1. Scope of InTeGrate-developed Modules and Courses
Anne Egger

2. Original goal Target audiences
… 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:
Develop geoscience literacy in a broad array of students;
Emphasize the process of science; and
Build interdisciplinary problem-solving skills that connect Earth science with economic, societal and policy issues throughout the curriculum.
Alignment with literacy documents
Alignment with NGSS
Alignment with grand challenges

4. 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.

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…
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.

6. Geoscience for America’s Critical Needs (AGI)
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)
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
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)
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. Geoscience for America’s Critical Needs (AGI)
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
Modeling Earth Systems

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
Patterns.
Cause and effect: Mechanism and explanation.
Scale, proportion, and quantity.
Systems and system models.
Energy and matter: Flows, cycles, and conservation.
Structure and function.
Stability and change.
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.
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. Build student capacity to work on interdisciplinary teams
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. Develop converging lines of evidence Test through prediction
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
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.
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-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.
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.