Material Cycles –Lesson # 5
State Standards
Performance Indicators
MST Standard 4: Students
will understand and apply
scientific concepts, principles
and theories pertaining to the
physical setting and living
environment
Prior Knowledge/Building
Background Knowledge
2-prong
Basic knowledge and
connection to their existing world
Bell ringer and link to ecology: How
important is it to have access to
resources such as oxygen, water,
carbon dioxide? Imagine an
environment without these
resources, what would happen?
powerpoint and guided notes
handout on material cycles
Knowledge/Skills Students Will Evidence that students
Acquire (Bloom’s) understand – Performance
Students will be able to… tasks other assessments/checks
for understanding
Pre-test: material cycles related
vocabulary and concepts
Students will evaluate the importance Discussion and bell ringer
of material cycles within an ecosystem handout and exit slip reply
Students will be able to identify Exit slip (day1) response and
different material cycles that occur in group work activities on water,
nature and the key processes involved carbon-oxygen, and nitrogen
cycles
Students will be able to illustrate the HW- students will illustrate the
water cycle water, carbon-oxygen, and
nitrogen cycles
Teacher Candidate: Jamie Prudhomme_______________ Date: 10Nov2009_______
Lesson Plan Template

Unit Title: Relationships in the Living Environment- Ecology

Essential Question(s): How important are the relationships and interactions in your life?
Imagine life in a bubble, what would you need to sustain life?

Material Cycles lesson 5 days 1, 2 and 3

Lesson
Title/Number

How important is it to have access to resources such as oxygen, carbon

Lesson Question (s) dioxide, water, and nitrogen?

MST Standard 4: Students will understand and apply scientific concepts,

State Standards principles and theories pertaining to the physical setting and living
and Performance environment
Indicators

Lesson Objectives Students will be able to:

(Bloom’s Taxonomy) • Identify different material cycles that occur in nature and the key
processes involved
• Illustrate the water, carbon-oxygen, and nitrogen cycles
• Evaluate the importance of these material cycles to ecosystem
stability

----------------------
• Bell ringer responses (identification and evaluation)
Acceptable
• Group work activities for the identifying the key processes
Evidence
involved in the different material cycles
• Exit slip responses- evaluation
• Homework- Illustrations of the water, carbon-oxygen, and
nitrogen cycles
Material Cycles –Lesson # 5

Day 1: Pre-test: Students will be given a pre-test on material cycle key

terms and concepts (See attached). Handout at very beginning of class.

Bell Ringer and Day 1: Bell Ringer: Handout: How important is it to have access to
Prior Knowledge resources such as oxygen, water, carbon dioxide? Imagine an
Tap – this can be environment without these resources, what would happen? Following the
together or pre-test students will be given a handout with this bell ringer question
separate (see attached). Student will respond to the questions and the handout will
be collected for participation points. The teacher will then call on
students to share their responses with the class. Following a brief
discussion the teacher will make connections between the class
discussion and material cycles in an ecosystem. The teacher may say: “In
order to be self-sustaining ecosystems must have a cycling of matter such
as O2, CO2, H2O, and Nitrogen between organisms and the abiotic
environment. Without these key elements the organism in the ecosystem
would not be able to carry out life’s process and as a result die.”

Day 2: Prior Knowledge Tap (handout see attached): Students will

complete the water cycle diagram by filling in key information.

Day3: Bell ringer/prior knowledge tap (handout see attached): What is

nitrogen used for in our bodies? Student will respond to the questions and
the handout will be collected for participation points. The teacher will
then call on students to share their responses with the class. Following a
brief discussion the teacher will make connections between the class
discussion and material cycles in an ecosystem. The teacher may say:
“Nitrogen is an essential component of all living things; it is required for
the production of proteins. Nitrogen just like carbon, oxygen, and water
is cycled through the environment.”

___________________________________________________________
Procedure – Day 1: Following the pre-test and bell ringer :
teacher input, Using the attached powerpoint presentation and guided notes handout the
modeling, guided teacher will give a lesson on material cycles in ecosystems.
practice,
independent 1. The teacher will hand out the attached guided notes (see attached)
practice, and/or
activities 2. Using the attached powerpoint presentation and guided notes the
teacher will go over the lesson question and lesson objectives
*Accommodations with the students (see powerpoint and guided notes). (research
for learning based instructional strategy- setting objectives)
modalities are
required. 3. The teacher will use the powerpoint presentation to guide students
through the cycling of materials in an ecosystem
 4. The students will record notes on the guided notes handout.
(research based instructional strategy- summarizing and note-
taking)

5. Following slide 10 of the powerpoint have students cooperatively

work together to identify and describe the key processes in the
water cycle (see attached water-cycle activity) (research based
instructional strategy- cooperative learning)
• Divide the class into groups of four or five depending on
class size
• Handout each group the H2O cycle activity (see attached
water-cycle key processes activity)
• Go over the directions for this activity with the students
Procedure – (see attached activity).
teacher input, • Have two students repeat the directions for the H2O cycle
modeling, guided key processes requirements
practice, • Students will work cooperatively to identify and describe
independent the key processes of the water cycle
practice, and/or • The teacher will provide guidance or give feedback as
activities necessary.
• The teacher will collect the water cycle group activity
*Accommodations
(formative assessment)
for learning
modalities are
required.
6. Closure: The teacher will assign HW (see attached water cycle
assignment ) to be completed for the next class session and have
students complete an exit slip response (see attached material
cycles Day 1 exit slip)
a) The teacher will hand out the homework assignment
which requires students to illustrate the water cycle and
give the directions (see attached for directions-summative
assessment). (Research based instructional strategy-
homework and practice).
b) The teacher will have two students repeat the directions-
procedural check for understanding
c) The teacher will then hand out the exit slip for the students
to complete prior to leaving class (see attached day 1 exit
slip)
7. The students will complete an exit slip handout which returns to
the lesson question and objectives (See attached exit slip day 1
handout) to be completed independently prior to leaving class.

Day 2: Material cycles continued- Carbon-oxygen cycle

Procedure –
Material Cycles –Lesson # 5

teacher input, 1. The teacher will hand out the prior knowledge tap diagram at the
modeling, guided beginning of class (see attached prior knowledge tap day 2
practice, handout)
independent 2. The students will independently complete the prior knowledge tap
practice, and/or handout.
activities
3. The teacher will collect the handouts upon student completion and
*Accommodations will go over the correct answers.
for learning
modalities are 4. The teacher will instruct the students to take out their guided
required. notes on material cycles in ecosystems.

5. The teacher will use the attached powerpoint to continue the

lesson on material cycles extending the lesson into the carbon-
oxygen cycle ( slides 11-16)

6. The students will record notes on guided notes handout (Research

based instructional strategy-summarizing and note-taking).

8. Following slide 16 of the powerpoint have students cooperatively

work together to identify and describe the 4 key processes
involved in the carbon-oxygen cycle (see attached carbon-oxygen
cycle activity). (Research based instructional strategy-
cooperative learning).
• Divide the class into groups of four or five depending on
class size
• Handout each group the carbon-oxygen cycle activity (see
attached)
• Go over the directions for this activity with the students
(see attached activity).
• Have two students repeat the directions for the carbon-
oxygen cycle key processes requirements
• Students will work cooperatively to identify and describe
the 4 key process in carbon-oxygen cycle
• The teacher will provide guidance or give feedback as
necessary.
• The teacher will collect the carbon-oxygen cycle group
activity (formative assessment)

9. Closure: The teacher will assign HW (see attached Carbon-

oxygen cycle assignment ) to be completed for the next class
session and have students complete an exit slip response (see
attached Material Cycles Day 2 exit slip) (research based
instructional strategy- homework and practice)
a) The teacher will hand out the homework assignment
which requires students to illustrate the carbon-oxygen
 cycle and give the directions (see attached for carbon-
oxygen cycle assignment for directions-summative
assessment)
b) The teacher will have two students repeat the directions-
procedural check for understanding
c) The teacher will then hand out the exit slip for the students
to complete prior to leaving class (see attached day 2 exit
slip)

Day 3: Material Cycles continued-Nitrogen cycle

1. The teacher will hand out the bell ringer/prior knowledge tap
diagram at the beginning of class (see attached bell ringer/prior
knowledge tap day 3 handout)

2. The students will independently complete the bell ringer handout.

3. The teacher will collect the handouts upon student completion and
lead a brief group discussion (see above day 3 bell ringer for
Procedure – discussion)
teacher input,
modeling, guided 4. The teacher will instruct the students to take out their guided
practice, notes on material cycles in ecosystems. (research based
independent instructional strategy-summarizing and note-taking)
practice, and/or
activities 5. The teacher will use the attached powerpoint to continue the
lesson on material cycles extending the lesson into the Nitrogen
*Accommodations cycle ( slides 17-20)
for learning
modalities are 6. The students will record notes on guided notes handout.
required.
10. Following slide 20 of the powerpoint have students cooperatively
work together to identify the different types of bacteria involved
in the nitrogen cycle along with their functions. (research based
instructional strategy- cooperative learning)
• Divide the class into groups of four or five depending on
class size
• Handout each group the nitrogen cycle activity (see
attached nitrogen cycle activity
• Go over the directions for this activity with the students
(see attached activity).
• Have two students repeat the directions for the nitrogen
cycle activity
• Students will work cooperatively to identify the types of
bacteria in the nitrogen cycle as well as their functions
• The teacher will provide guidance or give feedback as
necessary.
Material Cycles –Lesson # 5

• The teacher will collect the nitrogen cycle group activity

(formative assessment)
Procedure –
teacher input, 11. Closure: The teacher will assign HW (see attached Nitrogen cycle
modeling, guided assignment ) to be completed for the next class session and have
practice, students complete an exit slip response (see attached Material
independent Cycles Day 3 exit slip) (research based instructional strategy-
practice, and/or homework and practice).
activities d) The teacher will hand out the homework assignment
which requires students to illustrate the Nitrogen cycle and
*Accommodations give the directions (see attached for nitrogen cycle
for learning assignment for directions-summative assessment)
modalities are e) The teacher will have two students repeat the directions-
required. procedural check for understanding
f) The teacher will then hand out the exit slip for the students
to complete prior to leaving class (see attached day 3 exit
slip)

Day 1:
Pre-test on material cycle terms and concepts (prior knowledge tap
Checks for -formative assessment)
understanding –
directions, Bell ringer/prior knowledge tap questions -formative assessment
procedures,
routines, and Directions: Have two students repeat the directions for group work
content (formative) activity- Water cycle key processes and description activity

Group Activity- Water cycle key processes and descriptions –formative

assessment

Exit slip response – formative assessment

Day 2:
Bell ringer/prior knowledge handout- check for understanding

Group activity- Carbon-oxygen cycle key process and descriptions

Exit slips response-formative assessment

Teacher will make notes in his/her journal identifying how the lesson
went. For example, difficulties observed, areas for improvement,
problems that arose -formative assessment
 Day3:
Bell ringer/prior knowledge tap-formative assessment

Group activity- Nitrogen cycle-types of bacteria required and key

functions –formative assessment

Exit slip responses-formative assessment

Teacher will make notes in his/her journal identifying how the lesson
went. For example, difficulties observed, areas for improvement,
problems that arose -formative assessment

• Pre-test on material cycle related concepts and vocabulary

Assessment – type (formative assessment). Purpose is to identify what my students
and purpose already know and what they do not know in order to appropriately
lesson plan.
• Bell ringer day 1: assess students prior knowledge on the
importance of material cycles-formative assessment

• Bell ringer/Prior knowledge tap day 2: check students

comprehension of the water cycle-formative assessment

• Bell ringer day 3: check students prior knowledge on why

nitrogen is essential in our bodies –formative assessment

• Material cycle group activities days 1, 2, and 3: Students will

indentify and provide a description of the key processes/elements
of the water, carbon-oxygen, and nitrogen cycles- formative
assessment

• HW days 1, 2, and 3: Students will be required to illustrate the

water, carbon-oxygen and nitrogen cycles, the purpose is the
evaluate students comprehension of the different material cycles
in nature- summative assessment

• Exit slip Day 1: Students identify three material cycles as well as

evaluate the importance of these cycles- formative assessment

• Exit slip Day 2: Students will identify 4 key processes in the

carbon-oxygen cycle-formative assessment

• Exit slip Day 3: Students will identify 4 types of bacteria required

in the nitrogen cycle- formative assessment
Material Cycles –Lesson # 5

Day 1 (see attached exit slip): Return to the lesson objectives to evaluate
students comprehension of the following key concept (material cycles
Closure and ecosystem stability):
1. What are three material cycles that occur in nature?

2. Why is it important that these materials be cycled through an

ecosystem?

Day 2: (see attached exit slip): Return to lesson objectives to assess

students comprehension of the carbon-oxygen cycle:
1. Identify the 4 key processes in the carbon-oxygen cycle

Day 3: (see attached exit slip): return to lesson objectives to assess

students comprehension of the nitrogen cycle
1. What are the 4 types of bacteria essential to the nitrogen cycle?
2. What are their functions?

Visual aids – powerpoint and guided notes handout

Auditory aids -teacher lecture of powerpoint presentation

Accommodations
Tactile/kinesthetic aids- Group activities

The teacher generated powerpoint presentation, guided notes on material

cycles, material cycle key terms handout, the water cycle activity
handout, the carbon-oxygen cycle activity handout, the nitrogen activity
Materials
handout, day 1,2, and 3 homework assignments, exit slips, bell ringer
handouts
Planning time required- 3hrs for days 1-3
Day 1 instructional time-40minutes
Duration Day2 instructional time- 40minutes
Day3 instructional time-40minutes
 Material Cycles Guided Notes

Lesson Question:
What are material cycles and why are they important?

Lesson Objectives:
• Identify different material cycles that occur in nature and the key processes
involved

• Illustrate the water, carbon-oxygen, and nitrogen cycles

• Evaluate the importance of these material cycles to ecosystem stability

Material Cycles –Lesson # 5

What are material cycles?

In regards to material cycles what is meant by matter?

Why do living organisms require water and elements such as carbon, oxygen, and nitrogen?

All matter __________, it is neither created nor destroyed

If an ecosystem is to be ________________, materials must be ____________ among the

organisms and the abiotic environment.

The same materials needed to carry out life's processes can be ___________by different living
organisms.

In an ecosystem ____________ flows and _____________ cycle.

What are three essential material cycles to ecosystem stability?

1)
2)
3)

Identify at least two reasons why water is essential to ecosystems stability.

What drives the movement of water through an ecosystem?

What are the three ways that water vapor enters the atmosphere?

What happens to water vapor as it is carried to high altitudes in the atmosphere? What is this
process called?

How does water in the atmosphere return to Earth’s surface?

__________% of precipitation falls into the oceans __________% returns to the land where part
of it evaporates back into the atmosphere.

What happens to the water that is not evaporated back into the atmosphere?
Material Cycles –Lesson # 5

The Water Cycle

What are the 4 processes involved in the carbon-oxygen cycles?

1)
2)
3)
4)

In ___________________ carbon dioxide (CO2 ) and water (H2O )combined to form sugars
(CH2O) and oxygen (O2 )
• CO2 + H2O +light energy à CH2O + O2

In _________________animals take in simple sugars and oxygen and release carbon dioxide,
water, and energy (break bonds in simple sugars)
• CH2O + O2 à CO2 + H2O + energy
In the process of __________________ dead plants and animals are broken down to return
_________, ____________, nitrogen, calcium, and other elements to the soil and atmosphere.

What organisms return dead organic materials to the soil and atmosphere? Give at least two
examples

What is combustion and what product does this process release into the atmosphere?

How does natural combustion occur?

How else does combustion take place? Why is this an environmental concern?
Material Cycles –Lesson # 5

Carbon-Oxygen Cycle

__________________ returns oxygen to the atmosphere

__________________ returns CO2and water to the atmosphere
__________________ returns CO2 and Oxygen to atmosphere and soil
__________________ releases CO2 into the atmosphere

About 80% of the air is elemental _______________

____________ is needed for the production of proteins, which is essential to all living things

What form must nitrogen be in for organisms to be able to use it?

What are the four types of bacteria essential to the nitrogen cycle?
1)
2)
3)
4)

Nitrogen becomes available to plants through the action of________________ bacteria

Nitrogen-fixing bacteria converts atmospheric nitrogen into _______________

Plants use___________ for protein synthesis

Animals eat plants and convert the plant____________ into animal __________

Nitrogenous wastes and the bodies of dead plants and animals are broken down by
_______________________ and ammonia (NH3) is released

Ammonia may be converted into nitrates by ___________________

Nitrogen containing compounds may also be broken down by ___________________, resulting

in the release of nitrogen into the atmosphere
Material Cycles –Lesson # 5

Nitrogen Cycle
 Pre-test Material Cycles

Name_______________ Date_________

What is matter?

What are material cycles?

Why do living organisms require water and elements such as carbon, oxygen, and nitrogen?

Is matter used up or does it cycle through nature?

What are three essential material cycles to ecosystem stability?

1)
2)
3)

Identify at least two reasons why water is essential to ecosystems stability.

What drives the movement of water through an ecosystem?

What are the three ways that water vapor enters the atmosphere?

How does water in the atmosphere return to Earth’s surface?

Material Cycles –Lesson # 5

What are the 4 processes involved in the carbon-oxygen cycles?

1)
2)
3)
4)

What process is represented by this chemical equation?

CO2 + H2O +light energy à CH2O + O2

What process is represented by this chemical equation?

CH2O + O2 à CO2 + H2O + energy

What gases are given off as a result of the process of decomposition?

What organisms return dead organic materials to the soil and atmosphere? Give at least two
examples

What is combustion and what product does this process release into the atmosphere

What gas is most abundant in the atmosphere?

What element is needed for the production of proteins?

What form must nitrogen be in for organisms to be able to use it?

What are the four types of bacteria essential to the nitrogen cycle?
1)
2)
3)
4)
Material Cycles –Lesson # 5

Bell Ringer/Prior Knowledge Tap

Material Cycles (Day1)
Name_______________ Date_________
Directions: Answer the questions below

How important is it to have access to resources such as oxygen, water, carbon

dioxide? Imagine an environment without these resources, what would happen?
 Bell Ringer/Prior Knowledge Tap
Material Cycles (Day2)
Name_______________ Date_________
Directions: Fill in the blanks to accurately identify the steps illustrated in the
diagram below.
Material Cycles –Lesson # 5

Bell Ringer/Prior Knowledge Tap

Material Cycles (Day3)
Name_______________ Date_________
Directions: Answer the question below

What is nitrogen used for in our bodies?

 Exit Slip
Material Cycles (day 1)
Name______________ Date___________

Directions: Answer the questions below and turn in the exit slip prior to leaving
class.

1. What are three material cycles that occur in nature?

2. Why is it important that these materials be cycled through an ecosystem?

Material Cycles –Lesson # 5

Exit Slip
Material Cycles (day 2)
Name______________ Date___________

Directions: Answer the question below and turn in the exit slip prior to leaving
class.

1. Identify the 4 key processes in the carbon-oxygen cycle

 Exit Slip
Material Cycles (day 3)
Name______________ Date___________

Directions: Answer the question below and turn in the exit slip prior to leaving
class.

1. What are the 4 types of bacteria essential to the nitrogen cycles?

2. In regards to the nitrogen cycle what are the functions of these bacteria
Material Cycles –Lesson # 5

Material Cycles- The Water Cycle Assignment

Name: ____________________ Date: _____________

Directions: Illustrate and label the key processes of the water cycle.

What you have to do exactly:

 Draw and accurate representation of the water cycle -6pts
 Label key process that occur in this material cycle- 4pts
Total point- 10points
 Material Cycles- The Carbon-Oxygen Cycle Assignment

Name: ____________________ Date: _____________

Directions: Illustrate and label the key processes of the carbon-oxygen cycle.

What you have to do exactly:

 Draw and accurate representation of the carbon-oxygen cycle -6pts
 Label key process that occur in this material cycle- 4pts
Total point- 10points
Material Cycles –Lesson # 5

Material Cycles- The Nitrogen Cycle Assignment

Name: ____________________ Date: _____________

Directions: Illustrate and label the key processes of the nitrogen cycle.

What you have to do exactly:

 Draw and accurate representation of the nitrogen cycle -6pts
 Label key process that occur in this material cycle- 4pts
Total point- 10points
 Material Cycles – The Water Cycle Group Activity

Names: __________________ Date:________

Directions: Work collaboratively to identify and describe the key processes in the
water cycle. Additionally draw a picture representation for each one of the key
processes of the water cycle.

Water Cycle Key Process:

Material Cycles –Lesson # 5

Material Cycles – The Carbon-Oxygen Cycle Group Activity

Names: __________________ Date:________

Directions: Work collaboratively to identify and describe the key processes in the
carbon-oxygen cycle. Additionally draw a picture representation for each one of
the key processes of the carbon-oxygen cycle.

Carbon-Oxygen Cycle Key Process:

 Material Cycles – The Nitrogen Cycle Group Activity

Names: __________________ Date:________

Directions: Work collaboratively to identify the different types of bacteria

involved in the nitrogen cycle and provide a description of their functions.

Nitrogen Cycle Essential Bacteria and their Functions:

1.

2.

3.

4.
Material Cycles –Lesson # 5