7 days
Physical Geology
Igneous
Extrusive -volcanoes
During the years of grades 9 through 12, all students must use the following scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
• Identify questions and concepts that guide scientific investigations;
• Design and conduct scientific investigations;
• Use technology and mathematics to improve investigations and communications;
• Formulate and revise explanations and models using logic and evidence (critical thinking);
• Recognize and analyze explanations and models; and
• Communicate and support a scientific argument.
This unit builds upon the middle school Earth and Space Science strand
(beginning in grade 6). Sedimentary, igneous and metamorphic rocks are introduced, rocks and minerals are tested and classified, plate tectonics, seismic waves and the structure of Earth are studied, and the geologic record is found (including the evidence of climatic variances through Earth’s history).
In the middle school Life Science strand, fossils and depositional environments are included as they relate to the documented history of life in the geologic record. In the physical science syllabus, support for waves, thermal energy, currents, pressure and gravity are presented.
PG.IMSR.6 PG.PT.15
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Major Volcanic Zones
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Volcanism
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Kinds of Eruptions
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Volcanic Rock Fragments
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Volcanic Features
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Extraterrestrial Volcanism

At the high school level, geologic, topographic, seismic and aerial maps must be used to locate and recognize igneous, metamorphic and sedimentary structures and features. Technological advances permit the investigation of intrusive structures and the interior of Earth. Connections between the minerals present within each type of rock and the environment formed are important. The processes and environmental conditions that lead to fossil fuel formation (Note: this links to the energy resources section below) must include the fossil fuels found in Ohio, nationally and globally.
Bowen’s Reaction Series must be used to develop an understanding of the relationship of cooling temperature, formation of specific igneous minerals and the resulting igneous environment. The focus is on knowing how to use Bowen’s Reaction Series, not to memorize it. Virtual demonstrations and simulations of cooling magma and crystallization of the igneous minerals found on the series can be helpful in conceptualizing the chart.
Volcanoes:
Magma comes from molten layer beneath Earth's crust (older cosmologies, Franklin's idea, as well as popular literature such as Dante's Inferno, and some religious tracts).
Magma comes from deep within Earth's mantle (common textbook and earth science educational movies use of 'deep' terminology, older cosmology of passagefilled Earth')
Magma comes from Earth's outer core (this one tends to increase as students realize there is no molten layer in the mantle).
Basalt's origin is connected to the presence of seawater (original concept and name, coupled with its association with oceanic crust and oceanic hotspots vs. continental)
Volcanic eruptions are rare events (media coverage is biased by location and death tolls).
Volcanoes are dominantly tropical features (Gilligan Island phenomena, common depiction)
Most deaths during volcanic eruptions are due to suffocation from smoke or poisonous gases (older scientific hypothesis until 1902 Pelee eruption, real life knowledge that many deaths in fires due to smoke inhalation, as well as being specifically mentioned as such in secondary education earth science films, all primarily legacy of Pompeii casts).
Most deaths during volcanic eruptions are due to fear and panic during evacuation (real life knowledge of crowds, Hollywood depictions).
Most magma forms as rock melts due to an increase in temperature (in real life this is the way most things melt, coupled with knowledge that temperature rises within Earth).

Most magma forms as rock is subjected to great pressure deep within the Earth (since increased pressure makes rock easier to deform or convect, even greater pressure should turn it to liquid - or so it seems).
Wind blowing across the tops of volcanic mountains can cause eruption, similar to wind blowing over opening of a flute (older cosmology dating back to Greeks)
Most volcanoes are tall peaks with craters at summit (bias of photographic record, pretty volcanoes most photographed, subduction volcanoes more accessible than submarine)
Whole idea of common use of active, dormant and extinct terms having geologic validity.
Volcanoes are only hazards, not important long-term resources.
Materials for Labs and Activities:
Instructional Resources: Details of materials to support instruction and learning
x Text: Modern Earth Science. Page #: Chapter 7
Safari Montage:__________________________ ______________
Graphic Organizers: _
Vocabulary ____________
Manipulative: _________
Mandatory Labs: _________
Activities: __________________________
x Other: _________page 130-131_________________
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Procedures: Details of the sequence of instruction
Lesson 1: Standard: PG.IMSR.6 Resource: Modern Earth Science, Chapter 7 section 1
Objectives: Describe the formation and movement of magma. Define volcanism.
Lesson2: Standards: PG.IMSR.6 PG.PT.15 Resource: Modern Earth Science, Chapter 7 section 1
Objective: List three locations where volcanism occurs.
Lesson 3: Standards: PG.IMSR.6 PG.PT.15 Resource: Modern Earth Science, Chapter 7 page 130 - 31
Objective: Demonstrate knowledge and understanding of(hot spots) mantle plumes and plate movement.
Lesson 4: Standard: PG.IMSR.6 Resource: Modern Earth Science, Chapter 7 section 2
Objectives: Summarize the relationship between lava types and the force of volcanic eruptions.
Lesson 5: Standards: PG.IMSR.6 Resource: Modern Earth Science, Chapter 7 section 2
Objective: Identify the three main types of volcanic cones.

Lesson 6: Standards: PG.IMSR.6 Resource: Modern Earth Science, Chapter 7 section 3
Objective: Explain the differences between volcanism on earth, Mars, and on Io.