The Carbon Cycle: Sources and Sinks

Climate Science Lesson 4

Subject/Target Grade Science Middle School and High School The Carbon Cycle: Duration One 40 minute period – Classroom setting Sources and Sinks Materials From MEECS Climate Change Resource DVD • Carbon Cycle (QuickTime Movie – 2:22 minutes) Lesson Overview • Keeping Up with Carbon (MP4Video – 5:30 minutes) Students examine the carbon cycle,Only and identify sources • The Carbon Cycle (PowerPoint) and sinks within the environment. Students relate this information to greenhouse gas emissions of carbon dioxide per class in the context of greenhouse gas emissions in Michigan. • Carbon Cycle (transparency master) • Explore the Carbon Cycle (answer key) • Michigan Land, Air, and Water (answer key) Students will answer these essential questions: per group What is the Carbon Cycle? How do human actions • Michigan Land, Air, and Water (poster) (in Michigan) affect the Carbon Cycle?

per student • Explore the Carbon Cycle (student activity) • Michigan Land, Air, and Water Objectives (student activity) Students will be able to: 1. Trace movement of atoms through the carbon cycle. 2. Identify carbon sources and sinks. 3. Explain how human activities release carbon into the atmosphere.

Michigan Grade Level Content Preview Advance Preparation Expectations 1. If using the PowerPoint for this lesson, review to check Grade 6-7 Science: formatting on your computer. It might be necessary • Describe the origins of pollution in the to change font or font size to appear correctly on atmosphere, geosphere, and hydrosphere your computer. To use as a classroom presentation, (car exhaust, industrial emissions, acid rain and natural sources) and how pollution appropriate slide numbers are indicated in parentheses impacts habitats, climatic change, threatens under Procedures. or endangers species. E.ES.07.42 2. Set up videos from the MEECS Climate Change For(continued on next page) Resource DVD.

3. Make copies of Explore the Carbon Cycle and Michigan Land, Air and Water (student activity sheets).

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4. Prepare Carbon Cycle transparency master (or use PowerPoint slide). Michigan Grade Level Content Expectations (continued)

HS Earth Science: • Explain how carbon exists in different forms such as limestone (rock), carbon Background Information dioxide (gas), carbonic acid (water), and Carbon is exchanged, or “cycled” among Earth’s animals (life) within Earth systems and how those forms can be beneficial or oceans, atmosphere, ecosystem, and geosphere. harmful to humans. E2.3A All living organisms are built of carbon compounds. • Explain how carbon moves through the It is the fundamental building block of life and an Earth system (including the geosphere) important component of many chemical processes. and how it may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a It is present in the atmosphere primarily as carbon pollutant) society. E2.3d dioxide (CO2), but also as other less abundant but • Compare and contrast the heat-trapping climatically significant gases,Only such as methane mechanisms of the major greenhouse gases resulting from emissions (carbon (CH4). dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance Because life processes are fueled by carbon and heat- trapping capacity. E5.4g compounds which are oxidized to CO2, the latter Climate Literacy Principles is exhaled by all animals and plants. Conversely, CO is assimilated by plants during photosynthesis • #2. Climate is regulated by complex 2 interactions among components of the to build new carbon compounds. CO2 is produced earth system. by the burning of fossil fuels, which derive from • #3. Life on earth depends on, is shaped the preserved products of ancient photosynthesis. by, and affects climate. The atmosphere exchanges CO continuously with • #4. Climate varies over space and time 2 through both natural and manmade the oceans. Regions or processes that predominately processes. produce CO2 are called sources of atmospheric CO2,

while those that absorb CO2 are called sinks.

Most of Earth’s carbon—about 65,500 billion metric tons—is stored in rocks. The rest is in the ocean, atmosphere, plants, soil, and fossil fuels. PreviewForests, oceans, and soil are the main carbon sinks on Earth. Carbon flows between each reservoir in the exchange called the carbon cycle, which has slow and fast components. Through a series of chemical reactions and tectonic activity, carbon takes 100-200 million years to move between rocks, soil, ocean, and atmosphere in the slow carbon cycle. On average, 1013 to 1014 grams (10–100 For million metric tons) of carbon move through the slow carbon cycle every year. In comparison, the fast carbon cycle moves 1016 to 1017 grams of carbon per year. Plants and phytoplankton are the main components of the fast carbon cycle.

60 Climate Science Lesson 4 Michigan Environmental Education Curriculum Support Climate Science Lesson 4

Human actions cause emissions of carbon to the atmosphere, at about 1015 grams of carbon per year. Note: The nitrogen cycle and the The atmosphere now contains more carbon than at halocarbon cycle (linked with the ozone any time in at least two million years, due to carbon cycle) are also natural parts of the complex moved from deep in the earth into the atmosphere. human influence on the environment. So far, land plants and the ocean have taken up about 55 percent of the extra carbon human actions have put into the atmosphere while about 45 percent has stayed in the atmosphere. Eventually, the land and oceans will take up most of the extra carbon dioxide, but as much as 20 percent may remain in the atmosphere for many thousands of years. Only solar energy releasing heat through the process Procedure of respiration. Plant life that decays or is burned also releases carbon dioxide, water vapor and energy. This is a natural and integral part of the earth’s environmental system. Note: The Keeping Up with Carbon video (found on the Climate Change Show the NASA video Carbon Cycle on the Resource DVD) reviews previous lessons MEECS Climate Change Resource DVD. and is a good introduction to this lesson. Discuss the main points: It can also be used at the end of this lesson • Carbon is exchanged between the oceans, as a review. solid earth, biosphere and atmosphere through various natural processes. (Slide 2) –– What two processes between the 1. Dynamics of the carbon cycle. biosphere and the atmosphere cause the largest exchanges? Where does carbon dioxide in the atmosphere (photosynthesis and decomposition) come from and where it does it go? • For thousands of years, the processes that Preview added and subtracted carbon dioxide from The general formula for photosynthesis is: the atmosphere were in balance. (Slide 3) –– Are they in balance now? (no) – What does the video give as 6CO2 + 6H2O + sunlight = C6H12O6 + 6O2 – (photosynthesis) the reason for the imbalance? (dependence on fossil fuels) – How does this cause the imbalance? C6H12O6 + 6O2 = 6CO2 + 6H2O + Heat – (respiration or burning) (When we burn fossil fuels for heat, For transportation, and electricity, large quantities of carbon that would Plants absorb CO2 and water, and through the process of photosynthesis produce large carbon otherwise remain stored in the solid molecules (sugar, wood, plants). Animals, earth are released into the atmosphere including humans, eat plants and use the stored in the form of carbon dioxide)

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2. Explore the carbon cycle. 3. The Carbon Cycle in Michigan.

The atmosphere exchanges CO2 continuously Give students a laminated copy of Michigan’s with the oceans. Regions or processes that Land, Air, and Water poster. (Slide 6) In small

predominately produce CO2 are called sources groups students circle as many land-use sources

of atmospheric CO2, while those that absorb CO2 of greenhouse gases as they can find pictured on are called sinks. (Slide 4) the poster. Chart these with type of greenhouse gas (carbon dioxide, methane, nitrous oxide, Show students the Carbon Cycle transparency other), and the process that produces the gas master. (Slide 5) Have students point out (respiration, burning, etc.) on the Michigan’s the carbon dioxide sources (where carbon is Land, Air, and Water student activity sheet. released) and sinks (where carbon is absorbed or stored). Use the Explore the Carbon Cycle student Only activity to categorize the sources and sinks for carbon dioxide. Students should be encouraged to explain their reasons for choosing source or sink.

Assessment Options 2. Have students play the interactive online Carbon 1. The Explore the Carbon Cycle and Michigan’s Cycle game at http://www.windows2universe. Land, Air, and Water student activities can be org/earth/climate/carbon_cycle.html and answer used as assessment. the questions. The game board highlights the carbon reservoirs or carbon pools (atmosphere, plants, soils, shallow ocean, deep ocean, and marine life). They can follow up with a narrative of their carbon cycle journey.

Adaptations/Extensions/ 2. Nature’s Recycling! Part B in the MEECS Enhancements PreviewEcosystem and Biodiversity Lesson investigates 1. Carbon Connections is a three-unit, online the role of plants in the carbon cycle. curriculum for grades 9-12 that was designed to improve understanding of the carbon cycle 3. Have students explore the potential of carbon and the science of Earth’s climate. Each of the sequestration in Michigan. Carbon sequestration three units includes five lessons. Each lesson is the term used to describe a broad class of includes focus questions, hands-on activities, technologies for capturing and permanently virtual field trips, and interactive models. The sequestering, or storing, CO2. The Midwest concepts coveredFor in the lessons span all science Regional Carbon Sequestration Partnership disciplines. Retrieved March 18, 2013 from website includes a variety of fact sheets and http://carbonconnections.bscs.org/ briefings on the topic with Michigan-specific information. Retrieved January 17, 2013, from http://216.109.210.162/Default.aspx.

62 Climate Science Lesson 4 Michigan Environmental Education Curriculum Support Climate Science Lesson 4

4. Take the students on a carbon hike outdoors 5. Do lessons from the Carbon Cycling Unit from the around the schoolyard. They can look for Michigan State Environmental Literacy Project where carbon is found (living things, gasoline at http://edr1.educ.msu.edu/EnvironmentalLit/ in vehicles, plastic, rocks, soil, etc.) and how publicsite/html/cc_tm_0910.html. carbon moves through the system (respiration, photosynthesis, combustion, 6. Create a Carbon Cycle game using suggestions carbon sequestration). from the Additional Resources for this lesson.

References

Hass, L., Hamel, M., Sabo, A., & Tall, C. (2008). Wisconsin climate change activity guide: http://dnr.wi.gov/org/caer/ce/eek/teacher/Climateguide/PDF/WisCCGuideALL.pdfOnly retrieved January 17, 2013. IPCC, 2007: Climate Change 2007: The Physical Science Basis. Contribution of Working Group I to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [Solomon, S., D. Qin, M. Manning (eds.)].

Michigan High School Science Content Expectations Companion Document. http://www.michigan.gov/documents/mde/ESClarification1_211293_7.pdf

NASA. Carbon Cycle. Retrieved January 17, 2013, from http://earthobservatory.nasa.gov/Features/CarbonCycle/page2.php.

NOAA. Carbon Cycle Science. Retrieved January 17, 2013, from http://www.esrl.noaa.gov/research/themes/carbon/.

Additional Resources Preview Carbon Cycle Game Through an online game, students learn how carbon cycles through Earth system. Retrieved January 17, 2013, from http://www.windows2universe.org/earth/climate/carbon_cycle.html.

GLOBE Carbon Cycle Developed by the University of New Hampshire, the GLOBE Carbon Cycle activities are divided into 5 categories. A general introduction to the carbon cycle and the four major methods that scientists use to study the carbon Forcycle (field measurements, modeling, experiments, and remote sensing). Activities have been designed so they can be performed separately or can be easily integrated to provide students with a comprehensive view of the local and global carbon cycle as well as an opportunity to ask their own questions and develop research projects. There is a useful background reading document for students at this site. Retrieved January 17, 2013, from http://globecarboncycle.unh.edu/CarbonCycleActivities.shtml.

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MichCarb Housed at Western Michigan University, MichCarb is a center for research and education related to Geological Carbon Sequestration in Michigan. The center is funded by the Department of Energy. Retrieved January 17, 2013, from http://www.wmich.edu/corekids/CarbonDioxideSequestration.html.

Michigan Greenhouse Gas Inventory The report presents an assessment of the State’s greenhouse gas (GHG) emissions and anthropogenic sinks (carbon storage) from 1990 to 2025. The inventory and projections cover the six types of gases included in the US Greenhouse Gas Inventory. Retrieved February 27, 2012, from www.miclimatechange.us/ewebeditpro/items/O46F20484.pdf.

Michigan State Environmental Literacy Project As part of the Michigan State University Environmental Literacy Project, there are online units that can supplement this lesson. The Energy and Global Warming unit focuses on four significant aspects of human lifestyles: 1) transportation, 2) electricity, 3) housing, and 4) foods, goods, and services.Only The Carbon Cycling unit focuses in particular on helping students to see patterns in those processes that influence the relative

amounts of atmospheric CO2 and organic carbon molecules in the carbon cycle. Retrieved February 27, 2012, from http://edr1.educ.msu.edu/EnvironmentalLit/publicsite/html/tm_cc_0910.html.

NOAA Global Monitoring Education and Outreach NOAA/ESRL’s Global Monitoring Division conducts sustained observations and research related to source and sink strengths, trends and global distributions of atmospheric constituents that are capable of forcing change in the climate of Earth through modification of the atmospheric radiative environment. Their Education and Outreach site has a breadth of teacher resources such as material for student readings and lesson plans. Retrieved January 17, 2013, from http://www.esrl.noaa.gov/gmd/outreach/index.html.

NPR Climate Connections Animated videos at this site entitled Global Warming: It’s all about Carbon might be appealing for some groups but preview them first. Retrieved January 17, 2013, from http://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon.

The Carbon Cycle Game Based on a Project WET activity, students simulate a molecule of carbon’s movement throughout various locations within the carbon cycle.Preview Retrieved January 17, 2013, from http://www.goerie.com/nie/ lessonplans/010411.pdf and http://coseenow.net/blog/2011/04/the-carbon-cycle-game/.

The Carbon Cycle Pursuit Game All of the game pieces are online for the Carbon Cycle Pursuit Game developed by the University Corporation for Atmospheric Research (UCAR). Retrieved January 17, 2013, from http://www.eol.ucar.edu/apol/activities/activity4.pdf.

Trees and Carbon For st One of The Environmental Science Activities for the 21 Century (ESA21) Project at Kennesaw State University looks at how much carbon is stored in a forest and how much would be released if the forest is burned or cut down and allowed to decay. It also looks at the process of photosynthesis. Retrieved January 17, 2013, from http://esa21.kennesaw.edu/activities/trees-carbon/trees-carbon.pdf.

64 Climate Science Lesson 4 Michigan Environmental Education Curriculum Support CT T A IVI N T E Y D U

T S Name ______

Explore the Carbon Cycle

Directions: Label each of the following as a SOURCE (releasing CO2) or a SINK (absorbing CO2).

Process Source or Sink

Animal Respiration Phytoplankton Growth Only Microbe Respiration

Ocean Acidification

Plant photosynthesis

Sediment Deposition (oceans, lakes )

Plant respiration Rock FormationPreview Volcanic Eruption

Fossil Fuel Formation ForShell Formation Fuel Combustion

Michigan Environmental Education Curriculum Support Lesson 4 Climate Science 65 Explore the Carbon Cycle

Directions: Label each of the following as a SOURCE (releasing CO2) or a SINK (absorbing CO2).

Process Source or Sink Discussion

(they release CO Animal Respiration Source 2 as they exhale)

(CO and water -> sugars Phytoplankton Growth Sink 2 andOnly starches) (sugars and starches Microbe Respiration Source become CO2 and water)

(CO dissolves and makes Ocean Acidification Sink 2 water more acid)

(CO and water -> sugars Plant photosynthesis Sink 2 and starches)

Sediment Deposition (organic matter gets Sink (oceans, lakes ) trapped in sediment)

(sugars and starches Plant respiration Source become CO2 and water)

(CO becomes Rock Formation Sink 2 part of limestone)

Preview (CO is released Volcanic Eruption Source 2 from melted rock)

(dead plants and animals Fossil Fuel Formation Sink become coal and oil)

(CO becomes part Shell Formation Sink 2 For of shellfish or coral) (CO is released as wood Fuel Combustion Source 2 or fossil fuel burns)

66 Climate Science Lesson 4 Michigan Environmental Education Curriculum Support ENCY AR M P A S S N T

A R

R T

Only

Preview

Carbon Cycle For Source: NOAA, http://www.esrl.noaa.gov/gmd/outreach/carbon_toolkit/images/carbon_cycle.jpg

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T S Name ______Michigan’s Land, Air, and Water

Use the Michigan Land, Air and Water poster to find and circle these sources of greenhouse gases (carbon dioxide, methane, and nitrous oxide). Indicate the main process involved in the production, storage or use of the gas such as photosynthesis, respiration, combustion (i.e., for energy production and fires) decomposition, digestion, industrial processes, agricultural processes. Add any additional examples you see.

Land Uses Type of Greenhouse Gas Process(es) Involved

Animals Cows Only Bacteria, Decomposers, Soil

Automobile, Train, Trucks, Motor Home, Freighter, Boats, Construction Equipment, Tractors, Planes

Landfills, Wastewater Treatment

Factory

Power Plant

Homes, Offices, Buildings, Malls (heating) Preview Agricultural Practices, Animal Feedlot

Mining, logging Campfires, ForOther burning

68 Climate Science Lesson 4 Michigan Environmental Education Curriculum Support Michigan’s Land, Air, and Water

Land Uses Type of Greenhouse Gas Process(es) Involved

Animals Carbon dioxide Respiration Cows Methane, carbon dioxide Digestion,Only respiration Bacteria, Carbon dioxide, Decomposition Decomposers, Soil nitrous oxide, methane

Automobile, Train, Trucks, Motor Home, Freighter, Carbon dioxide, Combustion Boats, Construction nitrous oxide Equipment, Tractors, Planes

Landfills, Carbon dioxide, Decomposition Wastewater Treatment nitrous oxide, methane Carbon dioxide, Industrial processes, Factory nitrous oxide, halocarbons Combustion Carbon dioxide, Combustion, Power Plant nitrous oxide, methane Industrial process Homes, Offices, Buildings, Carbon dioxide Combustion Malls (heating) Preview Agricultural Practices, Carbon dioxide, Decomposition, Animal Feedlot nitrous oxide, methane Agricultural processes Carbon dioxide, Industrial process, Mining, logging nitrous oxide Combustion Carbon dioxide, Campfires, Other burning Combustion For nitrous oxide

Michigan Environmental Education Curriculum Support Lesson 4 Climate Science 69 Only

Preview

For

70 Climate Science Lesson 4 Michigan Environmental Education Curriculum Support