Grade Level: Grade 6 - 8

Content Areas: Creative Writing

Art

Geography

Physical Science

Basic Concepts: Listening skills

Brainstorming

Collaborations

Creative writing

Spontaneous presentation skills

Invention

1. To allow students to acquire the necessary background information on volcanoes which they will utilize throughout the remainder of this unit.

2. Students will gain knowledge of plate tectonics, volcano formation, and the various types of plate boundaries trhough hands-on activities.

3. To provide opportunity for student input in the creation and goal setting of this topic.

Materials: Tape player

Audio tape of a volcanic eruption

Brainstorming worksheet (see attached)

Oceanic volcanoes journal

Glue or tape

Pencils or pens

National Geographic Video

Plastic knives

Oranges with thick peels

Maps of plate tectonics - attached

Red and black permanent markers

Large map of world

Atlases

Construction paper

Butcher block paper in green, blue, and red

Plate tectonics handouts - attached

1. To introduce students to the concept of oceanic volcanoes through an alternative method (non-visual).

2. Students will be given the opportunity to reflect on a listening experience.

Time Frame: 45 Minutes

Materials: Tape player

Audio tape of a volcanic eruption

Journals

1. Play an audio tape of a volcanic eruption for the students, but do not give them any clues as to what they will be listening to. If an audio tape is not available, play a video instead, but first learn how to turn the picture off to achieve the same effect.

2. After the students have listened to a complete explosion, pass out their journals and have them describe exactly what they just heard.

3. When the students have completed their description, ask them to speculate the cause of the noise and write the possibilities in their journals.

4. Hold a brief class discussion on the possibilities and eventually the real cause of the noise. Explain that over the next two weeks they will be intensely studying volcanoes, especially oceanic volcanoes.

EXTENSION: If you used a video tape, you might want to replay a portion of the explosion, this time with the screen turned on.

ASSESSMENT: None

Alternate:

Journal Rubric

Participation Rubric

Excellent participation and reflection create success in this lesson. This requires that students earn at least a three on all criteria.

1. To encourage students to recall previous information they have learned about volcanoes.

2. To provide students with the opportunity to listen and speak about what they know in front of small groups of their peers.

Time Frame: 45 Minutes

Materials: VOLCANO worksheet

Journal

1. Divide students into pairs in a manner that works well for your class. Provide each student/pair with a VOLCANO worksheet (see attached).

2. Ask each pair to recall anything they might already know about volcanoes. This might be the types of rocks they create, names of specific volcanoes, etc. The goal is to develop a sentence, phrase, or word which begins with each letter of the word 'volcano'. Another option would be to allow students to write questions or concepts they are curious about which also start with the same letters. (Although the result should be collaborative, it might be a good idea to have each student create a copy for his or her journal to chart personal progress.)

3. Once each pair has recalled as much knowledge as possible, combine pairs into larger groups (possibly divide the class in thirds). Have each pair present their background knowledge on volcanoes to their small group and then learn what other students already knew or want to know more about.

4. Finally, paste or tape the VOLCANO worksheet into the oceanic volcano journal.

ASSESSMENT:Journal Rubric

Oceanic Volcano journals will be collected after this lesson to assess participation as well as observe the students' background knowledge. Success will be measured by quality of reflection, not by accuracy of information.

1. Students will acquire a very general understanding of the locations of world- famous volcanoes, and the trends of their locations.

2. Students will review the location concept of latitude and and longitude through cooperative group work.

Time Frame:1 Hour

Materials: Atlases

Construction paper

Large map of world

Tape

1. Divide the class into small groups. Ask each group to create a list of volcanoes that at least one member is familiar with. Students do not need to know anything about the volcano, more than just hearing its name. Remind students that some islands are really large volcanoes.

2. Hold a discussion on the location of the volcanoes the students bring up.

3. Provide students with construction paper volcanoes. Each group should label their "volcanoes" with their proper name and then tape them onto a map in their approximate location. Students should guess the location if they are unsure.

4. A different group will then check the locations of these volcanoes, and using the concept of latitude and longitude lines and atlases, will place the volcanoes in their correct location.

5. Discuss if there are any visible trends in the location of these volcanoes. Prompt students to recognize the trend of the Pacific Belt, also known as the Ring of Fire.

6. Allow students time to write in their journals, reflecting on why this area might logically be called the Ring of Fire.

7. Conclude by briefly explaining to students that the Ring of Fire is located at plate boundaries, which are largely responsible for the formation of these volcanoes.

ASSESSMENT: 1. Group Work Observation Rubric

2. Participation Rubric

Success in this activity if measured by a (+) on both informal rubrics.

1. Students will gain a basic understanding of the Unifying theory (although the will not be given this term).

2. Students will review continent location in regards to the equator and prime meridian.

3. Students will observe how plates really move on Earth, and how the movement of one plate effects others.

Time Frame: 1 Hour

Materials: Plastic knives

Oranges with thick peels

Maps of plate tectonics - attached

Red and black permanent markers

1. Provide each student with a large orange. Explain that the peel represents the Earth's crust, and that the fruit represents the Earth's mantle and core.

2. Explain how they can draw on the Equator and Prime Meridian by simply drawing two perpendicular circumferences of the orange.

3. Provide maps and globes of the earth. Using the equator and Prime Meridian as guidelines, students should be able to draw on all seven continents. Be sure to provide permanent fine tip markers or pens.

4. Next give each student a copy of the the plate boundaries around the Earth. (See attached sample). With a different color pen, students should draw the plat boundaries onto their orange.

5. With exacto knives, students should very carefully cut along the plate boundaries, and then peel their orange into these pieces.

6. With the "plates" of their oranges, students should be able to demonstrate that all of these pieces fit back together like a puzzle, and that a shifting in one plate must also have effects on other plates.

7. Eat the oranges for a nutritious snack!

EXTENSION: Demonstrate to students how a variety of plate shiftings can create different features in the landscape. Emphasize that these features are present on ocean bottoms as well, it's just that they are covered with lots of water! Allow students to practice shifting their plates to see what type of landforms they can create!

ASSESSMENT: Attention and Participation Rubric

It is of the utmost importance that students listen carefully to instructions and they are given in this activity, therefore they must earn a (+) to pass the activity. Students must also demonstrate above average participation efforts to ensure that they are grasping the appropriate concepts.

1. Students will acquire knowledge about the five basic types of plate boundaries through their own experimentation.

2. Students will utilize the scientific method for collecting and analyzing their results.

3. Students will be able to create plate boundaries to see exactly how they shift.

Time Frame: 45 Minutes

Materials: Plate Tectonics handouts - attached

Butcher block paper in green, blue, and red

1. Divide students into five groups and provide each group with one of the attached handouts.

2. Students are to use these handouts complete with diagrams to learn about one of the five types of plate boundaries.

1. Transform Plates

2. Divergent Plates

3. Convergent Plates - Oceanic crust - Oceanic crust

4. Convergent Plates - Oceanic crust - Continental crust

5. Convergent Plates - Continental crust - Continental crust

3. Explain that after reading their handout, students need to roleplay this concept to the remainder of their class. To do this they need to act as the plates and surrounding topography. If they choose, they can select one member of the group to narrate their actions. Students can also use strips of butcher block paper to distinguish between oceanic and continental crust, as well as the magma that comes from below.

4. Allow students ample time to prepare their presentation.

5. Students will take turns presenting their type of plate boundary to the class.

1. To ensure the audience understands the various types of plate boundaries, students can make drawing in their notes of each presentation and then compare with a classmate.

2. Test students' notetaking ability by giving an open note quiz on plate tectonics.

ASSESSMENT: 1. Informal Group Work Observation Rubric

2. Plate Tectonics Presentation Rubric

Students must demonstrate a collaborative effort in creating this presentation, and therefore must achieve a + on group work observations. Since they will be teaching their peers, they must also present an accurate presentation, requiring at least a level three or high on each criteria.

1. Students will observe volcanic explosions and learn about their details.

2. Students will demonstrate excellent listening skills.

Time Frame: 1 Hour 15 Minutes

Materials: Volcano National Geographic Video

Popcorn

1. Before playing the video ask students to create a list of facts to listen for in the movie. Examples of these include:

2. Play the video. Pay special attention to the lives of Mr. and Mrs. Kraft, two volcanologists.

3. Facilitate a discussion allowing students to compare their results of this listening activity.

ASSESSMENT: 1. Informal Attention and Participation Rubric

Since students need to listen attentively to catch the answers to the above questions, they must earn the top level (+) by this rubric's standards.

1. Students will provide their opinion on the specific topics relating to oceanic volcanoes they would most like to learn about.

2. Students will gain a better understanding of goal setting techniques.

Time Frame: 30 Minutes

Materials: Handout containing all possible areas of study, separated according to content areas - see attached

1. Provide students with a list of possible topics of study for this topic.

2. Allow students to discuss the pros and cons of each, as well as ask questions to clarify any of the topics.

3. Students will complete their ballot by voting for the topics they wish to learn about. Instead of providing each student with a ballot, the topics can be written on the chalkboard.

4. Overnight, teacher will write and type up a the learning contract, according to what the students have chosen to learn about.

EXTENSION: Students can write their own personal learning contacts, setting academic and person goals for themselves throughout the next two weeks.

ASSESSMENT: 1. Informal Participation Rubric

Since the choices effect what the whole class will learn, it is an absolute must that each student express their opinion.

Resources for this Lesson

Tarbuck, E. J. & Lutgens, F. K. (1996). Earth: An Introduction to physical

Geology. Upper Saddle River, NJ: Prentice Hall.

Dr. Nelson Ham - Introduction to Geology, Professor, St. Norbert College.