Building a Framework for Earth System Science Literacy Jill Karsten, Ph.D. Program Director for Diversity & Education Directorate for Geosciences National Science Foundation

“I've lived in good climate, and it bores the hell out of me. I like weather rather than climate.” -- John Steinbeck ( )

“Some are weatherwise, some are otherwise.” -- Benjamin Franklin (Poor Richard’s Almanac, 1735)

Nano-History of U.S. Earth Science Education -- adapted from Frank Ireton (2002) 1950’s: Earth Science introduced into NY & PA state curricula 1967: Earth Science Curriculum Project released 1990’s: Earth & Space Science identified as core science in AAAS Benchmarks (1993) & NSES (1996) 1990’s: Earth System Science Education programs (e.g., ESSE; ESSEA) initiated 2002: Revolution in Earth & Space Science Education report issued 2005: Ocean Literacy framework developed Ongoing: Threats from creationism & intelligent design advocates

What is Earth System Science?

The Earth behaves as a system in which oceans, atmosphere and land, and the living and non-living parts therein, are all connected. (Steffen et al., 2004). From Johnson and Ruzek (1999)

Earth System Science Literacy Initiative Interagency Collaboration Sub-system Frameworks –Oceans [2005] –Atmosphere –Climate –Terrestrial Geology & Hydrology –Cryosphere –Biosphere Integrated Framework for Earth System Science Literacy Mapping to Standards & Benchmarks Dissemination From the Jason Project web site

Atmospheric Sciences & Climate Literacy Outcomes from this workshop will both: –establish an ASCL framework for educational uses by these disciplinary communities, and –provide raw material for the broader Earth System Science Literacy initiative The goal is to define what an average citizen should know, based on current science and reasonable expectations It is important that we avoid duplication and build on previous efforts, where appropriate It is essential that we engage broad community support for one set of Essential Principles & Fundamental Concepts It is not too early to consider next steps

Challenges for the Group Putting boundaries on the content areas Balancing what could be known scientifically with what is knowable by average citizens Identifying priorities Keeping the focus on content, not the format for content delivery Engaging a larger community

“Sailors... say the weather is a great bluffer. I guess the same is true of our human society - things can look dark, then a break shows in the clouds, and all is changed.” -- E. B. White ( ) Contact information: Jill Karsten