Volcano Unit Plan Final
Volcano Unit Plan Final
Volcano Unit Plan Final
Essentials Course
Unit Author
First and Last Name ED 126.1 F34 Group 5 (Sialongo M., Ybanez JD.,Taladua JM)
School District
School Name Mindanao State University-Iligan State University
School City, State Iligan City, Republic of the Philippines
Unit Overview
Unit Title
Volcanoes; a mountain with hiccups.
Unit Summary
Students investigate the processes that create volcanoes, the factors that influences different
eruptions, and the threats a volcano poses to their surrounding communities. They will use the
knowledge they have learned to identify physical features and eruption types of several actual
volcanic episodes.
Subject Area
General Science
Grade Level
Grade 7
Approximate Time Needed
7 days
Unit Foundation
Targeted Content Standards and Benchmarks
1. Knows the processes that shape patterns on Earth’s surface.
2. Knows the major processes that shape patterns in the physical environment (e.g.., volcanic
activity and earthquake zones)
3. Knows the consequences of a specific physical processes operating on Earth’s surface (e.g..,
Volcanic eruptions and plate tectonic movements)
4. Knows how land forms are created through a combination of constructive and destructive
forces such as tectonic forces.
5. Describe how the movement of the Earth’s crustal plates changes the earth’s surface (e.g.,
formation of mountains and ocean basins) and trenches.
(e.g., volcanic eruptions and earthquakes)
Student Objectives/Learning Outcomes
3. Assess existing knowledge through the use of graphical model that shows the location of
5. Make info graphic materials (e.g.., newsletters, and brochures) that show the hazards of
a volcanic eruption.
Curriculum-Framing Questions
Essential
Can eruptions create global cooling?
Question
What causes volcanic eruption?
Unit
How do hotspot volcanoes form?
Questions
How long do eruptions last?
What are the two types of volcanic eruptions?
Content
Questions What factors determine the viscosity of magma?
Where are most of Earth's volcanoes found?
Assessment Plan
Assessment Timeline
assessment
Assessment Summary
This unit aims to promote student’s conceptual understanding about Volcanoes.
First, prior knowledge of the student about volcanoes and its related topics-plate
tectonics and rocks and minerals, is needed. Through the use of brainstorming,
student’s conceptual understanding of volcanoes would be enhanced; cooperative
sharing of ideas would also be developed. Students will be allowed to explore the
different volcanic formations of the world through the use of model or diagram to
show the volcanic activities along plate boundaries of the world. After work has been
done, written activities are given to the student’s to assess learning. Peer feedback
is also considered at the end of the work of each group.
Unit Details
Prerequisite Skills
Computer Skills, Communication Skills,
Instructional Procedures
Day 1-2
Understanding Volcanoes
Before beginning the media-based activities, divide the class into small groups (3-5 students each)
and distribute a copy of the World Map Without Volcanoes PDF Image to each group. (If copies
cannot be made, use a map in a textbook or one in the classroom and distribute removable dot
stickers.) Mention that Hawai'i is one place that is well known for its volcanoes. Now ask the groups
to list as many other states and countries as they can that have volcanoes. You may want to suggest
that they think about major eruptions that have appeared in the news recently, or famous ones that
have happened in history (e.g., Vesuvius and Krakatau). Next, have them mark the locations of the
volcanoes on their maps. Before moving on, ask the students the following:
b. Can you think of any possible explanations for the patterns you see?
2. Now hand out copies of the World Map With Volcanoes PDF Image marked and have the groups
look at both maps. Ask about the distribution of volcanoes, and have students hypothesize why they
are where they are and why certain areas are more active than others. If there is time, have the
groups share their lists and other findings with the class.
3. Ask students to explore the Volcanism HTML Interactive and record in their notebooks answers to
the questions below. Students will use the recorded information in the case study activity that
concludes the lesson plan. As an optional activity, have the students check out the Mountain Maker,
b. What are the four primary types of volcanoes? Name and describe each type in detail.
Encourage students to sketch the shape of each type and note its plate tectonic setting (i.e.,
d. Rocks are classified by what they are made of and how they form. Igneous rocks always begin
as magma. What are the two main types of igneous rocks, and what is the main difference
between them? How does each type form into solid rock?
4. Next, ask students to check out the Volcanic Eruptions and Hazards HTML Interactive and record
a. Will an effusive eruption have more gas and be more dense (viscous) than an explosive flow, or
will it be less gaseous and less viscous? How does each type of eruption cause damage?
b. Which type of eruption appears to be the more hazardous to humans? Explain your answer.
c. Of the numerous hazards caused by volcanic eruptions, list and describe at least three that
cause damage on a local level, and at least one that has global implications.
5. Now ask the students to look at the dynamic landforms and features in the Anatomy of a
Volcano Flash Interactive and Volcanic Features HTML Interactive . Have them write down the
following vocabulary list of features and describe each one: lava, tephra, lava lake, vent, fissure,
dike, magma, caldera, crater, geyser, spring, `a`a flow, pahoehoe flow, and lava tubes. As an
additional, optional activity, ask students to explore the Virtual Lava Tube Flash Interactive and
a. How do lava tubes form, and where are they most likely to be found?
b. What is the difference between how two common cave features -- stalactites and stalagmites --
c. Besides stalactites and stalagmites, choose three lava tube features that interest you, and
After all series of interactions, let the students do brainstorming and allow them to ask
Now, students are expected to have a graphical model of volcanoes all around the world. It is
Day 3
Teacher will collect the graphical model made by the students. Them proceed to the topic.
Volcanoes vary greatly in terms of the composition and temperature of the magma they produce,
and these characteristics affect how they will erupt. Scientists study lava, fresh from Earth's mantle,
to learn more about the inner workings of volcanoes. The Lava Sampling on Kilauea Volcano,
Hawaiʻi QuickTime Video demonstrates the simple, yet risky, technique one researcher uses to access
lava just as it reaches Earth's surface. Show this video to the class, or have them watch it on their
own computers, and ask them to answer the following questions in their notebooks:
a. Why does scientist Michael Garcia refer to the basalt he is walking on as "the youngest real
estate on Earth"?
c. For what scientific reason does Dr. Garcia quickly quench the hot lava with water?
d. What has careful study of the composition of the lavas from Kilauea and Mauna Loa revealed
You can continue this line of volcanic study by showing the Dating Lava Flows on Mauna Loa Volcano,
Hawaiʻi QuickTime Video , which provides further insight into the Hawaiian volcanoes and describes
the effective method one scientist has found of dating prehistoric lava flows.
In this session, experiment will be done by the students. They will do the Cake Batter Lava
Day 4-5
7. Mount Pinatubo
Ask the students to view the Mount Pinatubo: Predicting a Volcanic Eruption QuickTime Video and
the Mount Pinatubo: The Aftermath of a Volcanic Eruption QuickTime Video . Using the notes they
have taken during the lesson, have them answer the following questions in their notebooks. Engage
b. Based on your observations, what type of volcano is Mount Pinatubo? On what evidence do you
c. Over what type of plate boundary is this volcano located? Is this tectonic setting consistent with
d. Because vulcanologists were able to accurately predict the timing of this eruption, the lives of
hundreds of people who evacuated the nearby area were probably saved. What evidence did
8. Tungurahua
Ask the students to think about what might make predicting a volcanic eruption difficult and what
problems might result from inaccurate (false-positive or false-negative) predictions. Have them
record their ideas in their notebooks and then explore the Forecasting Volcanic Eruptions HTML
Interactive . When they're finished, have them consider their previous notebook entries and ask
them to record their answers to the following questions. Engage them in a class discussion before
a. What problems did the inaccurate eruption forecast of the Tungurahua volcano cause for the
people of Ecuador and what difficulties might this cause for community officials in the future?
b. What three variables do scientists monitor when attempting to forecast volcanic eruptions?
c. What are some of the hurdles that vulcanologists face when trying to make accurate eruption
forecasts?
9. Kilauea
Next, have students view the Plate Tectonics: The Hawaiian Archipelago QuickTime Video and
respond to the following questions. Again, engage them in a class discussion before proceeding to
a. Based on your observations of this video and previous videos you have seen, what type of
volcanoes are Kilauea and the other Hawaiian volcanoes? On what evidence do you base your
answer?
Finally, have students view the Mount St. Helens: Before and After Flash Interactive and respond to
a. Describe what is happening throughout the eruption. What kind of material is being ejected by
the volcano? Do you see lava? What happens to all of the ash?
b. Based on your observations, what type of volcano produced this eruption? On what evidence do
c. Based on the before and after images, identify ways in which both the volcano and surrounding
d. Based on the satellite images, how has the affected area changed in the time since the
eruption?
e. What are some similarities and differences in the destruction caused by effusive and explosive
eruptions? What, if anything, was surprising to you about the blowdown, lahar, and pyroclastic
flow images?
f. What factors play a part in the recovery of vegetation (and wildlife) in areas affected by
volcanic eruptions?
After discussion, students are task to make info graphic materials that shows the after-effect of
Day 6-7
The students will use these internet resources to create a simple assessment or video-based
assignment with the Lesson Builder tool on PBS LearningMedia.
Accommodations for Differentiated Instruction
Provide the student with additional templates or scaffolds to ensure project
Special Needs success
Students Place the student in cooperative groups that will help student achieve goals
Allow additional time when necessary
Video and auditory tutorials will aid with differentiated learners
Supplies Computer
http://d43fweuh3sg51.cloudfront.net/media/assets/wgbh/ess05/
ess05_img_lpaplainmap/ess05_img_lpaplainmap.pdf
http://d43fweuh3sg51.cloudfront.net/media/assets/wgbh/ess05/
ess05_img_lpavolmap/ess05_img_lpavolmap.pdf
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.volcanintro/volcanism/
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.shake/
mountain-maker-earth-shaker/
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.volcanerupt/volcanic-eruptions-and-hazards/
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.nyiragongo/anatomy-of-a-volcano/
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.volcanfeatr/volcanic-features/
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.lavatube/virtual-lava-tube/
Internet Resources http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.sample/
lava-sampling-on-kilauea-volcano-hawai699i/
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.dateflows/dating-lava-flows-on-mauna-loa-volcano-
hawai699i/
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.pinatubo/mount-pinatubo-predicting-a-volcanic-
eruption/
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lahar/
mount-pinatubo-the-aftermath-of-a-volcanic-eruption/
http://www.pbslearningmedia.org/resource/
ess05.sci.ess.earthsys.forecastvol/forecasting-volcanic-eruptions/
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.hawaii/
plate-tectonics-the-hawaiian-archipelago/
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.helens/
mount-st-helens-before-and-after/
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