LESSON PLAN

Author: Tiffani Tran

Title of lesson: Visualizing the Nitrogen Cycle

Date of lesson: 4^th 6-weeks

Length of lesson: 50 minutes

Name of course: Project-Based Instruction

Grade level: 9^th or 10^th

Honors, regular, or magenet: All levels

TEKS addressed:

§112.43. Biology

(9)  Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to:

(D) analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment

(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to;

(A) analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles

§112.44. Environmental Systems

(5)  Science concepts. The student knows the interrelationships among the resources within the local environment. The student is expected to:

(F)  evaluate the impact of human activity and technology on land fertility and aquatic viability.

Concept(s): Focusing on the nitrogen cycle, students will learn how nutrients cycle in the biosphere. This will lead into a discussion of how human influences alter this cycle and consequently, prompt students to consider how they can be a positive impact for the environment.

Performance Objectives:

Students will be able to:

• Identify nutrients in the biosphere and explain how they are used by autotrophs and heterotrophs
• Distinguish between energy flow and nutrient cycles
• Diagram the nitrogen cycle
• Analyze how human activity impacts the nitrogen cycle

Resources, materials and supplies needed

Biovue animation from

Safety Considerations

None

Supplementary materials, handouts

Presentation handout

ENGAGEMENT

What Teacher Does	Probing Questions	Expected Student Response
Ask students to draw what they know about nutrient cycles on an overhead. (Think, pair, share activity and come up with a joint diagram) Get students thinking about how nutrients are involved in the life cycle. *A common misconception among students is that wood is made up of phosphate and nitrate rather than carbon. Autotrophs manufacture carbohydrates, proteins, fats, and vitamins. Compare nutrients and energy in the biosphere. Ask students to think about how these two things are used and where they go after they are used. Nutrients cycle and energy flows. 5 minutes	1. How are nutrients important to the life cycle? 2. How do living organisms get the nutrients they need? 3. What kinds of nutrients are there? 4. Can anyone remind me what an autotroph does? What do you think it does with these nutrients? 5. Can anyone remind me what a heterotroph does? How do you think it obtains its nutrients? 6. What happens to nutrients when animals die? 7. Where does energy primarily come from and how is it transmitted to animals (heterotrophs)? 8. What happens to the energy animals obtain from their food? Is it also recyclable?	1. They help the plant to grow and reproduce (by building living tissue). 2. Soil, air, water, food. 3. water, carbon dioxide, nitrogen, phosphorous, potassium 4. It takes the nutrients and makes its own food (carbohydrates, proteins, fats, vitamins). 5. Heterotrophs cannot make their own food and must eat autotrophs (plants), which have nutrients. 6. The nutrients go back into the ground (recycled) for the next group of autotrophs. 7. The sun and gets to animals through the food they eat. 8. Animals use that energy (so energy is loss through heat). Energy is not recyclable.

EXPLORE

What Teacher Does	Probing Questions	Expected Student Response
Let students watch a Biovue animation of the nitrogen cycle (videodisc side 4). Then ask students to get together in groups of four and to make a 3-minute presentation of the nitrogen cycle in an exciting way (short play, rap song, opera, etc.) so that other students can remember the key components. Hand out worksheet to let students know what you want in the presentation. 25 minutes		Atmosphere, soil, amino acids and proteins that make up tissues of living things Nitrogen fixation is when nitrogen gas is coverted into other forms, which primary producers (autotrophs) can then absorb and use. From food they eat. Ammonium, nitrate, nitrite The action of lightning, microscopic primary producers in the photic zone, nitrogen-fixing bacteria on the roots of plants, bacteria action in the soil Animal wastes (urea, uric acid), decay.

EXPLAIN

What Teacher Does	Probing Questions	Expected Student Response
Each group gives their 3-minute presentation of the nitrogen cycle. Then ask class questions to clarify any misconceptions. 15 minutes	How do you think the amount of oxygen in the air compares to the amount of nitrogen? Are plants able to use all of that nitrogen? Do animals directly receive the nitrogen source they need? Why do animals need nitrogen?	Nitrogen is most abundant gas (80%) No. It must go through a usable form first (nitrogen fixation) by the action of bacteria. No. They get it from eating plants. They need nitrogen to make proteins and amino acids.

ELABORATE

What Teacher Does	Probing Questions	Expected Student Response
Get students thinking about how nitrogen cycle can be affected in other places besides their local areas. Ecosystems are smaller parts of the biosphere in which nutrient cycles occur. Ultimately, though, these cycles are global processes and affect other ecosystems as well. Although fertilized plants can absorb nitrogen compounds and denitrifying bacteria convert some into atmospheric nitrogen, the huge quantities of chemical fertilizer exceed the soil’s natural recycling capacity. 5 minutes	How does human activity affect the balance of the nitrogen cycle? Where does that runoff come from, where does it go, and why should we be concerned? Why is algae overgrowth a concern? What are all the places you can think of that might need fertilizers? Why do you think this might be a concern to the nitrogen cycle? What happens when nitrogen leaches through the soil? Where do we get our water?	Runoff, factories, fertilizers,etc. Runoff from precipitation, irrigation, and factories (sewage treatment plants), which carries excess nitrogen into rivers, streams, and lakes, where they cause algae overgrowth. Algae overgrowth deprives life in the water of oxygen and they will die. Nitrogen fertilizers are applied to crops, lawns, and golf courses. Too much fertilizer will disrupt the cycle (students might need help here). It can enter groundwater supplies. If this drinking water enters the human digestive tract, nitrates are converted to nitrites, which can be toxic.

EVALUATE

What Teacher Does	Probing Questions	Expected Student Response
Teacher can watch student presentations and check off the points they covered with a rubric.

I. Some Concepts to Include in Your “Nitrogen Cycle” Presentation:

(this is not by any means a comprehensive list and should not limit you in being more creative)

*What are the major processes of the nitrogen cycle?

*Where can nitrogen be found?

*What is and why is nitrogen fixation necessary?

*How do heterotrophs obtain nutrients?

*What are all the forms nitrogen can be found as?

*What triggers the fixation process?

*How does nitrogen get returned back to the cycle?

II. Some Ideas for a 3-minute presentation:

*short skit, rap song, opera piece, dance routine, etc.

*Realize you only have 20 minutes to work on this!

*Tip: How do you think you would learn the material best?

III. Rubric

CATEGORY	4	3	2	1
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Nitrogen Fixation	Defines term with excellent explanation and examples showing how nitrogen fixation works and the importance.	Defines term with a good explanation and some examples to show how nitrogen fixation works.	Defines term with a brief explanation and example.	Defines term with no examples.
Explanation of Nitrogen Cycle	Illustrations used to explain nitrogen cycle are excellent. Easy to follow presentation and all connections are accurately made between where nitrogen comes from and how autotrophs and/or heterotrophs use it. Explains how nitrogen is returned to the cycle. Shows understanding of relevancy of nitrogen cycle by making connection to how human activity affects cycle.	Illustrations used to explain nitrogen cycle are good. Easy to follow presentation and all connections are accurately made between where nitrogen comes from and how autotrophs and/or heterotrophs use it. Explains how nitrogen is returned to the cycle.	Illustrations used to explain nitrogen cycle are still unclear. Attempts to make connections between where nitrogen comes from and is used by autotrophs and/or heterotrophs. Explains how nitrogen is returned to the cycle.	Does not or poorly explains the nitrogen cycle processes with few illustrations. Connections are not made between where nitrogen comes from and how it is used by autotrophs and/or heterotrophs. Does not explain how nitrogen is returned to the cycle.
Overall Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality