An Early Introduction to Earth System Science through Elementary GLOBE

Journal of Geoscience Education, May 2006 by Henderson, Sandra, Hatheway, Becca, Gardiner, Lisa, Zarlengo, Kerry

ABSTRACT

Recognizing the current emphasis on basic literacy skills in elementary grades and the need to address the dearth of primary level (K-2) educational resources concerning Earth System Science (ESS), we developed Elementary GLOBE - a suite of science-based storybooks and learning activities that build a foundation during primary grades that can serve as a step towards more advanced understanding of Earth as a system in subsequent grades. As a part of The GLOBE Program (www.globe.gov), these resources can engage the youngest GLOBE students at an age-appropriate level by providing science instruction with connections to literacy. Elementary GLOBE forms an instructional unit comprised of five modules that address ESS and interrelated subjects including weather, hydrology, phenology, and soils. Each module contains a science based storybook, classroom learning activities that complement the science content covered in each book, and teacher's notes. The storybooks explore a component of the Earth system and the associated learning activities further engage students in exploration of those science concepts. The Elementary GLOBE books and activities are disseminated via online free .pdf/downloadable files available on the GLOBE Web site. For more information go to www.globe.gov/elementaryglobe

INTRODUCTION

When we try to pick out anything in nature by itself, we find it hitched to everything else in the universe. John Muir

This observation by famed naturalist John Muir concerning the interconnected nature of our planet is reflected in the current approach that many geoscientists have embraced in their study of the Earth. This holistic approach views Earth as an interconnected system where the various components cannot be fully understood in isolation (NASA, 2004; Barstow and Geary, 2002). For example, as geoscientists we realize that it is impossible to fully understand the atmosphere without considering how it interacts with the biosphere, hydrosphere, and geosphere. While such approaches to the scientific study of Earth may be second nature to geoscientists, they are not reflective of how Earth science is currently taught in most elementary and secondary classrooms in the United States.

In the past decade, however, evidence indicates that pioneering geoscience educators are promoting the study of Earth as a system in elementary and secondary classrooms via projects, textbooks, and modules (e.g., AGI, 2000; The GLOBE Program, 2003; NASA's Classroom of the Future, 2005; Earth System Science in a Nutshell, 2004). In 2001, the National Science Foundation sponsored a conference that brought together a broad spectrum of geoscience education stakeholders to develop a vision and 'blueprint' for K-12 Earth and space science education reform. The resulting document, Blueprint for Change: National Conference on the Revolution in Earth and Space Science Education, made several key recommendations, including specific language promoting the understanding of Earth as a system. The Blueprint for Change agrees with the National Science Education Standards (NRC, 1996) and the Benchmarks for Science Literacy (AAAS, 1993) in calling out the need for Earth and space science to be a strand of science curriculum at every grade level from K-8 and to be the focus of a full year at the high school level.

If Earth and space science are to be taught at every grade level in an integrated Earth System Science (ESS) approach, the creation of educational materials and innovative efforts in teacher preparation and professional development are necessary. These efforts are especially important at the primary grade levels (K-2) where only limited educational resources are available and science instruction is often marginalized, halted, or severely curtailed in favor of focusing on basic literacy and mathematics. Vasquez (2005) notes, "Science, like all subjects, requires a developmental building of conceptual understanding mat must start in kindergarten. Yet many students reach the intermediate grades with little or no science instruction, and if they receive any, it happened where the teacher could "squeeze" it in." If we want to develop a scientifically literate citizenry of the future, we can no longer allow science to be an afterthought in the primary grades. In the case of ESS, geoscience educators must participate in the development of educational materials and programs that can serve as building blocks for young learners.

We will briefly review the current status of elementary science education in general and explore opportunities for embedding ESS in the teaching of oasic literacy at the K-2 level. We will provide an overview of a program that promotes ESS (The GLOBE Program), and describe the current effort within GLOBE to develop Elementary GLOBE storybooks and learning activities for K-2 students. Elementary GLOBE is intended to help K-2 students acquire the necessary base knowledge that will encourage understanding of ESS as they advance through middle and high school science classes.