Grade Level: Grades 6 - 8

Content Areas: English - Literature

Social Studies

Science

Math

Basic Concepts: Note Taking

Memorization

Group work

Creative Writing

Journal Writing

Critical Thinking

Plate Tectonics

Geography

1. To let students get a basic understanding of where the majority of the earth's volcanoes are.

2. To help students understand that the volcanoes in North America are just not those that have erupted.

3. Students will become more familiar with the territory in the Ring of Fire.

Materials: Journal

Pencil

Notebook

Movie

Worksheet - attached

Pens

Paste

Scrap paper

1. Students will get the necessary information to understand the make-up of the Ring Of Fire.

2. The students will see that the Ring of Fire is not like any other place on the earth. The Ring of Fire is made up of the largest chain of volcanoes in the world.

Time Frame: 1 Hour 15 Minutes

Materials: Journal

Pen

Notebook

1. Answer the questions from students from the previous day. The students will give the teacher at least one question on something that they want to know or wonder about volcanoes. This way the teacher has enough time to research each question asked and find the answer.

2. After the question and answer, each student will sit down and take out there journals and answer the question "What is The Ring of Fire?"

3. Ask each student what they got for an answer to the question. Make sure that each student elaborates on the answer that they gave.

4. After each student responds, give the students the definition.

Ring of Fire - The regions of mountain-building earthquakes and volcanoes which surround the Pacific Ocean

5. Give an introduction to the students about the Ring of Fire. This will include Ring of Fire volcanoes, countries that the volcanoes are located in, and when is the latest eruption dates.

EXTENSION: Teachers can give the students the information by letting them go to http://volcano.und.nodak.edu, this way, the students feel that they have the control over what is going on.

ASSESSMENT:Students will be assessed based on the depth of questions and participation using group and participation rubrics. Success will be measured by no more then a single two.

1. Student will be able to impove their public speaking skills, by practicing in the classroom.

2. This will also help students note taking skills, by making them choose the best information out of what their classmates say.

3.The lesson also gives students a sense of pride when they see that they are helping teach the class.

Time Frame: 2 Hours 45 Minutes

Materials: Notebooks

Pen or pencil

1. At the beginning of the week, each student will be asked to do a oral report on an Asian Volcano that will take 3-5 minutes. (See the list titled Asian Volcanoes) The students can use any source necessary to find the information. (See Bibliography for possible web sites)

2. As each student is giving their speech on a particular Asian volcano, the other students will be taking notes on the report.

3. When the speech is over, the student will give the teacher two questions that are about their speech.

4. When every student has finished their report, you will divide the class into groups of three or four.

5. With the questions you have been given, place them into categories to create a round of jeopardy. The categories will be the same for each round, but the point value will go up.

6. The teacher will keep tally for each team. The student who wrote the question will be asked to read the question to the class, so that he or she does not get the answer for their team. This will make each team rely on memory and note taking which they can use during the game.

7. After the two rounds are finished, the teacher will give out the scores. Each team will be able to wager for the final question in which the teacher deems.

1. Students may also choose to run the game by themselves and have the teacher play on one team to see how well they have listened.

2. The teacher may also choose to have the students ask the questions and have the students write down the answer for a quiz.

ASSESSMENT: Each student will turn in their notes and be graded on them, as well as participation and overall team score before and after the final round. (See rubric) They will also get a grade based on content of the speech, scope of the question, and delivery. (See rubric) Success will be measured by a three on every aspect of both rubrics.

1. Students will learn to think critically about the Ring of Fire by seeing and responding to the actions of the volcanoes in the Ring of Fire.

2. Each student will participate actively in group environment.

Time Frame: 1 Hour 30 Minutes

Materials: movie

notebook

pen

1. Watch the video with the students.

2. While watching the video, they will take notes as to how the Ring of Fire was formed, paying close attention to:

A: What was the length of the eruption?

B. What types of volcanoes were seen?

C. What types of Pyroclastic debris came out of the explosion?

3. When the movie finishes form a circle with the desks.

4. Allow the students to lead a discussion on the video based on some of the questions given.

5. Only intervene when necessary.

1. Give the students the opportunity to write about the problems that may occur when a volcano reaches a populated area.

2. The students can also start a debate based on "Should cities be able to be placed by active Volcanoes, knowing the distruction they can cause.

ASSESSMENT: Students will be assessed based on the depth of questions and participation using the group and participation rubrics. Success will be measured by no more then a single two.

1. Students will see how long the Pacific Plate really is and understand that the Plate controls all of the activity on the Pacific Coast.

2. Students will realize how many volcanoes are in North America and how much space is between each of them.

Time Frame: 1 Hour

Materials: Worksheet

Pen or pencil

Scrap Paper

Journal

1. Pass out the map worksheet of North America.

2. Tell the students that they are going on a road trip starting in Mexico

3. Each student will get a partner and receive information about a particular volcano. Each group will get about 10 minutes to look over the information and pick out the most important characteristics. The teacher will tell the students the latitude and longitude, but nothing else at each stop.

4. Start the trip in Mexico with the most Southern active volcano.

5. At each stop, the students will learn about the erupting volcanoes from the information given from the other students.

6. Students will be told about the characteristics of the volcanoes. The will use the latitude and longitude of each to mark where we have been.

7. When the trip is finished, the students will use the legend on the map to figure out the distance of the trip and the formula they used to come up with this idea.

8. After the students have completed the worksheet, they will write a journal entry. The question is "Why do people choose to live near fault lines and volcanoes?" Give some reasons for and against the situation.

EXTENSION: Each student could make the type of volcano that they are talking about and tell their classmates about their type of volcano and its scale.

ASSESSMENT: Students will be graded based on how well they relay the information that is given to them. The must pick out the most useful information that is in each document give it to their classmates in a interesting way.

Resource for this Lesson

Volcano World. (1998). [Online]. Available URL: http://volcano.und.nodak.edu/

http://volcano.und.nodak.edu/vwdocs/current_volcs/costa_rica/rincon.html

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

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

http://volcano.und.nodak.edu/vwdocs/current_volcs/pacaya/pacaya.html

http://volcano.und.nodak.edu/vwdocs/current_volcs/popo/popo.html

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

http://volcano.und.nodak.edu/vwdocs/current_volcs/msh/msh.html

http://volcano.und.nodak.edu/vwdocs/current_volcs/amukta/amukta.html

http://volcano.und.nodak.edu/vwdocs/current_volcs/current.html

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

http://volcano/und.nodak.edu/vwdocs/current_volcs/current.html

http://volcano/und.nodak.edu/vwdocs/current_volcs/hosho.hosho.html

http://volcano/und.nodak.edu/vwdocs/current_volcs/marina/marina.html

http://volcano/und.nodak.edu/vwdocs/current_volcs/rabaul/rabaul.html

http://volcano.und.nodak.edu/vwdocs/current_volcs/ruapehu/ruapehu.html

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