Teaching Tips

• This activity requires using a large space for games and also decent weather/appropriate clothing for the energy observation walk.
• There are four different activities and games to play that discuss the carbon cycle and food web. These activities could be split and delivered at different times.

About the Content

• Students learn about the different types of energy (potential and kinetic); how energy flows between living and non-living things and the relationship between food-based energy cycles and the carbon cycle. Students learn about the effects of burning carbon and how the release of carbon dioxide causes climate change. Students also learn about the different forms of carbon and the role of carbon dioxide in the atmosphere.
• Background materials are extensive and demonstrate the concepts well. The activity is in-depth for middle school and might need to be scaled back for younger elementary students.
• Passed initial science review – expert science review pending.

About the Pedagogy

• This lesson begins with finding out what students know about energy and the sources of energy they use in their life and at school. It begins with an independent journalling activity, followed by a whole group discussion, and field trip/observation session, and two separate games. The lesson includes a highlighted list of vocabulary and the definitions and adaptations for different age groups.
• This lesson plan gives several different activities that allow students to take notes, learn, play, and get motivated to go through the different cycles. Engagement of students should be high because of this reason.

• This resource engages students in using scientific data.
  See other data-rich activities

Technical Details/Ease of Use

• The lesson is very well organized, has no cost required, and does not require any type of technology. Activities are clear and simple to follow.
• The worksheets and printouts for the games are located in the appendix and would need to be printed prior to teaching the lesson.
• Materials are extensive which could be difficult to implement. The background materials are comprehensive but may lead to confusion if not read thoroughly. They are robust for teachers who are able to take time to read through all of the lesson plans.

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