Office of Biological and Environmental Research of the U.S. Department of Energy Office of Science, Biological and Environmental Research Information System (BERIS)
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
High School: 3 Disciplinary Core Ideas, 4 Cross Cutting Concepts
About Teaching Climate Literacy
Other materials addressing 3e
Other materials addressing 5b
2.1 Changes in energy flow over time.
2.5 Energy moves between reservoirs.
3.5 Ecosystems are affected by availability of energy..
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Teaching Tips | Science | Pedagogy |
- This image can be used when teaching the carbon cycle in a high school or college level biology course.
About the Science
- Good visual for examining the interconnections between Earth science systems and biological systems.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Visualization is rich with terminology, which will need unpacking with students to ensure understanding of connections.
- Can be used in sections rather than whole diagram.
Next Generation Science Standards See how this Static Visualization supports:
Disciplinary Core Ideas: 3
HS-ESS2.D2:Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
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.
HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.
Cross Cutting Concepts: 4
HS-C3.1:The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
HS-C3.2: Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.
HS-C3.3:Patterns observable at one scale may not be observable or exist at other scales.
HS-C3.4:Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.