Overview

This 4-day unit explores the interaction between the geosphere and biosphere. Using the Elevate Science Grade 5 curriculum and aligned with the Next Generation Science Standards (NGSS) 5-ESS2-1, students will investigate how Earth's landforms affect living things and vice versa through hands-on phenomena, investigations, and collaborative activities. Each 60-minute lesson incorporates Common Core connections in literacy and math to enrich scientific understanding.

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Standards Alignment

Science Standards

5-ESS2-1: Develop a model using an example to describe ways the geosphere and biosphere interact.

Common Core Connections

• CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a scientific text or section of a text.
• CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• CCSS.MATH.CONTENT.5.MD.A.1: Convert like measurement units within a given measurement system.

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Day 1: Landforms Shape Life

Phenomenon Introduction

Show time-lapse images/videos of a river valley changing shape and plants/animals adapting around it.

I Can Statements

• I can describe how Earth's landforms affect living things.
• I can observe and ask questions about interactions between the geosphere and biosphere.

Success Criteria

• Accurately describe one way landforms influence living things.
• Generate at least two relevant questions about the relationship between Earth's land and life.

Materials

• Images/videos of rivers, mountains, deserts, and plant/animal life
• Chart paper and markers
• Science notebooks

Activities

1. Engage: Show the phenomenon video (10 minutes) and facilitate a think-pair-share on what is observed.
2. Explore: In small groups, students examine images of different landforms and brainstorm how these might affect plants and animals (15 minutes).
3. Explain: Whole class discussion compiling ideas into a T-chart labeled “How Landforms Affect Life” (15 minutes).
4. Elaborate: Independent journaling where students write one or two sentences responding to: “Why do you think living things change near different landforms?” (15 minutes).
5. Evaluate: Exit ticket - one question they still wonder about. (5 minutes)

Differentiation

• Provide sentence starters for ELL learners and students with writing difficulties.
• Use visual aids and gestures when discussing landforms and living things.

Extension

Research an unusual landform and create a short oral presentation about how it affects the local ecosystem.

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Day 2: Building Earth Models

Investigation Focus

Create physical models to illustrate how geosphere features provide habitats for living things.

I Can Statements

• I can build a model to show how landforms provide homes for living organisms.
• I can explain interactions between the geosphere and biosphere.

Success Criteria

• Construct a model with accurate landform features.
• Explain at least two ways the model's landforms support living things.

Materials

• Modeling clay, natural materials (rocks, sand, sticks)
• Construction paper, glue, scissors
• Reference pictures of habitats (forest, desert, mountain)

Activities

1. Review: Brief recap of Day 1 with a focus on habitats (10 minutes).
2. Investigate: In groups of 5, students design and build a 3D model of a specific landform and add representations of plants/animals that live there (30 minutes).
3. Explain: Groups present their model, describing how the landform supports life (15 minutes).
4. Reflect: Think-Pair-Write: What would happen to the living things if the landform changed? (5 minutes).

Differentiation

• Assign roles in group work based on student strengths (e.g., builder, presenter).
• Provide additional scaffolding materials such as habitat sentence frames and model examples.

Extension

Write a creative story from the perspective of an animal living in their model’s habitat experiencing a geosphere change.

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Day 3: Investigating Ecosystem Changes

Phenomenon & Investigation

Examine case studies of natural events (earthquakes, landslides) and their impact on living things.

I Can Statements

• I can investigate how sudden changes in the geosphere affect the biosphere.
• I can use evidence to explain how ecosystems change after natural events.

Success Criteria

• Describe at least one effect of a geosphere change on living things.
• Use case study evidence to support explanations.

Materials

• Case study cards (earthquake, volcanic eruption, landslide) with photos and short descriptions
• Graphic organizer for cause/effect
• Science notebooks

Activities

1. Engage: Read aloud one case study and discuss initial reactions (10 minutes).
2. Explore: In groups, students analyze assigned case studies using the graphic organizer to identify geosphere changes and biosphere effects (25 minutes).
3. Explain: Groups share findings with the class, focusing on cause and effect (15 minutes).
4. Evaluate: Written reflection: “How can plants and animals survive after a big earth change? Give examples.” (10 minutes)

Differentiation

• Provide audio versions of case studies or enlarged text for reading support.
• Allow oral responses or drawings as alternative assessments.

Extension

Research human-made changes to the geosphere (such as mining) and predict effects on local ecosystems.

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Day 4: Synthesis and Presentation

Culminating Activity

Students create and share a poster presentation synthesizing their understanding of geosphere-biosphere interactions.

I Can Statements

• I can create a presentation explaining how the geosphere and biosphere interact.
• I can communicate scientific ideas clearly with pictures and words.

Success Criteria

• Poster includes accurate information about geosphere and biosphere interactions.
• Presentation is clear and engaging using both visuals and spoken explanation.

Materials

• Poster boards, markers, crayons
• Student science notebooks and previous work
• Rubric for peer and teacher feedback

Activities

1. Plan: Review key ideas from previous lessons and brainstorm poster sections (15 minutes).
2. Create: Students work independently or in pairs to design posters explaining interactions with examples (30 minutes).
3. Present: Students share posters in small groups or whole class, receiving peer feedback (10 minutes).
4. Reflect: Class discussion on what was learned and connections to everyday life (5 minutes).

Differentiation

• Allow use of technology for digital poster or video presentation.
• Provide graphic organizer templates for poster content.

Extension

Write a persuasive letter to local government on why protecting landforms is important for animal and plant survival.

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Summary of Assessment Strategies

Type	Description	When
Formative	Think-pair-share, exit tickets, journal entries	Throughout unit
Performance	Group model construction, cause/effect graphic organizer	Days 2 and 3
Summative	Poster presentation and reflection writing	Day 4

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Teacher Notes

• Encourage curiosity by validating student questions through the unit.
• Use real-world examples and local geographic features if possible.
• Scaffold discussions and writing with sentence frames:
  • "The landform __________ changes the ecosystem because __________."
  • "When the earth shifts, plants and animals __________."
• Incorporate media with captions to promote literacy skills aligned to Common Core.

This engaging, hands-on unit fosters deep understanding of Earth systems while strengthening literacy and communication skills per Common Core standards, preparing students to think critically about the dynamic planet they live on.