Author (s): Team Members: Amber Hutchison and Clare Krska

Title of Lesson:

The Carbon Cycle: A Two Day Lesson

Lesson # 1Date lesson will be taught: Friday September 21st & Monday September 24thGrade level: 9th

Lesson Source (kit, lesson):

http :// coseenow . net / blog /2011/04/ the - carbon - cycle - game /

http :// aquarium . ucsd . edu / Education / Learning _ Resources / Connecting _ with _ Climate _ Change / Documents / Carbon _ Cycle _ Activity . pdf

Concepts/Main Idea – in paragraph form give a broad, global statement about the concepts and vocabulary you want students to understand as a result of doing this activity (see Model lesson example):

Carbon dioxide is naturally exchanged between the atmosphere and life on landand in the oceans through the processes of photosynthesis and respiration. In the carbon cycle, “sinks” are reservoirs that store carbon dioxide. In the carbon cycle, “sources” release carbon dioxide to the atmosphere. Over long periods of time, the flow of carbon dioxide into and out of the atmosphere naturally balances. (Over time, sources and sinks naturally balance.) Since the Industrial Revolution and the increased burning of fossil fuels (coal, oil and natural gas), humans are releasing so much carbon dioxide so fast that it isaccumulating in the atmosphere. (Sources are overwhelming sinks.)

Objective/s- Write objectives in SWBAT form…

Evaluation In the space below, explain the type(s) of evaluation that will provide evidence that students have learned the objectives of the lesson (formative and summative). You will provide student copies at the end of the lesson.

The Students Will Be Able To:SWBAT...draw a carbon cycle that includes the atmosphere, plants, ocean and soil.SWBAT...define and give examples of sources and sinks.SWBAT...list two effects on the carbon cycle that humans have had

We will use formative assessment by asking probing questions throughout the enitre 2 day lesson. We will also have pres-assessments each day to guve us an understanding of thier prior knowledge. At the end of each day there will be a summative assessment in the form of an exit slip. The exit slip will have 2-3 questions about the main concept taught that day.

Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable

Science: (standard, benchmark, indicator)

Standard: Ecology (grades 9-12)

Benchmark 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:

Indicator: d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.

Standard 3: Life Science

Benchmark 4: The student will understand the interdependence of organisms and their interaction with the physical environment.

Indicator: 1. ▲ understands atoms and molecules on the earth cycle among the living and nonliving components of the biosphere.

Math:

Common Core:

Making Inferences and Justifying Conclusions S-ICUnderstand and evaluate random processes underlying statistical experiments.

● Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?

● Evaluate reports based on data.

Materials list (BE SPECIFIC about quantities)

Day One:

For Whole Class:

● Carbon Cycle Game Dice ● Scissors● Scrap paper (optional but recommended)● Tape● Beads (white, light blue, dark blue, light green, pink, dark green, orange, purple, grey, and brown;

if not necessarily these, you will need 10 distinctly different colors)● Cups (at least one for each station)● Carbon reservoir Station Markers ● Unopened undisturbed bottle of seltzer or clear soda

Per Student (19)● Science Journal● String--~8inches long

Day Two: For Whole Class

● Carbon Cycle Game 2Per Group (5)

● Carbon Cycle Game 2 Handout● 1 set of Carbon Cycle Cards:

Accommodations: Include a general statement and any specific student needs.This particular section does not have any ELL students or students with learning disabilities. The use of visual aids would help these type of students if they were present in the class. Group type work aids those with disabilities. The use of beads with those who lack ability to pick up small items would be accommodated by making the activities partner centered instead of individual.

http://aquarium.ucsd.edu/Education/Learning_Resources/Connecting_with_Climate_Change/Documents/CarbonCards.pdfPer Student (19)

Science Journal

Advanced preparation:

Day One PreparationA. Print out the Carbon Cycle Game Dice-It is helpful to have more than one die for each station.B. Cut out the dice and crease along the lines between the faces.C. Tape the open edges together to make a cube.It is helpful to weight the dice with a ball of scrap paper about the same size as the finished cube. Filled dice roll more easily than empty ones.D. Print out the Station Markers.E. Set up each station in a different location around the room. Each station should have: 1. A die corresponding the station 2. A station marker posted where students can easily see it once moving around the room. 3. A cup filled with the corresponding color of beads.F. Cut lengths of string or lanyard for each student and knot one end. Tape the end of the string.

Day Two PreparationA. Print off Cycle GameB. Print of 21 cards for each group (http://aquarium.ucsd.edu/Education/Learning_Resources/Connecting_with_Climate_Change/Documents/CarbonCards.pdf) -**Could not get this to attach to end of this document***D. Create link for YouTube videoE.Create PowerPoint to help combine all the terms and vocab for students to learn.

Safety: Include a general statement

and any specific safety concerns Create groups by random to avoid students feelings getting hurt. Standard classroom safety guidelines will be followed. Beads are small objects that pose a choking hazard and could also cause slipping if spilled.

Engagement: Estimated Time: __Day One: 10 minutes________

What the teacher does AND how will the teacher direct students: (Directions)

Probing Questions: Critical questions that will connect prior knowledge and create a “Need to know”

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:

Day One: Give out pre-assessment (5min)Shake a bottle of soda and watch the bubbles come up. Have discussion about what causes the bubbles and where the gas goes. Record student ideas on the board (5 min)

Day Two: Give a pre-assessment. Review concepts from the prior lesson. Engage the students with a video clip from YouTube concerning the carbon cycle and human activities.http://teachertube.com/viewVideo.php?video_id=200129

What is causing these bubbles?Where does the gas in the bubbles go?How do the bubbles get in the soda?Do you think this kind of thing happens in the Earth?

Where else can carbon be found?Is there an increase or decrease in the quantity of carbon in the atmosphere?What are some examples of human actitvies that affect the amount of carbon in the atmosphere?

The bubbles are part of the soda ingredients. They just pop and the air goes out.The bubbles are carbon dioxide.

Increase.Burning of fossil fuels. Deforestation

Teacher Decision Check Point: how do you know your students are ready to move forward?(Day 1) Observe: Students should have suggested that the bubbles are caused by carbon dioxide.

Exploration: Estimated Time: _____15-20_min each____

What the teacher does AND what the teacher will direct students to do: (Directions)

Probing Questions: Critical questions that will guide students to a “Common set of Experiences”

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:

Day One:Tell students they are going to pretend to be a carbon atom moving through the carbon cycle. Review the water cycle as a familiar concept, and introduce terms such as reservoir, source, and sink using the water cycle as an example.C. Go over what reservoirs will be included in the carbon cycle game.Note for students that there are many other reservoirs we are not including.D. Review the rules of the game: 1. Students will keep track of their journey by adding a bead to their string to represent each reservoir they visit. 2. Students should add a bead first, so they don’t forget, then roll the dice. 3. Students should read the dice carefully for information about the process that is moving them from one reservoir to another, and then go to their next station as instructed by the dice. 4. If a die tells them to stay in place for a turn, they should add another bead of that color before re-rolling. 5. As students represent carbon, an element, they don’t “want” to go to any particular place. There is no “goal” they are trying to get to and they should go where the dice take them. Each turn they should roll the appropriate die ONCE, and whatever it says is what they do.(Monitor students during game play to make sure they are not cheating, i.e. “I wanted a ____ bead!”)

1.What reservoirs did students visit the most?

2. Which reservoirs have long residence times? Which have short residence times?

3. What are the processes that move carbon from one reservoir to another?

1) Count the cards in each group. Which has more, sources or sinks? (sources)2) Distinguish between natural processes and human activities depicted on thecards.a. For the natural processes, which ones release carbon dioxide? Whichones absorb carbon dioxide? What absorbs about half of the carbondioxide being generated by

There is more carbon at this place on the earth than others.

The ones where you roll and stay in the same spot have longer residence times.

You move around the game by dying (if you’re a plant or animal) or moving into the atmosphere or turned up in the ocean.

The following questions all pertain to the specific cards the student has chosen to work with.

6. Students should continue moving through the cycle until they have fifteen beads on their string.E. Give students their starting location. F. Monitor students as they move through the cycle and remind them of the rules if needed.G. When students have finished their cycle, have them decode their string of beads back to which reservoirs they represent into their science journals.H. Have students compare their cycle to their neighbors’.**If time allows, use “Carbon Cycle Worksheet” or play another round of the cycle and ask students to compare/contrast it to their first round****

Day Two:

Investigation APlace each card image-side up on a tabletop or desk. Ask students to sort the cardsinto two categories: images of organisms, activities, or processes that release carbondioxide (sources) vs. those that absorb carbon dioxide (sinks).If students are unsure about some cards, have them set those aside.Investigation BUse only human-based source cards. Ask students to sort cards into human-usecategories such as manufacturing of products, transportation, electricity, and othercategories by using both the image and the text. Ask students to select three cardsrepresenting activities that are part of their daily lives.Investigation CUsing a poster or large image of the carbon cycle, place the cards in the appropriateplaces in the cycle, taking care to match the processes (e.g., respiration,

humans burning fossil fuels for transportationand electricity? (the ocean)b. For human (anthropogenic) sources, which ones involve burning of fossil fuels?

1)Ask students to describe their three cards and how each activity is incorporatedinto their day.2) Ask students to brainstorm ways they might reduce their emissions of carbondioxide.

1) If sources release carbon dioxide faster than natural processes can handle it,what would you expect to happen in the system?

Multiple Answers

Multiple Answers

By burning fossil fuels, people are adding carbon to the atmosphere (in the form of carbon dioxide) faster than natural processes can remove it. That's why the amount of carbon dioxiut rigde in the atmosphere is increasing, which is causing global climate change.

photosynthesis, etc.) shown in the cycle.Investigation DThinking about the processes represented by the images (e.g., photosynthesis, decay,etc.), sort the cards into slow-acting or infrequent processes vs. fast-acting or frequentprocesses.Teacher Decision Check Point: how do you know your students are ready to move forward?Day One: Students should have recorded their results and discussed them with a partner.Day Two: Students will have sorted the cards with their groups

Explanation: Estimated Time: _10min each________

What the teacher does AND what the teacher will direct students to do: (Directions)Day One: Use the seltzer or soda to discuss carbon dioxide moving between air and water. Initially many students will use the terms “evaporation” and “condensation” when you ask them how carbon moves from one to the other; remind them that those are terms for the water cycle and for changes in state of matter. Show that air and gas dissolves in water in the same way that solutes such as salt do, and to help them connect to the short residence time of gas in liquid. Draw the places on the board and have students help you draw arrows back and forth labeling the process.

Day Two:Have a group discuss the idea of sources and sinks and their role in the Carbon Cycle.Go over each card and whether it’s a source or sink and why. Ask students to reflect on first video and relate them to the cards.

Extra Cycle Worksheet if time Permits:http://www.biologyjunction.com/Biogeochemical_Cycles.pdf

Clarifying Questions: Critical questions that will help students “Clarify their Understanding” and introduce information related to the lesson concepts & vocabulary – check for understanding (formative assessment) Which reservoirs did you visit the most?Which reservoirs have long residence times? Which have short residence times?What are the processes that move carbon from one reservoir to another? What processes move carbon from the atmosphere to the ocean sediments?

What are some examples of sources in the Carbon Cycle?What are some examples of sinks in the Carbon Cycle?How do human activities affect the Carbon Cycle?How can we decrease the amount of Carbon we put in the atmosphere?

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:

I visited ocean sediments, deep dissolved...etc. Some die (ocean sediments) have a lot of the same face making you stay their for a long time.To move, the plant dies, the ocean swarms, something eats...etc.

Plants

Electricity used by burning fossil fuels

Unplug appliances when they are not being used.

Teacher Decision Check Point: how do you know your students are ready

to move forward?Both Days: The students are leading the discussion in a confident manner.

Elaboration: Estimated Time: __10min

What the teacher does AND what the teacher will direct students to do: (Directions)Day One:Have students brainstorm what reservoirs and processes have not been included in the game (soils, fossil fuels, sedimentary rocks; burning of fossil fuels, subduction of sediment and volcanic eruptions for a few examples).

What to do with more time: Have students make sample dice to try and represent the sources and sinks for these reservoirs, and their fluxes and residence times.Day Two: Show a ppt on all the terms or concepts that the students should have learned through the activities over the past two days. Have students record them in their science journals. http :// www . google . com / url ? sa = t & rct = j & q =& esrc = s & frm =1& source = web & cd =2& ved =0 CCoQFjAB & url = http %3 A %2 F %2 Fwesternreservepublicmedia . org %2 Fearthmotion 3%2 Fimages %2 FCarbon _ Cycle . ppt & ei =_ WZXUJCQKsiHywG 33 YGICQ & usg = AFQ jCNE _ BXX 4 jIFbD 0 QNpoF 6 lE 4_ uMKc 4 Q & sig 2=- MpeL 33 q 4 ia 0 R - n 7 lgc 8 pw

**If technology fails, write terms/concepts on the board and ask students to help you write definitions**

Probing Questions: Critical questions that will help students “Extend or Apply” their newly acquired concepts/skills in new situationsAre their other places that were not represented with a bead that carbon exists?Can you make any connections to global warming?What kind of things do our cars put into the air?

Ask students to come to the board and draw and label the cycle.Using this cycle as a model, what would the nitrogen cycle look like?

Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions:Carbon is in other things. I don’t know what though.Our cars put gas in the air.We cause global warming. Maybe an increase in carbon caused global warming.

It will include a lot of the same processes we have talked about such as condensation and evaporation.

Evaluation: Estimated Time: __5min each______Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson: (observations, student responses/elaborations, white boards, student questions, etc. Look at your Teacher Decision Check Point)?Observations, students responses, student questions, student drawingsSummative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson

Pre-assessments:

Day One:Explain in your own words what you think biogeochemical cycles are. Varying Answers

Day Two:

What is a source of carbon? ANSWER: In the carbon cycle, “sources” release carbon dioxide to the atmosphere.

What is a sink of carbon? ANSWER: In the carbon cycle, “sinks” are reservoirs that store carbon dioxide.

Exit Slips:

Day One:Draw and label the Carbon Cycle. Varying answersList a similarity between the Carbon Cycle and the Water Cycle. Both involve going to and from different places in the biosphere—ocean, atmosphere, land, etc.

List a difference between the Carbon Cycle and the Water Cycle. Water undergoes phase changes, while carbon is an element that becomes part of other things but doesn’t really change Water cycle is more “circular” than carbon cycle.

Day Two:What is a source? ANSWER: In the carbon cycle, “sources” release carbon dioxide to the atmosphere.

What is a sink? List an example. ANSWER: In the carbon cycle, “sinks” are reservoirs that store carbon dioxide.

List two examples how human activities affect the levels of carbon in the carbon cycle. Burning fossil fuels adds CO2 to the air Extracting fossil fuels removes CO2 from deep underground.

**These questions will be written on the board before and at the end of class. The student will write the answers to the questions in their science journal and turn them in at the end of class. They will be returned the next lesson day to be put back in their science journal to have to study for their test.

Key for this assignment: Each student will have

*Activity used if time permits*KEY: results will vary based upon what students experienced during the game

dif

ATMOSPHERE

SURFACE OCEAN

OCEAN PLANTS

OCEAN CONSUMERS

DEEP PARTICLES

OCEAN SEDIMENTS

LAND PLANTS

LAND CONSUMERS

FRESH WATER

DEEP DISOLVED

Teacher Version

Carbon Cycle Activity

How does carbon dioxide cycle through the ocean, land, and atmosphere?

Key ConceptCarbon dioxide moves through Earth’s systems as part of the global carbon cycle.

What You Should Know• Carbon dioxide is naturally exchanged between the atmosphere and life on landand in the oceans through the processes of photosynthesis and respiration.• In the carbon cycle, “sinks” are reservoirs that store carbon dioxide.• In the carbon cycle, “sources” release carbon dioxide to the atmosphere.• Over long periods of time, the flow of carbon dioxide into and out of theatmosphere naturally balances. (Over time, sources and sinks naturallybalance.)• Since the Industrial Revolution and the increased burning of fossil fuels (coal, oiland natural gas), humans are releasing so much carbon dioxide so fast that it isaccumulating in the atmosphere. (Sources are overwhelming sinks.)

Materials (per student group)

• 1 set of carbon cards (21) [Note: You can print cards from the file,“CarbonCards.pdf”]

Investigation APlace each card image-side up on a tabletop or desk. Ask students to sort the cardsinto two categories: images of organisms, activities, or processes that release carbondioxide (sources) vs. those that absorb carbon dioxide (sinks).If students are unsure about some cards, have them set those aside.

Discussion1) Read the backs of the cards in the “uncertain” pile. After discussing, put these inthe correct category.2) Count the cards in each group. Which has more, sources or sinks? (sources)3) Distinguish between natural processes and human activities depicted on thecards.a. For the natural processes, which ones release carbon dioxide? Whichones absorb carbon dioxide? What absorbs about half of the carbondioxide being generated by humans burning fossil fuels for transportationand electricity? (the ocean)b. For human (anthropogenic) sources, which ones involve burning of fossilfuels?

Investigation BUse only human-based source cards. Ask students to sort cards into human-use

categories such as manufacturing of products, transportation, electricity, and othercategories by using both the image and the text. Ask students to select three cardsrepresenting activities that are part of their daily lives.

Discussion1) Ask students to describe their three cards and how each activity is incorporatedinto their day.2) Ask students to brainstorm ways they might reduce their emissions of carbondioxide.

Investigation CUsing a poster or large image of the carbon cycle, place the cards in the appropriateplaces in the cycle, taking care to match the processes (e.g., respiration,photosynthesis, etc.) shown in the cycle.

Investigation DThinking about the processes represented by the images (e.g., photosynthesis, decay,etc.), sort the cards into slow-acting or infrequent processes vs. fast-acting or frequentprocesses.

Discussion1) If sources release carbon dioxide faster than natural processes can handle it,what would you expect to happen in the system?

Link for the Carbon Cards is under Materials in the Lesson Plan.

Link for Carbon Cycle Image:http://www.windows2universe.org/earth/climate/images/carboncycle_sm.jpg

Extra Cycle Worksheet if time Permits:http://www.biologyjunction.com/Biogeochemical_Cycles.pdf