Initial Answer
In your Science Journal, Write down our new Phenomenon Question, "What does deforestation have to do with the Carbon Cycle?"
Then, using what you already know answer the question using complete thoughts and sentences.
Then, using what you already know answer the question using complete thoughts and sentences.
Mind Map
Using a blank piece of paper, create a MindMap around our new Phenomenon Question, "What does deforestation have to do with the Carbon Cycle?" You should include at least 6 questions and answers. Research your questions/answers using either the internet of books from our classroom library.
HOMEWORK - DUE 17 March
Remember HOMEWORK is where you will learn about deforestation and the carbon cycle. You have two homework assignments on EdPuzzle waiting for you.
1. National Geographic: Climate 101 - Deforestation
2. Crash Course: Global Carbon Cycle
Be sure that you pause, rewind, and rewatch as needed to help you learn the most from these homework assignments. Answer all of the questions embedded in the video and don't forget to take Cornell Notes while watching the videos.
1. National Geographic: Climate 101 - Deforestation
2. Crash Course: Global Carbon Cycle
Be sure that you pause, rewind, and rewatch as needed to help you learn the most from these homework assignments. Answer all of the questions embedded in the video and don't forget to take Cornell Notes while watching the videos.
What's this all about?
Read this article from the New York Times, "Forests Protect the Climate. A Future With More Storms Would Mean Trouble." Then write up a summary that includes:
- Name of the article
- Author of the article
- Magazine where you found the article
- 50 + word summary of the article
- Three things you learned from reading the article
"What Contains Carbon" Activity
Objectives Students will be able to:
Materials
Instructions:
1. Together we will watch this video, "Global Warming, It's All About Carbon"
- recognize that carbon is an extremely common element and can be found in many forms, in both living and non-living things.
- recognize that carbon moves between the Earth’s four spheres.
- articulate some ways that carbon impacts us and the earth.
Materials
- What Contains Carbon? worksheet (1 per student)
- seashell
- piece of wood
- plastic
- fabric
- carbonated beverage
- cup of water
Instructions:
1. Together we will watch this video, "Global Warming, It's All About Carbon"
2. Download the Student Activity Sheet in the Resources section below and save it in your OneDrive Science folder.
3. On your own, look at the items on the trays on the demonstration table in front of the class, which items do you think contain carbon? Fill out your Student Activity Sheet with your answers. Don't forget to give evidence for your answers.
4. Once all of your team members (AND YOU) have finished your Activity Sheet, share your answers with each other. Decide as a team which items you all think are made of carbon.
5. With your team, classify the objects into "living" and "non-living" groups, including things that used to be alive as living. In your science journal write the title of this activity and create the two groups, then write down which items go into each group.
A. With your team, discuss where man-made objects come from and what they are made of. Next to each "Non-Living" object, write down where you think it came from.
B. With your team, come up with answers to the following questions:
- How do you think the carbon can move around the earth?
- How might carbon be released from these objects?
- What are some ways (at least 4) that carbon helps the earth?
- What are some ways (at least 4) that carbon hurts the plant?
C. Class Discussion - Your team needs to be ready to share out with the class what you have discussed, along with your answers to the questions above.
Resources
Student Activity Sheet (Don't forget to log into Word first before downloading the worksheet)
whatcontainscarbonworksheet.docx | |
File Size: | 22 kb |
File Type: | docx |
"Carbon Cycle Role-Play" Activity
Objectives Students will be able to:
- recognize that there is a finite amount of carbon on earth.
- model how carbon moves around in the environment, from one place to another.
- identify how humans influence the carbon cycle.
Materials
- Ping Pong balls to represent carbon
- Carbon Cycle Role-Play Cards (7 total, one per group)
- Your Science Journal
1. In your science journal, label the top of the next page, "Carbon cycle role play." Now draw the diagram that is on the whiteboard under the heading. You will each be assigned to one of 7 groups. Please read the "Role Play" card as a group.
2. Each team will be given ping pong balls that represent carbon atoms. Carbon exists in different places around the earth and carbon moves around the earth to different places.
3. When Mrs. Smith says "Go!" Each group decides which other biosphere that they should deliver their atom based on your carbon movement options. After reading the three explanations for carbon movement, decide what the proper explanation is for sending an atom to an new sphere. One person from each group will take one of their carbon atoms to another group. When you deliver the atom, you must read the script that goes with your card to the receiving person. When you have delivered the carbon atom, return to your group.
4. Now let's trace the steps of individual carbon atoms.
A. The ATMOSPHERE group delivers one of your carbon atoms to another group. Read the script that goes with it. We will write the movements of the carbon atoms in our science journal. Mrs. Smith will record where the carbon from each group goes and why.
B. The WATER group delivers one of your carbon atoms to another group. Read the script that goes with it. We will write the movements of the carbon atoms in our science journal. Mrs. Smith will record where the carbon from each group goes and why.
C. The ALGAE group delivers one of your carbon atoms to another group. Read the script that goes with it. We will write the movements of the carbon atoms in our science journal. Mrs. Smith will record where the carbon from each group goes and why.
D. The MARINE SNAIL group delivers one of your carbon atoms to another group. Read the script that goes with it. We will write the movements of the carbon atoms in our science journal. Mrs. Smith will record where the carbon from each group goes and why.
E. The SEDIMENTS AND ROCKS group delivers one of your carbon atoms to another group. Read the script that goes with it. We will write the movements of the carbon atoms in our science journal. Mrs. Smith will record where the carbon from each group goes and why.
F. The TREES group delivers one of your carbon atoms to another group. Read the script that goes with it. We will write the movements of the carbon atoms in our science journal. Mrs. Smith will record where the carbon from each group goes and why.
G. The CATERPILLAR group delivers one of your carbon atoms to another group. Read the script that goes with it. We will write the movements of the carbon atoms in our science journal. Mrs. Smith will record where the carbon from each group goes and why.
5. The class has just acted out the Carbon Cycle. In your science journal, write down the notes that Mrs. Smith has copied onto the SmartBoard. THEN, create an illustration involving the seven items and how them move carbon. Label this illustration - "The Carbon Cycle Without Human Involvement"
6. Let's now add in some Human Involvement.
A. Humans burn fossil fuels for energy. Which group do you think needs to deliver a carbon atom to what other group? Make this happen. Why did you choose these groups?
B. Humans cut down trees to build houses, create a farm, or raise cattle. Which group do you think needs to deliver a carbon atom to what other group? Make this happen. Why did you choose these groups?
C. Can your group come up with a Human activity that involves your group? If so, during your turn, share it with the class, and go and give a carbon atom to the appropriate group and explain why you are giving them some of your carbon.
7. NOW, using a Red colored pencil, add these activities to your Carbon Cycle illustration. Near your Carbon Cycle illustration, add a key that shows a red line and states that it represents Human Involvement
8. In your science journal, summarize what you understand about the Carbon Cycle and how it works.
"Carbon Cycle Poster" Activity
Objectives Students will be able to:
Materials
Bio means life, litho means rock, hydro means water, and atmos is Greek for vapor. Sphere refers to a part or parts of the planet. Knowing this information, can you determine what the words: biosphere, lithosphere, hydrosphere, and atmosphere mean? Be ready to share out to the class.
You will need to get out your notes from what we learned from the Carbon Cycle Role-Play activity to help you with this activity.
INSTRUCTIONS:
- illustrate the carbon flows that occur between the biosphere, hydrosphere, atmosphere and lithosphere.
- illustrate and explain how humans alter carbon flows between the four spheres
- identify human alterations of carbon flows that contribute to global climate change.
Materials
- poster or butcher paper
- construction paper in four different colors to represent the different spheres (we suggest blue to represent hydrosphere, green to represent biosphere, yellow to represent atmosphere, and brown to represent lithosphere)
- scotch tape
- scissors
- colored pencils, crayons, or markers
- Carbon Flow Arrows
- Human Alteration Arrows
- Carbon Cycle Poster Human Alteration Cards
- Carbon Cycle Poster Human Alteration Answers
Bio means life, litho means rock, hydro means water, and atmos is Greek for vapor. Sphere refers to a part or parts of the planet. Knowing this information, can you determine what the words: biosphere, lithosphere, hydrosphere, and atmosphere mean? Be ready to share out to the class.
You will need to get out your notes from what we learned from the Carbon Cycle Role-Play activity to help you with this activity.
INSTRUCTIONS:
- Your task is to work together with your team to design a carbon cycle poster which illustrates how the carbon moves between the four different spheres.
- Each person should help cut out and label the various spheres from the colored paper.
- Each team has four pieces of construction paper, each a different color. Each piece of paper will represent one of the four spheres: biosphere, atmosphere, hydrosphere, and lithosphere. Determine as a team which color should represent each
- Each piece of paper needs to be cut into a large circle. Once, cut into a circle, write the the name of the sphere which the paper is representing on the circle and draw something that represents that sphere (e.g., leaves, clouds, drops, mountains).
- Each team has four pieces of construction paper, each a different color. Each piece of paper will represent one of the four spheres: biosphere, atmosphere, hydrosphere, and lithosphere. Determine as a team which color should represent each
- Together, your team will create a diagram by taping the spheres and the arrows onto the poster in such a way as to explain how carbon flows through the four spheres.
- Each team has a set of 9 Carbon Flow Arrows. The arrows represent how carbon moves from one sphere to another.
- Carefully, read what each arrow says, these terms will help your team decide where to place them on your poster. Place the arrows between the appropriate spheres. The arrows need to face the appropriate direction on your poster.
- Each team will present their poster. Be ready to explain your team's reasoning for putting the arrows where they are on your poster. (HINT: Think about what you have already learned)
- Your team will now be given a Human Alteration Card and an Human Alteration Arrow. On the arrow, write what human alteration you have been assigned on the card.
- Place the arrow on your poster, demonstrating how the alteration would move carbon from one sphere to another.
- Talk with your team about any other effect this added carbon might have to the carbon cycle or possibly to the climate. Be ready to share your ideas with the class.
- Present your poster with the Human Alteration Arrow on it.
- Are humans adding more carbon to the carbon cycle?
- What are humans doing to change the carbon cycle?
- Why are these human alterations to the carbon cycle a problem?
- What can humans do to decrease the amount of carbon being released into the atmosphere?
Carbon Cycle Poster - Team Effort
Carbon Cycle Reading
Go to our online textbook and turn to page 89.
1. Answer the questions on page 89 in your science journal. (using complete sentences, science words, and details)
2. Read from page 90 - 92
3. Answer the questions on page 92 in your science journal. (using complete sentences, science words, and details)
4. Do your EdPuzzle Homework.
5. Answers to the reading will get you a ticket to do the lab - no reading answers - no lab for you!
1. Answer the questions on page 89 in your science journal. (using complete sentences, science words, and details)
2. Read from page 90 - 92
3. Answer the questions on page 92 in your science journal. (using complete sentences, science words, and details)
4. Do your EdPuzzle Homework.
5. Answers to the reading will get you a ticket to do the lab - no reading answers - no lab for you!
"Carbon BioMass in Our Tree" Lab
Learning Objective: We will learn how to calculate the carbon biomass of a tree, in order to understand the amount a carbon a tree stores, and can be released into the atmosphere when it is cut down.
1. Together we will watch this short video. In your science journal, write down at least three facts about trees:
1. Together we will watch this short video. In your science journal, write down at least three facts about trees:
Lab investigation: How Much Carbon is Stored in a Local Tree?In this activity, you will determine the amount of carbon stored in a local tree. You will develop a set of skills that you can use on many species of trees, from urban trees to trees in the middle of forests. These skills include:
- Identifying species names and common names of trees.
- Measuring and determining a tree's diameter.
- Calculating a tree's biomass.
- Using allometry and allometric cooefficients to calculate mass of carbon stored in a tree.
- Calculating the approximate mass of CO2 taken in by your tree to build its carbon store.
- Tree Allometry Doc
- Student Lab Sheet Doc
- Measuring Tape
- Listing of Hardwoods and Softwoods
- Calculator (on your iPad)
- iPad
1. Learning how to determine the diameter of a tree like a scientist, let's watch this video:
Tree Trunks and How to Measure
2. With your team, we will go out and measure one of the BIG Trees on the hill. You will use the measuring tape (cm) NOT inches. Take a picture of the tree on your iPad. Once you've finished, we will return to the classroom to do our calculations.
3. Use the LeafSnap app on the iPad to see if you can figure out what kind of tree you have measured.
4. Using the Hardwood or Softwood document find out whether or not the tree is a hardwood or a softwood
5. Now it's time to make some calculations. Work together as a team to make the calculations and check your answers. Everyone on the team will need to download the Student Lab Sheet below. (Note: Remember to log-in to Word before downloading the document - ALSO, be sure to save it in your OneDrive Science folder so you can turn it in.)
Follow the instructions below:
- Determine the diameter (cm) of the tree trunk at 1.4 meters (4.5-4.6 feet) from the ground. Use one of the two following methods:
- Use a diameter tape measure to directly measure diameter. Convert to centimeters (cm) if necessary.
- Use a regular tape measure or string to measure the circumference of the tree. Convert the circumference measurement to centimeters(cm) if necessary. Divide the circumference(cm) measurement by 3.14(Pi) to calculate the diameter.
- Calculate the biomass (M) for your tree. To calculate tree biomass, foresters use a standard allometric equation M=aDb where: M= above ground dry weight biomass(kg) of the tree
D= diameter measured at 1.4 meters (4.6 feet above ground)
"a" and "b" are species-specific allometric coefficients. Locate these two coefficients for the common name of your tree on the Tree Diameter Allometry doc in the Lab Resources section below. - Here's an example for you to use: A team determines that the diameter of a nearby sugar maple tree has a diameter of 20 cm.1. The coefficient values for a sugar maple tree are a = 0.21 and b = 2.53
2. Using the formula M=aDb (Mass = "a" coefficient x Diameter x "b" coefficient
M = 0.21 (22 cm ^ 2.53) Exponent calculator link
M = 0.21 * 2490.75 = 523.06(kg)
The biomass (M) of this sugar maple tree weighs 523.06 (kg).
Calculate the approximate mass of carbon atoms stored in your tree in kilograms(kg). .
A tree's biomass contains carbon atoms in addition to hydrogen, oxygen nitrogen, phosphorus and sulfur atoms. Foresters know that approximately half of a tree's biomass is made of carbon atoms. This value is slightly different in hardwood vs softwood trees. To determine the amount of carbon in your species of tree, choose one of the following:
Multiply tree biomass (M) by 0.521 for hardwood trees =____(kg) of carbon stored
Multiply tree biomass (M) by 0.498 for softwood trees = _____(kg) of carbon stored
Here's an example for you:
The sugar maple tree is a hardwood. If the biomass (M) of a selected sugar maple tree is 523.06 then:Biomass(M) of sugar maple 523.06(kg) * 0.521 = 272.51 kg of carbon in this tree.
7. Now let's figure out the amount of carbon dioxide (CO2 ) that is stored in the tree you have measured. Follow the instructions below:
Calculate the approximate amount of CO2 your tree absorbed via photosynthesis to create its stored mass of carbon. NOTE: Not all CO2 a tree takes in gets stored as mass. Some returns to the air via respiration. Scientists have determined that 1 kg of carbon is equivalent to approximately 3.67 kg of CO2. Thus, multiplying the carbon stored (kg) in your tree by 3.67 will give you an approximate measure of CO2 taken in via photosynthesis and stored in the tree.
Here's an example of how to do this calculation:
Foresters determined that the approximate mass of carbon stored in a sugar maple tree was 1,297.00 kg.
272.51 kg of carbon x 3.67 kg = 1000.11 kg of CO2 absorbed by the sugar maple tree.
8. How many kg of CO2 did your single local tree remove from the atmosphere and store in its biomass?
9. Carbon dioxide (CO2) is a greenhouse gas that naturally warms the atmosphere as part of the greenhouse effect. Unfortunately, the amount of CO2 in the atmosphere has been increasing over the past hundred years. According to scientists, this increase in atmospheric CO2has caused the average global temperature on Earth to increase by about 0.8° Celsius (1.4° Fahrenheit) since 1880. Two-thirds of the warming has occurred since 1975, at a rate of roughly 0.15-0.20°C per decade. (NASA)
- Explain how planting and growing more trees could mitigate (look this word up in the dictionary) this warming trend in global temperature.
Mitigate
Biomass
11. Share your document to your class' email address to turn in your assignment.
Lab Resources
Tree Diameter Allometry doc
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Student Data Sheet
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Want to learn more and make this an EXEMPLARY assignment? Follow these steps:
1. Make sure that you have completed the entire lab to the best of your ability.
2. Research the latest research! New research on the carbon cycle, climate and the environment is on-going. You can use ScienceDaily and Phys.org to research recent research on carbon storage in trees and forests by using combinations of the following tags: carbon cycle, carbon storage/sequestration,trees, forests, carbon sink.
3. Do a Read Up and Write Up Article Review Summary and submit it to your class' email address.
Your summary should include the following:
1. Make sure that you have completed the entire lab to the best of your ability.
2. Research the latest research! New research on the carbon cycle, climate and the environment is on-going. You can use ScienceDaily and Phys.org to research recent research on carbon storage in trees and forests by using combinations of the following tags: carbon cycle, carbon storage/sequestration,trees, forests, carbon sink.
3. Do a Read Up and Write Up Article Review Summary and submit it to your class' email address.
Your summary should include the following:
- Name of the article
- Author of the article
- Magazine where you found the article
- 50 + word summary of the article and what it has to do with deforestation and the carbon cycle
- Three things you learned from reading the article
Carbon Source or Carbon Sink?
Follow this link to identify the Carbon Sources and Carbon Sinks in the illustration. Make a list of the Sources and Sinks in your Science Journal.
Deforestation and the Carbon Cycle Movie Festival
Pick 4 or 5 of the following videos on deforestation and take some great Cornell Notes -include with your notes keywords and definitions, along with a summary and a question about deforestation or the carbon cycle.
"Settlement and Deforestation: Children of the Amazon"
"Orangutan Refugees"
"Deforestation: Impact on the Climate"
"Regulating Greenhouse Gases"
"The Forest and The People"
"Monarch Butterfly could make the Endangered Species List"
"Restoring Wetlands in Hawaii"
"The Wild Suburban Koala"
"Settlement and Deforestation: Children of the Amazon"
"Orangutan Refugees"
"Deforestation: Impact on the Climate"
"Regulating Greenhouse Gases"
"The Forest and The People"
"Monarch Butterfly could make the Endangered Species List"
"Restoring Wetlands in Hawaii"
"The Wild Suburban Koala"
Deforestation and the Carbon Cycle
Work your way through this interactive lesson on "Deforestation and the Carbon Cycle"
You will need headphones, your science journal and a pencil/pen. All answers to questions need to be recorded in your science journal. Take notes and collect keywords and definitions.
You will need headphones, your science journal and a pencil/pen. All answers to questions need to be recorded in your science journal. Take notes and collect keywords and definitions.
Carbon Cycle Reading
In our science textbook, read pages 89-96. Be sure to answer all of the questions and to work through the different phenomena that are presented throughout the reading. All of your answers should be recorded in your science journal.
Want to add some Exemplary to your learning...
Are you wondering what would happen if people started REforestation? Fully complete all of your required Carbon Cycle assignment, THEN add this one on "Reforestation and the Carbon Cycle." OR if you're just curious, you might want to do this TED Ed lesson too. If you don't already have a TED Ed account, you will need to create a free account to complete the lesson.
Want to learn about the Calvin Cycle for FUN?
This is not a required assignment, but one that people have been wondering about - the Calvin Cycle... It plays a role in photosynthesis - the more complicated version that you will learn about in high school and college. But, just for FUN I thought you'd like to take a look at what it is all about --- Here's a cool video to give you your first official introduction to the Calvin Cycle. ENJOY and Learn!
Quizlet
Here is the list of words for your Quizlet:
- Deforestation
- Carbon Cycle
- Carbon
- Carbon Dioxide
- Carbon Source
- Carbon Sink
- Biomass
- Mitigate
- Biosphere
- Hydrosphere
- Atmosphere
- Lithosphere
- Hydrocarbon
- Diffusion
- Weathering
- Erosion
- Sediment
- Sedimentation