Contextualizing urban atmospheric CO2 observations for primary education: a case-study from New Zealand

Urban greenhouse gas (GHG) atmospheric observations provide valuable opportunities to connect atmospheric science with education. As part of a school-based project in New Zealand, aimed at reducing GHG emissions from school areas, we developed and distributed a set of educational resources to support primary school teachers and students in interpreting atmospheric carbon dioxide (CO₂) measurements and exploring the urban carbon cycle.

Teachers from six participating schools (four in Auckland and two in Wellington) received structured prompt guides designed to build momentum throughout measurement campaigns conducted using mid-cost CO₂ sensors installed at school gates. These campaigns covered different periods (school days, holidays, and student-led climate initiative days), enabling comparisons of CO₂ concentrations under varying activity levels. To complement the observational component, we developed a Carbon Cycle Literacy Package (CCLP) to support in-class learning. The CCLP integrates principles of game-based learning and includes a climate and carbon cycle booklet, discussion cards, memory games, an online quiz, and an interactive online game. All materials are freely available online for broader educational use.

The resources emphasized key atmospheric science concepts, including the importance of data collection length, short-term variability in atmospheric CO₂ mole fractions, measurement footprint, and common data collection challenges (e.g., instrument downtime). They also explained how atmospheric dynamics, plant respiration, and photosynthesis can influence observed CO₂ signals and potentially mask emission-driven changes.

The implementation and effectiveness of the CCLP was evaluated through an anonymized survey of teachers. Despite the limited number of respondents, teachers reported that the materials were largely appropriate for the target age group, supported learning for both students and teachers themselves, and increased student interest in science. Teachers also reported the development of a broad range of STEM-related skills amongst students, including collaboration, inquiry, problem-solving, communication, and critical thinking. The quiz-based activity was consistently identified as the most engaging and accessible resource. Teachers also highlighted that contextualizing CO₂ observations using averaged diurnal cycles helped students and teachers better understand atmospheric processes, even when clear emission-related signals were not detectable.

Beyond its educational outcomes, this work provides an example of how scientists can actively contribute to improving science education by offering tailored, context-specific resources and engaging directly with school-based projects. Such collaborations can strengthen the connection between atmospheric research and classroom learning, fostering meaningful participation and climate literacy from an early age.