3.5: Carbon Claims
How can I use models and data from Carbon Connections to test claims about carbon and climate?
Climate and the carbon cycle. It has been a journey for you and your class. Maybe this is your first time learning about science online?
From these three units, you can better see how you are connected to carbon, how carbon connects to your oceans, atmosphere, and land, and how some of the decisions you make every day are connected to carbon. Those are carbon connections.
But what are your friends saying? Do they ever mention carbon and climate? Other classes like yours have also been using Carbon Connections. Some of the students have shared their ideas through their favorite social networking site. You can see what they are posting about some of the models in Unit 3. In this lesson, you will demonstrate that you can:
Before you start your activity, let's review what you've learned.
Have you been to a movie lately? If you have, you probably heard what the critics, or even your friends, had to say about it before you even went to the movie. Did they claim it was funny? Scary? Did they say why they thought it was funny or scary?
In this lesson, you get to be a critic—a climate critic. You will evaluate what your friends or other students like you are saying about carbon and climate via social media. You can see this in their personal posts, which they've been sharing on their favorite social networking site. They've posted a video, photo, and comments.
But how are students like you doing with their understanding of carbon and climate. You get to be the climate critic regarding their posts. Do the steps below to evaluate what students like you are thinking about carbon and climate.
For the video and each of the three posts, discuss with your team:
|Error OR Question Number||Number Incorrect Statement, OR Question to Answer||Resources, Interactives Used by your Team||Corrected Statement, OR Answer to Question|
Social Media Climate Critic Video Transcript
Hayden: How's your day going?
Noelle: Uugghh, Coach Alex is really workin' us in basketball. The court sprints are killing me—and I'm really sore.
Hayden: That's no fun. I'm really excited for our school musical this spring. I plan to try out for one of the lead parts this year. Are you gonna trying out?
Noelle: Not sure yet… so much going on with basketball, swimming, and classes
Hayden: Yeah, I'm busy at school, too.
In science class this week we're doing some stuff that we haven't done before. We've been using these computer models where you can test things about earth's climate. You can see how carbon might relate to climate change. We read something like how carbon is part of climate because most of our electricity comes from using fossil fuels. It's actually sort of interesting.
Noelle: That does sound interesting. I mean, climate change is big deal these days. I'm learning about it, too.
Hayden: Yeah, we're also learning other climate stuff. I didn't know that the average temperature for Earth has increased each year for the last 30 years or so.
Noelle: How do scientists see that?
Hayden: I'm not quite sure. We saw some maps online that show where temperature is measured. Most temperature stations are on land, so it seems like you would just be getting temperatures from land. Since most of Earth is oceans, how can scientists really tell if Earth is getting warmer?
Noelle: Well, in my class, my chemistry teacher talked about the carbon cycle and carbon in the atmosphere. I guess carbon in the air is called carbon dioxide gas. It's a greenhouse gas that leads to global warming.
Noelle: I don't know exactly. I'm not sure I believe the evidence we've studied about global warming. I saw a graph that showed the global "mean" temperature. It showed that 1998 was about the hottest year on record.
Hayden: Here in Colorado, or everywhere?
Noelle: No, everywhere. But temperatures don't really seem to get much hotter after that, so how can there be global warming? When I look at temperatures after about 2002, I'm not sure that they're increasing.
Hayden: Can I see?
Noelle: Sure, I'll send the graph we've been studying. I wonder what Becky and Sam are up to this week. All right… well, I have to go. Bye!
Hi Hayden: Here's the graph I was talking about… Talk later!
Basketball sounds rough. Ouch!
So our family was talking at dinner the other night about that carbon and climate stuff. My older sister was thinking that converting forests to farmland could help both humans and climate for a few reasons:
It made sense to me, anyway. Right?
Hayden, you're a great singer, so I know you'll get a great part in the musical! Noelle, sorry to hear you're in pain…take care!
Your science class sounds different than mine. Mine is mostly lectures…
I've been thinking about making my carbon footprint smaller at home. I saw that carbon calculator on that website for your class. I can't tell which categories make the bigger difference in my footprint. I think it's food and diet, because all my brothers eat so much! I'll test THAT in the model. LOL!
So, I have a cousin in Oregon, and it might be fun to use the carbon calculator to compare our family here in Colorado with her family in Oregon—she has the same number of brothers. I wonder what would happen if I compared my family with a similar family in the state that is far away from where we live??? What results would that give?
Hmmm, now that I think about it, I wonder how our family compares with the overall average for the U.S.?
Anyway, see you around!
CONGRATULATIONS! You've completed Carbon Connections. After completing these lessons, interactives, and hands-on activities, you should have a better understanding of the carbon cycle and climate science.