I totally agree with the editor of TST this month, concerning the status of the earth sciences in many of our high schools. Many years ago when I was in high school (and when dinosaurs roamed the earth, as my students would say), I started my science courses with biology, followed by chemistry, physics, and a fourth year biology elective. Earth science was not even in the course catalog – so much for the good ol’ days! Are things different now? What is the current status of the earth sciences in your high schools? What topics are included in a typical earth science course: Geology? Meteorology? Astronomy? Ecology? Oceanography? Paleontology?
When I got to college, I had to take some earth science electives, and my eyes (and mind) were opened up. I was really tempted to morph my chemistry major into one of the earth sciences, but I compromised by adopting the earth sciences as a lifelong avocation. Most of my knowledge of the earth sciences results from readings, a few grad courses, and self-study at museums and parks. And with the Internet, I’m able to keep learning at a rapid pace!
Have you ever tried any of NSTA’s Science Objects? These free online content courses take about 1-2 hours to complete. I’m a big fan of (yes, you guessed it) the earth science ones, and right now I’m working on the Plate Tectonics offerings. It’s a great way to get acquainted (or re-acquainted) with this essential content. There are other Objects for the physical and life sciences, too. And best of all, they’re designed for those of us (elementary, middle school, or high school) who might not have a lot of formal background in these content areas, but who want to learn more about these topics.
Using a search engine to find websites on earth science topics can be frustrating, especially when a topic has thousands of “hits.” If you need information or teaching ideas, don’t forget to go to SciLinks . Enter a search term and get suggested websites focused on just that topic. Here are some of my personal favorites:

• Windows to the Universe examines our planet, the solar system, and the universe. The text is written at several levels and the graphics are spectacular. A Spanish version is available, too. The site was recently updated to include information on climate change and the polar regions, as noted in the article in this month’s issue “International Polar Year in the Classroom.”
• Meteorology from the University of Illinois is a comprehensive site. I’d be tempted to use this instead of a textbook! I’m a little concerned about last update in 1999, but the basic info is good, and some information is dated later than 1999.
• You can take a virtual field trip to the Grand Canyon to explore the rock strata and geologic formations.
• I cringe when I see “demonstrations” of volcanoes using vinegar and baking soda. While this is a nice example of a chemical reaction, it does not represent the forces that create volcanoes. Why not visit sites such as Volcano Hazards Program of the U.S. Geological Survey or How Volcanoes Work for information and lesson ideas on a topic that most students find fascinating.
• Earthquakes are another interesting topic. Faultline from the Exploratorium Museum and Earthquake Hazards Program of the U.S. Geological Society are good sources. Earthquakes for Kids is good for younger or less experienced students (ignore the games and puzzles – who needs find-a-words and coloring pages when there’s so many interesting things on this site!)
• The University of California Museum of Paleontology is a treasure of information and activities on the fossil record.
• The Hubble Site – Explore Astronomy site is a good resource for astronomy. And the NASA Quest site has online projects for students.
• NSTA also has activities related to the earth sciences: Astronomy with a Stick and Day Into Night

Articles such as those in this month’s Science Teacher are a wealth of information. I downloaded the software mentioned in “Connecting Students to Seismic Waves” – what fun! I was shaking the table to see the graph change! The activities website mentioned in this article and in “Redefining Earthquakes” look authentic and interesting.
The article “Modes of Inquiry” reinterates that earth science should not be constrained by a focus on THE scientific method. This article describes several types of inquiry used by scientists and is another piece on why a single method of inquiry isn’t always possible (or appropriate). Another article on this topic was in the December Science and Children .
“Investigating the Earth and Its Environment” describes how one school district realigned its curriculum and created a new kind of earth science course. The authors are very honest in their description of the amount of work it took and some snags they had to deal with. But I wish I could have taken a course like this in high school!