Kennesaw State University
This activity may take 2 to 3 fifty minute class periods to complete.Discuss this Resource»
Learn more about Teaching Climate Literacy and Energy Awareness»
This activity is suitable for grades 9-12 and undergraduate college students.
About Teaching Climate Literacy
Other materials addressing 2d
Other materials addressing 3e
Other materials addressing 6c
Benchmarks for Science Literacy
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Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Before students review data collected about other trees, it would be good if they made their own measurements of trees so that the data they review makes sense to them.
- Putting the data into excel would make some steps in the activity take less time.
- Students may need guidance through the mathematics. If students are less familiar with logarithmic functions, the formulas can be entered into their excel spreadsheet to handle that step.
- Rather than having students each measure their lots where they live, groups of students or the whole class can measure a place on or near the school grounds.
- The activity would be greatly improved if students brainstormed ways that they can save trees or plant new trees as methods to store carbon.
- Adding a few more questions on the understanding of the carbon cycle would be good to ensure student learning.
- Measuring tapes might not be readily available but area can be measured by estimates using step length.
About the Science
- Great activity that addresses a common misconception that trees and other plants get most of their mass through the soil.
- A basic knowledge of reading balanced equations and calculating and molecular mass is necessary to understand some parts of the reading.
- Comment from expert scientist: The introductory reading materials need some clarification in parts. i) The article uses the term ecosystem when it means biosphere. ii) It calls CO2 a waste product even though it is an end product.iii) Carbon as part of the carbon cycle has 3 phrases: solid liquid and gas not as stated in the introduction two phases. iv) In plants sugars are usually dissolved in water and not kept as solids. v) Carbon dissolves in water, it is not absorbed by it as stated. vi)More precise use of term equilibrium necessary: human activities have changed the carbon cycle not its equilibrium. vii) Glass window panes are optically opaque in parts of the infrared region of the spectrum. The explanation of the greenhouse effect is misleading: GHG do not absorb all of the IR energy. viii) The increase in average temperatures is 0.6 deg C not 1 deg C.
- Comment from expert scientist: When teaching this activity be aware that converting forests into housing may sequester more carbon than planting more forests because the decomposition rates of the carbon in housing is usually slower than the decomposition rates of forest.
About the Pedagogy
- Great way of quantifying the carbon cycle very illustrative and easy to modify so that the connection to local environment is drawn.
- The introduction to the activity is 9 pages of reading which might be a lot for some students in the classroom (It would be a good homework assignment but teachers would need to review it in class as well.)
Technical Details/Ease of Use
- Good design, all important pieces of activity are ready to be used and are printable.
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