Group Activity for Earth Science Unit Nutrient …...Group Activity for Earth Science Unit Nutrient Cycles Make Our World Go Around Guided Resources: The Water Cycle About Earth’s

Science Grade 9

Facilitator’s Guide Page 1 of 4

Group Activity for Earth Science Unit

Nutrient Cycles Make Our World Go

Around

Overview Students work in groups of four to explore the general concepts of nutrient cycles and then to apply these concepts as they investigate human impacts on their local cycles. Printable resources include:

o Facilitator’s Guide o Optional Guided Resources for each cycle o Group Project Guide including Peer and Self-Assessment documents o Guided Investigation for each cycle (water, nitrogen, phosphorus, and carbon)

Objectives

Content Curricular Core

Student can:

• understand and explain that the biosphere, geosphere, hydrosphere, and atmosphere are interconnected via nutrient cycles

• comfortably describe specific components, processes, and chemical reactions of at least one of the following cycles: water, nitrogen, carbon, or phosphorus

• be comfortable with, and can appropriately use the terms: sink, leaching, runoff, eutrophication, bioaccumulation, and biomagnification

• discuss how humans positively and negatively impact the various cycles within their local region

• recognize connections at, and between, local and global levels

Student can:

• demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

• experience and interpret the local environment

• consider social, ethical, and environmental implications from their own, and others’, investigations

• construct, analyze, and interpret graphs, models, and diagrams

• communicate scientific ideas, claims, information, and suggest a course of action, using evidence-based arguments and appropriate scientific language, conventions, and representations

Student can:

• summarize key ideas and recognize commonalities

• work to achieve a common goal; do their share

• take ownership of their goals, learning, and behaviour

• analyze complex social or environmental issues from multiple perspectives and take thoughtful actions to influence a positive, sustainable change

Science Grade 9


Activity Description

o Time: minimum ~360 minutes (6 classes of 60 minutes each; depending on group dynamics, commitment, and ambition/creativity, an additional 60 minutes class may be recommended for Part 3: Group Collaboration)

o RECOMMENDED PROVOCATION ACTIVITIES (requires additional time):

• beginning with one of the following provocation activities may help students to gain local perspective and to better understand the importance and relevance of nutrient cycles ▪ The Thanksgiving Address (WCLN link to be added) ▪ a field studies trip to:

o clean up a local beach, stream, river o explore and record the differences between healthy ponds and

ponds experiencing natural or cultural eutrophication o a sewage treatment plant or composting centre o witness succession, such as from a forest fire or flood o a nature walk guided by a local elder who will share stories and

knowledge of how members of the local ecosystem interact and depend on each other

o a local harvesting or hunting activity

o Part 1: Investigation of Nutrient Cycles (~120 min; Days 1 and 2)

• form groups of 4 for the project

• groups read through the Group Project Guide

• groups must choose and develop one “mini-expert” for each of the following: ▪ water cycle ▪ nitrogen cycle ▪ carbon cycle and ▪ phosphorus cycle

• students develop their “mini-expert” knowledge, as individuals, using the appropriate Guided Investigation handout to guide their learning

• INCREASED COLLABORATION OPTION: form “mini-expert” groups for each Nutrient Cycle where students collaborate

o students may need to be taught/reminded that collaborating means they each research the same topic using different resources and then they discuss, share, and independently record their collective knowledge - it does not mean “divide and conquer” each section of the task

• OPTIONS for supporting students with their investigations: ▪ fully supported = students use the Guided Investigation AND the

Guided Resources as provided below ▪ partially supported = students use the Guided Investigation BUT they

must find their own resources ▪ minimally supported - students are simply instructed to investigate their

local cycles including, sinks, bioaccumulation and biomagnification, and how human activities have both positive and negative impacts on the cycles

o facilitators may still wish to reference this package to facilitate discussions and/or to provide students with some direction

Science Grade 9


Activity Description Continued

o Part 2: Investigation of Local Nutrient Cycles (~90 min; Day 3 & Part of Day 4)

• students now focus their “mini-expert” learning on their local nutrient cycles ▪ working within “mini-expert” groups is strongly recommended at this

stage as students will have different first-hand knowledge and perspectives on their local cycles

o such grouping is imperative for newcomers to the area and is likely to lead to a richer learning experience for all

• at the end of Part 2, each student must produce a rough sketch of their local nutrient cycle ▪ this encourages students to organize, personalize, and consolidate

their learning in preparation for working together with their group on their final presentation

• each student should complete their “mini-expert” work by the midway mark of Day 4 and then transition to Part 3: Group Collaboration

o Part 3: Group Collaboration (~90 min; Part of Day 4 and All of Day 5)

• the entire group discusses and decides how they will present their final learning ▪ groups should apply the principles of consensus, as opposed to

democracy, to come to a decision ▪ a comprehensive list of possible presentation styles is provided in the

Group Project Guide below

• as a group, students collaborate to produce a final project that: ▪ is representative of their collective knowledge ▪ presents their local nutrient cycles as a cohesive, interconnected whole

• all groups must be prepared to present on Day 6

o Part 4: Sharing Our Learning (~60 min; Day 6)

• sharing can be done in a variety of ways including: ▪ each group presents to the entire class ▪ a gallery walk ▪ a round-table presentation or small sharing circle with two other groups

• each group is assigned two other groups to peer-assess (assessment forms are provided at the end of the Group Project Guide below)

• each student also completes assessments forms for their and their own group’s work (again, provided at the end of the Group Project Guide below)

• groups submit their final project and all assessments as one package

o EXTENTION OPTIONS

• allow groups time to reflect and to act on their reflections and their peer feedback before submitting their final project

• during their investigations and presentations, students may have learned of an issue with their local nutrient cycles – allow students the time to further explore the issue and to develop a personal, class, school, or community-based action plan to help address the issue

Science Grade 9


Activity Resources

o Facilitator’s Guide

o OPTIONAL Guided Resources for the:

• Water, Nitrogen, Phosphorus, and Carbon cycles

• Recommendation: it may be preferred to simply provide on-line access to the Guided Resources because

▪ you will save on copy money ▪ you will save trees ▪ students can easily zoom in on diagrams, and ▪ students can easily follow the provided links

o Group Project Guide which includes:

• purpose, instructions, overview, and daily checklists

• Assessment documents including: ▪ 2 copies of Group Peer-Assessment of Another Group’s Final

Presentation ▪ 4 copies of Self-Assessment (one for each group member, specified

by nutrient cycle) ▪ 4 Copies of Individual Assessment of My Group (one for each group

member, specified by nutrient cycle)

o Guided Investigations including:

• The Water Cycle

• The Nitrogen Cycles

• The Phosphorus Cycle

• The Carbon Cycle

• Note: this resource has been formatted so that it can be printed, double-sided, as one package per group and then easily separated for each specific cycle (i.e., as formatted, one cycle will not back on to the page of another cycle)

o Note: There are pages that have been left intentionally blank in The Guided Resources, the Group Project Guide, and the Guided Investigations. This is done so that each package may be printed double-sided, one per group, and then the group can separate each cycle and hand it to the appropriate group member. If printed double-side, as formatted, one cycle will not back onto the page of another cycle.

Science Grade 9

OPTIONAL: Guided Resources for Water Cycle

Page 1 of 6


Nutrient Cycles Make Our World Go Around

Guided Resources: The Water Cycle

About Earth’s 4 Spheres

o Generation Genius. 2019. Learn about Earth’s Spheres. Accessed July 26, 2019.

• https://www.generationgenius.com/earths-spheres-for-kids/

• video and text, very accessible reading level

About the Water Cycle in General

o Canada.ca. Environment and Climate Change Canada. 2013. The Hydrological Cycle. Accessed July 26, 2019.

• https://ec.gc.ca/eau-water/default.asp?lang=En&n=23CEC266-0

• basic diagram with key definitions and brief description of connection to climate change

o NZ.org. Science Learning Hub. 2009. The Water Cycle. Accessed July 26, 2019.

• https://www.sciencelearn.org.nz/resources/726-humans-and-the-water-cycle

• text, brief video, diagram, interactive scroll-overs

o NBC Learn. 2013. The Water Cycle. Accessed July 26, 2019.

• https://www.youtube.com/watch?v=al-do-HGuIkvery

• clear video on water cycle including modern graphics (6:46 min)

o CrashCourse. 2012. The Hydrologic and Carbon Cycles: Always Recycle! – Crash Course Ecology #8. Accessed July 27, 2019.

• https://www.youtube.com/watch?v=2D7hZpIYlCA

• relevant, age-appropriate video on the Hydrologic and Carbon cycles (9:21 min)

About Human Impacts on the Water Cycle

o The Water Footprint Network. 2010. Water Footprint Vancouver. Water Cycle. Accessed July 26, 2019.

• http://spacing.ca/vancouver/2010/05/26/water-footprint-metro-vancouver/

• excellent interactive resource on water footprints from multiple perspectives, includes footprint calculators and scroll-overs for water used to produced various products

o Whale Fish Conservation Network. 2014. Water Cycle. Bioaccumulation and Biomagnification in

the Marine Environment. Accessed July 26, 2019.

• https://www.whalefish.org/single-post/2014/04/29/Bioaccumulation-and-Biomagnification-in-the-marine-environment

• diagram and brief description, higher reading level

o Oleneck, L. 2015. Sustainable Nano. A Blog by the Center for Sustainable Nanotechnology. The Cautionary Tale of DDT – Bioaccumulation, Biomagnification, and Research Motivation. Accessed July 27, 2019.

• http://sustainable-nano.com/2013/12/17/the-cautionary-tale-of-ddt-biomagnification-bioaccumulation-and-research-motivation/

• longer explanation with DDT example but very well-written, easy to understand

o NZ.org. Science Learning Hub. 2009. Humans and the Water Cycle. Accessed July 26, 2019.


• text, brief video, and diagram

https://www.generationgenius.com/earths-spheres-for-kids/

https://ec.gc.ca/eau-water/default.asp?lang=En&n=23CEC266-0

https://www.sciencelearn.org.nz/resources/726-humans-and-the-water-cycle

https://www.youtube.com/watch?v=al-do-HGuIkvery

https://www.youtube.com/watch?v=2D7hZpIYlCA

http://spacing.ca/vancouver/2010/05/26/water-footprint-metro-vancouver/

https://www.whalefish.org/single-post/2014/04/29/Bioaccumulation-and-Biomagnification-in-the-marine-environment

https://www.whalefish.org/single-post/2014/04/29/Bioaccumulation-and-Biomagnification-in-the-marine-environment

http://sustainable-nano.com/2013/12/17/the-cautionary-tale-of-ddt-biomagnification-bioaccumulation-and-research-motivation/

http://sustainable-nano.com/2013/12/17/the-cautionary-tale-of-ddt-biomagnification-bioaccumulation-and-research-motivation/


Science Grade 9

OPTIONAL: Guided Resources for Water Cycle Page 2 of 6

Figure 1. Water Cycle. Image is from National Oceanic and Atmospheric Administration; US Department of Commerce. 2019. Water Cycle. Accessed July 26, 2019. https://www.noaa.gov/education/resource-collections/freshwater-education-resources/water-cycle Figure 2. Water Cycle. Image is from Oxford Research Encyclopedias; Environmental Science. 2017. Historic Development of the Global Water Cycle as a Science Framework. Accessed July 26, 2019. https://oxfordre.com/environmentalscience/abstract/10.1093/acrefore/9780199389414.001.0001/acrefore-9780199389414-e-55

https://www.noaa.gov/education/resource-collections/freshwater-education-resources/water-cycle

https://www.noaa.gov/education/resource-collections/freshwater-education-resources/water-cycle

https://oxfordre.com/environmentalscience/abstract/10.1093/acrefore/9780199389414.001.0001/acrefore-9780199389414-e-55

https://oxfordre.com/environmentalscience/abstract/10.1093/acrefore/9780199389414.001.0001/acrefore-9780199389414-e-55

Science Grade 9


Figure 3. The Hydrologic Cycle. Image is from Lappalainen H.K., et al., 2016. Pan-Eurasian Experiment (PEEX): towards a holistic understanding of the feedbacks and interactions in the land-atmosphere-ocean-society continuum in the norther Eurasian region. Atmos. Chem. Phys. 16:144421-14461. Accessed July 27, 2019. Download full text. https://www.researchgate.net/publication/303845088_Complex_Aerosol_Experiment_in_Western_Siberia_April_-_October_2013.

https://www.researchgate.net/publication/303845088_Complex_Aerosol_Experiment_in_Western_Siberia_April_-_October_2013


Science Grade 9


Figure 3. The Global Water Footprint. Image is from Oxford Research Encyclopedias; Environmental Science. 2017. Historic Development of the Global Water Cycle as a Science Framework. Accessed July 26, 2019. https://en.wikipedia.org/wiki/Water_footprint

https://en.wikipedia.org/wiki/Water_footprint

Science Grade 9


Figure 4. Addressing Urban Water Issues. Image is from Tides Canada. 2014. Five Crucial Pillars for Creating Lasting Urban Water Solutions. Accessed July 26, 2019. https://tidescanada.org/land-and-water/grassroots-and-grasstops-working-together-to-solve-urban-water-challenges/

https://tidescanada.org/land-and-water/grassroots-and-grasstops-working-together-to-solve-urban-water-challenges/

https://tidescanada.org/land-and-water/grassroots-and-grasstops-working-together-to-solve-urban-water-challenges/

Science Grade 9


(intentionally blank for double-sided copy purposes)

Science Grade 9

OPTIONAL: Guided Resources for Nitrogen Cycle Page 1 of 4


Nutrient Cycles Make the World Go Around

Guided Resources: The Nitrogen Cycle

About Earth’s 4 Spheres o Generation Genius. 2019. Learn about Earth’s Spheres. Accessed July 26, 2019.



About the Nitrogen Cycle in General

o EarthHow. 2019. What are the 4 Steps of the Nitrogen Cycle? Accessed July 27, 2019.

• https://earthhow.com/nitrogen-cycle/

• simplified overview of the nitrogen cycle

o Bernhard, A. 2010. The Nitrogen Cycle: Processes, Players, and Human Impacts. Nature Education Knowledge 3(10):25. Accessed July 27, 2019.

• https://www.nature.com/scitable/knowledge/library/the-nitrogen-cycle-processes-players-and-human-15644632

• very detailed and complete, higher level reading

o Aczel, M. 2019. What is the Nitrogen Cycle and Why is it Key to Life? Frontiers for Young Minds. Accessed July 27, 2019.

• https://kids.frontiersin.org/article/10.3389/frym.2019.00041

• detailed, complete, moderate to high reading level

o ELearnin. 2012. Nitrogen Cycle - Science. Accessed July 27, 2019.

• https://www.youtube.com/watch?v=DP24BceOwt8

• clear video focussing on nitrogen fixation of nitrogen cycle (1:24 min)

o CrashCourse. 2012. Nitrogen and Phosphorus Cycles: Always Recycle! Part 2 – Crash Course Ecology #9. Accessed July 27, 2019.

• https://www.youtube.com/watch?v=leHy-Y_8nRs

• clear, relevant, humorous, age-appropriate video on Nitrogen and Phosphorus cycle (9:21 min)

o Flynn, R. and Idowu, J. 2015. Nitrogen Fixation by Legumes. Guide A-129. College of Agricultural, Consumer, and Environmental Sciences. New Mexico State University. Accessed July 27, 2019.

• https://aces.nmsu.edu/pubs/_a/A129.pdf • informative article on symbiosis of legume and Rhizobia, moderate to high reading level

About Human Impacts on the Nitrogen Cycle

o Canada. Environment and Climate Change Canada. 2013. Acid Rain FAQ. Accessed July 27, 2019.


• text, maps, easily understood explanations that are broken down into small chunks

o Chislock, M.F., Doster, E., Zitomer, R.A., and Wilson, A.E. 2013. Eutrophication: Causes,

Consequences, and Controls in Aquatic Ecosystems. Nature Education Knowledge 4(4):10. Accessed July 26, 2019.

• https://www.nature.com/scitable/knowledge/library/eutrophication-causes-consequences-and-controls-in-aquatic-102364466


https://earthhow.com/nitrogen-cycle/

https://www.nature.com/scitable/knowledge/library/the-nitrogen-cycle-processes-players-and-human-15644632

https://www.nature.com/scitable/knowledge/library/the-nitrogen-cycle-processes-players-and-human-15644632

https://kids.frontiersin.org/article/10.3389/frym.2019.00041

https://www.youtube.com/watch?v=DP24BceOwt8

https://www.youtube.com/watch?v=leHy-Y_8nRs

https://aces.nmsu.edu/pubs/_a/A129.pdf


https://www.nature.com/scitable/knowledge/library/eutrophication-causes-consequences-and-controls-in-aquatic-102364466


Science Grade 9


Figure 1. The Nitrogen Cycle. Image is from Province of BC Ministry of Education Sc10 Data Pages. 2015. The Nitrogen Cycle. Accessed July 27, 2019. https://www.bced.gov.bc.ca/exams/specs/grade10/science/11_databook.pdf

Figure 2. The Nitrogen Cycle. Image is from Lappalainen H.K, et al., 2016. Pan-Eurasian Experiment (PEEX): towards a holistic understanding of the feedbacks and interactions in the land-atmosphere-ocean-society continuum in the norther Eurasian region. Atmos. Chem. Phys. 16:144421-14461. Accessed July 27, 2019. Download full text.https://www.researchgate.net/publication/303845088_Complex_Aerosol_Experiment_in_Western_Siberia_April_-_October_2013.

https://www.bced.gov.bc.ca/exams/specs/grade10/science/11_databook.pdf



Science Grade 9


Figure 3. Process of Eutrophication. Image is from BBC. Accessed July 27, 2019. http://www.bbc.co.uk/staticarchive/05e29b2e4fb11a0954c97cbe5273999767ea9fff.jpg.

Figure 4. Contributors to Cultural (Human Caused) Eutrophication. Accessed July 27, 2019. Image is from https://eschool.iaspaper.net/types-of-water-pollution/types-of-water-pollution-2/.

http://www.bbc.co.uk/staticarchive/05e29b2e4fb11a0954c97cbe5273999767ea9fff.jpg

https://eschool.iaspaper.net/types-of-water-pollution/types-of-water-pollution-2/

Science Grade 9


(intentionally blank for double-sided copy purposes)

Science Grade 9

OPTIONAL: Guided Resources for Phosphorus Cycle Page 1 of 4



Guided Resources: The Phosphorus Cycle

About Earth’s 4 Spheres

o Generation Genius. 2019. Learn about Earth’s Spheres. Accessed July 26, 2019.



About the Phosphorus Cycle in General

o The Science Learning Hub. 2019. The Phosphorus Cycle. Accessed July 27, 2019.

• https://www.sciencelearn.org.nz/resources/961-the-phosphorus-cycle

• New Zealand website with overview of the phosphorus cycle, definitions, diagrams, and brief videos, easy to moderate reading level

o The Environmental Literacy Council. 2010. Phosphorus Cycle. Accessed July 27, 2019.

• https://enviroliteracy.org/air-climate-weather/biogeochemical-cycles/phosphorus-cycle/

• good description, discusses human impacts as well, useful links, moderate reading level

o CrashCourse. 2012. Nitrogen and Phosphorus Cycles: Always Recycle! Part 2 – Crash Course Ecology #9. Accessed July 27, 2019.

• https://www.youtube.com/watch?v=leHy-Y_8nRs

• clear, relevant, humorous, age-appropriate video on Nitrogen and Phosphorus cycle (9:21 min)

o EarthCrew Inc. 2017. Mycorrhizae Fungi to Assist Plants – The Root of Things. Accessed July 27,

2019.

• https://www.youtube.com/watch?v=oUhD_oFDv-4

• excellent, easy to understand, animated video on Mycorrhizae symbiosis (1:43 min)

About Human Impacts on the Phosphorus Cycle

o CBC News. 2016. Phosphorus from Fertilizers Build Up in Soil for Decades. (2013) Acid Rain FAQ. Accessed July 27, 2019.

• https://www.cbc.ca/news/technology/phosphorus-fertilizer-1.3535475

• discusses human impacts on phosphorus cycle without actually using the term eutrophication, easy to moderate reading level

o Chislock, M.F., Doster, E. Zitomer, R.A., and Wilson, A.E. (2013) Eutrophication: Causes,

Consequences, and Controls in Aquatic Ecosystems. Nature Education Knowledge 4(4):10. Accessed July 26, 2019.

• https://www.nature.com/scitable/knowledge/library/eutrophication-causes-consequences-and-controls-in-aquatic-102364466


https://www.sciencelearn.org.nz/resources/961-the-phosphorus-cycle



https://enviroliteracy.org/air-climate-weather/biogeochemical-cycles/phosphorus-cycle/

https://www.youtube.com/watch?v=leHy-Y_8nRs

https://www.youtube.com/watch?v=oUhD_oFDv-4

https://www.cbc.ca/news/technology/phosphorus-fertilizer-1.3535475



Science Grade 9


Figure 1. The Phosphorus Cycle. Image is from Province of BC Ministry of Education Sc10 Data Pages. 2015. The Phosphorus Cycle. Accessed July 27, 2019. https://www.bced.gov.bc.ca/exams/specs/grade10/science/11_databook.pdf.

Figure 2. The Phosphorus Cycle. Image is from Lappalainen H.K, et al., 2016. Pan-Eurasian Experiment (PEEX): towards a holistic understanding of the feedbacks and interactions in the land-atmosphere-ocean-society continuum in the norther Eurasian region. Atmos. Chem. Phys. 16:144421-14461. Accessed July 27, 2019. Download full text. https://www.researchgate.net/publication/303845088_Complex_Aerosol_Experiment_in_Western_Siberia_April_-_October_2013.




Science Grade 9


Figure 3. Positive effects of arbuscular mycorrhizal (AM) colonization. As plants grow, they use up the nutrients around their roots. When mycorrhizal fungi colonize the plant’s roots, they put out hyphae, a web of thread like extensions. This helps the plant to access a greater area of soil for phosphate, nitrogen (in the form of ammonium), and zinc uptake. Another benefit from mycorrhizal colonization is that it improves the plant’s resistance mechanisms to many abiotic (non-living) and biotic (living) stresses. Image is from Jacott, C., Murray, J., & Rideout, C. 2017. Trade-Offs in Arbuscular Mycorrhizal Symbiosis: Disease Resistance, Growth Responses and Perspectives for Crop Breeding. Agronomy, 7(4), 75. MDPI AG. Accessed July 27, 2019. http://dx.doi.org/10.3390/agronomy7040075.

http://dx.doi.org/10.3390/agronomy7040075

Science Grade 9


Figure 4. Eutrophication via Nitrogen and Phosphorus. Image is from Canada.ca. Environment and Climate Change. 2015. Phosphorus in Canada’s Aquatic Ecosystems. Accessed July 28, 2019. https://www.ec.gc.ca/eaudouce-freshwater/default.asp?lang=En&n=0A77A85E-1&offset=1&toc=show&pedisable=false&wbdisable=true

https://www.ec.gc.ca/eaudouce-freshwater/default.asp?lang=En&n=0A77A85E-1&offset=1&toc=show&pedisable=false&wbdisable=true

https://www.ec.gc.ca/eaudouce-freshwater/default.asp?lang=En&n=0A77A85E-1&offset=1&toc=show&pedisable=false&wbdisable=true

Science Grade 9

OPTIONAL: Guided Resources for Carbon Cycle Page 1 of 4



Guided Resources: The Carbon Cycle

About Earth’s 4 Spheres o Generation Genius. 2019. Learn about Earth’s Spheres. Accessed July 26, 2019.



About the Carbon Cycle in General

o The Science Learning Hub. 2019. Interactive Carbon Cycle. Accessed July 29, 2019.

• https://www.sciencelearn.org.nz/image_maps/3-carbon-cycle

• New Zealand website with overview of the carbon cycle, definitions, diagrams, and brief videos, easy to moderate reading level

o National Oceanic and Atmospheric Administration. US Department of Commerce. 2019. Carbon

Cycle. Accessed July 29, 2019.

• https://www.noaa.gov/education/resource-collections/climate-education-resources/carbon-cycle

• clear description, discusses human impacts as well, moderate reading level

o CrashCourse. 2012. The Hydrologic and Carbon Cycles: Always Recycle! – Crash Course Ecology #8. Accessed July 27, 2019.

o https://www.youtube.com/watch?v=2D7hZpIYlCA

• clear, relevant, humorous, age-appropriate video on the Hydrologic and Carbon cycles (9:21 min)

o ScienceABC. 2017. What are organic compounds?

• https://www.scienceabc.com/pure-sciences/what-are-organic-compounds.html

• high reading level, complete and humorous

o American Chemical Society. 2018. Organic Chemistry.

• https://www.acs.org/content/acs/en/careers/college-to-career/areas-of-chemistry/organic-chemistry.html

• moderate reading level, basic concepts and discussion of relevance

About Human Impacts on the Carbon Cycle

o Take Part. 2016. What is a Carbon Foot Print? Accessed July 29, 2019.

• http://www.takepart.com/flashcards/what-is-a-carbon-footprint/index.html

• easy read, basic facts

o David Suzuki Foundation. 2017. Carbon Offsets. Accessed July 29, 2019.

• https://davidsuzuki.org/what-you-can-do/carbon-offsets/

• basic description, discusses purpose and different options


https://www.sciencelearn.org.nz/image_maps/3-carbon-cycle

https://www.noaa.gov/education/resource-collections/climate-education-resources/carbon-cycle

https://www.noaa.gov/education/resource-collections/climate-education-resources/carbon-cycle

https://www.youtube.com/watch?v=2D7hZpIYlCA

https://www.scienceabc.com/pure-sciences/what-are-organic-compounds.html

https://www.acs.org/content/acs/en/careers/college-to-career/areas-of-chemistry/organic-chemistry.html

https://www.acs.org/content/acs/en/careers/college-to-career/areas-of-chemistry/organic-chemistry.html

http://www.takepart.com/flashcards/what-is-a-carbon-footprint/index.html

https://davidsuzuki.org/what-you-can-do/carbon-offsets/

Science Grade 9


Figure 1. The Carbon Cycle. From Province of BC Ministry of Education Sc10 Data Pages. 2015. The Carbon Cycle. Accessed July 27, 2019. https://www.bced.gov.bc.ca/exams/specs/grade10/science/11_databook.pdf.


Science Grade 9


Figure 2. The Carbon Cycle. Image is from Rekacewicz, P. et al., 2009. GRiD ARENDAL Foundation. Norway. http://www.grida.no/resources/5050 Accessed July 29, 2019.

http://www.grida.no/resources/5050

Science Grade 9


Figure 3. Global Carbon Dioxide (CO2) Emissions. Image is from Marya R., and Rapp, N. 2019. Global CO2 Emissions Hit a Record High Last Year. These Countries Are to Blame. Fortune Media IP Limited. Accessed July 29, 2019. https://fortune.com/longform/global-co2-emissions-2018/

https://fortune.com/longform/global-co2-emissions-2018/

Science Grade 9

Group Project Guide Page 1 of 26



Group Project Guide

GROUP MEMBERS o contact information:

• _______________________(name) Cell #:___________________(optional)



• _______________________(name) Cell #:___________________(optional) o providing your cell number is optional but it is very important that your group members

have the ability to contact you in case you are absent, or you need to get together outside of class time to complete your project

o you should take a picture of, or write down, the above information so that you have it readily available

PURPOSE

o to work together:

• to learn more about nutrient cycles in general

• to learn more about our local nutrient cycles and how they are impacted by human actions

• to learn more about how everything is interconnected, both at a local and a global level

• to continue to develop our skills around: ▪ working together and doing our share ▪ collaborating and creating ▪ researching and communicating our learning ▪ being accountable for our choices, actions, and behaviours, both as a

group member and as a global citizen ▪ providing meaningful reflection/assessment of our own and others’

learning

• to share our learning and ideas with other groups so that, as a larger group, we can learn more

INSTRUCTIONS

o read through the entire overview as a group o as a group, read the Detailed Instructions for each day on the appropriate day o if you have any questions or concerns attempt to work them out as a group, if you

cannot work them out, then ask for additional help

Science Grade 9


OVERVIEW o we will work in groups of 4 to complete this 6-day investigation o each member of the group will become a mini-expert on one of the nutrient cycles

and its local nuances o then, working together in our groups, we will develop and present a final project

that demonstrates our collective knowledge and shows how our various local nutrient cycles are interconnected

o at the beginning, AND END, of each day we will read the appropriate Day’s Checklist

o Overall Sequence:

• Day 1 and 2: Guided Investigation into Nutrient Cycles

• Day 3, and Part of Day 4: Guided Investigation into Local Nutrient Cycles

• Part of Day 4 and Day 5: Group Collaboration

• Day 6: Sharing Our Learning and submit our group’s final project

IMPORTANT REMINDER

o society, and careers, are rapidly changing; it is becoming less about the knowledge and facts we already know, and more about our abilities to collaborate to rapidly acquire, and innovatively apply, new knowledge

o as such, we have a responsibility to ourselves and our group members to:

• complete each portion of our Guided Investigation on time and to the highest of standards

• have our Guided Investigation available, in class, at all times

• attend all classes with a positive, engaged, and cooperative attitude

• help ensure our group members have a positive, engaged, and cooperative attitude; if a group member is struggling, we should ask them how we can help:

▪ Is our group member hangry? Can we offer them some food? ▪ Is our group member confused? Can we offer them some guidance? ▪ Is our group member feeling unheard? Can we offer them some time

when we really listen? ▪ Is our group member having a rough day, week, month, year, life?

Can we offer them some empathy, kindness, humour, comfort, and/or encouragement?

▪ Is our group member having trouble focussing? Can we offer them some space, a distraction free-environment, timed tasks with small rewards, breaks, and/or praise as they are achieved?

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CHECKLIST FOR DAY 1

❑ we decided who will become the group’s mini-expert for each nutrient cycle

❑ we recorded the name of the group member responsible for each nutrient cycle: o Water Cycle: ________________________________ o Nitrogen Cycle: ______________________________ o Carbon Cycle: _______________________________ o Phosphorus Cycle: ____________________________

❑ we determined who will be responsible for keeping and bringing this Group Project

Guide to each and every class (name:__________________________)

❑ as a group, we skimmed over the assessment documents at the end of this guide so that we are aware of what skills and knowledge are to be developed and assessed

o we are aware of our goals and have discussed the standards we are working towards

❑ we handed out each Guided Investigation to the appropriate group member

❑ individually, we began our Guided Investigation

o _____________, _____________, _____________, _____________, (names) completed to the end of Part 1 by the end of class

o _____________, _____________, _____________, _____________, (names) did not complete to the end of Part 1 and know that they are responsible for completing it before the beginning of next class

CHECKLIST FOR DAY 2

❑ as a group, we checked in with each group member o How are we doing today in general? o How are we doing with respect to the project? Any questions or concerns?

Are we on schedule? Do we need any help?

❑ individually, we continued our Guided Investigation into Nutrient Cycles o _____________, _____________, _____________, _____________,

(names) completed it by the end of class o _____________, _____________, _____________, _____________,

(names) did not complete it and know that they are responsible for completing it before the beginning of next class

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CHECKLIST FOR DAY 3



❑ individually, we began our Guided Investigation into Local Nutrient Cycles o _____________, _____________, _____________, _____________,

(names) completed Part 1 by the end of class o _____________, _____________, _____________, _____________,

(names) did not complete Part 1 and know that they are responsible for completing it before the beginning of next class

o those of us who tend to work slower have acknowledged this fact and

recognize that we should start Part 2 outside of class time so that we are prepared to have it complete, and to move on with our group, half-way through next day

CHECKLIST FOR DAY 4



❑ individually, we completed Part 2 of our Guided Investigation into Nutrient Cycles by the half-way mark of today’s class

❑ halfway through class we came together as a group and we decided how we are going to present our final project

❑ we understand that our final project must clearly demonstrate our collective learning and show how the various cycles are interconnected and impacted by human activity in our local region

❑ we considered the following approaches for our final presentation:

o a video, google slides, PowerPoint, or educational pamphlet o a mural, collage, or mosaic approach that combines or intertwines the

cycles o a giant puzzle that connects all the pieces o an illustrated local map that combines the cycles and shows how local

human activities impact them

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o a children’s story, a poem, or a song, that illustrates and connects the local cycles and tells a moral about how human activities impact them (this can be done as four separate short stories that have the same main characters)

o a social media newsfeed/travel blog from the nutrients’ perspectives o a Medicine Wheel (on paper, on canvas, on a drum, in nature but

documented with photographs or videography)

• we are aware that we should work with a local elder to learn more and to ensure that we are honouring local teachings if we choose this very powerful approach

o our own concept

❑ we have decided on our approach as briefly outlined below: ________________________________________________________________________________________________________________________________________________________________________________________________

❑ when choosing our presentation style, we kept in mind that we may only have 60-

90 minutes of class time to bring our collective knowledge together, so we chose an appropriate approach OR

❑ we agreed to work outside of the provided class time

❑ when choosing how to present, we attempted to reach a consensus where we ALL agreed as opposed to acting as a simple democracy where the majority ruled

❑ once we confirmed our strategy as a group, we worked together knowing that we

are responsible for completing our presentation by the end of next day

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CHECKLIST FOR DAY 5

❑ as a group, we checked in with each group member o How are we doing today in general? o How are we doing with respect to the project? Any questions or

concerns? Are we on schedule? Do we need any help?

❑ as a group, we worked hard, completed our project and have a clear idea of how we will be presenting next day OR

❑ as a group, we have not completed our project and/or do not have a clear idea of how we are presenting next day and, as such:

o we have ALL agreed to meet up at ___________________ (location) on _______________________ (date) at _____________________ (time) for __________________ (length of time) to work on, and complete, our project together

o ________________________(name) is in charge of snacks

CHECKLIST FOR DAY 6

❑ as a group, we checked in with each group member o How are we doing today in general? o How are we doing with respect to the project? Any questions or concerns

about presenting? What support does everyone need?

❑ as a group we presented our final project

❑ as a group we provided meaningful, evidence-based feedback, in the form of a peer-assessment, to two other groups (assigned)

o we used the 2 copies of the Group Peer-Assessment of Another Group’s Final Presentation that are attached below

❑ as individuals we completed a self-assessment of our own work and of our

group’s work o we used the 4 copies of the Self-Assessment and of the Individual Assessment of

My Group that are attached below (we gave the appropriate copy to the appropriate “mini-expert”)

❑ we handed in our group project and ALL of our assessments at the end of the

day as one complete group package

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Group PEER-Assessment Document

Group Activity: Nutrient Cycles Make Our World Go Around

Group Peer-Assessment of Another Group’s Final Presentation

Who’s Assessing: _______________, _______________, _______________, _______________ Who’s Being Assessed: ______________, ______________, ______________, ______________

INSTRUCTIONS

o carefully listen to, and observe, the presentation o with your group, complete the peer assessment below for the presenting group o consider both the strengths and growth areas of their final presentation o provide specific, evidence-based feedback for your assessment

• example: The way you integrated local pictures, with descriptions, into your cycles, made it very easy to understand how human activities are impacting our local cycles.

• example: Good job!

Assessment Scale

Acquiring

1 Developing

2 Refining

3 Mastering

4 Extending

4+

Competency

Area Competency Statement

The Presenting Group demonstrated that they can: 1 2 3 4 4+

Core o present information clearly and in an organized way

o get new ideas or build on others' ideas, to create new things within the constraints of a form

• their presentation was unique and effective

o work together to achieve a common goal

• the final presentation was well integrated with each person’s cycle clearly represented

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Competency Area

Competency Statement The Presenting Group demonstrated that they can:

1 2 3 4 4+

Curricular o clearly identify and explain each nutrient cycle as it applies to the local environment

o clearly identify and explain how the local nutrient cycles are interconnected

o clearly identify and discuss the social, ethical, and/or environmental implications of various human activities on local nutrient cycles (both positive and negative)

o communicate scientific ideas, claims, information, and perhaps a suggested course of action, using appropriate scientific language and evidence

Content o comfortably and accurately describe the specific components, processes, and chemical reactions of the cycles

o comfortably and accurately use terms such as sink, bioaccumulation, biomagnification, leaching and runoff, eutrophication, and symbiosis

Provide one specific piece of evidence for your group’s assessment of the presenting group’s: 1. Core skills:

2. Curricular knowledge/skills:

3. Content knowledge/skills:

Provide specific congratulations for one particular group-based aspect of the final presentation and/or product. Provide specific recommendations for improving one particular group-based aspect of the final presentation and/or product.

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Group Peer-Assessment of Another Group’s Final Presentation

Who’s Assessing: _______________, _______________, _______________, _______________ Who’s Being Assessed: ______________, ______________, ______________, ______________

INSTRUCTIONS

o carefully listen to, and observe, the presentation o with your group, complete the peer assessment below for the presenting group o consider both the strengths and growth areas of their final presentation o provide specific, evidence-based feedback for your assessment

• example: The way you integrated local pictures, with descriptions, into your cycles, made it very easy to understand how human activities are impacting our local cycles.

• example: Good job!

Assessment Scale

Acquiring

1 Developing

2 Refining

3 Mastering

4 Extending

4+

Competency


The Presenting Group demonstrated that they can: 1 2 3 4 4+

Core o present information clearly and in an organized way

o get new ideas or build on others' ideas, to create new things within the constraints of a form

• their presentation was unique and effective

o work together to achieve a common goal

• the final presentation was well integrated with each person’s cycle clearly represented

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Competency Area

Competency Statement The Presenting Group demonstrated that they can:

1 2 3 4 4+

Curricular o clearly identify and explain each nutrient cycle as it applies to the local environment

o clearly identify and explain how the local nutrient cycles are interconnected

o clearly identify and discuss the social, ethical, and/or environmental implications of various human activities on local nutrient cycles (both positive and negative)

o communicate scientific ideas, claims, information, and perhaps a suggested course of action, using appropriate scientific language and evidence

Content o comfortably and accurately describe the specific components, processes, and chemical reactions of the cycles

o comfortably and accurately use terms such as sink, bioaccumulation, biomagnification, leaching and runoff, eutrophication, and symbiosis

Provide one specific piece of evidence for your group’s assessment of the presenting group’s: 4. Core skills:



Provide specific congratulations for one particular group-based aspect of the final presentation and/or product. Provide specific recommendations for improving one particular group-based aspect of the final presentation and/or product.

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SELF-Assessment Document for Water Mini-Expert


Self-Assessment Name: ________________________ INSTRUCTIONS

o consider your actions, interactions, mindset, final product, and overall learning throughout the project

o provide specific, evidence-based feedback for your assessment

• example: I am still refining taking ownership of my goals, learning, or behaviour. While I did help my group and contribute to getting the final project done, I was distracted on Day 3. This meant I had to rush everything at the end and my work was not as detailed or clear as it could have been. I should have dealt with the distraction by moving or at least by catching up at home before next class.

• example: I worked most of the time,

Assessment Scale

Acquiring

1 Developing

2 Refining

3 Mastering

4 Extending

4+

Competency


I can: 1 2 3 4 4+

Core o summarize key ideas:

• during the research phase I consistently summarized, in point form, using my own phrasing and/or diagrams

o work to achieve a common goal; do my share:

• I consistently completed my tasks on time

• I contributed to group ideas and group tasks

• I helped my group members when needed

o take ownership of my goals, learning, and behavior:

• I did my work, no excuses, without blaming others, the environment, or the task

• I consistently tried hard

• I am proud of my work, learning, and behaviour

o listen actively and support the speaker

• I listened carefully to my group and asked for clarification and/or gave feedback when needed

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SELF-Assessment Document for Water Mini-Expert

Competency Area

Competency Statement I can:

1 2 3 4 4+

Curricular o communicate scientific ideas, claims, information, and perhaps a suggested course of action, using appropriate scientific language and evidence

o construct, analyze, and interpret graphs, models, and diagrams

• I was able to interpret and summarize the information from nutrient cycle diagrams into a table

• I was able to produce summary diagrams that helped me to understand key ideas and details

o clearly identify and discuss the social, ethical, and/or environmental implications of various human activities on our local nutrient cycles

Content o comfortably and accurately describe the specific components, processes, and chemical reactions of my local nutrient cycle

o clearly identify and explain similarities and differences between my local nutrient cycle and the other local nutrient cycles

o comfortably and accurately use terms such as sink, bioaccumulation, and biomagnification, leaching and runoff, eutrophication, and symbiosis (even if it was not the focus of my particular nutrient cycle)

Provide specific evidence for your assessment of your: 1. Core skills:



Please identify one aspect of this project that you are particularly proud of and explain why. Please identify one thing you found challenging throughout this project and give specific recommendations on how you would approach that challenge differently next time.

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Assessment of GROUP Document for Water Mini-Expert


Individual Assessment of My Group Name: ________________________ INSTRUCTIONS

o consider your group’s actions, interactions, mindset, final product, and overall learning throughout the project


• example: As a group we mastered recognizing there are different points of view and disagreeing respectfully. In particular, when we disagreed on how to do our final presentations we took our time to consider the strengths and weaknesses of each members preferred style and our individual strengths and then we were able to combine Erik’s lyric writing, Gurp’s guitar, Stacey’s artwork and my voice to create a 4 track album and album cover about the cycles with a bonus mash-up showing how they are interconnected.

• example: As a group we mastered recognizing there are different points of view and disagreeing politely.

Competency Area

Competency Statement As a group we could: 1 2 3 4 4+

Core o recognize there are different points of view and disagree respectfully

o monitor our progress and adjust our actions to make sure we achieved what we wanted

o identify how our actions, and actions of others, affect our community and the natural environment

o consider ways to make a positive change

o be kind to others, and work and play together cooperatively

o be aware of how others felt and take steps to include them

Please provide specific evidence for one of your above assessments:

Please colour the pie chart and key to indicate how much each individual contributed to the group (each slice of pie = 10%) Key (name): ___________________ ___________________ ___________________ ___________________

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Group Project Guide Page 14 of 26 (intentionally blank for double-sided copy purposes)

Assessment Document for Water Mini-Expert

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SELF-Assessment Document Nitrogen Mini-Expert





• example: I am still refining taking ownership of my goals, learning, or behaviour. While I did help my group and contribute to getting the final project done, I was distracted on Day 3. This meant I had to rush everything at the end and my work was not as detailed or clear as It could have been. I should have dealt with the distraction by moving or at least by catching up at home before next class.


Assessment Scale

Acquiring

1 Developing

2 Refining

3 Mastering

4 Extending

4+

Competency


I can: 1 2 3 4 4+













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SELF-Assessment Document for Nitrogen Mini-Expert

Competency Area


1 2 3 4 4+













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Assessment of GROUP Document for Nitrogen Mini-Expert







Competency Area










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Assessment Document for Nitrogen Mini-Expert

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SELF-Assessment Document for Phosphorus Mini-Expert







Assessment Scale

Acquiring

1 Developing

2 Refining

3 Mastering

4 Extending

4+

Competency


I can: 1 2 3 4 4+













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SELF-Assessment Document for Phosphorus Mini-Expert

Competency Area


1 2 3 4 4+













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Assessment of GROUP Document for Phosphorus Mini-Expert







Competency Area










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Assessment Document for Phosphorus Mini-Expert

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SELF-Assessment Document for Carbon Mini-Expert







Assessment Scale

Acquiring

1 Developing

2 Refining

3 Mastering

4 Extending

4+

Competency


I can: 1 2 3 4 4+













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SELF-Assessment Document for Carbon Mini-Expert

Competency Area


1 2 3 4 4+













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Assessment of GROUP Document for Carbon Mini-Expert







Competency Area










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Assessment Document for Carbon Mini-Expert

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Guided Investigation Water Cycle Page 1 of 16

(1 copy per group)

Name: ___________________________ Group Members: _____________, _____________, _____________

Date: _____________ Class: _____________


Guided Investigation: The Water Cycle

Day 1 PART 1: THE SPHERES (~ 15 min)

• please sketch a diagram indicating the geosphere, hydrosphere, atmosphere, and biosphere

• please provide a brief description/definition of each sphere in YOUR OWN WORDS

• remember the focus here is on concept, content, and clarity of presentation, not on artistic skill

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(1 copy per group)

Day 2 PART 2: HOW WATER CYCLES THROUGH THE SPHERES (~30 min)

• please refer to at least two different diagrams, two print resources, and one video of the water cycle

• provide the scientific term, a brief sketch/diagram, and brief definition/description for each of the following:

STAGES/PROCESSES OF THE WATER CYCLE 1. Identify 1 process that cycles water from

the atmosphere to the hydrosphere.

Process: _________________________

2. Identify 1 process that cycles water from the atmosphere to the geosphere:

Process: _________________________

Sketch/Diagram of Process:


Definition/Description of Process:


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(1 copy per group)


the geosphere to the hydrosphere.

Process: _________________________

4. Identify a 2nd process that cycles water from the geosphere to the hydrosphere:

Process: _________________________





5. Identify 1 process that cycles water from the geosphere to the biosphere:

Process: _________________________

6. Identify 1 process that cycles water from the geosphere to atmosphere, other than evaporation.

Process: _________________________





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(1 copy per group)


the hydrosphere to the biosphere. Hint: Plants

Process: _________________________

8. Identify a 2nd process that cycles water from the hydrosphere to the biosphere. Hint: Animals

Process: _________________________





9. Identify 1 process that cycles water from the hydrosphere to the atmosphere.

Process: _________________________

10. Identify 1 process that cycles water from biosphere to hydrosphere. Hint: Animals

Process: _________________________


PG Sketch/Diagram of Process:



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(1 copy per group)

STAGES/PROCESSES OF THE WATER CYCLE 11. Identify a 1 process that cycles water from

the biosphere to the atmosphere. Hint: Animals. Process: __________________________

12. Identify a 2nd process that cycles water from the biosphere to atmosphere. Hint: Plants

Process: _________________________





13. Identify a process that cycles water within the biosphere. Hint: Plants to Animals

Process: _________________________

14. Bonus: Identify a process that transfers water from the _______-sphere to the _______-sphere.

Process: _________________________



Definition/Description of Process


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(1 copy per group)

PART 3: TALKING THE TALK! (~30 min) BACKGROUND An important part of life is being able to understand and communicate scientific ideas and information using the appropriate scientific language. Being aware of certain terms, and even some of their nuances, allows us to communicate more effectively and also helps us to recognize when someone is trying to misrepresent something or manipulate us with false claims (such as politicians, advertisers, and unethical or biased scientists). If you think about it, learning to speak “Science” is like learning to speak any foreign language. When we travel to a country where we do not speak or understand the language, we often feel uncomfortable as we are easily confused and fear that we may be taken advantage of. While this is generally not the case, and most people are very kind and helpful, there is still a greater risk if you do not know the language. Science is simply a foreign language, and the more you learn it, the more comfortable, confident, curious, and the less vulnerable, you will become. INSTRUCTIONS

o read each question below o use the internet and/or the provided resources to explore a little o think through your answers o put your answers down in point form, using your own phrasing o there is often no correct answer, but there are stronger and weaker arguments to

be made

1. A nutrient is any chemical that is essential for an organism to survive and grow. Thus, water is a nutrient for all living things on Earth as they as all require water at some point in their life cycle.

a. What is the chemical formula for water?

b. In 10 words or less, explain what this formula actually means.

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(1 copy per group)

2. As a nutrient, water serves many important functions in animals including; transportation of other nutrients throughout the body, temperature regulation (also known as thermoregulation), catabolism by hydrolysis, lubrication of joints, and shock absorption for the brain and internal organs.

a. In 25 words or less describe each function below and why it is important.

i. thermoregulation:

ii. catabolism by hydrolysis:

b. Which function do you think is the more important to survival, thermoregulation or catabolism by hydrolysis? Why?

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(1 copy per group)

3. A nutrient source is something that provides an ecosystem or organism with the nutrient.

a. With respect to living organisms, what is their greatest nutrient source for water; the hydrosphere, geosphere, biosphere, or atmosphere? Why?

b. Can this question be fairly answered? Why or why not?

4. A nutrient sink is any location where a nutrient is stored or concentrated for a period

of time. It is termed a sink as the nutrient is absorbed and stored in that location or organism faster than it is released back to the cycle. Give one example of a long-term water sink (greater than 100 years) and of a short-term water sink (less than 1 year).

a. Long-term water sink: _________________________________

b. Short-term water sink: _________________________________

c. Why are long term water sinks becoming increasingly rare?

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(1 copy per group)

5. Bioaccumulation occurs when an organism takes in a chemical substance that it cannot break down or remove from its tissues. These substances are generally toxic and include things like pesticides and heavy metals. As the organism continues to take in the chemical substance over its lifetime the amount of the toxin builds up, or bioaccumulates, within the organism until it eventually damages or kills the organism.

Biomagnification occurs when a chemical substance (generally a toxin) is passed from one organism to the next along the levels of the food chain. The toxin increases, or biomagnifies, its concentration within each organism as it moves up the food chain. The toxins increase at each successive level of the food chain because the consumer consumes many organisms from the level below and gains all of their toxins. Think, the seal does not just eat one contaminated fish but rather, thousands of contaminated fish.

a. Using your own phrasing, describe the role that water plays in bioaccumulation

and biomagnification. Limit your description to a maximum of 25 words including the words leaching and runoff.

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(1 copy per group)

b. Give three different examples of toxins that involve water in their biomagnification process.

i. ___________________________________________________

ii. ___________________________________________________

iii. ____________________________________________________

c. Chose the example from above that you think is the most alarming. Draw a diagram to illustrate how it biomagnifies within an ecosystem. Be sure to label the diagram and include numbers with ppm (define ppm).

d. Why did you choose the above example of biomagnification as the most alarming?

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(1 copy per group)


Guided Investigation: The LOCAL Water Cycle

Day 3 BACKGROUND The following is from Richard Wagamese’s Embers (p. 72 of digital copy) ME: Why am I alive? OLD WOMAN: Because everything else is. ME: No. I mean the purpose. OLD WOMAN: That is the purpose. To learn about your relatives. ME: My Family?

OLD WOMEN: Yes. The moon, stars, rocks, trees, plants, water, insects, birds, mammals. Your whole family. Learn about that relationship. How you’re moving through time and space together. That’s why you’re alive.

INSTRUCTIONS

o read each question below o use the internet, your personal experiences, and your peers’ experiences to

explore your local nutrient cycles a bit more o think through your answers o put your answers down in point form, using your own phrasing o again, there is often no correct answer, but there are stronger and weaker

arguments to be made

PART 1: Exploring Details of Your Local Water Cycle (~ 50 min) 1. The Earth has variety of Biomes. Each biome is characterized based on its particular

climate, geography, and plant and animal species. For example, the permanent ice biomes of the Arctic and Antarctic are similar in that they have very cold temperatures, very little precipitation, strong winds, glaciers, plants adapted to low temperatures, and land animals that rely on marine sources of food.

a. What biome is your local region found in?

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(1 copy per group)

b. Please look at a climatograph for your local region and explore some of the following features:

i. Temperature Range? _________________________________________

ii. Coldest Month and its temperature? _____________________________

iii. Hottest month and its temperature? ______________________________

iv. Driest Month and its amount of precipitation? ______________________

v. Wettest month and its amount of precipitation? _____________________

vi. Considering the above information, describe five ways that the above factors influence or affect the water cycle, environment, and/or human activities in your local area.

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(1 copy per group)

2. As species reproduce, they have offspring with random variations or differences. Sometimes these variations help the organism to better survive its environment. Such variations are called adaptations. Because the adaptations help the organism to survive better it is more likely to reproduce and pass on the adaptation until most of the members of the species share that similar, genetically linked, adaptation.

a. List two species of indigenous plants found in your local region and identify at least one adaptation, for each plant, that helps it to survive the temperatures and/or precipitation levels in your area.

b. List two species of indigenous animals found in your local region and identify at least one adaptation that each animal has that helps it to survive the temperatures and/or precipitation levels in your area.

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(1 copy per group)

3. Last day you learned about bioaccumulation and biomagnification in general terms. Please identify and describe at least one example where human activities have contributed to bioaccumulation and biomagnification, via the water cycle, within your local region.

4. Identify and describe 2 other ways that human activities are having a negative impact

on the water cycle in your local region.

5. Identify and describe 2 ways humans are attempting to minimize their impact, or to

have a positive impact, on the water cycle in your local region.

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(1 copy per group)

Part of Day 4 PART 2: Diagraming the Details of Your Local Water Cycle (~ 30 min) Instructions

o obtain a large piece of paper to sketch on (recommend at least 11” x 17”)

o using all of your personal knowledge (new and old) draw and label a quick, rough

sketch of your local water cycle including:

• the key local geographical features such as mountains, valleys, forests, oceans, lakes, and rivers

• the key man-made features such as agriculture and cities or towns

• the atmosphere, geosphere, biosphere, and hydrosphere

• arrows and brief descriptions/labels showing the movement of water through the spheres including:

▪ precipitation ▪ evaporation ▪ sublimation (only if applicable to your location) ▪ transpiration (include local species in the diagram) ▪ respiration (include local species in the diagram) ▪ surface run-off and ground water flow ▪ movement of water between organisms of the biosphere (include

local species in the diagram)

• one short-term water sink and one long-term water sink

• one way that human activity is contributing to bioaccumulation and biomagnification

• two other ways that humans are negatively impacting the water cycle

• two ways that humans are attempting to minimize, or positively impact, your local water cycle

o this is a ROUGH sketch and it can be messy, have things crossed out and corrected, and

have arrows showing how you would move or change things for your final project

o NOTE: this is not an optional stage, it is some of the most important work/learning you will

do as it allows you to organize, personalize, and consolidate all of your learning into one place before you begin to work with your group

Science Grade 9

Guided Investigation Water Cycle Page 16 of 16 (intentionally blank for double-sided copy purposes)

(1 copy per group)

Science Grade 9

Guided Investigation Nitrogen Cycle Page 1 of 16

(1 copy per group)


Date: _____________ Class: _____________


Guided Investigation: The Nitrogen Cycle

Day 1

PART 1: THE SPHERES (~ 15 min)




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(1 copy per group)

Day 2

BACKGROUND ON NITROGEN Nitrogen is the most common element in our atmosphere. It makes up 78% of the atmosphere and where it is mainly found in the form of the diatomic* molecule, N2. However, most living things, including humans, cannot use nitrogen in this form. This means that the nitrogen that we inhale into our lungs is simply exhaled right back out, not helping our body in any way. Yet nitrogen makes up 3% of our body and is necessary to build many different molecules essential to our survival including our proteins and our DNA. The question is, how does it go from being non-reactive nitrogen in the atmosphere to something useful within our body? The answer lies in the nitrogen cycle. * diatomic refers to any molecule that is made up of two identical atoms bonded together. Note that “di” is simply a prefix meaning 2.

PART 2: HOW NITROGEN CYCLES THROUGH THE SPHERES (~30 min)

• please refer to at least two different diagrams, two different print resources, and one video of the nitrogen cycle

• provide the scientific term, a brief sketch/diagram, and a brief definition/description for each of the following:

STAGES/PROCESSES OF THE NITROGEN CYCLE 1. Identify 1 process that cycles nitrogen

(N2) from the atmosphere to the hydrosphere. Hint: it involves 2 steps

Process: _________________________

2. Identify 1 process that cycles nitrogen from the atmosphere to the geosphere. Hint: via biosphere, it forms NH4

+

Process: _________________________





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(1 copy per group)

STAGES/PROCESSES OF THE NITROGEN CYCLE 3. Identify a 2nd process that cycles nitrogen

from the from atmosphere to the geosphere. Hint: also via biosphere, it involves a symbiotic relationship

Process: _________________________

4. Identify 1 man-made process that cycles nitrogen from the atmosphere to the geosphere. Process: _________________________





6. Identify 1 process that cycles nitrogen from the geosphere to the biosphere:

Process: _________________________

7. Identify 1 process that cycles nitrogen within the biosphere:

Process: _________________________





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(1 copy per group)

STAGES/PROCESSES OF THE NITROGEN CYCLE 8. Identify 1 process that cycles nitrogen

from the biosphere to the geosphere. Hint: involves still living organisms

Process: _________________________

9. Identify a 2nd process that cycles nitrogen from the biosphere to the geosphere. Hint: consider previous hint

Process: _________________________





10. Identify 1 process that cycles nitrogen from the geosphere to the hydrosphere

Process: _________________________

11. Identify 1 process that cycles nitrogen from the biosphere to the atmosphere. Hint: via bacteria

Process: _________________________





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STAGES/PROCESSES OF THE NITROGEN CYCLE 12. Identify a 2nd process that cycles nitrogen

from biosphere to atmosphere. Hint: via animals Process: __________________________

13. Identify a 3rd process that cycles nitrogen from the biosphere to the atmosphere. Hint: via human activity

Process: _________________________





14. Identify 1 process that cycles nitrogen from the hydrosphere to the biosphere. Process: _________________________

15. Bonus: Identify a process that transfers water from the _______-sphere to the _______-sphere.

Process: _________________________





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be made

1. A nutrient is any chemical that is essential for an organism to survive and grow. Thus, nitrogen is a nutrient for all living things on Earth as they as all require nitrogen at some point in their life cycle.

a. What type of organism biologically fixes nitrogen from N2 to NH4 and from NH4

to NO2- and NO3

-?

b. Why are these organisms so important to the nitrogen cycle?

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2. As a nutrient, nitrogen serves many important functions in living organisms including formation of proteins and DNA.

a. Describe 4 functions of proteins (limit each description to 15 words max)

i. Function 1:

ii. Function 2:

iii. Function 3:

iv. Function 4:

b. Which protein function do you think is the most important for survival? Why?

c. What is the function of DNA?

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a. With respect to living organisms, what is their greatest nutrient source for nitrogen; the hydrosphere, geosphere, biosphere, or atmosphere? Why?



of time. It is termed a sink as the nutrient is absorbed and stored in that location, or organism, faster than it is released back to the cycle. Give one example each of a long-term nitrogen sink (greater than 100 years) and a short-term nitrogen sink (less than 1 year).

a. Long-term nitrogen sink: _________________________________

b. Short-term nitrogen sink: _________________________________ c. Identify 2 human activities that are influencing or altering the natural rate of the

nitrogen cycle.

i. ________________________________

ii. ________________________________

5. What is meant by the term acid rain?

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6. Draw, label, and briefly describe a diagram showing the roles of human activity and

nitrogen in acid rain.

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7. What is cultural eutrophication?

8. Draw, label, and briefly describe a diagram showing the roles of human activity, and

nitrogen, in cultural eutrophication.

9. Which do you think is a bigger or more alarming problem, acid rain or cultural eutrophication? Why?

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Guided Investigation: The LOCAL Nitrogen Cycle

Day 3

BACKGROUND The following is from Richard Wagamese’s Embers (p. 72 of digital copy)

ME: Why am I alive?

OLD WOMAN: Because everything else is.

ME: No. I mean the purpose.

OLD WOMAN: That is the purpose. To learn about your relatives.

ME: My Family?


INSTRUCTIONS




PART 1: Exploring Details of Your Local Nitrogen Cycle (~ 40 min) 1. As discovered last day, human activities can alter the nitrogen cycle and contribute

to acid rain and cultural eutrophication.

a. What are the main sources of air pollution/acid rain in your local region? Be specific.

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b. What actions are humans taking to limit these sources of air pollution/acid rain?

c. What are the main sources of nitrogen runoff in your local region?

d. What actions are humans taking to limit these sources of nitrogen runoff?

e. Which do you think is a greater concern in your local region, acid rain or nitrogen runoff? Why do you say this?

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2. Legumes form a symbiotic relationship with Rhizobia bacteria in their root nodules.

a. Using your own phrasing, define a symbiotic relationship, in 10 words or less.

b. What is a legume?

c. Draw, label and briefly describe a diagram that shows how the symbiotic relationship between legumes and rhizobia works.

d. Give an example of at least 2 indigenous, non-agricultural legume species that can be found in your local area.

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e. Give an example of at least 2 agricultural legume species that can be found in your local area or grocery store.

3. List at least 2 species of indigenous herbivores found in your local region and identify

how they get nitrogen from their diet and how they cycle that nitrogen back to the geosphere.

4. List at least 2 species of indigenous carnivores found in your local region and identify

how they get nitrogen from their diet and how they cycle that nitrogen back to the geosphere.

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Part of Day 4 PART 2: Diagraming the Details of Your Local Nitrogen Cycle (~ 30 min) Instructions


o using all of your personal knowledge (new and old) draw and label a quick, rough sketch of your local nitrogen cycle including the following:

• main geographical features such as mountains, valleys, forests, oceans, lakes, and rivers

• main man-made features such as agriculture and cities or towns

• atmosphere, geosphere, biosphere, and hydrosphere

• arrows and brief descriptions showing the movement of nitrogen through the spheres including:

▪ nitrogen fixation and nitrification by soil bacteria ▪ nitrogen fixation involving an indigenous legume ▪ uptake by at least 1 indigenous plant ▪ denitrification ▪ from an indigenous plant into an indigenous herbivore ▪ from an indigenous herbivore into an indigenous carnivore ▪ from the indigenous animals back to the geosphere ▪ from dead indigenous plants and animals back to the geosphere ▪ from local human activities into the atmosphere ▪ from local human activities into the hydrosphere

• one short-term nitrogen sink and one long-term nitrogen sink

• identify and indicate two ways that humans are negatively impacting your local nitrogen cycle

• identify and indicate two ways that humans are attempting to minimize, or positively impact, their activities on your local nitrogen cycle





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Guided Investigation Nitrogen Cycle Page 16 of 16 (intentionally blank for double-sided copy purposes)

(1 copy per group)

Science Grade 9

Guided Investigation Phosphorous Cycle Page 1 of 16

(1 copy per group)


Date: _____________ Class: _____________


Guided Investigation: The Phosphorous Cycle

Day 1





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Day 2

BACKGROUND ON PHOSPHORUS Phosphorus makes up approximately 1% of your body. Phosphorus can be found in many biological molecules including those that help to make cell membranes, DNA, teeth and bones, and those that transfer energy to drive many biological reactions. Phosphorus is essential to our survival, and indeed, to the survival of all living things. The question is, how does it go from being a mineral found in rocks to an essential component of living things? The answer lies in the phosphorus cycle. PART 2: HOW PHOSPHORUS CYCLES THROUGH THE SPHERES (~30 min)

• please refer to at least two different diagrams, two different print resources, and one video of the phosphorus cycle


STAGES/PROCESSES OF THE PHOSPHORUS CYCLE 1. Identify the one biome that phosphorus

does not play a significant role in.

________________________________

2. Identify 1 natural process that cycles phosphorus from the geosphere to the hydrosphere.

Process: _________________________

Why doesn’t phosphorus play a significant role in this biome?


Often the terms phosphorus and phosphate are used interchangeably. They are not actually the same thing. Using their chemical formulas, please briefly explain the difference between them.


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STAGES/PROCESSES OF THE PHOSPHORUS CYCLE 3. Identify 1 human activity that cycles

phosphorus from the geosphere to the hydrosphere involving leaching and runoff.

Process: _________________________

4. Identify a 2nd human activity that cycles phosphorus from the geosphere to the hydrosphere involving leaching and runoff. Process: _________________________





5. Identify 1 process that cycles phosphorus from deep within the geosphere to the surface of the geosphere.

Process: _________________________

6. Identify 1 process that cycles phosphorus from the hydrosphere to the geosphere. Hint: Involves sinking.

Process: _________________________





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STAGES/PROCESSES OF THE PHOSPHORUS CYCLE 7. Identify 1 process that cycles phosphorus

from the geosphere to the biosphere. Process: _________________________

8. Identify 1 process that cycles phosphorus within the biosphere. Hint: starts with plants Process: _________________________





9. Identify a 2nd process that cycles phosphorus within the biosphere. Hint: Ends with decomposers.

Process: _________________________

10. Identify 1 process that cycles phosphorus from the biosphere to the geosphere. Hint: No decomposer needed Process: _________________________





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be made

1. A nutrient is any chemical that is essential for an organism to survive and grow. Thus, phosphorus is a nutrient for all living things on Earth as they as all require phosphorus at some point in their life cycle.

a. What are the names and formulas of the two most common forms of

phosphorus used by plants?

b. Using one of the formulas from above as an example, and 15 words or less, explain what a formula actually means.

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2. As a nutrient, phosphorus serves many important functions in living organisms including, forming the backbone of DNA, forming phospholipids which then form cell membranes, and forming ATP which serves as the main energy currency in most cells.

a. Using your own phrasing, and 25 words or less, briefly describe each of the following:

i. Role of Phospholipids

ii. Role of DNA

iii. Role of ATP (adenosine triphosphate)

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b. Which of the above phosphorus-containing molecules do you think is more important for survival? Why?

3. A nutrient source is something that provides an ecosystem or organism with the

nutrient.

a. With respect to living organisms, what is their greatest nutrient source for phosphorus; the hydrosphere, geosphere, biosphere, or atmosphere? Why?



of time. It is termed a sink as the nutrient is absorbed and stored in that location, or organism, faster than it is released back to the cycle. Give one example each of a long-term phosphorus sink (greater than 100 years) and a short-term phosphorus sink (less than 1 year).

a. Long-term phosphorus sink: _________________________________

b. Short-term phosphorus sink: _________________________________

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c. Identify 2 human activities that are influencing or altering the natural rate of the phosphorus cycle.

i. ________________________________

ii. ________________________________

5. Identify 5 common products that humans make and use on a daily basis that contain phosphorus and affect the phosphorus cycle.

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6. What is cultural eutrophication?

7. Draw, label, and briefly describe a diagram showing the roles of human activity, and

phosphorus, in cultural eutrophication.

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8. Identify and describe at least three different methods that may be used to help slow down and/or reverse the effects of eutrophication.

9. Of the above methods, which do you think is:

a. The easiest approach and why?

b. The most difficult approach and why?

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Guided Investigation: The LOCAL Phosphorus Cycle

Day 3


ME: Why am I alive?




ME: My Family?


INSTRUCTIONS




PART 1: Exploring Details of Your Local Nitrogen Cycle (~ 60 min) 1. As discovered last day, phosphorus runoff from agriculture, mining, and industry can

contribute to eutrophication of bodies of water.

a. What are the main sources of phosphorus pollution in your local region? Be specific.

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(1 copy per group)

b. What actions are humans taking to limit the sources of runoff in your local region?

c. How does your local region deal with sewage? What type of impact is this approach having on the local environment?

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(1 copy per group)

2. Mycorrhizal fungi form a symbiotic relationship with many plants. a. Using your own phrasing, define a symbiotic relationship, in 10 words or less.

b. Aside from enhancing phosphorus uptake in plants, describe 4 other ways Mycorrhizal fungi help plants.

c. Draw, label, and briefly describe a diagram that shows how Mycorrhizal fungi help plants increase their phosphate uptake.

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3. Identify at least 2 species of indigenous plants found in your local region and briefly describe how they get phosphorus from the environment. Ideally, choose an aquatic species and a terrestrial species.

4. Identify at least 2 species of indigenous herbivores found in your local region and describe how they get phosphorus from their diet and how they cycle that phosphorus back to the geosphere.

5. Identify at least 2 species of indigenous carnivores found in your local region and describe how they get phosphorus from their diet and how they cycle that phosphorus back to the geosphere.

Science Grade 9

Guided Investigation Phosphorus Cycle Page 15 of 16

(1 copy per group)

Part of Day 4

PART 2: Diagraming the Details of Your Local Phosphorus Cycle (~ 30 min) Instructions


o using all of your personal knowledge (new and old) draw and label a quick, rough sketch of your local phosphorus cycle including:



• atmosphere, geosphere, biosphere, and hydrosphere

• arrows, and brief descriptions showing the movement of phosphorus through the spheres including:

▪ sedimentation ▪ geological uplift ▪ weathering, leaching, and runoff ▪ uptake by at least 2 indigenous plants (preferably one aquatic and

1 terrestrial) ▪ from an indigenous plant into an indigenous herbivore ▪ from an indigenous herbivore into an indigenous carnivore ▪ from the indigenous animals and plants back to the geosphere (via

decomposers) ▪ from local human activities into the geosphere ▪ from local human activities into the hydrosphere

• one short-term phosphorus sink and one long-term phosphorus sink

• indicate two ways that humans are negatively impacting your local phosphorus cycle

• identify two ways that humans are attempting to minimize, or positively impact, your local phosphorus cycle





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Guided Investigation Phosphorus Cycle Page 16 of 16 (intentionally blank for double-sided copy purposes)

(1 copy per group)

Science Grade 9

Guided Investigation Carbon Cycle Page 1 of 16

(1 copy per group)

Name: ___________________________

Group Members: _____________, _____________, _____________ Date: _____________

Class: _____________


Guided Investigation: The Carbon Cycle

Day 1





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Day 2 BACKGROUND ON CARBON ALL life on Earth is carbon-based. Even when we speculate on alien life forms, we typically presume they will be carbon-based. Carbon makes up approximately 50% of Earth’s total dry biomass.* Carbon molecules can be found in our bones, blood, and brain. They are in the food we eat, the technology we build, and the fuel we burn. For billions of years Earth’s carbon cycle operated in a well balance manner. However, today the carbon cycle is in crisis as human activities have thrown the cycle off balance, harming the Earth and its species. But how can we help? How can we restore balance? The answer lies in the carbon cycle. First, we become aware. Then we act. Ideally, with intelligence and commitment.

* total dry biomass refers to the total dried weight of all living things on Earth (if all of their water was removed).

PART 2: HOW CARBON CYCLES THROUGH THE SPHERES (~30 min)

• please refer to at least two different diagrams, two different print resources, and one video of the carbon cycle


STAGES/PROCESSES OF THE CARBON CYCLE 1. Identify 1 process that cycles carbon from

the atmosphere to the biosphere.

Process: _________________________

2. Identify 1 process that cycles carbon within the biosphere. Hint: Herbivores

Process: _________________________





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STAGES/PROCESSES OF THE CARBON CYCLE 3. Identify a 2nd process that cycles carbon

within the biosphere. Hint: carnivores

Process: _________________________

4. Identify a 3rd process that cycles carbon within the biosphere. Hint: decomposers Process: _________________________





5. Identify 1 process that cycles carbon from the atmosphere to the hydrosphere:

Process: _________________________

6. Identify 1 process that cycles carbon from the hydrosphere to the atmosphere:

Process: _________________________





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the biosphere to the atmosphere. Hint: both plants and animals do this

Process: _________________________

8. Identify a 2nd process that cycles carbon from the biosphere to the atmosphere. Hint: cows are said to be big contributors

Process: _________________________





9. Identify 1 human activity that cycles carbon from the geosphere to the atmosphere. Process: _________________________

10. Identify 1 process that cycles carbon from the geosphere to the hydrosphere

Process: _________________________





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the aquatic biosphere to the geosphere. Hint: involves sinking Process: _________________________

12. Bonus: Identify a process that transfers carbon from the _______-sphere to the _______-sphere.

Process: _________________________





PART 3: TALKING THE TALK! (~30 min) BACKGROUND An important part of life is being able to understand and communicate scientific ideas and information using the appropriate scientific language. Being aware of certain terms, and even some of their nuances, allows us to communicate more effectively and also helps us to recognize when someone is trying to misrepresent something or manipulate us with false claims (such as politicians, advertisers, and unethical or biased scientists). If you think about it, learning to speak “Science” is like learning to speak any foreign language. When we travel to a country where we do not speak or understand the language, we often feel uncomfortable as we are easily confused and fear that we may be taken advantage of. While this is generally not the case, and most people are very kind and helpful, there is still a greater risk if you do not know the language. Science is simply a foreign language, and the more you learn it, the more comfortable, confident, curious, and the less vulnerable, you will become.

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INSTRUCTIONS o read each question below o use the internet and/or the provided resources to explore a little o think through your answers o put your answers down in point form, using your own phrasing o there is often no correct answer, but there are stronger and weaker arguments to

be made

1. A nutrient is any chemical that is essential for an organism to survive and grow. Thus, carbon is a nutrient for all living things on Earth as they as all require carbon at some point in their life cycle.

a. Today we use “organic” to refer to foods that are grown without the assistance

of man-made chemicals such as fertilizers, herbicides, and pesticides. However, in chemistry, organic has a very different meaning. Using your own phrasing, and 25 words or less, describe what an organic compound is. If you include the word covalent be sure to define that as well.

b. New laws have come into place to help clarify which foods can be sold under the “organic” label. However, before these laws existed, would you technically be lying if you sold sugar, produced from sugar beets that were sprayed with pesticides, as being organic. Why or why not? Hint: this form of sugar is called sucrose, look up its formula.

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2. As mentioned above, human activities have thrown the carbon cycle out of balance, harming Earth and all of its inhabitants.

a. Describe 4 human activities that are significantly impacting the carbon

cycle. These activities may be either directly adding carbon, in the form of carbon dioxide (CO2) to the atmosphere, or they may be inhibiting CO2’s re-uptake into the biosphere (limit each description to 15 words max)

i. Activity 1:

ii. Activity 2:

iii. Activity 3:

iv. Activity 4:

b. Which of the above activities do you think is the most alarming and most crucial for humans to correct or modify? Why?

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a. With respect to living organisms, what is their greatest nutrient source for carbon; the hydrosphere, geosphere, biosphere, or atmosphere? Why?



of time. It is termed a sink as the nutrient is absorbed and stored in that location, or organism, faster than it is released back to the cycle. Give one example each of a long-term carbon sink (greater than 100 years) and a short-term carbon sink (less than 1 year).

a. Long-term carbon sink: _________________________________

b. Short-term carbon sink: _________________________________ c. Identify 2 human activities that are influencing or altering the natural rate of the

carbon cycle.

i. ________________________________

ii. ________________________________

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5. Incorporating the concepts of long-term and short-term sinks, explain why human use of fossil fuels is so damaging to the carbon cycle. Use a diagram, labels, and point form descriptions, and a maximum of 40 words to get your point across.

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Group Activity; Nutrient Cycles Make Our World Go Around

Guided Investigation: The LOCAL Carbon Cycle In

Day 3


ME: Why am I alive?




ME: My Family?


INSTRUCTIONS




Science Grade 9


(1 copy per group)

PART 1: Exploring Details of Your Local Carbon Cycle (~60 min) 1. As discovered last day, human activities are having a huge impact on the carbon

cycle.

a. Identify three activities that are having a negative impact on the carbon cycle in your local area. Provide specific examples and details.

b. Identify three actions that are being taken, in your local area, to limit the negative impacts of human activity in the carbon cycle. Again, be specific and provide details.

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6. It has become common, even trendy, to refer to one’s carbon footprint. Using your own phrasing, and less that 25 words, explain what this refers to.

7. One way a person, business, or community, can decrease their carbon footprint is by

buying carbon-offsets. Using your own phrasing, and less that 25 words, explain what this refers to.

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8. Do you think purchasing carbon-offsets are an effective way to minimize our carbon footprints and protect the environment? Why or why not?

9. Identify at least two indigenous plants that you could plant in your local area to help

off-set your carbon use.

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10. Identify at least 2 species of indigenous herbivores found in your local region and identify how they get carbon from their diet and how they cycle that carbon back to the geosphere.

11. Identify at least 2 species of indigenous carnivores found in your local region and

identify how they get carbon from their diet and how they cycle that carbon back to the geosphere.

Science Grade 9


(1 copy per group)

Part of Day 3

PART 2: Diagraming the Details of Your Local Carbon Cycle (~ 20 min) Instructions


o using all of your personal knowledge (new and previously obtained) draw and label a quick, rough sketch of your local carbon cycle including:



• the atmosphere, geosphere, biosphere, and hydrosphere

• arrowsand very brief descriptions showing the movement of carbon through the spheres including:

▪ photosynthesis by an indigenous plant ▪ respiration by an indigenous plant and an indigenous animal ▪ from an indigenous plant to an indigenous herbivore ▪ from an indigenous herbivore into an indigenous carnivore ▪ from indigenous animals and plants back to the geosphere via

decomposers ▪ from local human activities into the atmosphere

• one short-term carbon sink and one long-term carbon sink

• indicate two ways that humans are negatively impacting your local carbon cycle

• identify two ways that humans are attempting to minimize their impact on, or positively impact, your local carbon cycle





Science Grade 9

Guided Investigation

Carbon Cycle Page 16 of 16 (intentionally blank for double-sided copy purposes) (1 copy per group)

Documents

Group Activity for Earth Science Unit Nutrient …...Group Activity for Earth Science Unit Nutrient Cycles Make Our World Go Around Guided Resources: The Water Cycle About Earth’s