FAQs

The GLOBE Carbon Cycle brings cutting-edge research and measurement techniques in the field of terrestrial ecosystem carbon cycling into the classroom. Students can collect biomass and carbon storage measurements at their school field site through the Carbon Cycle protocols and engage in classroom activities designed to help them understand their collected data. In addition to the traditional GLOBE experience, students will also have the opportunity to integrate their data with emerging technologies, like global and local carbon cycle models. This instructional design allows students to explore research questions from local to global scales with both present and future environmental conditions.

Carbon is the most abundant element in living organisms and accounts for approximately 50% of the total mass of plants and animals on Earth. Carbon is also present in Earth's land, atmosphere, and oceans, cycling through all of these environmental components over time. Because of its abundance, the carbon cycle has a large impact on global and local environments. At a global scale, the carbon cycle influences Earth's climate and is a key factor keeping ecological systems in balance. Locally, the carbon cycle plays a large role in basic ecological processes such as plant growth and accumulation, as well as the death and decay of plant material. The carbon cycle also includes molecular carbon in the atmosphere, typically in the form of carbon dioxide (CO2) which is a principle greenhouse gas and the primary environmental forcer of climate change. 

Because ecosystems across the land surface store as much carbon as the atmosphere, carbon taken up by plants and soils plays an important role in regulating the climate. With climate change at the forefront of both science and policy discussions, it's increasingly necessary to develop a better understanding of the carbon cycle and its various influences. By participating in the GLOBE Carbon Cycle Project, students involved can both contribute to our current state of scientific knowledge while filling society's growing need for informed citizens and trained professionals in future generations.

The carbon cycle is a globally important phenomenon. Because of this significance, one of the goals of this project is to encourage active participation from the entire international GLOBE community. To support this goal, we've developed activities that are both engaging for the students as well as academically compatible with the science curricula of all schools that wish to participate.

Online carbon cycle models require data inputs, like climate/biome information, in order to produce accurate results. When GLOBE students collect data for their own field site, they can compare their own measurements against the data already provided. They can also use their own collected measurements as model inputs.

Certain types of data also open up even more possibilities. For example, student's can use measurements like tree diameter and biomass to assess site-level carbon budgets. They can then use these budgets to compare their school to other GLOBE school sites, calculate student or school carbon footprints, and perform other analyses they may find interesting.

Students can collect data on biomass and carbon storage in vegetation around their school. Students can then analyze their data and compare it to previously determined results or with data collected by other schools around the world. Additionally, students can use computer models to look at patterns of data at various spatial and temporal scales.

All of these activities are put in the context of answering larger research questions about the role terrestrial ecosystems play in the carbon cycle. Students will have the opportunity to look at questions that scientists ask in their daily work, as well as pose their own questions based on their particular interests with the carbon cycle. After reviewing and creating their own questions, students are encouraged to explore and examine these inquiries through individual and group research projects.

Most of our activities are designed to suit secondary school grade levels, or grades 6-12. This range is dependent upon where the carbon cycle lies within your school systems particular program parameters. However, many of our introductory activities can be modified to accommodate younger audiences.

In order to complete the computer-modeling activities, field protocol entry, and data analysis, students or teachers will need access to a computer with an internet connection. Additionally, some activities require the use of a spreadsheet program.