Embedded Files
CURRICULUM UNIT LINKS BELOW
EDUCATIONAL PHILOSOPHY OVERVIEW
EDUCATIONAL PHILOSOPHY OVERVIEW
There is a general agreement that today’s educational processes should support the development of 21st-century skills that include self-directed and collaborative activities that feature critical thinking and problem solving– the ability to locate, analyze, synthesize, and apply knowledge to novel situations1. Breakthrough Collaborative believes that we can use project-based learning and similar approaches to ensure that our students are receiving that level of support academically. As of Fall 2023, we are working toward moving our curricula to be student-centered/student-led, studies about the science of learning suggest that such approaches are aimed at developing critically informed and engaged students2. Given our belief that social, emotional, and academic learning are intertwined, it makes sense that these higher-order skills and abilities are built and cultivated through the transformative competencies of our Human First Framework and Race, Equity, Diversity, and Inclusion (REDI) core values. Full Overview Educational Philosophy
Note: Affiliates will still have access to previous Breakthrough National Curricula
Project-Based Learning Units
Project-Based Learning Units
Project-based Learning curriculum will consist of a pedagogical framework where students learn the content through an authentic project with real-world applications. It will consist of 4 to 5 weeks of work culminating with one week of preparing students for a presentation of learning or portfolio submission. We encourage Affiliates to use these resources with the BIT: PBL Workshop Series to ensure adequate training and support for Teaching Fellows and Instructional Coaches. These resources can be found in the project-based curriculum tab.
PROJECT-BASED LEARNING UNITS
PROJECT-BASED LEARNING UNITS
Our Water, Our World - 9th Grade
Our Water, Our World - 9th Grade
Unit Overview
In this unit, students will explore local bodies of water and aquatic ecosystems through the lens of environmental stewardship. Beginning with a broad overview of key concepts in water access, water safety, and underwater biomes, students will move on to a thorough examination of the state of water in their local community. Students will engage in discussions, debates, and online investigations to develop an understanding of water use, water safety, and human’s impact on aquatic ecosystems in their local environment.
In the next part of the unit, students will explore the history of environmental action related to water systems and analyze the impact of these initiatives based on publicly-available data collected by regulatory agencies. Finally, they will develop their own policy proposals to address contemporary threats to their local waterways, which they will present at a mock city council meeting.
Unit Learning Outcomes
At the end of the unit, students should be familiar with key concepts related to aquatic ecosystems and humans’ interactions with them, including the water cycle, freshwater and saltwater biomes, watersheds, and human impacts from agriculture, aquaculture, energy production, and different forms of pollution. Students should also be able to describe the goals and impacts of government, advocacy, and technology initiatives pertaining to water.
Finally, students should be able to make evidence-based arguments in support of a proposal to address an environmental issue. They should be comfortable with basic strategies in science communication and fluent in relevant issue-specific vocabulary.
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