Judy McDonald, Christina Gagliardi, Kristn Bartee Printed on 1/25/2017

Journey Through the

Spheres of the Earth:
Exploring the interaction of Earth’s Spheres
By: Judy McDonald, Christina Gagliardi, Kristin Bartee, Rene Lewis

Focus on Inquiry
The student will investigate Earth’s five spheres through a hands-on activity and lab simulating how
interactions occur on the Planet from one sphere to another.
Lesson Content Overview
Students will discuss picture examples of the five Spheres, collect data to generate their own bar graph, and
experience interactions between the five Spheres on Earth.
Students will be able to identify and differentiate impacts and interactions between the Biosphere, Hydrosphere,
Geosphere, Cryosphere, and Atmosphere.
Duration Setting Grouping PTI Inquiry Subskills
70 minutes Classroom 2-4 students 1.3, 3.3, 3.5, 3.7, 4.2, 7.3
Inquiry Level of
Lesson Estimated Technology
Subskills Student Brief Description
Components Time Used Engagement
Used
10 Computer Begin by watching the video of “Nature’s
Engage 1.3, 3.7 1
minutes for video Masterpiece.”
15 3.5, 3.7, Students collect data as they journey through the
Explore none 3
minutes 4.2 Spheres of Earth at five stations.
15 Students will fill in a graphic organizer, graph their
Explain 3.3, 3.5 none 3
minutes results, and answer questions about their journey.
Students will use a graphic organizer to come up
with example interactions between the 5 different
Computer
spheres. If technology is available, students will
to make
20 then create a video using movie maker of photos
Expand/Elaborate 7.2, 7.3, video or 2
minutes of their choice representing images of Earth’s
draw a
Spheres.
comic strip
If technology is not available students will draw a
series of images representing Earth’s Spheres.
10 Exit slip, will check for student understanding.
Evaluate 7.3 none 1
minutes
Level of Student Engagement
1 Low Listen to lecture, observe the teacher, individual reading, teacher demonstration, teacher-centered instruction
2 Moderate Raise questions, lecture with discussion, record data, make predictions, technology interaction with assistance
3 High Hands-on activity or inquiry; critique others, draw conclusions, make connections, problem-solve, student-centered

Next Generation Science Standards – Inquiry

NGSS Practice 1: Asking Questions and Defining Problems
NGSS Practice 2:Developing and Using Models
NGSS Practice 4: Analyzing and Interpreting Data
NGSS Practice 6: Constructing explanations
NGSS Practice 8: Obtaining, Evaluating and Communicating Information
Next Generation Science Standards – Content
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere,
hydrosphere, and/or atmosphere interact.
Florida Science Standards – Nature of Science
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.
Florida Science Standards – Content
SC.6.E.7.4: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and
biosphere.

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Materials and Advance Preparation

Materials List
Class set:
• 2 Sphere stations set (10 stations)
• 2 Dice at each station (20 dice total)
• 2 sets of Instructions at each station
• Class set of Data collection worksheet ( 1 paper per group or student, as preferred)
Student Materials:
• Data collection table
• Defining Spheres Venn diagram
• Graph for data
• Spheres Interaction Venn diagram
• Check Understanding worksheet
Blackline Masters
1. Sphere stations and Instruction Cards
2. Data collection table
3. Defining the Spheres in Venn Diagram
4. Graph your data
5. Spheres Interaction Venn Diagram
6. Checking Understanding

Advance Preparation
1. Print out station labels and instruction cards enough for 2 sets at each station. (Blackline Master
1)
2. Prepare station labels, 2 instruction cards, and 2 dice around the room identifying your Earth
Spheres Stations
3. Make copies of Blackline Master # 2, 3, 4, 5, 6 for each student.

Lesson Information
Learning Objectives
1. The student will be able to use the data collected in this lesson to correctly describe interactions
between Earth’s 5 Spheres.
2. The student will be able to explain how one or more spheres can affect another sphere.

Prior Knowledge Needed by the Students

• Some familiarity with the water cycle and weather-related differences.

Background Information
•

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The Water Cycle

https://www.flickr.com/photos/atmospheric-infrared-sounder/8265072146

Lesson Procedure
Engage
1. To introduce the lesson watch a short video of nature images representing various aspects of the
different Earth Spheres.
Nature's Masterpiece

2. Some questions you might ask students include:

1. What were things that you saw in the video? Tornado, Volcano, Hurricane, Canyons,
Butterfly, Forrest, Bird, Northern Lights, Waterfall, Horses, Plateaus, Mountain Glaciers,
Earth, Surfer

2. In the video what stands out in your mind about each picture of Earth? There are lots
of different parts of Earth including living and non-living things. Every place on Earth is
different with different climates and weather patterns.

3. Explain how you think these pictures relate to each other? Surfer needs water to surf,
horses need land to walk on, waterfalls need water to flow, and canyons are made of rocks.

4. Can the pictures affect one another? Tornado can affect my house, hurricanes can
destroy the beaches, volcanoes can destroy towns, and animals need water to live.

5. If you were to group the pictures, how would you group them? Horses, butterflies,
flowers, birds are all animals that are living. Mountains, Plateaus, volcanoes, and canyons
all have rocks and are not living. Hurricanes and tornadoes are weather systems.
Waterfalls, coastal regions, and ocean all have water.

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Explore
1. Create 10 stations around the room each with the appropriate station label: Atmosphere,
Cryosphsere, Biosphere, Hydrosphere, Geosphere. Place 2 instruction cards and 2 dice at each
designated station. (Blackline Master 1)
2. Distribute the data collection sheet (Blackline Master 2) and go over the directions at the top of
the sheet.
3. Model how to do two or three die tosses and how to record that data on the lab sheet. Discuss
what to do if they toss the same station more than once (they write down each toss every time).
Emphasize to students that dice should stay on top of the desks and off the floor.
4. Assign students to the starting stations randomly and evenly. Make sure students push in their
chairs and stow their bookbags so that tripping hazards are reduced.
5. Remind the students that they are representing a human experiencing interactions between two of
Earth’ Spheres at each station and that they should record the movements on the data sheet.
6. Begin the first round of data collection (consider putting a countdown timer on your SmartBoard;
for example: http://www.classtools.net/education-games-php/timer). Circulate around the room to
make sure that students are properly recording their data.
7. When the 15 minutes are up ask students to clean up the stations and make sure that they have
their data collection chart filled out.

Explain
1. Distribute the defining Spheres Venn diagram and graph your data sheet.
2. Have students define Spheres in their own words using the Venn diagram provided.
3. Have students create a bar graph representing the data collected while on their journey around
Earth. Questions you could ask as the students are working on the graph:
1. Does your graph have a title that represents the information you are providing?
2. Is your X and Y axis labeled correctly?
3. Does your graph have a scale?
4. Does your graph have a key?

Expand
1.
2.

Evaluate
FORMAL EVALUTION
a. Attach a FORMAL EVALUATION (1-3 questions) on a separate sheet of paper that you have developed to use as
your evaluation tool.
b. For each question, identify in parentheses at the end of the criteria the GLE (GLE#___) and/or Learning Objective
(LO#___) you are assessing for your lesson. If you use an Inquiry GLE, please note it as INQ GLE #___.

INFORMAL or OPTIONAL EVALUTIONS

1.

WRAP UP.
Bring the lesson to a conclusion by

Supplementary Resources
Include links to resources that the teachers and students might find useful in learning more about this topic.
Each resource should be in APA citation style and be followed with a one sentence annotation that notes appropriate age or
grade level.

Teachers

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Students

CITATION OF SOURCES.
Where did you get the idea/materials for this lesson?(Put the author/date/book name or the Name of the website and
the complete URL). I/We used the following resources to build our lesson:

Based on (APA format please)

__ü__ Yes, I cited all materials and resources used in this lesson. Judith McDonald,
Christina Gagliardi, Kristen Bartee
Lesson author signature

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Blackline Master #1

Atmosphere
Biosphere
Geosphere
Hydrosphere
Cryosphere

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Instructions for Stations

Atmosphere
If you roll a: Then do this:
You breathe in Nitrogen, Oxygen and
1
other gases; STAY
You get caught in a Thunderstorm;
2
GO TO THE HYDROSPHERE
It’s raining frogs from a tornado; GO
3
TO THE BIOSPHERE
Ice Storm! Take cover! ; GO TO THE
4
CRYOSPHERE
You are driving and a mudslide from
5 excessive rain blocks the road; GO
TO THE GEOSPHERE
You hike up a high mountain and
6 notice you are short of breathe;
STAY

Biosphere
If you roll a: Then do this:
1 Your mom has another baby; STAY
You watch as deer drink from the
2
stream; GO TO HYDROSPHERE
You are ice fishing and fall through
3
the ice; GO TO CRYOSPHERE
You are flying on a plane to visit
4 Grandma; GO TO THE
ATMOSPHERE
You bury your old dog Fido; GO TO
5
GEOSPHERE
6 You get a new puppy; STAY

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Geosphere
If you roll a: Then do this:
You decided to go cave exploring;
1
STAY
You are at the Hawaiian Islands and
2 an undersea volcano emerges; GO
TO THE HYDROSPHERE
You visit the Redwood Forests; GO
3
TO THE BIOSPHERE
You climb mountain glaciers in New
4 Zealand; GO TO THE
CRYOSPHERE
You watch Mt. Vesuvius erupt ash
5 into the air; GO TO THE
ATMOSPHERE
Earthquake! Get in the door frame! ;
6
STAY

Hydrosphere
If you roll a: Then do this:
1 You are drinking well water; STAY
You are offshore fishing and hit an
2 iceberg; GO TO THE
CRYOSPHERE
You are caught in a Hurricane; GO
3
TO THE ATMOSPHERE
You are fishing in a river for salmon;
4
GO TO THE BIOSPHERE
You go and visit the Grand Canyon;
5
GO TO THE GEOSPHERE
You are swimming in the Ocean;
6
STAY

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Cryosphere
If you roll a: Then do this:
1 A new Ice Age! ; STAY
You watch as the polar ice caps melt;
2
GO TO THE HYDROSPHERE
You put dry ice into your Halloween
3
punch; GO TO THE ATMOSPHERE
You visit Antarctica and see
4 Penguins in their natural habitat; GO
TO THE BIOSPHERE
As you drive there are potholes from
5 the winters of ice on the road; GO
TO THE GEOSPHERE
While visiting the North Pole you get
6
caught in an ice storm; STAY

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Blackline Master #2
Data Collection Worksheet

You are a Human interacting with the different Spheres of Earth. Begin at your first
Sphere station (write that down in row 1 in the table below). Roll the dice to find out
where you go to next. Read the directions on the dice to find out what interaction occurs
between you and the Sphere and where you go next. Fill out this information in the
table. Repeat this until the time is up or you roll 15 times (whichever comes first).
Sphere What happens Sphere Destination
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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Blackline Master #3

Name:_______________________________Date:________________Period:___________

1. Define each sphere.

In your own words explain what that sphere represents on Earth.

ATMOSPHERE BIOSPHERE

EARTH

HYDROSPHERE

CRYOSPHERE

GEOSPHERE
RE

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Answer Key

1. Define each sphere.

In your own words explain what that sphere represents on Earth.

ATMOSPHERE BIOSPHERE

Sphere that contains all living

Sphere that contains gases things
that affect weather and life on
earth

EARTH
Sphere that contains all of
Earth’s water

Frozen Portion of Earth

HYDROSPHERE

Sphere that contains the solid

CRYOSPHERE portion of Earth’s surface

GEOSPHERE
RE

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Blackline Master #4

Graph: Use your data table to create a bar graph to show your journey.
Title:______________________________________________________________

1. Were there any spheres that you spent more time in than the other sphere?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Do you see any similarities between the different spheres?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. Were there any examples of interactions that could have effected more than one sphere?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. Give your own example of an interaction that would affect 3 or more spheres.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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Answer Key
Graph: Use your data table to create a bar graph to show your journey.
Title:______________________________________________________________

1. Were there any spheres that you spent more time in than the other sphere? The students should have
had an equal amount of time spent at each station. They should not have spent all of their time at one
sphere vs. another.

2. Do you see any similarities between the different spheres?

3. Were there any examples of interactions that could have affected more than one sphere?

4. Give your own example of an interaction that would affect 3 or more spheres.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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Blackline Master #5

Name:_______________________Date:___________Period:_______

Fill in the spheres with examples of how one sphere interacts with another sphere.
Use your table of data and think of some new interactions that would occur on
Earth between the different spheres.

ATMOSPHERE BIOSPHERE

EARTH

HYDROSPHERE

CRYOSPHERE

GEOSPHERE

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Answer Key

Fill in the spheres with examples of how one sphere interacts with another sphere.
Use your table of data and think of some new interactions that would occur on
Earth between the different spheres.

ATMOSPHERE BIOSPHERE

EARTH

HYDROSPHERE

CRYOSPHERE

GEOSPHERE

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Blackline Master #6

Name __________________________________________ Date _________________ Period ___________

Checking for Understanding: Earth’s Spheres

1. In the picture below, a slow moving mass of ice has gradually weathered and eroded rock away
in a mountain valley. The landscape of rock has greatly changed.

Which sphere was affected in the transformation?

a. geosphere: because the cryosphere scraped rock away as it slowly moved
b. geosphere: because the hydrosphere scraped rock away as it slowly moved
c. biosphere: because the hydrosphere flooded the valley eliminating trees and plants
d. biosphere: because the cryosphere flooded the valley eliminating trees and plants

2. In 1815 a volcano erupted spewing billions of tons of ash into the sky. This ash “cloud” caused
global annual temperatures to drop below normal, causing “a year without a summer” in 1816.
Which sphere did this ash “cloud” affect to cause these changes?
a. hydrosphere: because the water in the ash absorbed the suns radiation
b. hydrosphere: because the ice in the ash caused the sun’s radiation to reflect off
c. atmosphere: because the ash allowed more radiation than normal to reach the surface
d. atmosphere: because the ash blocked more radiation than normal, not allowing it to
reach the surface

3. Which of the following situations interactions involving all five of Earth’s spheres?
a. A polar bear floats on an iceberg.
b. An alligator on the lake shore eats a bird.
c. A farmer in the rainforest growing coffee beans.
d. A glacier flows overland taking rocks and trees with it as it melts.

4. What spheres are interacting if a lengthy and severe drought affects Florida?
a. Cryosphere is eliminated, which affects the biosphere.
b. Cryosphere is eliminated, which affects the geosphere.
c. Hydrosphere is eliminated, which affects the biosphere.
d. Hydrosphere is eliminated, which affects the geosphere.

5. Majority of earthquakes occur at transform boundaries. What sphere is responsible for the
sudden jump of the Earth’s crust?
a. geosphere because the rock is sliding past each other
b. biosphere because humans mine into mountains causing the rock to crack
c. hydrosphere because the weight of moving water causes the rock to crack
d. cryosphere because as the ice melts it cracks through the ice and into the rock

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Answer Key
Name _______________________________________ Date _______________ Period__________

Checking for Understanding: Earth’s Spheres

1. In the picture below, a slow moving mass of ice has gradually weathered and eroded rock away
in a mountain valley. The landscape of rock has greatly changed.

Which sphere was affected in the transformation?

a. geosphere: because the cryosphere scraped rock away as it slowly moved
b. geosphere: because the hydrosphere scraped rock away as it slowly moved
c. biosphere: because the hydrosphere flooded the valley eliminating trees and plants
d. biosphere: because the cryosphere flooded the valley eliminating trees and plants

2. In 1815 a volcano erupted spewing billions of tons of ash into the sky. This ash “cloud” caused
global annual temperatures to drop below normal, causing “a year without a summer” in 1816.
Which sphere did this ash “cloud” affect to cause these changes?
a. hydrosphere: because the water in the ash absorbed the suns radiation
b. hydrosphere: because the ice in the ash caused the sun’s radiation to reflect off
c. atmosphere: because the ash allowed more radiation than normal to reach the surface
d. atmosphere: because the ash blocked more radiation than normal, not allowing it to
reach the surface

3. Which of the following situations shows an interaction involving all five of Earth’s spheres?
a. A polar bear floats on an iceberg.
b. An alligator on the lake shore eats a bird.
c. A farmer in the rainforest growing coffee beans.
d. A glacier flows overland taking rocks and trees with it as it melts.

4. What spheres are interacting if a lengthy and severe drought affects Florida?
a. Cryosphere is eliminated, which affects the biosphere.
b. Cryosphere is eliminated, which affects the geosphere.
c. Hydrosphere is eliminated, which affects the biosphere.
d. Hydrosphere is eliminated, which affects the geosphere.

5. Majority of earthquakes occur at transform boundaries. What sphere is responsible for the
sudden jump of the Earth’s crust?
a. geosphere because the rock is sliding past each other
b. biosphere because humans mine into mountains causing the rock to crack
c. hydrosphere because the weight of moving water causes the rock to crack
d. cryosphere because as the ice melts it cracks through the ice and into the rock

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