Carbon Cycle UnitMelanie Byers

This unit was designed to cover the following 7th grade standards: Earth and space sciences 6-8: Benchmark C

1. Explain the biogeochemical cycles which move materials between the lithosphere, hydrosphere, and atmosphere.

Life Sciences 6-8: Benchmark C7. Explain that photosynthetic cells convert solar energy into chemical energy that is used to carry on life functions or is transferred to consumers and used to carry on their life functions.

Unit lessons taught:1. Pre-test and essential question (45 min)2. Intro to the carbon cycle activity (45 min)3. Carbon, where are you? Web Activity (45 min)4. Carbon Cycle Notes/ Photosynthesis (45 min) 5. Carbon Cycle Balloon Demo activity (45 min)6. Carbon Cycle Project (45 min)7. “In Hot Water” Global warming video (45 min)8. Debate (45 min)9. Post test/ Essential question (45 min)

Differentiation: Differentiation is embedded in the lessons because of the variety of learning styles addressed. Also, I have an inclusion teacher who makes modifications as need arises. In addition, I try to utilize heterogeneous grouping whenever possible.

Assessment: Formative: Pre- test, Essential question, questions, drawing, web pre and post tests, captain carbon story, 5 fingers for understanding, debate Summative: Carbon project, Post test

Lesson 1: Pre-test and essential question

Materials: Pre- test (attached) Poster paper, marker

Procedure: For the first lesson, I told the students that we were starting a new unit on the carbon cycle. We discussed what the word cycle means referring to the bicycle and the water cycle. I then passed out a four question pre-test on the carbon cycle. I assured the students that it was not for a grade, and that I just needed to know what, if anything, they knew about the carbon cycle already. Then, we started the unit with an essential question: “What does your lunch, your ride to school and the polar bears’ loss of habitat, have in common? (Write this on the poster paper and post in the classroom.) The students were into the question, and they wanted me to answer it right away. I told them they needed to start thinking about it and that we would piece the puzzle together throughout the unit. I think this engaged the students and prepped them for learning.

Carbon Cycle Pre-TestName______________

1. What is the Carbon Cycle?

2. Name three places on Earth you might find carbon.

3. What does CO2 have to do with global warming?

4. Draw a picture of the carbon cycle and label the steps.

Lesson 2: Intro to the Carbon Cycle Activity

Materials: Baby food jars or soda bottle pre-form tubes

Set of specimens: *Carbon Dioxide in the atmosphere- empty perform labeled “atmosphere”*Carbon in green plants-grass or leaf*Carbon in land animals-mirror*Carbon in soil-soil*Carbon in seawater- pre-form of water labeled “seawater”*Carbon in marine animals and plants-shells*Carbon in coal and natural gas-coal*Carbon in oil- tube of crude oil (treacle could be used as a substitute)*Carbon in limestone-limestone

Part 2: Branch, bread or chips and bacon plus a Bunsen burner

This lesson was adapted from http://www.chemsoc.org/networks/learnnet/jesei/crucial/home.htm and http://www.chemsoc.org/networks/learnnet/jesei/lab/home.htm

Procedure:

Part 1: During this lesson I wanted students to explore by examining some specimens with carbon in them. As they passed the specimens around and checked them off of their sheets, I had them start thinking about what they had in common with a lump of coal. After students checked off all of the specimens, they answered 1-6 on the lab sheet. (attached) When all of the students were finished, we went over the questions and discussed how all of these things had carbon in them. (“Carbon is the fundamental building block of life. It is contained in everything from fossil fuels to DNA. Carbon is cycled and recycled through the carbon cycle. Both animals and plants need it although they obtain it in different ways.” Review photosynthesis at this time.)

Part 2: For part two of the lesson, I burned several things as a demo. (bacon (animal), bread (from wheat), and a branch) We discussed how carbon is in living or once living things, how it got there and what happens to it when it burns. (Joins with O2 in air to form CO2) As a wrap up, we discussed the answers to the part 2 questions (attached) As an extension/assessment of today’s learning students were to draw pictures of what happens to carbon during its cycle. (attached)

INTRO to the CARBON CYCLE

Name_______________ Pd.____Check off the items as you observe themCO2 in the atmosphere_ Carbon dissolved in seawater_Carbon in green plants_ Carbon in marine life_Carbon in land animals_ Carbon in coal and nat. gas_Carbon in soil _ Carbon in oil_Carbon in limestone_

Which products of the carbon cycle:1. Could you see out of the window?

2. Can you never see?

3. Might you see in a quarry?

4. Are fluids (liquids or gasses)?

5. Last the longest?

6. Might affect global warming?

PART 2 – BURN BABY BURN:1. What do living things need in order to grow?2. Where do plants get their food?

3. Where do animals get their food?

4. Where did the carbon in all of these things come from originally?

What happens to carbon? (Draw a picture of each.)

It is incorporated into living things and passes along the food chain.

Some is breathed out by animals and is returned to the atmosphere.

Some is locked up in plants and animals until they die and decompose.

Some is locked up for a long time when plants and animals are fossilized and form rocks like coal and also the widespread calcium carbonate-rich rock, limestone.

Lesson 3: Carbon, Where are you?

Materials: Computer lab with internet access and bookmarked sitesAttached question sheet

Procedure: For this lesson, we went to the computer lab. Students logged onto the EPA kids site and explored the carbon cycle tutorial. They took a pre-test on the website and recorded their scores at the beginning. Then, they went through the tutorial and answered the questions and discussed new learning with their partners. As an assessment, students took a post test on the web and recorded their scores. As an extension, they went to different websites. (listed on the question sheet)

Carbon, Where are You??

Name____________________pd.___

Go to: http://www.epa.gov/climatechange/kids/quiz_carbon_cycle.html

1. Take the quiz. What is your score? ____

2. Go to the main menu.3. Go to CO2 cycle and click on Scene one.4. Where is Carbon found?

1._________________________ 2.__________________________ 3.__________________________ 4.__________________________ 5.__________________________ 6.__________________________ 7.__________________________

Scene 2 (look over)

Scene 31. Plants and trees use CO2 from the atmosphere through____________

2. Plants also release carbon through a process called ________________

3. After long periods of time, decomposed plants in the soil are transformed into ___________ _________ such as ________&_______

Scene 4 1. Through a process called _____________,gasses containing carbon move between the oceans surface and the ___________________.

2. Plants and animals release CO2 back into the water through ________________.

3. Some sea creatures can remove CO2 from the ocean water and use it to make their own ___________.

Scene 51. Burning fossil fuels is called___________________.2. When we cut down trees (___________________) and burn them, they can no longer remove CO2 from the air through photosynthesis. When we burn wood, the carbon in it becomes __________________.

3. The addition of carbon to the atmosphere can contribute to ____________ _____________.

*Retake the quiz: New score ______

A. If you finish, take the water cycle quiz and look at the water cycle animation.

B. Still have time? Go to www.bellmuseum.org/distancelearning/watershed/watershed2.html and play the watershed game.

C. Also… http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro2.htmlTake the quiz. How did you do?

Lesson 4: Carbon Cycle Notes/ Photosynthesis Puppet Show

Materials:Sun puppetPlantNotes Captain Carbon worksheet

Procedure: For this lesson, I did some direct instruction by giving notes (attached) and performing a little photosynthesis skit. I gave all of the students skeleton notes. This lesson helped the students understand how everything they had been exploring fit together. I started off by introducing to Mrs. Autotroph (large stuffed flower) and Mr. Sun (sun puppet.) I showed them how photosynthesis takes place and we talked about how important it was to the carbon cycle because plants used the CO2 to make carbon. New vocabulary was introduced in the notes and skit and students were engaged. They loved this lesson. As a formative assessment, I did a quick check for understanding by having them raise 5 fingers if they “get it and 3 if they kind of get it etc. As an extension students were to write a story about Captain Carbon and his adventures with the oxygen twins. (see attached sample) This would be the explanation step of the learning cycle.

Carbon Cycle

Autotrophs- Make their own ____food_________

Living Carbon: Carbon comes from___autotrophes______________ like plants and Algae that use sunlight (light energy) to convert (change) Carbon Dioxide (CO2) to organic matter. (PHOTOSYNTHESIS)

PHOTOSYNTHESIS- Food making process for _____ plants ___________ .

Carbon returns to the atmosphere and water by….

Burning __decay____________(rotting things) Respiration

For life to continue, Carbon must be ___cycled__________________

Where is the Carbon?

*Air *Rocks (limestone, coral)*dead stuff *Coal, petroleum&natural *plants and animals Gas (once living)

When these things are __burned_____________CO2 is returned to the air (greenhouse gas)

CARBON __sinks___Things that ___store_______Carbon. Ex: Long- lived trees, limestone (formed from shells and small sea creatures), plastic, burial of organic matter (makes fossil fuels)

CARBON _____sources___Things that___release____ carbon. EX: Burning of fossil fuels and other organic matter, weathering of limestone rocks, (which releases CO2) and the respiration of living organisms.

RELEASE AGENT- Things that trigger sources.EX: Volcanic activity, forest fires, many human activities.

We are worried the CO2 sources are out of balance with the CO2 sinks. If sources produce more CO2 than sinks can remove, CO2 in the atmosphere increases, possibly leading to global warming.

2. Trace Captain Carbon Atom’s adventures in the form of a story or diary/journal entry. Tell the story from Captain Carbon’s point of view. Include the following places Captain Carbon stopped in your story.

1. Atmosphere2. Plant3. Bunny Rabbit4. Fox5. Breathing or dead animal6. Tree7. Forest Fire

Lesson 5: Carbon Cycle Balloon Demo

Materials: Sun puppetStuffed flowerStuffed bear2 black balloons10 yellow balloonsCardboard name tags (Air, Bear, Sun, and Plant)

Procedure: For this lesson we did a Carbon Cycle/ Energy play with yellow balloons representing energy and the black balloons representing carbon. We had props and nametags for the different characters. (See pictures and demo instructions.) After we did the demo twice, I had the seated students “direct” the play by explaining the steps and telling the characters what to do. We debriefed with some discussion questions. (attached) As an assessment the students were to draw a picture to represent the carbon cycle they saw in the demo.

CARBON CYCLE DEMOName___________________

1. What did the yellow balloons represent?________2. What did the black balloons represent?_________3. How many yellow balloons did we pop?________4. Why did the bear have to pop the yellow balloons?___________________________________5. Did the yellow balloon go through a complete cycle?_____6. What does energy do?_______________7. How many black balloons did we use?_______8. In what form does the plant take in the carbon?_________9. What does the plant do with the CO2?__________________________________10. In what form does the bear (animal) take in carbon?______________11. Animals can only get carbon by….____________________________12. In what form does the animal release carbon?______________13. What does matter do?______________14. Draw a picture on the back to represent the carbon cycle you saw in the demo. Include the plant, bear and atmosphere.

Lesson 6: Carbon Project

Materials:Project paper (attached)Rubric (attached)

Procedure: As an extension/evaluation of the carbon cycle unit, Students were to create a play, puppet show, song, news report, talk show, etc. about the carbon cycle. They were rated on knowledge and creativity by their peers on a scale of one to five. The student groups were then given the results as a self evaluation. The projects turned out great.

Carbon Project

As a group, create a

PlayPuppet showTalk show

Song News Report

Etc.(Pick One)

To show that you understand the Carbon Cycle You must show the carbon going through a

cycle with at least 5 steps. Be Creative Speak loud and clear Try to involve the class somehow and use props Include everyone in your group You will be graded by your group peers Make sure you do your part Have fun!!

Lesson 6: Global warming video

Materials:“In Hot Water” Global warming video(See attached description.)

Procedure: Students watched the 24 minute video and after the movie, we discussed the following questions.

1. What changes do you think have occurred since the 2003 taping of this video?2. What predictions are scientists making about the future if we don’t do something about Global Warming.3. What does global warming have to do with the carbon cycle?4. Do all scientists believe that global warming is a result of human activity?5. What are some ways we can help stop global warming?

Extension: Students can rent the movie “Inconvenient Truth” to watch at home.

Lesson 8: Debate

Materials: Index cards labeled: Polar bears, EPA, Logging Company, Factory, People with cars

Procedure: Students used prior knowledge of the carbon cycle, global warming, pollution and economic concerns to conduct a debate. Each group was given an index card to represent their group. They were given 5 minutes to come up with an argument for their cause and some ways that they could compromise to help reduce global warming. Conduct the debate with some order by having people raise their hands to speak. This lesson was exciting for the students, and it let me see how well they understood the carbon cycle and global warming.

Lesson 9: Assessment/ Evaluation

Materials:Post test

Procedure:Give students a post test including the Essential question.

Carbon Cycle Post-TestName______________

1. What is the Carbon Cycle?

2. Name three places on Earth you might find carbon.

3. What does CO2 have to do with global warming?

4. Draw a picture of the carbon cycle and label the steps.

5. What does your lunch, your ride to school and the polar bears’ loss of habitat, have in common? (Think Carbon cycle) Be specific.

Summary and Reflection

I started out using inquiry by having students explore the different things that had carbon in them. They did start to make some connections that most of the items had to do with things that were alive or once living. Visiting the Essential question helped keep the students on track and intrigued. Most students knew what a cycle was but they didn’t know about the carbon cycle before the unit. I think that having the students draw pictures of the different ways carbon travels through the cycle helped the students remember. The use of technology was a nice change of pace. The students enjoyed the computer lab lesson and seemed to grasp the concepts introduced. Their post test results (on the web) were better than the pre test. The notes and puppet show went great. I try to involve the students as much as possible during lectures and I think it helped the students to solidify the connections they had been gathering about the carbon cycle. It also helped them understand how important Photosynthesis is to the cycle. I felt that the personification of “Captain Carbon” in the homework assignment made it interesting for the students and many were eager to write about his adventures. It also let me see how much the students understood. As a differentiation, I let several students make a comic strip instead of a story. The Balloon Demo went awesome.

The kids were into it and it helped them see that energy did not go through a cycle like carbon. I also think it showed the kids how the food chain is involved in the cycle. I think the Carbon group project was a great way for students to show off their knowledge. If they weren’t getting it, the group helped them. I also think it was a good idea to have the peers evaluate each other. They worked harder for that reason. They also enjoyed being part of the evaluation process. The global warming video connected the carbon cycle to the global warming issue. It also gave the kids ideas about what they could do to help. As an extension, the debate brought to life the issues people face when environmental and economic concerns clash. We tried to come up with ways people could make a living and take care of the environment. I could tell from comparing the pre and post test that the unit was successful. I think the debate could have been more organized and researched based. I could have also had students make global warming awareness videos as an extension. I enjoyed teaching this unit. I was a little worried that the students would think the topic was boring, but the puppet shows, personification, use of technology and the reality of global warming seemed to interest them. Many of the lessons could use some tweaking, but I am definitely going to use this unit next year, and I hope other teachers can use some if the ideas presented.