The Carbon Atom—A Limitless Life Story
Summary
This lesson will encourage students to interact the Carbon cycle as a Carbon atom in a multi-modal format. During their analysis of the Carbon Cycle, students will be focused on the various forms the Carbon atom will be in culminating the predicting ocean acidification trends. Students will be completing a matching activity with the vocabulary and definitions associated with the Carbon Cycle. After a brief peer interaction opportunity, students will analyze real-time carbon dioxide data from the Environmental Protection Agency looking for trends and examining possible causes of the fluctuations in amounts of atmospheric carbon dioxide. Lastly, students will create a visually appealing poster using technology to explain their segment of the Carbon Cycle. This lesson can be used as a preview lesson or a review lesson after biogeochemical cycles has been taught.
Key Concepts
· The role of Carbon in the biogeochemical cycle
· Carbon’s role in ocean acidification
· Modeling and using models to make predictions
· Real-time data analysis
· Using technology to create a visual product to communicate their results
Objectives
· Students will observe graphs and cycles and identify trends/patterns within them.
· Groups of students will record observations (2-3) for each graph.
· Students will demonstrate their comprehension of the graphs by presenting their findings to the class.
· Students will synthesize their results by communicate effectively through a Infographic Poster
Materials
· Internet access
· Teacher resource sheet-all links and background information is found here
· Student Activity worksheet
· Vocabulary cards
· Carbon Cycle infographics
· Student rubric for final assessment
·
Procedure
1. Hook : NPR Video, Episode 1 (stop 2 minutes into video) http://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon
Students are to watch a video about the importance of Carbon to life on Earth (stop after 02:00; the rest of video sets up the additional videos in the series). While watching the video, Students are to write down 5 unknown words and two questions that were inspired by watching the video.
2. Teacher will create an unknown word and “questions” parking lot from student input on the board. Teacher will revisit parking lot periodically throughout the lesson as students answer questions and discover definitions of unknown words.
3. Students analyze a graphic of the Carbon Cycle. In pairs, students will be discussing: Where will Carbon spend most of its time? How much Carbon is located in each segment of the cycle. Predict a percentage at each segment.
4. Stay-And-Stray: Divide class into groups of 4 and give each one a numbered (laminated) Carbon Cycle. Students will have to match the correct vocabulary words and definition to that portion of the cycle. Students will have seven minutes to complete this task.
Students will then send a group member (“the Strayer”) to silently observe what each other group has done for three minutes (the remaining three group members are the "Stayers”).
The Strayer then reports back to the group any differences that they noticed amongst the groups. The group then decides if those changes are necessary (using evidence) and collectively decides which changes to make or which answers to keep for two minutes.
Groups then share out and Teacher leads a class discussion where they all talk about the correct answers with evidence.
5. Have students individually jot down 6 ways that Carbon can be found (either in it gaseous or solid states) on Earth to contribute to a class discussion about all the various forms Carbon takes on in living and non-living things.
6. Graphing Data and Analysis: Using the EPA data, students will graph the CO2 data of two different regions on Earth in pairs (1 in the Northern Hemisphere and 1 in the Southern Hemisphere). Compare and contrast Northern Hemisphere data with Southern Hemisphere data. Explain the reasons for similarities and differences. Students are to answer the questions: What do you notice about the data? What are the reasons for the fluctuations in data? What trends do you notice? What do these trends tell us about CO2 production on Earth? How will these changes in carbon dioxide production affect our oceans? Why should we care?
Teacher will then lead a discussion about ocean acidification and the fact that the corals are being affected. The corals are important to the health of the oceans, help to protect the shores from dangerous weather patterns, and critical to the livelihood of island nations.
7. Revisit the Numbered Carbon Cycle diagram. Discuss with your students the various forms of carbon in key segments of the cycle: photosynthesis, cellular respiration, run off, decomposition, sinks, dissolved, and ocean acidification. Have them explain why it takes Carbon that amount time to “transition” in that stage of the cycle?
Assessment
Students will use the picktograph website to prepare a poster that visually explains their portion of the Carbon Cycle. The seven portions from the previous portions will be assigned to the groups. The poster must include a “catchy” title, a description of that segment of the cycle, a visual element (a photo, graph, diagram, etc.), discuss the human impact (2 bad ways humans are affecting that segment and 1 good way that humans are making things better), the various forms that Carbon is found here, 3 “fun facts”, and a link to an online news event that discusses that portion of the segment. Students must cite their resources on their posted. Creativity is required but they much ensure that each element of their poster is scientifically sound! Instructions for the poster and rubric are attached as additional resources.
Additional Resources
Supplemental Vocabulary: abiotic, sink, biotic, weathering, acidification, decomposing, photosynthesis, cellular respiration
All links and background information in Teacher Resource page.
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