GRADE

5

Author: J. Haase Lesson #: 7

Unit Title: Earth System Science Time Frames: Two 50­Minute Periods

Earth System Journal

ABSTRACT In this culminating lesson, students will create an Earth System Journal to record their own Earth system science observations to incorporate their learning from all lessons in this unit. Students will make their detailed observations for three days. They will synthesize their understanding of relationships within the four Earth spheres while using scientific vocabulary that was introduced throughout the unit. The journal will include their own questions generated by their keen observations that can lead to further investigations. The lesson will end with students planning an experiment based on one of their own questions and presenting their experiment plan to the class. This lesson provides an Earth System Journal with scoring rubric and a PowerPoint slideshow to guide the class through the process. Examples of journal entries will be modeled by the teacher to help guide student work. This lesson is a time for students to use their new vocabulary in context and refine their thinking about cause and effect relationships and Earth cycles. Students will then design an ESS experiment based on a selected question generated from their Earth System Journal. Having students design and plan out their own ESS experiment is an opportunity for them to practice the scientific method and do what scientists do. Students will have a chance to independently explore using the scientific method to organize their own experiment to answer their own questions about ESS.

PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES

BACKGROUND INFORMATION FOR TEACHERS The purpose of this lesson is to allow time for students to apply their Earth system science knowledge in an independent project­based situation. Developing an understanding of the Earth as a single dynamic system takes time. In this lesson, students are given the valuable opportunity to apply their new knowledge to make observations about how the spheres interconnect. Encourage students to look for evidence in the natural world. Have them record all connections. This will help them build confidence and construct their own deeper understanding of ESS. Teachers may need to guide students to change only one variable at a time in their experiment design. Teachers will have to teach the idea of variables as part of the lesson.

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

1

Students might find it challenging to think of a question to begin their experiment plan. The teacher will model journal writing and provide examples of ESS experiments to help students see the general expectations. A format provided is for a three day observation journal. It may be adapted or redesigned to meet the specific needs of the needs of the class. The ESS experiment student plan follows this scientific method format:

Make ESS observations for three days Ask questions generated from observations Background research using science notebook entries from previous lessons and internet resources Stating a claim based upon this format

­ If______, then I think _________ will happen. Plan an experiment

­ Identifying and changing only one variable Write up the experiment plan Share plan and process with the class

Encourage students to make observations and investigate their own questions related to ESS. Using questions from the Next Generation Science Standards cross cutting concepts may help student journal writing. Guiding questions from five areas are highlighted below to enhance student learning.

Patterns ­ What patterns can you observe? ­ Which relationships you can see in the patterns? ­ What factors influence these patterns?

Cause and effect:

­ What cause and effect relationship can you find and how do you think it works? ­ What sphere is the cause found in? How does the effect show up in the other spheres? ­ Is the cause something man­made or natural? ­ What experiment could you plan to test this cause and effect relationship?

Scale, proportion, and quantity

­ How do we measure this matter or event? ­ Does your experiment take into account the scale or measures of size, time, and/or energy? ­ How do we measure such a large thing or small thing? ­ Do you have an idea for an invention to measure something new?

Energy and matter

­ How do we understand and learn about flows and cycles? ­ What does the word conservation mean within the Earth system?

How does energy flow show us how the Earth works? ­ What effects do energy sources have on the flow or cycle?

Stability and change

­ How do natural systems show the conditions of stability and change? ­ What conditions are forces of change? ­ How is the Earth a stable system and how is it always changing? ­ Explain some observations of the Earth system that are stable. ­ Explain some observations of the Earth system that are changing.

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

2

­ What kind of experiment could test this? The condition of the Earth and uncertainty of the future is a current topic of everyday media. Looking at the implications of our changing Earth and climate change is a very relevant topic for 5th graders. 5th graders have a specific interest in fairness and justice and will work towards doing what is “right”. As an educator, you may need to address some concern and discomfort in discussions about our changing Earth. Science changes as new information is discovered, it is not exact and doesn't provide all the answers. Support your students by sharing science as a process for understanding more about our world. It is important to be sensitive and responsive while focusing on the variables in the scientific process. Science is not definitive. Give students opportunities to express their own ways to help our changing world and assist them to find ways to positively influence the environment in your own community.

PLANNING Essential Questions

What does it mean to be an Earth system scientist in Hawaiʻi? How do Earth systems fit into your life? What questions do you have based on your observations?

Instructional Objectives Students will:

Demonstrate their understanding of Earth System Science using an ESS journal to record and analyze their observations for evidence of interaction.

Explain how evidence shows the interconnections of the spheres in the natural world. Plan and design an ESS experiment based on observations. Use the scientific method to organize work and communicate ideas.

Key Vocabulary

Dynamic Variable Formulate Stable

BACK TO TOP

INSTRUCTION Materials

“Earth System Journal ” PowerPoint presentation Earth System Journal Journal Rubric Colored paper Colored pencils for student diagrams

Preparation

Preview the Earth System Journal PowerPoint presentation Make copies and assemble the journals Colored paper

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

3

Colored pencils for student diagrams

BACK TO TOP

ENGAGE

1. Begin the lesson by presenting the “Earth System Journal ” PowerPoint presentation. Have students

read the slides out loud to the class and set the ground rules for the ten minute field observation.

2. Awaken student curiosity by beginning this lesson outside for a ten minute ESS keen observation activity. Locate the optimal location on the school grounds and take students outside to use what they have learned in observing and experiencing nature. Students will take no extra tools and will rely on their own senses for this experience. Review expectations together for a successful field activity in the classroom before going outside. Guide students by asking them:

What would be important to remember when working outside as a field scientist?

Students may include ideas such as:

Sit still and quietly Focus on the nature around you Be thoughtful and mindful Use your five senses to make observations Observe connections between the spheres Remember your observations to share with others Respond the signal and return to the group

2. Take the class outside and identify the boundaries of their field experience area. Allow for

observation time and remind them of the five senses and trying to make connections of the spheres. Have each student find their own location, so they can sit without direct eye contact with other students. They will each sit in a special spot for ten silent minutes. Time the group and give a signal for assembly. Without discussion, return to the room.

3. Back in the classroom, facilitate a follow­up group discussion. Support all students to participate in

the discussion. Include the questions below. Encourage student responses and record “best thinking” on the board. Have students take notes about the discussion in their science notebooks.

What Earth system science observation did you make? What clues or evidence did you notice to support your observation? In the natural world, what evidence did you find of the interconnections of the spheres? What questions do you have based on your observations?

EXPLORE

1. Review slides 6­12 of the “Earth System Journal” PowerPoint presentation from the beginning of the

unit.

Science notebook and journal samples:

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

4

Images courtesy of J. Haase.

2. Share pictures from different kinds of science notebooks and journals. Students can see the science

journal is a kind of science notebook. It can be a stapled booklet, three ring binder, portfolio or a composition book.

3. For this lesson, students will be creating a special “Earth System Journal” to document ESS for three

days. They will find and observe relationships between the spheres of the Earth. They will create questions to inspire further investigations. The journal format will be provided, but students may also use their creativity and design their own journal. This special journal should include:

Written observations Pictures and/or diagrams Coloring details and/or highlights One or more ESS question(s) for each day A rubric on the last page for evaluation

4. Share and discuss the expectations explained in the journal rubric.

5. Pass out the “Earth System Journal” to students. Demonstrate filling it in for the students using the

thinking from the board and their own observations. Remember to make your model an exemplar highlighting quality.

6. Assign the “Earth System Journal” as homework or plan ESS time to have the students conduct

observations outside during class. Ask for student questions or comments.

7. As the project continues, give students a short time to share their work together. As they are sharing, check on student questions in the journals. Make observations about who is working independently to generate investigatable questions and who might need more support. An excellent question is a key to a good experiment!

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

5

8. Share selected student journals with the class to show the different styles and approaches students are using. Highlight observations, illustrations and questions for other students to consider as they continue their work. Reference the rubric regarding the quality of the work being shared.

EXPLAIN

1. After three days of journal writing the students in your classroom will have written and considered at

least three ESS questions. Have them Think­Pair­Share their questions with a partner and select one question to use for their ESS experiment plan.

2. The experiment plan in the “Earth System Journal” is based on the scientific method. Use the

template of the experiment plan in the “Earth System Journal” as a guide. Model for the students each step of the planning process and allow them to contribute ideas for you to consider and watch you work.

3. It is important to model controlling variables and testing only one at a time. Review the concept of

variables by playing “The Variable Game”. Two students go outside the classroom door and close the door. The outside students

change one thing about their appearance, for example they untie their shoes or take off one earring. The outside students come back into the classroom and the other children guess what one thing they changed when they were outside. Repeat this multiple times to focus on changing one variable at a time.

A variable is something that will change the interaction of an experiment and the results. This game is a simplified activity to help children understand changing one variable, but teachers should understand that variables in an experiment do not just change appearance, they may change other results as well. Examples of basic variables that can be changed would include changing one item or material between repeated experiments. More abstract variables that might be changed in a series of experiments may include quantity, temperature and time. Developmentally, 5th graders are generally ready to incorporate the idea of variables at an instructional level and keeping track of more than one thing at a time but will need practice. Be ready to support the range of learners in the classroom, some may be very adept and independent in their skill while others may need more guidance as their concepts of variables are progressing in conceptual development. They will show you what they can do and where they are in the learning continuum of questioning.

4. Have students draft and present their ESS experiments in a Think­Pair­Share with a new partner to

create their experiment plan. These guiding questions will help focus the conversations:

What questions do you have based on your observations? Which of these questions would you like to use as the basis for your ESS experiment plan? What is your basic experiment? What tools would you need for this experiment? What one variable do you plan to change in the experiment?

5. Give students quiet time to revisit their draft and write in pairs, collaborative groups or individually

and prepare their experiment plan. Consider the pros and cons of group work for your class and remember each student will be evaluated individually using the rubric on the last page of the ESS Journal. Encourage use of their science notebook for ESS reference and ideas based upon their work in the unit.

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

6

EXTEND

1. Have pairs or individuals share their experiment plans. Have students ask each other questions and

consider ways to control variables and test one at a time.

EVALUATE

1. This is an opportunity for students to appreciate peer work. Have the students open their “Earth

System Journal” to their favorite page of observations and picture with caption. Leave this on their desk open for others to see. Conduct a gallery walk where all students stand and circulate around the room quietly in an orderly fashion to look at their peers’ observations, style, and content.

2. Pause students and ask them to take a Post­it note to make positive and thoughtful comments on

someone else’s ESS journal. Allow a few minutes for students to write comments for several of their peers and post them on others’ journals. The focus of this activity is to foster encouragement and focus on recognizing and improving student learning.

3. Have students return to their own desks and look through their journal re­visiting the rubric as a

reference. Have students score their journal and the quality of their work using the rubric.

BACK TO TOP

ASSESSMENT OPTIONS Formative Assessment

Daily “Earth System Journal” checks will allow you to see your student progress and the caliber of their questions. If you need to help individual students get further ideas for drawings or diagrams do it during the daily journal checks. Have students check each other’s journals each day to see ways other students are doing the assignment. Sharing individual work with a classmate provides new perspectives and concrete examples of different work styles and methods. Peer motivation and sharing of ideas will help improve the journaling process and stimulate learning by showing them new perspectives in their science community.

Summative Assessment

The “Earth System Journal” may be graded using the rubric on the last page of the journal and used as a culminating evaluation for the unit. Students will self score their “Earth System Journal” using the rubric. The teacher may also use the same rubric to score the “Earth System Journal”. Make considerations for student growth and use of new academic vocabulary.

BACK TO TOP

CULTURE CONNECTION

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

7

Image courtesy of R. Cooke III.

ʻŌlelo Noʻeau

A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.

Ka manu kaʻupu hālō ‘ale o ka moana. (Hawaiian proverb)

The kaʻupu, the bird that observes the ocean. (English translation) Said of a careful observer. (Interpretation from Mary Kawena Pukui’s book)

This Ōlelo No eau celebrates the Earth system scientist in each of us. The proverb reminds students that the scientific method always begins with an observation which often leads to a question. In this lesson, students make an Earth System Journal to feature their own observation skills. Students design a science experiment based on their own observation, an age­old scientific skill, to find out more about the world around them.

DIFFERENTIATION Emerging Learners

To help emerging learners succeed, review the ESS graphic organizer with the student or students. Take the time to review ESS vocabulary with the student or students. Provide time for emerging learners to work with stronger readers to read the materials together. Print the “Earth System Journal” for the student or students to preview the night before and then read with guidance in class the next day. Arrange student groups with different skill levels so student help is given by peers.

Advanced Learners

Have advanced students plan an experiment based on their own question to go with the content of the lesson and then conduct the experiment at home. Have advanced students create a Prezi or PowerPoint presentation explaining about their experiment idea. Arrange student groups with different skill levels so student help is given by peers.

English Language Learners

To help ELL students succeed, review the ESS graphic organizer with the student or students. Show them the areas of the science notebook they can refer back to for vocabulary and content information. Take the time to review ESS vocabulary with the student or students. Provide time for ELL students to work with stronger readers to read the materials together. Print the “Earth System Journal” for the student or students to preview the night before and then read with guidance in class the next day. Arrange student groups with different skill levels so student help is given by peers.

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

8

EXTENSIONS

As an extension to the lesson certain students may choose to conduct the experiment they have designed as part of the “Earth System Journal”.

Use the “Earth System Journals”, the science notebooks and other work that was completed as a part of Unit 1 as an opportunity to share with other classes and invite them into your classroom open house to share student learning by showing what the class has done and learned over the last several weeks.

STANDARDS Next Generation Science Standards

Crosscutting Concepts: Systems and System Models ­ In grades 3­5, students understand that a system is a group

of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.

Patterns ­ In grades 3­5, students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.

Cause and Effect ­ In grades 3­5, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.

Energy and Matter ­ In grades 3­5, students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change.

Science and Engineering Practices: Asking questions for science and defining problems for engineering Planning and carrying out investigations

Disciplinary Core Idea: 5­ESS2­1 Develop a model using an example to describe ways the geosphere, biosphere,

hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

Common Core

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in

contrast, especially). Use precise language and domain­specific vocabulary to inform about or explain the topic. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate

facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Hawaii Content & Performance Standards III

SC.5.1.1 Identify the variables in scientific investigations and recognize the importance of controlling variables in scientific experiments.

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

9

SC5.1.2 Formulate and defend conclusions based upon evidence SC.5.3.1 Describe the cycle of energy among producers, consumers and decomposers SC.5.3.2 Describe the interdependent relationships among producers, consumers and

decomposers in an ecosystem in terms of the cycles of matter. General Learner Outcomes

Self­directed Learner Community Contributor Complex Thinker Quality Producer Effective Communicator Effective and Ethical User of Technology

BACK TO TOP

REFERENCES Campbell, B., & Fulton, L. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann. Fulwiler, B. (2007). Writing in science: How to scaffold instruction to support learning. Portsmouth, NH:

Heinemann. Klentschy, M. (2008). Using science notebooks in elementary classrooms. Arlington, Va.: NSTA Press. Pukui, Mary Kawena ‘Ōlelo No‘eau: Hawaiian Proverbs and Poetical Sayings. Honolulu: Bishop Museum

Press, 1983. Science Notebooks. (n.d.). Retrieved March 5, 2015, from http://www.sciencenotebooks.org/ Using Elementary Interactive Science Journals to Encourage Reflection, Learning and Positive Attitudes

Towards Science. (n.d.). Retrieved March 5, 2015, from http://www.utdallas.edu/scimathed/resources/SER/SCE5308_s04/Using_Elementary_Interactive_Science_JournalsDRW.pdf

BACK TO TOP

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

10

Name______________________________________ Date__________________

Earth System Journal Rubric

1 point 2 points 3 points 4 points

Earth System

Science

Observations

Observations

are incomplete

Observations

demonstrate

limited

understanding

science

concepts and

do not use

science

vocabulary

Observations

demonstrate partial

understanding

science concepts

and correctly use

science vocabulary

Observations

demonstrate understanding

science concepts and

correctly use science

vocabulary

Scientific

Drawings and

Captions

Drawings and

captions are

incomplete

Most drawings

show Earth

System

relationships

Most drawings

show Earth System

relationships and

have labels and

captions for clarity

All drawings show Earth

System relationships , show

detail and have accurate

labels and captions for clarity

Neatness and

Presentation

The journal is

difficult to read

and/or

incomplete

The journal is

complete but

rushed and

sloppy

The journal is

complete and uses

color

The journal is high quality

and uses color to add interest

Experiment

plan

Not complete Partially

complete

Complete with

some issues

Excellent experiment plan

that shows thoughtful design

Student

interest

Does not show

interest in the

journal activity

Shows some

interest in the

Earth System

Journal

Puts effort into

completing the

journal and making

a quality product

Shows maximum interest in

completing the journal and

making a quality product

Total Points:

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

11

Name______________________________________ Date__________________

Earth System Science Reflection:

I learned about…

One detail I will always remember is…

Something I enjoyed doing was…

One experiment we did was…

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

12

EARTH SYSTEM

Name:

OFFICIAL

PROPERTYOF

___________

EARTH SYSTEM OBSERVATIONS

2 11

Use this journal to make observations of the natural world. Look for connections and interactionsbetween:

Use the vocabulary introduced in class and in your science notebook to help you write and describe what you are seeing. Your five senses and your back-ground knowledge will help you identify evidence of your observations. Look through your science note-book to get ideas. Review the cycle diagrams and graphic organizers before you begin.

Write an E.S.S. observation each day for 3 days.

Draw a picture or diagram each day tomatch your information.

Write one or more E.S.S. question per day.

• The Atmosphere• The Hydrosphere

11

• The Geosphere• The Biosphere

ACTION TASKS

EART

H SY

STEM

JOUR

NAL R

UBRI

C

TOTA

L POI

NTS

= __

_

Eart

h S

yste

m S

cien

ce

Ob

serv

atio

ns

All

dra

win

gs

sho

w E

arth

sy

stem

rel

atio

nsh

ips,

incl

ud

e d

etai

l, an

d h

ave

accu

rate

lab

els

and

cap

tio

ns

for

clar

ity.

This

jou

rnal

is h

igh

qu

alit

yan

d u

ses

colo

rto

ad

d in

tere

st.

Exce

llen

t ex

per

imen

tp

lan

th

at s

ho

ws

tho

ug

htf

ul d

esig

n.

Sho

ws

max

imu

min

tere

st in

co

mp

leti

ng

the

jou

rnal

and

mak

ing

aq

ual

ity

pro

du

ct.

Ob

serv

atio

ns

dem

on

stra

te

par

tial

un

der

stan

din

g o

f sc

ien

ce c

on

cep

ts a

nd

co

rrec

tly

use

sci

ence

vo

cab

ula

ry.

Ob

serv

atio

ns

dem

on

stra

te

an u

nd

erst

and

ing

of

scie

nce

co

nce

pts

an

d

corr

ectl

y u

se s

cien

ce

voca

bu

lary

.

Ob

serv

atio

ns

dem

on

stra

telim

ited

un

der

stan

din

g o

f sc

ien

ce c

on

cep

tsan

d d

o n

ot

use

scie

nce

vo

cab

ula

ry.

Ob

serv

atio

ns

are

inco

mp

lete

.

Dra

win

gs

and

cap

tio

ns

are

inco

mp

lete

.

Mo

st d

raw

ing

ssh

ow

Ear

th s

yste

mre

lati

on

ship

s.

Mo

st d

raw

ing

ssh

ow

Ear

th s

yste

mre

lati

on

ship

s an

d

hav

e la

bel

s an

dca

pti

on

s fo

r cl

arit

y.

The

jou

rnal

is c

om

ple

tean

d u

ses

colo

r.

Co

mp

lete

wit

h s

om

eis

sues

.

Pu

ts e

ffo

rtin

to c

om

ple

tin

gth

e jo

urn

al a

nd

mak

ing

a q

ual

ity

pro

du

ct.

Sho

ws

som

e in

tere

stin

th

e jo

urn

alac

tivi

ty.

Do

es n

ot

sho

w in

tere

stin

th

e jo

urn

alac

tivi

ty.

Par

tial

lyco

mp

lete

.

The

jou

rnal

is c

om

ple

teb

ut

rush

ed a

nd

slo

pp

y.

The

jou

rnal

is d

ifficu

lt t

o r

ead

and

/or

inco

mp

lete

.

Inco

mp

lete

.

1 P

oin

t2

Po

ints

3 P

oin

ts4

Po

ints

Scie

nti

fic

Dra

win

gs

& C

apti

on

s

Nea

tnes

s&

Pre

sen

tati

on

Exp

erim

ent

Pla

n

Stu

den

tIn

tere

st

10 3

ATMOSPHERE

HYDROSPHERE

GEOSPHERE

BIOSPHERE

- Air

- Win

ds- W

eath

er- C

limat

e- C

loud

s- J

et S

trea

m- S

olar

Rad

iatio

n Bu

ffer

- CO

2/O

2 M

ixin

g- H

eat M

ixin

g

- Wat

er (L

iqui

d, S

olid

& G

as)

- The

Wat

er C

ycle

- Oce

ans

- Lak

es &

Riv

ers

- Sea

Ice

- Gla

cier

s- S

now

Cov

er- S

oil M

oist

ure

- Aqu

ifers

- Lan

d- P

late

Tect

onic

s- V

olca

noes

- The

Roc

k Cy

cle

- Hot

Spo

ts- S

edim

enta

tion

- Fos

siliz

atio

n- E

arth

quak

es- M

agne

tism

- Pla

nts

- Ani

mal

s- F

ungi

- Bac

teria

- Alg

ae- C

oral

Ree

fs- P

rodu

cers

, Con

sum

ers &

D

ecom

pose

rs- E

volu

tion

& Ad

apta

tion

The

Eart

h’s C

ore

The

ener

gydr

iver

of

man

y of

the

geos

pher

e’spr

oces

ses.

The

Sun

The

ener

gydr

iver

of

man

y of

the

Eart

h sy

stem

inte

ract

ions

.

The

Eart

h

The

third

pla

net

from

the

sun

with

uni

que

prop

ertie

s tha

tal

low

for l

ife.

A Cl

osed

Sys

tem

Eart

h re

ceiv

esen

ergy

from

the

sun,

but

ver

y lit

tlem

atte

r ent

ers o

rex

its o

ur sy

stem

.

MATERIALS & SCIENCE TOOLS:

EXPERIMENT PLAN:Change only one variable.

DISCOVERIES:What will this experiment help you discover? Prepare afew sentences to explain what you think this experimentwill show.

4 9

These questions are based on science cross-cuttingconcepts. They will help you choose things to observe and give you prompts to explain your thinking.

PATTERNS:

• What patterns can you observe? • Are there relationships you can see in the patterns? • What factors influence these patterns?

CAUSE & EFFECT:

• Effects have causes... sometimes simple, sometimes more complex. • What cause and effect relationship can you see and how do you think it works? • What experiment could you plan to test the cause and effect relationship? • Is the cause something human-made or natural? • How does the effect show up in the spheres?

Here are somequestions

to get you thinking.

EARTH SYSTEM EXPERIMENTDesign and plan an Earth system experiment!

OBSERVATION:

QUESTION:Based on observation.

BACKGROUND RESEARCH:Use your science notebook and the Internet.

HYPOTHESIS:“If _________ , then _________ will happen.”

? ?

8 5

SCALE, PROPORTION, & QUANTITY:

• How do we measure this matter or event? • Does your experiment take into account scale or measures of size, time, and energy? • How do we measure such a large thing or such a small thing? • Do you have an idea for an invention to count or measure the relationship between two or more things?

ENERGY & MATTER:

• How do we learn about and understand flows, cycles, and conservation? • What does the word “conservation” mean within the Earth system? • What can observations of energy and matter moving in and out of cycles reveal about how our Earth system works? • How many effects do the energy sources have?

STABILITY & CHANGE:

• How can observations of natural systems show the conditions of stability and change? • What conditions are forces of change? • Is the Earth a stable system or one that is always changing? • What kind of experiment could test this? • Explain observations of the Earth system that are stable and observations that are changing.

DAY THREE

Question(s):

Observation:

Picture:

Caption:

6 7

DAY ONE

Question(s):

Observation:

Picture:

Caption:

DAY TWO

Question(s):

Observation:

Picture:

Caption: