Thinkport, Maryland Public Television
Presentation length: 3:30 minutes.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 3 Disciplinary Core Ideas, 6 Cross Cutting Concepts
High School: 4 Disciplinary Core Ideas, 3 Cross Cutting Concepts
About Teaching Climate Literacy
Other materials addressing 2d
7.3 Environmental quality.
4.3 Fossil and bio fuels contain energy captured from sunlight.
2.5 Energy moves between reservoirs.
3.5 Ecosystems are affected by availability of energy..
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Teaching Tips | Science | Pedagogy |
About the Science
- Brief and engaging introduction to the carbon cycle and how humans are part of the carbon cycle.
- Comments from expert scientist: The content provided on carbon cycle is simple and accurate. It highlights the natural and anthropogenic components of the cycle.
About the Pedagogy
- There are multiple resources connected with this visualization, including background information, a printable note-taking page, recommendations for assessments, links to other resources, and additional ways to use the resource.
- This resource provides a mechanism by which students can connect science and history.
Technical Details/Ease of Use
- To see the site as it was designed, the monitor resolution should be at least 1024 x 768 pixels and the browser window should be maximized.
- Adobe flash required.
- Window should be expandable so that text can be read. This text is what the audio portion provides.
- This activity is embedded in a much broader suite of activities and navigating through the suite can be confusing to the user.
Next Generation Science Standards See how this Simulation/Interactive supports:
Disciplinary Core Ideas: 3
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-PS3.D1:The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
MS-PS3.D2:Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
Cross Cutting Concepts: 6
MS-C4.1: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
MS-C4.2: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
MS-C5.1:Matter is conserved because atoms are conserved in physical and chemical processes.
MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
MS-C7.2: Small changes in one part of a system might cause large changes in another part.
MS-C7.3:Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
Disciplinary Core Ideas: 4
HS-ESS2.D2:Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
HS-ESS2.E1:The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
HS-LS2.B3:Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.
Cross Cutting Concepts: 3
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
HS-C5.4: Energy drives the cycling of matter within and between systems.
HS-C7.3:Feedback (negative or positive) can stabilize or destabilize a system.