a learning activity for all about earth: our world on ... · pdf file• abilities...
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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
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We’re All Connected: Earth System Interactions
ALearningActivityforAll About Earth: Our World on Stage
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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
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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
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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.
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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.
©2006UniversityCorporationforAtmosphericResearchAllRightsReserved
We’re All Connected Chart Template 1
All About Earth: Our World on Stage
Date:__________________
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We’re All Connected Chart Template 2
All About Earth: Our World on Stage
©2006UniversityCorporationforAtmosphericResearchAllRightsReserved
We’re All Connected Student Activity Sheet
All About Earth: Our World on StageNAME:____________________________
Date:__________________
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