病和免疫；第四单元。环境毒物：中毒预防。五年级：第一单元。营养:糖尿病;单位2。哮喘和肺病；第三单元。心脏病;和第四单元。镰状细胞性贫血和遗传学。每个单元由五节一小时的课组成。该课程在第一阶段在教室和课后科学俱乐部进行了试点，在加利福尼亚州奥克兰市的两所主要服务少数民族儿童的小学进行了试点。现在我们建议：(1)通过科学俱乐部向奥克兰和伯克利的10所小学传播课程；(2)举办一系列教育工作者研讨会，以提高教师和校外人员教授科学调查的技能，并在整个课程中纳入生物医学科学的最新成果；(3)在各参与学校举办家庭科学节，向家长介绍科学俱乐部的主题。这些节日将包括实践活动、CHORI研究人员的讲座，以及与卫生保健提供者就少数民族健康问题进行重点讨论。该项目涉及临床和基础科学研究者、医疗保健提供者、教师和健康教育工作者、高中生和大学生，以及来自旧金山州立大学和加州大学伯克利分校的教师。最终目标是让来自不同种族、低收入环境的孩子对科学感兴趣、感兴趣；帮助他们实现州和国家在卫生、科学和科学探究方面的学习目标；帮助他们和他们的父母理解科学与健康之间的关系；培养他们对科学的兴趣，这样他们就可以考虑将来从事与生物医学科学相关的职业。所有项目活动将通过形成性评价和总结性评价进行评估。在第二阶段资助结束后，科学俱乐部将在10所参与的学校保留，课程和评估工具将在互联网上发布，从而可供其他人使用。

DESCRIPTION (provided by applicant): Children's Hospital Oakland Research Institute (CHORI), in collaboration with the Hall of Health, a hands-on health museum, proposes a two year, Phase II SEPA project entitled Health and Biomedical Science for a Diverse Community. The purpose of this project is to disseminate (1) "Your Genes and Your Choices," a unique, interactive exhibit on social and genetic factors in health, and (2) a 4th and 5th grade health and biomedical science curriculum. The exhibit and curriculum were developed during Phase I. "Your Genes and Your Choices, "which has eight interactive stations and has been piloted at the Hall of Health, is designed for small science museums and health education centers. It will travel to four venues nationwide during Phase II and remain available to other venues after the grant ends. The innovative, activity based curriculum consists of eight instructional units that introduce students to scientific concepts and investigation in the context of the study of diseases and health conditions that disproportionately affect minority populations. The topics are: Fourth Grade: Unit 1: Nutrition: Balance and Imbalance (Obesity); Unit 2. Traumatic Brain Injuries; Unit 3. Infectious Diseases and Immunity; Unit 4. Environmental Toxics: Poisoning Prevention. Fifth Grade: Unit 1. Nutrition: Diabetes; Unit 2. Asthma and Lung Disease; Unit 3. Heart Disease; and Unit 4. Sickle Cell Anemia and Genetics. Each unit consists of five one hour lessons. The curriculum was piloted during Phase I, both in the classroom and in an after school science club, at two elementary schools serving predominantly minority children in Oakland, California. Now we propose to: (1) disseminate the curriculum via science clubs to ten elementary schools in Oakland and Berkeley; (2) offer a series of educator workshops to enhance the skills of teachers and after school personnel to teach scientific investigation and to incorporate the latest findings in biomedical science across the curriculum; and (3) hold family science festivals at each participating school to introduce parents to the topics of the science clubs. The festivals will include hands-on activities, talks by CHORI researchers, and focused discussions with healthcare providers on issues relating to minority health. This project involves clinical as well as basic science investigators, healthcare providers, teachers and health educators, high school and college students, and faculty from San Francisco State University and the University of California at Berkeley. The ultimate goals are to make science interesting and relevant to children who come from ethnically diverse, low income environments; to help them meet state and national objectives for learning in health, science, and scientific inquiry; to help them and their parents understand the relationship between science and health; and to foster their interest in science, so that they may consider future careers related to biomedical science. All project activities will be assessed through formative and summative evaluation. The science clubs will remain in place at the ten participating schools after Phase II funding ends, and the curriculum and evaluation tools will be posted on the internet, and thereby available to others.