Knowledge organiser covering the carbon cycle and climate change. This includes the following sections: Carbon cycle processes Where is the carbon? Climate change key words How has human activity changed where carbon is located? The greenhouse effect Climate change over time Atmospheric CO2 over time Evidence for climate change

This lesson reviews students’ knowledge about the carbon cycle within the context of the study of ecosystems for GSCE Science (Biology) and Geography, as well as the changing composition of the Earth’s atmosphere for GCSE Science (Chemistry). It covers the carbon cycle and major carbon stores and fluxes. The lesson combines a digital interactive carbon cycle diagram to reinforce knowledge of the processes in the carbon cycle, with a hands-on activity to introduce students to the size of the major carbon stores and fluxes. Exam style questions and a knowledge organiser provide a good revision focus. Learning outcomes Review basic processes in the carbon cycle Develop fuller understanding of the carbon cycle Compare the sizes of the major carbon stores Demonstrate their understanding of carbon fluxes and how changes have contributed to climate change

This activity focuses on the processes in the global carbon cycle. It can be played individually or in small groups of two to four. Each player will move their counter around the board using the instructions. Players will use a dice to see how their carbon counter will move around the different stores in the carbon cycle.

This activity teaches students about the amount of carbon in the different stores, e.g. ocean, atmosphere, and fossil fuels. It is a group activity designed for between 4 and 6 students. Students will also learn about how carbon passes from one store to another.

This lesson supports students to develop the ‘data handling’ component of working scientifically for GCSE. It is based on current research being conducted by Exeter University and Plymouth Marine Laboratory. This lesson develops students’ skills in data handling and presentation. Having learnt about microplastics and zooplankton separately, the next two lessons sees students test the hypothesis that zooplankton eat microplastics. This full lesson includes: Lesson Overview & Teacher Guidance Slideshow 5 Do zooplankton eat microplastics? Student Sheet 5a Do zooplankton eat microplastics? (Practical) Student Sheet 5b Do zooplankton eat microplastics? (Data analysis) Activity Overview 5 Do zooplankton eat microplastics ? Answer Sheet for Student Sheet 5b This is Lesson 5 of 7 in the Plankton, Plastics and Poo unit of work, which is based on current research being conducted at the University of Exeter and Plymouth Marine Laboratory. The unit consists of enquiry-based lessons which support students to work scientifically by simulating the researchers’ investigations, and encourages students to the use their findings to have a wider impact. The resource uses innovative methods to bring cutting edge science to the classroom, including: - Using real field and laboratory data. - Practical investigations that replicate the work of the scientists. - Using social media to connect with the scientists. - The opportunity to connect with scientists through Skype in the classroom events. All lessons and resources are available from Encounter Edu’s TES profile.

These resources for ages 7-11 are based on the journeys undertaken by science teams taking part in the Catlin Seaview Survey expeditions. These resources present a complete scheme of work for the science classroom, covering core science and sustainability curriculum areas as well as enhancing students’ creative and communications skills. Science curriculum topics include: - habitats and how they provide the basic needs of plants and animals - identification, classification and the use of keys - life cycles, anatomy and sexual reproduction - how animals obtain their food using the idea of food chains - how animals and plants are adapted to their environment - human impact on the environment This project-based learning resource incorporates stunning multimedia resources and is based on recent expeditions to enable students to explore marine life on the reef and the threats facing it.

These Key Stage 4 (KS4) Science lessons allow students to investigate water pollution. Students work scientifically to explain what microplastics are and where they come from. In this lesson, students develop their understanding of how human actions can have a negative impact on the marine environment. The context of this lesson is investigating the amount of microplastics that students use every day in personal hygiene products. This full lesson includes: Lesson overview and teacher guidance Student Sheet 3a How much microplastic? Student Sheet 3b Microplastics summary worksheet Student Sheet 3c Hunting microplastic home learning Slideshow 3 How much microplastic Activity Overview How much microplastic? Subject Update 4 Marine plastics Subject Update 5 Marine plastics facts and figures This is Lesson 3 of 7 in the Plankton, Plastics and Poo unit of work, which is based on current research being conducted at the University of Exeter and Plymouth Marine Laboratory. The unit consists of enquiry-based lessons which support students to work scientifically by simulating the researchers’ investigations, and encourages students to the use their findings to have a wider impact. The resource uses innovative methods to bring cutting edge science to the classroom, including: - Using real field and laboratory data. - Practical investigations that replicate the work of the scientists. - Using social media to connect with the scientists. - The opportunity to connect with scientists through Skype in the classroom events. All lessons and resources are available from Encounter Edu’s TES profile.

Submarine STEM 11-14 provides middle school / lower secondary school science and design and technology teachers with an engaging resource to explore the science and engineering of submarine exploration. The 6 lessons of Submarine STEM 11-14 are based on the exploratory submersible journeys undertaken as part of the XL Catlin Deep Ocean Survey. The XL Catlin Deep Ocean Survey was the first Nekton Mission and the first multidisciplinary scientific research program to measure the health and resilience of the deep ocean off Bermuda, the Sargasso Sea (between Bermuda and Canada) and off Canada’s east coast. Submarine STEM challenges students to consider different aspects of submarine design. Each lesson contains a standalone practical investigation examining the scientific principles involved in safely exploring the deep ocean. The deep ocean is extremely difficult to observe and until recently marine science was conducted entirely from the surface. Students will follow in the footsteps of pioneers in deep ocean exploration, considering the different scientific concepts from forces and pressure to material choices needed for surviving in this inhospitable yet amazing environment.

Plastic, Plankton and Poo is a science Key Stage 4 unit of work, this video lesson can be used as part of Lesson 7. In this lesson the science team explain the societal importance of their work and how their research can be used by policy- makers, community organisations and wider society. This full lesson includes: Student Sheet Video 4 Student Sheet Video reflection The video can be used as a stimulus to a larger discussion about the impact of plastics on the environment and how science can help inform decisions about the future use of plastic. There are also opportunities to use a flipped approach to learning, setting the video lesson as pre-work before the topic is taught or as home learning to provide reinforcement of factual knowledge or to encourage further reflection.

A practical lesson where students work scientifically and develop their literacy skills by writing a conclusion using the ‘Point Evidence Explain’ technique from English. The context of the lesson is the work of Dr Helen Findlay who is investigating ocean acidification: ‘the other carbon problem’. This full lesson contains: Slideshow 1: Are humans causing ocean acidification? Lesson Overview and Teacher Guidance Activity Overview 1: Are humans causing ocean acidification? Student Sheet 1a: Are humans causing ocean acidification? Student Sheet 1b: Practical instructions Subject Update 1: Ocean acidification Six enquiry-based lessons introducing ocean science concepts for ages 11-14. These lessons and activities are full of practical ideas to bring carbonate chemistry and marine biology to the science classroom. All lessons demonstrate science at work and are based on recent research conducted in the Arctic. Designed to be used in conjunction with the Digital Explorer Media Zone. All lessons and resources are available from Encounter Edu’s TES profile.

This Frozen Oceans booklet outlines the research carried out by the Catlin Arctic Surveys between 2009 and 2011 and can be used in teaching the carbon cycle, ocean acidification and its impact on the Arctic ecosystem for Science GCSE. Two data activities have been prepared. The first uses a widely referenced longitudinal study on the relation between dissolved carbon dioxide in the ocean and ocean pH. The second uses data collected in the Arctic that looks at the potential impact of ocean acidification on the Arctic ecosystem. This resource also focuses on the work of real scientists, addressing much of the How Science Works content in GCSE Science specifications including learning from a field research programme, the use of data, the peer review process and how science and society are linked.

Encounter Edu links curriculum aligned education with global burning issues to inspire STEM careers and encourage environmental stewardship. Learn more about what we do at www.encounteredu.com or by visiting our TES Shop, filled with quality, free of charge resources. The Frozen Oceans education programme is based on the research expeditions of the Catlin Arctic Survey 2009-11. Braving temperatures of -40°C, marine biologists, oceanographers and explorers camped on the frozen sea ice and undertook transect surveys to collect data on the changes occurring in the region. Have your class become ocean detectives with these experiments suitable for ages 11-14 and 14-16 (KS3/4).

This lesson supports students to develop the ‘societal importance of science’ component of working scientifically for GCSE. It is based on current research being conducted by Exeter University and Plymouth Marine Laboratory. Having made their discovery that microplastics affect zooplankton feeding and that this could have devastating environmental consequences, the question is, what changes do they want to see, and who should make them? This full lesson includes: Lesson Overview & Teacher Guidance Slideshow 7 How can you make sure your discoveries have an impact? Student Sheet 7a Reducing the impacts of microplastics Student Sheet 7b Communication ideas Student Sheet 7c Impact plan Student Sheet 7d SMART targets This is Lesson 7 of 7 in the Plankton, Plastics and Poo unit of work, which is based on current research being conducted at the University of Exeter and Plymouth Marine Laboratory. The unit consists of enquiry-based lessons which support students to work scientifically by simulating the researchers’ investigations, and encourages students to the use their findings to have a wider impact. The resource uses innovative methods to bring cutting edge science to the classroom, including: - Using real field and laboratory data. - Practical investigations that replicate the work of the scientists. - Using social media to connect with the scientists. - The opportunity to connect with scientists through Skype in the classroom events. All lessons and resources are available from Encounter Edu’s TES profile.

This lesson is part of the Key Stage 4 (KS4) science unit, Plastic, Plankton and Poo. In this lesson students work scientifically to explain the importance of zooplankton in the marine carbon cycle. Students will learn the importance of zooplankton as primary consumers in the community and as part of the marine biological pump in the global carbon cycle. This full lesson includes: Lesson Overview & Teacher Guidance Slideshow 1 Why should we care about zooplankton? Student Sheet 1a The importance of zooplankton Mark scheme for Student Sheet 1a Subject Update Copepods Subject Update The marine carbon cycle This is Lesson 1 of 7 in the Plankton, Plastics and Poo unit of work, which is based on current research being conducted at the University of Exeter and Plymouth Marine Laboratory. The unit consists of enquiry-based lessons which support students to work scientifically by simulating the researchers’ investigations, and encourages students to the use their findings to have a wider impact. The resource uses innovative methods to bring cutting edge science to the classroom, including: - Using real field and laboratory data. - Practical investigations that replicate the work of the scientists. - Using social media to connect with the scientists. - The opportunity to connect with scientists through Skype in the classroom events.

In this Key Stage 4 (KS4) lesson, students work scientifically to explain how humans affect the marine environment. The ocean is worth $49.7 trillion per year to the global economy and its beauty is priceless. People, every day, all over the world, use the ocean for a whole variety of purposes: but what impact does this human activity have on the ocean, the organisms that live there and on us? This full lesson includes: Lesson Overview & Teacher Guidance Slideshow 2 Human impact on the marine environment Student Sheet 2a Card sort for bioaccumulation Student Sheet 2b Human impacts summary Student Sheet 2c Human impacts summary (higher) Subject Update The marine carbon cycle Answer Sheet for Student Sheet 2b & 2c Subject Update 3 Trophic cascades This is Lesson 2 of 7 in the Plankton, Plastics and Poo unit of work, which is based on current research being conducted at the University of Exeter and Plymouth Marine Laboratory. The unit consists of enquiry-based lessons which support students to work scientifically by simulating the researchers’ investigations, and encourages students to the use their findings to have a wider impact. The resource uses innovative methods to bring cutting edge science to the classroom, including: - Using real field and laboratory data. - Practical investigations that replicate the work of the scientists. - Using social media to connect with the scientists. - The opportunity to connect with scientists through Skype in the classroom events. All lessons and resources are available from Encounter Edu’s TES profile.

Introducing the issue of marine plastics and their impact on the ocean ecosystem, this video looks at how scientists investigate environmental issues and the potential impact of human actions. Students will also be able to relate existing knowledge of the carbon cycle, food webs and human impacts on the environment to the work of a professional research group. This full lesson includes: Student Sheet Video 1 Student Sheet Video reflection This video lesson can be used as part of Lessons 1 or 6 of the Plankton, Plastics & Poo unit. There are also opportunities to use a flipped approach to learning, setting the video lesson as pre-work before the topic is taught or as home learning to provide reinforcement of factual knowledge or to encourage further reflection. All lessons and resources are available from Encounter Edu’s TES profile.

Students work scientifically by using analytical techniques in a systematic way to identify mixed up samples of ocean water. The context of the lesson is a mix up in a lab which students have to use their skills to solve. This full lesson contains: Slideshow 5: Ocean detectives Lesson Overview and Teacher Guidance Activity Overview 5: Ocean detectives Student Sheet 5a: Ocean detectives Subject Update 2: Thermohaline circulation Six enquiry-based lessons introducing ocean science concepts for ages 11-14. These lessons and activities are full of practical ideas to bring carbonate chemistry and marine biology to the science classroom. All lessons demonstrate science at work and are based on recent research conducted in the Arctic. Designed to be used in conjunction with the Encounter Edu Media Zone. All lessons and resources are available from Encounter Edu’s TES profile.

Students work scientifically using models to explain the impacts of Arctic ice melting. Polar explorer, Ann Daniels puts this lesson into context, sharing her experiences of supporting Arctic fieldwork. This full lesson contains: Slideshow 6 Can ice melting in the Arctic really cause sea level rise? Lesson Overview and Teacher Guidance Activity Overview 6 Sea level rise Student Sheet 6a Is all ice equal? Student Sheet 6b Storyboard Subject Update 4 A melting Arctic Subject Update 5 All about ice Six enquiry-based lessons introducing ocean science concepts for ages 11-14. These lessons and activities are full of practical ideas to bring carbonate chemistry and marine biology to the science classroom. All lessons demonstrate science at work and are based on recent research conducted in the Arctic. Designed to be used in conjunction with the Encounter Edu Discovery Zone. All lessons and resources are available from Encounter Edu’s TES profile.

The scientists provide an insight into field sampling techniques. Join a microplastics research team as they explain how to identify a research survey site and how to ensure that any samples collected can be used as valid data. This full lesson includes: Student Sheet Video 2 Student Sheet Video reflection This video lesson can be used as part of Lesson 4 of the Plankton, Plastics & Poo unit. There are also opportunities to use a flipped approach to learning, setting the video lesson as pre-work before the topic is taught or as home learning to provide reinforcement of factual knowledge or to encourage further reflection. All lessons and resources are available from Encounter Edu’s TES profile.

Students work scientifically by assessing the risks of working in a lab and the more extreme environment of the Arctic. The context of the lesson is Dr Victoria Hill’s work into how algal growth is affected by the changing photoperiod in the Arctic. This full lesson contains: Slideshow 4: How do we investigate photosynthesis in the Arctic safely? Lesson Overview and Teacher Guidance Activity Overview 4: How do we investigate photosynthesis in the Arctic safely? Student Sheet 4a: How do we investigate photosynthesis in the Arctic safely? Student Sheet 4b: Hazards of working in the Arctic Six enquiry-based lessons introducing ocean science concepts for ages 11-14. These lessons and activities are full of practical ideas to bring carbonate chemistry and marine biology to the science classroom. All lessons demonstrate science at work and are based on recent research conducted in the Arctic. Designed to be used in conjunction with the Encounter Edu Media Zone. All lessons and resources are available from Encounter Edu’s TES profile.