Western Massachusetts Green Curriculum Project
Climate Change – Co-op Power
The Carbon Cycle
O ver vi ew of Lesson - This unit explains the carbon cycle, describes the way it works and
discusses the implications of human actions on the natural carbon cycle.
Goals of this Unit:
1. Create an understanding of the carbon cycle and the human effect on it
2. Generate awareness of the kinds of activities that are unbalancing the cycle
3. Provide students with information necessary for them to take actions that will mitigate
human effects on the carbon cycle.
A w ar eness – Connecting with Learners’ Prior Knowledge:
(Resources from www.carboncycle.biz and www.uwsp.edu)
Learners read the below text on the carbon cycle and the engage in a debate.
The carbon cycle is a complex Earth system that has gone on for millions of years. Over the last
100 years human activity has created a serious imbalance in this essential Earth system.
Carbon dioxide (CO2) is recycled in plants,
water, and rocks – taken in and given out in a
continuous cycle. Land plants and animals
take in CO2 and give off oxygen, while humans
and animals do the opposite. Plant life in the
oceans, lakes and other waterways use
photosynthesis to turn dissolved CO2 into
oxygen. At the Earth's north and south poles,
cold seawater is especially accepting of CO2
making, the substance soluble. In addition, the
circulation of the ocean and surface wind
currents from the Gulf Stream drive surface
water to great depths and distances,
circulating CO2 throughout the oceans. The
weathering of carbon-containing rocks on land
that runoff into the streams and oceans also
add to the carbon cycle.
C
O
2
i
s
Western Massachusetts Green Curriculum Project
When using this material, please credit the Workforce Competitiveness Trust Fund,
the Franklin/Hampshire Regional Employment Board
and the Green Curriculum Project.
1
a
l
s
o
s
t
Western Massachusetts Green Curriculum Project
Climate Change – Co-op Power
The threatening parts of the natural carbon cycle are the parts
that are not natural at all. The burning of fossil fuels when we
use gasoline and diesel fuel to power our cars, trucks, and
machinery and when we operate coal fired and natural gas
fired power plants to make electricity has created an imbalance
in the carbon cycle. Releasing carbon that has been stored in
fossil fuels for millions of years overloads the atmosphere and
throws the carbon cycle out of balance.
Besides burning fossil fuels, people have also released longstored carbon through deforestation and industrial agriculture.
When carbon builds up on the atmosphere, it traps in heat
causing global warming. Since it has taken decades for the
carbon cycle to become out of balance, it will also take decades
for people to reverse the effects of global warming. This is
assuming an earnest effort is made to reverse the effects.
Using alternative fuels and particularly those created with
renewable energy such as solar, wind and water sources will
help the carbon cycle to get back in sync. Without these efforts,
however, the natural carbon cycle will continue to erode
causing serious climate change and geographical disruption.
Debate
Ask groups to take on one of these positions and prepare to debate the other teams:
Position #1: No Problem
Your team believes there is no such thing as global warming and climate change. Carbon levels
and temperatures rise and fall in long cycles. There is no problem here. The oil companies and
politicians have just pumped this whole thing up to get more money from us.
Position #2: A Problem, but not Urgent
Your team believes there is a problem, but it's not as serious as some people think. Scientists will
develop the technology we need to solve the problem. It's just a matter of waiting to see what
they come up with. It's ridiculous to think about changing how a society works. It's just not
possible that people will stop driving their own cars or decide to just stop using so much energy.
Western Massachusetts Green Curriculum Project
When using this material, please credit the Workforce Competitiveness Trust Fund,
the Franklin/Hampshire Regional Employment Board
and the Green Curriculum Project.
2
Western Massachusetts Green Curriculum Project
Climate Change – Co-op Power
Position #3: No Time to Waste
Your team believes the earth is in crisis, in fact, we're at one of the most critical stages in human
history from an ecological, economic, political and social perspective. You have evidence that
climate change is already happening, and affecting the poorest communities around the world the
hardest. You believe we must take action now to reduce our energy use, reduce our fossil fuel
use, and build clean energy resources that will benefit everyone, including the most vulnerable in
our communities.
Hold a debate:
o Ask each group to make their opening statement.
o Ask each group to raise a challenge to one point raised by another group and give the
challenged group an opportunity to respond. (Repeat until each group has had an
opportunity to raise one challenge to each of the other two groups.)
o Brainstorm a list of things all three groups might agree on. Check for agreement.
o Brainstorm a list of the key points of difference. Check to see if they are points of
difference.
o Ask all three groups if they would support each of the following activities:
o government incentives for renewable energy,
o government support for conservation and efficiency, or
o investment in new renewable energy technologies.
o Thank everyone for participating.
Attitude – Exploring Learners’ Interpretations of Information:
Group Discussion
What did you learn from this debate? Have your ideas or beliefs changed in any way?
Writing Assignment
Learners write short responses in response to these questions.
1) What other information have you heard about global warming and climate change?
2) People believe things for one of four reasons:
a) It fits into all the unconscious things you believe about the world or about yourself, usually
things you started believing when you were a child, usually coming from a powerless
position... like “I'll never do well” or “Rich people are out to get you.” or “Politicians are
Western Massachusetts Green Curriculum Project
When using this material, please credit the Workforce Competitiveness Trust Fund,
the Franklin/Hampshire Regional Employment Board
and the Green Curriculum Project.
3
Western Massachusetts Green Curriculum Project
Climate Change – Co-op Power
corrupt.”
b) It's a part of your religion. Your family and people in your community believe it. OR
Someone you respect told you, and is sounds reasonable to you.
c) It has been proven scientifically. There has been research done and the data shows it to
be true.
d) You choose to believe it because that belief produces the results you're looking for in your
life.
How do you decide what's true about Climate Change and Global Warming?
3) What do you know is true about Climate Change and Global Warming?
A ct i on – Learners Taking Action/Integrating Information:
Learners write answers to these questions and then discuss their answers in pairs.
Assuming it's time now to reduce our energy use, transition over to local clean energy and create a
more sustainable and just energy future...
1. What do you plan to do differently in your home?
2. What do you plan to do differently at work?
3. What will you help make happen in your community?
Western Massachusetts Green Curriculum Project
When using this material, please credit the Workforce Competitiveness Trust Fund,
the Franklin/Hampshire Regional Employment Board
and the Green Curriculum Project.
4