Iceland
Grade Level: Grades 6-8
Content Areas: Science
Language Arts
History
Geography
Basic Concepts: Cooperation
History of Iceland
Iceland: Land of Fire and Ice
Hydroelectricity
Problem Solving
Presentation
Role playing
General Objectives:
1. Students will have an understanding of the history and culture of Iceland.
2. Students will work together with peers cooperatively.
3. Students will have an understanding of hydroelectricity and why it is important.
4. Students will be able to relate older writings to today.
5. Students will use problem solving skills.
Materials: library
Internet
Informational books about Iceland's history
paper
markers
a sheet of thin cardboard, four inches (ten centimeters) square
a large, wide drinking straw
scissors
sticky tape
a sink
multiple copies of Icelandic folklore
Preface Information For Facilitator: Iceland has formed both as a consequence ot the sea floor spreading event which created the North Atlantic ocean basin, and also in response to the large mantle thermal anomaly that gives rise to the Iceland hotspot. The plate tectonics setting on top of a hotspot has provided direct benefits to the Icelandic people in the form of geothermal energy. Iceland is one of the few remaining countries that still has large resouces of energy remaining to be harnessed. Only a fraction ot the country's potential has been tapped. This plentiful supply of hydroelectric power and geothermal energy , together, make Iceland an ideal location for power-intensive industries.
Sources: http://www.icetrade.is/
http://www.volcanotours.com/iceland/introduction/prelude.html
Activity #1: Introduction lesson to Iceland
Objectives: Students will see the broad history and culture of Iceland by making a timeline.
Time Frame: 2 hours
Materials: Library
Internet (use above sites)
Informational books about Iceland's history
Paper
Markers
1. Students willl get into groups of 2-4 students per group.
2. They will research the history of Iceland by looking up information on the Internet and by visiting their school library for resouces. They will decide as a group which dates they feel are the most important. Then they will create a timeline that contains the dates and events that the group feels is important.
3. Groups will present their individual timelines.
4. Timelines will be hung up in the classroom or in the hall to reinforce the events of Icelandic history.
EXTENSION: Students could do reports to increase their understanding of Iceland history and culture. They could focus on a certain period of history if they so desire.
ASSESSMENT: See attached rubric titled Icelandic Timeline Activity Rubric.
Groups must receive all threes and fours for the project to be acceptable.
Activity #2: Hydroelectricity in Iceland
Objectives:
1.Students will work together with peers to create a finished product.
2. Students will understand what hydroelectricity is, how it works, and how it benefits the people of Iceland.
3.Students will have a better understanding of what life is like in Iceland and how the volcanism has affected the land and people.
4. Students will be able to make a turbine out of paper
Time Frame: 1-2 hours
Materials: a sheet of thin cardboard, four inches (ten centimeters) square.
a large, wide drinking straw
scissors
sticky tape
a sink
Procedure: (See attached sheet for visual aid on how to make the turbine)
1. Have a class discussion about hydroelectricity and some of the benefits it would have on a country such as Iceland.
2. Have a short lecture explaining what hydroelectricity is and how it works.
3. Students can make their own turbine.
4. Fold the thin card in four ways.
5. Make turbine blades. Hold the opposite corners of the care. Pinch them and, at the same time, push them inwards.
6. Make four cuts 3 inches (8 centimeters) long in on end of the straw. Fit the 4 turbine blades into the 4 cuts. Use sticky tape to bind the cut end of the straw.
8. Put the turbine blades under cold running water. Rest the straw loosely in your hand so that it spins around freely.
9. Have the students answer questions about the turbine such as: "What happens if you increase or decrease the speed of the water?,or What happens if you change the position of the blades under the tap?
Sources: Turbine lesson taken from How to Build a Dam (information in bibliography)
EXTENSION: It would be a great idea to take a tour to a hydoelectricity plant if there is one near by. Many hydropower plants would be very willing to open to giving tours to students to help them understand where their electricity comes from.
ASSESSMENT: Students will be given 10 points if they successfullly complete the turbine and it works. They will receive 8 points if it is very close to being done according to the directions and it doesn't work due to only a few minor mistakes. They will receive 6 points if they did not follow directions correctly and it doesn't work.
Activity #3: Icelandic Folklore Brought to Today
Objective: Students will be able to read the folklore, comprehend what it may have meant in the past and then relate it to today.
Time Frame: 2 hours
Materials: Multiple copies of Icelandic folklores (i.e. The Origin of the Elves; other folklore can be found at http:/faeryland.tamu- commerce.edu/~earendil/faerie/story/origin3.html)
Art materials that could be used for props (i.e. construction paper, cardboard, Scissors for cutting out props, markers, etc.)
1. Students will break up into groups
2. They will be given copies of Icelandic folklore to read. They will read it and discuss what an interpretation of the folklore may have been in the past.
3. They will think of ways in which it could be related to today.
4. Students will write and updated script for the folklore.
5. Students will assign parts and decide how they would like to present their script to the play. They may need to make costumes and props.
6. When finished, each group will present their finished version of the updated, scripted folklore.
EXTENSION: Students could do a write up about the activity in their reflective journal.
ASSESSMENT: See attached rubric titled Icelandic Folklore Reader's Theater Rubric. Students must get all threes or fours for it to be acceptable.
Activity # 4: What Would You Do?
Objective: Students will be able to devise a plan for stopping the lava flow by using critical thinking an problem solving skills.
Time Frame: 2 hours
Materials: Paper
Pens or Pencils
Movie Volcano
Other materials will vary depending on what solutions students come up with. Have art supplies on hand such as paper, cardboard, pipe cleaners, markers, etc.
Preface Information for Facilitator:
The 1973 eruption of the island of Heimaey is an example of struggle between man and volcanoes. The people were able to save the town of Vestmannaeyjar and the country's most important fishing port through their efforts.
Eldfell is a volcano on the island of Heimaey near the city of Vestmannaeyjar. In January of 1973, and eruption began along a 1.5 mile long fissure not far from the center of town. The fissure extended across the entire island.
Nearly all the island's 5,300 residents were evacuated to the mainland. The lava flow threatened the town and the fishing port. The eruption is famous because the Icelanders sprayed water on the lava to slow and stop its movement. It was the largest effort ever exerted to control volcanic activity. More than 19 miles of pipe and 43 pumps were used to deliver sea water at a rate of 1.3 cubic yards per second. By the end of the eruption 8 million cubic yards of water had been pumped onto the flows.
Source: http.//volcano.und.nodak.edu/vwdoc..ope_west_asia/heimaey/heimaey.html
1. Have students watch a small clip from the movie Volcano which shows the lava flowing through the streets and the characters are trying to think of a plan to stop the flow.
2. Students will get into groups of 2 or 3.
3. Give each student the handout on the assimilation.
4. As a group, the students will devise a plan for stopping the lava flow from destroying their city and fishing port.
5. Students will discuss possible plans and then write up a brief description of their plan and why they think it will work.
6. Students will create a small replica of their plan.
7. Students will present their plans to the class.
8. Facilitator will tell students what happened in Heimaey and how they stopped the lava from completely destroying their city.
EXTENSION: Students could write about this experience in their journals as if they were one of the firefighters trying to save their city.
ASSESSMENT:See attached rubric titled What Would You Do. Students must get all threes and fours. They will keep trying until they obtain this goal.
Resources for this Lesson
Eldfell, Heimaey, Iceland. (1998). [Online]. Available URL:
http://volcano.und.nodak.edu/vwdoc...ope_west_asia/heimaey/heimaey.html
Icelandic culture and history. (1998). [Online]. Available URL:
http://www.volcanotours.com/iceland/introduction/culture_and_history.html
Iceland- Source of power. (1998). [Online]. Available World Wide Web: http://www.icetrade.is/
Prelude to Emergence of Iceland. (1998). [Online]. Available World Wide Web:
http://www.volcanotours.com/iceland/introduction/prelude.html
Ardley, N. (1989). How We Build Dams. Ada, OK: McMillen Children's Books.