The Arizona STEM Acceleration Project

5th Grade Sphere Terrarium

Sphere Terrarium

A [5th] grade STEM lesson

Author: Amy DePuydt

Date 06/14/2023

Notes for teachers

For the moss, I use what I can find at the home improvement store. Cushion moss, sphagnum, or mood moss works well.

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Small plants can be started from seed or store bought. Students like to grow their own from seed, so you would need to plan for that ahead of time to have plants available for terrarium day. Small ferns and tropical plants do best in this humid environment.

List of Materials

• Clear glass jar with a lid like a mason jar
• Small rocks for drainage
• Soil, potting mix
• moss
• small plant or seedling
• small decorative rock

Standards

NGSS 5.ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

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Technology Standard

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3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.

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Arizona Science Standard:

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5.L4U3.11 Obtain, evaluate, and communicate evidence about how natural and human-caused changes to habitats or climate can impact populations.

Objective:

Today we will build a terrarium as a model to show sphere interaction between Geosphere, Atmosphere, Hydrosphere, and Biosphere.

Agenda (45 min.)

This lesson takes about 45 min to complete depending on class size and availability of supplies. Nice to have parent helpers or volunteers to assist with project but I found that 5th grade students do very well with this.

Intro/Driving Question/Opening

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How can a terrarium be a model to show earth’s spheres?

Geosphere- What can represent the Geosphere in our terrarium (rock, soil)

Biosphere- What can represent the Biosphere or living part in our terrarium (plant)

Atmosphere- What can represent the atmosphere in our terrarium (air)

Hydrosphere- What can represent the hydrosphere in our terrarium

(moisture, water, condensation)

Picture of simple jar terrarium that we will build.

How does the water cycle work in a closed system? Could have students review water cycle or

research terrariums if time allows on computers.

Hands-on Activity Instructions

• I let students collect pebbles outside for their drainage layer in a dixie cup. We rinse them before adding them to bottom of glass jar. An inch layer is good enough.
• The next layer is soil which I have in a bucket with a small scoop so students can put in in their jar easily. About 2 inches is adequate for this layer. Students can measure this with a ruler easily.
• Plant the feature plant. Carefully taking dirt off that was originally on plant so you are planting the roots. Students will need assistance with how deep to plant the roots and how delicate they are. Most students can fit their hand in jar, but I always have long tweezers available too.
• Time for moss layer. Students can tear or cut with scissors and lay it around feature plant on top of soil.
• Show students how to water with a spray bottle. Pouring in water from a bottle can result in too much water in the system. They can put jar in a place that gets light but not hot sun. Tell students to mist the plant when it looks dry and the condensation goes away.

https://www.thespruce.com/great-terrarium-plants-847877

Assessment

Exit ticket

1. How are each of the 4 spheres represented in your terrarium?

Atmosphere-

Geosphere-

Hydrosphere-

Biosphere-

2. Explain how the water cycle works inside of your terrarium.

3. Explain the habitat you created and how things are interconnected.

Differentiation

Some students may need extra help with filling their jars, I suggest volunteers, partners, or small groups to help these students.

Remediation

Extension/Enrichment

Students could write about how the different spheres interact with each other.

Students could write a fictional story that takes place inside their jar “In the Land of…..”

Students could research the oldest terrarium and write about it.