WHAT IS THE BIOSPHERE?

• The Earth has two main spheres: the geosphere and the biosphere. The geosphere encompasses three subsystems: the

atmosphere (air), hydrosphere (water) and lithosphere (rocks and soil).

• The biosphere is often termed as “The Zone of Life”, in that it is the global ecosystem composed of biotic factors (living

organisms) and abiotic factors from which nutrients are derived and cycled (e.g. lightning, sun, etc.). The biosphere is a

relatively thin life-supporting layer of Earth’s surface, extending from Earth’s atmosphere, right under the Earth’s surface.

• Biogeochemical cycles are the processes through which this interaction occurs. Energy and matter is cycled through The

Carbon Cycle, The Water Cycle and The Nitrogen Cycle.

3 MAJOR CYCLES:
1. The Water Cycle: 2. The Carbon Cycle: 3. The Nitrogen Cycle

PROJECT - LINK TO CURRICULUM, SUSTAINABILITY AND CRITICAL AND CREATIVE THINKING:

Terrariums:

• Terrariums are like aquariums, but for plants instead of fish. They can be implemented in the classroom with relative ease, by

asking students to bring their own recyclable materials (e.g. soft-drink bottles, milk bottles), and through foraging for their own

natural decor (sand, rocks, seedlings, etc.).

• The project relates directly to elements of the Biological Sciences curriculum strand, as well as the HASS and Design &
Technologies learning areas.

• The project illustrates the fundamentals of the biosphere as a closed system with energy flow of the three major cycles: water,
nitrogen and carbon cycling with the additional use of photosynthesis.


Critical and Creative Thinking:

• Students would be able to use their critical and creative thinking skills to explore the following:
- What are the living and nonliving elements in the terrarium and how do the different elements interact?
- What might happen if the soil became flooded (natural disasters/climate change)?
- What could happen if there was a drought?
- What happens when we cut down the trees? Where do the wildlife go?
- How were the materials used sustainably in this project?
- What other materials could be used?
- How were the materials and technological processes carried out safely and productively?

Sustainability:

• Students need to source a transparent plastic bottle from home (2L soft drink bottle works best and is reasonably easy to

source)

• Students collect rocks and other natural décor from their environmental surroundings, forming connection with nature in

nature-based projects.

• Solar energy ➜ Students investigate the vital role of the Sun in maintaining the biosphere.

• Biodiversity ➜ Students explore the stabilising role that species diversity has on the terrarium.

• Nutrient/chemical cycling ➜ Through exploring the various biogeochemical cycles in the terrarium, students are exploring

the various ways in which nutrients and chemicals are cycled through the biosphere.

TERRARIUM PROJECT:
MATERIALS:

• 1 x 2L transparent bottle

• Potting Soil

• A handful of small stones or pebbles

• A Marker

• Scissors

• Seeds

• Extra: If you want to take your terrarium to the next level and have a higher quality project you would also use activated charcoal
and sphagnum moss. In addition, if you want to start straight out with plants in your terrarium, you may use seedlings (small

plants).

PRESENTATION:

Here is how you arrange the materials in your bottle from the bottom up: (the pink items are optional)

1. Pebbles ➜ This allows excess water to flow to the bottom of the bottle. Hence, it will prevent

it from soaking the soil and making it muddy, ensuring the root of your plant does not get

water-logged. As the temperature inside the bottle rises from the sunlight, the water will be

drawn up into the bottle. It becomes like the earth with a nice cycle of water flow just like rain.

Dew will even collect on the inside top of your bottle then slowly drip down onto the plants

like rain.

2. Activated Charcoal ➜ If you put a thin layer of charcoal in your terrarium it acts as a filter

purifying the water as it flows up and down.

3. Sphagnum or Spanish Moss ➜ This simply acts as a screen to prevent your soil from settling

down into the rocks yet it allows the water to flow smoothly

4. Soil ➜ This is the nutrition for the plants. They will absorb the nutrients from the soil with their

roots.

5. More moss

6. Plants
METHOD:

1. Using your marker, draw a line around the bottle about 15cm up (half a ruler).

2. Cut the bottle along the line drawn using a pair of scissors (knife may be used if adult is in charge) ➜ it may help

to start with a small hole in the bottle before you cut with your scissors

3. Place a handful of stones in the bottom half of the bottle about 5cm deep

4. Place your soil on top of the stones, enough to fill about 2cm from the top of the base bottle

5. Now you may plant your seeds ➜ Plant around 6-10 in order to pick 3 of the best ones once they have grown

6. Water your terrarium before placing the top half of the bottle back on ➜ the soil should be moist but not

drenched/soaked in water.

7. Place the top half of the bottle back on by squeezing the bottom half to fit the top around the bottom brim, thus

covering the bottom half of the bottle closed

8. You may tape around the bottle to secure it close.

9. Your terrarium is now complete. In a few days you should start to see your seeds sprout.

TAKING CARE OF YOUR TERRARIUM:

• Ensure there is enough sunlight exposure to your terrarium to allow for the process of Photosynthesis as
discussed

• However, once your plant has sprouted do not leave it in direct sunlight for the entire day as it is a closed
environment and system that can get very hot inside

• Continue to water the terrarium when it looks dry, maintaining that it is not drenched or soaked in water, if too
much water is added, leave the top uncovered for a couple days.

CURRICULUM LINKS:
• The terrarium-building project integrates seamlessly with many aspects of the Year 4 curriculum. Whilst the project can

arguably be conducted throughout all primary year levels, it most explicitly addresses the Year 4 Science and Technologies

curricula. Below is an elaboration of how the project addresses various content descriptors of the Year 4 curriculum.

Aspect of Year 4 Curriculum Relevance/Elaboration of Activity

The terrariums are a mini-biosphere, demonstrating the

Living things depend on each other
interdependence of each organism and the
and the environment to survive
environment (e.g. photosynthesis, respiration,
(ACSSU073)
decomposition, etc.) for its survival.

Students investigate the properties of plastic and why it

Natural and processed materials have is a suitable material to use as the container for the
Science
a range of physical properties that can terrarium. For example, its transparency allows light to

influence their use (ACSSU074) penetrate through to the plant; hardness ensures

stability.

Science knowledge helps people to Through caring for the plant, students are exploring

understand the effect of their actions how unsustainable actions (e.g. littering, pollution, etc.)

(ACSHE062) can impact the liveability of ecosystems.

 Ways products, services and
Terrariums are essentially a miniature version of
environments are designed to meet
greenhouses. The activity could be extended to ask
community needs, including
students to explore how elements of the terrarium are
consideration of sustainability
important in town planning, community gardens, etc.
(ACTDEK010)

Students are given a variety of materials (rocks, soda

Identify and choose appropriate
bottles, etc.) and are required to select them regarding
resources from a given set (WATPPS22)
how suitable they are for the terrarium.
Technologies
Develop and communicate design
In the classroom, the activity would most definitely
ideas and decisions using annotated
involve students drawing and annotating diagrams
drawings and appropriate technical
during the planning stage.
terms (WATPPS23)

Select, and safely use, appropriate

The cutting of the plastic bottles would be handled by
components and equipment to make
a teacher/parent to demonstrate safe practices of
solutions (WATPPS24)
hazardous equipment.

RESOURCES:
Biosphere Project Ideas:

• School garden

• School kitchen program

• Nature bingo, nature walks

• Plant identification

• Edible weed workshop

• Like-cykel mushrooms

• Design your own greenhouse

Excursions:

• Kids Nature Club

• Adopt a Coastline

• Educated by nature

Children Literature:

• Uno’s Garden by Graeme Base

• Living Sunlight: How Plants Bring the Earth to Life by Molly Bang, Penny Chisholm

• A Log’s Life by Wendy Pfeffer, Robin Brickman

• Diary of a Worm by Doreen Cronin

 REFERENCES
Australian Curriculum, Assessment and Reporting Authority. (2018). Sustainability. Retrieved from https://

www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/

British Broadcasting Corporation. (2014). The carbon and nitrogen cycles. Retrieved from http://www.bbc.co.uk/

schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/recyclingrev1.shtml

Floyd, J. (2016). Biogeochemical cycles. Retrieved from https://slideplayer.com/slide/8866965/

Gates, D. M., Thompson, J. N., & Thompson, M. B. (2018). Biosphere. Retrieved from https://academic-eb-

com.ipacez.nd.edu.au/levels/collegiate/article/biosphere/117266

Kalif, W. (2017). How to make a soda bottle terrarium. Retrieved from http://www.stormthecastle.com/terrarium/soda-

bottle-terrarium.htm

Knox, B., Ladiges, P., Evans, B., & Saint, R. (2014). Biology: An Australian focus (5th ed.). North Ryde, NSW: McGraw-Hill

Education.

Matthews, I. (2015). Energy flow, food chains and webs: Carbon cycle. Retrieved from https://slideplayer.com/slide/

4899866/

Morning Earth. (n.d.). Biosphere process. Retrieved from http://www.morning-earth.org/Graphic-E/BIOSPHERE/Bios-

Pr-Photosyn.html

NASA. (2018). The water cycle. Retrieved from https://pmm.nasa.gov/education/water-cycle

NASA Climate Kids. (2018). Make a terrarium mini-garden. Retrieved from https://climatekids.nasa.gov/mini-garden/

National Gardening Association. (2018). Create a terrarium biosphere. Retrieved from https://garden.org/learn/

articles/view/2511/

School Curriculum and Standards Authority. (2018). Western Australian curriculum: Science. Retrieved from https://

k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8

School Curriculum and Standards Authority. (2018). Western Australian curriculum: Technologies. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies

Thomas, B. W. (n. d.). The nitrogen cycle. Retrieved from http://www.cas.miamioh.edu/mbi-ws/biogeochemicalcycles/

Nitrogen/nitrogen.htm

University Corporation for Atmospheric Research. (n.d.). The carbon cycle. Retrieved from https://eo.ucar.edu/kids/

green/cycles6.htm

Simon Joachim, Rheanne Menezes, Alyce Gulvin, Indiya Webb, Pepi Ott-Kelly