Colorado Agriscience Curriculum Development s1

Colorado Agriscience Curriculum Development

Section: Plant and Soil Science

Unit: Plant Cells

Lesson Title: Lesson 7: Carbon Cycle

Colorado Agricultural Education Standards: AGS11/12.4 AGS11/12.4.7 11 & 12 Understand photosynthesis and respiration.

Colorado Science Standards: comparing and contrasting the processes of photosynthesis and SCI3.2.1 Science respiration explaining how simple molecules can be built into larger SCI3.2.2 Science molecules within organisms explaining how large molecules are broken down into smaller SCI3.2.3 Science molecules, serving as an energy source or as basic building blocks in organisms

Student Learning Objectives/Enablers As a result of this lesson, the student will be able to. . . 1. Describe the steps of the carbon cycle 2. Understand the relationship of the carbon cycle and photosynthesis

Time: Instruction time for this lesson: 50 minutes.

Resources: Modern Biology, Holt, Rinehart and Winston Agriscience Fundamentals and Applications, Cooper and Burton Introduction to Horticulture,Schroeder/Seagle/Felton/Ruter/Kelley/Krewer

Tools, Equipment, and Supplies PSS.PRO.1- one per group Two sprigs of Elodea or other water plant per group Two test tubes per group Water Two wide-mouthed jars per group Matches or lit candle

Key Terms. The following terms are presented in this lesson and appear in bold italics: Carbon Cycle Homeostasis

Interest Approach

Unit 2, Lesson 7: Carbon Cycle 1 Students will do a lab showing that plants use carbon dioxide and produce oxygen through photosynthesis. This lab will also show students that plants do not produce oxygen at night because photosynthesis does not occur without light. Students will work with partners; each group will need one PSS.PRO.1. You may also display these procedures on the overhead for them to follow. This lab does need to sit for a few days, so it is recommended to start the lab two to three days before you plan to teach the lesson.

We have already discussed photosynthesis. Now we are going to find out another reason photosynthesis is so important. Does anyone remember what photosynthesis was?

Allow students to answer. The key points that you want them to identify are that photosynthesis uses carbon dioxide and water to produce oxygen and that photosynthesis does not occur at night. You may have to prompt them with some follow-up questions to encourage these answers from the students.

Great, we know from our previous studies that photosynthesis makes oxygen by using carbon dioxide and water. We also know that photosynthesis does not occur at night. Now that we have reviewed photosynthesis, I need you to find a partner. You have 5 seconds. 5…4…3…2…1…Time. Now that you have your partner, remember that you do not start until I say, “Go.” I am giving each of you some procedures to follow for this lab (PSS.PRO.1). You will need to read all of the procedures before starting. You will also need the materials listed on this page, which are located in the front of the room. I am going to give you two minutes to read the procedures, “Go.”

Allow two minutes for students to read the procedures.

Did everyone get through the procedures? Are there any questions about the procedures? Okay, “Go”.

SUMMARY OF CONTENT AND TEACHING STRATEGIES

Objective 1. Describe the steps of the carbon cycle

Students will learn this by using the “Little Professor e-moment.” You will need to divide the class into two groups: one group of “Einstiens,” one group of “Picassos.” You will teach the Picassos the lesson while the Einsteins sit quietly. Picassos will need a blank piece of paper.

With the same partner that you had during the lab, you now need to decide which one of you is going to be an “Einstein” and which one will be a “Picasso.” You have 5 seconds. 5…4…3…2…1… Time. Now the Einsteins will sit silently while I teach the Picassos. Einsteins, you may read or doodle or whatever you want. Your only rules are that you must stay in your seat, you cannot make any noise, and most importantly, you cannot listen to what I am teaching the Picassos. Einsteins, are you ready? Okay, Picassos, pay attention. We are going to talk about the carbon cycle. Do any of you know what that

Unit 2, Lesson 7: Carbon Cycle 2 is? You should probably take notes because you will have to teach all of the Einsteins what it is. However, since you are not the note-taking type, you are going to draw pictures representing what I teach you. Are you ready? The carbon cycle is the process by which animals and plants use and create carbon. Plants use up carbon and produce oxygen with it. While animals, such as ourselves, use up oxygen and produce carbon. The carbon that we are talking about is found in the form of carbon dioxide. The carbon cycle is why people are so worried about cutting down the rain forests; if we didn’t have very many plants, this cycle would not produce enough oxygen. If we have a perfect balance between plants and animals (and carbon and oxygen), it is called homeostasis. Homeostasis means that we (animals) are producing the same amount of carbon dioxide as plants are producing of oxygen. This creates a safe equilibrium in the atmosphere. Picassos, do you have the material?

You may have to repeat the information one or two times for them to get their pictures done.

Okay, Einsteins, come back to us. The Picassos have been educated on an important topic, now it is their job to teach it to you. Einsteins look at your Picasso, and say, “Oh brilliant one, paint me a picture please.”

Allow five minutes for the Picassos to teach the lesson to the Einsteins. Once they have taught the section you may use PSS.PP.1 and review it with the whole class.

Objective 2. Understand the relationship of the carbon cycle and photosynthesis

Students will learn this by reversing their roles in the “Little Professor e-moment.” Now you are going to teach the Einsteins while the Picassos sit silently. Then the Einsteins will teach the lesson to the Picassos.

Now the Picassos will sit silently while I teach the Einsteins. Picassos, you may read or doodle or whatever you want. Just remember the rules: you must stay in your seat, you cannot make any noise, and most importantly, you cannot listen to what I am teaching the Einsteins. Picassos, are you ready? Okay, Einsteins, pay attention. We are going to talk about how the carbon cycle relates to photosynthesis. Make sure that you take detailed notes because you will have to teach all of the Picassos this relationship. Are you ready? The carbon cycle only occurs during photosynthesis that is why in our lab the plant that sat in the dark did not produce any oxygen. The definition of photosynthesis is: the conversion of light energy into chemical energy stored in organic compounds. There are basically two contributors to the carbon cycle: animals which make carbon dioxide and plants which use up carbon dioxide. The carbon cycle has been studied for years because of its contributions to the theories of global warming and ozone depletion. Einsteins, do you have the material? Okay, Picassos, come back to us. The Einsteins have been educated on an important topic, now it is their job to teach it to you. Picassos look at your Einstein, and say, “Oh wise one, please share your knowledge with me.”

Allow five minutes for the Einsteins to teach the lesson to the Picassos.

Unit 2, Lesson 7: Carbon Cycle 3 Review/Summary

Have students do a Bob the Weather Guy Moment. Ask students to summarize the day’s lesson as if it were a weather report. Have them highlight the highs and frontal systems in the lesson. This should be fairly easy for students to do since this lesson relates to sunlight, etc.

Application

Extended Classroom Activity:

Students can watch a movie dealing with the carbon cycle and its effects. Suggested movies are, Biodome and The 6th day.

FFA Activity

Have students participate in local speech contest. Students can use the topics of agricultural technologies and their application to/of the carbon cycle. For example, the use of ethanol, which is a cleaner burning fuel than traditional fossil fuels.

SAE Activity

Students can set up a composting lab. Students can also test different soils for carbon in the greenhouse or on their farm.

Evaluation

(PSS.CARBON.Assess)

Answers to Assessment: 1. Process in which carbon is cycled through the biosphere 2. Photosynthesis uses carbon and produces oxygen, therefore at night the carbon cycle does not occur. 3. The maintenance of equilibrium in the environment.

Suggested Scoring: 1- 5 points 2- 5points 3- 5points Total- 15 points

Unit 2, Lesson 7: Carbon Cycle 4 (PSS.CARBON.Assess) Name: ______

The Carbon Cycle

1. Explain in your own words what the carbon cycle is. It is highly recommended that you include a picture.

2. Explain what role photosynthesis plays in the carbon cycle.

3. Explain in your own words what the term homeostasis means.

Unit 2, Lesson 7: Carbon Cycle 5