SCIENCE 8

THE EARTH
AND ITS
CHANGES
STEAM-Introduction to Geological Processes- Weathering, Erosion, and Deposition
ST3.2 G8/1, ST3.2 G8/2, ST3.2 G8/3, ST3.2 G8/4, ST3.2 G8/6, ST3.2 G8/7, ST3.2 G8/8, ST3.2
G8/9

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

 OBJECTIVES
Describe the concept of geological processes such as weathering, erosion, and
deposition
Discuss the various factors such as water, wind, glaciers, gravity, living organisms,
weather conditions, and chemical reactions influencing the geological processes.
Apply measurement skills to collect quantitative data related to geological
processes, such as measuring the impacts brought by a geological process,
recording physical and environmental parameters, or estimating the number of
materials needed to mitigate impacts of geological processes.
https://www.youtube.com/watch?v=-MFLgtti51I
(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
 Weathering
 Weathering is the process by which rock materials are broken down by the
action of physical and chemical processes.

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

 Weathering
 Weathering is the process by which rock materials are broken down by the
action of physical and chemical processes.

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

 Weathering

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th
 Erosion and Deposition
Erosion is the process by which wind,
water, ice, or gravity transport
weathered materials from one location
to another.
Deposition occurs when the eroded
materials are dropped or laid down.
Erosion and deposition, like weathering,
do not destroy matter. Instead, they
move and deposit matter in new places.
(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th
Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th
 EROSION- QUESTIONS TO ASK
OURSELVES

Photos should be a
square like this.
#1 #2

What do we know about How does it affect us

erosion? where we live?

#3

Where can we see the

effects of erosion?

(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
 What it looks like…

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(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
O R G A N I C S C O M PA N Y
 MORE QUESTIONS!

#1 #2
What was the cause How long did it take #5
of the erosion in this for the beach to What solutions do we
video? erode? have to stop
something like this
#3 #4 from happening?
How much did they
What problems could
say it would cost to
you see the erosion
rebuild the coast?
causing?

BEST FOR You

ST1.2 G8/12: Identify and describe the function of the reproductive organs of male and female using m
O R G A N I C S C O M PA N Y
 Types of Seawalls

Photos
Photos should
should bebeaa
square
square like
like this.
this.
#1 #2
Vertical Curved Mound
• Helps dissipate waves as • Uses porous rock or concrete
• Easiest type to build
opposed to deflecting them. armor.
• Deflects the wave energy away
• Curved shape helps waves • The gradual slope and loose
from the coast
to not go over wall material help deflect and
absorb energy.
• Contains rubble that absorbs
some of the energy
• Lower cost option

(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
 MATERIALS TO USE

Photos should be a
Photos should
square bethis.
like a
square like this.
ks)
ops i c le stic
p
ang roves (
M

Re
cyc
led
C o nc
rete
Recycled Rubber

(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
 Budget Sheet Note: For each ½ inch of sand eroded you lose $5

Amount Cost Environmental Points

Photos should be a
square like this.
Rocks 50 grams $15 -$7

Rubber 50 grams $10 -$5

Mangroves 10 popsicle sticks $5 +$5

Concrete 1 cup $3 0
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(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
O R G A N I C S C O M PA N Y
 MATERIALS TO USE
 Discuss with your group which material you think you want to use.
 Take measurements of your container and estimate how much material you will need to purchase.
You must also think of what type of seawall you’re creating: mound, vertical or curved. Record
Photos should be a
choices on design sheet.
square like this.

 Before purchasing fill out cost benefit analysis. Determine the total cost of your first seawall
iteration and the environmental impact.
 Once you have filled out you paper you can bring it to the store to purchase materials.
 It’s time to build! Work as a team and use your materials wisely! If you need more materials add
them to your ledger and then go to the store.
 When you’re finished, put your wall on table to dry and fill out your predictions sheet.

(ST3.2 G8/5) 1. Describe weathering, erosion, deposition, floods, coastal erosion, landslides, sinkholes, and land subsidence.
 Activity time!

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

OBJECTIVES
Comparison of processes, properties and uses as well
as describing the impacts of fossil fuel use from the
information gathered.
Demonstrate an awareness of the effects of using
fossil fuels by offering guidance on the use of fossil
fuels.
Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th
VOCABULARY 1

4 2

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Teacher Irene M. Dela Torre
O R G A N I C S C O M PA N Y email account: irene.d@sunflowerschool.ac.th
VOCABULARY 1

4 2

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Teacher Irene M. Dela Torre
O R G A N I C S C O M PA N Y email account: irene.d@sunflowerschool.ac.th
VOCABULARY 1

4 2

TIME IS UP!

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Teacher Irene M. Dela Torre
O R G A N I C S C O M PA N Y email account: irene.d@sunflowerschool.ac.th
VOCABULARY 1

4 2

TIME IS UP!

BEST FOR You

Teacher Irene M. Dela Torre
O R G A N I C S C O M PA N Y email account: irene.d@sunflowerschool.ac.th
VOCABULARY 1

4 2

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Teacher Irene M. Dela Torre
O R G A N I C S C O M PA N Y email account: irene.d@sunflowerschool.ac.th
 Fossil fuels
 These are nonrenewable sources of energy formed from
the organic matter of plants and microorganisms that
lived millions of years ago.
 They result from changes in the condition of organism
remains through chemical and geological processes.
 The natural resources that typically fall under this
category are coal, oil (petroleum), and natural gas.
 This energy (and CO2) was originally captured via
photosynthesis by living organisms such as plants, algae, An aerial view of a coal-fired power plant
in Mount Storm, West Virginia, taken in
and photosynthetic bacteria. June 2012.

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 QUESTION!
True or False: A piece of animal droppings (poop) can be a fossil.

Answer: True. This type of fossil is called a trace fossil because it

shows that an organism was there.

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 Coal
 The first fossil fuel to be widely used, forms
mostly on land in swampy areas adjacent to
rivers and deltas in areas with humid tropical
to temperate climates.
 Although some older coal deposits that exist
before terrestrial plants are presumed to
come from algal buildups.
 Coal was formed when plant material is
Coal was formed when large plants in swamps died 300 million years ago
buried, heated, and compressed in oxygen- (before the dinosaurs). Over millions of years, this vegetation was buried
under water and dirt (100 million years ago). Eventually, heat and pressure
poor conditions over a long period of time. turned the dead plants into coal, which is found under layers of rock and
dirt.

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

 Coal

Left: Mountaintop removal uses explosives to loosen overburden at the top of a mountain, which is
then displaced into a nearby valley (valley fill). The underlying coal seam is then extracted. A sediment
pond collects soil that erodes from the valley fill. Image by EPA (public domain). Right: A mountaintop
removal site. Image by JW Randolph (public domain)

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 QUESTION!
True or False: Fossils are formed when people place them into
sand for other people to find later.

Answer: False. Fossils are formed by sedimentary rock being

formed on top of and around a dead organism.

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 Oil and Gas
 Petroleum, with the liquid component
commonly called oil and gas component
called natural gas (mostly made up of
methane), is principally derived from
organic-rich shallow marine sedimentary
deposits formed from ancient marine
microorganisms (plankton).

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 Petroleum (Oil) And Natural
Gas
 Petroleum (oil) and natural gas were formed from marine
microorganisms.
 These were covered by layers of silt and sand 300-400
million years ago.
 Over millions of years, the remains were buried deeper and
deeper.
 They are pictured 100 million years ago. The enormous
heat and pressure turned the remains into oil and natural
gas.
 Now, oil and natural gas deposits are found underground
and can be extracted via drilling through the layers of sand,
silt, and rock.
ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 QUESTION!
True or False: Paleontology is the study of fossils.

(Answer: True)

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 Extraction of
Conventional Oil and
Natural Gas

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

 Extraction of
Unconventional Oil
and Natural Gas

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 QUESTION!
True or False: oil and natural gas deposits are found
underground and can be extracted via drilling through the layers
of sand, silt, and rock.

TRUE

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 Oil shale
Oil shale (or tight oil) is a fine-grained
sedimentary rock that sometimes contains
kerogen, a solid material from which petroleum
products can ultimately be manufactured.
Shale is a common source of fossil fuels with high
porosity, but it has very low permeability.
 In order extract the fossil fuels, the material has
to be mined and heated, which is expensive and Underground mining of oil shale in Estonia

typically has a negative impact on the

environment.
ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 QUESTION!
True or False: Engineers have no use for studying fossils.

(Answer: False. Engineers can get ideas from studying fossils.

They can use what they learn about fossils to design new
technologies that mimic the prehistoric natural world.)

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
Group 1
Group 2
Group 3

ST 3.2 G8/1: Comparison of processes, properties and uses as well as describing the impacts of fossil fuel use from the
 What Are The Effects Of Burning Fossil Fuels?
 They release large
amounts of carbon
dioxide, a greenhouse
gas, into the air.
 Greenhouse gases trap
heat in our atmosphere,
causing global
warming.
 Already the average
global temperature has
increased by 1C.
Warming above 1.5°C
risks further:
 sea level rise
 extreme weather
 biodiversity loss
 species extinction
 food scarcity
 worsening health
 poverty for millions of
people worldwide.

ST 3.2 G8/2: Demonstrate an awareness of the effects of using fossil fuels by offering guidance on the use of fossil fuels.
 How to use fossil fuels sustainably?
Sustainable fossil fuel use would likely rely on abundant, low-grade hydrocarbons like
coal, tar, and shale.
It would require a closed cycle approach in which carbon is extracted from the
ground, processed for its energy content, and returned into safe and stable sinks
for permanent disposal.

ST 3.2 G8/2: Demonstrate an awareness of the effects of using fossil fuels by offering guidance on the use of fossil fuels.
ST 3.2 G8/2: Demonstrate an awareness of the effects of using fossil fuels by offering guidance on the use of fossil fuels.
THE EARTH
AND ITS
CHANGES
RENEWABLE ENERGY
Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th
 ADVANTAGES OF RENEWABLE ENERGY

ST 3.2 G8/3: Compare the advantages and limitations of each type of renewable energy to gather information and propose an appropriate use of renewable energy in
 ADVANTAGES AND DISADVANTAGES OF EACH TYPE
OF RENEWABLE ENERGY

ST 3.2 G8/3: Compare the advantages and limitations of each type of renewable energy to gather information and propose an appropriate use of renewable energy in
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THE EARTH
AND ITS
CHANGES
Structures of the Earth
Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th
 Earth’s Layers: Crust, Mantle, and Core
The core accounts for almost half
of Earth’s radius, but it amounts to
only 16.1% of Earth’s volume.
Most of Earth’s volume (82.5%) is
its mantle, and only a small fraction
(1.4%) is its crust.

ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
 Crust
The Earth’s outermost layer, its crust, is rocky and rigid.
two kinds: continental crust, and ocean crust.
Continental crust is thicker, felsic in composition, meaning that it contains
minerals that are richer in silica. The composition is important because it
makes continental crust less dense than ocean crust.
Ocean crust is thinner, mafic in composition. Mafic rocks contain minerals
with less silica, but more iron and magnesium. Mafic rocks (and therefore
ocean crust) are denser than the felsic rocks of continental crust.

ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
 Mantle
It is almost entirely solid rock, but
it is in constant motion, flowing
very slowly.
It is ultramafic in composition,
meaning it has even more iron and
magnesium than mafic rocks, and
even less silica.

ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
 Lithosphere
The lithosphere can’t be classified
neatly as either crust or mantle
because it consists of both.
It is formed from the crust as well as
the uppermost layer of the mantle which
is stuck to the underside of the crust.
Tectonic plates are fragments of
lithosphere.
ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
 Asthenosphere
Beneath the lithosphere is the
asthenosphere.
Tiny amounts of melted rock
dispersed through the otherwise
solid asthenosphere make the
asthenosphere weak compared to
the lithosphere.

ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
 Core
• It is primarily composed of iron,
with lesser amounts of nickel.
• Lighter elements such as sulfur,
oxygen, or silicon may also be
present.
• The core is extremely hot (~3500° to
more than 6000°C).
ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
 Core
• The boundary between the inner
and outer core is approximately as
hot as the surface of the sun, but
only the outer core is liquid.
• The inner core is solid because
the pressure at that depth is so
high that it keeps the core from
melting.
ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
 Earth’s Layers: Crust, Mantle, and Core
The core accounts for almost half
of Earth’s radius, but it amounts to
only 16.1% of Earth’s volume.
Most of Earth’s volume (82.5%) is
its mantle, and only a small fraction
(1.4%) is its crust.

ST 3.2 G8/4: 4. Create a model to explain the structure inside the Earth according to the chemical composition of the
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O R G A N I C S C O M PA N Y
THE EARTH
AND ITS
CHANGES
ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to soil
characteristics and properties differences.

ST3.2 G8/7- 7. Describe the measurement properties of the soil by using the right tools and approaches. Utilizing data from the soil
properties.

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

 What is Soil?
 Soil is a complex
mixture of minerals,
organic matter, and
organisms.

ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to
 What is Soil Profile?

 A soil profile is a vertical

cross-section of the soil,
made of layers running
parallel to the surface.

ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to
 SOIL HORIZONS

ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to
 SOIL HORIZONS

ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to soil characteristics and properties
 ARE ALL SOILS THE SAME?
No. Soils are characterized by many factors. The main ones
include: texture, structure, porosity, and color.
Texture - Texture refers to the feel, appearance, and consistency of the soil.
Structure - Structure refers to the clumping of the textural components. Small
clumps are called, while clumps of aggregates are called peds.
Porosity - Porosity is aggregates a measure of the porous space in a material.
Color - Color refers to the different color of the soil horizons
ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to
 SOIL
SOIL COLOR TEXTURES

ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to
 SOIL SOIL
POROSITY STRUCTURE

ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to
 IMPORTANCE OF SOIL MOISTURE
CONTENT
Soil water carries food nutrients for the growth of
plants
Soil moisture content determines the yield of the
crop in a region
Soil moisture acts as nutrients
Moist soil is ideal for the growth of many plants
that demand a huge supply of water (ex: rice)
Soil moisture catalyzes biological activities of
microbes in the soil
ST3.2 G8/6- Description of topsoil and soil horizons and the process from model of soil as well as identify factors that lead to
 MEASURING SOIL MOISTURE
Tensiometers - These tools measure
the tension of soil moisture.
Electrical Resistance Blocks-
These are used to measure soil water
tension.
Time Domain Reflectometry
(TDR) –is used to determine the soil
moisture content
ST3.2 G8/7- Description of the measurement properties of the soil by using the right tools and approaches. Utilizing data from
 Electrical Resistance
Tensiometers Blocks

Time Domain
Reflectometry (TDR)

ST3.2 G8/7- Description of the measurement properties of the soil by using the right tools and approaches. Utilizing data from
 SCIENCE 8: BRING ON THURSDAY
(SEPTEMBER 8, 2023)

Please bring materials for the poster and slogan

making activity next week.

1. White Art Board or Paint Canvas

(8 by 12 inches (A4 size) in cm is 20.32 x 30.48 cm)

2. Coloring/drawing/Painting materials/Oil Pastel

(Depends on the students’ plan- Choose only one)

ST3.2 G8/7- Description of the measurement properties of the soil by using the right tools and approaches. Utilizing data from
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THE EARTH
AND ITS
CHANGES
ST3.2 G8/8 - Describe the factors and processes of surface water and groundwater.

ST3.2 G8/9 - Create a model which describes the use of water and offer guidelines for sustainable water use in their
own localities.

Teacher Irene M. Dela Torre email account: irene.d@sunflowerschool.ac.th

 Groundwater and Surface Water
 Surface water is scarce and
unevenly distributed worldwide.
 Pollution makes untreated
surface water unsafe for
drinking.
 Groundwater represents over 50%
of global freshwater.
 It is crucial for drinking water.
 Sustainable groundwater supply
relies on conserving water input,
output, and storage.
ST3.2 G8/8 - Describe the factors and processes of surface water and groundwater.
 Groundwater and Surface Water
Sustainable water management means the ability to meet the water
needs of the present without compromising the ability of future
generations to do the same.

ST3.2 G8/9 - Create a model which describes the use of water and offer guidelines for sustainable water use in their own
 Groundwater and Surface Water

ST3.2 G8/9 - Create a model which describes the use of water and offer guidelines for sustainable water use in their own
THANK YOU
FOR Insert or Drag & Drop your photo

LISTENING!

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Teacher Irene M. Dela Torre
O R G A N I C S C O M PA N Y email account: irene.d@sunflowerschool.ac.th