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DEFINITION OF EARTH'S SPHERES

The spheres are the four subsystems that make up the planet Earth. They are called spheres because they are round, just like the Earth. The four spheres are the geosphere (all the rock on Earth), hydrosphere (all the water on Earth), atmosphere (all the gases surrounding Earth), and biosphere (all the living things on Earth).
To better understand how the 4 spheres of the Earth work....

LET'S BREAK IT DOWN!

The four spheres interact.

The spheres interact to effect Earth's systems and processes, and they are constantly changing each other.

For example, ocean currents (hydrosphere) affect air temperature (atmosphere): The Gulf Stream is a powerful water current in the Atlantic Ocean. It's warm water moderates the temperatures on the east coast of the USA.

Another example of how the spheres affect each other is through erosion. Erosion happens in the desert when wind (atmosphere) shapes the sand in the geosphere. Water (hydrosphere) can also shape land, such as in the formation of the Grand Canyon.

EXAMPLES OF EARTH'S 4 SPHERES

VOCABULARY ON EARTH'S SPHERES

After pieces of the earth are broken down through weathering, those pieces are moved through Erosion. Erosion is the process of moving things from one place to another.

Naturally occurring rocks that look like a mushroom. They can be formed when sand gets carried by wind and hits the rock. This weathers the bottom of the rock more than the top.

A solid form of carbon dioxide that is very cold and turns directly from a solid to a gas.

DISCUSSION QUESTIONS ON EARTH'S SPHERES

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Geosphere, Biosphere, Hydrosphere & Atmosphere | Fun Science Lesson

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Did you know that there are 4 spheres of earth that all interact together? Learn abuot Earth's four spheres for kids in 3rd, 4th and 5th grade!

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I want to provide students with a general overview of all four systems (spheres). To support the idea that all of the systems overlap and work together, I use the same diagram to describe each system. Prior to the lesson, I project and draw this diagram on bulletin board paper: Earth Systems Template.

While going over one sphere at a time, I slowly add notes to this poster in front of the students, using my notes: Earth Systems Teacher Notes. Here's what the poster will look like at the end of today's lesson: Completed Poster.

Creating posters with and in front of students is important because the more students are involved and are able to discuss and share ideas during the poster-creation process, the more likely they will be able to understand and remember these science concepts later on. In addition, the students become proud of these posters and will refer to it often throughout the rest of the unit.
Color-Coding
To aid comprehension, I categorize information today using a color-coding system. For example, when discussing the biosphere, all notes and labeling are in green and when discussing the hydrosphere, all notes and labeling are in blue.
Getting Ready
I pass out a copy of Earth Systems Template to each student, as well as an 11 x 17 piece of construction paper. I model how to glue the template down in the middle of the poster so that students have room for note taking on the sides. Here are a few examples of what student work will look like at the end of this time: Student Poster Example 1, Student Poster Example 2, and Student Poster Example 3.
The Earth System
I begin by writing "The Earth System" at the top of the poster. Students begin taking notes on their own posters at this this time as well.

Today, we are going to take a look at the Earth as a system. Can anyone tell me what a system is? Recalling from past units, students respond, "A group of parts working together to perform a function (job)." What's really neat about the Earth's system is that it has four major parts or subsystems. Can anyone recall one of these subsystems from the video? Students excitedly raise their hands, ready to contribute. I call on one student at a time while writing their responses under the Earth System heading on the poster: biosphere, atmosphere, geosphere, and hydrosphere.

This is a perfect opportunity to introduce the word, interconnected, to students. I explain: What's important to know about the four spheres on Earth is that they are interconnected. Turn and talk: What do you think interconnected means? After some time, students suggest, "They are connected," "They work together," "One part affects other parts." You're right! Interconnected means that all the spheres are connected and that no parts acts alone without influencing another part."
Introducing the Biosphere
Having just taught a unit on Ecosystems, I feel that the biosphere is the perfect sphere to discuss first. Using my Earth Systems Teacher Notes as a guide, I start by writing the heading "Biosphere" on the poster in green and taking notes below: Biosphere Notes. The word part, bio means life, so when we talk about the biosphere, we are referring to all the life on Earth. One student brings up that bio is also used in the word biography (a true story about someone's life). I ask students to turn and talk: What on Earth is part of the biosphere? After some time, we discuss how the biosphere includes animals, plants, protists, bacteria, and fungi (the Kingdoms of Life).

While asking questions and encouraging a high-level of student partcipation, we continue to take notes on the biosphere: Where can life be found on Earth? (in the sky, on the ground, or in the water) What do you think a scientist that studies life is called? (biologist)
Identifying the Biosphere
Next, I ask students to apply what they have learned about the biosphere by identifying examples in the diagram in the middle of the poster. Using the green marker, I label several examples of life on Earth, per student suggestion: Biosphere Notes & Labels. Students love finding examples! It's like finding hidden objects in a picture! Examples include: fish, humans, crops, birds, trees, bacteria, livestock, grass, and plant pollen in the air.

After discussing the biosphere, I ask students to turn and teach: What is the biosphere? (I'll ask students to "turn and teach" after introducing each of the spheres today.)
Hydrosphere
Next, we examine the next sphere that students are most familiar with, the hydrosphere. Students instantly suggest, "We should use a blue marker!" One student says, "I know what hydro means! It means water." Another student says, "I think the hydrosphere represents all the water on Earth. As more and more of the poster is completed, student responses begin to naturally guide the lesson. As we add Hydrosphere Notes to the poster, I continue to ask students questions, such as Where can the hydrosphere be found? How is the biosphere found in liquid form? Solid form? Gas form? Why is the biosphere so important to Earth? (all life depends on water) One student points out, "That means the whole biosphere depends on the hydrosphere! I'm proud to hear students beginning to make connections.

Then, just as before, I ask students to identify examples of the hydrosphere in the diagram: Hydrosphere Notes & Labels. On student brings up that animals are partly composed of water. I add on to his thinking by noting that one resource that I found reported that animals are about 70% water, humans are about 60% water, and plants are about 90% water. Many of my students LOVE learning tidbits of knowledge along the way.
Geosphere
In a similar manner, we move on to discussing the geosphere: Geosphere Notes. As a side note, I explain: A rock is made up of 2 or more minerals. There are about 4,000 types of minerals on Earth. We use minerals in our daily lives. For example, aluminum is used to make buildings and cars and copper is used for electrical wiring and plumbing (pipes) in homes. Student excitedly point out examples of the geosphere in the diagram: Geosphere Notes & Labels.

I very briefly point out that the geosphere also includes each of the layers of the Earth: crust, upper mantle, mantle, outer core, and inner core. The goal is to provide an overview that can be built upon later.

One student asks if soil is a part of the geosphere. This is a great opportunity to discuss the components of soil (on average): 45% minerals(geosphere), 25% water (hydrosphere), 5 % organic matter (biosphere), and later on, when we discuss the atmosphere, we'll add 25% air (atmosphere). I love how one student remembers (from our Ecosystems unit) and points out that minerals (such as phosphorus) are present in animals and plants!
Atmosphere
Students are now ready to learn about the last sphere, the atmosphere. We continue taking notes on the poster: Atmosphere Notes. We discuss that the atmosphere protects the biosphere as it keeps harmful ultraviolet rays out, but lets the sun's warming rays in (solar heat). Then, the class works together to identify examples of the atmosphere in the diagram ( Completed Poster), such as gaseous factory emissions and wind (moving air). We also discuss the averaged components of air: 78% nitrogen, 21% oxygen, 1% argon, and 0.4% carbon dioxide. One student says, "There's oxygen and carbon dioxide gases inside plants and animals too."

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In this lesson, students are provided with an overview of the four major systems on Earth. Students will then analyze how the four spheres are pictured in a photograph. Plan your 60 minutes lesson in Science or hydrosphere with helpful tips from Kara Nelson

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Apollo 17 astronauts captured this snapshot of the Earth system on their way to the moon in 1972. Essentially everything that was a part of the system then is still a part of the system today-that's why it's considered a closed system.

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Layers Of Atmosphere | The Dr. Binocs Show | Educational Videos For Kids