Explosive Geography

^{Explosive Geography}

Tonya Bailey
2^nd-3^rd grade
Geography

Purpose: The purpose of this lesson is to help the students understand how volcanic eruptions can affect an environment. The lesson will help the students to understand how a volcano works and how the explosions of Mt. Saint Helen’s, Mt. Redoubt, and Mt. Kilauea changed the environment around them. The students will also learn how to work in a group setting to research information and compile this information into a presentation. These presentations will include predicting a future eruption based on past information.

National Geography Standards

No. 1 Knows and understands how to use maps, globes, and other graphical tools to acquire, process, and report information. The students will be required to locate volcanoes on maps, globes, and internet resources. They will also be required to present the location of a volcano to the class.

No. 7 Knows and understands that physical processes shape patterns on the earth’s surface. Volcanoes are a physical process that greatly changes the earth’s surface. The students will view these differences through pictures and data and use these tools to understand how the volcano shapes patterns on the earth’s surface.

No. 14 Knows and understands how the earth’s physical and human systems are connected and interact. An eruption from a volcano causes a great change in human systems. The students will research the connection of the eruption to changes in the human systems surrounding the volcano.

No. 15 Knows and understands the consequences of the interactions between human and physical systems. The students will understand the consequences of the interactions between human systems and volcanic eruptions. They will compare environments surrounding volcanoes before and after the eruption.

No. 17 Knows and understands how to apply geography to interpret the past. Students will study past eruptions and interpret there influence on past cultures.

No. 18 Knows and understands how to apply geography to interpret the present and the future. In a class presentation students must present their predictions for a future eruption based on the eruptions of the past.

Applicable Texas Essential Knowledge and Skills

(2.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom.

(2.5) Science concepts. The student knows that organisms, objects, and events have
properties and patterns.

(2.6) Science concepts. The student knows that systems have parts and are composed of
organisms and objects.

(2.7) Science concepts. The student knows that many types of change occur.

(3.3) Scientific processes. The student knows that information, critical thinking, and scientific
problem solving are used in making decisions.

(3.5) Science concepts. The student knows that systems exist in the world.

Objectives List:
        Students will demonstrate their ability:
        1. To explain how volcanoes work.
        2. To preform a dramatic interpretation of a volcanic eruption.
        3. To compile information on different volcanoes.
        4. To compare and contrast volcanic eruptions of the past.
        5. To find information on the Internet and complete a worksheet for a web site.
        6. To work as a group to research a volcano using the library and Internet.
        7. To present a volcanoes past to the class and predict its future.

Overview of the Presentation
In this project students will be introduced to three volcanoes. These volcanoes will help students to understand what affect an eruption has on an environment physically and economically. The students will also study the parts of a volcano to help them understand why volcanoes erupt. To help them understand the devestation a volcano can cause, the students will take a virtual tour of Mt. Saint Helen's after its 1980 eruption. The Internet will also be used to broaden the students imaginations about volcanoes. "Ask Mr. Volcanist" will be used to help the students' imaginations flow. After the students are very familiar with volcanoes and how they work, the students will be broken up into small groups to research and present a volcano to the class.

Day 1

Sponge Activity: In your classroom create a bulletin board that is a giant volcano. On the volcano there should be five pockets. Each pocket lies on a different part of the volcano. Divide your class into five groups. Then each group will be assigned a different pocket. I might suggest writing which group will draw from which pocket on the board or overhead to avoid confusion. From the pocket each student will draw an activity that is based upon that part of the volcano. There is a listing of such activities on pg. A. Then allow the students to complete the activity they have drawn.

Opening: Ask the students to explain what their activity was. Then discuss what the students know about volcanoes.

Guided Practice: Today is time to introduce the students to how a volcano works. To do so a simple science experiment can aid the students in what an eruption looks like. Volcano World web site gives a good list of volcano models and an explanation of how to build them.

http://volcano.und.nodak.edu/vwdocs/volc_models/models.html

Then explain how an eruption works from the inside of the volcano. Using the bulletin board of a volcano and its parts, explain to the students what is happening on the inside of an explosion.

Independent Practice: SCIENCE- Have the students write an explanation of what causes a volcano to erupt.

Day 2

Sponge: Using the same bulletin board from day 1, change the assignment of pockets (which label the different parts of the volcano) for each group. From the pocket each student will draw an activity that is based upon that part of the volcano. There is a listing of such activities on pg. A.

Opening: Ask the students to explain what their activity was. Introduce the children to the volcano Mt. Saint Helen’s. Show pictures of the great explosions that have occurred there. Give a listing of facts about the mountain like where it is located, when it last erupted, etc.
These facts can be found at:

http://volcano.und.nodak.edu/vwdocs/vw_hyperexchange/CostVolc.html
http://tawny.bu.edu/JandJ/Journal/USA_Entries/950901.html

Guided Practice: Show a quick video of a volcano erupting. If you are unable to find a scientific clip like National Geographic or such, I believe that the works of Hollywood are a good supplement (Ex. Dante’s Peak or Volcano). Discuss with the students what affects they think a volcano would have on an environment.

Independent Practice: On a piece of paper have the students write down the information about Mt. St. Helen’s like date of last explosion, number of people killed, cost of damage, etc.

Day 3

Opening: Ask the students to explain what their activity was.

Guided Practice: Since this part of the lesson will be given in the computer lab you may need to reserve the lab in advance or such. Using the computer lab lead the students on the net to the Volcano World web site. Then lead the students to the virtual tour of Mt. St. Helen. http://volcano.und.nodak.edu/vwdocs/msh/mshvr/mshvr.html

Independent Practice: Allow the students to view the video clips of explosions or tour through the kid’s section of Volcano World. Have each student complete the worksheet (pg. B) on the internet and volcanoes.

Day 4

Opening: Ask the students to explain what their activity was. Using a map, help the students to locate Mt. Redoubt.

Guided Practice: List some of the statistics involved with the eruptions that have occurred at Mt. Redoubt. Ask the students to discuss how the damage from this eruption compares to the damage from Mt. St. Helen’s. Which do they think did more damage?

Some statistics about Mt. Redoubt can be found at:

http://volcano.und.nodak.edu/vwdocs/vw_hyperexchange/CostVolc.html

**Inform the students today that they will have a quiz over the parts of the volcano in two class periods so that they might prepare for this in advance.

Remind them that they can review the summaries they wrote over how a volcano works.

Independent Practice: On the same sheet of paper that the students used to place all the information about Mt. St. Helen’s, have the students fill in similar information on Mt. Redoubt.

Day 5

Opening: Ask the students to explain what their activity was. Introduce the students to Mt. Kilauea. Tell them facts about where the volcano is located, when it last erupted, and any interesting facts that would interest your class.

Guided Practice: Introduce the statistics involved in the latest explosion of Mt. Kilauea. Then have the students create a dramatization of Mt. Kilauea erupting. You might suggest that they have the setting as a person living near Mt. Kilauea or as the inside of the volcano itself.

Independent Practice: On the same page that the students wrote the statistics for Mt. St. Helen’s and Mt. Redoubt, have the students do the same for Mt. Kilauea. Then allow the students to get into their groups to review the parts of the volcano.

Day 6

Sponge Activity: Using the same bulletin board from day 1, change the assignment of pockets (which label the different parts of the volcano) for each group. From the pocket they will draw an activity that is based upon that part of the volcano. There is a listing of such activities on pg. A. Since today the class will be working out of the same pocket they began with, make sure to make an announcement that if they happen to draw the activity they completed the first time around they are to replace that activity in the pocket and draw again.

Opening: Ask the students to explain what their activity was. Remind the students that there will be a quiz at the end of the period. Now review the volcanoes that have been discussed. A good tool to do so is the worksheet the students filled out all the statistical information upon.

Guided Practice: Open the floor to discussion of how these volcanoes vary. Read a book about volcanoes to the class. Discuss what events occurred in the book.

http://volcano.und.nodak.edu/vwdocs/kids/stories/MtStHelens.html
This web site will provide you with two good stories about volcanoes. You may choose one of these or choose to use a book from your school's library.

Now review the students for the quiz they will be taking.

Evaluation: Have the students complete the evaluation on pg. C.

Day 7

Sponge: Using the same bulletin board from day 1, change the assignment of pockets (which label the different parts of the volcano) for each group. From the pocket they will draw an activity that is based upon that part of the volcano. There is a listing of such activities on pg. A. Since today the class will be working out of a pocket they have already been in, make sure to announce that if they happen to draw the activity they completed the first time around they are to replace that activity in the pocket and draw again.

Opening: Ask the students to explain what their activity was. Then inform the students that today they will be going to the library. You will probably need to arrange accommodations in the library prior to the visit. Assign each group of students to a volcano Ex. Mt. Fuji, Mr. Rainier, Mt. Kilimanjaro, Mt. Apo, or Mr. Hekla.

Guided Practice: Discuss with the students what they are expected to research about these volcanoes. These facts may include where the volcano is located, how many times has it erupted, is the volcano active or dormant, etc.

Independent Practice: Allow the students to research there volcano with their group members.

Day 8

Opening: Ask the students to explain what their activity was. Then explain that today is the day the students prepare their presentations on the volcanoes they were assigned.

Guided Practice: There is little guided practice today. I would suggest having materials the students may use to create their presentations like poster board, construction paper, scissors, glue, yarn, etc. Then allow the students to complete their group work.

Independent Practice: Group work should continue on the presentations.

Day 9

Opening: Ask the students to explain what their activity was. Then explain to the students that they will begin presenting their volcanoes to the classroom today unless you see that another day of preparation is necessary to complete the preparation of the projects.

Guided Practice: Today’s guided practice will vary based on the progress of your class. The students will either complete the presentations or begin to present them to the class.

Day 10

Opening: Ask the students to explain what their activity was. Then explain that today will be a day for presentations. The class will draw math problems to find out who will go first. The group with the lowest solution to their math problem will present first and the group with the highest solution to their math problem will present last.

Guided Practice: Presentations.

Closure: To close this unit review the parts of the volcano using the bulletin board. Then review what causes a volcanic eruption. Allow each of the students to decide which of the volcanoes you have studied (including the student presentations) was the most destructive. Then allow them to tell the class why they chose the volcano. Finally summarize the unit as a reminder to the students of all that they have accomplished.

Page A

Magma Chamber

The magma chamber stores the hot volcanic materials that will erupt. The magma chamber is under the earth’s surface.

- List three items that store hot materials.

- Form as many words as you can out of the letters in MAGMA CHAMBER.

- Draw a picture of a magma chamber.

- List three things that are underground.

- List five synonyms for chamber.

Lava

Lava is the magma that escapes to the surface. It is red hot and ranges up to temperatures of 500 degrees F.

- Name three things that are red.

- List three items that are extremely hot.

- List three things that can make an escape.

- Draw a picture of lava flowing down the mountain slope.

- In two sentences explain how lava is like blood.

Volcano

A volcano is an opening in the earth’s surface through which lava, hot gases, and rock fragments erupt. Volcanoes are generally cone shaped.

- List five things that are shaped like a volcano.

- List five things that explode like a volcano.

- List as many words as you can form from the letters in VOLCANOES.

- Draw a picture of a volcano.

- Draw a picture of an eruption.

Vent

Gas and ash burst through an opening in the top of the volcano called the vent. The vent is an opening in the Earth’s crust where magma or hot water escapes.

Explain in three sentences how a vent is like a straw.
List three items that are like a vent.
Draw a picture of a vent.
Write a three to five sentence story as if you were magma traveling through the vent.
List three other types of opening that may explode if you put enough pressure on them. Ex. Coke bottle top or toothpaste lid

Ash

Volcanic fragments that are the size of dust particles. These particles travel up like a cloud from the eruption.

Draw a picture of ash exploding from a volcano.
List five other items that are the size of ash.
List five things that you could do with ash from a volcano.
Draw a picture of what you think one ash particle looks like under a magnifying glass.
List five words that rhyme with ash.

Page B
Web Worksheet Open up http://volcano.und.nodak.edu/vw.html.

Double click on "Glossary"
Define: Active Volcano-

Ash-

Crater-

Eruption-

Lava-

Magma-

Tsunami-

Now return to the Volcano World Starting Points by clicking the back arrow.

Double click on Ask the Volcanologist.
-double click on one of the topics and search through the most commonly asked questions.
-write down the most interesting fact you find about your topic-

Page C

1. What is an opening in the Earth's surface through which lava, hot gases and rock fragments erupt?

2. _____________ is the name of magma that has escaped onto the Earth's surface.

3. The______________ ____________ is where the volcanic materials that erupt are stored. It usually has a long straw like appearance.

4. Molten rock that forms within the upper part of the Earth's mantle and crust is called _________________.

5. _______ are tiny fragments of dust that are blasted into the air by volcanic explosions.

6. Draw and label a volcano using the answers from above.

Bibliography Cascades Volcano Observatory "Mount Redoubt, Alaska." 1998.
http://vulcan.wr.usgs.gov/Volcanoes/Redoubt/framework.html(26 Jan 99)

Alaska Volcano Observatory "Alaska Volcano Observatory Homepage." 1998.
http://www.avo.alaska.edu (26 Jan 99)

"Volcano World Starting Point." http://volcano.und.nodak.edu/vw.html (1 Feb 1999)

Rubin, Ken "Hawaii Center for Volcanology." 1999. http://www.soest.hawaii.edu/GG/hcv.html (1 Feb 1999)

Andrews, Fred, Lisa Schwimmer, and Kathy Zaun. Natural Disasters: Volcanoes, Earthquakes, Hurricanes, Droughts, Tornadoes, and Floods. Good Apple/ Frank Schaffer Publications; Torrance, CA, 1997.

Christen, Nancy and Doloris Pepple. "Volcanoes, Earthquakes, and Glaciers." Instructional Fair Inc. 1994.

U.S. Department of the Interior and U.S. Geological Survey. "Volcanoes."

Taylor, Ron "Volcanoes." personal e-mail. 1999.

Kessell, Steve "Lesson Plans." personal e-mail. 1999.

Kinninburgh, John "Volcanoes." personal e-mail. 1999.

Created 5-4-99

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