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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP

NGSS Core Ideas: Earth’s Systems

Presented by: Jill Wertheim

November 19, 2013

6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT

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Introducing today’s presenters…

Introducing today’s presenters

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Ted Willard National Science Teachers Association

Jill Wertheim National Geographic Society

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Developing the Standards

Instruction

Curricula

Assessments

Teacher Development

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2011-2013

July 2011


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July 2011


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Three-Dimensions:

• Scientific and Engineering Practices

• Crosscutting Concepts

• Disciplinary Core Ideas

View free PDF from The National Academies Press at www.nap.edu

Secure your own copy from

www.nsta.org/store

A Framework for K-12 Science Education

1. Asking questions (for science)

and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science)

and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

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Scientific and Engineering Practices

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1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Crosscutting Concepts

Life Science Physical Science LS1: From Molecules to Organisms: Structures

and Processes

LS2: Ecosystems: Interactions, Energy, and

Dynamics

LS3: Heredity: Inheritance and Variation of

Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and

Interactions

PS3: Energy

PS4: Waves and Their Applications in

Technologies for Information Transfer

Earth & Space Science Engineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology,

Science, and Society

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Disciplinary Core Ideas

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Life Science Earth & Space Science Physical Science Engineering & Technology

LS1: From Molecules to Organisms:

Structures and Processes

LS1.A: Structure and Function

LS1.B: Growth and Development of

Organisms

LS1.C: Organization for Matter and

Energy Flow in Organisms

LS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy,

and Dynamics

LS2.A: Interdependent Relationships

in Ecosystems

LS2.B: Cycles of Matter and Energy

Transfer in Ecosystems

LS2.C: Ecosystem Dynamics,

Functioning, and Resilience

LS2.D: Social Interactions and Group

Behavior

LS3: Heredity: Inheritance and

Variation of Traits

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

LS4: Biological Evolution: Unity

and Diversity

LS4.A: Evidence of Common Ancestry

and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the Universe

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

ESS2: Earth’s Systems

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

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3: Earth and Human Activity

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ESS3.C: Human Impacts on Earth

Systems

ESS3.D: Global Climate Change

PS1: Matter and Its Interactions

PS1.A: Structure and Properties of

Matter

PS1.B: Chemical Reactions

PS1.C: Nuclear Processes

PS2: Motion and Stability: Forces

and Interactions

PS2.A: Forces and Motion

PS2.B: Types of Interactions

PS2.C: Stability and Instability in

Physical Systems

PS3: Energy

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and

Energy Transfer

PS3.C: Relationship Between Energy

and Forces

PS3.D: Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in

Technologies for Information

Transfer

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

PS4.C: Information Technologies

and Instrumentation

ETS1: Engineering Design

ETS1.A: Defining and Delimiting an

Engineering Problem

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

ETS2: Links Among Engineering,

Technology, Science, and

Society

ETS2.A: Interdependence of Science,

Engineering, and Technology

ETS2.B: Influence of Engineering,

Technology, and Science on

Society and the Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Disciplinary Core Ideas

Instruction

Curricula

Assessments

Teacher Development

2011-2013

July 2011

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2011-2013

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NGSS Lead State Partners

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NGSS Writers

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Adoption of NGSS

Adopted

Some step in consideration has been taken by an official entity in the state (from NASBE) 17

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MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:

MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical

models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.

Use and/or develop models to predict, describe,

support explanation, and/or collect data to test ideas

about phenomena in natural or designed systems,

including those representing inputs and outputs, and

those at unobservable scales. (MS-PS1-a),

(MS-PS1-c), (MS-PS1-d)

---------------------------------------------

Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions

of natural phenomena. (MS-PS1-d)


Substances react chemically in

characteristic ways. In a chemical

process, the atoms that make up the

original substances are regrouped into

different molecules, and these new

substances have different properties

from those of the reactants.

(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)

The total number of each type of atom

is conserved, and thus the mass does

not change. (MS-PS1-d)

Energy and Matter

Matter is conserved because

atoms are conserved in physical

and chemical processes.

(MS-PS1-d)

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.

They are not instructional strategies or objectives for a lesson.

Closer Look at a Performance Expectation

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Energy and Matter




(MS-PS1-d)




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---------------------------------------------
















Energy and Matter




(MS-PS1-d)




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---------------------------------------------
















Energy and Matter




(MS-PS1-d)




NGSS @ NSTA Earth Systems in NGSS

Nov. 19, 2013

Jill Wertheim

National Geographic Society

Contact: [email protected]

Image credit: NASA/NOAA

Earth Science Disciplinary Core Ideas

ESS1. Earth’s Place in the Universe

ESS2. Earth’s Systems

ESS3. Earth and Human Activity

What is a Disciplinary Core Idea (DCI)?

1. Significance: organizing concept within the discipline

2. Broad explanatory power: can explain a variety of key phenomena in the world around you

3. Generative: a tool for understanding more complex ideas and applying to problems/framework

4. Relevant to peoples’ lives: engages life experiences, societal and personal interests/concerns

5. Usable from K to 12: teachable and learnable across many grades at increasing depth and sophistication

Adapted from Joe Krajcik’s Matter and Energy NSTA webinar

http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar27.aspx

Core Idea ESS2: Earth Systems How and why is the Earth constantly changing?

ESS2.A Earth Materials and Systems

– How do the major earth systems interact?

ESS2.B Plate Tectonics and Large-scale System Interactions

– Why do the continents move, and what causes earthquakes and volcanoes?

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

– How do the properties and movements of water shape earth’s surface and affect its systems?

ESS2.D Weather and Climate

– What regulates weather and climate?

ESS2.E Biogeology

– How do living organisms alter earth processes and structures?

Goals for this webinar

1. Provide a sense of what the goals are for K-12 Earth Systems in NGSS

2. Place each Earth Systems idea into a unifying conceptual framework

3. Contrast these goals with previous earth science standards -- why are the differences significant?

4. Discuss how these new goals can be addressed in the classroom

(My) Framework for Earth Systems Ideas

• Energy from the sun and the Earth’s interior drive the cycling of matter and energy through the Earth system, which causes:

– cycling of water in and out of the atmosphere,

– movement of rock material across the surface of the earth and through the earth’s interior

– interactions between the solid earth, atmosphere, water, and biota

• Humans depend on (and influence) the natural resources that result from these systems and their interactions

Are students able to apply their knowledge of these ideas to carry out investigations, develop models, or construct evidence-based explanations?

Can students show how these concepts can be examples of stability and change, cause and effect, or how they can be used as a platform for engineering innovation?

Also…

Questions about the framework?

1. How does it compare to ways that you have approached teaching earth science in the past?

2. How do you think using a framework like this might influence your teaching?

1. Water’s unique physical and chemical properties enable it to play an important role in Earth system processes.

2. Sunlight and gravity drive the continual cycling of water among reservoirs in the earth and atmosphere.

3. The movement of water (and ice) shapes the surface of the earth.

ESS2.C The roles of water in earth processes

Image: http://www.history.com/images/media/slideshow/idaho/idaho-snake-river-canyon.jpg

Water Cycle in NGSS

-Maps show kinds of water bodies

-Where water is stored on the Earth

ES

-Water cycling in and out of the atmosphere and through the ocean

-Role of energy driving the water cycle

-Water stores, moves, releases energy MS

HS

-Water (and wind) shape the surface of the Earth by breaking and moving rock material

Related concepts in NGSS

-Water and ice interact with land, atmosphere, and living things in different ways

-Human activities affect streams and ocean

-Humans depend on water resources

-Major influence of climate is ocean absorption, storage, redistribution of energy from sunlight

-Water shapes the Earth’s surface & weather patterns -Weather & climate are influenced by the

circulation of water in the ocean and atmosphere

How is NGSS different?

1. NO WATER CYCLE BEFORE MIDDLE SCHOOL!

2. Focus just on describing water at (and near) the surface of the Earth in K-5 – no phase changes!!

3. Prepare students for the complex system by making them aware of energy stores

4. In middle school add flows between stores

5. Use energy to bring coherence to the process

6. Use water’s properties and movement through the Earth system to make connections to weather and climate, plate tectonics, erosion and deposition

http://www.atmos.illinois.edu/earths_atmosphere/water_cycle.html

The typical approach can obscure the essential ideas…

Student conceptions

• Water moves directly from the surface into a cloud (there is no other water in the atmosphere)

• Water vapor condenses when it is warmed

• Rain falls from a cloud when the pool of water inside the cloud gets too full

• Water only evaporates when it is boiling

• Clouds always form above the water body from which it evaporated

A better diagram would focus only on essential concepts

http://bushscience.weebly.com/hspe-science.html

Shows the:

• Relationship between air temperature and water

• Movement of air from place to place also moves water vapor

• Amount of water vapor in air can vary and change

• Liquid water flows across the surface of the Earth from high to low

• Water vapor exists throughout the air, not just in clouds

It could be even better!

Energy from the sun

Air

tem

per

atu

re d

ecre

ases

Water Vapor

http://pmm.nasa.gov/education/videos/components-water-cycle

Practices • Ask questions • Plan investigation • Analyze data • Engage in

argument from evidence

Cross-cutting Concepts • Patterns • Cause and effect • Energy and matter

Intensity of precipitation


Practices • Develop models • Analyze data • Construct

explanations Cross-cutting Concepts • Patterns • Cause and effect • Stability and change • Energy and matter

Intensity of water demand Info at http://newswatch.nationalgeographic.com/2013/10/09/more-water-stress-than-meets-the-eye/

Map courtesy of the Cooperative Institute for Research in Environmental Sciences, Western Water Assessment

Practices • Ask questions • Plan investigations • Develop models • Engage in argument from

evidence • Obtain, evaluate,

communicate information

Cross-cutting Concepts • Energy and matter • Stability and change • Cause and effect

Please indicate the degree to which you agree or disagree with each statement.

There are significant differences between our 2013 standards for the water cycle and NGSS.

Strongly agree Strongly disagree

What questions do you have? (Type in the chat.)

1. All earth processes are the results of the cycling of matter and energy within and among Earth systems.

2. These processes consist of interacting subsystems within the Earth system: geosphere, hydrosphere, atmosphere, biosphere.

3. Earth’s systems are dynamic and continually react to changing influences, including human activities.

ESS2.A Earth’s materials and systems

http://pubs.usgs.gov/fs/2004/3072/images/La-ConchitaLG.jpg

Earth’s materials and systems in NGSS

ES

MS

HS

-Ways that Earth subsystems interact

-Erosion and deposition shape the Earth’s surface

-Energy from sun and Earth interior drive global cycling of matter and energy

-Dependence of human systems on natural resources

-Dynamic global system interactions result in feedback effects

-Thermal convection main driver of matter and energy cycling through Earth

-Range of timescales for geologic events

-Water is found in different forms on the Earth

-Human activities have a major impact on Earth’s subsystems

-Natural resources are limited and unevenly distributed by geologic events

-These cycles change the surface of the Earth

-Model of Earth interior

-Cyclical changes in the solar system

-Movement of Earth’s plates

-EM radiation and global climate change

-Human activities/biosphere/atmosphere dynamics


The typical approach: the kitchen sink

http://www.agci.org/classroom/#

Student Conceptions….?

1. Students have a VERY hard time with systems

2. There is very little research on students’ ideas around this approach to teaching Earth systems

Systems thinking: what does it take?

• thinking in terms of dynamic processes (feedback loops)

• understanding how the behavior of the system arises from the interaction of its agents over time

• discovering and representing feedback processes that underlie observed patterns of the system’s behavior

• identifying stock and flow relationships From Assaraf & Orion, 2004

http://www.europeanbusinessreview.com/europeanfinancialreview.com/wp-content/uploads/2012/08/image5.png

From Assaraf & Orion, 2004

SERC’s Earth Labs

http://serc.carleton.edu/eslabs/climate/1a.html

SERC’s Earth Labs • Using a local study site make predictions about ways that a change

in one component of the site might affect the other components

• Create a diagram showing ways energy and matter cycle the earth system at the site

• Use GLOBE data set to create graphs of local earth system data, compare to regional data, make predictions

• Make connections to global earth systems

http://serc.carleton.edu/eslabs/climate/1a.html


I am comfortable teaching about the Earth in terms of four interacting sub-systems.



• The movement of plates is supported by multiple lines of evidence

• The movement of tectonic plates is driven by the release of energy from the Earth’s interior and gravity pulling the plates toward the interior

• Convection inside the Earth results in plates pushing together and pulling apart, creating and destroying ocean basins, carrying continents, causing earthquakes and volcanoes, forming mountain ranges and plateaus

• Tectonic activity has shaped and re-shaped the Earth’s surface in the past, and these processes continue today

ESS2.B Plate Tectonics and large-scale systems interactions

www.bbc.co.uk

Plate Tectonics in NGSS

ES

MS

HS

Maps show shapes and locations of surface features on the Earth

Mantle convection moves plates across the surface of the Earth and creates a pattern of geologic features

Mantle convection is driven by energy being released from the Earth interior and from plates being pulled by gravity

Earth events can happen quickly or slowly

A variety of natural hazards result from natural processes; humans can take steps to reduce impacts

Rock formations record changes over time

Maps show history of plate motion

PS: Spontaneous radioactive decay follows characteristic exponential decay law

Convection in the atmosphere and ocean

PS: Energy cannot be created or destroyed, but it can be transported from one place to another or transferred out of the system

*Density is a characteristic property of a substance


www.dlese.org

Typical approach

Student Conceptions • No idea what plates are in the “real world”

• Plates are around the Earth’s core

• Continents float on water

• Ocean basins do not move

• Mantle is molten

• Convection moves fast, like boiling water

• Plate material cannot bend

http://www.teleseismic.net/aboutearthquakes/aboutearthquakes.html

A better diagram focuses on circulation within the Earth and its relationship to the surface of the Earth

www.tectonics.caltech.edu http://www.gns.cri.nz/Home/Learning/Science-Topics/Landforms/Mountains-and-Uplift/Tectonic-uplift

All abstract representations should be related to the real world

http://en.wikipedia.org/wiki/Oceanic_trench

skimonline.com www.bbc.co.uk

Satellite imagery Actual photograph of two diverging plates

Images of the Mid-Atlantic Ridge

http://www.planetaryvisions.com/libsamples/EBB_021.jpg

http://www.iris.edu/seismon/


I am comfortable teaching students how convection transfers matter and energy from place to place.



ESS2.D Weather and Climate

• Both weather and climate are shaped by complex interactions among components of the Earth system over a range of timescales

• The sun warms the surface of the Earth, trace gasses in the atmosphere absorb energy radiating from the Earth

• Ocean and atmospheric circulation redistribute energy globally

• Changes to Earth systems can change the climate, feedback loops amplify or maintain stability

https://www.e-education.psu.edu/earth103/files/earth103/module03/net%20in%20erbe_total.png

Weather & Climate

ES

MS

HS

Connections

-What is weather, climate

-Observations of phenomena

-Regional and global climate patterns

-Basic components of global weather & climate system

-Global climate system is a function of radiation from the sun redistributed among the ocean, atmosphere, land systems and radiated into space

-Sunlight warms the earth’s surface

-Types of severe weather vary by region, can plan for hazards

-Ways that the “spheres” interact

-Human activities affect land, air, water

-Movement of water in the atmosphere is a major driver of local weather

-Cyclical changes to Earth’s orbit cause pattern of gradual changes to Earth’s climate

-Changes to global and regional climate can also be from changes to atmosphere and ocean circulation, volcanism, vegetation, human activity

http://serc.carleton.edu/images/earthlabs/weather_climate/earths_energy_balance_589.jpg

Typical approach: the point is obscured in extra information

A better diagram focuses ONLY on the main points in NGSS: Energy is transferred from the sun to the surface of the Earth, surface of the

Earth to the atmosphere, warms the atmosphere

http://www.gov.pe.ca/photos/sites/environment/climate_change/greenhouse-effect4.jpg?6326

Still, there are some things I would change…

Then a bit more complexity, but ONLY the essentials

Animation of sea surface temperature


Practices • Develop models • Plan investigations • Construct

explanations

Cross-cutting Concepts • Patterns • System models • Stability and change

ESS2.E Biogeology

• The properties of the Earth and atmosphere affect the environments in which life emerged and evolves

• Organisms are a major driver of the global carbon cycle, influence global climate by modifying the composition of the atmosphere

• As the Earth changes, life adapts to those changes

http://cimss.ssec.wisc.edu/sage/ess/lesson1/images/800px-Seawifs_global_biosphere.jpg

Biogeology

ES

MS

HS

Connections

Earth’s major systems interact in multiple ways (spheres)

Living things affect the places they live

Dynamic feedbacks between Earth’s biological systems and physical systems affect both systems

Earth systems cause feedback effects that increase or decrease changes

Framework Brainstorm: How would you revise my framework for earth systems in NGSS in a way that would

help teachers?

• Energy from the Sun and the Earth’s interior drive the cycling of matter and energy through the Earth system, which causes:

– Cycling of water in and out of the Earth

– Cycling of rocks through the Earth

– Interactions between the four Earth subsystems

• Humans depend on (and influence) these systems and their interactions

My version

Your version

On the Web

nextgenscience.org

nsta.org/ngss

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Connect and Collaborate

Discussion forum on NGSS in the Learning center

NSTA Member-only

Listserv on NGSS

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Web Seminars on Core Ideas

September 10: Matter and Its Interactions

September 24: Waves and Their Applications

October 8: Energy

October 22: Motion and Stability: Forces and Their Interactions

November 5: Earth’s Place in the Universe

November 19: Earth’s Systems

December 3: Earth and Human Activity

Coming in 2014: Life science and engineering design

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NSTA Resources on NGSS

Web Seminar Archives

• Practices (archives from Fall 2012)

• Crosscutting Concepts (archives from Spring 2013)

• Disciplinary Core Ideas (Fall 2013)

Journal Articles

• Science and Children

• Science Scope

• The Science Teacher

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Online Short Course

Moving Toward NGSS: Connecting Science to Common Core With Picture-Perfect Science Lessons • Instructor: Emily Morgan, NSTA Press Author (Picture-

Perfect Science series, Teaching Science Through Trade Books, and Next Time You See children's book series)

• Live web seminars dates: December 2, December 9, December 16, all at 6:30 p.m. ET

• Member price: $179

• Nonmember price: $199

Register at http://learningcenter.nsta.org/ngss

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http://learningcenter.nsta.org/ngss

From the NSTA Bookstore

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NGSS App

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Future Conferences

National Conference

Boston – April 3-6, 2014

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Area Conference

Denver – December 12-14

Thanks to today’s presenters!

Introducing today’s presenters

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Ted Willard National Science Teachers Association

Jill Wertheim National Geographic Society

Thank you to the sponsor of today’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or

such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

Thank you to the sponsor of tonight’s web seminar—1 of 6

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Thank you to NSTA administration—2 of 6

National Science Teachers Association

David Evans, Ph.D., Executive Director

Al Byers, Ph.D., Acting Associate Executive Director, Services

NSTA Web Seminar Team

Flavio Mendez, Senior Director, NSTA Learning Center

Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia

Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk

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NGSS Core Ideas: Earth’s Systems - … · About the NSTA Learning Center • Discover over 11,100...

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