Lesson Plan

Teacher: Dragana Custic, Cristen Simone, Collette Ryan Grade: 4 Date: 11/16/2015
Day:1 of 1

Subject: Science

Time:25-40 minutes

Cognitive Level(s) of Lesson: Application

Objective:
Students will be able to:
Learning: Understand what a volcano is and how it erupts
Behavior: by watching a video on volcanic eruption, viewing a visual on the parts of a volcano and
the role of the tectonic plates, witnessing a demonstration on how a volcano erupts and creating
models of volcanoes in groups, and reviewing its parts by constructing a book
Condition: after engaging in a class discussion on the formation and parts of a volcano.
Next Generation Standards:
Students will be able to:
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earths features
NJCCCS addressed:
Students will be able to:
5.8.4 B. 2. Recognize that most of Earths surface is covered by water and be able to identify the
characteristics of those sources of water: oceans, rivers, lakes, underground sources, glaciers
5.8.4 C.1. Recognize that some changes of the Earths surface are due to slow processes such as
erosion and weathering, and some changes are due to rapid changes such as landslides, volcanic
eruptions, and earthquakes
Instructional Strategies: (Opening, Presentation, Guided Practice, Closure)
Opening:
1. The teacher asks the students, In our previous lesson, we learned about many different
landforms, who can give me an example of a landform that we went over? Anticipated
Responses: mountain plain plateau (Assessment of Background Knowledge)
2. The teacher goes on to explain that they will be focusing on volcanoes, its parts and its phases.
(Purpose Setting)
3. In todays lesson, we will be exploring the parts of a volcano by engaging in an exciting

hands-on activity that will demonstrate how a volcano erupts. (Anticipatory Set)
Presentation:
4. Now that we have reviewed landforms, we are going to be focusing on volcanoes today.
5. The teacher asks the students if they remember what type of landform a volcano is.
Anticipated Response: Mountain, plateau (Checking For Understanding)
6. The teacher asks the students if they know anything about volcanoes or if they have seen one
before. Anticipated Responses: Yes, they explode, they have lava, I have seen pictures of them.
7. The teacher explains that there are different parts to a volcano and that they occur when
Earths tectonic plates diverge or converge, meaning move away from one another or towards
one another. (Input)
8. The teacher will pull up a picture of the tectonic plates on the Smart board and review each of
them with the class as a whole.
9. To better help them understand the concept and parts of a volcano, the teacher will show a
video explaining exactly what a volcano is and the process that it undergoes when it erupts.
(Learning Styles/Technology)
10. The teacher asks a series of questions based on the video they just watched to see if they
understand what volcanoes are and how they erupt or explode. The teacher will ask how
volcanoes are formed, what happens when volcanoes erupt, and do all volcanoes explode when
they erupt? (Checking for Understanding)
11. The teacher will discuss the different classifications of volcanoes and the characteristics of
each (active, dormant, eruptive) (Input)
12. The teacher asks the students if they think they know what the differences among the three will
be. (Checking for Understanding)
13. The teacher tells the students that in an eruptive volcano, the substance that flows onto the
Earths surface is called lava but before lava reaches the surface it is called magma. (Input)
14. The teacher will pull up a diagram on the Smart board of the parts of a volcano. The teacher
will explain that the substance coming out of the volcano is called lava. Lava is the magma
that spews from the volcano. Magma is the liquid rock that is inside the volcano. The mantle is
the solid body of rock deep inside the Earth between the core and the crust. The crust is the left

over lava dried on the ground. (Learning Styles/Modeling)

15. After the teacher sees that the students understand this concept, she goes on to tell them that
she will now demonstrate how a volcano erupts using the model of a volcano that is formed
from clay. The teacher informs the students that they will be constructing their own volcanoes.
(Interests)
16. The teacher will show the students how a volcano erupts by using a solution made up of
several ingredients, such as vinegar, baking soda, and food coloring.
17. The teacher and the students will have a discussion about the various steps that were followed
in order to make the volcano erupt. (Checking for Understanding)
18. The teacher will list each step on the board as the teacher and the class reviews each step.

Guided Practice:
19. The teacher will hand out a worksheet to each student that requires them to make their own
volcano book. The teacher will explain that they will be cutting out each section of the book
and putting it together in the correct order. After they are done, the teacher will go over the
order with the students and make sure they have folded it the right way. The teacher will call
on students to repeat back the steps to her. (Individual Measurability). The teacher will ask the
students to take the book home and color it.
20. The teacher will place students in groups of three and give them the materials to make their
own volcano model. (Instructional Grouping)
21. The teacher will leave the volcano diorama in front of the room so they can have a visual when
they are making their own model. (Classroom Organization)
22. The teacher will walk around the room to assist any students that are having difficulty.
(Formative Assessment)
23. The teacher will display the volcanoes in the hallway to give the students their moment of
fame.
Closure:
24. Volcanoes are forms of land that we may not understand since we have never seen them where

we live, but the way they erupt and the reasoning behind it is significant in our understanding
of why the volcano in the experiment exploded. (Summary of Major Points)
25. The teacher explains that volcanoes may look very cool because they explode, but real life
volcanoes can be very dangerous and affect our landforms. (Tying Points Together into a
Coherent Whole)
26. We will go on to discuss other types of landforms in depth that will be on your unit test within
these next few weeks. (Preview of Future Lesson)
27. The teacher will pass out a worksheet for students to complete as a homework assignment as a
review of the parts of the volcano and a summary of the experiment they have completed in
class. (Summative Assessment)

Assessment: (Formative, Individual Measurability, Summative)

Formative: Steps 5, 10, 12, 17, 22,
Individual Measurability: Step 19
Summative: Step 27

Differentiation: (Varying Content, Varying Process, Varying Product)

Varying Content: Video, tectonic plates presentation, worksheet booklet, model of volcano, and
creation of own volcanoes appeal to all different types of learners.
Varying Process: Students are given a worksheet booklet to review parts of volcano and then are
able to create their own volcanoes to apply their knowledge in a hands-on activity.
Classroom Organization: Step 21: Volcano is left in the front of the room as a model for students.
Instructional Grouping: Step 20 Teacher places students in groups to work on this hands-on activity.
Varying Product: All students will complete the same worksheet for homework as summative
assessment.

Technology:
The teacher will use YouTube, the computer, and the Smart Board to display the video about

volcanoes as well as to display the diagram and information about tectonic plates.