Producers,+Consumers,+Decomposers+and+the+Carbon+Cycle

**Energy In The Cell: Producers, Consumers, Decomposers, and the Carbon Cycle** **Teacher Name:** Shaina Drew **Subject Area:** Life Science **Grade:** 8th **Rationale:**  The concept of producers, consumers and decomposers is interconnected with the processes of photosynthesis and cellular respiration. It is important for students to understand the mechanisms of their own bodies, what interactions make them possible, and how they fit into a bigger picture (the carbon cycle). **Objectives:** - understand the difference between producers, consumers, and decomposers - explain the carbon cycle and its components - model the carbon cycle - describe how the carbon cycle affects us as a human population - explain the problems arising with components of the carbon cycle **Florida Sunshine State Standards:** - SC.8.L.18.2: Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. - LA.8.1.6.1: The student will use new vocabulary that is introduced and taught directly - LA.8.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- LA.8.1.7.4: The student will identify cause-and-effect relationships in text

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**National Science Education Standards:** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Systems, order, and organization <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 200%; margin-left: 0.5in; text-indent: -0.25in;">- Structure and function in living systems <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 200%; margin-left: 0.5in; text-indent: -0.25in;">- Science as a human endeavor <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 200%; margin-left: 0.5in; text-indent: -0.25in;">- Nature of science <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 200%; margin-left: 0.5in; text-indent: -0.25in;">- Evidence, models, and explanation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 200%; margin-left: 0.5in; text-indent: -0.25in;">- Form and function <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">** Materials: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 200%;">Half sheets of poster board (1 sheet @ $0.80 from Walmart), markers or colored pencils, pencils, internet access, reference books on fossil fuels, photosynthesis, cellular respiration, decay, carbon recycling, global warming, etc.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Resources:** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-left: 0.5in; text-indent: -0.25in;">- Photo of the carbon cycle: http://www.windows2universe.org/earth/climate/images/carboncycle_sm.jpg <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-left: 0.25in;">- ABC brainstorming worksheet <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-left: 0.25in; text-indent: 0.25in;">http://www.readingquest.org/pdf/abc.pdf <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Food web info <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-left: 0.5in;">http://www.geography4kids.com/files/land_foodchain.html <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Video of the carbon cycle cartoon <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">http://www.youtube.com/watch?v=U3SZKJVKRxQ&feature=related <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Animated, non speaking version of the carbon cycle <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-left: 0.25in; text-indent: 0.25in;">http://www.youtube.com/watch?v=OByqdUhWERk&feature=related <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Article “the case of the missing carbon” <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">http://ngm.nationalgeographic.com/ngm/0402/feature5/index.html <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Text used page 480-481 in Glencoe Science, Florida Science <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Possible Safety Concerns:** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;"> Not applicable <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Outline of Content:** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-bottom: 10pt; text-indent: -0.5in;">I. Producers <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">a. Remove CO2 from the air during photosynthesis <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">b. Use CO2, water, and sunlight to produce energy rich sugar molecules <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-bottom: 10pt; text-indent: -0.5in;">II. Consumers (contribute to the processes of cellular respiration) <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">a. Primary consumers <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> i. Herbivores <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> ii. Plant eaters <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> iii. Squirrel, elk, etc <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">b. Secondary consumers <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> i. Eat the primary consumers <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> ii. Ex. Mouse is primary cat would be secondary <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> iii. Carnivores <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">c. Tertiary consumer <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> i. Eat secondary and primary consumers <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> ii. Ex. Wolf that eats a cat and a mouse <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 1.25in; text-indent: -1.25in;"> iii. Omnivores- humans are omnivores <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">d. Energy is released from these cells during cellular respiration, using up oxygen and releasing CO2 <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">e. Photosynthesis uses CO2 and releases oxygen so these two processes work together to help recycle carbon on the Earth

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-bottom: 10pt; text-indent: -0.5in;">III. Decomposers <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">a. When something alive dies decomposers break down the nutrients in the dead matter and return it to the soil <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">b. Producers can then use the nutrients and elements once it’s in the soil <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">c. Decomposers complete the system, returning essential molecules to the producers <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin-bottom: 10pt; text-indent: -0.5in;">IV. The Carbon cycle- describes how carbon molecules move between the living and non-living world <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">a. Air contains carbon in the form of carbon dioxide gas. Plants and algae use carbon dioxide to make sugars, which are energy rich, carbon containing compounds. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">b. Organisms break down sugar molecules made by plants and algae to obtain energy for life and growth. Carbon Dioxide is released as waste. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">c. Burning fossil fuels and wood releases carbon dioxide into the atmosphere <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">d. When organisms die their carbon containing molecules become part of the soil. The molecules are broken down by fungi, bacteria, and other decomposers. During this decay process carbon dioxide is released into the air. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">e. Under certain conditions, the remains of some dead organisms may gradually be changed into fossil fuels such as coal, gas, and oil. These carbon compounds are energy rich. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Procedures:** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Hand out an ABC brainstorming worksheet to the class and give the students 5-7 minutes to fill out the worksheet with the topic “Photosynthesis, Respiration, and its effects on the world”.

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<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Have students come up with products and uses for the energy produced by both plant and animal cells through these processes. Once time is up ask students what they came up with and if they have any ideas as to what the “big picture” is with relation to how photosynthesis and cellular respiration factor into the biosphere as a whole. Write important points on the board and have students that did not finish fill out missing spaces as you go. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Review the products of photosynthesis and cellular respiration and review the concept of producers, consumers, and decomposers. Show powerpoint introducing the carbon cycle. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Day 2** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Finish powerpoint on the carbon cycle (video clips included in powerpoint) and show students the following photo of the carbon cycle. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Give each student half a piece of poster board and have them draw their own version of the carbon cycle. Group students together and assign each group one component of the cycle. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Explain to the class that while each student must complete his or her own drawing, tomorrow each group will get up to the front of the class and explain their component of the carbon cycle using both the information covered in class, their notes from the video clip, and any relevant internet research. Students will have the rest of the class today to plan what they are going to say with their groups and start their drawings. They can use computers (if available), their text, books that have been pulled from the library, or alternative sources. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Project must be finished tomorrow for in class presentations. Hand out rubric for the project (see attached). <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Day 3:** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Have the students meet with their groups for a few minutes at the beginning of the class to finish their presentations. Give each group 5-6 minutes to present. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">Wrap up with a socratic discussion circle on the effects of the carbon cycle and its impact on the human population.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Assessment Plan for this part of the Unit:** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;"> Graded rubric for group presentation

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Teaching strategies Used** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Project based learning <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Group work <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Technology (powerpoint)

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Questions for students** <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Most chemical fertilizers contain nitrogen, phosphorus and potassium. If they do not contain carbon, how do plants obtain it? <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Describe an experiment that would determine whether extra carbon dioxide enhances the growth of tomato plants. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- What are some different ways carbon dioxide enters the atmosphere? <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- How are producers and consumers interconnected in the carbon cycle? <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- How are these processes negatively impacting our Earth? <span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- What can we do to limit the green house gasses?

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%;">**Additional resources/extension activites:**

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<span style="font-family: Arial,Helvetica,sans-serif; line-height: 200%; text-indent: -0.25in;">- Field trip to an agricultural center where you could discuss the impact of the plants on the carbon cycle (how do they contribute positively) and the fertilizers and run off products that some farms produce (how do they negatively contribute). =====

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> Create a reporter assignment where students go home and interview 3 people (over the age of 18) what they know about global warming and what they can do personally to reduce the emission of greenhouse gasses. =====