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HS-ESS3-6 Teaching Bundle: Carbon Cycle and Climate Change
Created by NASA Wavelength Last updated 4/1/2016
Activities in this list support The development of concepts for students to meet NGSS performance expectation HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. This 5E bundle begins with conceptualizing and refining a model carbon cycle, conducting a lab (using common household materials) to create CO2, and refining the original model through building understanding of the temporal scales and how changes in the rate of flux between reservoirs is responsible for the build up of CO2 in the atmosphere.
Next Generation Science Standards
These activities and resources support the development of concepts for students to meet the following NGSS performance expectation for high school students HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
- Video is narrated by NASA scientist Peter Griffith who explains fast and slow carbon cycling on Earth using the analogy of a banana as an example of fast, young carbon. A chunk of coal is an example of old, slow carbon. Carbon dioxide and vegetation on land seen from space by satellites show the annual cycle: as plants grow during spring and summer they draw carbon dioxide out of the air during photosynthesis. When they die or go dormant during winter, carbon dioxide levels rise in the atmosphere. Burning fast or slow carbon to generate power or heat releases black carbon, also called soot which can be seen from space.AAAS Benchmarks: 4C/H1
- Explore: Students are introduced to the carbon cycle through discussion, modeling and a game. Students then complete activities and investigations on Greenhouse gasses. Lessons 1.1 and 1.2 lead students through creating a draft carbon cycle, playing a game to refine the draft, learn about the role of CO2 in climate warming, and interacting with a Excel-based climate change model. These exploratory activities will take about 4 class periods.
- Explore: (Connections to Common Core-Math) Students use basic arithmetic skills to develop quantitative understanding of the fluxes in the carbon cycle the role of human activity in moving carbon from one reservoir to another, and changes in the residence time of carbon long sequestered in hydrocarbon deposits.
- Explain: This article from NASA's Earth Observatory addresses the idea of residence time in carbon reservoirs in more detail. As a reading assignment, the information can be used to refine the carbon cycle model the students built in the Explore section of this bundle, contextualizes the quantitative explorations in (Carbon Dioxide: Where does it all go?) as well as build understanding of some of the basic chemistry and physical processes that are taking place in the context of cycling carbon on our planet. Using this article, challenge students to describe the system model they created in the Earth as a System, Activity 1.1.
- Elaborate: (Connections to Common Core: Math) In this problem set, learners will create and use a differential equation of rate-of-change of atmospheric carbon dioxide. They will refer to the "Keeling Curve" graph and information on the sources and sinks of carbon on Earth to create the equation and apply it to answer a series of questions. Answer key is provided. Supports MP.4 Model with mathematics: HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-6)
- Evaluate: Vital Signs of the Planet: Global Climate Change and Global Warming. Current news and data streams about global warming and climate change from NASA. Students can self-evaluate their knowledge by taking this quiz, or it can be projected in the classroom to generate discussion.