For this project, we will develop three, multi-part curriculum modules, with accompanying interactive web activities, data visualizations and animations. Our conceptual framework for these modules is a systems approach to learning and organizing curriculum components. We have used this approach over many years, and have met with great success when utilizing multiple technologies related to a scientific research story.

Curriculum modules of this type, dealing with data literacy grounded in real science contexts are particularly well suited to addressing the intersections that exist between mathematics and science education standards. We propose to align our project materials to National Mathematics and National Science Education Standards ,  especially those dealing with technology and systems. The rationale for coordinating science standards with mathematics standards is to enhance student use and understanding of mathematics and data literacy within the context of real scientific events. In other words, students can practice math skills and processes with in the context of a variety of inquiry-based scientific exercises which relate to authentic scientific research and real-time data.

Given the resources available for this demonstration project, we propose that correlations of project materials to individual State Standards be undertaken only in those states where we are working with partner sites this year.

Within the curriculum modules, authentic research questions and supporting sub-questions will be used by students to build hypotheses in the context of the scientific story. This method will draw out student preconceptions before their exploration of  real-time data in order to help assess progress toward understanding. Students will have to make a plan to test their individual or team hypotheses using the NODE portal and tools for data manipulation. This method reinforces students' understanding of the content, context, and scientific processes.

In addition, short pre- and post-tests will be developed for each curriculum module. These will consist of multiple-choice questions for students to answer which will enable teachers to assess student understanding.

Finally, the curriculum modules will incorporate a scaled approach to learning^† to facilitate a transfer of knowledge from one project to another. Within the curriculum modules we develop, we will offer activities at five different scaled levels of interaction: Entry, Adoption, Adaptation, Interactivity, and Invention. Entry and adoption are very directive and teacher driven. However, they are important first steps when learning something new.  The levels of adaptation through invention are more student directed and open up opportunities to design lessons featuring student driven inquiry.

Levels of Scaled Interaction

† For more information about the research behind this approach, consult these papers:

Dwyer, D. C., Ringstaff, C., & Sandholtz, J. H. (1990). Teacher beliefs and practices, Part I: Pattern of change. ACOT Report # 8. Cupertino, CA: Apple Classroom of Tomorrow Advanced Technology Group, Apple Computer, Inc.

Bransford, J.D., Goin, L., Hasselbring, T.S., Kinzer, C.K., Sherwood, R.D., & Williams, S.M. (1999). Learning with technology: Theoretical and empirical perspectives. Peabody Journal of Education.  5-26.