Science Learning PacketGrade 6:

Earth's Changing Climate, Lesson 3 science learning activities for SPS students during the COVID-19 school closure.

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Grade 6 Science Learning Activity

Earth’s Changing Climate Unit Instructional Materials

Lesson 3 (Amplify Lessons 1.4)

Earth’s Changing ClimateLesson 3: Investigating Changes to the Atmosphere

Investigation Question: What kinds of changes to the atmosphere could affect how much energy is absorbed by Earth’s surface?

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Unit Investigation Question: Why is the ice on Earth’s surface melting?

Lesson 3 One possible cause of the current climate change and melting of ice could be a change to Earth’s atmosphere. Today you will use the Simulation to test the effects of increasing or decreasing different gases. Do changes to all types of gases affect energy and temperature in the same way? Then, you’ll look at evidence about temperature and different gases in the atmosphere. This will prepare you to help the World Climate Institute scientists create diagrams that will help explain possible causes to the public. Vocabulary you will use in this lesson:

• atmosphere

• carbon dioxide

• climate

• climate change

• energy

• evidence

• methane

• model

• temperature

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Lesson 3 – Part 1: Testing Changes to the Atmosphere

Some people might think that all gases in the atmosphere work the same; after all, they are all invisible. As you run your tests, consider whether the evidence you find supports or refutes this claim. Use the Simulation to investigate the claim that all gases affect energy absorbed by the surface in the same way.

Gases in the Sim Four gases are modeled in the atmosphere: carbon

dioxide, methane, sulfur dioxide, and nitrogen dioxide. This does not include the gases nitrogen, oxygen, or

argon, which make up the majority of Earth’s atmosphere. The gases included are ones which have

increased or decreased in recent decades.

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Testing Changes to the Atmosphere

1. Let the Sim run until the timer reaches 20 before beginning a test.

2. Make only one change per test. When increasing, set the gas at 500 ppm; when decreasing, set the gas at 0 ppm.

3. Run the test until the timer reaches 40.

4. Observe the temperature, amount of ice, and glow of absorbed energy.

5. View the graph to observe changes in temperature, surface ice, and absorbed energy.

6. Record your results.

7. Reset the Sim before your next test

Screen Shot of Sim BEFORE Adjusting Any Gasses

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Testing Carbon Dioxide

Carbon Dioxide Increased to 500 ppm

Carbon Dioxide Decreased to 0 ppm

When I increased carbon dioxide, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

When I decreased carbon dioxide, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

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Testing Methane

Methane Increased to 500 ppm

Methane Decreased to 0 ppm

When I increased methane, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

When I decreased methane, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

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Testing Sulfur Dioxide

Sulfur Dioxide Increased to 500 ppm

Sulfur Dioxide Decreased to 0 ppm

When I increased sulfur dioxide, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

When I decreased sulfur dioxide, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

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Testing Nitrogen Dioxide

Nitrogen Dioxide Increased to 500 ppm

Nitrogen Dioxide Decreased to 0 ppm

When I increased nitrogen dioxide, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

When I decreased nitrogen dioxide, energy absorbed by the surface increased decreased did not change temperature increased decreased did not change the amount of ice increased decreased did not change

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Lesson 3 – Part 2: Analyzing Evidence from Sim Tests

Answer the question and provide evidence to support your answer. If you have time, you can use the space at the bottom of the page to sketch or describe the graphs from the Sim tests that provided evidence. As part of your answer, annotate your sketches or describe how the graphs provide evidence. Do you agree or disagree with this claim? agree disagree What evidence supports your idea?

Lesson 3 – Part 3: Answering the Investigation Question

Use words from the Word Bank to answer the Investigation Question, What kinds of changes to the atmosphere could affect how much energy is absorbed by Earth’s surface? Word Bank:

• atmosphere

• carbon dioxide

• climate

• climate change

• energy

• evidence

• methane

• model

• temperature

What evidence supports your idea?

A change to any gas in the atmosphere affects energy absorbed

by the surface in the same way.

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Lesson 3 – Part 4: Analyzing Gas and Temperature Data

The Simulation provided evidence that changes to carbon dioxide, methane, and sulfur dioxide could increase temperature, but we need to find out if these gases have, in fact, changed in the atmosphere over time.

Global average temperature has increased since about 1880. We want to look at data for methane, carbon dioxide, and sulfur dioxide in the atmosphere in order to consider the claim that an increase in those gases has caused this current warming.

Global Average Temperature Trend

For global average temperature, what is the trend or change? (circle one)

a. increasing (getting warmer)

b. decreasing (getting cooler)

c. no trend or change (neither warmer nor cooler)

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Carbon Dioxide Trend

Compare the trends for carbon dioxide and temperature in the graphs above. Do these graphs show the same trend? (circle one)

a. yes b. no

Methane Trend

Compare the trends for methane and temperature in the graphs above. Do these graphs show the same trend? (circle one)

a. yes b. no

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Sulfur Dioxide Trend

Compare the trends for sulfur dioxide and temperature in the graphs above. Do these graphs show the same trend? (circle one)

a. yes b. no

Lesson 3 – Part 5: Making a Claim Based on Evidence

Which of the following claims do you think might be supported by the graph evidence? (You may circle more than one.)

a. Increasing carbon dioxide is causing temperature to increase and ice to decrease.

b. Increasing methane is causing temperature to increase and ice to decrease.

c. Decreasing sulfur dioxide is causing temperature to increase and ice to decrease.

Explain your thinking.

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