Geology Is Fundamental

Chris Ohana

Nobel laureate Richard Feynman once remarked that when someone knows some science, a tree will never look the same. It becomes more complex and beautiful. I had the same experience commuting to a meeting with a friend, a geologist. We were driving through the Skagit Valley, a flatland in our sea of mountains and hills. As my friend Scott described the geologic forces, this flat valley was transformed from sleepy tulip farms to a dynamic vision of glaciers and flooding. I won’t ever see the Skagit Valley the same.

Geology is fundamental. The usual triad of sciences (chemistry, physics, and biology) is also clearly important. Not much can be explained without physics, for example. But geology, the history of Earth, is an application of these sciences that deserves more attention. It can be immediately seen around us whether we live in Arizona or Iowa. An understanding of geologic forces can have enormous economic implications from erosion to earthquake preparations.

In this issue, we present lessons that will introduce and develop Earth science concepts to your students.

• One of the most neglected topics in the curriculum is ironically one of the closest to our experiences. Soil can be found everywhere. Its importance and biologic/geological features are overwhelming. “This Land Is Your Land” takes on this critical topic. Students are led to understand that soil is a small fragment of Earth’s crust and explore ways to protect soil from erosion.
• Students are always excited by rocks. It never fails. “Rock Finding” takes this inherent interest in rocks and develops it so that students are closely observing and describing rocks. Students develop their powers of observation as they share their rocks with their classmates.
• Interest in Earth science starts early. In “Geoscience for Preschoolers,” very young students have the opportunity to discover patterns and classify rocks. As the preschoolers learned about rocks, they also were exposed to terms like geologist and saw a range of people doing geology.
• Have you ever met elementary students who didn’t think volcanoes were interesting? The lucky third graders in “What Happened to Our Volcano?” find out how some rocks are formed and then changed through weathering and erosion through in-class investigations and a field trip.
• “Layer-Cake Earth” (p. 40) presents not only the content of how Earth is layered but also the process of how the layers are studied. Students simulate the work of geologists and paleontologists as they investigate stratigraphy and fossils.

Also in this issue: “First Graders Can Do Science” dispels the misconception that young children aren’t ready for inquiry science. Methods and Strategies presents an innovative approach to homework that has students asking for more!

Finally, a note about our newest column, Perspectives: Research and tips to support science education. This issue contains the first column from our new “Perspectives team,” led by Dr. Sandra Abell of the University of Missouri-Columbia (MU). Abell has a substantial history in science education from her experience as an elementary classroom teacher to leadership in science teacher preparation and research. She currently directs the MU Science Education Center and teaches courses in science education. The team, including current and former science education doctoral students, all with K–12 classroom teaching experience, will analyze relevant studies and interpret their implications for elementary classrooms. This month’s column presents important evidence that having students explain and record their science experiences through writing can improve science understanding.

If you have a suggestion, comment, or idea for Perspectives or any other part of S&C, we welcome your input. We look forward to hearing from you!

Chris Ohana
chris.ohana@wwu.edu

Copyright © 2006 NSTA