LESSON PLAN Link to Video

INTERACTION OF EARTH’S SPHERES

GRADES 3-5
SUMMARY

The Earth is constantly changing. To better understand the processes that change it we can visualize Earth as four
interacting systems—the geosphere, biosphere, hydrosphere, and atmosphere. Humans are part of the biosphere, but
have the ability to impact all of Earth’s spheres in both positive and negative ways.

CORRELATION

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmo-
sphere interact.

Science & Engineering Practices Connections to Classroom Activity

Developing and Using Models

• Students create labeled sketches (models) in their
science notebooks to explain interaction of one or
more of Earth’s spheres.
• Students view a variety of models of showing
interaction of Earth’s spheres in the Generation
Genius video.

Disciplinary Core Ideas Connections to Classroom Activity

ESS2.A: Earth Materials and Systems

• Earth’s major systems are the geosphere (solid and • Students explore various materials to be able to
molten rock, soil, and sediments), the hydrosphere describe and define each sphere. Students think
(water and ice), the atmosphere (air), and the about different ways two or more spheres interact
biosphere (living things, including humans). These through Earth’s systems and processes.
systems interact in multiple ways to affect Earth’s

© 2018 GENERATIONGENIUS.COM 1
 surface materials and processes. The ocean
supports a variety of ecosystems and organisms, • Students think about the humans in the biosphere
shapes landforms, and influences climate. Winds and how our actions impact all of Earth’s spheres.
and clouds in the atmosphere interact with the
landforms to determine patterns of weather. • Students focus on recycling as a method for
reducing human impact on Earth’s spheres.
Additional DCI’s addressed by this lesson:
ESS3.C: Human Impacts on Earth Systems
• Human activities in agriculture, industry, and
everyday life have had major effects on the land,
vegetation, streams, ocean, air, and even outer
space. But individuals and communities are doing
things to help protect Earth’s resources and
environments.

Crosscutting Concepts Connections to Classroom Activity

Systems and System Models • Students develop simple models (labeled sketches)
in which they identify all components involved in
interactions between two or more of Earth’s spheres.

DURATION MATERIALS

One to two 45-minute classroom periods. • Rounded rocks

• Earth’s Sphere labels—printed and cut apart
• Scissors
PRE-ASSESSMENT QUESTIONS • Rocks
• Sand
• Mud
Please see Discussion Questions located under the • Silt
video. These can be discussed as a group or answered • Water
individually in student science notebooks. • Photos of streams, ocean, lakes, etc.
• Photos of snow, ice, glaciers
• Photos of clouds, fog, etc.
• Classroom plants
• Classroom pets
ENGAGE • Photos of plants and animals (including humans)
• Science notebooks
• Pencils
Bring in rounded rocks from a local stream or river, or
sand from a local beach. Pass these around the class. DIY Activity materials
Students should record any questions these materials • Piece of cardboard
inspire. Facilitate a discussion about their observations • Wooden skewer
and questions. Gently lead students towards questions • Scissors
related to how these rocks became rounded or how • Tape
the particles of sand came to be. Explain that students • Two washers
will be exploring interactions between the geosphere, • Two CDs
biosphere, hydrosphere and atmosphere (or land, life, • Poster putty
water and air) in this lesson. • Rubber band

2 © 2018 GENERATIONGENIUS.COM
 EXPLORE

Set up four activity centers around the room. Use Earth’s Sphere labels to label each area:

GEOSPHERE: GEO = EARTH

HYDROSPHERE: HYDRO = WATER
BIOSPHERE: BIO = LIFE
ATMOSPHERE: ATMOS = AIR
Populate each area with a few items from the list below (don’t need all of them). For example,

GEOSPHERE Rocks
Sand
Mud
Silt
Soil

HYDROSPHERE Water
Photos of streams, ocean, lakes, etc.
Photos of snow, ice, glaciers
Photos of clouds, fog, etc.

BIOSPHERE Classroom plants (or photos of plants)

Classroom pets (or photos of pets)
Photos of plants and animals (including humans)

ATMOSPHERE Photos of atmospheric layers

Photos of clouds

Give students time to rotate around the activity centers. Ask them to take their science
notebooks with them and to come up with a personal definition of what they think geosphere,
atmosphere, biosphere and atmosphere mean. Discuss these definitions to come up with class
definitions for each, explicitly discussing each sphere as a system with components.
Then ask students, do these “spheres” influence each other? How?

“Next Generation Science Standards” is a registered trademark of Achieve, Inc.

A non-profit dedicated to raising academic standards and graduation requirements.
Lesson plan written by Mountain Goat Instructional Design.

© 2018 GENERATIONGENIUS.COM 3
 EXPLAIN

WATCH THE GENERATION GENIUS INTERACTIONS OF EARTH’S SPHERES VIDEO AS

A GROUP. THEN FACILITATE A CONVERSATION USING THE DISCUSSION QUESTIONS.

ELABORATE

Return class focus to the activity centers. Allow each student to choose an interaction between two spheres that they
come up with to write about in their science notebook. Ask them to create a labeled sketch explaining their interaction
in addition to explaining it using written words. As part of this, they should also list all the components of the system
they are modeling. For example, they might choose to show how rocks are rounded as they are tumbled by water in a
river as an interaction between the geosphere and hydrosphere. Components of the system they are modeling might
include angular rocks, rounded rocks, flowing water, and the riverbed. The goal here is for students to identify different
interactions between two of Earth’s spheres.

EVALUATE

Provide students with one or more scenarios involving interaction between Earth’s spheres. Ask students to explain
which spheres are interacting and how. You may also ask students to draw a model of the system. Example scenarios
include:

• Formation of beach sand

• A landscape with different kinds of plants on opposite sides of a mountain.
• Glacial striations on rocks.
• Glacial erratic boulders (huge rocks that were carried and deposited by glaciers).
• Freeze-thaw weathering.
• Avalanche paths on mountainsides.

EXTENSIONS

As part of the video students learn about recycling as a positive action humans can take
to lessen our impact on Earth’s spheres. Students can use the DIY Activity to create a
race car just like Zoë’s from the video. Or they can explore other products made from
recycled materials.

“Next Generation Science Standards” is a registered trademark of Achieve, Inc.

A non-profit dedicated to raising academic standards and graduation requirements.
Lesson plan written by Mountain Goat Instructional Design.
4 © 2018 GENERATIONGENIUS.COM