S
C
AO
IONG
T OPIC : Earthquakes & Volcanoes
G RADE : 4th
R ELATED MN A CADEMIC S TANDARDS IN S CIENCE : Grade 4
I. HISTORY AND NATURE OF SCIENCE
A. Scientific World View: The student will understand how science is used to investigate interactions between people and the natural world
I. HISTORY AND NATURE OF SCIENCE
B. Scientific Inquiry: The student will participate in a controlled scientific investigation.
II. PHYSICAL SCIENCE
A. Structure of Matter: The student will know that heating and cooling may cause changes to the properties of a substance.
III. EARTH AND SPACE SCIENCE
A. Earth Structure and Processes: The student will investigate the impact humans have on the environment.
R ATIONALE :
To gain a better understanding of Earth’s internal processes is critical to understanding our natural world and natural disasters that shape our lives every day. Earthquakes and many volcanoes are dormant but some are very active. Every day there are several new earthquakes and volcanoes erupting around the world! There may be misconceptions that Earth is only changing on the outside, all mountains are volcanoes, or that volcanoes only produce volcanic rocks; all of which aren’t true. Some may also believe that earthquakes and volcanic activity are bad or evil, and this isn’t true either!
This science center is designed to help broaden students understanding on the positive and negative factors that together forms a balance in our natural world. Because these natural events occur globally, students will explore different periods of history and cultures around the world. They need to understand why these events occur and why they are important. The earth is our only home, and sometimes natural forces can be dangerous and deadly. They should learn how scientists study earthquakes and volcanoes and how this information can helps us take precautions to be safe.
I chose these two topics as the main focus because they are very closely intertwined. On a map you would find that earthquakes and volcanoes occur nearly in the same areas where continental plates converge, diverge or share a transform boundary. And although these events are beyond human control, sometimes causing much damage and devastation; they are very important and contribute to our lives in many ways.
G OAL OF S CIENCE C ENTER :
Students will broaden their understanding of internal earth processes through exploration and analysis of plate tectonics, earthquakes and volcanoes which are critical components in understanding why the earth’s surface is continuously changing.
Through these activities, students will be able to develop a strong foundation for natural, scientific processes of the earth. Most of their work will be recorded in their science journals. I hope that by judging from what they have demonstrated in their work at the end of the unit, it will reflect a greater appreciation and understanding of the natural world. The active hands-on learning through the use of this science center should lead to a greater understanding and appreciation of Earth’s internal processes.

O VERALL O BJECTIVES :
Students will:
 investigate events and activity of earthquakes and volcanoes to discover relevant information about the inside of the earth
 analyze the structure of the earth and make models
 demonstrate understanding of key vocabulary words and concepts
 make predictions and conduct experiments
 illustrate pictures of various assignments for the classroom wall
 compare information from different sources for an accurate understanding of concepts
 work individually and in groups
 investigate an earthquake or volcano and be able to summarize a their findings
 classify information in an organized manner
 learn about earthquakes and volcanic activity from around the world
 use a variety of resources such as websites, books, videos, games
T EACHER D IRECTED W HOLE G ROUP A CTIVITIES :
 instructions on using technology (computers, playing videos, websites)
 explanation of tasks 1-15
 explanation of requirements for journal logs
 explanation of requirements for report (class book)
 explanation of partners, group-work and responsibilities of procedures for tasks
D IVERSE L EARNERS :
All of these activities can be modified for diverse learners in the classroom. When I constructed the activity cards, I thought about the diverse learners I would have in my classroom. I tried to keep a balance between the hands-on work, interactive sites and reading materials, and there is something for every learning style! Most activity cards have questions that the student must answer in their science journals. This is mainly for comprehension of activities and materials; however I have included all levels of Bloom’s Taxonomy in the activity cards.
Although some of the work is at a more difficult reading level, my ELL students can definitely come to me so I can help them read-one-on-one, in a small leveled reading group or see a language specialist. I can also translate for my Hmong-speaking students. For example, the To the Center of the
Earth! and What’s Inside the Earth? activities, have Spanish translations for my Spanish-speaking students.
For my special ed students the content of these activities can be simplified, as long as they still understand the concepts or reach the objectives of the lesson. For example, for Activity #8,
Earthqquuaaakkee! they can do this activity with a buddy if they need help building with the cards.
They can also see me or a specialist for help.
For my advanced students who need a challenge, I have extra challenge cards available, in which they can explore a different assignment or an additional assignment for extra credit.
I understand that my students will be reading at different levels. Each of these activities should be completed within 45 minutes of an hour of class time. However, if students are not done, they can simply return to these assignments the next day to finish up.
C ENTER A SSESSMENT /E VALUATION :
Student progress will be monitored daily by using a tracking sheet to check off student’s completed work. Each student has a folder/journal with all of their activities which I, the teacher, will review and evaluate when completed.
Their finished project assignments will be assessed using a rubric and other written work will be assessed using the traditional method. I have included five different rubrics I created for the purpose of grading their activity cards.

P ANGAEA E VALUATION
The following rubric applies to the Pangaea, the Continental Drift activity where they color, label, cut out and fit the continents into one land mass. Then they explore the website and answer the questions.
Any work under 60 points will result in students having to re-do the assignment. It is worth a total of
100 points (maximum).
Title
U NACCEPTABLE
No title is present
(0 points)
S ATISFACTORY
Title is present
(3 points)
E XCELLENT
A title is present and relevant to map
(5 points)
Eurasia Continent is missing
(0 points)
South America
Antarctica
North America
Australia
Africa
Neatness, Quality Unorganized and sloppy, low-quality work
(0 points)
Key
Compass Rose
Continent is missing
(0 points)
Continent is missing
(0 points)
Continent is missing
(0 points)
Continent is missing
(0 points)
Continent is missing
(0 points)
Continent is present but not arranged as “one mass”
(3 points)
Continent is present but not arranged as “one mass”
(3 points)
Continent is present but not arranged as “one mass”
(3 points)
Continent is present but not arranged as “one mass”
(3 points)
Continent is present but not arranged as “one mass”
(3 points)
Continent is present but not arranged as “one mass”
(3 points)
Continents organized, shows some understanding of
Pangaea, good quality work
(10 points)
Work shows a key
(5 points)
Work shows a compass rose
(10 points)
Answers some questions.
(10 points)
Continent is present, labeled and arranged as “one mass”
(5 points)
Continent is present, labeled and arranged as “one mass”
(5 points)
Continent is present, labeled and arranged as “one mass”
(5 points)
Continent is present, labeled and arranged as “one mass”
(5 points)
Continent is present, labeled and arranged as “one mass”
(5 points)
Continent is present, labeled and arranged as “one mass”
(5 points)
Continents organized and neat, shows understanding of Pangaea concept, high-quality work
(20 points)
Key is present and labeled correctly (10 points)
Work shoes a compass rose that is labeled correctly
(15 points)
Thoughtfully answers all questions, provides examples.
(20 points)
Part II Questions
Total
No key present
(0 points)
No compass rose present
(0 points)
Incomplete
(0 points)

W HAT ’ S I NSIDE THE E ARTH ?
E VALUATION
The following rubric applies to the What’s Inside the Earth hands-on activity where they create a model of the earth and show the internal structure. Any work under 60 points will result in students having to re-do the assignment. It is worth a total of 100 points (maximum).
External Surface
U NACCEPTABLE S ATISFACTORY E XCELLENT
Internal Structure Inside of model is bare or not covered by rings or layers of modeling clay
(0 points)
Labels
Quality, Neatness Unorganized and sloppy, low quality work
(0 points)
Total points
Surface of model is bare or not covered by blue and green modeling clay
(0 points)
Labels are missing
(0 points)
Surface of model is covered by blue and green modeling clay
(5 points)
Inside of model is covered by 2 or 3 rings or layers of modeling clay
(3 points)
Some labels are present
(3 points)
Organized and shows some understanding of the earth’s structure, good quality work
(10 points)
Surface of model is covered by blue modeling clay representing water and green modeling clay representing continents
(10 points)
Inside of model is covered by 4 accurate rings or layers of modeling clay.
(5 points)
All labels are present and in the correct places
(5 points)
Organized, neat and shows correct understanding of internal and external structure of the earth, high quality work
(20 points)
V OLCANO IN J APAN , M OUNT F UJI E VALUATION
The following rubric applies to the Mount Fuji Haiku Poem activity where they create a Japanese haiku poem about feelings and/or experiences of nature after viewing pictures and learning about Mt. Fuji.
Any work under 60 points will result in students having to re-do the assignment. It is worth a total of
100 points (maximum).
Title
U NACCEPTABLE
No title present
(0 points)
S ATISFACTORY
Title is present
(10 points)
E XCELLENT
Title is present and relevant to haiku poem.
(20 points)
Poem structure No words or structure, just a sentence
(0 points)
Shows correct structure of haiku poem with 17 syllables.
(20 points)
Content
Illustrations
Quality,
Neatness
Total points
Shows very little or no understanding of haiku poems.
(0 points)
Illustrations are missing
(0 points)
Unorganized and sloppy, just a draft piece, low-quality
(0 points)
Shows poem broken up into three lines, understands concept of haiku poem
(10 points)
Thoughtful and meaningful, shows some understanding of haiku poems.
(10 points)
One or two illustrations are present
(10 points)
Organized and in a final draft, good quality work
(10 points)
Conveys imagery, is meaningful and shows understanding of haiku poems
(20 points)
Some Illustrations are present and conveys meaning relevant to poem
(20 points)
Organized, neat final draft with illustrations, high quality
(20 points)

E XPERIMENT : B UILD A V OLCANO E VALUATION
The following rubric applies to the hands-on Build a Volcano activity where they create a model out of salt-dough. Students can add details, such as painting it, adding “rocks” “trees” “bushes” “houses” etc.
Then they conduct the experiment to make their volcano erupt. Any work under 60 points will result in students having to re-do the assignment. It is worth a total of 100 points (maximum).
U NACCEPTABLE
Building a model Model incomplete, did not follow directions
(0 points)
S ATISFACTORY
Model is built, followed directions.
(10 points)
E XCELLENT
Model is built following the directions and details are added.
(20 points)
Experiment Experiment did not work
(0 points)
Experiment works
(10 points)
Follow-up
Questions
Group work
No response in journals
(0 points)
Did not participate with group members
(0 points)
Quality, Neatness Unorganized and sloppy, low quality
(0 points)
One or two responses following the experiment
(10 points)
Some participation and cooperation with group members
(10 points)
Somewhat neat and organized, quality-work
(10 points)
Experiment worked and tried other methods
(20 points)
Response to all of the follow-up questions recorded in reading log
(20 points)
Full participation and cooperation with group members.
(20 points)
Constructed in a neat and organized manner, high quality work
(20 points)
Total points
C LASS B OOK : R EPORTING O N F AMOUS E ARTHQUAKES AND V OLCANOES !
The following rubric applies to the class book Reporting on Famous… activity where students will use the 5 W’s as a research guide and collect important information about a volcano and volcanic eruption or earthquake. Students will write a rough draft and revise or edit as necessary. Then they create an illustration demonstrating their understanding of the catastrophic event. The final draft would be approved and binded into a book for the class to read. Any work under 60 points will result in students having to re-do the assignment. It is worth a total of 100 points (maximum).
Title
U NACCEPTABLE
No title present
(0 points)
S ATISFACTORY
Title is present
(10 points)
E XCELLENT
Title is present and relevant to report
(20 points)
Rough Draft with Revision
Content
(5 W’s and How)
Illustrations
No rough draft
(0 points)
Not thoughtful or meaningful, shows little or no understanding of haiku poems.
(0 points)
Illustrations are missing
(0 points)
Rough draft but no revision
(10 points)
Thoughtful and meaningful, shows some understanding of haiku poems.
(10 points)
A illustrations is present
(10 points)
Rough draft clearly marked with revision
(20 points)
Conveys imagery, is meaningful and shows understanding of haiku poems
(20 points)
Quality,
Neatness
Total points
Low quality, unorganized and sloppy, a draft piece
(0 points)
Quality work, organized and in a final draft, some errors
(10 points)
One or more Illustrations is present and is relevant to reporting of event
(20 points)
High quality work, organized, neat final draft either typed or neatly written in pen, no or very few errors
(20 points)

L IST OF T EXT S OURCES :
Berger, M. & G. (). Why Do Volcanoes Blow Their Tops?: Questions and Answers About Volcanoes and
Earthquakes. New York, NY: Scholastic.
Bourseiller, P. (2003). Volcanoes: Journey to the Crater’s Edge, New York, NY: Harry N. Abrams.
Gazlay, S. (2008). Science Works: Be A Volcanologist!. Pleasantville, NY: Gareth Stevens Publishing.
George, L. (2003). Plate Tectonics. Farmington Hills, MI: KidHaven Press.
Lewis, G. B et. al. (2007). The Red Volcanoes: Face to Face with the Mountains of Fire. New York, NY:
Thames & Hudson.
Lindeen, M. (2008). Ashes to Ashes: Uncovering Pompeii. New York, NY: Children’s Press.
Knauer, K. et. al. (2006). TIME, Nature’s Extremes: Inside the Great Natural Disasters that Shape Life
on Earth. New York, NY: Time Inc.
McGuire, B. (1995). Volcanoes of the World. San Diego, CA: Comstock.
McMorrow, C. Quakes! New York, NY: RandomHouse.
Osborne, M. P. (2001). Earthquake in the Early Morning. New York, NY: RandomHouse.
Osborne, M. P. (1998). Vacation Under the Volcano. New York, NY: RandomHouse.
Rooney, A. (2006). Volcano. New York, NY: Dorling Kindersley.
Rubin, K. (2007). Inside: Volcanoes & Earthquakes. New York, NY: Simon & Schuster.
Rusch, E. (2007). Will it Blow?: Become A Volcano Detective at Mount St. Helens. Seattle, WA:
Sasquatch Books.
Stille, D.R. (2007). Plate Tectonics: Earth’s Moving Crust. Minneapolis, MN: Compass Point.
Stewart, M. (2008). Earthquakes and Volcanoes. New York, NY: HarperCollins.
Turner, M. (2007). D.K. Online: Earth. New York, NY: Dorling Kindersley.
Temple, T. (2007). Welcome to Hawai’i Volcanoes National Park. Chanhassen, MN: The Child’s World.
Trueit, T. S. (2003). Earthquakes. New York, NY: Franklin Watts.
Van Rose, S. (2002). Eyewitness: Volcano & Earthquakes. New York, NY: Dorling Kindersley.
Vogel, C. G. (2003). The Restless Sea: Shifting Shores. New York, NY: Franklin Watts.

K ID ’ S W EB S ITES FOR L EARNING
Think Quest for Kids: http://library.thinkquest.org/17457/english.html?tqskip1=1
Kids National Geographic:
View a slideshow http://www.nationalgeographic.com/ngkids/0312/main.html
Take a Quiz on Red Hot Volcanoes http://www.nationalgeographic.com/ngkids/0106/volcano/
National Geographic Interactive Map (well-known volcanoes): http://ngm.nationalgeographic.com/2008/01/volcano-culture/decade-volcano-map-interactive
Kids Discovery, Pompeii: http://kids.discovery.com/games/pompeii/pompeii.html
Discovery, Super Volcanoes: http://dsc.discovery.com/convergence/supervolcano/supervolcano.html?jump_to=content
BrainPOP Science Fun! http://www.brainpop.com/science/earthsystem/platetectonics/preview.weml
http://www.brainpop.com/science/earthsystem/earthquakes/preview.weml
http://www.brainpop.com/science/earthsystem/volcanoes/preview.weml
Volcano World: http://volcano.oregonstate.edu/
Volcano World for KIDS: http://volcano.oregonstate.edu/kids/index.html
NOVA Volcano above the Clouds: Mt. Kilimanjaro
Mountain Weather: http://www.pbs.org/wgbh/nova/kilimanjaro/weat-flash.html
Toba the Mega-volcano: http://www.pbs.org/wgbh/nova/megavolcano/supe-flash.html
U SEFUL S ITES FOR I NFORMATION ABOUT V OLCANOES
USGS.GOV – Volcanoes: http://education.usgs.gov/common/primary.htm#volcanoes http://www .
volcanoes.usgs.gov
http://www.learner.org/interactives/volcanoes/index.html
http://www.volcano.si.edu/index.cfm
http://www.volcano.si.edu/world/ http://homeschooling.gomilpitas.com/explore/volcanos.htm
Julian Trubin: http://www.juliantrubin.com/encyclopedia/earthsciences/volcano.html
PBS – Savage Earth: http://www.pbs.org/wnet/savageearth/volcanoes/index.html
Exploring the Environment, Volcanoes: http://www.cotf.edu/ete/modules/volcanoes/vtypesvolcan1.html
Volcanoes on Other Planets and their Moons http://www.crystalinks.com/volcanoesplanets.html
Yellowstone National Park http://www.yellowstonepark.com/Things/

U SEFUL S ITES FOR I NFORMATION ABOUT E ARTHQUAKES
Today in EQ History: http://earthquake.usgs.gov/learning/today/ http://pubs.usgs.gov/gip/earthq1/ http://earthquake.usgs.gov/regional/neic/
FEMA for Kids: http://www.fema.gov/kids/quake.htm
http://www.fema.gov/kids/volfacts.htm
http://www.fema.gov/kids/volcano.htm
V IDEO
NOAA Plate Tectonics: http://www.montereyinstitute.org/noaa/lesson01.html
O THER R ESOURCES FOR S CIENCE C ENTER
Activity/Task Cards
#2 To the Center of the Earth website: h ttp://library.thinkquest.org/17457/english.html
#3 Layers of the Earth: http://www.usoe.k12.ut.us/curr/science/core/5th/lep/physical/travel1.htm
#4 Label the Volcano Diagram http://www.enchantedlearning.com/subjects/volcano/labelvolcano.shtml
#5 Continental Plates Online puzzle: http://www.montereyinstitute.org/noaa/lesson01/l1ex1.htm
Puzzle Game Image: http://www.answersincreation.org/curriculum/geology/images/682pPlates_tect2_en.png
#6 Pangaea, The Continental Drift Theory: http://www.sd5.k12.mt.us/glaciereft/pangea.htm
#7 The Great San Francisco Earthquake Article: http://www.sciencenewsforkids.org/articles/20060419/Note3.asp
#9 Ring of Fire interactive map: http://baird.si.edu/minsci/tdpmap/viewer.htm
#11 Viscosity Lab: http://docs.google.com/View?docid=dfb8m3dw_1368dkv3vtgv
Interactive site: http://www.seed.slb.com/en/scictr/lab/visco_exp/viscosity.htm
#13 Mount Fuji slideshow: http://www.slideshare.net/Raissa_ro/fuji-mountain-japan-233237/v1 http://web-japan.org/kidsweb/explore/calendar/july/fuji.html
#14 Viscosity Lab: http://docs.google.com/View?docid=dfb8m3dw_1368dkv3vtgv
Earthquake 3D model around the world!
http://www.starfield-screen-saver.com/quake.html
Rope Lava: http://www.physicalgeography.net/fundamentals/images/20011005-0039_DAS_large.jpg
Picture of Volcano from National Geographic: http://s.ngm.com/2008/01/volcano-culture/img/volcano_feature.jpg
Volcano, Indonesia Picture by: John Stanmeyer, Natl Geog Jan 2008 : http://ngm.nationalgeographic.com/2008/01/volcano-culture/img/merapi.665.jpg

Locations of World Volcanoes Image: http://www.aegweb.org/images/Geologic%20Hazards/globalvolcanoes.png
EARTH’S PLATES Image: http://science.nationalgeographic.com/staticfiles/NGS/Shared/StaticFiles/Science/Images/topicimages/tectonics13_infographic.jpg
World Continental Plates Puzzle with Arrows image: http://quake.usgs.gov/research/deformation/modeling/teaching/puzzle/puzzle(A0).jpg
Photos of Earthquakes from FEMA: http://www.fema.gov/kids/p_eq.htm
Volcanoes - The Affirmative: http://vulcan.wr.usgs.gov/LivingWith/PlusSide/framework.html
Scale of Destruction (Volcanoes & Earthquakes) http://www.fema.gov/kids/intense.htm
Photo of Mt. St. Helen http://www.fs.fed.us/gpnf/global/images/20070727-1401-hd-sm.jpg
Most Destructive Earthquakes: http://science.howstuffworks.com/12-of-the-most-destructiveearthquakes.htm

T H E E A R T H I I S R U M
C O M E L E A R N A B O U T
B
E
L
A
I I N
R
G
T H
!
!
Q
T
U
H
A
E
K E
E A R T H I I S O O Z I I N G
S A N D V O L C A N O
!
!
E S !
!
Begin by taking a student tracking sheet from the front pocket of this folder
(Earthquakes & Volcanoes Activity Cards). Make sure you keep track of each completed activity.
Keep this sheet in your “Earthquakes & Volcanoes Unit Folder” which will hold all your completed activities and works in progress.
There are 15 activities in this unit. You MUST complete all 15 activities. Activity
#1 should be done first and #15 should be done last. However the rest of the activities are to be completed in any order you choose and are to be done in your free time or during work time.
Be sure to read the directions and requirements before you complete these assignments.
No more than two activities should be done in one day. If there is not enough time to start a new activity, read a book or visit a website on the one of the topics!
All notes should be written in your unit folder/journal.
Do your own work, even if you are working with a partner or a group.
If you need help with readings, come see me! Or if you have any questions, ask
Ms. Xiong or your peers in class.
If you want a challenge, please see the Challenge Cards for more information!
Have fun learning and discovering new things!
L E T
’ ’ S
G
E T S T A R T E D
!
!

S T U D E N T T R A C K I I N G S H E E T
This sheet will help you keep track of the unit activities. Please complete all of the activities.
1. Fill in the date and place and check off each of the activities after you have completed them.
2. Turn in your completed activity in the “student work” box on Ms. Xiong’s desk. If there is still time left, start a new activity.
3. After all activities are completed; turn this “Student Tracking Sheet” in with your student assessment.
1
List, Group Label & Write
/
2 To the Center of the Earth! /
3 What’s Inside the Earth?
4
5
6
7
8
9
10
11
12 Pompeii: Buried Under Ashes of Mt. Vesuvius
13
14
15
Label the Volcano
Continental Plates Puzzle
Pangaea, The Continental Drift Theory
The Great San Francisco Earthquake
Earthquuaaakkkkeee!
Ring of Fire
Reporting on Famous…
World’s Most Famous Volcanoes!
Volcano in Japan, Mount Fuji
Volcano Lab: Viscosity of Fluids
Build A Volcano!
/
/
/
/
/
/
/
/
/
/
/
/
/

T E A C H E R
’ ’ S
T
R A C K I I N G S H E E T
This sheet will be used to keep track of the student’s unit activities.
Activity Date Completed
/ 1 List, Group Label & Write
2 To the Center of the Earth!
3 What’s Inside the Earth?
4 Label the Volcano
5 Continental Plates Puzzle
6 Pangaea, The Continental Drift Theory
7 The Great San Francisco Earthquake
8 Earthquuaaakkkkeee!
9 Ring of Fire
10 Reporting on Famous…
11 World’s Most Famous Volcanoes!
12 Pompeii: Buried Under Ashes of Mt. Vesuvius
13 Volcano in Japan, Mount Fuji
14 Volcano Lab: Viscosity of Fluids
15 Build A Volcano!
/
/
/
/
/
/
/
/
/
/
/
/
/
/
Notes:
(X)

A C T I I V I I T Y C A R D S F O R E A R T H Q U A K E S & V O L C A N O E S U N I I T
Task # Topic
*1 E/V
Activity
List, Group Label & Write
(pre-assessment)
Overall Lesson Objective
Students will be able to evaluate and record what information they know about either earthquakes or volcanoes and what they know after reading more about their topic.
2
3
4
5
6
7
8
9
10
11
12
IP
IP
V
PT
PT
E
E
E/V/PT
E/V
V
V
To the Center of the
Earth!
(data-collection)
What’s Inside the Earth?
(Spanish, hands-on)
Label the Volcano
Continental Plates Puzzle
(hands-on)
Pangaea, The Continental
Drift Theory
(video)
The Great San Francisco
Earthquake
Earthquuaaakkkkeee!
(investigative)
Ring of Fire
(interactive website)
(investigative)
Reporting on Famous
Earthquakes and Volcanic
Eruptions (class book)
World’s Most Famous
Volcanoes!
(classify, data-collection)
Pompeii: Buried Under
Ashes of Mt. Vesuvius
(multicultural, thematic)
Students will use an interactive website, read relevant information of the Earth’s structure and be able to identify important characteristics.
Students will read about the structure of the earth and make a model of the earth identifying its main parts.
Students will match vocab words to definitions and be able to identify and label the main parts of a volcano.
Students will review and gain a better understanding of tectonic plates and their boundaries.
Students will demonstrate how the earth’s land masses were once one huge land mass known as Pangaea by fitting them together and describing the processes that cause plate movement.
Students will read an article about an event in history and answer comprehension questions.
Students will simulate an earthquake and make observations and predictions on their experiment.
Students will use an interactive website to map volcanic activity and identify the relationships between tectonic plates, earthquakes and volcanoes.
Students will create a news report on what they know and have learned about a specific earthquake or volcanic eruption.
Students will classify volcanoes by important characteristics and features.
Students will learn about the famous eruption of Mt.
Vesuvius in 79AD and compare the pros and cons of living near a volcano.
13
14
**15
V
V
V
Volcano in Japan, Mt. Fuji
(multicultural, thematic)
Volcano Lab: Viscosity of
Fluids
(inquiry/investigative)
Build A Volcano!
(hands-on, inquiry)
Students will learn about Mt. Fuji and creatively write a haiku poem.
Students will explore different liquids and their viscosity through hands-on experimentation and an interactive, online viscosity lab to see how temperature affects viscosity.
Students will simulate a volcanic eruption with vinegar and baking soda by constructing a model out of clay and plaster materials.
~IP – Internal Processes
~E – Earthquakes
~V – Volcanoes
~PT – Plate Tectonics
* - To be completed first (pre-assessment)
** - To be completed last (class experiment)

While completing these activities, students will refer to the tracking sheet which will let them know what activities they have already done and those that still need to be completed. The students are responsible for completing each of the activities for the topic before we move to the next topic as a class. Each task should be completed in the card order if possible.
#1 L IST G ROUP L ABEL AND W RITE
* Please see me if you need help completing this worksheet.
1. Choose a topic: Earthquakes or Volcanoes. List all of the words that come to your mind on this topic.
2. Next, group and label the words into the categories below. places names types parts
3. Share your grouped terms with a friend in the class or the teacher.
4. Read your assigned selection from Insider’s Volcanoes & Earthquakes by Ken Rubin. Pages 14-23 for Volcanoes or pages 28-37 Earthquakes.
5. After reading, write down as many new terms as you can in the space provided.
6. Group and label these new terms. places names types parts
7. Write a paragraph to inform others of what you have learned. Use words from your list.

#2 T O THE C ENTER OF THE E ARTH !
Directions:
1. Go to: http://library.thinkquest.org/17457/english.html
2. Read about the internal
Layer Temperature structure of the Earth.
3. Label the diagram and table below. Crust corteza
Mantle manto
Composition Thickness
Outer
Core núcleo externo
Inner
Core núcleo interno
4. Then match the correct word to its definition and fill in the missing blanks.
Words: crust inner core mantle outer core
The ___________ is a rigid, rocky outer surface of the Earth, composed mostly of iron and nickel. It is thinner under the oceans.
The center of the Earth, called the ___________, is composed of solid iron. It is very hot and under great constant pressure.
The ___________ is a rocky layer located under the __________. It is composed of aluminum, silicon, magnesium, oxygen, iron, and calcium. Convection (heat) currents carry heat from the hot inner mantle to the cooler outer mantle.
The molten iron-nickel layer that surrounds the inner core is called the ____________.
Spanish Learners Supporting Vocabulary:
Earth / Tierra globe / globo terráqueo layer / capa solid / sólido liquid / líquido

#3 W HAT ’ S I NSIDE T HE E ARTH ?
In this activity, you will be making a model of the Earth's internal structure. Although it will only take you less than an hour to make, the actual Earth took 5 billion years to form!
Materials:
The Magic School Bus: Inside the Earth by Joanna Cole
reference to globe in classroom
3-inch styro-foam ball with wedge cut-out
modeling clay in red, orange, yellow, brown, green and blue (white optional)
table covered with newspaper
strips of paper for labeling parts
stapler
paper clip
yarn
Directions:
1. To begin you’ll need to have read The Magic School Bus: Inside the Earth by Joanna Cole. Use the book as a reference.
2. Prepare your work area by getting newspaper out and covering your work area.
3. To create the model, you will first have to use blue modeling clay and cover the outside of the styro-foam ball. Press down to mold.
4. Next, form green pieces to represent the continents. Lay these on top of the blue-covered ball.
You could also put white pieces on opposite ends for the north and south pole.
5. Roll out a small ball of red modeling clay. Press down into the center of the model. This is the core.
6. Roll a 1/4 in thick piece of orange modeling clay (about the size of your pinky). Add around the red clay.
7. Roll out another piece of yellow modeling clay of the same size and add around the orange clay.
8. Roll out a thin piece of brown modeling clay. This will represent the crust. Lay this on the edge or rim where the wedge was cut out. Press down.
9. Attach a piece of yarn to your paperclip and add that to the top of your model to hang up in the classroom!
10. Use small strips of paper to label the correct parts on your model. Use a stapler to attach labels. crust inner core mantle outer core corteza núcleo interno manto núcleo externo

#4 L ABEL THE V OLCANO D IAGRAM
Directions: Match the vocabulary words to its definition, and then label the diagram with the vocabulary words.
A. magma
B. chamber
C. ash cloud
D. side vent
E. conduit
F. crust
G. vent
H. lava
_____ The cloud of ash that forms in the air after some volcanic eruptions.
_____ A passage through which magma (molten rock) flows in a volcano.
_____ Earth's outermost, rocky layer.
_____ Molten rock; it usually comes out of erupting volcanoes.
_____ It contains magma (molten rock) deep within the Earth's crust.
_____ An outlet in the side of a volcano.
_____ An opening in the Earth's surface through which volcanic materials erupt.

#5 C ONTINENTAL P LATES P UZZLE
In this Continental Plates activity you will put together the jigsaw puzzle.
Answer these questions in your unit notebook.
What do the puzzle pieces represent?
Identify the 5 continents and 4 oceans.
Write down any observations about the plates.
What are the three types of plate boundaries? Give an example of each.
Go here for an interactive Continental Plates puzzle!
 http://www.montereyinstitute.org/noaa/lesson01/l1ex1.htm

What
#6 P ANGAEA , T HE C ONTINENTAL D RIFT T HEORY
Materials:
Student Sheet of Pangaea scissors markers/colored pencils world atlas blue construction paper computer
Part I.
Directions:
1. Color the continents.
2. Label and cutout the continents as best as you can. Be sure to label Antarctica as well.
3. Arrange them to fit them together into one large land mass. This is called Pangaea, the idea that the continents were once one large land mass. When you have the best fit, glue the pieces to a sheet of blue construction paper.
4. Include a title, compass rose, and a key on your map
Part 2.
Go to: http://video.aol.com/video-detail/x-science-plate-tectonics/3012935528
Watch this video about the continental drift theory and answer the following questions.
What is the continental drift theory?
In your own words, what was Wegener’s theory?
Something new I learned from watching this video is…

#7 T HE G REAT S AN F RANCISCO E ARTHQUAKE !
Read the article and answer the following questions using complete sentences.
**If you would like help reading this article, please come see me.
SCIENCE NEWS FOR KIDS: A Great Quake Coming? April 19, 2006
Everyone who lives in San Francisco knows that earthquakes are common in the Bay Area—and they can be devastating. One hundred years ago this month for example, a major quake destroyed about 28,000 buildings and killed hundreds, perhaps thousands of people. The ground shook for nearly a minute, and buildings burst into flame. The fires burned for days.
After the San Francisco quake of 1906, residents could only stand by as fires, often fueled by broken gas lines, devastated the city. Fractured water mains hampered firefighters, so
flames spread for 3 days after the quake.
Virtual Museum of the City of San Francisco
(www.sfmuseum.org).
Residents now wonder when the next "Big One" will strike. It's bound to happen someday. At least seven active fault lines run through the San Francisco area. Faults are places where pieces of
Earth's crust slide past each other. When these pieces slip, the ground shakes.
To prepare for that day, scientists are using new techniques to reanalyze the 1906 earthquake and predict how bad the damage might be when the next one happens.
One new finding about the 1906 quake is that the San Andreas fault split apart, or ruptured, faster than scientists had assumed at the time. During small earthquakes, faults rupture at about
2.7 kilometers per second. During bigger quakes, however, recent observations show that ruptures can happen at rates faster than 3.5 kilometers per second.
At such high speeds, massive amounts of pressure build up, generating underground (seismic) waves that can cause more damage than the quake itself. Lucky for San Francisco, these pressure pulses traveled away from the city during the 1906 event. As bad as the damage was, it could have been far worse.
Looking ahead, scientists are trying to predict when the next major quake will occur. Records show that earthquakes were common before 1906. Since then, there has been something of a lull. Patterns in the data, however, suggest that the probability of a major earthquake striking the Bay Area before 2032 is at least 62 percent.

This diagram shows when earthquakes occurred in the Bay Area and how large they were. The large bar at the left of the diagram represents the 1906 quake (magnitude
7.8). The frequency of Bay Area earthquakes larger than magnitude 5.5 dropped after the 1906 quake.
U.S. Geological Survey
New buildings in San Francisco have to follow strict codes that stabilize them against future quakes. Still, more than 84 percent of the city's buildings are old, weak, and vulnerable. Analyses suggest that another massive earthquake would cause extensive damage.
People who live there today tend to feel safe because San Francisco has remained pretty quiet for a while. According to the new research, however, it's not a matter of "if" the Big One will hit.
It's just a matter of when.—E. Sohn
(article source: http://www.sciencenewsforkids.org/articles/20060419/Note3.asp)
Why was there a huge earthquake in San Francisco? What makes this area more likely to have earthquakes than other places?
How are scientists measuring earthquakes?
What would it be like to live in an area that is prone to earthquake activity? Why do you think people live there?
To view a video on the aftermath and destruction of the earthquake, go to: http://www.youtube.com/watch?v=oLoB1hg62J4&feature=related

#8 E ARTHQUUAAAKKKKEEE !
Create a simulation of an earthquake!
Materials: cardboard box metal pan uncooked beans or rice deck of cards, dominoes, building blocks observation skills!
Directions:
1. Begin with the cardboard box. Turn it upside down.
2. Build two small houses of cards, one near the edge of the box and one further away.
3. Tap your fingers gently eight to ten times on the box in front of the closest house. Watch closely!
Record your observations.
3. Repeat the experiment, this time with two houses of dominoes.
Record your observations.
4. Repeat it once more, this time with block houses. Again, watch the results.
Record your observations.
What did you notice about all three experiments?
Make a prediction about using a different surface and test this hypothesis.
(For example a pan or table)
Try This At Home!
Lay two separate strips of cloth or plastic next to each other on the bottom of a cake pan. Let the excess length of one strip hang out at one end of the pan, the other at the other end. Cover the strips with damp soil up to the edge of the pan and pack it down firmly. Place toys on the soil to represent houses, cars, bridges. Now pull the protruding strip at one end and the other at the other end simultaneously.

#9 R ING OF F IRE
What’s this “Ring of Fire” all about? Is there really a ring of fire burning somewhere? Where do you think most earthquakes and volcanoes occur? Is there one spot or general area? Let’s find out!
My Prediction about the “Ring of Fire”:
Materials:
A blank world map red and purple colored pencils
Go to: “This Dynamic Planet” (http://baird.si.edu/minsci/tdpmap/viewer.htm)
Directions: Each time you change the features of the map, you will need to click the refresh button.
1. Turn off all layers except Volcanoes. Turn off all visible except Volcanoes and Topography.
What do you notice? Where are the majority of the world’s volcanoes located? Sketch these areas using the red-colored pencil onto your world map.
2. Turn off all layers except Notable Events. Turn on all of the options: M=5.0 - 5.9 EQs, M=6.0 -
6.9 EQs, M=7.0 - 7.9 EQs, and M=8.0 - 9.5 EQs,
What do you notice now? Is there a relationship between where volcanic and earthquake activity occurs? Sketch high-activity areas in purple onto your world map.
3. Now turn on the Divergent Boundary, Transform Boundary and Convergent Boundary. Click
Where are earthquakes located? Is there a relationship between earthquakes and plate boundaries?
4. Turn off all earthquake layers and turn the Volcanoes layer back on with Plate Motion and the three boundaries.
Explain in a few sentences why this area of volcanic and earthquake activity is called the
Pacific Ring of Fire. What do the boundaries and plate motions have to do with it?
*Correctly label your map and turn it in with your lesson response. (Optional: color the whole map)

#10 C LASS BOOK : R EPORTING ON F AMOUS V OLCANOES & E ARTHQUAKES
Mt. St. Helens
 Students will use the 5 W’s as a research guide and collect important information about a volcanic eruption or earthquake. For example write about your favorites from class like Mount Saint Helens or Great San Francisco
Earthquake.
 Students will write a rough draft and revise or edit as necessary.
 Students will create an illustration demonstrating their understanding of the catastrophic event.
Pretend you are a writer for a scientific journal. You have been asked to write an accurate but brief article about a volcanic eruption or an earthquake.
1. Choose any of the volcanoes and earthquakes we have discovered in class. Try to choose one someone hasn’t already done.
2. Your article can be written in any time period (history or future) and should include the 5 W’s (who, what, when, where, why it is important) and any other detail you feel is important.
3. Don’t forget to create an interesting title and illustration to go along with your work. Use your imagination and creativity!
Image source: http://www.fs.fed.us/gpnf/global/images/20070727-1401-hd-sm.jpg

#11 W ORLD ’ S M OST F AMOUS V OLCANOES !
Kilauea , Hawaii;
Mount St. Helens , Washington;
Etna , Italy;
Katmai , Alaska;
Arenal , Costa Rica;
Vesuvius , Italy;
Fuji , Japan;
Santa Maria
Santorini
Mauna Loa
, Guatemala;
, Greece;
, Hawaii;
Merapi , Indonesia;
Pelee , Caribbean;
Stromboli , Italy;
Krakatau , Indonesia;
Ruiz , Colombia;
Yellowstone
Long Valley
Paricutin
, Wyoming;
, California;
, Mexico;
Choose any 10 out of 18 famous volcanoes and classify them by volcanic name, type, and region.
Add three other classifications of your own. For example: last eruption, status, elevation, latitude, longitude, viscosity, etc.
Use books and websites to find out more information such as: http://www.volcano.si.edu/world/volcanocriteria.cfm
? ? ? Volcano Name
Mt. St. Helens
Type Region
Stratovolcano United States
What classifications did you choose? How can this data be used or interpreted?

#12 P OMPEII : B URIED U NDER A SHES OF M T .
V ESUVIUS
One of the most famous eruptions of all time took place in Pompeii, Italy in 79 A.D. Mount
Vesuvius was a dormant volcano but on August 24 th , it violently erupted and buried many Roman residents in several yards of ash and debris in both Pompeii and a nearby town called Herculaneum.
Read more about Pompeii and view pictures from the Ashes to Ashes: Uncovering Pompeii by Mary
Lindeen.
A. Complete a pros and cons diagram of the benefits vs. the hazards of a volcano.
Some questions to think about:
Why would people want to live near volcanoes?
What can volcanoes provide?
Should people be allowed to live near a dangerous volcano like Mt. Vesuvius?
B. Pretend you are an archaeologist digging around Pompeii. What kinds of artifacts would you find? Draw a couple (3-4) examples and explain each.

#13 V OLCANO IN J APAN , M OUNT F UJI
Social Studies, Science, Language Arts
Mount Fuji 富士山
Mount Fuji is a symbol of Japan because of it is a beautiful, nearly perfect conical shape and wide flowing skirt. In Japan, Mount Fuji is also known as Fujisan. In the winter, Mount Fuji is very beautiful because the upper half of the mountain is covered with snow. Since ancient times, Fujisan along with Mt. Hakusan and
Tateyama has been worshipped are Japan's sacred mountains.
1. Go to this site: http://webjapan.org/kidsweb/explore/calendar/july/fuji.html
to read more about Mount Fuji.
2. Then go here: http://www.slideshare.net/Raissa_ro/fuji-mountain-japan-233237/v1 to view a slideshow of pictures of Mount Fuji.
3. After viewing the slideshow, write a Haiku about Mt. Fuji.
A haiku is a poetic form and a type of poetry from the Japanese culture. Haiku combines form, content, and language in a meaningful, yet compact form. Haiku poets usually use simple words and grammar to write about everyday things like nature, feelings, or experiences.
We will be using the most common form for Haiku. It is composed of three short lines. The first line usually contains five (5) syllables, the second line seven (7) syllables, and the third line contains five (5) syllables. Haiku doesn't rhyme. A Haiku must "paint" a mental image in the reader's mind. This is the challenge of Haiku - to put the poem's meaning and imagery in the reader's mind in ONLY 17 syllables over just three (3) lines of poetry!
Your topic is Mt. Fuji and nature. Write a neat draft and go over your writing with a marker. Decorate it with pictures. These will be displayed in the classroom or hallway!
Example:
Japanese Characters for Fujisan: Try Writing It!
富士山

**Can be completed with a partner
#14 V OLCANO L AB : V ISCOSITY OF F LUIDS
Liquids have a variety of different properties. One of these properties is called viscosity, which refers to the resistance of a liquid to flow. Viscosity is an important property to consider when learning about volcanoes. Liquids that are thin are considered less viscous, and flow fast and with ease. Liquids that are thick are considered more viscous, and flow slowly.
Materials:
Water – Olive Oil – Honey
3 test tubes marked one cm from the top and the bottom w/ 3 stoppers
Test tube rack
3 Marbles
Stop watch
Procedure 1: Viscosity of Various Liquids
1. Insert a marble in the test tube, fill the test tube to the top with water, and stopper the end.
2. Invert the test tube and observe the marble dropping through the water.
3. With the stopwatch, try to measure the time it takes for the marble to drop from one line on the test tube to the other when you turn it over. Do this three times to try to get an accurate reading.
Trial
1
Time (sec) for marble to drop through liquids of various viscosity
Water Olive Oil Honey
2
3
Average Time

Viscosity Lab
Answer the following questions:
1. Which of the liquids tested had the lowest viscosity?
2. Which of the liquids tested had the highest viscosity?
3. Explain how viscosity of liquids relates to volcanoes and how they work.
4. Go to: http://www.seed.slb.com/en/scictr/lab/visco_exp/viscosity.htm
.
Before you begin, make a prediction about what effect temperature has.
Test your hypothesis by playing around with this Virtual Viscosity Explorer site.
Record your observations by making a table.

#15 B UILD A V OLCANO !
Now we're going to get a little messy! In this experiment we will simulate a real volcano. After mixing just the right amount of ingredients together, we'll add the final item to make our volcano
'blow its top' spewing red lava down the sides.
(We will be making these volcanoes during class time and setting them away to dry
at least 48 hrs prior to this experiment)
These are the directions we will follow in class:
1.
First we need to create the 'salt dough'. Mix 6 cups flour, 2 cups salt, 4 tablespoons cooking oil, and 2 cups of water in a large bowl. Work the ingredients with your hands until smooth and firm. Add more water to the mixture if needed.
2.
Stand the soda bottle in the baking pan. Mold the salt dough around the bottle making sure you don't cover up the bottle mouth or drop any dough into the bottle. Take your time on this step and build your volcano with as much detail as you like.
Materials: papier-mâché volcano built ahead of time because it needs time to dry and can be reused. eruption powder (baking soda) with scooper (spoon) plastic tube/soda bottle baking pan or tray with newspaper lava food coloring vinegar liquid detergent water
With Your Group
Directions:
1. Set the tray with the volcano on the table (designated area). Place newspaper underneath to catch any overflow.
2. Add a few drops of food color with water to fill ¾ of bottle
3. Put 6 drops of the liquid detergent into the bottle.
4. Add 2 tablespoons of baking soda. Then slowly pour vinegar into the bottle and jump back quick to watch “molten lava” erupt from your volcano!
Answer these questions in your log AFTER the experiment:
1. Explain in few sentences how the model is similar to a real volcanic eruption. How is it different from a volcanic eruption?
2. What do you think the eruption powder was?
3. What happened when we mixed the water and powder?