KEY CONCEPT
Caldera Volcano
Shield Volcano
Cone Volcano
( stratovolcano )
1 July 2013
1.
There are three types of volcanoes: a caldera , a cone volcano, and shield volcanoes . A caldera refers to a giant volcanic crater that forms following an aggressive eruption that resulted in enormous amounts of magma being emptied and leaving an empty space that later collapses. The hole is often filled with water to form a lake.
This type of volcano is often linked with highgas rhyolite magmas.
Gases like water vapor, sulphur dioxide, and carbon dioxide are trapped until the magma reaches the vent and are unexpectedly released.
The second type of volcano is called Cone volcano has steep sides and often a vent at the top and is also referred to as a stratovolcano. It is formed by many of time, generally of andesite magma. Over time, the lava and ash accumulate close to the vent zone; building up until eventually a cone is formed. The last type of volcano is called a
Shield volcano . Shield volcanoes are from magma that is highly viscous and has very little gas. These are created from a la large disperse area of low thickness basaltic magma that forces its way through the crust at different points. As a result a large number of dormant volcanoes within a relatively small geographical region and slowly build up plateaus, and in turn forming shield volcanoes. Even though each volcano is inactive, the field may remain active, and

magma can push through and form another new volcano at another point.
2.
Types of volcanic rocks: Rhyolite - This rock contains more than 70% silican and little iron so it’s not heavy. It is white in color.
The magma that contains rhyolite is usually cool in temperature (750-850
C) as it emerges and it is quite thick. When rhyolitic magma erupts it contains low amounts of gas, it forms sticky lava flows. Usually it is connected with high amounts of gas, which cause extremely explosive eruptions.
Rhyolite is often linked with caldera volcanoes.
Andesite - contains reasonable amounts of silica (between 55-
70%) and some iron.
Magma that contains andesite is normally around 800-1,000 C and forms steep-sided cone volcanoes
(stratovolcanoes).
Basalt - contains a little amount of silica (less than 50%0 but a larger number of iron, so it is heavy and dark in color. Magma that contains basalt is generally over 1,200 C and runny. It forms shallow-sided volcanoes (shield volcanoes) or craters
2 July 2013 and is related with volcanic fields.
3.
Tephra- is the word used to refer to all the airborne volcanic material which we call ash. Ash is the smallest component of tephra(less than 2mm), lapilli is vaguely larger
(2-64mm), and the biggest fragments are called blocks and bombs (larger than
64mm).
4.
Volcanic field- This refers to an area of volcanoes that is not connected with a tectonic plate connected with a “hot spot” in the Earth’s mantle that causes the crust to liquefy slightly.
This creates a reservoir of magma. There is no particular vent for the magma, which results in many volcanoes, and every eruption usually happens in a distinct place. Volcanic fields have many dormant volcanoes which extend over a particular area and are associated with shield volcanoes.
5.
Subduction zone- This is the area where a tectonic plate is being forced under another.
In this type of zone the plates melt and frequently form a pool of magma. This is connected with volcanism. The loop of fire around the Pacific- a zone of pronounced volcanic action is as well the boundary of the Pacific plate. These zones are also habitually linked with common earthquakes.
6.
Volcanic hazard This is when there is a chance of a volcanic eruption to occur.
Scientists assess historical information to recognize what type of eruptions happened and find out which part of the country could be expected to experience a volcanic eruption.
Scientists investigate what zone would be affected, how much ash might be produced and for how extensive an eruption could occur to help identify the volcanic hazard.
7.
Risk of volcanic eruption- the combination of volcanic danger and the general outcome that the hazard has on a population of people.
The menace posed by a volcano is determined by the chance of an eruption, how large that eruption would be and how citizens would respond. If people are well prepared, the overall danger posed by an eruption is decreased, but the risk increases if people are not ready for a probable eruption.

TEKS (4 th grade)
4.2- Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 4.2A –plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; 4.2C- construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data; 4.2
D- analyze and interpret patterns to construct reasonable explanations from data that can be observed and measured; 4.2
E-perform repeated increase the reliability of results; 4.2 F- communicate valid, oral, and written results supported by data; 4.3- Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 4.3A- in all fields of science, analyze,
3 July 2013 evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 4.3 C- Represent the natural world using models such as volcanoes using accuracy and size. 4.4-
Scientific investigation and reasoning. The student knows how to use a variety of tools to conduct science inquiry. The student is expected to: 4.4B- use safety equipment as appropriate, including safety goggles and gloves.
RELATED
INVESTIGATIONS
Students will view video to better understand the power that volcano eruptions have.
Volcano Eruption Science
Lesson Video http://www.youtube.com/watch?
feature=player_embedded&v=A
4dRMmxrQMo
Elementary Video
Adventures: Understanding the World (Volcanoes)
Students will view an 8:47 minute video showing fascinating Volcano Eruption. http://app.discoveryeducation.co
m/player/view/assetGuid/DB8F
6D25-033A-4C28-9155-
9134FBAE749D
Volcanoes Song
Students will also view a video of a volcanoes song which will help them better understand and study in a fun and unique way. http://www.youtube.com/watch?
feature=playerembedded&v=nE
UUVPTtUI
Mexican volcano threatens town
Students will view video on an actual volcano in Mexico that is currently active to help them further understand this type of natural disaster. http://www.youtube.com/watc h?feature=player_embedded& v=JbH6LerPbJ0

SCENARIO
Mount St. Helens is one of the most active volcanoes in the
United States. Its May 18, 1980 eruption is the most well-known.
This eruption killed 57 people and made damage for tens of miles around. During the day, established winds blew 520 tons of ash eastward across the
United States and caused absolute darkness in Spokane,
Washington 250 miles from the volcano. This stratovolcano blasted a column of ash and dust
15 miles into the atmosphere in just a matter of 15 minutes; some of this ash was later on deposited on the ground in 11 other states. The explosion was preceded by a magma bulge on the north face of the volcano, and the eruption caused that entire face to slide away. This is known to be the largest landslide on Earth in recorded history.
Volcanic eruptions like the one of 1980 of Mount St. Helens
4 July 2013 happen all around the whole causing extreme disaster to our Earth and its people. This type of Mother Nature phenomenon have put people be on the lookout and try to prepare better for this type of inevitable events.
Your groups’ task is to conduct an Earth system analysis of the Mount St.
Helens eruption of 1980. Your presentation will describe this disaster and provide us with information of any other volcano eruption of your choice anywhere around the earth. Besides your presentation on a Powerpoint or Prezi your group needs to create a model of a volcano and present a imitation of a volcano eruption. Groups will have one week to complete this task and during our 45 minutes of Science block time in school the students will be allowed to work on project with their individual groups.
Photographer Reid Blackburn 's car after the eruption.
Many trees in the blast zone were snapped off at their bases.
One of the 200 houses destroyed by the eruption.
North Fork Toutle River valley filled with landslide deposits.
The May 18 eruption. Composite photograph from 35 miles (60 km) west in Toledo, Washington. The ash-cloud stem is 10 miles (16 km) wide, and the mushroom top is 40 miles (64 km) wide and 15 miles (24 km) high.
I am providing you with the following resources (website, videos) to help you with your assignment. These resources

aren’t the only ones that you will need or use to complete your research. I t is your group’s responsibility to research for other resources to achieve your task.
Mount St. Helens- From the
1980 Eruption to 2000 http://pubs.usgs.gov/fs/2000/fs0
36-00/
Videos of Mt. St. Helens
Eruption http://www.bing.com/videos/se arch?q=mt.+st.+helens+erupti on&mid=E46B4DC9925E42D
F297FE46B4DC9925E42DF29
7F&view=detail&FORM=VIR
E3
Mount St. Helens
Eruption/National Geographic
Channel http://channel.nationalgeograp
hic.com/channel/videos/mount
-st-helens-eruption/
I am providing you with the following resources to use when your groups makes the volcano model and the volcanic eruption.
You don’t have to just use these resources. I want your group to always and at all time keep in mind safety above all and make use of your creativity. Most importantly have fun during the achievement of this task.
5 July 2013
How to Make a Volcano
How to Build a Volcano
How to Build a Volcano
Make Your Own Volcano
Erupting Volcano-How to
Make a Baking Soda and
Vinegar Eruption
How to Make an Erupting
Volcano Video
An Earth System Science
Analysis
Earth System Science - Earth like the human body is a system.
All organs in a human body work together so that humans can live. Earth also is made up of four major parts called
“spheres”.
Lithosphere (land),
Hydrosphere( water in all forms), Atmosphere (air),
Biosphere (all living things, including humans)
The earth’s spheres are closely connected. If a change occurs in a sphere it often “causes” am impact or change in one or more of the other spheres. An interaction is what we refer to as a two-way, cause and effect relationship between an event and another sphere. An example would be a change in the atmosphere which in turn causes a change or impact in the hydrosphere, and vice versa.
Earth system science Analysis
(ESS) -This analysis is done in three steps.

How the event affects each of the spheres(E>S);

How the spheres affect the event (S>E); and

How the spheres affect each other S>S).
Examples: After a volcano eruption
E>A: Volcanoes release a large amount of carbon dioxide
H>L: Rain may bring acids to the Earth, acidifying soils.

A> H: If photosynthesis is reduced, atmospheric concentration of carbon dioxide can build up and stimulate global warming which may contribute to increase of melting of glaciers
H> B: Acid rain falling on lakes and streams reduces the pH of the water, which may result in a decrease in phytoplankton and zooplankton growth
Causal Chains:
When referring to a system, nothing happens in isolation.
All connections are a series of chain reaction and complex interactions. This analysis includes the systemic relationships, known as causal chains. This is when numerous spheres and/or the event are involved in complex and interrelated changes. In this chain there are at least three interactions.
Ex: E>S>S or S>S>S).
Assignment
Working in your individual group, use the problem solving model provided to help you do your assignment.
1.
Read and analyze the scenario and task on pages 1-2:

Create a group discussion within your team on the scenario

At this point you do not have to look for information or solutions
2.
List initial hypotheses, ideas, or hunches:
6 July 2013

What do you think? This is based on what your team has read.

Make a list of your ideas, hunches, or group hypotheses.
3.
Make a list of your prior knowledge on the topic:

Using your scenario create a list with the information from the scenario.

Include knowledge provided by other group members.

Record all the information under the heading:
“What do we know?
4.
List what is unknown:

Organize a list of questions that your team thinks need to be answered to do your analysis.

Record them under the heading:
“What do we need to know?”
5.
List what needs to be done:

Develop a plan. List actions such as obtaining online data, visiting the public library to find answers to the questions developed in
Step 4.

Prioritize the questions you are trying to answer, and then divide amongst each team member.
MOUNT ST. HELENS
BEFORE/AFTER
6.
Develop a problem statement:

A problem statement contains oneor twosentences with an idea that clearly identifies what your group is trying to solve, produce, respond to,

test, or find out.

Write your statement.
7.
Collect information:

Record your information and resources.

All members of the team will gather, organize, analyze, and interpret information from several sources.

Share ideas; reflect on the solutions; weigh alternatives; and think about the pros and cons of possible courses of action.
8.
Present findings:

Create a
PowerPoint or
Prezi presentation in which you and your team describes, recommends, predicts, infers, or provides proper resolutions of the problem.

You need to be prepared to support your ideas.
7 July 2013
The steps to the PBL model may need to be completed more than once. Steps 2-6 may be conducted at the same time, as new information is obtained. As more information is collected, the problem statement may be polished or changed.
Assessment
Rubric: Check your understanding of the assignment.
Understanding
4 Rating: listed ideas, thoughts, prior knowledg e, & questions
3 Rating:
Made personal connectio ns and listed thoughts
& ideas
2 Rating: listed ideas & thoughts about event.
1 Rating: listed ideas of event
0
Rating:
Not
Present
Rationale:
Explain your rating with specific references to your work evidence
Ideas
4 Rating:
You evaluate and clarify your ideas
3 Rating:
Analyze your thoughts, ideas, & make sure they make sense
2 Rating:
You give reasons & describe prior knowledge based on thoughts & ideas listed
1
Rating: you back up some of your ideas with reasons
0 Rating:
Not
Present
Rationale:
Explain your rating with specific references to your work evidence

Collaboration
4
Rating:
You worked with all members in group
& discusse d all the steps
3 Rating:
You worked with some members in group and discussed all the steps
2
Rating:
You worked with some members in group
& discussed some steps
1
Rating:
You didn’t work with group
0
Rating:
Not
Present
Rationale
:
Explain your rating with specific reference s to your work evidence
Evidence
4 Rating:
You included multiple sources of evidence that supports your ideas & clarifies the problem
3 Rating:
You included the evidence that supports the ideas with some explanatio ns and examples
2
Rating:
You included some evidence with an example to support your ideas
1
Rating:
No evidence
0 Rating:
Not
Present
Rationale:
Explain your rating with specific references to your work evidence
8 July 2013

RESOURCES: http://inapcache.boston.com/u niversal/site_graphics/blogs/bi gpicture/msh30_05_18/m01_l8
0S3141.jpg
Mt. St. Helen. Retrieved on
July 18, 2013 from http://seattletimes.com/art/ne ws/local/links/sthelens/mountst helensblast.jpg
Texas Education Agency. Texas
Education Standards and TEKS.
Retrieved from http://www.tea.state.tx.us/i ndex2.aspx?id=5483
Mount St. Helen. Retrieved on July 20, 2013 from http://ts1.mm.bing.net/th?id
=H.4860100125460116&pid
=1.7&w=247&h=172&c=7&r s=1
Volcano Graph Image.
Retrieved on July 20, 2013 http://www.gorillawire.com/ wpcontent/uploads/2012/07
/volcanoXjup1.jpg
Volcano Eruption. Retrieved on July 20, 2013 from http://ts4.mm.bing.net/th?id
=H.4699172047815723&pid
=1.7&w=184&h=174&c=7&r s=1 http://www.livescience.com/81
42-history-destructivevolcanoes.html
9 July 2013
Mt. St Helens. Retrieved on
July 20, 2013 from
Photograph of the eruption of Mount St. Helens and column with information.
Retrieved on July 21, 2013 from Wikipedia.
Reid Blackburn 's car photograph. Retrieved on July
21, 2013 from http://upload.wikimedia.org/wik ipedia/commons/thumb/c/c8/Rei d_Blackburn%27s_car_after_M ay_18%2C_1980_St._Helens_er
uption.jpg/220px-
Reid_Blackburn%27s_car_after
_May_18%2C_1980_St._Helens
_eruption.jpg
Mr. St. Helens fractured tree photograph. Retrieved on July
21, 2013 from http://upload.wikimedia.org/wik ipedia/commons/thumb/7/73/Mt
_St_Helens_fractured_tree.png/
800pxMt_St_Helens_fractured_t ree.png
Photograph of destroyed house by volcano eruption. Retrieved on July 21, 2013 from http://upload.wikimedia.org/wik ipedia/commons/thumb/6/68/Ho me_destroyed_by_1980_St_Hel ens_eruption1.jpg/220px-
1980 eruption of Mount St. Helens
Photograph of the eruption column , May 18, 1980.
Volcano Mount St. Helens
Date May 18, 1980
Type Plinian
Location Skamania County , Washington
46°12′1″N 122°11′12″W
VEI 5
Impact 57 deaths, $1.1 billion in property damage; caused a partial collapse of the volcano's flank, deposited ash in 11 states
Map of eruption deposits

Home_destroyed_by_1980_St_
Helens_eruption1.jpg
North Fork Toutle River photograph filled with landslide deposits. Retrieved on July 21,
2013 from http://upload.wikimedia.org/wik ipedia/commons/f/fe/North_For k_Toutle_River_valley_in_Nov ember_1983.jpg
Mt. St. Helens photograph of
Mushroom Cloud. Retrieved on
July 21, 2013 from http://upload.wikimedia.org/wik ipedia/commons/thumb/a/a0/Mt
StHelens_Mushroom_Cloud.jpg
/220px-
MtStHelens_Mushroom_Cloud.j
pg
10 July 2013

Reflection:
After the completion of this PBL lesson model, I was able to see the importance of creating a lesson that not only allows students to develop their critical thinking and ability to work in a collaborative setting. I realized how essential it is to provide the students with lessons that will enrich their knowledge by using real life situations. Students are given the opportunity to share and learn from each other’s success. Definitely, having the opportunity to participate in this type of course has given me new ideas which I can now implement in my own classroom. Being able to learn about the PBL model was an enriching experience which I now can share with other colleagues and help our students become successful learners in our 21 st
century.
11 July 2013