1. Bell ringer 1 on page 91
The diagram below shows the flow of carbon in a terrestrial ecosystem. 
Which will most likely happen if the decomposers are removed from the carbon cycle? 
The amount of carbon dioxide in the atmosphere will increase.
The amount of carbon dioxide in the atmosphere will decrease.
The amount of carbon dioxide used by producers will increase.
The amount of carbon dioxide needed by consumers will decrease.

2. Bellringer 2
In a process called transpiration, plants get rid of excess water through pores in the leaves called stomata. This excess water is then released into the atmosphere as part of the water cycle. Which of the following terms best describes how the released water enters the atmosphere? A. condensation B. precipitation C. evaporation D. capillary action

3. Biogeochemical Cycles
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Essential Question:
How does the movement of matter and energy through biological systems impact you?

4. Energy flows through… producers (plants) sun secondary consumers
(carnivores)
loss of energy
sun
loss of energy
primary consumers
(herbivores)
Use this slide to review the flow of energy and the 10% rule. Allow students to tell you what they remember. (activate prior knowledge)
loss of energy
producers (plants)

5. But what about nutrients?
decomposers
Energy flows through but nutrients cycle
nutrients must be recycled to be available for the next generation
decomposers return nutrients to the soil after creatures die
fungi
bacteria

6. Nutrients cycle around… through decomposers
consumers
decomposers
producers
Talking points:
Producers get nutrients from the soil
When producers die decomposers break them down and redeposit them into the soil
When producers are eaten by consumers the nutrients are transferred to the consumers
When consumers die they are broken down by decomposers and their nutrients are re-deposited into the soil.
We will focus only the cycling of carbon and water. The other nutrient are present in the slide to indicate to students that nutrients other then carbon cycle but are not addressed by the item specifications.
Also use this slide to reinforce food webs.
phosphorus
potassium
iron
carbon
nitrogen
soil
magnesium
calcium

7. Energy flows Nutrients cycle
loss of energy
sun
secondary consumers
(carnivores)
decomposers
loss of energy
primary consumers
(herbivores)
Talking points:
Energy flow and nutrient cycling co-exist/ happen simultaneously.
loss of energy
producers (plants)
soil
soil

8. Water Cycle The movement of water from the ground to the
atmosphere and
back again
Water gets to the atmosphere by:
Evaporation – heat from the sun
Transpiration – movement of water through a plants
Sublimation – snow and ice converting to water vapor
Water leaves the atmosphere by:
Condensation - water vapor in the air is changed into liquid water (formation of clouds)
Precipitation - water released from clouds in the form of rain, freezing rain, sleet, snow, or hail.

9. Water cycle Solar energy Transpiration Evaporation Precipitation
abiotic reservoir:
surface & atmospheric water
enter food chain:
precipitation & plant uptake
recycle:
transpiration
return to abiotic:
evaporation & runoff
Water cycle
Solar energy
Transpiration
Water vapor
Evaporation
Precipitation
Oceans
Review meaning of words; aquifer, biotic, abiotic, and reservoir. The goal is to probe the students for prior knowledge allow them to generate the meaning of the words and how they relate to the water cycle.
Runoff
Lakes
Percolation in soil
Aquifer
Groundwater

10. Transpiration Review Remember transpiration?
Review Xylem, Phloem, stomata, photosynthesis, cohesion/adhesion. The goal is to probe the students for prior knowledge allow them to generate the meaning of the words and how they relate to transpiration.

11. Disruptions in the Water Cycle
Think and Discuss
Disruptions in the Water Cycle
Describe how the following impact the water cycle:
Destruction of forests
Pollution of lakes and streams
Fertilizing and runoff
Increased temperatures
How could changes in the water cycle impact YOU?
Why would we need government policy to limit human impact on the water cycle?
Describe policies (laws/rules) related to the water cycle you may know about.
Make sure that the students understand that a disruption in the cycle effect the entire cycle not just the portion that is directly effecting.

12. Carbon Cycle Carbon is present in the atmosphere as Carbon Dioxide:
Volcanic activity
Respiration
Deforestation
Burning fossil fuels
Decomposition of organic material.
Plants, producers, remove CO2 from the atmosphere for photosynthesis and release O2
Convert solar energy into chemical energy
Animals, consumers, remove O2 from the atmosphere for cellular respiration and release CO2
Convert chemical energy in plants to usable energy
Make sure that the students understand that a disruption in the cycle effect the entire cycle not just the portion that is directly effecting.

13. Carbon cycle abiotic reservoir: CO2 in atmosphere enter food chain:
photosynthesis = carbon fixation in Calvin cycle
return to abiotic:
Cellular respiration
combustion
Carbon cycle
CO2 in
atmosphere
Diffusion
Respiration
Photosynthesis
Plants and algae
Plants
Animals
Industry and home
Combustion of fuels
Carbonates in sediment
Bicarbonates
Deposition of
dead material
Deposition
of dead
material
Fossil fuels
(oil, gas, coal)
Dissolved CO2
Review meaning of words; aquifer, biotic, abiotic, and reservoir. The goal is to probe the students for prior knowledge allow them to generate the meaning of the words and how they relate to the carbon cycle.

14. Disruptions in the Carbon Cycle
Think and Discuss
Disruptions in the Carbon Cycle
Describe how the following impact the carbon cycle:
Destruction of forests
Burning of fossil fuels
Increased emissions in factories and automobiles
Removal of decomposers
How could changes in the carbon cycle impact YOU?
Why would we need government policy to limit human impact on the water cycle?
Describe policies (laws/rules) related to the water cycle you may know about.
Make sure that the students understand that a disruption in the cycle effect the entire cycle not just the portion that is directly effecting.

15. Generalized Nutrient cycling
consumers
consumers
consumers
producers
decomposers
decomposers
nutrients ENTER FOOD CHAIN = made available to producers
nutrients made available to producers
return to abiotic reservoir
Decomposition connects all trophic levels
This is just an additional diagram to help students observe the cycling of nutrients.
abiotic reservoir
abiotic reservoir
geologic processes
geologic processes

16. Ecosystem inputs nutrients cycle inputs energy nutrients
biosphere
energy flows through
constant input of energy
nutrients cycle
Matter cannot
be created or destroyed
Don’t forget the laws of Physics!
nutrients can only cycle
inputs
energy
nutrients

17. We Do – Carbon Cycle Game
Use the Carbon Cycle cards to create a carbon cycle on your desk/table. Draw arrows to represent the flow of carbon through the ecosystem. Check with Ms. Speers for accuracy of your cycle before moving on.
Randomly read and select one of the scenario cards. As a group decide how the scenario would impact your carbon cycle immediately and long term. Record your answers on the student impact sheet.
Adjust your carbon cycle based on how the scenario would impact the cycle. Check with Ms. Speers for accuracy.
Complete at least 6 scenario cards.

18. Exit Ticket
Complete silently and independently

19. Answer Bellringer 1 – Retry
The diagram below shows the flow of carbon in a terrestrial ecosystem. 
Which will most likely happen if the decomposers are removed from the carbon cycle? 
The amount of carbon dioxide in the atmosphere will increase.
The amount of carbon dioxide in the atmosphere will decrease.
The amount of carbon dioxide used by producers will increase.
The amount of carbon dioxide needed by consumers will decrease.
Answer: B

20. Bellringer 2 – Retry Answer
In a process called transpiration, plants get rid of excess water through pores in the leaves called stomata. This excess water is then released into the atmosphere as part of the water cycle. Which of the following terms best describes how the released water enters the atmosphere? A. condensation B. precipitation C. evaporation D. capillary action
Answer: C

21. Exit Ticket #1
The framework of organic molecules essential to all organisms is composed mainly of carbon atoms. Which processes are involved in the cycling of carbon within an environment? 
photosynthesis and respiration
evaporation and condensation
transcription and translation
diffusion and transpiration
Answer: A

22. Exit Ticket #2
A graph of atmospheric carbon dioxide concentration over time is shown below.
Scientists are investigating the cause of the large increase in atmospheric carbon dioxide concentration since about Which of the following provides the best explanation for the increase?
eruptions of large volcanoes
use of fossil fuels by humans
natural fluctuations of climate
photosynthesis by phytoplankton
Answer: B

23. Exit Ticket #3 The diagram below shows part of the carbon cycle.
If many trees are removed from a forest by logging, what is the most immediate effect on the carbon cycle in that forest?
increase in the rates of decomposition
increase in the rates of atmospheric carbon dioxide
decreased combustion of fossil fuel
increase production of organic compounds
Answer: B