Pick up:

1. Today in I.S.… Pick up: Week #1 (2/18-2/22) Warm Up – Tuesday (2/19): Homework:  • Agenda: • Decomposition Lab (10 minutes) • Finish Nitrogen Passport Activity Learning Goal: Students will understand and make connections with the terms and concepts specific to ecology, biogeochemical cycle and the atmosphere.

2. Edible Aquifer Grocery List • At the station you are assigned, you as a group are responsible for bringing in the items as listed. • Assign who in your group will bring what items. • Items need to be brought in by Tuesday, February 19th. • Make sure items are labeled with your name and period!!!!! • IF you do not bring your items you will have to go on a scavenger hunt and find others to borrow from or watch but do not get to eat! • Blue/red food coloring • 2 cans of Clear soda pop (7-Up, Sprite, etc) • Small gummy bears, (1 bag) • 2 cups of chocolate chips, • 10 crushed cookies, • Variety of colored cake decoration sprinkles and sugars ( 1 container) • Clear drinking straws (5) • Large clear plastic cups (5) • Spoons (5)

3. Copy into your Notebook! Table of Contents

4. Copy into your Notebook! Table of Contents

5. Atmosphere, Ecology & Cycles Unit Learning Goal & Scales Learning Goal: Students will understand and make connections with the terms and concepts specific to ecology, biogeochemical cycle and the atmosphere.

6. Decomposition Lab Open both jars. Record appearance of food scraps. Clean stations. Finish Lab outline. 12 Min

7. The Nitrogen Cycle Post Game Activity V Symes

8. Today in I.S.… • Pick up: • Edible Aquifer Activity Worksheet • Groundwater Worksheet Week #1 (2/18-2/22) Warm Up – Wednesday/Thursday (2/20 & 2/21): Homework:  • Agenda: • Finish Carbon Cycle Notes • Groundwater Reading • Edible Aquifer Activity Learning Goal: Students will understand and make connections with the terms and concepts specific to ecology, biogeochemical cycle and the atmosphere.

9. Edible Aquifer Grocery List • At the station you are assigned, you as a group are responsible for bringing in the items as listed. • Assign who in your group will bring what items. • Items need to be brought in by Tuesday, February 19th. • Make sure items are labeled with your name and period!!!!! • IF you do not bring your items you will have to go on a scavenger hunt and find others to borrow from or watch but do not get to eat! • Blue/red food coloring • 2 cans of Clear soda pop (7-Up, Sprite, etc) • Small gummy bears, (1 bag) • 2 cups of chocolate chips, • 10 crushed cookies, • Variety of colored cake decoration sprinkles and sugars ( 1 container) • Clear drinking straws (5) • Large clear plastic cups (5) • Spoons (5)

10. Copy into your Notebook! Table of Contents

11. Copy into your Notebook! Table of Contents

12. Atmosphere, Ecology & Cycles Unit Learning Goal & Scales Learning Goal: Students will understand and make connections with the terms and concepts specific to ecology, biogeochemical cycle and the atmosphere.

13. Phosphorus cycle • abiotic reservoir: • rocks, minerals, soil • enter food chain: • erosion releases soluble phosphate • uptake by plants • recycle: • decomposing bacteria & fungi • return to abiotic: • loss to ocean sediment Land animals Plants Animal tissue and feces Urine Soluble soil phosphate Decomposers (bacteria and fungi) Loss in drainage Rocks and minerals Phosphates in solution Decomposers (bacteria & fungi) Animal tissue and feces Plants and algae Aquatic animals Precipitates Loss to deep sediment

14. Carbon cycle • abiotic reservoir: • CO2 in atmosphere • enter food chain: • photosynthesis = carbon fixation in Calvin cycle • recycle: • decomposition • return to abiotic: • respiration • combustion CO2 in atmosphere Combustion of fuels Industry and home Photosynthesis Diffusion Respiration Plants Animals Dissolved CO2 Bicarbonates Photosynthesis Deposition of dead material Animals Plants and algae Fossil fuels (oil, gas, coal) Deposition of dead material Carbonates in sediment

15. Carbon Cycle Most of the carbon on earth is locked up in the crust in limestone rocks: CaCO3

16. Some of the rest is in fossil fuels: coal, crude oil and natural gas. Coal = carbon Methane = CH4

17. Some is in the atmosphere as CO2

18. A lot is dissolved in seawater as carbonate (CO32-), bicarbonate (HCO3-), carbonic acid (H2CO3) and carbon dioxide (CO2)

19. And of course some is in living & dead biological tissue (Biomass)

20. PHOTOSYNTHESIS (plants and Algae): 6CO2 + 6H2O  C6H12O6 + 6O2 (sunlight) RESPIRATION (all life) C6H12O6 + 6O2 6CO2 + 6H2O (+ energy!) Where: C6H12O6 = sugar O2 = oxygen CO2 = carbon dioxide H2O = water

21. Carbon Cycle getting started… Respiration: Sugar + O2  CO2 + H2O Photosynthesis: CO2 + H2O  sugar + O2 CO2 Limestone CaCO3 CO2

22. The main thing is to present it as a CYCLE That means every place with carbon has at least one arrow coming in and one arrow going out!

23. This powerpoint was kindly donated to www.worldofteaching.com http://www.worldofteaching.com is home to over a thousand powerpoints submitted by teachers. This is a completely free site and requires no registration. Please visit and I hope it will help in your teaching.

24. Groundwater Article 12 Minutes to read article! Show teacher for a stamp!

25. Edible Aquifer Lab…you never knew the Earth was so yummy! RULES for this LAB • Do NOT touch or eat ANYTHING on your lab station until told to by ME! • You MUST follow the DIRECTIONS step-by-step to do this CORRECTLY! • Do NOT shake or swirl your Parfait! • If at ANY TIME the privileges of the lab are ABUSED, I WILL STOP the lab! • Before you start, you will need to answer the pre-lab questions and get a stamp from me indicating you are ready to move on to the next step.

26. Edible Aquifer Lab • Do NOT shake or swirl your parfait! • Do NOT eat it until you are COMPLETELY FINISHED answering Questions 1-10! (Use your “What in the Well is Groundwater?” worksheet to help you with the questions.) • To clean up: • Small plastic cups & dirty spoons need to be washed with soap and rinsed out • Your soda Recycle in the LARGE bin • Throw away everything else and wash down your lab station! • YOU WILL NOT BE DISMISSED TO THE FRONT OF THE ROOM UNTIL I HAVE CHECKED YOUR STATION! • ONE RULE BROKEN WILL BE A REFERRAL!

27. Pause to complete the Edible Aquifer activity.... YUMMY!!!

28. Groundwater Notes

29. GROUNDWATER When rain falls to the ground, the water does not stop moving. Some of it flows along the surface to streams or lakes, some of it is used by plants, some evaporates and returns to the atmosphere, and some sinks into the ground. Imagine pouring a glass of water onto a pile of sand. Where does the water go? The water moves into the spaces between the particles of sand.

31. Groundwater is water that is found underground in the cracks and spaces in soil, sand and rock. Groundwater is stored in--and moves slowly through--layers of soil, sand and rocks called aquifers. Aquifers typically consist of gravel, sand, sandstone, or fractured rock, like limestone. These materials are permeable because they have large connected spaces that allow water to flow through. The speed at which groundwater flows depends on the size of the spaces in the soil or rock and how well the spaces are connected.

32. The area where water fills the aquifer is called the saturated zone (or saturation zone). The top of this zone is called the water table. The water table may be located only a foot below the ground’s surface or it can sit hundreds of feet down. Groundwater can be found almost everywhere. The water table may be deep or shallow; and may rise or fall depending on many factors. Heavy rains or melting snow may cause the water table to rise, or heavy pumping of groundwater supplies may cause the water table to fall.

33. Water in aquifers is brought to the surface naturally through a spring or can be discharged into lakes and streams. Groundwater can also be extracted through a well drilled into the aquifer. A well is a pipe in the ground that fills with groundwater. This water can be brought to the surface by a pump. Shallow wells may go dry if the water table falls below the bottom of the well. Some wells, called artesian wells, do not need a pump because of natural pressures that force the water up and out of the well.

34. Groundwater supplies are replenished, or recharged, by rain and snow melt. In some areas of the world, people face serious water shortages because groundwater is used faster than it is naturally replenished. In other areas groundwater is polluted by human activities. In areas where material above the aquifer is permeable, pollutants can readily sink into groundwater supplies. Groundwater can be polluted by landfills, septic tanks, leaky underground gas tanks, and from overuse of fertilizers and pesticides. If groundwater becomes polluted, it will no longer be safe todrink.

35. Groundwater is used for drinking water by more than 50 percent of the people in the United States, including almost everyone who lives in rural areas. The largest use for groundwater is to irrigate crops. It is important for all of us to learn to protect our groundwater because of its importance as a source of water for drinking and irrigation. http://www.groundwater.org/kc/kidsvocab.html

36. Today in I.S.… Pick up: Nothing Week #1 (2/18-2/22) Warm Up – Friday (2/22): Homework: Decomposition Lab due Friday, March 8th for 30 points (Lab Sample) • Agenda: • Finish Decomposition Lab Learning Goal: Students will understand and make connections with the terms and concepts specific to ecology, biogeochemical cycle and the atmosphere.

37. Edible Aquifer Grocery List • At the station you are assigned, you as a group are responsible for bringing in the items as listed. • Assign who in your group will bring what items. • Items need to be brought in by Tuesday, February 19th. • Make sure items are labeled with your name and period!!!!! • IF you do not bring your items you will have to go on a scavenger hunt and find others to borrow from or watch but do not get to eat! • Blue/red food coloring • 2 cans of Clear soda pop (7-Up, Sprite, etc) • Small gummy bears, (1 bag) • 2 cups of chocolate chips, • 10 crushed cookies, • Variety of colored cake decoration sprinkles and sugars ( 1 container) • Clear drinking straws (5) • Large clear plastic cups (5) • Spoons (5)

38. Copy into your Notebook! Table of Contents

39. Copy into your Notebook! Table of Contents

40. Atmosphere, Ecology & Cycles Unit Learning Goal & Scales Learning Goal: Students will understand and make connections with the terms and concepts specific to ecology, biogeochemical cycle and the atmosphere.

41. Decomposition Lab Open both jars. Record appearance of food scraps. Clean stations. Finish Lab outline. 12 Min

42. Intro to the Atmosphere Atmospheric Properties Structure of the Atmosphere Atmospheric Processes Lesson Sections

43. Atmospheric Properties Objectives: What is the Earth’s atmosphere made of? Has the Earth’s atmosphere always been made of the same stuff? How has the composition of the atmosphere changed life on Earth? How does Earth’s atmosphere compare to those of other planets in the solar system?

44. What is the Atmosphere? Atmosphere – Very thin envelope of gases that surrounds Earth Used by living organisms for chemical compounds/nutrients (I.e., O2, CO2, H2O, N2) Has no outer boundary, just fades into space

45. Past & Present Composition of Earth’s Atmosphere The composition of the Earth’s atmosphere has changed since the formation of the Earth. How old is the Earth according to the Nebular Hypothesis? Earth has had approximately 3 different atmospheres over the course of over 4 billion years. What gases made up Earth’s original atmosphere? Earth’s First Atmosphere The Earth’s first atmosphere was mainly helium (He)& hydrogen (H). Why?

46. Past & Present Composition of Earth’s Atmosphere Earth’s Second Atmosphere Watch the following short video clips about Earth’s 2nd atmosphere: http://player.discoveryeducation.com/index.cfm?guidAssetId=DC842144-801C-45DB-8A2A-C4F06F7A8BFC&blnFromSearch=1&productcode=US Volcanic emissions lateradded carbon dioxide, nitrogen, water, sulfur dioxide & other elements. No free O2 at this time Large amounts of carbon dioxide (CO2) from volcanoes caused the Earth’s past climate to be warmer than today’s. Without carbon dioxide, no life could be present on Earth. Later, oceans form due to presence of H2O in atmosphere What had to be available in the atmosphere for life to begin?

47. Past & Present Composition of Earth’s Atmosphere Today’s Atmosphere Nitrogen (N2)- 78% Oxygen (O2)- 21% Argon – 0.9% Carbon Dioxide (CO2) - 0.03% Other miscellaneous gases (I.e., H2O) - 0.07% Using this information, devise a graph/chart to show this quantitative data. Don’t forget to label & color each piece of data!

48. Past & Present Composition of Earth’s Atmosphere Today’s Atmosphere Nitrogen (N2)- 78% Oxygen (O2)- 21% Argon – 0.9% Carbon Dioxide (CO2) - 0.03% Other miscellaneous gases (I.e., H2O) - 0.07%

49. Present Composition of Earth’s Atmosphere Is Earth’s atmosphere a mixture? Compound? Molecule? 99% of gases in atmosphere - N2 & O2 1% - trace other elements CO2, H2O & O3 - very important to life & atmospheric processes (weather & biogeochemical cycles)