Introduction to Earth Systems

Overview

This lesson is designed for Year 7 Science in accordance with the Australian Curriculum (Version 9.0). It aligns with the content description AC9S7U05, focusing on the interdependence of Earth's systems. Students will develop an understanding of how the geosphere, hydrosphere, atmosphere, and biosphere interact and will use Australian examples to connect abstract concepts to their local environment. The session will involve a mix of hands-on learning, group collaboration, and reflection to foster curiosity and involvement.

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Lesson Objectives

By the end of the lesson, students will:

1. Understand the four Earth systems: geosphere, hydrosphere, atmosphere, and biosphere.
2. Identify specific Australian examples for each system (e.g., the Great Barrier Reef, Uluru, eucalyptus forests).
3. Demonstrate the ability to link examples to each system through collaborative discussion.
4. Develop an appreciation of the interconnected nature of Earth’s systems.

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Materials Required

• Large poster paper (1 per group)
• Markers, coloured pencils
• Pre-prepared laminated "Earth Systems Cards" with images and facts (e.g., photo of Uluru with "geosphere")
• A laminated map of Australia
• Whiteboard and markers
• PowerPoint slides (optional for teacher use)

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Lesson Outline

1. Welcome and Introduction (10 minutes)

Engage: Begin by asking students: “What do you think a ‘system’ is? Can you think of any systems from everyday life?” Write 2–3 student responses on the board (e.g., human digestive system, a car engine).

Explain: Guide them towards understanding that systems are made of interconnected parts working together. Introduce the four Earth systems (geosphere, hydrosphere, atmosphere, biosphere) and define each one briefly.

Teacher Prompt:

• Geosphere: The solid Earth, including rocks, soil, and landforms.
• Hydrosphere: All water on Earth, including oceans, rivers, lakes, groundwater, and glaciers.
• Atmosphere: The gases surrounding Earth, including the air we breathe and weather systems.
• Biosphere: All living things on Earth, including plants, animals, and microbes.

Link to Australia: Show the map of Australia and point out examples they might have seen or heard of before (e.g., Great Barrier Reef for hydrosphere, Uluru for geosphere).

Whiteboard Visuals: Draw a large circle with four quadrants, labelled with the four systems.

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2. Explore: Group Activity (20 minutes)

Setup:
Divide students into 6 groups of 5 students each. Provide each group with:

• A sheet of poster paper.
• 4 "Earth Systems Cards" (one card per system). These cards should include images and facts about Australian-specific locations or phenomena (e.g., a card with "Daintree Rainforest" and "Biosphere").
• Markers and coloured pencils.

Activity Instructions:

1. Students will study their group's 4 Earth Systems Cards and discuss which system each card belongs to.
2. They will create a labelled poster by dividing their paper into four zones (one for each system) and illustrating or writing the examples into each section.
3. Encourage students to brainstorm an additional Australian example for each system based on prior knowledge (e.g., a local river near their school for the hydrosphere).

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3. Share and Discuss (15 minutes)

Group Presentations:
Each group will quickly present one example from their poster to the class. Prompt them to explain why they placed it into a particular system.

Class Discussion:
Facilitate a discussion around how these systems might interact.

• Example: How does the Great Barrier Reef (hydrosphere) rely on algae (biosphere)?
• Example: How do bushfires (biosphere and atmosphere) affect soil (geosphere) and water catchments (hydrosphere)?

Teacher’s Role: Write student responses and interactions on the whiteboard to form a web of connections between the Earth systems.

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4. Reflection and Wrap-Up (10 minutes)

Reflection Questions: Discuss the following as a class:

• What would happen if one system were disrupted, such as the atmosphere being polluted?
• Why is it important to study how these systems work together?
• What examples can you think of where humans have impacted one or more Earth systems?

Exit Ticket: Students will write on a sticky note:

1. One new thing they learned.
2. One question they still have about the Earth systems.

Teacher Tip: Collect the sticky notes and review them to inform planning for the next lesson in the unit.

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Differentiation

• For advanced learners: Encourage them to identify more complex interactions between the systems (e.g., how mining impacts the geosphere and biosphere).
• For struggling learners: Provide additional support with simplified explanations and one-on-one check-ins during the group activity. Use visual aids to reinforce concepts.

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Assessment Opportunities

• Formative Assessment: Monitor group discussions and assess posters for understanding of the four Earth systems and their examples.
• Exit Ticket Responses: Evaluate students’ reflections for comprehension and identify gaps to address in future lessons.

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Teacher Reflection

After the lesson, consider:

• Did students effectively identify examples for each Earth system?
• Were students engaged during the discussion on interactions?
• Were Australian examples a helpful way to contextualise learning?

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Extension Ideas (Optional)

• Assign research projects where students explore a local natural feature and connect it to Earth systems.
• Plan a field trip to a local nature reserve, beach, or geographic feature.
• Explore First Nations Peoples' perspectives on Earth's interconnected systems and their sustainable land management practices.

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Imagine the excitement and understanding these Year 7 students will carry forward into the rest of the unit!