ECC: 4.2.1 WARM-UPStudents review their homework and compare the effects of sulfur dioxide and carbon dioxide on energy

and temperature. (5 min)

For homework,

you modeled

what happens

when incoming

energy hits

sulfur dioxide.

Review the

image and

answer the

question.

How is the effect of energy

hitting carbon dioxide

different from energy hitting

sulfur dioxide?

ECC: 4.2.2 READINGStudents read and annotate evidence cards. (25 min)

We are working together to understand what happens

to Earth’s climate when a large volcanic eruption

occurs.

These kinds of eruptions don’t have the large, long-

term effects that human activities like driving cars and

cutting down trees do, but they may temporarily affect

climate.

For this situation, we are particularly looking at sulfur

dioxide and carbon dioxide.

Chapter 4 Question

How is Earth’s climate affected in the five to ten years after a large volcanic eruption?

ECC: 4.2.2 READINGLet’s examine and compare the effects of carbon dioxide and sulfur dioxide on energy in the

Earth system.

Carbon dioxide

reduces the amount of

energy that leaves the

Earth system because

it redirects outgoing

energy.

When more energy

enters than exits,

there will be more

energy in the system

overall, and Earth will

warm.

Sulfur dioxide

increases the amount

of energy that leaves

the Earth system

because it redirects

incoming energy.

When less energy

enters than exits,

there will be less

energy in the system

overall, and Earth will

cool.Sulfur dioxide

redirects energy out

of the Earth system.

Carbon dioxide

redirects energy in the

Earth system.

ECC: 4.2.2 READING

Your job is to consider evidence about carbon dioxide and sulfur dioxide, both of which are

associated with large, volcanic eruptions, and to think about how the presence of these gases

might affect Earth’s climate.

Chapter 4 Question

How is Earth’s climate affected in the five to ten years after a large volcanic eruption?

Claim 1: A large volcanic eruption makes

Earth’s temperature warmer.

You will consider these two

claims first, but after you

consider today's evidence, you

may want to make a claim of

your own.Claim 2: A large volcanic eruption makes

Earth’s temperature cooler.

Possible Claims

ECC: 4.2.2 READINGNew Evidence Cards

In addition to the card(s) you

chose in the last lesson, you will

eventually get seven more cards.

You will first focus on three cards,

and then you will get four more

cards.

Some of these cards are about a

different volcanic eruption, a

smaller eruption that occurred in

Iceland in 2010.

ECC: 4.2.2 READING

You will examine all the

cards, noting anything you

think is important.

You can…

• highlight,

• ask questions,

• make connections,

• circle unknown words, or

• create summaries of

important information.

Modeling annotations using Evidence Card F

ECC: 4.2.2 READING

10,000 million tons of ash and

dust—

I know ash and dust are large

enough for me to see (unlike

carbon dioxide and sulfur

dioxide).

In my experience, dust and ash

can block out light.

I wonder if this much dust and ash

made it dark near the volcano?

Write: "Does this make it dark?”

ECC: 4.2.2 READING

I see that it did block the sunlight.

I wonder if this affected the

amount of energy that came in

during this time?

I also wonder how far the dust

and ash went across the planet?

Write: "Does this make it dark?”

Write: "How much was energy affected?

How far did this go?"

ECC: 4.2.2 READING

Write a short summary.

I want to remember my thoughts

about this card, so I am going to

write a short summary.

I think this card tells me the dust

and ash did affect the amount of

energy for a short time (a few

days).

I still don’t know if this was

enough to affect the whole Earth,

though.

Write: "Does this make it dark?”

Write: "How much was energy affected?

How far did this go?"

Write: "The dust and ash

coming from Pinatubo

affected the amount of

energy absorbed by

Earth’s surface near the

volcano."

ECC: 4.2.2 READING

1. Locate and annotate evidence

cards A, B, and/or C that you

chose from Lesson 4.1. Use the

card(s) that you selected.

2. Independently annotate Volcano

Evidence Card Set D–F.

3. Than annotate additional cards

G-J.

ECC: 4.2.2 READING

ECC: 4.2.3 DISCUSSION Working in pairs, students discuss the evidence about the effects of volcanic eruptions on Earth's temperature and

sort their evidence according to which claim it supports. (15 min)

Now that you have examined the

evidence, you are ready to think

about how that evidence relates to

Claim 1 and Claim 2.

Claim 1: A large volcanic eruption makes

Earth’s temperature warmer.

Claim 2: A large volcanic eruption makes

Earth’s temperature cooler.

Possible Claims

Work with your partner to discuss your evidence and how it relates to a claim.

ECC: 4.2.3 DISCUSSION

Two Argument Organizer sheets (one for

each claim) go at the top of your work

space, and you will discuss and then place

the cards underneath, depending on which

claim the evidence supports.

For now, you will work with one set of

evidence cards (one partner should put

their cards aside).

Although you are using one partner’s

evidence cards right now, you will be using

this sorted set of cards to make a matching

set of sorted cards for the other partner.NOTE: This image does not intend to

show the correct placement of cards.

Use Argument Organizers to sort evidence

ECC: 4.2.3 DISCUSSION

Let’s discuss the placement of

one or two cards as a class.

Which claim did you sort the

evidence card under, and why?

Possibilities for a third claim.

Do you have any new claims

you would like to propose?

Let’s briefly discuss these ideas

and the supporting evidence.

ECC: 4.2.3 DISCUSSION Organize for science seminar.

1. Take the evidence cards that

were set aside and make a

matching set.

2. Clip the evidence cards sorted

under Claim 1 to this claim.

Each student should do the

same with Claim 2.

3. Put completed sets into folders

clipped together for safe

keeping and ready to go for

the science seminar.

ECC: 4.2.3 DISCUSSION

Students reflect on what they have learned about Earth’s changing climate and make a connection to another science topic they

previously studied.

ECC: 3.3.5 HOMEWORK

You are to write about one way the ideas we are exploring in this unit might connect to another science topic that

you studied earlier.

• For Example: We have been investigating what can make Earth’s climate change. This is connected to what we

learned about in the unit, Populations and Resources in Ecosystems. If the climate changes, some populations

might die or move out of an ecosystem. As a result, the populations of animals that eat those other organisms

would also decrease.

• Think creatively. Challenge yourself to connect a quite different science topic to our current topic.

Think of another science topic you studied earlier. How does that topic connect to what we have learned

about climate change? Be creative! Consider how climate change might affect organisms, ecosystems,

weather, ocean currents, or something else you already studied in science.