Grade Level: Grades 6 - 8

Content Areas: Grammar Physical Science

Geology Life Science

Literature Physics

Mathematics Computer Skills

Basic Concepts: English-metric conversions

Anatomy

Homographic words

Location

Persuasive writing

Comprehension

Classification

Map interpretation

Water pressure

Speaking skills/debate

Advertising principles

1. Students will gain a basic understanding of the various forces which act on submarine volcanoes.

2. Students will experience the types of organisms that live in submarine climates.

3. Students will become volcanologist experts on a variety of issues, including a specific submarine volcano.

Materials: Dictionaries Maps of Earth - preferably globes

Baseballs Submarine Volcano Fast Fact Sheet

Bubbles Bubble rings (or string and straws)

Cornstarch Metal pie pans

Water Sinkable objects

Pressure gauges Large basins or baby pools

Reflective journal Science article

Science article summary Computers with Internet access

Construction paper Submarine volcano resources

Giant clams Plastic soda bottles (20 oz.)

Markers Dissecting tools and supplies

Clay Posterboard

String Candle and matches

Paper towels Plastic bags

1. Students will gain an understanding of homographic words.

2. Students will be able to compete on a cooperative academic level.

3. Students will take ownership for their classroom by assisting in its decoration.

Time Frame: 20 Minutes

Materials: Journals

Dictionaries

1. Ask students if they know what homographs are. If they do not, explain that these are words which look exactly the same in regards to spelling, but can have many different meanings.

2. Provide the word "submarine" as an example of a homograph and together as a class decide on a few appropriate definitions. Two suggested definitions would be a type of vessel designed to operate underwater (noun) and to describe something below the sea's surface (adjective).

3. Now ask students to think of other words that can have a variety of meanings. Create a brief contest to see who can come up with the word with the most meanings in the English language. Students should write their lists and brief definitions of these words in their reflective journal. It might be a good idea to allow students to use a dictionary if they ask.

THE ANSWER: run has the most meanings, with 52 different definitions.

EXTENSION: Create an interactive bulletin board or wall, where students can add words that are homographs throughout the next two weeks.

ASSESSMENT: 1. Participation Rubric

2. Journal Evaluation

Success in based on comprehension of the concept of homographic words and participation. Participation is expected to be at least average, and comprehension can be judged by the content portion of the journal rubric. Entry should achieve at least a level three to demonstrate success for this lesson.

1. Students will review how to convert quantities from the metric to English system and vice versa.

2. Students will apply figures relating to volcanoes to everyday measurements.

3. Students will learn how to successfully quiz each other while creating word problems.

Time Frame: 30 Minutes

Materials: Baseballs

Maps of Earth - preferably globes

Submarine Volcano Fast Fact Sheet

String

Preface Information for Facilitator: All volcanic islands were once below sea level. In fact, the youngest Hawaiian island, Lo' ihi, is still 1 km below sea level. Like all volcanoes, submarine volcanoes are created through the movement of plate tectonics. Some of the Earth's highest mountains, deepest canyons, and longest escarpments are found on these ridges.

1. Review convergent plate boundaries and subduction zones through demonstration of student created working models.

2. Explain that plate boundaries in the ocean are called mid-ocean ridges. They can be compared to the seam on a baseball (pass one around). These mid-ocean ridges create a 60,000 km long volcano on the ocean floor!

3. In pairs, allow the students manipulate this 60,000 km to figure out how far this is in miles. Then ask them use their choice of system (metric or English) to find a location (city) that is roughly this distance from their school. Students should find that this distance goes around the Earth over two times!

3A. HINT - It is recommended that students be given string. They can measure 60,000 km to scale by the length of string and then wind it around a globe to see where it ends up!

4. Use the figures on the attached sheet to create math problems involving conversions, volumes, and rates. You can either use the sample problems included or create some of your own.

EXTENSION: Provide students with the Submarine Volcano Fast Fact sheet and have them create quizzes for each other. After turning them in for evaluation, other students can attempt to take their quiz.

ASSESSMENT: 1. Mastery of skills - correct answers on sheet of math problems - at least 80% correct is expected in order to pass this assignment

2. Quiz rubric - to be assessed by the teacher and the student who takes the quiz. To demonstrate success, students must achieve nothing lower than a 2, and two 3's must be earned.

1. Students will gain an understanding of how water pressure plays a role in the eruption of submarine volcanoes.

2. Students will be able to experiment, record the results, draw their own conclusions, and then reflect on these conclusions.

3. Students will have the opportunity to practice being persuasive in both writing and speaking.

Time Frame: 1 Hour

Materials: Bubbles Bubble rings (or string and straws)

Cornstarch Metal pie pans

Water Sinkable objects

Pressure gauges Large basins or baby pools

Reflective journal

Preface Information for Facilitator: It does not take much depth to create great enough water pressure to prevent eruptions from occurring. Overall, water pressure plays a large role in the occurrences of submarine volcanoes.

1. Explain that water can act as a cover to the eruption sites of submarine volcanoes. It is just like twisting the cover of your soda bottle to prevent it from exploding.

2. To demonstrate the effects of water pressure and that water pressure is not the same as weight, provide each student or group with some clay and a soda bottle filled with water (cover on). Perform the following steps.

A. Flatten the clay to a circle 4"-6" in diameter.

B. Set the bottle on the clay and then remove it - notice the depth of the indentation.

C. Place the bottle upside down in the clay, balancing it with a finger, but not pressing down on it. Remove the bottle again and record observations about the depth of indentations again. The weight of the bottle did not increase, but the indentation was definitely deeper because the pressure increased as the surface area decreased.

3. Explain that when a submarine volcano can build enough pressure to erupt, the lava cools very quickly due to the ocean water. However, due to the great pressure the depth of water exerts, the lava is unable to form individual crystals, and instead creates glass - a form of lava without any air bubbles or microscopic crystals. To demonstrate to the students how great water pressure can be, allow them to play with bubbles for five to ten minutes. If you do not have the ring blowers that come with bubbles, you can create your own by weaving a ring of string around a straw. Imagine the force of the small amount of water from the previous activity on these bubbles - they will pop easily. Now imagine the force of water of an entire ocean!

4. There is a volcanologist debate on whether or not explosive submarine eruptions are even possible in deep ocean basins. Ask your students to become experienced volcanologists and create their expert opinion. To do this repeat two stations around the room. Students should perform the experiments at each station, record their observations and results, and then draw their own conclusion on the possibility of this occurrence.

Station A. Mix corn starch and water. Allow the students to handle this substance to demonstrate that when any pressure is applied it remains very solid, but as soon as the pressure is released it resumes its liquid form.

Station B. Use a large tub or baby pool filled with water. Place a variety of objects that will sink into the pool. Have them attach various objects to a pressure gauge and then pull the object out of the water. Record the force. Repeat with the same object, except only lift through air. Record this force and compare it with the first measurement. Do this for a few objects.

5. Provide students with time to reflect on this controversy in their volcano journal. First ask them to each create a list of reasons why it is and is not possible for submarine volcanoes to erupt. Then ask them to give their expert conclusion on this issue and provide reasons to support their opinion. This is a great way to involve students in persuasive writing.

EXTENSION: Ask students to count off to form small groups (four groups would be appropriate). Match up two of the groups to hold a debate on whether or not it would be possible for submarine volcanoes to erupt.

ASSESSMENT: 1. Journal Rubric

2. Participation in activities (rubric)

3. Debate Rubric

Success in this activity requires full participation (+) and display of reflection and connection in the journal entry (level 3). If you choose to hold a debate, we recommend that students reach level 3 on at least two of the three criteria.

1. Students will learn an additional method of volcanic formation.

2. Students will discover the never ending quest for knowledge on the ocean, while reading from a scholarly journal.

3. Students will be able to evaluate the accuracy of a summary of an article they will read.

Time Frame: 1 Hour 30 Minutes

Materials: Candle and matches Science article

Science article summary Computers with Internet access

Preface Information for Facilitator: A volcano created by a hot spot is intraplate. This means that it is not located on a plate boundary. Often times these volcanoes are also found in chains, as new volcanoes are created when the entire plate above it shifts. After the extrusive portion of a volcano is no longer above the hot spot, it is called extinct. The article incorporated into this lesson discusses the discovery of a new submarine volcano chain which was formed by a hot spot.

1. Assign the article "Major Undersea Volcano Chain Sighted" from Science v. 268, 12 May 1995, p. 809 the night before you wish to discuss it in class. A copy is attached.

2. To make sure that students have a full understanding of a hot spot, demonstrate this concept by burning a tall candle stick under a sliding piece of paper. Then label this piece of paper, according to which volcanoes are active and which are extinct.

3. In small groups, ask students to discuss their reading from the night before. Ask them to create a top 5 or top 10 list of the most important points of the article or of what they have learned. Have them create a quick poster and then post each groups findings to compare.

4. Discuss any new words that students might have learned through reading this article, or any words mentioned in the article or summary that are still unclear. Add them to the vocabulary list.

5. Using the description in the article, find the location of this new volcano chain on the classroom map.

6. Use the Internet to observe maps of the ocean floor that are color coded according to the data found by radar scanning. Allow students time to search to see if they can find a map of the location of this new volcano chain.

EXTENSION #1: There is also a summary of this article available on the Internet at http://volcano.und.nodak.edu/vwdocs/vw_news/new_chain.html. An extension would be to pass this out to the students and have them evaluate whether this summary was helpful, accurate, etc.

EXTENSION #2: Other ideas to check comprehension of the Science journal article would be to create a game show like Jeopardy, or have the students plan a newscast with the information they learned.

2. Participation in class discussion

3. Group work observation

Success in this lesson is measured by above average measures of participation and group work observations (+). In the Comprehension rubric, at least two level 3 marks must be attained.

1. Students will learn the basics of taxonomy and be able to apply them to the giant clam.

3. Students will observe the adaptations animals need to make in order to survive in a hydrothermal vent.

Time Frame: 2 Hours

Materials: Clams

Dissecting tools and supplies

Paper towels and plastic bags

Preface Information for Facilitator: Definition of hydrothermal vents; Environments reach temperatures around 650 degrees Fahrenheit or 350 degrees Celsius. Water, hydrogen sulfide, and other minerals are present in hydrothermal vents and they create interesting living conditions for a variety of organisms. These animals must use sulfur for energy, versus sunlight. Therefore you will not see any sea weed or other plant life. Examples of animals present in these locations include giant clams, mussels, tube worms, etc.

1. Explain the system of classification used by most biologists (Kingdom, Phylum, Class, Order, etc.) As a class create a catchy phrase to remember the correct sequence.

2. Tell the students that they are going to be dissecting a giant clam and go through the classification of this organism (ie. Kingdom Animalia, Phylum Mollusca, Class Bivalvia, etc.)

3. In pairs, the students will dissect the clam. First point out the main features you have chosen to focus on, including their function for the animal. Then allow the students to just explore the clam, guided by the handout included. Be sure to explain to the students which body parts they are responsible for knowing.

4. Allow a few of the clams to remain out for students to explore in their free time for a day or two. However, be sure to follow proper clean-up procedures. For example, keep the clam in a plastic bag in a refridgerator when it is not being examined. Within the plastic bag, the clam should be wrapped in damp paper towels.

5. Ask students to comment on the dissection in their journals. Encourage them to draw diagrams!

EXTENSION: Have students research to each find an unusual fact about the giant clam. These facts can be collected to create a bulletin board.

ASSESSMENT: After a day or two, create a mini-lab practical, where the students go around from station to station to identify various body parts and their functions. (See sample list of questions.)

1. Students will become an expert on one particular submarine volcano, while also learning about others.

2. Students will demonstrate their knowledge of qualities necessary to create a successful advertisement.

3. Students will use their creativity to portray factual information.

Time Frame: 1 hour in class (rest of work is done outside of class)

Materials: Computers with Internet access

Construction paper

Poster Board

Art Supplies

Teacher Preparation: Collect a list of resources which contain information on specific submarine volcanoes and the landforms they create. There are at least 10 possibilities which include pictures at the following site: http://volcano.und.nodak.edu/vwdocs/EOSslides/slides-txt/

1. Allow students to pick a particular volcano from a list of possible submarine volcanoes. Provide them with the research you have found. Depending on how many possibilities you have discovered and whether or not you want any to repeat, divide the students into small groups, or allow them to work as individuals.

2. Ask the students to gather the most important information and create pictures of what they believe their volcano looks like to create an ad to "sell" their volcano. Each person or small group will be assigned a specific section in which to post their ad. To keep them manageable, hold a 18" x 18" size limit.

3. As a class you might want to review principles of advertising such as propaganda, bandwagon, ordinary folks, etc. Students can then be expected to use some of these in their ad.

4. Students should create the ad on their own time and are allowed to look for additional resources if they wish.

5. Class time is provided to pass out the information, put up the displays, and admire each others' work.

EXTENSION: Using the same concepts as above, but with smaller areas, create a submarine volcano quilt. Students can either decorate a square with paint and markers, or they can draw with crayons on sandpaper and iron their ad on to material. BEWARE - if using the sandpaper method, be sure to write letters backwards! Then students can take turns improving their sewing skills. The final product can either be given away or added to a reading corner.

ASSESSMENT: 1. Ad creation rubric

2. Peer assessment of ads

Students must achieve above a level four in four of the five criteria on the peer assessment portion of this activity. Using the teacher assessment rubric, students must earn at least a three on each of the criteria.

Resources for this lesson

Are There Volcanoes in the Ocean Depths? (1998). [Online]. AvailableURL:

http://volcano.und.nodak.edu/vwdoc...t_questions/grp12/question226.html

Major undersea volcano chain sighted. Science, 268 (5), 809.

Mattox, S. (1998). 'New' volcano chain discovered. [Online]. Available URL: http://volcano.und.nodak.edu/vwdocs/vw_news/new_chain.html

Rust, T. G. (1983). A Guide to biology lab. Boerne, TX: Southwest Educational Enterprises. [ISBN 0-937029-01-7]

Siepak, K. L. (1994). Water. Carson-Dellosa Publishing Company, Inc.: Greensboro, NC. [No ISBN]

Spreading plate boundaries. (1998). [Online]. Available URL:

http://volcano.und.nodak.edu/vwdocs/Submarine/plates/diverg/

Submarine volcano slides. (1998). [Online]. Available URL:

http://volcano.und.nodak.edu/vwdocs/EOSslides/slides-txt/