Link to: Alex Ranaudo's Mini-Course: INQUIRY EARTH SCIENCE

About Me

My name is Alexandra Ranaudo and I am a high school science teacher. Currently I hold certifications in Earth Science, Biology, and General Science grades 7-12 and am an Earth Science and Anatomy Teacher in Sayville, New York.

I studied Geology Adolescent Education with a minor in Biology at SUNY Geneseo from 2017-2021. Furthering my education, I am now a graduate student at SUNY Albany within the CDIT program. As an educator, I feel technology is an important part of an effective classroom. Throughout this course I hope to build my toolbox to ensure my students are getting a beneficial education with the technology I use in my classroom.

My Topic and Purpose

My mini course is about the use of inquiry-based instruction with Earth Science Curriculum. This course will be titled INQUIRY EARTH SCIENCE.

The purpose of creating this course is to develop ideas, materials, and a new pedagogy to prepare Earth Science teachers for the changing expectations of Earth Science coming in 2025.

Scope of Learning Outcomes and Content

The goal of this course is to take current units of Earth Science and identify design strategies that promote teaching the content through the lens of inquiry and NYSSLS.

Goals for each unit include:

Identify a phenomenon to promote prior knowledge, misconception and stimulate questioning.
List themes that reoccur through each unit such as: investigating, identifying patterns, cause and effect relationships, describing systems/cycles, reaching a conclusion.
Plan and design lesson materials that align with these themes and promote exploration, inquiry, and collaboration among classmates.
Summarize findings for students and apply concepts to real life scenarios while keeping the themes the main focus.

NYSSLS Earth Science Curriculum Overview

Unit 1: Earth's Systems

Performance Expectations:

ESS1.A: The Universe and its Stars

ESS1.B: Earth and the Solar System

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

ESS2.C: The Roles of Water in Earth's Surface Processes

Unit 2: Earth's History

Performance Expectations:

ESS1.C: The History of Planet Earth

ESS2.D: Weather and Climate

ESS3.A: Natural Resources

Unit 3: Earth and Human Activity

Performance Expectations:

ESS3.B: Natural Hazards

ESS3.C: Human Impacts on Earth Systems

ESS3.D: Global Climate Change

Needs Assessment

This mini course aims to bridge the gap between teachers' current knowledge and the requirements of NYSSLS Earth Science standards by providing comprehensive resources associated with curriculum overview. Participants will gain a deep understanding of the performance expectations, science and engineering practices, crosscutting concepts, and disciplinary core ideas outlined in the standards. Through interactive activities, case studies, and collaborative discussions, participants will learn practical strategies for aligning their instruction with NYSSLS, designing authentic assessments, and fostering student engagement in Earth Science concepts. By the end of the mini-course, participants will be equipped with the knowledge and skills needed to confidently implement NYSSLS Earth Science standards in their classrooms, ultimately enhancing student learning outcomes and be provided with materials for a foundation to their instruction.

The educational problem or opportunity: Many current teachers may lack familiarity with the New York State Science Learning Standards (NYSSLS) for Earth Science, which can lead to inconsistencies in curriculum implementation and student learning experiences with the new Regents Exam being given in June 2025.

The learners/participants involved: Current teachers, particularly those teaching Earth Science in New York State, ranging from new to experienced educators. New educators may be more familiar with the New York State Science Learning Standards (NYSSLS) for Earth Science with recent college education in this area.

Analysis of gaps in term of know vs. need to know (reality vs. ideal):

Reality: Teachers may have limited knowledge of the specific performance expectations outlined in NYSSLS Earth Science standards, as well as the associated science and engineering practices, crosscutting concepts, and disciplinary core ideas.

Ideal: Teachers should have a comprehensive understanding of NYSSLS Earth Science standards and be able to effectively integrate them into their instructional planning and delivery.

Existing efforts to address this gap: Some teachers may have engaged in professional development workshops or online courses focused on NYSSLS implementation. However, these opportunities may be limited in scope or availability, leaving many teachers without sufficient support to fully understand and implement the standards. Materials may be lacking as well as required lab activities are changing.

Analysis of the Learner and Context

Participants (Learners): The participants in this mini course are current teachers who are either currently teaching or planning to teach Earth Science in New York State new school year 2024-2025 and beyond. Teachers may vary in experience levels, ranging from teachers who are new to the profession to veteran educators with years of teaching experience. These teachers may come from diverse backgrounds and possess different experiences and pedagogy preferences. Some may have prior knowledge and skills related to Earth Science, while others may have limited exposure to the subject matter. However, all participants share a common interest in enhancing their understanding of the NYSSLS Earth Science standards and improving their instructional practices to align with these new standards.

Prior Experiences, Knowledge, and Skills, or Interests: Participants' prior personal and cultural experiences may influence their perspectives on Earth Science and their approach to teaching the subject. When choosing phenomenon for units, teachers may have different experiences with natural phenomena based on where their district and hometown are located. Additionally, educators with diverse cultural backgrounds and travel experiences may bring unique perspectives to the classroom, enriching the learning experience for students. Some participants, like new teachers, may have received formal training in Earth Science education during their teacher preparation programs, while others may have acquired knowledge through professional development workshops or self-study. Overall, participants' interests in Earth Science and their commitment to providing high-quality instruction to their students.

Settings for Learning: Participants will use this mini course to learn in a variety of settings, including collaborative discussion sessions, online modules, and self-guided study. This mini course will promote learning through asynchronous learning activities through online modules including video lectures, interactive simulations, and discussion forums that mimic student work with teacher notes. Participants may also engage in self-directed study by reviewing course materials, completing assigned readings, and reflecting on their learning experiences independently while making changes to their current classroom materials.

Time Spent: The amount of time participants will spend on the mini course may vary depending on the amount of prior knowledge the learner has on NYSSLS Earth Science. Working through the mini course, online modules may be completed at participants' own pace, with estimated completion times ranging from a few hours to several weeks. Modifying current class materials to match the new NYSSLS may span several days or weeks, with understanding that materials may need to be modified again with reflection. Continued revision of own materials and becoming familiar with the new standards may be integrated into participants' regular teaching schedules, with teachers dedicating time outside of school hours to engage with course materials.

Materials Needed for Mini Course Completion include:

Course materials: online modules, downloads of handouts, templates, and worksheets.
Technology: Computers with internet access for accessing online content would be best.
Reference materials: NYSSLS Earth Science standards documents, Earth Science textbooks, and supplementary resources for teaching strategies.
Collaboration tools: Online platforms for communication and collaboration, such as email, and discussion forums to facilitate interaction with instructors and peers.

Performance-Based Objectives

After completing this mini-course, Earth Science educators will be able to understand NYSSLS curriculum standards and effectively integrate them into pedagogical practices, leveraging inquiry-based learning approaches.

Educators will...

Analyze the structure and components of the standards for Earth Science.

Explore various instructional methods, assessment techniques, and classroom activities aligned with the standards.

Explore examples of formative and summative assessment techniques aligned with inquiry-based learning approaches.

Use assessment data to inform instruction and support student learning outcomes.

Engage in reflective practices to evaluate their teaching methods and instructional decisions.

Develop strategies to integrate curriculum standards into their pedagogical practices.

Design inquiry-based learning experiences that align with NYSSLS standards and inquiry-based lessons that incorporate disciplinary core ideas, CCCs, and scientific and engineering practices.

Develop assessment tools and strategies to measure student understanding and mastery of curriculum standards.

Plan for ongoing professional growth and development in implementing standards-aligned pedagogy.

Task Analysis

Unit 1: Understanding Curriculum Standards:

Throughout this unit, learners will...

Analyze the structure and components of the standards for Earth Science.

At the end of this unit, learners will be able to...

Decipher between CCCs, SEPs, and DCIs.

Locate ESS learning standards on the NYSSLS document.

Classify ESS learning standards into units.

Connect CCCs, ESPs, and DCIs with each learning standard.

Unit 2: Inquiry Based Learning Design & Pedagogy:

Throughout this unit, learners will...

Explore various instructional methods, assessment techniques, and classroom activities aligned with the standards.

Develop strategies to integrate curriculum standards into their pedagogical practices.

Design inquiry-based learning experiences that align with NYSSLS standards and inquiry-based lessons that incorporate disciplinary core ideas, CCCs, and scientific and engineering practices.

At the end of this unit, learners will be able to...

Recall inquiry-based teaching strategies aligned with NYSSLS.

Describe the benefits of teaching with phenomena and models.

Implement a NYSSLS lesson, if they choose, which was designed this unit.

Unit 3: Assessment of Learning:

In this unit, learners will be required to...

Explore examples of formative and summative assessment techniques aligned with inquiry-based learning approaches.

Use assessment data to inform instruction and support student learning outcomes.

Develop assessment tools and strategies to measure student understanding and mastery of curriculum standards.

Following this unit, learners will be able to...

Have a better understanding of what topics stay within the curriculum, and which will be removed.

Discuss questioning techniques and content tested at the Middle School Level.

Compare & Contrast question types from the old and new Regents assessments.

Implement a NYSSLS aligned assessment, if they choose, which was designed in this unit.

Unit 4: Reflection and Instruction Design

During this unit, learners will...

Engage in reflective practices to evaluate their teaching methods and instructional decisions.

Plan for ongoing professional growth and development in implementing standards-aligned pedagogy.

After this unit, learners will be able to...

Differentiate pre-existing unit plans to align to NYSSLS.

Develop future units to be aligned to the ideas discussed throughout the mini course.

Curriculum Map

References and Resources

https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf