Students will explore the carbon cycle and evaluate associated phenomena of climate as they discover the impact climate change could have on the farms that produce our food. Grades 6-8

adaptation: a change or the process of change by which an organism or species becomes better suited to its environment

agricultural practices: a collection of principles used to facilitate farming

climate: the prevailing weather conditions in a specific area over a long period of time

climate change: a change in global or regional climate patterns which can include increased temperatures and extreme weather events such as droughts, floods, etc.

deforestation: the action of clearing a wide area of trees

food security: the state of having reliable access to a sufficient quantity of affordable, nutritious food

fossil fuel: a natural fuel such as coal or petroleum formed in the geological past from the remains of living organisms

global warming: a gradual increase in the overall temperature of the Earth's atmosphere generally attributed to the greenhouse effect caused by increased levels of carbon dioxide and other pollutants

mitigation: the act of reducing the severity of something

weather: the state of the atmosphere at a given place and time in regards to heat, dryness, sunshine, wind, rain, etc.

1. Project the Climate Change Phenomena PowerPoint slides.
2. Inform students that you will be showing them a series of maps. Each map represents the farms where one food crop is grown in the United States. As you progress through the maps (slides 3-8), see if students can identify the crop based only on the location of the farms. Encourage students to ask questions and watch for patterns and correlations.
3. After viewing the maps, ask, "Are all crops grown in all 50 states?" (No) "Why?" (slide 9) Allow students time to think and then discuss their answers as a class. Guide the discussion to the topics of weather and climate. Help students recognize that each of these plants require their own specific climate and weather conditions to grow. 
4. Ask students, "Where are bananas grown?" (slide 10) After viewing the map (slide 11) explain that bananas grow in tropical climates where it is warm and humid.
5. Pose the question, "Could bananas ever be grown in America's breadbasket?" (slide 12) Explain to students that they will be exploring the relationships of weather, climate, climate change, and the production of our food.

This lesson investigates the phenomenon of the impact of climate on food production. Natural phenomena are observable events that occur in the universe that we can use our science knowledge to explain or predict. Phenomenon-Based Episode: How does climate impact my food supply? Disciplinary Core Ideas: Human Impacts on Earth Systems National Agricultural Literacy Outcome Theme: Culture, Society, Economy & Geography Phenemona Table- Climate Change Phenomena

Activity 1: Carbon, Climate, and Our Food Supply

1. Provide each student with digital access to the Climate Change Phenomena e-magazine.
2. Instruct students to read the e-magazine and to click on all of the interactive links. Point out to students that the links are highlighted in a light blue color in the e-magazine.

Activity 2: Carbon Cycle

1. Ask students to reflect on what they learned from the Climate Change Phenomena e-magazine. Ask, "If you were to summarize everything you read about and learned into one word, what would it be?" Allow students to offer answers. Use guiding questions to help them identify the word carbon. Carbon is the variable that is at the root of climate change. Use this tipping point to emphasize the importance of the carbon cycle. Inform students that they will be using what they learned in the e-magazine to dive into the carbon cycle in more detail.
2. Ask students to recall the four spheres found on Earth. (biosphere, hydrosphere, atmosphere, lithosphere)
3. Divide the class into 12 teams or small groups. Give each group one Carbon Cycle Scenario Sheet (printed front to back with the illustration on the front and the description on the back).
4. Instruct each group to complete the following steps:
   1. Read the description on the back of the sheet to understand the process described.
   2. Identify the two spheres where carbon is transferred to and from.
   3. Place their sheet on the white board and label it by writing the sphere where the carbon started above the sheet and the sphere where the carbon was transferred below the sheet. 
      
      
5. Once all of the students add their sheet to the board, review each process as a class. You may lead a discussion as a class to describe each process and state the two spheres where carbon is transferred to and from, or you may have each group teach their peers.
6. After each of the processes have been reviewed, ask your students to observe the sheets and determine what is different about the sheets with the blue circles versus the sheets with the red circles. (Students should recognize that the blue circles represent processes that take place naturally, and the red circles represent human activities that impact the carbon cycle.)

   As you facilitate your classroom discussion about human-induced activities in the carbon cycle vs. naturally-occurring activities, have your students think critically about the card "Digestion from cattle and other ruminants." This card could be red or blue. Cattle and other ruminants like sheep, goats, deer, and elk would live in our environment regardless of human activity (making it blue). However, a higher quantity of these animals live in our world because they are raised on farms throughout the world for meat and milk. Culture can also be a contributing factor in a country such as India where cattle are considered sacred and are not slaughtered.

7. Now that students can recognize the individual processes that transfer carbon from sphere to sphere, they can begin to see the bigger picture of the cycle. Give each student one copy of the Carbon Cycle handout, one red colored pencil, and one blue colored pencil.
8. Begin with the blue (naturally occurring) Carbon Cycle Scenarios. Have students use their blue colored pencil to draw arrows on their Carbon Cycle handout. Label each arrow with the associated carbon cycle process.
9. Next, have students turn their sheet over and use their red colored pencil to label the human-induced carbon cycling processes.
   
   
    
10. Ask students the following questions.
    • In terms of balance, which carbon cycle appears to have the most balance? (naturally occurring)
    • If you were to think critically about what these cycles illustrate, what questions would you ask about the amount of carbon transferred through each process? (Does each process transfer the same amount of carbon? For example, does respiration put the same amount of carbon in the atmosphere as the burning of fossil fuels?)

Three Dimensional Learning Proficiency: Science and Engineering Practices Middle School: Construct an explanation that includes qualitative or quantitative relationships between variables that predict and/or describe phenomena.

Activity 3: Climate Smart Agriculture

1. Ask students to brainstorm all of the actions they can personally take to reduce our negative impact on the environment. List them on the board. Examples students may think of include driving less, using public transportation, reducing plastic use, etc.
2. Ask students to recall from the Climate Change Phenomena e-magazine the definitions of the words adaptation and mitigation. Point out to students that the items listed on the board are examples of mitigations. They are choices and efforts aimed to decrease the excessive transfer of carbon to the atmosphere. Explain that there are similar measures that can be taken on farms to both mitigate climate change and adapt to a changing climate.
3. Show students the video clip, Happy Cows Help Save the Planet: Climate Smart Agriculture in Costa Rica. As students watch the video, have them make a list of things the farmer does to mitigate greenhouse emissions that lead to climate change.
4. After watching the video, ask, "What did the Costa Rican farmers do to mitigate climate change?" (They use fences made from living trees, manage healthy grass and forage which protects soil from erosion, plant trees for shade, take measures to protect birds and wildlife, use a biodigester for manure management, etc.)
5. Divide students into 10 small groups. Give each group one Climate Smart Agriculture card. 
6. Point out the diagram on the back of their card. Discuss three goals to climate smart agriculture.
   • Increase Productivity: Producing food, fuel, and fiber for our world requires the use of natural resources and comes at a cost to our environment. If we can increase the productivity and efficiency of our farming practices, the overall environmental impact of producing food (per calorie) will be less.
   • Enhance Resilience: Although mitigating climate change is important, our climate is changing. Measures to enhance the resilience of livestock and crops to climate change are necessary to continue to produce food for a growing population.
   • Reduce Emissions: Science and technology are helping us identify ways we can change farming practices to reduce greenhouse gas emissions. 
     
     
      
7. Give students time to research their climate-smart farming practice. They should begin with the introduction on their card and then continue with an internet search to answer the questions on the front of their handout.
8. Select a presentation method to allow your students to share their climate smart agricultural practice with their peers. Examples include:
   • Augmented Reality
   • Conduct a gallery walk using their Climate Smart Agriculture cards
   • Speed dating peer-to-peer teaching
   • Etc.

Three Dimensional Learning Proficiency: Crosscutting Concepts Connections to Engineering, Technology, and Applications of Science: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.

1. Return to the question posed in the Interest Approach-Engagement portion of the lesson. Ask students, "Could bananas ever be grown in America's breadbasket?" Have a class discussion prompting students to reflect on what they have learned.
2. Review and summarize the following key concepts:
   • Climate change includes the long-term warming of the planet as well as extreme weather events such as floods, storms, droughts, etc. Climate impacts farms and the production of the food we eat.
   • The carbon cycle is a natural process, but human activities such as the burning of fossil fuels, deforestation, and some agricultural practices accelerate the carbon cycle leading to excess carbon in the atmosphere.
   • Some agricultural practices contribute to climate change. Climate-smart farming practices are being discovered and implemented to ensure a sustainable food supply for our future.

1. https://www.epa.gov/ghgemissions/sources-greenhouse-gas-emissions
2. https://en.m.wikipedia.org/wiki/Climate_change_and_agriculture
3. https://www.futurelearn.com/courses/climate-smart-agriculture/0/steps/26565
4. https://www.cnbc.com/2018/09/17/un-report-shows-climate-change-effect-on-farming.html
5. https://climate.nasa.gov/
6. https://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/nrcseprd1318196.pdf

Phenomenon chart adapted from work by Susan German.
German, S. (2017, December). Creating conceptual storylines. Science Scope, 41(4), 26-28.
German, S. (2018, January). The steps of a conceptual storyline. Science Scope, 41(5), 32-34.

• An Unusual Snack for Cows, a Powerful Fix for Climate
• Climate Change Phenomena e-Magazine
• Climate Change: The Water Paradigm
• Cows and Climate
• Crash Course Geography
• How to Feed the World in 2050: Actions in a Changing Climate video
• Some Like it Hot: Climate Change and Agricultural Pests
• TedTalk- How to Fight Desertification and Reverse Climate Change
• The Price of Climate Audio Series
• What is Sustainable Agriculture?