Download Carbon cycle - Nuffield Foundation

Nuffield STEM Futures
Climate Change
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Lesson 1:
Carbon cycle:
Introductory
film 12
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Activity 1.1: Building an action model
of the carbon cycle
Learning outcomes
You will be able to:
• Explain the main processes in the carbon cycle
and the links between them.
• Demonstrate understanding of the carbon
cycle using an action model.
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Activity 1.1: Building an action model
of the carbon cycle
Why is carbon important? Write two or three
sentences that describe how carbon is involved
in each of these processes.
1. Respiration
2. Photosynthesis
3. Decomposition
4. Combustion
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Activity 1.1: Building an action model
of the carbon cycle
© Nuffield Foundation 2010
Activity 1.1: Building an action model
of the carbon cycle
Group A Carbon stores (4 pupils): need a bag of 8
carbon beads and an instruction card.
Group B Natural processes (7 pupils): need instruction
cards to show how carbon is moved around in the
carbon cycle.
Group C Sunshine (1-4 pupils): do not need cards or
beads. This group makes sure the carbon moves around
as it should to make the model work.
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Activity 1.2:
Predicting changes in the carbon cycle
Learning outcomes
You will be able to:
• Use an animated model to make predictions.
• Show how humans are affecting the carbon
cycle.
• Suggest how humans can intervene to reduce
the amount of carbon dioxide in the
atmosphere.
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Activity 1.2:
Predicting changes in the carbon cycle
Carbon cycle animation link:
http://www.nuffieldfoundation.org/futures-animations
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Activity 1.2:
Predicting changes in the carbon cycle
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Lesson 1: Plenary
Discuss:
1. Which of the two models did you find easier to
understand? Why?
2. Which are the key parts of the carbon cycle that
humans are affecting?
3. What actions should humans take to restore the
balance of the carbon cycle?
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Lesson 2:
Exploring global
warming:
Introductory
film 13
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Activity 2.1:
Is carbon dioxide a greenhouse gas?
Learning outcomes
You will be able to:
• Use a laboratory model to illustrate a scientific
phenomenon.
• Explain how evidence from a laboratory model
supports the theory that CO2 causes global
warming.
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Activity 2.1:
Is carbon dioxide a greenhouse gas?
1. What do the
components of this
model represent?
2. What do you expect to
happen after 20 mins?
3. What do the results
suggest?
4. How could this model
be improved?
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Clamp stand
Plasticine
Temperature probe
1.5 litre bottle
Datalogger
Lamp must be the same
distance from each bottle.
Activity 2.2:
What is the evidence for global warming?
Learning outcomes
You will be able to:
• Collate and summarise scientific evidence from
text, charts and graphs.
• Identify evidence that the concentration of CO2 in
the atmosphere is increasing and that it is having
an effect on the global climate.
• Describe some of the possible effects of climate
change.
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Activity 2.2:
What is the evidence for global warming?
Carbon dioxide and climate change
Pupil activity Part 1 of 2
a. In your group, read the case study you have been given.
Examine the graphs and tables.
b. Write two questions that can be answered using the
information in the text.
c. Write three questions that can be answered using the
data in the tables or graphs. Make a note of the
answers to your questions (record answers to your
questions).
d. Agree a single statement summarising the most
important information shown by the data.
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Activity 2.2:
What is the evidence for global warming?
Carbon dioxide and climate change
Pupil activity Part 2 of 2
e. Choose some data to support your summary statement.
f. Swap your recording sheet and case studies with one
other group.
g. Answer each other’s questions. Check the answers to
the questions with the other group.
h. Discuss your summary statements and supporting data
with the other group. Make any changes suggested by
the other group.
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Lesson 2: Plenary
Discuss:
1. Do you think that global warming will have a
major impact on your life in the future?
2. What do you think the main changes might be?
3. What do you think we should do about it?
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Lesson 3:
Carbon
footprints:
Introductory
film 14
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Lesson 3
Carbon footprints
Learning outcomes
You will be able to:
• Use an electronic carbon calculator.
• Make estimates of carbon footprints for
familiar activities.
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Activity 3.1
What’s your carbon footprint?
Carbon cycle animation link:
http://www.nuffieldfoundation.org/futures-animations
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Activity 3.1
What’s your carbon footprint?
Carry out the tasks in the ‘Footprint calculator’
spreadsheet.
To discuss:
How does your ranking of activities compare with other
people’s?
What would be the easiest and the most difficult
activities to change to reduce the carbon footprint?
What are the main difficulties in working out an
individual’s carbon footprint?
What additional information would you need to calculate
an individual’s carbon footprint for a year?
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Activity 3.2
One Earth
National carbon footprints: Carbon dioxide emissions by nation, 2004
30
Per capita CO2 emissions
(tonnes per year)
Thousand million
tonnes of CO2
10
5
20
15
10
5
0
0
UK
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25
India
China
USA
UK
India
China
USA
Activity 3.2
One Earth
Entering a formula into Excel
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Lesson 3: Plenary
Discuss:
1. Do you think that the closed loop solutions that
you have come up with are realistic and fair?
2. What would be the main obstacles?
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Lessons 4 & 5:
Wind farm:
Introductory
film 15
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Activity 4.1:
Installing a wind farm
Learning outcomes
You will be able to:
• Use a project management tool.
• Assemble a 3D exhibition to communicate closed
loop ideas to a specific audience.
• Produce and work to a plan for a group project.
• Justify a wind farm referring to closed loop
theory.
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Activity 4.1:
Installing a wind farm: the challenge
You need to convince your community of the value of
installing a wind farm.
Overview of the challenge
a. Identify a suitable community for wind-powered
energy in your region (roughly 5000 people).
b. Work out how many wind turbines you would need to
supply them with energy.
c. Identify the site(s) where the turbines might be
located.
d. Plan an exhibition for the town hall to gain public
support for your proposal.
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Activity 4.1:
Installing a wind farm: exhibit brief
a. Construct an exhibit proposing a wind farm site in
your area. Design the exhibit to be displayed in a 3D
cabinet measuring 60 cm x 60 cm x 30 cm.
b. The exhibit must display accurate STEM information
and data (research into turbines is needed).
c. The exhibit must include a map showing where the
turbines would be located in your borough. Justify
your choice of sites for the turbines.
d. The exhibit must aim to convince local people of short
and long term benefits, by referring to closed loop
ideas.
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Activity 4.1:
Installing a wind farm: criteria
1. Your project will be judged on how effectively you
organise your work. The following criteria will be used
to judge your group’s work:
2. Did you produce a clear project plan?
3. Was everyone in the team given an appropriate role?
4. Did the planning of tasks allow the group to carry out
the exhibit brief provided?
5. Did everyone finish their tasks on time?
6. Did other members of the group help when people
fell behind?
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Activity 4.1:
Installing a wind farm: planning
a. Choose from planning tools 1 and 2 to plan
the work on your exhibit.
b. Once you have made your plan, swap
feedback on your plans with another group.
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Activity 4.1:
Installing a wind farm: planning tool 1
Plan your project by deciding:
What needs to be done?
Who will carry it out?
By when?
(WWW)
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Activity 4.1:
Installing a wind farm: planning tool 2
Create a timeline of what everyone is doing at each
stage in the process.
Name
CE
JK
Etc.
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0-20 mins
20-40 mins
40-60 mins
60-80 mins
80-100 mins
Activity 4.1 Installing a wind farm:
Giving and receiving feedback
a. Pair up with another group to give and receive
feedback on the success of your group’s
planning and carrying out.
b. Refer to the criteria and exhibit brief when
giving feedback.
c. Back in your own group, write down three key
points for how you could improve your planning
and how you carry out a group project.
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Lessons 4 & 5: The wind farm
Plenary
Discuss:
1. Do you think that renewable energy can provide
for the world’s needs in the Future
2. What would be the main obstacles?
3. Do you have any other solutions?
Use your Learning Nutshell to record your thoughts
about this pod.
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© Nuffield Foundation 2010
Lessons 4 & 5:
Carbon neutral
community:
Final film 16
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