Carbon Cycle Lesson Plans
Week 3 (Water Cycle Lesson, Carbon Cycle Bio Processes, and )
Feb. 17-21
Monday (17)
MSESS2-4.
Develop a model to describe the cycling of water through Earth's systems driven by
energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the
ways water changes its state as it moves through the multiple pathways of the hydrologic
cycle. Examples of models can be conceptual or physical.]
Learning Target – I can draw, label, and define the processes involved in the water cycle.
Students will be asked to diagram and explain the water cycle in their journal. After a brief discussion,
students will correct their water cycle using a colored pencil. Students will then use cardboard cubes,
pipe cleaners, and beads to take a ride through the water cycle (The Incredible Journey from Project
WET). The purpose of the activity is to help students understand that water droplets can take a variety
of pathways in the water cycle and water is constantly recycled (conservation of matter). Although we
are taught that the cycle occurs in a circular pattern, through the game, students will observe how this
can be misleading depending on where the water exists (ocean, groundwater, plants, soil). At the end of
the game, students will record the locations they visited in their journals and will be asked to explain the
water cycle processes they had to go through to get from one location to another. This lesson will also
be used to take the students from the familiar (water cycle) to the unfamiliar (carbon cycle).
Media/Technology – SMART Presentation Water Cycle
Formative Assessment – Water Cycle Diagram and Corrections
Special Needs Strategies – Assistance as needed
Students scoring proficient on the Pre-Test will work on an independent study project involving student
choice and the following website: http://www.epa.gov/climatestudents/
Tuesday (18)
MSESS2-4.
Develop a model to describe the cycling of water through Earth's systems driven by
energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the
ways water changes its state as it moves through the multiple pathways of the hydrologic
cycle. Examples of models can be conceptual or physical.]
Learning Target
I can write about the processes involved in the water cycle and the ways that water is transformed as it
moves from one reservoir to another.
Students will review the water cycle by discussing different pathways that were taken in the Incredible
Journey/water cycle activity from Wednesday. Students will then write and explain their individual
journeys through the cycle. Students will focus on how the water was transformed from one location to
another. (This will help us to focus on the transformation of carbon through the carbon cycle). To close
class, students will look at the water cycle interactive diagram on the Smart Board to review. We will
also discuss a more complex diagram so that students won’t be intimidated or overwhelmed by the
carbon cycle which will be the focus over the next several weeks. Finally, students will look at a diagram
of the carbon cycle. Students will then compare the two cycles by constructing a Venn diagram.
Formative Assessment – Discussion of transformation of water from one reservoir to another.
Media/Technology – SMART Presentation
Special Needs Strategies – small group discussion
Students scoring proficient on the Pre-Test will work on an independent study project involving student
choice and the following website: http://www.epa.gov/climatestudents/
Wednesday (19)
MS-LS23.
Develop a model to describe the cycling of matter and flow of energy among living
and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on
describing the conservation of matter and flow of energy into and out of various
ecosystems, and on defining the boundaries of the system.] [Assessment Boundary:
Assessment does not include the use of chemical reactions to describe the
processes.]
LT -1 I can describe the 3 primary processes of the biological carbon cycle (short cycle).
Students will make a list of what they already know about carbon. They will share their ideas with their
elbow partner and their table. As they watch a video they will make a list of where on Earth carbon can
be found, its relationship to life, climate change and any other carbon fact that interests them. Students
will then share their list of carbon facts with their elbow partner and table. Students will then be asked
to reflect on the following: How do your pre and post viewing lists compare? What three items on the
list do you think are the most important to understand about living in a carbon world? Why?
If time remains, students will look at the carbon cycle diagram and will talk about processes that move
carbon through living things.
Formative Assessment – Pre and Post Video List
Media/Technology – NASA video – Keeping Up with Carbon
Special Needs Strategies – small group discussion (Think/Pair/Share)
Students scoring proficient on the Pre-Test will work on an independent study project involving student
choice and the following website: http://www.epa.gov/climatestudents/
Thursday (20) Science Teacher Network Day
Vocabulary: photosynthesis, respiration, decomposition, ingestion
Students will take a short pre-assessment before beginning a video. Students will then
begin the Carbon Cycle Series movie which will begin with a discussion of the short
biological part of the carbon cycle. Students will fill out a note page as they view each
segment of the video which discusses photosynthesis, respiration, and decomposition.
Formative Assessment Pre Video
1. What process brings in carbon in from the air into the terrestrial food web?
respiration
photosynthesis
ingestion(eating)
decomposition
2. Carbon compounds move from plants to animals via the process(es) of...
respiration
photosynthesis
ingestion(eating)
decomposition
3. Which process(es) moves carbon from above-ground food webs to the food web in the
soil?
respiration
photosynthesis
ingestion(eating)
decomposition
4. Which process(es) releases carbon from food webs back into the air in the form of carbon
dioxide?
respiration
photosynthesis
ingestion(eating)
decomposition
Friday (21)
Learning Target: I can describe the three biological processes of the carbon
cycle.
Vocabulary: Reservoir, process
In this lesson, you will take a carbon journey through a forest carbon cycle. You will explore the
importance of biosphere processes in moving carbon through a forest ecosystem. As you play the
Forest Carbon Cycle game developed by the University Corporation for Atmospheric Research, you will
take on the role of carbon atoms traveling through the various carbon reservoirs of a forest. The stations
that you see posted around the classroom represent reservoirs of carbon typically found in a forest
ecosystem. For example, if you are at the "ATMOSPHERE" station, then you are a carbon compound
currently stored in the atmosphere reservoir. Carbon can stay in these reservoirs sometimes for short
periods of time and in some cases, for much longer periods of time.
Step 1: You will be given a carbon passport record and assigned a carbon reservoir to start at.
The passport will be the record of your journey - the carbon reservoirs you traveled through and
the processes by which you traveled (examples - photosynthesis, respiration, combustion,
ingestion, decomposition etc.)
Step 2: Once at a station, you will draw a ticket. The ticket will tell you where you will be going
next and how you will get there [in brackets]. Record the carbon reservoir you are going to next
and the responsible process [in parentheses] on your passport record and then follow the ticket's
instructions on what to do next.
Step 3: When you finish recording the information on your carbon passport record, you can
move on to your next carbon reservoir unless the ticket gives you different directions. For
example, the ticket may tell you to count to 100 and then choose a different ticket.
Step 4: When finished, find a partner and compare your carbon cycles. How were they the same?
How were they different?
Give Assessment from Thursday at the end of class to see if students have learned the biological
processes in the carbon cycle.
Formative Assessment: Multiple Choice Questions
Special Needs Strategy: For those students who have a reader as an accommodation will
complete the game with another student or with an instructional aide. The student or aide will
read the tickets to the student and will travel with them from station to station. Students who
were proficient on the pre-test will work with the rest of the class and complete the Forest Cycle
Game Activity.