engaging first grade students in a geoscience campus field ...apaytan/... · past history of earth...

ABSTRACT

We present a geology field trip for first grade students,which includes four hands-on, age-appropriate activities on rocks, minerals, soil and fossils. The content of thisprogram called Geokids adheres to the Californiaeducational standards and fits the physical sciences uniton sand, silt and clay for first grade. Over 600 studentsfrom eleven schools participate yearly in Geokids whichis taught by university graduate and undergraduatestudent volunteers. The feedback from both universityinstructors and first grade teachers has been verypositive and we are in the process of expanding ouraudience to include schools in lower income areas.

BACKGROUND

Geosciences are a great place to introduce youngchildren to science content, the scientific method and themutual interactions between science and society.Children are already interested in dinosaurs, volcanoesand digging in dirt. At the School of Earth Sciences atStanford University, we have developed a program thattakes this natural curiosity to the next level, byincorporating it into the school experience. We offer amorning field trip to campus, called Geokids, for firstgrade classes to learn about fossils, soil, rocks andminerals from university students.

As is often the case in university outreach programs,Geokids began through a personal connection of one ofus (Paytan). The focus on first grade began with Adina'sdaughter entering elementary school in 2000. Adinalearned that the science curriculum in first gradeincludes a unit on sand, silt and clay; she offered to helpthe local school teach this unit with a field trip to theuniversity. In a brainstorming session with interestedgraduate students, we decided to develop four hands-on, age-appropriate activities which fit within the Nationaland California educational standards (Table 1) andcomplement the current classroom curriculum. In thefirst year of the program 2000-01, four classes fromAlmond School in Los Altos participated. In the secondyear, two more schools joined the program, and in2005-06, eleven schools participated in the Geokidsprogram (and more would if we could accommodatethem). We serve about 600 students from 30 classrooms,with two thirds of the schools returning in 2006-07.About 25 university students volunteer to run themorning program.

Though Stanford University is not an informallearning center in the traditional sense, Geokids wasdesigned to emulate the experience of an active field tripto a learning center. Students have the opportunity toexplore on their own through participation in theactivities. The worksheet approach used in museums isadopted for the mineral activity which takes place at themineral collection on public display, while the otherstations use a more classroom-style teaching method. In

this paper, we describe in detail the activities at the fourstations. We hope that the first grade students leaveGeokids with a sense that Stanford University is alearning center and with a positive attitude towardscience.

In general, field trips are a memorable experience forstudents. They get out of the classroom to learn about theworld in different ways than from the usual classroomsetting. These experiences form long lasting memories,regardless of subject matter or type (Falk and Dierking,1997). Indeed, what they retain may go far beyond theobjective of the lesson (Knapp, 2000). Field trips canresult in an improved attitude toward the site visited and a positive reaction to learning more about a specificsubject (Knapp, 2000). Social aspects of being out of theclassroom environment have also been shown to have agreat impact, sometimes greater than the subject content.We believe the environment of Geokids providespositive lasting memories, of both social and academicexperiences in addition to enhancing the subject matterknowledge.

Geokids focuses on experiential learning for bothstudent and instructor. Specifically, involving geoscience graduate students in teaching this program providesthem with direct teaching and outreach experience thatthey rarely get as teaching assistants in college courses.Here, they are the instructors, leading the teachingexperience. We provide training on the activities, andpair novices with more experienced instructors. Thisopportunity allows the university students to find theirteaching voice (figuratively, not literally). Also, we aretraining graduate students about the value of theirinvolvement in education and outreach as well asproviding them with the pedagogical skills they willneed as they pursue funding from agencies that requirebroader impact components (National ScienceFoundation, 2004).

We hope that by sharing our experiences we caninspire other geoscientists to develop similar programs.This program can be adopted as is, or changed to fit theneeds of local elementary students and the expertise ofthe instructors.

FIELD TRIP ORGANIZATION

Geokids is a 2-hour morning field trip to the Stanfordcampus which can accommodate 40-60 students (2-3classes). We offer this program free-of-cost to local public schools and we are fully subscribed with 15 field tripseach academic year. The instructors are volunteerundergraduate students, graduate students, post docsand lab technicians. We have a pool of about 25volunteers each year, many of them volunteering forseveral years. They are primarily from the variousdepartments and programs in the School of EarthSciences.

The day begins with one of us welcoming thestudents and asking what they think geologists study.We briefly discuss geology as a career, emphasizing that

326 Journal of Geoscience Education, v. 55, n. 4, September, 2007, p. 326-332

Engaging First Grade Students in a Geoscience Campus Field TripJennifer Saltzman School of Earth Sciences, Stanford University, 397 Panama Street, Palo Alto, CA

94305, [email protected]

Adina Paytan Geological and Environmental Sciences, 450 Serra Mall, Braun Hall- Building320, Palo Alto, CA 94305, Stanford University, [email protected]

the instructors are students going into geology careersand talk about how geology impacts our every day life.With the help of the elementary school teachers, wedivide the first grade students into four groups (10-15 per group); both students and university instructors wearname tags (this is coordinated with the elementaryschool teachers in advance). We give each student a fieldbook to be used at the stations. The field book hasage-appropriate language and images to guideexplorations. Students record their observations in thefield book just like a scientist does. To ensure smoothtransition between activities, we have a set time schedule of 20 minutes at each of the four stations, 5 minutes inbetween stations as travel time, and a 15 minutemid-morning break with a running game we callErupting Volcano. The break is very important for theyoung students who have lots of energy and need to runa bit, and sometimes need a snack to get them throughthe whole morning.

At each station, the Stanford instructors introducethemselves to the students and say something about how

much they enjoy studying rocks, fossils, etc. and thenbegin the activity. Over the year, Stanford instructorshave the opportunity to teach at various stationsalthough they are welcome to remain at the station theyare most comfortable teaching. Below we describe theactivities at each station in detail. The National andCalifornia State educational standards for each activityare detailed in Table 1. The supplies are for a group of 15students at each station. The field book is available at:http://pangea.stanford.edu/outreach.

There are two Stanford instructors (undergraduateand gradate students) at each station. The soil andmineral stations have two activities which require twoinstructors; the rocks and fossils stations have only oneactivity but two instructors can give the needed personalattention to the young students. At the end of 20 minutes, one instructor walks the current group to the nextstation, while the other instructor gets ready for the nextgroup. This also provides a backup when an instructordoes not show up.

Saltzman and Paytan - Engaging First Grade Students in a Geoscience Campus Field Trip 327

Science Content Standards for CaliforniaPublic Schools National Science Content Standards

Grade One and Grade Two Content Standards: K-4

Rock Station

Earth Sciences 3a. Students know how to comparethe physical properties of different kinds of rocksand know that rock is composed of differentcombinations of minerals. 3b. Students knowsmaller rocks come from the breakage andweathering of larger rocks.

Investigation and Experimentation 4b. Sudents willrecord observations and data with pictures,numbers, or written statements.

Properties of Earth Materials

* Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The variedmaterials have different physical and chemicalproperties, which make them useful in differentways.

Mineral Station

Earth Sciences 3a. Students know how to comparethe physical properties of different kinds of rocksand know that rock is composed of differentcombinations of minerals.

Investigation and Experimentation 4. Studentsshould develop their own questions and performinvestigations.


* Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The variedmaterials have different physical and chemicalproperties, which make them useful in differentways.

Soil Station

Earth Sciences 3c. Students know that soil is madepartly from weathered rock and partly fromorganic materials.



* Soils have properties of color and texture,capacity to retain water, and ability to supportthe growth of many kinds of plants, includingthose in our food supply.

Fossil Station

Earth Sciences 3d. Students know that fossilsprovide evidence about the plants and animals that lived long ago and that scientists learn about thepast history of Earth by studying fossils.



* Fossils provide evidence about the plants andanimals that lived long ago and the nature of the environment at that time.

Volcano GamePysical Sciences 1b. Students know the propertiesof substances can change when the substances aremixed, cooled, or heated.

Table 1. Geokids activities and the National and California Educational Standards.

ROCK STATION

Supplies:5 sedimentary rocks, 5 igneous rocks, 5 metamorphic

rocks A few walnut sized pieces of pumice and rhyolite Granite, sandstone, gneiss, and other rocks for

demonstration (obsidian, scoria, conglomerate,fossils, etc)

5 sets of 3 laminated name cards with the followingwritten on them:

Igneous rocks are sometimes glassy and sometimes havebig crystals

Sedimentary rocks are made of sand or pebblescemented together

Metamorphic rocks have been squeezed and flattenedPhotos of an erupting volcano, Half Dome at Yosemite,

sand flats, and twisted rocks2 clear cups with waterCrayons

Overview:Students learn about the three rock groups and discuss afew identification characteristics. They test theirknowledge by identifying three rocks. If there is time,students predict and observe how some rocks behave inwater. We set up a classroom to have an open area wherethe students sit in a circle and pass around rocks and asecond area with tables where students work in groupsof 2-3 to identify their rocks. Each groups has 3 rocks (1sedimentary, 1 igneous, and 1 metamorphic) with a set of name cards and crayons.

Activity:1. Students are seated in a group away from the rock

samples and we discuss what rocks are made of andhow to tell them apart. We explain that differentrocks are made of different minerals and geologistscan tell the difference between them by looking at the colors and the texture of the rock. We point out thatin some rocks we can see the minerals. We use theanalogy that minerals are chocolate chips in a cookie(the rock). (1 minute)

2. We explain the rock cycle, using examples of granite,gneiss, and sandstone (and other samples, but nottoo many). We define the three types of rocks.Beginning with granite or a volcanic rock, we askhow rocks can be formed and show the pictures of a

volcano and a mountain. Showing granite andobsidian, we talk about how cooling rate relates tograin size. The children read the descriptions of eachrock type on the name cards. (5 minutes)

3. The children divide into small groups (2-3) and go toa table which is equipped with a set of 3 rocks and 3cards. The students identify which type of rock eachone is. We encourage the teachers/parents to workwith a group. It is important that each group getssome one-on-one help from an adult. (8 minutes)

4. When each group has matched their rocks with therock type card, we ask each group why they matched them as they did. It is important for them to try toverbalize and express how and why they matchedthem. We try to get them to make observations aboutthe rocks (focus on color, texture, how heavy the rock is). Time permitting, the children are also asked tocompare the rocks on their table to each other. Forsedimentary rocks, they are asked to predict wherethe rocks formed, or what kind of places these rockslook like they might be from (for example, asandstone looks like it is made of sand from thebeach). (2 minutes)

5. After a group has completed the identification, theydraw their favorite rock in the field book. We helpthem focus on features (lines, crystal size) (Figure 1).We do not let them trace the rocks to preventcrayon-covered specimens. (2 minutes)

6. If there is time, we ask them if rocks can float. Why orwhy not? We show them the pumice and rhyoliteand have them make a prediction as to what willhappen when they drop both rocks into the water.We drop the rocks in the water to show that thepumice floats. We pass around the pumice and askthem why they think it can float. (3 minutes)

MINERAL STATION

Supplies:Gypsum - 5 pieces, about 2 inches squareHalite - 5 pieces, about 2 inches square10 pennies1 container of talcum powder1 container of salt1 tube of toothpaste15 clipboardsPencils/crayons

Overview:Students observe many different minerals. They areintroduced to the difference between a rock and amineral. They look at color and hardness as a way todistinguish minerals. This activity should take place at amineral display area.

Activity: Introduction (6 minutes)1. We begin this station with an introduction to

minerals using examples that they may be familiarwith such as salt. We emphasize the differencebetween rocks and minerals, and how minerals aredifferent from each other. Some questions we askare: Can you name a mineral? What is a mineral?How is a mineral different than a rock? What is intoothpaste? What is in baby powder? What is salt?We show them these products and relate them to theminerals.


Figure 1. First grade students drawing the rocks thatthey identified as igneous, sedimentary ormetamorphic in their field book.

2. Next we have the students think about how to tellminerals apart. We present samples of halite andgypsum. We tell them that they will be looking attwo properties that help geologists tell thedifference between minerals. The properties arecolor and hardness.

3. We divide the children into two groups and eachinstructor stays with the same group for the twoexercises.

Hardness (7 minutes)1. We begin by showing two minerals, gypsum and

halite, and asking them how we can test forhardness. We tell them what the minerals are usedfor and pass around samples. Each student shouldhave a sample of each mineral. We always makesure to tell them not to lick the halite, or else one ofthem will try it.

2. Next, we direct them to try to scratch each one withtheir fingernail and with a penny. Students recordtheir observations in their field book. Halite isslightly harder than gypsum. (It is very hard toscratch halite with a penny, whereas the gypsumscratches easily. Also, a fingernail will not scratchhalite, but you can scratch the gypsum with afingernail.)

3. Concluding, we explain that even though gypsumand halite look similar, hardness is one waygeologists can tell the difference between the twominerals.

Color (7 minutes)1. We describe that minerals come in different colors

and color is another way to describe and identifyminerals.

2. Using the permanent display of the mineralcollection, students look for a yellow mineral, agreen mineral, and a purple mineral. They writedown the name of three minerals in their field book.We encourage the teachers and parents to help.

3. To wrap up, we ask them if they want to share anygeneral observations they made while looking at the mineral collection. Did all the green minerals lookthe same? Did they notice anything about shape?We find that asking "Which is your favorite?" is agood question to have everyone in the groupanswer. We have to be patient with the shy ones and help with pronunciation of the mineral names.

SOIL STATION

Supplies:2 clear storage boxes (bigger than a shoe box)Hand trowel to dig soil 10 metal forks or spoonsCrayonsWater3 mineral powders (1. Iron(III) oxide, red, hematite, 2.

Iron(III) oxide, yellow, monohydrate, 3. Irondisulfide, iron pyrite) (order from chemical supplycompany)

Cups to mix minerals with water10 paintbrushesWhite paper for painting

Overview:We do this activity outside on picnic tables, yet it couldbe done in a classroom. At one table, students observeliving and non-living materials in soil. At the other table, students paint with minerals. We divide the group ofstudents into two and switch after 10 minutes. The paintdoes not take long to dry, so at the end of the day wegather up all the paintings and give the stack to theteacher.

Setup:1. We collect soil that has a variety of worms, insects

and other components into the clear storage boxes. 2. We mix some of the powdered mineral with water

in the small cups until it reaches a thin consistencythat is easy to paint with.

Activity:What's in the Soil? (10 minutes)1. Each student gets a spoon or fork to dig in the soil. 2. We lead a discussion about the soil and the animals

as the students are digging. We try to identify withthe students' help what they find. Soil is composedof many components, including many which arealive. There are two main types of animals found insoils, and they are called shredders and digesters.The shredders break down large pieces of plantmaterial into smaller ones. Shredders includecaterpillars, pill bugs (sow bugs), and millipedes.Digesters are mainly the earthworms, and they gothrough the soil eating the small particles andputting out new soil that is full of plant food, whichis why worms are so good for gardens. Sometimeswe find a third category of animal which is apredator such as a centipede; it eats other animals,alive or dead, that live in the soil. The centipedes arethe only creatures that we don't allow the studentsto pick up with their hands, since these can bite (we


use a fork instead). Other things that can be found insoil include leaves, bark, twigs, and roots (both aliveand dead). We talk about how these things containnutrients (plant food), and it's important that theystay in the soil and get shredded and digested so thatthe growing cycle can continue. Soil also has rocks.

3. We encourage the students to dig in soil near theirhomes, at school, or parks to see if it is different.

4. In their field books, we direct the students to circlethe pictures of what they find in the soil. (Figure 2)

Mineral Painting (10 minutes)1. Each student gets a paintbrush and paper to paint

with the mineral paints. We like to encourage themto paint an Earth-related picture, although someinstructors let them paint anything the studentswant. We make sure to write their names on theirpictures.

2. As they are painting, we explain that soils occur inmany different colors, and the different minerals inthe soil often are the reason for these differences.People found out very early on that these mineralscould be separated and used to make all sorts ofdifferent paint colors. In fact, some of the mostexpensive paints today are still pure forms ofminerals, and you can often find minerals added tomakeup for color or sparkle.

FOSSIL STATION

Supplies:Photos or transparencies of Tyrannosaurus rex,

Stegosaurus, footprint fossils, and plant fossilsAmmonite (about 20 inches in diameter) Trilobite nodule (with internal and external molds) Trilobite model Plastic dishes (weight boats or petri dishes) - 1 for each

student Modeling clay (air drying type) - 1 inch ball for each

studentAssorted shells2 permanent fine-tipped markersPlastic hand lensesCrayons TableclothBox to carry the clay fossils back to the school

Overview: We start with a discussion on how fossils are formed andshow a trilobite fossil, then we divide the students intotwo groups. One will make fossil imprints in clay whilethe other examines the large ammonite. We switch thestudents after 5-6 minutes between the fossil imprintsand the ammonite. This activity can be adjusted to useavailable specimens. If a large specimen that a group of 8students can easily see together is not available, you maywant to use several smaller identical specimens. Thefossil imprint activity is messy so we use a tablecloth ornewspaper to keep the table clean.

Setup:We roll clay balls, ~1 inch in diameter and place in plastic dishes. This is to conserve clay and to ensure that thestudents have enough to work with successfully.

Activity:Introduction (8 minutes)

1. We begin the discussion by asking them what theyknow about fossils and showing them a fossil. Howfossils are made? Have you ever found a fossil? Weexplain that hard parts fossilize and soft parts decay,while discussing the importance of imprint or tracefossils. We emphasize that much of what we knowabout early life is from impressions or traces likefootprints and burrows. (2 minutes)

2. We show pictures of assorted fossils and ask thestudents to identify the pictures. We emphasize thedifference between hard parts (bones-shell) and"soft" trace fossils (leaf imprints and foot prints). Iftime permits, we let them tell us what they knowabout dinosaurs with the pictures of theTyrannosaurus rex and the Stegosaurus. Again, weremind them that everything we know aboutdinosaurs is from fossils. (3 minutes)

3. We show them a closed trilobite nodule and ask ifthey know what it is. We open it and explain that it isa fossil Trilobite. Trilobites lived from ~542-241 Mya. They went extinct at the same time as 90% of allliving species in what is called Great Permo-Triassicextinction. We point out the body fossil (internalmold) and the imprint fossil (external mold). Usingtheir field books, students try to identify the trilobitebased on body shape in comparison to two pictures.We also have a model of another trilobite so thatmore students can work at the same time. (3 minutes)

Imprint Fossil and Ammonite (12 minutes)4. Imprint Fossil: We show examples of hardened

"fossils" and explain how the students will makeimprint "fossils" with shells and clay. Students pressthe clay flat, about 1/4" thick, and then press shellsinto the clay. We write their names on their weightboats. (6 minutes)

5. Ammonite (~500 - 65 Mya): We bring a small groupover to the large ammonite and let them touch it. Weask them what they think it may be. We describe how we think it grew and moved in the water. We havethem look at three pictures of ammonites in theirfield books, and have them figure out which pictureit matches. We show them how to look at thepatterns on the ammonite with their hand lenses. (6minutes)

6. We put all the fossils the children prepared in a boxso that the teacher can take the fossils back to theschool.

ERUPTING VOLCANO! - MID MORNINGACTIVITY

Overview: This game is about temperature and how moleculesmove more quickly at hotter temperatures. The studentssimulate the movement of the magma while it heats up,erupts from a volcano, and cools down into solid rock.We do not mention anything about pressure ortemperature of the rocks below the surface, in order tokeep it simple and fun.

We play this game during the mid-morning break.The students need a break from the classroom. This waythey can run and have fun, while thinking aboutvolcanoes. The group size can be from 10 to 60 children.One round takes about 3-4 minutes, so we play the gametwo or three times, depending on student interest andtime. As you tell the story/read the script, you should act out the motion.


Activity Script: Today you are going to be part of a rock. When things -rocks, plants, air, and all the little parts that make upyour body - are cold, they move very slowly. And as theyget warmer and warmer, they move more and morequickly. I'm going to tell you when you are hot movingmagma and when you are a cold solid rock. There are afew rules. 1. Stay within a certain boundary (thecourtyard or a circle marked in the dirt) 2. Watch out for

your friends and what is on the ground so you don't runinto each other or trip and fall.

To begin, everyone should stand still. You are part ofsome rock deep in the earth, near a volcano. Right nowyou are solid rock, and then something shifts in the earthand you start to move closer to the surface. You shouldbegin slowly moving in place, just by rotating the top ofyour body. Then as you get hotter, you will slowly beginto rotate, and then make small circles. You are gettinghotter and hotter. You are now flowing magma in the


Question Response 1 Response 2 Response 3

Did your students do anypre-trip activities aboutgeology? If so, what?

We have been studying ourpebble, sand, and silt unit, sohave completed many activitiesregarding sand, what soil ismade of, describing rocks, andsorting the rocks by color,shape, and size.

Yes, we have been studyinggeology in class. Many of ouractivities include introducingthe layers of the earth (makingclay models), discussing whatthe rocks are made of, learningabout the three types of rocks,making salt crystals, etc.

Yes, the geology study has beenpart of a first grade unit in theLos Altos School District. Thechildren all have their own rockcollections, have sorted rocksmany ways, made a clay modelof the earth to learn about thecrust, mantle, core, etc. I hadalso read (and we discussed)several non-fiction books aboutthe earth, kinds of rocks, rockcollecting and sorting, saltcrystals, fossils, etc

Did your students do anypost-trip activities aboutgeology? If so, what?

We use the digital photographswe took and have the childrenwrite about what they did onthe trip.

We wrote in our journals aboutour trip. We also reviewed ourfield logs and added things welearned to our "K-W-L" chart(what we know, what we wantto know and what we learned)

Yes, we are continuing ourgeology study includingerosion, how rocks change, anda study of fossils. We aredoing some experiments on"ways rocks can change." Weare also learning more aboutfossils.

What was the best part of theday for your kids?

Hands-on activities - paintingwith various soils, making fossil imprints.

Everything! They really enjoyedthe hands on activities in eachstation.

The minerals. The children have a very strong lasting impressionfrom seeing the minerals.

What misconceptions aboutgeology did Geokidsaddress? Or possibly create?

The rock station was the hardest for my kids. It was great to seethe three different types of rocks for themseleves. They also liked having the ability to ask "anexpert" about which rock waswhich kind. They have thehardest time telling thedifference between themetamorphic and sedimentaryrocks.

My kids learned that fossils areformed not only from animalbones, but other things as well.I'm pretty sure you addressedother misconceptions, but thiswas the one the students cameback talking about.

The children believe there isonly one or two types orcrystals. Visiting the mineralsopens up a whole world tothem.

Was the trip educationallyvaluable? Why?

Yes. Great for students to talkto people who study geology asa profession and visit Stanfordujniversity, a part of ourcommunity as well as learninformtion about fossils, rocks,and minerals. Seeing actualrock/mineral specimens wereinvaluable.

yes

Very valuable. The childrenbelieve they get to go wheregrown ups really study geology- they are impressed with theactivities and the surroundings.

Are the activities in Geokidsappropriate for yourstudents? How could weimprove the activities?

Yes, very appropriate. Appreciated that students weregiven a "break" time and achance to run around duringmid session.

The activities were great. Wehave gone more than one year. Last year there were morefossils to view. That was better.

The activities are veryappropriate. Some of yourstudents have more experiencetalking to first graders, butoverall they showed the firstgraders they enjoyed what theydid.

Geokids instructors areundergraduate and graduatestudents who volunteer theirtime to teach. Any commentson the instructors?

Instructors are enthusiastic andable to engage students.

Instructors were very good;each lesson was kid friendly and well thought out. I also likedhow the instructors asked a lotof questions, instead of justgiving the children the answers.

The instructors were delightful!The instructors and theminerals.

Any other comments . . .

I truly appreciate you sharingyour love of geology with ourbudding scientists. The parentsare very appreciative of yourtime and energy to help educate their children. Thank you somuch!

Great job! We will be back nextyear!

Thank you again for providingsuch an incredible resource forthe students in the community.

Table 2. Representative responses from eight teachers who completed the online survey from October 2006through March 2007.

magma chamber. You are very hot and are starting tomove even faster. And then, the volcano erupts. Run!You are now hot lava running quickly down the side ofthe volcano. (Let the children run for a minute). Now,you are cooling off and slowing down. You are a solidrock now and stop moving.

FEEDBACK

Geokids is a great program for both the Stanfordstudents and the elementary students. The feedbackfrom both groups has been very positive. Severalgraduate students have participated for a few years in arow. Undergraduate students try to sign up for dayseven if this will mean that they will have to miss theirclasses (this is NOT encouraged). They enjoy sharingtheir excitement with young students and getting to lookat geology through the eyes of a first grader.

During the 2006-2007 academic year, we surveyedthe teachers the week after they participated in theGeokids field trip. We asked them to fill out a shortonline survey so that we can begin to understand howeffective the program is. Eight teachers responded,representing five schools from the two school districtsthat we primarily serve. We have summarized the results and provided a table with representative responses tothe questions (Table 2).

Overall, the teachers are very pleased with Geokids.The survey results indicate that all but one teacher didpre-trip geology activities, ranging from teaching thethree rock types to using many of the lessons in the FOSSunit on Pebbles, Sand and Silt. Most studentsparticipated in post-trip activities which includedwriting about their experiences at Stanford. Two teachers also had students include in the K-W-L chart (Know -Want to Know - Learned) information related to theirGeokids experience. Overall, the teachers thought thatthe best part of the day was hands-on activities with thefossil activity most often mentioned. All teachers told usthat the activities were very appropriate for theirstudents. Also, they applauded the instructors' ability toengage the students and their ability to ask and answerquestions at the right level.

On a more ancillary note, we have only heardpositive feedback from the schools and parents. Thestudents send pictures and letters, telling and showingwhat they remember. We share this feedback with theinstructors because it inspires them to continuevolunteering in the program. One school gave all theinstructors gift certificates to the fruit smoothie store oncampus as a thank you gift. Many teachers bring theirfirst grade classes year after year and now we have awaiting list. We plan to implement a lottery schedulingprocess for future academic years.

NEXT STEPS FOR GEOKIDS

Our audience has been elementary schools from thesurrounding districts of Palo Alto and Los Altos. We arebeginning to expand our audience to include schools inthe lower income areas of east Menlo Park and East PaloAlto. With these schools, we now have the challenge ofhelping with providing a means for transportation. In the more affluent schools, parents drive the students or thecost of a school bus is not prohibitive. As our audience

expands to include less privileged school districts, wemay face other unforeseen challenges.

While preparing this article, we more fully realizethe need to do a formal assessment of the program. Someof the questions we would like to answer are: DoesGeokids change a child's attitude toward science? DoesGeokids address any misconceptions? Does Geokidscreate any misconceptions with the volcano game? Dochildren make connections between their own lives andthe activities they participate in at Geokids? We wouldlike to incorporate this information into the Geokidsprogram, including volunteer recruitment. Graduatestudents are more likely to volunteer if they know theirefforts are effective in improving student attitudestoward science (Andrews et al, 2005).

From the idea to help just one school, Geokids hasgrown to provide a substantial learning experience forthe local community. "It [Geokids] is definitely the mosteducational field trip available that connects with ourfirst grade curriculum," wrote a returning teacher fromLucille M. Nixon Elementary School in Palo Alto. Thestrength of the Geokids Program also resonates with thevolunteer instructors as a successful program. A formergraduate student described her experience with Geokidsas "highly rewarding when those little first graders grasp concepts that we have trouble getting college students tounderstand."

ACKNOWLEDGEMENTS

We want to thank all the student volunteers who teachGeokids and who have helped develop and improve thisprogram, particularly Alix Krull Devantes and CarrieWhitehill who helped coordinate the effort. Withouttheir help and enthusiasm, we could not offer thisprogram. Thank you to Anne Egger and Kelly Beck whoprovided constructive comments on this manuscript. We would also like to thank Stanford's School of EarthSciences and a NSF-CAREER grant to AP for financiallysupporting the program.

REFERENCES

Andrews, E., Weaver, A., Hanley, D., Shamatha, J., andMelton, G., 2005, Scientists and Public Outreach:Participation, Motivations, and Impediments,Journal of Geoscience Education, v. 53, p. 281-293.

Falk, J. and Dierking, L., 1997, School field trips:assessing their long-term impact, Curator, v. 40, p.211-218.

National Science Foundation, 2004, Grant ProposalGuide (GPG), NSF-0-23, http://www.nsf.gov/publications/pub_summ.jsp?ods_key=gpg

Knapp, D., 2000, Memorable experiences of a sciencefield trip, School Sciences and Mathematics, v. 100, p. 65-72.


engaging first grade students in a geoscience campus field ...apaytan/... · past history of earth...

Documents