Lesson title: Nitrogen Cycle
Gade level: 9-12
Prepared by: Tana Jackons and Arlyn Kilduff
Tana Jackson, Tampa Bay Technical High School
Ms. Jackson has both a B.S. and a M.S. in Family, Youth and Community Sciences from the
Univeristy of Florida and is working towards her Ed.S. degree in School Counseling from Argosy
University. She has a Florida Professional Teaching Certificate in Chemistry, Biology, Middle
Grades Integrated Curriculum, Prekindergarten/Primary Education, and Guidance & Counseling.
Ms. Jackson is currently teaching chemistry honors and marine science honors at a Tampa Bay
Technical High School. She is a cosponser of the science club at TBT. Ms. Jackson has also
taught chemistry, biology, 6th, 7th and 8th grade honors and onlevel sciences and 10th and
11th grade intensive reading. Ms. Jackson also tutors students in math and chemistry.
Arlyn Kilduff, College of Education, Secondary Science, University of South Florida
After graduating from Eckerd College, Ms. Kilduff has pursued marine, environmental and animal
education and research. As an educator she has held positions within environmental institutions,
a zoo and aquariums. For the past four years Ms. Kilduff has taught marine science and
environmental education at an aquarium on the Long Island Sound in Connecticut. Ms. Kilduff
hopes to incorporate her field research, environmental and animal experience into a inquiry
based classroom. She hopes to start an aquaculture or aquaponic system in her future high
school. Ms. Kilduff is excited to work with the USF Engineering department to help her gain a
solid base of experience with an aquaponics system.
Suzanne Boxman, Department of Civil and Environmental Environmental Engineering, USF
Prof. Maya Trotz, Associate Professor, Department of Civil and Environmental
Engineering, USF
Subject Area(s): Earth and Space, Life Science, Measurement, Physical Science, Science and
Technology, Biology, Chemistry
Associated Unit: Marine Science: Aquarium Set Up
Lesson Title: Nitrogen Cycle in an Aquarium Set Up
Grade Level: 9-12
Time Required: 3 days
Summary: Students will learn an overview of the nitrogen cycle by specifically understanding
how it works in a closed system such as an aquarium fish tank. They will participate in
introduction lesson that will review background knowledge and give them new information.
Students will then put their knowledge to the test in a laboratory experiment where they will help
correct water quality of a fish tank. On the last day of the lesson, student will take a quiz on the
processes of the nitrogen cycle that occur in water.
Engineering Connection: Students will understand global sustainability and how human
behavior can alter naturally occurring processes, like the nitrogen cycle.
Engineering Category = 1
Keywords
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Closed system
Water Quality
Bacteria
Nitrogen Cycle
Nitrobacter
Biological Process
Chemical Process
Global sustainability
Nitrification
Denitrification
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Environmental Engineering
Educational Standards
National and State:
Florida Department of Education. (2012) CPALMS: Standards
http://www.floridastandards.org/standards/flstandardsearch.aspx
Science
SC.912.L.17.2:
Explain the general distribution of life in aquatic systems as a function of chemistry, geography,
light, depth, salinity and temperature.
SC.912.L.17.10:
Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon and
nitrogen cycle.
SC.912.L.17.15-Discuss the effects of technology on environmental quality.
SC.912.L.17.16-Discuss the large-scale environmental impacts resulting from human activity,
including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and
groundwater pollution.
SC.912.L.17.18-Describe how human population size and resource use relate to environmental
quality.
SC.912.L.17.19-Describe how different natural resources are produced and how their rates of use
and renewal limit availability.
SC.912.L.17.20-Predict the impact of individuals on environmental systems and examine how
human lifestyles affect sustainability.
SC.912.E.7.1-Analyze the movement of matter and energy through the different biogeochemical
cycles, including water and carbon.
SC.912.N.1.1-Define a problem based on a specific body of knowledge.
Math
MACC.7.EE.2.3-Solve multi-step real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals), using tools
strategically.
MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale
and the origin in graphs and data displays.
MACC.912.N-Q.1.3-Choose a level of accuracy appropriate to limitations on measurement when
reporting quantities.
Multidisciplinary Subject Area Standards
Language Arts
LACC.910.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
LACC.910.RH.1.3: Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
LACC.910.RH.3.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
LACC.910.RI.2.4-Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone.
LACC.1112.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
LACC.1112.RH.1.3: Evaluate various explanations for actions or events and determine which explanation
best accords with textual evidence, acknowledging where the text leaves matters uncertain.
LACC.1112.RH.3.7: Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a
problem.
LACC.1112.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
ITEEA Educational Standard(s):
ITEEA (provide standard number, grade band, benchmark letter and text):
2.68.Q- Malfunctions of any part of a system may affect the function and quality of the system.
3.68.E- A product, system, or environment developed for one setting may be applied to another
setting.
5.912.G- Humans can devise technologies to conserve water, soil, and energy through such
techniques as reusing, reducing, and recycling.
5.912.I-With the aid of technology, various aspects of the environment can be monitored to
provide information for decision-making.
5.912.L- Decisions regarding the implementation of technologies involve the weighing of tradeoffs between predicted positive and negative effects on the environment.
9.68.G- Brainstorming is a group problem-solving design process in which each person in the
group presents his or her ideas in an open forum.
9.912.J- Engineering design is influenced by personal characteristics, such as creativity,
resourcefulness, and the ability to visualize and think abstractly.
10.68.H- Some technological problems are best solved through experimentation.
10.912.L- Many technological problems require a multidisciplinary approach.
11.68.I- Specify criteria and constraints for the design.
11.912.N- Identify criteria and constraints and determine how these will affect the design process.
13.68.I- Interpret and evaluate the accuracy of the information obtained and determine if it is
useful.
13.912.J- Collect information and evaluate its quality.
15.912.L- Biotechnology has applications in such areas as agriculture, pharmaceuticals, food and
beverages, medicine, energy, the environment, and genetic engineering.
15.912.M- Conservation is the process of controlling soil erosion, reducing sediment in
waterways, conserving water, and improving water quality.
15.912.N- The engineering design and management of agricultural systems require knowledge of
artificial ecosystems and the effects of technological development on flora and fauna.
16.912.M- Energy resources can be renewable or nonrenewable.
17.912.N- Information and communication systems can be used to inform, persuade, entertain,
control, manage, and educate.
17.912.Q- Technological knowledge and processes are communicated using symbols,
measurement, conventions, icons, graphic images, and languages that incorporate a variety of
visual, auditory, and tactile stimuli.
Pre-Requisite Knowledge:
Learning Objectives:
 After this lesson, students should be able to:
Understand
• the general distribution of life in
aquatic systems as a function of
chemistry, geography, light, depth,
salinity and temperature.
• the most effective method for
maintaing water quality in a
saltwater aquarium: Freshwater
evaportaed water, 25% partial water
changes, use of activaed carbon,
general tank cleaning and filtering to
remove algae and waste.
• that within a natural aquatic
system, a healthy aquarium
requires biological, physical and
chemical cycles occur.
• why the nitrogen cycle is important
to establishing in an aquarium.
• the biogeochemical cycles of an
ecosystem, including water, carbon
and nitrogen cycle.
• explain the functions of
nitrosomonas and notrobacter
bacteria found in the substrate of a
saltwater aquarium by converting
ammonia (NH3-) to nitrite (NO2-)
and then to nitrate (NO3).
Know
Do
• the major components in setting
up a marine aquarium.
• when to introduce organisms once
nitrite levels decrease.
• what pH range to maintain a
healthy salt water aquairum.
• what substances can be toxic if
allowed to accumulate in an
aquarium.
• what are some types of bacteria
found in the substrate of aquariums.
• the toxic substance that
accumlulate in a salt water
aquariums.
• the most effective method for
maintaining water quality in the salt
water aquarium.
• as in a natural aquatic system, a
healthy aquarium requires
biological, physical and chemical
cycles to occur.
• establish and maintain a
marine aquarium that acts
as a model of a natural
aquatic system (either
virtually or in classroom).
• set up a practial lab to
diagnose and treat tanks
that have varying levels of
salinity, pH, Nitrate and
mechnical issues with
filters. (either virtually or in
classroom).
• use different types of test
kits to measure levels in the
aquarium; (Ammonia,
Nirite, Nitrate, Salinity, pH,
Temperature) (either
virtually and/or in
classroom).
Engage
(hook, demonstration,
free write, brainstorming, analyze a
graphic organizer,
KWL, etc)
Students will predicted the answers to the cloze power point notes.
Students will be engaging in an interactive lesson about the biological
and chemical processes that take place in a aquarium including thinkpair-share and cloze notes.
Students will compare their predictions to the actually answers on their
cloze notes.
Explore
(investigation, solve a
Student will virtually investigate water samples from an aquarium.
Students will test for Temperature, Ammonia, pH, Nitrite, Nitrate, Salinity.
problem, collect data,
construct model, etc.)
They will decided whether the samples are within acceptable ranges for
living organisms. If they are out of range, they will decide what actions
would correct the levels. They will need to record data while they
conducting the virtual lab.
Explain
(student analysis,
structured
questioning, reading
and discussion,
teacher explanation,
compare, classify)
In post lab questions, students will explain what the water quality results
mean. They will need to explain, using the nitrogen cycle, what is
currently happening in each part of system. They need to analyze which
part(s) of the system are working properly to keep the fish and plants
alive.
Elaborate/Extend
(problem solving,
decision making,
experimental inquiry,
compare, classify,
apply)
Based on the water quality results, students need to decide what, if
anything, needs to be changed in the water in order for plants and
animals to survive. They then need to decide how they can change the
water quality to make it a viable for plants and animals to survive.
Evaluate
(any of above,
develop a scoring
tool or Rubric,
performance
assessment, produce
a product, journal
entry, portfolio, etc.)
The teacher will do a formative assessment of the students
understanding of the biological and chemical processes during the
interactive laboratory activity. Students will also be evaluated through a
summative assessment on their knowledge of chemical and biological
processes through a quiz.
Addressing the Needs of at Risk, ELL, & Gifted Students:
This lesson lets the students interact with marine fish (either virtually and/or in person). Interaction with
living organisms should help all students connect better with the material. Additional there will be
prediction, cloze notes and student use of technology that will help ensure that at risk, ELL and gifted
students all understand the lesson.
Community Outreach:
Through this lesson, students will hopefully feel completed to take action. This could be achieved by
personal and community action in environmental awareness and action. Hopefully students will be
engaged in this type of education and will want to continue in the biological, environmental or
engineering field to help solve man made problems.
Introduction / Motivation:
Students often struggle with understanding how natural biological cycles affect life and how minor
changes in the cycle can mean life or death for numerous life-forms. Students often do not make
connection between what they learn in science class and how it relates to their life and other broader
concepts like global sustainability. Students will learn about the nitrogen cycle: what it is, what
factors affect it and how it affects living organisms. They will also learn how the nitrogen cycle is a
natural process that supports sustainability of multiple living organisms and how humans can have a
negative or positive impact on this cycle.
When students care about something on emotional level they tend to be more involved in the lesson
and as a result have a deeper understand the material. We want students to understand the nitrogen
cycle and how our actions can affect nature both negatively and positively. We hope that by caring
for animals, either virtually or in the classroom, will help engage students and increase their overall
knowledge and understanding of the nitrogen cycle. Through this hands on experience, it will afford
us the opportunity to help students make connections between what we are doing in the classroom and
what takes place in nature on a daily basis.
Lesson Background & Concepts for Teachers:
Teachers will need to be familiar with the biological and chemical processes that occur in the
nitrogen cycle.
Vocabulary / Definitions:
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Closed system
o
Water Quality
o Water quality is the chemical, physical and biological characteristics’ of water.
Bacteria
o Bacteria are microscopic, single celled organisms that are found in soil, water,
organic matter and in multicellular animals.
Nitrogen Cycle
o The nitrogen cycle is the circulation of nitrogen through many chemical forms.
This cycle incorporates both chemical and biological processes. This processes
in Nitrogen, nitrate, nitrite ammonia
Nitrobacter
o Nitrobacter converts nitrogen to different forms
Biological Process
o A processes that occurs in a living organism.
Chemical Process
o A chemical processes is the process determined by the atomic and molecular
o An aquaponic system combines aquaculture, raising fish in a closed system, with
hydroponics, growing plants in mineral nutrient water with no soil.
Global sustainability
o Practices that allow the earth to continue to support future generations.
Nitrification
o The process of converting ammonia (NH3), to nitrite (NO2−), to nitrate (NO3−)
Denitrification
o The process of turning nitrate (NO3−) into nitrogen gas (N2), & (N20),
(which could cause global warming).
Associated Activities
 set-up an aquarium system that supports fish
 test the water quality of local water sources
 set-up an hydroponic system that supports plant life
 Set-up an aquaponic system that supports both fish and plants
Lesson Closure - Quiz
Assessment:
 Pre-Activity Assessment – Power Point predictions
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Activity Embedded Assessment – Power Point cloze notes, virtual lab on aquarium water
quality and teacher observation
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Post-Activity Assessment – Quiz and Unit Test
Lesson Extension Activities - Set-up and maintain a real aquarium keep fish alive for the duration of
the school year.
Additional Multimedia Support - Smart board, virtual lab
References Attachments – Nitrogen Cycle Power Point, Nitrogen Cycle Cloze Notes
Other
Redirect URL
Contributors
Supporting Program
Water Awareness Research and Education (WARE) - Research Experience for Teachers (RET)
at the University of South Florida (USF) is funded by the NSF (proposal #1200682). This project
is a proactive and well-structured research, education and professional development experience
for middle and high school science and math teachers in Hillsborough County Public Schools and
pre-service teachers in secondary science and math education at USF.