Many current approaches to the design of curriculum and instruction are emphasizing the use of “big ideas” (aka essential questions, overarching themes) as an organizing framework for courses or units. I’ve done several presentations on this topic, and some teachers find it challenging to identify the big ideas in their content areas.
But if you’re an earth science teacher, check out a recent NSF press release that describes a new publication– Earth Science Literacy Principles, which lists big ideas and supporting concepts which can be used for a variety of purposes: education, legislation, scientific endeavors. You can download the document, but here is the list of earth science “literacy principles” from the publication:
Earth scientists use repeatable observations and testable ideas to understand and explain our planet.
Earth is 4.6 billion years old.
Earth is a complex system of interacting rock, water, air, and life.
Earth is continuously changing.
Earth is the water planet.
Life evolves on a dynamic Earth and continuously modifies Earth.
Humans depend on Earth for resources.
Natural hazards pose risks to humans.
Humans significantly alter the Earth.
But wait – it gets even better. On the Earth Science Literacy Initiative website, use the link to “Complementary Projects” for similar documents in Ocean Literacy, Atmospheric Literacy, and Climate Literacy. Whether you teach an entire course or just a few topics, these are worth a look.