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Crystal Burns

Earth Science Lesson Plan

Volcanoes

Grade 7 Lesson Plan
(Adapted from Volcano! on Discover Education)
This is the last lesson in the Volcano Earth Science Unit
Day one & two for Research
Day three watch film
Day four & five in-class time to create presentation

Essential Questions:
What factors are taken into account when talking about the amount of destruction
caused by an eruption?
What can be predicted about volcano eruptions?
How do eruptions affect the environment and the community?
What is a Volcanologist?

Enduring Understandings:
Studying historical volcanic eruptions improves our understanding of earths
processes and using the Volcanic Explosivity Index to estimate and determine the
amount of destruction caused by an eruption.
Although it is known where volcanic eruptions are likely to happen, there is
currently no reliable way to predict precisely when a large event will occur.
There are major effects on the environment and the community when a large
eruption occurs.
Volcanologists study and assess volcanic activity and some assist world leaders
when making decisions when handling such a disaster.

Assessments:
While students are working in their groups, each will have traffic light cups
indicating whether or not the group is in need of assistance from the teacher.
o This way I know which groups are making progress and which groups need
assistance.
o I will still walk around to check groups progress and assess the information
students found for accuracy during their research.
Students will keep track of their progress with meeting lessons goals on a learning
goal inventory.
o I will set goals for each day and they will be posted on the board for students
to see and refer to. Before students start working on their assignments, I will
discuss the goals for the day and at the end of class students will fill out the
learning goal inventory (worksheet) and pass it in as they leave (exit ticket).
o From these I will be able to assess how well students feel they have met the
learning goals for the day, and assess how well groups are progressing
through the work and individual student comprehension. I will be to set the
next set of learning goals based off the information gathered from the
inventory.

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Crystal Burns
Earth Science Lesson Plan

Students will turn in their log books after completing their research so I can see if
they found accurate information, sited their sources, came to accurate conclusions,
and made reasonable suggestions considering the human element of the project
(how to cope, evacuation suggestions, etc.)
o I can assess groups information for accuracy and for student comprehension
by the groups log book.
After exploring, explaining, and elaborating students will take all of their
information and create a digital presentation as a group and present it to the class.
After all of the presentation and class discussion student will write a reflective
paper. This assessment will present students understanding and comprehension of
the lesson/unit.

NGSS:
Practices:
o 8. Obtaining, evaluating, and communicating information
Concepts:
o Systems and system models
Core Ideas:
o ESS 2.B Plate Tectonics and Large-Scale Systems Interactions

Materials & Supplies:
Student Laptops
Log Book for each group (4)
Science Journals/Folders
o This would contain vocabulary and other information about volcanoes they
previously learned in other lessons within this unit.
Research Materials about volcanoes
o Suggested Websites:
http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Volcano
es/Volcanoes2.html
http://www.geo.mtu.edu/volcanoes/Volcanoes/Index.html
http://southport.jpl.nasa.gov/volcanopic.html
http://csep10.phys.utk.edu/astr161/lect/earth/evidence.html
http://volcano.oregonstate.edu
National Geographic
Students may use other credible websites for information.
o Some Books:
Fire on the Mountain: The Nature of Volcanoes, by Carl Johnson,
photography by Dorian Weisel. Chronicle Books, 1994.
Volcanoes: Crucibles of Change, by Richard V. Fisher, Princeton
University Press, 1997.
Volcanoes (Young Explorer: Learning About Landforms), by Chris Oxade,
Raintree, 2014.
Volcanoes, by Seymour Simon, HarperCollins, 2006.

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Crystal Burns
Earth Science Lesson Plan

Volcanoes, by Peter Francis and Clive Oppenheimer, Oxford University


Press, 2003.
Volcano: The Eruption and Healing of Mount St. Helens, by Patricia
Lauber, Simon & Schuster Books for Young Readers, 1993.
Volcanoes: Global Perspectives, by John P. Lockwood and Richard W.
Hazlett, 2010.

5E Model:
Engage
o Day One
Play video of Anak Krakatau (volcano between the Indonesian islands
of Java and Sumatra in the Sundra Straight)
http://www.history.com/shows/how-the-earth-was-
made/videos/the-krakatoa-volcano
Ask students the following questions to review what they know about
volcanoes:
What can you tell me about volcanoes?
What causes them to erupt?
How are eruptions measured?
How can they be predicted?
How are people in the area affected when a volcano erupts?
What precautions are taken when they expect a volcano to
erupt?
Review learning goals for the day.
o Day Two
Play video about Mt. Rainier.
http://www.youtube.com/watch?v=j_s3FykRiVA
Review the scenario and the questions students are supposed to
research.
Re-post question on board for students to refer to later.
Ask each group how they are doing with the research?
Are they having any trouble finding anything?
Do they have any questions?
Review learning goals for the day.

Explore
o Give students the following scenario:
The year is 2015, and a large Indonesian volcano (Anak Krakatau) has
erupted, it is the worst eruption in recorded history. To make matters
worse, Mt. Pinatubo, Mt. Rainier, and Mt. Vesuvius are erupting as
well, just as violently.
Students are going to be teams of volcanologists assigned as aides to the
president of the United States. Each group's assignment is to give the
president a report on what can be expected to happen and what steps can
be taken to help people cope with the disaster.

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Crystal Burns
Earth Science Lesson Plan

o Break students into 4 groups


Each group will be assigned a specific volcano
Anak Krakatau, Mt. Pinatubo, Mt. Rainier, and Mt. Vesuvius
o Go over the requirements for each group (have posted on the board so
students can refer to them again later)
Locate your volcano
Population in the area
Background information:
When did it last erupt?
How severe were the eruption(s)?
How fast has it been growing?
Any interesting facts that you find
What kind of volcanic eruption are we dealing with?
How fast is the lava flowing?
Who is in danger?
Recommendations to save people and towns?
How will the eruption affect the environment?
How long will the effects last?
Any ideas of what to do with people forced out of homes?
o Students will keep track of all their information in a log book

Explain
o Have students break into new groups, containing one person from each
assigned volcano. Have students discuss in their groups the information and
suggestions they have for each of their volcanoes.
As a group after reviewing the information each has, they will discuss
and assess the accuracy of their information and
predictions/suggestions they come up with.
Teacher will walk around to each group and listen to the conversation
and ask questions to assess students understanding and accuracy of
information.

Elaborate
o Watch film (Day three)
Review learning goals for the day.
Life on Fire: Wildlife on the Volcanos Edge (53 minutes, Rated PG)
Icelandic Volcanoes: Learn which Icelandic volcanoes may
awaken next and what the consequences of an eruption are
likely to be like.
http://www.amazon.com/gp/product/B00BTWGDQS/ref=sr_
1_1?ie=UTF8&keywords=volcanoes&qid=1393197514&s=mov
ies-tv&sr=1-1
Students will take note types information presented in the film to
later compare to what they have gathered.

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Crystal Burns
Earth Science Lesson Plan

o After the movie the class will discuss the scientific accuracy of the movie,
parts that are similar to what they have researched, and key points within
the film.

Evaluate
o Students will create a digital presentation (power point, prezi, iMovie, or
other format of a digital presentation) to present to the class as if they were
going to present the information to the president.
Students will include all the information they researched and answer
the essential questions.
Students will explain their process of research and how they came to
the conclusion of how to assist people in the area.
o Class will discuss the importance of this information, key points of lesson,
and what they are taking away from this experience. Students will be
required to write a reflective paper on what they learned, the importance of
the lesson/unit, and suggestions they have to improve the lesson/unit.

Adaptions:
For students who have a hard time keeping on task the teacher will provide them
with a graphic organizer and a list of steps for students to follow when conducting
research and a graphic organizer for key points of the film.
Directions and learning goals will be posted on the board, given orally, and printed
out with more details, and/or depicted through pictures based on the students
needs.
Log books can be kept digitally or written down.

Level of Inquiry:
Structured

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