Soils, Systems, and Society

Kathryn Baldwin (Eastern Washington University)
Jennifer Dechaine (Central Washington University)

Rodger Hauge (Eastern Washington University)
Gary Varrella (Washington State University)
Editor: Anne Egger (Central Washington University)

Author Profiles

This material was developed and reviewed through the InTeGrate curricular materials development process. (view details)

This material was developed and reviewed through the InTeGrate curricular materials development process. This rigorous, structured process includes:

team-based development to ensure materials are appropriate across multiple educational settings.
multiple iterative reviews and feedback cycles through the course of material development with input to the authoring team from both project editors and an external assessment team.
real in-class testing of materials in at least 3 institutions with external review of student assessment data.
multiple reviews to ensure the materials meet the InTeGrate materials rubric which codifies best practices in curricular development, student assessment and pedagogic techniques.
review by external experts for accuracy of the science content.

Initial Publication Date: January 18, 2016 | Reviewed: August 25, 2014 (see revision history: 2 events)

View Standards Details »

These materials have been reviewed for their alignment with the Next Generation Science Standards as detailed below.

Overview

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations. MS-P8.5:

Asking questions and defining problems in 6-8 builds on K-5 experiences and progresses to specifying relationships between variables,and clarifying arguments and models.: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. MS-P1.6:

Analyzing and Interpreting Data: Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships. MS-P4.2:

Cross Cutting Concepts

Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. MS-C4.1:

Patterns: Graphs, charts, and images can be used to identify patterns in data. MS-C1.4:

Disciplinary Core Ideas

Natural Resources: Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. MS-ESS3.A1:

Summary

This inquiry based module is designed for use in a preservice K-8 science methods course, but Units 1-3 could easily be modified for other types of courses. The module promotes geoscientific and systems thinking and emphasizes strong interdisciplinary connections between science content and society through locally relevant issues. This module consists of course discussions, map analysis, hands-on soil investigations, concept mapping of Earth systems, and the development of a standards-aligned K-8 Soils, Systems, and Society Kit composed of lesson plans, data sources, activities and artifacts for use in future elementary and middle school classrooms.

Strengths of the Module

Students who learn with this module will:

Develop a deeper understanding of the process of science and how to foster that understanding in their students
Engage in a data-rich activity that is well-aligned with the Next Generation Science Standards (NGSS)
Connect scientific investigations of soil with societal issues
Develop a set of lessons that they can take into their classrooms in the future

In working with data, students will:

Collect and interpret several different types of data about soils
Analyze, interpret, and compare spatially distributed data

A great fit for courses in:

Elementary science methods*
Earth science education
Secondary science methods
Introductory soil science
Environmental studies
Nature of science

Show me more about elementary science methods courses*

This module is designed for courses in Elementary Science Teaching Methods. Most colleges and universities that offer majors in elementary education have such a course. Methods courses are taught commonly by faculty from a college/department of education (science education specialists), but may also be taught by disciplinary education specialists from science departments. The course typically focuses on instructional strategies appropriate for elementary school science and usually includes designing (and sometimes teaching) instructional units. The course is usually taken after students have completed their disciplinary coursework and before student teaching. Students in elementary science methods courses typically are under-prepared in science content. This module is meant to help them envision themselves as scientists in their own classroom using a topic and materials that are literally available absolutely everywhere.

Show literacy principles addressed in this module

Supported Earth Science Literacy Principles :

Big idea 7: Humans depend on Earth for resources.
Big idea 9: Humans significantly alter the Earth.

Supported Essential Principles of Climate Science:

Essential principle 7: Climate change will have consequences for the Earth system and human lives.

Addressed grand challenges in earth system science for global sustainability:

Determine how to anticipate, avoid, and manage disruptive global environmental change.
Determine institutional, economic, and behavioral changes to enable effective steps toward global sustainability.
Encourage innovation (and mechanisms for evaluation) in technological, policy, and social responses to achieve global sustainability.

Instructor Stories: How this module was adapted
for use at several institutions »