IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
A. Title of this lesson: Ring of Fire – Connecting Volcanoes to Plate Boundaries
B. Summary of this lesson
Generative Question(s): Why are some Volcanoes more dangerous to human
life than others?
In this lesson students use a world bathymetric map and a sampling of the
world’s active volcanoes to map the volcanoes and classify them according to
type. The locations are placed on the map by way of colored adhesive dots in
three colors to represent stratovolcanoes, shield volcanoes, and cinder cones.
The definitions and characteristics of volcano types have not yet been
introduced or explained to students, nor the fact that most stratovolcanoes are
located along subduction zones. The goal of this lesson is to raise important
questions that will be answered in the course of subsequent inquiry-based
lessons on viscosity, gas pressure, volcanic eruptions and individual volcano
studies.
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Students will understand (content knowledge):
1. There is a ring of volcanoes that circles the Pacific Ocean and this circle is
known as the Ring of Fire.
2. There are several different subduction zones that border the Pacific.
Students will be able to (process skills):
1. Chart the volcanoes on a world map with latitude and longitude, and
identify which geographic areas are associated with which kind of
volcanoes.
2. Identify the most geologically-significant tectonic plate boundaries, and
begin to associate specific plate movements with volcano types.
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
D. Teacher Background Knowledge for this lesson
In this activity students will describe the plate boundaries located along the
edges of the Pacific Ocean and identify an area known as the Ring of Fire.
Students have already studied a unit on plate tectonics and have learned about
the three types of plate boundaries and about subduction zones. It follows a
unit on earthquakes and students have had experience charting epicenters
using longitude and latitude. If the volcano unit is done first, a review of
longitude and latitude may be necessary.
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
Students will have knowledge that the crust of the Earth is broken into about
12 major tectonic plates and that the edges of these plates meet at transform,
divergent and convergent boundaries. They know that convergence leads to
both mountain building and subduction, and that sea-floor spreading is the
process that creates new rock at divergent plate boundaries.
F. Standards covered in this lesson
Current California Science Standards
1a, d, e; 2b; and 7 b and e.
NGSS -
MS-ESS 2.2, 2.3, 2A and 2B
Crosscutting concepts: Cause and Effect; Systems and System Models
Science and Engineering Practices: Analyzing and Interpreting Data
CCSS that apply
ELA/Literacy – RST.6-8.1, 6-8.7, WHST 6-8.2, SL 8.5
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
Mathematics – MP.2, MP.4, 6.RP.A.1, 7.RP.A.1
G. Suggested time to complete this lesson: 50 minutes
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water –
2 liters)
 World map that shows longitude and latitude. (We are using a bathymetric
map from CPO science), 1 for every two students
 Volcano location chart with exit questions, 1 per student
 “Connecting Volcanoes to Plate Boundaries” handout, 1 for every two
students
 One ruler per student
 Small color adhesive dots, ¼ “ size
 Large color adhesive dots, ½” size, same colors as ¼”, but for the large map
 Black marking pen
 CPO Science student book (or other materials showing plate boundaries and
movement and picture of the Ring of Fire.)
 Classroom world map or large bathymetric map
I. Materials Prep for this lesson
 Make copies of “Connecting Volcanoes to Plate Boundaries” (1 for every student)
 Remove bathymetric maps from pad, 1 per every two students
J. Lesson Plan – detailed, numbered, step-by-step plans.
Lesson:
Engage students by having them enter the classroom while the
chorus from Johnny Cash’s song, Ring of Fire, is playing in the
background. Curriculum group determined that this song is
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
Time
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
inappropriate and needs to be replaced.
5 min
Another alternative is to spend 1-2 days watching the
documentary, “Ring of Fire,” which is highly informative, explains
the process of subduction, contains video footage of active
volcanoes and good animations of volcanism. The video is also a
window into how several world cultures weave local mythology
into their commemoration of historic eruptions.
WarmUp. Have students do a quick KWL about anything they
know or think they now about the Ring of Fire, subduction, or
volcano myths.
Do Now: Ask students to listen to the song and write down as
many volcano words as possible
T: Teacher will chart responses from the Warm Up. Make no
comments about the responses, just accept. Explain that today we
will do an activity that will help them learn more about the Ring of
Fire.
10 min
T says: Today we are going to learn how to locate volcanoes on a
world map. Facilitate the activity by explaining the directions and
modeling how to chart the volcano locations using longitude and
latitude.
Activity: T. passes out world map with latitude and longitude along
with chart.
Students chart the volcanoes on a world map.
Students should work in pairs. For 6th grade students it is difficult
for students to move down and across in straight lines, so one tip
would be for one student in the pair to find the latitude and put
their ruler across the map. Next the partner puts their ruler down
the longitude and students mark the point where the rulers meet.
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
20 min
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
This technique helps move the activity along and keeps the
students from getting frustrated. At the end of the activity, pairs
should discuss the answers to the follow up question, but each one
should write down their answers individually in their lab notebook.
Debrief the activity by answering the follow up questions.
10 min
Exit Card: What type of volcano seems to be most common in the
Ring of Fire?
5 min
Follow-Up: Read Section 10.2, “Where Are Volcanoes Found?,” in the CPO
Science book. Use a Jigsaw or Give One Get One protocol to have students
read the Chapter Section and report back to their table on important terms and
key concepts. Have students number off from 1-4 at their table. These
students then move to tables with similar number and read their assigned
section together. Ones read pg. 209 Volcanoes at plate boundaries; Two’s read
p.210 Volcanoes at mid-ocean ridges; Three’s read p.211-212 Volcano Chains
and Four’s read p. 213, Volcanoes at subduction zones. Then they move back
to their group and report out to their classmates
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.)









Latitude
Longitude
Subduction
Ring of Fire
plate boundary
divergent
convergent
transform
bathymetric (stratovolcano, shield volcano, and cinder cone are covered
in the next lesson).
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural
errors; c. academic vocabulary issues, etc.
Scaffold the Jigsaw to make certain that all key concepts are covered.
Students may have confusion over which is longitude and which is latitude. This
is a good opportunity to discuss the etymologies of the words, or to encourage
students to come up with a mnemonic device for remembering.
Latitude: Latin lātitūdō breadth (think of latissimus dorsi muscles, across the
broadest part of the back)
Longitude: Latin longitūdō length (think of the length – as opposed to the base
– of a rectangle)
M. Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
Many student groups will work through the list of volcanoes quickly.
Be prepared with a second list of volcanoes for students to map should they
finish the first list quickly. Another way to differentiate for lower-skilled
students is to divide the list in
N. Please list all worksheets used in this lesson.
Connecting Volcanoes to Plate Boundaries (See attached)
World Bathymetric Map (CPO worksheet)
O. Please list all assessments that require a separate sheet.
The assessment for this lesson is comprised of the 4 review/exit questions at
the end of the “Connecting Volcanoes to Plate Boundaries” worksheet. (See
attached.)
P. Photos/Illustrations
Q. Other Resources
Volcano Map_Teacher.pdf
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
Connecting Volcanoes to Plate Boundaries
Currently there are over 1500 active volcanoes in the world. An active volcano is one
that has erupted at least once in the past 10,000 years and is likely to erupt again. The
table below provides the position by latitude (LAT) and longitude (LONG) for 28 active
volcanoes. Each volcano is represented by a 2 letter symbol. The table also includes the
type of volcano and the year that they last erupted.
Sym
Name
Type
Location
AZ
BE
CE
CO
EA
ER
FE
KA
KI
KR
KS
LP
LS
MA
ME
MF
MO
MR
MS
Azul
Bezymianny
Cerro Negro
Cotopaxi
Erta Ale
Erebus
Fernandina
Katmai
Kilauea
Krakatau
Ksudach
La Palma
Lassen Peak
Mauna Loa
Mt. Etna
Mt. Fuji
Mt. Pelee
Mt. Rainier
Mt. St.
Helen’s
Nevada del
Ruiz
Ol Doinyo
Lengai
Paricutin
Pinatubo
Piton de la
Fournaise
Sunset
Crater
Surtsey
Tambora
Stratovolcano
Stratovolcano
Cinder Cone
Stratovolcano
Shield
Stratovolcano
Shield
Stratovolcano
Shield
Stratovolcano
Stratovolcano
Stratovolcano
Stratovolcano
Shield
Stratovolcano
Stratovolcano
Stratovolcano
Stratovolcano
Stratovolcano
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
LAT
Stratovolcano
NR
OL
PA
PI
PT
SC
SU
TA
LONG 71° W
LONG 161° E
LONG 87° W
LONG 78° W
LONG 41° E
LONG 167° E
LONG 92° W
LONG 155° W
LONG 155° W
LONG 105° E
LONG 158° E
LONG 18° W
LONG 122°W
LONG 155° W
LONG 15° E
LONG 139° E
LONG 61° W
LONG 122° W
LONG 122° W
Last
erupted
1967
2000
1999
1942
2011
2011
2009
1912
1995
2001
1907
1954
1914
1987
1993
1709
1932
1894
2004
LAT 5° N
LONG 75° W
1991
3
Stratovolcano
LAT 3° S
LONG 36° E
2010
3
Cinder Cone
Stratovolcano
Shield
LAT 20° N LONG 102° W
LAT 15° N LONG 120° E
LAT 21° S LONG 56° E
1952
1992
1994
4
6
0
Cinder Cone
LAT 35° N
LONG 112° W
1065
4
Shield
Stratovolcano
LAT 63° N
LAT 10° S
LONG 20° W
LONG 120° E
1962
1967
3
7
36° S
56° N
13° N
1° S
14° N
78° S
0° S
58° N
19° N
17° S
52° N
29° N
40° N
20° N
38° N
35° N
15° N
47° N
46° N
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
VEI
5
3
2
4
2
0
4
6
0
6
5
2
3
0
3
5
4
4
5
IC Lessons
VS
Volcanoes
Vesuvius
Stratovolcano
This is lesson __2_ of _5__in this IC
LAT 41° N
LONG 14° E
1944
5
Directions:
1. Locate and label each of the volcanoes listed on the blank map.
2. Represent each volcano with its two-letter symbol. Use a different colored pencil for
the stratovolcano, shield and cinder cone volcanoes.
3. Using the map on page 172, carefully sketch all the plates surrounding the ring of fire.
Name them.
4. Draw in plate movement using arrows to show the direction the plate moves.
5. Go over plate boundaries, plate names and plate movement arrows with black marker.
6. Using the red pencil, lightly sketch over the area known as the Ring of Fire. (Use map
on pg 209, CPO Science)
Answer the following questions:
1. What type of volcano is most common in the Ring of Fire? __________________
2. What plate movement occurs most often around the Ring of Fire? (circle one)
Convergent/Subduction Convergent/Mountain Building
Divergent
Transverse
3. Put an “X” in the chart to show if the plate is oceanic or continental:
Plate Name
Pacific Plate
Nazca Plate
North American Plate
South American Plate
Cocos Plate
Antarctic Plate
Eurasian Plate
IndoAustralian Plate
Oceanic Plate
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano
Continental Plate
IC Lessons
Volcanoes
This is lesson __2_ of _5__in this IC
4. Based on what you have learned by mapping volcanoes and identifying plate
movement, what is common to the areas along the Ring of Fire? (Discuss plate
movement and volcano types) _______________________________________
____________________________________________________________________
______________________________________________________________
Created by San Lorenzo Unified teachers (2012):
Linda Preminger, Julie Ramirez, Marilyn Stewart, and Lawrence Yano