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Mt. Pinatubo: Cycle C

Topic(s): No topics assigned.

 

Concepts

1). Volcanic activity affects global temperatures, cloud cover, atmospheric composition, and local biota.

2). Although a volcanic eruption is a local or regional event, it can affect global climate patterns for years through ash and gas discharge.

3). Because the atmosphere is in balance, large scale additions of sulfur, carbon dioxide, ash, and other elements cause an imbalance and induce atmospheric change

4). Because of the interdependence of the different spheres, changes in the atmosphere due to volcanic eruptions bring about changes in the hydrosphere, lithosphere, and biosphere

5). A volcanic eruption in part of the rock cycle - the cycling of rocks from igneous to sedimentary, to metamorphic and back to sediment.

6). Volcanic eruptions move massive amounts of rock and debris that is carried down hill and into waterways and oceans, effecting the concentration of CO2 and sediment.

7). Volcanoes do not occur randomly around the Earth - they mostly occur at plate boundaries to release heat from within the Earth.

 

Scenario: In early 1991, no one would have predicted that Mt. Pinatubo - a volcano that had been dormant for over 500 years - would explode in an eruption of historic proportions. The size and impact of the June 12-15 event was one for the record books, responsible for the deaths of 800 people and producing approximately 10 cubic kilometers of rock and ash - enough to bury the District of Columbia to a depth of about 39 meters (128 feet).

The event had obvious, immediate impact on tens of thousands of people. However, the worst impacts lasted for several years.

Huge amounts of volcanic gases -- mostly sulfur dioxide -- were ejected into the atmosphere during Pinatubo's eruption. The aerosols were distributed globally, producing phenomena ranging from spectacular sunsets to global cooling.

The view from space has allowed scientists to take measurements of the plumes of sulfur dioxide emitted by major volcanic eruptions--measurements impossible to obtain from the ground or even from aircrafts, which fly too low to capture the "big picture."

Satellite observations of the effects of Mt. Pinatubo aerosols on global climate have been used to support scientists' thinking about climate change and their ability to predict climate variability. For example, researchers at NASA's Goddard Institute for Space Studies in New York City have applied their general circulation model of Earth's climate to the aerosol problem. They have reported success in correctly predicting that sulfate aerosols from Mt. Pinatubo's eruption would lower global temperatures.

 

Author: ESSEA Staff, IGES
essea@strategies.org
(703) 312-0823


 

 

Date: 7/29/2007

 

Scenario Images

Mt Pinatubo Animation
Mt. Pinatubo Animation- Sulfur Dioxide
Click here to view movie

This animation shows sulfur dioxide in the stratosphere during the Mt. Pinatubo Eruption and for a few weeks after the eruption (June 16-30, 1991). Stratospheric sulfur dioxide (SO2) dissipates rather quickly compared to volcanic ash and stratospheric sulfuric acid (H2SO4). Credit: NASA/Goddard Space Flight Center, Scientific Visualization Studio

May take several minutes to load on slower connections. Tip for using in the classroom: download the animation to your computer.



Mt. Pinatubo
Mt. Pinatubo, Image Courtesy of NOAA



 

Standards:

  • Science
    National Science Education Standards - Science Content Standards http://www.nap.edu/readingroom/books/nses/html/overview.html#content The science content standards outline what students should know, understand, and be able to do in the natural sciences over the course of K-12 education.
    • GRADES 5-8 CONTENT STANDARDS
      • Science as Inquiry (Std A)
        • Abilities necessary to do scientific inquiry
        • Understanding about scientific inquiry
      • Earth and Space Science (Std D)
        • Structure of the earth system
      • Science in Personal and Social Perspectives (Std F)
        • Natural hazards
    • GRADES 9-12 CONTENT STANDARDS
      • Science as Inquiry (Std A)
        • Abilities necessary to do scientific inquiry
        • Understanding about scientific inquiry
      • Earth and Space Science (Std D)
        • Energy in the earth system
        • Geochemical cycles
  • Geography
    Geography for Life: National Geography Standards, 1994
    • PHYSICAL SYSTEMS
      Physical processes shape Earth’s surface and interact with plant and animal life to create, sustain, and modify ecosystems. The geographically informed person knows and understands:
      • The physical processes that shape the patterns of Earth’s surface
    • ENVIRONMENT AND SOCIETY
      The physical environment is modified by human activities, largely as a consequence of the ways in which human societies value and use Earth’s natural resources, and human activities are also influenced by Earth’s physical features and processes. The geographically informed person knows and understands:
      • How physical systems affect human systems

Individual Assignment
Classroom Application Cycle

This cycle you will develop cooperative activities that engage your students in understanding Earth as a system through analyzing the causes and effects of the event in this module. You also have the option of choosing a Local Event as the focus of your application. Use the resources listed below to develop your ideas. Submit your ideas for your teammates to rate and for your instructor to grade.

Assignments:

Individual:

  • Review the Individual Classroom Application and Rubric.
  • Create or adapt activities to help your students develop the concepts you have explored in this module. You may choose to do a Local Event Analysis for extra credit this cycle and then base your Classroom Application on it. If you choose to do a local event analysis and then also develop it for your classroom application, you can satisfy this cycle's requirements and receive extra credit.
  • After submitting your own classroom application to the course discussion space, recruit a classmate to rate and make comments on your classroom application. Refer to the Classroom Application Goal and Rubric.


Upload to ESSEA your classroom application with a description of its relevance to students, connection to the curriculum, instructional strategy and assessment methods. Include a reflection on what and how you have learned about Earth System Science and this event as a result of this module. Complete the rubric.
Deadline: Sunday, October 29 2017 11:59 PM (Eastern Time)
Upload Assignments

Exploring Planets in the Classroom: Volcano Activities (Cycle C)
Hands-on activities about volcanoes from the Hawaii Space Grant Consortium. Includes teacher and student pages. For upper elementary-lower middle school.
Difficulty: intermediate


Volcano Hazards: Describing a Dangerous Mix (Cycle C)
In this lesson, students will work cooperatively to become "Volcano Hazards Experts." Groups will research and create posters illustrating dangers from volcanic eruptions, as well as determine the dangers of specific volcanic eruptions. They will present their research to the class. Finally, students will write about a specific volcanic eruption and present their work orally. For grades 9-12.
Difficulty: intermediate


Volcano Hell (Cycle C)
Online version of a video was first shown on BBC Two, Thursday 17 January 2002. Includes links to additional volcano resources.


Comments and Questions: essea@strategies.org
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