MSP Teaching Module Template
“Blowing Its Top: Understanding Volcanoes”
Primary Subject
Earth Science
Integrated Subjects
Math, ELA, Social Studies
Grade Level(s)
4th grade
Length of Unit
2 weeks
Unit Summary
In this unit students will explore patterns of change in the earthʼs
layers through hands on experiments and activities, as well as case
studies of geologic phenomena. Students will learn about the layers
of the earth, volcano types, and volcanic activity. They will observe
the effects of geologic activity on human life as shown through case
studies. Throughout the unit, students will examine models of the
earth as well as models of volcanoes. They will observe how the
models represent real world situations, and will also identify
limitations of each model. Through reading, class discusion, math
and lab activities, the students will gain a better understanding of the
structure of the Earth.
Key Vocabulary
volcano, magma, lava, dormant, extinct, geology, inner core, outer
core, crust, mantle, density, shield volcano, cinder volcano, lava
dome volcano, composite volcano, air pressure, errupt, crater, event,
ash, conduit, fissure, active, Ring of Fire, perforated slit, observe,
molten, gas, vent, magma chamber, hypothesis, scientific method,
mass, analyze, conclusion, controlled variable, manipulated variable,
responding variable
NC Essential Standards
for Science
Essential Standard:
4.E.2: Understand the use of fossils and changes in the surface of
the earth as evidence of the history of Earth and its changing life
forms.
Clarifying Objectives:
4.E.2.3: Give examples of how the surface of the earth changes due
to slow processes such as erosion and weathering, and rapid
processes such as landslides, volcanic eruptions, and earthquakes.
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
Common Core Standards
for Mathematics
AndersonElizabeth
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Domains and Standards:
4.NBT.4: Fluently add and subtract multi-digit whole numbers using
the standard algorithm.
4.NF.7: Compare two decimals to hundredths by reasoning about
thier size.
4.MD.1: Know relative sizes of measurement unit within one system
of units including km, m, cm; kg, g; lb, oz; l,mL; hr, min, sec.
4.MD. 2: Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and
money, including problems involving simple fractions ordecimals, and
problems that require expressing measurements given in a larger
unit in terms of a smaller unit.
Common Core Standards
for ELA & Literacy
Domains and Standards:
4.RI.4.1: Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the
text.
4.RI.4.2: Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
4.RI.4.3: Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what happened and
why, based on specific information in the text.
4.RI.4.4: Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or
subject area.
4.RI.4.5: Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
4.RI.4.6: Compare and contrast a firsthand and secondhand account
of the same event or topic; describe the differences in focus and the
information provided.
4.RI.4.7: Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it
appears.
4.RI.4.9: Integrate information from two texts on the same topic in
order to write or speak about the subject knowledgeably.
4.RI.4.10: By the end of year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in
the grades 4–5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
W.4.2: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
W.4.7: Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
W.4.8: Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes and
categorize information, and provide a list of sources.
W.4.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
SL.4.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher- led) with diverse partners on
grade 4 topics and texts, building on othersʼ ideas and expressing
their own clearly.
SL.4.4: Report on a topic or text, tell a story, or recount an
experience in an organized manner, using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
SL.4.5: Add audio recordings and visual displays to presentations
when appropriate to enhance the development of main ideas or
themes.
Essential Questions
How are volcanoes impacted by the structure of the Earth?
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
Materials & Resources
http://studyjams.scholastic.com/studyjams/jams/science/rocksminerals-landforms/volcanoes.htm
http://www.channelone.com/news/volcano/
Cole, Joanna, and Bruce Degen. The Magic School Bus: Inside the
Earth. New York, NY: Scholastic Inc., 1995. Print.
Knapp, Brian. Volcano. Danbury, CT: Grolier Educational
Corporation, 1992. Print.
Library of Natural Disasters: Volcanoes. Chicago, IL: World Book,
Inc., 2008. Print.
Meister, Cari. Volcanoes. Edina, MN: ABDO Publishing Company,
1999. Print.
Simon, Seymour. Volcanoes. New York, NY: Morrow Junior Books,
1988. Print.
Vancleave, Janice. Volcanoes: Mind-Boggling Experiments You Can
Turn into Science Fair Projects. New York, NY: John Wiley & Sons,
Inc., 1994. Print.
Safety Requirements
Goggles for eye safety, teacher will cut apples for each group,
teacher will work with the boiler in melting crayons.
Accommodations for
Differentiated Instruction
2 versions of the Layers of the Earth chart (students to fill in blanks
during note taking and students completing all the notes).
Small group work to create an environment for developing process
skills such as communicating.
Cross-Curricular
Integration
Assessments
Performance-based
Formative
Summative
Pre-test - see attached PDF
Post-test - see attached PDF
Created by
Email
Elizabeth Anderson: andersonep@rss.k12.nc.us
Lee McCall: lmccall@salisburyacademy.org
Pam Rutherford: rutherpr@rss.k12.nc.us
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
“Blowing Its Top: Understanding Volcanoes”
Lesson 1: “Journey to the Center of the Earth” (Earthʼs layers)
Materials Needed:
Color Chart of the layers of the earth for students to label.
Apples for students to work in small groups
knife to cut apple
paper plate
Layers of the Earth Rap - http://www.channelone.com/news/volcano/
Beneath our Feet: The Four Layers of the Earth - copy for each student
Vocabulary: crust, mantle, outer core, inner core
Essential Questions:
"
1. What are the 4 layers of the earth and what are they made of?
Activity
Description of Activities and Setting
Focus/Review
Take students outside and have them stand in a large circle. Ask
questions to facilitate a discussion getting students to talk about what we
are standing on, what is it made of, whatʼs under it, what is it made of
etc. Ask students questions to see if they can determine how deep each
layer is.
Objective
•The student will observe and describe the four layers of the earth, and
be able to discuss what each layer is made of using the appropriate
vocabulary.
Teacher Input
Teacher should cut apples in half.
Exploration/
Engagement Activities
1.Students will work in small groups to observe the difference in the
layers of an apple.
2.Cut an apple in half at each group. Ask students to discuss the
differences observed.
3.Use the color diagram of the earth on the document camera and the
cut apple to describe similarities and differences between the two.
4. Ask what else could have been used to show differences in layers
(hard boiled egg, peach, golf ball, tennis ball, etc.).
5.Make connections to the apple and the picture on the doc camera and
label each layer.
6.Write the name of the layer on the picture on the doc camera as
students label their colored copy that will be placed in their science
notebook.
7.Sing the “Layers of the Earth Rap” to reinforce the 4 layers and what
they are made of.
8.Ask students to look at the apple as they sing to make a connection
back to what they had discovered.
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
Assessment
Students will read and answer questions using “Beneath our Feet: The
Four Layers of Earth”.
Supporting Documents
Beneath our Feet: The Four Layers of Earth: http://
superteacherworksheets.com/rocks-earth/earthlayersarticle_WMWBZ.pdf
Layers of the Earth Rap - http://www.channelone.com/news/volcano/
Color Diagram of the earth - see attached PDF
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
“Blowing Its Top: Understanding Volcanoes”
Lesson 2: Liquid Layers
Materials Needed:
Vegetable oil (1/2 cup per group)
Pancake Syrup (1/2 cup per group)
Water (1/2 cup per group)
Clear glass beaker or jar (1 per group)
1/2 cup measuring cup (1 per group)
Student worksheet: “Liquid Layers”
Demonstration Items:
"
-an unpeeled orange (or coconut)
"
-a jar of water
Layers of the Earth chart
Vocabulary: density
Essential Questions:
1. What is density?
2. Why and how do the densities of vegetable oil, water, and pancake syrup form layers when
mixed together?
Activity
Description of Activities and Setting
Focus/Review
During this activity, students use the scientific method to develop an
understanding of the concept of density and relate that concept to the
development of layers inside Earth.
Objective
•The student will use the scientific method to determine the relative
densities of vegetable oil, water, and pancake syrup.
•The student will learn how and why these liquids, when mixed together,
form layers.
•The student will relate the concept of liquid layers to layers inside Earth.
Teacher Input
The teacher will demonstrate the concept of density. Take a golf ball and
a ping pong ball. Both are about the same size or take up the same
volume. However, one is much heavier (has more mass) than the other.
The golf ball has its atoms much more closely packed together than the
ping pong ball. Thus, the golf ball is denser. The teacher will finally
explain the “Liquid Layers” lab.
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
Exploration/
Engagement Activities
1.Put an unpeeled orange in a jar of water. Explain that the orange floats
because it is less dense than water. Explain that density is the ratio of the
mass of a substance to its volume. All matter has density. Peel the orange
and return it to the jar of water. It will sink because without the peel, their
orange is more dense than water. Ask students what this experiment
demonstrates about the density of an orange peel (The orange peel is
less dense than water).
2.Divide students into groups. Distribute the Student Worksheet: “Liquid
Layers.”
3.Explain that vegetable oil, pancake syrup, and water each have a
different density. Ask students to predict which liquid is the most dense
and which is the least dense, and record their predictions in the
“Hypothesis” section “Liquid Layers.”
4.Distribute supplies and explain that students will do an experiment to
determine the relative densities of the three liquids. Ask students to use
the instructions on the worksheet to perform the experiment.
5. After students have completed the experiment procedure and recorded
the data, explain that the liquids have formed into layers according to
their relative density.
6. Ask students which liquid is the most dense. Explain that one can tell
that the syrup is the most dense because it rests at the bottom of the jar.
Ask students which liquid is the least dense. Explain that one can tell that
the vegetable oil is the least dense because it floats on top of the jar.
7. Ask students to complete the Analysis of Data and Conclusion sections
of the student worksheet.
8. Ask students to participate in a brainstorm discussion about how the
liquid layers are similar to the layers inside Earth.
9. Help students understand that the most dense material inside the Earth
rests in the core, and that the least dense material “floats” on top of the
mantle as the crust.
10. Ask students to complete the Further Questions section of “Liquid
Layers” and fill in the Layers of the Earth chart.
Assessment
The student will turn in their “Liquid Layers” worksheet after the lab is
complete.
Supporting Documents
Layers of the Earth Chart - see attached PDF
“Liquid Layers” worksheet - see attached PDF
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
“Blowing Its Top: Understanding Volcanoes”
Lesson 3 - What is the structure of a volcano?
Materials Needed:
tube of toothpaste with lid,
one pin
ICE chart
“Inside a Volcano model” chart
Vocabulary: magma, magma chamber, lava, vent, fissure, gas, ash, erupt
Essential Question: What does the inside of a volcano look like?
Activity
Description of Activities and Setting
Focus/Review
Watch the short video at http://studyjams.scholastic.com/
studyjams/jams/science/rocks-minerals-landforms/
volcanoes.htm . Afterwards, focus the lesson by asking the
essential question: What does the inside of a volcano look
like?
Objective
The students will be able to label a diagram of the inside of
a volcano.
Teacher Input
The teacher will use a tube of toothpaste to introduce the
structure of a volcano.
Show students the ICE chart.
Show students a tube of toothpaste. Ask: What happens
when you squeeze the container of toothpaste?
(Toothpaste will come out.) Demonstrate this action.
Ask: What would happen if you left the cap on and
squeezed the container? (The toothpaste would build up
pressure and explode when released.)
Explain this is what happens to a volcano when it erupts.
Magma collects in a chamber deep inside the earth. As
more magma enters the chamber, the pressure increases
until finally the magma pushes in surrounding rock, and
opens cracks in the earth at weak spots. Eventually, one of
the cracks opens all the way to the surface of the earth.
Volcanoes release built up pressure from inside the earth,
just like taking the cap off a tube of toothpaste.
Leave the cap on the toothpaste. Students should imagine
that the tube is the surface of the earth and the toothpaste
is hot, melted magma underground.
Flatten the toothpaste on the demonstration table. Use a
pin to make a tiny hole near the bottom. Ask: What does
the hole represent? (A volcanoʼs opening)
Press down on the tube near the cap to represent magma
oozing out of a volcano.
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
Exploration/Engagement
Activities
Distribute copies of “Inside a Volcano Model” and label
according to teacher copy.
Assessment
Check copies of “Inside a Volcano Model.”
Supporting Documents
ICE chart - see attached PDF
“Inside a Volcano Model” chart - see attached PDF
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
“Blowing Its Top: Understanding Volcanoes”
Lesson 4-5: “Observing Volcanoes”
Materials Needed:
Volatile Volcanoes Investigation sheet
plastic film canisters with lids
water
3 Alka seltzer tablets per canister
paper towells for clean up
canned soft drink.
Vocabulary: observe, perforated, slit, controlled variable, manipulated variable, resonding variable
Essential Questions:
1. How does the build up of gas inside a volcano determine the type of erruption that occurs?
2. How can alka-seltzer and film canisters model this?
Activity
Description of Activities and Setting
Focus/Review
Teacher will shake up a coke can while she she asks what the
students think might happen. She opens the can and it squirts out.
This facilitates a discussion and allows teacher to assess prior
knowledge of gas pressure.
Objective
•The student will observe the gas pressure in a volcano.
Teacher Input
We observed what happened when the coke can was opened after it
was shaken, what other things can show the release of gas pressure.
Show students a canister lid that will be considered the whole lid
(explain what makes it whole). Show a perforated lid (explain what
makes it perforated), show a slitted lid (explain what makes it slit).
Explain that we will come back to the “Type of Volcano that would
result” later in the unit. Review the terms Conrolled Variable,
Manpulated Variable, and Responding Variable. Monitor the class as
students investigate and encourage analysis and conclusion.
Exploration/
Engagement Activities
1.Students will use the Volatile Volcano Investigation Sheet to make
observtions and collect data regarding the gas pressure caused by the
Alka Seltzer.
Assessment
The Analysis and Conclusion sheet for this activity will be used as the
assessment.
Extension Lesson - Day Manipulated Variables
5
Teacher Input
You made observations about gas pressure created by Alka Seltzer.
Today you may change the variable to make additional onservations .
What are some things you might change? (hot or cold water, # of alka
seltzer tablets, size of container)
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Thursday, January 3, 2013 3:24:15 PM ET
Exploration/Engagement Use the observation sheet and continue with the analysis and
Activities
conclusion when the variables are changed.
Supporting Documents Volatile Volcano Investigation Sheet - see attached PDF
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
“Blowing Its Top: Understanding Volcanoes”
Lessons 6-7: Under Pressure
Materials Needed:
LabQuest
Vernier Gas Pressure Sensor
plastic tubing and stopper assembly
50 mL vinegar
3 spoonfuls baking soda
cup with marking on side
plastic spoon
plastic bottle
water
goggles
paper towels or rags to clean up spills
tray
Under Pressure Lab Notebook
Vocabulary: air pressure
Essential Questions:
What happens to the air pressure when you combine baking soda and vinegar in a plastic water
bottle ?
Activity
Description of Activities and Setting
Focus/Review
During this activity, students use the scientific method to develop an
understanding of what happens to the air pressure when you combine
baking soda and vinegar.
Objective
•The student will record what happens to the air pressure when you
combine vinegar and baking soda in a plastic water bottle.
•The student will find out what happens when you mix different amounts
of vinegar and baking soda together.
Teacher Input
The teacher will explain the “Under Pressure” lab.
Exploration/
Engagement Activities
1. Students will complete the “Under Pressure” lab.
Assessment
The student will turn in their “Under Pressure” lab notebooks.
Supporting Documents
“Under Pressure” Lab Notebook - see attached PDF
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
“Blowing Its Top: Understanding Volcanoes”
Lesson: “Understanding Volcanoes”
Materials Needed:
Research materials (computers)
crayons
hot plate
boiler
wax paper
metal tray
refrigerator
sand
paper cup
newspaper
Keynote: “Natureʼs Fireworks”
ruler
Vocabulary: shield, cinder, composite, magma, lava, magma chamber, vent
Essential Question: How do different types of volcanoes form and what do they produce?
Activity
Description of Activities and Setting
Focus/Review
Students will watch the Keynote: “Natureʼs Fireworks” to provide prior
knowledge of the different types of volcanoes and allow students to
visually experience a volcano.
Objective
•Student will be able to identify various types of volcanoes.
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
Exploration/
Engagement Activities
Procedures:
1. Show the Keynote: “Natureʼs Fireworks” or show pictures of
different types of volcanoes from around the world and have
students make observations. (See this website for photos of Mt.
Popocatepetl, and monogenetic cinder cones.)
2. Review basic terms with students regarding magma, lava, magma
chamber and vent.
3. Divide the class into groups and describe what the students will be
doing with the materials making sure to separate the materials that
will be used to make each volcano without telling them which
volcano will make each type of volcano.
4. Groups will make hypotheses to describe what the volcanoes
might look like and write questions they want to learn (i.e. How
does a volcano grow to be tall like those in Mexico? What makes
a volcano short and wide like in Hawaii?)
5. Shield volcano:
a. Put a piece of waxed paper on a metal tray and place in the
refrigerator.
b. Melt crayons in a boiler.
c. Pour wax onto the tray slowly until the base of the volcano
is roughly 5 inches in diameter.
d. Allow the wax to cool, remelt the wax and pour another
layer.
e. Continue the process of pouring hot wax and allowing it to
cool several more times.
6. Cinder Cone:
a. Pour sand from a large paper cup onto newspaper.
b. Continue pouring until the volcano is about eight inches
high.
7. Composite Volcano:
a. Follow the steps for cinder and shield cones in alternating
layers.
b. Pour hot wax on the cool waxed paper and allow it to cool.
c. Pour a layer of sand on the cooled wax.
d. Alternate layers several more times.
8. Have the students make observations of each of the three models
while comparing them to one another.
9. Write the names of the three basic types of volcanoes: shield,
cinder and composite volcanoes and have the students identify
which type is which.
10. Each group will create a Venn diagram to compare and contrast
the three types of volcanoes.
11. Have the students research these different volcano types using
encyclopedias or the internet to learn more specific details of each
type of volcano. They may add these details to their diagram.
Assessment
Assessments attached.
Supporting Documents
Version 1 and 2 assessment rubrics - see attached PDF
triple venn diagram - see attached PDF
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
Appendix List
Version 1
POINTS POSSIBLE
Hypothesis
Three
Hypothesis is logical and
correlates with the materials
used. (i.e. The students should
not suggest that the volcanoes
will have the shape of a car.)
Venn Diagram
Students were able to write
several observations in each
section of the Venn diagram
Group Work
Students were able to complete
the activity on time and without
conflict.
Version 2
POINTS POSSIBLE
Hypothesis
Two
One
Hypothesis is missing or illogical
and does not correlate with the
materials used. (i.e. The volcano
will be shaped like a spaceship.)
Students were only able to write Students left sections blank or
a few observations in each
included observations that were
section of the Venn diagram.
irrelevant or inaccurate.
Students were unable to
complete the activity due to time
or conflicts.
Three
Two
One
Hypothesis is logical and
correlates with the materials
used. (i.e. The students should
not suggest that the volcanoes
will have the shape of a car.)
Hypothesis is logical or
correlates with the material but
not both. (i.e. the sand volcano
will be the highest.)
Hypothesis is missing or illogical
and does not correlate with the
materials used. (i.e. The volcano
will be shaped like a spaceship.)
Venn Diagram
Students were able to write
several observations in each
section of the Venn diagram
Students were only able to write Students left sections blank or
a few observations in each
included observations that were
section of the Venn diagram.
irrelevant or inaccurate.
Group Work
Students were able to complete There were minor conflicts or
Students were unable to
the activity on time and without things were rushed near the end. complete the activity due to time
conflict.
or conflicts.
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET
AndersonElizabeth
Thursday, January 3, 2013 3:24:15 PM ET