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Bell Ringer

Bell Ringer. What is the greenhouse effect?. Focus Question. How do large volcanic eruptions impact the greenhouse effect?. Reading Protocol: Large Volcanic Eruptions Affect the “Greener Greenhouse”. Person 1: Page 1. Person 2: Page 2. Person 1 reads the first page of the reading aloud.

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Bell Ringer

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Presentation Transcript

  1. Bell Ringer • What is the greenhouse effect?

  2. Focus Question • How do large volcanic eruptions impact the greenhouse effect?

  3. Reading Protocol: Large Volcanic Eruptions Affect the “Greener Greenhouse” Person 1: Page 1 Person 2: Page 2 • Person 1 reads the first pageof the reading aloud. • Person 2 annotates and underlines specific evidence to answer the focus question:How do large volcanic eruptions impact the greenhouse effect? • Person 2 reads the second pageof the reading aloud. • Person 1 annotates and underlines specific evidence to answer the focus question: How do large volcanic eruptions impact the greenhouse effect?

  4. Active Listening! 3 minutes each. • Person 1 will now share what they discovered in their section of the reading. Be sure refer to specific evidence that helps answer the focus question. • Person 2 will make eye contact with Person 1. Be sure to listen attentively, but do not speak. You may nod, smile, or write notes, but that is all. Following Person 1’s description, write a short summary of what was said. • Switch!

  5. Readdress the focus question: How do large volcanic eruptions impact the greenhouse effect? Refer to three specific examples or pieces of evidence from the reading that help answer this question.

  6. Bell Ringer Review the article and your notes from yesterday: What are two questions that you still have after discussing it with your partner? Be prepared to share and discuss.

  7. Focus Question • How do large volcanic eruptions help plants absorb more CO2 from the atmosphere?

  8. Reading Protocol: Large Volcanic Eruptions Help Plants Absorb More CO2 from the Atmosphere Person 1: Page 1 Person 2: Page 2 • Person 1 reads the first pageof the reading aloud. • Person 2 annotates and underlines specific evidence to answer the focus question:How do large volcanic eruptions help plants absorb more CO2? • Person 2 reads the second pageof the reading aloud. • Person 1 annotates and underlines specific evidence to answer the focus question: How do large volcanic eruptions help plants absorb more CO2?

  9. Active Listening! 3 minutes each. • Person 1 will now share what they discovered in their section of the reading. Be sure refer to specific evidence that helps answer the focus question. • Person 2 will make eye contact with Person 1. Be sure to listen attentively, but do not speak. You may nod, smile, or write notes, but that is all. Following Person 1’s description, write a short summary of what was said. • Switch!

  10. Readdress the focus question: How do large volcanic eruptions help plants absorb more CO2 from the atmosphere? Refer to three specific examples or pieces of evidence from the reading that help answer this question.

  11. Preparation for the Debate • The articles that we read and the graphs that we analyzed draw contradictory conclusions about the effect of volcanic eruptions upon the production and absorptionof CO2and plant productivity. • What is your current opinion based on the evidence? • Do you think that large volcanic eruptions INCREASE plant productivity? OR • Do you think that large volcanic eruptions DECREASE plant productivty? • WHY? Be prepared to support your statement tomorrow during the debate.

  12. Bell Ringer • Organize your notes from the graph analysis and the two readings: • Large volcanic eruptions affect the “Greener Greenhouse” • Large Volcanic Eruptions Help Plants Absorb More CO2 from the Atmosphere

  13. Don’t Worry!! • When you participate in a debate or even just a classroom discussion, you may not know what to listen for, what to say, or how to get involved. You may think that you’re not interested in the topic, or worry that you can’t follow all the arguments or stand up to a student who’s really articulate and passionate about the topic. Stop worrying! Many students feel the same way. Try asking yourself some of the “active listening” questions to help you build interest and follow along. Then, use one (or more) of the sentence stems on the handout to help you participate.

  14. Debate Protocol • The debate will last 20 minutes. You may use any of your notes during the debate. • All students must contribute to the discussion. • Only one person may speak at a time: the person who is holding the ball. • Students may speak for a maximum of 1 minute. • When you wish to speak, turn your cup over so that the current speaker knows to toss the ball to you. • If you have an immediate point to make, raise your hand and turn your cup over. • Students who have not yet spoken get precedence over those who have.

  15. DEBATE • Do you think that large volcanic eruptions INCREASE plant productivity? OR • Do you think that large volcanic eruptions DECREASE plant productivity? • How does temperature impact carbon uptake – based on the articles that you have read? Why is this relevant? • What other factors might influence changes in plant productivity? Are these factors related to large volcanic eruptions? • What additional data do you need to be able to draw a firm conclusion?

  16. Reflection • Which side do you agree with? • How have your views changed as a result of participating in this debate? (provide specific evidence) • How would you summarize the debate if you were telling a friend or family member about it? • What did you do well in this debate? • What do you want to improve the next time you participate in a debate like this?

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