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Learning about the carbon cycle is crucial for middle and high school students because it underpins many of the processes that sustain life on Earth. By understanding how carbon moves through the atmosphere, oceans, and living organisms, students can see connections between climate change, ecosystem health, and human activities. This carbon cycle knowledge empowers them to make informed decisions about energy use, conservation, and responsible resource management - skills that will benefit both their personal lives and the broader communities they inhabit. Finally a complete carbon cycle critical thinking framework with various levels provides differentiation, support and a great way to teach critical thinking. This integrated approach not only strengthens their scientific literacy but also fosters critical thinking and problem-solving skills that are essential for advanced studies in biology and earth science. With this in mind, let’s engage with this excellent learning and teaching resource.

This carbon cycle research project template (webquest) provides the perfect grab and go, print and provide resource that can help your students learn all about the carbon cycle. For digital, you can provide a Google doc copy for ease of submission or a Microsoft word version as well. In this carbon cycle research project template (webquest) with questions to check comprehension and inspire scientific thinking. It gives a rich and supportive framework that can be tweaked as needed for students to support differentiation.

This carbon cycle research project template includes:

• Space for a one paragraph summary (that links to the 2 page science article also available on this topic - but does not have to).
• Students should produce a mathematical connection, an engineering / technology connection, 2 interesting facts / stats.
• 5 glossary terms they should fill in with their own words (which also links to the science article also available)
• 3 thought provoking questions (ie: critical thinking questions) they must answer.
• Finally, each template has 3 alternative thought provoking questions for younger students and 3 other alternative harder questions to extend high flying or older students. Giving you a total of 9 possible thought provoking questions that could be used with students to enhance their research and critical thinking.
• Further, I have added a 1 page - 20 point rubric to be used for either self-assessment or teacher assessment as you deem fit. I hope it helps support the learning even further!

The set of resources are some of my best work and I am proud to share it with you.

The carbon cycle science article provides the perfect grab and go, print and provide resource that can supplement lessons. It is a carbon cycle article with questions to check comprehension and inspire scientific thinking. I am very proud of this series of science articles and they are rich with information and wonder at the majesty of science. Each science article includes a fun fact(s) to add to the knowledge gained from this article. Formatted in an easy to read and digest manner, each paragraph is numbered to help with referencing and each question answer has a paragraph reference number to point to the specific information (where applicable).

THESE RESOURCES CAN BE USED SO MANY WAYS:

• Useful for substitute (sub) teaching
• To extend students
• To increase scientific literacy and research skills in your class
• Great as a lesson filler when class goes too fast and you need a long running task
• To inspire students on a particular topic
• As a scaffold to support students who need support on research skills and can use a framework
• To enhance critical thinking when doing research and making a relevant and interesting output
• To enhance students ability to express ideas and synthesis knowledge
• To increase scientific literacy in your class
• A weekly reading / research task

WHAT’S INCLUDED:

The Carbon Cycle Science Research Project Template

• 7 page Google doc image - textboxes teacher version with supporting appendix items
• 3 page Google doc image - textboxes student version with room to fill in answers (text boxes)
• 7 page Word doc image - textboxes teacher version with supporting appendix items
• 3 page Word doc image - textboxes student version with room to fill in answers (text boxes)
• 7 page PDF teacher version with supporting appendix items
• 3 page PDF student version with space to fill in answers
• 1 page 20 point rubric for self or teacher assessment in all three - Google doc, Word doc and PDF form

The Carbon Cycle Science Article

• 3 page Word doc image - textboxes teacher version with answers
• 2 page Word doc image - textboxes student version with room to fill in answers (text boxes)
• 3 page PDF teacher version with answers
• 2 page PDF student version without answers (but space left to do so)
• 3 page Google doc image - textboxes teacher version with answers
• 2 page Google doc image - textboxes student version with room to fill answers (text boxes)

WHAT’S INCLUDED IN THIS CARBON CYCLE CRITICAL THINKING FRAMEWORK:

• 4 page completed exemplar for the scaffold with why questions (including suggested key questions / problems to be explored)
• 3 page complete scaffold version in PDF, Microsoft Doc & Google Doc form + now with Editable Google Slides form that has why questions in addition to suggest 9 steps providing maximum support for learners about the carbon cycle
• 3 page ladder version in PDF, Microsoft Doc & Google Doc form that has the 9 steps for a complete exploration into the carbon cycle
• 2 page step-ladder version in PDF, Microsoft Doc & Google Doc form that has 6 steps for supportive foray into the carbon cycle
• 1 page step version in PDF, Microsoft Doc & Google Doc form that has 3 steps for an initial foray into the carbon cycle
• 3 page implementation guide to support how to use this critical thinking framework practically in the classroom

Please note: That the Doc versions are images with editable text boxes overlayed on top and this is the most effective way to keep the article sleek and well-designed and also that students cannot change things significantly.