UNIT 6 | PEOPLE AND RESOURCE USE

COUNTING CARBON
METHOD PLE
K-5 Activities for Global Citizenship
Students solve word problems and use packing peanuts to
visualize how much CO2 is produced daily by cars, then
participate in a “natural carbon sink” activity to better understand CONCEPT
Driving cars adds excess carbon
how natural areas can absorb and store carbon dioxide.
dioxide into the air. Preserving
natural carbon sinks that absorb
MATERIALS and store carbon dioxide is an
Part 1: important part of fighting climate
• 160 biodegradable starch packing peanuts change.
(about 0.12 cu ft)
• 3 resealable gallon-size plastic bags GRADE LEVEL
• Student Worksheet Upper elementary

SUBJECTS
Part 2:
Science, Math
• 4 clear plastic containers with lids (roughly 64oz)
• Towels
OBJECTIVES
Students will be able to:
INTRODUCTION • Describe the connection
between CO2 emissions and
Creating a carbon-neutral world will require both minimizing the
driving cars.
amount of carbon dioxide (CO2) we pump into the atmosphere,
while also removing CO2 that is already there. According to the • Define carbon sink using grade-
level appropriate language.
EPA, driving cars is one of the main contributors of excess CO2
in the atmosphere and has a direct impact on Earth’s climate. • Identify four types of natural
areas that can absorb and store
A carbon sink is a natural area that absorbs and stores CO2 CO2 from the atmosphere.
from the atmosphere. The four most common types of carbon
SKILLS
sinks – forests, wetlands, oceans, and grasslands – contain
Collaborating in small and
plants and algae that “breathe” in CO2 from the atmosphere
large groups, critical thinking,
and trap the carbon inside their bodies. By absorbing some of multiplying and dividing within
the excess CO2 in the atmosphere, carbon sinks help offset 100, solving word problems
the vast quantities of greenhouses gases emitted by human
activities. Preserving these areas to ensure they are able to
hold CO2 far into the future is an essential tool in the fight
against climate change.

By understanding the positive impacts of both large-scale

solutions, like preserving natural carbon sinks, and smaller
individual actions, like driving less, students can feel hopeful
about our climate future and empowered in their decisions.

Population Connection © 2023

PART 1: THE CARBON COST OF CARS
PROCEDURE
1. Before class, label the three gallon-sized bags as follows: 60 peanuts (Question 4), 56 peanuts
(Question 5), and 44 peanuts (Question 6). Fill each bag with the appropriate number of peanuts.

2. Show students some of the leftover packing peanuts (those not used in Step 1) and ask if they
know what the packing peanuts are used for. (Keeping things safe during shipping.)

3. Explain that you are going to use packing peanuts to represent the amount of carbon dioxide
(CO2) released from driving cars. So in our demonstration, more packing peanuts means more
CO2; less packing peanuts means less CO2.

Tell students that the average gas-powered car emits four packing peanuts worth of CO2 per mile.

4. Distribute the Student Worksheet to each student and direct them to complete Part 1 (the warm-
up) in pairs.

5. After students have completed the warm-up, explain that they’ll now calculate the amount of CO2
released by an imaginary class of students as they travel to school. Instruct each pair to complete
Part 2 of the Worksheet.

6. Go over the Worksheet answers as a class. As the students share their answers for Questions 4-6
in Part 2, display the corresponding bag of packing peanuts that you prepared before class.

7. As a class, use the answers to Questions 4, 5, and 6 to calculate the total amount of CO2 released
to get the entire class of students to school.
Answer: 60 + 56 + 44 = 160 packing peanuts worth of CO2 was released to get everyone to
school.

8. Invite students to share their answers to Question 7 on the Worksheet. Have a class discussion
about ways to get to school that would produce less carbon dioxide.
Answers may include: alternative modes of transportation like taking a bus or metro, riding a bike,
or walking. They may also suggest car-pooling or driving a hybrid or electric vehicle.

Population Connection © 2023 People and Resource Use Unit | Counting Carbon 2
STUDENT WORKSHEET ANSWERS
1. 4 peanuts x 10 miles = 40 packing peanuts

2. 4 peanuts x 20 miles = 80 packing peanuts

Note: Provide your students with a frame of reference in your community so they have an idea of a
10 mile distance (ex. distance from the school to other area landmarks students would know).

3. 4 peanuts x 25 miles = 100 packing peanuts

4. 5 students x 3 miles = 15 total miles driven

15 total miles driven x 4 peanuts per mile = 60 packing peanuts

5. 2 students x 7 miles = 14 total miles driven

14 total miles driven x 4 peanuts per mile = 56 packing peanuts

6. 11 students x 1 mile = 11 total miles driven

11 total miles driven x 4 packing peanuts = 44 packing peanuts

Bonus Questions
1. 10% of 20,000 (0.10 x 20,000) = 2,000. So by driving 10 percent less, the average household
would drive 2,000 fewer miles. Each mile driven = 4 packing peanuts of CO2 released.
2,000 miles x 4 peanuts = 8,000 fewer peanuts.

2. From Question 1, we know it takes 40 packing peanuts for a gas-powered car to drive 10 miles.
30% of 40 (0.30 x 40) = 12. So a hybrid car takes 12 less peanuts than a gas-powered car.
40 – 12 = 28 fewer peanuts.

DISCUSSION QUESTIONS
1. What are some challenges you may face when trying to change your transportation habits to
release less CO2?

Answers may include: kids often do not have any choice about how they get to school; carpooling
and ride sharing could be hard to organize with everyone’s different schedules; there might not be
any (or very little) public transit options available; there may not be safe bike lanes or easy walking
routes to get to school; caretakers might prefer to drive students individually.

2. What could our community do to help students have more environmentally-friendly transportation
habits? What could our school do? What could individual students or families do?

There are many ways to improve transportation habits at various levels. Students can organize
and promote a “walk to school” day. The school can provide students free bus and subway
passes, something that is already done in some cities like Washington, D.C. The school district
can make sure there are school buses available for everyone to take to school. The city can
create safe walking and biking routes surrounding the school.

3. What do you think transportation should look like in the future? Explain your thinking.

Answers will vary.

Population Connection © 2023 People and Resource Use Unit | Counting Carbon 3
4. In addition to more environmentally-friendly transportation habits, can you think of other ways
people can decrease their daily CO2 emissions?

Answers may include: unplug appliances when they are not in use, turn lights off when leaving a
room, use less heat and air conditioning, switch to solar power or wind power, eat less meat, etc.

PART 2: THE POWER OF CARBON SINKS

Natural areas like oceans, forests, wetlands, and grasslands are considered carbon sinks – areas
that absorb more CO2 than they emit. For thousands of years, Earth’s carbon cycle was in balance;
the Earth’s carbon sinks were absorbing approximately the same amount of CO2 that was being
emitted into the atmosphere. Today, human activity creates more CO2 than can be absorbed, creating
an imbalance that leads to climate change. Scientists are currently uncertain how much of this CO2
remains in the atmosphere, with estimates ranging from 10-50 percent.¹ In addition to reducing CO2
emissions, preserving Earth’s existing carbon sinks is an important part of fighting climate change.

PROCEDURE
1. Before class, label each of the four containers with one of the four areas that serve as carbon
sinks: oceans, forests, wetlands, and grasslands. Fill each container with about one inch of water.

2. Introduce students to the concept of carbon sinks with the video What are carbon sinks? from
ACCIONA.

3. Present the four clear plastic containers to the students and explain that each container
represents a different type of natural area on Earth. As mentioned in the video, these areas serve
as carbon sinks, absorbing some of the CO2 in the atmosphere and naturally storing it.

4. Tell students, “We are going to demonstrate how CO2 gets stored naturally in carbon sinks. We’ll
use the bags of packing peanuts, totaling 160 peanuts, from Part 1 for our demonstration.” Explain
that these packing peanuts dissolve in the water, just like CO2 gets absorbed over time into
oceans, forests, wetlands, and grasslands.

5. Tell students, “Because of human activities, more CO2 is being emitted into the atmosphere than
can be absorbed by carbon sinks. We don’t know for sure, but scientists estimate anywhere
from 10-50 percent of CO2 can’t be absorbed and stays in the atmosphere. Today we’re going to
assume that 10% doesn’t get absorbed.”

“Let’s look at the CO2 emitted by the imaginary class getting to school.” [Hold up the 160 peanuts.]

“10 percent, or 1/10, of these peanuts cannot be absorbed and will stay in the atmosphere.”
[Remove 16 of the 160 peanuts and set them aside for now.]

“The remaining peanuts represent the CO2 that can be absorbed by carbon sinks. Let’s see where
it goes!”

Population Connection © 2023 People and Resource Use Unit | Counting Carbon 4
6. For each type of carbon sink in the chart below, do the following:
a. Present the container representing the carbon sink.
b. Read, or invite a student volunteer to read, the narration aloud.
c. Optional math extension: Based on the percentage of CO2 absorbed by each sink, ask students
to calculate how many of the 144 peanuts go into the container.
d. Give students a short amount of time to come up with an action to illustrate how the carbon sink
absorbs and stores CO2. Students’ actions can be different and examples are included in the
chart.
e. While students do their carbon sink actions, place the appropriate number of peanuts in the
container, tightly close the lid, and shake. It typically takes less than a minute of shaking for the
peanuts to mostly dissolve.
NOTE: 144 of the 160 peanuts are used in the following demonstration. The number of peanuts
you put in each sink does not need to be exact; an approximation is fine.

Number of
Possible Student
Sink Type Narration Peanuts
Actions
Absorbed
Oceans “About half of the CO2 absorbed by Earth is stored Students could pretend 72 peanuts
in the oceans. The oceans can do this when they’re to be seaweed or (50% of
healthy because seaweed and some types of plankton, plankton by grabbing the 144
small organisms found in water, absorb CO2 during CO2, then letting their peanuts)
photosynthesis. Some of the seaweed and plankton sink bodies “sink” to the
to the bottom of the ocean, taking the CO2 with it.” ground.

Forests “About 25% of the CO2 absorbed by Earth is stored in Students could stick 36 peanuts
forests. The trees of the forest absorb CO2 and store it in out their arms like tree (25% of
their trunks, branches, roots, and leaves. Tree roots can branches taking in CO2. the 144
also pull CO2 down into the forest’s soil. Once the CO2 is peanuts)
in a tree trunk or the soil, it can’t escape on its own.”

Wetlands “Wetlands are areas of land that are generally saturated Students could take 22 peanuts
with water, like swamps or marshes. Combined, all the deep breaths to pretend (15% of
wetlands on Earth hold about 15% of the CO2 that’s to be wetland plants the 144
stored on the planet. The plants in wetlands absorb CO2. absorbing CO2. peanuts)
When the plants die and begin to decay, the wet soil
buries them, trapping all of the CO2 in the ground.”

Grasslands “Grasslands are large areas covered in grass with very Students could act like 14 peanuts
few other types of plants, like trees or bushes. All of grass by swaying their (10% of
Earth’s grasslands hold about 10% of the CO2 that’s arms above their heads the 144
stored on Earth. Grasslands can do this because the and then bringing them peanuts)
grasses are able to absorb CO2 and push it into the soil down to their feet, to
through their roots. Once it’s in the soil, the CO2 will stay push CO2 into their
there.” roots.

Population Connection © 2023 People and Resource Use Unit | Counting Carbon 5
7. Show students the remaining 16 unabsorbed peanuts from Step 5. Ask students, “Since these
peanuts didn’t get absorbed by one of the carbon sinks, where do they go?” Students should
respond by saying they will stay in the atmosphere.

NOTE: To prevent excess waste, please dissolve, compost, or use the remaining packing peanuts
to ship a package!

DISCUSSION QUESTIONS
1. What are carbon sinks?

Carbon sinks are places on Earth that can absorb carbon dioxide, store it safely on the Earth’s
surface, and prevent it from going into the atmosphere.

2. What are the four main types of carbon sinks? Which type stores the most CO2?

The main carbon sinks are oceans, forests, wetlands, and grasslands. Oceans store the most
CO2.

3. How can we protect the areas on the Earth that are carbon sinks and useful for removing CO2
from the atmosphere?

We can prevent trees from being chopped down. We can keep the oceans healthy by not polluting
them with trash. We can stop wetlands from being destroyed. Any action that protects oceans,
forests, wetlands, and grasslands will protect carbon sinks.

4. How does cutting down forests or clearing wetlands and grasslands impact the amount of CO2
being naturally stored by the Earth?

There would be less areas able to store CO2 so more of it would stay in the atmosphere. The CO2
that was stored in the cut trees and cleared plants will get released back into the atmosphere.

5. In our model, we created 160 peanuts of CO2 by traveling to school. A lot of the peanuts were able
to go into carbon sinks. But some of the peanuts couldn’t fit and stayed in the atmosphere. The
CO2 that says in the atmosphere traps heat and leads to climate change. What could be changed
so we don’t have CO2 left in the atmosphere?

(Hint: Encourage students to think of both where the CO2 comes from and where is goes. Is there
something we can do so that more CO2 is absorbed? Is there something we can do to change the
amount of CO2 being produced?)

Ways to absorb more CO2: We could increase the amount of natural carbon sinks on Earth
through wetlands and grasslands restoration, planting forests, etc. We could also work to improve
human-made carbon capture technology.

Ways to decrease CO2 being emitted: We could use more renewable energy, decrease energy
consumption on a personal level (turning off the lights when you leave a room), community level
(carpooling to school), national level (building more walkable communities) and global level
(producing food closer to home to reduce carbon emissions from global trade), etc.
Population Connection © 2023 People and Resource Use Unit | Counting Carbon 6
6. Are there any areas near our school that are carbon sinks? If you’ve visited one before, what did
you think of it?

Answers will vary.

MEASURING LEARNING
Break the students into small groups and assign each group one of the natural areas discussed in
the lesson: oceans, forests, wetlands, or grasslands. Instruct them to design and illustrate a poster
that displays their assigned area and describes why protecting the area is important for fighting
climate change.

After students have created their posters, lead the students through a gallery walk where each group
of students gets to see the other groups’ posters. During the gallery walk, students should record one
interesting fact from each poster on a piece of scrap paper. Following the gallery walk, invite students
to share with the class what they learned.

FOLLOW-UP ACTIVITY
Introduce students to the idea of human-made carbon capture working alongside Earth’s natural
carbon sinks. Challenge students to design a piece of technology that can absorb carbon dioxide.
They should draw a picture of this device, give it a name, and write a paragraph describing: how their
device works, the size of their device, and how many of them they would build around the world.

¹ Moseman, A. (2022, January 4). How much carbon dioxide does the Earth naturally absorb? MIT Climate Portal. Retrieved from https://
[Link]/ask-mit/how-much-carbon-dioxide-does-earth-naturally-absorb; NOAA Headquarters. (2012, August 1). Earth still
absorbing about half carbon dioxide emissions produced by people: study. [Link]. Retrieved from [Link]
[Link]

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 COUNTING CARBON
STUDENT WORKSHEET
Name: Date:

Part 1: Warm-up!

1. If 4 packing peanuts represent the amount of CO2 released into the atmosphere when driving one
mile in a car, how many peanuts represent the CO2 emitted in a 10-mile drive?

2. How many peanuts represent the amount of CO2 emitted in a 20-mile drive?

3. The average driver in the U.S. drives 25 miles each day. How many packing peanuts would you
need to represent the daily CO2 emissions of an average U.S. driver?

Population Connection © 2023 People and Resource Use Unit | Counting Carbon 8
Part 2: Getting to School

We’re using packing peanuts to represent the CO2 emitted from these students riding to school.

Imagine that there is a class of 18 students who all live different distances from school. Solve the
following word problems to figure out how much CO2 (and packing peanuts!) is emitted to get the
whole class to school.

4. There are 5 students in the class who drive 3 miles to school. How many packing peanuts represent
the CO2 they emit? Remember: 4 packing peanuts represent emissions from driving 1 mile.

5. There are 2 students in the class who drive 7 miles to school. How many packing peanuts represent
the CO2 they release? Remember: 4 packing peanuts represent emissions from driving 1 mile.

6. There are 11 students in the class who drive 1 mile to school. How many packing peanuts represent
the CO2 they release? Remember: 4 packing peanuts represent emissions from driving 1 mile.

7. List 2 ways that the students could get to school that would emit less CO2.

Population Connection © 2023 People and Resource Use Unit | Counting Carbon 9
Bonus Questions:

1. The average household drives 20,000 miles each year. If each household could reduce its driving
by 10% how much less CO2 would be emitted into the atmosphere per household? Calculate and
give your answer in terms of packing peanuts.

2. Hybrid cars (cars that use both electricity and gas to move) release approximately 30% less CO2
per mile into the atmosphere than regular cars. How many packing peanuts represent the amount
of CO2 emitted in a 10 mile drive from a hybrid car?

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