GRADE

4

Author: K. Arinaga Lesson #: 2

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

Cycles Within the Earth System: A Wet World

ABSTRACT Students will use their terrariums as a model from the lesson, “Creating an ESS Model: Up Close and Personal” to explore how water interacts with Earth’s spheres in a closed system. Students will analyze and interpret data to examine Earth’s systems cycle, water. Using their terrarium models and information on the water cycle, students will be able to identify evaporation, condensation, and precipitation. Students will also compare and contrast open and closed systems. They will record their observations in a science notebook.

PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES

BACKGROUND INFORMATION FOR TEACHERS A system is a group of elements that interact and function together. There are two types of systems, open and closed. An open system interacts with an external environment and has energy exchanges called inputs and outputs. A closed system does not interact with the surrounding environment. Earth is a dynamic system made up many complex and interconnected processes called subsystems. These subsystems are composed of the geosphere, the atmosphere, the biosphere and the hydrosphere. The Sun is one of two primary sources of energy in our Earth system that heavily influences the atmosphere, biosphere and hydrosphere. For example, most plants and animals depend on energy from the sun to survive. Energy from the Sun can cycle through open systems fueling processes such as photosynthesis. These elements work together to create a change, that change is caused by interaction. We can study that interaction by observing evidence of that change. An example could be plants in the ground die, and as they are broken down by microorganisms, they become soil, which can then feed new plants. Water cycles through different phases and locations. Water continuously travels between the geosphere and the atmosphere. Heat from the Sun causes water on Earth in oceans, lakes etc., to evaporate. As liquid water evaporates, it changes in water vapor, a gas which rises into the atmosphere. This water vapor collects in the sky in the form of clouds. When water vapor collects on tiny dust particles and forms a cloud, this process is called condensation. In a terrarium, condensation occurs as beads of water on the walls or the plastic cover. When clouds become heavy with liquid water, they release their moisture as precipitation like rain, snow, or hail. The precipitation collects in freshwater systems like lakes or rivers and flows back

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into the oceans.

Using their created terrariums from “Creating an ESS Model: Up Close and Personal”, students will now cover their terrariums and observe changes that occur in these terrariums. Both a terrarium and Earth are closed systems. They are closed because matter, such as soil or water, cannot enter or leave. However, energy can flow into or out of the system. Water vapor evaporates as it leaves the plant and the soil and comes in contact with the side of the container. Transpiration is the loss of water vapor from parts of plants, similar to our sweating. This happens mainly in leaves with the stomata but also in stems, flowers and roots. Condensation occurs when water changes from its gaseous form of water vapor into liquid water. Condensation generally occurs in the atmosphere when warm air rises, cools and loses its capacity to hold water vapor. As a result, excess water vapor condenses to form cloud droplets. Once enough water accumulates, the condensation will then fall back down the sides of the container into the soil as precipitation. The water gathers or collects on the land when water changes from, a body of water, or elsewhere until it evaporates, condenses and precipitates again. The water cycle pattern continues on our planet.

Image courtesy of NASA.

PLANNING

Essential Questions

How can a terrarium model help us learn more about systems interacting in the world around us? How do plants contribute to the hydrologic or water cycle?

Instructional Objectives

Students will: Observe and demonstrate how water interacts in a closed system over time. Create a graphic organizer that shows the similarities and differences observed in the various

terrarium models. Record and analyze their data based on their observations by writing a paragraph that

summarizes their analysis. Demonstrate their understanding of this lesson by using key vocabulary in their observations,

illustrations and written summary.

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Key Vocabulary Evaporation Condensation Precipitation Closed systems Open systems

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INSTRUCTION Materials

Their terrarium model from the lesson, “Creating an ESS Model: Up Close and Personal” Plastic wrap to cover their terrarium Tape or elastic to secure the covered their terrarium Science notebooks and worksheets provided in the lesson A light source for one of the terrarium to get stronger results

Preparation

Science notebooks or worksheets provided in the lesson Videos downloaded if preferred Internet available for digital links

Resources

NASA: The Water Cycle Diagram:

http://pmm.nasa.gov/education/water­cycle The Water Cycle ­ Animation:

http://pmm.nasa.gov/education/videos/water­cycle­animation GPM Droplet Handout:

http://pmm.nasa.gov/education/images/gpm­water­cycle­droplet­handout The Water Cycle: Following The Water:

http://svs.gsfc.nasa.gov/cgi­bin/details.cgi?aid=10885 NASA | Anatomy of a Raindrop:

https://www.youtube.com/watch?v=46otS0Wjz­E Bishop Museum:

GRADES 3 ­ 4: WOW! Wonders of Water Science Program

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ENGAGE

1. Terrarium models from the lesson, “Creating an ESS Model: Up Close and Personal,” should be

visible on tables during small group discussions.

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2. Have students work in small groups of 3­4 to answer these questions and share with the class. Students can write their responses in their science notebook or use the “Discussion Organizer Writing Frame”. Pose these questions:

What do you remember about systems? What do you know about the open systems? What do you know about closed systems? How can you alter an open system model to create a closed system model? What do you think you will see in the closed system model? How can a terrarium model help us learn more about systems interacting in the world around

us?

3. Now pose this question to the students: What can cause changes in the closed system model? Have students write a quick response to question both before and after viewing the NASA Water Cycle Diagram and the NASA Water Cycle Animation.

EXPLORE

1. Students explore their own understanding of a closed system model by covering it with a clear

plastic wrap. After covering the closed system model, have the students open their terrarium once a day for one week and pose the questions:

What could happen if the different models receive different amounts of sunlight? What could change the system if you change the amount of water each system received?

2. Have students brainstorm how and determine where to place this new experiment. Students will

make signs for their group terrariums that highlight where and why they were placed in the chosen location and what they think will happen in the form of statements, predictions, or questions.

EXPLAIN

1. Students will provide various amounts of water to their terrariums throughout the week and record

these amounts. Students will record their observations in written form and include drawings with labels to highlight changes in their chosen location. Students will use key vocabulary when discussing, writing and drawing about their observations. They will use the GPM Droplet Handout as a resource.

2. Teacher will foster whole group discussion on how the GPM Droplet visual connects to what students are observing in their terrariums. Teacher questions to foster conversations may include ideas such as:

Describe evaporation, condensation, precipitation, and a closed system with the class. What happened to your terrariums? What parts of the terrarium interact and change? What would have happened if you gave it the original amount of water? What are some connections you made with your terrarium to the world around you such as

the playground, your yard, etc.?

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3. After a week of observations students will compare and contrast open and closed systems in the terrarium through small group discussions then share with the class. Discussion questions may include:

How do you new results compare with your previous results? What does that tell you about open systems and closed systems? What more do you want to know/investigate?

4. Students will respond in their science notebook and/or use a Venn diagram with a written summary

based on their discussion questions.

EXTEND

1. Students can write a song or poetry using key vocabulary: evaporation, condensation, precipitation

and close system and share with the class.

2. Students can add food coloring to the water to represent contaminants. They will observe the food coloring to see how it interacts within the system.

3. Students can add different liquids such as milk, or lemon­lime carbonated beverage instead of water.

EVALUATE

1. By using a terrarium model, students will gain a better understanding about systems and interactions

in the world that surrounds us. Their notebooks should be collected after the week to make sure that all the parts are completed. The students will be assessed on the completion of their journal. They will also be assessed on their completed terrariums and how well they followed directions and worked together in their groups. During these activities the teacher should be constantly observing and facilitating ongoing student learning during the various assignments.

2. Students will use their created terrarium models from “Creating an Earth Systems Model: Up Close and Personal,” cover the terrariums, and observe how water interacts in the closed system for one week by recording their data with illustrations in a science notebook or the “Observations Organizer Writing Frame.”

3. Students will analyze their data based on their observations by writing a paragraph that summarizes their analysis. Students will demonstrate their understanding of this lesson by including key vocabulary in their written observations, illustrations and written summary.

4. Students will demonstrate their understanding of a open and closed system by creating a Venn diagram and a summary that shows the similarities and differences that they have observed.

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ASSESSMENT OPTIONS Formative Assessment

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Students may complete a quick write to a specific question before and after viewing the NASA Water Cycle Animation. The question may be teacher generated and/or student generated.

Student work in be observed by examining the “Discussion Organizer Writing Frame” Student learning may be found in each individual “Observation Organizer Day Writing Frame”

Summative Assessment

Students will demonstrate their understanding of a open and closed system by creating a Venn diagram and a summary that shows the similarities and differences that they have observed.

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CULTURE CONNECTION

Image courtesy of K. Arinaga.

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.

Uē ka lani, ola ka honua. (Hawaiian proverb) When the heavens weep, the earth lives. (English translation)

Hawai‘i’s lush rain forests have evolved over millions of years which is a characteristic that best utilizes the water cycle to support life on the land. Native Hawaiian wet forests of trees, shrubs, ferns, and mosses absorb moisture from the mist and rains then slowly and continuously release water into the ground; thus providing a steady renewal for fresh water sources.

DIFFERENTIATION Emerging Learners

Some students may need help with recording daily data in their science notebooks. Emerging learners may use more pictures and diagrams to show their understanding of the closed system.

Advanced Learners

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Students may wish to create visuals and/or use technology to show their understanding of the closed system. They may create and share presentations such as posters, flyers, newsletters, Powerpoints, with other classes.

English Language Learners

Students may need help with the key vocabulary and might benefit from creating vocabulary notecards to use throughout their investigations. Their science notebooks may have more illustrations and diagrams with labels for sheltered English language development. Students may be given the option to share their findings verbally rather than in written form.

EXTENSIONS

Students can write a song or poetry using key vocabulary: evaporation, condensation, precipitation, and closed system and share with the class.

Students add food coloring to the water to represent contaminants. Observe the food coloring to see if it is able to evaporate.

Students use different liquids such as milk, rubbing alcohol, or lemon­lime carbonated beverage instead of water.

STANDARDS Next Generation Science Standards

Cross Cutting Concepts: 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.

Science and Engineering Practices: Asking questions (for science) and defining problems (for engineering). Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Constructing explanations (for science) and designing solutions (for engineering). Obtaining, evaluating, and communicating information.

Disciplinary Core Idea: 4­ESS2­1 Make observations and/or measurements to produce data to serve as the basis

for evidence for an explanation of a phenomenon. 4­ESS2.A Earth Materials and Systems: Rainfall helps to shape the land and affects the

types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

Common Core

4.RI.4 Determine the meaning of general academic and domain­specific words or phrases in a text relevant to a grade 4 topic or subject area.

Hawaii Content & Performance Standards III SC.4.1.1 Describe a testable hypothesis and an experimental procedure.

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SC.4.3.2 Describe how an organism’s behavior is determined by environment. SC.4.5.2 Describe the roles of various organisms in the same environment. SC.4.5.3 Describe how different organisms need specific environmental conditions to survive.

General Learner Outcomes

Self­directed Learner Complex Thinker Quality Producer

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REFERENCES

Arinaga, Kalei. (Photographer). (2015). Untitled. [Photograph] Diagram of the Water Cycle [Photograph].Retrieved March 14, 2015, from:

http://pmm.nasa.gov/education/water­cycle National Aeronautics and Space Administration. (2015, April 30). The Water Cycle ­ Animation. NASA.

Retrieved March 30, 2015 from: http://pmm.nasa.gov/education/videos/water­cycle­animation National Aeronautics and Space Administration. (2015, April 30). Virtual Library. NASA. Retrieved March

02, 2015 from: http://www.nasa.gov/audience/foreducators/nasaeclips/toolbox/vocabulary.html NASA Earth Observatory. (n.d.) Earth Observatory Water Cycle Overview. Retrieved April 10, 2015, from:

http://pmm.nasa.gov/education/images/gpm­water­cycle­droplet­handout

Pukui, M. (1983). Ōlelo noʻeau: Hawaiian proverbs & poetical sayings. Honolulu, Hawaiʻi: Bishop Museum Press.

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Name: _____________________________ Date: ____________________

Discussion Organizer ­ Writing Frame

What do you know about systems?

I KNOW…. BECAUSE ….

What do you know about open system from your terrarium in “Creating an Earth Systems Model: Up Close and Personal”?

I KNOW…. BECAUSE ….

What do you know about closed systems?

I KNOW…. BECAUSE ….

How can you alter the open system model to create a closed system model?

I THINK …. BECAUSE ….

What do you think you will see in the closed system model?

I THINK …. BECAUSE ….

How can a terrarium model help us learn more about the systems and interaction in the world that surrounds us?

I THINK …. BECAUSE ….

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Name: ______________________________ Date: ____________________

Quick Write: What can cause changes in the closed system model? Why?

Respond to the question before viewing the NASA Water Cycle Diagram and the NASA Water Cycle Animation. I THINK …. BECAUSE ….

Respond to the question after viewing the NASA Water Cycle Diagram and the NASA Water Cycle Animation. I THINK …. BECAUSE ….

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Name: ______________________________ Date: ____________________

Observations Organizer Day # ___ Writing Frame

Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…

I observed…

Think of the other senses of smell, sound, touch, and perhaps taste!

I noticed…

Connect it with something that you already know.

It reminds me of…

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Add more detail as needed. This is so because…

Be curious and ask questions you could investigate.

I am curious about… OR It surprised me that…

OR

I wonder what would happen if…

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Name: ______________________________ Date: ____________________

Open and Closed Systems Venn Diagram

Complete the Venn diagram with similarities and differences that you have observed in the open and closed systems.

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Name: ______________________________ Date: ____________________

Summarize Your Findings _________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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