| Description: | Elementary students often successfully memorize and repeat back the stages in cycles, with no deep conceptual understanding of the complexities of the processes involved. Their ability to synthesize knowledge of the cycles with a wider breadth of information related to real-world, unresolved environmental issues such as global warming, greenhouse gas emissions or the burning of biomass for fuel is probably less well developed. In order to engage in meaningful discussions of carbon-related environmental issues, students also need an understanding of the changing nature of the earth s atmosphere. The relative proportion of nitrogen, carbon dioxide, oxygen, ozone and other gases is neither consistent around the world nor constant over time. What factors contribute to the variability in atmospheric content? Which of the factors should be controlled? What are the possible approaches to controlling them? What are the possible and probable outcomes of such controlling measures? |
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