D857 is the curriculum course in the undergraduate Earth science route at Western Governors University.
WGU describes it as preparing students to develop and evaluate Earth science curricula for secondary education, drawing on Earth's processes and materials, the hydrosphere, the atmosphere, and the universe.
It sits after the content courses such as astronomy, meteorology and geology, so the task changes from learning the science to organizing it for teaching. The difficulty is integration: connecting Earth-Sun-Moon relationships, internal and external Earth systems and the life cycles of stars and planets into one teachable sequence.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D857 (the graduate version is D858) |
| Level | Undergraduate |
| Subject area | Earth science curriculum for grades 6 to 12 |
| Focus | Developing a teachable curriculum from Earth science content |
| Assessment | Set by WGU on your course page; check it before you plan |
What D857 Covers
| Theme | What it means in practice |
|---|---|
| Earth, Sun and Moon | Relationships that explain seasons, phases and tides |
| Internal and external Earth systems | Tectonics, rock cycle, weathering and surface change |
| Hydrosphere and atmosphere | Water cycle, weather and climate |
| Stars and planets | Characteristics and life cycles |
| Curriculum design | Sequencing, activities and engagement for secondary students |
WGU's description mentions practical examples and interactive activities as part of building engaging curricula.
Key Concepts Explained
Backward Design
Begin with what students should understand at the end, then decide how you will check it, and only then plan the activities. A unit that starts with a favorite activity often drifts away from its goal.
Example: Goal: students explain why seasons occur. Evidence: a labeled diagram plus a two-sentence explanation. Activities: a lamp-and-globe demonstration, a data task using day length at two latitudes, and a discussion that tackles the "closer to the Sun" misconception.
Integrating Sub-Disciplines
Earth science units are stronger when astronomy, geology and atmospheric science inform one another. Plate motion links to the rock cycle, the rock cycle to climate through volcanic gases, and climate to the hydrosphere.
Example: A unit on volcanoes can connect tectonics (where), rock types (what is produced), atmosphere (ash and gases affecting climate) and hazards (human response) in four linked lessons rather than four separate topics.
Matching Level to Grade
The same topic reads differently for grade 6 and grade 11. State the grade level, the prior knowledge you assume and the vocabulary you will introduce.
Typical Assignments and How to Approach Them
WGU's guidebook does not list task prompts. The table describes kinds of work curriculum courses typically use. Follow your own instructions and rubric.
| Work type | What it tests | How to approach it |
|---|---|---|
| Unit outline | Sequencing and coherence | Show goals, evidence and activities in order |
| Lesson plan | Practical design | Include timing, materials, checks for understanding |
| Content rationale | Accuracy and depth | Explain why each topic belongs and how it connects |
| Assessment design | Measuring learning | Align each question to a goal |
A Study Approach That Works
- Review content gaps first. Teach yourself the weakest sub-discipline before designing around it.
- Pick a unifying idea. Energy flow or systems interaction are common threads.
- Draft goals, then evidence, then activities.
- Check integration. Mark where each lesson touches another part of Earth science.
Where Students Get Stuck
- One sub-discipline only. A unit built entirely on geology misses the integration the course aims at.
- Activities without goals. Each activity should map to a learning goal.
- Vague grade level. State it, and show that your content fits it.
- Misconceptions ignored. Name the common ones and how you address them.
Planning Table
| Stage | Goal | Evidence to keep |
|---|---|---|
| Read the task | List requirements | Rubric checklist |
| Set goals | Define what students will understand | Goal statements |
| Design checks | Decide how you will see learning | Assessment list |
| Plan activities | Match to goals | Lesson sequence |
| Review | Test integration and fit | Cross-reference table |
Self-Check Questions
Use these questions as a final check on a draft unit.
- Can I state in one sentence what students will understand at the end?
- Does each activity connect to a named goal?
- Where does the unit draw on at least two Earth science sub-disciplines?
- Which misconceptions will students bring, and where do I address them?
- Is the vocabulary and mathematics suitable for the grade level I named?
Study Tips for D857
- Say your grade level in the first line of every plan.
- Draw a concept map of the whole unit.
- List three misconceptions per topic.
- Keep activities short enough to realistically fit a class period.
- Check each lesson against a goal.
How We Help with D857
Send the task instructions, your standards, the rubric and any feedback. A tutor can explain backward design with fresh examples, review your unit for integration, edit your plan for clarity, or prepare a model unit on a different theme for you to study. See our education assignment help guide for wider support.
GradeEssays is independent of Western Governors University. Our work is a study and reference aid: use it to understand the method, then complete and submit your own work under WGU's academic integrity policy.
Orders are written from scratch, include free revisions within the scope of your original request, and are refunded in full if late. We cannot promise that any assessment will be passed.
Build a Stronger D857 Curriculum Unit
Share the assignment, your draft and any evaluator feedback. We prepare a model unit outline you can study and adapt in your own words.
Start My D857 HelpFree revisions · Full refund if late · Written from scratch for your order
Frequently Asked Questions
Both share a WGU description of developing and evaluating Earth science curricula. D857 is in the undergraduate route; D858 is in the Master of Arts route for licensed teachers.
Not necessarily. Follow your task instructions, which set the scope.
Follow your task. If it is open, choose one and apply it consistently.
Link lessons explicitly, for example tectonics to rock cycle to hazards, and say so in the rationale.
No. We provide tutoring, model examples and editing. You complete and submit your own work.
On your D857 course page and with your instructor. WGU sets the assessment.