GRADE 5
Author: ​
J. Haase Lesson #: ​
4 Unit Title: ​
Earth System Science Time Frames: ​
Two 50­Minute Periods Matter and Energy Showtime: A Time to Interact ABSTRACT This lesson gives students a chance to be creative and expressive while conveying scientific information about the Earth system to their classmates. Using the information gained from the lesson “​
The Earth Recycles Too!”​
about Earth’s ‘recycling program’, students will act out one of the cycles. Students will work collaboratively to apply their knowledge, create a skit and perform it for the class. Groups will use their science notebooks with their own information to create skits, In addition, they will ​
receive “Matter and Energy Role Cards” to supplement their own information. Students will demonstrate their understanding about how their specific process circulates, recycles and redistributes matter and energy within the Earth’s system. Students will incorporate place­based education by highlighting local examples in their skits. Through ​
drama, students will internalize, personalize and demonstrate patterns of matter and energy interactions in Earth system science​
. PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES BACKGROUND INFORMATION FOR TEACHERS When students have a chance the opportunity to learn new science content and interact with it on multiple levels they understand the content to a depth where we can say they ‘own’ the learning. This lesson provides a valuable opportunity for 5th grade students to collaborate in a small group and act out one of the four dynamic Earth cycles. Students will present on the water cycle, the rock cycle, the nitrogen cycle and the carbon cycle. The students will have their work from the previous lesson in their science notebooks and role cards to help them order the sequence of the cycle and provide basic information on the cycle events. The groups will problem solve and create a skit featuring key elements of their cycle. Maximum participation and application will be expected as students will be demonstrating their own understanding without a script to their class community. Students are invited to make the skit about their place at school and the environment that surrounds their region, including local examples of plants and animals that live in their area. This role play with local place­based knowledge is a special opportunity for students to make deep connections with their place on our planet and the science content. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 1 PLANNING Essential Questions ● What can we learn from studying the Earth’s cycles? ● Which cycle is the most important in Earth system science? Explain your thinking. ● How does thinking about local examples help you understand cycles? Instructional Objectives Students will: ● Review the cycle information to develop a three minute skit to demonstrate one cycle. ● Work in collaborative groups to sequence and develop the skit. ● Use local, place­based examples within the skits to exhibit knowledge of the student’s regional environment. ● Communicate their own understanding of a natural cycle through drama. Key Vocabulary ● Role play ● Regional environment ● Matter ● Water cycle ● Nitrogen cycle ● Rock cycle ● Carbon cycle BACK TO TOP INSTRUCTION Materials For the overall lesson: ● Science notebook ● Markers ● Construction paper ● Glue ● Scissors ● Optional: Costume making materials such as plastic and paper bags, fabric, donated clothing, etc. Class set of worksheets: ● “The 3­2­1 Celestial Islands Exit Slip” ● “A Matter and Energy Showtime Ground Rules” For each group: ● Matter and Energy Role Cards for a specific cycle Preparation ● Matter and Energy Role Cards. Print these on cardstock and cut the role cards apart. ● Prepare copies of the Exit Slips and the Ground Rules Sheet ● Organize a sign and costume making area so students can embellish their skits and make signs to designate their roles. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 2 BACK TO TOP ENGAGE Session One: 1. Engage student curiosity by displaying and passing around an unusual rock. Ask the following questions, encourage student responses, record responses on the board, and have students write responses in their science notebooks: ● What Earth material do we have here? ​
(A rock from the geosphere.) ● What does this rock tell us about how the Earth recycles? ​
(Through the rock cycle, rocks transform. These processes include heat and pressure; wind and erosion; deposition and cementation. The rock cycle includes fast processes and slow processes) ● What energy source makes the rock cycle happen? ​
(Heat from the earth’s core provides the energy for this cycle.) 2. Students will be the voice for Earth system science and act out a cycle with a small group. They will show what they have learned and how matter and energy interact in ESS. “​
It’s Showtime!! Today we are going to put some cycles into action right here in class. You are going to work in collaborative groups of 4 or 5 to act out the cycles we have learned about. We know the Earth recycles...but what does it recycle ​
and how does it do that?
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” 3. Ask students to refer to their science notebooks to “activate their brains and find the cycles they will be using as the focus of the group collaboration. Encourage student responses and record on the board. List the different cycles on the board: ● The Water Cycle ● The Rock Cycle ● The Nitrogen Cycle ● The Carbon Cycle 4. Every day, all around, these Earth system cycles are in process. Have students take out their ESS scientist lens and look closely at what is happening locally, right around them. ● What clues do you observe of cycles around where we live? 5. Facilitate a short discussion with these questions: _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 3 ●
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What evidence do you notice about some of the cycles we learned about? What local examples of the water cycle can you give? Can you give some local examples of plant producers, animal consumers and F.B.I (fungus, bacteria and invertebrates) decomposers from the nitrogen cycle? Can you give examples of the rocks in our area for the rock cycle? How do we participate in the carbon cycle, please give examples? 6. This is an opportunity to act out the cycles and use local examples. The students ​
are on stage right now, the cycles are happening all around everyone! EXPLORE 1. Organize students into collaborative groups of four or five. Before sending student groups to work together on their skit, ask students for some ground rules to ensure success. “Matter and Energy Showtime” ground rules sheet may be a helpful guide for classroom presentations. Offer additional guidance as needed. They may include some of the ideas below: ●
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Participate Fully ­ All group members must participate in the planning and performance. Respect Others ­ Use 12 inch voices when planning your skit, and listen with an open mind. Take a Risk ­ The skit does not need to be written down, act from memory and improvise. Kind Kids ­ Treat your classmates with kindness, no teasing or bullying. Show what you know ­ Use local examples to make the cycle clear to the audience. 2. Each group of four to five students will work together in a specific area of the classroom. They will need around 25 minutes to plan and practice their skit. Skits should be around 2­3 minutes and all group members will need to participate in both planning and performance. Have students take their science notebooks with them to review their work from the previous lesson. 3. Distribute the “Matter and Energy Showtime Role Cards”​
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to groups according to student reading levels and student knowledge of the different cycles. The reading levels increase with the Water Cycle being the easiest and the Carbon Cycle being the most difficult. Give students role cards to match their proficiency and presentation skills. Students may trade cards within their groups if it will improve their work. Students may use the “Matter and Energy Role Cards” as guides to foster creativity. All information does not need to be included. 4. The reading levels of each card are as followed: ● Water Cycle ­ Approaching reading level ● Rock Cycle ­ On level reading ● Nitrogen Cycle ­ On level reading ● Carbon cycle ­ Above level reading 5. Pause student work and outline a plan for their success. In groups students will: ● Use science notebooks as reference guides. ● Read through role cards silently and out loud. ● Sequence the order of the cycle as appropriate. ● Brainstorm ideas of local examples to include in their skit. ● Plan the skit using their science notebook and the role cards. ● Be creative and act, don’t just read the information. ● Practice skit at least three times before performance. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 4 6. Teacher circulates and gives assistance and offers focus to groups when needed. Students may bring items from home to assist in their presentation. EXPLAIN Session Two: 1. Have students practice skits three times. Review speaking and listening skills: ● Act towards the audience ● Speak loudly and clearly ● Make eye contact ● One speaker at a time 2. They now make any needed signs, visuals, or small paper accessories to assist in their presentation. Organize materials off stage and choose the presentation order. 3. Review audience expectations with class: ● Audience Tips ­ ​
Give your full attention, listen with your ears, watch with your eyes, be supportive, stay seated, laugh at the funny parts, and clap at the end to recognize the efforts of your fellow students. 4. Students perform their skit in front of the class audience. Facilitate a classroom discussion following the performances. Select from the following questions to guide the discussion. Include student comments and questions as well: ● What can we learn from acting out science? ● How does acting things out help you know them better? ● What can we learn from studying the Earth’s cycles? ● In what ways does using local examples help you understand cycles? ● How does this apply to your life? ● Which cycle is the most important in Earth system science? Explain your thinking. ● In what ways does energy from the Sun or the Earth’s core make the cycles happen? ● What do you want to remember about these presentations? 5. Give students a few minutes to write to one of the discussion ideas in their science notebook. EXTEND 1. To extend this lesson, encourage students to take what they have created in class and write it down. Have students work independently or in pairs to write the script they have created. This is an excellent opportunity for students to think of point of view and practice script writing with science elements at the core of their work. 2. Students may perform the skits again for another class or classroom guests. This will deepen student comprehension and share their science knowledge with others. The class could perform as small groups or may choose one skit to elaborate and perform as a whole class. EVALUATE _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 5 1. Use the science notebooks as a place for reflection about the lesson. Have the student’s write for ten minutes giving them time to process their new science content and reflect on their learning. Students may choose to reflect on what it was like to create a skit in a collaborative group. Written reflection prompts: ●
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What can we learn from studying the Earth’s cycles? How do the Earth cycles apply to your life? 2. Have students include illustrations and labels to explain their thinking. 3. Students share their notebook reflection with another student from a different group of presenters. 4. As a final reflective task, have students complete the “3­2­1 Celestial Islands Exit Slip”. BACK TO TOP ASSESSMENT OPTIONS Formative Assessment ● The questions in the “Explain” segment of the lesson may be used for whole class formative assessment. ● There are multiple points in this lesson to check for understanding, remember, all student created skits are opportunities for formative assessment. By circulating with the groups as they plan you can note any misconceptions and check for student comprehension. Summative Assessment ● The “3­2­1 Celestial Islands Exit Slip” can be used after the lesson to see what lasting impressions were made on the students. ● Skits can be used as a performance assessment of sorts, yet because many students are self conscious it may not be an accurate gauge of student competency in content. The skit should be evaluated for ​
the group work process as well as the demonstration of content. ● The written reflection written within the science notebook can be used for summative assessment. This will require a science notebook check as part of assessment. BACK TO TOP CULTURE CONNECTION Image courtesy of B. Haase. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 6 ʻŌlelo Noʻeau A collection of Hawaiian proverbs, translated and annotated by​
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Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions. ‘A‘ohe hana nui ke alu ‘ia. (Hawaiian proverb) No task is too big when done together by all. (English translation) This ​
‘​
Ōlelo No​
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eau reminds us to work together to complete tasks and assignments. In this lesson “Matter and Energy Showtime: A Time to Interact”, students have the chance to be creative and use their knowledge and act out a cycle for others. This proverb encourages group work where all participate and all voices are heard. This proverb is similar to the idea that many hands make light work. As the picture reminds us, we live in communities and cities where all must work together if we are to see our communities thrive. DIFFERENTIATION Emerging Learners ● Provide the “Water Cycle Role Cards” (basic lexile and content) to emerging learners before the lesson for them to read through in advance. Print the “Matter and Energy Role Cards” for these students to preview and then read with guidance in class. Have students read their cards out loud to an adult or in student pairs. Arrange student groups with different skill levels so student help is given by peers. Provide reflection language frames for reluctant writers. Reflection language frames: ­ I learned… ­ Today I realized… ­ I still wonder… ­ The most significant thing I learned today was… ­ I would summarize my learning by saying… ­ I used to think _________ but now I know... Advanced Learners ● Have advanced students ​
make an acrostic poem of one of the cycles that makes sense and is about the cycle.​
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Arrange student groups with different skill levels so student help is given by peers. Have advanced students make an advertisement for one of the cycles using art supplies or collage materials. English Language Learners ● Provide a glossary of terms or dictionary for use during the lesson. Provide the “Water Cycle Role Cards” (easiest lexile and content) to learners the night before the lesson for them to read through in advance. Print the “Matter and Energy Role Cards” for the students to preview the night before and then read with guidance in class the next day. Have students read their “Role Cards” out loud to an adult or in student pairs. Arrange student groups with different skill levels so student help is given by peers. EXTENSIONS S.T.E.A.M Challenge: _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 7 ●
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For an art connection, have students show the cycle by making a comic strip or storyboard at home. Make a computer comic strip about a cycle using Read.Think.Write Comic Creator. http://www.readwritethink.org/files/resources/interactives/comic/ STANDARDS Next Generation Science Standards Crosscutting Concepts: ● Energy and Matter ­ In grades 3­5, students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change. ● Systems and System Models ­ In grades 3­5, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions. ● Patterns ­ In grades 3­5, students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions. ● Cause and Effect ­ In grades 3­5, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship. Science and Engineering Practices: ● Constructing explanations (for science) and designing solutions (for engineering). ● Obtaining, evaluating, and communicating information. Disciplinary Core Idea: ● 5­PS3­1 Use models to describe that​
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energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth)​
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was once energy from the sun. ● 5­LS2­1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. ● 5­ESS2­1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Common Core: ● 5.SL.4 Speaking and Listening Presentation of Knowledge and Ideas: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Hawaii Content and Performance Standards: ● SC.5.3.1 Describe the cycle of energy among producers, consumers and decomposers ● SC.5.3.2 Describe the interdependent relationships among producers, consumers and decomposers in an ecosystem in terms of the cycles of matter. General Learning Objectives: ● Self­Directed Learner ● Community Contributor ● Complex Thinker ● Quality Producer ● Effective Communicator BACK TO TOP _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 8 ADDITIONAL RESOURCES ●
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Elementary GLOBE, ​
Earth Systems Storybook:​
http://www.globe.gov/documents/348830/350113/ElementaryGLOBE_EarthSystems_en.pdf GLOBE performance assessment: ​
Earth Systems Play:​
http://www.globe.gov/documents/348830/350113/ElementaryGLOBE_EarthSystemsActivity3_en.pdf REFERENCES Jumping Actors Image​
(n.d.). Retrieved February 21, 2015, from http://upload.wikimedia.org/wikipedia/commons/9/96/Morphsuit_photoshoot_leap.jpg Magnifying Glass Image​
(n.d.). Retrieved February 21, 2015, from https://rlace.files.wordpress.com/2013/02/magnifier.jpg Pukui, Mary Kawena. ​
‘Ōlelo No‘eau: Hawaiian Proverbs and Poetical Sayings.​
Honolulu: Bishop Museum Press, 1983. ReadWriteThink: Student Materials: Comic Creator​
. (n.d.). Retrieved February 22, 2015, from http://www.readwritethink.org/files/resources/interactives/comic/ What happens when students do simulation­role­play in science? ​
(1997, February 20). Retrieved February 20, 2015, from http://link.springer.com/article/10.1007/BF02461481#page­1 Why Use Interactive Role­Playing Exercises?​
(n.d.). Retrieved February 20, 2015, from http://serc.carleton.edu/introgeo/roleplaying/interwhy.html BACK TO TOP _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 9 Name _________________________________________ Date ___________ 3­2­1 Celestial Islands Exit Slip
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Three new things you learned: ➢ ____________________________________________________________________ ➢ ____________________________________________________________________ ➢ ____________________________________________________________________ Two questions you still have: ➢ ____________________________________________________________________ ➢ ____________________________________________________________________ How does what you learned apply to your life? ➢ ____________________________________________________________________ Name _______________________________ Date _______________________ 3­2­1 Celestial Islands Exit Slip
3 2 1
Three new things you learned: ➢ ____________________________________________________________________ ➢ ____________________________________________________________________ ➢ ____________________________________________________________________ Two questions you still have: ➢ ____________________________________________________________________ ➢ ____________________________________________________________________ How does what you learned apply to your life? ➢ ____________________________________________________________________ _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 10 Matter and Energy Showtime How to act: Participate Fully​
­ All group members must participate in the planning and performance Respect Others​
­ Use 12 inch voices when planning your skit, listen with an open mind Take a Risk​
­ The skit does not need to be written down, act from memory and improvise Kind Kids​
­ Treat your classmates with kindness, no teasing or bullying Show what you KNOW​
­ Use ​
local examples​
to make the cycle clear to the audience Audience Tips ​
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Give your full attention, listen with your ears, watch with your eyes, stay seated, no talking, laugh at the funny parts and clap at the end. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 11 Matter and Energy Showtime Role Cards The Water Cycle You are ​
precipitation​
in all its forms. You fall to earth from clouds ​
as a liquid or a solid depending upon the temperature. You ​
water plants, recharge groundwater, and add to rivers and streams as surface water. Use local examples in your water cycle skit. Matter and Energy Showtime Role Cards The Water Cycle You are ​
evaporation​
. Evaporation occurs when heat of the sun warms surface water and turning it to vapor in the air. Evaporation that comes from the leaves of plants is called transpiration. Use local examples in your water cycle skit. Matter and Energy Showtime Role Cards The Water Cycle You are ​
condensation​
in all its forms. Examples of condensation are clouds and the morning dew on plants. You help change water vapor into liquid water when there is a change in air temperature. Use local examples in your water cycle skit. Matter and Energy Showtime Role Cards The Water Cycle You are the ​
narrator​
of the water cycle. Be sure to share that the heat from the sun drives the cycle. No new water is created or destroyed on Earth – it just changes forms! All the water on Earth is the same since Earth was formed 4.54 billion years ago. ​
You drink the same water that King Kamehameha I drank. Use local examples in your water cycle skit. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 12 Matter and Energy Showtime Role Cards The Water Cycle You are the ​
announcer​
. Write the cycle name on the board at the beginning of the skit. Introduce your cast to the class at the beginning or end of your skit. Remember that you set the tone – you tell the audience the setting of where the water cycle is happening. Use local examples in your water cycle skit. Matter and Energy Showtime Role Cards The Water Cycle Matter and Energy Showtime Role Cards The Rock Cycle You are ​
igneous rock​
in all its forms. You are underground magma and surface lava that is heated by the core of the Earth. When you cool you harden into basalt, there are 700 different kinds of basalt. The upper section of the Earth's crust is made up of around 95% igneous rock. Use local examples in your rock cycle skit. Matter and Energy Showtime Role Cards The Rock Cycle You are ​
sedimentary rock​
in all its forms. Sedimentary rocks are formed by small rock particles that are deposited over time, usually as layers at the bottom of lakes and oceans. Dinosaur tracks or ancient plants can be fossilized in sedimentary rocks. Use local examples in your rock cycle skit. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 13 Matter and Energy Showtime Role Cards The Rock Cycle You are ​
metamorphic rock​
. Metamorphic rocks have changed their form over long periods of time through extreme pressure and heat. They are formed by pressure and heat deep under the Earth's surface. Uplift and erosion are processes that help bring metamorphic rock to the Earth's surface. Can you use a local example for metamorphic rock? If not, why not? Matter and Energy Showtime Role Cards The Rock Cycle You are the ​
narrator​
of the rock cycle. Be sure to share that the heat from the core of the Earth drives the rock cycle. Rock is recycled over very long periods of time through heat and pressure and change forms. The movement of the Earth’s tectonic plates is part of the rock cycle. Use local examples in your rock cycle skit. Matter and Energy Showtime Role Cards The Rock Cycle You are the ​
announcer.​
Write the cycle name on the board at the beginning of the skit. Introduce your cast to the class at the beginning or end of your skit. Remember that you set the tone – maybe you tell the audience the setting of where the rock cycle is happening. Use local examples in your rock cycle skit. Matter and Energy Showtime Role Cards The Rock Cycle _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 14 Matter and Energy Showtime Role Cards The Nitrogen Cycle You are a ​
producer​
, a plant. You take nitrogen from the soil and use it to grow. You pass on that nitrogen to any animal that eats you. If you die and decompose your decaying material adds nitrogen back into the soil. You use the energy from the sun to grow and recycle nitrogen. Use local examples in your nitrogen cycle skit. Matter and Energy Showtime Role Cards The Nitrogen Cycle You are a ​
decomposer​
that breaks down dead plants and animals and returns the nitrogen back to the soil to be reused by the plant producers. Bacteria are important decomposers because they are able to “fix” nitrogen into the soil. The bacteria collect and add the nitrogen to the soil so producers can use the nitrogen. Examples of decomposers are F. B. I (fungus, bacteria, and insects). Use local examples in your nitrogen cycle skit. Matter and Energy Showtime Role Cards The Nitrogen Cycle You are a ​
consumer​
, an animal that eats plants or other animals that eat plants. Examples of consumers are herbivores, omnivores, and carnivores. Consumers take in nitrogen from what they eat and recycle it back to the Earth as waste products. When you die you decompose and bring nitrogen back to the soil. You use the energy from the sun indirectly through eating plants or other animals that eat plants. Use local examples in your nitrogen cycle skit. Matter and Energy Showtime Role Cards The Nitrogen Cycle You are the ​
narrator​
of the nitrogen cycle. Be sure to share that the light from the sun drives plant growth and the nitrogen cycle. Nitrogen is 78% of our atmosphere yet it is the nitrogen in the ​
soil that is useable for plants and animals. Decomposing animal waste and plant material recycles nitrogen. Nitrogen is part of all animal proteins and DNA. Use local examples in your nitrogen cycle skit. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 15 Matter and Energy Showtime Role Cards The Nitrogen Cycle Matter and Energy Showtime Role Cards The Nitrogen Cycle You are the ​
announcer.​
Write the cycle name on the board at the beginning of the skit. Introduce your cast to the class at the beginning or end of your skit. Remember that you set the tone – maybe you explain the setting of where the nitrogen cycle is happening. Use local examples in your nitrogen cycle skit. Matter and Energy Showtime Role Cards The Carbon Cycle You are ​
photosynthesis​
, the process plants use to make food energy from the sun. You take carbon dioxide (CO​
) out 2 ​
of the atmosphere and release oxygen (O​
)​
back into the atmosphere. Part of 2​
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your job is cleaning and recirculating the air. Use local examples in your carbon cycle skit. Matter and Energy Showtime Role Cards The Carbon Cycle You are ​
carbon dioxide (CO​
)​
in the 2​
atmosphere. CO​
is released by burning 2 ​
fossil fuels, burning trees and plants, clearing land, and animal respiration. CO​
2 is a greenhouse gas and is building up in the atmosphere and changing Earth’s climate patterns. The ocean absorbs around 25% of the CO​
in the atmosphere. 2 ​
Plants breathe in CO​
. 2​
Use local examples in your carbon cycle skit. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 16 Matter and Energy Showtime Role Cards The Carbon Cycle You are a​
carbon sink​
, where carbon is stored for longer periods of time. Carbon sinks are places that absorb more carbon than they release. Examples of carbon sinks are the ocean and the sediment at the bottom of oceans, lakes, and other bodies of water. Carbon sinks are forests and soil where carbon is stored in the trees and in the dirt below. What happens when you disrupt a carbon sink? Carbon that has been in storage is released into the water or the atmosphere. Use local examples in your carbon cycle skit. Matter and Energy Showtime Role Cards The Carbon Cycle You are the ​
narrator​
of the carbon cycle. Be sure to share that carbon is in all living and nonliving natural things. Carbon has many forms including carbon dioxide in the air and carbon stored in water. As carbon moves from long time storage in fossil fuels or forests into the atmosphere as CO​
it can affect climate and weather 2 ​
patterns. Humans can make choices to produce less carbon dioxide by driving less and biking and walking more. Use local examples in your carbon cycle skit. Matter and Energy Showtime Role Cards The Carbon Cycle You are the ​
announcer.​
Write the cycle name on the board at the beginning of the skit. Introduce your cast to the class at the beginning or end of your skit. Remember that you set the tone – maybe you tell the audience the setting of where the carbon cycle is happening. Use local examples in your carbon cycle skit. Matter and Energy Showtime Role Cards The Carbon Cycle _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 17