Student Learning Objectives

Transcription

1 M. Slone 2018 Lesson Title: THE ROLE OF SOIL IN THE FIGHT AGAINST CLIMATE CHANGE Targeted Grade Level: GRADES 4 AND 5 MA STE Frameworks: 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. 5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth s resources and environment by changing an agricultural, industrial, or community practice or process. Lesson Overview: Through videos, discussion and hands on activities, this lesson will: 1. Introduce students to the role of carbon on earth and how our relationship with carbon has dramatically sped up the process of climate change. 2. Investigate soil and learn about its ability to store carbon. 3. Offer one way that students can act to reduce the amount of carbon going into the atmosphere. SWBAT: Student Learning Objectives 1. Students will be able give two examples of how humans have added excess carbon to the atmosphere. 2. Students will be able to explain how plant roots help add carbon to the soil. 3. Students will be empowered to act to reduce the effects of climate change. Materials Soil and Plant Investigation: Soil from forest area (lots of decaying plant matter) Soil from edge of path (mostly sand/clay) Plates (1 per group) Spoons (1 per group) Small Strainers (1 per group) Magnifiers (2 per group) Plants with roots exposed (1 per group) Carbon Cycle Role Play: 108 small black objects (buttons work well) 5 medium bowls of clear plastic 6 reservoir role play sheets 2 sets 5 boxes for movement cards Movement cards Chart Paper Markers Carbon Cycle Role Play Activity Sheet General: White Board and computer Index Cards Pencils Chart Paper Poster Paper Markers

2 Possible misconceptions All carbon in the atmosphere is bad. Plants grow by taking in water and nutrients through their roots. Climate change is a natural process and not influenced by human activity. Prior knowledge needed Students should have a basic understanding of photosynthesis and decomposition. Students should understand the difference between weather and climate. Lesson Section/Time Engage The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while preassessing prior understanding. Time: 1 hour day 1 Teacher and Student Activities (Include formative assessment) Ask the students if they have heard of climate change. Using the Frayer Model (attached) work with students to assess prior knowledge and discuss misconceptions. Watch The Carbon Cycle video Carbon Cycle Role Play Activity (adapted from California Academy of Sciences) (attached) Discuss ways that fossil fuels are used at school and at home. Explore The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding. Time: 40 minutes day 2 Watch The Soil Story: Discuss video Investigate soil/compost and plant roots: (Teacher should collect 2 soil samples: one from an area that has decaying plant matter, roots and rocks (woodland areas are best) and another from an area that has very little organic matter (the side of a walking path). Dig up a few grass plants to show root system or have students grow plants in classroom). Divide class into groups of 4 students each. Have students look at each of the soil samples and identify what they see (roots, rocks, decaying plant matter, worms, etc.). Have students compare both soil types, what are the differences they notice? Which soil would they like to grow in if they were a plant? Why? Investigate plant roots and discuss role of root system in plant and how it relates

3 to the soil. Explain The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means. Time: 20 minutes day 2 In their same groups have students answer the following questions on index cards: 1. Does a healthy atmosphere contain carbon? 2. How do humans add excess carbon to the atmosphere? 3. What part of a plant helps to store carbon in the ground? 4. How does healthy soil help reduce the effects of climate change? 5. What can you do to help put carbon into the ground? Have students share their answers with the class, discuss. Elaborate/Extend The purpose for the EXTEND stage is to allow students to use their new knowledge and continue to explore its implications. Brainstorm ways that students can help put carbon back into the soil at school. Ideas: Plant a tree Plant a garden Start a school composting program Time: 45 minutes day 3 Evaluate The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place. Make posters to educate people about the role of plants and soil in combatting climate change. Time: 45 minutes day 4

4 Extensions Do an experiment to show that plants release carbon dioxide through their roots>

5 Carbon Cycle Role Play Activity Martha B Slone for Mass Audubon Modified from California Academy of Sciences 2016 MATERIALS Reservoir Role Play Cards (what sphere you represent): Atmosphere Lithosphere: Sedimentary Rocks Hydrosphere: Water Biosphere: Plants Biosphere: Animals Biosphere: Human Action - Burning of Fossil Fuels (introduced later in the lesson) Carbon Movement Cards: Reservoir Card Card Amount of Carbon Atoms Being Moved* Water Atmosphere 2 Water Aquatic Plants 2 Atmosphere Water 2 Atmosphere Plants 2 Plants Atmosphere 1 Plants Rocks 1 Plants Animals 2 Animals Atmosphere 2 Animals Rocks 1 Rocks Water 1 Human Actions Atmosphere 6 *1 represents slow movement of carbon, 2 represents fast movement of carbon Other: 108 small black objects (buttons work well) to represent carbon atoms (12 per group) for first round (additional 48 for fossil fuel burning) for second round. 5 Large Bowls of clear plastic (to hold carbon atoms) 6 reservoir role play sheets 2 sets 5 boxes for movement cards Movement cards Markers Chart Paper

6 VOCABULARY Carbon a chemical element present in all of Earth s spheres Carbon dioxide gas Carbonic acid - a very weak acid formed when carbon dioxide dissolves in water Atom basic unit of a chemical element Atmosphere - air Lithosphere - rock Hydrosphere - water Biosphere area where living things are found Reservoir a source Sedimentary Rock rock that has formed from fragmented material, such as silt, sand, gravel and once living material Photosynthesis the process by which plants use sunlight to make food from carbon dioxide and water Diffuse spread over a large area Dissolve become incorporated into a liquid Incorporated - merge Exhalation the act of giving off gas or vapor Weathering wear away Erosion the process of wearing away Fossil Fuel oil, gas or coal derived from the accumulated remains of ancient marine plants and animals that are used as fuel. SETUP Have 5 groups of students stand in a circle, each group should have a desk next to them on which are the following: 1 reservoir role play sheet to read 1 reservoir role play sheet taped to side of table, clearly visible to other groups Clear plastic container with 12 carbon atoms Box containing movement cards with options for carbon movement How to Play: Have one group move their carbon at a time, by first picking a movement card from the box on their table, reading out the movement card to the class, and then moving their carbon to the designated reservoir. Once they have moved the carbon to the next reservoir the student should return to their spot. Receiver of carbon then goes next and so on. Before the Activity: Watch Carbon Cycle Video from epa.gov Draw a diagram of the carbon cycle on the board for reference

7 Write the list of vocabulary words and their definitions on the board ACTIVITY To begin each group should state what reservoir they represent (atmosphere, lithosphere etc) and read aloud the information on the role play sheet. Give time to discuss and go over vocabulary so students understand their role and how carbon moves to and from their reservoir. Once all reservoirs have had a chance to explain how they move, store or use carbon, the game can begin. Choose any reservoir as a starting point. When it is your turn, one student in the group reaches into the box to pick a movement card and reads it to the class. Once the card is read aloud, one student in that group moves their carbon into the new reservoir and returns to their original spot. The receiving reservoir then takes a turn, etc. Play until students are comfortable with the process. Now, to make movement more realistic, play another round with all carbon being moved at the same time. (Be sure students understand movement and do it accurately) Periodically take a tally of how much carbon is in each bowl. Now add the human element: Take one student from each group, these 5 students now represent people burning fossil fuels. The group representing humans has 36 carbon atoms to distribute. Humans can continuously move their carbon (6 at a time) to the atmosphere Play until the humans have used up all their carbon or beyond. Periodically take a tally of how much carbon is in each bowl. Wrap Up Look at the tally s on the board and compare the distribution of carbon in each reservoir before and after the human element. What happened? Notes: People are animals and as such do effect the carbon cycle in their role as an animal. For the purpose of this lesson we are simplifying the human role. Rocks can transfer carbon into the atmosphere through volcanic eruption. This action has been removed from the lesson to simplify the game.

8 water Atmosphere 2 carbon dioxide can diffuse from water back to atmosphere water Aquatic Plants 2 aquatic plants use carbon dioxide from the water to perform photosynthesis atmosphere Water 2 carbon dioxide from atmosphere diffuses and dissolves into water atmosphere Plants 2 carbon is taken up by land plants to perform photosynthesis plants Atmosphere 1 some carbon from decomposed plants is released back into the atmosphere (most is stored in the soil) plants Rock 1 carbon from dead plants can be buried and incorporated into sedimentary rocks plants Animals 2 plants are eaten by animals that use the carbon for energy

9 animals Atmosphere 2 animals exhale carbon dioxide back into the atmosphere animals Rocks 1 carbon from dead animals can be buried and incorporated into sedimentary rocks rocks Water 1 weathering and erosion of rock deposits carbon in rivers and oceans human actions Atmosphere 6 carbon dioxide is released into the atmosphere through the burning of oil gas and coal

10 HYDROSPHERE WATER Description You are the water on earth Carbon dioxide combines with you to form carbonic acid Option for carbon movement Atmosphere 2 carbon dioxide can diffuse from water back to atmosphere Aquatic Plants 2 aquatic plants use carbon dioxide from the water to perform photosynthesis

11 ATMOSPHERE Description You are the greenhouse gases that surround the earth You contain carbon in the form of carbon dioxide and methane gases These gases help maintain the temperature of the earth Option for carbon movement Water 2 carbon dioxide from atmosphere diffuses and dissolves into water Plants 2 carbon is taken up by land plants to perform photosynthesis

12 BIOSPHERE PLANTS Description You are the plants that grow on the earth You use carbon dioxide from the atmosphere to perform photosynthesis Option for carbon movement Atmosphere 1 some carbon from decomposed plants is released back into the atmosphere (most is stored in the soil) Rock 1 carbon from dead plants can be buried and incorporated into sedimentary rocks Animals 2 plants are eaten by animals that use the carbon for energy

13 BIOSPHERE ANIMALS Description You are animals that live on earth You have carbon in your bodies which you get from eating plants and/or other animals that eat plants Option for carbon movement Atmosphere 2 animals exhalation puts carbon dioxide back into the atmosphere Rocks 1 carbon from dead animals can be buried and incorporated into sedimentary rocks

14 LITHOSPHERE ROCKS Description You are rocks that make up the earth Many sedimentary rocks contain carbon from dead plants and animals Option for carbon movement Water 1 weathering and erosion of rock deposits carbon in rivers and oceans

15 BIOSPHERE HUMAN ACTIONS Description You are a human You extract oil gas and coal from rocks inside the earth You burn oil, gas and coal to generate electricity and power machines Option for carbon movement Atmosphere 6 carbon dioxide is released into the atmosphere through the burning of oil gas and coal.

16 DEFINITION AND CHARACTERISTICS CLIMATE CHANGE EXAMPLES NON EXAMPLES LOWELL TEAM Mass Audubon s Drumlin Farm, Lowell Parks & Conservation Trust, Lowell Public Schools