Lesson Plan

Climate Change & The Carbon Cycle

Subject Area

Science

Grade(s)

6, 7

Overview

Students will explore greenhouse gases, how they effect the carbon cycle and the human role in climate change.  

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

Science (2015) Grade(s): 6

SC15.6.7

Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

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Vocabulary

  • Biogeochemical
  • Biotic
  • Abiotic
  • Atom
  • Water cycle
  • Carbon cycle
  • Nitrogen cycle
  • Chemical compound
  • Hydrogen
  • Oxygen
  • Gravity
  • Atmosphere
  • Water vapor
  • Crystallize
  • Transpiration
  • Evaporation
  • Condensation
  • Precipitation
  • Glacier
  • Aquifer
  • Ice sheet
  • Organism
  • Decompose
  • Respiration
  • Element
  • Chemical process
  • Ecosystem
  • Geosphere
  • Carbon dioxide
  • Methane
  • Photosynthesis
  • Fossil fuel
  • Nitrogen
  • Carbon
  • Amino acid
  • Protein
  • DNA
  • Molecule
  • Bacteria
  • Fertilizer
  • Livestock
  • Nitrate

Knowledge

Students:
  • The cycle of atoms between living and non-living things is known as a biogeochemical cycle.
  • Biogeochemical cycles interact through biotic and abiotic processes.
  • Biotic involves living or once living things such as plants, animals, and bacteria.
  • Abiotic involves nonliving things like air, rocks, and water.
  • Biogeochemical cycles may include, but are not limited to, the water, carbon, and nitrogen cycles.
  • The water cycle is the continuous process by which water is circulated throughout the earth and the atmosphere.
  • Water is a chemical compound made up of the elements hydrogen and oxygen.
  • Global movements of water and its changes in form are propelled by sunlight and gravity.
  • Energy from the sun drives the movement of water from the Earth (e.g., oceans, landforms, plants) into the atmosphere through transpiration and evaporation.
  • Water vapor in the atmosphere can cool and condense to form rain or crystallize to form snow or ice, which returns to Earth when pulled down by gravity.
  • Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
  • Gravity causes water on land to move downhill (e.g., rivers and glaciers) and much of it eventually flows into oceans.
  • Some liquid and solid water remains on land in the form of bodies of water, glaciers and ice sheets or can be stored below ground in aquifers.
  • Some water remains in the tissues of plants and other living organisms, and this water is released when the tissues decompose. Water is also released by plants through transpiration and by other living organisms through respiration.
  • Carbon is an element found in the oceans, air, rocks, soil and all living organisms.
  • Carbon is the fundamental building block of life and an important component of many chemical processes.
  • In a process called the carbon cycle, carbon is exchanged among Earth's oceans, atmosphere, ecosystem, and geosphere.
  • Carbon is present in the atmosphere primarily attached to oxygen in a gas called carbon dioxide (CO2), but is also found in other less abundant but climatically significant gases, such as methane (CH4).
  • With the help of the Sun, through the process of photosynthesis, carbon dioxide is pulled from the air to make plant food.
  • Through food chains, the carbon that is in plants moves to the animals that eat them. When an animal eats another animal, the carbon is transferred.
  • When plants and animals die, their bodies, wood, and leaves decay bringing the carbon into the ground. Some become buried miles underground and will become fossil fuels in millions and millions of years.
  • Organisms release carbon dioxide gas through a process called respiration.
  • When humans burn fossil fuels to power factories, power plants, cars and trucks, most of the carbon quickly enters the atmosphere as carbon dioxide gas.
  • The oceans, and other bodies of water, soak up some carbon from the atmosphere.
  • Nitrogen is an element found in living things like plants and animals.
  • Nitrogen is also an important part of non-living things like the air and the soil.
  • Nitrogen atoms move slowly between living things, dead things, the air, soil and water.
  • The continuous process by which nitrogen is exchanged between organisms and the environment is called the nitrogen cycle.
  • Most of the nitrogen on Earth is in the atmosphere as molecules of nitrogen gas (N2).
  • All plants and animals need nitrogen to make amino acids, proteins, and DNA, but the nitrogen in the atmosphere is not in a form that they can use.
  • The molecules of nitrogen in the atmosphere can become usable for living things when they are broken apart during lightning strikes or fires, by certain types of bacteria, or by bacteria associated with bean plants.
  • Most plants get the nitrogen they need to grow from the soils or water in which they live. Animals get the nitrogen they need by eating plants or other animals that contain nitrogen.
  • When organisms die, their bodies decompose bringing the nitrogen into soil on land or into ocean water. Bacteria alter the nitrogen into a form that plants are able to use. Other types of bacteria are able to change nitrogen dissolved in waterways into a form that allows it to return to the atmosphere.
  • Certain actions of humans can cause changes to the nitrogen cycle and the amount of nitrogen that is stored in the land, water, air, and organisms.
  • The use of nitrogen-rich fertilizers can add too much nitrogen in nearby waterways as the fertilizer washes into streams and ponds. The waste associated with livestock farming also adds large amounts of nitrogen into soil and water. The increased nitrate levels cause plants to grow rapidly until they use up the supply and die. The number of plant-eating animals will increase when the plant supply increases and then the animals are left without any food when the plants die.

Skills

Students are able to:
  • Use a model of the various biogeochemical cycles and identify the relevant components.
  • Describe the relationships between components of the model including the flow of energy.
  • Articulate a statement that relates a given phenomenon to a scientific idea, including the various biogeochemical cycles of Earth and the flow of energy that drives these processes.

Understanding

Students understand that:
  • The transfer of energy drives the motion and/or cycling of matter of the various biogeochemical cycles.

Scientific and Engineering Practices

Developing and Using Models

Crosscutting Concepts

Stability and Change
Science (2015) Grade(s): 6

SC15.6.14

Analyze and interpret data (e.g., tables, graphs, maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; rates of human activities) to describe how various human activities (e.g., use of fossil fuels, creation of urban heat islands, agricultural practices) and natural processes (e.g., solar radiation, greenhouse effect, volcanic activity) may cause changes in local and global temperatures over time.

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Vocabulary

  • Natural processes
  • Human activities
  • Global temperatures
  • Mean surface temperature
  • Global warming
  • Solar radiation
  • Greenhouse Effect
  • Volcanic activity
  • Fossil fuels
  • Combustion
  • Urban heat islands
  • Agriculture
  • Natural systems
  • Carbon dioxide (gases)
  • Greenhouse gases
  • Concentration
  • Atmosphere
  • Climate change

Knowledge

Students know:
  • Natural processes and/or human activities may have affected the patterns of change in global temperatures over the past century, leading to the current rise in Earth's mean surface temperature (global warming).
  • Natural processes may include factors such as changes in incoming solar radiation, the greenhouse effect, or volcanic activity.
  • Human activities may include factors such as fossil fuel combustion, the creation of urban heat islands, and agricultural activity.
  • Natural processes and/or human activities may lead to a gradual or sudden change in global temperatures in natural systems (e.g., glaciers and arctic ice, and plant and animal seasonal movements and life cycle activities).
  • Natural processes and/or human activities may have led to changes in the concentration of carbon dioxide and other greenhouse gases in the atmosphere over the past century.
  • Patterns in data connect natural processes and human activities to changes in global temperatures over the past century.
  • Patterns in data connect the changes in natural processes and/or human activities related to greenhouse gas production to changes in the concentrations of carbon dioxide and other greenhouse gases in the atmosphere.
  • 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.

Skills

Students are able to:
  • Organize given data on various human activities, natural processes, and changes in local and global temperatures to allow for analysis and interpretation.
  • Analyze the data to identify possible causal relationships between human activities and natural processes and changes in local and global temperature over time.
  • Interpret patterns observed from the data to provide causal accounts for events and make predictions for events by constructing explanations.

Understanding

Students understand that:
  • Human activities and natural processes may affect local and global temperatures over time.

Scientific and Engineering Practices

Analyzing and Interpreting Data

Crosscutting Concepts

Stability and Change
Science (2015) Grade(s): 6

SC15.6.15

Analyze evidence (e.g., databases on human populations, rates of consumption of food and other natural resources) to explain how changes in human population, per capita consumption of natural resources, and other human activities (e.g., land use, resource development, water and air pollution, urbanization) affect Earth’s systems.

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Vocabulary

  • Population
  • Per capita
  • Consumption
  • Natural resource
  • Environment
  • Earth's systems
  • Consequences

Knowledge

Students know:
  • Increases in the size of the human population or in the per capita consumption of a given population cause increases in the consumption of natural resources.
  • Natural resources are any naturally occurring substances or features of the environment that, while not created by human effort, can be exploited by humans to satisfy their needs or wants.
  • Per capita consumption is the average use per person within a population.
  • Natural resource consumption causes changes in Earth systems.
  • Engineered solutions alter the effects of human populations on Earth systems by changing the rate of natural resource consumption or reducing the effects of changes in Earth systems.
  • All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.
  • The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.

Skills

Students are able to:
  • Organize given evidence regarding changes in human population, changes in per capita consumption of natural resources, human activities, and Earth's systems to allow for analysis and interpretation.
  • Analyze the data to identify possible causal relationships between changes in human population, changes in per capita consumption of natural resources, human activities, and Earth's systems.
  • Interpret patterns observed from the data to provide causal accounts for events and make predictions for events by constructing explanations.

Understanding

Students understand that:
  • Human population growth affects natural resource consumption and natural resource consumption has an effect on Earth systems; therefore, changes in human populations have a causal role in changing Earth systems.
  • Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

Scientific and Engineering Practices

Analyzing and Interpreting Data

Crosscutting Concepts

Cause and Effect
Science (2015) Grade(s): 7

SC15.7.5

Examine the cycling of matter between abiotic and biotic parts of ecosystems to explain the flow of energy and the conservation of matter.

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Vocabulary

  • Abiotic
  • Organisms as producers, consumers, and/or decomposers
  • Biotic
  • Evaluate
  • Ecosystem
  • Communicate
  • Chemical reaction
  • Molecules
  • Photosynthesis
  • Food web
  • Cellular respiration
  • Energy
  • Matter
  • Energy transfer

Knowledge

Students know:
  • Organisms can be classified as producers, consumers, and/or decomposers.
  • Abiotic parts of an ecosystem provide matter to biotic organisms.
  • Biotic organisms of an ecosystem provide matter to abiotic parts.
  • Energy flow within an ecosystem.
  • The number of each type of atom is the same before and after chemical reactions, indicating that the matter ingested as food is conserved as it moves through an organism to support growth.
  • During cellular respiration, molecules of food undergo chemical reactions with oxygen to release stored energy.
  • The atoms in food are rearranged through chemical reactions to form new molecules.
  • All matter (atoms) used by the organism for growth comes from the products of the chemical reactions involving the matter taken in by the organism.
  • Food molecules taken in by the organism are broken down and can then be rearranged to become the molecules that comprise the organism (e.g., the proteins and other macromolecules in a hamburger can be broken down and used to make a variety of tissues in humans).
  • As food molecules are rearranged, energy is released and can be used to support other processes within the organisms.
  • Plants, algae, and photosynthetic microorganisms require energy and must take in carbon dioxide and water to survive.
  • Energy from the sun is used to combine molecules (e.g., carbon dioxide and water) into food molecules (e.g., sugar) and oxygen.
  • Animals take in food and oxygen to provide energy and materials for growth and survival.
  • Some animals eat plants algae and photosynthetic microorganisms, and some animals eat other animals, which have themselves eaten photosynthetic organisms.

Skills

Students are able to:
  • Articulate a statement that relates a given phenomenon to a scientific idea, including the cycling of matter and flow of energy among biotic and abiotic parts of ecosystems.
  • Identify and use multiple valid and reliable sources of evidence to construct an explanation.
  • Use reasoning to connect the evidence and support an explanation.
  • Obtain information about how food is broken down through chemical reactions to create new molecules that support growth and/or release energy as it moves through an organism from published, grade-level appropriate material from multiple sources.
  • Determine and describe whether the gathered information is relevant.
  • Use information to communicate how food is broken down through chemical reactions to create new molecules that support growth and/or release energy as it moves through an organism.
  • Articulate a statement that relates a given phenomenon to a scientific idea, including the idea that photosynthesis and cellular respiration cycle matter and energy.
  • Identify and use multiple valid and reliable sources of evidence to explain the roles of photosynthesis and cellular respiration in cycling matter and energy.
  • Use reasoning to connect the evidence and support an explanation of the roles of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.

Understanding

Students understand that:
  • There is a transfer of energy and a cycling of atoms that were originally captured from the nonliving parts of the ecosystem by the producers.
  • The transfer of matter (atoms) and energy between living and nonliving parts of the ecosystem at every level within the system, which allows matter to cycle and energy to flow within and outside of the system.
  • The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
  • Matter and energy are conserved through transfers within and outside of the ecosystem.
  • Relationship among producers, consumers, and decomposers (e.g., decomposers break down consumers and producers via chemical reactions and use the energy released from rearranging those molecules for growth and development.
  • Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
  • Plants, algae, and photosynthetic microorganisms take in matter and use energy from the sun to produce organic molecules that they can use or store, and release oxygen into the environment through photosynthesis.
  • Plants use the food they have made for energy, growth, etc.
  • Animals depend on matter from plants for growth and survival, including the following:
    • Eating photosynthetic organisms, thus acquiring the matter they contain, that they gained through photosynthesis.
    • Breathing in oxygen, which was released when plants completed photosynthesis.
  • Animals acquire their food from photosynthetic organisms (or organisms that have eaten those organisms) and their oxygen from the products of photosynthesis, all food and most of the oxygen animals use from life processes are the results of energy from the sun driving matter flows through the process of photosynthesis.
  • Photosynthesis has an important role in energy and matter cycling within plants as well as from plants and other organisms.

Scientific and Engineering Practices

Constructing Explanations and Designing Solutions; Asking Questions and Defining Problems; Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Energy and Matter
Science (2015) Grade(s): 7

SC15.7.7

Use empirical evidence from patterns and data to demonstrate how changes to physical or biological components of an ecosystem (e.g., deforestation, succession, drought, fire, disease, human activities, invasive species) can lead to shifts in populations.

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Vocabulary

  • Empirical evidence
  • Patterns
  • Data
  • Ecosystem
  • Populations
  • Physical components (e.g., water, air, temperature, sunlight, soil, etc.)
  • Biological components (e.g., plants, animals, etc.)
  • Phenomena (e.g., deforestation, succession, drought, fire, disease, human activities, invasive species, etc.)

Knowledge

Students know:
  • Ecosystems are dynamic in nature and can change over time.
  • Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
  • Changes in the physical or biological components of an ecosystem (e.g., rainfall, species introduction) can lead to changes in populations of species.

Skills

Students are able to:
  • Demonstrate the scientific idea that changes to physical or biological components of an ecosystem can affect the populations living there.
  • Identify and describe the given evidence needed to demonstrate the scientific idea that changes to physical or biological components of an ecosystem can affect the populations living there.
  • Evaluate the given evidence, identifying the necessary and sufficient evidence for supporting the scientific idea.
  • Use reasoning to connect the evidence and support an explanation using patterns in the evidence to predict the causal relationship between physical and biological components of an ecosystem and changes in organism populations.

Understanding

Students understand that:
  • Changes in the amount and availability of given resource may result in changes in the population of an organism.
  • Changes in the amount or availability of a resource may result in changes in the growth of individual organisms.
  • Resource availability drives competition among organisms, both within a population as well as between populations.
  • Resource availability may have an effect on a population's rate of reproduction.

Scientific and Engineering Practices

Analyzing and Interpreting Data

Crosscutting Concepts

Stability and Change

Primary Learning Objectives

The learner will identify greenhouse gases through web explorations.

The learner will create a model of the carbon cycle as a set of interactive notebook notes.

The learner will model the carbon cycle using ping pong balls to show the flow of carbon through the environment.

The learner will interpret graphs showing greenhouse gas production.

The learner will identify greenhouse gases and create solutions to the over production of the gases.

Procedures/Activities

This set of 4 activities leads the teacher and students through an understanding of the carbon cycle and greenhouse gases.  This unit is designed to be used as an introduction to the carbon cycle.

The human aspect of the overproduction of greenhouse gases is explored through note taking, role-playing, and web searches.  The culminating activity requires that the students analyze graphs to determine areas of greenhouse production and develop solutions to the problem.  Students will write letters to local or state officials describing the problem and offering solutions for their particular communities.

Activity 1: Web Search

Activity 1 is a web search using the NASA website "Climate Kids".  Students will use the page to identify 5 greenhouse gases, areas of greenhouse gas production, areas of greenhouse gas absorption, and solutions to the problem.  

Activity 1 Student Handout  

Activity 2: Carbon Cycle Model

Activity 2 instructs students to use a set of interactive notes and the NASA Climate Kids website to construct a model of the carbon cycle.  The model uses pictures and arrows which are color-coded to show sources and sinks in the carbon cycle.

Activity 2 Student Handout

Activity 3: Carbon Cycle Role Play

1. Show the introductory video from NASA “Coal vs Banana”  at http://earthobservatory.nasa.gov/blogs/earthmatters/2011/06/24/the-two-minute-carbon-cycle/

2.  Complete the role-playing activity designed by the California Academy of Sciences.  This activity requires the use of 14-28 ping pong balls to help illustrate carbon transfer: https://www.calacademy.org/educators/lesson-plans/carbon-cycle-role-play.

Activity 4: Human's Role in the Carbon Cycle and Climate Change

Activity 4 uses another NASA video to show how humans affect greenhouse gas production through their activities and removal of green spaces.  

It culminates with a web search and an end-of-unit assessment requiring students to write a letter to an elected official describing a greenhouse gas problem and a possible solution.  An assessment rubric is available.

1. Show the introductory video from NASA “Carbon Usage on Earth” at http://www.geography4kids.com/files/cycles_carbon.html

2.  Use the EPA website to answer the questions on the activity sheet. http://www3.epa.gov/climatechange/ghgemissions/global.html

Activity 4 Student Handout

This set of 4 activities leads the teacher and students through an understanding of the carbon cycle and greenhouse gases.  This unit is designed to be used as an introduction to the carbon cycle.

The human aspect of the overproduction of greenhouse gases is explored through note taking, role-playing, and web searches.  The culminating activity requires that the students analyze graphs to determine areas of greenhouse production and develop solutions to the problem.  Students will write letters to local or state officials describing the problem and offering solutions for their particular communities.

Assessment Strategies

The final assessment is for students to write a letter to an elected official describing a problem with greenhouse gases and a possible solution.

Assessment Rubric for business letter to elected official

Intervention

Students with learning difficulties can be paired with another student during the web searches.

Students with dexterity issues can be assisted by having the interactive notes materials pre-cut for them.

The assessment can be modified by having students with learning difficulties work in a group to construct one letter with the assistance of a teaching aide or by being paired with another student.

 

Approximate Duration

Total Duration

Greater than 120 Minutes

Background and Preparation

Background/Preparation

The major concepts to be taught are greenhouse gases and the carbon cycle.  Teachers should be familiar with the terms global warming, climate change, and conservation.

This is a set of lessons designed to be taught over multiple days.

Materials and Resources

Materials and Resources

Technology Resources Needed

Computer with internet connection for each student or pair of students

Approved Date

2016-04-12

Owner2

wmsbkennedy
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