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TEACHER PLD What is the Earth system? EXPLORE
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There are many interacting systems that make up the Earth, many of which are dynamic. These
notes discuss the importance of understanding the concept of systems with emphasis on the water
cycle, and are aimed specifically for teachers.

Earth’s system

In this video, 4 New Zealand scientists talk about how the water cycle is part of Earth’s system.
They point out that Earth’s system consists of 4 subsystems – the geosphere, hydrosphere,
atmosphere and biosphere – which all interact with each other.

What is the Earth system?

Scientists increasingly view Earth as a dynamic system – a combination of interrelated,
interdependent or interacting parts forming a collective whole or entity. On a macro level, the
Earth system maintains its existence and functions as a whole through the interactions of its parts,
called components. At a lower level or micro level, it is helpful to think of the Earth system in
terms of four central components known as the subsystems – the hydrosphere, geosphere,
atmosphere and biosphere.

These subsystems are interconnected by processes and cycles, which, over time, intermittently
store, transform and/or transfer matter and energy throughout the whole Earth system in ways that
are governed by the laws of conservation of matter and energy. The energy that drives these
processes comes mainly from the Sun and sometimes from energy sources within the Earth.

Examples of some of these processes include evaporation, erosion, convection currents,

transpiration, photosynthesis or weathering. They can occur at different rates and in different
places over time.

A cycle is a collection of connected, on-going processes that circulates a common component

throughout a system – such cycles are continuous with no beginning or end. Examples in the Earth
system include the rock cycle, the food chain, the carbon cycle, the nitrogen cycle, the water cycle
and energy cycles.

Systems can be complex and dynamic, stable and unstable

Systems can range in complexity, and Earth’s subsystems are all dynamic. Key to understanding
the complexity of the Earth system is that manipulation in one part of a subsystem can cause
effects in other parts of that subsystem and/or the other subsystems, sometimes in ways that are
quite unexpected. This response occurs because the subsystem attempts to maintain its stability, so
if one variable changes, other variables may be affected to varying degrees.

This degree of response also describes how stable or unstable these systems are. For example, a
glacier is a relatively unstable system – if the temperature in the atmosphere rises above the
melting point of ice, the glacier melts and decreases in ice and the glacier retreats. In contrast, a
tree is a relatively stable system that regulates environmental changes due to water shortage, for
example, by reducing the size of its leaves’ stomata so it can return to a relative state of
equilibrium.

On a bigger scale, the rising temperature in the atmosphere in a region can bring on a cascade of
environmental changes to restore equilibrium across the subsystems, such as changes in
evaporation and transpiration rates, weather patterns such as winds and precipitationsalinity of
water bodies like lakes and seas, and type of species and numbers of organisms. Each response to
a change can trigger a string of interconnected responses, which makes the repercussions of any
single change in this complex and dynamic Earth system difficult to predict.

Dynamic and complex: the global water cycle

Water in the Earth system is influencing all aspects of life on Earth. Pathways, storage, transfers
and transformations have an effect on the global climate and human welfare. Within this
interactive 4 scientists talk about some of the complex aspects of the water cycle.

To use this interactive, move your mouse or finger over any of the labelled boxes and click to
obtain more information.

The water cycle

The water cycle is the result of a collection of connected processes that distribute water and
energy throughout the Earth system in cyclic patterns. Over time, on-going and repeated change in
the distribution and form of water and energy around the globe is caused by processes like
evaporation, condensation, freezing, melting, convection currents and infiltration.

Different smaller systems such as like clouds, plants, aquifers and seawater, play a part in the
water cycle and influence how water is distributed. There are also cycles within cycles.

The distribution of water is also closely linked to the distribution of other forms of matter,
particularly dissolved materials in rivers, lakes and groundwater. Human activity such as
agriculture, irrigation, industrial processes, sea transport and sewage disposal can impact on the
components and processes of the water cycle in a number of ways – consider the impact of power
generation through hydroelectric dams, for example.
Teaching the Earth System and water cycle concepts
Research into students’ learning about the water cycle indicates that many students have an
incomplete picture of the water cycle and hold many misconceptions. Their thinking is often
naïve, and few can recognise the complexities involved. Students may only represent the upper
part of the water cycle (evaporation, condensation and rainfall) and ignore the ‘less visible’
groundwater, biospheric and environmental components.

Where groundwater is acknowledged, it is often seen as a static, unchanging component of the

water cycle. Students may also struggle with water chemistry throughout the cycle – ideas about
dissolving and purification through percolation and/or evaporation can be problematic. At times,
students also underestimate the impact of human activities on the water cycle.

Before starting teaching the water cycle, students need to understand some of the basic scientific
ideas underpinning the concept of the Earth system and its four subsystems. Students could
engage in the activities Building a water cycle and Constructing an aquifer model, before tracing
the many possible paths of an imaginary water molecule within the water cycle in order to identify
relevant processes and components. Such an activity can also highlight the role of time in the
cycle and teach students an appreciation that materials move at different rates at any given time.

An extension activity could be to learn more about parts of the water cycle and how it affects the
subsystem of system Earth by exploring the article Humans and the water cycle.

2Save
Published 3 August 2009, Updated 1 October 2012 Referencing Hub articles
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