An NGSS-Aligned Earth and Space Science Curriculum

Unit 1: Living In Star Dust

In the first unit storyline of our Earth and Space Science course, students dig into the idea that we are living in star dust — by first exploring our Sun and Solar System, and then expanding their understanding to our Milky Way Galaxy and Universe. This storyline addresses topics like stars and their life cycles, the organization of the Universe, and the big bang theory.

Phenomenon

In 1802 W.H. Wollaston noticed (by splitting sunlight with a prism) that the sun produced a continuous spectrum, and therefore sunlight contained all wavelengths of visible light. Yet there was something odd about this spectrum — it wasn’t as “continuous” as he had initially thought. There were dark lines in the spectrum. Unfortunately, Wollaston doesn’t get much credit for his observations.

Soon after, another scientist (Joseph von Fraunhofer) built the first spectrometer, confirmed Wollaston’s observations, and identified even more dark lines in the sun’s spectrum. Joseph von Fraunhofer’s work proved these lines were a feature of sunlight, and he labeled each line with letters of the alphabet. This spectrum and its labels is known as the Fraunhofer Spectrum.

Essential Questions

What is the Sun “made of”? What are stars really?

How are stars like the Sun the key to understanding matter in our universe?

How do stars change over time?

Why is the Sun, in some ways, “responsible” for life here on Earth?

How do scientists use evidence to construct an account of the formation of the universe, solar system, and Earth?

How did the universe form?

How can scientists use observations made today to understand what has occurred in the past? 

Summary Of Student Takeaways

Nuclear fusion in stars creates elements and releases energy. A star’s initial mass influences the elements created and the energy released over its lifetime. The elements produced by stars make up all matter in the universe.  The energy released by stars (specifically the sun) reaches Earth through radiation. This energy is the key to life on Earth. By studying stars like the sun, scientists can understand our planet and universe better – and potentially even find another habitable planet.

Evidence from stars and interstellar gases provide us an understanding of the history of the universe. Light spectra released by stars, the motion of distant galaxies, and an examination of the composition of the universe all support the big bang theory as the leading explanation of how our universe formed.

Disciplinary Core Ideas

ESS1.A The Universe and Its Stars The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.

PS3.D Energy in Chemical Processes and Everyday Life Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation.

ESS1.A The Universe and Its Stars The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.

Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

The Big Bang Theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.
Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

PS4.B Electromagnetic Radiation Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities.

Performance Expectations (Earth And Space Science Curriculum)

• HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
• HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements.
• HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

Unit 2: A Planet Is Born

In the second unit storyline of our Earth and Space Science course, students move from the most ancient history of the Universe and understanding our place within it to something more familiar — our planet. Yet, their investigations begins four billion years ago with the formation of the Solar System and a planet that looks wildly unlike the place we live today. This storyline addresses topics like the formation of the Solar System, Earth, and Earth’s Moon, as well as Kepler’s Laws.

Phenomenon

In 2016, astronomers at Haleakala, Hawaii discovered a “new moon” orbiting the Earth. Named 2016 HO3, this satellite actually orbits both the Sun and the Earth.

Essential Questions

How did the Solar System form?

How did Earth form? 

What was “early Earth” like?

What is the Moon, and how did we “get” it?

How does studying other planetary bodies help us understand our own planet?

How do scientists use evidence to construct an account of the formation of the universe, solar system, and Earth?

Summary Of Student Takeaways

Evidence from ancient Earth materials and other solar system objects can reveal the early history of Earth and its moon. Scientists are able to construct a timeline of the formation of the solar system and our planet by examining rocks and meteorites on Earth, observing the surfaces of other planetary bodies, and gathering magnetic evidence from the ocean floor.

Disciplinary Core Ideas

ESS1.C The History of Planet Earth Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.

PS1.C Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials.

ESS1.B: Earth and the Solar System Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.

Performance Expectations (Earth And Space Science Curriculum)

• HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
• HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system

Available Resources For Your Earth And Space Science Curriculum From iExploreScience

• A Closer Look At The Moon(s)
• Earth’s Formation and Early History – Digital and Print Workbook
• Ancient Evidence: Earth’s Formation Early History
• Formation Of The Moon
• Orbital Motion – Digital Simulation Exploration
• Exploring Factors That Affect Gravity and Gravitational Force Simulation
• Processes In Solar System Formation – Video Analysis
• Timeline Of Earth’s History – Card Sort Review
• BUNDLE: A Planet Is Born

Unit 3: Our Dynamic Planet

In the third unit storyline of our Earth and Space Science course, students explore how Earth’s surface is constantly changing due to its unique interior structure. This storyline addresses topics like Earth’s layers (interior structure), geologic activity, rocks and/or minerals (if you choose), and plate tectonics. This storyline could be adapted to incorporate volcanoes and earthquakes, as well.

Phenomenon

Since 1872 when the Mariner 9 mission explored Mars, scientists have known that volcanic features cover large portions of the Martian surface. For example, Mars is covered in extensive lava flows, lava plains, and the planet is even home to some of the largest known volcanoes in the Solar System. That said, Mars is not particularly geologically active. (Although new evidence may indicate otherwise!)

Essential Questions

How and why is Earth constantly changing?

How does matter cycle through Earth’s interior to the surface?

How do scientists know what is inside the Earth?

How do Earth’s internal processes affect its surface?

How does plate tectonics explain the ages of Earth’s rocks and its surface features?

Summary Of Student Takeaways

The Earth is composed of a liquid inner and solid outer core, and a solid mantle and crust.  Matter moves within the  mantle through thermal convection, which then causes the movement of Earth’s crust. Scientists have developed an understanding of Earth’s interior by studying seismic waves, magnetic evidence from the ocean floor, and meteorites.

Mantle convection results in plate tectonics, which explains the different ages of Earth’s crustal rocks. Mantle convection is responsible for the constructive forces (volcanism, tectonic uplift, and orogeny) that result in land and sea-floor features (mountains, valleys, trenches, ridges, seamounts).

Science, technology, and engineering is used to solve real-world problems and improve the lives of individuals,  Students will investigate a real-world problem, identify existing solutions, evaluate them in light of criteria and constraints, and propose an idea of their own.  Possible problems to investigate: earthquakes; fracking; volcanic eruptions; searching for habitable planets; exploring Mars; etc.

Disciplinary Core Ideas

ESS2.A Earth Materials and Systems Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.

ESS2.B Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.

The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection.

ESS1.C The History of Planet Earth Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.

ETS1.B Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.

Performance Expectations (Earth And Space Science Curriculum)

• HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
• HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
• HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Available Resources For Your Earth And Space Science Curriculum From iExploreScience

• Discovering Plate Tectonic Theory
• Graphing Seismic Waves
• Evidence For Plate Tectonics Bundle
• Earth’s Structure And Plate Tectonics – Digital and Print Workbook
• Evidence For Earth’s Structure & Layers Unit Bundle

Unit 4: Earth’s Atmosphere & Climate (Then And Now)

In the fourth unit storyline of our Earth and Space Science course, students explore Earth’s atmosphere and how it has changed throughout Earth’s history. This storyline addresses topics like the coevolution of Earth’s systems, Earth’s atmosphere, Earth’s ancient climate, geologic history, the carbon cycle, photosynthesis, and anthropogenic climate change.

Phenomenon

[Excerpt from Earth’s Atmosphere and Climate (Then and Now) – Digital and Print Workbook]

While Earth’s climate in the last 10,000 years can be described as “relatively mild and stable,” it has not been unchanging. As recently as 500 years ago, the Earth experienced a period of cooling called the “Little Ice Age.” It is difficult to pinpoint when exactly the Little Ice Age began and ended, but scientists generally agree it began around the early 1300s and ended in the early 1700s. During this time, Earth was considerably colder. At its coldest, winters in Europe and North America were an average of 2℃ colder than the present.

What is so bad about 2℃? A lot! Many rivers and lakes in Europe froze over, and sea ice prevented ships from reaching northern Europe and Greenland. Winters were cold and bitter, and summers remained cool and wet. Changing weather patterns caused storms and flooding to increase. In response to the cold ocean temperatures, fish migrated to warmer waters, destroying the European fishing industry. Crops failed, which led to famine and the spread of disease. Many northern communities were displaced by advancing glaciers, and large portions of the population suffered from starvation. All of these changes led to social unrest and class warfare.

That said, communities farther south that relied on a variety of agricultural crops and had good access to international trade were able to cope with the changing climate. Although in central Europe drought and flooding remained a problem, these societies were able to survive relatively unscathed. Geography ultimately determined a community’s experience of the Little Ice Age.

Essential Questions

How does Earth’s atmosphere interact with and support life?

What is the relationship between Earth’s atmosphere and the development of life?

How does Earth’s atmosphere affect Earth’s climate?

How has Earth’s atmosphere and climate changed throughout Earth’s history?

How does carbon move through Earth’s system?

How do living organisms affect the cycling of carbon through Earth’s system?

Summary Of Student Takeaways

The evolution of photosynthetic life on Earth increased atmospheric oxygen and allowed for the evolution of animal life.  This animal life takes in the oxygen in the atmosphere and releases carbon dioxide through respiration.  Our atmosphere is the result of millions of years of simultaneous coevolution of Earth’s climate system and plant and animal life.

Earth’s carbon cycle is a primary determinant of Earth’s climate and its ability to support life.  The biosphere has a vital role in the cycling of carbon through Earth’s atmosphere, hydrosphere, and lithosphere through the processes of respiration and photosynthesis.  Human activities like combustion have increased carbon dioxide concentrations in the atmosphere [and affected the climate. This has resulted in changes to Earth’s ecosystems.]

Earth’s climate can change as the result of natural factors or human activities that affect the flow of energy in and out of Earth’s systems. These changes can occur rapidly or over millions of years.

The Earth’s climate is changing as a result of human activities, and the impacts of these changes will affect Earth’s ecosystems and human society.  There are still a number of possible solutions to mitigate some of the effects of  global warming and climate change, although there are pros and cons to all options.

Disciplinary Core Ideas

ESS2.D Weather and Climate Gradual atmospheric changes were due to plant and other organisms that captured carbon dioxide and released oxygen.

Changes in atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.

ESS2.E: Biogeography The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and carbon respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

ESS2.A: Earth Materials and Systems The geologic 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 (ex/ volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.

ESS3.D: Global  Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human ability to model, predict, and manage current and future impacts.

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. 

Performance Expectations (Earth And Space Science Curriculum)

• HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
• HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
• HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
• HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
• HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.*
• HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
• HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
• HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Available Resources For Your Earth And Space Science Curriculum From iExploreScience

• Earth’s Atmosphere and Climate (Then and Now) – Digital and Print Workbook
• Exploring The Evolution of Earth’s Atmosphere
• Coevolution and A History of Earth’s Systems
• Exploring Photosynthesis
• Global Warming & Climate Change Bundle
• Factors That Affect Climate Unit (Middle School)

Unit 5: Water Wars

In the fifth unit storyline of our Earth and Space Science course, students dig into water as a natural resource, its impacts on with Earth’s surface, and how it is impacted by and supports life on Earth. This storyline addresses topics like surface water resources, aquifers, water quality and human impacts on Earth’s systems, weathering and erosion, and the properties of water.

Phenomenon

[Excerpt from Water Wars In The Mojave]

Water is a valuable – and limited – resource, and few understand it better in the United States than communities in the western states, who frequently experience droughts and the threat of water shortages. The primary water source for many of the western states is the Colorado River. This river supplies water to homes and farms from Colorado to California. But this river has been depleted by years of droughts and overuse, and its future as a reliable water source is at risk. The Colorado River has experienced the driest 19-year period on record, and two of its main reservoirs – Lake Powell and Lake Mead – are now less than half full.

While states are struggling to reach an agreement to limit water use to prevent the reservoirs from sinking toward disastrous levels, another solution may be just beneath our feet. Beneath the Mojave Desert near the California state line, a huge underground aquifer exists. The Fenner Basin in the Cadiz Valley is roughly the size of Rhode Island and holds as much water as Lake Mead. It could be an important part of the solution to the water woes in the west, and a private company is ready to make that solution a reality.

Cadiz is a private water company that aims to draw water from the ground in the Mojave Desert and pump it 43 miles to the Colorado River Aqueduct. From there, it would sell the water to communities as far as 200 miles away. The company aims to provide water to 100,000 household customers over an initial 50-year contract term. It would do this by pumping 16.3 billion gallons of water from the aquifer each year, equivalent to 50,000 acre-feet.

Essential Questions

How does human activity impact water resources?

How does the hydrologic cycle affect Earth’s surface?

How does water affect Earth’s energy balance?

How do human activities impact water resources?

How can technology help humans reduce their impact on water resources?

How does access to potable water resources impact human societies, economies, and political systems?

Summary Of Student Takeaways

The hydrologic cycle is a primary force in Earth’s surface processes and the formation of surface features like lakes and rivers.

Human activities can change the landscape and result in the degradation of water resources, such as through increased erosion due to the loss of vegetation, eutrophication due to agricultural fertilization, and reduced water quality due to the expansion of impervious surfaces and urban runoff. Technology can reduce the impact of our activities on these systems. 

The availability of clean, freshwater impacts human society, including local and global economies and political systems.

Disciplinary Core Ideas

ESS2.C The Roles of Water in Earth’s Surface Processes The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.

ESS2.A Earth’s Materials and Systems Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. 

ESS3.C Human Impacts on Earth Systems Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.

Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenge also may have manifestation in local communities.

ESS3.A Natural Resources Resource availability has guided the development of human society.

ESS3.B Natural Hazards Natural hazards and other geologic events have shaped the course of human history; they have significantly altered the sizes of human population and have driven human migrations.

Performance Expectations (Earth And Space Science Curriculum)

• HS-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

• HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
• HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
• HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Available Resources For Your Earth And Space Science Curriculum From iExploreScience

• Water Wars In The Mojave – Using Scientific Texts
• Groundwater and Water Scarcity
• Water Cycle Unit (Middle School)

Unit 6: The Anthropocene

In the sixth unit storyline of our Earth and Space Science course, students move into life science standards as they explore in greater depth the interaction betwhttps://ourworldindata.org/extinctionseen Earth’s systems, focusing specifically on human impacts through an investigation of the anthropocene. This storyline is set up to address environmental science topics of interest to students, particularly those that highlight the interaction between the biosphere and Earth’s other systems.

Phenomenon

Essential Questions

How have humans impacted Earth’s geology and ecosystems?

Does the human “footprint” warrant the recognition of a new geologic epoch?

How can science and technology address environmental problems?

Summary Of Student Takeaways

Humans actions have impacted Earth’s geology and ecosystems.  Impacts include the contamination of water and land resources, habitat destruction,  extraction of natural resources, depletion of living resources (fishing, hunting, etc.), changes in land use (for urban development, agriculture, resource extraction, etc.), energy issues, waste management, climate change, and so on. There are a number of issues that classes can focus on in this unit.

Science and engineering can hold the key to developing solutions for our most pressing environmental issues.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems The sustainability of human societies and the biodiversity tha
supports them requires responsible management of natural resources.

ESS3.D: Global Climate Change 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.

ESS2.D: Weather and Climate Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.

ESS3.A: 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.

ESS3.C: Human Impacts on Earth Systems Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.

Performance Expectations (Earth And Space Science Curriculum)

HS-ESS3-3 Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*

HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*

Available Resources For Your Earth And Space Science Curriculum From iExploreScience

• coming soon

Developing An NGSS-Aligned Earth And Space Science Curriculum

Because my course was by-and-large a disciplinary specific program, the unit bundles we developed primarily represented Disciplinary Core Ideas and Performance Expectations that were relevant to Earth and Space Science. However, you probably noticed there was some Physical Science and Life Science material incorporated. In my opinion, to truly carry out a phenomenon-based learning experience, we cannot limit ourselves to a single disciplinary approach. In order to really understand a phenomenon, we are going to have to consider it from multiple perspectives — from multiple disciplines within the sciences. (Explore that idea here: Bundling The NGSS: Integrated Or Discipline Specific?)

That said, I was teaching an Earth and Space Science course and so understandably, my focus remained primarily within the Earth and Space Science standards. Sometimes, you just have to work within the system. [Insert shrug.]

The Spark Subscription

You can find all of these resources – plus professional development and community support – inside the Spark Subscription. While the bulk of the curriculum is designed for the middle school standards, I have included all of my resources as bonus material. If you are teaching Earth and Space Science and have an interest in the curricular materials linked on this post, I encourage you to explore a Spark Subscription membership as a cost-effective way to obtain these resources. In addition to the lessons and activities, you will also find workshops and support to grow as a three-dimensional, NGSS teacher. Learn more here.

Instructional Strategies For Earth And Space Science Topics:

• Earthquake “Season” As Science Phenomena (Phenomenon Inspiration)
• Using Data To Discover Our Earth Has Layers: Graphing Seismic Waves
• Jupiter, the failed star… (Phenomenon Inspiration)
• Maps Can Be Models, Too: Exploring Plate Tectonics
• Plate Tectonics: Age Is But A Number… Until It’s Evidence
• Teaching Climate Change With Web Resources
• Using Anchoring Phenomena