Name:                            Robin L. Lewis

Subject:                         Biology I-Ecology Day 4

Period:                               3^rd

Approximate Time:          50 minutes

Objectives:

The student will…

1. Analyze the flow of energy through biogeochemical cycles including the water, carbon, and oxygen cycle. (MSF Biology I 7a)

Materials:

Water Cycle handout, pens, pencils, markers, color pencils, erasers, lined paper, white board.

Set:

Take a deep breath, hold it for 3 seconds, and now release it.  What type of chemical process just occurred in your cell?  Where did the oxygen you breathed in come from? (plants) Through what process? (photosynthesis)  Now think about the breath you released.  What gas was present in it?  Yesterday, we looked at relationships between organisms in an ecosystem and at how nutrients and energy are passed from one trophic level to the next.  Today we will revisit how energy is transferred in an ecosystem and analyze the flow of energy through the water, carbon, and oxygen cycle.

Procedures:

1. Bellwork: Quiz of ecological pyramids and relationships.
2. Collect quiz, then review answers to bellwork.
3. Begin Set.
4. 4 main elements: C, H, O, N
   1. Organisms need these elements in a form their cells can use.
   2. Elements move through the biosphere in 4 main cycles

                                         i.    Water, carbon, oxygen, nitrogen

                                        ii.    Called biogeochemical cycles (Bio-life, geo-earth, chemical-referring to elements and compounds)

                                       iii.    Emphasize cycles and recycling.

5. Pass out Water cycle handout for notes.
6. Water cycle: shows how water moves from air to ground to air.
   1. Key Words for handout: precipitation, evaporation, transpiration, percolation, run-off, condensation, respiration
   2. Give definitions for each key word and have student work with a partner and place the words in the right box.
7. Pass out Carbon cycle handout for notes.
8. Carbon cycle: show how carbon is passed between the carbon dioxide of air and organic molecules in living things.
   1. Key words for handout: photosynthesis, respiration, decomposition, combustion, and carbon dioxide, glucose, fossil fuels
   2. Give definitions for each key word and have student work with a partner and place the words in the right box.
   3. Show simple diagram CO2 to photosynthesis to glucose to respiration.
9. Oxygen cycle: shows how oxygen is passed through an ecosystem.  Similar to the carbon cycle: focuses on photosynthesis and respiration
   1. Draw water cycle on the board
   2. Write key words: CO2, photosynthesis, respiration, ozone, metal oxides, water, oxygen gas
10. Have students draw rough depiction of the water cycle, the carbon cycle, and the oxygen cycle using key words. 

Closure:

Today we have analyzed the flow of energy through biogeochemical cycles including the water, carbon, and oxygen cycle.  Group students in pairs and designate a group to explain how water, carbon, and oxygen move through the ecosystem. Ask how does water move in a water cycle?  Have students tell what the key words mean.  Have student present to the class.  Say Monday we will look at the last biogeochemical cycle, the nitrogen cycle.

Assessment/Evaluation:

The teacher will conduct informal assessments through observation and listening (M) to student responses and presentations (C).  Formally, the student will take a quiz (M) for the next lesson on the biogeochemical cycles including water, carbon, oxygen, and nitrogen (C). The results of the quiz will be graded and recorded in the gradebook (D).

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