Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 130004
Biogeochemical Cycles
This lesson has been created for students to gain understanding of all the biogeochemical cycles (carbon, nitrogen, phosphorus, and water).
Students will navigate through a webquest and then demonstrate their understanding of one of the cycles by creating a comic strip or storybook.
Subject(s): Science
Grade Level(s): 9
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Speakers/Headphones, Adobe Flash Player,
Java Plugin
Instructional Time: 2 Hour(s) 30 Minute(s)
Keywords: carbon, nitrogen, biogeochemical cycles, phophorus, cycles, water
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
BiogeochemicalCyclesWebquestStudentForm.docx
ComicStripTemplate.docx
WebQuestGuidingQuestions.docx
FourCorners.docx
ThinkAboutIt.docx
ComicStoryBookRubric.xlsx
BiogeochemicalCyclesWebquestPrintableandKey.docx
LiLBuddyBiogeochemicalCycles.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
describe the series of steps involved in a biogeochemical cycle.
explain the impact of humans on biogeochemical cycles.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should already have a good understanding of the water cycle from previous grades. They also have explored how humans effect the environment, which
includes those cycles. The two cycles that will be new for your students will be the nitrogen and phosphorus cycles.
4th grade:
SC.4.E.6.3 - Recognize that humans need resources found on Earth and that these are either renewable or non-renewable.
5th grade:
page 1 of 4 SC.5.E.7.1 - Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
SC.5.E.7.2 - Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation
processes.
SC.5.E.7.4 - Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
6th grade:
SC.6.E.7.2 - Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate
7th grade:
SC.7.E.6.6 - Identify Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing
the flow of water.
Guiding Questions: What are the guiding questions for this lesson?
Do the nutrients, water, carbon, phosphorus and nitrogen recycle themselves?
How are carbon, water, phosphorus, and nitrogen important for living organisms?
What is the driving force of the water cycle?
Is the carbon cycle causing global warming?
Where does phosphorus come from?
If nitrogen cannot be used in its gaseous form, how can living organisms obtain it?
Teaching Phase: How will the teacher present the concept or skill to students?
First confirm prior knowledge: Distribute copies of the attached "Little Buddy" handout or have students create their own.
Each student should write what they know about each element on the worksheet near the element's name. To guide them even further, ask the students to write as
much as they remember as to why that element is important for them and for the world. Students should have three or more bullet points about water, maybe a
couple about carbon, and little to nothing about phosphorus and nitrogen.
Have students volunteer to share what they know. For example, a student may know the water cycle and say, "The water cycle has three steps: evaporation,
condensation, and precipitation." You can respond, "Yes the water cycle includes of those steps, but there is one more." Make it clear to the students not to add to or
change their answers; they are to share what they remember.
Students will return to their Little Buddy at the end of the lesson. They will then write all that they now know. You can have them keep little buddy in their notebook or
collect them for evaluation/feedback.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Each student will require a computer. You can have students work on their own or in pairs. Students will use the attached webquest to explore each biogeochemical
cycle at their own pace. There are two versions attached: one for printing (which also includes an answer key), and another written like a form with fields that the
students can fill in with Word.
To minimize class time, you can allot them once class period to complete the biogeochemical webquests, and those who do not finish can finish at home. You could
also allot two class periods, depending on your students' needs.
As students are working on their webquest, make sure to circulate, provide guidance, and use each question as a teachable moment. Make sure to use the attached
guiding questions as you go around to each student to make sure they are understanding each biogeochemical cycle.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will confirm their understanding of a biogeochemical cycle by completing a comic book or short storybook about the adventure of the element/molecule of
their choice--oxygen, carbon, phosphorus, nitrogen, or water--and describe its journey through the cycle in story format. Students must include creative pictures to
accompany each step in their story. During the next class period, students will present their stories to the class, either as individual presentations or as a gallery walk,
with half of the students walking and half presenting, then switching roles. A rubric is attached for evaluating student projects and presentations.
Students can make a comic strip with the attached template. Alternatively, they could make a story book by taking three sheets of white computer papers, folding
them in half, and stapling them in the seam.
Example: I am H20, a bead of sweat dripping from Derwin's brow. I am resting here until, oh no! Here I go, I have just evaporated into the atmosphere! I am floating,
floating as a water vapor. It is getting colder, and colder. I am condensing into part of the cloud! Aaaahhh, there are so many water drops around me, there isn't
enough room for all of us. Here we go, we were too heavy so now we are falling, falling as precipitation towards the ground. Man, what a view: I just landed in the
EAC, hanging out with Crush and Squirt!
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The webquest is the foundation of students' learning in this lesson. They should add to their webquest notes as they learn more information. If you have students who
will not do work unless a grade is attached, you could give them a participation grade/completion grade for the webquest.
Have students revisit their "Little Buddy" once all other assignments are completed. Without any notes, they are to add all that they have learned to the worksheet.
They can continue on the back of the page if needed. The Little Buddy should be turned in and graded for completion; read through and see that they all learned
something new about each cycle.
Summative Assessment
Students will have one class period to create a comic book/story book about the journey of their element/molecule of choice. See the Independent Practice section.
Formative Assessment
This lesson is broken up to take two or three 50-minute classes. Formative assessments are check points used to make sure the students are understanding.
Formative questions and sample student responses are included in the attached documents.
Formative Assessment #1: Circulate as the students are completing the webquest. Check for understanding, or point out key points of interest.
page 2 of 4 Formative Assessment #2: Begin the day 2 class with a review of four of the five cycles using the attached four corners activity. Students could use their completed
webquests as a guide for part or all of the activity.
Formative Assessment #3: Begin the day 3 class with the attached "Think About It" questions. These will require the students to use what they learned from their
webquests to make predictions as well as answer questions not directly given on the webquests.
Feedback to Students
Provide students with guidance and encouragement throughout the lesson.
During the webquests: Circulate the classroom while students are working and use the attached guiding questions as a framework for your conversations with your
students. Celebrate with your students if they answer the questions correctly with or without assistance. Help them to the correct train of thought and congratulate
them when they correct their mistakes or misconceptions.
During the four corners: As you see the students go to the correct corners, celebrate their success with encouraging statements like, "Great job!" If students are doing
well, you might challenge them to do the last five questions without their webquest in hand. Clarify any misunderstandings. If any students get them all right, you
might give them extra credit or a homework pass, depending on the reward system in your class.
Question #6 highlights that the phosphorus cycle is the only cycle that doesn't go through the atmosphere. Be sure to clarify this; maybe ask questions like "If it
doesn't go through the atmosphere, can anyone tell us what the path of phosphorus is?" A potential answer would be, "Phosphorus goes from rocks, into our
oceans, into plants, into animals, and back into the ground."
Question #7 highlights the topic of global warming. Ask the students who get the initial question right, "What is it about carbon specifically that is causing global
warming?" Possible answer, "It is the build-up of greenhouse gases like carbon dioxide that is trapping more heat and leading to global warming."
During Comic/Story book writing: Circulate throughout the class project, being sure to visit each student to read through their stories. Try to review each student's
project in both early and later stages. It is imperative to make sure their elements' journey is following the correct path of the cycle. Try to catch mistakes early so
they aren't too discouraged or frustrated. It may be helpful to carry the rubric with you to skim as you review their projects.
During and After Presentations: Fill out the rubric as presentations are given. Provide students with the completed rubric so that they understand how well they did.
Also, provide positive feedback after they present, i.e. "Great job! That was interesting," or, "That was so creative." Require students to present, but if ESE/ESL
students are hesitant to speak in front of the class, they can present to you only before/after class/school.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Pairs: I would allow students who need extra support to work in pairs. Match them with a student who will benefit from helping them and work with them, not do the
work for them.
Extra Time: Allow students extra time as directed by their IEP.
Parent Contact: Contact parents to see if they can help their child with the project.
Content adjustment: Create books for students or give them the copy of the comic book worksheet. Guiding them through the water cycle which be easiest, but allow
them to choose after doing their webquest.
Extensions:
Have students visit Earth Observatory: The Carbon Cycle
On this site, they will have several article to read about the carbon cycle.
Have the students summarize the changes that are being made to the carbon cycle as a result of human activity and the effects the changes on the carbon cycle will
have on the human race.
Have the students explore NASA: Climate Change and Global Warming
Give students the following writing prompt: "Is global warming real? Support your stance with evidence from the NASA climate site."
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Speakers/Headphones, Adobe Flash Player, Java Plugin
Special Materials Needed:
Computer paper for students to make booklets/comic strips
Four sheets of construction paper to label the four corners
Notebooks, their class notebook, or loose leaf paper for their little buddy if you don't use the attached worksheet
Further Recommendations:
Determine the available time and equipment before beginning each lesson.
Decide on the the amount of time you would like to dedicate to this assignment.
If you have five days, then you could spend two days on the webquest, one to two days working on stories, and one day presenting.
If you have three days, then spend one day webquest, one day working on the comics, and one day presenting.
If you have only two days, work on the webquest in class, assign the comic book for homework (best if given over the weekend), and present in class the next
day.
If you do not have enough equipment, have students work in pairs. If you do not have laptop carts, request time in the computer lab or library in advance.
page 3 of 4 SOURCE AND ACCESS INFORMATION
Contributed by: Shavon Brookman
Name of Author/Source: Shavon Brookman
District/Organization of Contributor(s): Broward
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.E.7.1:
Description
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Remarks/Examples:
Describe that the Earth system contains fixed amounts of each stable chemical element and that each element
moves among reservoirs in the solid earth, oceans, atmosphere and living organisms as part of biogeochemical
cycles (i.e., nitrogen, water, carbon, oxygen and phosphorus), which are driven by energy from within the Earth
and from the Sun.
page 4 of 4