K-12 Curriculum Development
I design curriculum that makes learning stick: from scripting teacher-led videos and crafting math problems that spark curiosity, to building XR experiences that transport students to archaeological digs and distant planets. It's about balancing academic depth with genuine engagement, because the best learning happens when students area fully engaged and empowered in their own learning.
​
Teacher-Led Videos
Scriptwriting and Production
I produced a series of 20 short, teacher-led instructional videos for 3-5 math, designed to bring curriculum to life through real-world connections and engaging storytelling, like a hot air balloon race, to illustrate math concepts.
I wrote all scripts with a focus on clarity, creativity, and curriculum alignment, then managed the full production cycle: scheduling shoots, collaborating with our AV producer, overseeing post-production, and deploying final assets to the LMS. The result was a polished, scalable video series that enhanced student engagement and received 100% positive feedback from both teachers and students.
Playful Math
Anyone who has worked in elementary math is tired of writing problems about gumballs in a jar, slicing pizza, or dividing apples among a group of friends. I added a little bit of STEM by changing a boring gumball problem into a pod or orca chomping down on a school of fish. The math problem is the same but it's a lot more engaging. See the original lesson here.
Data-Driven Projects
As part of developing, ten, 4th grade module projects for a major edtech publisher, I pivoted from an initial concept that proved unfeasible and instead designed a standards-aligned, cross-disciplinary project rooted in California’s native plants and animals. Through independent research and creative adaptation, I built a data-driven project that integrated STEM concepts with the state’s SEL objectives. Students learning about native purple martins, analyzed real-world data, and engaged in reflective practices that supported both academic and emotional growth. The final product met rigorous instructional goals while offering meaningful, place-based learning.
Discussion: Surface Area and Afghans
​
In 2013, fiber artists stitched together 14,000 6 in. crocheted squares and covered the Craft and Folk Art Museum (CAFAM) in Los Angeles, California. That's one big afghan! This art project was called Granny Squared. To complete it, the artists first had to figure out the surface area of the CAFAM and then had to figure out how many 6 in. squares they would need to cover the museum.
For this discussion, you will need to find an object made of cubes and rectangular prisms and measure it or find an object made of cubes and rectangular prisms online that lists its dimensions.
A. Post a picture of your object to the discussion board and include the dimensions.
B. Research to another student's post and find the surface area of his or her object. Describe how you found the surface area. Then determine how many 6 in. squares it would take to cover the object in an afghan. Include the result in your response and show your work.
C. Respond to replies to your own post. Check the math in the responses and review the methods the students used. Did you learn anything new?
Be sure to check back regularly to participate in the discussion with your fellow students and teacher.
6th Grade Math & Art Discussion
I designed a collaborative math discussion activity for 6th graders that blended geometry with community art. Inspired by Granny Squared, a collaborative, large-scale "yarn bomb" in Los Angeles, students explored surface area by analyzing real-world objects made of cubes and rectangular prisms. They calculated how many 6-inch crocheted squares would be needed to “cover” their chosen object, mirroring the artists’ process. The activity encouraged peer-to-peer feedback, mathematical reasoning, and creative thinking, while integrating cross-disciplinary standards in math and visual arts.
XR Explorations
Gatecliff Shelter
I designed an immersive XR learning experience centered on Gatecliff Shelter, the oldest excavated cave site in the U.S., aligned to middle school geology and social studies standards. Students explore stratigraphy, archaeological dating, and evidence interpretation through interactive storytelling. To ensure authenticity, I collaborated with Dr. David Hurst Thomas, renowned archaeologist and author of my college textbook, who generously shared his original field report and reviewed my storyboard. This activity blends scientific inquiry with historical context, offering students a hands-on, interdisciplinary approach to learning.
Goldilocks and the Search for Habitable Planets
In this XR interactive for HS Earth science, students learn about the spheres of the Earth through a search for life in our Solar System. It uses 3-D models from NASA and adds in cross-disciplinary content with astronomy and geology.
DNAgents
This podcast series taught forensic science students about trace DNA and the power of a good defense attorney. Script written by me. Audio by WellSaid Ai. This 5 part podcast explains the collection and use of DNA evidence using the real case of Lukis Anderson, who was wrongly accused of murder due to DNA evidence.
Civics Education
One Vote in Time is an interactive story game designed for the Library of Congress civics game contest, targeting grades 3-4 social studies standards. Players join three time-traveling students on a mission to repair a fractured timeline where the women's suffrage movement has failed. Through engaging gameplay, students explore primary sources from the Library of Congress collection while learning about this pivotal moment in American history. The game combines narrative-driven decision-making with educational content to help young learners understand the importance of civic participation and the hard-won fight for voting rights.
One Voice:
Racial Equity and Civics Education
One Voice is an inquiry-based curriculum exploring race and inclusion through historical facts and current events. I took over this project to completely redesign over 40 poorly written contractor-developed lessons, leading a cross-functional team of instructional designers, graphic designers, and media specialists. Navigating sensitive subject matter, I balanced conservative executive feedback with a commitment to accurate, historical representation and data-driven analysis, ensuring the curriculum remained both grade-level appropriate and educationally sound. The result was a thoughtful, factually grounded resource that fosters crucial conversations while meeting diverse stakeholder requirements.
​
Link to a retrospective I led on the redesign efforts and what they entailed.
See more of my work in social studies at the Center for Talented Youth.