ED51B- 0597 Crosscutting earth science concepts and diverse learners:

1. ED51B- 0597 Crosscutting earth science concepts and diverse learners: communicating a framework for climate education. (Invited) Gwynne Stoner Rife, PhD The University of Findlay, Findlay, OH, United States Professional organizations that direct Geoscience educators Abstract Literacy principles that frame climate science education Effective methodologies for delivery of Geoscience Learning Formal K-12 educators have a myriad of organizations that offer benchmarks, standards, and other frameworks that offer structure to their teaching. Informal educators are often left with little direction to help them offer programming that is both entertaining and informative. All educators have opportunities to integrate earth science concepts in ways that diverse learners can experience to become educated about our climate and the earth systems that impact it. Formal educators also have experience and training in using different methodologies to reach diverse learners that are not always easy for informal educators to access. Frameworks, like the recent group of literacy principles produced by various experts in the fields offer opportunities to support both formal and informal educators as they strive to motivate and inform learners with a diversity of learning modalities. New research suggests that some methods are effective and easy to implement for any educators wishing to approach the topic of earth science and climate education in any setting they function in. Coupling crosscutting earth science content and concepts with different instructional methods yields new insights into best ways to educate all learners in meaningful and lasting ways. • Interdisciplinary programs and national and international \Teaching supplements for educators • Social Media Follows • Virtual Field Trips • A Place-Based Approach • Environmental Justice • Rhetorical Controversy • Service-Learning: A Multi-Text Rendering • Sense of Place and the Physical Senses • Teaching Outdoors • Faculty, Staff, and Student Partnerships • Lifelong Cultivation of Wonder Organization acronym URL for Standard CCSS www.corestandards.org/ NSES www.nap.edu/openbook.php?record_id=4962&page=1 NSTAwww.nsta.org/publications/nses.aspx NRCwww.nrc.gov/about-nrc/regulatory/standards-dev.html AAAS www.project2061.org/publications/bsl/ NGSS www.nextgenscience.org/ NAAEEwww.naaee.net/framework PISAnces.ed.gov/surveys/pisa/pisa2006standarderrors.asp NAEP nces.ed.gov/nationsreportcard/achlevdev.asp TIMMS nces.ed.gov/timss/ Literacy guiding areas for formal and informal Geoscience education Standard Sub-criterion Science Literacy 12 Benchmarks http://www.project2061.org/publications/bsl/default.htm Earth Literacy 9 Big Ideas http://www.earthscienceliteracy.org/ Climate Literacy 7 Principles http://cleanet.org/cln/climateliteracy.html Ocean Literacy 7 Principles http://oceanliteracy.wp2.coexploration.org/ Energy Literacy 7 Concepts http://www1.eere.energy.gov/education/energy_literacy.html Environmental Literacy 3 Areas http://www.naaee.net/framework Atmospheric Science Literacy 7 Essential http://eo.ucar.edu/asl/ Formal and informal educators that inform learners about climate science sources of information NGSS and CCSS formal K - 12 education frameworks for climate science concepts and content Approximate numbers of U.S. Formal vs Informal Educators • The Crosscutting Concepts of the NGSS: • Patterns, similarity, and diversity • Cause and effect • Scale, proportion and quantity • Systems and system models; • Energy and matter • Structure and function • Stability and change • The shifts in science teaching identified by proponents of the CCSS: • Balancing Informational and Literary Text • Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary