Yakima WATERS Mini Lesson
Carbon Cycle
Targets and Assessment
WA Science Standards Addressed:
 6-8 SYSC- The output of one system can become
the input of another system
 6-8 SYSF- The natural and designed world is
complex
 6-8 INQE- Models are used to represent objects;
events, systems and process
Lesson Parameters
Content Area: Earth Science
Overview: This carbon cycle lesson examines where carbon
dioxide is produced and where in the environment it is
stored. Students will learn about the carbon cycle through
an informative animation and will create a carbon cycle
diagram modeling the flow of carbon dioxide.
Grade Level: 6-8
Assessments:
 Create a carbon cycle diagram indicating the flow
of carbon dioxide. Answer questions on a
worksheet.
Suggested Time: 50 min.
Special Materials:
 Internet connection and computer projector for
watching an informative animation or for use of
visual aids such as PowerPoint.
Learning Outcomes:
Knowledge: Students should be able to describe the carbon cycle process, indicating sources of carbon
dioxide introduced to the system and places in the environment where carbon dioxide is stored.
Skill: Students should be able to create a model of the carbon cycle indicating the direction carbon
dioxide is flowing, sources and places where it is stored and correctly answer questions on a worksheet.
Science Concept Background:
The carbon cycle is a complex system that circulates carbon dioxide in four areas of our planet;
terrestrial biosphere, atmosphere, oceans and geosphere. The terrestrial biosphere is where all terrestrial
plants and animals live, including animals that fly. The geosphere is the solid, dense inner part of the earth
that is made mostly of rock and soil.
Humans have a large impact on the carbon cycle by removing hydrocarbons stored in the geosphere
and burning it to create energy, make concrete, and drive vehicles which all release stored carbon dioxide into
the atmosphere. This increase of carbon dioxide in the atmosphere is creating a blanket effect which prevents
solar radiation from leaving the atmosphere and instead reflects the heat back and results in increased
oceanic and atmospheric temperatures. If ocean temperatures increase it results in a reduced amount of
carbon dioxide retention.
Materials:
Each Student
Worksheet with carbon cycle questions
Handout with elements of the carbon
Pairs
Scissors
Glue stick
Colored pencils
Teacher Procedures:
Key questions: Where is carbon dioxide released and stored in our planet?
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Ask students what makes up the mass (wood) of a tree.
Begin a review discussion about photosynthesis.
Write the chemical formula for photosynthesis on the board or have a student volunteer to do it.
Explain how coal is made and where hydrocarbons are stored.
Show the short, fun, informative animation on the carbon cycle (see link below).
Have a short class discussion about the carbon cycle.
Explain the student procedures and instruct them to complete the carbon cycle model before answering
questions from the handout (handout can be finished as homework).
Encourage students to draw any additional parts to the carbon cycle they see missing (extra credit?).
Student Procedures:
 Cut out the elements of the carbon cycle and glue them to the back of their worksheet.
 Draw arrows indicating the direction carbon dioxide flows.
 Indicate sources and stores of carbon dioxide.
 Color the images.
 Answer the questions on the worksheet based on the information provided in the animation and class
discussion.
Extension(s):
Explain how coal is made and how it is a non-renewable resource. Compare burning of hydrocarbons
to produce energy with dams or wind turbines as a source of renewable energy. Discuss how photosynthesis
plays an important role in the carbon cycle.
Teaching Tips:
Instead of lecturing about the carbon cycle use an informative, fun, and easy to understand animation
found on youtube (use link below). Encourage a class discussion on renewable sources of energy and the
affects of burning fossil fuels. Have students identify carbon sinks and write them on the board.
Supplements:
Youtube link to carbon cycle:
http://www.youtube.com/watch?v=1o4ODWMZq5U
How coal is formed:
http://www.need.org/needpdf/infobook_activities/IntInfo/CoalI.pdf
Author: Amber Palmeri-Miles, Yakima WATERS Project, CWU, Fall 2010
Name_________________________________________
Block_______________
What element is found in all living things on Earth?
(carbon)
What is the food-producing process in plants?
(photosynthesis)
Write the chemical equation for this process.
(6 CO2 + 6 H2O→C6H12O6 + 6 O2)
Why could you say that plants are a sink for carbon?
(Plants remove CO2 from the atmosphere and use it to grow)
What would happen if all the plants on earth died?
(All the oxygen would be used up and all air breathing organisms would die)
Where does the carbon in fossil fuels come from?
(Fossilized carbon from ancient plants and animals)
How have humans caused an imbalance in the carbon cycle?
(Humans have caused an imbalance in the carbon cycle by removing carbon stored in the geosphere and
burning it to make energy)
Why is the burning of fossil fuels a concern for scientists?
(Increased carbon dioxide in the atmosphere is creating a blanket effect which prevents solar radiation from
leaving the atmosphere and has resulted in increased oceanic and atmospheric temperatures)