The Arizona STEM Acceleration Project

Creating a 3D Model to Represent the Interaction Between Earth’s Spheres

Creating a 3D Model to Represent the Interaction Between Earth’s Spheres.

A 5th grade STEM lesson

Author: Sara Daniels

Date: 7/9/23

Notes for teachers

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This is a hands-on/project based lesson that allows students to be creative and show their knowledge of Earth’s spheres and how they interact.

This lesson is intended for students to work on independently.

I will give them 1-2 class periods to work on their model.

They must also present their model and explain what they made and which of Earth’s sphere are interacting .

List of Materials

• Video of a landslide Video: Landslide along LA coast causes beach closure | CNN
• Video of a volcano (both videos used to show students how Earth’s spheres interact. Also, these videos are used to give students an opportunity to think of what model they will build to show how Earth’s spheres interact. Kilauea Volcano Eruption | A Perfect Planet | BBC Earth - Bing video
• Cardboard (to display 3D model)
• Clay
• Felt
• Markers/Crayons/Paint
• Other- every student will be making something different so the materials will vary.

Standards

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

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Science and Engineering Practices

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• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

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Standards

Arizona Speaking and Listening Standards:

5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions based on information and knowledge gained from the discussions

Objectives:

• Students will be build a model that represents the relationship and interactions between two of Earth’s major spheres.

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• Students will then present their model to the class while explaining how these spheres work together to create an interaction on Earth and contribute to important Earth processes.

Agenda

Day 1: Take a chart paper and write the word: interaction. Have students discuss what they think that word means. (5 min)

Review the four Earth’s spheres you have learned about by discussing their name and function. (10 min discussion)

Show the two videos mentioned previously. After showing the volcano and landslide video, ask students to get in groups of 3-4 and discuss which of Earth’s spheres are interacting. (15 min)

Go over model criteria. (5 min)

Have students sketch their model and pick their materials. (30 min)

Day 2-3: Allow students to construct their model in class independently. (45 min class period)

Day 4-5: Present models and complete a model analysis. (45 min)

Intro/Driving Question/Opening

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I would open this lesson by writing the word “interaction” on large chart paper. I would ask the students what the word interaction means. I would have students break into groups and discuss what that word means. We would then combine all of our ideas and write them on the large chart paper.

Then, I would show the students a video of a volcano and a landslide.

I would then ask the students to describe which 2 of Earth’s 4 spheres are interacting in each video.

Next, I would explain that I will be assigning students two spheres and it is there job to come up with a model that show the interaction between those to spheres.

Hands-on Activity Instructions

Day one:

• I prefer students to work on this activity alone or possibly in pairs. (Depends on your preference)
• First we will go over the model criteria.
• Students will first fill out a worksheet where they sketch and label their idea of the model.
• Click here for the model sketch worksheet.
• I will then check that their sketch and labels are accurate and follow the model criteria.
• After we go over the model criteria and model sketch, students can then choose their materials.
• Day two-three: Construct models.
• Day four-five: Present models and fill out model analysis. (link is on next page for model analysis)

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Assessment

The assessment will be based on their project and how they present it. If students are able to articulate the two spheres that are interacting in their model, then they have accomplished the objective.

Also, while students are presenting, the students watching will be engaged, because they will be required to fill out a model analysis that will test their knowledge of the spheres and how they interact. Get model analysis here.

Examples of some student models:

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More Model Examples…

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Differentiation

Remediation

Extension/Enrichment

If necessary, give students suggestions for online resources they can use to find information about their spheres and/or specific types of interactions

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If necessary, help students plan out their ideas for their models. Ask guiding questions, such as “How can you show the interaction between rain and soil in your model?”

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Help your students arrive at the answers on their own.

If necessary, start with more basic questioning techniques to help students arrive at the connection between the spheres that are interacting.

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You can ask things like: what do you see in the presentation? The students will say something like smoke, rocks, lava etc.

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Then ask questions that help students arrive at the correct understanding, such as the following: If volcanoes are made up of rocks and are considered land structures, then to which sphere do they belong? (geosphere) What happens when smoke and ash are released into the sky? Which sphere does this affect? (atmosphere) Therefore, which spheres are interacting during an eruption? (geosphere and hydrosphere)