For many educators who are not Earth science trained, and many who are, they flounder when trying to work out the best way to introduce the subject to their students. The first thing they do is reach for the textbooks found around the science staff room or library and open them up to the first chapter. What do they find almost all the time – Rock and Mineral Identification.
Why I don’t start Earth science by teaching rock and mineral identification
Now, as a trained geologist, I understand that having a sound grasp of the building blocks of geology may seem to be a great place to start. But also, as a geologist, I think that getting students to worry about the hardness, streak, cleavage, crystal systems and the specific gravity of minerals is about as exciting as a colonoscopy prep!
Why turn off students when you have the most exciting subject to lay at their feet?
Start with planet-scale features
So instead of starting at the building block scale, I start at the other end – the planet-scale. We talk about the layers of the planet (inner core, outer core, mantle, crust, hydrosphere, Cryosphere, atmosphere) and then focus in on the crust. We talk about the exciting things about the crust – it’s volcanoes and earthquakes. It’s mountains and deep valleys. We look for patterns in the Earth – the location of the continents, of earthquakes and volcanoes – then talk about Plate Tectonics.
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I even wrote a simple guide on Plate Tectonics for teachers and students.
…and back to mineral identification
Through these discussions, we talk about the three rock types and properties of the rocks and eventually, we delve deeper into their properties and mineral composition. And then we are back to the textbook chapter one…and we have covered many of the other chapters as well…and I have a classroom of captured Earth science students instead of a class of bored students looking never to do another Earth science class again.
Yes, I know that many curricula push you to follow the textbook pathways – and many textbooks are following the same boring pathway they did in the 1940s & 50’s. But surely you want your students to be excited by Earth science and bored to death with dusty specimens when they don’t know the framework into which they fall?
Fortunately, the US NGSS provides you with more latitude to go down this pathway. So even if you teach middle school level Earth science you can avoid the textbook rock and mineral ID trap.
What do you do to make your intro Earth Science class exciting?