1. EarthComm Capsule Presentation

2. Earth From Space

3. Mt. St. Helens

4. Earth Systems

5. Earth Science Education Traditional Earth Science Education Topic-centered Generic Direct teaching

6. Earth Science Education Traditional Earth Science Education Topic-centered Generic Direct teaching EarthComm Community-based Inquiry methods Earth systems connections

7. Cover of Volcanoes and Your Community

8. EarthComm Modules and Chapters Earth’s Dynamic Geosphere 1.Volcanoes and Your Community 2.Plate Tectonics and Your Community 3.Earthquakes and Your Community Understanding Your Environment 1.Bedrock Geology and Your Community 2.River Systems and Your Community 3.Land Use Planning and Your Community Earth’s Fluid Spheres 1.Oceans and Your Community 2.Severe Weather and Your Community 3.Cryosphere and Your Community Earth’s Natural Resources 1.Energy Resources and Your Community 2.Mineral Resources and Your Community 3.Water Resources and Your Community Earth System Evolution 1.Astronomy and Your Community 2.Climate Change and Your Community 3.Changing Life in Your Community

9. Active Volcanoes, Plate Tectonics, and ‘The Ring of Fire’

10. 5-E Learning Cycle

11. Mt. Rainier

12. Topographic Map of a Volcano

13. Lahar

14. Earth Systems

15. EarthComm’s Key Features Community-based Inquiry methods Earth systems approach Support for the National Science Education Standards

16. National Science Education Standards Teaching Professional Development Assessment Content Programs Systems

17. Changing Emphases in Science Education Teaching Standards LESS EMPHASIS ON Focusing on student acquisition of information Treating all students alike and responding to the group as a whole Rigidly following curriculum Presenting scientific knowledge through lecture, text, and demonstration Asking for recitation of acquired knowledge MORE EMPHASIS ON Understanding and responding to individual student’s interests, strengths, experiences, and needs Selecting and adapting curriculum Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes Guiding students in active and extended scientific inquiry Providing opportunities for scientific discussion and debate among students

18. Changing Emphases in Science Education Teaching Standards LESS EMPHASIS ON Supporting competition Testing students for factional information at the end of the unit or chapter Maintaining responsibility and authority MORE EMPHASIS ON Continuously assessing student understanding Sharing responsibility for learning with students Supporting a classroom community with cooperation, shared responsibility and respect

19. Changing Emphases in Science Education Science Content Standards LESS EMPHASIS ON Separating science knowledge Knowing scientific facts and information Studying subject matter disciplines (physical, life, Earth sciences) for their own sake Covering many science topics Implementing inquiry as a set of processes MORE EMPHASIS ON Understanding scientific concepts and developing abilities of inquiry Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science Integrating all aspects of science content and science process Studying a few fundamental science concepts Implementing inquiry as instructional strategies, abilities, and ideas to be learned

20. Changing Emphases in Science Education Promoting Inquiry LESS EMPHASIS ON Process skills out of context Activities that demonstrate and verify science content Investigations confined to one class period Individual process skills such as observation or inference MORE EMPHASIS ON Activities that investigate and analyze science questions Investigations over extended periods of time Process skills in context Using multiple process skills—manipulation, cognitive, procedural

21. Changing Emphases in Science Education Promoting Inquiry LESS EMPHASIS ON Providing answers to questions Getting an answer Science as argument and explanation Analyzing and synthesizing data without defending a conclusion MORE EMPHASIS ON Using evidence and strategies for developing or revising an explanation Science as exploration and experiment Communicating science explanations about science content Analyzing and synthesizing data after defending conclusions

22. Changing Emphases in Science Education Promoting Inquiry LESS EMPHASIS ON Management of materials and equipment Doing fewer investigations in order to leave time to cover large amounts of content Concluding inquiries with the result of the experiment Private communication of student ideas and conclusions to teacher MORE EMPHASIS ON Doing more investigations in order to develop inquiry skills and deeper content knowledge Applying the results of experiments to scientific arguments and explanations Management of ideas and information Public communication of student ideas and work to classmates