Volcanoes

http://volcanoeswebquest.wikispaces.com/

**//Volcanoes (ID# 24169)//**
 * Profile**
 * Contributors:** Daniel Bullard, Andrew Clark, Casey Keller,


 * Subject:** Science


 * Grade Level:** 9


 * Additional Subjects:** History-Social Science, Mathematics, Science


 * Instructional Setting:** Whole Class

This lesson is designed to help students understand what volcanoes are; their composition, and how they are classified. The students will be divided into four groups. The role of each group is to act as a team of volcanologists. One of them is knowledgeable about volcanoes in general. Each of the others is a specialist of one of the three major types of volcanoes. As a team, they travel the world studying and predicting volcanic activity. The team also meets with various community groups and organizations to educate them about volcanoes. The students will use large posters to show examples of volcanoes and their different types in order to make a short presentation to the class and answer a few questions.
 * Student Population:** At grade level
 * General Description of Lesson:**

**Rationale** Part of the rationale for this lesson on volcanoes stems from our own interest in volcanoes as topics of study. But beyond that, the study of volcanoes is an excellent entrée into many geophysical and physical science subjects, as well as a few geopolitical issues. For example, a proper study of the formation of volcanoes requires a basic understanding of plate tectonics, convection, Bernoulli’s principle of the flow of gases, and the notion of phase changes as the pressure on the magma/lava changes as it reaches the surface—just to name a few. In the arena of geopolitical issues, a follow-up lesson plan could be created around the fact that the resultant ash cloud from an explosion of the Yellowstone crater would be tantamount to the effects of a nuclear winter brought about by a potential nuclear war. With respect to specific content standards, volcanoes fall under the domain of Earth Sciences; specifically, within the area of //Dynamic Earth Processes//. The specific language for the Ohio Content Standards is as follows: Beyond the specific content standards and subject matter, this lesson plan was designed to enhance the ability of students to work in collaborative environments. This is particularly important in a global economy where the lines between traditional disciplines have been blurred. Moreover, as some students will become experts on particular types of volcanoes, it is hoped that the format of this lesson plan will provide for peer-mentoring and peer-teaching opportunities. **Objectives**
 * 3e**. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes.
 * 3f**. Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction.
 * Objective(s) of lesson:**

Teach students about the different types of volcanoes, how they work, what they look like, and where they are located.
 * Specialized resource(s) included in this Lesson Plan:**
 * Software Applications:** Web Browser


 * Computer Equipment:** Computer, Internet Access, Broadband Connectivity, Sound Capabilities

**Procedure** Wikispaces, Internet, 5 computers, 5 poster boards, Student worksheet organizer, Grading rubric, Markers
 * Video Equipment:** None
 * Teacher Technology Competency Level (CTAP2 Rubric):**
 * //General Computer Skills: Intermediate//
 * //Internet: Intermediate//
 * Time Required:** 3 class period(s) of 40 minutes each.
 * Materials and Resources used by teachers and students:**
 * Preparation for Teacher:**

Have Wikispaces up on each computer ready for students to explore, split children into groups
 * Step by Step Teacher Procedure:**

Remember each member of the team specializes in a particular type of volcano or has general overall knowledge of volcanoes. Each individual must, therefore, choose one of the four following roles: Volcanologist #1 (Generalist)

Volcanologist #2 (Specialty - Cinder Cones)

Volcanologist #3 (Specialty - Composite Volcanoes)

Volcanologist #4 (Specialty - Shield Volcanoes)

**Day 1 (Student Research)** Please follow these steps in order to accomplish the required assignment.
 * Process**
 * 1) First you'll be placed into groups of 4 to work as a team of volcanologists.
 * 2) Next, as a group, you will need to decide who will be volcanologist #1, #2 and so on. Once you've picked a role to play, report to the teacher who will be playing each role in your group. Cooperation is key in group and team activities, therefore work together. If you are unable to choose roles, I will assign them.
 * 3) You will next need to collect data on your particular topic by researching sites on the Internet. __Be sure to take good notes on the provided ‘notes’ sheet__. Keep track where you retrieved the information, in case you need to return to the site. Your group will split up and each person will go to the computer station with their corresponding number. For example, all 3's will meet at station #3.
 * 4) You will need to cooperate with the other people researching the same type of volcano, as there will only be one computer available for each type. Make sure that everyone has equal access or input into the research process.

The following Internet sites were selected to help you acquire the information needed to complete the assigned tasks. Using the mouse, simply click on the highlighted link to view a site's information. (Be sure to right click the link and select to open it in a new tab, or else you may get lost!) Origin of Volcanology- []
 * Earth Processes and Volcano Formation**

Introduction to Volcanoes!- []

Plate Tectonics Theory- []

Plate Subduction- []

Hot Spots and Mantle Plumes- [] (Utilize the "next button in the bottom right of the page for another helpful resource.)

The Nature of Volcanoes- []

Parts of Volcanoes- []

(Note: The full link and the hyperlinked text below it go to the same places)
 * Types of Volcanoes**

Brief Overview of all types- []

Cinder Cone 1- []

Cinder Cone 2 (images) - []

Composite/Stratovolcanoes - []

Composite 2 (images) - []

Shield 1 - []

Shield 2 (images) - []

Active Volcano List- []
 * Volcano Locations**

Detailed Volcanic Environment- []

Underwater Volcanoes- []

Volcanoes in Space- []

Volcano Watch!- []

Types of Volcanic Eruptions- []
 * Photographs of Volcanoes**

Find a Volcano by Region- []

Volcanic Eruption Deepest Volcanic Eruption ever filmed Nat. Geo Volcanic Eruption Playlist Massaya Volcano Eruption (2008) Mt. Saint Helens student video project
 * Videos of Volcanic Eruptions**

**Day 2 (Creating Poster)** Each team will be required to prepare color posters describing volcanoes. Volcanologist #1 will construct a poster of a volcano that shows the major features common to all three types of volcanoes. Volcanologists #2 thru #4 will construct posters of volcanoes that they specialize in. Their posters will show the major differences that their type of volcano has compared with the general volcano model. All posters must have:
 * 1) After collecting your data, you and your team will need to meet and compare the information gathered. Those constructing the poster of the general volcano will need to include features and characteristics common to all three major types. If there is no "Generalist" position (i.e. groups of 3 rather than 4), you will create a list of all common features that the special types of volcanoes have, as well as differences between them.
 * 2) Once comparisons have been made and the various features are noted, a sheet of poster board may be checked out by each team member along with a set of markers to share with the group. So, one piece of poster board PER PERSON, but one set of markers PER GROUP.
 * 3) Having acquired the needed supplies, each team member is to draw their poster. It may be helpful to draw it lightly in pencil first before using the markers. Also, be sure that you have included all the required elements listed in the task section above.
 * 4) One at a time during the poster creation phase, a member from each of your group will go to their assigned computer station and upload information to their group's wiki page. Please make sure to add an image of an example of your type of volcano, ensuring that a proper citation for the picture's location is given.
 * 5) Make sure the answers to questions 1 through 4 are on the wiki page. As these are questions to be answered as a group during the presentation, you may work together to answer them.
 * 6) Practice your presentation as a team, using both your poster and your group wiki page as visual aids.
 * 7) Present to class your findings starting with volcanologist #1 and continue in order.
 * 8) After the presentation, ask the audience if there are any questions and answer them appropriately.
 * Poster Details**
 * A title
 * The main parts of the volcano labeled
 * List any characteristics common to a particular volcano on the poster
 * Description of the lava and the rock material that makes up the sides of the volcano
 * Include the Earth's crust and mantle and their role, if any, in the volcanoes formation

The team will then present their posters to the class. Volcanologist #1 will present first followed by number two and so forth. Your team will be given a total of ten minutes to present your posters, approximately two minutes per person. Everyone must participate. Team members will be required to add the information pertinent to his or her type of volcano to their group wiki page. For volcanologist #1, it should describe how volcanoes in general form. For all the other volcanologists the page should describe how his or her special type of volcano formed. Each Team should be prepared to answer the following questions and each team member must have the answer written on your section of the group wiki page.
 * 1) Are there any active volcanoes in North and Central America? If so name one and describe where it is.
 * 2) Are there any active volcanoes in California? If so name one and describe where it is.
 * 3) Are there volcanoes nearby that might threaten the city of San Diego?
 * 4) Besides being burned by flowing lava or hit by flying rocks, name three other dangers or hazards of volcanoes.

**Day 3** Students will begin by watching the following short video:

http://www.youtube.com/watch?v=Ap_YUwdiy8I&feature=related Ask the students to hypothesize the overall effect/damages a super volcanic eruption would cause at Yellowstone National Park, as well as worldwide. Next, ask them to come up with ways to alleviate the pressure without triggering the eruption. As a group, the students are to come up with a diagram for their method of alleviating pressure to reproduce on the white board in their assigned space (Divide the board into 4 equal-sized spaces). They will explain this diagram to the class and defend their method, and answer any questions the other students or teacher ask.

Then, if there is time, have students watch this 10 minute video:

http://www.youtube.com/watch?v=1Vn6kxfD3Ek&feature=related Ask the question and discuss in small groups, and meet as class to discuss with teacher. Provide evidence to debunk or support this hypothesis: It is hypothesized that a supervolcanic eruption killed the Dinosaurs. (The length of discussion could vary as needed by instructor)

Credit: David Carmichael

(Assignment originally found here: [] with slight adaptations made since some of the links no longer worked, edited some steps for peer review, and changed paper requirement to a wiki assignment) **Back-Up Plan** As with any lesson plan that relies heavily on technology, it is necessary to be prepared for Internet connectivity problems. As such, the instructor should pre-download all of the YouTube Videos to the computer hard drive. This can be done easily using Firefox 4 widget that allows the downloading of public videos. With respect to the informational websites, a print out of each of the research pages is necessary. It is also necessary to be prepared for computer failure. Much of this lesson plan can be completed without the use of computers. Nevertheless, in order to supplement for the videos, the teacher will have an assortment of color illustrations and graphics showing what each of the types of volcanoes look like in both dormant and eruptive states. Moreover, the teacher will have print graphics as well for the generalists illustrating subduction, hot spots, and other general features of volcanic activity. For the Day 3 activity, rather than watching the video, the students will read an [|article] from January 2011 which discusses how portions of Yellowstone National Park rose by as many as 10 inches recently. Magma pockets pushing up the ground caused this bulge, an occurrence that some say is a precursor to a volcanic eruption. Once the students have read the article, they can begin to formulate their hypotheses.

**Assessment**
 * Assessment Type(s):** Observations, Projects, Rubrics, Journals


 * Assessment Plan**

In order to complete this assignment you must work together with your teammates. Those that do not cooperate with each other will find the assignment more difficult with much more work to do. However, you will be given an individual grade with a portion of it based on your shared participation. If necessary, a student’s lack of participation will be handled on an individual basis. Your grade will be assigned as follows:


 * Volcano Poster || **3** || **2** || **1** || **0** ||
 * **Required Elements** || The poster includes all required elements || 1 of the required elements are missing on the poster. || 2 or 3 of the required elements are missing on the poster. || More than 3 required elements were missing. ||
 * **Content - Accuracy** || All of the facts are accurate that are displayed on the poster. || 1 or 2 of the facts displayed on the poster are inaccurate. || 3 or 4 of the facts displayed on the poster are inaccurate. || Displayed no accurate facts. ||
 * **Use of Class Time** || Used time well during each class period. Focused on getting the project done. Never distracted others. || Used time well during each class period. Usually focused on getting the project done and never distracted others. || Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || Did not use class time to focus on the project OR often distracted others. ||


 * Volcano Web quest - Student Organizer**
 * Volcanologist # _______ Name:________________________Partners:___________________**
 * Volcanologist #1 (Generalist) || Draw and label the main parts of the volcano.

Describe the lava and the rock material that makes up the sides of the volcano.

Include the Earth's crust and mantle and their role, if any, in the volcanoes formation. ||
 * Volcanologist #2 (Specialty - Cinder Cones) || Draw and label the main parts of the volcano.

Describe the lava and the rock material that makes up the sides of the volcano.

Include the Earth's crust and mantle and their role, if any, in the volcanoes formation. ||
 * Volcanologist #3 (Specialty - Composite Volcanoes) || Draw and label the main parts of the volcano.

Describe the lava and the rock material that makes up the sides of the volcano.

Include the Earth's crust and mantle and their role, if any, in the volcanoes formation. ||
 * Volcanologist #4 (Specialty - Shield Volcanoes) || Draw and label the main parts of the volcano.

Describe the lava and the rock material that makes up the sides of the volcano.

Include the Earth's crust and mantle and their role, if any, in the volcanoes formation. ||
 * Are there any active volcanoes in North and Central America? If so, name one and describe the type and location. ||  ||
 * Are there any active volcanoes in California? If so, name one and describe the type and location. ||  ||
 * Are there volcanoes nearby that might threaten the city of San Diego? ||  ||
 * Besides being burned by flowing lava or hit by flying rocks, name three other dangers or hazards of volcanoes. ||  ||