Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
| Course Number1111 |
Course Title222 |
| 2000310: | Biology 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000320: | Biology 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 3027020: | Biotechnology 2 (Specifically in versions: 2015 and beyond (current)) |
| 2001310: | Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001320: | Earth/Space Science Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002400: | Integrated Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002410: | Integrated Science 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002450: | Integrated Science 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003400: | Nuclear Radiation (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2020710: | Nuclear Radiation Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003310: | Physical Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2003320: | Physical Science Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002540: | Solar Energy Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002550: | Solar Energy 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2000800: | Florida's Preinternational Baccalaureate Biology 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7920015: | Access Biology 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7920020: | Access Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7920025: | Access Integrated Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2000315: | Biology 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002405: | Integrated Science 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 2003500: | Renewable Energy 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 7920022: | Access Physical Science (Specifically in versions: 2016 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2001330: | Meteorology Honors (Specifically in versions: 2016 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| Name |
Description |
| CO2: Find Out What It Means to You | This BLOSSOMS lesson discusses Carbon Dioxide, and its impact on climate change. The main learning objective is for students to become more familiar with human production of Carbon Dioxide gas, as well as to gain an awareness of the potential for this gas to effect the temperature of Earth’s atmosphere. This lesson should take about an hour to complete. In order to complete the lesson, the teacher will need: printed copies of signs representing the different products and processes that take place in the carbon cycle (included), samples of matter that represent those products, handouts for the students to create a graphic of the carbon cycle (included) and graph paper or graphing software for students to create graphs. In the breaks of this BLOSSOMS lesson, students will be creating models of the carbon cycle as well as observing experiments and analyzing data from them. It is hoped that this lesson will familiarize students with ways in which carbon moves through our environment and provide them with some personal connection to the impact that an increased concentration of CO2 can have on air temperature. The goal is to spark their interest and hopefully to encourage them to ask and investigate more questions about the climate. |
| Man vs. Volcano: Who Let the Carbon Out? | In this lesson, students will analyze an informational text intended to support reading in the content area. The article compares carbon emissions from human activities to those from natural volcanic processes. The authors outline the methods, data collection, and findings of carbon emissions, closing the debate on what releases the most carbon. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. Numerous options to extend the lesson are also included. |
| Prove It Moves! | Students will design their own projects to prove that transpiration actually exists. Through this laboratory design and execution, students will understand that light catalyzes the water cycle and that it never ends. |
| It's the Circle of Life...and Water | In this lesson, students will analyze an informational text intended to support reading in the content area. The article analyzes the hydrologic cycle and touches on its connection to the carbon cycle. This text describes how our understanding about the water cycle has changed over time, particularly due to information gathered in a recent study. The article gives a good representation of the scientific method and the importance of the water cycle. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a rubric. Numerous options to extend the lesson are also included. |
| The Carbon Cycle and Human Impact | This lesson is designed for educators to teach the carbon cycle. Students will create a poster board with information on the carbon cycle, give a class presentation, and answer questions posed by their classmates. |
| Water Cycle Molecular Movement and Energy Flow | This lesson provides students with an interactive activity that demonstrates the movement of water through the water cycle as it fluctuates in energy. Students will be able to analyze patterns in the fluctuations of energy in order to conclude correlations between energy in particles of water and the various stages of the water cycle. |
| Energy in the Rain | Students work to understand the movement of matter and energy in the Earth's water cycle. First, they confront a common occurrence in our lives: the "sweaty" water bottle. Then, after a combination of collaboration and direct instruction, students create a working model of the water cycle and analyze the movement of energy within it. |
| A Plant's Role | In this lesson, students will investigate the question, "Do plants absorb carbon dioxide at the same rate?" The students will design their own method for gathering the information needed to answer this question. Students will leave with a thorough understanding of the carbon cycle. |
| Name |
Description |
| Which Emits More Carbon Dioxide: Volcanoes or Human Activities? | This informational text resource is intended to support reading in the content area. This article answers the question of whether volcanic activity or human activities contribute more to global warming. With evidence and support, they easily conclude human activities are the heaviest contributor |
| Where Does Water Go When It Doesn't Flow? | This informational text resource is intended to support reading in the content area. The article describes how scientific thoughts about the water cycle have changed over time, particularly due to information gathered in a recent study. The article gives a good representation of the scientific method and the importance of the water cycle. |
| Salamander's Hefty Role in the Ecosystem | This informational text resource is intended to support reading in the content area. This is a fascinating article about the large role one tiny organism plays in its ecosystem. The author explores the predatory habits of the salamander, how this amphibian can affect the carbon cycle, and the changes that have been taking place in the salamander populations over time. |
| New GPM Video Dissects the Anatomy of a Raindrop | This informational text resource is intended to support reading in the content area. This article by NASA explains the physical reasons why the shape of a raindrop is more bun-shaped than tear-shaped. |
