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The Carbon Cycle and Climate Smart Agriculture

Secondary, Middle

Description

Students examine the carbon cycle, evaluate natural and human-induced activities that drive the carbon cycle, and investigate “climate smart” agricultural practices that can be used in producing our food.  Using a 5E model, students will:

Engage:  Students are directed to a digital magazine that explores climate change phenomena and the impacts that weather and climate have on our food supply.  After the reading, students discuss what they have learned with particular attention paid to the central role of carbon.

Explore and Explain: This component of the lesson focuses on the carbon cycle and agriculture. Students work in groups to identify the resevoirs and processes that explain the movement of carbon and the difference in the environmental impact of naturally occurring vs man-made pathways  A second activity focuses on climate mitigation and adaptation.  Students begin by considering individual things they can do to reduce harm to the environment and how a large scale effort to support these actions can reduce the transfer of carbon to the atmosphere significantly.  After watching a video describing cattle farming in Costa Rica, students list all of the efforts that were taken to mitigate greenhouse gas production. This leads to a discussion of the meaning and importance of climate smart agriculture and working in groups, students are tasked with researching one climate-smart farming practice and presenting their findings to the class.

Elaborate: Students view 3 video presentations to learn more details about carbon emissions and how climate change, agriculture and sustainability are connected.

Evaluate: Students reflect on what they have learned by identifying four key concepts in the lesson.

General Assessment

What skills does this resource explicitly teach?

While this lesson does not explicitly teach skills, students are required to synthesize & communicate information gathered from a number of different sources. 

Strengths

  • students and teachers will find the resource interesting and easy to use
  • the activities in the Engage, and Explore sections are well-designed with clear instructions
  • information is provided in a number of formats (videos, printed articles, illustrations, graphics)
  • the variety of tools and strategies used to support the learning are engaging and effective
  • the resource provides both teachers and students with a good deal of background information and suggestions to extend the learning.

Weaknesses

The Elaborate and Evaluate sections provide tools & information for students but lack clear direction on how they are to be used by either teacher or student. 

Recommendation of how and where to use it

The range of topics the resource effectively supports makes it highly suitable for addressing sustainability in a number of curriculum areas including

  • technology education (sustainable agriculture),
  • science (climate change, ecosystem dynamics, environmental challenges & successes),
  • geography (human impact on the environment and land use)
  • social studies (contemporary & world issues)

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
  • British Columbia
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
  • Manitoba
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21 st Century: Food from the Land
      • Science
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        • Senior 2 Science: Dynamics of Ecosystems
      • Technological Education
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        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
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      • Technological Education
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        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 12
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      • Geography
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        • World Geography: A Human Perspective - World Food Supply: Production and Distribution
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    • Grade 12
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      • Environmental Science
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        • Advanced Environmental Science 120: Earth Systems
        • Introduction to Environmental Science 120: Investigating Environmental Issues
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        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
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      • Science
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        • Science 2200: Ecosytems
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
  • Nova Scotia
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    • Grade 8
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        • Science 8: Climate Change
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      • Science
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        • Science 10: Sustainability of Ecosystems
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      • Geography
        • Step 4Relevant matches
        • AP Human Geography: Agricultural and Rural Land - Use Patterns and Processes
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Energy Flow in Global Systems
  • Ontario
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    • Grade 9
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        • :Biology: Sustainable Ecosystems
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        • Science (Academic):Earth and Space Science: Climate Change
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      • Environmental Science
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        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
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      • Geography
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        • Living in a Sustainable World (Workplace Prep.) Ecosystems and Human Activity
        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
  • Prince Edward Island
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    • Grade 10
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      • Science
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        • Science 431A: Life Science, Sustainability of Ecosystems
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      • Environmental Science
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        • Environmental Science 621A: Ecological Principles
        • Environmental Science 621A: Environmental Challenges and Successes
      • Science
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        • Agriscience 801A: Overview
  • Quebec
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    • Grade 9
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      • Social Studies
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        • The Contemporary World: Environment
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        • Applied Science & Technology:The Living World
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        • Science & Technology: The Earth and Space
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        • Contemporary World: Environment
  • Saskatchewan
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    • Grade 10
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      • Science
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        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system

Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Weather

Food & Agriculture (3)

  • Biotechnology
  • Food Security
  • Pesticides

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

In their exploration of the relationship between agriculture and climate change, students review science concepts, principles, research data, and recent case studies. It is the validity and evidence-based nature of this information that allows them to be informed. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The video describing farming in Costa Rica provides a case study in sustainability and in this case, sustainable agriculture.  It does a very good job providing examples of how climate smart farming practices not only help the planet, but make good economic sense as well. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The engagement section of the lesson introduces the idea of carbon as the key factor when discussing climate and climate change. The remaining lesson components present students with the complexities involved, from the carbon cycle to greenhouse gas production and role of agriculture in both contributing to and mitigating climate change.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Student action is not a component of this lesson. The objectives are student awareness and understanding. 

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Poor/Not considered

As students complete readings, activities and investigations, they are consistently provided with time (and are directed) to "brainstorm their thoughts and ideas"

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The seriousness of climate impacts and the need for mitigation are made clear to the students.  And, as they examine and report on climate smart agriculture, attention is directed to how it helps protect soil, forests, water and air and why this is so important.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Poor/Not considered

All students should be aware of climate change and most have experienced extreme weather events in their own lives. The discussion of climate change impacts, mitigation, adaptation and the role of agriculture will add  meaning to these experiences.  

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered

The "science of climate change" video shows students how scientists have used ice core samples to identify CO2 concentrations and atmospheric temperatures going back millions of years.  The correlation between them has allowed climate researchers to identify greenhouse gases as the driver of climate change in the past and present and will continue to do so in the future.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The information students use to answer questions and build knowledge around carbon, climate change and climate smart agriculture is provided in the form of evidence-based science and current case studies. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good

The role of climate smart agriculture in mitigating and adapting to climate change is addressed in the context of sustainabilty and therefor addresses content not just found in Science (carbon cycle, ecosystem concept, climate change) but other subject areas as well, including Environmental science, Environmental Studies, World Issues, Geography and Technology (agriculture).

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Students are provided with questions and information from a variety of sources which they then review, discuss amongst their peers and propose answers. 

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Much of the learning involves answering specific questions after reading, listening to or viewing information.  There are also activities that involve manipulatives (to support the text and illustrations in understanding the carbon cycle) and an opportunity to research, prepare and deliver a presentation.  Students work individually and in both small and large groups.  Discussion is encouraged throughout.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Some students will find the use of manipulatives and two-dimensional model making helpful in understanding the carbon cycle. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

While students work in both small and large groups, cooperative learning skills are not explicitly taught or practiced.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Rubrics or specific tools are not inlcuded.  However the inclusion of discussion questions provides opportunities for assesment throught the lesson.  Student also complete paper and pencil exercises and present research findings to the class. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Poor/Not considered

The grouping of students to investigate and discuss and eventually to present to the class will involve interacting with and learning from other students.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

The video "Happy Cows Save the Planet" is an excellent case study that provides the key description for students of the meaning and impacts of climate smart agriculture. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

These opportunities are limited.  The class can collectively choose a format for their climate smart practice presentations.  

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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