What Will We Eat?
Greenhouse
What Will We Eat?
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
The geosphere is the solid and molten rock, soil, and sediments on the Earth.
The hydrosphere is all the water and ice on the Earth.
The atmosphere is all the air surrounding Earth.
The biosphere includes all life on the Earth.
Each of these systems interact and affect each other.
This may take two sessions depending on student background knowledge; if so, combine second session with Other Systems lesson.
Seek: Remember, we’re designing a spaceship that will need to support us for 20 years! Show picture of astronaut Mae Jemison on the International Space Station.
What do people need to live? Give students a copy of the crew quarters graphic organizer and have them fill it in while you discuss. Review the terms inputs and outputs. Inputs: food, water, oxygen; outputs: urine, feces, CO2, water vapor. To demonstrate water vapor, breathe on a window pane and show the small cloud of water that appears. Emphasize that we need to find ways to get all the inputs and deal with all the outputs because nothing comes in and nothing goes out.
Remember, nothing comes in, and nothing goes out! We can’t stop at McDonalds! That’s too long to eat frozen meals, like astronauts! What will we need for our food?
Try: Brainstorm: food comes from plants and animals, so we will need both a greenhouse and barnyard. Review that all food ultimately comes from plants.
Have students diagram the needed inputs and outputs of plants for the greenhouse. Set aside seeds and warmth as assumed. Inputs: carbon dioxide, water, (fertilizer - save until later - leave blank!); Outputs: oxygen, water vapor, food, non-food waste
Diagram inputs and outputs of animals. Inputs: oxygen, food, water; Outputs: carbon dioxide, feces, urine, water vapor, non-food waste, food.
Expand: Extend the needs of animals to the needs of humans. Clarify the difference between needs and wants. Inputs: oxygen, food, water; Outputs: carbon dioxide, feces, urine, water vapor.
Make Connections: Which of Earth’s spheres do these systems fall into? (biosphere) How do you know? Do we need to plan for any other of Earth’s systems to be included in Mission 5?
Extension: Documentary on how the International Space Station works: https://www.youtube.com/watch?v=SGP6Y0Pnhe4
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
The geosphere is the solid and molten rock, soil, and sediments on the Earth.
The hydrosphere is all the water and ice on the Earth.
The atmosphere is all the air surrounding Earth.
The biosphere includes all life on the Earth.
Each of these systems interact and affect each other.
This may take two sessions depending on student background knowledge; if so, combine second session with Other Systems lesson.
Seek: Remember, we’re designing a spaceship that will need to support us for 20 years! Show picture of astronaut Mae Jemison on the International Space Station.
What do people need to live? Give students a copy of the crew quarters graphic organizer and have them fill it in while you discuss. Review the terms inputs and outputs. Inputs: food, water, oxygen; outputs: urine, feces, CO2, water vapor. To demonstrate water vapor, breathe on a window pane and show the small cloud of water that appears. Emphasize that we need to find ways to get all the inputs and deal with all the outputs because nothing comes in and nothing goes out.
Remember, nothing comes in, and nothing goes out! We can’t stop at McDonalds! That’s too long to eat frozen meals, like astronauts! What will we need for our food?
Try: Brainstorm: food comes from plants and animals, so we will need both a greenhouse and barnyard. Review that all food ultimately comes from plants.
Have students diagram the needed inputs and outputs of plants for the greenhouse. Set aside seeds and warmth as assumed. Inputs: carbon dioxide, water, (fertilizer - save until later - leave blank!); Outputs: oxygen, water vapor, food, non-food waste
Diagram inputs and outputs of animals. Inputs: oxygen, food, water; Outputs: carbon dioxide, feces, urine, water vapor, non-food waste, food.
Expand: Extend the needs of animals to the needs of humans. Clarify the difference between needs and wants. Inputs: oxygen, food, water; Outputs: carbon dioxide, feces, urine, water vapor.
Make Connections: Which of Earth’s spheres do these systems fall into? (biosphere) How do you know? Do we need to plan for any other of Earth’s systems to be included in Mission 5?
Extension: Documentary on how the International Space Station works: https://www.youtube.com/watch?v=SGP6Y0Pnhe4