TE 408: Field Lesson 1 Plan and Report
Name: Carly Atkinson
Mentor Teacher: Troy Haney
Class and grade level: 8th grade Earth Science
Partner: Christine Pittel
School: Mason Middle School
Date: 1/23/13
Part I: Information about the Lesson or Unit
Topic: Volcanology
Abstract
This lesson is serving as an introduction to volcanology, involving the three different
types of volcanoes. The three different types will be modeled, using a physical model, including
simulated eruptions. The characteristics of the volcanoes, the different types of eruptions, and
the different products resulting from the eruption will all be topics discussed. There will be
predictions, and observations made by the students, and then a homework assignment using the
information from the lesson.
Part II: Clarifying Your Goals for the Topic
A. Big Ideas
All Earth processes are the result of energy flowing and matter cycling within and among
the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy
that flows and matter that cycles produce chemical and physical changes in Earth’s materials and
living organisms (ESS2.A). Emphasis is on the processes of melting, crystallization, weathering,
deformation, and sedimentation, which act together to form minerals and rocks through the
cycling of Earth’s materials (MS-ESS2-1). Volcanology is the portion of Earth science where
the melting and crystallization are the key mechanisms for the cycling of matter. The energy
behind volcanology is a result of the interior of the Earth being extremely hot; this provides the
energy for the melting of material within the Earth, leading to its extrusion from a volcano.
Crystallization is the mechanism by which the melted material becomes rocks and minerals,
which can then be subject to weathering, deformation, and eventually sedimentation.
Volcanology is just one small part of the rock cycle, which is a continuously running
phenomenon on planet Earth.
B. Student Practices
1. Naming key practices
The first practice that the students will be using is analyzing and interpreting data,
students having to make predictions about the volcanic eruptions being presented will do this,
using information they will be given. The students will also be participating in the practice of
communicating scientific information; this will be done when they share their predictions, and
the logic behind them. Asking questions will be an important practice relating to this particular
lesson, students will need to ask questions, both to themselves and to the teachers, in order to
make good predictions, and to make connections to previously covered topics.
C. Performance Expectations for Student Learning
Performance Expectation
Associated
NGSS Practice
NGSS Performance Expectation(s)
1. MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow
of energy that drives this process.
Developing and
Using Models
Specific Lesson Objective(s)
1. Students can identify different types of volcanoes, and the type of eruption associated
with each.
2. Students can predict magma composition based on volcano type.
Part III: Classroom Activities
A. Materials
PowerPoint presentation (attached)
Note taking guide (attached)
Predictions/Homework sheet (attached)
Volcano models
Vinegar
Baking Soda
Hydrogen Peroxide
Yeast
Dish Soap
B. Activities
1. Introduction (20 minutes)
 Note taking: different types of volcanoes
 Note taking: three main parts of eruptions
2. Main Teaching Activities (20 minutes)
 Pre-eruption predictions
 Model volcanoes and eruptions
 Post-eruption predictions and explanations
3. Conclusion (10 minutes)
 Begin homework (volcano cutout, and questions)
 Answer final questions
Using Models
Analyzing or
Interpreting Data,
Using Models
Part IV: Assessment of Focus Students
A. Focus Objective
Students can identify different types of volcanoes, and the type of eruption associated
with each.
B. Developing Assessment Tasks
The assessment task that we have developed is, given a cutout of a volcano, to assemble,
can the students correctly identify the type of volcano. This should be based on the general
shape of the volcano and the rock types found around the volcano.
The assessment task from the instructor is, when volcanoes erupt the lava that comes to
the surface of the Earth is very hot. Why is the lava hot? It would be expected that most
students would be able to say that the interior of the Earth is hot. The interest would be in
whether they have anything more to say about the structure of the interior or why it is hot.
The assessment task that was given to me by my mentor teacher was, how do volcanoes
fit into the rock cycle? This is a task that requires the students to use the knowledge they have
from prior units, and apply it to this new concept.
Part V: After the Lesson Report
A. Description of Changes in Your Plans
Based on suggestions from the instructors and mentor, changes to the structure of the
note-taking portion were altered. We introduced both the different types of volcanoes, and more
about the mechanisms of how they erupt. This change was made because we didn't want
students to have the misconception that a volcano erupts due to a chemical reaction. Another
change that
B. Story of What Happened
The lesson began with my mentor welcoming the class, and reintroducing us (MSU
interns), and then handing the class over to me. I began by giving the students a brief summary
of what the day was going to entail, making sure to tell them that we would be “blowing up”
volcanoes. I wanted to use this as a little bit of motivation, so they knew that after the “boring”
note taking, something fun and exciting was going to happen. I went through the power point
presentation, which was an introduction to volcanic eruptions and types of volcanoes, while the
students took notes, on the note sheet (attached). I wanted to give adequate wait time for the
students to be able to record the information, so there was a little dead time, but I thought it was
better to give them ample time than just fly through the notes.
After the notes were complete, I gave the class instructions for how we would go about
erupting the volcanoes, I instructed them on what they would need to bring out into the hallway,
and I reminded them they needed to behave respectfully while in the hallway. Once in the
hallway, I introduced the first volcano, and asked them to record a prediction about the type of
volcano it was and how it would erupt. I then asked for volunteers to share their prediction, once
the majority of the class was in agreement, I went ahead with the eruption. The students really
enjoyed getting to experience the mess and fun of the volcanoes. I proceeded with this activity
sequence for the other 2 volcanoes, and then we went back into the classroom. This portion of
the lesson took less time than planned for, however, in the end, the assignment/homework ended
up needing more time, so everything worked out.
Once back in the classroom, I began giving instructions for the homework, which we
started with the remaining time in the hour. They needed to answer questions, and assemble a
cutout volcano model. Most students answered the questions fairly quickly, and then moved on
to the cutout. This is where I could be more interactive with the students, I walked around
answering and questions and redirected off task students. The cutout activity proved to be very
telling about the different styles of learning that students have. My high achieving focus student
was actually very frustrated with the folding of the cutout, a task that my more middle achieving
focus student really enjoyed and finished with ease. I was very excited to see some students who
generally disregard homework, really succeeding with the folding model, I think the kinesthetic
nature of the activity appealed to them, as it was not traditional, written homework.
B. Making Sense of Focus Students’ Responses
1. Descriptions of focus students
Pseudonym
Elizabeth
Brandon
Craig
Academic
Personal Description
Standing
A, high achieving
8th grade, 13 year old, female
C, middle achieving 8th grade, 13 year old, male
E, low achieving
8th grade, 13 year old, male, possible Sp. Ed.
2. Excellent Response or Rubric
For the assessment task that my partner and I developed (Part IV B), an excellent
response would include the following items: 1) Proper assembly of the cutout/foldable; 2)
Identification of the volcano as a composite volcano; and 3) Explain that they concluded it was a
composite volcano based on its shape, and also by the different textured igneous rocks that made
up the volcano.
For the assessment task that was provided by the instructor, an excellent response would
explain that lava is hot due to the heat and pressure that it encounters deep inside the Earth. An
extremely thorough answer may also include information about the insulator properties of the
rock that surrounds the magma, allowing it to stay hot on its way to the surface.
For the assessment task developed by the mentor, an excellent response would include an
explanation stating that volcanoes are a source of new material for the rock cycle, magma/lava
cools, and becomes an igneous rock, which can then either erode into sediments and eventually a
sedimentary rock, or undergo metamorphosis and become a metamorphic rock, etc. An excellent
response would also include a diagram, similar to the one following; however a picture of an
actual volcano may be used instead of just magma.
3. Finding and Explaining Patterns in Student Responses
In regards to the focus objective (Part IV A), the best way to assess the focus student’s
knowledge is by looking at the predictions they made during the activity (attached). My high
achieving focus student made correct predictions, using the notes that were taken during class;
she also included pictures of each volcano. The middle achieving focus student, Brandon, also
included sketches of the different volcanoes, but his predictions were a little less in detail and
some were incorrect. Craig, the low achieving focus student, did not draw any pictures, and had
very short predictions, however no wrong information. I think these predictions can be helpful
in assessing the students, based on the focus objective, however, there were opportunities for the
student to not make a prediction and just write down what I explained after the activity, which
would indicate that they do not have the necessary understanding of the topic.
In reference to the assessment tasks (Part IV B), the assessment task that was developed
by my partner and myself, did not go as planned. The students were able to color and build the
model, but the identifying question wasn’t on the homework sheet, so it wasn’t identified.
However, I think a lot of information can be gathered from just the model itself, and how it was
colored (photo attached). The goal was to color each rock layer a different color, so that they
could see the layers of rock and conclude that it was a strato volcano. Only Elizabeth, the high
achieving focus student colored it in this manner, Brandon did to some degree, and Craig did not
attempt to color based on rock types. For the assessment task (homework attached) provided by
my instructor (Andy), a common answer involved “heat and pressure,” which is what we were
looking for. Brandon, however, only described magma, and not why it is hot. Finally, for the
assessment task provided by the mentor, which I think really ties in with the big ideas, the
responses were very mixed. Craig provided that volcanoes are related to igneous and
metamorphic rocks, but with no explanation and no drawing. I would assume that he really has
no understanding of how a volcano ties in to the entire rock cycle of the Earth. Brandon
provided an explanation involving igneous rocks, changing to metamorphic, and becoming
magma again, which is a condensed/simpler version of the entire rock cycle, but I think is a good
starting point. Elizabeth used her prior knowledge and included that igneous rocks erode, and
solidify again into sedimentary rocks, but then it was a little rough at the end, relating it back to
magma. I think the displayed the most knowledge about the rock cycle in general, but not
necessarily the correct way volcanoes are involved.
C. Improvements Parts I-IV
The first improvement to this lesson that I would make would be the placement of the
lesson within the unit. This lesson was used as the introduction to the entire unit on volcanology,
and I think some of the tasks that we did, and expected the students to do, were at a higher than
introductory level. I think that a choice needed to be made, whether we wanted to introduce the
entire topic of volcanology, and use a volcano model eruption as a hook, or whether this would
be used as an investigation into eruptions, based on volcano type.
The second thing that I would do to improve this lesson would be to omit the specific
lesson objective (Part II C) pertaining to the magma composition, etc. With this lesson, we were
unable to give this objective adequate coverage; I think this would be a good objective for a
lesson, which can accompany this one, later on in the unit. It was a lofty goal to have more than
one specific lesson objective, and it was just not possible to address both objectives in the
allotted time.
The final improvement that I would want to make to this lesson would be to have a more
concrete assessment task for the students. Before the lesson, we thought that it would be more
interesting for the students to have a 3-D model of a volcano, and use their knowledge from the
day to identify it. However, during the lesson, the assembly of the model was frustrating and
sort of took away from the end goal of the model. The students were more concerned with
cutting, coloring, and folding, than with identifying and analyzing the model. Having a different
assessment task would have made assessing their understanding a little more straightforward.
D. Improvements in Your Understanding of Science Teaching
After teaching this lesson, I have come to realize that students are so diverse, and have
such variability in their strengths and weaknesses as learners. This was made very apparent to
me during this lesson because part of the homework involved cutting out a volcano model, and
folding it to create a 3-D replica. It was amazing to me how many high achieving students found
the task to be completely frustrating, while other lower achieving students enjoyed it and found it
a good challenge. I think this activity allowed students who generally don’t feel success in a
typical classroom, to feel good. The activity was very kinesthetic, and allowed the students to
use a different type of knowledge than general written homework. I was very pleasantly
surprised with how successful the cutout activity was, and I was excited that I could get students
excited who generally dislike classic “schoolwork.”