Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75678
Earth's Awesome Spheres and Amazing Interactions
In this activity students will explore the Earth's spheres and how they interact through various activities.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Overhead Projector
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: cryosphere, hydrosphere, biosphere, atmosphere, geosphere, Earth system, Earth's spheres,
interactions
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
CPALMSspheres.pptx
Earths Spheres model rubric.docx
Earths spheres student guidelines.docx
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to (SWBAT):
Compare and contrast the geosphere, biosphere, atmosphere, hydrosphere, and cryosphere
Give specific examples of the interactions between the Earth's spheres
Prior Knowledge: What prior knowledge should students have for this lesson?
This benchmark requires prerequisite knowledge from SC.5.E.7.1, SC.5.E.7.2, SC.5.E.7.3, SC.5.E.7.4, SC.5.E.7.5, and SC.5.E.7.6.
Guiding Questions: What are the guiding questions for this lesson?
What are the parts of the Earth's system?
How do the different parts (geosphere, biosphere, hydrosphere, atmosphere, and cryosphere) of the Earth's system interact?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Watch the video How Wolves Change Rivers: http://www.wimp.com/wolvesrivers/
Explain that the Earth system is made up of 5 spheres: the geosphere, biosphere, hydrosphere, cryosphere, and atmosphere.
Distribute a card with an Earth's Sphere prefix (bio-, geo-, hydro-, atmo-, cryo-) to each small group (students should be assigned to small groups of 4 - 5).
Instruct the students to write their assigned prefix at the top of a new page in their science notebook/journal.
In small groups, discuss and then list as many words that include the prefix as the group can think of.
Using the lists they generated, each group should next use the words on their lists to derive a definition/description of their assigned prefix + sphere (so the group
that was assigned bio- will use their lists to infer a description of biosphere).
page 1 of 4 Have the group with the prefix geo- share their list of terms and inferred definition.
Ask the students to give a thumbs up if they agree with the definition, thumbs middle if they're not sure about the proposed definition, and a thumbs down if they
disagree with the description.
Display and discuss the proper scientific definition of geosphereand compare it to the description generated by the student group, praising the group for their work.
In their science journals, have students take split-page notes (the page is folded in half, with the word written on the left of the page and definition and examples
on the right half of the page) of the term geosphere - its definition and some examples.
Repeat with the remaining terms (biosphere, hydrosphere, cryosphere, and atmosphere).
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Ask "What does it mean when we say things are interacting?" (Example student response: "two or more things doing something together").
Ask students for examples of interactions between things. (Examples might include: friends playing uno, cheerleaders interacting with a crowd, kids having a race to
the shoreline, etc.
Instruct students to interact with their shoulder partner and exchange examples of an interaction with one another.
Tell the students they are going to watch the video How Wolves Change Rivers again, but this time they are going to look out for examples of the different spheres
interacting.
Say "for example, when you see the wolves walking through the snow, you have an example of the biosphere - wolves - interacting with the cryosphere - snow."
Play How Wolves Change Rivers.
Instruct students to turn to the next page in their science journals and title it Exploratory Walk: Interactions between Earth's Spheres and to fold the page in half for
split-page note taking, titling the left column spheres and the right interactions.
Tell students they are going to take an exploratory walk around a specified, enclosed area of campus (to be predetermined by the teacher and approved by
administration) during which they are going to record in their science journals observations of interactions between the Earth's spheres.
Give students 9 minutes to conduct their walk and record observations, then return to the classroom as a group (the students should remain within sight of the
teacher at all times).
A common misconception about the Earth's spheres follows:
Students may think that a sphere is a round object, but scientifically, Earth is divided into spheres that interact to comprise the Earth system.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Back inside, share and discuss student observations from the exploratory walk.
Provide oral feedback and address any misconceptions that may arise.
Using the PowerPoint complete split page note taking with specific examples of the Earth's spheres interacting.
Distribute numbered pictures of the Earth's spheres interacting to each group and instruct them to
1. Discuss which spheres are represented.
2. What each sphere is represented by.
3. How the spheres are interacting?
After 5 minutes, have each group share their conclusions.
Guide students through the practice quiz (in PowerPoint) students will answer the multiple choice questions by holding up their pointer finger for A:1 finger for B:2
fingers for C:3 fingers and D:4 fingers.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
Each group will create a model that includes representatives from the geosphere, biosphere, hydrosphere, atmosphere, and cryosphere and that shows the spheres
interacting.Earths Spheres model rubric.docx
Before they begin creating the model they will review the projected .
Teacher will go over the student expectations document and field questions/concerns.
Students will label the spheres and draw arrows to show the interactions.
Students may select supplies from the classroom and they may bring supplies from home.
Groups will present and explain completed models in a presentation lasting no more than 3 minutes per group.
Summative Assessment
The teacher will determine if the students have reached the learning target for this standard by:
assessing final products of student models and presentations of models of the Earth's system and its interactions by using the teacher created rubric located in the
Attachments section of this document
Be sure to go over the rubric and write the questions on the board before students begin the assignment so that they are aware of what is expected of them in order
to be successful.
Formative Assessment
To gather information about the level of student understanding throughout the lesson, the teacher will:
During Guided practice:
Monitor throughout the lesson by asking questions to which the students will respond giving a thumbs up for "I agree with the statement", thumbs in the middle for
"I'm not sure," and thumbs down for "I disagree"
For students who display a lack of understanding, the teacher will conduct a one on one mini-conference while the other students work independently.
To prevent misconceptions, the teacher will pause throughout the lesson as each new concept is taught and give the students time to put the new information into
their own words and share/discuss with a shoulder partner.
Shoulder partners are students that are adjacent with one another in any direction who can simply turn and have a discussion at an inside-voice level.
Examples of misconceptions that may arise, see the teaching phase of the lesson plan.
perform an informal assessment after guided practice using the practice questions embedded in the PowerPoint presentation
Whole group, small group, and one-on-one discussion of guiding questions throughout the lesson
Frequent teacher check-ins as students complete guided and independent practice. The teacher will visit each group while circulating throughout the lesson and
asking the students to explain what they are doing and to rephrase the content in their own words.
During Independent Practice:
The teacher will circulate the room and touch base with each student by asking them to summarize what he/she has done so far to create the model, or to
page 2 of 4 demonstrate the interaction of two spheres. For example, a frog hopping on a rock would demonstrate the interaction of the biosphere and the geosphere.
Feedback to Students
Students will receive multiple forms of feedback throughout the lesson as follows:
Oral feedback during each one-on-one check in
Oral feedback from teacher and peers during group discussions
Physical (positive body language) response throughout the lesson segments, including but not limited to: high-fives, air high-fives from across the room, and 'you
did it' dances.
Written feedback in science journals
Oral feedback and clarification after each question on the practice quiz
Students will have opportunities to use teacher feedback to improve their performance as follows:
to revise their paragraphs in their science journals
to include when participating in class and group discussions
to apply when creating Earth's Spheres Interactions Models for summative assessment
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students may use their notes to complete the practice quiz and their model.
Students may stand rather than sit throughout the class.
Teacher will circulate throughout the room and provide proximity for students who have diminished attention spans.
Students will be encouraged to share their ideas and thoughts verbally, thus celebrating the diverse population.
Teacher will help students to "chunk" the information into digestable bites.
Extended time to complete the model, when listed as an IEP accommodation.
Verbal explanation, rather than written labels.
Extensions:
Students may create a presentation of how a specific animal processes throughout the Earth system, interacting its way through each sphere.
Students may create a presentation exploring the water cycle as it water gains and loses energy to cycle through each sphere.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Overhead Projector
Special Materials Needed:
Per group:
Pictures representing the Earth system.
Arts and crafts supplies for model - for each group:
1 piece chart paper
2 colors construction paper
1 packet markers
1 packet crayon
1 packet colored pencils
glue
tape
Enough of the following so that each group may select if the wish:
cotton balls
yarn
glitter
warm fuzzies
index cards
pipe cleaners
***anything else you think the students may like to employ in the construction of their model.
Further Recommendations:
National Geographic Magazine is an excellent source for pictures of the Earth system.
Review and familiarize yourself with the powerpoint and exploratory walk area prior to presenting to students.
Let the front office know when you will be out of the classroom as well as your location.
SOURCE AND ACCESS INFORMATION
Contributed by: Beth Rothacker
Name of Author/Source: Beth Rothacker
District/Organization of Contributor(s): Broward
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
SC.6.E.7.4:
Description
Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
page 4 of 4