Pick up:
Week #1 (2/18-2/22)
Warm Up – Tuesday (2/19):
Homework:

Agenda:
1. Decomposition Lab (10 minutes)
2. Finish Nitrogen Passport Activity
Learning Goal:
Students will
understand and make
connections with the
terms and concepts
specific to ecology,
biogeochemical cycle
and the atmosphere.
Edible Aquifer Grocery List
• At the station you are
assigned, you as a group are
responsible for bringing in the
items as listed.
• Assign who in your group will
bring what items.
• Items need to be brought in
by Tuesday, February 19th.
• Make sure items are labeled
with your name and
period!!!!!
• IF you do not bring your items
you will have to go on a
scavenger hunt and find
others to borrow from or
watch but do not get to eat!
• Blue/red food coloring
• 2 cans of Clear soda pop (7Up, Sprite, etc)
• Small gummy bears, (1 bag)
• 2 cups of chocolate chips,
• 10 crushed cookies,
• Variety of colored cake
decoration sprinkles and
sugars
( 1 container)
• Clear drinking straws (5)
• Large clear plastic cups (5)
• Spoons (5)
Table of Contents
Page # Date
Page Title
Page
#
Date
Page Title
19
2/6
Periodic Table of
Elements
Worksheet
20
2/6
Energy Test
21
2/6
Atmosphere &
22
Cycle Unit
Learning Goal
and Scales
2/6
What is Ecology?
Notes
23
2/6
What is Ecology? 24
Notes
2/6
What is Ecology?
Notes
25
2/6
What is Ecology? 26
Notes
2/6
Biogeochemical
Cycle Notes
Wkst
27
2/6
Atmosphere
Cornell Notes
Part 1
2/6
Ecology Packet
28
Table of Contents
Page # Date
Page Title
Page
#
Date
Page Title
29
2/13 or
14
Decomposition
Lab
30
2/15
Nitrogen Brainpop
Quiz
31
2/15
Nitrogen Cycle
Game
Passport
32
2/19
Nitrogen Cycle
Game Post
Game Activity
33
2/20 or
21
Groundwater
Article
34
2/20 or
21
Edible Aquifer
Activity
35
2/20 or
21
Groundwater
Notes
Atmosphere, Ecology &
Cycles Unit Learning Goal &
Scales
Learning Goal: Students will understand and make connections with the terms
and concepts specific to ecology, biogeochemical cycle and the atmosphere.
4 (90-100%)
3 (75-89%)
Mastery
2 (74-70%)
1 (60-69%)
0 (59% and
below)
In addition to Level 3, the student can make connections to real-world
applications and content in other I.S. units.
Student can correctly:
•Describe the components of an ecosystem
•Differentiate between abiotic and biotic factors in an ecosystem
•Describe the levels of organization in an ecosystem
•Identify and categorize terms specific to the work of the Atmosphere & how heat
is transferred
•Identify traits that characterize transfer of energy
•Compare and contrast different transfers of energy
•Differentiate between the different cycles of matter
The Student can correctly complete most of Level 3.
The student can correctly complete Level 3 only with guidance.
The student is unable to complete Level 3, even with guidance.
Decompositio
n Lab
1.
2.
3.
4.
Open both jars.
Record appearance of food scraps.
Clean stations.
Finish Lab outline.
The Nitrogen Cycle
Post Game Activity
V Symes
Pick up:
•
Week #1 (2/18-2/22)
Warm Up – Wednesday/Thursday (2/20 &
2/21):
•
Edible Aquifer
Activity Worksheet
Groundwater
Worksheet
Homework:

Agenda:
1. Finish Carbon Cycle Notes
2. Groundwater Reading
3. Edible Aquifer Activity
Learning Goal:
Students will
understand and make
connections with the
terms and concepts
specific to ecology,
biogeochemical cycle
and the atmosphere.
Edible Aquifer Grocery List
• At the station you are
assigned, you as a group are
responsible for bringing in the
items as listed.
• Assign who in your group will
bring what items.
• Items need to be brought in
by Tuesday, February 19th.
• Make sure items are labeled
with your name and
period!!!!!
• IF you do not bring your items
you will have to go on a
scavenger hunt and find
others to borrow from or
watch but do not get to eat!
• Blue/red food coloring
• 2 cans of Clear soda pop (7Up, Sprite, etc)
• Small gummy bears, (1 bag)
• 2 cups of chocolate chips,
• 10 crushed cookies,
• Variety of colored cake
decoration sprinkles and
sugars
( 1 container)
• Clear drinking straws (5)
• Large clear plastic cups (5)
• Spoons (5)
Table of Contents
Page # Date
Page Title
Page
#
Date
Page Title
19
2/6
Periodic Table of
Elements
Worksheet
20
2/6
Energy Test
21
2/6
Atmosphere &
22
Cycle Unit
Learning Goal
and Scales
2/6
What is Ecology?
Notes
23
2/6
What is Ecology? 24
Notes
2/6
What is Ecology?
Notes
25
2/6
What is Ecology? 26
Notes
2/6
Biogeochemical
Cycle Notes
Wkst
27
2/6
Atmosphere
Cornell Notes
Part 1
2/6
Ecology Packet
28
Table of Contents
Page # Date
Page Title
Page
#
Date
Page Title
29
2/13 or
14
Decomposition
Lab
30
2/15
Nitrogen Brainpop
Quiz
31
2/15
Nitrogen Cycle
Game
Passport
32
2/19
Nitrogen Cycle
Game Post
Game Activity
33
2/20 or
21
Groundwater
Article
34
2/20 or
21
Edible Aquifer
Activity
35
2/20 or
21
Groundwater
Notes
Atmosphere, Ecology &
Cycles Unit Learning Goal &
Scales
Learning Goal: Students will understand and make connections with the terms
and concepts specific to ecology, biogeochemical cycle and the atmosphere.
4 (90-100%)
3 (75-89%)
Mastery
2 (74-70%)
1 (60-69%)
0 (59% and
below)
In addition to Level 3, the student can make connections to real-world
applications and content in other I.S. units.
Student can correctly:
•Describe the components of an ecosystem
•Differentiate between abiotic and biotic factors in an ecosystem
•Describe the levels of organization in an ecosystem
•Identify and categorize terms specific to the work of the Atmosphere & how heat
is transferred
•Identify traits that characterize transfer of energy
•Compare and contrast different transfers of energy
•Differentiate between the different cycles of matter
The Student can correctly complete most of Level 3.
The student can correctly complete Level 3 only with guidance.
The student is unable to complete Level 3, even with guidance.
Phosphorus cycle
Plants
Loss in
drainage
Decomposers
(bacteria & fungi)
Animal tissue
and feces
abiotic reservoir:
 rocks, minerals, soil
enter food chain:
 erosion releases
soluble phosphate
Land
Animal tissue
animals
Urine  uptake
and feces by plants
Soluble soil
Decomposers
recycle:
phosphate
(bacteria and
 decomposing
fungi)
Rocks and
bacteria & fungi
minerals
Phosphates
return to abiotic:
in solution
 loss to ocean
sediment
Aquatic
animals
Loss to deep sediment
Plants and
algae
Precipitates
Carbon
cycle CO in
2
atmosphere
Diffusion
Respiration
Dissolved CO2
Bicarbonates
Photosynthesis
Deposition
of dead
material
Animals
Plants and algae
Deposition of
Carbonates in sediment
abiotic reservoir:
 CO2 in
Combustion
of fuels
atmosphere
enter and
food
chain:
Industry
home
Photosynthesis
 photosynthesis =
carbon fixation
in Calvin cycle
Plants
Animals
recycle:
 decomposition
return to abiotic:
 respiration
 combustion
Fossil fuels
(oil, gas, coal)
Carbon
Cycle
Most of the carbon on earth is locked up in the crust in limestone
rocks: CaCO3
Some of the rest is in fossil fuels:
coal, crude oil and natural gas.
Coal = carbon
Methane = CH4
Some is in the atmosphere as CO2
A lot is dissolved in seawater as carbonate (CO32-), bicarbonate
(HCO3-), carbonic acid (H2CO3) and carbon dioxide (CO2)
And of course some is in living & dead biological tissue (Biomass)
PHOTOSYNTHESIS (plants and Algae):
6CO2 + 6H2O  C6H12O6 + 6O2
(sunlight)
RESPIRATION (all life)
C6H12O6 + 6O2  6CO2 + 6H2O (+ energy!)
Where:
C6H12O6 = sugar
O2 = oxygen
CO2 = carbon
dioxide
H2O = water
Carbon Cycle
getting started…
CO2
Limestone
CaCO3
CO2
The main thing is to present it as a CYCLE
That means every place with carbon has at least one arrow
coming in and one arrow going out!
This powerpoint was kindly donated to
www.worldofteaching.com
http://www.worldofteaching.com is home to over a thousand
powerpoints submitted by teachers. This is a completely free
site and requires no registration. Please visit and I hope it will
help in your teaching.
12 Minutes to read article! Show teacher for a stamp!
Edible Aquifer Lab…
you never knew the Earth was so yummy!
RULES for this LAB
• Do NOT touch or eat
ANYTHING on your lab station
until told to by ME!
• You MUST follow the
DIRECTIONS step-by-step to do
this CORRECTLY!
– Do NOT shake or swirl your
Parfait!
• If at ANY TIME the privileges of
the lab are ABUSED, I WILL
STOP the lab!
• Before you start, you will need
to answer the pre-lab questions
and get a stamp from me
indicating you are ready to
move on to the next step.
Edible Aquifer Lab
• Do NOT shake or swirl your parfait!
• Do NOT eat it until you are
COMPLETELY FINISHED answering
Questions 1-10! (Use your “What in the
Well is Groundwater?” worksheet to
help you with the questions.)
• To clean up:
– Small plastic cups & dirty spoons
need to be washed with
soap and rinsed out
– Your soda
Recycle in the
LARGE bin
– Throw away everything else and
wash down your lab station!
– YOU WILL NOT BE DISMISSED TO
THE FRONT OF THE ROOM UNTIL I
HAVE CHECKED YOUR STATION!
– ONE RULE BROKEN WILL BE A
REFERRAL!
GROUNDWATER
When rain falls to the ground, the water does not stop moving.
Some of it flows along the surface to streams or lakes, some of it is
used by plants, some evaporates and returns to the atmosphere, and
some sinks into the ground.
Imagine pouring a glass of water onto a pile of sand.
Where does the water go?
The water moves into the spaces
between the particles of sand.
Groundwater is water that is found underground in the cracks
and spaces in soil, sand and rock.
Groundwater is stored in--and moves slowly through--layers of
soil, sand and rocks called aquifers.
Aquifers typically consist of gravel, sand, sandstone, or fractured
rock, like limestone.
These materials are permeable because they have large connected
spaces that allow water to flow through.
The speed at which groundwater flows depends on the size of the
spaces in the soil or rock and how well the spaces are connected.
The area where water fills the aquifer is called the saturated zone
(or saturation zone).
The top of this zone is called the water table.
The water table may be located only a foot below the ground’s
surface or it can sit hundreds of feet down.
Groundwater can be found almost everywhere. The water table may
be deep or shallow; and may rise or fall depending on many factors.
Heavy rains or melting snow may cause the water table to rise, or
heavy pumping of groundwater supplies may cause the water table
to fall.
Water in aquifers is brought to the surface naturally through a spring
or can be discharged into lakes and streams.
Groundwater can also be extracted through a well drilled into the
aquifer.
A well is a pipe in the ground that fills with groundwater.
This water can be brought to the surface by a pump.
Shallow wells may go dry if the water table falls below the bottom of
the well.
Some wells, called artesian wells, do not need a pump because of
Groundwater supplies are replenished, or recharged, by rain and
snow melt.
In some areas of the world, people face serious water shortages
because groundwater is used faster than it is naturally replenished.
In other areas groundwater is polluted by human activities.
In areas where material above the aquifer is permeable, pollutants
can readily sink into groundwater supplies.
Groundwater can be polluted by landfills, septic tanks, leaky
underground gas tanks, and from overuse of fertilizers and
pesticides. If groundwater becomes polluted, it will no longer be
Groundwater is used for drinking water by more than 50 percent of
the people in the United States, including almost everyone who
lives in rural areas. The largest use for groundwater is to irrigate
crops.
It is important for all of us to learn to protect our groundwater
because of its importance as a source of water for drinking and
irrigation.
http://www.groundwater.org/kc/kidsvocab.html
Pick up:
Week #1 (2/18-2/22)
Warm Up – Friday (2/22):
Agenda:
1. Finish Decomposition Lab
Nothing
Homework:
Decomposition Lab
due Friday, March
8th for 30 points
(Lab Sample)
Learning Goal:
Students will
understand and make
connections with the
terms and concepts
specific to ecology,
biogeochemical cycle
and the atmosphere.
Edible Aquifer Grocery List
• At the station you are
assigned, you as a group are
responsible for bringing in the
items as listed.
• Assign who in your group will
bring what items.
• Items need to be brought in
by Tuesday, February 19th.
• Make sure items are labeled
with your name and
period!!!!!
• IF you do not bring your items
you will have to go on a
scavenger hunt and find
others to borrow from or
watch but do not get to eat!
• Blue/red food coloring
• 2 cans of Clear soda pop (7Up, Sprite, etc)
• Small gummy bears, (1 bag)
• 2 cups of chocolate chips,
• 10 crushed cookies,
• Variety of colored cake
decoration sprinkles and
sugars
( 1 container)
• Clear drinking straws (5)
• Large clear plastic cups (5)
• Spoons (5)
Table of Contents
Page # Date
Page Title
Page
#
Date
Page Title
19
2/6
Periodic Table of
Elements
Worksheet
20
2/6
Energy Test
21
2/6
Atmosphere &
22
Cycle Unit
Learning Goal
and Scales
2/6
What is Ecology?
Notes
23
2/6
What is Ecology? 24
Notes
2/6
What is Ecology?
Notes
25
2/6
What is Ecology? 26
Notes
2/6
Biogeochemical
Cycle Notes
Wkst
27
2/6
Atmosphere
Cornell Notes
Part 1
2/6
Ecology Packet
28
Table of Contents
Page # Date
Page Title
Page
#
Date
Page Title
29
2/13 or
14
Decomposition
Lab
30
2/15
Nitrogen Brainpop
Quiz
31
2/15
Nitrogen Cycle
Game
Passport
32
2/19
Nitrogen Cycle
Game Post
Game Activity
33
2/20 or
21
Groundwater
Article
34
2/20 or
21
Edible Aquifer
Activity
35
2/20 or
21
Groundwater
Notes
Atmosphere, Ecology &
Cycles Unit Learning Goal &
Scales
Learning Goal: Students will understand and make connections with the terms
and concepts specific to ecology, biogeochemical cycle and the atmosphere.
4 (90-100%)
3 (75-89%)
Mastery
2 (74-70%)
1 (60-69%)
0 (59% and
below)
In addition to Level 3, the student can make connections to real-world
applications and content in other I.S. units.
Student can correctly:
•Describe the components of an ecosystem
•Differentiate between abiotic and biotic factors in an ecosystem
•Describe the levels of organization in an ecosystem
•Identify and categorize terms specific to the work of the Atmosphere & how heat
is transferred
•Identify traits that characterize transfer of energy
•Compare and contrast different transfers of energy
•Differentiate between the different cycles of matter
The Student can correctly complete most of Level 3.
The student can correctly complete Level 3 only with guidance.
The student is unable to complete Level 3, even with guidance.
Decompositio
n Lab
1.
2.
3.
4.
Open both jars.
Record appearance of food scraps.
Clean stations.
Finish Lab outline.
Intro to the Atmosphere
Lesson Sections
• Atmospheric
Properties
• Structure of the
Atmosphere
• Atmospheric
Processes
Atmospheric Properties
• Objectives:
– What is the Earth’s
atmosphere made of?
– Has the Earth’s
atmosphere always been
made of the same stuff?
– How has the composition
of the atmosphere changed
life on Earth?
– How does Earth’s
atmosphere compare to
those of other planets in
the solar system?
What is the Atmosphere?
• Atmosphere – Very
thin envelope of gases
that surrounds Earth
– Used by living
organisms for chemical
compounds/nutrients
(I.e., O2, CO2, H2O, N2)
– Has no outer
boundary, just fades
into space
Past & Present Composition of
Earth’s Atmosphere
The composition of the Earth’s atmosphere has changed
since the formation of the Earth.
How old is the Earth according to the Nebular
Hypothesis?
Earth has had approximately 3 different atmospheres over the
course of over 4 billion years.
What gases made up Earth’s original atmosphere?
Earth’s First Atmosphere
The Earth’s first atmosphere was
mainly helium (He) & hydrogen (H).
Why?
Past & Present
Composition of Earth’s
Atmosphere
Earth’s Second Atmosphere
Watch the following short video clips about Earth’s 2nd
atmosphere:
http://player.discoveryeducation.com/index.cfm?guidAssetId=DC842144-801C-45DB-8A2A-C4F06F7A8BFC&blnFromSearch=1&productcode=US
Volcanic emissions later added carbon dioxide, nitrogen,
water, sulfur dioxide & other elements.
No free O2 at this time
Large amounts of carbon dioxide (CO2) from volcanoes
caused the Earth’s past climate to be warmer than
today’s.
Without carbon dioxide, no life could be present on Earth.
Later, oceans form due to presence of H2O in
atmosphere
What had to be available in the atmosphere for life to begin?
Past & Present Composition of Earth’s
Atmosphere
Today’s Atmosphere
–
–
–
–
–
Nitrogen (N2)- 78%
Oxygen (O2)- 21%
Argon – 0.9%
Carbon Dioxide (CO2) - 0.03%
Other miscellaneous gases
(I.e., H2O) - 0.07%
– Using this information, devise
a graph/chart to show this
quantitative data.
• Don’t forget to label & color
each piece of data!
Past & Present Composition of Earth’s
Atmosphere
Today’s Atmosphere
– Nitrogen (N2)78%
– Oxygen (O2)- 21%
– Argon – 0.9%
– Carbon Dioxide
(CO2) - 0.03%
– Other
miscellaneous
gases (I.e., H2O) 0.07%
Present Composition of Earth’s Atmosphere
Is Earth’s atmosphere a
mixture? Compound?
Molecule?
– 99% of gases in atmosphere N2 & O2
– 1% - trace other elements
– CO2, H2O & O3 - very
important to life &
atmospheric processes
(weather & biogeochemical
cycles)
Earth’s Atmosphere Vs. Other Planets’
Atmospheres
Why has life (in intelligent,
multi-cellular forms)
NOT been found on
other planets in our
solar system?
– The answer to this
question might lie in
comparing Earth’s
atmosphere to other
planets’ atmospheres…
The Goldilocks Principle: A Comparison of
Planet’s Atmospheres lab
• Read through the Background
Information
• Write your answers to the
following questions under
“Summarize this Background
Information”
– Why is understanding the
composition of Earth’s
atmosphere important?
– Is the “greenhouse effect”
good or bad for life on
Earth?
– What output of “life” keeps
Earth’s atmosphere
composition in balance?
The Goldilocks Principle: A Comparison of
Planet’s Atmospheres lab
• What are the Lab Objectives?
• What is the Goal of each group?
– How are you going to turn a percentage
into a whole number (of marshmallows)?
• 100% (composition) = 10 marshmallow
– What percentage of Venus’ atmosphere is
from CO2?
• 96.5% = ???
• 9.65 pink marshmallows
– FYI, you have 30 of each color
marshmallow (for all 3 models).
• Do not lose, drop OR eat ANY marshmallows!
formed
The Goldilocks Principle: A Comparison of
Planet’s Atmospheres lab
• Data Observations
– Color-code the Data Table (do you
which color represents each gas)
– Write in each Planet’s name under
“Planet” column in the designated color
– Line up your marshmallows according to
data table & draw the arrangement
“Drawing of marshmallows
row/bag”
– Finally, turn your model into a Pie
under “Graph”
• Label & color-code each section!
know
the
under
in a
Chart
The Goldilocks Principle: A Comparison of
Planet’s Atmospheres lab
Venus’ Atmospheric
Composition
Mar’s Atmospheric
Composition
Earth’s Atmospheric
Composition
Let’s Review the Atmospheric
Properties
• Objectives:
– What is the Earth’s
atmosphere made of?
– Has the Earth’s
atmosphere always been
made of the same stuff?
– How has the composition
of the atmosphere changed
life on Earth?
– How does Earth’s
atmosphere compare to
those of other planets in
the solar system?
Thurs/Fri., March 1 & 2, 2012
• Lesson –
– Layers of the atmosphere Review Worksheet - (6th hour
ONLY)
• Read, answer the questions, discuss as class (25 minutes)
– Bill Nye: The Water Video and Worksheet - (6th hour
ONLY)
• (23 minutes long)
• Discuss and collect worksheet when done (7 minutes)
– Bill Nye: The Water Video Quiz
– Intro to the Earth’s Atmosphere Notes
– Goldilocks Lab
• Lesson –
– Layers of the atmosphere Review Worksheet
• Read, answer the questions, discuss as class (25
minutes)
– Bill Nye: The Water Video and Worksheet
• (23 minutes long)
• Discuss and collect worksheet when done (7 minutes)
Sample Story
Rosie the Water Molecule
I knew I could do it! Just if I moved around a little more, flapped my
molecule wings a little harder, I knew that eventually, I would
evaporate up, up and away from here! And I did! Higher and higher I
evaporated, until I was up in the atmosphere! From way up there, all
my friends down in the ocean looked like little molecules...which,
actually, they were. Once I was finally up in the atmosphere, it was like
the greatest roller coaster ever. I was transported to all sorts of amazing
places with a whole tour group of other water molecules. We called
ourselves VAPOR, because the group consisted of Velma, Adam, Paul,
Oren, and me, Rosie. We all became really close in our tour. So close,
in fact, that after we were done traveling around the atmosphere, we
fused together, and in a bond of friendship known to some as
condensation, we became liquidized. It was so much fun! After such
high paced movement, it was great to relax to a lower energy state. We
knew that the atmosphere had been fun, but it had taken a lot out of us,
so we fell back to earth in our condensed form. On the trip home, we
saw all the giants pull out crazy contraptions that they called
“umbrellas.” We were careful to avoid those! When we reached earth’s
surface, we knew that we had to go our separate ways. Some of us
decided to runoff into unknown land. Others decided to take a tour of
underground, on something called the Infiltration/ Percolation Train. I
think I’ll join them. I had so much fun on this trip, who knows, I may
do it again sometime.