1. Descriptive Data
Teacher: Laura McNeese Subject Area: Science Date: 11/4/08 Grade Level: 6th
Unit Title: Pluto: Planet or Not? Lesson Title: Volcano Eruption Lesson #: 2
Unit Concept: Pluto
Lesson Topic or Overview: Investigate different variables within volcanoes that
cause eruptions.
1. Lesson Goal
Students will identify key components to volcano eruptions.
2. Lesson Objective
Learners will:
Create a volcano eruption.
3. Connection
Curriculum: Math and English
Standards:
ESS.5.6.4 Conduct investigations to identify the variables within
volcanoes that cause different types of eruptions.
ESS.8.6.5 Diagram and explain how volcanoes work
How does the lesson relate to previous learning and future learning of
students? In the previous lesson the students learned and labeled the different
components of the volcano. This lesson will relate to next by doing a simulation
of the eruption, this will show how the mountains form from volcanoes and
eruptions.
4. Procedure
Grouping for lesson: Small group and Individual
Set: (5 minutes) The students have been instructed to bring empty plastic water
bottle from home.
What have we been studying in class for the past week? Volcanoes and now
we are going to simulate how a volcano erupts.
Question: Does anyone know the most active volcano?
Kilauea
Question: What eruption was heard around the world?
Krakatoa heard in different continents.
C2 (Making the Content Comprehensible) 5 minutes
Using our knowledge from the last lesson
What is a volcano?
An opening in the earth's crust through which molten lava, ash, and
gases are ejected
Earlier this week we learned about parts of the volcano:
-Magma chamber
-ash cloud, gases
-Vent
-Side vent
-Crust
-lava
-Conduit
Guided activity: (20 minutes)
Small group
Let’s start making the volcano (Directions given to each student)
1. Placing the plastic bottle (with lid on) in the pan start covering the
bottle with dirt
Question: We are using dirt to construct the volcano. Can anyone tell us what
might be found on the surface of a volcano? What would the pan represent when
thinking about a volcano?
2. Fill the volcano with warm red water
Question: What is the red water representing in the volcano?
3. Add 5-7 drops of liquid detergent
4. 2 TBSP of baking soda
Question: What happens to make the magma start swelling and come up the vent
to create an eruption?
-So adding the liquid detergent and baking soda is a simulation of the magma,
swelling and moving towards the earth’s surface.
5. Watch the eruption!! Drop the vinegar into the volcano.
- The baking soda and vinegar create a carbon dioxide gas like a real volcano.
- Gas cause bubbles to build up and erupt, pushing the liquid up and down the
sides of the bottle.
Question: The magma is now out of the volcano and on the earth’s surface, what
is the magma called now?
Two types of magma:
1. Rhyolite magma: Thick and slow
2. Basalt magma: fluid and faster flowing.
Independent Activity: (2 minutes)
Students will label the part of the volcano to discuss in class. Students may label
during activity.
Closure: (10 minutes)
Let us review! Watching the simulation we can visualize what happens when
volcanoes erupt. Let’s discuss what we saw using the terminology we have learned in
class this week. Knowing that the magma chamber is under the earth’s surface the area
must be? Hot right!! When it starts mixing with gases, the magma is now lighter than
then the solid rock and begins to rise up the vent and out of the crater creating a blast of
ashes, gases, and lava. A violent eruption can send lava hundreds of feet in the air. It
can also have gentle ooze, meaning what?
6. Lesson Extension:
Volcanoes are made of hot lava. So could a volcano be found in a cold weather
climate such as Iceland? Yes, there are many active volcanoes in Iceland.
-Earth is part of the solar system and is not the only planet that is documented to
have volcanoes. We know mars have the biggest volcano so are there volcanoes
on Pluto a cold weather planet and are they active?
Students will research: Are there Volcanoes on Pluto?
7. Modifications for special needs and gifted
Students with special needs can choose to work with another student when
creating the volcano eruption. Gifted students should bring a report to class
discussing the evidence of volcano activity on Pluto.
8. Material and Equipment
Dirt
Pan
Red food coloring
Baking soda
Liquid Detergent
Plastic water bottle (Student brings from home)
Pen and Paper (Student has at desk)
Vinegar
9. Assessment of Student Learning
All students are required to participate in making the volcano. Students will be
assessed by class participation, answering questions, and following directions.
10. Reflection and Revision
I was able to teach this lesson to the class and know that I need to add lab
rules. Also think I could have started with the individual worksheet to begin the
lesson for a review.
Directions for building a volcano:
1. Build the volcano:
Place plastic bottle (with lid on) in the pan provided
Cover with dirt
2. Fill the volcano
¾ full of warm red water
5-7 drops of liquid detergent
2 Tbsp baking soda
3. Eruption
Add vinegar and watch the eruption.
PLEASE READ LAB RULES!
Name:_____________________________
Label the Volcano Diagram
Read the definitions, then label and color the diagram.
Definitions
ash cloud - an ash cloud is the cloud of ash magma chamber - a magma chamber
that forms in the air after some volcanic
contains magma (molten rock) deep within
eruptions.
the Earth's crust.
conduit - a conduit is a passage through
which magma (molten rock) flows in a
volcano.
side vent - a side vent is a vent in the side of
a volcano.
vent - a vent is an opening in the Earth's
crust - the crust is Earth's outermost, rocky surface through which volcanic materials
layer.
erupt.
lava - lava is molten rock; it usually comes
out of erupting volcanoes.
Lab Rules
1. Conduct yourself in a responsible manner at all times in the laboratory.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part
of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.
3. When first entering a science room, do not touch any equipment, chemicals, or other materials
in the laboratory area until you are instructed to do so.
4. Perform only those experiments authorized by your teacher. Carefully follow all instructions,
both written and oral. Unauthorized experiments are not allowed.
5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory
glassware as containers for food or beverages.
6. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the
laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are
dangerous and prohibited
7. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately
of any unsafe conditions you observe.
8. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be
used only for water. Check with your teacher for disposal of chemicals and solutions.
9. Labels and equipment instructions must be read carefully before use. Set up and use the
equipment as directed by your teacher.
10. Keep hands away from face, eyes, mouth, and body while using chemicals or lab
equipment. Wash your hands with soap and water after performing all experiments.
11. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO
EXCEPTIONS TO THIS RULE!
12. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy
clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and
baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on
lab days.
14. DO NOT EAT, DRINK, OR SMELL CHEMICALS OR MATERIAL BEING USED!!
.