PartI:InformationabouttheLessonandUnit

Topic:cyclingofmatter(carbon)andenergytransfers
Abstract
Idliketoleadthestudentsthroughamoreindepthlookathowcarboncycles
throughanecosystem,asadetailedexampleofmattercyclingandchangingformsinan
ecosystem.IwanttotryoutsomeoftheCarbonTIMEmaterial(thecarbontracing
worksheet),adaptingitasanapplicationsequence,forstudentstobegintoworkthrough
howcarbontransfers.

PartII:ClarifyingYourGoalsfortheTopic
A.BigIdeas
Ecosystemsaresustainedbythecontinuoustherecyclingofmatterandnutrients
withinthesystem.Thecyclingofmatterwithinecosystemsoccurthroughinteractions
amongdifferentorganismsandbetweenorganismsandthephysicalenvironment.All
livingsystemsneedmatter.Matter(storesenergyinbondsand)fuelstheenergy
releasingchemicalreactionsthatprovideenergyforlifefunctionsandprovidesthe
materialforgrowthandrepairoftissue.Animalsacquirematterfromfood,thatis,from
plantsorotheranimals.Thechemicalelementsthatmakeupthemoleculesoforganisms
passthroughfoodwebsandtheenvironmentandarecombinedandrecombinedin
differentways.Asmattercyclesthroughlivingsystemsandbetweenlivingsystemsand
thephysicalenvironment,matterisconservedineachchange.
Thecarboncycleprovidesanexampleofmattercyclingandenergyflowin
ecosystems.Photosynthesis,digestionofplantmatter,respiration,anddecompositionare
importantcomponentsofthecarboncycle,inwhichcarbonisexchangedbetweenthe
biosphere,atmosphere,oceans,andgeospherethroughchemical,physical,geological,
andbiologicalprocesses.Thisincludeslongtermandshorttermstorageofcarbonand
othermatter.Itsformsandamountswithinthesespheresaffecteconomics(longterm
storageasfuel),climatechange(consideringrisingCO2levels,theoceanasasink),and
thehealthofecosystems(organismsneedsfromtheenvironment,limitingresources,
acidrainrelatingagaintoCO2levels).

B.StudentPractices
1.Namingkeypractices
Usingmodels,constructingexplanations.

C.PerformanceExpectationsforStudentLearning
PerformanceExpectation

Associated
NGSSPractice

NGSSPerformanceExpectation(s)
1.HSLS25. (Developing)/Usingamodeltoillustratetheroleof
photosynthesisandcellularrespirationinthecyclingofcarbonamongthe
biosphere.

Usingamodel,
constructing
explanations

SpecificLessonObjective(s)
1.Describecarboncyclingwithinecosystemsasmovementofcarbonatomsamong
differentlocations/poolsassociatedmovementofmaterialsandcarbontransforming
processes.
2. explainhowabioticfactorscycleinanecosystem(carbon,

oxygen).(B3.3b)

3.Explainwhere/howorganismsintheecosystemgetcarbon,andwhere/howitis
transferredtoanotherpartoftheecosystem.

Constructing
explanations
Usingmodels,
constructing
explanations

2aboveisHSCEObjectives/mentorlearningtargetsrelatingtosequence.
Willalsoaddressidentifyhowenergyisstoredinanecosystem.(B3.2A)

PartIII:ExampleActivitySequence
A.StorylinefortheActivitySequenceinContext
Stage

RoleinStoryline

Lessonsbefore
yoursequence

Introtoecology,populations(growthanddynamics),organisminteractions(lynxandhare),
possiblysuccession(dependingontheclass).

Lesson1

Treequestionwheredoesthemasscomefrom?

Lesson2

Thecarbon/movement(carbontracing)wkstpacket

Lesson3

Grandmajohnsonscarbonquizquestion

Lessonsafter
yoursequence

Invasivespecies,speciationstudy.

Willalsobegivingreadingquizoversectionandcompletingmentorsnoteoncyclinginecosystems.

B.ActivitySequenceDetails
FocusObjective
Objective
Describecarboncyclingwithinecosystemsasmovementofcarbonatomsamongpools

NGSSPractice
Constructing

(movementofmaterialsandcarbontransformingprocesses).

explanations

Explainhowcarbon(andoxygen)cycle(s)intheecosystem.(B3.3b)
1.ApplicationCycle
ExamplesandScaffolding(PatterninStudentPractices)
Listofexamples
1.

burningamatch

2.

CO2,CO,

3.

C6H12O6,(listofsugars,listoflipids,listofproteins)examplesofwhatlivingthingsaremadeof
Scaffoldingthatappliestoallexamples

Conservationofmatter.Carbondoesntdisappearorcomeoutofnowhere,itsalwayspresentinsomeform.
Formmaybegaseous!
StagesinYourApplicationSequenc
Stage
Establishingthe
problem
Modeling
Coaching
Fading
Maintenance

TeachingActivities
Organismsandcarbon,howandwheredoesitcomefrom(andgoto)cycling.
Acorntooaktree.
Carbontracingpacketwkst(carbonTIMEunit,natgeo/Andy)
Givegrandmascarbonquestion,andquestionapplicabletoothercycles,remindingstudentstodrawon
modelingandcoaching.
Formativeassessmentsasquickchecksduringfollowingdays,relatingotherlessonmaterialtothis
concept.

C.LessonPlans
LessonMaterials
Presentationmaterials(OverheadtransparenciesorPowerPointpresentations,etc):
(attachfiles)
Copiedmaterials(Handouts,worksheets,tests,labdirections,etc.):(attacedhfiles)
Pagesintextbook:Book:_BiologyTextbook__________Pages:__Sec2.3
(cycles)_____
Laboratorymaterials:Fortheteacherortheclassasawhole:(attachfiles)
Foreachlaboratorystation:(attachfiles)
Othermaterials:(attachfiles)
Lesson1Activities
Materials:Powerpointwithpictures(ofseedandtree)/question.Slipsofpaper
handoutwithquestiononit.

Lesson1Introduction(15,(mayinsertmostofmacrofornotes,orotherLesson)
20,minutes)
(Mayneedtotake/correctreadingquizatthebeginning15min).
(MayneedtosplitL1witheithermentorcyclenotesorwithL2,dependingonmacro)
Wevebeentalkingaboutcyclingmatter.Whatarethethreecycleswementioninour
notes?(water,C&O,nitrogen).Todayandtomorrow,weregoingtobefocusingonthe
carbonandoxygencycle,specifically,tracingCarbonthroughtheecosystem.Ihavea
questionforyoutostart.(Showpictureslidesofmaplehelicopterseed,andfullgrown
mapletree.Ask:Whenathisseedgrowsintoatree,wheredoesthemass(matter)come
from?
Clarifymass/matter(weightisameasureofmassweightchangesonthemoon,mass
doesnot,massishowmuchstuffhowmuchmatter.)Givestudentsachancetowrite
downtheirownanswers(likeaprequiz).Collectandaskforvolunteeranswers.(Take
pollofhowmanyagreed,whatwasdifferentifyouthoughtsomethingelse?)
Lesson1MainTeachingActivities(35minutes)
Diagramoutandmodelhowtree/seedgetsitsmass.Organic/livingthingsmade
upofmostlycarbon,sothatmassismostlycarbon.Whatdoesaplantneedtogrow?Can
itgrowinasealedcontainer?(sunlight,water,air)Whatdoesitneedfromtheair?What
doplantstakein?Wheredotheytakeitin.Photosynthesishappenswithwhatpigment
(whereisthisgreencholorphyll?Sowheredoyouthinkthatphotosynthesistakesplace?
=>how/wheredoesthecarboncomefrom?)
Introduceideaofmakingsugars,balancingin/out(conservationofmatter!)
Usingsugars.Alllivingthingsneedasourceoffood,ifautotrophsmaketheir
ownfood,aretheygoingtojustmakeitforsomethingelse?No,theyneedtouseit!
ThatsWHYtheymakeit/whytheydophotosynthesis.
Sodojustanimalsusetheirfood?No,plantsdoto.Sowhenplantsdo
photosynthesis,theytakeinCO2andmakewhat(review).Whatdoweusefromtheair
whenwebreathin?Why?Whatdoweuseitfor?Touseourfood.Cellularrespiration.
Gothroughthiswiththemaswell.
Drawoutins/outsofeachprocess,highlightwherecarboniscomingfrom/going
to.Drawexample,gooverlabelswecoulduse(Willuse,inLesson2).
Lesson1Conclusion(8minutes)
Havestudentswrapthingsup,collectpapersifitseemsreasonablethatstudentsfinished
duringthemacro,letthemknowthatwellbeworkingonthematter(carbon)tracing
aspecttomorrow.Askhowitwent,askforquestions/struggles.Remindofotherdue
dates.

Lesson2Materials
CarbonTIMEcarbontracingworksheet,andpowerpoint.

Lesson2Introduction(20minutes)
Reviewtreequestionwheredoesatreegetitsmass?Whatelementis
responsible?Howdiditgetthere?Howwillitleave?Whatprocessesdidwecallthese?
Whataretheinput/outputsofeach?Cananimalsdobothofthese?
Remindstudentsofcarbontracing,conservationofmatter,whyweredoingthis.
Walkthemthroughexamples/formattheworksheet/packetsaskingfor,andafewbumps
expected(biosynthesismeaning,etc).Howtodrawthearrows,whateachlabelmeans.
Giveexampleusingtree
Lesson2MainTeachingActivities(40minutes)
Passoutworksheets.
PassoutcopiesoftheLesson3.2TracingCarbonWorksheet.Havestudentscomplete
PartIingroups(~4students).ShowSlide2ofLesson3.3TracingCarbon
Presentationwhiletheywork.Afterwards,useSlide3forstudentstochecktheir
answers.
Practicetracingcarbonthroughanecosystem.
UseSlide4ofthePresentationtodiscusstheiranswerstoPartIoftheWorksheet.
Then,withtheclassasawhole,practicetracingcarboninthescenariosinSlide5,6
and7.Ask:Whatisthepathacarbonatomwouldtaketomovefromtheatmosphere
toaflower?Whatisthepathacarbonatomwouldtaketomovefromtheatmosphere
tothemuscleofarabbit?Whatisthelongestpathacarbonatomwouldtaketomove
fromtheatmospheretoadecomposer?
Drawarrowsandprocesses.
DisplaySlide8ofthePresentationwhilestudentsfilloutPartIInumbers24(arrows
andprocesses)ontheWorksheet.Then,useSlide9tocomparetoanotherclasss
data.
AnswertheCarbon/MovementQuestion.
UseSlide10ofthepresentationtoremindstudentsoftheCarbon/Movement
QuestionandSlide11toshowstudentstheanswertotheCarbon/Movement
Question.HavestudentscomparethistotheanswertoPartIInumber4ontheir
worksheet.

Lesson2Conclusion(10minutes)
Havestudentswrapthingsup,putmaterialsaway/collected,intheirseats.Reviewwhat
happened!Whatdidwehavetroublewith,whatdidwegetthehangof,howdidthis
help,whatquestionsdowehave?Remindofotherduedates.
Lesson3Materials
GrandmaJohnsonscarbonquestion(onsheetexplaining,withpictureofgrandmaand
coyote).
Lesson3Introduction(40minutes)
RevisitstudentideasabouttheCarbon/MovementQuestion.
Gothroughthepacketwiththem,ifdidnthavechancethedaybefore(Isuspectwe
wont).
Highlighttheprocesseswetalkedabout(photosynthesis,respiration)andespeciallyhow
decompositiontiesin(didthiswithgroupswhiletheyworked,butagainnowwith
wholeclass).Whatsinthesoilthatthosedeadthingsandfecesgoto?Whatdothese
thingsbecometoorganismsinthesoil?Iftheseorganismsareusingtheirfood,what
happens?Etc.
Lesson3MainTeachingActivities(20minutes)
Have students take grandma johnsons carbon quiz question on their own, with
explanation and drawing tracing carbon. Tell them the story and remind that coyote
doesnt eat Gram.
Go through tracing this (key points with CR/carbon from air to plant) after. Answer any
stray but interested and related questions.
Lesson3Conclusion(10minutes)
Wrap up the sequence! Ask students what theyve learned, has this helped their
understanding, other questions, connections. Review with them some of the highlights.
Remind of due dates for sequence work and other things. Give heads up for next days
plan.

PartIVAssessmentofFocusStudents
A.FocusObjective
Describecarboncyclingwithinecosystemsasmovementofcarbonatomsamongpoolsassociated
movementofmaterialsandcarbontransformingprocesses.
Describetheflowofenergyfromthesunthroughtheecosystemtoheat.

B.DevelopingAssessmentTasks
Possiblefocustasks/questions:
Explainhowcarbonatomsmovebetweenecosystempools.
Explain how energy is transformed into chemical energy when it enters an ecosystem.
Explain how chemical energy moves between ecosystem pools.*
Explain how chemical energy is transformed when plants or animals use it.*
Explain how chemical energy eventually leaves an ecosystem.
Why do plants and animals do cellular respiration?