CaMSP Curriculum Products
Many projects included curriculum products in their proposals. The following are descriptions of a select group of partnership projects organized by 5E Lessons and Units, Mathematics, Project Based Learning, and Curriculum Aligned Approaches
Use of 5E’s (Engage, Explore, Explain, Extend and Evaluate) in Lessons and Units
• Butte COE (C10) developed a comprehensive STEM lesson template including formative and summative assessments organized using the 5E model. The template asked teachers to identify NGSS science & engineering practices, CCSS-M practices, English Language Arts capacities and standards, NGSS Disciplinary Core Ideas, Cross Cutting Concepts, and CCSS-M content standards.
• Conceptual flow and a learning sequence was embedded in lessons developed in Lakeside USD (C10), which are organized into the 5Es and include a lesson overview, written procedure for the lessons and how the lesson links to other lessons. The lessons depict a conceptual flow where ideas are sorted into big concepts, supporting concepts, and smaller concepts or facts.
• 5E Lessons developed from lesson study implemented by the San Joaquin COE (C10) partnership included a computer modeling component in mathematics and science. Most of the lessons are based on simulations that students explore through the lesson. These high school lessons are organized in a 5E based template that includes sections for math and science practices and key vocabulary. Lessons included linear and quadratic equations, eccentricity of planet orbits, and radioactive decay.
• A STEM Unit, lesson plan and lesson rubric formed the basis of the curriculum products developed by the Shasta COE (C10) project. Units included mathematics and science practices, content standards including both 1997 science standards and the NGSS. The template was organized using the 5E format and included enduring understandings, essential questions, and what evidence students needed to provide to show their understanding. The lesson rubric consisted of questions regarding components in the lesson plan and a rating on a 5 point scale from “no evidence” to “fully evident.”
• For its kindergarten through second grade teachers, the Pacheco Union School District (C11) developed a template based on the 5Es with areas for teacher action and expected student response. Each “E” included three components: instructional strategies and formative assessment, mathematics and science concepts, and ways of doing (science and mathematics practices). Pacheco used the same unit rubric as Shasta. For example, one lesson combined place value and an engineering design challenge for second grade.
• The Merced COE (C12) project was the only project in Cohort 12 that produced a curriculum product with the intent to share and vet units developed by project teachers. The project used the TeachEngineering website for collaboration and development of units and the groups partnered with engineers to help them refine the engineering challenges they included. This project also used the 5E lesson format to help students make meaning out of the learning experience instead of being “told” the answers.
Mathematics-focused Lesson Design Approaches
• In the Sacramento COE (C10) project, teachers used a lesson template for creating lessons with a focus on anticipated student responses that included intended student responses and possible misconceptions or errors. By focusing on these responses teachers created “possible back-pocket questions or prompts” to give to students depending on the student’s response. The lessons were created in lesson study and included a variety of math topics.
• In the Lamont ESD (C10) project Anchor Tasks included mathematics and some engineering to build lessons around real world problems or questions often with engaging animation or pictures. The tasks are designed to ask students to think critically and use a variety of mathematic skills.
• Teachers in the Rialto USD (C10) project used the Buck Institute template to create units based on a driving question. The template included identifying standards to be mastered and 21st Century skills to be used throughout the unit. Other areas included assessments, resources needed, and reflection methods. Examples of PBLs created by the project included the interaction of humans with the environment, collecting and saving rainwater, and designing native landscapes. Teachers used various rubrics to assess student understanding and incorporate collaborative skills.
• The Lincoln USD (C11) project also used Project-Based Learning units as its framework for curriculum products. Lessons are created on a template beginning with the overall idea of the lesson and a description of the student project. The template included the essential question, driving question, content and skills standards, other related standards, and 21st Century Skills. Also included is an area for a “modified conceptual flow” where concepts are placed in a hierarchical order. Lesson examples included animal adaptations, fossils, chemical changes, and weather.
Curriculum Aligned Approaches
• The Madera COE (C11) Lesson Planning Guide supported Big Ideas Mathematics using an Applied Mathematics Task or AMT design guide. The guide organizes a sequence of tasks, instructional strategies, and real life connections. The guide includes intended learning goals based on SBAC evidences and mathematical practices. Madera also uses the AMT Alignment Tool for mathematic topics that detail rigor, engagement, alignment and life-long learning.
• 3-D Spot Light in the Riverside USD (C11) project used FOSS kits to develop replacement units that supported the transition to three dimensional learning envisioned by NGSS. The 3D Spotlight was created for each Foss unit and included concepts for before and during instruction, NGSS Disciplinary Core Ideas and Performance Expectations. The approach included an area for misconceptions, naïve conceptions, and correct conceptions as well as how students can demonstrate their understanding of the core ideas. This work emphasized the analysis of misconceptions and how to lead lessons and questions to help students understand how misconceptions can be transformed into an understanding of underlying science concepts.