Carbon Cycle This resource includes a 5E lesson plan , a power point presentation on the carbon cycle, student wo...
Not a member yet?
SIGN UP
Where Educators Go For Bright Ideas
 SIGN IN
 HELP
HOME
STANDARDS
COURSE
RESOURCES
PD PROGRAMS
ABOUT CPALMS
ICPALMS
of CPALMS
Info. & Resources
Descriptions & Directory
Vetted by Peers & Experts
Self-paced Training
Initiatives & Partnerships
Florida's Platform
Browse/Search
MFAS-Formative Assessments
Resource Development Programs
Perspectives STEM Videos
Resource Summary
MEAs - STEM Lessons
Lesson Study Resources
Review Process
Carbon Cycle
Resource ID#: 28362
Primary Type: Lesson Plan
Carbon Cycle 5E lesson plan: This is the attached lesson plan.
Carbon Cycle Power Point: This is a power point presentation on the carbon cycle.
Carbon Cycle Student Worksheet: This is a worksheet to be completed by students , an answer key is also
provided .
This resource includes a 5E lesson plan , a power point presentation on the carbon cycle, student worksheet and
links for engaging videos on the carbon cycle.
Subject(s): NGSSS: Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer
for Presenter, Internet Connection,
LCD Projector, Microsoft Office
1 Aligned Standards
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: carbon cycle, photosynthesis,carbon dioxide, abiotic, biotic,
Instructional Component Type(s):
Elodea leaf, bromothymol blue
Lesson Plan
Instructional Design Framework(s): Predict-Explain-Observe-Explain ,
Learning Cycle (e.g., 5E)
Resource Collection: BIOSCOPES General
PUBLIC REMARKS
By Reviewer 1
This lab is not new and many "traveling" science programs do this to show the effects of carbon dioxide/respiration. Mainly focuses on Carbon cycle, not the water and nitrogen cycles. By Reviewer 2
The links included may work more efficiently by copying/pasting the URL addresses to access.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Patrice Henderson North Bay Haven Charter Academy High School
http://www.cpalms.org/Public/PreviewResource/Preview/28362[1/28/2014 10:13:11 AM]
Carbon Cycle This resource includes a 5E lesson plan , a power point presentation on the carbon cycle, student wo...
Resource recommended by: Patrice Henderson (Send an Email)
Email of Author/Source: hendepe@bay.k12.fl.us
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
* Please note that examples of resources are not intended as complete curriculum.
Click here to send us your feedback on this resource »
Like us on Facebook
Follow Us on Twitter
CPALMS Spotlight
Stay in touch with CPALMS
Stay in touch with CPALMS
Our latest quarterly report and updates
Contact Us
Privacy Policy
Terms of Use
© 2013 CPALMS - Florida State University
http://www.cpalms.org/Public/PreviewResource/Preview/28362[1/28/2014 10:13:11 AM]
5E Lesson Plan
Teacher/ School: Patrice Henderson
Subject/ Course/ Grade Level: Chemistry/ High School
Big Idea/ Benchmark :SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an
ecosystem, including water, carbon, and nitrogen cycle.
Essential Question: How do energy and nutrients move within and between biotic and
abiotic components of ecosystems via chemical processes?
Transfer Question: What two biological processes drive the carbon cycle?
Answer: Cellular respiration and photosynthesis drives the carbon cycle. In
photosynthesis, plants receive energy from the sun to convert carbon dioxide and
water to glucose (sugar) and oxygen. In a reverse process, cellular respiration, many
organisms will convert glucose and molecular oxygen to the by products of water and
carbon dioxide to produce energy for cellular reactions.
Enduring Understanding:
• Students will understand that carbon is present in both biotic and abiotic
systems
• Carbon moves through active and inactive states as it cycles through ecosystems.
Background Knowledge: Photosynthesis is a process plants and some other organisms
convert solar energy to chemical energy in the forms of sugars. In these reactions, the energy
from sunlight is captured then used to form sugar molecules from carbon dioxide and water,
forming oxygen gas as a byproduct.
PHOTOSYNTHESIS:
6CO2 + 6H2O + SUNLIGHT
C6H12O2 + 6O2
Cellular respiration unlike photosynthesis takes the chemical energy from the sugar produces
to provide energy needed by the organism.
RESPIRATION: C6H12O2 +
6O2 6CO2 + 6H2O + ENERGY
In biotic systems only some organisms, mostly plants, are capable of photosynthesis. However,
all organisms carry out respiration in order to convert their food to energy to sustain life.
Carbon moves through the environment during the carbon cycle: plants convert carbon
dioxide to carbon compounds that are used for energy by biotic systems; animals ingest plants
for energy and produce carbon dioxide which returns to the atmosphere. In abiotic systems,
the source of carbon dioxide is most likely pollution from cars.
Common Misconceptions by Students• Plants use oxygen during photosynthesis
• Carbon dioxide is absorbed through the roots of plants
• Plants create sugar from carbon dioxide and sunlight for humans
• Plants do not make sugar for themselves
• Photosynthesis is uniquely associated with plants only
• Respiration is uniquely associated with animals
Prior Knowledge/Skills:
• Students must know the characteristics that distinguish biotic (living or once living
from abiotic (nonliving or never been alive) systems
•
•
•
Students must be able to identify the biotic and abiotic components of an ecosystem
Students should be able to define an ecosystem
Students should know the process of photosynthesis and respiration
Lesson Objective(s)/ Knowledge Skills:
• Students will be able to identify the presence of carbon dioxide in a biotic and abiotic
systems
• Discuss ways carbon dioxide move through the atmosphere
• Students should be able to understand that there are different sources of carbon carbon
sinks
Exploration:
• Working in pairs student will perform a lab activity to detect the presence of carbon
dioxide in a biotic system, then they will investigate how carbon dioxide moves
through the atmosphere.
• As the lab is performed, students will list all lab observations and answer questions in
their journals.
STUDENT ACTIVITY
Materials: Per student group (4 students)
2-6 sprigs Elodea
1 Erlenmeyer Flask (250 ml or larger)
1 Straw
4 test tubes with caps
.04% solution of Bromothymol Blue (BTB)
Grow light (60-watt lamp & light bulb alternative )
You will need to have a refrigerator or cool dark area available to store 2 test tube/ jars.
Purpose: This activity will introduce the plants’ vital role in carbon cycling. Students will
review what is already known about photosynthesis and focus on the role CO 2 gas contributes
to the mass of a plant. In other words plants change CO 2 gas into stored organic carbon. This
lab reveals that plants take in carbon dioxide. Plants need a source of carbon dioxide for the
process of photosynthesis.
Procedure
1. Fill all test tubes (jars)with bromothymol blue and cap.
2. Pour bromothymol blue into an Erlenmeyer flask .
Bromothymol blue
3. Blow gently into the Erlenmeyer flask with a straw until the BTB begins to turns
yellow.
4. Carefully pour the yellow solution into the original test tubes or jars.
5. Place a 4-5 cm piece of Elodea into 2 test tubes or jars. Close the test tubes or jar
tightly!
6. Label the test tubes or jars.
7. Place 2test tubes (jars) one with Elodea and one without under the grow lamp.
Make sure the label does not block the light.
8. If BTB turns blue ( time varies but should see a color change within 15 minutes)
then CO2 is removed from water and it is proven that CO2 is a reactant in the
photosynthesis process. What environmental factor might affect rates of
photosynthesis?
9. Place the remaining test tubes into a refrigerator (or cool, dark area). *
10. If BTB remains yellow- CO2 has not been removed from water.
* This step should help students realize that temperature affects the rate of
photosynthesis.
Differentiation Strategies to meet diverse learner needs: Students will participate in the
game found at http://www.wildbc.org/publications-resources/climatechange/carboncycles-gr7.pdf . Note the game is appropriate for 7th grade but can be used for higher
grade levels.
Engagement:
• Students will view the PowerPoint presentation.
• www.youtube.com/watch?v=U3SZKJVKRxQ&feature=related Video explaining the
carbon cycle.
• Student Worksheet on the Carbon Cycle
• http://bcs.whfreeman.com/thelifewire/content/chp58/5802002.html This site
provides an introduction animation, conclusion and quiz.
•
Formative Assessment Probe: (Page Keely ) can be used to introduce the lesson.
Is It Food for Plants?
Which of the following statements is TRUE about the carbon dioxide that is used by
plants?
A.
B.
C.
D.
It is combined with oxygen to make sugar molecules.
It is absorbed through the roots of plants.
It only comes from the air.
It is food for plants.
1/28/2014
What Is Carbon?
 An element
THE CARBON CYCLE
 The basis of life on earth
 Present in rocks, oceans and atmosphere
Carbon Cycle
 Carbon is cycled between the earth and the
atmosphere
Plants Use Carbon Dioxide
 Plants pull carbon dioxide (CO2) from the atmosphere
and use it to make food
 The carbon becomes part of the plant (stored food)
Animals Eat Plants
Decomposition of Plants and
Animals
 When organisms consume plants, they take in the
 When plants and animals die, most of their bodies are
carbon and some of it becomes part of their own
bodies.
decomposed and carbon atoms are returned to the
atmosphere.
 Some are not decomposed fully and end up in deposits
underground as fossil fuels (oil, coal, etc.).
1
1/28/2014
Carbon Slowly Returns to Atmosphere
Carbon Cycle Diagram
Carbon in Atmosphere
 Carbon found in rocks and underground deposits is
released very slowly into the atmosphere
 The result is that carbon on earth is found in some
active pools and some relatively inactive pools,
depending on the rate at which it cycles in and out.
Decomposers
break down dead
things, releasing
carbon to
atmosphere and
soil
Fossil fuels are
burned; carbon
is returned to
atmosphere
Carbon slowly
released from
these substances
returns to
atmosphere
Plants use
carbon to make
food
Plants and
animals die
Bodies not
decomposed —
after many
years, become
part of oil or coal
deposits
Animals eat
plants and
take in carbon
Active compartments
are denoted in red
Carbon in Oceans
The Carbon Cycle
 Carbon is also stored in the ocean.
 Carbon is found in the form of calcium
carbonate in the shell of aquatic species.
 When animals die, carbon substances are
deposited at the bottom of oceans.
 Oceans contain earth’s largest reservoir of
carbon.
Human Impact
 The release of carbon in fossil fuels is very slow
 Burning releases additional carbon into atmosphere —
especially fossil fuels
 Increased carbon dioxide in atmosphere increases global
warming
 Fewer plants mean less CO2 removed from atmosphere
2
Student Worksheet
The Carbon Cycle
Use the diagram below to answer the questions.
Calcium carbonates is
present in shells and
rocks
1. Name the process in which plants convert CO2 into carbon compounds?
2. Where in the cycle does CO2 gets released into the atmosphere?
3. Name at least two sites on Earth that are reservoirs of carbon.
4. How are plants and animals useful in maintaining the balance of CO2 in the
atmosphere?
Answer Key
The Carbon Cycle
Use the diagram below to answer the questions.
Calcium carbonates is
present in shells and
rocks
1. Name the process in which plants convert CO2 into carbon compounds?
Photosynthesis
2. Where in the cycle does CO2 gets released into the atmosphere? Carbon
dioxide is released into the atmosphere as a result of animal and plant
respiration.
3. Name at least two sites on Earth that are reservoirs of carbon. Reservoirs of
carbon are found in decomposed organisms and waste products on Earth.
4. Discuss how plants and animals help maintain the balance of CO2 in the
atmosphere. Accept answers that include photosynthesis and respiration