Matter Moves Through Systems

Overview

In this second lesson of Earth Systems in Motion, students trace how matter moves among Earth’s spheres—atmosphere, hydrosphere, geosphere, and biosphere. They integrate information from short technical texts, tables, and diagrams, then use evidence and cause-and-effect language to explain system interactions.

Learning intentions

Students will be able to:

• Identify the central idea of a technical text about matter cycling through Earth systems.
• Integrate information from words, tables, and diagrams to trace matter movement.
• Cite specific evidence to support an explanation.
• Gather, paraphrase, and combine relevant information from multiple classroom sources.

Success criteria

• I can trace water or carbon through at least three Earth spheres.
• I can use a table or diagram to confirm information stated in a text.
• I can cite evidence using a page, paragraph, table, or diagram label.
• I can explain a system interaction using “because,” “causes,” or “as a result.”

Curriculum links

• Integrate quantitative or technical information in words with visual representations such as diagrams and tables.
• Cite specific textual evidence when analyzing a science or technical text.
• Determine central ideas and write an accurate summary distinct from prior knowledge or opinion.
• Gather, paraphrase, and cite relevant information from multiple print and digital sources.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect. Display the opening question and Earth-spheres image and ask, “If a water molecule enters a plant, where could it go next?” Students make a quick prediction, then share one possible pathway with a partner.

2. 5–12 min · Direct teach. Use the Earth-spheres teaching slides to review the atmosphere, hydrosphere, geosphere, and biosphere, and model how evaporation, plant uptake, respiration, decomposition, and runoff move matter. Students annotate a four-sphere sketch and identify one movement between spheres.

3. 12–17 min · Model evidence integration. Project the worked example with text, table, and diagram. Think aloud while matching a sentence about rainfall with data in a table and an arrow in a water-cycle diagram. Students answer: “What does each source add?” and record one evidence sentence using the frame, “The text says ____. The diagram/table shows ____, so ____.”

4. 17–32 min · Paired source investigation. Distribute the matter-through-systems investigation sheet to pairs and direct students to read the short passages and examine the water and carbon-cycle visuals. Pairs complete the trace table for one pathway, cite the paragraph or visual feature used, and write two cause-and-effect explanations; midway, partners compare their evidence with another pair.

5. 32–40 min · Share and revise. Open the discussion and revision prompts and invite pairs to explain one pathway, such as carbon dioxide entering a plant or water moving from soil to a stream. Classmates identify whether the explanation uses evidence from both words and visuals, and pairs revise one response for accuracy and clarity.

6. 40–45 min · Exit assessment. Display the exit-ticket prompt. Students independently answer: “How can water move from the atmosphere to the biosphere and then to the geosphere? Cite one detail from the text and one feature from the diagram.” Collect responses as students leave.

Resources

• the Earth systems and matter movement slide deck
• the matter-through-systems investigation sheet
• Projector or interactive display
• Student science notebooks
• Pencils and colored pencils
• Timer
• Four-sphere classroom reference diagram

Assessment

• During modeling, check whether students can connect a sentence, table value, and diagram arrow rather than treating each source separately.
• Circulate during paired work and listen for accurate use of sphere names, evidence references, and cause-and-effect language.
• Use the exit response to assess whether students trace a scientifically plausible pathway and cite both textual and visual evidence.

Differentiation

• Support readers with the worksheet’s vocabulary bank, color-coded sphere labels, chunked passages, and sentence frames such as “When ____, matter moves from ____ to ____ because ____.”
• Pair students strategically; allow students who need language support to explain their pathway orally before writing. Provide read-aloud or text-to-speech access where available.
• For students needing additional structure, assign the water pathway first and provide a partially completed trace table.
• Challenge ready students to compare water and carbon pathways and explain one similarity and one difference using evidence from at least three sources.