Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75793
Non-Stop Action:Carbon
Students will learn about the carbon cycle through videos, notes, model building, and culminate with written responses.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, LCD Projector,
Speakers/Headphones, Adobe Flash Player, Adobe
Acrobat Reader, Microsoft Office, Computer Media
Player
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: carbon cycle, recycling, carbon,
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
Rubric_for_Tracing_Matter_Questions.docx
Rubric Scientific Drawings rubric.docx
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to
Design a model tracking carbon (as CO2) as it moves around in the environment.
Explain the transfer of carbon (as CO2) between the land, atmosphere, and ocean.
Prior Knowledge: What prior knowledge should students have for this lesson?
The students should know:
Photosynthesis-its products and reactants
Cellular Respiration-its products and reactants
Law of Conservation of Mass
Law of Conservation of Energy
Possible misconceptions:
1. Plants do not respire.
2. Carbon in plants comes from the soil.
3. When plants die and rot, the carbon they absorbed is released.
Guiding Questions: What are the guiding questions for this lesson?
Guiding Questions:
page 1 of 4 1. What happens to the Carbon Dioxide that people and animals exhale?
2. What happens to the carbon in the plants that people and animals eat?
3. Besides in the atmosphere, there is carbon in the soil. How does the carbon get there?
4. The seas are loaded with carbon also, what process is responsible for this?
5. What is the Carbon Cycle?
Possible Answers
1. The carbon dioxide travels into the air where it is recused/recycled by plants, the atmosphere, and the oceans.
2. The carbon is used by the organism for life processes and then is returned to the environment as waste (solid/gas), respiration (gas), or from decomposition
(death).
3. From decomposition of organisms.
4. Absorbed from the atmosphere and used by the organisms that live and die in the sea. The majority of CO2 on the planet can be found in the ocean.
5. The carbon cycle is the series of processes in which carbon compounds are transferred throughout all aspects of the environment.
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
*Teacher asks, while holding an aluminum can, "Where should we put an aluminum can?" Expected answers: recycle, recycling container, etc.
*Question 2: "Why do we recycle?" Expected answers: reduce, reuse, save the environment, use less energy, use less material etc.
*Question 3: Where does recycling happen in nature? Expected answers: Some students may say the water cycle, however, students most likely won't respond with a
carbon related answer.
Show video:Carbon Cycle Circle of Life 2:40
Video follow-up questions, can be printed and given to students or can do from PowerPoint.
Carbon Cycle Circle of Life Video follow up questions.docx
Video Follow up questions.pptx
1. What element is the video taking about? carbon
2. Where do plants get carbon?
air, a little from the soil
3. Where do herbivores get carbon?
from eating plants
4. Where do carnivores get carbon?
from eating herbivores
5. Where do omnivores get carbon?
from eating plants and animals
6. How does the soil get carbon?
from decomposition
Return to engage question: Where does recycling happen in nature? Students responses should relate to carbon at this point.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
The students will play the game, Carbon Adventures: A game to teach the carbon, in groups of 4-5 and will each complete the game worksheet
http://gk12.asu.edu/Lessons/Life_Science/Carbon/Carbon_Cycle_Game_Worksheet.doc.
Carbon Adventures: A Game to Teach the carbon cycle
Teacher needs to print out resources ahead of time, game board, student resources, etc.
Directions for playing the game are included in the resource.
Alternative method: Play the game as a class, designate each team(group of 4-5)by a different color, and display the game board on the white board. Students will
complete worksheet individually, but would move on the board as a team. Use magnets, for the game pieces and students could come up to the board to draw
cards and move their pieces.
Students will turn in their worksheets at the end of class.
Teacher can grade/score and give back the next day for feedback.
Homework:Carbon Cycle Questions.docx
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Teacher will start with Reinforcement video:Study Jams: Carbon Cycle
Have students answer the Study Jams: Carbon Cycle Questions for the video as a formative assessment, then exchange papers, check answers and return to students.
Please note Question 5 is not totally correct, there are two possible answer choices, but B is the best answer.
1. What causes the heat that we feel on a hot sunny day? The greenhouse effect
2. Which organisms take in carbon dioxide? trees
3. How does carbon get cycled back into the earth? Through decomposers
4. How does carbon dioxide cycle back and forth between plants and animals?Always breathe out carbon dioxide and plants take in carbon dioxide
5. What happens to carbon that has been in the soil for millions of years? It turns into fossil fuels like oil and coal
6. What happens when gases, like carbon dioxide, get trapped in the atmosphere? The temperature of the planet rises
7. Which of the following adds to the greenhouse effect and global warming? The burning of too much fossil fuel
Student will then take Cornell notes from the Carbon_Cycle Notes.ppt
page 2 of 4 Step 1: Demonstrate to students how to take Cornell notes. Next students will take Cornell notes from the power point presentation. Carbon_Cycle Notes.ppt
Step 2: Explain to students that they must take Cornell Notes throughout the Carbon Cycle Notes PowerPoint.
Step 3: Review the Cornell notes with the students.
Step 4: Have students share their understanding of the carbon cycle using their notes as a reference.
NOTE: If Photosynthesis and Cellular Respiration Molecular Model Sets are available (from Megamolecules and be purchased from Amazon, etc.), have students build
molecules to reinforce the recycling of matter, specifically the carbon. *Use visuals for students to see.
Some possible visual choices
Carbon cycle Visual 1
Carbon cycle Visual 2,
Carbon cycle Visual 3 ,
Carbon cycle Visual 4
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
The Teacher will print out a the illustration and instructions, Carbon Cycle Model Instructions.docx, for each student.
Students will use the illustration, Carbon Cycle Model Sheet.doc, to create a model of the carbon cycle. They must label and explain what is happening at each
section.
Use the Carbon Cycle Model Rubric to grade the students' models. The rubric is included in the attachment section.
Students will write short answers to describe the relationships of carbon within the carbon cycle. The Tracing Matter Questions.docx can be printed or written on the
board.
Summative Assessment
Post summative questions/prompts Tracing Matter Questions.docx in room, on the board, etc. at the beginning of the lesson and leave up until lesson is complete.
Students will answer two of the Tracing Matter essay questions which will demonstrate their understanding of the Carbon Cycle. Rubric for Tracing Matter is
included in the attachment section.
Video questions study jam questions.docx
Students will create a model of the Carbon cycle by labeling and giving brief descriptions of CO2 on the provided picture.
Carbon Cycle Model Instructions.docx Carbon Cycle Model Sheet.doc
Formative Assessment
Post summative questions/prompts, Tracing Matter Questions.docx, in the classroom, on the board at the beginning, of the lesson, and leave up until lesson is
complete.
Check students' understanding, during the lesson, through questioning, observations, student questions, and misconceptions.
Looking for student understanding that:
carbon changes forms-Law of Conservation of Mass-through out the cycle but is never destroyed, always reused.
The importance of this element in life on Earth.
the exchanges that are going on in each phase of the cycle. ex: animals breath in O2 and breath out CO2.
Feedback to Students
Provide immediate feedback so as to correct misconceptions or to enhance understanding of the concepts. Try to be positive and guide students in the right
direction without giving them the answer.
May need to suggest additional resources such as their textbook, another video or to repeat a video.Another video in cartoon explanation
http://www.neok12.com/php/watch.php?v=zX670b656f7c786e7d674f63&t=Carbon-Cycle
Graded response, both by teacher and by students, answer of questions.
During Think-Pair-Share activity, students give and receive feedback from each other.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For Model:
Teacher could provide a carbon cycle model illustration with some explanations or prompts already on it. ex: What do plants absorb?
Teacher could provide a carbon cycle model illustration with fill in the blanks sections. ex: plants take in _____
For written response:
Teacher could allow students to use their notes
Teacher could allow students to use their model
Remember to follow student accommodations such as:
small group
work with peer
repeating instructions
instructions read aloud
extra time
There is always the option for one on one help also.
Extensions:
Very creative students may prefer to draw their own cycle with the components, which is fine as long as they include all of the same sections.
page 3 of 4 Students could choose from one of the following project suggestions to elaborate and explain how carbon travels throughout the various stages of the ecosystem.
a) Narrate a video(by someone else) explaining, live or recorded electronically. what is going in the carbon cycle
b) Write an explanation story or comic explaining what is going on in the Carbon Cycle.
c) Create a PowerPoint or movie with voice, explaining how the carbon cycle works.
d) Create a tri-fold brochure that explains each component of the carbon cycle including pictures.
e)an advertising theme, like most brochures are, about the importance and benefits of carbon through out the various stages of the cycle.
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Speakers/Headphones, Adobe Flash Player, Adobe Acrobat Reader, Microsoft
Office, Computer Media Player
Special Materials Needed:
Access to YouTube videos. May need to down load/save prior to instruction if your school does not have access.
SOURCE AND ACCESS INFORMATION
Contributed by: Mark Avery
Name of Author/Source: Mark Avery
District/Organization of Contributor(s): Marion
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.L.18.3:
Description
Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and
between organisms and their physical environment.
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
page 4 of 4