The Virtual Carbon Cycle Game
Darlene Tieu
26 Followers
Grade Levels
9th - 12th
Subjects
Resource Type
Standards
NGSSMS-ESS3-1
NGSSMS-LS2-3
NGSSHS-LS2-5
NGSSHS-LS2-4
NGSSMS-ESS3-5
Formats Included
- Google Drive™ folder
- Internet Activities
Darlene Tieu
26 Followers
Made for Google Drive™
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What educators are saying
Students were able to work independently or with a partner, and we also left a physical dice at each table -- This was a great activity to introduce the carbon cycle for our classes!
I play the carbon cycle game in my environmental class. On this day, I had several students out on a field trip and this virtual lesson was a lifesaver! Thank you for saving me tons of time!
Description
Students can use this Google form and virtual dice to play the role of a carbon atom moving through the Carbon Cycle. The probability of appearing in each carbon sink is modeled proportionally to Carbon Cycle in the real world. For example, the ocean is a large carbon sink and there is a high chance that students remain in the ocean for a few rounds in a row.
The number of rounds played is up to the teacher, but throughout the game, students are exposed to concepts such as conservation of matter, formation of fossil fuels, carbon emissions by humans, photosynthesis, and carbon in plants and animals.
This interactive activity is a great introduction to or a review of the Carbon Cycle.
This product includes a a worksheet with a data table and reflection questions.
Total Pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
NGSSMS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
NGSSMS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment does not include the use of chemical reactions to describe the processes.
NGSSHS-LS2-5
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Examples of models could include simulations and mathematical models. Assessment does not include the specific chemical steps of photosynthesis and respiration.
NGSSHS-LS2-4
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem. Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.
NGSSMS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.
Reviews
Questions & Answers
26 Followers
