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A Curriculum for the 21st Century: Economic

and Environmental Sustainability

Mary KlingerRebecca Lorfink

Paul Steigerwald

EDUC 817 Drexel UniversityDecember 4, 2010

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2024 Innovations of the Year Innovation Convention Awards Winning Innovations

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Deep Green Underwater Kite

Energy

www.time.com

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The Straddling Bus

Transportation

www.time.com

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VERTICAL

FARMING

Food

land-force.com

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Waterless Washing

Machine

Water

www.infoniac.com/

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NeoNurture Incubator

Reduction in Material Waste

www.time.com

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Seaswarm Robots

Prevention of Toxicity

www.alternative-energy-news.inf

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Seaswarm Robots

Prevention of Toxicity

seaswarm

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YouTube at the Guggenheim

Economics

googleblog.blogspot.com

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20242023202220212020201920182017

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Ten Faces of Innovation

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NuLink Charter School

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Non-graded system Classes held on site and online Advanced Placement options Arts education, music, visual and

performing arts

NuLink Structure and Schedules

“Education is not preparation for life; education is life itself.” John Dewey

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Individualized Graduation Path (IGP) Self-guided coursework plan Individualized pacing Open graduation schedule Exceeds state requirements Preparation for a demanding future

NuLink’s Unique Features

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NuLink Curriculum“Education is not preparation for life; education is life itself.”

John Dewey

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Environmental and Economic Sustainability

Key Issues:1. Energy and transportation2. Food and water3. Material waste and toxicity

Goals of the Curriculum

The purpose is to learn how to shape a flourishing and sustainable world for life beyond the Industrial Age. Senge, 2008, p. 12

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People Profit Planet

Curriculum Goals

In the long term, the triple bottom line of profit, natural resources, and human community align. Senge, 2008, p. 127

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Underlying Assumptions

Assumption #1: Education is for the whole child.

Assumption #2: Learning is a student-centered process.

Assumption #3: Learners must develop a global perspective.

Assumption #4: Innovation is critical in our changing world.

Assumption #5: Technology is an essential tool.

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Gagne's Learning Conditions•Hierarchies define

what skills should be learned, as well as a sequence of instruction.

•Creating optimal conditions for learning

•Domains of learning determine conditions

•Apply learning to real-world tasks

Bandura's Social Cognitive Theory• The highest level of learning is achieved

by organizing and rehearsing the behavior symbolically.

• When results are valued by the learner, they are more likely to adopt the behavior.

• A behavior must be perceived as relevant to be accepted by the learner.

Theoretical Underpinnings

Piaget's Cognitive Development Theory

•Stages of cognitive development

•Development is guided by providing activities that engage learners leading to adaptation and assimilation

•Instruction includes engaging activities and application.

•Ultimate goal is logical thinking

Vygotsky's Cultural Historical Theory

•Development is limited to a certain range at a specific age.

•Social interaction is needed for cognitive development.

•Culture as a factor of learning

Current Influence

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Howard GardnerMichael Fullan

Sir Ken Robinson

Linda Darling-Hammond

Tony Wagner

Peter Senge

Yong Zhao John Gould

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◦ Seeing systems◦ Collaborating across boundaries◦ Creating desired futures

Core Capabilities

(Senge, 2008)

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21st Century Learning

www.p21.org

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Redesigned time structures and schedule to accommodate long term projects

Self-paced and open-ended learning Time for the development of individual talents Emphasis on collaborative project based

learning

21st Century Learning

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New ways of thinking about the use of space Communication and networking virtually and in

home and school settings World language instruction Content area courses fused to broaden spectrum

21st Century Learning

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1. All living things and natural systems are dependent upon each other.

2. Living things have a strong connection to the environment.

Environmental BIG IDEAS

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3. Diverse parts of an ecosystem are continually adapting, interacting, and responding to changes over time.

4. How people, businesses, and governments think and act affects the common resources we must share now and in the future.

Environmental BIG IDEAS

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5. Environmental sustainability requires a shared vision, problem solving, and new ways of thinking.

6. Understanding of scientific issues requires questioning, analysis, critical evaluation, and interpretation of data and information, as well as reflection and response.

Environmental BIG IDEAS

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7. Economic sustainability requires a balance between limited resources and desires of diverse, global parties.

8. The relationship between supply and demand, suppliers and consumers, along with government policies, determines the economics of a civilization.

Economic BIG IDEAS

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9. The economic decisions made by an individual or country have direct impact on the wealth and well-being of others.

Economic BIG IDEAS

http://explore.kent.edu/aa/guide/fulltext.html

Assessment at NuLink Blend of formative and summative, peer and

self-assessment Based on Six Facets of Understanding

(Wiggins & McTighe, 2005) Essential Questions answered throughout

coursework and tasks Application to real-life problems that may not

have a single correct or simple solution Individual and group tasks Pervasive use of various technology Creativity focused

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Understanding by Design: NuLink Charter School

Subject Area: Science Level : Secondary ModuleUnit Title/Focus: Environmental Sustainability Estimated Amount of Instructional Time: varies

Stage 1 – Desired ResultsSustainability Sources and State Content and Skill Standards: All living systems and natural systems are dependent upon each other. (Cloud Institute) If any one species in the world suffers, we all suffer. We are only one of the many species on Earth. (Senge) A dynamic interaction exists between humans and other parts of ecosystems, with the changing human condition driving

changes in ecosystems and thereby causing changes in human well-being. (Millennium Ecosystem Assessment – MEA) Aquatic, terrestrial and human-made ecosystems consist of diverse living and non-living components. (SAS) Humans depend upon the management and practices of agricultural systems. (SAS) 4.6 Ecosystems and Their Interactions (Pennsylvania Standards)

Big Idea #1All living things and natural systems are dependent upon each other.

Enduring Understandings:Students will understand that…

An ecosystem is a dynamic interaction of of plant, animal, and microorganism communities with the nonliving environment. (MEA)

The current state of some ecosystems is in jeopardy. The capacity of an ecosystem is limited by pollution,

waste accumulation, and scarcity of resources. Humans are dependent on the flow of ecosystem

services by way of natural resources, ecosystem regulation, recreation, and replenishment of nutrients. (MEA)

Over the past 50 years, humans have changed ecosystems more rapidly and extensively than in any comparable period of time in human history. (MEA)

Integration of ecosystem management goals within other sectors, increased transparency and accountability, sustainable forest management practices, and reduction of marine fishing capacity are some of the ways to conserve ecosystems. (MEA)

The energy flow in an ecosystem reflects the balance of producers and consumers in the system, the impact of human influences, and the amount of pollution.

Natural cycles of water, carbon, oxygen, nitrogen, and phosphorous (among others) affect all parts of the ecosystem.

Interrupting natural cycles influences the survival of species, ultimately affecting everything in the ecosystem, including humans.

Essential Questions: How do biotic and abiotic systems interact in the major

biomes? What is the current condition of our local, regional, and

global ecosystems? How have ecosystems, their services, and their uses

changed? What are the most critical factors causing ecosystem

changes? What limits the capacity of an ecosystem? What can be done to conserve ecosystems? Why is efficiency of energy flow important in an

ecosystem? How do natural cycles affect the balance of an

ecosystem? What is the result of interrupting natural cycles?

Stage 2 - Assessment Evidence: Performance Task and Other EvidenceStage 3 - Learning Plan

Learning Activities within the unit will follow the Understanding by Design guidelines with the purpose of showing Where the unit is directed, Hooking students’ interest, Equipping students to experience and explore key issues and ideas, allowing opportunities for students to Rethink and revise, encouraging students to Evaluate their work, and Tailoring lessons to different needs, and Organizing to maximize learning and engagement [WHERETO]. (Wiggins & McTighe, 2005)

Unit Design Sustainability Resources,

Content and Skills

Standards

Enduring Understandings

Big Ideas

Essential Questions

Stage 2 and 36 Facets of

Understanding

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People acting individually and/or as groups influence the environment. (SAS)

Sustainable use of natural resources is essential to provide for the needs and wants of all living things now and in the future. (SAS)

The world today is shaped by networks of business, government, and non-government organizations. (Senge)

Our diminishing resources and growing waste underlie a host of related economic stresses and reflect environmental and social imbalances that all but ensure that, without significant change, these problems will worsen. (Senge)

How people think and act shapes how the whole system operates. (Senge)

Healthy Commons – we are all responsible for the care and preservation of the elements we all depend upon (Cloud Institute)

Unit Design – The Food We Eat

Big Ideas Environmental sustainability requires a

shared vision, problem solving, and new ways of thinking.

The relationship between supply and demand, suppliers and consumers, along with government policies, determines the economics of a civilization.

The economic decisions made by an individual or country have direct impact on the wealth and well-being of others.

Assessment TasksYou are an experienced member of the FDA.

There has been a significant outbreak of E-coli caused by cheeseburger consumption from a major food chain in the United States. Your task force must trace the outbreak to its source and prepare a multi-media presentation to share with Congress.

EXPLAIN – Explain the history of food production in the 21st century. Weave global economic and environmental issues that food production has caused into your account.

INTERPRET – Trace the E-coli to its most likely source. Consider multiple possibilities and use data to support your conclusion. Include visualizations and tell a story format which demonstrates how the infected food arrived at the final destination.

APPLY- Provide clear recommendations to Congress that will give short-term relief of the problem. What additional long-term solutions need to be considered? Include realistic obstacles that will need to be faced by the country due to your plan.

Six Facets of Understanding

PERSPECTIVE – Imagine you are a member of the source country’s government. What economic issues does the new plan cause for the citizens and businesses of your country? Design a counterproposal which includes compromise for the United States Congress.

EMPATHY - Write a letter to Congress from the

perspective of an infected citizen. How has this incident changed your life? What impact has this had on your family?

SELF-KNOWLEDGE – Write a self-reflective blog

throughout the process of completing this unit. How have your perspectives changed regarding what you eat? What additional information do you want to research further?

Six Facets of Understanding

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A Day in the NuLink Charter School

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Team Teaching

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Day in the Life - 2017

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Check-In

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Foreign Language Video Conference

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Collaborative Group Project

Communicatin

g with Mentors from the Professional Community

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Webinar with Peter Senge

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Meeting with our Instructor to learn how to create a media presentation

Creating a Media Presentation

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Exploring unfamiliarterritory

Virtual Field Trip

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Hands OnMinds On

Inquiry at a Watershed

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Blogging about Food

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Researching Issues

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Engaged in ScienceEscherichia coli

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Project Based Learning

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The story continues…

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All art, all education, can be merely a supplement to nature. Aristotle