Internal assessment resources produced by Paul Scott (Mercury Bay Area School) and inspired by

NZTABS Antarctic Field Expedition K020, January 2014. (This task was adapted from material available
on the TKI website).





Achievement Standard 90953v1: Demonstrate understanding of carbon cycling
Resource reference: Science 1.14
Resource title: Carbon cycling in the Dry Valleys of Antarctica
Science 1.14 Credits: 4
Achievement Achievement with Merit Achievement with
Excellence
Demonstrate
understanding of carbon
cycling.
Demonstrate in-depth
understanding of carbon
cycling.
Demonstrate
comprehensive
understanding of carbon
cycling.
Student instructions

Introduction
You are a tour-guide working for an environmentally-responsible travel company that
takes tourists to Antarctica each summer. Leaving the cruise ship by helicopter you
will accompany a group of six passengers to the Taylor Valley Visitor Zone. This is
an area where the exceptional aesthetic and wilderness values of the Dry Valleys
can be appreciated and at the same time ensure any potential impacts are minimized
and contained.

The tourists who sign-up for this tour are interested in learning more about Antarctica
and your Dry Valleys Carbon Cycle resource will help them to understand the
science behind this cycle.


Assessment

In this assessment activity you will demonstrate your understanding of the carbon
cycle as it relates to the Dry Valleys and of the Antarctic continent.

You will be assessed on how comprehensively you demonstrate understanding by
developing a resource that thoroughly explains the links between the:
addition of carbon
removal of carbon
storage of carbon

Your resource will be either a poster or brochure and needs to include researched
information supported by diagrams and data.

[Teacher to edit above: depending on time and resourcing, other forms of
assessment product are also suitable. This might include a talk with the aid of power-
point or a poster presentation. A video documentary or website might also be
considered.]



Internal assessment resources produced by Paul Scott (Mercury Bay Area School) and inspired by
NZTABS Antarctic Field Expedition K020, January 2014. (This task was adapted from material available
on the TKI website).






The Learning

Your teacher will provide you with a range of opportunities so that you can learn
about the carbon cycle.

The following website contains a full range of information for you to research:

http://724050840958021191.weebly.com/


Task - Part A: Research & Investigation
This is not assessed
You can do your research as a class, in small groups or on your own
Remember, you will need to use the notes that you make in this task so that
you can develop the resource later. Keep these notes safe and organised.
You have XX time to carry out this research
[Teacher edit above: adapt the time allowed to meet the needs of your students]
Questions you should answer in your research:

1. Carbon in the atmosphere (air)
What form is carbon is in the atmosphere (air)?
Provide two important processes by which carbon is added to the atmosphere
(air)?

2. Carbon in living things
How is carbon stored in living things? Is this type of storage short or long term
and why?
How do living things take carbon from the atmosphere (air) for storage?
How do living things add carbon to the atmosphere (air)?

3. Carbon in the land or ocean
How is carbon stored in the land or ocean is this type of storage short or
long term and why?
How is carbon added from living things or the atmosphere to the land or
ocean?
How is carbon released from the land or ocean to the atmosphere (air)?

IMPORTANT During this research stage you should begin to be writing notes in
your own words, rather than simply copying information. Carefully select which
information, diagrams and data are best suited for your resource. Your teacher might
Internal assessment resources produced by Paul Scott (Mercury Bay Area School) and inspired by
NZTABS Antarctic Field Expedition K020, January 2014. (This task was adapted from material available
on the TKI website).





be able to supply you with graphic organisers that will help you to make notes and
stay organised.
Task - Part B: Producing the Resource
This is assessed
You will work individually to produce the resource
As much as possible, use your own words to describe and explain the cycle
You have XX time to complete this work
[Teacher edit above: adapt the time allowed to meet the needs of your students]
Process the information you have gathered and create a poster or brochure or other
assessment product. This should include relevant illustrations and diagrams. It is
important that this resource demonstrates your comprehensive understanding of the
Dry Valley carbon cycle.

Demonstration of comprehensive understanding will include:
data, information, or images gathered from your research

explaining how the addition, removal and storage of carbon relates to the carbon
cycle in the Dry Valleys of Antarctica

elaborating about the length of time the carbon remains in the cycles storage
stages i.e. both in the short-term and long-term

thoroughly explaining how the addition, removal and storage stages of the cycle
are linked or interconnected.

IMPORTANT - AUTHENTICITY: Please keep your notes safe - ready to be handed
in if required. Your teacher may wish to see how you have used your notes to
develop the poster/brochure. These notes will help to demonstrate that the
poster/brochure you have developed is your own work and not copied from the
internet or from another student.
If you do chose to copy material from a resource, please remember to reference
where this was retrieved from.

HAVE FUN LEARNING
&
BEST OF LUCK!
Please note: there is an assessment schedule below
The NZQA approved, generic assessment schedule provided below was soured from TKI on 14/07/14.
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/Science/Science/Level-1-Science

Assessment schedule: Science 90953 The Carbon Collective
Evidence/Judgements for Achievement Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
The student demonstrates understanding of
carbon cycling.
The student:
identifies the links between the addition,
removal, and storage of carbon
presents at least two complete examples
that describe the addition, removal, and
storage processes of the carbon cycle in
the context that has been chosen. This
includes how long carbon remains in some
stages of the cycle
shows the links between the different
stages of carbon cycling
describes how key stages of carbon
cycling are linked, taking into
consideration the addition, removal, and
storage of carbon
may support their report with data,
information, and/or visual images gathered
from any experiments, field trips, or other
activities, where relevant.

The student demonstrates in-depth understanding
of carbon cycling.
The student:
identifies the links between the addition,
removal, and storage of carbon
presents at least two complete examples that
describe the addition, removal, and storage
processes of the carbon cycle in the context
that has been chosen. This includes how long
carbon remains in some stages of the cycle
shows the links between the different stages
of carbon cycling, and between the different
examples
explains how two key stages of carbon cycling
are linked, taking into consideration the
addition, removal, and storage of carbon
may support their report with data,
information, and/or visual images gathered
from any experiments, field trips, or other
activities, where relevant.

The student demonstrates comprehensive
understanding of carbon cycling.
The student:
identifies the links between the addition, removal,
and storage of carbon
presents at least two complete examples that
describe the addition, removal, and storage
processes of the carbon cycle in the context that has
been chosen. This includes how long carbon
remains in some stages of the cycle
shows the multiple links between the different stages
of carbon cycling, and the multiple links between the
different examples
explains in-depth how two multiple key stages of
carbon cycling are linked, taking into consideration
the addition, removal, and storage of carbon
may support their report with data, information,
and/or visual images gathered from any
experiments, field trips, or other activities, where
relevant.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.