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Addresses NGSS Level of Difficulty: 1 Grade Range: 3-5

OVERVIEWIn 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

ObjectiveStudents will be able to describe Earth’s four systems and how these systems are interconnected to eachother 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

WHAT’S IN A SYSTEM (1 Hour)

Developing and Using Models• Modeling in 3–5 builds on K–2experiences and progresses tobuilding and revising simplemodels and using models torepresent events and designsolutions.

• Develop a model using anexample to describe a scientificprinciple. (5-ESS2-1)

Science and Engineering Practices

ESS2.A: Earth Materials andSystems

• Earth’s major systems are thegeosphere (solid and moltenrock, soil, and sediments),the hydrosphere (water andice), the atmosphere (air),and the biosphere (livingthings, including humans).These systems interact inmultiple ways to affectEarth’s surface materials andprocesses. The ocean supportsa variety of ecosystems andorganisms, shapes landforms,and influences climate. Windsand clouds in the atmosphereinteract with the landformsto determine patterns ofweather. (5-ESS2-1)

Disciplinary Core Ideas

Systems and System Models• A system can be describedin terms of its componentsand their interactions.(5-ESS2-1),(5-ESS3-1)

Crosscutting Concepts

(Source: Next Generation Science Standards)

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 includesoxygen, 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 innercores. 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 impacton 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 organismsand 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 andmantle, 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 otherAtmosphere – contains layer of gases that surround EarthBiosphere – contains the living organisms on EarthGeosphere – contains Earth’s internal layers: crust, mantle, outer and inner coreHydrosphere – 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

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WHAT’S IN A SYSTEM

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1. Warm-up Activity: On the board, in no distinct order (it is better for the words to be scattered), writethe 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 thinkabout 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 allappropriate answers trying to narrow down the list so that the word that best describes this groupis ‘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, andhydrosphere, Students should recognize that each of the words ends in sphere. Students will mostlikely consider a sphere to be a round circular object so clarification that the term sphere also refersto 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 becontained 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’ssystems are also dependent on one another. Ask students what they think might happen if thehydrosphere 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. Explainto students that energy comes from two sources. One of the sources of energy comes from inside theEarth. 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, studentscan 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 willread 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 systemsfor 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

STEPS FOR WHAT’S IN A SYSTEM

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STEPS FOR WHAT’S IN A SYSTEM

7. Finally, a web will have been created. While students are still holding their yarn, ask the followingquestions:

• 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 letgo of the yarn. Discuss what happens. (Depending on number of groups, you could have a differentsystem 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 andwords to show each of the systems. They can also include in their posters the role energy plays in how thesystems 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.

Websiteshttp://www.windows2universe.org/earth/ess1.htmlhttps://eo.ucar.edu/kids/green/cycles1.htmhttp://www.gfdl.noaa.gov/earth-system-model

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IMAGES FOR WHAT’S IN A SYSTEM

Atmosphere Biosphere

Geosphere Hydrosphere

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Teacher Scenarios

Practice Round: You see a lion standing on a rock. Which systems are interacting?

1. On a sunny day, you see a puddle of water disappear.2. Lava from a volcano has destroyed a forest.3. A flock of geese is flying south.4. A penguin finishes hunting for a fish and stands on a rock.5. A severe rain storm is causing the Mississippi to flood its banks.6. A plant is wilting and turning brown.7. An earthquake has damaged homes in California.8. The grey whale is migrating North for the summer.9. The farmer is planting his field of corn.10. Waves are crashing on the shore.11. An underground aquifer is providing drinking water for the town.12. A noise startles the ducks on the pond, so they fly away

WHAT’S IN A SYSTEM