Volcanoes
Grade Level: Fifth grade
Unit Goal/Purpose Statement: The goal of this unit is to familiarize students
with volcanoes and to allow them to explore the wonder, mystery, and power of
these majestic and often destructive landforms.
Objectives:

The students will be able to define vocabulary words that are associated
with the volcano unit.

The students will be able to identify their prior knowledge they possess
regarding volcanoes and what they have learned in regards to volcanoes.
The students will be able to
The students will be able to


Explanation of this unit: This is a one week unit plan. We have created an
integrated Literacy unit that includes the following areas: reading, science, social
studies, math, art, drama, music and physical education. Also included are ideas
for multicultural and accommodations for disabled and ESL readers.
This letter will accompany students home on the first day of the week:
Greetings from the island of Malcaplan!
This week, in fifth grade, your child is living on the island of Malcaplan. I hope
that they enjoy their experience here. I have warned the students to always be
aware of the danger that does lurk on this island in the form of a volcano, Mt.
Kilarmo. Please be aware that your child will be learning about volcanoes this
week. They will be reading, conducting research, and taking part in projects to
familiarize them with volcanoes and to allow them to explore the wonder,
mystery, and power of these majestic and often destructive landforms. Please be
supportive of your students in this learning adventure. Encourage your child to
share with you each day what they have experienced on the island and what they
have learned or worked with in regards to volcanoes. Thank you for your support
in your child’s learning. Have a great week!
Sincerely,
The entire room will be decorated like a tropical island (tropical plants and trees,
exotic animals, etc.). A huge volcano will cover at least one wall in the room (it
will be made out of big sheets of colored butcher paper). The volcano not have
erupted yet. Each day something different will be happening with the volcano.
When the students first enter the room on Monday morning this message will be
written on the board: Welcome to the island of Malcaplan. This is a tropical
island, as you can see by your surroundings. I hope that you enjoy your stay on
our beautiful island. I want to warn you though, to be continually aware of the
quiet, yet dangerous monster that rises above the tree line. Always be aware of
the presence and possible activity of Mt. Kilarmo.
Reading/Language Arts:
Teacher Reading Aloud
In Teaching Children to be Literate, Manzo and Manzo state the importance of
teachers reading aloud to children at least once a day(150). In correspondence
with this unit, the teacher will read aloud each day from the book entitled The
Finches’ Fabulous Furnace (the story of a family who bought a house that had
been abandoned rather quickly because some trouble with the house). At the
beginning of the week, before the teacher begins the book, they will ask the
students to predict how this story would relate to volcanoes. The chapters are
short, so the teacher could probably read two to three chapters a day in the book
and finish within the week.
K-W-L Charts (Comprehension)
At the very beginning of the unit, students will be asked to fill out K-W-L charts in
regards to volcanoes. The charts will have columns for what the students already
know about volcanoes, what they want to learn about volcanoes, and then what
they do learn by the end of the week. Students will need to start by filling out the
first two columns. They may fill in the last column as they go through the unit or
at the end of the unit.
Motor Imaging (Vocabulary Acquisition)
In relation to what students do know about volcanoes, the teacher will ask for
words the students can think that we may use when we talk about volcanoes.
Hopefully students will come up with words like lave, eruption, smoke, etc. The
teacher will introduce any words that students have not mentioned. A list of
possible vocabulary for this unit includes words like: extinct, dormant, active,
erupt(ion), crust, mantle, magma, lava, volcanic dust, ash, and cinders. To help
the children to acquire this new vocabulary that they will need in the unit the
teacher will utilize the motor imaging strategy. The teacher will write the new
word up on the board, pronounce it, and tell the students what it means. The
students will be told that they then need to come up with an action/gesture that
shows the meaning of the word. When the teacher gives the appropriate signal to
the entire class, each student will do their own action. The teacher will watch as
students do their actions and choose the one action that the majority of students
exhibit. The teacher will then show the students the common action/gesture and
direct students to do it while saying the word. A short definition or synonym for
the word will accompany the speaking of it and the action/gesture.
Reading Lessons (Fluency)
For the actual class reading lessons that take place during this unit, the class will
be reading chapters in the book Volcano: The Eruption and Healing of Mount St.
Helens, by Patricia Lauber. The book is available in paperback, so the teacher
will have a set of enough books for small groups to share. The students will read
one chapter per day (there are five chapters) in their small groups, taking turns to
do the readings. There will be a whole class debriefing session at the end of
each group reading time where the class will discuss what they learned in the
chapter.
Accommodation for disabled, ESL/LEP Readers: The lower level students will be
placed in a separate group to work together. If there is only one of these students
the teacher will work with that student individually. The student or students in this
group will take a picture walk through the chapters of Volcano: The Eruption and
Healing of Mount St. Helens. The teacher will also make up Cloze statements for
the students to complete that correspond with the chapters being read.
Research for Writing (Higher-Order Literacy)
The teacher will have gathered non-fiction, informational books on volcanoes
(from the public and school library). Students will be informed that they will have
a writing assignment that utilizes the research that they do on volcanoes.
Students will conduct research to find facts in the same manner they have been
acquainted with from earlier in the year (putting notes on note cards). The
students will be given at least one day to go through and research in the books
supplied in the classroom. They will also be encouraged to do research outside
of reading class time (some good research may take place in science class, at
home, etc.).
My Life Near Kilarmo (Writing/Higher-Order Literacy)
Once students have gathered facts about volcanoes, they will be given a day for
working on their writing assignment. The specific assignment will be for students
to write a short story that explains a little bit about their life on the island,
especially in relation to living near Mt. Kilarmo. Students will be instructed to not
only include at least three to five facts from their research in their writing, but also
vivid descriptions of details to make their writing more interesting. To help the
students brainstorm for details to include in their writing, the teacher will make a
chart with the senses up on the overhead. Students will be able to list the
possible observations they may make of the volcano using their different senses.
Once this brainstorming session is completed the teacher will follow with another
brainstorming session that lists the specific feelings students may have living
next to a volcano (fear, excitement, etc.). Students will then be given at least one
class period to write. When students have completed the first draft of their writing
they will conduct writers’ conferences with a partner from the class. Once
revisions have been made and students have produced a final copy of their
writing, they will each have a chance to present them to the class.
Math
Parent Letter:
To whom this may concern,
Your child’s fifth grade math class will be participating in an integrated literacy
unit. This unit will combine Math and Literature together. It will also integrate
other subject areas as well. All of the students will be expected to keep a math
journal of their findings and experiences throughout the week. Please take note
of the journal writing homework. The journals are there to find out what the
students learned. It will also help to assess what is working and what needs to be
worked on or changed. Thank you for your cooperation. Please feel free to
contact me if there are any questions or concerns.
Sincerely,
Subject Area: Math/Literacy integration
Lesson Title: Comparing Volcano’s
Grade Level: 5
Lesson Length: 60 – 65 minutes
Goal/Purpose Statement:
The goal of this activity is to have students identify and locate different volcanoes
on a map. Once the students locate various volcanoes they will be asked to write
down their findings. The students will then graph their results on a graph and
explain their findings in a journal.
Objectives:
1. The students will identify and list various volcanoes that they find
on a map.
2. The students will chart their results on a graph to have a visual of
the different heights of various volcanoes.
3. The students will journal about their findings and about where they
found their sources.
4. The students will have an opportunity to use the Internet to
research the altitudes of various volcanoes.
Materials and Resources: A world map or globe, paper, writing utensils,
computer with Internet access, graph paper, resource book on volcanoes
Assessment Plan: The students will be assess by the instructor reviewing the
students graphing results, list of volcanoes found and their approximate altitudes,
and their journal response to the activity.
Anticipatory Set:
The students will be introduced to the activity by discussing what they already
know about the topic of volcanoes. We will then move into talking about the
different altitudes of various volcanoes around the world. The students will be
shown a graph. On the graph the students will plot the altitude information that
they found by doing the activity.
Time: 10 minutes
Input:
The students will be given the instructions in the form of lecture. They will be
expected to use a globe, maps of the world, and or the Internet to find various
volcanoes around the world. They will need to find the altitudes of five volcanoes
and at least one interesting fact about each volcano. The students will then need
to plot the volcanoes on a graph so that they will have a visual of the different
heights of the volcanoes that they found, from shortest to tallest. Finally the
students will journal about their findings. They will explain how they got their
information, whether their fact was interesting and why or why not, and finally if
they learned anything new or exciting by doing the activity.
Time: 10 minutes
Modeling:
The teacher will present a finished product to the class. The students will see
what an acceptable finished product looks like. The instructor will also go over
his/her findings so that the students get a good idea of what is expected from the
assignment. The students will also have an opportunity to ask questions of
desired.
Time: 5-10 minutes
Check for Understanding:
The instructor will check the groups work while they are looking up information.
The instructor will also make sure that the students are staying on task and
understand the material.
Time: 25 minutes
Guides Practice:
The students will work in their assigned groups to complete the assigned task.
They will have opportunities to ask questions between group members and to the
teacher.
Time: 25 minutes (this time frame is combined with the check for understanding
category)
Closure and Independent Practice:
The students and the instructor will go over the assignment together. One person
from each group will need to contribute to the class about something that they
found that was interesting. For independent practice the students will need to
write their journal about the assignment. The students need to hand in this
assignment the following morning. The journal should be at least one half page in
length.
Time: 10 minutes
Subject Area: Math/Literacy integration
Lesson Title: Estimation of distances
Grade Level: 5
Lesson Length: 2 days, approximately 45 – 60 minutes set aside for each day
Goal/Purpose Statement: The goal of this activity is to have the students become
familiar with estimation of distances. This activity will also give the students an
idea of how far these distances really are from one another.
Objectives:
1. To introduce the students to estimation
2. Go on a mile walk so that the students will have an opportunity to
experience how far a mile really is.
3. Use a map and scale to estimate the distances across the bases of
various volcanoes.
4. The students will journal about their experiences with the activity.
Materials: The students will need appropriate foot ware and clothing for the walk
experience, maps with a scale for the estimation activity, an overhead projector
to present estimation to the students, paper and pencil or a pen to write with. If
there are students who will have difficulty with the one-mile walk,
accommodations will need to be made in order for those particular individuals to
participate.
Assessment Plan: The students will be assessed by their journal writings and
class work activity. They will also be assessed by their participation on the group
walk.
Anticipatory Set:
To prepare the students for this activity the teacher will ask the students what
they know about the topic of estimation. The students will also be introduced to
the walk activity. If any accommodations need to be made to complete this part
of the activity they need to be dealt with accordingly depending on each
particular circumstance. The students will also be informed about the journal
activity that will accompany the estimation activity.
Time: 10 minutes
Input:
The students will be introduced to the distance scale on a map. Every student will
be looking at a copy of the same map. They will be asked to estimate
approximate distances between certain points on the map. Next the students will
be directed to the area on the map where the volcanoes are located. The
students will be asked to approximate distances from one end of the volcano to
the other. They will also be able to use the scale to find distances between other
objects on the map. The students can use a ruler or straight edge to approximate
the distances for accuracy.
Time: 15 minutes
Modeling:
The students will participate with the instructor and the class in order to fully
understand how to use a map scale. The teacher will identify numerous
examples with the class. The students will need to use a ruler or other straight
object in order to estimate accurately the distances between certain points on the
map.
Time: 20 minutes
Check for Understanding:
The instructor will check for understanding by observing how the students react
to the new information. The instructor will check the student’s work by walking
around the classroom and asking questions of the students in order to check for
understanding. The students will begin building an understanding of how far
distances are apart on a map. (This part of the activity may need to be completed
on the second day in order to complete the assignment.)
Time: 20
Guided Practice:
Now that the students are more familiar with the concepts of estimation of
distances everyone will participate in a one-mile group walk. The students will
estimate how far a mile is before the walk begins. Once the group has thought
out a number of distances everyone will precede on the walk. After the walk the
students are to return quietly to the classroom for a discussion of the experience.
Time: 30 minutes
Closure and Independent Practice:
The students will now have a couple of minutes to discuss their findings with the
class about if their estimations were correct. They will also have an opportunity to
work on their estimation of distance activity. This can be completed in class with
a partner if desired. For homework the students will be assigned journal writing
about their experience. They will write about if their estimation was close on the
mile walk, what they learned about estimation, and where they think they might
be able to use estimation in real life.
Time: 20 minutes
Subject Area: Math/Literacy Integration
Lesson Title: Creating a Flowchart, working with shapes
Grade Level: 5
Lesson Length: 1 – 2 class periods (45 – 60 minutes each)
Goal/Purpose Statement:
The goal of this lesson is to have students become familiar with a flowchart. A
flowchart creates step by step instructions that are easy to follow because they
are divided up by various shapes. Each symbol indicates a specific instruction.
Objectives:
1. The students will become familiar with how to use a flowchart.
2. The students will identify different shapes and learn their meaning.
3. The students will make a flowchart, which gives specific instructions
on how to construct a volcano, active or non-active.
4. The students will write a journal explaining whether or not they think
that this method of teaching is effective.
Materials and Resources:
Paper, note cards or tag board, scotch tape, rulers, scissors, Internet or other
resource materials that talk about and describe volcanoes.
Assessment Plan:
The students will be assessed by their ability to produce and use a flow chart.
Anticipatory Set:
The students will be asked if they know what a flow chart is. They will then be
given a brief overview of what a flow chart is and how to use one. They will be
introduced to the various shapes that are used to make a flowchart: an oval,
rectangle, diamond, and the direction of the arrows on the flow chart. Students
will also be divided into groups of two or three persons to complete the task.
Time: 10 minutes
Input:
The teacher will explain that a flow chart is useful in developing and interpreting
clear and complete instructions. The skills that are gained by using a flow chart
are helpful in clarifying communications. The students will be put into groups to
work on a flowchart so that they can design a flow chart that explains how to
build a volcano. Not everyone’s flow chart will be identical. A flow chart may also
help students who have difficulty understanding instructions. This is because
shapes, which give certain instructions, divide up the directions on a flow chart.
Time: 10 – 20 minutes
Modeling:
The teacher will show the students what a completed flow chart looks like. The
teacher will also go over what the different symbols stand for. The teacher will
construct a basic flow chart with the students during the class period. The
teacher will also show the students how to make a template for drawing the flow
chart symbols. The students can cut out their shapes out on tag board or the
students can purchase commercial plastic templates.
Time: 30 - 40 minutes
Check for Understanding and Guided Practice:
The instructor will check to see that the students are using the appropriate
resources to construct their flow charts. The students will be looking up the
information needed to create a flow chart on the Internet or in resource books.
Time: 30 – 40 Minutes
Closure and Independent Practice:
The students will present their flow charts to the class so that everyone has an
opportunity to observe everyone’s projects. The students and the teacher will be
able to comment on the student’s work. For homework the students will wrote a
journal about their experience. They will need to talk about their research,
sources, teamwork of the group members, and anything that they learned about
the project and flow-charting.
Time: 30 minutes
Subject Area: Math/Literacy Integration
Lesson Title: The Traveler (game)
Grade Level: 5
Lesson Length: 1 – 2 Class Periods
Goal/Purpose Statement:
The goal of this lesson is to get the students familiar with different cities around
the world. The lesson will also get students acquainted with the metric system.
The students will also need to use problem-solving skills while playing the game.
Objectives:
1. The students will play a game that familiarizes them with different
cities around the world that have volcanoes.
2. The students will use the metric system to play this game.
3. The student who visits the most cities and in an area wins the
game.
4. The students are only allowed to take fifteen turns each per game.
5. The students will write a journal about their experience with the
game.
Materials and Resources:
1 large piece of paper for each group to draw a map, 1 metric ruler per group, 1
die per group, 2 or 3 students per group.
Assessment Plan: The students will be assessed by how well they play together
in their groups. They will also be assessed on their journal writings and their
creativity with their maps.
Anticipatory Set:
The students will be introduced to the game. First the students will be given
directions on how to play the game.
Time: 10 minutes
Input:
Each group of 2 or 3 people will be given a piece of paper to draw a map on. The
groups must draw a part of the Earth’s surface where there are numerous
volcanoes. The groups will be given one metric ruler and a die. Each student will
need to start from the western most side of the map. Each player must also start
from a different city. The object of the game is to visit as many cities as possible
on the way to the East Coast. The players must take turns rolling the die and
drawing lines. The number in the die indicates how many centimeters the player
can travel on that turn. On each turn, the player measures and draws a straight
line from the point where she or he landed on the last turn, to the new city that is
as many centimeters away as the number on the die. The player must land within
the ring around the city, which is approximately two centimeters in diameter. If no
city is within proper range the player looses a turn. Optional rules may also be
added if necessary or desired.
Time: 15 minutes
Modeling:
The teacher will describe and show the students what a finished map looks like.
The teacher will point out the features of the map that are needed to play the
game.
Time: 10 minutes
Check for Understanding:
The teacher will observe the groups working on their maps. The teacher will
make sure that all of the appropriate elements are included in the map.
Time: 30 - 40 minutes
Guided Practice:
The students will be allowed to play in-groups with their map game.
Time: 30 minutes
Closure and Independent Practice:
The students will now briefly discuss their experience with class. The students
will write in their journal about their experience making and playing the map and
volcano game.
Time: 10 minutes
Social Studies
Day 1
Objective: To have the students learn what is volcanoes.
Have the students learn why do volcanoes erupt.
Have the students learn where volcanoes erupt.
Subject: Social Studies
Grade: 5th
Materials: None
Procedures:
1. Discuss what volcanoes is.
o
Volcanoes are one of the most powerful
and destructive forces on earth.
1. Why do volcanoes erupt?
o
o
o
o
Deep within Earth, it is so hot that the
rocks slowly melt and become a thick
flowing substance called magma.
Because the magma is lighter than the
solid rock, magma rises and collects in
magma chambers.
In time, some of the magma pushes
through vents and fissures in the Earth’s
surface.
A volcanic eruption occurs.
o
The magma that has erupted is called
lava.
1. Where do volcanoes erupt?
o
o
o
o
o
o
Volcanoes occur because the Earth’s
crust is broken into plates that resemble
a jigsaw puzzle.
These rigid plates float on a softer layer
of rock in the Earth’s mantle.
As the plates move, they push together
or pull apart.
Some of the rock on the overlying plate
melts and forms magma.
Some volcanoes occur n the middle of
the plates, these are called hotspots.
This is were the eruption happen.
Day 2
Objective: To have the students learn what is volcanoes.
To have the students make their own volcanoes.
Subject: Social Studies
Grade: 5th
Materials:
Worksheet
Markers / Crayons
Scissors
Glue / Tape
Procedures:
1. Go over what the class learned
yesterday.
2. Let the students color their volcano.
3. Explain to the students how to cut.
4. After they finish cutting, have them glue
their volcano.
Day 3
Objective: To have the students learn what is volcanoes.
To have the students learn where volcanoes are located around the world
Subject: Social Studies
Grade: 5th
Materials:
Worksheet of the maps
Procedures:
1. Discuss what the class have learn and
what they know about volcanoes.
2. Pass out the maps and discuss about
the maps
3. Have the students work together to
locate where the major volcanoes are.
Day 4
Objective: To have the students learn what is volcanoes.
To have the students learn to use the internet and computers.
To have the students to be able to do some research on their own.
To have students find
information and report on
a volcano, that has
erupted in the last 100
years.
Subject: Social Studies
Grade: 5th
Materials: Computer w/ internet
Procedures:
1. Review what the class learn yesterday. This is a good way to check
for understanding.
2. Explain today’s lesson is researching on volcanoes on the internet
and tomorrow each students will give a little presentation on the
volcanoes they have research on.
3. Have the students pick a volcano they to research on.
a. Type of volcano
b. Geographic location
c. Name, distance, and population of nearest major city
d. Date of most recent eruption and date of most destructive
eruption
e. Other events associated with the last eruption (earthquakes,
floods, mudslides, etc)
4. Let the students research for the rest of the day.
Day 5
Objective: To have the students learn what is volcanoes.
Have students present
each of their own
volcanoes, this will help
the students to learn for
other students.
Students that are teaching
their own research is also
learning more.
Subject: Social Studies
Grade: 5th
Materials: None
Procedures:
1. Have the students present what they
have found on the internet.
2. At the end, have a discussion on what
they have learn about volcanoes.
Science
Objective of Unit: For students to comprehend how a volcano is formed, what it
consists of, and how it erupts.
Materials: Classroom text book, Stories in Stone. LHS GEMS Univ. of Cal. at
Berkeley Grade Level 4-9. Kerrod, Robin, All About Volcanoes. Grade Level 4-7.
What ever supplies are needed to make volcano and lava.
Monday:
Objective: For the teacher to grasp an idea of the students previous knowledge
of volcanoes.
Materials: None necessary
Lesson: Students are to make a creative story on information they already
know about volcanoes. It can be fictional or non-fictional there are
no limitations. If the student does not have any previous
knowledge they will be provided the opportunity to research some
simple information.
Integration: This lesson may be integrated during language arts the time during
science can be an additional time period for students to write or
research.
Assessment: The students will read their creative stories aloud the next day.
Tuesday:
Objective: To allow the students to hear other ideas that students may have on
volcanoes other than their own.
Materials: None needed
Lesson: Students will present their stories to the class.
Wednesday:
Objective: Students are to comprehend the idea of what a volcano is made of,
how it is made, and what lava consists of.
Materials: Science text book and Stories in Stone. Igneous rocks.
Lesson: For an anticipatory set pass around an igneous rock and let the
students experience it for themselves before they are given an
explanation of what it is. Once this is accomplished go to the books
provided in the materials section and circle read, partner read, and
popcorn read the sections that you feel necessary for the students to
comprehend the information you want them to learn.
Thursday:
Objective: The students are to construct their own volcano with directions
provided by the instructor.
Materials: A materials list will be sent home with the student on Monday so
the parents have ample time to get the materials that the student will
need. Materials consist of plaster, wire mesh, plastic bottles.
Lesson: First students must cut the bottle in half and use the end that is
tapered for the mouth of the volcano. Then they take wire mesh and
make a foundation for the mountain around the bottle. Finally they
put plaster on the wire mesh to form a volcano.
Friday:
Objective: For the students to witness their very own volcano eruption and
journal lava flow.
Materials: Instructor is to provide balloons, vinegar, baking soda, and food
coloring.
Lesson: If students want they can use a balloon but, the experiment can be
done with out one. First the student is to place vinegar in the
volcano with food coloring if they so choose (red preferred). Then
they are to drop in two table spoons of baking soda and quickly put
balloon on top of volcano. Gas produced will make balloon inflate
and blow up followed quickly by lava flow. The students are to
document the direction of the lava flow and make a hypotheses on
why it did so.
Assessment: Students volcano was a success and that they documented the
lava
flow in their science journal.
Art/Drama/Music/Physical Education
Our class will have art, music, drama, and physical education once a week with
Friday being a revolving schedule of one of the four classes for 3 weeks, then
switching to another class.
Monday- Physical Education 50 min 5th grade Volcano’s
Volcano Tag
o
o
The students will be able to comprehend the differences between
the different aspects of the volcano game.
The students will also be able to observe how powerful a volcano
can be if there is an abundance of it.
We are going to play a tag game in which members of the class are lava
creatures, some students are fire people and the rest of the class is first aid
people. We will need three different colored pennies for this lesson. 10 Red,
Green and yellow pennies and a large cone will be sufficient. We start the game
off where the fire people are trying to say the classmates who have been touched
by a lava creature. When a classmate is touched, a first aid person has to crawl
under their legs to save them and then the student is back in the game. If the fire
people reach the lave creatures cone then the game has ended in victory for the
fire people and the first aid people. Then we switch roles and start the game all
over again, adding different rules the class comes up with during the activity. The
students should start to get an idea of how power lava can be in a fun and
challenging way. The students will be introduced to volcanoes and lave
throughout this week. A student that is disabled or is unable to run well enough to
participate will be designated to keep watch of the flag throughout the game.
Tuesday- Art 50 min 5th grade Volcano’s
Making a Volcano
o
The students will be able to understand how to make a volcano and
how a volcano actually works.
o
The students will be able to have the knowledge about what
volcanoes can do to the environment while doing their volcano
project.
On this day the students have had a full day’s worth of talking and looking at
volcanoes, so we are going to make our own active volcano. We will need paper
cups, vinegar, baking soda, construction paper, cardboard, newspaper, an
assortment of paints red food coloring, paint brushes, and glue. First, we take
apiece of cardboard and glue the paper cup to it in the middle. Then, we take
some construction paper and wrap it around the cup to make it look like a
mountain with a hole in the top that looks like a volcano. Then, we cut the
newspaper into small strips and brush some glue/water mixture on the
newspaper and stick it to the construction paper to form a hard base. Nest we
color the mountain any color we want (brown and green preferably). Next, we
take a 1 tablespoon of baking soda and put it into the cup. Then, we will take 4
tablespoons of vinegar and mix it with a few drops of food coloring to make the
redness of lava. Then, we take the vinegar and pour it into the cup with the
baking soda, and BOOM, and eruption occurs because of the chemicals mixing
together. Finally, the mixture reaches the top of the volcano and spews over the
top creating a slide of lava down the mountain. We will have to finish the project
on Friday during our art time because the glue and the paper will not have dried
by the time class is over. The students will get to see how to make a volcano at
home with the help of their parents, with everyday home products. The students
should try to think about how to slow down the lava flow on their mountain by
placing objects in its’ path. Things such as rocks, trees, and valleys. Before the
project even starts we can have the students look a video clip of volcanoes
erupting and then they can see first hand what the experiment should look like.
Note: Only the teacher or a teacher’s assistant should handle the vinegar and the
baking soda.
Wednesday- Music 50 min 5th grade Volcanoes
Making poems and setting to music
o
o
The students will be using vocabulary words to make a song about
volcano’s.
The students will be able to set certain words to music and have a
good time with the classmates.
Today, we will be going over some key words that the students have been
learning all week. Words like: eruption, powerful, lava, hot, molten, volcano,
destruction, nature, trees, and gases. We will then try to make little poems and
put these poems to music for a sing along session and the end of classtime. I will
share the one that I have made up for the student sot model when they are
thinking of what to write and what the format should look like. Volcanoes are
really bad. They destroy the house that you once had. Hot molten lava will come
from them. Don’t try to stop it, just run from them. Lava takes down all of the
trees. Our house, our cars, even you and me. So, if you want to live and grow to
be old. Don’t stop and watch just remember what you’ve been told. The students
will laugh at the poem, but now they have something to base their own poem and
music on. The students can work in groups of two or three and then can perform
their lyrics in front of the class at the end. The student will have to think about
what they want to say, and what their music is going to be. We will need some
noise makers for the students to use, and some paper to write down their poems.
For the students that can not write well or think real clearly, that is why we put
them in groups of two or three, that way if they do not write or think of the poem
they can a least play a noise maker or play something for the class to show that
they participated in the lesson.
Thursday- Drama 50min 5th grade Volcanoes
Drawing and acting out a scene
o
o
The students will be able to make their own part of a play to
perform in front of the class.
The student swill be able to organize there part of the play to be
able to draw a scene for the class.
In this lesson student will get the opportunity to draw a scene from a volcano site
and make up their own scene. Each group of 5-6 students will have a particular
scene to demonstrate to the class that should be around 5 minutes long. We will
need a large roll of paper, markers, and some props that the students will provide
throughout the week from home. The students will know who is in their group
before hand so they can think up ways to do this particular scene. We will have 4
scenes to choose from. Before the eruption takes place, during the eruption,
caught in the middle of the eruption, and the aftermath of the volcano. Each
group will draw what they interpret the scene to be. Trees, houses, rocks, and
nature things with the volcano in the picture. Each group will then have 30
minutes to write and get dressed for the mini-performances. I will be sending a
letter home on Monday telling the parents telling them what we as a class will be
doing throughout the week, so that their child can participate in every lesson
dealing with volcanoes.
Friday- Art 50 min 5th grade Volcanoes
The Eruption is here
Finally, the student will get to see what their own volcano will look like when it
erupts with the baking soda, food coloring and vinegar. Each student will come in
front of the class and put their volcano that they made on Tuesday on a table.
Then each student will put the baking soda in their volcano and then mix it with
the vinegar to see what happens. Each students volcano will be different,
because of the height of their project and mixture of the solution. This lesson will
be a meaningful thing to end the week’s lessons on, because they worked really
hard on their projects and now get to see what really happens to an erupting
volcano.
Bibliography
Lauber, Patricia. (1986). Volcano: The eruption and healing of mount st. helens.
New York: Bradbury.
Manzo, A. V., & Manzo, U. C. (1995). Teaching children to be literate: A reflective
approach. Fort Worth, TX: Harcourt Brace.
Online. www.scholastic.com
Online. www.lessonplanz.com
Online. www.lessonplanspage.com
Online. www.atozteacherstuff.com
Teacher’s book: A resource for planning and teaching. Invitations to literacy
(level 5): Catastrophe! (1997). Boston, MA: Houghton Mifflin.
"Spaces." Solving Problems of Access to Careers in Engineering and Science.
(1982). Berkeley, California: Dale Seymour Publications.
Students acquiring english handbook: Lessons for daily language development.
Invitations to literacy (level 5): Catastrophe! (1997). Boston, MA: Houghton
Mifflin.