Download WHAT`S IN A SYSTEM (1 Hour)

WHAT’S IN A SYSTEM
(1 Hour)
Addresses NGSS
Level of Difficulty: 1
Grade Range: 3-5
OVERVIEW
In this activity, students will learn about Earth’s four major systems: geosphere, hydrosphere, atmosphere,
and biosphere. Students will build a human model of the interaction of the systems based on a series of
scenarios. In their models, students will use the scenario as a basis for passing a ball of yarn to a system
or systems that would be part of the interaction. Students will use their model to support their argument
discussing the reasoning behind their choice of interaction.
Topic: Earth’s Systems
Real-World Science Topics
• compare and contrast Earth’s four systems
• analyze the connection and interaction of these systems on our lives
Objective
Students will be able to describe Earth’s four systems and how these systems are interconnected to each
other by the flow of energy from the sun and inside Earth. Students will be able to demonstrate their
understanding of this interconnection by modeling the relationships.
NGSS Three-Dimensions
Science and Engineering
Practices
Disciplinary
Core Ideas
Developing and Using Models
• Modeling in 3–5 builds on K–2
experiences and progresses to
building and revising simple
models and using models to
represent events and design
solutions.
• Develop a model using an
example to describe a scientific
principle. (5-ESS2-1)
ESS2.A: Earth Materials and
Systems
• Earth’s major systems are the
geosphere (solid and molten
rock, soil, and sediments),
the hydrosphere (water and
ice), the atmosphere (air),
and the biosphere (living
things, including humans).
These systems interact in
multiple ways to affect
Earth’s surface materials and
processes. The ocean supports
a variety of ecosystems and
organisms, shapes landforms,
and influences climate. Winds
and clouds in the atmosphere
interact with the landforms
to determine patterns of
weather. (5-ESS2-1)
Crosscutting
Concepts
Systems and System Models
• A system can be described
in terms of its components
and their interactions.
(5-ESS2-1),(5-ESS3-1)
(Source: Next Generation Science Standards)
1
www.siemensstemday.com
WHAT’S IN A SYSTEM
Background Information
What are Earth’s four systems?
The Earth is comprised of four systems. The atmosphere is the layer of gases that surround Earth and includes
oxygen, nitrogen, hydrogen and carbon dioxide. The biosphere is the part of the system that contains all
living things including all plants, animals and microscopic organisms that we cannot see. The geosphere
contains not only rock and soil but also comprises the layers of Earth; the crust, mantle, outer, and inner
cores. The hydrosphere is comprised of all of Earth’s water. The importance of the hydrosphere is that
the water cycle interacts with all of Earth’s systems, sustaining life.
How do Earth’s systems interact?
Earth’s systems interact in many ways. Changes within one system can have a significant impact on one
or more of the others. For example, in times of drought, the change in the hydrosphere will have an impact
on the biosphere (living things) and the geosphere (sustainability to support plant life). Changes in the
atmosphere in the form of global warming can impact the biosphere by causing changes in living organisms
and the hydrosphere by changes in glacier melt causing rising seas.
What type of Energy supports Earth’s systems?
Energy to support the systems comes from two sources. Energy from the Earth, itself inside the core and
mantle, creates convection currents. These convections currents change the land’s surface, for example
creating volcanoes and earthquakes. The other source of energy is radiation from the sun.
Key Vocabulary
System – a group of parts that work together or interacts with each other
Atmosphere – contains layer of gases that surround Earth
Biosphere – contains the living organisms on Earth
Geosphere – contains Earth’s internal layers: crust, mantle, outer and inner core
Hydrosphere – contains all of Earth’s water
Materials Needed for Activity
• Teacher scenarios
• Signs that represent each of Earth’s systems (1 set per group)
• Balls of Yarn (1 per group)
• pencils
Teacher Preparation
Determine groups
Review scenarios
Create system name cards so that students can attach to their clothing or hang around their neck
Have materials ready
2
www.siemensstemday.com
STEPS FOR
WHAT’S IN A SYSTEM
1.
Warm-up Activity: On the board, in no distinct order (it is better for the words to be scattered), write
the following words: principal, secretary, nurse, teachers, program aide, janitor, cook, lunch assistants,
students etc. Ask the students to analyze the list for a few minutes. Ask the students what they think
about the people on this list.
• Where would all of these people be found?
• What do they have in common?
• What would happen if we took one of the people off of the list? (erase/cross out one of the names)
• Would the function of the group of people have to change? why?
• Can you think of a word that would describe how all these people work together? accept all
appropriate answers trying to narrow down the list so that the word that best describes this group
is ‘system’ or ‘school system’
• What other systems can they think of?
2.
The teacher will present the terms of Earth’s four systems: atmosphere, biosphere, geosphere, and
hydrosphere, Students should recognize that each of the words ends in sphere. Students will most
likely consider a sphere to be a round circular object so clarification that the term sphere also refers
to types of matter that share characteristics. Ask students to examine the prefixes of each of the words.
Explain to students the meaning of these prefixes. Ask students to share their ideas of what would be
contained in each of these systems.
• atmosphere – shares the characteristic of the gases and vapor that surround our planet – oxygen,
carbon dioxide
• biosphere – shares the characteristics of life – plants, animals, bacteria
• hydrosphere – shares the characteristics of water and ice – glaciers, rivers, lakes, oceans etc.
• geosphere – shares the characteristics of Earth – rocks, soil, minerals
3.
Teacher should explain that just as the people in the example are dependent on each other, Earth’s
systems are also dependent on one another. Ask students what they think might happen if the
hydrosphere were no longer part of Earth’s system.
4.
Teacher will explain to students that in order for Earth’s systems to work, they require energy. Explain
to students that energy comes from two sources. One of the sources of energy comes from inside the
Earth. Ask students if they can think of the other source of energy (the sun).
5.
Next, the teacher will explain the activity to the students.
• Explain that students will be in groups 4 (one for each system)
• Each student will wear a sign that describes the system they represent. If time allows, students
can make their own signs
• A ball of yarn will be given to one student
• Start with a practice round to demonstrate how to pass the ball of yarn and hold it. Teacher will
read a description of an event to the students
• Students will pass the yarn to the system or that they would be interacting with
• Students will explain why they chose that system to pass the yarn to
• Students will continue to hold the yarn (two students will be holding yarn)
6.
The activity
• Teacher will read a description and the yarn will be passed to the appropriate system or systems
for that interaction
• Remind students they must always hold onto a piece of yarn if it was passed to them
• Again, students will explain why they chose that system or systems
• Teacher will continue reading descriptions as the yarn continues to be passed on
3
www.siemensstemday.com
STEPS FOR
7.
WHAT’S IN A SYSTEM
Finally, a web will have been created. While students are still holding their yarn, ask the following
questions:
• What have we learned about Earth today? Discuss.
• What would happen if we removed one of the systems? Discuss. Instruct one of the students to let
go of the yarn. Discuss what happens. (Depending on number of groups, you could have a different
system release in each group.)
• How has our activity (model) helped you understand Earth’s systems?
Extension Activity
Now that students have an understanding of Earth’s systems, they can create a poster using pictures and
words to show each of the systems. They can also include in their posters the role energy plays in how the
systems work.
Sources
Dictionary Definitions You Can Understand – YourDictionary. N.p., n.d. Web. 1 Feb. 2016.
“Earth Systems Interactions.” California State University, Northridge. N.p., n.d. Web. 6 Feb. 2016.
“Interactions in the Earth System.” UCMP - University of California Museum of Paleontology. N.p.,
n.d. Web. 6 Feb. 2016.
Next Generation Science Standards. N.p., n.d. Web. 1 Feb. 2016.
“What is the Earth System?” Sciencelearn Hub. N.p., n.d. Web. 6 Feb. 2016.
Websites
http://www.windows2universe.org/earth/ess1.html
https://eo.ucar.edu/kids/green/cycles1.htm
http://www.gfdl.noaa.gov/earth-system-model
4
www.siemensstemday.com
IMAGES FOR
WHAT’S IN A SYSTEM
Atmosphere
Biosphere
Geosphere
Hydrosphere
5
www.siemensstemday.com
WHAT’S IN A SYSTEM
Teacher Scenarios
Practice Round: You see a lion standing on a rock. Which systems are interacting?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
6
On a sunny day, you see a puddle of water disappear.
Lava from a volcano has destroyed a forest.
A flock of geese is flying south.
A penguin finishes hunting for a fish and stands on a rock.
A severe rain storm is causing the Mississippi to flood its banks.
A plant is wilting and turning brown.
An earthquake has damaged homes in California.
The grey whale is migrating North for the summer.
The farmer is planting his field of corn.
Waves are crashing on the shore.
An underground aquifer is providing drinking water for the town.
A noise startles the ducks on the pond, so they fly away
www.siemensstemday.com