This document outlines the scope and goals of curriculum developed by the InTeGrate project, which is funded by the NSF to increase geoscience literacy. The curriculum targets introductory geoscience courses, interdisciplinary courses, courses for non-geoscience majors, and teacher preparation courses. The materials are designed to develop literacy, emphasize the scientific process, and build interdisciplinary problem-solving skills connecting Earth science to societal issues. The curriculum aligns with literacy frameworks and addresses challenges like energy, water, natural hazards, and climate change through modules and courses.
The nation is at an environmental crossroads, states a report released today by the National Science Foundation's (NSF) Advisory Committee for Environmental Research and Education (AC-ERE): America's Future: Environmental Research and Education for a Thriving Century: A 10-year Outlook.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
The nation is at an environmental crossroads, states a report released today by the National Science Foundation's (NSF) Advisory Committee for Environmental Research and Education (AC-ERE): America's Future: Environmental Research and Education for a Thriving Century: A 10-year Outlook.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.
1. The first theory of change that providing new scientific evidence and improved practices would trigger decrease in deforestation was far too simplistic/naive about how science can influence the rest of the world
2. Interdisciplinary and multi-institutional approaches developed (e.g., ASB matrix) produced relevant and useful results that uni-disciplinary and uni-institutional approaches could not have produced
3. Governance and management structure need to be aligned with science implemented (inclusive, transparent, accountable)
4. To generate new knowledge, IPGs, it is essential to have baseline/benchmark in multiple sites, understanding of processes at play in environment and at spatial-temporal scales before scaling up
5. Flexibility, willingness to learn from mistakes, asking existential questions, re-inventing program are essential to evolve realistic Theories of Change overtime
this is very interesting and it drives common people towards the real emerging environmental problems in 21st century. they would be surprised to see none of the top 5 problems belong to scientific issues.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.
1. The first theory of change that providing new scientific evidence and improved practices would trigger decrease in deforestation was far too simplistic/naive about how science can influence the rest of the world
2. Interdisciplinary and multi-institutional approaches developed (e.g., ASB matrix) produced relevant and useful results that uni-disciplinary and uni-institutional approaches could not have produced
3. Governance and management structure need to be aligned with science implemented (inclusive, transparent, accountable)
4. To generate new knowledge, IPGs, it is essential to have baseline/benchmark in multiple sites, understanding of processes at play in environment and at spatial-temporal scales before scaling up
5. Flexibility, willingness to learn from mistakes, asking existential questions, re-inventing program are essential to evolve realistic Theories of Change overtime
this is very interesting and it drives common people towards the real emerging environmental problems in 21st century. they would be surprised to see none of the top 5 problems belong to scientific issues.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
Course DescriptionENVI110 is an introductory, interdisciplinary .docxfaithxdunce63732
Course Description
ENVI110 is an introductory, interdisciplinary science course for majors in the Department of Earth and Environmental Systems and for students wishing to satisfy their general education requirement for a science course with or without a lab [Science w/lab requirement of FS2010].
Both major and non-major students should be enrolled concurrently in ENVI 110L.
2 This course presents the environment as a complex, highly interrelated system of physical and biological processes that impacts virtually every sphere of human activity. We depend on the environment for basic necessities such as food, water, and the raw materials that we transform into shelter; we rely upon large-scale environmental processes that provide ecosystem services, such as the climate regulation and the natural flood control provided by forests and wetlands; and yet we also incur the sometimes catastrophic consequences of major environmental events, such as earthquakes, hurricanes and drought. Increasingly, human activity is altering these basic physical and biological environmental processes; the human population has more than doubled since 1960, and our economic activity in developed and developing countries has heightened our demand for limited environmental resources, such as arable land and clean water. Other consequences of increased human activity are less obvious, but no less consequential. It clearly benefits us to acquire a better understanding of this environment that we depend upon and influence so dramatically.
In this class we will explore the various processes that contribute to the functioning of the environment, as well as the ways we interact with it.
We will introduce topics using a case-studies approach, in which we use current news stories as a launching point for our science-based investigations. We will investigate the science of the environment, delving into how environmental issues and problems can be understood and addressed using the scientific method. Most importantly, we will focus on how you, whether a scientist or lay citizen, can take a scientific and informed approach to real -life decision making, whether in the workplace, marketplace or voting booth. Throughout, we emphasize the importance of using critical thinking and evidence to draw conclusions and suggest actions.
Course Goals (abbreviated S&L 1-4 for Science and Laboratory Learning Objectives and SAL 1-3 for Skill Applied Learning Requirements from the Foundational Studies Program)
Increase our knowledge about the scientific process and the importance of science in making informed and reasonable choices. (S&L 4)
Formulate hypotheses and interpret authentic data to evaluate those hypo theses. (S&L
1 and 2)
Develop critical thinking skills and critical analysis through problem solving of practical problems associated with the physical and biological environment. (SAL 1)
Advance our understanding of environmental science by applying basic principles of physics, chemi.
1. Apply the steps of the scientific method, along with qualitative .docxmonicafrancis71118
1. Apply the steps of the scientific method, along with qualitative and quantitative analysis and problem-solving skills, to complete laboratory exercises on environmental issues and document the results. Insert course learning outcome 2. Explain basic ecological concepts and how they relate to the goal of achieving environmental sustainability. 3. Examine how human actions have affected Earth’s capacity to sustain life. 4. Discuss some of the major environmental challenges facing modern societies and the social, economic, political, and ecological choices and tradeoffs these challenges pose. 5. Describe ways in which natural phenomena affect living things and the physical world. 6. Apply changes to one’s daily life choices in order to promote sustainability by reducing one’s ecological footprint.
Apply logic and critical thinking to evaluate reasoning, explore diverse perspectives, and engage in metacognition.
Communicate thoughts and ideas clearly and effectively in written and oral forms.
Leverage digital technologies to solve problems, complete tasks, and accomplish goals.
Demonstrate information literacy through accessing, evaluating, and using information.
Construct ethical responses to contemporary problems.
Cultivate knowledge of and respect for people with diverse backgrounds, values, and lifestyles.
Apply knowledge of commonalities and differences across varying cultural, economic, and geographic populations as part of global citizenship.
Demonstrate personal accountability using effective interpersonal communication and emotional intelligence.
.
Learn how the 2009 revision of the Minn. Science Standards strengthen and focus learning for students, explore the connections
to new environmental and engineering concepts, and presentation offers ways they can be implemented in classrooms and informal settings. New environmental initiatives at the Dept. of Education is also discussed.
Incorporating Careers Education as interdisciplinary UnitShaheen Darr
How to incorporate Careers Education Module as an Interdisciplinary Module -Hydrologic Cycle- Geography/Environmental Science.
By incorporating careers education in teaching Hydrologic Cycle, students will gain a better understanding of the practical applications of the concepts they learn and become more engaged in the subject matter. This can help them make more informed decisions about their future careers and create a pathway towards a fulfilling and meaningful career.
1. This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Scope of InTeGrate-developed
Modules and Courses
Anne Egger
2. Original goal
… to develop curricula that will dramatically increase geoscience
literacy of all undergraduate students, including the large majority
that do not major in the geosciences, those who are historically
under-represented in the geosciences, and future K-12 teachers,
such that they are better positioned to make sustainable decisions
in their lives and as part of the broader society.
Target audiences
• Introductory geoscience
• Interdisciplinary courses (both intro and advanced)
• Geoscience for non-geoscience science majors
• Teacher preparation courses
• And beyond…
3. Materials will be designed to:
1. Develop geoscience literacy in a broad array
of students;
2. Emphasize the process of science; and
3. Build interdisciplinary problem-solving skills
that connect Earth science with economic,
societal and policy issues throughout the
curriculum.
Alignment with literacy documents
Alignment with grand challenges
Alignment
with NGSS
4.
5. Color coding
• Introductory geoscience modules, courses
• For interdisciplinary courses:
– Introductory/General Education modules, courses
– Advanced modules, courses
• For non-geoscience science majors modules,
courses
• Teacher preparation modules, courses
• And beyond…
6. Geoscience for America’s Critical Needs (AGI)
Critical needs Modules and courses that address
Developing energy to power
the nation
Carbon, Climate, and Energy Resources
Regulating Carbon Emissions
Renewable Energy and Environmental Sustainability
Ensuring sufficient supplies of
clean water
Environmental Justice and Freshwater Resources
Environmental Justice and Freshwater Resources (Spanish)
Water, Agriculture, and Sustainability
An Ecosystem Services Approach to Water Resources
Food, Energy, Water Systems
Water Sustainability in Cities
Introduction to Critical Zone Science
Water, Science, and Society
7. Geoscience for America’s Critical Needs (AGI)
Critical needs Modules and courses that address
Expanding opportunities and
mitigating threats in the ocean
and at coasts
Oceans Sustainability
Coastal Processes, Hazards, and Society
Providing raw materials for
modern society
Human's Dependence on Earth's Mineral Resources
Managing waste to maintain a
healthy environment
A Growing Concern
Oceans Sustainability
Mapping the Environment with Sensory Perception
Lead in the Environment
Regulating Carbon Emissions
Introduction to Critical Zone Science
The Future of Food
8. Geoscience for America’s Critical Needs (AGI)
Critical needs Modules and courses that address
Building resiliency to natural
hazards
Living on the Edge
Natural Hazards and Risks: Hurricanes
Changing Biosphere
Climate of Change
Map Your Hazards!
Major Storms and Community Resilience
Interactions b/n Water, Earth's Surface, and Human Activity
Exploring Geoscience Methods
Coastal Processes, Hazards, and Society
Managing healthy soils A Growing Concern
Soils, Systems, and Society
Water, Agriculture, and Sustainability
The Wicked Problem of Global Food Security
Introduction to Critical Zone Science
9. Critical needs Modules and courses that address
Confronting climate variability Climate of Change
Earth's Thermostat
Regulating Carbon Emissions
Major Storms and Community Resilience
Cli-Fi: Climate Science in Literary Texts
Exploring Geoscience Methods
Water Sustainability in Cities
Renewable Energy and Environmental Sustainability
Meeting the future demand for
geoscientists
All, but especially
Systems Thinking
Exploring Geoscience Methods
Modeling Earth Systems
Geoscience for America’s Critical Needs (AGI)
10. Science and Engineering Practices
1. Asking questions (for science) and
defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational
thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and
communicating information
1. Patterns.
2. Cause and effect: Mechanism and
explanation.
3. Scale, proportion, and quantity.
4. Systems and system models.
5. Energy and matter: Flows, cycles, and
conservation.
6. Structure and function.
7. Stability and change.
Cross-cutting
concepts
11. GUIDING PRINCIPLE 1: Curricular materials must address one or more Earth-related grand challenges
facing society:
• Resource challenges include (but aren’t limited to) ensuring availability of sufficient mineral and
energy resources, freshwater, and sustainable development;
• Environmental challenges include (but aren’t limited to) climate change and variability, natural
hazards, waste disposal, environmental degradation, pollution, ecosystem services.
Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Asking Questions and Defining
Problems
HS-PS1.9 Analyze complex real-world
problems by specifying criteria and
constraints for successful solutions.
Constructing Explanations and
Designing Solutions
HS-P6.5 Design, evaluate, and/or
refine a solution to a complex real-
world problem, based on scientific
knowledge, student-generated
sources of evidence, prioritized
criteria, and tradeoff considerations.
Cause and Effect
HS-CCC2.3 Cause and effect
relationships can be suggested and
predicted for complex natural and
human designed systems by
examining what is known about
smaller scale mechanisms within the
system
HS-ESS3.A1 Resource availability has
guided the development of human
society.
HS-ESS3.A2 All forms of energy
production and other resource
extraction have associated economic,
social, environmental, and
geopolitical costs and risks as well as
benefits. …
HS-ESS3.B1 Natural hazards and
other geologic events have shaped
the course of human history…
HS-ESS3.C1 The sustainability of
human societies and the biodiversity
that supports them requires
responsible management of natural
resources
HS-ESS3.C2 Scientists and engineers
can make major contributions by
developing technologies that produce
less pollution and waste and that
preclude ecosystem degradation.
12. GUIDING PRINCIPLE 2: Curricular materials must develop student ability to address interdisciplinary
problems;
• Build student capacity to work on interdisciplinary teams
• Integrate robust geoscience with knowledge from other disciplines such as engineering, the social
sciences, and the humanities
Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Planning and Carrying out
investigations
HS-SEP3.1-2 Plan ... individually and
collaboratively...
Engaging in Argument from Evidence
HS-SEP7.3 Respectfully provide
and/or receive critiques on scientific
arguments by probing reasoning and
evidence, challenging ideas and
conclusions, responding thoughtfully
to diverse perspectives, and
determining additional information
required to resolve contradictions.
HS-SEP7.6 Evaluate competing design
solutions to a real-world problem
based on scientific ideas and
principles, empirical evidence, and/or
logical arguments regarding relevant
factors (e.g. economic, societal,
environmental, ethical
considerations).
HS-ESS3.D1 Though the magnitudes
of human impacts are greater than
they have ever been, so too are
human abilities to model, predict, and
manage current and future impacts.
13. GUIDING PRINCIPLE 3: Curricular materials must improve student understanding of the nature and
methods of geoscience and promote the development of geoscientific habits of mind;
• Compare modern processes to those found in the geologic record, or compare cases to understand
commonalities and differences attributable to process, history, and context
• Develop converging lines of evidence
• Test through prediction
• Emphasize the fundamental role of observation and of a spatial and temporal organizational schema
in understanding the Earth
• Recognize Earth as a long-lived, dynamic, complex system whose history is shaped by a continuum of
long-lived low impact processes and short-duration high impact processes
Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Asking questions and defining
problems
HS-SEP1.1 Ask questions that arise
from careful observation of
phenomena, or unexpected results,
to clarify and/or seek additional
information.
Developing and using models
HS-SEP2.4 Develop and/or use
multiple types of models to provide
mechanistic accounts and/or predict
phenomena, and move flexibly
between model types based on
merits and limitations.
Planning and carrying out
investigations
Patterns
HS-CCC1.2 Empirical evidence is
needed to identify patterns.
Cause and Effect
HS-CCC2.1 Empirical evidence is
required to differentiate between
cause and correlation and make
claims about specific causes and
effects.
Scale, Proportion, and Quantity
HS-CCC3.4 Some systems can only be
studied indirectly as they are too
small, too large, too fast, or too slow
to observe directly.
Structure and function
HS-ESS2.A3 The geological record
shows that changes to global and
regional climate can be caused by
interactions among changes in the
sun's energy output or Earth's orbit,
tectonic events, ocean circulation,
volcanic activity, glaciers, vegetation,
and human activities. These changes
can occur on a variety of time scales
from sudden (e.g., volcanic ash
clouds) to intermediate (ice ages) to
very long-term tectonic cycles.
14. GUIDING PRINCIPLE 3: Curricular materials must improve student understanding of the nature and
methods of geoscience and promote the development of geoscientific habits of mind;
Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Planning and carrying out
investigations
HS-SEP3.5 Make directional
hypotheses that specify what
happens to a dependent variable
when an independent variable is
manipulated.
Constructing explanations and
designing solutions
HS-SEP6.2 Construct an explanation
based on valid and reliable evidence
obtained from a variety of sources
(including students' own
investigations, models, theories,
simulations, peer review) and the
assumption that theories and laws
that describe the natural world
operate today as they did in the past
and will continue to do so in the
future.
HS-SEP6.4 Apply scientific reasoning,
theory, and/or models to link
evidence to the claims to assess the
extent to which the reasoning and
data support the explanation or
conclusion.
Structure and function
HS-CCC6.1 Investigating or designing
new systems or structures requires a
detailed examination of the
properties of different materials, the
structures of different components,
and connections of components to
reveal its function and/or solve a
problem.
Stability and Change
HS-CCC7.4 Change and rates of
change can be quantified and
modeled over very short or very long
periods of time. Some system
changes are irreversible.
15. GUIDING PRINCIPLE 4: Curricular materials must make use of authentic and credible
geoscience data to learn central concepts in the context of geoscience methods of inquiry;
• Make use of the most current and appropriate data available for the topics under
discussion.
Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Analyzing and interpreting data
HS-SEP4.4 Compare and contrast
various types of data sets (e.g.,
self-generated, archival) to
examine consistency of
measurements and observations.
HS-SEP4.1 Analyze data using
tools, technologies, and/or
models (e.g., computational,
mathematical) in order to make
valid and reliable scientific claims
or determine an optimal design
solution.
Using Mathematical and
Computational Thing
HS-SEP5.3 Use mathematical,
computational, and/or
algorithmic representations of
phenomena or design solutions
to describe and/or support
claims and/or explanations.
16. GUIDING PRINCIPLE 5: Curricular materials must incorporate systems thinking.
• Promote the understanding of the basic interactions among the spheres and that a perturbation in one
sphere may have effects throughout Earth’s system
• Promote the idea that multiple causal factors could influence a single observation or outcome
• Address the differences between open and closed systems and between positive (reinforcing) and negative
(countervailing) feedback loops
• Make use of the concepts of flux, reservoir, residence time, lag, and limit (threshold), in explaining the
behavior of natural systems, human systems, and linked human/environment systems
Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Developing and Using Models
HS-SEP2.3 Develop, revise, and/or
use a model based on evidence to
illustrate and/or predict the
relationships between systems or
between components of a system.
Constructing explanations and
designing solutions
HS-SEP6.1 Make a quantitative
and/or qualitative claim regarding the
relationship between dependent and
independent variables.
Cause and Effect
HS-CCC2.4 Changes in systems may
have various causes that may not
have equal effects.
Systems and System Models
HS-CCC4.1 When investigating or
describing a system, the boundaries
and initial conditions of the system
need to be defined and their inputs
and outputs analyzed and described
using models.
Energy and Matter
HS-CCC5.4 Energy drives the cycling
of matter within and between
systems.
Stability and Change
HS-CCC7.3 Feedback (negative or
positive) can stabilize or destabilize a
system.
HS-ESS3.D1 Through computer
simulations and other studies,
important discoveries are still being
made about how the ocean, the
atmosphere, and the biosphere
interact and are modified in response
to human activities.
HS-ESS2.A1 Earth's systems, being
dynamic and interacting, cause
feedback effects that can increase or
decrease the original changes.
Editor's Notes
There are many “grand challenge” documents, but this document in particular from AGI focuses on grand challenges where Earth science plays a significant role. So we’ll show how well the InTeGrate materials cover these critical needs.
The color coding in the following slides addresses the “broad array of students” and “across the curriculum” parts of the materials. We’l go through grand challenges first, then NGSS.
The NGSS are designed for K-12, but they do a nice job of articulating the process of science, especially through the Science and Engineering Practices and the Cross-cutting concepts. We are still in the process of tagging individual modules and activities with the more detailed standards, but we’ll show an overview of how the guiding principles of the design rubric align with the three dimensions of the NGSS.