Curriculum Development
Key Learning Outcome:
Highlight the key learning outcome(s) that students shouldunderstand by the end of this lesson.
NexGen Science Standards (NGSS):
List which standards are covered by this lesson.
Social-Emotional Learning (SEL) & 21st Century Skills:
List which standards are covered by this lesson.
Part 1: An Exciting Start
Positive Kick-off
Creates an environment and atmosphere that creates safety, excitement, and fun.
Anchor Prompt [1]
Establishes an immediate connection to the content being introduced.
Happy Thoughts [2]
Self-affirming “happy thoughts” are a powerful way to build a positive mind and provide students with the tools they need to be successful emotionally, socially, and academically. A short activity should be used to help demonstrate and explain the concept. Affirmation should be revisited throughout the lesson
Cognitive Booster [3,4,5,6]
Causes students to activate neurons and new parts of their brain. Critical exercise to prepare students for learning new concepts and thinking critically about problems.
Part 2:
Warm-up project: [7, 8]
Warm-up projects don't require a lot of problem-solving or engineering. They are used toforeshadow the concept being covered in the lesson
Content Presentation
Broken up in easy-to-digest bits. [9, 10] This includes content presentation as well as discussion prompts, critical thinking questioning, and provides opportunity for students to discover and explain answers and new information independently. Connect to the anchor prompt to reinforce the concept. Look for opportunities to incorporate interdisciplinary activities.
Chunk 1
Typically references previously learned concepts.
Warm-up project used as launching point for introducing new concept
Chunk 2
New concept described alongside visual demonstrations.
Chunk 3
New concept demonstrated withhands-on activities.
Practice Activity
Students actively engage in reinforcing activities.
Challenge Project [11, 12, 13]
Define which SEL competencies and 21st Century skills are mostexplicitly and intentionally covered.
Student Solution Presentation [14]
Define which SEL competencies and 21st Century skills are mostexplicitly and intentionally covered.
Part 3: Beyond the Classroom - Extensions and Resources
Cultural Connections [16, 17, 18]
Look for opportunities to incorporate content, activities, and representation to encourage and inspire all students.
Writing Aficionados
Additional activities for students who love to write.
Online Gamers
Additional activities for students who love playing online games.
Avid Readers
Additional activities for students who love to read.
Engineer Extraordinaires
Additional activities for students who love to work on projects and build things.
YouTube Fanatics
Additional activities for students who love to watch videos.
The research behind the design
Citations and reference list
1. Using Phenomena in NGSS-Designed Lessons and Units. https://www.nextgenscience .org/sites/default/files/Using%20Phenomena%20in%20NGSS.pdf
2. Self‐Affirmation Theory in Educational Contexts - Easterbrook - 2021 ... (n.d.). Retrieved October 11, 2022, from https://spssi.onlinelibrary.wiley.com/doi/10.1111/josi.12459
3. Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children. Wexler, B., Iseli, M., Leon, S. et al.Sci Rep 6, 32859 (2016) https://www.nature.com/articles/srep32859
4. Having Fun and Accepting Challenges Are Natural Instincts: Jigsaw Puzzles to Challenge Students and Test Their Abilities While Having Fun! Roden baugh HR, Lujan HL, Roden baugh DW, Di Carlo SE. Adv Physio Educ. 2014 Jun;38(2):185-6. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4056171/
5. Priming and the Psychology of Memory. Kendra Cherry (2021). https://www.verywellmind.com/priming-and-the-psychology-of-memory-4173092
6. The Neuroanatomical, Neurophysiological and Psychological Basis of Memory: Current Models and Their Origin. Camina E and Güell F(2017) The Neuroanatomical, Neurophysiological and Psychological Basis of Memory: Current Models and Their Origins. Front.Pharmacol. 8:438. https://www.frontiersin.org/articles/10.3389/fphar.2017.00438/full
7. McDonald, Emma S., and Dyan M. Hershman. Classrooms that spark!: Recharge and revive Your teaching. McDonald, Emma S., and DyanM. Hershman. John Wiley & Sons, 2010. (Book)
8. A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Pintrich, P. R. (2003).Journalof Educational Psychology, 95(4), 667–686. https://tlc.iitm.ac.in/PDF/Student%20motivation.pdf
9. Strategies to Enhance Memory Based on Brain Research. AK Banikowski, TA Mehring (1999). Focus on Exceptional Children. https://core.ac.uk/download/pdf/235895832.pdf
10. Helping Students to “Work” Their Working Memory. Melissa Luis and James Martiney (2017). Noba. https://nobaproject.com/blog/2017-09-28-helping-students-to-work-their-working-memory
11. "STEM Education: Establishing Engineering in Elementary Instruction."Bressette, Matthew, et al. https://cpb-us-w2.wpmucdn.com/wp.wpi.edu/dist/d/469/files/2019/04/Wachusett-MeadowREAL-BOOKLET-round-3-15ov16j.pdf
12. Promoting Deep Learning Through Project-based Learning: A Design Problem. Miller, E.C., Krajcik, J.S. Discip Interdscip Sci Educ Res 1, 7(2019). https://diser.springeropen.com/articles/10.1186/s43031-019-0009-6
13. Cunningham, Christine M., and Cathy P. Lachapelle. "Designing engineering experiences to engage all students." Engineering in pre-college settings: Synthesizing research, policy, and practices 21.7 (2014):117-142 https://www.researchgate.net/profile/Cathy-Lachapelle/publication/288138612_Engaging_all_students_in_engineering/links/56e03fa908aee77a15fe8fdd/Engaging-all-students-in-engineering.pdf
14. The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. Almulla, M. A. (2020). SAGEOpen, 10(3). https://journals.sagepub.com/doi/full/10.1177/2158244020938702
15. Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning.Boucher, Alyssa andEvans, Miriam. Mind, International Mind, Brain, and Education Society and Wiley Periodicals, Inc. (2015)
16. A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities. CalabreseBarton, A., & Tan, E. (2018). American Educational Research Journal, 55(4), 761–800.
17. Creating Culturally Responsive, Inclusive Classrooms. Montgomery, W. (2001). TEACHING Exceptional Children, 33(4), 4–9. https://journals.sagepub.com/doi/10.1177/004005990103300401
18. Culturally Responsive Teaching. Basha Krasnoff (2016). The Region X Equity Assistance Center (EAC) at Education Northwest. https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching.pdf
Additional research on Summer Learning
Just a small sampling of the research that shows why summer learning is so important
An evaluation of the Freedom Schools program, which provides summer enrichment to low-income students, found that students who participated in the program had significantly higher reading scores than their peers who did not participate. Freedom Schools Evaluation (2016). Freedom Schools 2016 National Evaluation Report. View here
A study by the Afterschool Alliance found that students who participate in summer enrichment programs are more likely to be engaged in school and have higher attendance rates than students who do not participate. Afterschool Alliance (2013). America After 3PM: Afterschool Programs in Demand. View here
According to a report by the RAND Corporation, students who participate in summer learning programs can experience gains in math and reading skills of one to two months on standardized tests. McCombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S. J., McInnis, B., Lichter, D. S., & Cross, A. B. (2011). Making summer count: How summer programs can boost children's learning. View here
A study by the Wallace Foundation found that students who participate in high-quality summer learning programs can experience significant gains in social and emotional skills, such as self-confidence, leadership, and teamwork. Wallace Foundation (2019). The Wallace Foundation Summer Learning Study: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth.l View here
