The philosophy and design of EarthComm’s Third Edition, Project-Based Earth and Space System Science supports the key conceptual shifts in the Next Generation Science Standards. This Earth-systems science curriculum adopts the philosophy of three-dimensional learning, which is closely related to its original design. In each section of the Student Edition, the interdependence of the Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CcCs) are clear from the outset and continue through the investigations, the readings, and into the assessments. In the Teacher’s Edition, an NGSS Storyline for each section describes the interplay of each element of three-dimensional learning for educators. It emphasizes important concepts, understandings, and abilities that all students can use to make wise decisions, think critically, and understand and appreciate the Earth system.

EarthComm, Earth System Science in the Community, began as an NSF-funded curriculum project guided in design and approach by the National Science Education Standards (1996). It was pilot- and field-tested before release. EarthComm, Third Edition is designed to meet many State Standards for grades 9-12. EarthComm, Third Edition provides a comprehensive secondary-level educational program in the Earth Sciences that includes student learning materials, teacher resources (both materials and teacher-support networks), and assessment tools for a hands-on, inquiry-driven, instructional program. EarthComm, Third Edition emphasizes important concepts, understandings, and abilities that all students can use to make wise decisions, think critically, and understand and appreciate the Earth and space system.

The goals of the EarthComm, Third Edition program are:

• To teach students the principles and practices of Earth science and to demonstrate the relevance of Earth science to their lives and environment.
• To approach Earth Science through the problem-solving, community-based model in which the teacher plays the role of facilitator.
• To establish an expanded learning environment that incorporates field work, technological access to data, and traditional classroom and laboratory activities.
• To support the development of communities of learners by establishing student teams and by building a greater regional and national community.
• To use local and regional issues and concerns to stimulate problem-solving activities and to foster a sense of Earth stewardship by students in their communities.

AGI Project Staff

• Ed Robeck, Director of Education and Outreach, ecrobeck@agiweb.org

Lead Writers

• Mark Carpenter, Senior Education Specialist, mbc@agiweb.org
• Matt Hoover, Senior Education Specialist, mlh@agiweb.org