![]() Reservoirs are a place where matter or energy resides (synonyms: pool, stock, storage) processes are things that move matter or energy between reservoirs (synonyms: flux, flow, transfer).Start by introducing the term “systems” (an entity composed of diverse, but interrelated parts that function as a complex whole) and help students understand two important terms related to systems: reservoirs and processes.Introduce the concept of systems thinking to students to prepare them for Step 3. Explain that carbon is the basis of life on Earth and critically important to living and nonliving things, and also makes up all three fossil fuels.Ģ. Define the carbon cycle: the series of processes by which carbon compounds are converted from one form to another in the environment.Explain that they will be digging more thoroughly into how carbon moves through these objects. Use this sharing/discussion to help students determine that nearly all the objects provided contain carbon.Record these on the board to note themes and items that groups agreed or disagreed on. As a class, have each group briefly share and justify what they put in each category.Instruct each group to take about 10 minutes to categorize the objects into two groups: those that contain carbon and those that don’t contain carbon.You could also ask them in which category would their finger, foot, or other body part belong. Examples of objects include: a rock, bottle of water, piece of plastic, shell, feather, carbon dioxide in a can of soda (tell them to classify the bubbles, not the can), leaf, flower, a piece of cotton fabric, piece of coal or Vaseline or other fossil fuel-based product, a piece of limestone, chert, marble, and a piece of wood. ![]() Divide students into pairs or groups of three and give each group a collection of 6-10 everyday objects.
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