1. SCIENCE 1 ASSOCIATE DEGREE IN EDUCATION
Lecture # 13
Earth-The Blue Planet

2. Earth Sciences
The unit focuses Earth science. In previous units, Student studied biological systems—such as ecosystems—on a relatively tangible scale, noticing interactions and interdependencies.
In this unit, Student continue their study of systems. This unit introduces them to systems on a greater scale (in terms of distance but also in regard to time).
Students learn to see Earth as a system with interactions of its geosphere, biosphere, atmosphere, and hydrosphere.
In Science I, the focus is mainly on the atmosphere and hydrosphere. In addition, the idea of heat transfer is introduced to explain some of the air and water movement on Earth.

3. Earth Sciences continue ……..
In the past units, Student familiarized themselves with the biosphere and its flora and fauna. In this unit, they investigate air and water as the components of the atmosphere and hydrosphere.
They will understand how the hydrosphere plays an essential role in making Earth habitable. They will also study how the water cycle is part of a system. They explore how processes in the hydrosphere and atmosphere shape Earth’s landscapes and life overall.
By providing them with a more holistic view of Earth and its systems, Student Teachers should be well prepared for further study of earth science concepts in Science II.

4. Week-wise plan
In the first week, Student study the water and air on and above the surface of Earth. They consider the impact of radiant energy from the Sun on the Earth’s systems as a whole as it heats Earth’s water and air. In this context, you can introduce climate, weather, and the seasons.
In the second week, the focus is on how Earth’s landscape undergoes constant change. Picking up on the water theme, you can explore erosion and sedimentation in the context of rivers or along coasts.

5. Goal of the Unit
The goal of this unit is to choose very tangible and specific concepts that manifest themselves in Pakistan’s landscapes and that Student can observe first-hand.
After this unit, they should have a good understanding of the physical landscape of Pakistan as it can be seen today. They should be able to speculate how it might have been formed. In this unit, it is also important to convey an understanding that systems undergo constant change.
Some changes can happen quickly and can be observed; other changes occur very, very slowly. Gradual changes are more difficult to comprehend because they can’t be as easily observed, and tools must be used to collect evidence. Introducing Student Teachers to such ideas provides them with a vital foundation.
This groundwork helps them as they continue to deepen their conceptual understanding of the physical world around them.

6. Value of Teaching Environment at Elementary Level
It is important for Student teaching life science in the elementary grades to discuss in detail how to best introduce young children to the environment that surrounds them.
This knowledge will help children discover all the fascinating aspects of Earth (and the universe). It is also important to show young children how unique and special Earth’s systems are.
Children will then grow up with a better understanding of the intricacy of Earth’s systems. Also, they will develop a better appreciation for the uniqueness of Earth and understand how (man-made) changes in any part of the system contribute to an ever-changing Earth.
As a result, it will be easier for them to understand more complex and abstract concepts later on. Therefore, the third week of every unit develops and deepens this kind of pedagogical content knowledge, which is essential for an elementary science teacher.

7. Learning Outcomes of the Unit
Student Teachers should be able to:
Recognize that the abundance of water on Earth makes Earth unique and habitable
Describe and give examples of ways in which Earth’s surface is built up and torn down by natural processes
Explain how weathering and erosion reshape landforms by eroding rock and soil in some areas and depositing them in others
Investigate landforms and identify constructive and destructive forces that led to their formation
Begin to identify the unit’s underlying core science concepts for children in elementary grades
I design inquiry-based activities and learning outcomes that are age appropriate.