Grade Level: Grades 6 - 8

Creative Writing

Social Studies - Sociology

Art

Mathematics

Geography

History

Literature

Basic Concepts:

Reflective Writing

Friendly Letters

Summarization

Culture

Role play

Sequencing

Research Skills

Problem Solving Skills

Values and Priorities

1. Students will acquire information about the Caribbean, which represents typical formation of volcanic islands.

2. Students will be able to observe and plan for the eruption of a volcano.

3. Students will gain a better understanding of Caribbean culture through their folktales and experiences.

Reflective Journals

Anywhere Recreation Map

Paradise Lost article

Evacuation Scenario

An Old Volcano article

Large maps

Video on Montserrat

Television & VCR

Markers

Big box

Index cards (4" x 6")

Scavenger hunt clues

Books on Caribbean folktales

Newspapers

Magazines

Computers with Internet access

Roll of butcher-block paper

1. Students will become familiar with the geographical location of the Caribbean Isles.

2. Students will hear from each other what is generally associated with these islands.

Time Frame: 10 Minutes

1. Hold a brief discussion with your students about the Caribbean.

EXTENSION: Depending on the time you wish to devote to this, as a type of "pre-test" students can write this information in their journals. Later they can go back and clear up any misconceptions they might have had about the Caribbean.

ASSESSMENT: None, or use participation rubric

1. Students will be able to imagine visuals of the Montserrat explosion, and then later see it in reality.

2. Students will demonstrate their ability to creatively write a friendly letter.

3. Students will successfully perform a summarization of their classmates' work.

Time Frame: 1 Hour 30 Minutes

Paradise Lost article

An Old Volcano

Video on Montserrat

Television & VCR

Markers

Big box

Journals

1. A day in advance, pass out the attached articles to students for them to read at home. "An Old Volcano Awakens on Montserrat" can be found at http://volcano.und.nodak.edu/vwdocs/vw_news/monserrat.html and "Paradise Lost" can be found in the September 1, 1997 issue of Maclean's Magazine.

2. To provide more visual images of what these articles describe, show a video on the eruption of Montserrat. (Video can be found in the Ocean Voyagers office) While watching the video, ask students to imagine that they were once residents of this Caribbean isle and they witnessed its destruction.

3. After the movie, briefly discuss any reactions the students may have.

4. Next, review the components of a friendly letter.

5. Students will then write letters (rough drafts in journals) to their great great-great grandchildren, explaining what they went through when this volcano erupted on their homeland.

6. Students will then need to peer edit each other's letters in a method that they are accustomed to.

7. Place the final draft and one item into a time capsule (a big box will do).

EXTENSION: Have students practice their summary skills by reading the letter of a classmate, and then summarizing it into an index card sized postcard. On the opposite side, draw a picture of the event.

1. Participation/Attention Rubric during video

2. Friendly Letter Rubric Students are expected to demonstrate excellent attention during the movie, which must be shown by a (+) evaluation. To prove success with the letter, students must earn a three on each of the criteria.

1. Students will acquire necessary background information on the Caribbean Isles through an alternative format.

2. Students will assume and carry out specific roles of a team.

3. Students will practice and improve upon their note taking skills.

Time Frame: 1 Hour

Index cards (4" x 6")

Scavenger hunt clues

Preface Information for Facilitator: See separate sheet.

1. Divide students into four groups in a manner that works well for your class (i.e. counting off, picking names, etc.)

2. Assign roles to members of the group including Reader #1, Reader #2, Leader, Decision-Maker, Recorder, etc.

2. Explain that they are going on a scavenger hunt to find important facts about the Caribbean volcanoes.

3. Each team will be assigned a color and will be given their first clue.

4. Reader #1 will read the clue, which will lead them to a particular place within the classroom, for example, the pencil sharpener.

5. At the pencil sharpener the team should find a folder in their team color labeled with a large #1 on top. Now Reader #2 reads the information inside, while the rest of the group takes notes.

6. Next Reader #~t reads the next clue, which can be found at the bottom of the volcano information, and the team is onto their next spot, looking for a folder that is their team color, but with a large #2 on top.

EXTENSION: Students can create a Jeopardy game to quiz each other on the information.

1. Group Work Observation Rubric

2. Students will individually take an open note quiz on the information to check their note taking and comprehension abilities. Seeing as the information should be right in front of the students during this quiz, students need to achieve a 90% on this quiz in order to pass this activity.

1. Students will have the opportunity to explore Caribbean culture through their folklore.

2. Students will be able to analyze the history behind folklore as a type of literature.

3. Students will improve their presentation skills through improvisation skits on a particular folktale.

Time Frame: 1 Hour 30 Minutes

Caribbean Folktales- references listed below

List of ideas for book shares - attached

References: Isla, by Arthur Dorros

Afro-American Folktales, selected by Roger D. Abrahams

Possible titles include: Animal Talk

A Comic Conversation Dancing to the River

The Girl Made of Butter

Escaping, Slowly

Loggerhead

Tiger Becomes a Riding Horse

Weak in the Day and Strong at Night

The Woman Who was a Bird

1. Every student should choose one Caribbean folktale to read.

2. After reading their tale, students should summarize their story in their journal. They can choose to do this in either list of paragraph form.

3. Students form small groups (possibly by topic or era of folktale). Each student within a group gives the summary of their folktale.

4. Each group chooses one folktale, which they like best. If no decision can be reached, students can pull a name out of a hat, play rock-paper-scissors, or any other method they think will work.

5. Members of each group need to figure out how to role-play their folktale.

6. Each group will then present their folktale for the rest of the class and then provide a brief summary on how this folktale pertains to Caribbean culture.

ALTERNATIVE: Provide students with the opportunity to present their folktale in ways other than role-play. Instead students could treat their individual folktales as a book talk.

EXTENSION: Hold a discussion on the portrayal of history and culture through these stories. Students can first write their ideas in their journal, compare them to their original assumptions of Caribbean life, and then share their ideas with the rest of the class.

ASSESSMENT:

1. Role play Presentation Rubric

2. Group Work Observation Rubric

3. Journal Rubric

For success within this activity, students must earn at least a three on three of the criteria, one being Culture Summary.

1. Students will improve their research skills in newspapers, magazines, and the Internet.

2. Students will successfully divide the work of a project while maintaining work towards a common goal.

3. Students will acquire information on the steps a typical volcano takes to erupt.

Time Frame: 1 Hour 30 Minutes

Newspapers

Magazines

Computers with Internet access

Roll of butcher-block paper

"Soufriere Hills, Montserrat, West Indies"

1. Using the Internet and articles already passed out from Activity #2, find important days in the eruption of Montserrat.

2. Now use newspapers to locate articles about the eruptions from around these days.

3. Determine ahead of time how many days you want to cover in the eruption cycle. You will need two people to cover each day. From this, determine how many students you need in each group.

4. One person from each day should cover the event that took place and the other person cover the effects this event had.

5. Ask the students to reform their groups to create a large visual time line on butcher-block paper about this eruption.

EXTENSION: Follow the same procedure for a different Caribbean volcano and then compare the two time lines to see how each volcano erupts under different conditions and time frames.

An Excellent Resource: "Soufriere Hills, Montserrat, West Indies"

http://volcano.und. nodak.edu/vwdocs/current_volcs/montserrat/

ASSESSMENT:

1. Peer Evaluation of Group Work (Rubric)

2. Time Line Rubric Success on this activity is largely based on collaboration, therefore students must receive all marks of three or above from their peers. Assessment levels on the time line are at teacher discretion.

1. Students will demonstrate their ability to collectively solve a problem.

2. Students will plan an orderly' step by step process in a limited amount of time.

3. Students will evaluate their own group decisions

Time Frame: 1 Hour and 15 Minutes

Butcher paper

Markers

Anywhere Recreation Map

Evacuation Scenario (attached)

Reference: Lesson altered from Vacation excitement. (1998). [Online]. Available: http://volcano.und.nodak.edu/vwdocs/Online/vaca.html

1. Divide students into groups of five to six members and provide each group with a copy of the Anywhere Recreation Map. Explain that this could be a map of any Caribbean island.

2. Each group needs to choose a location for their summer cabin, and list three reasons for their choice. Make sure the cabin is clearly marked on the map!

3. Read the evacuation scenario (attached) aloud. It might be beneficial to also provide each group with a copy of the scenario for reference.

4. Explain that it is now 7:30 am and that the groups only have an hour to plan their evacuation. They must decide upon a plan that uses the resources they have available, and that gets them out of the area in the least amount of time.

5. It may be helpful to use some of the following problem-solving processes:

6. After an hour into the exercise, call time and find out which groups survived. Allow time for successful groups to share their plans.

7. Regroup and discuss the following questions:

8. For closure, explain that volcanic activity on the Caribbean islands can be seen as destructive when you think about its impact on the landscape, bridges, highways, homes, wildlife, and people.

1. Provide blocks, to keep students on their toes. For examples:

2. Have students create their own evacuation scenarios and then trade to execute them.

Group Work Observation Rubric

This activity thrives on cooperation, but is short term, making evaluation of peers unnecessary. Students must earn a (+) on this activity to fully meet its objectives.

Abrahams, R. D. (1985). Afro-American folktales: Stories from Black traditions in the New World. New York: Pantheon Books. [ISBN 0-394-52755-0]

An old volcano awakens on Montserrat. (1997). [Online]. Available: http://volcano.und.nodak.edu/vwdocs/vw_news/montserrat.html

Dorros, A. (1995). Isla. NewYork: Dutton Children's Books. [ISBN 0-525-45149-8]

Paradise Lost. (1997). Maclean's Magazine 110, (35) 32-34.

Soufriere Hills, Montserrat, West Indies. (1998). [Online]. Available: http://volcano.und.nodak.edu/vwdocs/current_volcs/montserrat/

Vacation excitement. (1998). [Online]. Available: http://volcanoe.und.nodak.edu/vwdocs/Online/vaca.html

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