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Ryan Keser Amos A. Lawrence Elementary School, BROOKLINE, MA8th Grade Science : Unit #4 - Understanding Our Changing Climate: Impact on Oceans : Lesson #5

Carbon Sinks: Modeling the future

Objective: SWBAT use a model to explain how natural and anthropogenic activities impact theflow the carbon on Earth, summarize the results of energy choices on carbon emissions andreport how energy choices may affect the environment.

Standards: MS-ESS3-3 MS-ESS3-4 MS-ESS3-5 SP2 SP4 SP6

Subject(s): Science

60 minutes

Getting Started - 0 minutes

In this activity, students develop and run scenarios for future human emissions and future carbon sinks in theoceans and on the land. Running an applet allows them to simulate the impact on atmospheric CO2 and globalmean temperature. The applet (http://carboncycle.aos.wisc.edu) is part of the Carbon and Climate website at theUniversity of Wisconsin, Madison. Since we are looking are large scale Earth systems interactions, using this simulation gives students the tools tomanipulate and study the effects of changing different variables related to carbon emission.  While no model isever perfect, this one does a nice job of connecting data analysis, visual thinking and modeling. Please be aware that answers to the first few questions are found by reading the information under each of theother tabs under the website banner. A few of my students had trouble figuring this out, so please be explicit withyou students. Materials:Computers with internet accessStudent worksheets

Engage - 8 minutes

To set up the scenario for using the applet, students will be read a memo charging them to create new energy planthat will help to stop the demise of Earth. Begin by reading the memo below to the class. Then tell them they willbe using on online simulation to determine different scenarios for carbon emissions.   Scenario:

1. Planet Earth needs to install additional energy sources to supplement their current coal fired power plantsbecause at the current time they are not providing enough energy for Earth’s consumers.

2. According to the Universal Galactic Governing Alliance, the final decision concerning the new, supplementalenergy source that must be added cannot significantly increase the amount of carbon dioxide in the atmosphere

3. The Planetary Earth Governing Council has done the preliminary research and has narrowed down the additionalenergy source options to the following choices:adding an additional coal fired power plant.

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adding a wood burning power plantadding a wind turbine farm

4. Your mission, should you choose to accept it, is to analyze the amount of carbon dioxide emissions that would begiven off from each energy option being considered. 

MEMO- To Planetary Earth Council Members .pdfhttps://betterlesson.com/lesson/resource/3202589/memo-to-planetary-earth-council-members

MEMO- To Planetary Earth Council Members .docxhttps://betterlesson.com/lesson/resource/3184638/memo-to-planetary-earth-council-members

RESOURCES

Explore Part 1 - 30 minutes

1. Students go to the University of Wisconsin Carbon and Climate (http://carboncycle.aos.wisc.edu/) website:2. Students complete the worksheet while interacting with the website and applet. They will need a “working”

understanding of this material to complete the simulation to follow.3. Explain to your students that they will be involved with a simulation. 

 

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Link (https://www.youtube.com/embed/qybbrBHFLmg) Credits:These activities are based on the work of Jeanine Gelhaus (Medford Middle School,Medford, WI) in collaborationwith Galen McKinley (University of Wisconsin Madison)  Copyright 2011     

Aplet Instructions.docx https://betterlesson.com/lesson/resource/3184636/applet-instructions

RESOURCES

Explore Part 2 - 30 minutes

 Overview:Give students the Dilemmas. They will then analyze the amount of carbon dioxide emissions that would be givenoff from each new energy option being considered.

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Each team must utilize the graphs and the materials found in the software package to analyze these options.The software package (http://carboncycle.aos.wisc.edu/carbon-budget-tool/) is found at the Applet Tab of the Carbon andClimate website. Students must present their findings and final recommendations to the Universal Galactic Governing Alliance.These finding must include the impact on climate for each of the above options. Encourage students to use displaydata (graphs, charts) and other props in their presentation.Below are samples of student measurements taken from the applet for each dilemma. 

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Dillemas .docx https://betterlesson.com/lesson/resource/3184641/dilemmas

RESOURCES

Explain - 30 minutes

Connect-Extend-Challenge (https://betterlesson.com/lesson/resource/3276960/connect-extend-challenge)

This lesson contains lots of chunks of information that students must synthesize in order to see the bigger pictureof whats going on. In the visible thinking strategy below, you will help students make connections and think aboutthe word around them. The objective is to get students to connect new ideas to those they already know and then reflect on how theirthinking is changing as a result of completing the simulation. You are pushing their thinking and building thebridge from classroom experience to real world issues. Directions: 

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Review how the simulation connects to the current study of climate change and in particular to carbon sinks andsources. Ask them how the results of the simulation connect back to changes in Earth's atmosphere that they have studiedand that they already knew. Give them time to think and write. "How did today's simulation connect to what youknow?" Next, ask them identify how their ideas have expanded in some way as a result of the simulation. Agin, give themtime to think and write. "How has your thinking been extended, gone deeper or focused in a new way?"Finally, ask them what was challenging about the activity. Give them time to think and write."What challenges orpuzzles have come up in your mind about this topic? Once they have completed their reflections, ask them to turn and talk with a neighbor and share their thinking.Push them to rive reasons for their thinking. As they talk, move around the room and listen, coachingconversations where needed. If you like you could collect bit is information that  you hear to share back to theclass or you could ask students to display their ideas on chart paper. It is important that you listen and look for the connections and extensions that your students share. Making a list ifthese for your own reflection and assessment of student learning and whether or not your students are gettingwhat you expect them to out of the lesson is key here. If this is your first time with routine, give yourself plenty of time to develop the habits. Model for the students whatthis should look/sound/feel like. Adapted from Making Thinking Visible; Ritchart, Church, Morrison, 2011 

Connect-Extend-Challenge.pdf https://betterlesson.com/lesson/resource/3276960/connect-extend-challenge

RESOURCES

ESTABLISHING THINKING ROUTINES: Routines and Procedures

One of the hallmarks of master teaching is the ability to create a classroom culture that is personalized,adaptable, justified and consistent. Every teacher has a class culture whether aware of it or not. One aspectof your classroom culture includes the routines you use with students to activate their thinking. Theseroutines usually have a different look and feel depending on where you use them throughout a lesson. Forthe novice teacher, you should look for thinking routines that fit with your style of teaching and that youcan personalize over time. Give yourself and your students plenty of time to learn and practice the routines.Once mastered, they are easy to ask of students to complete and will take less time to execute. Try a fewand keep those that deliver the results you desire.For the veteran teacher, we have to mindful to evaluate the routines we have in place and make sure theyare still accomplishing with our students what we expect from them and be on the look out for new ideas.In addition, share what works with the newer teachers. Some of us who have been at this for awhile maytake for granted for what is old hat for you way be new and exciting to a developing teacher. 

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