AFTER SCHOOL PROJECT PLANNING FORM
Name of Project:
Volcanos
Location/site:
PS 68
Grade/age Level: 3rd grade
Duration of project:
4-6 weeks
Facilitator: Stephanie Rodriquez
Charlene Corona
Project Idea
When a volcano erupts, the environment is affected in many ways. Students will learn about how tree & plant life, animals and fish,
water, and air quality are affected after a volcanic eruption. They will focus on the effects of lava and smoke explosions in the air
and on the ground. They will learn how volcanoes differ from one another based on their region location.
Summary of the issue,
challenge, investigation,
scenario, or problem:
Driving Question
How is an environment affected after a volcano erupts?

PCDC Youth Services
Core Competencies
Career Readiness: potential careers related to this project are geologist; environmental pollution specialist; scientist;
engineering (land; chemical; water; environmental)
Include the skills that will
be taught along with each
heading.
Academic Achievement: Through research and reading, students will learn about the science of volcanoes and make
connections to their eruption effects on the environment.
Life Skills: Students will practice collaboration and working together as a team. They will have opportunities to express
their opinions and exchange ideas in respectful and meaningful ways.
Presentation Audience:
Group:
Culminating
Products and
Performances
Four groups of students will create volcanoes, and each group will make a volcano that
represents a different geographic location.
Parents:
yes
School:
ps68
Community:
Individual:
A “what if” writing piece will be done by the students about what might happen if a volcano
erupted in New York City, addressing these questions: (1) would there be ample warning? (2)
Experts:
Web:
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Education and Learning Initiative
Other:
Where would people go, how, and how far? (3) What would happen to the buildings, streets
and subways of NYC?
AFTER SCHOOL PROJECT PLANNING FORM
Entry Event
KWL chart on volcanoes
Products
(Checkpoints
During Project)
Check all that will
be used.
Journal/Learning Log
Practice Presentations: Will make volcanoes erupt using
baking soda/vinegar
Art/Visuals
Notes
Preliminary Plans/Outlines/Prototypes
Checklists
Rough Drafts
Concept Maps: Short written descriptions about each volcano
will be attached to that volcano
Written Product(s) ‘What if’ written descriptions about what
Other Product(s) or Performance(s), with rubric:
might happen if a volcano erupted in NYC
Volcanoes representing 4 different regions will be created with written
descriptions for each one.
Oral Presentation: Explain volcano eruption
Peer Evaluation
Art: Paint volcanoes; create environment around each
Self-Evaluation
volcano(animals; people; trees; homes; etc.)
Reflection
Other:
.
Resources
Needed
On-site people, facilities:
Equipment:
n/a
Materials:
Art/craft materials for project will be on-site
Community resources:
n/a
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Education and Learning Initiative
P R O J E C T
P R O J E C T
C A L E N D A R
C A L E N D A R
Project:
Start Date:
M O N D A Y
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
-Use information about the ancient
city of Pompeii as a reference: how
remains of people, animals, and
objects from daily life were
preserved when the ashes from Mt.
Vesuvius cooled down &
became hard as rock, encasing these
remains under several feet of ash
-use online pictures from National
Geographic site to show the exact
location where people died during an
eruption in 79 AD and later found
when the ruins of this city were dug
up, centuries later.
PROJECT WEEK ONE – Focus: Introduction to PBL
-Introduce concept of project-based
learning and what it involves
-Brainstorm ideas for projects with class
-Have class narrow down choices to 3
and vote on preference
-Class chose volcanoes and
wanted to know what happens when
they erupt.
-Start with a KWL chart
-students will share what they know
-what they want to learn
-later, they will share what they have
learned
-chart all information that students
share
PROJECT WEEK TWO – Focus:
-Students will make and decorate
‘replica volcanoes’ that will work
and actually bubble up lava’ so that
it will resemble what an actual
volcano looks like when it erupts
Getting Information
-Bring in an assortment of library books
on volcanoes for the students to use as a
reference.
-Encourage students to do research
and get more information on
volcanoes.
-Download and print out fact sheets and
pictures on volcanoes from around the
world and distribute to students for
reading
-Hold discussions and have students
shared their knowledge on volcanoes
citing facts such as: fires start from
the heat of the lava & burn trees,
plants, and any vegetation in the
path of the lava flow; the
temperature of the lava is thousands
of degrees; scientists who study
volcanoes have to wear protective
gear & oxygen masks in order to get
close to an active volcano; lowgrowing vegetation and plants are
the first to grow back, etc.
-Have students look at erupting
volcanoes on You tube site and talk
about what they saw
-Read aloud books and articles on
various volcano eruptions from
around the world and what happens
-Cite facts about the height of
volcanoes; how often, they erupt;
current active ones & what is
happening with them
PROJECT WEEK THREE – Focus: Creative Writing
-Have students write “what if?”
descriptions about what might happen if
there was a volcano eruption in NYC.
-Have students think about how this
could affect the buses; subways; auto
travel; people getting around; schools;
homes; buildings;
how would people get warning and
receive help to get away (evacuate)
from the danger of the eruption;
would people have enough time; and
what could happen if they could not
get away as the volcano started to
erupt.
-Encourage details in their
descriptive writing so the
reader can almost ‘see’ what is
happening in their stories
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Education and Learning Initiative
Project:
M O N D A Y
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FOUR – Focus: Volcano Production
-Make supply lists for materials
needed to construct the volcanoes
and gather materials
-Have students continue to do
research/make personal connections
if they can
*One student whose family is from
the island of Montserrat, shared
personal accounts about the island’s
volcano, Soufriere Hills that erupted
in the summer of 1995, destroying
the capital city, Plymouth.
Since then, that entire part of the
island was completely evacuated due
to continual ash/rock eruptions. Now
it is ‘cut off’ from the rest of the
island and no one is allowed there.
Some buildings remain preserved in
ash like “Pompeii”.
-Volcano construction
-divide students into 4
groups that represent specific
regions where a famous volcano
existed.
-the regions: rainforest; temperate;
island; and cold zone.
-Give photo handouts of specific
volcanoes in these regions to the
students for visual support as they
work on their volcano models.
-Model construction will take place
over a period of several days.
PROJECT WEEK FIVE – Focus: Environment Details
-Engage students in Q & A as
reading aloud about volcanos
continues
-Continue to have several books on
volcanoes on hand as a resource
-Students will continue to what they
are learning about volcanoes and
write ‘Facts About Volcanoes’
descriptions.
-Construct accessory clay people,
animals, trees, buildings, etc. to
decorate and use in the surrounding
environments of each volcano.
-Encourage students to re-create the
environments so it will accurately
show the region that the volcano is
located. By creating an environment
around the volcanoes, students will
understand better the effects that
eruptions can have on surrounding
areas and the serious devastation that
can occur when these volcanoes
explode
PROJECT WEEK SIX – Focus: Summary/Final Prep for Presentation
-Test volcano models to make sure
they will erupt and to allow for
additional modifications that might
be needed.
Information that the students learned
and demonstration of the volcanoes
‘eruptions’ will be their presentation
model.
The volcano projects will
be presented at the program year-end
showcase.
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Education and Learning Initiative
Activity Web 1 - Use the graphic organizer to show how your activities relate to the driving question and subject categories.
Reading:
Writing:
What if’ written
descriptions about what
might happen if a
volcano erupted in NYC
informational
texts/books on
volcanoes; fact lists;
internet articles
Math:
compare the heights of
the 10 most famous
volcanoes & make a
pictograph
Art:
paint volcanoes; create
environment around
each volcano (animals;
people; trees; homes;
etc.)
Media/Technology
Driving Question:
How is an
environment affected
after a volcano
erupts?
internet research
watch National
Georgraphic videos of
volcanoes
College/Career:
Community:
"What if?" NYC had an
erupting volcano?
Trips: n/a
5
geologist; environmental
pollution specialist;
scientist; engineering
(land; chemical; water;
environmental)geologist
; environmental
pollution specialist;
scientist; engineering
Education and Learning Initiative