Lesson+Plan+4+-+Nutrient+Cycles

** Grade level: **9-10  ** Concept covered in activity: **The importance of nutrient cycles (Nitrogen, Carbon, Phosphorous, and Hydrology Cycles), the role they play in the environment.  ** Colorado State Science Standards (2010) ** Standard 2 - Life Science  1.f Describe how carbon, nitrogen, phosphorous, and water cycles work  ** Learning Objectives: **Students will be able to…  ** Focus Question: **There are many different resources that cycle through the ecosystem that help sustain and promote life, think of one resource and describe its importance to the ecosystem. What would happen if this nutrient was no longer available to the ecosystem?  ** <span style="font-family: 'Times New Roman',serif;">Materials: **<span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif;"> ** <span style="font-family: 'Times New Roman',serif;">Teacher Preparation for Lesson: **<span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif;"> ** <span style="font-family: 'Times New Roman',serif;">Procedure/activity: ** <span style="font-family: 'Times New Roman',serif;">-Discuss with student what they wrote <span style="font-family: 'Times New Roman',serif;">-Describe the relationship to the students if they missed any key elements in their homework assignment ** <span style="font-family: 'Times New Roman',serif;">Have students answer the focus question in their note books ** <span style="font-family: 'Times New Roman',serif;">-Engage class in discussion about what abiotic factors are needed for life to survive. Make a list on the board. Be sure to add water, phosphorous, nitrogen, and carbon if the students do not produce these on their own. <span style="font-family: 'Times New Roman',serif;">-Separate class into groups of four. One person in each group is assigned to one of the four nutrient cycles. This group will be their Home Group. <span style="font-family: 'Times New Roman',serif;">-Hand out the directions to the students (half sheet directions are specific to each nutrient cycle - *attached) ** <span style="font-family: 'Times New Roman',serif;">Describe the first part of the assignment to the class:  ** <span style="font-family: 'Times New Roman',serif;">-Have students meet up with their expert groups and begin research <span style="font-family: 'Times New Roman',serif;">-Walk around class and facilitate research. Encourage expert teams to work together to gather the information. <span style="font-family: 'Times New Roman',serif;">-Make sure students are finding all information within the 30 minutes; check to see if more time is needed <span style="font-family: 'Times New Roman',serif;">-After 30 minutes (or a majority of the class has completed the research), have students return to their Home Group with the information they have gathered || <span style="font-family: 'Times New Roman',serif;">-Pass out the Nutrient Notes Template to each student, and have the groups begin their teachings || <span style="font-family: 'Times New Roman',serif;">-Hand out butcher paper, and allow student to begin their posters || <span style="font-family: 'Times New Roman',serif;">-Check assignments to make sure all key points are covered and understood by each student ** <span style="font-family: 'Times New Roman',serif;">Homework: ** <span style="font-family: 'Times New Roman',serif;">-Pass out homework worksheet. <span style="font-family: 'Times New Roman',serif;">-Explain the assignment to the students: // There are three different scenarios on it, each student is to pick one of the scenarios, and describe, in detail, what the short-term and long-term effects would be on each population. In addition, the students must graph the populations over time as a line-graph. Both the wasp and the moth populations should be graphed on the same graph. Everything should be labeled, titled, and explained thoroughly. // || <span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif;"> <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> ** Carbon Cycle  ** ** Task:  ** You and your team of experts are researching the Carbon Cycle and the key role it plays in the environment. Your task is to find out how exactly the Carbon Cycle works, and what role it plays in maintaining a healthy ecosystem.
 * <span style="font-family: 'Times New Roman',serif; font-size: 16pt; line-height: 115%;">Title of Activity: Nutrient Cycles **
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Describe each nutrient cycle and the role it plays in the environment
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Teach his/her peers about one of the nutrient cycles
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Work collaboratively to summarize information from a visual
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Jigsaw handouts (1 for each student) - Nitrogen Cycle, Phosphorous Cycle, Carbon Cycle, Hydrology Cycle
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Biology textbooks
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Computers
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Student Notes Template (1 per student)
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Butcher paper (1 sheet for each Home Group)
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Colored markers
 * <span style="margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Reserve computer lab
 * ** <span style="font-family: 'Times New Roman',serif;">Engage ** || ** <span style="font-family: 'Times New Roman',serif;">Have students hand in their homework assignment  **<span style="font-family: 'Times New Roman',serif;"> (essay question on the parasitic relationship between // P. interpunctella // and // H. hebetor //).
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Each student is assigned one of the four nutrient cycles within their Home Group
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Each student is responsible for their own nutrient cycle, for which they are the 'expert' for within their group
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Each student 's task is to become an expert on their cycle
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Students will work together with the rest of the students in the class who have the same nutrient cycle to do research and become experts
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">After becoming an expert, each student must return back to their Home Group and teach the rest of their group about their nutrient cycle
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">All students are required to take notes on all four nutrient cycles
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">To do the research, students are allowed to use any resource available to them (computers, textbooks, each other, etc)
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1;"><span style="font-family: 'Times New Roman',serif;">Students have 30 minutes to become 'experts' ||
 * ** <span style="font-family: 'Times New Roman',serif;">Explore ** || ** <span style="font-family: 'Times New Roman',serif;">Begin Activity  **
 * ** <span style="font-family: 'Times New Roman',serif;">Explain ** || ** <span style="font-family: 'Times New Roman',serif;">Describe the second part of the assignment to the class:  **
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l9 level1 lfo6;"><span style="font-family: 'Times New Roman',serif;">Each student now has to teach their group about the nutrient cycle they just became experts on
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l9 level1 lfo6;"><span style="font-family: 'Times New Roman',serif;">While one student is teaching, the other three students are to be taking notes on the different cycles
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l9 level1 lfo6;"><span style="font-family: 'Times New Roman',serif;">Notes are modeled for relevant information in the Nutrient Notes Template
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l9 level1 lfo6;"><span style="font-family: 'Times New Roman',serif;">Each student is responsible for the notes on the three other cycles that they did not study in his/her expert group
 * ** <span style="font-family: 'Times New Roman',serif;">Elaborate ** || ** <span style="font-family: 'Times New Roman',serif;">Describe the final part of the assignment to the class:  **
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l4 level1 lfo7;"><span style="font-family: 'Times New Roman',serif;">Now that everyone has learned about the four nutrient cycles, all four must be combined into one image
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l4 level1 lfo7;"><span style="font-family: 'Times New Roman',serif;">Each group will have 1 piece of butcher paper to draw their picture on
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l4 level1 lfo7;"><span style="font-family: 'Times New Roman',serif;">Each cycle must be accurately represented in the same picture (one marker color for each cycle)
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l4 level1 lfo7;"><span style="font-family: 'Times New Roman',serif;">All arrows and processes must be labeled and/or explained
 * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-add-space: auto; mso-list: l4 level1 lfo7;"><span style="font-family: 'Times New Roman',serif;">Group will be graded on completion, organization, and effort
 * ** <span style="font-family: 'Times New Roman',serif;">Evaluate ** || <span style="font-family: 'Times New Roman',serif;">-Collect student notes and group posters at the end of the period as a formal assignment
 * Diagram the Carbon Cycle.
 * What are the four main processes that drive the carbon cycle?
 * What are the three main reservoirs of carbon in the environment?
 * What role to consumers play in the carbon cycle?
 * What role to producers play in the carbon cycle?
 * How does the Carbon cycle affect the ozone layer and contribute to global warming?
 * What would happen if all the producers in the environment stopped being about to perform photosynthesis?

** Phosphorous Cycle  ** ** Task:  ** You and your team of experts are researching the Phosphorous Cycle and the key role it plays in the environment. Your goal is to find out how exactly the Carbon Cycle works, and what role it plays in maintaining a healthy ecosystem. <span style="font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">
 * Diagram the phosphorous cycle
 * What are the five main reservoirs of phosphate in the environment?
 * What are the main processes that drive the Phosphorous Cycle?
 * Why is phosphate important to producers and consumers?
 * Where do consumers obtain phosphate from?
 * Where do producers obtain phosphate from?
 * Under what conditions can phosphate damage the environment?

** Nitrogen Cycle  ** ** Task:  ** You and your team of experts are researching the Nitrogen Cycle and the key role it plays in the environment. Your goal is to find out how exactly the Nitrogen Cycle works, and what role it plays in maintaining a healthy ecosystem.
 * Diagram the Nitrogen Cycle
 * What are the main processes that drive the Nitrogen Cycle?
 * What are the two main reservoirs of Nitrogen in the environment?
 * How do producers obtain the Nitrogen they need to survive?
 * What role do bacteria play in the Nitrogen Cycle?
 * What are the different forms that Nitrogen appears in the environment?

** Hydrology Cycle  ** ** Task:  ** You and your team of experts are researching the Hydrology Cycle and the key role it plays in the environment. Your goal is to find out how exactly the Hydrology Cycle works, and what role it plays in maintaining a healthy ecosystem. <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> ** Nutrient Cycle Notes Template ** ** Name of Cycle **_________________________ Main process that drive the cycle: Main reservoirs in environment of this nutrient: Producers role in the cycle: Consumers role in the cycle: Quick drawing of the cycle:
 * Diagram the Hydrology Cycle
 * What are the main processes that drive the Hydrology Cycle?
 * What are the main reservoirs of water in the environment?
 * What does infiltration mean in the Hydrology Cycle?
 * What are the three main phases of water that exist in the environment?
 * How does the Hydrology Cycle differ depending on different ecosystems?
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** Name of Cycle **_________________________ Main process that drive the cycle: Main reservoirs in environment of this nutrient: Producers role in the cycle: Consumers role in the cycle: Quick drawing of the cycle: <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> ** Name of Cycle **_________________________ Main process that drive the cycle: Main reservoirs in environment of this nutrient: Producers role in the cycle: Consumers role in the cycle: Quick drawing of the cycle:
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<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> ** Homework Assignment  ** · For the scenario you pick, describe the ** short-term ** and ** long-term ** effects on the two different insect populations in this tritrophic relationship. Description must be in paragraph form. · After describing how the two different populations will be affected, construct a graph showing both populations growth over time. The graph should be a double-line graph with population on the y-axis and time on the x-axis. Be sure to label the x and y axis, both population lines, and title the graph. 1. The grain-based food source for a population of // Plodia interpunctella // disappears for ten weeks. This is the food source available for the moth population. After ten weeks, the food source is slowly replenished. 2. One two week period during the summer, the population of // Plodia interpunctella // unexpectedly increases to double its normal population. The amount of food available to the moths during these this period does not change to support the population increase. 3. Unexpectedly, the entire // Habrobracon hebetor // population in the ecosystem is killed from a viral infection. The wasps are the only predator to // Plodia interpunctella // in this ecosystem. <span style="font-family: Calibri,sans-serif; font-size: 14pt;"> · ** Use the space below to outline your response to the scenario you chose. Use the graph to graph the two insect populations over time. ** <span style="font-family: Calibri,sans-serif; font-size: 14pt; line-height: 115%;">
 * Other notes about the nutrient cycles:
 * Name: **
 * Directions: ** There are three different scenarios listed below. Each scenario describes a different event that has an effect the // Plodia interpunctella // and // Habrobracon hebetor // populations in an ecosystem. Pick ONE of the three scenarios to describe.
 * Scenarios: **
 * Scenario #_____ **