1

LESSON PLAN TEMPLATE ED605

Teacher Candidate(s): Emily Taylor, Jessica Speake, Keri Lewis, Maggie Finley, Michael Norskog

Date(s) of Lesson: N/A

Intended Grade Level(s): 9-12th Grade

Estimated Lesson Duration: 1 block (96 minutes) with the option of extending lesson the next school day

Course: High school Biology

Topic of Lesson: The Nitrogen Cycle

Location of lesson in broader unit: Lesson 4 of 5

Central Focus: What is/are the important understanding(s) and core concept(s) that you want students to develop within the learning segment? In other
words, what is the big idea?

Students will understand how the early cycles Nitrogen and how human and environmental changes impacts the cycle.

Standard(s) Objective(s) Assessment Tool(s) and Procedures:

List the AL Course of Study Standards, College and Include multiple objectives at varying cognitive What will provide evidence that students meet
Career Ready Standards, and/or appropriate national levels the objectives?
standards from your discipline that align(s) with the Objectives should be measurable and aligned
learning objectives. with the standard(s).

9-12th Grade Biology -8.) Develop and use The student will understand the Students will demonstrate
models to describe the cycling of matter (e.g., components of the nitrogen cycle. understanding of content during
carbon, nitrogen, water) and flow of energy The student will be able to multiple opportunities for informal
(e.g., food chains, food webs, biomass assessment via questions during
 2
LESSON PLAN TEMPLATE ED605

pyramids, ten percent law) between abiotic and demonstrate and relate the lecture and lab periods.
biotic factors in ecosystems. nitrogen cycle to farming Students will label and color the
National Science Standards: activities. nitrogen cycle illustration.
Developing and Using Models The student will be able to apply Students will add to a KWL chart
Modeling in 912 builds on K8 components of the nitrogen cycle
experiences and progresses to using, in an inquiry based laboratory.
synthesizing, and developing models to
predict and show how relationships Learning Targets:
among variables between systems and I can describe the movement of nitrogen
their components in the natural and though an ecosystem.
designed worlds. Develop a model I can discuss the forms of nitrogen that
based on evidence to illustrate the occur in the nitrogen cycle.
I can develop a model of how overusing
relationships between systems or
nitrogen fertilizer will impact the cycling
components of a system. (HS-LS2-5) of matter.
Science and Engineering Practice: LS2.A:
Interdependent Relationships in Ecosystems
Ecosystems have carrying capacities, which
are limits to the numbers of organisms and
populations they can support. These limits
result from such factors as the availability of
living and nonliving resources and from such
challenges such as predation, competition, and
disease. Organisms would have the capacity to
produce populations of great size were it not
for the fact that environments and resources
are finite. This fundamental tension affects the
abundance (number of individuals) of species
in any given ecosystem. (HS-LS2-1),(HS-LS2-
 3
LESSON PLAN TEMPLATE ED605

2)
LS2.B: Cycles of Matter and Energy Transfer
in Ecosystems
Photosynthesis and cellular respiration
(including anaerobic processes) provide most
of the energy for life processes. (HS-LS2-3)
Plants or algae form the lowest level of the
food web. At each link upward in a food web,
only a small fraction of the matter consumed at
the lower level is transferred upward, to
produce growth and release energy in cellular
respiration at the higher level. Given this
inefficiency, there are generally fewer
organisms at higher levels of a food web.
Some matter reacts to release energy for life
functions, some matter is stored in newly made
structures, and much is discarded. The
chemical elements that make up the molecules
of organisms pass through food webs and into
and out of the atmosphere and soil, and they
are combined and recombined in different
ways. At each link in an ecosystem, matter and
energy are conserved. (HS-LS2-4)
Photosynthesis and cellular respiration are
important components of the carbon cycle, in
which carbon is exchanged among the
biosphere, atmosphere, oceans, and geosphere
through chemical, physical, geological, and
biological processes. (HS-LS2-5)
LS2.C: Ecosystem Dynamics, Functioning,
 4
LESSON PLAN TEMPLATE ED605

and Resilience
A complex set of interactions within an
ecosystem can keep its numbers and types of
organisms relatively constant over long periods
of time under stable conditions. If a modest
biological or physical disturbance to an
ecosystem occurs, it may return to its more or
less original status (i.e., the ecosystem is
resilient), as opposed to becoming a very
different ecosystem. Extreme fluctuations in
conditions or the size of any population,
however, can challenge the functioning of
ecosystems in terms of resources and habitat
availability. (HS-LS2-2),(HS-LS2-6)
Moreover, anthropogenic changes (induced by
human activity) in the environmentincluding
habitat destruction, pollution, introduction of
invasive species, overexploitation, and climate
changecan disrupt an ecosystem and
threaten the survival of some species. (HS-
LS2-7)

Directions: For this section, include what you and the students will be doing by sequentially describing the instructional strategies and learning tasks that will be
included in the lesson.
Instructional Strategies and Learning Tasks

Introduction
Discuss and review carbon and water cycles. Carbon cycle: plants take carbon dioxide out of atmosphere and fix it into their selves
(respiration or organic matter) cycle continues by decomposition or respiration returning the carbon to the atmosphere. Water
cycle: when precipitation occurs, it pulls some nitrogen out of atmosphere and puts it into ground, as water moves along and through
 5
LESSON PLAN TEMPLATE ED605

the ground to the ocean it carries nitrogen (and other nutrients) along with it.
Plants need nitrogen to grow, but unlike CO2, plants cannot directly obtain atmospheric nitrogen (in general). Plants rely upon
rainfall to pull nitrates and ammonium out of air. They rely upon N2 fixing bacteria to take atmospheric N2 and convert it to a usable
form of nitrogen for the plants (such as ammonium). Urea from farm animals can also be utilized by plants. Because of this, in an
agricultural scenario there is so much nitrogen in soil it can leach into water supply and cause problems in aquatic environments.

Topic Specific Essential Question: What are the effects of the nitrogenous fertilizers on the cycling of matter?

Hook/Grabber for the unit:

Nitrogen cycle dice game.

Orient students to the lesson/unit:

Day 1: For the Grabber: Introduce the Traveling Nitrogen Atom dice game. Have the students work through the stations filling
out their cycles and answering the questions about each station.

Day 2: Nitrogen cycle discussion: students will lead discussion by sharing their results from the Traveling Nitrogen Atom game.
Teacher will fill in any gaps, correct any misconceptions, and make connections on KWL chart.

Day 3: Introduce Nitrogen cycle interactive website (15 minutes) move to Inquiry-based nitrogen cycle activity work in groups and
each group given problem; students responsible for determining appropriate method to approach the problem. Do not have to carry
out solution, it is a thought based activity.

Body (List your procedures in a step-by-step format along with an explanation of what the teacher will be doing and/or what the students will be doing.
Remember to use multiple methods of instruction. This section should include enough detail to allow a substitute teacher to implement the lesson without
being confused or needing to ask clarifying questions. I would script out key parts.)

DAY 1
MAKE CONNECTION TO PREVIOUS LESSONS: This is the third cycle we are discussing in the cycling of matter
 6
LESSON PLAN TEMPLATE ED605

chapter, just like water and carbon, nitrogen atoms move through its cycle in different molecular forms and
requires the help from other sources (bacteria, or even lighting) to become a usable by plants and animals.
Ask students to get a handout and they will need pen or pencil
They will be working in groups of 4, they have their lab partner groups of two, so ask them to partner up in
groups of two lab partner groups.
Explain that each station is a step in the Nitrogen cycle
Each station has one die and a description of the nitrogen cycle step
They will have 5 minutes at each station: after they have read the description and answered the
questions associated with that step, they will roll the die and go to the station with the number they
roll (they roll a 4 then they go to station 4) when the timer bell sounds.
* ONLY ONE GROUP per station (if two groups roll to move to same station, one group needs to roll
again)
* if they roll a number they have already been to then they go to station 7 or 8, or roll again
At end of class have them put their papers in the appropriate period folder, they will be returned
tomorrow and will have 5 minutes at beginning of class tomorrow to finish any questions not
answered today.

DAY 2:

Pass out handout outs from the Traveling Nitrogen Atom game, set timer for 5 minutes for any students to
complete any unfinished questions.
Any students not needing to finish up any work, will begin filling out KWL chart on the back of their
visual planner.
After timer signals time is up, have each group designate a representative to write their KWL
information on the board at the front of the room.
Students will discuss the KWL chart information.
Teacher will address any incorrect information or ambiguous information.

DAY 3:
Today we will begin by using our Chromebooks to explore an interactive nitrogen cycle website (15 minutes):
 7
LESSON PLAN TEMPLATE ED605

Working groups of 2 lab partner sets (two against two)

https://www.brainpop.com/games/nitrogencyclegame/
Choose to watch the tutorial and then select multi-player same screen 10 turns
Students will be given a nitrogen cycle based problem to work through within their group and provide a solution
to the problem. Must address the following questions: What is potential problem?, Which part of cycle most
impacted?, Is this a natural dilemma or manmade?, How can it be resolved?
These problems will include:
1. Lack of lightning
2. Putting bactericide/fungicide on soil and killing helpful bacteria
3. Clear cutting of forest (impact on habitat)
4. Plants node are attacked by invasive species of bacteria

REMINDER OF CULMINATING ACTIVITY: Remember to use what youve learned through these lessons to help you
demonstrate the cycling of matter (carbon, nitrogen and water) and how actions of human kind can impact the
cycling of matter in a harmful way.

Conclusion
Every student write 3 key questions on a notecard, teacher will tally question topics (select 8 topics) and shuffle cards and pass out
to class. Teacher will arrange students in groups according to selected topics. Students will address questions in group and have a
spokesperson to answer selected question. (assessment)

Instructional Materials Accommodations and/or Modifications

List pertinent materials/resources needed for this lesson, including Discuss how you plan to support the different types of learners in your class for this
technology. Upload and attach these resources when you submit in lesson (i.e. students with IEPs, struggling readers, etc.)
Canvas.

Computer Our fictional class has three students who have learning
Projector disabilities that affect their reading capabilities. The following
Smartboard
 8
LESSON PLAN TEMPLATE ED605

Desks oriented in groups but positioned to face accommodations will be made available to them.
Smartboard
Grading Rubric for group presentation Students who are struggling readers will receive a
Student Participation Survey personal copy of the dice game information and
Dice questions. This hand-out is written at a lower reading
Timer level and in larger font to enhance comprehension and
Notecards reading ease. Important concepts are highlighted in
Cut out of descriptions of each stage of the yellow.
nitrogen cycle
Students will work in collaborative groups. This
Cut out of descriptions in simpler terms for
promotes peer tutoring.
students with a learning disability
Graphic Organizer Students will have access to word processing software
KWL Chart to produce written products.
Chromebooks While other students are breaking into groups and
getting organized for the dice game, the teacher will
read the adapted handout aloud to the students while
they follow along. Time will be allowed for questions to
be addressed.
Our class has four gifted students. They will receive the
following accommodations.

Gifted students will be placed in the same group. This

promotes higher order thinking within their group, since
everyone is at a higher level.
The culminating activity is open-ended and problem
based. This allows students to be as creative and
innovative as possible without placing limitations on
them.
Students will be allowed to work at a faster pace. Extra
time will be spent on their culminating activity
 9
LESSON PLAN TEMPLATE ED605

research.

Behavior Management Plan

Discuss actions you will take to minimize off task behavior during the lesson (i.e. ways to ensure transitions are smooth, etc.). Include your backup plan for
critical areas of the lesson.

The teacher will employ the use of a timer during the lesson to ensure that each group spends adequate and equal
time at each station during the dice game.

Positive Reinforcement: The class will have a token economy. For positive behaviors, students will earn tokens
that they may redeem for desired reinforces (e.g. computer time, class supplies, extra points on lowest grade,
etc.). A menu will be available that specifies how many tokens are required to receive each reinforcer. Tokens
can be cashed in at the end of every unit.

Groups will be expected to remain on task with each member involved. Students will be given two verbal warnings
for being off task or disruptive. If the behavior reoccurs, that student will be required come in 30 minutes before
school begins the following day to work on an assignment that is related to the unit.

Students will evaluate their group members by filling out a survey for each member upon conclusion of the
culminating activity. This allows students to indicate to what extent each member contributed to the project.

If Chromebooks are not available, the computer lab will be reserved for online tasks.

Acknowledgements

Sources: If ideas in this lesson were based on work from others, acknowledge your sources here:

https://www.windows2universe.org/teacher_resources/nitrogen_activity.pdf
http://nadp.isws.illinois.edu/lib/brochures/nitrogen.pdf
 10
LESSON PLAN TEMPLATE ED605

http://sciencing.com/rainwater-contain-nitrogen-8461.html

Lesson Plan format adapted from: Bird, J., Gish, C., Graves, J., Strozier, S., & Thompson, S. (2013). edTPA Lesson Plan Template; Layzell, D., (2013).
Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment.