A Learning Activity for All About Earth: Our World on ... · PDF file• Abilities necessary to do scientific inquiry ... A Learning Activity for All About Earth: ... (or cools) the

Purpose•To help students deepen their understanding of interconnections among

Earth’ssystems.•TohelpstudentsidentifyprocesseswhereEarth’ssystemsareinteracting.•Toprovidepracticeintheobservationandrecordingofnaturalphenomena.

OverviewOneofthe“bigideas”inEarthsystemscienceisthenotionofinteractionamongpartsoftheEarthsystem.IntheElementaryGLOBEbookAllAboutEarth:OurWorldonStage,thechildreninMs.Patel’sclassdiscussinstancesofhowthefourmajorspheresofEarth’ssysteminteract.Theysymbolizetheseinteractionsby using large arrows to link the system components: air, water, soil, livingthingsandtheSun.Inthisactivity,studentscontinuetoexploretheideaofinteractionamongEarthcomponentsas they identifyprocesses in theEarthsystemand indicatehowtheyillustrateaninteractionbetweentwooftheEarthsystemcomponents.

Student OutcomesAfter completing this activity, students will understand that Earth systeminteractionsareallaroundthem,goingonallthetime,andthatEarth’sprocessesareinterconnected.Theywilllearnhowtomakeobservationsandidentifytheinteractionstheyillustrate.

Science Content Standard A: Science as Inquiry•Abilitiesnecessarytodoscientificinquiry

Science Content Standard C: Life Science•Thecharacteristicsoforganisms•Organismsandenvironments

Science Content Standard D: Earth and Space Science•PropertiesofEarthmaterials

Time•Part1:One30-45minuteclassperiod•Part2:One30-45minuteclassperiodandthenperiodicallyduringtheschool

year•Part3:One30-45minuteclassperiod

LevelPrimary(mostappropriateforgradesK-4)

Materials

•ElementaryGLOBEbookAllAboutEarth:OurWorldonStage

•Overheadprojector

•Overheadtransparencysheets

•Markers

•CopiesoftheWe’reAllConnectedStudentActivitySheet(approximatelyfiveperstudent)

•Pencilsorcoloredpencils(oneperstudent)

•Optional:Severalblankwallcharts

TheGLOBEProgram We’reAllConnected-Page1 AllAboutEarth

We’re All Connected: Earth System Interactions

ALearningActivityforAll About Earth: Our World on Stage

©2006UniversityCorporationforAtmosphericResearchAllRightsReserved


PreparationPart 1:• Read the Elementary GLOBE book All About

Earth:OurWorldonStage–either read it to theclassorhavestudentsreadittothemselves.Thebook can be downloaded from www.globe.gov/elementaryglobe.

•Make several copies of the We’re All ConnectedChart Template 1 (at the back of this activity) onoverheadtransparencysheets.

•Familiarize yourself with the list of Examples ofEarth system interactions listed in the “Teacher’sNotes”sectionbelow.

Part 2:•MakephotocopiesoftheWe’reAllConnectedStudent

ActivitySheet(atleast5copiesperstudent).

Part 3:•Make a photocopy of the We’re All Connected

ChartTemplate1-thiscanbeaphotocopyonanoverheadtransparencysheetorhandwrittenonthechalkboardoronapieceofchartpaper.

Teacher’s NotesIn this activity,wehave suggested specificways torecord observations and interactions among thecomponentsoftheEarthsystemandwaystodiscussthem,butyoumaycomeupwithwaysthataremoreappropriateforyourownsituation.Forexample,youmaywanttohavethestudentsworkinteamstomakeobservations and record them. You may decide tohavearegulartimeeachdaywhenyoureturntothisactivity,askingforanobservationandthendiscussingthe interactions it illustrates. Or, you may organizesome of this work as homework, having studentsobservenaturaleventsnear theirhomes.Therearemanywaysyoucanmodifythisactivityandcontinuetofocusstudents’attentiononthenaturalworldandtheEarthsysteminteractionsthatareoccuring.

Background information on the components of the Earth system:Studentsmayhavesomedifficultyatfirstincoming

up with observations that can easily illustrate themajor interactions,soherearesomeexamplesthatmayhelp.Thelistisbynomeansexhaustive!Note:we do not suggest that you provide these to thestudents. They are for you to use judiciously. Withanyluck,yourstudentswillobservealloftheseandmore!

The Atmosphere (Air)Theatmosphereconsistsof thegasesandparticlessuspendedintheair.Itprovidestheoxygenanimalsbreatheandcarriesoffthecarbondioxidetheyexhale.The atmosphere filters out most harmful forms ofsunlightandtrapsoutgoingheatfromEarth’ssurface.Theatmospheretransportsenergyfromtheequatortothepoles,makingthewholeplanetmorelivable.Italsobringsthemoistureevaporatedfromlakesandoceanstolandindifferentformsofprecipitation.

The Hydrosphere (Water)Theoceans,inlandwaterbodies,groundwater,andice sheets (cryosphere), comprise the hydrosphere.(Note:AllAbout Earth:OurWorldonStagedoesn’tdiscussthecryospherespecifically.Instead,“ice”isincludedindiscussionsabout“water.”)

The hydrosphere includes water that is on or closeto the surface of Earth, wherever it is found. Thisincludeswaterintheoceans,lakes,streams,ponds,underground, ice sheets, snow, sleet, hail, clouds,and fog. Water continually circulates betweenEarth’ssurfaceandatmosphereinwhatiscalledthehydrologiccycle,orwatercycle.

The Geosphere (Soil and other Earth Materials)ThegeosphereincludestheentiresolidsurfaceoftheEarth:soil,rock,sand,oceanfloorandcontinents.Soilis a precious natural resource and so deeply affectseverypartofeachecosystemthatitisoftencalledthe“greatintegrator.”Forexample,soilholdsnutrientsandwaterforplantsandanimals.Soilfiltersandcleanswaterthatpassesthroughit.Soilcanchangethechemistryof water and impact the amount that recharges thegroundwaterorreturnstotheatmospheretoformrain.Thefoodsweeatandmostofthematerialsweuseforpaper,buildings,andclothingaredependentonsoil.Soilplaysanimportantroleintheamountandtypesof gases in the atmosphere. It stores and transfersheat,affectsthetemperatureoftheatmosphere,and



controls the activities of plants and other organismslivinginthesoil.

Biosphere (Living Things)ThebiosphereincludesallofthelivingthingsonEarth,

includingplants,animals,andmicroorganisms.

For more information about this content area,reviewthefollowingsectionsoftheGLOBETeacher’sGuide(www.globe.gov):“IntroductiontoEarthSystemScience Investigations,” “Exploring the ConnectionsIntroduction,”and“ConnectingthePartsoftheStudySiteLearningActivity.”

Examples of Earth system interactionsAir Water

WaterevaporatingWatercondensingonsurfaces(dew,frost)CloudsFogSnowRipplesandwavesonwatercausedbywind

Air SoilSoildryingoutDustswirlsanddustcloudsintheairAirwarms(orcools)thesoilSoilwarms(orcools)theair

Air Living ThingsAnimalstakingupoxygen(respiration)Plantstakingupcarbondioxide(respiration)Plantsgivingoffmoisture(transpiration)Smoke in the air (combustion of organic

matter)

Air SunSunwarmstheairCloudsblocksunSmogblockssunSmokeblockssun

Water SoilSoilgettingwetWatererodingsoilSoilrunoffmakingwaterturbid(cloudy)

Water Living ThingsPlantstakingupmoistureAnimalsdrinkwaterAnimalsexhalewatervaporAnimalsandplantsliveinwater

Water SunSunwarmsthewaterWarmwaterevaporatesmorereadily

Soil Living ThingsPlantsusingsoilasafoundationtogrowPlants taking up nutrients from soil through

theirrootsAnimalslivinginsoilEarthwormsremovingnutrientsfromsoilPlant parts, such as leaves, decomposing to

formsoilAnimalsdecomposingtoformsoilWaste of living things adds organic matter to

thesoilHumansmakebricksusingsoil

Soil SunSunwarmsthesoil

Living Things SunSunwarmslivingthingsSunpowersphotosynthesisSunburn

What To Doand How To Do It

Part 1: Review and Demonstration1.Gather the students for a discussion. Review

what happened in the Elementary GLOBE bookAllAboutEarth:TheWorldonStage.Inthebook,thechildreninMs.Patel’sclassdiscoveredthatallthecomponentsofEarth’ssystemwereimportantandthattheyinteractedwitheachother.Air,water,soil, and living things all neededeachother andwererelatedtoeachother.Moreover,alltheEarthsystemcomponentsneededtheSun(althoughtheSundoesnotneedthem).Whenthechildreninthebookrealizedthis,theyunderstoodbetterhowthe



Earthsystemworks.Theyrealizedthateverythingisrelatedandmakesasystem.

2.Beforethestudentsgooutsidetomakeandrecordtheirobservations,model thisexercise infrontofthe class. Ask the students whether anyone hasobserved something happening that they thinkshows an Earth system interaction. If needed,stimulatetheirthinkingbyasking,“What’sgoingonoutsidethesedays?Whathaveyouseenhappeninginnature?Haveyounoticedanychangesinnatureonyourwaytoschool?”Havesomeofyourownexamplesreadyincasethestudentsdon’thaveanyideasyet.

3.YoucanusetheexamplesillustratedinFigure1aandFigure1bwithyourstudents.Theseexamplesdemonstratebothasimpleandmorecomplicatedway to draw connections between the differentsystems.

4.Use an overhead transparency of the We’reAll Connected Chart Template 1 to record theobservationyouarediscussingwithyourstudents(both write and draw your observation). Pointout the five Earth system components on thechart and ask which interaction this observationillustrates. Based on the students’ answers, jointhose components with an arrow (or more thanonearrowifthatapplies).

5.Repeatthisstepseveraltimeswithyourstudents,using a different example each time. Ask thestudentsquestionsabout theirunderstandingsoftheinteractions.Thiswayyouwillknowwhenthestudentsarereadytorecordtheirownobservationsofconnectionsoutside.

Part 2: Make and Record Observations1.Explain to the students that theyaregoing togo

outsideandfindseveralexamplesofwaysthattheEarth’s systems interact. Every time they identifyaninteraction,theywillrecorditonacopyoftheWe’re All Connected Student Activity Sheet firstbeforesharingtheirideaswiththeclass.

2.You may need to assist students with theirobservations once they are outside. Classroomvolunteerscanalsohelpwiththis.

3.Repeattheprocessforadditionalobservations.

4.Duringtheremainderoftheschoolyearandastheseasonschange,encouragestudentstowatchfornaturaleventswhentheyareoutsidethatillustratedifferentinteractions.Keeparunningrecordoftheobservationsandtheinteractionstheyillustrate.

Part 3: Summary Chart Discussion1.Afterthestudentshaverecordedtheirobservations,

bringtheclasstogetherforadiscussion.

2.Use an overhead transparency of the We’re AllConnectedChartTemplate2ormakeyourownversionoftheEarthsystemiconsontheboardorachart.

3.Ask the students to look over the different

Figure 1. Examples of simple and more complicated ways to draw connections (A) A plant is growing in the soil. The soil provides nutrients for the plant and a space for the plant to grow. When the plant dies, it’s roots and leaves will decompose and add nutrients to the soil. (B) The soil provides nutrients for the plant and a space for the plant to grow. When the plant dies, it’s roots and leaves will decompose and add nutrients to the soil. Rain moistens the soil and provides water for the plant. The sun helps the plant produce food and grow. The plant produces oxygen that animals can breathe.



observations they recorded on their We’re AllConnectedStudentActivitySheet.Havethemtaketurnssharinganobservationwiththeclass.Aftereachobservationisshared,askthestudentwhereyoushoulddrawatwo-sidedarrowonthechart.

4.Either erase the arrow after discussing eachobservation or continue to add arrows so yourstudentswillseeawebofconnectionsattheendofthediscussion.

5.Note:foryoungerstudents,usedifferentcoloredmarkersforeacharrowsotheycanseethedifferentconnectionsmoreeasily.

Adaptations for Youngerand Older Students

YoungerstudentscanplayamatchinggamewiththeEarth system icons and different pictures or itemsfromaroundtheroom.Thiswaythestudentswillbeable to identify theobjectwith itspartof theEarthsystem.Thendiscusshowthedifferentobjectsmightinteractwitheachother.

Further Investigations

•Scientists’ Journals:Showyourstudentsexamplesof published journals some well-known scientistskeptinthepast. SomegoodexamplestousearethejournalsofCharlesDarwin,LeonardoDaVinci,Henry David Thoreau and Merriweather Lewis &WilliamClark.HavethestudentslookforexamplesofinteractionsbetweenEarthcomponentsinthesejournals.

•Play a “Name That Interaction” Game: Studentsselect one of the observations that have beenrecordedandtrytonametheinteractionitillustrates.Writetheobservationsonnotecardsandplacethemupside down in a “draw pile.” Students or teamstaketurnsdrawinganobservationandthennamingtheinteractionitillustrates.Assigneachobservationnote card a number and provide an answer key

thatliststhecorrectinteractionforeachnumberedobservationcard.

•Play a “Find That Observation” Game: Studentsrandomly select an interaction pair (such as Sun-Soil)andthenmustfindoneoftheirobservationsthatillustratesthatinteraction.Interactionpairscanbeselectedrandomlyinseveralways:(1)maketwospinnersthateachcanpointtooneofthe5Earthsystem components; if both spinners point at thesamecomponent,e.g.Air-Air,spinagain;(2)assigneachEarthsystemcomponentanumberfrom1to5;rolltwodicetogettheinteraction;rollagainwhenyougetdoublesorwhenasixturnsup(youwon’tusethe#6onthedicehere);(3)writetheinteractionpairsonnotecards,placecardsupsidedown ina“draw pile” and draw one card. Depending onstudent ability, you can have the observations onpublicdisplay for referenceor theycanbehiddenandrecalledfrommemory.

•Library Visit:Askyourschoollibrarianwhichsciencetradebooksillustrateinteractionsinnature. Sharethese books with your students. Then have thestudentswriteandillustratetheirownstoriesaboutinteractions innature. Anadult canhelpyoungerstudentswritedownthewordstotheirstories.

The “We’re All Connected Learning Activity” wasdeveloped in collaboration with Harold McWilliamsandGillianPuttickfromTERC,Cambridge,MA.


We’re All Connected Chart Template 1

All About Earth: Our World on Stage

Date:__________________


We’re All Connected Chart Template 2

All About Earth: Our World on Stage


We’re All Connected Student Activity Sheet

All About Earth: Our World on StageNAME:____________________________

Date:__________________


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A Learning Activity for All About Earth: Our World on ... · PDF file• Abilities necessary to do scientific inquiry ... A Learning Activity for All About Earth: ... (or cools) the