C a p t i o n e d
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#9976
NATURAL CYCLES
VISUAL LEARNING COMPANY, 2002
Grade Level: 5-10
20 mins.
1 Instructional Graphic Enclosed
DESCRIPTION
A cycle or rhythm is a repetition of behaving in
a regular pattern. There are many natural
cycles for living and nonliving things on earth.
Covers circadian rhythm (behavior based on a
24-hour cycle), annual rhythm (based on a yearly cycle), the water cycle, and the
oxygen and carbon cycle. Highlights familiar examples of each. Quiz after summary.
ACADEMIC STANDARDS
Subject Area: Science–Earth and Space Sciences
•
Standard: Understands atmospheric processes and the water cycle
Š
Benchmark: Knows the processes involved in the water cycle (e.g.,
evaporation, condensation, precipitation, surface run-off, percolation) and
their effects on climatic patterns (See INSTRUCTIONAL GOALS 4.)
Subject Area: Science–Life Sciences
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Standard: Understands the structure and function of cells and organisms
Š
Benchmark: Knows that plants and animals progress through life cycles of
birth, growth and development, reproduction, and death; the details of these
life cycles are different for different organisms (See INSTRUCTIONAL GOALS
1 and 3.)
Š
Benchmark: Understands the processes of photosynthesis and respiration in
plants (e.g., chloroplasts in plant cells use energy from sunlight to combine
molecules of carbon dioxide and water into complex, energy-rich organic
compounds and release oxygen to the environment) (See INSTRUCTIONAL
GOALS 5.)
INSTRUCTIONAL GOALS
1.
2.
3.
4.
5.
To
To
To
To
To
introduce various natural cycles.
define nocturnal and diurnal cycles.
explain circadian and annual rhythms and give examples of both.
illustrate the water cycle.
explain the oxygen-carbon dioxide cycle and the importance of nitrogen.
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BACKGROUND INFORMATION
A ten-question quiz appears on-screen at the end of the program. See the
“Natural Cycles Video Review” paper in INSTRUCTIONAL GRAPHIC.
VOCABULARY
1.
2.
3.
4.
5.
6.
7.
8.
9.
annual rhythms
carbon dioxide
circadian rhythms
condensation
cycle
diurnal
dormancy
estivation
evaporation
10.
11.
12.
13.
14.
15.
16.
17.
18.
hibernation
migration
natural cycles
nitrogen
nitrogen fixation
nocturnal
oxygen
precipitation
water cycle
BEFORE SHOWING
1. Introduce the word cycle. Discuss various familiar natural cycles such as animal
life cycles, migration, plants blooming, and the water cycle.
2. Introduce the word rhythm. Explain the terms circadian rhythm and annual
rhythm. Brainstorm examples of each kind of rhythm.
DURING SHOWING
1. View the video more than once, with one showing uninterrupted.
2. Pause at each “You Decide” screen. Allow students time to record their
responses on the “Natural Cycles Video Review” sheet. Discuss guesses. (See
INSTRUCTIONAL GRAPHIC.)
3. This video is content-rich with numerous vocabulary words. Consider pausing
periodically to review and discuss new terminology and concepts.
AFTER SHOWING
Discussion Items and Questions
1.
2.
3.
4.
5.
6.
7.
Describe a natural cycle.
What is a circadian rhythm? What is an annual rhythm? Give examples of each.
Define nocturnal and diurnal. Name animals that are nocturnal and diurnal.
Explain and compare hibernation and estivation. Give examples of each.
How are frogs able to hibernate?
What do migratory animals do? Give several examples.
Explain the interconnection between the horseshoe crab and migratory birds in
the Delaware Bay.
8. Describe the water cycle, including evaporation, condensation, and precipitation.
9. Explain the oxygen and carbon dioxide cycle.
10. Where do animals get their energy? Where do plants get their energy?
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11. What is the most dominant gas in the air? Why is nitrogen important? How do
animals get nitrogen?
12. Explain nitrogen fixation. Give an example.
Applications and Activities
1. Complete the quiz at the end of the video. (See INSTRUCTIONAL GRAPHIC.)
The answers are: natural, circadian, diurnal, rhythm, hibernation, condensation,
evaporation, 21, oxygen, and energy.
2. Use the completed “Natural Cycles Video Review” sheet to review the
information presented in the video.
3. Demonstrate the water cycle.
a. Fill a clear glass or plastic jar one-third full of very hot tap water.
b. Put plastic wrap over the mouth of the jar and secure it with a rubber band.
c. Place two ice cubes on top of the plastic wrap.
d. Observe the changes that occur over the next 10 to 15 minutes. What is the
cloudy layer forming on top of the jar? Why does this layer form?
e. After 10 minutes, observe the area under the plastic without lifting the jar.
f. Tap the top of the jar with a pencil. What happens to the water?
g. Discuss:
i. How does this activity illustrate the water cycle? Use the terms
“evaporation,” “condensation,” and “precipitation” in your answer.
ii. What role do the ice cubes serve?
iii. List two common every day examples of the water cycle.
iv. If the water cycle exists, why do we need to conserve water?
v. What are some abiotic, nonliving factors that can affect the water cycle in
a specific area?
4. Research and report on a migrating animal. Include a map showing the animal’s
route and labeling the areas of primary importance along the route. Consider:
a. What are some of the challenges and dangers of migration?
b. What are the relative advantages and disadvantages of migration?
c. What may happen to the animal’s migration pattern if other animals along
the route disappear?
5. Make a poster or model of the oxygen and carbon cycle or the nitrogen cycle.
6. Research the Biosphere 2 Center in Arizona. Describe the goals of the
experiment and the problems that occurred during the first mission. Explain the
value of this center.
7. Role-play any of the types of cycles covered by the video.
8. Investigate one organism. Describe the organism by its various cycles.
CMP RELATED RESOURCES
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Animal Migration #3210
Bill Nye the Science Guy: Earth’s Seasons #3571
The Nitrogen Cycle #3275
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VOICE (800) 237-6213 TTY (800) 237-6819 FAX (800) 538-5636 E-MAIL [email protected] WEB www.cfv.org
Funding for the Captioned Media Program is provided by the U.S. Department of Education
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World Wide Web
The following Web sites complement the contents of this
guide; they were selected by professionals who have
experience in teaching deaf and hard of hearing students.
Every effort was made to select accurate, educationally
relevant, and “kid safe” sites. However, teachers should
preview them before use. The U.S. Department of
Education, the National Association of the Deaf, and the
Captioned Media Program do not endorse the sites and
are not responsible for their content.
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THE WATER CYCLE
http://ga.water.usgs.gov/edu/watercycle.html
This USGS site contains information related to the water cycle. From the initial
written description of the cycle, linked words lead to additional information.
Graphics are included.
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THE OXYGEN/CARBON DIOXIDE CYCLE
http://www.specialedprep.net/MSAT%20SCIENCE/cycleCO1.htm
This site gives information, with graphics, for these topics: the sun, carbon dioxide
and oxygen in the air, oceans and algae, photosynthesis, cellular respiration, and
more.
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JOURNEY NORTH
http://www.learner.org/jnorth
Journey North engages K-12 students in a global study of wildlife migration and
seasonal change. Students share their field observations with other students
across North America. The Web site has lesson plans, activities, and information to
assist students in making local observations and fitting those into a global context.
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THE DEEP SLEEP
http://library.thinkquest.org/TQ0312800/index.htm
This Web site covers the topics of hibernation and
estivation, as well as torpor and diapause. The
explanations are fairly detailed with key words hot-linked
to a glossary. The site also has links to coloring pages,
mazes, puzzles, and games.
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ANIMALS IN WINTER: HIBERNATION
http://www.expage.com/page/mrsgwinter2
Reviews various animals that hibernate, as well
as those that eat and sleep during the winter.
Also covers migrating birds.
INSTRUCTIONAL GRAPHIC
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NATURAL CYCLES VIDEO REVIEW
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Funding for the Captioned Media Program is provided by the U.S. Department of Education
#9976 NATURAL CYCLES
Name:
Natural Cycles Video Review
Directions: During the course of the program, answer the “You Decide” questions as they
are presented in the video. Answer the “Video Quiz” questions at the end of the video.
You Decide
1. What is the term used to describe living things that are most active at night?
Answer:
.
2. How often do most flowers bloom in the desert?
Answer:
.
3. What is a migratory animal?
Answer:
.
4. What do all these animals need from the air?
Answer:
.
5. What gas do plants breathe in?
Answer:
.
6. What is the most dominant gas in our atmosphere?
Answer:
.
Video Quiz
1. Bird migration is an example of a
cycle.
2. Behavior based on a daily or 24-hour cycle is called a ______________ rhythm.
3. Living things which are active during the day are _______________________.
4. The desert bloom is an example of an annual
.
5. The period of winter activity for some animals is called
.
6. Water vapor returns to a liquid phase via the process of
.
7.
is the process of liquid water turning into a gaseous state.
8. The air around us contains about
9. Plants produce
10. Animals obtain
percent oxygen.
, which we breathe in.
by eating plants or organisms.
Captioned Media Program
VOICE (800) 237-6213 TTY (800) 237-6819 FAX (800) 538-5636 E-MAIL [email protected] WEB www.cfv.org
Funding for the Captioned Media Program is provided by the U.S. Department of Education