Initial Publication Date: July 22, 2016

Step 2: Plan Approach to Inquiry

In this step of the unit, students develop their approach to answering the question developed in the first phase of the module. First, students view and analyze global CO2 data. Following this introduction, they use an interactive model to explore plants' role in the carbon cycle.
Time required: 4 class periods

Step 2.1 - Discover Regional Differences in CO2 concentrations


Featured Resource - Mauna Loa in the Classroom

Type: Data Analysis and Graphing Activity

Science Standards: See this page

Learning Goal: Students use regional CO2 data. Students plan and carry out initial investigation of regional differences in CO2 fluctuations.

Summary: Students use the provided data and map in Mauna Loa in the Classroom activity to build student understanding of regional differences in CO2 concentrations.
Teaching Strategies and Directions
Use the data and map in Mauna Loa in the Classroom activity to build student understanding of regional differences in CO2 concentrations.
Featured Resource - Mauna Loa in the Classroom
Sample questions to use with this activity:
  1. Draw an example curve showing how the Mauna Loa CO2 data changes over the course of a year.
  2. Compare and contrast the CO2 data from stations north and south of the equator.
  3. How has the concentration of CO2 in the atmosphere changed since 1950?
Note: Students can follow this activity by looking at real-time data from Mauna Loa.

Step 2.2 - Read Carbon Cycle Background Article


Featured Resources


Type: Reading

Science Standards: See Elements of 3D Learning, above.

Learning Goal: Students gain a deeper understanding of the relationships between the biosphere, geosphere, and atmosphere.

Summary: Students read one of the listed articles and prepare a brief summary to share with classmates.
Teaching Strategies and Directions
Read one or more of the articles, linked below, to gain further understanding of relationship between atmospheric CO2 concentrations and annual cycles of plant life. Students learn additional information about Sources and Sinks of carbon. After reading, the article students prepare a brief presentation summarizing the main points in the article to share with their classmates.

Step 2.3 - Explore Carbon Cycle and Temperature Model


Featured Resource - Global Carbon Budget 1960-2100

Type: Climate Model

Science Standards: See this page

Learning Goal: Students use CO2 emissions data. Students explore the model and carry out an initial investigation of changes in CO2 fluctuations.

Summary: Students adjust the sources and sinks of carbon over time, run simulation, and view results.
Teaching Strategies and Directions
Featured Resource — Global Carbon Budget 1960-2100
This interactive model relates changes in fossil fuel emissions and land use to CO2 concentrations and temperature. Students change variables and watch the graph and graphic change over time.
Have students begin the exercise by clicking the Run Projection button once to run the simulation once using the preset data. Next, click the Sources and Sinks buttons to observe the location of each of these variables. For more complete background information on the sources and sinks of CO2 students can read the articles linked to the tabs at the top of the page.
Sample questions to use with this activity:
  1. Describe the changes in the graph and graphic as the interactive plays.
  2. What is the difference between a source and a sink?
  3. Describe two ways to keep the CO2 concentrations in the atmosphere, in the year 2100, below 600 ppm.