1. Topic-
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| Volcanoes and When They Get Mad |
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2. Content-
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Volcanic eruptions; erupted materials
Key vocabulary: lava, magma, vent, crust, conduit, base, ash cloud |
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3. Goals: Aims/Outcomes-
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| The goal of this lesson is to further students' knowledge about
volcanoes, what happens when they erupt, and the material inside volcanoes. |
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4. Objectives-
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1. Students will be able to identify the main parts of a volcano.
2. Students will develop an understanding of how lava cools and hardens. |
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5. Materials and Aids-
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| Textbooks; "Identify Parts of a Volcano" worksheets; chocolate;
marshmallows; microwave; microwaveable containers; plastic bowls;
spoons; refrigerator |
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6. Procedures/Methods-
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A. Introduction-
| The teacher will engage students by reviewing what they have learned
about volcanoes. The class will discuss the parts of a volcano and
what they know about volcanic eruptions. |
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B. Development-
| The teacher will show a short video on volcanoes. The students will
see examples of volcanoes erupting, lava lakes, and how lava flows.
The teacher will explain that today's lesson is going to focus on
what happens after a volcano erupts and how lava hardens when it cools.
The teacher will demonstrate the main activity that the students will
be completing. The teacher will also explain directions and assignment
guidelines during this time. |
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C. Practice-
| Students will work in groups of 4-5 in order to complete the activity.
They will be given an upside-down plastic bowl set in an aluminum
tray, and marshmallows. The students will place the marshmallows on
and around the bowl to represent rocks. The teacher will melt chocolate
in a container for each group of students. The students will be given
the container once it has cooled enough so that they can pour the
chocolate over the upside-down bowl to simulate the flow of lava.
Once they have completed this, their trays will be placed in the refrigerator. |
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D. Independent Practice-
| Students will complete a worksheet in which they identify the parts
of a volcano (vent, lava, conduit, magma, crust, base, ash cloud.)
They will color the picture of the volcano based on what they know
about each element. |
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E. Accommodations (Differentiated Instruction)-
| Students will work in groups and will be grouped according to ability
so that each group has one or more advanced students that can assist
struggling students or students with special needs. Students with
special needs will also be given a word bank with their worksheet
to help them in identifying the parts of the volcano. During the summative
assessment, students with special needs will be given questions to
answer with 1-3 sentences (depending on ability) rather than completing
an entry in their science journal. |
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F. Checking for understanding-
| Once the trays have cooled in the refrigerator, they will be given
back to the groups for the students to inspect. The teacher will ask
the students questions about what they observed, how the chocolate
was similar to the lava, and how the chocolate changed forms from
the beginning of the activity to the end. |
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G. Closure-
| The teacher will show a short video that provides students with
examples of hardened lava. After the video, the class will discuss
how the process and end result was similar to the activity they did
with chocolate and marshmallows. Once the activity/lesson is complete,
each group will be allowed to break their chocolate-marshmallow bark
into pieces so that they can eat it. |
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7. Evaluation-
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| Students' understanding will be assessed through writing. They will
complete an entry in their science journals discussing the activity.
They will be asked to write about two new pieces of information that
they learned, what they found the most interesting, and to give a
brief explanation of why the chocolate and marshmallows were used
to simulate the lava and rock that spews from a volcanic eruption. |
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