curriculum v12 issuu

Vision, Model and Frameworks of 21st Century Education in China

InternationalEducation in China

Dr. Elisabeth MontgomeryChris Young

Yucai High School International Department

Designed by Derick Lee

Inspirational comment about China.

Inspirational comment about Western World.

DESIGN & EDITORS

Dr. Elisabeth Montgomery, Chief Editor

Chris Young, Deputy Editor

Derick Lee, Design & Planning

Gloria Guo, Staff Editor

CONTRIBUTING EDUCATORS

Chris Tuazon, Contributing Educator

Justin Overstreet, Contributing Educator

Kate Hummel, Contributing Educator

Treanne Stormhunter, Contributing Educator

Andrew Elizaga, Contributing Educator

Ashley Dawson, Contributing Educator

Cinman Chen, Contributing Educator

Kevin Qin, Contributing Educator

Carrie Fan, Contributing Educator

September Pi, Contributing Educator

PARTNERS

Nanshan Education Bureau, Partner

Yucai Education Group, Partner

Yucai High School International Department, Model School

Shenzhen City College, Partner

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Sincerely,

Internationalization of Education

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et neque feugiat, euismod eros sed, congue enim. Nunc dignissim,

augue quis malesuada finibus, massa lacus lacinia orci, id accumsan

ipsum tortor vel metus. Nunc facilisis commodo aliquam. Mauris

accumsan ac lacus ac vulputate. Fusce iaculis ultrices imperdiet. Cras

a turpis vitae felis consectetur commodo. Quisque lobortis eleifend

magna, vitae suscipit sapien euismod id. Morbi nisi nunc, tincidunt

at iaculis eget, efficitur a velit. Cum sociis natoque pe. Lorem ipsum

dolor sit amet, consectetur adipiscing elit. Fusce et neque feugiat,

euismod eros sed, congue enim. Nunc dignissim, augue quis

malesuada finibus, massa lacus lacinia orci, id accumsan ipsum

tortor vel metus. Nunc facilisis commodo aliquam. Mauris accumsan

ac lacus ac vulputate. Fusce iaculis ultrices imperdiet. Cras a turpis

vitae felis consectetur commodo.

What you will see in this book

VISION Demands from a global society.

Demands of a New Century

Beyond 21st Century Education

MODEL SCHOOL 21st Century Learning Community

Yucai High School International Department

How it got started

Mission

Challenges & Resolutions

Educational Services

FRAMEWORK Frameworks for Internationalization.

Curriculum Overview

Culture Map

LearnerProfile

Curriculum Maps

Unit Plans

Table of Contents

VisionEducation in a 21st Century Global Society

DEMANDS OF A

NEW CENTURY

CHINA NATIONAL GROWTH

SHENZHEN CITY EDUCATION REFORM

NANSHAN DISTRICT INTERNATIONALIZATION

YUCAI EDUCATION PILOT SCHOOL

GLOBAL DEMANDS




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21ST CENTURY LEARNING

& BEYOND

COLLEGE

CAREER

STUDENT

BEYOND







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MI

CT SQ

CI

MA

INQUIRY

AUTHENTICTASK

ASSESSMENT

CH

Pilot SchoolA laboratory for educational internationalizaition in China

YUCAI HIGH SCHOOLI N T E R N A T I O N A L D E P A R T M E N T

After several years of planning, with the full support of the Nanshan Education

Bureau and YuCai Education Group, and in partnership with Shenzhen City

College and American company, InterLangua LLC, YCID was launched at the

start of the second semester in February of 2012 with an inaugural class

of sophomores. The YCID program serves between 22-28 students at each

grade level. Notable designers of the program include: Liu Gen Ping, head of

Nanshan Education Bureau and renowned educational innovator in Shenzhen;

Elisabeth Montgomery, PhD, who has a long record of successful educational

programming in China; and Chris Young, Stanford Teacher Education Program

MA Ed and Fulbright Distinguished Award in Teaching recipient.

After several years of planning, with the full support of the Nanshan Education

Bureau and YuCai Education Group, and in partnership with Shenzhen City

College and American company, InterLangua LLC, YCID was launched at the

start of the second semester in February of 2012 with an inaugural class

of sophomores. The YCID program serves between 22-28 students at each

grade level. Notable designers of the program include: Liu Gen Ping, head of

Nanshan Education Bureau and renowned educational innovator in Shenzhen;

Elisabeth Montgomery, PhD, who has a long record of successful educational

programming in China; and Chris Young, Stanford Teacher Education Program

MA Ed and Fulbright Distinguished Award in Teaching recipient.

How it got started

Mission










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Challenges

Global demands of a world citizen.

• College

• Career

• Life

Broken communication among English language learners.

• Reading

• Writing

• Listening

Maintaining identity while contributing to new cultures.

• New cultural adaption

• Identity exploration

• Contributingtocommunity

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eros sed, congue enim. Nunc dignissim, augue quis malesuada finibus, massa lacus lacinia orci,

id accumsan ipsum tortor vel metus. Nunc facilisis commodo aliquam. Mauris accumsan ac lacus

ac vulputate. Fusce iaculis ultrices imperdiet. Cras a turpis vitae felis consectetur commodo.

Resolutions

Internationalization of 21st Century Education• New educational methods

• College & Career Readiness

• Authentic learning

Best Practices in English Language Teaching• Great Books Shared Inquiry

• Writing Integration

• Testing Strategies

Self-Exploration and Cultural Programming• Cultural programming

• Project-based learning

• Authentic learning


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id accumsan ipsum tortor vel metus. Nunc facilisis commodo aliquam. Mauris accumsan ac lacus

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Great Books Subject Area CoursesThe vehicle for knowledge expansion.•

•

•

Language Strategies English DevelopmentThe foundation for communication.•

•

•

Culture & Self Exploration The incubator for contribution and self-exploration.•

•

•

System ModelsTools for school and community values•

•

•

College & Career Readiness The catalyst for preparation.•

•

•

Educational Services

FrameworksModels for a 21st Century Learning Community

Humanities

Natural Sciences

Social Sciences

Integrated Studies

English Foundation

TOEFL Testing

SAT Testing

College & Career Readiness

Classroom

Events

Holidays

Cross Cultural

Clubs

Seniors

LearnerProfile

Teacher Guiding Principles

School Values

Teacher Values

Student Values

Parent Relationships

GRADE 10 GRADE 11 GRADE 12SEMESTER

1SEMESTER

2SEMESTER

1SEMESTER

2SEMESTER

1SEMESTER

2

CurriculumOverviewCurriculum organized by course, program, grade level and semester.

xSeminar

Seminar

Seminar

xx-x

xxxxxx-x

xxxxx-xx

xxxxx-xx

xxxxx-xx

xxxxx--x

Roundtable discussions, Project-based, English development, etc

Dragon & Eagle Dialogue, Spiritual Summit, Culture Fest, etc

Halloween, Thanksgiving, Christmas, Spring Festival, etc

American Job Shadow & Homestay Program, etc

Yucai Roots & Shoots Gardening, Heart of Yucai, Aiyo Aerobics, etc

Senior Breakfast, College Application Process, Graduation, etc

A combination of 5 western values and 5 Chinese values

5 guiding principles for curriculum design and lesson planning

An international intersection of school-wide values

Aninternationalstaffcreatesajointteamtowardssingulargoals

Students in a global educational setting create unique perspectives

Serving parent needs are important

H

NS

SS

IS

EF

TT

ST

CC

HL

CL

E

C

CR

S

LP

GP

SC

TV

SV

PR

FlowChartMilestone Goals by Semester for Full 3-Year Curriculum Track

GRADE 10

GRADE 11

GRADE 12

• Great Books Courses Milestones

• Language Strategies Couses Milestone

• College & Career Readiness Course Milestone




SEMESTER 1

SEMESTER 2

SEMESTER 1

SEMESTER 2

SEMESTER 1

SEMESTER 2













MILESTONE GOALS BY SEMESTER

HNSSSIS

EFTT

CC

HNSSSIS

EFTT

CC

HNSSSIS

EFST

CC

HNSSSIS

EFST

CC

HNSSSIS

EFST

CC

HNSSSIS

EF

CC

BEYOND

Great Books Subject Area Courses

Great Books Shared Inquiry™


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commodo.





commodo.





commodo.





commodo.

HumanitiesH

NS

SS

IS

Natural Sciences

Social Sciences

Integrated Studies


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consectetur commodo.
















Language Strategies English Development





commodo.

English Foundation

TOEFL Testing

SAT Testing
















EF

TT

ST






commodo.







CC

Beyond College & Career





commodo.





commodo.

Culture & Self Exploration





commodo.





commodo.

Highlight: Annual Dragon & Eagle Dialogue Event





commodo.





commodo.

ClubsYucai Roots & Shoots GardeningHeart of Yucai Aiyo Aerobics Group of Yucai

HolidaysHalloween

ThanksgivingChristmas

American New YearsSpring Festival

ClassroomGreat Books Roundtable DiscussionStudy HallSemester End Closing Ceremonies Events

Annual Dragon & Eagle DialogueSpiritual Summit

We! FestSports MeetArts Month

SeniorsSenior BreakfastCollege ApplicationsGraduation Ceremony

Cross CulturalAmerican Job Shadow & Homestay

Classroom

Events

Holidays



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HL

E

C

Shared Inqury™ Roundtable Discussions Project-based Learning English language development

Annual Dragon & Eagle Dialogue Spiritual Summit Culture Festival

Halloween Christmas Spring Festival

Cross Cultural




CL

CR

Clubs




Seniors




S

American Job Shadow & Homestay Program Student Exchange Foreign speakers

Yucai Roots & Shoots Gardening Heart of Yucai Aiyo Aerobics Group of Yucai

Seniors Breakfast College Application Process Graduation Ceremony

Systems Models





commodo.





commodo.


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Learning Profile

Teachers Guiding Principles











TT

ST

Humanities

Natural Sciences

Social Sciences

Integrated Studies

English Foundation

TOEFL Testing

SAT Testing


Classroom

Events

Holidays

Cross Cultural

Clubs

Seniors

LearnerProfile

Teacher Guiding Principles

School Values

Teacher Values

Student Values


LP

GP

School ValuesH

NS

SS

IS

Teacher Values

Student Values






















SC

TV

SV

PR

Cross Cultural We understand ourselves as part of a global community, redefining the concept of “the other.” We are accepting of all people, seeing commonalities before differences, and our differences as opportunities to learn and develop unique bonds and ideas together. We are adaptable to different cultures, bringing a spirit of curiosity and desire to connect and share wherever we go.

Loving We are individuals and a community that ask: “How can I help?” We practice compassion and empathy. We see love as a powerful force for good, and thus consider how to apply loving behavior and attitude toward positive change, growth and wellbeing for ourselves to the societal level.

Collaborative We recognize the value of working together to solve problems or to be cleverly inventive, and practice methods and strategies for effective teamwork. We support each other towards academic and life goals. Internationally, we understand complex challenges can only be solved when people of diverse ideas, skills and backgrounds come together.

Honest We practice integrity and ethical conduct. If we make mistakes in this effort, we take responsibility and reflect so that we might improve our character. We are transparent and trustworthy, knowing it is essential to healthy and strong human relationships.

Through learning, activities, and practices tied to five core Western values and five core

Chinese values that make up our YCID Learner Profile, students and staff are instilled

with a powerful guide for holistic academic, personal, and community development.

YCID’s mission is “to help all students to develop their skills, knowledge, character

and well-being to thrive at American universities and beyond as leaders in the global

community” by encouraging students and staff to be:

Learner Profile

Learner Profile Independent We formulate our own ideas understanding a freethinking mind as fundamental to our personalities and human progress. We take on new responsibilities and leadership roles to best contribute to our own growth and the local to global community. We self-advocate for our own education, justice and towards our own definitions of success.

Creative We support creative endeavors of staff and students, providing opportunities for expression of unique ideas and talents. We encourage each other to find innovative solutions to problems to social, environmental or technical problems, and embrace and encourage all forms of expression.

Mindful We are mindful of our surroundings and ourselves. We are not reactionary but reflective before acting because we practice awareness, equanimity, and conscientiousness. We seek ways to be harmonious with our environment and those around us so that all beings’ lives might be more peaceful.

Critical Thinkers We consider, discuss and understand our own and others’ perspectives. We search, ask and argue for various ways to answer questions and solve problems. We maintain open minds to new information, valuing evolving opinions and thought processes over drawing conclusions.

Communicators We communicate ideas skillfully as speakers or presenters, performance or visual artists. We also understand listening and inquiry as fundamental to learning and communication, and practice giving careful attention and asking questions to connect, discover and effectively work with others.

Hardworking We believe working diligently is essential to personal and social progress, and that motivation for it should come from a sense of purpose towards respectable personal goals or organizational missions. We work hard while balancing with leisure, fun, and celebration to maintain our holistic health and motivation as individuals and a community.

Curriculum Maps

Curriculum Map IdeasProgression MapIntegration MapFlexibility MapSemester Goals MapYear-by-year Goals MapSkill building FlowchartContent building FlowchartGreat Books Flowchart

Unit Plan Overview


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massa lacus lacinia orci, id accumsan ipsum tortor vel metus. Nunc facilisis commodo

aliquam. Mauris accumsan ac lacus ac vulputate. Fusce iaculis ultrices imperdiet.

Cras a turpis vitae felis consectetur commodo. Quisque lobortis eleifend magna,

vitae suscipit sapien euismod id. Morbi nisi nunc, tincidunt at iaculis eget, efficitur

a velit. Cum sociis natoque pe. Lorem ipsum dolor sit amet, consectetur adipiscing

elit. Fusce et neque feugiat, euismod eros sed, congue enim. Nunc dignissim, augue

quis malesuada finibus, massa lacus lacinia orci, id accumsan ipsum tortor vel metus.


euismod eros sed, congue enim. Nunc dignissim, augue quis malesuada finibus,

massa lacus lacinia orci, id accumsan ipsum tortor vel metus. Nunc facilisis commodo

aliquam. Mauris accumsan ac lacus ac vulputate. Fusce iaculis ultrices imperdiet. Cras

a turpis vitae felis consectetur commodo. Quisque lobortis eleifend magna, vitae

suscipit sapien euismod id. Morbi nisi nunc, tincidunt at iaculis eget, efficitur a velit.

Cum sociis natoque pe. Lorem ipsum dolor sit amet, consectetur adipiscing

Unit Plan Example

Origin of Life3 Weeks

Examining Margulis’s and Dawkins’ theories of the origin of life, as well as alternatives, and evaluating them for merits; also exploring the role of myth and story-telling in scientific texts.

CONTENT Students will understand the tenets of select major theories concerning the origin of life on Earth; the cultural role of myth in science.

READINGS

ASSESSMENT Shared Inquiry Discussion

SKILLS Students will be able to employ developing language strategies to access complex texts; more confidently express opinions and reactions orally and in writing, with developing writing style for this “genre” of science; and begin to debate the issues considered in small-medium sized group discussions.

STANDARDS NS Environmental Science: B.1, B.2CCSS.ELA-LITERACY.RL.11-12.1English Standards for Reading & Comprehension: A.1, (A.2), A.5, B.3, B.4

Natural Science / Gao 2 / Semester 1 / Unit 2

DESCRIPTION

Unit Design by X of YuCai High School International Department 1

1.

2.

3.

4.

5.

6.

7.

8.

9.

Natural Science The Literature of Evolution, Biology, Chemistry, Light & Motion,

Genetics, Animal Behavior, Quantum Physics and Molecular Biology

The natural sciences provide the groundwork for inquiry into all biological and living organizational systems. Students will begin to explore the interaction between living organisms.

Readings are organized to illustrate the progression from general theoretical viewpoints to bio-logical precision. Discussion will focus on the relationships between evolution, on the one hand, and cellular organization, genetics, ecology, animal behavior and philosophical thought, on the other hand.

Goals:

• Understand the complex interactions between living organisms.• Learn about historical scientific traditions.• Apply theoretical viewpoints to scientific data.• Articulate and discuss scientific concepts.• Engage in community-based laboratory science projects related to topics in evolution or en-

vironmental sciences such as creating displays for the school, or developing an edible garden project to inform others about basic sustainability.

• Compose written essays to accepted collegiate academic standards.

NATURAL SCIENCE

Gao 1

Gardening3 Weeks

Introduction to gardening and making scientific observation logs

CONTENT Students will understand the importance of maintaining a school garden, keeping ac-curate and detailed observation logs, and how to keep observations effective.

READINGS

ASSESSMENT Formal observation logs

SKILLS Students will be able to transplant plants into a bed of soil, collaborate with peers to keep an effective garden (i.e., one that survives well), make detailed sensory obser-vations, produce consistent observation logs, and explain in some critical detail the perceived importance of gardening.

STANDARDS NS Science & Society: A.8


DESCRIPTION


Science as a Systematic Process2 Weeks

Introduction to Aristotle’s view of life and scientific pursuit.

CONTENT Students will understand a basic summary of the views of Aristotle toward natural observation and understanding.

READINGS

ASSESSMENT Jigsaw critical questions assignment.

SKILLS Students will be able to use a small but developing toolbox of reading skills for en-gaging difficult texts; also articulate in writing and orally their understandings of the author’s views

STANDARDS English Standards for Reading & Comprehension: A.1, A.5, B.4


DESCRIPTION


Science Fiction & Environmental Responsibility3 Weeks

Read Ray Bradbury’s “Sound of Thunder,” explore ideas in it, watch movie supplement; read “Butterfly or Asteroid?” poem and analyze; see Severn Suzuki’s speech.

CONTENT Students will understand the basic tenet of chaos theory, which is the Butterfly Effect, as conveyed in a fictional account of time travel; and they will understand the meta-phorical difference between the sensitiveness of a butterfly and destructiveness of an asteroid, as it pertains to environmental responsibility.

READINGS

ASSESSMENT Final observation log.

SKILLS Students will be able to read ever-increasing complex texts: including effectively searching for and learning unfamiliar vocabulary in context, synthesizing the main ideas and themes of a story, interpreting and then critically evaluating the moral impli-cations of this story; and they will be able to express their developing understandings though increasing lengths of critical writing responses.

STANDARDS CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.2English Standards for Reading & Comprehension: A.1, A.2, A.5


DESCRIPTION


Cultural Relationships with Nature4 Weeks

Introductory exploration of Native American values.

CONTENT Students will understand the Native American perspective in the historic conflict be-tween their peoples and the American government.

READINGS

ASSESSMENT Critical Analyses #1

SKILLS Students will be able to interpret text (including interview genre) for themes, articu-late increasingly sophisticated responses via select discussion methods, and synthesize their comprehensive understandings in written responses.

STANDARDS English Standards for Reading & Comprehension: A.1, A.2, A.5, B.3, D.2, E.4


DESCRIPTION


Environmental Pollution7 Weeks

Detailed exploration of pivotal literature in the US environmental movemet (Carson’s Silent Spring), also of genre importance for science; D&E Dialogues conference, com-munal discussion based on topic of water quality.

CONTENT Students will understand historical root of American environmental movement; effect of scientific genre on audience reception and understanding; holistic ecology of water quality affecting world today.

READINGS

ASSESSMENT Critical Analyses #2 and 3; Literature Circles and D&E Dialogues.

SKILLS Students will be able to analyze text for interplay of themes; articulate evidence in dis-cussion and writing as to their positions on issues; evaluate fable and essay genres for their respective effectiveness; prepare and participate in Shared Inquiry dialogues with an unknown audience and a set of texts to critically read.

STANDARDS NS Environmental Science: A.3English Standards for Reading & Comprehension: A.1, A.2, A.5, C.1, Writing: D.2, E.2Critical Thinking Skills: A.2


DESCRIPTION


Environmental Justice6 Weeks

Read “Battle for Rainforest” and select media excerpts in connection with issues of environmental justice and importance of rainforest biodiversity; make connections to David and Goliath archetype.

CONTENT Students will understand the tenets of environmental justice and importance of rare ecological systems; also the recent/archetypal conflicts between indigenous/less pow-erful people and American oil company/more powerful people.

READINGS

ASSESSMENT Shared inquiry discussion

SKILLS Students will be able to read text with a purpose to evaluate opposing arguments; read text with archetypal perspective (David & Goliath); articulate positions clearly in oral debate and in critical writing assignments.

STANDARDS CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.2English Standards for Reading & Comprehension: A.1, A.2, A.5, C.4, E.2, E.3, E.4Writing: D.2, E.2Critical Thinking Skills: A.1, A.2


DESCRIPTION


Living in Harmony with Nature2 Weeks

Read select texts from What on Earth reader; explore possibility of harmonious co-existence with natural systems; explore questions of growing consumerism and consci-entious urban development.

CONTENT Students will understand the relevance of the problem of air quality today.

READINGS

ASSESSMENT Final essay

SKILLS Students will be able to illustrate different air pollution problems; critically discuss this issue; and compare environmental prediction from poem with that from previously read fable.

STANDARDS NS Science and Society: A.5English Standards for Reading & Comprehension: A.1Critical Thinking Skills: B.1


DESCRIPTION


NATURAL SCIENCE

Gao 2

Scientific Inquiry & Evolution7 Weeks

Nature of scientific reasoning, valid conclusions, and major ideas in Darwin’s theory of evolution by natural selection, and selfishness vs. cooperation.

CONTENT Students will understand the basic scientific process and major concepts involved in scientific reasoning; major tenets in the theory of evolution by natural selection; and the basic structure of select modern theories extending this theory of evolution, namely about the ultimate nature of selfish gene vs. altruism.

READINGS

ASSESSMENT Movie-text worksheet, critical applications of theories to science fiction story

SKILLS Students will be able to begin engaging complex, historical, scientific texts (such as Darwin’s original writings) and learn to use more effective vocabulary acquisition strat-egies to make these texts more accessible; express their developing theories orally in small groups and in writing; begin to critically discuss the reasoning issues and scien-tific themes conveyed in these texts; begin to critically evaluate the validity of reason-ing in select texts; and make critical and creative connections between select film and Natural Science reading texts.

STANDARDS NS Biology: D.2, D.3CCSS.ELA-LITERACY.RL.11-12.1


DESCRIPTION


Origin of Life3 Weeks

Examining Margulis’s and Dawkins’ theories of the origin of life, as well as alternatives, and evaluating them for merits; also exploring the role of myth and story-telling in scientific texts.

CONTENT Students will understand the tenets of select major theories concerning the origin of life on Earth; the cultural role of myth in science.

READINGS

ASSESSMENT Shared Inquiry Discussion

SKILLS Students will be able to employ developing language strategies to access complex texts; more confidently express opinions and reactions orally and in writing, with developing writing style for this “genre” of science; and begin to debate the issues considered in small-medium sized group discussions.

STANDARDS NS Environmental Science: B.1, B.2CCSS.ELA-LITERACY.RL.11-12.1English Standards for Reading & Comprehension: A.1, (A.2), A.5, B.3, B.4


DESCRIPTION


Gaia Theory3 Weeks

Understanding major tenets of Gaia Theory as they relate to the evolution of coopera-tion vs. selfishness of life on earth

CONTENT Students will understand the tenets of Gaia Theory; the global ecology of Earth; and the implications this theory has for previously studied theories concerning evolution.

READINGS

ASSESSMENT Terrarium Projects

SKILLS Students will be able to voice their opinion on Gaia Theory; critically analyze questions concerning Terrarium processes and their connections with Gaia; critically evaluate the role of speculation in scientific inquiry.

STANDARDS NS Environmental Science: A.1English Standards for Reading & Comprehension: A.1, A.5Writing: C.1, D.1, E.5Research Skills: B.1


DESCRIPTION


Science & Religion 14 Weeks

Exploring Lucretius’ ideas about atomism and a rational, enjoyable world without su-perstition; also the purpose of science and spirituality.

CONTENT Students will understand the worldview of an ancient philosopher, Lucretius, who denounced the conventional metaphysics as superstitious; also understand his reasons for articulating such unconventional views as mortality of soul, and the role of spiritu-ality in this scientific account.

READINGS

ASSESSMENT Lucretius presentations: Jigsaw chapter parts

SKILLS Students will be able to critically interpret, summarize, and present the different views of Lucretius; thoughtfully consider and respectfully discuss with peers the implications his views have for many of our understandings of the world; also synthesize all major theories from this semester into a critical final essay.

STANDARDS NS Science and Society: A.1English Standards for Reading & Comprehension: A.1, A.3, A.5


DESCRIPTION


Science & Religion 23 Weeks

Continue unit with reading of science fiction story, “Streets of Ashkelon”; continue dig-ging at fundamental questions of the relationship between science, religion, reason, spirituality, etc.

CONTENT Students will understand the possible conflict created with the mixture of native peoples, science, and religion.

READINGS

ASSESSMENT Reader’s Theater performance and summative quiz

SKILLS Students will be able to critically interpret and evaluate the sophisticated text of this short story, and discuss their opinions and reactions in respectful Shared Inquiry fash-ion; critically annotate their texts in preparation for college-style exam assessment of critical details and alternate interpretations; and critically reflect in journals about the relationship between science and religion in society.

STANDARDS CCSS.ELA-LITERACY.RL.9-10.10CCSS.ELA-LITERACY.RL.11-12.7CCSS.ELA-LITERACY.RL.11-12.3English Standards for Reading & Comprehension: A.1, A.3, A.5


DESCRIPTION

Unit Design by Chris Tuazon of YuCai High School International Department 1

Scientific Revolution8 Weeks

Explore history of Scientific Revolution, especially science and religion all the way back to the Greeks and through medieval and modern science; see connections between art, religion, science, philosophy, and technology; deconstruct previous scientific methods, understand philosophical importance of science, and cultivate sense for epistemic limits and power of science today.

CONTENT Students will understand the historical conflicts between enterprises of science and re-ligion (or thought and church); philosophical roots of science; perennial themes of free thought and oppression from establishment; the philosophical relationship between science and technology; the process of science.

READINGS

ASSESSMENT Ongoing Science-Religion journals with critical application questions; summative mid-term exam

SKILLS Students will be able to critically annotate and interpret more accessible text on the history of scientific revolution; critically interpret and evaluate theories for validity, in the history of scientific texts (such as Aristotle and Galileo); discuss among peers their interpretations and reactions to history, process, and progress of science; write critical analyses of ongoing themes.

STANDARDS KSUS NS Science and Society: A.1, A.2, A.4, A.7, A.8NS Physics: B.1CCSS.ELA-LITERACY.RL.11-12.2English Standards for Reading & Comprehension: A.1, A.3, A.5


DESCRIPTION


Modern Physics7 Weeks

Explore theory of entropy and 2nd Law of Thermodynamics, along with implications to the modern understanding of science; introductorily explore some implications to Einstein’s theories.

CONTENT Students will understand tenets of a major theory concerning the nature and fate of the universe; the possible relevance of this subject; and the idea of the “multiverse.”

READINGS

ASSESSMENT Story performances; final, comprehensive critical essay

SKILLS Students will be able to critically annotate, interpret, and evaluate authors’ claims about the nature and process of energy; discuss and evaluate different theories as to the fate of universe; and collaborate with peers to creatively enact select performanc-es about alternate time worlds.

STANDARDS NS Physics: A.2, A.3, C.1, D.1CCSS.ELA-LITERACY.RL.11-12.2English Standards for Reading & Comprehension: A.1, A.3, A.5, C.1, E.3Writing: E.2, E.5


DESCRIPTION


NATURAL SCIENCE

Gao 3

Introduction to Environmental Science & Nature Aesthetic

4 Weeks

Preliminary exploration of assumptions in environmental science, scientific literacy, beauty in the experience of nature, and sense of place in local environment; read ex-cerpts from GB text to guide this exploration.

CONTENT Students will understand basic assumptions in environmental science literacy; the concept of a “nature aesthetic”; and the relevance of environmental study to the state of our world today.

READINGS

ASSESSMENT Nature Writing assignment

SKILLS Students will be able to continue engaging complex texts and begin asking penetrating questions about their systems and attitudes of thought toward the environment; also develop more effective strategies for unfamiliar vocabulary acquisition.

STANDARDS 21st Century Skills: Environmental LiteracyEnglish Standards for Reading & Comprehension: A.1, A.5, A.7, B.3


DESCRIPTION


Ecology & Environmental Ethics7 Weeks

Critical exploration of major theories: Land Ethic, Tragedy of Commons; also theorists, Marsh, Leopold, Hardin; and concepts, Biosphere, Malthusian Crunch.

CONTENT Students will understand the tenets of leading historical proponents for the paradigm of deep ecology, which includes the idea of preserving nature for its own sake, and sustaining consumption of resources to prevent their exhaustion; also understand the interconnected web of ecologies in the biosphere.

READINGS

ASSESSMENT “Thinking like a ...” R.A.F.T. Project

SKILLS Students will be able to critically interpret these tenets; evaluate, in writing and in discussion among small groups, these tenets; access increasingly complex texts in the philosophy and literature of science; and creatively express some of their reactions to select tenets.

STANDARDS 21st Century Skills: Environmental LiteracyCCSS.ELA-LITERACY.RI.11-12.1CCSS.ELA-LITERACY.RI.11-12.2English Standards for Reading & Comprehension: A.1, A.2, A.3, A.5, B.3


DESCRIPTION


Spaceship Earth & Consumerism5 Weeks

Exploration of the paradigm, Spaceship Earth, and its implications for our treatment of earth; historical roots of present attitude of consumption.

CONTENT Students will understand the metaphor and relevance of Spaceship Earth; and a theory about the Christian roots to present ecological consumption.

READINGS

ASSESSMENT Movie-theory worksheet

SKILLS Students will be able to creatively engage with this metaphor to create and present a utopian Spaceship Earth; also critically evaluate whether such historical reasons are valid to present patterns of consumption.

STANDARDS NS Science and Society: A.5English Writing: E.4, F.2-3Research Skills: B.2, B.4


DESCRIPTION


Deep Ecology2 Weeks

Critical exploration of Barry Commoner’s critique of the narrowness of our present scientific analysis; ecosphere; age of technology; Sorcerer’s Apprentice metaphor.

CONTENT Students will understand the concept of ecosphere, the metaphor of Sorcerer’s Ap-prentice and how it pertains to present scientific-technological attitudes; and the dif-ference between holistic and reductionistic scientific analysis.

READINGS


SKILLS Students will be able to critically interpret and evaluate complex text; find crucial con-nections between the textual theory and present scientific-technological practices; and articulate their developed understandings of the issues and their own responses to these issues.

STANDARDS NS Science and Society: A.2-7CCSS.ELA-LITERACY.RI.11-12.1CCSS.ELA-LITERACY.RI.11-12.2English Critical Thinking Skills: A.1-2, B.1-4


DESCRIPTION


Unsustainable Stuff5 Weeks

Story of Stuff: explore meaning of materials economy and how everything we buy is interconnected to global web of natural resources.

CONTENT Students will understand the basic components and systemic process of the materi-als economy, its relevance to our daily consumer practices, and its connections to the global ecology.

READINGS

ASSESSMENT Story of Stuff projects

SKILLS Students will be able to illustrate and explain the materials economy to a selected product of habitual use; weigh the different advantages and disadvantages of our current materials economy; and argue in writing/orally among peers as to the these weighed perspectives.

STANDARDS NS Science and Society: A.621st Century Skills: Environmental LiteracyEnglish Research Skills: A.1, B.1, B.5, B.7


DESCRIPTION


Sustainable Technologies4 Weeks

Explore theory of Natural Capitalism and paradigm of Biomimicry; connection to Dragon & Eagle Dialogues

CONTENT Students will understand the paradigms of Natural Capitalism and Biomimicry, espe-cially in their important connection to water quality.

READINGS

ASSESSMENT Biomimicry project presentations

SKILLS Students will be able to interpret, analyze, and synthesize ideas from the above para-digms, in written, oral, and discussion formats.

STANDARDS NS Environmental Science: A.2-8CCSS.ELA-LITERACY.RI.11-12.721st Century Skills: Environmental Literacy, Creativity and Innovation, Critical Thinking and Problem Solving, Information Literacy


DESCRIPTION


Sustainable Development & Biodiversity4 Weeks

Wrap-up content with articles on water quality and sustainable living in a world with delicate resources and essential biodiversity.

CONTENT Students will understand select ecological accounts of the sustainable use and devel-opment of water resources.

READINGS


SKILLS Students will be able to critically synthesize theories about sustainable water develop-ment.

STANDARDS NS Environmental Science: A.2-7CCSS.ELA-LITERACY.RI.11-12.7CCSS.ELA-LITERACY.W.11-12.221st Century Skills: Environmental Literacy


DESCRIPTION


Strategies

Future

curriculum v12 issuu

Documents