NGSS Earth and Space Science Course
Kognity’s Earth and Space Science: where cutting-edge research meets engaging content.
The Earth and Space Science course equips teachers with engaging tools, whether they’re navigating the curriculum for the first time or seeking to elevate their existing lessons.
NGSS-aligned content for high school Earth and Space Science
The Earth and Space Science standalone course includes 6 units. Each unit begins with an anchoring phenomenon that is then investigated in a number of modules that provide opportunities for students to observe, collaborate and explore.
Units include: Space; Earth’s history; Resource management; Feedback systems and coevolution on Earth; Earth’s climate; Impacts on Earth systems.
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Using images from the James Webb telescope, students will investigate the reasons behind the different colors of galaxies and stars. They will examine information about ancient civilizations and draw parallels with the environmental challenges we face today.
Through data analysis and modeling techniques, students will also explore the reasons behind the increasing frequency of extreme weather events.
Get a glimpse inside a Kognity lesson
Explore Earth and Space Science Module 3.3: Meeting food demands
Anchoring phenomenon
This unit dives into population patterns, analyzing past and present data to understand settlement choices. Students explore reasons for migration, like resource scarcity and climate change, culminating in predictions for future settlements based on planetary changes. This allows for location-specific learning.
Engaging with the question
Introducing the module question: students begin by sharing observations of what they see, without making connections to meaning. Next, students can build on their observations to make connections to meaning. Students should record their observations to share with a partner.
Creating and sharing initial ideas
Students are given time to observe the images and record data in the provided table, utilizing their compiled data to answer the questions. Once observations are developed and questions answered, students will connect this information to the driving question.
Returning to the Driving Question Board
This is where students are provided the time to reflect on what they have learned and to record new questions they can add to the Driving Question Board.
Students are prompted to generate at least one new question based on their observations of food production and agricultural technology, using a think-pair-share or whole-class discussion.
Reflection
Students will review timelines of agricultural techniques, then reflect on how increasing population has driven advancements in these technologies to meet growing food demands.
Support activities include revisiting the timelines to analyze the pros and cons of each advancement, while extension activities involve students sharing their reflections with peers, providing constructive feedback, and asking clarifying questions before final submission.
