It is affiliated with the United States Department of Agriculture and other reputable sources and has embedded links to many high-quality (primarily US government) resources.Ĭomments from expert scientist: The resource does a good job providing citations and reputable activities (i.e., they include a NOAA interactive game). It addresses that carbon cannot be created/destroyed, the "how" of a warming planet through data and experiential learning, and the complexity inherent in solutions to carbon emissions. This resource has high scientific accuracy and addresses potential misconceptions and confusion. All data is from 2000 or more recent, with the majority of it from 2010 or newer. Students use the following datasets in this activity: Lesson 1 uses the amounts of (flux and non-flux) carbon from and Lesson 2 uses NOAA atmospheric carbon concentrations from sites across the US, as well as sea-level rise projected impacts on Hawaii Lesson 3 uses amounts of carbon emissions from daily life. The science in this activity covers the carbon cycle, reservoirs, climate change, climate feedback loops, and human impacts/mitigation. The list of challenges associated with the "One Fewer Child" mitigation strategy is very thorough, however, educators may still need to proceed with caution when discussing this controversial subject. This activity would work well for use in the middle or toward the end of a unit about carbon cycles and their relation to climate change because it requires too much background knowledge for the introduction to the unit.įor the third lesson (pros/cons of different mitigation strategies), teachers could have more advanced students conduct their own research and come up with their own ideas rather than using the prepared handouts. It may take some time to orient themselves with the activity. Review the answer key and instructions thoroughly before each activity. ![]() ![]() ![]() The first lesson is the most complicated logistically and conceptually, whereas the two subsequent lessons are simpler. Educators may wish to pre-teach important vocabulary (reactants, products, reservoirs, etc.). The first lesson may be too difficult for some high school students and is likely too abstract for many ELL students without additional support.
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