Curriculum Planning: From Lessons to Units

1. Curriculum Planning:From Lessons to Units Reading Assignment Chapter 9 in Teaching Science to Every Child: Using Culture as a Starting Point

2. From Lessons to Units • Curriculum – refers to the subject matter that is taught in schools and that the children are expected to learn. • Everything from units to individual science activities and from instructional strategies to the methods to assess student learning. • Curriculum developers range from teachers to large publishing companies. • Curriculum is influenced by social, political, and other external forces.

3. Implications of a “Mile Wide and Inch Deep” Curriculum Science achievement is not directly related to the scope of the curriculum. The number of state standards have decreased. Useful science curriculum is not designed with the purpose of content coverage.

4. Selecting and Using Textbooks Even with the reform of science curriculum from the 1960’s, the research shows that 21st century classrooms still rely on a single textbook as the basis for science instruction. Science textbooks still contain some shortcomings in the areas of gender bias, persons of color, people with disabilities, and science vocabulary continues to be emphasized much more than science concepts. Texas, California, Florida and North Carolina all have statewide adoption of textbooks. Their student population account for 25% of school students in the United States. Textbook selection committees of these states tremendously influence the content that most publishers choose to put into their textbooks. Thus a few states tend to determine the content and features offered to the rest of the nation.

5. Life on an Ocean Planet Table of Contents A Revolution in Science: The Theory of Plate Tectonics Sediments in the Sea The Dynamic Coast Marine Ecosystems Marine Resources Pollution and the Health of the Oceans Research, Management, and the Future of an Ocean Planet Adopted in Florida, Alabama, Georgia, and several other large districts in the U.S. and Australia. History of Ocean Exploration and Marine Sciences Theories of the Origins of Life The Energy of Life A Survey of Life in the Sea The Nature of Water Water: A Physically Unique Molecule Air Sea Interactions Highways in the Sea Waves and Tides

6. Selecting Texts and Curriculum Materials Content: What science topics are taught in the resource? Do you think that the topics are taught coherently and in the best sequence? Do the materials include study of problems that are important to us now and in the future? Do materials require students to apply major science concepts to everyday life situations? Are the materials accurate? Science Processes: Do the materials include large amount of hands-on investigations and activities that the students can do? Does the resource do a good job teaching science through an inquiry-based approach? (This means more than having hands-on activities.) Other Considerations: Do the materials appear interesting to the students and relevant to their levels? Are quality evaluation (assessment) materials included? Is there a teacher’s guide included and is it helpful for using the materials? Are different cultures, races, genders, social groups, ages included with respect and equity?

7. Designing Curriculum Creativity Feature of Good Teaching – Ability to be creative. Example: Using existing materials and modifying them for a specific situation. “Creative teachers do not begin with nothing.” Spiral Curriculum Curriculum in which one cycle of instruction (learning cycle) is built on another. Spiral curriculum may be a A unit consisting of several learning cycles (or) A science program spread across several grade levels Standards – National and state SPEAK Act – Standards to Provide Educational Achievement for All Kids will be reintroduced to congress. The Act encourages states to adopt common standards. http://trianglecoalition.blogspot.com/2009/06/speak-act-introduced-in-congress.html Benchmarks Online http://www.project2061.org/publications/bsl/online/index.php

8. Activitymania • Activity mania – the naïve overexcitement of having children doing activities (Moscovici and Nelson, 1998). • Students need to talk, think, argue, and write about what they have been doing (social constructivism). Two Major Problems with Activity Guides The essential features of inquiry are not evident in activity-based materials. The main goal may be for students to have fun. “Just because students are participating in enjoyable activities, does not mean that they are learning science.”

9. Kit-Based Programs Common Characteristics • Do not rely on student texts as information sources. • Have a teacher guide, binder of supplemental materials, and supplies. • Packaged as curriculum modules • Many are field-tested and address the national standards. Which do you think promotes student learning the best? textbook series or kits

10. Three Kit-Based Programs

11. Topics - SSS Science Big Ideas K- 8 • Properties of Matter • Changes in Matter • Forms of Energy • Energy Transfer and Transformations • Motion of Objects • Forces and Changes in Motion • Earth in Space in Time • Earth Structures • Earth Systems and Patterns • Processes of Life • Organization and Development of Living Organisms • Diversity and Evolution of Living Organisms • Heredity and Reproduction • Interdependence • Matter and Energy Transformation

12. What to do in absence of kit-based programs? • Develop your own. • Obtain kits from local science museums. • Buy one to rotate through your grade level. • Write a grant to develop a kit. There is a lot of funding for climate change education! Guidelines for Writing a Proposal • http://www.nsta.org/pd/tapestry/guidelines.htm   Toyota Tapestry Grants • http://www.toshiba.com/tafpub/jsp/home/default.jsp Other Ideas?

13. Example Unit - Developed by Dr. Lambert “Science for All” Using an Inquiry-based Earth Systems Science Program Postdoctoral Research at University of Miami Conceptual Framework for the Earth Systems Curriculum Objectives of Program: Promote science inquiry and understanding of earth systems science. Incorporate English language and literacy development as part of science instruction; and Relate the science content to students’ home language and cultures.

15. Strategies for Teaching Culturally and Linguistically Diverse Students Incorporated in The Living Planet Science Global Theme – Earth systems Inquiry-based Approach English Language and Literacy Vocabulary words listed at beginning of reading passages and in bold throughout. Figures and tables support concepts. Lessons follow a consistent format. Hands-on activities depend less on formal mastery of language. Students participate in cooperative learning groups. Writing activities are embedded. Students receive a consumable edition in which they may write in. (Examples of ways to re-present text – Students write 2 minute public service announcement about global warming. Students document the development of an imaginary island. Several literacy activities are included.

16. The Living Planet Strategies Continued Vocabulary words are translated to Spanish and Haitian Creole. Lessons incorporate students cultural beliefs and backgrounds. (Examples – The Lorax and Humans Needs and Wants, The Island Development Project, The Life of Rachel Carson and her famous works, A Silent Spring http://www.fws.gov/rachelcarson/Rachel%20Carson384K_Stream.wmv Lessons incorporate Eco Public Service announcements which show the interconnectedness of all people across Earth. http://www.oneearth.org/