Curriculum

School-based science inquiry tends to focus on already answered questions. We describe how we used the COVID-19 pandemic in a high school citizen science unit for students to witness and engage in real-time science. High school students developed proposals to study questions about their experiences related to the pandemic. Teacher and student interviews and observations showed that this globally-relevant experience also offered a personally relevant context through which to understand the scientific process.

We explored the COVID-19 pandemic as a context for learning about the role of science in a global health crisis. In spring 2020, at the beginning of the first pandemic-related lockdown, we worked with a high school teacher to design and implement a unit on human brain and behavior science. The unit guided her 17 students in creating studies that explored personally relevant questions about the pandemic to contribute to a citizen science platform.

There is strong empirical evidence in support of learning from comparisons in mathematics education research (Rittle-Johnson & Star, 2007; Star, Pollack, et al., 2015; Star et al., 2016). Comparisons have produced gains in students’ procedural knowledge, flexibility, and conceptual knowledge of algebra (Lynch & Star, 2014; Star, Newton, et al., 2015; Star, Pollack, et al., 2015). The Animated Contrasting Cases in Geometry project seeks to extend this research and transform the learning of geometry for middle school students by designing a supplementary digital animated curriculum.

This report describes initial findings from a study of middle school science curriculum materials that were designed to promote learning as called for by the Next Generation Science Standards (NGSS).

WestEd led an independent randomized controlled trial to evaluate the efficacy of the NGSS-designed Amplify Science Middle School (ASMS) curriculum. This study examined the impact of the materials in 7th grade classrooms across three school districts in two states.

The study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials. A central argument is that though teacher characteristics influence the ways they plan lessons with curriculum materials, the materials themselves influence teachers’ planned lessons via the ways mathematics is construed in the materials. We used verb clause and thematic analysis to analyze the features of curriculum materials and teachers’ lesson planning using those materials.

This high school curriculum offers over 61 data-intensive Earth Science investigations, all set in real-world contexts and includes a variety of other activities, including topical fiction and non-fiction readings and research projects and presentations that build critical life and scientific literacy skills. 

This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module.

This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module.

In the "How can I make my classroom more sustainable?" unit,  teachers and students collaboratively investigate how to make their classrooms more sustainable.  Using the teaching/learning process of Engineering for Sustainable Communities (EfSC), and two design challenges, students engage meaningfully in both the practices of engineering and the disciplinary core ideas of energy systems, transformations and sources (within the contexts of circuitry & renewable energy).

Learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as “mathematically captivating learning experiences” or “MCLEs”).