Activity: Carbon cycle passport

Biology: Material cycles and energy

Photosynthesis

• the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
• the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere

Chemistry

Earth and atmosphere

• the carbon cycle
• the composition of the atmosphere
• the production of carbon dioxide by human activity and the impact on climate

Working Scientifically Skills

Experimental skills and investigations

• ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
• make predictions using scientific knowledge and understanding

Analysis and evaluation

• present reasoned explanations, including explaining data in relation to predictions and hypotheses

Geography

Human and physical geography

• understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

Taechers notes:

• While this activity does not directly cover the process of photosynthesis, it is helpful for providing context on the topic and will enhance understanding of the role of photosynthesis by green plants. SCN–3 02a
• Extension activity: students can conduct a research project on climate change and the causes and effects. SCN 3–05b
• This activity can be used to support applying knowledge and understanding of chemical processes that balance the climate and environment. SCN 3–19b

Planet Earth

Biodiversity and Interdependence

I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth. SCN–3 02a

• Describes the process of photosynthesis (using the word equation) in terms of reactants (raw materials) and products.
• Applies knowledge gained from practical investigations to explain how green plants make their own food in the form of sugars and store this as starch.
• Investigates and presents information on how plants help to sustain life, for example, by providing oxygen, food, habitat, raw materials and medicines.

Processes of the planet

I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b

• Explains how the levels of carbon dioxide in the atmosphere have increased over time, for example, through respiration of organisms, deforestation and increased combustion of fuels.
• Draws on supporting evidence, quotes and sources to demonstrate an association between carbon dioxide in the atmosphere and increasing global temperatures as a result of the greenhouse effect.

Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance. SCN 4–05b

• Describes the steps in the carbon cycle and explains how processes such as respiration, photosynthesis and burning carbon-based fuels affect the balance of gases in the air.
• Researches the effects of changes in the balance of gases in the air and shares their scientific findings in an appropriate manner.

Materials

Chemical Changes

I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earth’s materials. I can explain how we apply knowledge of these reactions in practical ways. SCN 3–19b

• Describes chemical reactions involving the Earth’s materials, for example, combustion of fossil fuels, carbonate rocks reacting with acid and the formation and impact of acid rain.

Third Level Scientific Skills

Inquiry and Investigative Skills:

Presents scientific findings:

• Communicates effectively in a range of ways, for example, orally and through scientific report writing

Scientific Analytical Thinking Skills:

• Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.
• Applies understanding of an increasing range of science concepts to solve problems and provide solutions.
• Demonstrates further development of creative thinking including through the engineering processes of design, construction, testing and modification.

Skills and Attributes of Scientifically Literate Citizens:

• Demonstrates understanding of the impact of science on society and debates and discusses the moral and ethical implications of some scientific developments, demonstrating respect for the views of others.
• Expresses informed views about topical scientific issues, including those featured in the media, based on evidence and demonstrating understanding of underlying scientific concepts.
• Demonstrates increased awareness of creativity and inventiveness in science and the use of technologies in the development of sciences.
• Demonstrates understanding of the relevance of science to their future lives and the role of science in an increasing range of careers and occupations, including science, technology, engineering and mathematics (STEM) careers.

Science AOLE

Being curious:

• I can explain how the impact of our actions contribute to changes in the environment and biodiversity.
• I can describe the impacts of science and technology, past and present, on society.

Humanities AOLE

Active Citizens KS3:

• I can understand the consequences of my actions and the actions of others, and how these affect local, national and global issues.

LNF relevance

Oracy:

• Discussion

Curriculum Subject Links

• The environment and human influences.
• Interdependence of plants and animals.
• Investigate the effects of pollution, for example, water, air, land, sound etc. and specific measures to improve and protect the environment, for example, renewable energy, efficient use of resources and waste minimisation etc.
• Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution strategies, habitat management etc.

Curriculum Skill Links

• Listen to and take part in discussions, explanations, role-plays and presentations
• Thinking, Problem-Solving and Decision-Making
• Being creative
• Work effectively with others