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Sustainability Storylines�Created by �Illinois Teachers

Cheryl L. B. Manning, M.S.

Nicole D. LaDue, Ph.D.

Visualization & Geoscience Education Research Lab

Department of Earth, Atmosphere & Environment

Northern Illinois University

30 September 2022

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We acknowledge and offer our respect to the past and present Indigenous People whose Elders and Knowledge Keepers have cared for this land immemorial.

We acknowledge the injustices that separated Indigenous People from this land and recognize our responsibility to learn the history and continue to steward this place.

We honor the traditional practices and Ways of Knowing as a foundation for best practices in learning, discovery, and innovation.

Ho-Chunk, Myaamia, Potowatomi, Kickapoo, Kaskaskia and Peoria

https://native-land.ca/

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Hi, I am Cheryl Manning. My family still calls me Chuck. I grew up on a farm in NW montana in a big crazy wonderful family. I was that weird kid that liked everything slimy and surprising. My favorite superhero is Rogue. As a geologist, I have had the chance to work in deserts and mountains and on research vessels in the Pacific. As a teacher I had the chance to work with thousands of amazing young people who continue to inspire me everyday. In 2018-19, I spent a year in Washington DC working on STEM Education policy as an Albert Einstein Distinguished Educator Fellow. Now I live and work in DeKalb at NIU with the geoscience education lab. Today I will be sharing a bit of my research and encouraging you to join our little group of passionate Earth and Environmental science teachers as we continue to support students facing a changing world.

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As part of my Ph.D. research, I am collaborating with Illinois teachers and scientists and engineers from UIUC’s CINet Project to create professional learning opportunities for Earth science teachers in Illinois.

2021 Illinois Earth Science Teacher Survey

Who’s teaching Earth Science?
What is their background knowledge?
What is their support system?

2021 Summer Virtual Workshop for Earth Science Teachers

Learn about local Earth science research
Connect research to NGSS & create storylines
Start building a network

Interview 13 Workshop Participant

Describe teachers’ professional networks
Identify the resources that teachers access
Clarify teachers’ needs

Monthly Webinars

Sustainability Science
Collaborations
Teams create, pilot, & review Storylines

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Today, I hope to plant some seeds to get you thinking about how to teach the NGSS-ESS standards focused on sustainability. I will introduce you to resources and invite you to join us in our work.

2021 Illinois Earth Science Teacher Survey

Who’s teaching Earth Science?
What is their background knowledge?
What is their support system?

2021 Summer Virtual Workshop for Earth Science Teachers

Learn about local Earth science research
Connect research to NGSS & create storylines
Start building a network

Interview 13 Workshop Participant

Describe teachers’ professional networks
Identify the resources that teachers access
Clarify teachers’ needs

Monthly Webinars

Sustainability Science
Collaborations
Teams create, pilot, & review Storylines

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Our Goal Today

LEARN

Sustainability

Place-based

Critical Zone Science

NGSS-ESS

CREATE

Phenomena

Student ???

Resources & Data

Collaboration

ILEST

Website

Facebook

Opportunities

https://bit.ly/5-Estorylinetemplate

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sustainability

Take a minute and write down what this word means to you
Turn and share what you wrote down with those around you
As a group, compose a definition that you all can agree on
Share these with the whole group

LEARN

This Photo by Unknown Author is licensed under CC BY-SA-NC

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In 1987, the United Nations Brundtland Commission defined sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs.”

LEARN

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What are some of the challenges you face teaching sustainability?

How can sustainability be made relevant to students?
Sustainability seems so complex. How can we make it more tangible for students?
How can we make learning sustainability less stressful and more fun?
In what class should sustainability be taught?
I don’t feel like I know enough to teach sustainability.
…so many others!

LEARN

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Place-based Learning

Think of a place that is important to you…

Think about why it is important to you…

Now, think about how you feel when you think about that place

LEARN

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Place-based Learning

“Place” is more than a geographic location

Place = natural landscape + cultural significance + personal connection
Grounding sustainability education in the places where students live recognizes their cultural and emotional connections and makes learning more relevant

LEARN

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Sustainability & Place-based Learning

Think about sustainability issues your community might be facing…

May 17, 2011

2/2/22 Ottawa, IL

6/9/20 Grand Tower, IL

Water chemistry

Air quality

Soil erosion

Flooding

Energy

Food security

Pollution

How might you bring these issues into your science classroom?
What science research tackles these issues?

LEARN

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Critical Zone Science

The zone where rock meets life.

A permeable layer, from the tops of the trees to the bottom of the groundwater.

An environment where rock, soil, water, air, and living organisms interact and shape the Earth's surface.

Different time scales

Life-sustaining processes

Humans impact and are impacted by CZ

LEARN

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LEARN

Critical Zone Science

2015-2020

Critical Interface Science (2020-25)

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Sustainability in the NGSS: Engineering Design

HS-ETS1-1: Analyze global challenges, identify qualitative & quantitative criteria, and account of societal needs & wants

HS-ETS1-2: Design solutions for complex, real-world problems

HS-ETS1-3: Evaluating a solution to a complex real-world problem, prioritize criteria & trade-offs; account for cost, safety, reliability, & aesthetics, including social, cultural, & environmental impacts

Waste-water Treatment Plant & Biogas Power Plant

Borås, Sweden

LEARN

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Sustainability in the NGSS: Earth & Space Science

HS-ESS2-7: Earth’s Systems - simultaneous coevolution of life & Earth’s systems
HS-ESS3: Earth & Human Activity

How is human activity influenced by the availability of natural resources, occurrence of natural hazards, and changes in climate?
How do we use cost-benefit ratios to develop, manage, and utilize energy and mineral resources?
How are biodiversity, sustainable human populations, and the management of natural resources related?
How can the impacts of human activities on natural systems be reduced?
How are models used to forecast rates of global or regional climate change and associated impacts on Earth systems?
What are the relationships among Earth systems and how are those being modified by human activity?

LEARN

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LEARN

Sustainability, Place-based Learning, and Critical Zone Science

meeting the needs of the present without compromising the ability of future generations to meet their own needs

Sustainability

cross-disciplinary learning through immersion in local heritage, culture, landscapes, opportunities, and experiences.

Place-based Learning

the study of biogeochemical interactions between air, organisms, soil, water, and rock in the outer layer of the Earth

Critical Zone Science

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�Any questions so far?

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How can I support teachers who want to creating opportunities for students to learn about cutting-edge Earth science research and sustainability?

CREATE

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Creating Learning Opportunities for Students

CREATE

From https://www.nextgenstorylines.org/

From https://czo-archive.criticalzone.org/

From Jacobs, M. 2018

NGSS Storylines

Critical Zone Science

Power of Social Networks

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Creating NGSS Sustainability Storylines

Brainstorming - What do I want my students to learn about?
Ideas for phenomena	Anticipated Student Questions	Data & equipment students need to answer questions	SEPs, DCIs, and CCCs that the phenomena and data address
�Here is where you can add those local sustainability challenges. Use distinct imagery, video, or news stories.	�The phenomena should get kids asking lots of questions. What questions do you anticipate?	�What data resources and equipment will students need to answer these questions? Do you have access to those? Do not feel like you have to do something that requires spending money!	SEPs - � �DCIs - � �CCCs -

CREATE

https://bit.ly/5-Estorylinetemplate

Next, identify the 3 dimensions of the NGSS you want to focus on.

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Creating NGSS Sustainability Storylines

CREATE

Narrow down student questions to ONE driving question that can be used in all the sections (this is to preserve teacher sanity!)
Driving Question	Which question brings together compelling ideas that will get kids excited to learn?

What do students already know? How do I know this?
Where is this storyline in the sequence of learning? Pre-assessment Ideas	�Where does this fit in your scope and sequence?

�

https://bit.ly/5-Estorylinetemplate

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There is no need to reinvent the wheel…

List some activities, demonstrations, videos, et cetera that you already have that engage students in this phenomenon and driving question…
List the hands-on activities, labs, and interactive online activities that give students a chance to explore the phenomenon and driving question…
What elaboration (think support or direct instruction) might students need to clarify their understanding?
How will students evaluate the skills they have gained, the content they have learned, and the connections to science the have made?

CREATE

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Resources to Teach Sustainability in Illinois

LEARN

Soils

Weather & Climate

Surface & Groundwater

Mineral & Energy Resources

Pollution & Environmental Justice

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Creating NGSS Sustainability Storylines

CREATE

4. Creating the Storyline - The 5E model of instruction directs students’ efforts & keeps them focused on the phenomena. (This is not a linear process.)
Engage - Introduce the Phenomena	�
Explore – Students develop questions through discussion, identify resources they need to answer their questions, then collect and analyze data and evidence	�
Explain - Students begin formulating explanations using their data and evidence; these explanations are shared with each other to get feedback	�
Elaborate - Students compare their evidence with each other to see what kinds of similarities and differences there are. They may want to extend their research to other places or phenomena to understand it better. They identify the limitations of their research and data collection.	�
Evaluate - Students present their research and results, get and give feedback. Students demonstrate the skills they have gained, the content they have learned, and make connections to the broader community of science.	�

https://bit.ly/5-Estorylinetemplate

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Creating NGSS Sustainability Storylines

CREATE

Mapping it all out
Day of Unit	Activity	Notes/Rationale/etc.
Day 1	�	�
Day 2	�	�
Day 3	�	�
Day 4	�	�
Day 5	�	�
…	�	�

https://bit.ly/5-Estorylinetemplate

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Collaborating Leads to Better Storylines

CREATE

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Questions? �Comments?�Ideas?

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ILEST - A Community of Illinois Earth Science Teachers

We are creating a community of Earth science teachers in Illinois.
We support each other.
We challenge each other.
We learn from each other.
We connect with the Illinois Earth science researchers in our communities and local colleges and universities.

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2022-23 Webinar Series

September 22 – Impacts of Climate Change in Illinois with Illinois State Climatologist, Dr. Trent Ford
Information for upcoming presentations will be posted on the Illinois Earth Science Teachers Facebook Group page

Human Impacts on the Critical Zone
Sustaining Illinois Water Resources
Illinois’ Geologic History
Feedbacks in Earths’ Systems
Sustainable Development Goals
Sustaining Illinois Soil Resources

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Join Us!

Participate in monthly webinars to learn about Earth science happening in Illinois.
Create and share Storylines.
Find out about future workshops, field trips, and opportunities.

Join the Illinois Earth Science Teachers Facebook Group
Receive emails – email me at cmanning4@niu.edu
https://sites.google.com/view/nicole-ladues-vger-lab

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