This study addresses the inadequacies of the traditional ninth-grade science curriculum at The Charter School of Wilmington (CSW) and proposes a focused initiative to enhance the curriculum's relevance and effectiveness. The current Integrated Science & Research curriculum lacks socioscientific inquiry, neglecting to incorporate social issues related to science. The organizational context at CSW, marked by high academic standards and a diverse student body, includes challenges such as a lack of a formal process for curriculum development and turnover in administration. As the department head of science, I aim to leverage my role as an educational leader to redesign the biology unit within the ninth-grade curriculum. This initiative is timely, given a year of assessment and insights into curriculum strengths and weaknesses. This ELP serves as a documentation platform to track efforts, successes, and lessons learned. By actively engaging in curriculum reform, I aim to enhance my leadership skills and contribute to a more dynamic and interconnected educational experience for students. The problem statement identifies curriculum rigidity, teacher training, and resource constraints as potential root causes for the outdated curriculum. The proposed solution focuses on redesigning the biology unit as a model for future improvements within the Integrated Science & Research course. This study aims to align the curriculum with current pedagogical approaches and technology, ensuring that students receive a cutting-edge and engaging science education relevant to their experiences in the modern world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]