Connecting the Parts of the Study Site

16 Pages·2016·0.43 MB·English

Local Connections: Earth Systems in the Local Study Site
LC1: Connecting the Parts
of the Study Site
Purpose eH at moves rf om aw rmer to colder
oT help students articulate and integrate oejb cts.
their existing knowledge about the air , uS n is a maoj r source o f energ y of r
aw ter , soil , and living tih ngs yb vieiw ng teh m cah nges on teh aE rts’h suraf ce.
as interacting parts o f a ssy tem nE erg y is conserved.
Life Sciences
Overview rO ganisms can onl y survive in
Students visit a study site, w here the y environments ehw re teh ir needs are
osb erve and recall teh ir existing nk olw edge met.
o f air , aw ter , soil , and living tih ngs to maek a aE rt h ah s man y dief rent environments
list o f interconnections among teh of ur aE rth tah t support dief rent comib nations
ssy tem components . ehT y maek predictions o f organisms.
aob ut teh eef cts o f a cah nge in a ssy tem , rO ganisms ’ uf nctions relate to teh ir
inferring ways these changes afect the environment.
cah racteristics o f oteh r related components. rO ganisms cah nge teh environment in
ihw c h teh y live.
Student Outcomes uH mans can cah nge natural
tS udents iw ll eb alb e to, environments.
- identi yf teh maoj r components o f teh Plants and animals ah ve lief ccy les.
aE rt h ssy tem , and give examples cE ossy tems demonstrate teh
rf om teh ir local stud y site; complementar y nature o f structure
- inef r connections among teh and uf nction.
atmospeh re , dyh rospeh re , All organisms must eb alb e to otb ain
ib ospeh re , and pedospeh re yb and use resources ihw le living in a
descriib ng connections among constantl y cah nging environment.
examples at teh stud y site ; and All populations living togeteh r and teh
- predict some aw sy tah t cah nges psyh ical af ctors iw t h ihw c h teh y
in one component o f teh stud y site interact constitute an ecossy tem.
migth aef ct teh cah nges in oteh r Populations o f organisms can eb
components. categoriez d yb teh uf nction teh y
Science Concepts serve in teh ecossy tem.
uS nligth is teh maoj r source o f energ y
Earth and Space Sciences
of r ecossy tems.
Weateh r cah nges rf om da y to da y and
ehT numeb r o f animals , plants and
over teh seasons.
microorganisms an ecossy tem can
ehT sun is teh maoj r source o f energ y
support depends on teh availalb e
at aE rts’h suraf ce.
resources.
oS lar insolation drives atmospeh ric and
Atoms and molecules ccy le among teh
ocean circulation
living and nonl- iving components o f
aE c h element moves among dief rent teh ecossy tem.
reservoirs ib( ospeh re , litoh speh re ,
Energy fows through ecosystems
atmospeh re , dyh rospeh re.)
in one direction p( oh tosny teh sis-
Physical Sciences eh rib voresc- arnivores-
eH at is transef rred yb conduction , decomposers.)
convection and radiation.
LG EBO ® 4102 L :1C oC nnecting Parts o f teh tS ud y iS te Learning Activit y - 1 aE rt h syS tem cS ience
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Welcome Introduction Protocols Learning Activities Appendix
?
Organisms both cooperate and Materials and Tools
compete in ecosystems.
Pencils, pads of paper with stiff
The population of an ecosystem is
backing
limited by its resources.
Optional: magnifying glasses,
Humans can change ecosystem
trowels, gloves
balance.
Energy for life derives mainly from Preparation
the sun. Select and visit a Phenology
Living systems require a continuous study site (see the Biosphere
input of energy to maintain Investigation).
their chemical and physical Prepare students for a trip to study
organizations. site.
The interaction of organisms in an Make copies of Learning Activity
ecosystem have evolved together Work Sheets
over time. Recording Interconnections
Scientifc Inquiry Abilities Effect of One Component on
Another
Observing the Earth system
Identifying Sources for Ideas
Sharing and comparing
Understanding Earth System
observations, predictions, and
Concepts
conclusions
Assessment rubrics for this activity (if
Develop explanations and
you wish to share them with your
predictions using evidence.
students)
Time
Prerequisites
2-3 45-minute class periods
None
Level
Middle, Secondary
Crosswalks to Other GLOBE (precipitation), and amount of water in the
Learning Activities landscape.
All of the activities listed below reinforce the
Hydrosphere Investigation:
concept that components of the Earth system
Macroinvertebrate Discovery
change each other through their interactions.
Students investigate the correlations between
This concept is central to an understanding of
macroinvertebrates and the water chemistry
systems, and to this activity.
where those animals live, learning that those
Hydrosphere Investigation: Water Walk two components of the Earth system are
related.
This activity helps students become familiar
with the Earth’s bodies of water and the
Soil (Pedosphere) Investigation: Just
differences in characteristics of water.
Passing Through
Students learn that the characteristics of
Students develop an understanding of some
bodies of water are closely related to the
of the relationships between water and soils
characteristics of the surrounding land.
of different types.
Hydrosphere Investigation: The pH Game
Students learn that the level of pH infuences
the vegetation and wildlife in a site, and is itself
infuenced by different factors in the rocks
and soil, human activities, the atmosphere
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GLOBE 2014 LC1: Connecting Parts of the Study Site Learning Activity - 2 Earth System Science
What To Do and How To Do It students ’ lists of interconnections and the
designations teh y gave teh m , to rb ing closure
Step 1. Select a Study Site for the Earth
to their work. Refer to Steps 1- 4 of LC2:
as a System.
Representing the Study Site in a Diagram
ehT stud y site of r tih s activit y can eb teh same
Learning Activity to do tih s .
as teh stud y site of r teh LG EBO Hydrosphere
Investigation , ub t it does not ah ve to eb . iS nce Step 2. Introduce the activity with a
teh ssy tem includes air , aw ter , soil , and living discussion of dramatic events or changes
things the most appropriate site will have that have occurred in your local area.
representations of all those components .
As k students to suggest events or cah nges ,
A site adaj cent to a canal , pond , or stream
such as drought, food, hurricane, fre, or
ow uld eb a good one . I f suc h a ob d y o f aw ter
loss o f a particular ah ib tat suc h as a ew tland .
is not availalb e , oy u can use an y site ehw re
aH ve students descrieb teh se events . Wah t
plants and an y ik nd o f animals are living under
cah nged ? Wah t do people understand aob ut
natural conditions.
it ? Wah t dont’ people understand ? Wah t do
we still need to fnd out?
Visit the Site.
oY u ma y iw s h to visit teh site soh rtl y eb of re Explain that a new discipline of science –
conducting teh activit , y to determine teh eb st aE rt h ssy tem science ah s emerged , one in
locations of r class discussions and studentihw c h people attempt to understand cah nges
feld work. You’ll also need to consider any like these b y learning more about ways
oteh r aspects o f teh site . I( s teh re poison iv ?y tah t parts o f teh aE rt h interact to sah pe teh
Will it eb ew t underof ot ? Will students need environment . aE rt h ssy tem science integrates
insect repellent)? all sciences tah t are concerned iw t h teh aE rt :h
geolog, y hydrolog, y chemistr, y botany and
If you are planning to conduct the next
oz olog , y and meteorolog . y
activit , y LC2: Representing the Study Site in
a Diagram : People who study the Earth as a system
are pioneers in tih s ne w discipline , and , as
Obtain One or More Photographs of the
experts on their own local areas, GLOB E
Study Site.
students can participate in the pioneering
It is suggested that the teacher or one or
efort. Every area, every site is unique in
more students assigned yb teh teaceh r taek
certain aw sy . As k students : oH w ow uld oy u
several photographs of the study site with
appl y aE rt h ssy tem science to one o f oy ur
one in eac h o f teh 4 cardinal directions ,N(
stud y sites ? oH w ow uld oy u communicate teh
,E ,S W .) I f tih s is done eb of re eb ginning teh
system aspect o f oy ur stud y site , its parts and
learning activities , teh re iw ll eb time to ah ve
oh w teh y interact , to anoteh r LG EBO scoh ol?
the flm developed. The photographs should
xE plain tah t eac h one o f teh activities in teh
soh w as man y as possilb e o f teh of ur maoj r
Local Connections (LC) learning activity series
aE rt h ssy tem components. tS udents iw ll use
a( susb et o f teh xE ploring teh oC nnections
copies o f teh eb st poh tograpsh as a ab sis of r
activitiesa) ddresses aspects o f tih s uq estion.
maik ng diagrams o f interconnections in LC2:
Representing the Study Site in a Diagram
Step 3. Describe the study site briefy for
Learning Activity. If the best photographs
students if they’re unfamiliar with it, and
do not soh w all o f teh important ef atures o f
ask them how they might describe it as a
teh stud y site , oy u can instruct students to
set of parts, or components.
include it in teh ir annotations and diagrams
eT ll students tah t in tih s activit , y teh y iw ll eb gin
regardless . It is suggested tah t of r teh saek
to consider oh w teh ir stud y site is a ssy tem ,
o f simplicit y in implementation , oy u not ah ve
a set o f parts tah t interact iw t h eac h oteh r.
students ow r k iw t h more tah n one poh tograp .h
Have exposed flm and prints made as soon I f students ew re to descrieb teh ir stud y site
as possilb e. o( r an y site ) as a set o f parts , or components
ahw t ow uld teh components eb ?
I f you do not plan to conduct the next
activit, y LC2: Representing the Study Site
in a Diagram , oy u iw ll still need to discuss
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Welcome Introduction Protocols Learning Activities Appendix
Step 4. Help students identify in the study at the study site; others they may remember
site the four major components that make from collecting GLOBE data, or from another
up the Earth system. science experience.
First help students identify these four major
Some students may wonder why precipitation
components:
is included in the air component, rather than
1. air (atmosphere) — including in water. The reason is that water in the
precipitation and clouds; air (evaporated water and precipitation) is
affected by winds and other forces in the
2. water (hydrosphere) — bodies of water
atmosphere, until it has fallen again to Earth.
such as canals, streams, ponds, lakes,
and oceans, as well as groundwater;
Make sure students are equipped with pencils
3. soil (pedosphere);
and pads of paper for making lists before
4. living things (biosphere) — plants, leaving for the study site.
animals, and other organisms.
Step 5. Distribute the Learning Activity
Explain that these are the parts, or components,
Work Sheet Recording Interconnections,
of the study site. Ask students to describe
take students to the study site, and have
some of the processes that connect them.
them make lists of interconnections
If students have already learned about the
among components.
water cycle, the chemical cycle, and the
The interconnections should be listed as
energy cycle, these can be recalled.
phrases or short sentences such as, “Water
Now advise your students that they are going
evaporates from the stream,” or “Heat from
to investigate their study site in terms of these
the soil warms the air.”
four components and how they connect with
Encourage students to explore actively if it
each other. Tell them they will make lists of
will help them think. They can dig small holes,
these interconnections. For example, plant
turn over stones, and examine the water, soil,
parts decay and become part of the soil (an
and vegetation with a magnifying glass. They
interaction between living things, water, soil
can take time to sit quietly and contemplate
and air); water is evaporated from oceans
the study site as well.
and forms clouds (an interaction between
water and air). Ask students to suggest a few
Encourage students to articulate and note as
examples from one of their GLOBE study
many of their thoughts and ideas as they can.
sites.
The point of this activity is for students to,
Explain that a change in the characteristics of
1. recall and articulate their existing
one of the four components of a system usually
knowledge; and
results in changes in the characteristics of
2. think creatively about ecological
the other components of the system. For
processes that may take place at the
example, if the amount of water in a stream is
study site.
reduced (water component, or hydrosphere),
Creative thinking and speculation based
less erosion occurs (soil component, or
on sound scientifc information are among
pedosphere); less water is available for plant
the keys to scientifc work. In the homework
and animal growth (living things component,
assignment, students will be asked to
or biosphere); and less water is available for
evaluate the sources of their ideas about
evaporation (air component, or atmosphere).
interconnections, in terms of whether they are
Let students know that they are not all required based on informed speculation, background
to develop the same lists of interconnections. knowledge, or data.
Different lists will probably refect different
Instruct your students to consider only the
emphases on areas that are of special interest
components within the study site. In other
or experience.
words, they should not include the sun itself
Make it clear to students that they do not as part of the study site for this activity,
have to be able to see the interactions to put because it is the sun’s energy that enters
them on the list. Some of the interactions the site, not the sun itself. However, knowing
are ones they will be able to observe while that the study site receives heat energy from
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GLOBE 2014 LC1: Connecting Parts of the Study Site Learning Activity - 4 Earth System Science
the sun, they should include heat, as it is the Learning Activity Work Sheet Effect of
transported among study site components . One Component on Another . aH ve students
(For example, the soil, warmed by energ y speculate aob ut oh w selected cah nges migth
rf om teh sun , in turn aw rms teh air aob ve it , aef ct teh stud y site . aM terial is provided on
a pedospeh re - atmospeh re interconnection ). teh next page to eh lp oy u ow r k iw t h students
on tow possilb e cah nges : a rain storm and a
Instruct students to of cus on interconnections
dramatic rise in temperature.
among t he four basic Eart h s ystem
components, rather t han wit hin one o f H ave students focus on e f f ects o f
teh m . oF r example , a student ma y aw nt to interconnections among the four major
list one interconnection as insects (livingEa rth system components (air, water, soil ,
things) consuming plants (living things) . and living things). What is important here
Both insects and plants are living things , is for students to realize that a change in
and so are part o f teh ib ospeh re , and ihw le one component of the system can affect the
insects do indeed consume plants , tih s is a characteristics of other components .oY u ma y
process tah t occurs iw tih n one component , coh ose to ah ve students do tih s no , w or as a
not between components. An example o f oh meow r k assignment . I f teh latter , conduct a
an interconnection between components class discussion aob ut teh ir predictions during
is insects taking oxygen from the air, an teh next class period , atf er teh oh meow r k is
interaction tah t occurs eb tew en teh ib ospeh re turned in.
and teh atmospeh re .
Advanced students can generate teh ir onw
For each interconnection, students should questions and predictions about ways that
identify the Earth system components that cah nges in one component iw ll aef ct oteh rs.
are involved.
oF r tips on eh lping oy ur students , see eT aceh r
Students may ask others w hat they are uG idelines , Questions About Interconnections
looik ng at and tih nik ng aob ut . aM ik ng lists o f Among Components of an Earth System ,
interconnections can eb a cooperative eof rt. Sample Student List of Interconnections , and
Effects of One Component on Another.
Students may include photosynthesis in
teh ir diagrams . In poh tosny teh sis , plants use Step 7: Assign homework.
energ y rf om sunligth to cah nge carob n dioxide
Two homework assignments, Learning
and water into food. So, although the sun
Activity Work S heets Identifying Sources
itsel f is outside teh ob undar y o f teh stud y site
for Ideas and Understanding Earth System
ssy tem , poh tosny teh sis can eb considered a
Concepts , are provided . iD striub te copies to
ib ospeh re – atmospeh re interaction.
students .
Advanced students ’ lists o f interconnections
T he homewor k assignment Identifying
iw ll eb more sopih sticated and complex tah n
Sources for Ideas is intended to eh lp students
middle students ’ lists . Wah tever teh students
learn to clarify the sources of their ideas :
ma y ah ve learned aob ut teh aw ter ccy le , teh
w hether they are based on “hard” data ,
energ y ccy le , and teh ib ogeoceh mical ccy le
background information, or scientificall y
can eb applied eh re.
inof rmed speculation . tS udents are to revie w
their lists of interconnections at home and
I f students need prompting , reef r to Questions
assign one o f teh designations tah t of llo w to
about Interconnections Among Components
each interconnection on teh list:
of an Earth System , in teh eT aceh r uG idelines
on teh next page.
D – oT designate an interconnection for
which they have data, w hether GLO B E
A Sample Student List of Interconnections is
student measurements or data otb ained yb
also provided.
oteh rs;
Step 6. In the classroom, have students
B – oT designate an interconnection that
discuss and predict the possible effects
teh y recall rf om teh ir onw ab cgk rounds , ie. .
of changes at the study site.
rf om previous reading or rf om experience in
pU on returning to teh classroom , distriub te
another course, that they actually could fnd
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Welcome Introduction Protocols Learning Activities Appendix
and bring to class, given enough time; System Concepts is a self- assessment.
Student self-refection logs play a special
S – To designate an interconnection that is
role, as students may be more comfortable
scientifcally informed speculation.
describing confusion they feel or other
Tell the students that these designations are problems they’re having that they would not
described on the work sheet. Make sure that feel free to bring up with the whole class.
they take home the lists of interconnections You can use this information to help shape
that they developed during this activity. the next stage of your teaching with these
activities.
The homework assignment Understanding
Earth System Concepts is a student self-
Further Investigations
refection log. Students are asked to write
about what they are learning, what may be Earth System Component Chemistry
confusing them, and what they would like to It has been said that each Earth system
learn more about. component — atmosphere, hydrosphere,
pedosphere, and biosphere — is made of
If you plan to conduct the next activity, LC2:
the others, in varying percentages. In other
Representing the Study Site in a Diagram,
words, the air contains water, soil, and living
go to Step 8.
things; the soil contains air, water, and living
Step 8. Wrap up this activity. things; the water contains air, soil, and living
Explain to students that during the next activity things; and living things contain air, water, and
they will discuss their lists of interconnections, parts of the soil. Discuss with students. Is this
and they will begin making diagrams of true? How or how not?
the study site. Explain that student lists
of interconnections will be collected for
assessment after the next activity and
returned to them later.
If students wrote in class about predictions of
changes to the study site, those should also
be collected for assessment.
Student Assessment
Four Work Sheets can be used for assessment:
• Recording Interconnections
• Effect of One Component on Another
• Homework Assignments-Identifying
Sources for Ideas, Understanding
Earth System Concepts
Concepts and skills that students display
during this activity will be further developed
if you plan to conductthe Local Connections
activities (Representing the Study Site in a
Diagram, Using Graphs to Show Connections,
Diagramming the Study Site for Others, and
Comparing the Study Site to One in Another
Region). Assessment at this early stage
will provide benchmarks against which to
measure student progress later on.
Rubrics for assessment of the frst two work
sheets and the homework assignment,
Identifying Sources for Ideas are provided.
Homework Assignment, Understanding Earth
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GLOBE 2014 LC1: Connecting Parts of the Study Site Learning Activity - 6 Earth System Science
trees ? dyh( rospeh re – ib ospeh re)
eT aceh r uG idelines
• oH w does teh presence o f a stream
Questions about Interconnections o( r pond , laek , canal , or ocean )
Among Components of an Earth aef ct plants and animals ? Wah t are
System dief rences among species tah t live
in it , species tah t live adaj cent to it ,
I f students need prompting , oy u can as k teh m
and species tah t live 02 meters or
uq estions suc h as teh se.
more aaw y rf om it ? dyh( rospeh re –
Atmosphere–Hydrosphere ib ospeh re)
Interconnection Biosphere–Lithosphere (Pedosphere)
• oH w does teh presence o f a stream , Interconnection
pond , laek , or ocean aef ct teh air • oH w do leaves eb come part o f teh
temperature near ?yb dyh( rospeh re – soil ? ib( ospeh re – pedospeh re)
atmospeh re)
• oD es aw ter carr y soil ? Weh n and
• oH w does a rainstorm aef ct rivers and oh ?w ib( ospeh re – pedospeh re)
streams?
• oH w do plants aef ct teh soil ?
Atmosphere–Lithosphere (Pedosphere) ib( ospeh re – pedospeh re)
Interconnection
• oH w do animals aef ct teh soil ?
• oD es teh amount o f moisture in teh eR memeb r , teh re are animals living
soil cah nge ? oH ?w a( tmospeh re – in teh soil as ew ll as on its suraf ce .
pedospeh re) ib( ospeh re – pedospeh re)
• oH w does teh presence o f large • oH w do ab cteria and oteh r
areas o f rocsk or aspah lt aef ct teh microorganisms aef ct teh soil ?
air temperature near ?yb oR( csk are oH w are teh y aef cted yb teh soil ?
part o f teh litoh speh re ihw c h is distinct ib( ospeh re – pedospeh re)
rf om teh soil , ihw c h is teh pedospeh re .
Aspah lt is manm- ade ub t is made up Sample Student List of
o f natural materials . oY u can call tih s Interconnections
litoh speh re – atmospeh re interaction Atmosphere–Hydrosphere Interconnection
or more simpl y suraf ce – atmospeh re
• Water evaporates rf om teh stream into
interaction)
teh air . dyh( rospeh re – atmospeh re)
Atmosphere–Biosphere Interconnection
• aG ses move eb tew en teh atmospeh re
• Wah t do plants , animals , and oteh r and teh aw ter.
organisms otb ain rf om teh air ? Wah t is • aR in and sno w rf om teh atmospeh re
transported rf om eac h o f toh se groups goes into teh suraf ce aw ter.
o f organisms into teh air ? ib( ospeh re Atmosphere–Lithosphere (Pedosphere)
a– tmospeh re) Interconnection
• Weh re does eh at in teh soil and in
• aR in and sno w rf om teh atmospeh re
teh air come rf om ? iD d oy u nk o w tah t
goes into teh soil.
teh sun mainl y aw rms teh air onl y
• aG ses rf om volcanoes go into teh
indirectl ?y ehT( soil is aw rmed yb teh
atmospeh re.
sun , ihw c h eh ats teh air , and not teh
Atmosphere–Biosphere Interconnection
oteh r aw y around ). p( edospeh re –
atmospeh re) • Animals inah le oxgy en rf om teh air ,
Hydrosphere–Lithosphere and exah le carob n dioxide . ib( ospeh re
Interconnection – atmospeh re)
• Plants taek in carob n dioxide and let
• Is moisture present in teh soil ? oH w
out oxgy en . ib( ospeh re – atmospeh re)
does it get teh re ? dyh( rospeh re –
• iM croorganisms taek some gases
pedospeh re)
rf om teh air , and some gases are
Hydrosphere–Biosphere Interconnection
transported rf om microorganisms to
• oH w does aw ter get rf om teh stream
teh air . oF r example , some ab cteria
o( r pond , laek , canal , or ocean ) to teh
taek nitrogen rf om teh air . ib( ospeh re –
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Welcome Introduction Protocols Learning Activities Appendix
atmosphere) • Plants take nutrients from the soil.
• Aquatic animals breathe dissolved When they die, they put nutrients into
oxygen in the water. (biosphere – the soil. (biosphere – pedosphere)
atmosphere)
• Heat from the surface warms the air. Effects of One Component on
(pedosphere – atmosphere) Another
• Heat in the air warms animals, plants,
Select two or more of these questions, ask
and microorganisms. (atmosphere –
students to make predictions, and discuss
biosphere)
the predictions as a class.
• The amount of water in the site helps
Change No. 1: Rain storm
determine which species of plants and
animals live there. (hydrosphere – Guiding Questions
biosphere • How would a change in water level
Hydrosphere–Lithosphere (Pedosphere) affect plants and animals at the site?
Interconnection
(The amount of available water is a
• Rain and snow drop water onto the determining factor in which species of
ground. Some of it fows away, and plants, animals, and microorganisms
some of it seeps into the ground. can live at a given place.)
(hydrosphere – pedosphere)
• How might heavy precipitation affect
• Earthworms consume parts of the soil.
soil moisture levels?
(biosphere – pedosphere)
(Soil moisture levels will rise following
• Rain wears away little bits of
heavy precipitation. Once the soil is
rock. These become part of the
saturated, remaining moisture will not
soil. (hydrosphere – lithosphere –
be absorbed, but will run off the site.)
pedosphere)
• How might the storm affect erosion?
• Rain beats down on soil near the
stream, and some of it carries soil (The impact of rain drops and runoff
away (erosion). (pedosphere – cause soil erosion where vegetation
hydrosphere) does not protect the soil.)
Hydrosphere–Biosphere Interconnection • What happens to the fow of water in
a stream or river during rain storms?
• Trees take in water through their roots.
What effects might that have on plants
(biosphere – hydrosphere)
and animals in the water? What effects
• Water evaporates from leaves of
might it have on the soil at the bottom
trees and other plants. (biosphere –
of the stream (or pond, lake, canal, or
hydrosphere)
ocean)?
• Animals breathe out some water.
(biosphere – hydrosphere) (The fow of water increases during
rain storms. If a storm drops a lot
• Animals drink water. (biosphere –
of water on the site, the fow will be
hydrosphere)
great, and may cause physical distress
Biosphere–Lithosphere (Pedosphere)
to plants and animals in the water,
Interconnection
possibly even removing them from the
• Waves wear away pieces of shells
site. It will disturb sediments at the
and break shells up into bits. These
bottom of a stream, which will cause
become part of the soil (sand).
turbidity to increase, lowering the rate
(biosphere – pedosphere)
of plant photosynthesis.)
• Soil erosion makes the water more
• If rain storms are frequent and regular
turbid, which reduces the depth to
at the study site over a number
which sunlight can penetrate the water.
of years, how might that affect
This diminishes the ability of plants to
interconnections among components?
carry out photosynthesis, thus affecting
their ability to grow. (pedosphere – (Such rain storms will scour the
biosphere) bottom of a stream or canal, and
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GLOBE 2014 LC1: Connecting Parts of the Study Site Learning Activity - 8 Earth System Science
plants or seeds living near it ma y eb
removed . oS il trh ougoh ut teh site iw ll
eb saturated , and species o f plants ,
animals , and microorganisms tah t
cannot tolerate saturated soil iw ll eb
replaced yb species tah t can tolerate
it . eT mperatures overall ma y cah nge ,
and tah t too ma y aef ct ihw c h species
live at teh stud y site).
• oH w migth long periods iw t h large
amounts o f cloud cover aef ct
vegetation?
eT( mperatures ma y cah nge , and teh
rate o f poh tosny teh sis iw ll decrease .
Plant and animal species tah t reuq ire
long oh urs o f uf ll sun iw ll eb replaced
by species that fourish with less
sunligth ).
Change No. 2: Dramatic Rise in
Temperature
Guiding Questions
• Wah t ow uld ah ppen to teh components
at teh stud y site i f teh temperature
rose dramaticall y of r an extended
period , in a prolonged eh at aw ve ?
• Wah t cah nges in evaporation rates
could eb expected ?
• oH w migth tah t aef ct teh soil?
• oH w migth it aef ct living tih ngs?
• oH w migth it aef ct teh aw ter?
vE( aporation rates ow uld increase ,
resulting in a drier site , altoh ug h tih s
could eb complicated yb cah nges
in precipitation . Plant , animal , and
microorganism species tah t could not
tolerate ih geh r temperatures ow uld
eb replaced yb species tah t could .
I f teh re ew re ef w plants tah t could
tolerate teh ih geh r temperatures , teh
soil migth eb come exposed , and soil
erosion yb ob t h iw nd and aw ter ow uld
increase . ehT dyh rologic ccy le ow uld
eb come more vigorous , meaning tah t
teh re ow uld eb more evaporation
and more precipitation , and teh reof re
more aw ter moving trh oug h teh ccy le
af ster).
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LG EBO 4102 L :1C oC nnecting Parts o f teh tS ud y iS te Learning Activit y - 9 aE rt h syS tem cS ience
Welcome Introduction Protocols Learning Activities Appendix
Local Connections 1: Connecting the Parts of the Study Site
Recording Interconnections
Work Sheet-1
Name:_____________________________ Class: ___________________ Date:________
Instructions
Look around your study site. Analyze and describe it in this way:
1. Identify some examples of the four major components: living things, water, soil, and
air. (Air includes hot and cold air, wind, clouds, and precipitation.) (The components
are also known as: biosphere, hydrosphere, pedosphere, and atmosphere.)
2. Identify and record connections among these components by: making observations;
recalling and integrating your existing knowledge about them; and speculating
carefully about the connections that might be taking place.
Record answers on next page or on a separate piece of paper, and attach it to this Work Sheet.
Tips, Questions, and Comments to Get You Thinking
• Write down your observations as short phrases. Use verbs. Example: Leaves fall,
decompose, and become part of the soil.
• Write down as many interconnections as you can think of. Be as specifc as you can.
You can even use general quantities, such as “a little,” “some,” or “a lot”.
• Work with other students if you wish. But before you add anything to your list, make
sure you understand it and agree with it!
• Examples of questions you might consider:
What happens in the soil that changes the characteristics of the living things at the
site? What happens in the water that changes the characteristics of the air?
What moves from one study site component to the other?
• It may help your thinking to compare this place to others. What’s happening at this
site that doesn’t happen somewhere else? How is this one different? What about soil
characteristics? Different kinds of plants? Less water, or more?
• Recall ideas from other courses you have taken. Think about biology, chemistry, Earth
science, ecology, geography, meteorology, and physics.
• After you’ve made an initial list, look it over. Be sure you have described examples at
the study site for each of the 4 components. Is each of them acting upon each of the
other three in at least two or three ways?
An excellent list of interconnections will be long; it will involve all of the components; it will be
specifc; it will bring in your knowledge from previous studies in other classes as well as this
one; and it will show that you are thinking deeply and carefully about your study site.
GLOBE® 2014 LC1: Connecting Parts of the Study Site Learning Activity - 10 Earth System Science