24 Transforming Geoscience Education: Reimagining how we teach the Earth (Posters)

This session will explore innovative and student-driven approaches to geoscience education. Contributions may focus on either design and implementation or research on evidence-based instructional strategies like active learning, project-based learning, field experiences, and others.

Tuesday, 10 March 2026
9:00 AM - 5:00 PM
RCC, Lower Level Hall

Bringing fossils to the elementary classroom: Engaging second grade students through community outreach at Crawford Woods Elementary School in Hamilton, Ohio

Paper number: 24-6
Program: Technical Sessions
Time: 9:00 AM – 9:00 AM

Authors

Abstract

An outreach event focusing on paleontology for K-3 level students was held to establish interest in local geology and fossils and foster engagement and curiosity. Taking place in November 2025, we hosted 105 second grade students for the second time, at Crawford Woods Elementary School in Hamilton, Ohio. There were four (15-20 minute) stations, with one to two members each from Miami University focusing on local fossils, taphonomy, excavation, and 2nd graders favorite: dinosaurs. Station one was focused on fossil taphonomy. The students learned about how fossils were formed by rubbing pencils over locally collected leaves to create a leaf print. We discussed how fossils were formed from the time an animal dies to the time it is discovered by paleontologists and everything in between along with different types of preservation. At station two, Ordovician fossils were presented and passed around for a hands-on experience, with the goal to introduce students to ancient local fauna and the rocks right in their back yard. We discussed ancient life and what the Ordovician sea floor looked like 445 million years ago. Station three was all about dinosaurs from the Mesozoic and included a class discussion about mosasaur ecology (diet) based on their teeth, which each student got to keep. Additionally, each student got to choose a toy dinosaur and a class discussion ensued on dinosaur names and ecology. Station four, the students favorite, was a simulated archaeological dig. We purchased fossil dig blocks made of plaster of paris and each containing a fossil. Each student was given a block and a mini-excavation brush/shovel to search through their block for a real fossil inside. Once each student found their unique fossil an information card was provided and we discussed all about unique things they found. During the digging, a discussion on how fossils are excavated in the field was given and how it eventually becomes a fossil in a museum. Students got to bring home materials from almost all the stations and learn more about fossils and the possibilities in geoscience in an accessible way. Established relationships with the school, previous arrangements and purchasing of fossils, and carryover of college student experience made the event straightforward to put on.

Geological Society of America Abstracts with Programs. Vol. 58, No. 1

doi: 10.1130/abs/2026SE-411622

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