Created byErin Torres

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Carbon Cycle Video Game Design

Grade 9Science2 days

In the Carbon Cycle Video Game Design project, ninth-grade science students learn about the carbon cycle and human impacts on it by designing a video game that simulates the movement of carbon across Earth's spheres. The project, aligned with the Next Generation Science Standards, involves immersive activities including virtual reality experiences and portfolio activities like boot camps to understand foundational concepts. Students work collaboratively to develop quantitative models and incorporate these into engaging and accurate game designs, which are evaluated based on scientific understanding, creativity, and communication skills. The project encourages reflective thinking on the carbon cycle, including human activities and potential improvements in their simulation models.

Carbon CycleVideo Game DesignQuantitative ModelingHuman ImpactEarth SystemsCollaborative LearningScientific Visualization

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we apply our understanding of the carbon cycle to design an engaging and accurate video game that simulates the movement of carbon through Earth's spheres and illustrates the impacts of human activities?

Essential Questions

Supporting questions that break down major concepts.

How does carbon move through different spheres of Earth?
What are the processes involved in the carbon cycle?
How do human activities impact the carbon cycle?
Why is the carbon cycle important for Earth's ecosystems?
How can we model the carbon cycle in a video game?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand and explain the movement of carbon through the hydrosphere, atmosphere, geosphere, and biosphere.
Analyze the impact of human activities on the carbon cycle.
Develop a quantitative model to accurately represent the carbon cycle within a video game.
Illustrate the importance of the carbon cycle to Earth's ecosystems through interactive gameplay elements.
Utilize scientific concepts to engage an audience in a game format while maintaining accuracy in representing ecosystem processes.

Next Generation Science Standards

HS-ESS2-6

Primary

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.Reason: The project requires students to design a video game that simulates the carbon cycle, directly applying quantitative models of the carbon cycle to different Earth systems.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Exploration

Students are introduced to the project through a virtual reality experience, simulating a journey through different components of Earth's carbon cycle, like traveling through the atmosphere, diving into the ocean, and venturing underground to a fossil fuel reservoir. This immersive introduction prompts them to question and explore how carbon moves and transforms in each environment.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Carbon Cycle Basics Bootcamp

Students learn the foundational concepts of the carbon cycle across Earth's spheres. This activity will help them understand how carbon moves through the hydrosphere, atmosphere, geosphere, and biosphere.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce the students to basic concepts of the carbon cycle through interactive media and infographics.

2. Guide students in small groups to discuss their understanding of each carbon pathway.

3. Facilitate a brainstorming session to connect each component of the carbon cycle with their role in Earth's systems.

4. Assign individual research tasks to find recent examples of human impact on the carbon cycle.

Final Product

What students will submit as the final product of the activityA collaborative infographic that illustrates the carbon cycle principles in each Earth sphere.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HS-ESS2-6 by building foundational knowledge about the carbon cycle necessary for quantitative modeling.

Activity 2

Quantitative Model Creator

Students form collaborative teams to develop quantitative models of the carbon cycle that incorporate human impacts. They will use these models in their video game design.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Form student teams and assign them to a specific sphere to model in detail.

2. Instruct teams to create a flowchart depicting carbon movement and transformations within their assigned sphere.

3. Use software like Excel or Google Sheets to convert the flowchart into a quantitative model, incorporating human impact scenarios.

4. Conduct peer review sessions where teams present their models and receive feedback.

Final Product

What students will submit as the final product of the activityA detailed flowchart and quantitative model representing carbon cycle processes in one of Earth's spheres.

Alignment

How this activity aligns with the learning objectives & standardsSupports HS-ESS2-6 by applying quantitative modeling to describe carbon cycle dynamics.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Carbon Cycle Video Game Design Rubric

Category 1

Scientific Understanding

Evaluation of the student's comprehension and application of carbon cycle concepts in Earth's spheres.

Criterion 1

Carbon Cycle Comprehension

Ability to understand and explain the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Exemplary

4 Points

Thoroughly explains and accurately details carbon movement through all spheres; integrates complex concepts effortlessly.

Proficient

3 Points

Clearly explains carbon movement through main spheres with minor errors; applies concepts appropriately.

Developing

2 Points

Partially explains carbon movement; some inaccuracies or misconceptions present.

Beginning

1 Points

Struggles to explain carbon movement; demonstrates minimal understanding.

Criterion 2

Human Impact Analysis

Evaluation of how well students analyze and integrate human impacts into their models of the carbon cycle.

Exemplary

4 Points

Provides a detailed, insightful analysis of human impacts on the carbon cycle, incorporating multiple scenarios effectively.

Proficient

3 Points

Analyzes human impacts accurately but with less depth; incorporates typical scenarios effectively.

Developing

2 Points

Discusses human impacts but lacks depth or contains inaccuracies.

Beginning

1 Points

Does not clearly address human impacts or includes several misconceptions.

Category 2

Creative Application

Assessment of student's creativity in applying scientific concepts within an interactive video game format.

Criterion 1

Innovative Game Design

Creativity and innovation in game mechanics and design that engage users while accurately simulating carbon cycle processes.

Exemplary

4 Points

Develops highly creative and unique game mechanisms that authentically illustrate the carbon cycle, captivating the audience.

Proficient

3 Points

Creates effective game design elements that represent the carbon cycle accurately and engagingly.

Developing

2 Points

Incorporates basic game elements; minor inaccuracies or lack of engagement.

Beginning

1 Points

Struggles with game design, showing minimal creativity or inaccuracies in depicting carbon cycle.

Category 3

Collaboration and Communication

Measure of student's ability to work effectively as part of a team and communicate their ideas clearly, both orally and in writing.

Criterion 1

Team Collaboration

Engagement and contribution to teamwork during the video game creation process.

Exemplary

4 Points

Demonstrates leadership and facilitates collaboration, consistently contributing valuable ideas.

Proficient

3 Points

Actively participates and contributes useful ideas, collaborating well with team members.

Developing

2 Points

Participates in teamwork with some contribution, may be inconsistent in efforts.

Beginning

1 Points

Limited participation in team activities, few contributions.

Criterion 2

Communication Clarity

Quality and clarity of communication in presenting game design and scientific concepts.

Exemplary

4 Points

Communicates ideas clearly and persuasively, with excellent use of scientific vocabulary and presentation skills.

Proficient

3 Points

Communicates effectively with clear ideas and appropriate use of scientific terms.

Developing

2 Points

Communication is basic; may lack clarity or use scientific terms inaccurately.

Beginning

1 Points

Struggles to communicate ideas clearly; lacks use of scientific language.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how your understanding of the carbon cycle evolved throughout the project, particularly through creating a video game. What new insights did you gain about the carbon movement and human impacts?

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Question 2

On a scale of 1 to 5, how effectively do you think your video game design represented the carbon cycle?

Scale

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Question 3

What was the most challenging aspect of developing a quantitative model for the carbon cycle, and how did you overcome this challenge?

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Question 4

Why do you think it's important to incorporate human activity scenarios in the carbon cycle model you developed?

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Optional

Question 5

Which component of the carbon cycle did your team find the hardest to simulate in your game, and how might you improve it in future designs?

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Required