The National Association of Geoscience Teachers Building geoscience

The National Association of Geoscience Teachers Building geoscience expertise and an Earth-literate society through high-quality education Welcome to the first joint NAGT/NESTA Webinar! As you enter, please review the Zoom controls below. Leave your audio and video off, unless prompted by a host. You can post any questions in the chat box. Thank you! Please leave your audio muted and video off (both indicated by a red slash). Click to open the Participants box. This will allow you to give nonverbal feedback. Click to open the Chat box. This will allow you to chat with Hosts and Participants.

Facilitating three-dimensional learning with curricular materials from In. Te. Grate A joint webinar from the National Association of Geoscience Teachers and the National Earth Science Teachers Association Thursday, March 1 2 pm PST | 3 pm MST | 4 pm CST | 5 pm EST Presenter: Anne E. Egger This work is supported by a collaboration under the National Science Foundation (NSF) directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE 1125331

Goals for today By the end of this webinar, you will have: • Learned about the In. Te. Grate materials development rubric and how it aligns with the Framework for K 12 Science Education and the NGSS • Explored the In. Te. Grate materials using the NGSS driven search and browse functionality • Considered how to adapt materials to your setting to facilitate three dimensional learning

Your turn (1): Think about the materials you currently use in your teaching, particularly in Earth and space science, in light of the Framework and standards based on it (like the NGSS). Where are they strongest? Where are the biggest gaps? Enter your comments in the chat.

In. Te. Grate developed curricular materials that… • Address interdisciplinary grand challenges society is facing • Use science and engineering practices, highlighting geoscientific thinking • Make use of real world data and issues • Develop students’ systems thinking • Make use of evidence based practices in teaching and learning • Are adaptable and adoptable by instructors in a variety of settings These goals are encoded in a 28 -item rubric that materials had to pass in order to be tested and published.

http: //serc. carleton. edu/integrate

In. Te. Grate and the 186 individual activity pages

ESS disciplinary core ideas 0 ESS 1. A The Universe and its Stars ESS 1. B Earth and the solar system ESS 1. C The History of Planet Earth ESS 2. A Earth Materials and Systems ESS 2. B Plate Tectonics and Large-. . . ESS 2. C The Roles of Water in Earth. . . ESS 2. D Weather and Climate ESS 2. E Biogeology ESS 3. A Natural Resources ESS 3. B Natural Hazards ESS 3. C Human Impacts on Earth. . . ESS 3. D Global Climate Change 5 10 15 20 25 30 35 40 Earth Materials and Systems • Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original change Natural Resources • All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors Human Impacts on Earth Systems • The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

Science and engineering practices 0 Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using Mathematics and Computational Thinking Constructing explanations and designing solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information 10 20 30 40 50 60 70 Developing and using models • 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 Analyzing and interpreting data • Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. • Use graphical displays (e. g. , maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial

Cross-cutting concepts 0 Patterns Cause and Effect Scale, Proportion, and Quantity Systems and System Models Energy and Matter Structure and Function Stability and Change 10 20 30 40 50 60 70 Patterns • Empirical evidence is needed to identify patterns • Graphs, charts, and images can be used to identify patterns Cause and effect • 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. Systems and system models • Systems may interact with other systems; they may have sub systems and be a part of larger complex systems.

Summary so far • In. Te. Grate materials are well aligned with the NGSS • The materials are tagged with DCIs, CCCs, SEPs, and PEs to facilitate searching and browsing • Materials are especially strong in use of models, data analysis, patterns, and systems Thanks to the taggers: Aida Awad, Broward College Carol Engelmann, University of Nebraska at Omaha Mimi Fuhrman, Rock Solid Testing Services Missy Holzer, Chatham HS and Rutgers Univ. Mintesinot Jiru, Coppin State University Cheryl Manning, Evergreen High School Carla Mc. Auliffe, TERC/NESTA Peggy Mc. Neal, Western Michigan University Dean Moosavi, GSA Kathi Nugal, Jordan High School Susan Sullivan, University of Colorado at Boulder Tarin Harrar Weiss, Westfield State University

Your turn (2): Go to https: //serc. carleton. edu/integrate/teaching_materials/ngss/index. html Take 5 minutes to browse and poke around (you’ll have more time to find an activity in a few minutes). Enter comments and questions in the chat and we’ll address them.

Do they work?

Assessment: Systems thinking A systems thinker can identify a system (a natural system, a human system, a linked human/environment system), understand how that system can be divided into interacting parts, and recognize that changes in one part of the system will affect other parts of the system. • Give an example of a real world system and describe its parts. • Explain how parts of the system interact. Use systems concepts in your explanation (e. g. , positive and negative feedbacks, equilibrium, rates, etc. ). • Using your example system, discuss how an effect in one part of that system can be influenced by multiple causal factors. Rubric (4 points possible): 1 pt Student correctly identifies and describes a real world system including its parts. 1 pt Student correctly describes how a change in one part of the system, in turn, alters other parts of the system. 1 pt Student correctly explains how parts of the system interact using systems concepts such as feedbacks, equilibrium, rates, etc. 1 pt Student describes how an

Assessment: Systems thinking results Control N=173 In. Te. Grate N=360 Results include students in • Introductory geoscience courses that fulfill Gen Ed requirements • Courses for pre service teachers

Your turn (3): Consider the gaps you identified, and use the browse function to drill all the way down to a particular module or activity and look at it carefully. What would you need or want to do to adapt this module or activity to your classroom? Type your response in the chat (it would be helpful if you also identified the module or activity you are looking at).

Future work Are you interested in adopting and adapting these materials for your classroom and documenting your experience? I am looking for a working group to develop supports for K 12 (primarily 9 12) teachers, starting at the Earth Educators’ Rendezvous. If so, please contact me directly (annegger@geology. cwu. edu). Thank you for coming!

Upcoming opportunities • Upcoming webinars: • Integrating Earth and Space Science Concepts into High School Physics and Physical Science Courses Thursday, March 8: 1 pm Pacific | 2 pm Mountain | 3 pm Central | 4 pm Eastern • April 2018 NGSS Webinar Thursday, April 12: 1 pm Pacific | 2 pm Mountain | 3 pm Central | 4 pm Eastern • Consider your department or course for NAGT’s Traveling Workshops Program deadline to apply is March 15 • Earth Educators’ Rendezvous 2018 University of Kansas Lawrence, KS Abstract deadline is March 1, Early bird registration ends May 1 We appreciate your feedback and ideas Webinar evaluation: https: //nagt. org/nagt/profdev/webinars/3 d_learning_itg/evaluation. html