GRADE

5

Author: J. Haase Lesson #: 3

Unit Title: Earth System Science Time Frames: Three 50­Minute Periods

The Earth Recycles Too!

ABSTRACT Students will work to interpret diagrams, discuss examples and suggest explanations for the water cycle, nitrogen cycle, the rock cycle, and the carbon cycle. This lesson follows the learning cycle of concrete examples followed by pictorial representations followed by more abstract explanations. An overview of four of the cycles within the Earth’s system is delivered through a PowerPoint presentation. Students will work in science notebooks to identify cyclical patterns in natural phenomena. Additionally, students will work in pairs/whole group or individually to compete graphic organizers, complete a close reading activity, and annotate diagrams to communicate their understanding of natural cycles in Earth system science.

PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES

BACKGROUND INFORMATION FOR TEACHERS Earth system scientists understand that matter can not be created or destroyed within the Earth system. The Earth is considered a closed system. This clear and basic understanding will help students grasp the idea that the Earth has cycled and recycled the same materials for billions of years. The materials that continuously recycle and circulate are minerals, elements, chemicals, nutrients and energy through the Earth’s system. Students will be introduced to the key idea that matter can not be created or destroyed within the Earth system. This may be students’ first exposure to the law of conservation of mass and energy, a fundamental concept of physics. The law states that mass and energy cannot be created or destroyed in an isolated system, however both mass and energy can change form. The lesson reinforces students’ prior knowledge and introduces the idea that the Earth recycles both matter and energy through the water cycle, the carbon cycle, the nitrogen cycle and the rock cycle. People borrow things from the cycles, use them and put them back. Nature keeps the recycling going even with human impact. These cycles provide a cleansing, renewal, and redistribution of the minerals, elements, nutrients and energy around the Earth. Students may bring preconceived understandings regarding these different cycles. Within this lesson, students will organize their own understandings of each cycle and explain how circulation of minerals, elements, chemicals, nutrients and energy through the Earth’s system is important. The use of diagrams and labeling is an opportunity for the students to show what they know and for the teacher to assess and address misconceptions.

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The use of science notebooks in this lesson will contribute to student understanding. Science notebooks will be a place for the teacher to assess student learning. The worksheets for the science notebooks are intended to provide hardcopy notes that can be revisited throughout the school year. Some of the items in the science notebooks will provide review of concepts and others reinforce new learning. Through the use of graphic organizers in science notebooks, students will have a mental schema of the different cycles discussed in this lesson. Using color and personalizing their work will draw students to love their science notebooks and to want to create masterpieces with effort and detail. Using notebooks for commenting and notetaking always reveals student thinking in words, pictures and questions. A grade level informational text sheet with concise scientific information is provided for student use. Close reading is encouraged as a strategy to use with this science informational as it may be challenging for readers. A “Close Reading for Science” guide is provided as a resource for teacher and student use. This science close reading strategy sheet may be used with any informational text.

PLANNING Essential Questions

In what ways do cycles help the Earth system function? How are humans part of the carbon cycle? Why is it essential for the Earth to recycle?

Instructional Objectives

Students will: Review how the water cycle redistributes water on Earth. Identify facts from the nitrogen cycle in a cloze activity. Learn about the rock cycle through watching a Khan Academy video. Make personal connections to the carbon cycle. Use a graphic organizer, take notes and a complete a cloze paragraph to record information.

Key Vocabulary

Matter Conservation Energy Nitrogen cycle Rock cycle Carbon cycle

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INSTRUCTION Materials

For the overall lesson: “The Earth Recycles Too!” PowerPoint presentation Khan Academy Rock Cycle video Rocks of different types including: igneous­lava, sedimentary­sandstone, metamorphic­slate

or marble. (Invite students to bring in rock samples from Hawaii and from the mainland to share with the class)

Soil, rotting leaves, or compost

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Liquid water/ice/vapor (invisible­­and empty sealed ziploc works well) One piece of: wood, a branch with leaves, charcoal, soil, motor oil, piece of plastic

Class set of worksheets:

“The Water Cycle 2” “The Nitrogen Cycle” “The Rock Cycle” “The Carbon Cycle” “The Earth Recycles Too!” “The 3­2­1 Celestial Islands Exit Slip”

Preparation

Preview lesson plan and essential questions. Download and preview The Earth Recycles Too! PowerPoint presentation. Copy and prepare worksheets for science notebooks. Collect and display natural examples of objects that are within the rock cycle, water cycle, nitrogen

cycle and the carbon cycle. Resources

Other: Khan Academy Rock Cycle video:

https://www.khanacademy.org/partner­content/mit­k12/mit­k12­biology/v/rock­cycle

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ENGAGE

Session One:

1. Instruct students to record responses in their notebooks and to take notes. Tap into student’s curiosity by passing around rocks, a cup of water, a cup of soil, and a balloon filled with air. Ask the following questions:

What Earth materials do we have here (soil, rock, air, water)? If these earth materials could talk what would they tell us about the Earth system? Where have these materials come from? Are they recycled by the Earth? How many times

have they been recycled, can we tell by looking at them? If you were an Earth system scientist what questions would you ask when looking at

materials that are recycled by the Earth?

2. Continue the discussion by asking:

What is a cycle? Can you give an example of a cycle? Why do you think that is a cycle?

3. Encourage student responses and reference examples they might find outdoors. Take notes in

science notebooks. Further questions may include:

What is an example of a man­made cycle? What is an example of a natural cycle?

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4. Have students create a definition of a cycle. Share your ideas that cycles will often have a repeated

pattern and one may be able to start anywhere in the cycle but it must follow the repeated pattern. Adjust definitions and come to a group consensus.

5. Introduce the title of the lesson, “The Earth Recycles Too!”.

6. Cycles are part of Earth system science. Scientists have learned about and study the many cycles

that circulate matter and energy around the Earth. Cycles may touch several spheres. They highlight the interconnections of ESS where one sphere connects with another through the recycling of matter and energy. An example is, the water cycle touches the geosphere as precipitation, surface runoff, and infiltration and this shapes the geosphere.

How does the water cycle touch the atmosphere?

7. Prepare and play the PowerPoint presentation called “The Earth Recycles Too!”.

“The Earth Recycles Too!” PowerPoint presentation. Notes are given for the teacher at the bottom of each slide.

8. Students will now reflect in their science notebook on a blank page for 10 minutes about the focusing

question:

In what ways do cycles help the Earth system function?

EXPLORE

Session Two: Each cycle may take approximately 30 minutes, select the order that meets the needs of your students. Organize time to optimize the experience for your students. The four cycles may be done as stations or individual lessons.

1. As a group, begin connecting to student experiences by displaying and passing around a piece of wood and a branch from a tree with leaves attached. Ask the following questions, encourage student responses.

What Earth material do we have here (branch, wood, carbon)? If this earth material could talk what would it tell us about the Earth system? Where has this material come from? Is this recycled by the Earth? How many times has it been recycled, can we tell by looking at it? Does wood help the Earth to recycle any other material? Explain your thinking. If you were an Earth system scientist what questions would you ask when looking at

materials like this that are recycled by the Earth?

2. Review the slideshow about the recycling of matter and energy in the Earth system. What do you know about this statement:

All the matter within the Earth’s system stays in the system?

3. Consider and discuss this summary with the class:

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Scientists call the Earth system a closed system. In

the carbon cycle, a growing tree can be burnt and turn to charcoal and carbon dioxide CO2. Another example is when CO2 is taken up by plants as part of photosynthesis, the plants release oxygen O2. Photosynthesis and plant respiration are part of the carbon cycle and are very important for the health and balance of the Earth’s system.

In what ways does photosynthesis in the carbon cycle,

interact with the biosphere, the atmosphere, and the hydrosphere?

4. Answers may vary but students should know that

photosynthesis uses energy in sunlight to convert CO2 with water to sugar for food and O2. When plants are making and using their sugars they release their extra O2 into the atmosphere, O2 is breathed in by humans and other animals in the biosphere, and O2 is introduced to water as dissolved oxygen that is available for fish and other aquatic animals. Plants in the water follow the same process for photosynthesis as their relatives on land.

5. Students will now explore each of these cycles in more depth and complete a worksheet for each

cycle in their science notebooks. The Water Cycle:

“The Water Cycle 2” worksheet has information, a diagram and writing activity to complete in student science notebooks.

Use local examples to solidify their understanding and reinforce correct vocabulary use. In their science notebooks, have students reflect upon how well they know the water cycle

vocabulary. The Rock Cycle:

Use rock samples to observe and engage student interest in this cycle. Play the Khan Academy Rock Cycle video Complete the “The Rock Cycle” reading together using close reading strategies. What questions do students have about the rock cycle?

The Nitrogen Cycle:

Observe the soil, rotting leaves or compost samples. Complete the “Nitrogen Cycle” worksheet, diagram and cloze activity in science notebooks. Assist students in identifying local examples of plant producers, animal consumers and

decomposers also known as F.B.I (fungus, bacteria, and invertebrates). Have students give examples of local producers, consumers, and decomposers to solidify their

understanding:

­ How do students know that nitrogen is constantly traveling from soil to plants to animals and back to the soil?

The Carbon Cycle:

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Students engage in a group discussion about carbon while examining the following samples: charcoal, soil, wood, plants, petroleum products, plastic, human (life), diamond, etc.

­ What do all these materials have in common? (carbon) ­ What do we already know about carbon?

Have students complete the “Carbon Cycle” worksheet with a coloring and essential question activity

for their science notebooks. Use local examples of burning fossil fuels that have been stored in the Earth as a way to explain

stored carbon being released into the air as carbon dioxide (CO2) to highlight the carbon cycle. Have the students give examples of local forests and water storage (oceans, lakes, wetlands, and

ponds) to demonstrate their understanding of carbon sinks. Carbon sinks are places that absorb more carbon than they release.

Students summarize that carbon is in all living things and that carbon dioxide (CO2) is a greenhouse gas and contributes to climate change. Carbon dioxide (CO2) also has a positive role in maintaining a habitable surface temperature on Earth.

Ask students what questions they still have about the carbon cycle.

EXPLAIN

Session Three:

1. Provide the “The Earth Recycles Too!” text as a jigsaw reading activity for groups in the classroom. Each group will have a portion of the text to read together and then will share back with the class. The class will take notes in their science notebooks about each section and complete the worksheet, including the one they read together as a group. There are four cycles, select the best group size for your class and prepare accordingly. Each group will contribute to the learning of the class as a whole. Alternative: Provide “The Earth Recycles Too!” text and worksheet as a homework assignment.

2. Introduce students to Close Reading in Science as a tool to dig deeply into a science text and find

evidence and explanations that will help understanding. Model the Close Reading steps with the introductory paragraph, have students continue through the text. “Close Reading Strategies for Science” is an additional page included in the lesson that can be used as a student information sheet or a classroom anchor chart for close reading in science. Model these activities with students:

First, read and underline vocabulary. Reread the paragraph aloud with a volunteer. Clarify and define vocabulary, highlight keywords and topic sentences in the paragraph. Reread again, take short notes of main idea in the margin to summarize the paragraph. Locate text evidence to answer the key questions or essential questions. Locate evidence to answer the questions on the worksheet. Answer the questions on the worksheet.

3. Have student groups work on their jigsaw pieces together. Encourage students to use the close

reading strategies to locate text evidence in the text and take notes in their science notebooks. Have students prepare to share with the whole class.

4. Have student groups share with the class about their sections. Students are encouraged to take

notes in their science notebooks.

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EXTEND

1. Have students make a poster sized illustration or diagram with labels of one of the cycles discussed

in their science notebook, including appropriate text to explain their ideas.

2. Students may use their notes and the images used within their notebook to create this improved version in a poster size to display in class. They may do further research and add new ideas to enhance their learning and the learning of their audience.

3. This science notebook poster will be used as an opportunity to expand the principles of cycles

beyond the specific examples used in class. Suggest using new local examples within their diagram or illustration. Have them explain their choices.

4. Provide students time to share their posters with each other through a walk and talk time or a gallery

walk time. Encourage students to seek feedback and to get new perspectives as well as share their own ideas.

5. Give students post­it sticky notes to comment on other students posters. Give some parameters for

comments: constructive criticism, what I learned, and presentation styles that worked well.

EVALUATE

1. The “3­2­1 Celestial Islands Exit Slip” can be used after the lesson or segments of the lesson to see

what lasting impressions were made on the students.

2. Evaluate students through observation of their level of engagement during the several day “Earth Recycles Too!” lesson. Assess student worksheets and science notebook assignments.

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ASSESSMENT OPTIONS Formative Assessment

The questions in the “Engage” and “Explore” segments of the lesson can be used for whole class formative assessment. Student science notebooks can be utilized to assess each student’s preconceived knowledge, misconceptions and understanding of cause and effect relationships related to cycles. Responses to focussing questions and student notes may reveal a need to reteach certain content.

There are multiple points in this lesson to check for understanding, remember, all Science Notebook entries are opportunities for formative assessment. All worksheets provide checkpoints for assessment.

Summative Assessment

The “3­2­1 Celestial Islands Exit Slip” can be reviewed after the lesson to see what lasting impressions were made upon the students.

The essential questions asked within the science notebooks may be used for summative assessment. This will require a science notebook check as part of assessment.

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CULTURE CONNECTION

Image courtesy of B. Kutsunai.

ʻŌlelo Noʻeau

A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.

He poʻo ulu ko na mea kanu. (Hawaiian proverb) Plants have heads that grow again. (English translation)

An assurance that if you break off the top of a plant, it will put forth a new one. (Interpretation from Mary Kawena Pukui’s book)

This ʻŌlelo Noʻeau reveals the traditional Hawaiian belief that a plant will grow again, showing an understanding of growth and life. Does this also show us that ancient Hawaiians understood the cycles of life and death of plants? Understanding that energy and matter are recycled is not a new concept but instead something understood by many observers of nature including Hawaiians of old times.

DIFFERENTIATION Emerging Learners

Chunk information into smaller pieces written on the board for this lesson. Print the Science Notebook worksheets for the student or students to preview the night before and then complete with guidance in class the next day. Arrange student groups with different skill levels so student help is given by peers.

Advanced Learners

Have advanced students make a Public Service Announcement poster explaining “How the Earth Recycles Too!”. Arrange student groups with different skill levels so student help is given by peers.

Have advanced students make an artistic representation of the Earth recycle symbol at home showing that some matter and energy are naturally recycled on Earth.

English Language Learners

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Give students a glossary of Earth system science words to use throughout the unit. There are several glossaries available digitally from NASA. Chunk information into smaller pieces written on the board for this lesson. Print the science notebook worksheets for the student or students to preview the night before and then complete with guidance in class the next day. Arrange student groups with different skill levels so student help is given by peers.

EXTENSIONS

Have students play the Carbon Cycle Game created by The National Earth Science Teachers Association. Check their website, Windows to the Universe, for many student friendly resources. https://www.windows2universe.org/earth/climate/carbon_cycle.html

STANDARDS Next Generation Science Standards

Crosscutting Concepts: Energy and Matter ­ In grades 3­5, students learn matter is made of particles and energy can

be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change.

Systems and System Models ­ In grades 3­5, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.

Patterns ­ In grades 3­5, students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.

Cause and Effect ­ In grades 3­5, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.

Science and Engineering Practices: Obtaining, evaluating, and communicating information

Disciplinary Core Idea: 5­PS3­1 Use models to describe that energy in animals’ food (used for body repair, growth,

motion, and to maintain body warmth) was once energy from the sun. 5­LS2­1 Develop a model to describe the movement of matter among plants, animals,

decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

Common Core

5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.L.6 Determine the meaning of general academic and domain­specific words and phrases in a text relevant to a grade 5 topic or subject area.

Hawaii Content & Performance Standards III

SC.5.2.1 Uses models and or simulations to represent and investigate the features of objects, events and processes in the real world.

SC.5.3.1 Describes the cycle of energy among producers, consumers and decomposers

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SC.5.3.2 Describes the interdependent relationships among producers, consumers and decomposers in an ecosystem in terms of the cycles of matter

General Learner Outcomes

Self­Directed Learner Complex Thinker Quality Producer

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ADDITIONAL RESOURCES

Earth Observatory, The Carbon Cycle: http://www.earthobservatory.nasa.gov/Features/CarbonCycle/page1.php

The Water Cycle: NASA Feature Articles. (n.d.). Retrieved February 17, 2015, from http://earthobservatory.nasa.gov/Features/Water/

Earth Observatory, The Carbon Cycle: http://www.earthobservatory.nasa.gov/Features/CarbonCycle/page1.php

Earth Observatory, What are Phytoplankton?: http://earthobservatory.nasa.gov/Features/Phytoplankton/

Earth Observatory, The Carbon Cycle: Changing Global Land Surface: http://earthobservatory.nasa.gov/Features/LandSurface/landsurface2.php

Precipitation Education, Water Cycle Speaker's Toolkit: http://pmm.nasa.gov/education/lesson­plans/water­cycle­speakers­toolkit

Geology Educator Guide, Carbon Cycle and Life: http://astroventure.arc.nasa.gov/teachers/pdf/AV­Geolesson­6.pdf

Biology Educator Guide, Producers Make Their Own Food: http://astroventure.arc.nasa.gov/teachers/pdf/AV­Biolesson­3.pdf

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REFERENCES

Changing Global Land Surface: NASA Feature Articles. (n.d.). Retrieved February 17, 2015, from

http://earthobservatory.nasa.gov/Features/LandSurface/landsurface2.php FAQs About Volcanic Eruptions. (n.d.). Retrieved April 8, 2015, from

http://volcanoes.usgs.gov/about/faq/faqerupt.php File:Water cycle blank.svg. (n.d.). Retrieved April 8, 2015, from

http://commons.wikimedia.org/wiki/File:Water_cycle_blank.svg Grigg, R. (2012). In the beginning: Archipelago : The origin and discovery of the Hawaiian Islands.

Waipahu, Hawaiʻi: Island Heritage. Magnifying Glass Image (n.d.). Retrieved February 21, 2015, from

https://rlace.files.wordpress.com/2013/02/magnifier.jpg

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NASA background reading on the carbon cycle, both the fast carbon cycle and the slow carbon cycle. The Carbon Cycle : NASA Feature Articles. (n.d.). Retrieved February 17, 2015, from http://www.earthobservatory.nasa.gov/Features/CarbonCycle/page1.php

Prentice Hall earth science. (2007). Boston, Mass.: Pearson/Prentice Hall. Pukui, Mary Kawena. (1983). ‘Ōlelo No‘eau: Hawaiian Proverbs and Poetical Sayings. Honolulu: Bishop

Museum Press, 1983. Rock cycle. (n.d.). Retrieved April 7, 2015, from

https://www.khanacademy.org/partner­content/mit­k12/mit­k12­biology/v/rock­cycle The Carbon Cycle Game. (n.d.). Retrieved April 8, 2015, from

https://www.windows2universe.org/earth/climate/carbon_cycle.html The Water Cycle : NASA Feature Articles. (n.d.). Retrieved February 17, 2015, from

http://earthobservatory.nasa.gov/Features/Water/ What are Phytoplankton? : NASA Feature Articles. (n.d.). Retrieved February 17, 2015, from

http://earthobservatory.nasa.gov/Features/Phytoplankton/

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Name: _______________________________________ Date: ______________

The Water Cycle 2 Action Task: Complete the diagram with numbers from the text box. Then write a brief description of the water cycle in your own words. Use the water cycle vocabulary in your description.

n

Explain the process of the water cycle in a few sentences. _____________________________________________________________________________________

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Name: _______________________________________ Date: ______________

The Nitrogen Cycle

Use the diagram to complete the cloze activity and explain how nitrogen cycles through the

environment. Fill in the blanks with vocabulary from the text box. gas DNA nitrogen bacteria plants photosynthesis

Around 78% of the atmosphere is made of nitrogen _______. Plants absorb nitrogen that is “fixed” in the ground by _____________. Animals get nitrogen from eating _______________ and other animals that eat plants. When an animal or plant dies it decomposes in the ground where bacteria return the ___________ to the soil. Plants need nitrogen to make carbon dioxide(CO2) into oxygen (O2) during ________________. Nitrogen is part of all animal _________ and proteins.

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Name: _______________________________________ Date: ______________

The Rock Cycle What can take millions of years or just a few seconds? You guessed it, the rock cycle. The rock cycle is part of the geosphere and is how the Earth’s crust is formed, shaped, and changed. The powerful rock cycle reuses the same materials in different combinations to make the variety of rocks we have on Earth. Everything from marble to sand, from basalt to gemstones have all been part of Earth’s rock recycling program. The heat at the core of the Earth is what drives the rock cycle. The rock cycle has fast processes and slow processes. The slow movement of Earth’s tectonic plates is part of the rock cycle and a major cause to many of Earth’s geologic events. The three main categories of rocks are based on how the rocks were made: they are igneous, sedimentary, and metamorphic. How rocks are formed and change into other types of rocks is influenced by the hydrosphere, the atmosphere, and even the biosphere. For example, water from the hydrosphere interacts with the rock cycle and causes erosion. Humans from the biosphere are greatly affected by the rock cycle when events like volcanic eruptions, earthquakes, and landslides occur. Weathering from wind and the atmosphere shape the land and rock formations on Earth’s crust. The rock cycle is driven by the heat of the core of the Earth and transforms the geosphere by slow and fast processes. All rocks are related to each other and may be transformed from one kind to another. In its simplest form, the rock cycle describes the relationships between the three major types of rock:

Igneous Rocks ­ Formed from the cooling of molten rock known as magma. Sedimentary Rocks ­ Formed from layers of sediment as the pressure of overlying layers

compacts the sediment into rock. Sometimes, a cementing agent, dissolved minerals such as silica or carbonates, helps bind the sediment particles together.

Metamorphic Rocks ­ Formed from igneous or sedimentary rocks that are exposed to intense heat and pressure and thus change their physical and/or chemical form.

Molten rock or magma solidifies either rapidly at the Earth’s surface or slowly under the Earth’s surface into igneous rock. As these rocks are exposed to erosion and weathering, they are broken down into sediment. The grains of sediment may be transported long distances by water, wind or gravity, and eventually deposited in layers. As more and more sediment layers build up on top of each other, the sediments are compacted and sometimes cemented together into sedimentary rock in a process called lithification. With heat and pressure, the rock will undergo a physical and/or chemical change into metamorphic rock. If the rock is melted completely and cooled, it is once again igneous rock.

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Name: _______________________________________ Date: ______________

The Carbon Cycle

Carbon is in all living things and moving all around us from one form to another all the time. Carbon dioxide (CO2) is in the air as a greenhouse gas and contributes to climate change. Carbon dioxide (CO2) also helps the Earth maintain a habitable surface temperature. Action Task: You’ve been learning about the carbon cycle. Work with a partner to read through the carbon cycle diagram and color the arrows in your science notebook. Use red to show how carbon is released into the atmosphere (red) and use blue to show how carbon is stored in carbon sinks (blue). Essential Questions In what ways does the carbon cycle recycle the CO2 we exhale? ______________________________________________________________________________

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In what ways does carbon interact with the biosphere, the geosphere and the atmosphere? Choose one interaction to explain. ______________________________________________________________________________

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Name: _______________________________________ Date: ______________

The Earth Recycles Too! As you may have learned by now, Earth system science looks at the Earth as a single system where the four spheres work together and interact to circulate matter and energy and keep the Earth functioning at a level that sustains life in the biosphere. The Earth cycles and recycles both matter and energy and has been doing it since the formation of the Earth around 4.54 billion years ago. To learn about ESS we must look more closely at these cycles that circulate both matter and energy around our home planet. Remember some of the cycles happen quickly, within short periods of time we call these fast processes. Other cycles happen more slowly and will happen over hundreds, thousands, and millions of years – we call these slow processes. Circulating matter and energy around the Earth system will always need a driving force like the sun, gravity, or the heat of the Earth’s core. The Earth recycles using cycles:

Water Cycle Rock Cycle Carbon Cycle Nitrogen Cycle Water Cycle From the perspective of an Earth systems scientist you have first hand experience with the water cycle. The water cycle affects each person, each day in every location around the globe. Begin by thinking about the three states of water and organize them here.

Gas Liquid Solid

The water cycle is the transport and cleaning method for water on Earth. Since no new water is made or destroyed on Earth, we still have the same amount we started with around 4.54 billion years ago. As this water circulates through the water cycle it goes through different storage locations such as oceans, lakes, rivers, glaciers, groundwater and even the bodies of living things. Water can be located and interact in the atmosphere, the geosphere, or the biosphere – but water will always be considered part of the hydrosphere. Water is stored in different locations for periods of time and then moved or transported from one storage area to another and in some cases from gas to liquid to solid. The heat of the sun and the force of gravity drive the transport and movement of water. What are the three modes of transportation for the water cycle? You may remember they are called evaporation, condensation, and precipitation.

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The Earth Recycles Too! (Continued) The Rock Cycle What can take millions of years or just a few seconds? You guessed it, the rock cycle. The rock cycle is part of the geosphere and is how the Earth’s crust is formed, shaped, and destroyed. The powerful rock cycle reuses the same materials in different combinations to make the variety of rocks we have on Earth. Everything from marble to sand, from basalt to gemstones have all been part of Earth’s rock recycling program. The heat at the core of the Earth is what drives the rock cycle. The rock cycle has fast processes and slow processes. The three main categories of rocks are based on how the rocks were made: they are igneous, sedimentary, and metamorphic rock. The hydrosphere and the atmosphere also have a role in shaping and forming rocks with erosion and weathering. For example, water from the hydrosphere interacts with the rock cycle as erosion. Weathering from wind and the atmosphere shape the land and rock formations. Humans and all living things from the biosphere are greatly affected by the rock cycle when events like volcanic eruptions, earthquakes, and landslides occur. The rock cycle is driven by the heat from the core of the Earth and transforms the geosphere by both slow and fast processes. The Carbon Cycle All living things are made of carbon and carbon is part of our environment in non­living things like rocks, water, and air. The Carbon Cycle consists of carbon in many forms as it travels around the Earth system and in some cases is stored for long periods of time. Each day we participate in the carbon cycle by breathing and doing our daily tasks such as driving and using electricity generated through coal and fossil fuel power plants. Carbon dioxide (CO2) is a greenhouse gas and higher concentrations of CO2 in the atmosphere contribute to climate change. Carbon Dioxide (CO2) in the atmosphere comes from many sources like clearing land, burning trees, burning fossil fuels and animal respiration. Plants use the energy in sunlight to convert the same CO2 in the atmosphere with water to sugar and oxygen. This is the process of photosynthesis. Carbon is stored for longer periods of time in carbon sinks. Carbon sinks are places that absorb more carbon than they release. Examples of carbon sinks are the ocean and the sediment at the bottom of oceans, lakes, and other bodies of water. Other examples of carbon sinks are forests and soil where carbon is stored in the trees and in the dirt below. What happens when you disrupt a carbon sink? Carbon that has been in storage is released into the water or the atmosphere. The Nitrogen Cycle Nitrogen is the most common gas in the atmosphere. Located in the atmosphere, the soils, and sometimes in water as a pollutant, nitrogen is a common element needed for life. The nitrogen cycle is part of our everyday life circulating through the atmosphere, the biosphere, the geosphere, and the hydrosphere. Nitrogen circulates through the soil to plants then on to animals when the plants are eaten and then back to the soils as animal waste and/or dead and decaying organic matter from plants and animals. Not all the nitrogen in the atmosphere and the geosphere is available and ready for plants and animals to use in the biosphere: Introducing fantastic bacteria! The bacteria are decomposers. They have a very important job within the nitrogen cycle to “fix” the nitrogen into the soil and make it available to the plant producers. Then the nitrogen moves from the plants into animals when animal consumers eat plants or animals that have eaten plants. The basic cycle circulates between producers, consumers, decomposers and soil.

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The Earth Recycles Too! (Continued) Action Task: Locate text evidence to answer the following questions.

In what ways do cycles help the Earth system function? ______________________________________________________________________________

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What two influences drive the water cycle? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How do rocks change and become transformed in the rock cycle?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

In what ways does the carbon cycle recycle the CO2 we exhale?

______________________________________________________________________________

______________________________________________________________________________

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What are four cycles that circulate minerals, elements, chemicals, nutrients and energy through the

Earth’s system?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Close Reading for

Science

Use your close reading skills in science to dig deeply into a science text and find evidence and explanations that will help you understand what you are learning. Close Reading Steps: First read and underline vocabulary

Reread aloud with a partner or whole class, clarify and define vocabulary, highlight keywords and topic sentences

Reread again ­ take short notes of main idea in the margin to summarize each paragraph

Locate text evidence to answer the key questions or essential questions

_______________________________________________________________________________________________________________________________ © Bishop Museum, 2015.

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Name ________________________________ Date _______________________

3­2­1 Celestial Islands Exit Slip

3 Three new things you learned: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

2 Two questions you still have:

____________________________________________________________________ ____________________________________________________________________

1 How does what you learned apply to your life?

____________________________________________________________________

Name ________________________________ Date _______________________

3­2­1 Celestial Islands Exit Slip 3 Three new things you learned:

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

2 Two questions you still have:

____________________________________________________________________ ____________________________________________________________________

1 How does what you learned apply to your life?

____________________________________________________________________ _______________________________________________________________________________________________________________________________

© Bishop Museum, 2015.

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