Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75697
Name That Sphere!
In this lesson, students will work towards a better understanding of the Earth's systems (geosphere, hydrosphere, cryosphere, atmosphere, and
biosphere) and how they interact with each other. With the use of class discussions and a cooperative carousel activity, students will be able to then
create and explain a diagram showing these interactions.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Overhead Projector, Speakers/Headphones
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: geosphere, hydrosphere, cryosphere, atmosphere, biosphere
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
Writing Prompt Rubric.pdf
Earth Systems Cube.pdf
Aquarium Example.pdf
Diagram Rubric.pdf
Questions Sample Answers.pdf
Earth System Quick Quiz.pptx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. The students will be able to show the differentiation and interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
2. The students will be able to produce clear and coherent writing in which the development is appropriate to task and purpose.
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.5.E.7.1 - Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
SC.5.E.7.2 - Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation
processes.
SC.6.E.7.2 - Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
SC.6.E.7.5 - Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and
land.
SC.6.E.7.9 - Describe how the composition and structure of the atmosphere protects life and insulates the planet.
Prefix definitions (from Language Arts lesson) : geo = Earth, hydro = water, cryo = cold or freezing, and bio = life
Layers of the atmosphere and their functions.
Definition of greenhouse gases and global warming.
Guiding Questions: What are the guiding questions for this lesson?
page 1 of 4 What would Earth be like with no geosphere, hydrosphere, cryosphere, atmosphere, or biosphere?
Possible student responses may include, but are not limited to:
If there was no geosphere, there would be no solid land on Earth for plants and animals to live on.
If there was no hydrosphere, there would be no water and all life on Earth would become extinct.
If there was no cryosphere, the oceans would overflow and flood the lands.
If there was no atmosphere, solar energy would have no "filter" and humans could not survive.
If there was no biosphere, there would be no plants to help cycle the carbon dioxide through photosynthesis.
Teaching Phase: How will the teacher present the concept or skill to students?
In preparation for the lesson, teacher will have five sheets of chart paper posted around the room. Each one will be labeled with one of the Earth's systems:
hydrosphere, biosphere, atmosphere, cryosphere, geosphere. Also, each student needs a dry erase marker, individual whiteboard, and several sticky notes.
1. Students will be reminded of the definitions of these prefixes from ELA: geo = Earth, hydro = water, cryo = cold or freezing, and bio = life.
2. In their Science journals they will then write the following definitions:
geosphere includes any solid parts of earth (that are not water)
hydrosphere includes all of the liquid water on earth
cryosphere includes all frozen/solid water on earth
the biosphere includes all life on earth
the atmosphere is the envelope of gases surrounding the earth.
3. Show PowerPoint with virtual flashcards that illustrate each -sphere. See Formative Assessment.
4. Show this video to show the drastic effects of nocryosphere. Fast forward past any advertisements and stop the video at the one minute mark. This will initiate a
class discussion about why this would happen. Ask the students how no snow or ice on Earth could create such chaos. Allow 3-4 responses.
Ask students, "Does thecryosphere work alone?"
As students answer, ask them to give an example of one way the cryosphere interacts with another -sphere
5. Teacher will then tell students that they will be using this same pattern of thinking for their guided activity. Teacher will remind students that the -spheres all
interact with each other, and they will be discussing with their Science groups how this occurs for each one.
6. See Guided Practice.
7. Come back from Guided Practice. This is where teacher will have a chance to make any corrections to the students and their answers on their quick writes and
chart paper. One-by-one teacher goes over the chart papers (each sticky note) and either confirms or corrects the answers that are on it. Students will be taking
notes on the interactions in their Science Journals at this time.
Here is just one example of how a volcano in thegeosphere can interact with several other spheres.
Volcanoes release a large amount of particulate matter into the atmosphere. These particles begin the formation on rain droplets (hrdrosphere). This
rainfall will stimulate plant growth (biosphere).
8. Student questions - after direct instruction, this is the time for students to clarify their learning and ask any questions that they may have regarding the -spheres
and their interactions
9. See Independent Practice
10. See Summative Assessment
11. See Closure
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will be working in groups of three for a carousel activity.
1. If your students do not already have Science groups, teacher will need to assign groups of three. It is recommended that the groups are made heterogeneously by
level with a high level student, a mid level student, and a low level student.
2. Each group will need a different colored pack of sticky notes. Every member of the group will have a few of them and a writing instrument. If necessary, they
may also bring their Science journals to the stations, for definitions and to add notes from group discussions..
3. Groups will be evenly divided among the five posters. They will have 5 minutes per poster to determine the different ways in which that specific -sphere interacts
with the other four spheres. They will then rotate to the "station" to their right, clockwise.
Each member of the group must come up with at least one interaction (one sticky note)
Answers should be in complete sentences and use scientific vocabulary
4. After final rotation, students will return to their individual seats and get Science journals ready for direct instruction.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Teacher will display the following questions: "Which of the Earth's systems, or -spheres, would have the greatest impact on the others if it were catastrophically
damaged? Justify and defend your answer with scientific evidence. Specifically, how would the loss of one affect all of the others?"
Students will have 15 minutes to formulate an answer that will be graded by this rubric
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will have another five minute quick write with the following prompt: "After today's lesson, what changes can I make to my answer from this morning's
prompt?"
Reminder of that prompt:
What would the impact on Earth be if there were no forms of solid water? (Examples of solid water: snow, glaciers, ice caps, ice sheets, etc.)
Summative Assessment
There are two portions to the summative assessment.
1. Students will need to illustrate the Earth's systems, and answer the questions about them.
On a piece of notebook paper, students will need to draw a model (or snapshot) of all of the Earth's systems. This should be a simple diagram that is a rough
drawing of a location on Earth that shows the five -spheres discussed in today's lesson. See rubric for an example.
2. Turning that piece of paper over, students will answer these five questions. Teacher should display them on the board. See rubric for sample answers.
Describe the five -spheres make up the Earth system. List at least three components of each -sphere.
Describe the ramifications on the oceans if global warming continues. Include your scientific vocabulary terms.
page 2 of 4 Distinguish between the cryosphere and the hydrosphere. Explain how they are related and how water can transition between the two.
Hypothesize how humans are having a negative impact on each and every one of the Earth's -spheres.
Develop a plan to correct and change the impacts you described above.
Formative Assessment
1. To introduce the lesson, in their Science journals students will be given a five minute quick write. They will respond to the following prompt, What would the impact
on Earth be if there were no forms of solid water? (Examples of solid water: snow, glaciers, ice caps, ice sheets, etc.) Following five minutes of writing, three to
five students (of varying abilities) will be asked to share. Predicted responses will be very basic and will refer simply to the lack of snow and ice, such as warmer
temperatures. Teacher will not be elaborating on the effects at this time.
2. To check understanding of each of the Earth's systems, students will use white boards and dry erase markers to hold up answers (geosphere, hydrosphere,
cryosphere, biosphere, or atmosphere) to the virtual flashcards that are projected. Students will be choosing the -sphere that is represented in the majority of the
slide. For example, on slide 13 it is primarily water with a small tree - the correct answer is hydrosphere. Incorrect answers will be addressed and discussed.
If individual white boards are not available, here is an alternative: have students hold up one finger for the geosphere, two fingers for the hydrosphere, three
fingers for the cryosphere, four fingers for the biosphere, or five fingers for the atmosphere.
3. During the carousel activity (see Teaching Phase for clarification), teacher will be visiting each station to informally assess whether or not students are truly
understanding by questioning and listening.
Feedback to Students
1. During the PowerPoint flashcards, teacher will question one student per picture about why they chose that specific "-sphere." If necessary, teacher will add
additional information to enhance student understanding of each.
2. Students will receive feed back and a score from this rubric from their independent practice.
3. In response tosummative assessment, students will receive from teacher their final score from a rubric for both their writing portion and their diagram.
Diagram will be graded based on this rubric.
Short answers will be graded using this key.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Accommodations for the formative assessment for students could include:
For the writing prompt, student could either be given additional time or required to only show the interactions with two -spheres
Student could be given a prepared diagram and have to label the five spheres instead of drawing from scratch
For the questions, student could be asked to answer only 3 of the five questions
Student may be permitted to use this cube that is used to copy some notes from Science journal
Students that are struggling to understand the concept overall can watch this video to help them with the concept.
Extensions:
Extensions for students that have previously mastered the content contained in this lesson could include:
Create a five minute video that both teaches and illustrates the interactions between the -spheres
Choose one of the -spheres. Create a poster that shows how human interaction with the -sphere is damaging it and how the damages can be stopped or reversed
Suggested Technology: Computer for Presenter, Overhead Projector, Speakers/Headphones
Special Materials Needed:
Sticky notes - at least five per student
Individual white board - one per student
Dry erase markers - one per student
Science journals, notebooks, or notebook paper
Further Recommendations:
If time allows, showing the students how a fish aquarium is analogous to the Earth's Systems will allow them to experience something that they can actually see and
better comprehend. If you do not have an actual aquarium available, you can use this to demonstrate.
SOURCE AND ACCESS INFORMATION
Contributed by: Abbey Cooke
Name of Author/Source: Abbey Cooke
District/Organization of Contributor(s): Flagler
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.E.7.4:
LAFS.68.WHST.2.4:
Description
Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
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