Capstone Project Title
Research has shown that when students are exposed to authentic inquiry-based curriculum they are more motivated and engaged in the content they are learning. The curriculum designed for this project utilizes Carol Ann Tomlinson and Jay McTighe’s theory of the need to integrate differentiation and the curriculum model of Understanding by Design. Students in Alternative Learning Programs (AEPs), often have negative experiences within education. Apathy and learning gaps are huge obstacles that need to be overcome in this setting. The project involved creating a curriculum that allowed for individualized learning and more student autonomy in their learning. Using the MN science standards surrounding cell energy and the cycling of matter this curriculum focuses on science content and skills that students will need in the future such as communication and research skills. This curriculum will be used in a alternative high school biology course. It is adaptable to a diverse set of learners with a goal of increasing engagement and rigor. Also the goal is to help students see the value in education and connections between their own lives and the science content they are learning.
At-risk Students, Curriculum, Science
Brunner, Julia, "Authentic Science Curriculum In An Alternative High School Setting" (2019). School of Education Student Capstone Projects. 327.
School of Education Student Capstone Projects