Science Lesson: Carbon Removal Technology
Lesson Plan
2 hours 30 minutesGrades8, 9, 10, 11, 12Science
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Written by Denise Linder
About this lesson
In this lesson, which can extend over several class periods, students research carbon removal technologies as climate solutions. Students participate in a role-play to determine the best solution for their community.
Inquire: Students review key information about the carbon cycle and carbon sinks.
Investigate: Students research and compare different carbon dioxide removal (CDR) technologies in terms of methods, resource requirements, risks, and benefits.
Inspire: Students evaluate and recommend a CDR technology for a specific geographically and demographically defined community.
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Suggestions
- This lesson can be taught within the context of an environmental or other science course, a government or civics course, or a business course.
- This lesson can empower students to realize their potential as climate change problem solvers. This lesson encourages students to explore new ideas and technology that aim to slow global warming.
- This lesson can be taught across two 75-minute class periods:
- Class period 1: Inquire and Investigate sections
- Class period 2: Inspire section
- The Inspire section can be taught over two class periods:
- Class period 1: Steps 1 and 2 group work
- Class period 2: Step 3 presentations and reflections
Prerequisites
- Students should have a basic knowledge of the impact of excess atmospheric carbon dioxide as a driver of global warming.
- It is advised that teachers review the resources and the Teacher Answer Key to familiarize themselves with the technologies. Note: Many CDR technologies are not yet developed for large-scale use.
- Some information in the resources, such as cost per CDR technology, may change over time as technology improves, expands in applications, decreases in energy requirements, and decreases in costs.
Differentiation
- This lesson offers multiple opportunities for students to exercise choice in research and presentation style.
- In the Investigate section, teachers can provide information from the Teacher Answer Key to support students who need scaffolding.
- Students can advocate for a CDR technology in their own community by presenting their ideas to community or business leaders.
- For Step Two of the role-play scenario of the Inspire section, students may need prompting questions to identify the most practical and best logistical technology based on their community (coastal, inland, rural, urban) such as available land space, transportation options, and population demography. For example:
- One group chooses a coastal community and wants to do wetlands restoration as a way to store carbon. Great idea! They may need prompting to think about downstream economic possibilities: expanded tourism with lodging and restaurants (small businesses), education opportunities (schools and tourists), what would the impacts be to roadways, traffic, water usage, small vs. expanded town, and what would residents want to preserve?
- Another group chooses an urban community and wants to use urban farming as a CDR method. They may need prompting about where to put the farms in an urban environment. (Prompt: Where is the available land? Hint: There are a lot of rooftops in urban areas.) They need to consider what to grow, what they would do with produce, who would manage this (privately owned business or local/neighborhood community effort), how could they involve local citizens, what they would do during winter seasons (if they had a 4 season community), and what farming methods they would use to store carbon.
From the scientist review
Students gain knowledge about the earth system, carbon cycle, residence time, different carbon dioxide removal methods, and the best CDR that local communities can deploy to mitigate global warming. The lesson passed our science review procedure after we reviewed it.
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About the teacher writer
Denise Linder
9-12 Chemistry Teacher
I have been teaching HS Chemistry in MA for the past 14 years, along with courses in Biology and Environmental Science. As an advocate for Climate Change education, for both teachers and students, I am always looking for content and opportunities to add climate change information to my professional practice and academic courses. I am also registered as a Climate Interactive En-ROADS Ambassador.
