Develop and assess new curriculum material for middle school science classes Link genomics and evolution Relate learning to community health Incorporate discussions of ethical issues Develop and assess a partnership model linking various schools and organizations Community meetings where students share classroom work Use of museum, library, and research labs as resource for learning Promote racial and ethnic diversity in the science community Stimulating interest in science careers Narrowing the achievement gap in science Developing a Project-based Lesson that Support Students’ Three-dimensional Learning Jane Lee, Renee Bayer, Deborah Peek-Brown, Louise Mead, Frieda Reichsman 1, Tali Tal 2, Joseph Krajcik Michigan State University, The Concord Consortium 1, Technion – Israel Institute of Technology 2 The Goals for the Project Pilot test (In progress) Feb 2016 – April 2016 One 6 th grade teacher in Flint and two 6 th grade teachers in Detroit Further research will focus on student learning and teacher enactment of the curriculum. Our next step 1.Select performance expectations from Next Generation Science Standards (NGSS) that can be closely related to the project goal; 2.Unpack 3 dimensions (core idea, scientific practices, and crosscutting concepts) of performance expectations; 1.Create integrated concept map; 2.Developed learning performances; 1.Brainstormed possible phenomena related to the learning performances that could provide context for the unit 2.Drafted driving questions (questions that lead the learning process) and sub questions to build the curriculum around. 3.Build big storyline and align them with learning performance. Curriculum Development Process Examples of Lessons : “Why are we the way we are?” User-testing Summer program at a Detroit museum during four 2 hour sessions Ten (5 th – 10 th grade) students Findings Most of initial student model focused on the emotions or attitudes of Monique from the watching video. Their revised model included factors related to the causes and effects of type-2 diabetes such as what might happen to Monique's pancreas and how it can affect her physical condition, and how Monique’s diet can affect her health. The fact that 7 out of 10 students in the study had family members with diabetes also supported student engagement in the learning tasks. Creating meaningful context using phenomena that is relevant to students has the potential to foster student efficacy in a way that motivates them to apply what they learn to their own lives. Acknowledgement: The Science Education Partnership Award (SEPA) of the National Institutes of Health (NIH) has funded CREATE for STEM Institute in collaboration with University of Michigan (Center for Public Health and Community Genomics) and other partners for this five-year project. For more about SEPA: Lesson 1: Why is the Monique the way she is? Phenomena3 DimensionsLesson Level Learning Performance Story of a girl (Monique) experiencing type 2 diabetes Disciplinary core idea LS4.B: Natural Selection : Organisms have some characteristics that are similar and some that are different Practices : Ask questions, Develop models CCC : Patterns 1-A. Students will use their observations of Monique to generate questions about the possible causes of certain characteristics (traits) related to her health. 1-B. Students construct an initial model with characteristics (traits) as components and the possible causal relationship between those characteristics and her health. Lesson 5: Are we what we eat? Phenomena3 DimensionsLesson Level Learning Performance Tim (also has diabetes) shops and looks at labels for nutrition information Disciplinary core idea LS1.B: Growth and Development of Organisms Some traits are influenced by environmental factors Practices : Obtaining, communicating, and evaluating information, Analyze and interpret data CCC : Cause and effect 5-A. Students obtain, communicate, and evaluate information about the food they eat. 5-B. Students analyze and interpret data about how the environment (sugar intake) and genetic factors affect the variation in the health of organisms (sand rat) within the population. Pursue solutions to a meaningful driving question Explore the question by participating in authentic, situated inquiry to figure out why phenomena occurs Engage in collaborative activities Use learning technologies and other scaffolds to help students participate in activities Create artifacts that address the driving question MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. DCIPracticesCCC LS1.B: Growth and Development of Organisms Genetic factors as well as local conditions affect the growth of the adult plant. Constructing Explanations Construct a scientific explanation based on valid and reliable evidence obtained from sources and the assumption that theories and laws that describe the natural world. Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.