Teach The Carbon Cycle! We eat carbon, exhale carbon, our homes, transportation and economies are built on carbon. We need carbon, but maybe too much…how does carbon flow in and out wherever it's currently hanging out? We’ll find out together in this episode all about… the Carbon Cycle!

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IN THIS EPISODE:
-Intro (Reservoirs & Carbon Needs)
-Slow Carbon Cycle
-Fast Carbon Cycle
-Changes in the Carbon Cycle (Human Impact)

NEED RESOURCES TO HELP YOU TEACH THIS TOPIC?
FREE Guided Notes Download:
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Carbon Cycle Diagram (Fast, Slow, & Human Impact)
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Illustrated Notes & Slides:
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Biogeochemical Cycles:
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- LINKS TO ITEMS SEEN IN EPISODE -
(when available, we use affiliate links & may earn a commission)
*Carbon Based Life-form Shirt [ Ссылка ] (Amazon)

HOW CAN YOU HELP THE CARBON CYCLE?
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SCIENCE STANDARDS:
NGSS
MS-LS1-6
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Emphasis is on tracing movement of matter and flow of energy. Assessment does not include the biochemical mechanisms of photosynthesis.
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.
MS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment does not include the use of chemical reactions to describe the processes.
HS-LS2-4
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem. Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.

TEKS
SCI.8.11.B
Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: explore how short- and long-term environmental changes affect organisms and traits in subsequent populations
SCI.9-11.B.12.D
Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to: describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles

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