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Resource ID#: 45984 Primary Type: Lesson Plan

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This lesson is student-led through small student-groups teaching the major components of volcanoes. Students get the opportunity to utilize and manipulate interactive technology to demonstrate their understanding of volcanic eruptions and apply it to their own learning/discovery of one specific volcano. This is lesson #4 (Volcanoes) of a four part sequential unit on Plate Tectonics: Lesson #1 is 45876 (Plate tectonics), Lesson #2 is 45856 (Earthquakes), and Lesson #3 is 45900 (Tsunamis).

General Information

Subject(s): Science, English Language Arts

Grade Level(s): 7

Intended Audience: Educators

Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Overhead Projector, Microsoft Office

Instructional Time: 2 Hour(s) 15 Minute(s)

Resource supports reading in content area:Yes
Freely Available: Yes

Keywords: volcanoes, magma, plate tectonics, earthquakes, Ring of Fire

Instructional Component Type(s): Lesson Plan, Unit/Lesson Sequence, Worksheet, Virtual Manipulative, Project, Formative Assessment, Student Center Activity

Resource Collection: CPALMS Lesson Plan Development Initiative

Attachments

clusterweb3.pdf
KWL Charts.docx
kwl_.pdf
Summative Assessment_Rubric.docx
venn__.pdf
Volcano_DataChart.docx

Lesson Content

Lesson Plan Template:
General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?

The students will be able to:
1. Distinguish between the three classifications of volcanoes (dormant, active and extinct)
2. Distinguish between three types of volcanoes (Shield, Stratovolcano and Cinder Cone)
3. Explain the Ring of Fire
4. Explain how the Ring of Fire and Plate Tectonics are connected
5. Create their own basic plate tectonics map representing the same information but creating their own symbols and map legend
6. Be an expert about five volcanoes and accurately demonstrate, via an interactive website, what one of their volcanoes actually looks like and how it would/does erupt
Prior Knowledge: What prior knowledge should students have for this lesson?
- Students must know how to work collaboratively in small groups where everyone participates to the learning process.
- Students must know how to use the K-W-L chart in the learning process.
- Students must know how to use Venn-Diagrams and their purpose.
- Students must know how to use a Graphic Organizer to take notes.
- Students must know the basics of Plate Tectonics and terminology from Lesson #1 and Lesson #2.
Guiding Questions: What are the guiding questions for this lesson?
1. Where is your dream vacation?
2. How could plate tectonics ruin a vacation?
3. How can the Ring of Fire affect a vacation/travel plans?
4. How does the theory of Plate Tectonics support/not support where earthquakes and volcanoes occur?
5. Why should people even care about volcanoes and/or the Ring of Fire?
ANSWERS:
1. Answers will vary by student.
2. Answers will vary based on prior knowledge. If students have prior knowledge about plate tectonics, answers should include an earthquake can happen which could trigger a tsunami or that a volcano could erupt.
3. Answers should include if their dream vacation is anywhere associated with the Pacific Ocean, (California, Alaska, Japan, Thailand, etc.) the Ring of Fire is an active volcano zone and a volcano could erupt during their dream vacation if along the eastern coast of Asia, or the western coast of North or South America.
4. The theory supports it due to the basics of plate tectonics and plate boundaries either converging, diverging or rubbing past one another.
5. Answers will vary from we want to know more about the Earth and what's inside of it, (mantle, core, magma). Some answers will mimic the answer to #3 and include we want to know IF/WHEN a volcano will erupt.
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will introduce the lesson with a review of key concepts from Lessons 1 and 2. This can easily be done by quickly reviewing KWL charts and adding to them (newly learned material). This activates prior knowledge and gets students focused on what was learned and how it relates to today's lesson.
2. The teacher will introduce volcanoes and what they are being sure to incorporate key vocabulary terms and concepts they should know by the end of the lesson, (ie: types of volcanoes). The teacher will demonstrate to students how to navigate the webpage on Volcanism.
3. Media Center/Computer lab or classroom with 5 computers: Put students into small/collaborative groups. Each group will take one aspect of volcanoes (What is a volcano? Types? Where do they form? Magma? Eruptions?) and each small group will present to the class. Using a graphic organizer, students will take notes on each small group's presentation on Volcanism.
VOLCANIC ERUPTIONS and then VOLCANOES 101

(This entire piece should take approximately 45-60 minutes.)

During these small group presentations on volcanoes, the teacher will ask questions and guide students to make sure all pertinent information about their aspect of volcanism is covered. The teacher will further emphasize and make sure students write down important facts on their graphic organizers.

Graphic Organizer for notes
Guided Practice: What activities or exercises will the students complete with teacher guidance?

After the Teaching Phase, but prior to the student stations for independent work, the teacher will walk the students through several websites and as a whole class they will research one volcano together. The teacher will demonstrate how to navigate the websites the students will be using in the independent practice/computer station. The teacher will demonstrate how to find the information, how to access webcams and assist students as they walk through one complete volcano discovery.

The websites for independent student use or for teachers to use are:

US Volcanic Observatories

Active Volcanoes in the US Activity this week

http://www.volcano.si.edu/weekly_report.cfm

The Data Collection sheet the students will use at the computer station is:

Volcano Data Chart
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

Activity #1: (Create maps: students will finish creating their own World Map they used in Lesson #2 to indicate plates and earthquake zones. They will add the Ring of Fire. They will need to create a map symbol to represent volcanoes and be sure to include on the map legend. They will also include the five volcanoes they choose to research on the Internet.

Students can use textbooks, supplemental resources in the classroom, or online resources such as Plate Tectonic~Basics with volcanoes and earthquake zones.

World Map for Students

Activity #2:

Students will independently create their own Venn-Diagram to compare Earthquakes and Volcanoes. Advanced students may create their own THREE circle Venn-Diagram and add Tsunami to the comparison.

Basic Venn-Diagram

Activity #3:

NEXT STEPS: (Independent Practice) Students will use the Internet as well as any tactile/hard copy resources available to become and expert on 5 volcanoes. They will complete a data chart with pertinent information on each volcano. (NO DUPLICATE VOLCANOES.)

US Volcanic Observatories

Active Volcanoes in the US Activity this week

http://www.volcano.si.edu/weekly_report.cfm

Then, students will select one volcano to use for their demonstration to the class. Demonstrations will illustrate what type of volcano it is, (Shield, Stratovolcano and Cinder Cone) and what it would look like when/if it were to erupt. This will be done using the information they gathered and recorded on the Volcano Data Chart and the interactive website link below.

Make my Volcano

NEXT STEPS: (Independent Practice) Students will use the Internet as well as any tactile/hard copy resources available to become and expert on 5 volcanoes. They will complete a data chart with pertinent information on each volcano. (NO DUPLICATE VOLCANOES.)

Volcano Data Chart

Then, students will select one volcano to use for their demonstration to the class. Demonstrations will illustrate what type of volcano it is, (Shield, Stratovolcano and Cinder Cone) and what it would look like when/if it were to erupt. This will be done using the information they gathered and recorded on the Volcano Data Chart and the interactive website link below.

Make my Volcano
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?

Lesson Closure: Students will independently create their own Venn-Diagram about Earthquakes and Volcanoes.

Basic Venn-Diagram

Students will demonstrate what one of their resident expert volcanoes would look like if it were to erupt. They will have/use a data chart and an interactive website. (See Guided and Independent Practice sections for links and attachments.)

Lastly: The teacher will facilitate a question and answer session out loud and as a whole group. The recorder will record the answers on the KWL charts. The guided questions and learning objectives will serve as review questions.

Unit Closure: (one full class period for small groups~maybe two depending on classroom dynamics)

Small groups will submit a culminating group project in which each student is held equally accountable for his/her part. An ABC book for "Plate Tectonics" will be submitted. Beginning with the letter "A" and through "W" each letter will have its own page in the ABC book and the letters "XYZ"will be grouped together on their own page. Students will find a term/vocabulary word that is associated with Plate Tectonics that begins with their assigned letter. They will write out the word and give a "kid-friendly" explanation of the word. For example: if there are 5 students in one small group each student will be assigned 5 letters such as A-B-C-D & E, student #2 is assigned letters F-G-H-I-J, and so on. Student one may choose the word "Convergent" for the letter C. He/she may simply write it is the point in which two plates come together.

For enhancements:

Gifted/advance students may be required to illustrate their vocabulary words either authentically and/or digitally. (Digitally meaning students can use videos from the Internet, actual news items from around the world, and/or icons-pictures-photographs of said vocabulary terms.)

For accommodations and/or modifications for ESE and/or ELL students: Students may be assigned fewer letters; students may be allowed to draw a picture instead of providing the vocabulary word and a kid friendly definition.

Rubric
Summative Assessment

Students will independently create their own Venn-Diagram about Earthquakes and Volcanoes.

Basic Venn-Diagram

Students will also complete the Volcano Live Data Chart (See Lesson Content under Independent Practice)

Volcano Data Chart

UNIT SUMMATIVE:

Small groups will submit a culminating group project in which each student is held equally accountable for his/her part. ABC book for "Plate Tectonics" will be submitted. Beginning with the letter "A" and through "W" each letter will have its own page in the ABC book and the letters "XYZ"will be grouped together on their own page. Students will find a term/vocabulary word that is associated with Plate Tectonics that begins with their assigned letter. They will write out the word and give a "kid-friendly" explanation of the word. For example: if there are 5 students in one small group each student will be assigned 5 letters such as A-B-C-D & E, student #2 is assigned letters F-G-H-I-J, and so on. Student one may choose the word "Convergent" for the letter C. He/she may simply write it is the point in which two plates come together.

Rubric

For enhancements: gifted/advanced students may be required to illustrate their vocabulary words either authentically and/or digitally. ('Digitally' would mean students can use videos from the Internet, actual news items from around the world, and/or icons-pictures-photographs of said vocabulary terms.)

For accommodations and/or modifications for ESE and/or ELL students: students may be assigned fewer letters; students may be allowed to draw a picture instead of providing the vocabulary word and a kid friendly definition.
Formative Assessment

BEGINNING OF THE LESSON: Use a KWL Chart to assess prior knowledge and to get students to start thinking about volcanoes and how they may be related to earthquakes and plate tectonics. A KWL chart and "How to use KWL charts" is attached.

KWL Charts.docx

KWL chart for review

DURING/THROUGH-OUT: Through direct questioning of students, the teacher will assess prior knowledge as well as gauge where the student is in the learning cycle during the lesson. The teacher needs to continuously check for understanding by periodically asking questions. Some questions may be whole group, while most need to be direct, 1:1 questions so the teacher can assess individually and gauge where students are in the learning process. Higher order questions will be asked such as why or why not, predict, explain your answer with evidence and evaluate; through-out the lesson while the teacher is circulating and assisting students with either small group project/s and/or independent student work.

*During small group presentations on volcanoes, the teacher will ask questions and guide students to make sure all pertinent information about their aspect of volcanism is covered. The teacher will further emphasize and make sure students write down important facts on their graphic organizers.

Graphic Organizer to take notes

*Lastly, students will demonstrate to each other what an eruption would look like using one of the volcanoes they became an expert on via the interactive website.
Feedback to Students

The teacher will provide continuous questioning and redirection of an answer-either correct or incorrect and then follow-up questions such as explain why.

*When students demonstrate one of their volcanoes, the teacher will ask guiding questions to help the student accurately demonstrate his/her volcano to the class. Either corrective or reinforcement/emphasis or a follow-up type question will be provided.

*The teacher will monitor student progress informally during instruction through direct questioning before, during and after each segment of the lesson. These will be whole group questions on information just presented. The teacher will provide immediate corrective and/or reinforcement feedback depending on the students' answers.

*During small group presentations on volcanoes, the teacher will ask questions and guide students to make sure all pertinent information about their aspect of volcanism is covered. The teacher will further emphasize and make sure students write down important facts on their graphic organizers.

Assessment

Feedback to Students:
The teacher will provide continuous questioning and redirection of an answer-either correct or incorrect and then follow-up questions such as explain why.
*When students demonstrate one of their volcanoes, the teacher will ask guiding questions to help the student accurately demonstrate his/her volcano to the class. Either corrective or reinforcement/emphasis or a follow-up type question will be provided.

*The teacher will monitor student progress informally during instruction through direct questioning before, during and after each segment of the lesson. These will be whole group questions on information just presented. The teacher will provide immediate corrective and/or reinforcement feedback depending on the students' answers.

*During small group presentations on volcanoes, the teacher will ask questions and guide students to make sure all pertinent information about their aspect of volcanism is covered. The teacher will further emphasize and make sure students write down important facts on their graphic organizers.

Summative Assessment:
Students will independently create their own Venn-Diagram about Earthquakes and Volcanoes.

Basic Venn-Diagram

Students will also complete the Volcano Live Data Chart (See Lesson Content under Independent Practice)

Volcano Data Chart.docx

UNIT SUMMATIVE:

Small groups will submit a culminating group project in which each student is held equally accountable for his/her part. ABC book for "Plate Tectonics" will be submitted. Beginning with the letter "A" and through "W" each letter will have its own page in the ABC book and the letters "XYZ"will be grouped together on their own page. Students will find a term/vocabulary word that is associated with Plate Tectonics that begins with their assigned letter. They will write out the word and give a "kid-friendly" explanation of the word. For example: if there are 5 students in one small group each student will be assigned 5 letters such as A-B-C-D & E, student #2 is assigned letters F-G-H-I-J, and so on. Student one may choose the word "Convergent" for the letter C. He/she may simply write it is the point in which two plates come together.

RUBRIC:

Collaborative Work Skills : Collaborative Groups~Plate Tectonics ABC Book

Teacher Name: _________________________________________

Student Name: ________________________________________

CATEGORY
4
3
2
1
Working with Others
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Quality of Work
Provides work of the highest quality.
Provides high quality work.
Provides work that occasionally needs to be checked/redone by other group members to ensure quality.
Provides work that usually needs to be checked/redone by others to ensure quality.
Contributions
Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Focus on the task
Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
Rarely focuses on the task and what needs to be done. Lets others do the work.
Attitude
Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

For enhancements: gifted/advanced students may be required to illustrate their vocabulary words either authentically and/or digitally. ('Digitally' would mean students can use videos from the Internet, actual news items from around the world, and/or icons-pictures-photographs of said vocabulary terms.)

For accommodations and/or modifications for ESE and/or ELL students: students may be assigned fewer letters; students may be allowed to draw a picture instead of providing the vocabulary word and a kid friendly definition.

Accommodations & Recommendations

Accommodations:
For accommodations and/or modifications for ESE and/or ELL students: students may be assigned fewer letters; students may be allowed to draw a picture instead of providing the vocabulary word and a kid friendly definition.

Students could do a Venn-Diagram with only 2 subjects.
Extensions:
For enhancements: gifted/advanced students may be required to illustrate their vocabulary words either authentic and/or digitally. (Digitally-- where students can use videos from the Internet, actual news items from around the world, and/or icons-pictures-photographs of said vocabulary terms.)Students will independently create their own Venn-Diagram to compare Earthquakes and Volcanoes. Advanced students may create their own THREE circle Venn-Diagram and add Tsunami to the comparison.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Overhead Projector, Microsoft Office
Special Materials Needed:
Make sure you have FLASH, Media Player and Quicktime Plug-In downloaded on all student stations so they can access webcams and videos at the student stations.

Be sure to have all photo copies made prior to class. Be sure to appropriately group students into the small groups to teach a topic on volcanoes.

Already have your ABC collaborative groups pre-established. Review the Rubric for the ABC books.
Further Recommendations:
Based on classroom dynamics, this lesson can be done in a computer lab setting, a classroom with 5-6 student computer stations or a Media Center. (Small groups can work 2-3 at a computer.) This lesson may also be stretched out to really take the time and methodically go over each piece of information.This lesson has several ELA correlations and other projects can be created to assess ELA benchmarks as well.

Source and Access Information

Contributed by: Betsy Butler

Name of Author/Source: Betsy Butler

District/Organization of Contributor(s): Brevard

Is this Resource freely Available? Yes

Access Privileges: Public

License: CPALMS License - no distribution - non commercial

* Please note that examples of resources are not intended as complete curriculum.

Aligned Standards

This vetted resource aligns to concepts or skills in these benchmarks.

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Don't BLOW your vacation plans away!

General Information

Attachments

Lesson Content

Lesson Plan Template:

Learning Objectives: What should students know and be able to do as a result of this lesson?

Prior Knowledge: What prior knowledge should students have for this lesson?

Guiding Questions: What are the guiding questions for this lesson?

Teaching Phase: How will the teacher present the concept or skill to students?

Guided Practice: What activities or exercises will the students complete with teacher guidance?

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?

Summative Assessment

Formative Assessment

Feedback to Students

Assessment

Collaborative Work Skills : Collaborative Groups~Plate Tectonics ABC Book

Accommodations & Recommendations

Accommodations:

Extensions:

Special Materials Needed:

Further Recommendations:

Source and Access Information

Aligned Standards

Related Resources

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CATEGORY	4	3	2	1
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).