EARTH AND LIFE SCIENCE

OBJECTIVES
At the end of this session, the learner is expected to:
a. define Earth Science in their own words;
b. relate it with other fields of science;
c. explain the need to study Earth Science
d. collect data through the Nature of Scientific Inquiry

PRE-ACTIVITY

Ask Students what fields of science are used to understand this subject, and how are they related
to this subject. (10 mins)
Possible Answer: physical, biological and information sciences (including ecology, biology, physics,
chemistry, plant science, zoology, mineralogy, oceanography, limnology, soil science, geology and
physical geography, and atmospheric science) to the study of the environment, and the solution of
environmental problems. Environmental science emerged from the fields of natural history and medicine
during the Enlightenment.

DISCUSSION

Earth have been serving as home for various living things, so we wanted to understand how
humans impacting the earth and environment. In particular the module explores what is Earth and
Environmental Science and how it is related to other fields of science. Relating the subject to other fields
of science will help us understand the subject better and appreciate it more.
In earth science we try to investigate the physical constitutions of the Earth, from gases beyond our reach
to core inside. Applying how things work will give us a better understanding on how can we protect our
environment better

POST-ACTIVITY
The Students will watch a video on what is Earth and Environment Science, then let them
contribute words or phrases related to Earth and Environmental Science. (10 mins)
Watch : https://www.youtube.com/watch?v=Ck_e4CRM82Y

Earth
and
Environ
metal
Science
Activity 3: Let the students watch a video and ask let them explain the importance of studying Earth and
Environmental Science. (10)
Watch: https://www.youtube.com/watch?v=dCQS-I22SmA

Activity 4: Group the students in to 3 groups and let them have informal research with solution about the
following problems:
1. African Swine Flu
2. Extreme drought.
3. Air pollution because of improper waste management.
With this sequence:
Title
Introduction of problem and solution
Conclusion
References
http://www.ensci.iastate.edu
http://www.environment-agency.gov.uk/
https://www.youtube.com/watch?v=dCQS-I22SmA
https://www.youtube.com/watch?v=Ck_e4CRM82Y
 EARTH AND LIFE SCIENCE

OBJECTIVES
At the end of this session, the learner is expected to:
a. Identify the structure and composition of the earth’s Lithosphere
b. differentiate the properties of the layers of the earth.

PRE-ACTIVITY

Let them differentiate the different roles of the different personnel in an institution (e.g. School)
depending on their hierarchy.
DISCUSSION

Let the students identify the layers of the earth.

POST-ACTIVITY

Compare and contrast each layer of the earth to other layer with the following characteristics:
composition, dept, temperature, state, boundary. (Some information should not be included in the
discussion to let the develop their ability to rsearch)
How do layers of the earth transfer heat energy?

References:
https://www.nationalgeographic.org/encyclopedia/lithosphere/
https://www.merriam-webster.com/dictionary/lithosphere
https://www.sciencedaily.com/terms/lithosphere.htm

https://media.nationalgeographic.org/assets/photos/293/059/02346985-95bc-4856-a683-9894f0a6f8c7.jpg
 EARTH AND LIFE SCIENCE

OBJECTIVES

At the end of this session, the learner is expected to:

a. define mineral
b. differentiate minerals from not minerals
c. enumerate the properties of minerals
d. give examples of minerals
e. identify the types of rocks depending on where they came from.
f. Explain rock cycle.

PRE-ACTIVITY
Give the students five words or phrases that define a mineral then let them make their own definition
of a mineral.
1. Solid
2. Inorganic
3. Natural
4. Have crystalline structure
5. Have a definite chemical composition
DISCUSSION
Introduction:
Humans have been using minerals since the beginning of our civilization, but sometimes we
oversee them because we do not fully understand and appreciate it, there is an issue of depleting resources
on earth, but some don’t realize that the most used material is a mineral. What is a mineral?
Watch: https://www.youtube.com/watch?v=ZkHp_nnU9DY

POST-ACTIVITY
List 10 examples of minerals, and 10 examples of not minerals we encounter everyday, with justification
base on the definition of mineral.
Activity 3: let the students watch a video about the properties of minerals and examples of minerals, and
let them enumerate the properties of minerals
Activity 4: show an image that explains and on how rocks transform and let them explain the image to the
class from each source
From sedimentary rocks, from igneous rocks, from metamorphic rocks.
References:
http://www.geologycafe.com/images/rock_cycle_big.jpg
https://www.youtube.com/watch?v=ZkHp_nnU9DY
 EARTH AND LIFE SCIENCE

OBJECTIVES

At the end of this session, the learner is expected to:

a. Define weathering, erosion, and deposition;
b. Explain the process of weathering, erosion, and deposition;
c. Relate weathering to erosion, and deposition to each other;
d. Site some local places that undergone weathering, erosion, and deposition.

INTRODUCTION
Our planet have a variety of land forms, some of which is like sculpted naturally. There are many
forces affecting the formations of land masses like earthquakes volcanoes. But it is not always the case,
there are some small forces on which affects the formation of land slowly.

POST-ACTIVITY
GET and GIVE: the students will be given some readings and video presentation in which they will GET
data to make info-graphics they can GIVE.
The info-graphics should contain the definition of weathering, erosion, ad deposition, how are they
related to each other, and how these processes are happening
Readings:
www.tutorialsolutions.com/esWEDNotes.htm
https://thesciencepenguin.com/2016/02/erosion.html
https://www.bing.com/videos/search?
q=Bill+Nye+Weathering+Erosion+and+Deposition&&view=detail&mid=4E2052141AD6F1E214454E2
052141AD6F1E21445&&FORM=VRDGAR
https://www.bing.com/videos/search?
q=Bill+Nye+Weathering+Erosion+and+Deposition&&view=detail&mid=2BDAE2F5D1A6391C9C8B2
BDAE2F5D1A6391C9C8B&&FORM=VRDGAR
References:
www.tutorialsolutions.com/esWEDNotes.htm
https://thesciencepenguin.com/2016/02/erosion.html
https://www.bing.com/videos/search?
q=Bill+Nye+Weathering+Erosion+and+Deposition&&view=detail&mid=4E2052141AD6F1E214454E2
052141AD6F1E21445&&FORM=VRDGAR
https://www.bing.com/videos/search?
q=Bill+Nye+Weathering+Erosion+and+Deposition&&view=detail&mid=2BDAE2F5D1A6391C9C8B2
BDAE2F5D1A6391C9C8B&&FORM=VRDGAR

EDSC 212- ADVANCE EARTH AND ENVIRONMENTAL SCIENCE

OBJECTIVES

At the end of this session, the learner is expected to:

A. Describe Earth’s movement using plate tectonics;
B. Identify the three types of boundaries,, and how this boundaries shape the earth;

INTRODUCTION

Humans have been satisfied with what our landscapes looks like until a German scientist named
Alfred Wegener noticed that continents looked like puzzle that can fit together. This the time where
Wegener gathered evidences that supports his idea of a supercontinent called Pangaea in which our
continents came from, but with the technology on their time cannot explain how Continent move.
POST-ACTIVITY
Activity 1: Question what you Watch. Students will be presented videos about Plate Tectonics,
Earthquake, and Mountain Building, afterwards students will make questions that can answer how earth’s
plates move, identifying the boundaries, and how boundaries shape the earth.

https://www.youtube.com/watch?v=S9ty-ta1wyI&t=15s
https://www.youtube.com/watch?v=zbtAXW-2nz0
References:
https://www.youtube.com/watch?v=S9ty-ta1wyI&t=15s
https://www.youtube.com/watch?v=zbtAXW-2nz0