Earth's Systems

Earth's systems interact! Starting our first science unit of 2020 with knowing the names and definitions of the earth's systems!

Creating a Closed System

Students worked together to make a closed system. Using rocks, soil, plants, water, and air, we created a model of Earth's systems!

Questions that ensued:

• Are we taking the cap off to water the plants later?
• Won't the plants die if we leave the cap on?
• Will it start to "rain" inside the container?

Developing a Model of Earth's Systems

         Students created a model of Earth's Systems by choosing if they wanted to make a 3-D or a 2-D model.  They were able to choose their materials and think about which systems they wanted to include. Each model needed to include at least two of the systems that we explored this month.  Most students found that it was more natural to include all four! Can you identify the geosphere, biosphere, atmosphere, and hydrosphere in these photos?

Water and Waves

Students made wind by blowing or waving an object and tried to make waves. Using a long straw, short straw, fan and "half plate". They are observing how the force of the wind and the direction of the wind impacts the hydrosphere and geosphere.

    Earlier in the week we observed how the temperature of water impacts the movement of waves. We looked at direction and speed.  Did erosion or deposition occur?  Using the slo-mo feature in the camera allowed us to really look at the speed and movement of the water.

Public Service Announcements

Students have been completed their work with Earth Systems. To complete this unit, many students created a PSA on how to protect the Earth's Systems.  Students were expected to include information, suggestions or tips to help, or resources to direct the viewer for further information. Here we go!

Space Junk PSA

Water Protection PSA

Plant a Tree PSA

Preparing our Public Service Announcements

Help protect our Earth! 

Students are researching, writing and synthesizing information to prepare for their public service announcements. 

Landforms and Weather

Students were asked to list as many

examples of landforms that they could.

Then, students were asked to think about

how a landform affects weather and climate 

OR how the weather affects the landform.

Students hit the books!

We discovered that water and wind 

greatly impacts landforms over time.

We also learned that weather patterns are 

dominate with certain landforms.

Wind and Waves

Students used a straw, paper fan, and a half plate to create waves.

Students were asked to observe and consider the following:

How does the wind direction affect the waves?

How does wave strength affect wave size?

How does the length of time wind blows affect the waves?

Does the wave energy get stronger or weaker as it travel