Nutrient Cycles
Thinking about Nutrient Cycles
Have you ever considered the source of the water that you drink and bathe in every day? The fresh water that we depend on supports all of the life on our planet, from aquatic insects to tropical forest trees. If we are all using the same supply of water, why has it not run out?
Do you take vitamins? Vitamin pills contain essential micronutrients that help your body perform all of its functions at its best. But more basic elements—carbon, nitrogen, phosphorus, and water—actually form the basis of all life on Earth. Like water, these elements—or nutrients—are cycled within ecosystems. But unlike water, you have probably never noticed the way nitrogen or other elements move through an ecosystem. Would you even recognize these elements if you saw them? You may not have to look farther than your pencil to recognize one of the most important elements on Earth: carbon. What other forms of these essential elements are you familiar with?
What does it mean for an element to cycle through an environment? Think of it like recycling the cans and bottles you toss into the bin after consuming their contents. The recyclable materials are shipped off to a recycling center where the materials are broken down into their constituent parts. The raw materials can then be used in manufacturing new products, like the park benches and playground equipment made from plastic bottles. How do you think nitrogen cycling is similar to that process? What about carbon? How about phosphorus?
Explain Question
How do water and nutrients cycle through the environment?
Teacher Note
Use this formative question to evaluate students’ prior knowledge of cellular respiration and its role in carbon cycling. Students can pair up to discuss and agree on answers before sharing with the entire class.
Before You Begin
What do I already know about nutrient cycling?
Teacher Note
This formative activity is intended to provide the teacher with feedback on student misconceptions of cellular respiration and the carbon cycle. Students can work individually or in pairs (think-pair-share) to come to consensus.
Teacher Note
This formative activity is intended to provide the teacher with feedback on student misconceptions of nutrients and to gauge prior knowledge of environmental problems due to excess nutrients. This question is best approached in a class discussion format, possibly with one half of the class taking one position (no such thing as too many nutrients) and the other half taking the opposite position.
Teacher Note
This formative activity is intended to provide the teacher with feedback on prior knowledge of water’s physical properties. Students can work in pairs to corroborate opinions before sharing with the entire class.
Teacher Note
This formative activity is intended to provide the teacher with feedback on prior knowledge of organic and inorganic compounds. Students can work in pairs to corroborate opinions before sharing with the entire class.
Find out More About...
- compounds, elements, and atoms
- water
- respiration and photosynthesis
- chemical reactions
Lesson Questions
- What are the processes, features, and significance of the water cycleglossary term (opens in a new window)?
- What are the processes, features, and significance of the carbon cycleglossary term (opens in a new window)?
- What are the processes, features, and significance of the nitrogen cycleglossary term (opens in a new window)?
- What are the processes, features, and significance of the phosphorous cycleglossary term (opens in a new window)?
