The carbon cycle is an important life supporting cycle. Some say the cycle has been shifted to an unbalanced system, one in which the shift has gone toward an overabundance of CO2. Students are asked to provide information to support or refute this belief.

*Evidence, Models and Explanation

You are a member of business team charged with developing energy sources that will be used to decrease the emission of carbon dioxide. Students are asked to respond to the following questions based on this scenario: What energy systems will you select as those to support for development? What are the pros and cons of each method? What are the short term advantages and disadvantages of each? Long term advantages/ disadvantages? The feasibility of their uses by developed and developing nations?

Students are asked to use a textbook and/or the internet to draw up a list of elements and compounds (ex. water, nitrogen) that may be associated with cycles in the earth-ocean-atmosphere system.

*Evolution and Equilibrium

Students are asked to choose either the Nitrogen or the Carbon cycle, draw and label the cycle then explain it to other students using the drawing as a visual aid. Students should be sure to point out the role that people play in the cycle.

*Evidence, Models and Explanation

*Unifying Concept (NSES) represented in this activity. Unifying concepts cross curricular areas and provide students with productive and insightful ways of thinking about and integrating basic ideas that explain the natural and designed world.