Biogeochemical Cycles Diagrams and Questions - Digital & Printable

Science Is Real
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Grade Levels
6th - 12th
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    Description

    ⭐ ⭐⭐ ⭐ Now Digital & Printable! Perfect for distance learning. This bundle includes 3 different biogeochemical cycles: carbon cycle, water cycle, and nitrogen cycle. Each activity has students label a diagram of the cycle (word bank provided) and answer analysis questions about the cycle.


    Printable Versions: Students will label and color a diagram of the water cycle, nitrogen cycle, and carbon cycle and answer analysis questions about each cycle.


    Digital Versions: Digital version is in Google Slides. Students will drag and drop terms to label a colorful diagram of each cycle using a word bank. Students will then answer questions in pre-formatted text-boxes.




    This is a perfect sub-plan, practice, enrichment, remediation, homework, or quiz on the the biogeochemical cycles. Each of the three activities should take one class period or about 40-50 minutes to complete.


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    Standards

    to see state-specific standards (only available in the US).
    NGSSHS-ESS2-2
    Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.
    NGSSMS-ESS2-4
    Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical. A quantitative understanding of the latent heats of vaporization and fusion is not assessed.
    NGSSMS-ESS2-1
    Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials. Assessment does not include the identification and naming of minerals.
    NGSSHS-ESS2-6
    Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.
    NGSSHS-LS2-4
    Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem. Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.

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