Peat Fuel Investigation

Grade Level

8th Grade

Duration

60 minutes

Class Size

20 students

Unit Context

Unit Title: Uncovering Zombie Fires
Lesson: 1 of 2
Lesson Title: Exploring Peat: The Fuel of Zombie Fires

NGSS Alignment

Disciplinary Core Ideas (DCIs)

ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS3.D: Global Climate Change
PS1.A: Structure and Properties of Matter

Science and Engineering Practices (SEPs)

Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Engaging in Argument from Evidence

Crosscutting Concepts (CCCs)

Stability and Change
Cause and Effect
Systems and System Models

Learning Objectives

By the end of this lesson, students will be able to:

Describe peat’s physical and chemical properties and explain how peat forms in Arctic environments. (DCI ESS2.C, PS1.A)
Compare combustion properties of peat and other organic materials through a hands-on investigation. (SEP: Planning and Carrying Out Investigations)
Explain why cold conditions slow decomposition of organic matter, leading to peat accumulation. (CCC: Stability and Change)
Analyze combustion data to infer why peat fuels “zombie fires.” (SEP: Analyzing and Interpreting Data)

Materials Needed

Small samples of peat (one per small student group)
Samples of dry leaves and wood shavings (same size as peat samples)
Clear, heat-resistant disposable trays
Matches or small lighter (with strict safety precautions)
Fire extinguishing supplies (sand, bucket of water, fire blanket)
Safety goggles and gloves
Digital thermometers or infrared temperature probes (1 per group)
Laboratory notebooks or data sheets
Whiteboard and markers
Videos/images showing peat formation in Arctic regions (for intro)
Projector and screen

Lesson Structure

1. Engagement & Introduction (10 minutes)

Hook: Show students a short visually engaging video or series of images illustrating Arctic peatlands and zombie fires burning under snow and ice.
Pose the question: “Why do some fires keep burning underground, even in snow?”
Briefly introduce peat as organic material accumulated in waterlogged, cold environments (bogs, Arctic tundra). Explain the relevance to climate and fire ecology.
Write the key question on board: “What makes peat a unique fuel for zombie fires?”

2. Exploration: Peat Observation and Formation Discussion (15 minutes)

Divide students into groups of 4. Distribute peat samples and accompanying samples of leaves and wood shavings.
Using hand lenses or microscopes if available, allow students to observe and record the physical properties (texture, moisture, color, smell) of each material.
Facilitate a short whole-class discussion focused on:
- How carbon compounds compose peat differently from leaves and wood.
- Why cold, wet Arctic environments favor peat formation (decomposition slows, anaerobic conditions).
Reference NGSS Phenomena: Emphasize how water-saturated, low-oxygen environments slow down decay (ESS2.C).

3. Investigation: Combustion Activity (25 minutes)

Safety First: Put on safety goggles and gloves. Review fire safety rules and precautions.
Each group places small, equal-sized samples of peat, dry leaves, and wood shavings on separate trays.
Light each sample carefully and observe:
- How quickly each burns
- Color and amount of smoke
- Temperature changes recorded by digital thermometers or infrared probes (every 30 seconds until burned out)
- Whether burning persists under moisture (optional: students can lightly sprinkle water on samples and observe effects)
Students record detailed observations and measure combustion properties. Teachers circulate to support safe procedure and prompt critical thinking.

4. Explanation & Analysis (7 minutes)

Groups share data and qualitative observations about combustion properties. Teacher guides discussion comparing the burn rate, smoke, and temperature of peat vs. other materials.
Connect student evidence to scientific explanation:
- Peat’s high carbon content and moisture retention make it burn slower and longer.
- Cold, wet environments inhibit decomposition, allowing peat to accumulate and remain combustible beneath snow cover, explaining zombie fires (CCC Stability and Change).

5. Closure and Formative Assessment (3 minutes)

Exit Ticket: Write a short response to the question “Why do you think peat is such an important fuel for zombie fires in the Arctic?”
Collect exit tickets to assess understanding.

Differentiation Strategies

Provide sentence starters for students needing support (e.g., “Peat burns slower because…”)
For advanced learners, challenge with questions about carbon cycling and climate feedback loops related to peat fires.
Visual and hands-on learners benefit from sample observations and combustion activities.

Assessment & Evidence of Learning

Observation of group data collection and participation.
Quality of student explanations during discussion (teacher notes).
Exit ticket responses to assess conceptual understanding of peat combustion and formation.

Extensions & Home Connections

Encourage students to research how zombie fires affect global warming and Arctic ecosystems.
Prompt students to interview family members about fire safety and write a brief report connecting local fire knowledge to Arctic fire concepts.

Teacher Reflection Questions

Did students demonstrate understanding of why peat decomposes slowly in cold environments?
Were combustion differences between peat and other organic materials clearly observed and analyzed?
How engaged were students with the hands-on burning activity and related questions?
What adjustments would improve safety or deepen inquiry for next lesson?

Next Lesson Preview

Lesson 2: Investigating Zombie Fires’ Impact on Arctic Carbon Emissions and Climate Change

This lesson embraces the investigative, evidence-based approach highlighted in NGSS, fostering curiosity about Earth systems and climate while building foundational chemistry and ecology understanding. The hands-on combustion test coupled with field-relevant phenomena connects on multiple cognitive levels to maintain 8th-grade engagement.

Teaching Instructions