NOAA (adapted from Kentucky Association for Environmental Education), Oceanservice.noaa.gov
Lesson takes about 40-60 minutes. Some additional materials are required.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 1 Performance Expectation, 4 Cross Cutting Concepts, 2 Science and Engineering Practices
High School: 2 Disciplinary Core Ideas
About Teaching Climate Literacy
Other materials addressing 2d
Other materials addressing 6c
7.3 Environmental quality.
2.5 Energy moves between reservoirs.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Instead of a 'Game Record' for each player to record their journey at the end of the lesson, students could map out their journey to the 4 different stations for each round and compare and contrast the pattern of their journey between the two.
- "Want To Do More?" suggestions are good for elaborating on the learning.
About the Science
- Focus of the activity is how human activities have changed the distribution of carbon among Earth's atmosphere, lithosphere, biosphere, and hydrosphere.
- Compares the carbon cycle before the Industrial Revolution with the carbon cycle after humans began burning large quantities of fossil fuels.
- Comments from expert scientist: A neat approach to understanding the carbon cycle, the magnitudes of the flows, and humans--incorporates physical activity and probability. The activity doesn't communicate the size of each stock, only the flows between them--a really important part of the basic carbon cycle concept to communicate.
About the Pedagogy
- The activity outlines questions for each section of the game, suggesting stopping points for students to think and evaluate what they have done to that point.
- Provides additional activity ideas such as story boards and graphing the data.
- Activity is one of 10 in the NOAA activity book Discover Your Changing World with NOAA http://oceanservice.noaa.gov/education/discoverclimate/.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttps://serc.carleton.edu/eslabs/carbon/2b.html
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 1
MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem
Cross Cutting Concepts: 4
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
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.
Science and Engineering Practices: 2
MS-P2.3:Use and/or develop a model of simple systems with uncertain and less predictable factors.
MS-P6.2:Construct an explanation using models or representations.
Disciplinary Core Ideas: 2
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
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.