Index
Introduction
Essentials of Life
Water Cycle
Air Cycle
Nutrient Cycle
Review Questions
Glossary
Bibliography
3
4
9
16
29
37
38
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-1-
-2-
Introduction
Name ___________________________
Walk around the room and see if your classmates can answer any of these
questions. If your classmate knows an answer to a question, he or she may sign
in the box. Each classmate may only sign his or her name once.
Name one cycle.
List one thing humans
need to survive.
What is an animal that
eats both plants and
animals?
The food-making process When we throw litter,
in green plants
we…
The symbol for carbon
dioxide
The symbol for oxygen
What is an animal that
eats other animals?
What is an animal that
only eats plants?
What do humans
breathe in?
What do humans
breathe out?
Give an example of
precipitation.
Name an organism that
feeds off of dead
organisms.
The removal of soil by
water, wind, etc.
What is the difference
between a rock and a
mineral?
-3-
Essentials of Life
-4-
3035 Space Odyssey
The year is 3035, and you are a traveler from earth investigating the new frontier:
space. Earth has become so over-populated that people have begun traveling to the
moon to set up a human settlement. You will be creating a community that can sustain
human life. Be sure to include the different non-living essentials of life in your design!
What do you want your settlement to look like?
Part 1: Plan your design
Over the course of ten school days, you will be responsible for creating a diorama of your
settlement on the moon. This settlement can be set up however you like as long as it can
sustain human life.
a) What are the four essentials to life that need to be considered when you are planning
your design?
1.
_______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
b) How can you incorporate these four essentials in your design?
1.
_______________________________________________________
_______________________________________________________
2. _______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
4. _______________________________________________________
_______________________________________________________
-5-
Instructions: Please use the space below to draw at least three design ideas for your
settlement on the moon. If you need more space, you can use the back of the page or
attach another sheet. Please circle the final design that your group decides on or redraw this design in the final design box.
Design 1:
Design 2:
Design 3:
Final Design:
Teacher Signature: __________________________________
-6-
Non-Living Essentials of Life
What are the non-living essentials of life? Can they be found on the moon? How can
you bring these non-living essentials of life to your new settlement?
1. _______________________________________________________
_______________________________________________________
2. _______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
4. _______________________________________________________
_______________________________________________________
How can you change your current design to incorporate the non-living essentials of life?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
-7-
Name_______________________
Diorama Rubric
Rubric for Handout:
Design/Skill
Effort/
Visually
pleasing
Addressed
Problem
1
Below Proficient
2
Proficient
3
Above Proficient
Lacks any effort and/or creativity
and illustrates no comprehension.
Applies some effort to develop a
creative design that illustrates
some comprehension.
Design for diorama has a clear
purpose: to sustain life on the
moon. Within explanation,
there are no more than ten
grammar and spelling errors.
Actual display is organized but
difficult to follow, read, or
understand.
Partially addressed the problem
and life could be sustained on
the moon settlement with one
or two alterations. Identified
two or three of the essentials of
life in their diorama.
Applies effort to develop a
unique creative project that
illustrates comprehension.
Design for diorama has a clear
purpose: to sustain life on the
moon. Within explanation,
there are no more than two
grammar errors. Actual display
is organized and easy to
understand.
No clear reason for design of
space module. More than ten
grammar and spelling errors.
Actual display is disorganized and
demonstrates a lack of effort.
Did not answer the problem
and/or did not apply any prior
knowledge to answer. Identified
zero or one essential of life in
design.
Completely addressed the
problem with the design of
diorama. Identified air, water,
nutrients, and temperature as
issues that needed to be
addressed.
Total Points:______________
Teacher Comments:
-8-
Water Cycle
-9-
Water Cycle Score Card
Name__________________________________
Example:
Station Stop
What Happens
Destination
Cloud
Fall as rain
Ocean
1__________________________
2__________________________
3 __________________________
4 __________________________
5 __________________________
6 __________________________
7 __________________________
8 __________________________
9 __________________________
10__________________________
- 10 -
- 11 -
- 12 -
- 13 -
- 14 -
Humans and the Water Cycle
Instructions: Think about how you affect the water cycle and write a paragraph about it.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
- 15 -
- 16 -
Air Cycle
Air Plants Lab
During this lab, you will model and observe the process of photosynthesis.
Materials:
 Baking soda
 Clear bowl
 Clear cup


1 aquatic plant per group
Magnify lenses
Question: What do you know about photosynthesis?
___________________________________________________________
___________________________________________________________
Make a prediction: What do you think is going to happen?
____________________________________________________________
____________________________________________________________
____________________________________________________________
Observations: Please draw a picture of what your plant looks like when you first set up
the experiment and when the experiment is concluded.
Pre-experiment observations
Post-experiment observations
Conclusion: What really happened and why?
____________________________________________________________
____________________________________________________________
- 17 -
- 18 -
Create Your Own Air Cycle
Instructions: Cut out and arrange the following shapes based on your understanding of
the air cycle and photosynthesis. Feel free to color in the shapes.
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- 20 -
- 21 -
- 22 -
The Lorax and Air Pollution
Please complete the following writing prompt.
The Onceler says, “Unless someone like you cares a whole awful lot, nothing is
going to get better. It’s not.” What does the Onceler mean? Can one person
make a difference? Can you? What are some things you can do to better your
own environment?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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- 24 -
25
Name: ____________________ Date: _______________
Directions: Label the flow chart using the words listed below to show how cellular respiration and photosynthesis are similar.
water
oxygen
energy
food
sunlight
carbon dioxide
26
sugar is made
Nutrient Cycle
Food Chains
Sun
Grass
Grasshopper
Mouse
Hawk
27
28
Sun
Algae
Clownfish
Stingray
Hammerhead Shark
29
30
Sun
Tree
Owl
Bird
Lynx
31
32
Sun
Plant
Raven
Butterfly
Weasel
33
34
35
36
Review Questions
Please respond to the following review questions on another sheet of paper.
Essentials of Life:
1. Why is the sun so important to life?
2. What are the four non-living essentials to life?
3. What is the molecular symbol of water?
4. Where are minerals found on earth?
Air Cycle:
1. What do humans breathe in?
2. How do plants produce carbon dioxide?
3. How does pollution get into the air?
4. How do plants affect the air we breathe?
Water Cycle:
1. How does the sun affect the water cycle?
2. How do plants affect the water cycle?
3. What are the three main steps in the water cycle?
4. How does pollution get into drinking water?
Nutrient Cycle:
1. Sometimes people classify organisms based on what they eat. Name the four
classifications.
2. There are three levels in a basic food chain. What are they?
3. What is the purpose of the nutrient cycle?
4. What are the four steps in the nutrient cycle?
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Glossary
Cycle: Predictable, recurring series of events
Minerals: Elements like calcium, phosphorus, iron, and zinc
Nutrients: Name given to all the elements essential for growth
Photosynthesis: Food-making process in plants during which oxygen is given off
Respiration: Oxygen combines with food to produce carbon dioxide, water, and energy
Food chain: A food relationship among three different kinds of organisms
Water cycle: Movement of water from the land to the atmosphere and back to the land
again
Nutrient cycle: Path of nutrients from the soil, through plants and animals, and then back
to the soil via decomposers
Air cycle: Parts of the air move between plants and animals during the processes of
photosynthesis and respiration
Evaporation: When water changes from a liquid to a gas
Condensation: When air cools, water vapor changes to a liquid
Organism: Living plant or animal
Decomposer: Organism that eats dead plants and animals or other wastes
Precipitation: Moisture falling from the sky
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Bibliography
Pennsbury Regional Environmental Education Program (REEP) Unit, Grade 5, Cycles
Worksheet 3, Lesson 2, Grade 5/Cycles: Nutrients, Air, and Water: Three Cycles
Worksheet 4, Lesson 3, Grade 5/Cycles: Air (Carbon/Oxygen) Cycle
Worksheet 5, Lesson 4, Grade 5/Cycles: Nutrient Cycle
Worksheet 6, Lesson 5, Grade 5/Cycles: Short Water Cycle
Worksheet 7, Lesson 6, Grade 5/Cycles: Water Cycle and Plants
Worksheet 8, Lesson 6, Grade 5/Cycles: Water Cycle and Animals
Worksheet 9, Lesson 6, Grade 5/Cycles: Water Cycle: The Big Picture
Project Learning Tree. "Air Plants." Environmental Education Activity Guide: Pre K-8.
Washington, D.C.: American Forest Foundation, 2007. 122. Print.
Project Learning Tree. "Water Cycle Score Card Sheet." Environmental Education
Activity Guide: Pre K-8. Washington, D.C.: American Forest Foundation, 2007.
193. Print.
Project Learning Tree. "Go to the Head of the Cloud." Environmental Education
Activity Guide: Pre K-8. Washington, D.C.: American Forest Foundation, 2007.
192. Print.
"What is Photosynthesis." Education.com, 2013.
http://www.education.com/files/427401_427500/427444/file_427444.pdf
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