Curriculum Design

We lead multi-stakeholder design processes that combine expertise in instructional design with current science knowledge to develop curriculum about locally relevant water issues.

  • Through collaborative exploration and inquiry at local water sites, we work with experts and project stakeholders to develop a place-based understanding of the issues that our curriculum will include.

  • We use this place-based understanding, learning progressions, and the source curriculum to develop three or four big ideas/learning goals as well as a list of what students must know in order to arrive at these understandings.

  • We hold a curriculum design workshop with our partners and at least one teacher who will be piloting the unit. With input from content matter experts such as scientists or instructional designers, we establish the student models required to explain the science behind what students must know.

  • Along the way, we consult with subject matter experts, teachers, and students to ensure that the resulting curriculum is engaging, accurate, and results in a learning experience that feels coherent from a student’s perspective.

  • We work with partners to develop draft lesson plans and presentations for teachers as well as student-facing templates and resources so that teachers can pilot the unit in the next phase.

  • We pilot the anchoring phenomenon and then the full curriculum, gathering ideas, interests, and questions from students and teachers.

Challenges we see

High-quality, research-based Tier 1 curriculums are an important tool for schools and districts committed to providing NGSS-aligned science instruction. However, Tier 1 curriculums have been developed for a national audience and therefore do not address locally relevant environmental issues. Furthermore, climate-related water issues are inherently complex and include historical, cultural, and ethical dimensions not easily addressed through standard forms of science curriculum.

Our approach

We lead multidisciplinary teams of educators, scientists, education researchers, and community leaders to develop and test place-based curriculum about local water issues.

  • Adapt existing—or develop new—curriculum using the OpenSciEd instructional model 

  • Incorporate local knowledge from academic and community experts to authentically represent the complexity of present-day water issues 

  • Collaborate with storytellers to convey socioecological water issues in ways that are resonant with students and their life experiences 

  • Work with partners in the visual and performing arts to explore science and arts integrations that address the sociopolitical, ethical, and cultural dimensions of water issues

  • Integrate field-based investigations into curriculum storylines so that students are “doing science” just like scientists 

  • Field-test and refine new curriculum with real teachers and students

Our Curriculum Design Projects

Bringing elementary school teachers and students into the field

Standards-aligned water literacy courses for high school

Continue exploring our vision for water literacy education in the areas of teacher learning, field-based learning, and strategic partnerships.

Make it stand out.

  • I’ve been impressed with Ripple Effect’s commitment to deepening existing relationships in their community, seeking out new ones, and elevating these voices. Our curriculum design work together has resulted in a highly relevant, localized learning experience for youth in Southeast Louisiana.

    Lindsey Mohan, BSCS Science Learning

  • Ripple Effect is a vital ally to NVNO in pursuit of environmental justice and cultural equity. Ripple Effect’s place-based and child-centered curricula foster rich connections between students and their environment.

    Trey Pratt, New Voices New Orleans

  • This unit was wonderful. This was a real-life problem. It was culturally relevant in that this was something happening in Louisiana.

    Gina Bell, 1st Grade Teacher

  • This curriculum lays out a complex issue that does not have a black and white answer.

    Ripple Effect teacher, 4th grade

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