2. Opening Activity: Jan. 22, 2019
If you have not turned in your Keeling Curve Explanation – please do so NOW!!
Which of the following question do scientists use to make predictions about future carbon pools? (revisit your notes from last week to see questions)
Carbon Pool Question
Carbon Cycling Question
Energy Flow Question
Stability and Change Question
I can…
Explain different types of energy use that create carbon emissions.
Homework:
Relationships in Earth Systems & Carbon Flux Quiz 1/23

3. The Lifestyle Game Make connections to the previous activities.
Display slide 3 of the PPT. Tell students in the last activities we examined how carbon cycles around the globe. In this activity, we will examine how people from all parts of the world use carbon and energy, and how our personal choices and also where we live impacts how we use organic carbon.
Place the 5.1 Lifestyle Cards around the room.
Introduce the students to the four different stations around the room: food, electricity, transportation, and buildings.

4. Choosing Your Lifestyle
At each station, indicate the lifestyle you choose in the table. You should choose the lifestyle you would most like to have.
Station
Lifestyle Choice
CO2 Emissions (lbs CO2/Year)
Transportation
Home/Buildings
Electricity
Food
Have students visit the stations and make lifestyle choices.
Display slide 4 of the PPT. Give each student a copy of 5.1 Extreme Makeover: Lifestyle Edition Worksheet.
Tell students that each station contains four different options and that it is their job to select one at each station.
They should visit each station, read each lifestyle card at each station, and select a lifestyle from each station (they should record their choices in Table A). They should not make choices in Table B. Table B is for Activity 5.2.
Give students minutes to visit all four stations.
Students may ask you “How should I decide what to choose?” They should make their decision based on what they see as their ideal lifestyle.

5. Calculating Carbon Emissions
Use the Secret Revealed! WS to record the carbon emissions associated with your lifestyle choices. Record the results in the second column.
Station
Lifestyle Choice
CO2 Emissions (lbs CO2/Year)
Transportation
Home/Buildings
Electricity
Food
Have students visit the stations and make lifestyle choices.
Display slide 4 of the PPT. Give each student a copy of 5.1 Extreme Makeover: Lifestyle Edition Worksheet.
Tell students that each station contains four different options and that it is their job to select one at each station.
They should visit each station, read each lifestyle card at each station, and select a lifestyle from each station (they should record their choices in Table A). They should not make choices in Table B. Table B is for Activity 5.2.
Give students minutes to visit all four stations.
Students may ask you “How should I decide what to choose?” They should make their decision based on what they see as their ideal lifestyle.

6. Share Your Results With your partner or group:
Which lifestyle choices led to the highest emissions?
Which lifestyle choices led to the lowest emissions?
What are similarities in the choices you made?
What are differences in the choices you made?
Have students share their results with a partner or group.
Display slide 6 of the PPT. Ask students to look at their individual carbon emissions based on their choices and share their results with their partners.
Encourage students to notice which lifestyle choices lead to the highest emissions and to look for similarities and differences in the choices they made.
Ask for a raise of hands: “How many people would use more than 5,000 pounds of carbon?”
“Keep your hand up if you would use more than 10,000 pounds.”
Continue with this trend so students get a sense of how the range and variation in results.
Ask students who had the highest and lowest emissions to share their choices, and any others who are willing to share their choices and why they made the choices they made.

7. Discussion What choices did you make for each station?
To what extent do your choices affect the planet’s climate?
How do carbon emissions impact the global climate?
Ask for reflections on the activity as a whole class.
Display slide 7 of the PPT. Ask students to share any reflections they have on their choices for each station. Ask:
“Who would like to share the choice they made for each station?”
“To what extent do your choices affect the planet’s climate?”
“How do carbon emissions impact the global climate?”
Students are likely to have chosen various lifestyles for a variety of reasons. Answers will vary at this point. Use the discussion to highlight the fact that different people use carbon in different ways depending on their needs, wants, where they live, and what kinds of resources are available to them. Also, have them think about how our individual practices might reflect the lifestyle of the society we live in, and how those practices impact the climate with the carbon emission we produce.

8. Carbon Emission Jigsaw
In what way do you participate in the human consumption of fossil fuels?
You will form new groups – A, B, C, D
Each table will become an “expert” on a type of human consumption of fossil fuels. Complete worksheet at table with handout. (20 min)

9. HOMEWORK:
If you did not complete your expert sheet in class it is homework. You may take home a class copy of you need to. STUDY FOR YOUR QUIZ – Use learning tracking tool and handouts in journal to help guide you.

10. Opening Activity: Jan. 23, 2019
Review your notes to prepare for the quiz.
Learning Tracking Tool
Finding Patterns in Earth Systems
Relationships between Earth Systems
Carbon Pools/Flux Notes
Keeling Curve Explanation
2. Set up your privacy folders so you are ready for the quiz, the quiz will start right away!
I can…
Explain different types of energy use that create carbon emissions.
Homework:
Energy Scenarios due 1/24

11. Goals for Today Quiz – Closed Notes!!!
When done with quiz, turn into class folder at front table and see substitute to set you up with a group to discuss your carbon emissions jigsaw.
Work with group of 4 – members of each group: electricity, buildings, transportation and food to complete the back side of the carbon emissions handout.
Pick up an Energy Scenario card and Handout – Complete the handout using the specific scenario described on the card (homework if not done in class).

12. Opening Activity: Jan. 24, 2019
Double Stamp Today – please have out and ready! Carbon Emission Jigsaw AND Energy Scenarios
What is one way that eating food produces carbon emissions?
How does our school building produce carbon emissions?
What types of transportation produce the least carbon emissions?
Be prepared to share your energy scenarios.
I can…
Explain different types of energy use that create carbon emissions.
Homework:
Review the source – last chance to turn quarter 2 work is tomorrow, 1/25

13. Energy Scenarios

14. Energy Use Causes Carbon to Move
Biomass
organic carbon
Atmosphere
Inorganic CO2
Before the Industrial Revolution, the atmosphere maintained a balance with the biomass pool through photosynthesis and cellular respiration.
As carbon dioxide concentrations in the atmosphere continue to rise, so will temperatures. What are the consequences of increasing temperatures for people and the planet?
However, the biomass pool can only sequester a limited amount of carbon. Today, we are adding too much CO2 to the atmosphere pool. This causes an imbalance.
Soil
organic carbon
Fossil Fuels
organic carbon
If we continue to use fossil fuels at current rates, it will be impossible for the planet to maintain its natural balance between the atmosphere and biomass pool.
When we burn fossil fuels in vehicles and buildings, we move carbon from the fossil fuel pool to the atmosphere pool.

15. Find an “Energy Story” Partner:
1. Review each scenario and PEER EDIT:
a. Why is this an energy use?
What is the source of this energy?
How do carbon atoms move as a result of this?
2. Review your story and diagrams:
Do all parts of the story follow the matter & energy rules?
Do carbon atoms ever disappear?
When carbon leaves one pool, does it always enter another?
3. How are your stories similar? How are they different?
4. Go Back to your Lifestyle Choices from Tuesday -
The lifestyles described were based on average lifestyles for four countries.
Which countries do you think are represented by lifestyle choices A-D?
What information are you using to guess?

16. Post Energy Jigsaw Questions
Which type of energy use leads to the most carbon emissions? The fewest carbon emissions?
How do humans transform organic carbon to inorganic carbon?
What is one way that eating food produces carbon emissions?
How does our school building produce carbon emissions?
What types of transportation produce the least carbon emissions?
What are some actions humans could take to reduce their carbon emissions at school? At home?

17. Carbon dioxide emissions by country
Lifestyle Choice
Country
CO2 Emissions
(lbs/yr/person)
Weight in School Buses
Volume in School Buses A
United States
44,000 lbs
1.75 buses
157 buses B
China
9,500 lbs
0.4 buses
34 buses C
Ethiopia
220 lbs
0.01 buses
0.75 buses D
France
14,600 lbs
0.6 buses
52 buses
Which country emits the most? Which emits the least?

18. Lifestyle Choice
Country
CO2 Emissions
(lbs/yr/person)
Weight in School Buses
Volume in School Buses A
United States
44,000 lbs
1.75 buses
157 buses B
China
9,500 lbs
0.4 buses
34 buses C
Ethiopia
220 lbs
0.01 buses
0.75 buses D
France
14,600 lbs
0.6 buses
52 buses
Why do you think these countries have different carbon emissions? Use information you know about each country to suggest reasons for this variation.

19. Discussion questions For each question, think about your answer for 30 seconds. Then, take 1 minute to share your answer with a partner. Then, your teacher will ask some of your to share your answers with the class.
Lifestyle
Country A
United States B
China C
Ethiopia D
France
How do you think these numbers are different from what they would have looked like 100 years ago?
In this activity, you were allowed to make “choices” about which lifestyle you choose. Which of these things do you make “choices” about everyday, and which of these things are determined by where you live?
How much “choice” does a person living in Ethiopia have about how she or he uses carbon every day? If a person from Ethiopia could play this game, what lifestyles do you think s/he would choose?
What are the consequences for the environment if we continue with our current lifestyles in the United States? What are the consequences for people?
Carbon emissions cause an increase in global temperatures, which leads to weather hazards like drought in some areas, and heavy rain in others. How will extreme drought affect a citizen of Ethiopia differently than a citizen of the United States?
Rising sea levels are another consequence of rising temperatures. When polar ice caps melt, the water from the glaciers goes into the oceans, causing sea levels to rise. Who on the planet will be affected most by rising sea levels?

20. Opening Activity: Jan. 25, 2019
Review your Learning Tracking Tool. Complete the third column (questions) for our entry yesterday.
How is energy use related to the movement of carbon and amount of co2 in atmosphere?
What do you already know about the United Nations Sustainable Development Goals?
I can…
Create an argument for an action to combat climate change and its impacts.
Homework:
Human Energy Systems Test – 2/1
Hamilton Takes Charge Project draft due 2/5
Final Project Due 2/11

21. How can we combat climate change and its impacts?
Sam

22. Individual Actions Societal Actions (you just discussed lots of these)
Write suggestions here

23. Sustainable Development Goals
Intro to SDGs SDG #13 Video w/ Students SDG #13 Climate Change Agenda
Sustainable Development Goals

24. How well are countries coordinating and implementing these goals?

25. What actions can we take to combat climate change and its impacts?
Public Service Statement:
Create a scientific argument for actions that will combat climate change.
Make your argument public.
Create a Sustainable Action Plan:
Create a scientific argument for an action plan that will combat climate change.
Execute an action plan to combat climate change.

26. Hamilton Takes Charge Work Time
Check out Communities Take Charge link on our class website (click on “I’d rather not say” to bypass the login)
Discuss possible ideas and form groups
Research ideas you might be interested in

27. Homework- Due Mon/Tues!
Brainstorm project and partner ideas
Visit class website to check out different carbon reducing actions on the Communities Take Charge resource.