UNDERSTANDING GEOHAZARDS GRADES K–6: WHAT SHOULD STUDENTS UNDERSTAND

Geologists and children follow similar paths in their study of the earth sciences. When they encounter a new rock, they first observe its properties. They communicate their observations by recording in field notebooks or journals and by talking with each other. They compare their observations of the new rock with other data and observations they have made. They organize their data and consider relationships between other rocks and phenomena. They begin to make inferences about the rock's origins. Children follow a similar path in their study of earth science. Children exercise these scientific thinking processes at different times as they develop. The Full Option Science System (FOSS) program developed at the Lawrence Hall of Science, University of California at Berkeley, capitalizes on children's cognitive levels in its active, inquiry-based science investigations. How does a student's cognitive level affect his or her understanding of geohazards and the effects on their daily lives and future? This session will reflect on the opportunities in the FOSS Earth Science strand to build earth science concepts that spiral through the K-8 curriculum and ultimately provide the base for further study of geohazards at the secondary and college levels. Discussion will consider how these ideas can be applied to promote effect student learning and appreciation of the various aspects and effects of geohazards.