Before Using Meet the Experts
- Use this chart to learn about the experts that appear in this interactive. Click on the expert’s name to find a biography, a synopsis of what the expert discussed as we interviewed them, and links to web sites related to each person’s work.
Review the interactive
Students working with Meet the Experts can choose to either listen to the experts respond to individual questions, or hear a number of experts respond to the same question. Try each method to assess which one would work best with your students and your goals.
These are the questions to which each expert responds:
- What made you want to do what you do? (What were the clues that told you to pursue the career you chose?)
- How do you use the science and math that you learned in K-12 schooling in your career today?
- Explain what you do.
- What are the skills that are necessary for your job?
- What kind of processes do you use (tools/techniques) in your career?
- How does your job impact my daily life?
- How does what you do fit into the larger picture going on in your field?
- Why is your work important/important to you?
- What’s the most important thing you have discovered in your work?
- Who or what inspired you to get into this field?
- In your opinion, what is the greatest environmental health challenge we face? (How did we get into it? How can we get out of it? Why should we care?)
- What advice would you have for kids that want to pursue your career?
Determine how the activity intersects with your curricular goals.
For example, if you are studying the water cycle with your class, you may want to make a list of the speakers who deal with topics related to that topic (such as Elizabeth Haskins’ work with water quality testing) and ask you class to visit those experts, directing them to pay close attention when they talk about their work and how they do it.
Decide how best to use your computer access with your class.
Do you have access to enough computers for everyone in your class to use them at the same time? If not, you might consider:
- Using an LCD projector or SmartBoard to work on an interview as a whole class
- Dividing your class into pairs or teams, where each member has a specific role (recorder, “driver,” organizer, etc.)
Do your computers meet the system requirements for using this site? If not, consult your school’s technology specialist about the possibility of installing needed software, etc.
Plan your lesson.
- Check out the lessons linked from this chart and in this section to see if there is an already-developed lesson plan or activity you can use or adapt for your classes’ needs.
- In planning your lesson, consider what your students already know about the work each expert does. You may want to introduce the lesson or activity by asking them to recall what they already know. You can use a graphic organizer such as those found here on MPT’s Thinkport to help students organize their thoughts.
- Consider how much your class can accomplish in the time you have to devote to this activity. You may want to use just a part of these interviews, concentrating on one or two questions, or one or two people.
- Establish an objective for the activity. What do you want your students to do while they are online? What information do you expect them to come away with?
- Think about any extra details or information your students need to complete their work. For example, you may want to demonstrate how the site works using a sample question or a sample expert.
- Consider ways of tracking and/or assessing students’ work. Some teachers find it useful to create a rubric based on their objectives which they share with their students before they begin their activity.
Introduce your lesson.
- You may want to begin by surveying your students’ prior knowledge on environmental health careers.
- Clearly explain your objective for the activity.
- Discuss computer use policies. How do you expect your students to behave as they work?