IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
A. Title of this lesson: Building a Virtual Volcano (optional activity)
B. Summary of this lesson
In this short visit to the computer lab students apply what they have learned to
date about volcanic eruptions to create a virtual volcano. While the lesson has
high kinesthetic engagement value, the emphasis should be on gathering and
use of evidence, and explaining why the evidence supports a claim about a
volcano’s explosive force.
Generative Question(s): Why did Mt. St. Helens explode with so much force?
(Why does a stratovolcano’s eruption result in an explosion of gases and rock,
instead of lava plumes?)
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Students will understand (content knowledge):
1. Both viscosity of magma and gas content are factors which interact to
produce eruptions characteristic of particular types of volcanoes at
particular kinds of plate boundaries.
2. Make a prediction of the response to sudden release of pressure in
substances with high and low gas content.
3. Describe where areas of high and low pressure are in a given situation.
4. Build on ability to predict the shape of volcano (shield or composite) by the
gas content of the magma.
5. Locate volcanoes on a world map using latitude and longitude.
6. Describe the different volcanic eruptions by their explosivity index (VEI).
7. Connect the location of volcanoes in subduction zones with the type of
magma (thick or thin) and shape (shield or composite) and their explosivity
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
(gentle or violent) and make a statement about the relative danger to
human life.
Students will be able to (process skills):
1. Navigate the internet in a school computer lab, and locate relevant
information in response to specific content questions.
2. Work cooperatively with a partner in developing a written synthesis of
evidence collected over several lessons.
D. Teacher Background Knowledge for this lesson
In this lesson, 6th graders will gain an appreciation for the combined
characteristics of silica content and gas pressure, which are two major factors
determining the types and force of volcanic eruptions. There is high student
engagement in manipulating the varying degrees of both characteristics. Even
if the students are working in pairs, all students should have the opportunity to
sit at the controls and play with the results. Allow sufficient time, however, to
bring students back to the purpose of the lesson, which is to be able to explain
why different volcanoes in different types of tectonic plate boundaries behave
in different ways, and use key points of evidence to provide reasoning for their
claims.
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
Students will need to understand the meaning of viscosity (resistance to flow);
that some volcanoes erupt with very fluid lava while other volcanoes erupt
explosively in clouds of rock and ash, with pyroclastic flows that can cause
devastation over huge areas; and that most shield volcanoes with gentle, fluid
eruptions occur over geologic hot spots, and that most strato- and composite
volcanoes occur at convergent subduction zones.
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
Students will need to have experimented with demonstrations that show the
results of a sudden release of pressure, such as those in Volcanoes 5 (A Day at
the Races, etc.)
F. Standards covered in this lesson
Current California Science Standards
1d; 2b; 7 a-f
NGSS
ESS 1.4, ESS 2.3 and 2.4
Crosscutting Concepts: Cause and Effect; Systems and System Models
Science & Engineering Practices
 Designing and Using Models
 Analyzing and Interpreting Data
 Constructing Explanations and Designing Solutions
CCSS that apply
ELA/Literacy - RST.6-8.1, 6-8.7, WHST 6-8.2, SL 8.5
G. Suggested time to complete this lesson: 40-50 minutes
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water –
2 liters)
a. Access to a computer lab, with 1 PC for every two students
b. High-speed internet access and current versions of Flash software, and
unblocked access to the site: http://kids.discovery.com/games/buildplay/volcano-explorer
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
c. Students own materials, including Volcano location map and list of world
volcanoes provided in Lesson 2, including the Volcanic Explosivity Index
number
d. Pictures of different types of volcanoes
e. Video viewing technology and teacher access to YouTube Videos of 1980
Mt. St. Helens Eruption:
f. http://www.youtube.com/watch?v=pGImksoOwtU&feature=fvwrel
g. http://www.youtube.com/watch?NR=1&v=fmsxmbVYMHo&feature=endscr
een
I. Materials Prep for this lesson
 Copy page 1 of Volcanoes Lesson 2: Connecting Volcanoes to Plate
Boundaries (1 per team of two students)
 Interactive Web Reading: Follow Up to “The Great Viscosity Race” and “A
Day at the Races” (1 per student)
J. Lesson Plan – detailed, numbered, step-by-step plans.
Introduce the lesson by showing videos of the 1980 Mt. St. Helens eruption; the
more recent fiery eruption of Mt. Etna; and an eruption of Kiluaea; or Loihi
erupting under the ocean.
1) Ask students to make verbal assessments of which volcanoes have thick,
sticky, viscous magma. Accept their answers. Look for uncertainty, and
expect students to have different opinions of Mt. Etna and Loihi.
2) Then tell students, today, we’re going to visit a volcano on-line. We’re going
to the computer lab, where you will complete some reading, answer
questions, and then visit a virtual volcano. You will have the opportunity to
manipulate not just the viscosity of the magma, but also the gas content of
the magma, and learn more about the characteristics of certain volcanoes.
By the end of the lesson, you should be able to choose a volcano from the
list, and based on what you’ve learned, determine the general
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
characteristics of the volcano. Tomorrow we’ll experiment with aspects of
pressure and how the sudden release of pressure affects volcanic eruptions.
3) Assist students in logging on to the website:
http://kids.discovery.com/games/build-play/volcano-explorer
4) Allow students to explore the site on their own for 20 minutes; just be
available for questions.
5) After students have had a chance to check all the variations of gas content
and viscosity, and read the examples and explanations, ask them to choose
one volcano from the prior list, and, based on location and Volcanic
Explosivity Index, explain in a paragraph how they anticipate the eruption
characteristics of that volcano. The hypotheses must be supported with at
least the following evidence:
a. Location of the volcano in a subduction zone or geologic hot spot.
b. Location of the volcano on a continental or oceanic plate.
c. Relative Explosivity of the volcano, compared to other volcanoes in
similar (and different geographic locations).
d. Classification of the volcano as stratovolcano, shield volcano, or
cinder cone.
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
(Understanding these words is essential for students to understand the key concepts of this
lesson.)
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Plate tectonics
explosivity index
subduction zones
strato-volcano
mid-ocean ridges
balanced and unbalanced forces
magma
lava
silica
gas pressure
latitude
longitude
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural
errors; c. academic vocabulary issues, etc.
The application does not run on all systems, and some school districts may
restrict access to websites that are considered game-based. Test the website
and application well in advance of the lesson, and be prepared to run as a
demonstration if necessary. Otherwise, this is an opportunity for students to
explore and apply what they have learned to a computerized volcano model.
It is an opportunity for the teacher to determine any remaining misconceptions
and guide students through the evidence so they are prepared to complete the
same kind of synthesis of information on the final assessment for this unit.
M. Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
Allow for simple sentences among English learners, but encourage the use of
the most important vocabulary: high viscosity and high gas content for
stratovolcanoes; and low viscosity, and low or high gas content for shield
volcanoes.
N. Please list all worksheets used in this lesson.
Volcanoes 5b – Volcano Explorer – Student Worksheet
 Interactive Web Reading: Follow Up to “The Great Viscosity Race” and “A
Day at the Races” (See attached)
O. Please list all assessments that require a separate sheet.
P. Photos/Illustrations
Q. Other Resources
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
Name _________________________________Date ________________________ Period ________
Interactive Web Reading
Follow Up to “The Great Viscosity Race” and “A Day at the Races”
Log on to the computer using your own Log-In ID (which is your Student ID number), and your 5character password. If you don’t know these, then use the generic log-in:
User Name
[fill in your school’s protocol]
Password
[fill in your school’s protocol)
1) Open Internet Explorer, and go to this website:
http://kids.discovery.com/games/build-play/volcano-explorer
Enter the Volcano Explorer website, and follow along, taking time to respond to each
question as you go. Do this while you read and explore, so that you don’t have to rush to
complete the writing at the end of the period.
2) At the Global Perspective Window, read about Tectonic Plates, the Ring of Fire, and Layers
Within.
a. Where is the Ring of Fire located? Be specific, and as thorough as you can:
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b. The magma that rises in a volcano happens because tectonic plates slide around on
a layer of super-heated rock which is part of the mantle (that superheated layer of
rock is actually called the “asthenosphere.” The magma that rises in the volcano is
coming from which layer inside the Earth?
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3) Read about volcano types. Describe each one, and name a couple of examples of each:
a. Stratovolcano
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b. Cinder Cone
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Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson _5_ of _5__in this IC
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c.
Shield Volcano
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4) Now, build your own virtual volcano! Adjust the viscosity of the magma, and the gas
pressure to control difference in the eruption. Write your observations here:
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5) Finally, select one of the volcanoes from your list called, “Connecting Volcanoes to Plate
Boundaries.” Using data on this list, and the eruption characteristics on the website, make
a Claim about the volcano’s eruption style. Be sure to list 3 points of Evidence, and then
explain (Reason) about why this evidence supports your claim.
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Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano