TEACHER INFORMATION

Lesson Title: Volcanic Activity

Standards: Science: (geology--volcanoes, constructing models)

Math: (fractions, problem-solving)

Learning Styles: Gardner: verbal-linguistic, visual-spatial, interpersonal, intrapersonal

Objectives:

1. The students will participate in groups to research either a shield, cinder cone, or a composite volcano. They will then use this information to construct a clay model that resembles a volcano. The models will be graded on the realistic characteristics each model entails, and should reflect the information that was researched in class.
2. Based on effective teamwork, and by organizing, planning, and measuring correctly, the students will simulate a volcanic eruption.
   Teamwork T-chart
    

   Looks Like | Sounds Like

   Each person is busy doing a task | People sharing ideas/talking

   Cooperation among team members | Semi-noisy classroom

   Group working toward a type of goal | Voices offering to help others

   Enthusiastic work | Positive words of encouragement

   Working together | Conversations of initiation, planning,

   | and executions

    

Student Level: 5th - 6th grade

Time Required: 30 - 35 minutes

Background Information:

• Volcano: a hole where melted rock called magma or rock and ash are thrown up from inside the earth.
• The type of magma inside it determines the shape of a volcano. The most important element is silica. Magma with a lot of silica is very thin and sticky. Magma with a little silica is called basalt, and is a very fluid liquid.
• Shield volcano: thin layer of basalt lava builds up the broad gradual slopes (lava builds up the volcano's base rather than its height). These volcanoes do not erupt, but they can spout lava fountains as high as 1,900 ft.
• Cinder Cone volcano: tall, steep sides built up by layers of cinder and ash. These volcanoes explode in fiery clouds of ash, rather than flowing with lava.
• Composite volcano: layers of lava and ash build up the curved slopes.
• Ring of Fire: a belt along the edge of the Pacific Ocean where volcanoes and earthquakes often occur.
• Eruption: the sudden release of lava or other volcanic materials from the vent of a volcano.

Good Bad

Plants grow well in soil (good fertilizer)	Hot gases knock over trees, homes, etc
Volcanoes release valuable chemicals from inside the Earth. Valuable metals and gemstones, such as sapphires, are often found near volcanoes. Copper, silver, sulfur, and gold have also been found	Volcanoes poison people and animals, directly or indirectly killing them
Water heated by magma can be used to make electrical energy, which can be used for many things including heating homes	Volcanoes have killed 200,000 people in the past 500 years
Improves the moisture holding capacity of the soil in tropical regions	Difficult to tell signs of volcanic activity--not all volcanoes are the same or exhibit the same volcanic warning signs of an eruption
Tourist Attraction (revenue)	Rocks, dust, ash that blast high into the atmosphere block out sunlight, and make the weather cooler. This affects the seasons, harvest, and has caused severe starvation in some areas

**Volcanoes produce more disasters than benefits

Prerequisite Information:

Knowledge of what a volcano is, some characteristics of a volcano, and how to perform simple functions on a calculator

Materials:

• Research materials (books about volcanoes) Paper Plate (4)
• Observation Sheets Clay (pre-made)
• Toilet Paper Tube (4) Baking Soda
• Vinegar Crushed Alka-Seltzer Tablets (optional)
• Red Food Coloring Data Sheets Calculators

Group Size: 5 or 6 (three groups)

Roles: 1st Activity 2nd Activity 3rd Activity

(2) Researchers All help construct volcano! (1) Put in baking soda and (2) Note takers alka seltzer (engineer)

(2) Reporters (1) Put in vinegar (engineer)

1. Recorder
2. Reporter

(1-2) Organizer (clean up crew!)

TEACHING PROCEDURES

Introduction of Lesson:

• Write definition of volcano on the board (before class)
• Write chart for good vs. bad on the board (before class)
• Introduce class by saying, "Welcome 5th graders, it's going to get hot in here today because we are going to take a closer look at volcanoes!"
• Explain definition of a volcano to students
• Ask students what are some benefits a volcano has, and what are some drawbacks
• Fill in chart on the board
• Discuss student responses

Development of Concept (Procedure):

Warm-up activity

• Tell students they are going to have the opportunity to construct a volcano, but first are going to research the specific types of volcanoes and visit about fractions
• Explain instructions of warm-up activity--count up volcanoes for each region
• Discuss T-chart with students (Teamwork)
• Suggest to students that they divide and conquer!
• Count off in threes, and gather in groups
• Pass out supplies (data sheets and calculators: 2 per group)
• Allow students 2-3 minutes to complete task
• Discuss reported data, and calculate statistical data about various volcanoes around the world

First activity

Positive Interdependence:

When creating the volcano, each student must experiment with the clay, and add at least one part to the finished product.

Individual Accountability:

Each student will be asked to calculate a statistic about volcanoes using the data obtained from group work during the warm up activity.

Criteria for Success:

By the end of the lesson, independent students will be able to name and describe the three types of volcanoes discussed in class. Likewise, they will be able to use calculate statistical data from a table, and deepen their understanding of fractions.

Expected Behaviors:

Students, in groups, will work together as a team to complete the lesson assignments. Positive interactions should be displayed, as well as problem solving skills.

Monitoring: Observation Sheet (attached)

Processing: Give observation sheet to each student to evaluate group members. Instruct students to provide comments on how group work could have improved

Conclusion:

• Congratulate students on doing a nice job (if appropriate)
• Review what was covered in class
• Inform students, "To conclude, I have a surprise for everyone! Tomorrow we are going to start watching the movie "Volcano," and begin discussing the three components that comprise Earth!--the crust, mantle, and core"

Evaluation:

Extensions

Have students complete further research about volcanoes, and assign them to write a paper or prepare a presentation about a given topic.

Resources

Dudman, J. (1993). The violent earth: Volcano. New York: Thomas Learning.

Fradin, D. B. (1982). Disaster! Volcanoes. Chicago: Childrens Press.

Gilbreath, A. (1986). Ring of fire and the Hawaiian Islands and Iceland. Minneapolis,

MN: Dillion Press.

http://volcano.und.nodak.edu/vwdocs/volc_images/sorted_by_region.html (4/12/99)

http://onlinebiz.com/zach/mvols.htm (4/12/99)

Lambert, D. (1985). Volcanoes. New York: Franklin Watts.

Lampton, C. (1991). Volcano. Brookfield, CT: Millbrook Press.

Lauber, P. (1986). Volcano: The eruption and healing of Mount St. Helens. New York:

Bradbury Press.

Lye, K. (1993). Volcanoes. Austin, TX: Raintree Steck-Vaughn.

Murray, P. (1996). Volcanoes. USA: The Child's World.

Radlauer, R. (1981). Volcanoes. Chicago: Childrens Press.

Thomas, M. (1991). Volcano! New York: Crestwood House.

Walker, J. (1994). Fascinating facts about volcanoes. Brookfield, CT: Millbrook Press.

Wood, J. (1991). Volcanoes: Fire from below. Milwaukee, WI: Gareth Stevens Children's

Books.