,Scenario: You are the curriculum director at a school, and you have been asked to conduct a curriculum analysis using a whole-course curriculum currently
taught at your school. The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to include a focus
on nonacademic skills.
A. Identify Curriculum
1.
Subject Area,
Science 6th Grade
Grade or Level
B. Unpack the Curriculum
Curriculum Analysis Goal: The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to include a focus
on nonacademic skills.
3a. Describe how each nonacademic
1. Content/Topic 2. Academic Standards (Explicit
3. Nonacademic Skills skill is connected to the academic
Curriculum
Area Curriculum) content of the unit.
(Implicit Curriculum)
Unit 1 “Microbiome” MS-LS1-1: Conduct an investigation to Collaboration/Working Throughout the curriculum
Scale of living provide evidence that living things are as a Team students are asked to work as a
things, the human made of cells; either one cell or many team by working together to
body on a different numbers and types of cells. Communication complete tasks and gather
microscopic scale, [Clarification Statement: Emphasis is on information. For example, in
and how disease developing evidence that living things are chapter 2 lesson 2 of the
and disease made of cells, distinguishing between microbiome unit, students
treatments work. living and nonliving things, and annotate a chart about
understanding that living things may be microorganisms within the
made of one cell or many and varied cells.] human body, and then answer
(The National Academies Press, 2013) discussion questions with a
Source: Next Generation Science partner. This connects the
curriculium and the non
, Standards, used by the state of Illinois academic skill because students
Content Area: Life Science collaborate to learn more about
Date of Publication: The Next Generation microorganisms in the human
Science Standards (NGSS) writing process body. (Uc Berkeley's Lawrence
began in the summer of 2011, and the final Hall of Science, 2012b)
version of the NGSS was released in April
2013. Throughout the curriculum
students are asked to
communicate their ideas in
MS-LS1-2. Develop and use a model to writing and verbally. One way
describe the function of a cell as a whole this is seen is when each lesson
and ways the parts of cells contribute to begins with a warm up which
the function. [Clarification Statement: consists of some quick questions
Emphasis is on the cell functioning as a to get students thinking and
whole system and the primary role of then a class discussion going
identified parts of the cell, specifically the more into depth on that topic.
nucleus, chloroplasts, mitochondria, cell For example, in chapter 2 lesson
membrane, and cell wall.] [Assessment 3 of the Microbiome unit,
Boundary: Assessment of organelle students begin the class by
structure/function relationships is limited reading two brief arguments
to the cell wall and cell membrane. about how a disease was spread
Assessment of the function of the other in the hospital and then
organelles is limited to their relationship answering in writing which
to the whole cell. Assessment does not argument they thought was
include the biochemical function of cells or better and why. This prepares
cell parts.] (The National Academies them for the class discussion
Press, 2013) when the arguments are
Source: Next Generation Science Standards, discussed and students are
used by the state of Illinois Content Area: encouraged to share unique
Life Science ideas and share with the group.
Date of Publication: The Next Generation This shows the connection
Science Standards (NGSS) writing process between the communication
taught at your school. The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to include a focus
on nonacademic skills.
A. Identify Curriculum
1.
Subject Area,
Science 6th Grade
Grade or Level
B. Unpack the Curriculum
Curriculum Analysis Goal: The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to include a focus
on nonacademic skills.
3a. Describe how each nonacademic
1. Content/Topic 2. Academic Standards (Explicit
3. Nonacademic Skills skill is connected to the academic
Curriculum
Area Curriculum) content of the unit.
(Implicit Curriculum)
Unit 1 “Microbiome” MS-LS1-1: Conduct an investigation to Collaboration/Working Throughout the curriculum
Scale of living provide evidence that living things are as a Team students are asked to work as a
things, the human made of cells; either one cell or many team by working together to
body on a different numbers and types of cells. Communication complete tasks and gather
microscopic scale, [Clarification Statement: Emphasis is on information. For example, in
and how disease developing evidence that living things are chapter 2 lesson 2 of the
and disease made of cells, distinguishing between microbiome unit, students
treatments work. living and nonliving things, and annotate a chart about
understanding that living things may be microorganisms within the
made of one cell or many and varied cells.] human body, and then answer
(The National Academies Press, 2013) discussion questions with a
Source: Next Generation Science partner. This connects the
curriculium and the non
, Standards, used by the state of Illinois academic skill because students
Content Area: Life Science collaborate to learn more about
Date of Publication: The Next Generation microorganisms in the human
Science Standards (NGSS) writing process body. (Uc Berkeley's Lawrence
began in the summer of 2011, and the final Hall of Science, 2012b)
version of the NGSS was released in April
2013. Throughout the curriculum
students are asked to
communicate their ideas in
MS-LS1-2. Develop and use a model to writing and verbally. One way
describe the function of a cell as a whole this is seen is when each lesson
and ways the parts of cells contribute to begins with a warm up which
the function. [Clarification Statement: consists of some quick questions
Emphasis is on the cell functioning as a to get students thinking and
whole system and the primary role of then a class discussion going
identified parts of the cell, specifically the more into depth on that topic.
nucleus, chloroplasts, mitochondria, cell For example, in chapter 2 lesson
membrane, and cell wall.] [Assessment 3 of the Microbiome unit,
Boundary: Assessment of organelle students begin the class by
structure/function relationships is limited reading two brief arguments
to the cell wall and cell membrane. about how a disease was spread
Assessment of the function of the other in the hospital and then
organelles is limited to their relationship answering in writing which
to the whole cell. Assessment does not argument they thought was
include the biochemical function of cells or better and why. This prepares
cell parts.] (The National Academies them for the class discussion
Press, 2013) when the arguments are
Source: Next Generation Science Standards, discussed and students are
used by the state of Illinois Content Area: encouraged to share unique
Life Science ideas and share with the group.
Date of Publication: The Next Generation This shows the connection
Science Standards (NGSS) writing process between the communication
