Skills objectives Analysis of proportional flow diagrams. Use of carbon sink distribution maps. Carbon pool Carbon fixation Carbon sequestration With the use of PowerPoint and more detailed diagrams of the carbon cycle, the processes and complexities can be explained. Student diagrams or a carbon cycle handout can be further annotated. Small-group then class discussion regarding flows and fluxes within the carbon cycle. Compare and contrast annual fluxes and stores, rates of flux and varying timescale using images on PowerPoint. (See Resources below for data suggestions). Plenary Students complete a gapped handout of the carbon diagram as a summary/recall of important vocabulary. Provide differentiated diagrams which can be displayed or given to students. Task 6.1 Independent learning opportunity Resources – University of New Hampshire introduction to carbon cycle and key terminology – read for homework – Penn State University and NASA resources – some useful sections and video clips in module 5: The Global Carbon Cycle – useful RGS ‘Geography in the News’ resource for topics 5 and 6. Written for the 2016 Specification. – Earth Labs: Climate and the Carbon Cycle unit overview. Useful general resource for educators, funded by NOAA for US teachers and students Lesson 2 (1 hour) Key idea 6.1 Most global carbon is locked in 6.1b Most of the earth’s carbon is geological, resulting from the formation of sedimentary Global distribution maps Starter
plankton bloom distribution. Thermohaline circulation Phytoplankton Plankton bloom Photosynthesis Respiration Decomposition –how the oceans store carbon – Blue Carbon, the role of oceans as carbon sinks – National Oceanography Centre website – Climate and Sea Level and Carbon in the Ocean – video clip and International Business Times online news article ‘Global Warming could reduce plankton stocks and affect carbon cycle’ Jayalakshmi, K. (2014) Lesson 4 (1 hour) Key idea 6.3 A balanced carbon cycle is important in sustaining other systems but is increasingly altered by human activities. Suggested learning objectives Identify changes in atmospheric carbon concentrations. Sketch and annotate a simplified greenhouse effect diagram. Skills objectives To analyse and interpret graphs outlining 6.3a The concentration of atmospheric carbon (carbon dioxide and methane) strongly influences the natural greenhouse effect, which in turn determines the distribution of temperature and precipitation. Key words Natural greenhouse effect Greenhouse gases Shortwave radiation Longwave radiation Carbon dioxide Methane Hockey stick graph Global and localised concentrations of atmospheric carbon. Localised temperature and precipitation distribution. locations. (2) Use of maps showing global temperature and precipitation distribution. Starter Given a handout with carbon dioxide emission graphs, students outline 3–5 statements regarding the graph(s). Describe how carbon concentrations have changed over a range of timescales. Earth Systsems Research Lab NOAA – mean monthly carbon dioxide measurements – Mauna Loa observatory – a range of graphs/timescale and animation can be accessed individually or displayed to the whole class to generate discussion. Main Introduce the idea of the natural greenhouse effect, display image or sketch to class. Students could annotate as teacher explains processes. Students then annotate with own knowledge and research regarding natural greenhouse gas sources. e.g. NASA website: Global Climate Change – Causes How have temperature and precipitation distributions responded to changing carbon concentrations? Display graphs and distribution maps. NOAA website – a range of global temperature and precipitation distribution maps are available at the following link: Plenary
atmospheric carbon concentration. To analyse and interpret temperature and precipitation distribution maps. Extended writing task – students consolidate their understanding of the impact of changing atmospheric carbon concentration by answering the question: ‘Explain how an increase in carbon concentration may change the global pattern of temperature and precipitation distribution.’ Task 6.2 Independent Learning Opportunity Resources – BP Climate Change Student Booklet p3: The Natural Greenhouse Effect – University of Sheffield Worldmapper distribution maps, wide variety of maps available Lesson 5 (1 hour) Key idea 6.3 A balanced carbon cycle is important in sustaining other systems but is increasingly altered by human activities. Suggested learning objectives Recall and synthesise information. Annotate carbon cycle with new information. 6.3b Ocean and terrestrial photosynthesis play an important role in regulation the composition of the atmosphere. Soil health is influenced by stored carbon, which is important for ecosystem productivity. 6.3c The process of fossil fuel combustion has altered the balance of carbon pathways and stores with implications for climate, ecosystems and the hydrological Key words Biome locations Starter Recall activity – given a blank diagram representing the greenhouse effect, students use a series of statements to explain the process and review their understanding. They could create a flow diagram of the process. Main Oceanic and terrestrial photosynthesis, soil health and ecosystem productivity. Analysis of productivity map/biomes – link to photosynthesis and soil health. Teacher-led QandA/discussion of processes and relationships. Consolidation of learning so far. May use video clips, PowerPoint/images displayed or atlas. How have human activities altered the carbon cycle? Students work in pairs to consider this question. They could produce a quiz using Kahoot, Socrative (see below for links) or similar app. How has fossil fuel combustion altered the carbon cycle?
Task 6.3 Independent Learning Opportunity Resources – ‘The Carbon Cycle’ – article written by postgrad researchers in combination with Climatica, Geological Society and Quaternary Research Association Free online apps: – a fun learning game, ‘kahoots’ made online for free, can incorporate images, videos, diagrams to multiple-choice questions. Good as starters and plenaries – students can create and share their own in addition to teacher’s creations. – another Q and A tool that can be used to create a range of question types to assess students’ level of learning. This app has a function to run reports to gauge learning. Can be used on any device. Enquiry question 2: What are the consequences for people and the environment of our increasing demand for energy? Lesson 6 (1 hour) Key idea 6.4 Energy security is a key goal for countries, most relying on fossil fuels. Suggested learning objectives To know the distribution of global energy resources. 6.4a Consumption (per capita and in terms of units of GDP) and energy mix (domestic and foreign, primary and secondary energy, renewable versus 6.4b Access to and consumption of energy resources depends on physical availability, cost, technology, public perception, level of Named locations with varying levels of consumption and energy diversity. UK – change in energy mix over time. Global distribution (3) Graphical analysis of the energy mix of different countries including change over time. Starter Discussion and clarification of important energy terminology. Each student read out to the rest of the a definition they researched for homework; teacher to facilitate and explain where appropriate. Global distribution – teacher displays a map showing the distribution of one fossil fuel. Suitable images can be obtained from Chartsbin, a web-based data and statistical visualisation tool Main Students describe the distribution of the fossil fuel. Once finished, students peer-assess their answers using the following success criteria:
To recognise and evaluate the importance of factors influencing distribution and consumption. Skills objectives To analyse distribution maps – energy consumption, levels of economic development and physical factors. economic development and environmental priorities (national comparisons USA versus France). Key words Consumption Per capita Energy mix/diversity Domestic and foreign energy resources Renewable energy resource Non-renewable energy resources Energy transition Energy pathway Supply and demand accessibility Affordability Availability locations China, Japan, UK, USA etc. Generalised comments on the pattern of location. Specific named areas using continents, countries and oceans. Graphical analysis of the energy mix of different countries including change over time. Provide students with an A3 outline world map and a booklet with a series of energy resource distribution maps and an atlas. These maps can be made available on a shared drive for access via computers or devices. Students annotate where a range of resources are located. Students use maps to describe and explain patterns of energy resource distribution. A discussion could then identify the factors influencing consumption. Task 6.4 Independent Learning Opportunity Plenary Rank factors – provide students with or agree with students the main factors influencing consumption as discussed. Students rank the factors in order of importance, justifying their decisions. Resources Suitable images can be obtained from Chartsbin – a visualisation tool – University of Sheffield Worldmapper distribution maps – wide variety of maps available – UN energy statistics database, contains basic statistics for more than 220 countries/territories, provides time series for the period 1950–2013 and is updated annually
Task 6.5 Independent Learning Opportunity Resources – Centre for Alternative Technology offers a range of resources; Top Trumps example can be used as a guide. Many other carbon cycle and sustainability-related resources available. Lessons 8/9 (2 hours) Key idea 6.5 Reliance on fossil fuels to drive economic development is still the global norm. Suggested learning objectives To research and identify key information. Read and synthesise information from a range of sources. Skills objectives Literacy skills – development of research and writing skills. 6.5a There is a mismatch between locations of conventional fossil fuel supply (oil, gas, coal) and regions where demand is highest, resulting from physical geography. 6.5b Energy pathways (pipelines, transmission lines, shipping routes, road and rail) are a key aspect of security but can be prone to disruption, especially as conventional fossil fuels deplete (Russian gas to Europe). (4) 6.5c The development of unconventional fossil fuel energy resources (tar sands, oil shale, shale gas, deep water oil) has social costs and consequences for the resilience of fragile environments. Russia/Ukraine Canadian Tar Sands USA/UK fracking Brazilian oil ANWR (4) Analysis of maps showing global energy trade and flows. Starter Option 1: Class collaboration from the previous lesson could be used as the starter here. Option 2: Identify and annotate environmentally sensitive areas and energy pathways on an A4 map outline using maps displayed, e.g. of energy trade and flows. discussion. Main Students create a series of case study summaries. Perhaps provide students with a booklet of resources and tasks to research suggested case studies/place exemplification. Students may choose to present one case study of their choice as a video (e.g. Adobe Spark Video, iMovie). This can be shared with the class via a shared drive or area that all have access to, and used for revision purposes. Students are contributing to a bank of resources. This research can be undertaken in small groups when researching and or presenting. When students are feeding back they could create a summary table/diagram/mind map. Potential headings that students could consider for research/mind map/table/summary purpose: Location Extraction/Technology
Presentation skills. (Canadian tar sands, USA fracking, Brazilian deep-water oil.) (P: role of business in developing reserves, versus environmental groups and affected communities.) Key words Energy pathways Unconventional resources Frontier resources Tar sands/oil shale Fracking Costs Benefits Evaluation of case study or research Plenary Extended writing task – evaluate the range of factors that influence energy security globally and in named locations. Students could create a ‘popplet’ if they have the app on their devices to summarise case studies – can be completed for homework. http://popplet.com/ Popplet can be created on the web or iPad/iPhone; it encourages students to think and learn visually. Students can create an online mindmap of facts, thoughts and images, and develop an understanding of the relationship between them. Task 6.6 Independent Learning Opportunity Resources – Chartsbin – a data and statistical visualisation tool – University of Sheffield Worldmapper distribution maps – wide variety of maps available and ANWR: case-study resources, useful to understand and research ANWR, an example of a fragile environment. Also – USGS factsheet Tar sands: case-study resources: – UK and Canada NGO/Charity organisation working with other like-minded organisations – Canadian Geographic Magazine website
research and writing skills. Presentation skills. (Biofuels in Brazil). (5). 6.6c Radical technologies, including carbon capture and storage and alternative energy sources (hydrogen fuel cells, electric vehicles) could reduce carbon emissions, but uncertainty exists as to how far this is possible. Key words Renewable energy Recyclable energy Radical technologies Carbon capture and storage Sustainability Biofuels Plenary Evaluate one alternative strategy at a local or national scale. Task 6.7 Independent Learning Opportunity Resources – Geological Society: UK factsheet, useful starting point Case study: Biofuels in Brazil BBC news article: ‘Brazil’s biofuel industry finds new sweetspot’, (Gallas, D., 2015) – BP: Biofuels – National Geographic: ‘Biofuels, dreams’, (Bourne, Jr. J.K. 2007) Radical technologies: – the Telegraph: ‘Radical technology improvements ‘essential’ for low-carbon society’ (Prof. MacKerron, G. 2012), a 2012 article but a useful starting point Enquiry question 3: How are the carbon and water cycles linked to the global climate system? Lesson 12 (1 hour) Key idea 6.7 Biological carbon cycles and the water cycle are threatened by human activity. Suggested learning objectives 6.7a Growing demand for food, fuel and other resources globally has led to contrasting regional trends in land use cover (deforestation, afforestation, conversion of grasslands to farming) affecting terrestrial carbon stores with wider Regional locations (6) Using GIS to map changes such as deforestation over time. Starter How are the carbon and cycles threatened by human activity? – students work in pairs to think of as many answers as possible in 2–3 minutes (display timer); teacher could create a table. Students consolidate notes using the following link: – ‘The Carbon Cycle’ – article written by postgrad researchers in combination with Climatica, Geological Society and
Describe, explain and evaluate the impact of human activity on the carbon and water cycles. implications for the water cycle and soil health. (6) 6.7b Ocean acidification, as a result of its role as a carbon sink, is increasing due to fossil fuel combustion and risks crossing the critical threshold for the health of coral reefs and other marine ecosystems that provide vital ecosystem services. Key words Deforestation Afforestation Tipping point Threshold Ecosystem services Quaternary Research Association (also possibly used in lesson 5). Main How has human activity threatened carbon stores, water cycle, soil health, ocean carbon sink, coral reefs and marine ecosystems? Students create a detailed mind map either as a whole-class activity or small-group work. Students could bring their own research in preparation, guidance given by teacher in terms of A2 textbook, internet research, Geofiles/Geography Review articles if available. A pack of resources could be collated and distributed. This must incorporate named case study detail. ‘Water and Carbon Cycling’, by Martin Evans – a useful RGS resource with case study information: Plenary 3-2-1 activity – students write down 3 facts learnt, explain 2 human threats and outline 1 case study; this can be peer-reviewed. Resources – Royal Geographical Society resource: The Changing Carbon Cycle ‘The Carbon and Water Cycles, climate and change’: general resources from the RGS, linking the carbon and water cycles to the global climate system News articles: – ‘Human impact has pushed Earth into the Anthropocene, scientists say’, (Adam Vaughan, 2016) – ‘How Northern European waters soak up carbon dioxide’, (Jonathan Amos, 2016)
Lesson 13 (1 hour) Key idea 6.7 Biological carbon cycles and the water cycle are threatened by human activity. Suggested learning objectives To understand how the contribution to global warming can have wider physical and human consequences. To identify the complexities of climate change impact. Skills objective Describe and explain distribution of drought. 6.7c Climate change resulting from the enhanced greenhouse effect may increase the frequency of drought due to shifting climate belts, which may impact on the health of forests as carbon stores. ( Amazonian drought events). Key Enhanced greenhouse effect Climate change Drought Climate belt Amazonian drought events Starter Compare and contrast the natural and enhanced greenhouse effect. Teacher to provide two diagrams. Students to outline the causes of the enhanced greenhouse effect – pair activity. Main Focus on the impact of the enhanced greenhouse effect and climate change on drought frequency, forest health and shifting of climate belts. Teacher could display suitable images or students could search for images using (image search engine) to begin discussion. Amazonian drought case study – students to identify the complexity of drought in the Amazon. Why is forest health uncertain? Why is the impact of climate change on forest health complex? Is drought in the Amazon of greater concern than deforestation? ‘Climate change could triple Amazon drought, study finds’, (Chelsea Harvey, 2016) NASA Satellites Detect Extensive Drought Impact on Amazon Forests Plenary What will be the impact of climate change resulting from the enhanced greenhouse effect? Students answer this question which is then peer-marked. Peer-marking to underline specialist vocabulary, exemplification and explanation. Alternatively, Improve the answer activity – provide a part answer to explain how the carbon and cycle are threatened by human activity. Students have to finish the answer.
Task 6.8 Independent Learning opportunity Resources – RGS: UK water and climate risks (2014) Lesson 14 (1 hour) Key idea 6.8 There are implications for human well-being from the degradation of the water and carbon cycles. Suggested learning objectives Interpretation and application of knowledge to new information. Skills objective Practice questions. 6.8a Forest loss has implications for human well-being, but there is evidence that forest stores are being protected and even expanded, especially in countries of higher levels of development (environmental Kuznets’ curve model). (A: attitudes of global consumers to environmental issues.) Key words Kuznets curve Conservation Cryosphere River regime Contrasting locations: developed and developing world examples. Starter Display Kuznets’ curve model, ask students to interpret the model and to think of locations to apply to the curve. Informal Q and A activity. Main Kuznets’ curve – students develop a factsheet to include a sketch, a description of the model, named contrasting locations with justification. Application of attitudes – how consumer attitudes and behaviours to environmental issues change with development and declining inequality. Exam technique workshop: ‘What makes a good A Level answer?’ class discussion. Provide students with model answers to discuss merits and improvements. Students could write an example question. Plenary Students write an answer under timed conditions. Task 6.9 Independent Learning Opportunity Resources SAMs Past papers Lesson 15 (1 hour) Key idea 6.8b Increased temperatures affect Arctic (7) Analysis of climate model Starter
6.8 There are implications for human well-being from the degradation of the water and carbon cycles. Suggested learning objectives Reading and synthesis of new information. Identification and evaluation of key threats in a variety of locations. Evaluate the impact of threats to human Skills objective Analysis of climate model maps to identify areas at most risk from water shortages or floods in the future. evaporation and the quantity of water vapour in the atmosphere with implications for precipitation patterns, river regimes and water stores (cryosphere and drainage basin stores). (Arctic) (F: uncertainty of global projections.) 6.8c Threats to health pose threats to human well-being, especially in developing regions that depend on marine resources as a food source and for tourism and coastal protection. Key words Cryosphere River regime Drainage basin Africa South Pacific Island States maps to identify areas at most risk from water shortages or floods in the future. Analysis of climate maps to identify areas at most risk from water shortages or floods in the future. Main Students create an A3 summary identifying the impact of carbon and water cycle modifications in chosen locations. This could be organised as a table or as a mind map. Class discussion to identify and evaluate the uncertainties surrounding climate predictions and associated impacts, in preparation for next lesson. Plenary ‘Sevens’ – students write a list of seven new details learned during the lesson. Resources – ‘Using the IPCC’s Assessment Report data and climate change science in Geography’, IPCC Climate Change 2014, James Riley & Charlotte Wolliscroft; useful for maps and scenario graphs, some lesson ideas, a number of links to other websites on slides 50–51.
– Royal Meteorological Society, MetLink: IPCC Updates for Geography Teachers; resource produced for 2008 specification but useful information/data and links to IPCC – ‘Help island states win their battle against climate change’, Achim Steiner (2014) Lesson 16 (1 hour) Key idea 6.9 Further planetary warming risks large-scale release of stored carbon, requiring responses from different players at different scales. Suggested learning objectives To recognise and evaluate the strategies governments, other organisations and individuals use to manage climate change. Skills objective Plotting graphs of carbon dioxide levels, calculating 6.9a Future emissions, atmospheric concentration levels and climate warming are uncertain to natural factors (the role of carbon sinks), human factors (economic growth, population, energy resources) and feedback mechanisms (carbon release from peatlands and permafrost, and tipping points, including forest dieback and alterations to the thermohaline circulation). (8) (F: uncertainty of global projections.) Key words Feedback mechanisms Tipping Permafrost UK and local (8) Plotting graphs of carbon dioxide levels, calculating and rates of change. Starter Discussion of climate change scenario data – business as usual/high-emission scenario, moderate emission scenario, low-emission scenario. Main Plotting graphs of carbon dioxide levels, calculating means and rates of change. Clarify and exemplify feedback mechanisms – students develop own examples. Explain what is meant by the term ‘feedback mechanism’. How might feedback mechanisms offset the effects of climate change? How feedback mechanisms enhance the effects of climate change? Develop ideas and understanding surrounding uncertainties. Plenary In students consider activities that are likely to: allow the best-case scenario to be achieved cause the worst-case scenario. All pairs share ideas on the whiteboard. Students can then take a photo of this.