Layered Curriculum in Action

“I liked layered curriculum in the sense that it gives you more power to do what we choose. It also teaches you to be organized and self-disciplined in getting it done. It teaches you what it takes to hold down a job in the real world. That’s why I like it.” – Clayton Woll, 9th grade student

When a group of 9th grade students were asked their opinions about their experiences during class that is delivered implementing layered curriculum, they indicated the benefits of using this style of teaching.

“It gives kids a chance to work at their own pace and earn their grade and it helps kids set goals.” – Jeremy Grunn, 9th grade student

“It gives you more freedom, responsibility, extra credit, and discipline.” – Brandon Mahoney, 9th grade student

More teachers are using this method in their courses. During the Human Systems Layered Curriculum unit, Ms. Bolden’s 9th grade Collective Minds Academic Team biology students learned how human body systems maintain homeostasis. In the first step, the students demonstrated their knowledge and comprehension of the endocrine, excretory, and immune systems by interviewing one on one with Ms. Bolden. During the second layer of this unit, the students were asked to analyze, critically think, and apply their comprehension of how the systems function. The final step in this layered curriculum was to research the effects of antigens on the body. They had the choice to research either a human infectious disease or agents of bio-terrorism.

This unit was designed to assess at least twelve statements describing expectations from the state of Michigan science curriculum. The students were assessed at least once on the following objectives:

-The internal environment of living things must remain relatively constant. Many systems work together to maintain stability. Stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents.

- Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as presence of disease agents.

- The internal environment of living things must remain relatively constant. Many systems work together to maintain homeostasis. When homeostasis is lost, death occurs.

- Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other.

- Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar).

- Explain how human organ systems help maintain human health.

- Describe the structures of viruses and bacteria.

- Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells.

- Analyze the body’s response to medical interventions such as organ transplants, medicines, and inoculations.

- Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate.

-Identify and critique arguments about personal or societal issues based on scientific evidence.

-Analyze how science and society interact from a historical, political, economic, and social perspective.

To help ensure that these expectations were assessed for all the students, the assignments had similar outcomes, but varied in presentation of the information (reading questions, crosswords, charts, graphs, situational questions etc.).

We are aware that while many students have seen great success in biology because of layered curriculum, there are students that this style does not reach. There are a variety of learning styles and using layered curriculum is an effective way to address several of them at one time.