Earth+Science+is+Not+Extinct!



Formal science education begins the second a child enters public school. Students enrolled in pre-k programs learn basic science skills and these skills grow throughout their elementary, middle, and high school years. In Georgia, kindergarten through fifth grade students study earth, life, and physical sciences (Georgia Standards, 2016). In middle school sixth grade students study earth science, seventh grade students study life science, and eighth grade students study physical science (Georgia Standards, 2016). Since the 2008-2009 school year, high school students in Georgia are required to obtain four science credits to fulfil the graduation requirement.Prior to 2008-2009, students were required to obtain three science credits, which included physical, life science, and an elective science (Georgia Standards, 2008). Currently students are required to take one credit of biology, one credit of physical science or physics, one credit of chemistry, earth science, environmental, or an AP/IB class, and one additional class (an elective science course). Earth science is not a specific graduation requirement as opposed to biology which is a requirement. Earth and space sciences are not deemed as important as other sciences in the public school setting.
 * Overview **



The Georgia Department of Education requires high school students to earn four units of credit in science, but not specifically a credit in earth science (Georgia Department of Education, 2010). Students have the option to take chemistry, environmental science, earth systems (earth science), or an AP/IB course. Although there are standards for geology, astronomy, oceanography, and meteorology, these courses are not offered at the majority of high schools in Georgia. The Georgia Standards lists the following as a frequently asked question: Are earth systems and environmental science courses for students not strong in science? (Georgia Standards, 2008).This is a questions students need to be aware of for college, as well. When colleges are considering students, they are looking at high school science courses. Most colleges want to see biology, chemistry, and physics on a student’s transcript because these courses are known to have rigorous curriculum standards as opposed to all of the other options that students can take to fulfil the science credit requirements. If one reads earth science standards, it is shown that earth science can also be as rigorous as the favored courses because it encompasses many aspects of all science courses within one specific subject (Georgia Standards, 2016). Earth science is the study of the Earth’s formation, composition, natural processes and cycles, climate, and past, present, natural and human-induced changes. Earth science, geology, environmental science, astronomy, oceanography, and meteorology are all examples of topics that fall under the umbrella of earth and space sciences. Earth science is a fairly new subject compared to other science courses because of its relative age of discovery in comparison to biology or physics.



In 1912, German scientist Alfred Wegener presented his theory of continental drift (Wegener, 1966). This theory was Wegener’s explanation of how continents move from place to place over time. His theory also explained how plant and animal fossils and rock formations are similar on different continents (Oskin, 2005). Unfortunately, Wegener’s theory had a missing component: the driving force behind the theory (University of Illinois, 2017). What made the continents change locations over time? Wegener’s theory was discredited, but the theory of plate tectonics adopted many of his ideas. The widely accepted theory of plate tectonics came about throughout the 1960’s. Plate tectonic theory incorporates continental drift and also explains the driving forces which allow continents to move from place to place. Earth’s outermost layer, the lithosphere, is broken into pieces called tectonic plates. These plates move relative to one another roughly at the same rate a human’s fingernails grow.
 * History **

Students latch on to earth science because it is a relatable subject. Today in an earth science classroom, the first area of study is the formation of the universe and the solar system because it is important to know where Earth is located in the universe and within the solar system. After learning about Earth’s formation within the solar system, students learn about its dynamic processes and composition. While learning about the layers of Earth, students explore how continents have moved from place to place throughout history.

Historically public education has been used as a vessel to prepare our students to deal with what happened to be the current issue at the time. For example, public education reacted to an increase in childhood obesity rates with physical education programs (CDC, 2004). Another example, implementing sex education classes in response to the rising teenage pregnancy rates. The Space Race initiated more rigor in the curriculum for math and science programs in public schools. The United States wanted to better prepare students for engineering and science careers (Space Race 2017). The question teachers often hear in classrooms is- how is this, volcano eruption, relevant to my life? Earth science is relevant to everyday life because it encompasses concepts such as weather, climate change, common uses and misuses of natural resources, and how topography of differing regions formed, to name a few. It is important for students to be well informed about the changing world in which they live. The Earth provides natural resources, such as potable water, breathable air, minerals, and fossil fuels for which humans need in order to survive. Since many of the resources that people currently rely on are nonrenewable, technological advances need to be used in order to discover sustainable alternative energy resources; which is where earth science fits into the high school curriculum.

Earth science’s role in public schools has evolved over the last 50 years making relevancy of earth and space sciences in high school a trend because it has had varying levels of importance since the ‘60s. The Space Race, the technological race between the United States and Russia to see who could get into space first, launched earth and space sciences into the public school setting (History, 2010). In the early 1960’s, earth science was initially offered as a gifted level class in a few states, but by the mid to late 60’s it was offered in 44 states (Ireton). During the 1980’s, earth science classes dropped off in public schools, but made a comeback in the 1990’s (Ireton).
 * Trends and Issues **

The issue at hand- earth and space sciences are not specifically part of the standard course load for high school science graduation requirements. Students enrolled in earth science courses do not have to take a state mandated end of course test. Science courses that have state mandated end of course testing are of the upmost importance to school administration because the test results not only apply to the student’s final grade, but are also taken into account for school evaluation through the College and Career Ready Performance Index (CCRPI).

A relevant issue for students is climate change. Students who take earth science courses will be familiar with the issues surrounding climate change and understand the impact humans make on the planet. Students need to explore the concepts that are taught in an earth science classroom because they are the future generation who will be faced with making decisions such as finding cleaner energy resources and solutions to deal with problems such as rising sea levels. Therefore, earth science is a relevant high school science course because students are submersed in a curriculum which they can apply to their everyday lives.

American Institute of Professional Geologists: [] Geology.com: [] National Aeronautics and Space Administration: [] National Earth Science Teachers Association: [] National Oceanic and Atmospheric Administration: [] National Science Teacher Association: [] Seismological Society of America: [] The United States Geological Survey: []
 * Links for additional reading: **

Wegener, A. (1966). //The origins of continents and oceans//. This book documents Alfred Wegener’s Continental Drift Theory.
 * Bibliography **

Georgia Department of Education (2016). Retrieved May 27, 2017, from [] This document contains the Georgia Elementary School Science Standards.

Georgia Department of Education (2016). Retrieved May 27, 2017, from [] This document contains the Georgia Middle School Science Standards.

Alfred Wegener: Building a Case for Continental Drift. (n.d.). Retrieved May 29, 2017, from [] This document contains information about Alfred Wegener’s Continental Drift Theory and Plate Tectonic Theory.

Georgia High School Graduation Requirements. (2010). Retrieved May 30, 2017, from [] This document contains Georgia science graduation requirements.

Guidance for Fourth Science Requirement. (2008). Retrieved May 26, 2017, from [] This document contains information about the Georgia High School Science requirements.

History.com Staff. (2010). The Space Race. Retrieved May 29, 2017, from [] This article documents information about the Space Race.

Oskin, B. (2015, February 04). Continental Drift: Theory & Definition. Retrieved May 26, 2017, from [] This article contains information about Alfred Wegener’s Continental Drift Theory.

Science Georgia Standards of Excellence: Earth Systems Standard. (n.d.). Retrieved May 27, 2017, from [] This document contains Georgia Earth Systems standards.

Space Race Impact on Schools - Cold War. (n.d.). Retrieved May 29, 2017, from [] This article contains information of the Space Race impact on education.

The Geological Society of America: The Importance of Teaching Earth Science. (n.d.). Retrieved May 27, 2017, from [] The article contains information on the importance of earth science in the classroom.

The importance of teaching earth science. (2015, September 09). Retrieved May 30, 2017, from [] This article contains information on the importance of earth science.

The Role of Schools in Preventing Childhood Obesity.(2004). (n.d.). Retrieved June 29, 2017, from [] The article contains information on childhood obesity and programs for prevention.

Ireton, F. What is Earth Science. (n.d.). Retrieved May 30, 2017, from [] This article contains information about the trends in earth science education over the last 50 years.

Why Should Students Study Earth Science? To Save The World. (2016, September 21). Retrieved May 26, 2017, from [] This blog provides information about why students should study earth science.