Material Cycles-Lesson 5

Material Cycles –Lesson # 5

State StandardsPerformance Indicators

Prior Knowledge/Building Background Knowledge2-prongBasic knowledge andconnection to their existing world

Knowledge/Skills Students Will Acquire (Bloom’s) Students will be able to…

Evidence that students understand – Performance tasks other assessments/checks for understanding

MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment

Bell ringer and link to ecology: How important is it to have access to resources such as oxygen, water, carbon dioxide? Imagine an environment without these resources, what would happen?

powerpoint and guided notes handout on material cycles

Students will evaluate the importance of material cycles within an ecosystem

Students will be able to identify different material cycles that occur in nature and the key processes involved

Students will be able to illustrate the water cycle

Pre-test: material cycles related vocabulary and concepts

Discussion and bell ringer handout and exit slip reply

Exit slip (day1) response and group work activities on water, carbon-oxygen, and nitrogen cycles

HW- students will illustrate the water, carbon-oxygen, and nitrogen cycles

Teacher Candidate: Jamie Prudhomme_______________ Date: 10Nov2009_______Lesson Plan Template

Unit Title: Relationships in the Living Environment- Ecology

Essential Question(s): How important are the relationships and interactions in your life? Imagine life in a bubble, what would you need to sustain life?

Lesson Title/Number

Material Cycles lesson 5 days 1, 2 and 3

Lesson Question (s)How important is it to have access to resources such as oxygen, carbon dioxide, water, and nitrogen?

State Standards and Performance

Indicators

MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment

Lesson Objectives(Bloom’s Taxonomy)

----------------------

Acceptable Evidence

Students will be able to: • Identify different material cycles that occur in nature and the key

processes involved• Illustrate the water, carbon-oxygen, and nitrogen cycles• Evaluate the importance of these material cycles to ecosystem

stability

• Bell ringer responses (identification and evaluation)• Group work activities for the identifying the key processes

involved in the different material cycles• Exit slip responses- evaluation • Homework- Illustrations of the water, carbon-oxygen, and

nitrogen cycles


Bell Ringer and Prior Knowledge Tap – this can be

together or separate

Procedure – teacher input,

modeling, guided practice,

independent practice, and/or

activities

*Accommodations for learning

modalities are required.

Day 1: Pre-test: Students will be given a pre-test on material cycle key terms and concepts (See attached). Handout at very beginning of class.

Day 1: Bell Ringer: Handout: How important is it to have access to resources such as oxygen, water, carbon dioxide? Imagine an environment without these resources, what would happen? Following the pre-test students will be given a handout with this bell ringer question (see attached). Student will respond to the questions and the handout will be collected for participation points. The teacher will then call on students to share their responses with the class. Following a brief discussion the teacher will make connections between the class discussion and material cycles in an ecosystem. The teacher may say: “In order to be self-sustaining ecosystems must have a cycling of matter such as O2, CO2, H2O, and Nitrogen between organisms and the abiotic environment. Without these key elements the organism in the ecosystem would not be able to carry out life’s process and as a result die.”

Day 2: Prior Knowledge Tap (handout see attached): Students will complete the water cycle diagram by filling in key information.

Day3: Bell ringer/prior knowledge tap (handout see attached): What is nitrogen used for in our bodies? Student will respond to the questions and the handout will be collected for participation points. The teacher will then call on students to share their responses with the class. Following a brief discussion the teacher will make connections between the class discussion and material cycles in an ecosystem. The teacher may say: “Nitrogen is an essential component of all living things; it is required for the production of proteins. Nitrogen just like carbon, oxygen, and water is cycled through the environment.”

___________________________________________________________Day 1: Following the pre-test and bell ringer :Using the attached powerpoint presentation and guided notes handout the teacher will give a lesson on material cycles in ecosystems.

1. The teacher will hand out the attached guided notes (see attached)

2. Using the attached powerpoint presentation and guided notes the teacher will go over the lesson question and lesson objectives with the students (see powerpoint and guided notes). (research based instructional strategy- setting objectives)

3. The teacher will use the powerpoint presentation to guide students through the cycling of materials in an ecosystem




activities



Procedure –

4. The students will record notes on the guided notes handout. (research based instructional strategy- summarizing and note-taking)

5. Following slide 10 of the powerpoint have students cooperatively work together to identify and describe the key processes in the water cycle (see attached water-cycle activity) (research based instructional strategy- cooperative learning)

• Divide the class into groups of four or five depending on class size

• Handout each group the H2O cycle activity (see attached water-cycle key processes activity)

• Go over the directions for this activity with the students (see attached activity).

• Have two students repeat the directions for the H2O cycle key processes requirements

• Students will work cooperatively to identify and describe the key processes of the water cycle

• The teacher will provide guidance or give feedback as necessary.

• The teacher will collect the water cycle group activity (formative assessment)

6. Closure: The teacher will assign HW (see attached water cycle assignment ) to be completed for the next class session and have students complete an exit slip response (see attached material cycles Day 1 exit slip)

a) The teacher will hand out the homework assignment which requires students to illustrate the water cycle and give the directions (see attached for directions-summative assessment). (Research based instructional strategy-homework and practice).

b) The teacher will have two students repeat the directions-procedural check for understanding

c) The teacher will then hand out the exit slip for the students to complete prior to leaving class (see attached day 1 exit slip)

7. The students will complete an exit slip handout which returns to the lesson question and objectives (See attached exit slip day 1 handout) to be completed independently prior to leaving class.

Day 2: Material cycles continued- Carbon-oxygen cycle


teacher input, modeling, guided

practice, independent

practice, and/or activities



1. The teacher will hand out the prior knowledge tap diagram at the beginning of class (see attached prior knowledge tap day 2 handout)

2. The students will independently complete the prior knowledge tap handout.

3. The teacher will collect the handouts upon student completion and will go over the correct answers.

4. The teacher will instruct the students to take out their guided notes on material cycles in ecosystems.

5. The teacher will use the attached powerpoint to continue the lesson on material cycles extending the lesson into the carbon-oxygen cycle ( slides 11-16)

6. The students will record notes on guided notes handout (Research based instructional strategy-summarizing and note-taking).

8. Following slide 16 of the powerpoint have students cooperatively work together to identify and describe the 4 key processes involved in the carbon-oxygen cycle (see attached carbon-oxygen cycle activity). (Research based instructional strategy- cooperative learning).


• Handout each group the carbon-oxygen cycle activity (see attached)


• Have two students repeat the directions for the carbon-oxygen cycle key processes requirements

• Students will work cooperatively to identify and describe the 4 key process in carbon-oxygen cycle


• The teacher will collect the carbon-oxygen cycle group activity (formative assessment)

9. Closure: The teacher will assign HW (see attached Carbon-oxygen cycle assignment ) to be completed for the next class session and have students complete an exit slip response (see attached Material Cycles Day 2 exit slip) (research based instructional strategy- homework and practice)

a) The teacher will hand out the homework assignment which requires students to illustrate the carbon-oxygen




activities



cycle and give the directions (see attached for carbon-oxygen cycle assignment for directions-summative assessment)

b) The teacher will have two students repeat the directions-procedural check for understanding

c) The teacher will then hand out the exit slip for the students to complete prior to leaving class (see attached day 2 exit slip)

Day 3: Material Cycles continued-Nitrogen cycle1. The teacher will hand out the bell ringer/prior knowledge tap

diagram at the beginning of class (see attached bell ringer/prior knowledge tap day 3 handout)

2. The students will independently complete the bell ringer handout.

3. The teacher will collect the handouts upon student completion and lead a brief group discussion (see above day 3 bell ringer for discussion)

4. The teacher will instruct the students to take out their guided notes on material cycles in ecosystems. (research based instructional strategy-summarizing and note-taking)

5. The teacher will use the attached powerpoint to continue the lesson on material cycles extending the lesson into the Nitrogen cycle ( slides 17-20)

6. The students will record notes on guided notes handout.

10. Following slide 20 of the powerpoint have students cooperatively work together to identify the different types of bacteria involved in the nitrogen cycle along with their functions. (research based instructional strategy- cooperative learning)


• Handout each group the nitrogen cycle activity (see attached nitrogen cycle activity


• Have two students repeat the directions for the nitrogen cycle activity

• Students will work cooperatively to identify the types of bacteria in the nitrogen cycle as well as their functions






activities



• The teacher will collect the nitrogen cycle group activity (formative assessment)

11. Closure: The teacher will assign HW (see attached Nitrogen cycle assignment ) to be completed for the next class session and have students complete an exit slip response (see attached Material Cycles Day 3 exit slip) (research based instructional strategy- homework and practice).

d) The teacher will hand out the homework assignment which requires students to illustrate the Nitrogen cycle and give the directions (see attached for nitrogen cycle assignment for directions-summative assessment)

e) The teacher will have two students repeat the directions-procedural check for understanding

f) The teacher will then hand out the exit slip for the students to complete prior to leaving class (see attached day 3 exit slip)

Checks for understanding –

directions, procedures,

routines, and content (formative)

Day 1:Pre-test on material cycle terms and concepts (prior knowledge tap -formative assessment)

Bell ringer/prior knowledge tap questions -formative assessment

Directions: Have two students repeat the directions for group work activity- Water cycle key processes and description activity

Group Activity- Water cycle key processes and descriptions –formative assessment

Exit slip response – formative assessment

Day 2:Bell ringer/prior knowledge handout- check for understanding

Group activity- Carbon-oxygen cycle key process and descriptions

Exit slips response-formative assessment

Teacher will make notes in his/her journal identifying how the lesson went. For example, difficulties observed, areas for improvement, problems that arose -formative assessment

Day3: Bell ringer/prior knowledge tap-formative assessment

Group activity- Nitrogen cycle-types of bacteria required and key functions –formative assessment

Exit slip responses-formative assessment

Teacher will make notes in his/her journal identifying how the lesson went. For example, difficulties observed, areas for improvement, problems that arose -formative assessment

Assessment – type and purpose

• Pre-test on material cycle related concepts and vocabulary (formative assessment). Purpose is to identify what my students already know and what they do not know in order to appropriately lesson plan.

• Bell ringer day 1: assess students prior knowledge on the importance of material cycles-formative assessment

• Bell ringer/Prior knowledge tap day 2: check students comprehension of the water cycle-formative assessment

• Bell ringer day 3: check students prior knowledge on why nitrogen is essential in our bodies –formative assessment

• Material cycle group activities days 1, 2, and 3: Students will indentify and provide a description of the key processes/elements of the water, carbon-oxygen, and nitrogen cycles- formative assessment

• HW days 1, 2, and 3: Students will be required to illustrate the water, carbon-oxygen and nitrogen cycles, the purpose is the evaluate students comprehension of the different material cycles in nature- summative assessment

• Exit slip Day 1: Students identify three material cycles as well as evaluate the importance of these cycles- formative assessment

• Exit slip Day 2: Students will identify 4 key processes in the carbon-oxygen cycle-formative assessment

• Exit slip Day 3: Students will identify 4 types of bacteria required in the nitrogen cycle- formative assessment


Closure

Day 1 (see attached exit slip): Return to the lesson objectives to evaluate students comprehension of the following key concept (material cycles and ecosystem stability):

1. What are three material cycles that occur in nature?

2. Why is it important that these materials be cycled through an ecosystem?

Day 2: (see attached exit slip): Return to lesson objectives to assess students comprehension of the carbon-oxygen cycle:

1. Identify the 4 key processes in the carbon-oxygen cycle

Day 3: (see attached exit slip): return to lesson objectives to assess students comprehension of the nitrogen cycle

1. What are the 4 types of bacteria essential to the nitrogen cycle?2. What are their functions?

Accommodations

Visual aids – powerpoint and guided notes handout

Auditory aids -teacher lecture of powerpoint presentation

Tactile/kinesthetic aids- Group activities

Materials

The teacher generated powerpoint presentation, guided notes on material cycles, material cycle key terms handout, the water cycle activity handout, the carbon-oxygen cycle activity handout, the nitrogen activity handout, day 1,2, and 3 homework assignments, exit slips, bell ringer handouts

Duration

Planning time required- 3hrs for days 1-3Day 1 instructional time-40minutesDay2 instructional time- 40minutesDay3 instructional time-40minutes

Material Cycles Guided Notes

Lesson Question:What are material cycles and why are they important?

Lesson Objectives:• Identify different material cycles that occur in nature and the key processes

involved

• Illustrate the water, carbon-oxygen, and nitrogen cycles

• Evaluate the importance of these material cycles to ecosystem stability


What are material cycles?

In regards to material cycles what is meant by matter?

Why do living organisms require water and elements such as carbon, oxygen, and nitrogen?

All matter __________, it is neither created nor destroyed

If an ecosystem is to be ________________, materials must be ____________ among the organisms and the abiotic environment.

The same materials needed to carry out life's processes can be ___________by different living organisms.

In an ecosystem ____________ flows and _____________ cycle.

What are three essential material cycles to ecosystem stability?1)2)3)

Identify at least two reasons why water is essential to ecosystems stability.

What drives the movement of water through an ecosystem?

What are the three ways that water vapor enters the atmosphere?

What happens to water vapor as it is carried to high altitudes in the atmosphere? What is this process called?

How does water in the atmosphere return to Earth’s surface?

__________% of precipitation falls into the oceans __________% returns to the land where part of it evaporates back into the atmosphere.

What happens to the water that is not evaporated back into the atmosphere?


The Water Cycle

What are the 4 processes involved in the carbon-oxygen cycles?1)2)3)4)

In ___________________ carbon dioxide (CO2 ) and water (H2O )combined to form sugars (CH2O) and oxygen (O2 )

• CO2 + H2O +light energy à CH2O + O2

In _________________animals take in simple sugars and oxygen and release carbon dioxide, water, and energy (break bonds in simple sugars)

• CH2O + O2 à CO2 + H2O + energy

In the process of __________________ dead plants and animals are broken down to return _________, ____________, nitrogen, calcium, and other elements to the soil and atmosphere.

What organisms return dead organic materials to the soil and atmosphere? Give at least two examples

What is combustion and what product does this process release into the atmosphere?

How does natural combustion occur?

How else does combustion take place? Why is this an environmental concern?


Carbon-Oxygen Cycle

__________________ returns oxygen to the atmosphere__________________ returns CO2and water to the atmosphere__________________ returns CO2 and Oxygen to atmosphere and soil__________________ releases CO2 into the atmosphere

About 80% of the air is elemental _______________

____________ is needed for the production of proteins, which is essential to all living things

What form must nitrogen be in for organisms to be able to use it?

What are the four types of bacteria essential to the nitrogen cycle?1)2)3)4)

Nitrogen becomes available to plants through the action of________________ bacteria

Nitrogen-fixing bacteria converts atmospheric nitrogen into _______________

Plants use___________ for protein synthesis

Animals eat plants and convert the plant____________ into animal __________

Nitrogenous wastes and the bodies of dead plants and animals are broken down by _______________________ and ammonia (NH3) is released

Ammonia may be converted into nitrates by ___________________

Nitrogen containing compounds may also be broken down by ___________________, resulting in the release of nitrogen into the atmosphere


Nitrogen Cycle

Pre-test Material Cycles

Name_______________ Date_________

What is matter?

What are material cycles?

Why do living organisms require water and elements such as carbon, oxygen, and nitrogen?

Is matter used up or does it cycle through nature?

What are three essential material cycles to ecosystem stability?1)2)3)

Identify at least two reasons why water is essential to ecosystems stability.

What drives the movement of water through an ecosystem?

What are the three ways that water vapor enters the atmosphere?

How does water in the atmosphere return to Earth’s surface?


What are the 4 processes involved in the carbon-oxygen cycles?1)2)3)4)

What process is represented by this chemical equation? CO2 + H2O +light energy à CH2O + O2

What process is represented by this chemical equation? CH2O + O2 à CO2 + H2O + energy

What gases are given off as a result of the process of decomposition?

What organisms return dead organic materials to the soil and atmosphere? Give at least two examples

What is combustion and what product does this process release into the atmosphere

What gas is most abundant in the atmosphere?

What element is needed for the production of proteins?

What form must nitrogen be in for organisms to be able to use it?

What are the four types of bacteria essential to the nitrogen cycle?1)2)3)4)


Bell Ringer/Prior Knowledge Tap Material Cycles (Day1)

Name_______________ Date_________Directions: Answer the questions below

How important is it to have access to resources such as oxygen, water, carbon dioxide? Imagine an environment without these resources, what would happen?

Bell Ringer/Prior Knowledge Tap Material Cycles (Day2)

Name_______________ Date_________Directions: Fill in the blanks to accurately identify the steps illustrated in the diagram below.


Bell Ringer/Prior Knowledge Tap Material Cycles (Day3)Name_______________ Date_________Directions: Answer the question below

What is nitrogen used for in our bodies?

Exit SlipMaterial Cycles (day 1)

Name______________ Date___________

Directions: Answer the questions below and turn in the exit slip prior to leaving class.

1. What are three material cycles that occur in nature?

2. Why is it important that these materials be cycled through an ecosystem?



Name______________ Date___________

Directions: Answer the question below and turn in the exit slip prior to leaving class.

1. Identify the 4 key processes in the carbon-oxygen cycle


Name______________ Date___________

Directions: Answer the question below and turn in the exit slip prior to leaving class.

1. What are the 4 types of bacteria essential to the nitrogen cycles?

2. In regards to the nitrogen cycle what are the functions of these bacteria


Material Cycles- The Water Cycle Assignment

Name: ____________________ Date: _____________

Directions: Illustrate and label the key processes of the water cycle.

What you have to do exactly: Draw and accurate representation of the water cycle -6pts Label key process that occur in this material cycle- 4ptsTotal point- 10points

Material Cycles- The Carbon-Oxygen Cycle Assignment

Name: ____________________ Date: _____________

Directions: Illustrate and label the key processes of the carbon-oxygen cycle.

What you have to do exactly: Draw and accurate representation of the carbon-oxygen cycle -6pts Label key process that occur in this material cycle- 4ptsTotal point- 10points


Material Cycles- The Nitrogen Cycle Assignment

Name: ____________________ Date: _____________

Directions: Illustrate and label the key processes of the nitrogen cycle.

What you have to do exactly: Draw and accurate representation of the nitrogen cycle -6pts Label key process that occur in this material cycle- 4ptsTotal point- 10points

Material Cycles – The Water Cycle Group Activity

Names: __________________ Date:________

Directions: Work collaboratively to identify and describe the key processes in the water cycle. Additionally draw a picture representation for each one of the key processes of the water cycle.

Water Cycle Key Process:


Material Cycles – The Carbon-Oxygen Cycle Group Activity

Names: __________________ Date:________

Directions: Work collaboratively to identify and describe the key processes in the carbon-oxygen cycle. Additionally draw a picture representation for each one of the key processes of the carbon-oxygen cycle.

Carbon-Oxygen Cycle Key Process:

Material Cycles – The Nitrogen Cycle Group Activity

Names: __________________ Date:________

Directions: Work collaboratively to identify the different types of bacteria involved in the nitrogen cycle and provide a description of their functions.

Nitrogen Cycle Essential Bacteria and their Functions:

1.

2.

3.

4.


Documents

Material Cycles-Lesson 5