Mountain

Experience Science
Study the World

A K‑8 NGSS STEM curriculum that fuses phenomena‑driven, project‑based learning for students with Professional Development for teachers.

Collaborate Science™, powered by Accelerate Learning leverages meaningful, hands‑on, inquiry‑based projects so students develop a deeper understanding of their world as they learn about science.

Students learn best by doing. Collaborate Science provides meaningful learning opportunities for students to touch, observe, hypothesize, and interact directly with phenomena as they work with peers to find solutions to a driving question.

With a sustained, immersive professional learning plan, Collaborate Science presents teachers with the tools they need to take ownership of their continuing education and create a collaborative learning environment for their students. Recognizing the need for teachers to shift roles into facilitators of the student discovery experience, our professional learning program offers support every step of the way.

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Your Classroom, Reimagined

Immersing students in real‑world problems and phenomena for a synergetic learning experience.

Collaborate Science is a digital curriculum enhanced by print, bringing science to life with practical, real‑world problems for students to solve in a collaborative environment. Students constantly build on prior knowledge as each unit progresses, cementing their understanding of learned skills and concepts as they apply them to the overall project. This learning approach stays connected to the Next Generation Science Standards by promoting higher‑level thinking and allows students to engage in their communities. Teachers have engineering challenges, scientific investigations, math and literacy connections, and performance‑based assessments—all available at the touch of a button. We proudly provide a suite of focused Professional Development opportunities for the entirety of your implementation.

Phenomena‑Based Learning

Bringing real-life science to the classroom.

A driving question begins each unit and learning set, and students connect phenomena to their local community and develop artifacts aligned with Performance Expectations to provide solutions.

Instead of answering “what” questions with a single response, we challenged students to wonder “how” and “why,” providing opportunities to apply the new information they’ve learned.

 Phenomena‑Based Learning

Professional Development

Rethinking Conventional Curriculum Design, Pedagogy and Assessment.

Professional development is at the heart of the Collaborate Science curriculum. Immersive and sustained, it recognizes the need for the teacher’s role to shift into a facilitator of the student discovery experience. Your professional learning with Collaborate Science is led by the driving question: how can we create a learner-centered classroom through projects? Collaborate Science supports a new way of teaching and learning.

Adults learn best by engaging in a similar learning experience as their students. So teachers wear “student” hats as they engage in an abridged set of lessons that leverage the curriculum features, experiencing first-hand how learning will unfold in their classrooms and how to apply project-based learning teaching pedagogy.

 Professional Development

Team-Based Projects

Learning more than just science.

Integrating multiple literacies — such as communication, argumentation, design, and presentation — engages students in real-life scientific disciplines as they practice making sense of ideas and phenomena. Team projects allow students to work together, share their ideas, and practice providing and accepting feedback. As students share individual prior knowledge, it enriches the active, group learning experience. This is a comprehensive learning experience that transforms the classroom into the next generation of problem-solving solvers and doers.
 Team-Based Projects

Differentiated Instruction

Learning individually and together.

Collaborate Science enables students to actively engage in their own learning as they make choices and decisions. Each project promotes student understanding of concepts and skills while also serving as a performance-based assessment. These projects are the core of the academic work, developing student understanding of key concepts and skills through the process.

Driving questions provide a roadmap for students to follow as they investigate solutions, and the classroom becomes a workshop — teams of students produce “things,” test their hypothesis, solve problems together, and critique their team’s work. The culminating projects demonstrate what individual students have learned, the content or skills they are struggling with, and where there are gaps for teachers to address. This curriculum structure naturally leads to differentiated instruction, while the hands-on, synergetic experience lets students do science, not just read about it.

 Differentiated Instruction

Curriculum Features

Collaborate Science is modern and up to date to ensure every detail supports what teachers and students need.

HTML5 Platform

Access Collaborate Science on any device with an internet connection.

Interactive Resources

Student resources dive deeper into the phenomena — 360° images, interactive maps, image slideshows, links to external videos and text, and more.

Student Assignability

Assign student notebook, reading passages, homework, and interactive resources digitally to students.

Literacy and Math Connections

Embedded literacy and math connections throughout the lessons, such as K‑2 play‑based extensions.

Bilingual and ELL Support

Embedded language supports and WIDA‑based discourse move prompts for teachers, as well as student resources and teacher presentations available in both Spanish and English.

Accessibility Features

Features include text‑to‑speech, highlighting, font type and size, high contrast color mode, speaking rate, and highlighting of each word as it’s read aloud.

Assessments

Formative and summative assessments of student learning including unit final artifacts, post‑unit assessments, and an assessment bank where teachers can create customized, standards‑based assessments.

Multiple Grade‑Level Units and Learning Sets

Units for grades K‑8 with lesson sets exploring the driving question.

Standards Alignment

Unit standard alignment charts for NGSS, SEL/Equity, Discourse Moves, and Common Core for Mathematics standards broken down by learning set.

Exclusive Tools for a Superior Learning Experience

Unique features allow teachers and students to stay organized and on track as they progress through the curriculum.

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Student Notebook

Collect student work, notes and ideas all in one place to help them understand their discoveries and thinking.

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Driving Question board

Guide the entire project using the Driving Question Board to get students involved in asking questions and solving problems related to the real world.

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Teacher Toolbox

A variety of resources and tools to help get the most from the curriculum, including the anatomy of a unit, how to use a driving question board, learning sequences, alignment, and materials lists.

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STEMcoach

An additional resource for teacher support in facilitating science instruction.

Explore these Features and Tools

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True NGSS Alignment

With a 100% NGSS‑aligned, three‑dimensional focus, Collaborate Science weaves Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI) and Crosscutting Concepts (CCC) throughout the lessons to fully satisfy the Performance Expectations (PE) while engaging students in NGSS learning goals.

Scaffolded Hands‑on Learning

Every unit consists of lessons, activities, and resources that enable students to master the content and skills needed, with additional support provided to help them assess each new concept.

Based on Research

The K‑5 ML‑PBL approach was developed by Michigan State University’s CREATE for STEM Institute in partnership with Lucas Education Research to evaluate the impact of rigorous PBL on science learning. The results show that all students benefit: performance on science assessment was significantly greater for students in ML‑PBL classrooms regardless of gender, ethnicity, socio‑economic background, or reading ability.

The 6‑8 Project Based Learning (PBL) curriculum from the Stanford Center for Assessment, Learning, and Equity (SCALE), and the San Francisco Unified School District, funded by Lucas Education Research, leverages the PBL research done at Michigan State University focusing on student engagement and academic achievement at the Middle School level. Significant gains in performance and assessments for all students were found in the language‑rich and active learning environment, encouraging positive group work.

A‑Curriculum‑for‑Everyone

Education doesn’t happen in a vacuum. Collaborate Science provides extensive support for everyone involved in the learning process, so students have every opportunity to succeed.

Students

Students

Collaborate Science supports high levels of student engagement and responds to student ideas, cultural, and linguistic backgrounds. Includes performance‑based equity and social and emotional learning goals while developing critical thinking, collaboration, creativity, and communication.
Teachers

Teachers

Detailed table of contents and storylines on unit, learning set, and lesson levels allow teachers to best understand the content and driving questions. Step‑by‑step lesson plans provide a lesson roadmap, teacher background resources support subject matter comprehension, and the Teacher Toolbox offers a wealth of resources at a click of a button for instructional and learning supports.
Parents

Parents

Interactive portal to involve parents in student learning by keeping them informed about student projects and progress. Family interviews to facilitate connections and prior experiences.
The identification and rich description of the core teaching practices that are central to supporting student learning in project-based classrooms, and the construction of teacher development programs that support high quality project- based teachers in these practices, is important to improving student outcomes at scale. Additionally, improving project- based instruction through work on core practices has significant potential to address issues of equity and social justice in education

Lucas Research

"Core Practices For Project-Based Teaching"

https://www.lucasedresearch.org/grant-awards/core-practices-for-project-based-teaching/

Inspire students to experience their world.