DIG Texas Blueprints > About this Project

About the Project

The DIG Texas Blueprint project provides Earth Science teachers with standards-aligned course roadmaps, which we call blueprints. A blueprint is envisioned as a pathway through a yearling Earth science course.

DIG Texas blueprints are composed of nine or ten individual teaching units that follow a storyline. Each unit contains a variety of carefully reviewed, high quality, research-based learning activities and teaching resources from trustworthy sources. Selected activities and educational resources are among the best available to support the scientific practices and concepts in the unit and are aligned with the Earth Science Literacy Principles and the Texas Essential Knowledge and Skills (TEKS). Each unit takes about three weeks to implement in the classroom. Scaffolding notes are included to help guide instructors on how to teach the unit. Ideas for real and virtual field trips are included.

Key Elements

1. A blueprint is as a pathway through a yearling Earth science course.

2. A blueprint contain three-week teaching units organized in a coherent framework (blueprint) to facilitate use by educators.

3. Units contain carefully selected, reliable, high-quality, peer reviewed resources for teaching the content of an Earth Science course.

4. Blueprints provide curriculum that is congruent with the Next Generation Science Standards (NGSS).

5. In Texas, the TEKS-aligned blueprints can help ensure that Earth and Space Science, designed as a rigorous capstone course, is taught at the appropriate level.

6. DIG Texas Blueprints serve as examples for educators in any state to follow as they create their own blueprints by selecting units from the DIG Texas collection of 21 units and arranging them in their own blueprints, customized for their courses to meet the needs of their schools, districts, and unique settings.

Five blueprint development teams from different regions in Texas led the development of the units. Teams worked at workshops, scheduled over three years.

This project has many partner institutions

This work is supported by grants from the National Science Foundation to The University of Texas at Austin (GEO-1203021), The University of Texas at El Paso (GEO-1202745), and Texas A&M University, College Station (GEO-1202920)

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