FIRE IN SOUTHERN ECOSYSTEMS
WHAT IS THE ROLE OF FIRE IN THE CARBON CYCLE?
Students will learn the role of fire in the carbon cycle and the importance of nutrient
cycling to life. Note: It is recommended that students first complete the Fire
Adaptations and the Cycles Behind the Scenes activities.
Theme
Subjects
Grades
Objectives
Method
Location
Materials
Duration
Assessment
The carbon cycle is one of the key natural cycles of the earth, and forest
fires are an important part of this cycle.
Science, English Language Arts
6–12
Students will learn about the carbon cycle and the role of fire within that
cycle.
Students will learn by traveling through the general carbon cycle and then
through a southern forest carbon cycle as a carbon atom.
In the classroom
Paper to make signs for the carbon cycle stations, copies of the cards
provided at the end of the lesson
45 minutes
Assessment questions for grades 6–12 are provided.
Getting Ready
Make copies of the Background Reading
and have students read the material prior
to the activity. Create signs for the
Carbon Cycle Reservoir Stations: (Part
1) atmosphere, forest, ocean, and fossil
fuels; (Part 2) longleaf pine trees,
palmetto and oak shrubs, grasses and
wildflowers, animals, and atmosphere.
Copy and cut out the Activity Cards
(starting cards, process cards, lightning
strike cards, and wildfire cards) for Parts
1 and 2 of this activity (cards are
supplied with the lesson). You will need
one starting card and one lightning strike
card for each student for each part of the
activity. For Part 1, you will need a
minimum of 16 process cards (4 of each)
for each station. For Part 2, you will
need a minimum of 12 (3 of each). The
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atmosphere cards should be placed at the
atmosphere station and so on. Mix each
stack of process cards well.
Set up the stations for Part 1 by placing
signs around the room to identify the
reservoirs within the carbon cycle. Place
the appropriate card stacks at each
station. After Part 1 is complete, you
will set up new stations for Part 2 with
new labels and new cards.
Background
Carbon is the basic building block of
life. All living organisms need carbon to
create the molecules that form their
bodies (proteins, carbohydrates, fats,
etc.). The total amount of carbon on
earth remains constant and is exchanged
between living and nonliving things
through the carbon cycle.
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In the carbon cycle, there is a regular
exchange of carbon between plants,
animals, the ocean, and the atmosphere.
Plants absorb carbon as carbon dioxide
from the atmosphere and transform it
into plant food through the process of
photosynthesis. Animals absorb carbon
into their bodies by eating plants or other
animals for energy and growth. Both
plants and animals release carbon
dioxide into the atmosphere through
respiration (also known as breathing in
animals).
Carbon dioxide is a greenhouse gas (one
of the gases that helps trap heat within
our atmosphere). Greenhouse gases are
important because they keep the planet
warm enough to sustain life on earth.
However, an increase in greenhouse
gases can trap additional heat in the
atmosphere resulting in increased
temperatures.
When plants and animals die,
decomposition usually releases the
carbon held in their bodies back into the
atmosphere. Sometimes decomposition
cannot occur due to a lack of oxygen
(e.g., something is buried in mud), which
causes carbon to remain in the ground
and become fossil fuel (e.g., coal or oil)
over many millions of years.
In the carbon cycle, as in other cycles,
there are reservoirs where carbon is
held. Carbon moves between these
reservoirs. The major reservoirs are the
atmosphere, the ocean, some rock
formations, and large expanses of
forests. When a reservoir is disturbed,
carbon is released into the atmosphere as
carbon dioxide. Burning fossil fuels
(e.g., coal and oil) takes carbon from the
ground and puts it into the atmosphere.
Forest fires do the same thing, since the
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wood in trees represents a large store of
carbon. When a forest burns, carbon is
released from the plant material in the
form of ash and carbon dioxide.
The Activity
Part 1. The Carbon Cycle
Step 1: Through a combination of class
discussion and background reading,
make sure the students have a basic
conceptual understanding of the carbon
cycle and of the process in which they
will participate.
Step 2: Explain that each student will
play the role of a carbon atom and walk
through the carbon cycle between the
reservoirs. Hand one starter card to each
student. For the ocean and forest
reservoirs, divide the starter cards as
evenly as you can among the students.
Students will move to the appropriate
station based on the card they receive.
The starter cards designate the status of
each carbon atom at each station at the
beginning of the activity only.
Step 3: Tell students to discard their
starter cards, draw a process card from
the stack at the station, and then read and
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follow its instructions (either stay in
place or move to one of the other
stations).
To keep the activity orderly, follow
these two instructions:
 Students should place their process
cards at the bottom of the stack before
they move.
 Students should only move when
given an agreed-upon signal so that
everyone moves at the same time.
Step 4: Make sure all students are in the
appropriate place at the end of the first
round before announcing that each
student should draw a card and go again.
In other words, repeat Step 3.
Step 5: Repeat Step 3 three to five times
until you are comfortable that the
students understand the following points:
 The total amount of carbon on earth
is finite.
 Carbon moves through different
phases of its cycle, always remaining
as a form of carbon.
 Reservoirs represent carbon stores
within the cycle.
 Fossil fuels, when removed from the
ground and burned, put carbon from
the ground into the air as carbon
dioxide, thus increasing the amount
of CO2 in the atmosphere.
 As the world population increases, it
is expected that more fossil fuels will
be burned resulting in more CO2 in
the atmosphere.
Hold a brief class discussion on these
points before moving on to the next part
of the activity.
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Part 2. The Carbon Cycle and Forest
Fires in the Southeast
Part 2A. Natural Fire Cycle in the
Southern Pine Ecosystem
This part will focus on forest fires in the
South, and the students will now play the
role of either plants and animals or the
atmosphere.
Step 1: Create five new stations: longleaf
pine trees, palmetto or oak shrubs,
grasses and wildflowers, animals, and
atmosphere. Place stacks of process
cards for Part 2A at each station.
Step 2: Hand one starting card to each
student. Students will move to the
appropriate stations based on the cards
they receive. Begin the carbon cycle as
before, with each student drawing a
process card from the stack and
following the directions on the card.
The first couple of rounds will represent
the forest under natural conditions, with
fires every few years. Run one or two
rounds under these conditions.
Step 3: After two to three rounds, shout,
“Lightning strike!” and hand red
lightning strike cards to students who are
at the grasses and wildflowers station.
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They will all move to the atmosphere as
a result of a fire caused by the lightning.
Step 4: Run two to three more rounds so
that the grasses and wildflowers once
again build up their numbers. Tell the
students that each round represented 1
year.
appropriate stations based on the cards
they receive. Begin the cycle as before,
with each student drawing a process card
from the stack and following the
directions on the card.
Step 5: Shout, “Lightning strike!” again
and hand red lightning strike cards to the
students who are grasses and
wildflowers. As a fire sweeps across the
landscape, they will all move to the
atmosphere.
Step 6: Hold a brief discussion to ensure
that the students understand the
following points:
 Lightning is a regular feature of the
landscape and starts fires.
 Grasses and wildflowers burn but
quickly regrow from seeds and
rhizomes due to increased soil
nutrients and sunlight.
 Trees (longleaf in particular) are
adapted to survive in place.
 Carbon naturally cycles back and
forth from the atmosphere to the
vegetation and then back again.
Part 2B. Fire Suppression and Wildfire
Fire is now suppressed by putting it out
before it becomes widespread in the
forest. As a result, there will be a
buildup of shrubs and dead wood.
Explain that each round will now
represent 5 years.
Step 1: Remove at least half the existing
cards for grasses and wildflowers and
animals and replace them with the
process cards for Part 2B.
Step 2: Hand one starting card to each
student. Students will move to the
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Step 3: Run three rounds to represent 15
years. By this time, most students in the
forest will be either longleaf pine trees
or palmetto or oak shrubs with few to no
grasses and wildflowers and few to no
animals (dead wood builds up in the
absence of regular fire).
Step 4: Shout, “Wildfire!” and hand out
red wildfire cards to all of the students
that are plants (including the trees) and
to half of the animals. This is a
catastrophic wildfire, which causes
destruction of the forest community due
to the huge buildup of fuels. Shrubs,
trees, and dead wood produce conditions
for a very hot fire that burns most
everything. Many animals are displaced
because the fire burns so hot. A large
quantity of carbon is transferred to the
atmosphere at one time.
Discussion
End the class with a discussion of the
differences between fires that occur on a
natural cycle and catastrophic wildfires.
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What is the impact they have on the
forest communities and on the amount of
carbon being transferred to the
atmosphere? Do the students think this
would affect climate change? How do
reforestation efforts affect the carbon
cycle? Talk briefly about the benefits of
prescribed fire (it mimics natural fire
return intervals, which keeps the forests
healthy, and it reduces fuel loads, thus
lowering the risk of catastrophic
wildfire). Refer to the material in the
Educator Background to explain how a
prescribed fire mimics the natural fire
return intervals of forests in the South.
Note: Most wildfires today are caused
by the careless or deliberate actions of
people.
discuss how this could impact natural
fire regimes in the South.
 Using videos and PowerPoints
available on the FISE website as well
as the material in the Educator
Background, have the students study
how a prescribed fire is implemented,
and use this material as the basis for a
class debate about this statement:
Prescribed fire is dangerous and can
lead to the destruction of houses. It
should be banned by state law.
 Discuss the role of forests in the
carbon cycle through the chemical
equations of respiration,
photosynthesis, and fire.
Resources
Fact Sheet on Carbon Cycling, The
Wilderness Society
http://wilderness.org/files/Primer-CarbonCycling.pdf
Wildland Fire Lessons Learned Center
http://www.wildfirelessons.net/home
Carbon on the Land and in the Oceans, The
Modern Carbon Cycle
http://earthobservatory.nasa.gov/Features/Ca
rbonCycle/carbon_cycle2001.pdf
Related Activities
Fire Adaptations
Fire and the Southern Pine Ecosystem
Cycles Behind the Scenes
Burned Area Scavenger Hunt
Enrichment
Grades 9–12
 Have students discuss the concept of
carbon sequestration as a means of
reducing atmospheric carbon.
Students can research this topic
online. Have students propose how a
carbon bank would work in the
Southeast and the role that fire would
play.
 Scientists believe that global climate
change may result in longer and more
frequent droughts. Invite students to
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Background Reading: What is the Role of Fire in the Carbon
Cycle?
Everything on earth is composed of almost 100 naturally occurring elements. About 30 of
these elements are important to the existence of life as we know it. All elements exist in 1
of 3 interchangeable states: solid, liquid, and gas. As elements change state and combine
or separate into different molecules, they behave in a cyclic fashion. In other words, they
change in a predictable way that repeats itself over and over again. There is a finite
amount of each of these elements that has remained constant since the earth first formed.
Carbon is one of the elements that is essential to life and has a cycle that we can easily
describe. Fire plays a pivotal role in this cycle.
As a solid, carbon forms the molecular backbone of organic molecules (e.g., proteins,
carbohydrates, and fats), which are the primary building blocks of living organisms. In its
gaseous state, carbon can bond with oxygen to form carbon dioxide, also known as CO2
(2 atoms of oxygen and 1 atom of carbon). Carbon dioxide is what all living things
exhale and is a naturally occurring gas in our atmosphere. Carbon dioxide can also
dissolve in water (it is used to make soda) allowing carbon to also exist in a liquid state.
Trees and other forest plants are
largely made up of molecules
containing carbon, oxygen, and
hydrogen atoms. As forests grow,
the plants transform carbon dioxide
from the air into plant material
through the process of
photosynthesis. The carbon atoms
that become part of the plant stay
within the plant until the plant dies.
For this reason, forests are often
considered reservoirs or sinks for
carbon, because they can absorb
large amounts of carbon from the
atmosphere and hold it for long
periods of time. When the plants die,
their carbon content is released back
Source: Dickinson College COP15 Course Student Blog
into the atmosphere by the actions of
insects, fungi, and bacteria. When oxygen is not available to these decomposers, the plant
material can become trapped in the earth and, over millions of years, it forms fossil fuels
such as coal, oil, and natural gas (also considered carbon reservoirs). Deforestation and
large forest fires are two ways that forest plants die and release carbon dioxide back into
the atmosphere.
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Background Reading: What is the Role of Fire in the Carbon
Cycle? (continued)
When a forest burns, carbon is released from the plant material in the form of ash and
carbon dioxide. Carbon dioxide is a greenhouse gas because it is one of the gases that
helps trap heat within our atmosphere. Greenhouse gases are important as they keep the
planet warm enough to sustain life on earth. An increase in greenhouse gases, however,
can trap additional heat in the atmosphere resulting in increased temperatures. This is
called global warming.
Scientists believe that
increased temperatures may
also have additional climatic
impacts around the globe such
as changes in wind and rain
patterns. Scientists who study
climate change examine the
potential sources and impacts
of increased greenhouse gases
in the atmosphere.
In the southeastern United
States, many areas were once
Source: State of Washington, Department of Ecology
vegetated by the southern pine
ecosystem that was dominated
by longleaf pine and wiregrass. This ecosystem burned every 1–3 years. Under natural
conditions, these fires would normally be caused by lightning during the growing season
between March and June of each year (see the Fire Adaptations and Fire and the
Southern Pine Ecosystem activities for information on plant adaptations and the
importance of fire). Pines, grasses, wildflowers, saw palmetto, and various oaks are
important components of these communities. When fires occur at natural intervals, dead
vegetation (such as pine needles, branches, and wood) is burned, but larger plants and
trees are able to survive. The fire essentially cleans up the forest of fuel. When fire
regularly occurs, the dead debris does not have a chance to build up.
Due to people’s fear of fire, fire suppression became the dominant policy in the United
States in the 1940s and lasted well into the 1990s. When fire is suppressed in fire-adapted
ecosystems, fuels build up (examples are pine needles, dense growth of shrubs, and fallen
trees and dead wood). Then, when a fire does happen, it can be very severe, killing trees,
other plants, and wildlife. This occurred in 1998 in Florida when there were thousands of
out-of-control catastrophic wildfires. The intense heat from a catastrophic wildfire can
damage the ecosystem by cooking the upper layers of the soil and by slowing down
healthy regrowth of the forest after the fire.
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Background Reading: What is the Role of Fire in the Carbon
Cycle? (continued)
Today, fire is seen by land managers and many others as a positive force, and is
encouraged under controlled conditions with highly trained personnel in a process called
prescribed (or controlled) burning. Prescribed burns are used to maintain the health of a
fire-dependent ecosystem and to restore a natural fire cycle to areas where fire has been
suppressed. Prescribed burns are implemented by teams of highly trained staff to mimic
the natural fire regime of a plant community. For example, about two million acres in
Florida are treated with prescribed fire each year.
Each of the three different types of wildland fires release carbon into the atmosphere:
prescribed fire, wildfire, and wildland fire use. However, prescribed fires and wildland
fire use provide benefits to fire-adapted ecosystems and are less intense, which allows
trees and many plants to survive. After these
fires, there is rapid regrowth of grasses,
flowers, low-growing shrubs, and pine tree
seedlings. The new plants quickly begin
reabsorbing carbon back from the atmosphere.
On the other hand, wildfires are difficult to
control and difficult for ecosystems to recover
from—trees are killed and regrowth of the
forest is much slower. Forests with heavy fuel
loads contribute to the occurrence of
catastrophic wildfires and store a large
quantity of carbon, which is sent into the
atmosphere by a fire. Catastrophic wildfires
are viewed as contributors to climate change.
When considering the impact of forest fires on the level of carbon dioxide in the
atmosphere, it is important to weigh the benefits and impacts that fires have on
ecosystems and the atmosphere. Southern pine ecosystems are naturally very flammable,
so it is not a question of if a fire will happen, but when. Catastrophic wildfires,
particularly in areas where there are heavy fuel buildups, are usually damaging to the
ecosystem and can contribute large quantities of carbon dioxide to the atmosphere.
Prescribed fire, on the other hand, mimics a natural fire regime, is carefully planned and
conducted to minimize impacts to ecosystems, produces much less smoke than a wildfire,
and helps to maintain wildlife-friendly and healthy forests. In short, prescribed fire is
safer, cheaper, and better for the ecosystem than the alternative, wildfire.
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Activity Cards
Starting Cards for Activity Part 1: The Carbon Cycle
Print enough cards so that each student has one to start the activity. Hand one card to
each student. Students will move to the appropriate reservoir station based on the card
they receive.
Fossil Fuel Reservoir
Coal
Atmosphere Reservoir
Carbon Dioxide in the Air
Ocean Reservoir
Phytoplankton
Forest Reservoir
Plant—Tree or Shrub
Ocean Reservoir
Animal—Herbivore or
Carnivore
Forest Reservoir
Animal—Herbivore or
Carnivore
Ocean Reservoir
Decomposer
Forest Reservoir
Decomposer
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Process Cards for Activity 1: The Carbon Cycle
Print and cut out 16 cards (2 sheets of each) for each reservoir station. For example, place
all of the cards that say atmosphere as a mixed stack at the atmosphere station.
Atmosphere
Your carbon atom is taken up from the
atmosphere by a tree, shrub, or
wildflower through the process of
photosynthesis. Go to the forest.
Atmosphere
Your carbon atom is taken up from the
atmosphere by a tree, shrub, or
wildflower through the process of
photosynthesis. Go to the forest.
Atmosphere
Your carbon atom is taken up from the
atmosphere by a tree, shrub, or
wildflower through the process of
photosynthesis. Go to the forest.
Atmosphere
Your carbon atom is taken up from the
atmosphere by a tree, shrub, or
wildflower through the process of
photosynthesis. Go to the forest.
Atmosphere
Your carbon atom is taken up from the
atmosphere by phytoplankton in the
ocean through the process of
photosynthesis. Go to the ocean.
Atmosphere
Your carbon atom is taken up from the
atmosphere by phytoplankton in the
ocean through the process of
photosynthesis. Go to the ocean.
Atmosphere
Your carbon atom is taken up from the
atmosphere by phytoplankton in the
ocean through the process of
photosynthesis. Go to the ocean.
Atmosphere
Your carbon atom is taken up from the
atmosphere by phytoplankton in the
ocean through the process of
photosynthesis. Go to the ocean.
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Forest
Your carbon atom is in a plant or
animal that has died and is taken up
by a forest decomposer (fungi or
bacteria). Remain in the forest as a
decomposer.
Forest
Your carbon atom is in a plant,
animal, or decomposer that has died
and is buried through sedimentation
to become coal (a fossil fuel). Go to
fossil fuels.
Forest
Forest
Your carbon atom is respired back to Your carbon atom is respired back to
the atmosphere by a plant, animal, or the atmosphere by a plant, animal, or
decomposer. Go to the atmosphere.
decomposer. Go to the atmosphere.
Forest
Forest
Your carbon atom is eaten by an
Your carbon atom is eaten by an
animal (an herbivore eats a plant or a animal (an herbivore eats a plant or a
carnivore eats another animal).
carnivore eats another animal).
Remain in the forest as an herbivore. Remain in the forest as an herbivore.
Forest
Your carbon atom is in a plant,
animal, or decomposer and is used
for its growth. Remain in the forest.
Forest
Your carbon atom is in a plant,
animal, or decomposer and is used
for its growth. Remain in the forest.
Fossil Fuels
You are burned as coal (after
millions of years) and go to the
atmosphere.
Fossil Fuels
You are burned as coal (after
millions of years) and go to the
atmosphere.
Fossil Fuels
Remain as coal in the fossil fuels.
(Fossil fuels can remain in the
ground for millions of years.)
Fossil Fuels
Remain as coal in the fossil fuels.
(Fossil fuels can remain in the
ground for millions of years.)
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Fossil Fuels
Remain as coal in the fossil fuels.
(Fossil fuels can remain in the
ground for millions of years.)
Fossil Fuels
You are burned as coal (after
millions of years) and go to the
atmosphere.
Ocean
Your carbon atom is in a plant or
animal that has died and is taken up
by an ocean decomposer (fungi or
bacteria). Remain in the ocean as a
decomposer.
Ocean
Your carbon atom is in an ocean
plant or animal that has died and is
buried through sedimentation to
become coal (a fossil fuel). Go to
fossil fuels.
Ocean
Ocean
Your carbon atom is respired back to Your carbon atom is respired back to
the atmosphere by phytoplankton.
the atmosphere by phytoplankton.
Go to the atmosphere.
Go to the atmosphere.
Ocean
Ocean
Your carbon atom is eaten by an
Your carbon atom is eaten by an
animal (an herbivore eats a plant or a animal (an herbivore eats a plant or a
carnivore eats another animal).
carnivore eats another animal).
Remain in the ocean as an herbivore. Remain in the ocean as an herbivore.
Ocean
Your carbon atom is in a
phytoplankton and is used for its
growth. Remain in the ocean.
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Ocean
Your carbon atom is in a
phytoplankton and is used for its
growth. Remain in the ocean.
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Starting Cards for Activity Part 2: The Carbon Cycle and Forest Fires
in the Southeast
Print enough cards so that each student has one to start the activity. Hand one card to
each student. Students will move to the appropriate reservoir station based on the card
they receive.
Longleaf Pine Trees
Longleaf Pine Trees
Palmetto and Oak Shrubs
Palmetto and Oak Shrubs
Grasses and Wildflowers
Grasses and Wildflowers
Animals—Rabbit, Armadillo, or
Bobcat
Animals—Rabbit, Armadillo, or
Bobcat
Atmosphere
Atmosphere
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Process Cards for Activity Part 2A: Natural Fire Cycle in Sandhill and
Flatwoods
Print and cut out 12 cards (2 sheets of each) for each reservoir station. For example, place
all of the cards that say atmosphere as a mixed stack at the atmosphere station.
Atmosphere
You move into a longleaf pine tree
due to photosynthesis.
Atmosphere
You move into a longleaf pine tree
due to photosynthesis.
Atmosphere
You move into a palmetto or oak
shrub due to photosynthesis.
Atmosphere
You move into a palmetto or oak
shrub due to photosynthesis.
Atmosphere
You move into a grass or wildflower
due to photosynthesis.
Atmosphere
You move into a grass or wildflower
due to photosynthesis.
Longleaf Pine Trees
You move back to the atmosphere
due to respiration.
Longleaf Pine Trees
You move back to the atmosphere
due to respiration.
Longleaf Pine Trees
You remain in the tree due to growth
of new tissue.
Longleaf Pine Trees
You remain in the tree due to growth
of new tissue.
Longleaf Pine Trees
You are eaten by an herbivore, so
you move to animals.
Longleaf Pine Trees
You are eaten by an herbivore, so
you move to animals.
Palmetto and Oak Shrubs
You are eaten by an herbivore, so
you move to animals.
Palmetto and Oak Shrubs
You are eaten by an herbivore, so
you move to animals.
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Palmetto and Oak Shrubs
You move back to the atmosphere
due to respiration.
Palmetto and Oak Shrubs
You move back to the atmosphere
due to respiration.
Palmetto and Oak Shrubs
You remain in the shrub due to
growth of new tissue.
Palmetto and Oak Shrubs
You remain in the shrub due to
growth of new tissue.
Grasses and Wildflowers
You move back to the atmosphere
due to respiration.
Grasses and Wildflowers
You move back to the atmosphere
due to respiration.
Grasses and Wildflowers
You remain inside the plant due to
growth of new tissue.
Grasses and Wildflowers
You remain inside the plant due to
growth of new tissue.
Grasses and Wildflowers
You are eaten by an herbivore, so
you move to animals.
Grasses and Wildflowers
You are eaten by an herbivore, so
you move to animals.
Animals
You are eaten by a carnivore and
remain in the animal.
Animals
You are eaten by a carnivore and
remain in the animal.
Animals
You move back to the atmosphere
due to respiration.
Animals
You move back to the atmosphere
due to respiration.
Animals
You remain in the animal due to
growth of new tissue.
Animals
You remain in the animal due to
growth of new tissue.
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Lightning Strike Fire Cards for Activity Part 2A
When it is time for a fire, hand these cards to the students who are at the grasses and
wildflowers station.
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Lightning Strike! Fire!
Wildfire Cards for Activity Part 2B
Part 2B: When it is time for a catastrophic fire, hand these cards to the students who are
at plant (pine trees, grasses, and wildflowers) or animal stations.
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
WILDFIRE!
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Process Cards for Activity Part 2B: Fire Suppression and Wildfire
Copy and cut enough cards so that you can replace at least half the existing process cards
for grasses and wildflowers and animals with these cards. This will simulate the effect of
a lack of natural fire.
Grasses and Wildflowers
Grasses and Wildflowers
There is no longer enough light left
There is no longer enough light left
for you to survive due to growth of
for you to survive due to growth of
shrubs in the absence of fire. Become shrubs in the absence of fire. Become
a palmetto and oak shrub.
a palmetto and oak shrub.
Animals
The habitat becomes unsuitable for
you due to growth of shrubs in the
absence of fire. Become a palmetto
and oak shrub.
FLORIDA FOREST SERVICE
Animals
The habitat becomes unsuitable for
you due to growth of shrubs in the
absence of fire. Become a palmetto
and oak shrub.
WHAT IS THE ROLE OF FIRE IN THE CARBON CYCLE?
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FIRE IN SOUTHERN ECOSYSTEMS
Grades 6–12 Assessment Questions: What is the Role of Fire in
the Carbon Cycle?
READING
1. The effects of fire suppression are described in the reading. What is one of the most
important effects of fire suppression? What forces in society caused fire suppression
to become the dominant fire policy in the United States? Is fire suppression still the
dominant policy? Explain.
2. Carbon is described as being very important to life. Why?
WRITING
Assume you are a carbon molecule. Write a short essay that describes one complete circle
of the carbon cycle. Describe what happens to you at each step and why it happens.
SCIENCE
What evidence is described in the article that supports the following hypothesis and what
evidence refutes (is against) the hypothesis:
“Forest fires are one of the primary causes of climate change due to the large amounts of
carbon added to the atmosphere during the fires.”
Remember that forest fires include both wildfires and prescribed fires.
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Grades 6–12 Answer Key: What is the Role of Fire in the
Carbon Cycle?
READING
1. Effects of fire suppression: One of the most important effects of fire suppression is
that wildfires become severe and very difficult to control due to the increase in fuels..
A fear of fire caused people to suppress all fires. Instead of suppressing all fires now,
some fires such as prescribed fires are even encouraged because they make the forests
safer from wildfires and a better home for animals.
Content Complexity Rating: 3
2. Why is carbon important to life? It forms the “backbone” or framework of organic
molecules, the molecules of life. When bonded to oxygen as carbon dioxide gas it is
important to the respiratory system for excretion through breathing out.
Content Complexity Rating: 2
WRITING
The cycle of a carbon molecule will likely start in the atmosphere as a gas, get taken up
by plants through photosynthesis and then go back to the atmosphere as carbon dioxide
(CO2) during respiration by the plant. The plant might also be eaten by an animal (which
may be eaten by another animal) and the carbon is passed along and released into the
atmosphere during respiration when the animal breathes. Carbon in dead plants or
animals could also get trapped in the earth and form a fossil fuel and then it is released
back into the atmosphere when the fossil fuel is burned. Carbon could also be released
back into the atmosphere as smoke from a forest fire when plants and trees burn.
Content Complexity Rating: 2
SCIENCE
Comments on stated hypothesis should include:
Catastrophic wildfires send large amounts of carbon into the atmosphere and are
definitely a problem for climate change. This supports the hypothesis.
Prescribed fires, or controlled burns, are less intense and are usually followed by rapid
regrowth of vegetation. This will allow most of the carbon released into the atmosphere
during the fire to be absorbed by the new plant material. This evidence refutes the
hypothesis.
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