What’s this climate stuff all about?
Overview of Atmosphere, heat-trapping gases, and carbon cycle
Part 1: Adapted from WWF lessons 1 and 2
Goals:
Students will understand how heat-trapping gases work in the atmosphere and why they and
carbon dioxide are necessary for life on Earth.
Students will review the structure of atmosphere, the greenhouse effect, heat trapping gases in
the atmosphere.
Hook
Climate pre-test from WWF lesson 1
Mini Lesson
Show NASA video (first 2 min)
Show ppt overview of atmosphere, the greenhouse effect, heat
trapping gases in the atmosphere.
Show npr video clip as part of ppt
Practice
Take notes on ppt: including a sketch of greenhouse effect and
list of greenhouse gases
Students can read lesson 1 text from facing the future for
additional information on greenhouse effect and answer question
1
Debrief
Revisit pre-test questions 1-8, students respond to statement
Greenhouse gases are always bad for the environment.
Part 2: (adapted from Facing the Future: lesson 1 The Carbon Link)
Goals :
Students will identify sources and sinks of the carbon cycle.
Student will link carbon cycle dynamics to the greenhouse effect, i.e. students will make a
connection between increasing atmospheric CO2 and increasing temperature.
Hook
Mini Lesson
Practice
Mini Lesson
Pair-share: In relation to climate, what’s the big deal about
carbon dioxide?
Show npr video on carbon
Explain that carbon lasts a long time in atmosphere
Project carbon cycle diagram
students use the diagram and background knowledge to answer
carbon FAQs with a partner
go over the FAQs with the whole class
if necessary review cellular respiration and photosynthesis – just
focus on where co2 is in the processes
Explain carbon cycle, including sources and sinks
Explain that students will be modeling the cycle (students =
sources and sinks, ball of yarn = carbon)
Pass out role cards
Start with a student with an atmosphere card
Students complete the activity as a fishbowl with half of the class
tracking and recording the path carbon takes.
If time, repeat the activity with the second group and change the
Debrief
scenario to model deforestation (half the students with plant
cards step out) or model reduced automobile use (half the
students with automobile cards step out of circle)
Students discuss in small groups reflection questions 1 or 2, 3
Students write a short story about a day in the life of a carbon
molecule.
If time, students can share their story with a partner or with the
whole class.
Resources:
Powerpoint includes several weblinks
Atmosphere poster from NCAR
Carbon cycle game http://reti.ucar.edu/mod/resource/view.php?id=290
WWF: Lesson 1 pre-assessment questions
WWF lesson 2: our unique atmosphere
Facing the future lesson 1: The carbon link
Carbon cycle diagram http://www.windows.ucar.edu/tour/link=/earth/Water/co2_cycle.html—
importance of carbon http://www.npr.org/news/specials/climate/video/ see video 5
http://www.youtube.com/watch?v=rDYqlTsZfgw&feature=PlayList&p=D7BEC5371B22BD (8
min overview of climate change and gases role in increasing temp)
https://www.planetseed.com/node/15226 (interactive of carbon cycle)
https://www.planetseed.com/node/15223 (CO2 interactive)
The Carbon Link
Record the path carbon takes.
Round 1
Where it started
Where it went
How it got there
Round 2: Scenario ______________________
Where it started
Where it went
How it got there
Round 3: Scenario _______________________
Where it started
Where it went
How it got there
Discussion Questions:
1. Choose one scenario and explain how it affected the carbon cycle? (hint: how
was the carbon cycle different when we removed half the plants or half the cars?)
2. What do you think will happen to the carbon stored in fossil fuels as the world
population increases? In your opinion, why would increased population change
create this change in the carbon cycle?
Journal prompt: Write a short story from the perspective of a carbon atom as it travels through
the carbon cycle. List the places you travel and how you move from place to place until you
return to where you started.