Project Lead the Way
Project Lead The Way (PLTW) is the nation's leading STEM program. PLTW's world-class, activity, project, and problem-based curriculum and high quality teacher professional development model, combined with an engaged network of educators and coprorate partners, help students develop the skills needed to succeed in our global economy.
PLTW creates an engaging classroom environment unlike any other. It empowers students to develop and apply in-demand, transportable skills by exploring real-world challenges. Through PLTW's pathways in computer science, engineering, and biomedical science, students not only learn technical skills, but also learn to solve problems, think critically and creatively, communicate, and collaborate. PLTW also provides teachers with the training, resources, and support they need to engage students in real-world learning.
Courses offered at Auburn High School:
| Biomedical Sciences Program (BMS) PLTW's BMS program is a rigorous and relevant four-course sequence that allows students to play the roles of biomedical professionals as they investigate and study the concepts of human medicine, physiology, genetics, microbiology, and public health. Students engage in activities like investigating the death of a fictional person or dissecting a sheep's heart, learning content in the context of real-world cases. They examine the structures and interactions of human body systems and explore the prevention, diagnosis, and treatment of disease, all while working collaboratively to understand and design solutions to the most pressing health challenges of today and the future. PLTW Biomedical Sciences Program courses must be taken in the following sequence: |
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| Principles of the Biomedical Sciences (PBS) | In this introductory course of the BMS program, students explore concepts of biology and medicine to determine factors that led to the death of a fictional person. While investigating the case, students examine autopsy reports, investigate medical history, and explore medical treatents that might have prolonged the person's life. The activities and projects introduce students to human physiology, basic biology, medicine, and research processes while allowing them to design their own experiments to solve problems. | Taught by Patrick Crawford |
| Human Body Systems (HBS) | Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis. Exploring science in action, students build organs and tissues on a skeletal Maniken; use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration; and take on the roles of biomedical professionals to solve real-world medical cases. | Taught by Christina Calarco-Lukins Website |
| Medical Interventions (MI) | Students follow the life of a fictitious family as they investigage how to prevent, diagnose, and treat disease. Students explore how to detect and fight infection; screen and evaluate the code in human DNA; conquer cancer; and prevail when the organs of the body begin to fail. Through real-world cases, students are exposed to a range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. | Taught by Stephanie Lehman |
| Biomedical Innovation (BI) | In the final course of the Biomedical Sciences sequence, students build on the knowledge and skills gained from previous courses to deign innovative solutions for the most pressing health challenges of the 21st century. Students address topics ranging from public health and biomedical engineering to clinical medicine and physiology. They have the opportunity to work on an independent design project with a mentor or advisor from a university, medical facility, or research institution. | Taught by Stephanie Lehman |
Medical Interventions Class:
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