VOLCANOES – COMPLETE THESE OBJECTIVES:
E3.4 Earthquakes and Volcanoes
Plate motions result in potentially catastrophic events (earthquakes, volcanoes, tsunamis, mass wasting) that affect
humanity. The intensity of volcanic eruptions is controlled by the chemistry and properties of the magma. Earthquakes
are the result of abrupt movements of the Earth. They generate energy in the form of body and surface waves.
E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries.
E3.4B Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C Describe the effects of earthquakes and volcanic eruptions on humans.
Put your books and workbooks away, you won’t need them for this unit
2-3 Feb 2015 No School – snow day (3rd most snow on record in this area since the 1880’s)
4 FEB: Mr. C will be absent for a day of learning about NGSS at the Detroit Zoo. Mrs.
Alles will teach today.
Log: “3 Kinds of Volcanoes” on the front of your volcano packet. Be sure to add the name “stratovolcano” to
the correct volcano! (5 minutes)
Classwork, Part 1: Discuss log answers and which type of volcano is also called a “stratovolcano”. (2
minutes). Obtain “Volcano” packet (e.e.) and put page numbers in the packet on the bottom RHS of the
packet, also put your name and other info on it!!!
Classwork, Part 2 (moved from 5 Feb): Read “Top 5 Ways a Volcano Can Kill You” on pages 6-7 of the
packet. Use the space in the margins to note impact on the 4 spheres and on humans. Decide which “way” is
the worst (due Friday – 15-20 minutes)
Classwork/Homework: Read pages 2-3 of the packet (Krakatoa – 20-25 minutes). Complete the following
activities:
1. take notes in the margin and/or highlight the “good stuff”
2. underline the vocab words in the article
3. In your notes section, indicate what effects the volcano had on humans
4. In your notes section, create 3 good questions about the article (“big idea” questions) – use the log
section of your binder – due tomorrow.
Vocab: Volcano, magma, lava, pyroclastic flow, shield volcano, composite volcano (stratovolcano), cinder
cone, caldera.
5 Feb 2015 Log: Discuss the Krakatoa Article/notes. Quiz each other with your 3 questions about Krakatoa.
Classwork, part 1 (moved from 4 Feb): Watch Bill Nye “Volcanoes” video, questions are on the back of the
Bill Nye “Earthquakes” video (e.e.). Go over the answers at the end of the video.
Due: Krakatoa Article/notes from yesterday
Vocab: What we decide from the Krakatoa article._________________________________________
Classwork/Homework to be completed by 18 Feb: Volcanoes Computer Lab
Assignment on pages 4-5 of your packet.
6 Feb 2013 PLC Day. Meet in Lab 3, room 227
Classwork: Complete “Supervolcano” on pages 10-11 of your packet. (due Monday). Use the Wayback
Machine to get to it: https://archive.org/web/ When you get to the Wayback Machine, enter this URL in the
Wayback search box: http://dsc.discovery.com/convergence/supervolcano/interactive/interactive.html The
original link is broken due to our internet policy and some page rearranging that went on at the Discovery
Channel, but if you enter it at the Wayback Machine, you can go to November of 2012, click on the 18th, and
get right to it!
Due: “Top 5 Ways a Volcano Can Kill You”
Vocab: Supervolcano, pyroclastic flow, tsunami, lahar, landslide, gas.
Homework: “Crater?Caldera?” on page 8 of the packet for Monday
9 Feb Log: Groups of 4, go over your answers to “Crater?Caldera?” and the answer key for “Supervolcano”
Classwork: Begin to read “Dangerous Beauty” and answer questions on pages 20-21 of the packet)
Homework: Look ahead and work on something, or work on pages 4-5 of your packet!
Due: “Crater?Caldera?”
Vocab: Supervolcano, crater, caldera, superplumes, continental plume (we now know of at least 60 of these,
but Yellowstone appears to be BY FAR the largest).
10 Feb: Meet in Lab 1, Room 310
Classwork: Work alone or in small groups that I assign to complete “How Big are Volcanic Explosions?” on
page 23 of your packet. Note, question #9 is NOT crossed out, but number 8 is crossed out. (due tomorrow)
For questions #2 and #4, you should already have some idea of the difference in explosivity of
subduction zone quakes like Mt. St. Helens and hot spot quakes like Kilauea. Look at where they are
in the world and on the chart and you should be able to predict what they type they will be.
Classwork/Homework: “Some Go ‘Pop,’ Some Do Not” pages 15-18 of packet – due 13 Feb.
Vocab: cataclysmic, paroxysmal, Ma, colossal
11 Feb Log: Color “Volcanoes in the United States” on page 19 of the packet and answer the questions – in small
groups, 8-10 min max, the rest is homework.
Classwork: Discuss log. Discuss “How Big are Volcanic Explosions?” as needed. Watch 23 minute
“Volcano”video – page 12 of packet – “Volcano” from the science collection
Homework: “How do the profiles of different volcanoes vary?” – page 14 of the packet - due tomorrow
Due: “How Big are Volcanic Explosions?”
Vocab: Brimstone, fissure, pyro, clast, pyroclastic flow, also look at a level and learn how it works. Mr. C
guides a look at the entire packet and upcoming due dates, and we will add most of this vocab to “Top 5 Ways
a Volcano Can Kill You” as we discuss it for a minute.
12 Feb Many students absent for a Shop and Drafting Assembly from 8:10am to 9:20 am
Log: In groups of 4, go over “How do the profiles of different volcanoes vary?”
Classwork: Finish reading “Dangerous Beauty” and answer questions on pages 20-21 of the packet (Due on
19 Feb). Make sure that students know their answers to 10 & 23 for VEI are incorrect – show image of Crater
Lake and discuss this issue.
Homework: Read “Volcanic Explosivity” and answer the questions for tomorrow (e.e – is not in packet!).
Due: “How do the profiles of different volcanoes vary?”
13 Feb: Play “Volcanoes song” from YouTube (in videos folder on my hard drive)
Log: In your groups of 4, discuss the results of “Some Go ‘Pop,’ Some Do Not”
while I give credit for the work, also DEFINE viscosity in your notes. Discuss
“Volcanic Explosivity” from last night.
Classwork: Discuss log as needed. Use the data chart below to log info about
volcanic explosivity and its relationship to the viscosity, temp, and dissolved
gases in magma, with special attention to SiO2. Make concept map for rock
types and include felsic and mafic igneous rocks. Use this USGS info to talk
about 1. Hawaii lava flow: http://hvo.wr.usgs.gov/maps/ Lava image for right now on 2. Hawaii:
http://hvo.wr.usgs.gov/maps/uploads/image-177.jpg
3. Tallest mountains are Mauna Loa and Mauna Kea: http://geology.com/records/highest-mountain-in-theworld.shtml
VIEW the following data chart to determine which rocks have the lowest and highest amounts of Silica (Si) in them
and start to relate it to the continental crust vs. oceanic crust (we’ll complete the chart together).
Note 1: Andesite is named after the Andes Mountains that are found on continental crust in South America (Info
taken from http://www.geology.sdsu.edu/how_volcanoes_work/Controls.html )
Note 2: The three main controlling factors on explosivity -- viscosity, temperature, and the amount of
dissolved gases in the magma.
MOST COMMON
SiO2
VOLCANIC LOCATION OF THIS ROCK
MAGMA TYPE
CONTENT
ROCK TYPE (OCEAN OR
CONTINENT)
~50%
Mafic
~60%
Intermediate Andesite
~65%
Felsic (low Si) Dacite
~70%
Felsic (high Si) Rhyolite
COMMENTS on relative explosivity
of this type of volcano.
What is SiO2 called? __________
_________ or _____________
Basalt
Due: “Some Go ‘Pop,’ Some Do Not”
Vocab: Silica content, shield volcano, mafic, felsic, viscosity, extrusive, intrusive. Also, in a sense, viscosity
is the inverse of fluidity – another new vocab word.
Homework: “Reinforcing Key Concepts” on page 22 of the packet (due tomorrow) and “Label the Volcano”
on page 13 of the packet (due “tomorrow”)
13 FEB HOMEWORK REMINDER: “VOLCANOES COMPUTER LAB ASSIGNMENT” THAT WAS
ASSIGNED ON 3 FEB IS DUE NEXT WED. (pages 4-5 in the packet)
Review of Volcanic Explosivity – helps with pages 4-5 of the packet: Build a volcano at one or all of these
sites and be prepared to explain what silica content and water vapor (plus other gases) have to do with lava
viscosity and volcanic explosivity:
A. Go to our book (http://www.classzone.com/), chapter 8, “simulations”, “create a volcanic eruption” be
careful to only click on the link once, since it disappears behind your browser on the 2nd click.
B. Simple, easy to use site: http://ete.cet.edu/gcc/?/volcanoes_types/
C. The best one, by far, but fairly complex: http://www.alaskamuseum.org/education/volcano
14-17 Feb – Mid-Winter Break. (Teachers are in school on 17 Feb for PD.)
18 Feb: Log: “Volcanic Eruptions” on page 9 of the packet
Classwork: Discuss log. Also discuss “Reinforcing Key Concepts” which was yesterday’s homework.
Due: “Label the Volcano”, “Reinforcing Key Concepts”. Volcanoes Computer Lab Assignment is due
(Assigned on 3 Feb)
Homework: The last page of the packet - due tomorrow
Vocab: Crater, side vent, ash cloud, magma chamber, crust, lava, conduit
19-20 Feb – No School – Cold Days
23 Feb (was 3 Feb): MEET IN LAB 3, Room 227
Classwork, part 1: Finish “Exploring Google Earth” (e.e.), on the back of “Earthquake Activity” from last
week.
Classwork, Part 2: In your test/quiz section, answer “Earthquakes Review” ppt, questions in my outbox.
(will also be posted on my website). I need to add questions for Volcanoes.
Homework: Finish your Earthquake Review ppt, go over the “Plate Tectonics Test” questions I will use again
(question numbers: 2, 5-8, 11-12, 21-23), as well as those used again from “Earthquakes Quiz #1” (#31, 33,
34, 37, 38, 40)
24 Feb: Classwork: Tie up loose ends, discuss info from yesterday as needed.
Due: Last page of the packet, “Dangerous Beauty” article questions. (and we are done!)
Classwork, part 1: POSTPONED FROM 2-3 Feb due to snow days: Peer editing of the “Exit poll” summaries
that you wrote about P and S waves on 29-30 Jan. Items to look for/what to do:
1. Check these items off as you edit your partner’s paper.
2. Highlight any items missing from the summary (don’t highlight the “Add today” the ones at end of the list)
□ earthquake
□ stress
□ body waves
□ refraction
□ s-p lag time = p wave arrival time
□ seismometer
□ speed of S waves
□ energy vs. direction of wave (parallel or
□ speed of P waves
perpendicular)
□ transverse/longitudinal
□ __________________________________
□ transverse drawing
□ Add today: surface waves
□ longitudinal drawing
□ Add today: most damaging
□ can only go through solids
□ Add today: similar to water waves
□ can go through solids and liquids
□ Add today: slowest waves
Classwork, part 2: Add a paragraph for surface waves
Classwork/Homework: On a fresh sheet of paper, make and prepare to share 3 story problems that will fill in a
blank 3-line, 4-column data chart like the chart on “Shake and Quake” – make the blank data chart, too. (Due
Fri, 20 Feb, put answers on back of your sheet of paper, or where they can’t be seen by students viewing the
questions, the paper itself goes with “Shake and Quake in the e.e. section of your binder). Don’t forget, the
equation is d = r x t, with “d” being the epicenter distance, “r” is the P wave speed (typically 5 km/sec) and “t”
is the S-P lag time, which can be determined in several ways (most commonly, you just double the time it
took the P waves to get to your spot).
25 Feb (was 2 Feb) Log: While I give you credit for your “Shake-and-Quake-style” story problems from 19 Feb,
use them in your groups to quiz each other. Swap the papers so that each person has somebody else’s paper,
then make a data chart and then answer the questions on a sheet of your own paper, indicating whose data
chart you have copied/questions you have answered. Discuss the results. Help each other as needed!
Classwork: Discuss log. Review – show videos 1-4 in my “videos” subfolder in volcanoes folder – discuss
lahar, pyroclastic flow, volcano types.
Due: “Shake-and-Quake-style” story problems from 19 Feb.
Homework: Continue Test Review – Bring your Workbook and Text book to class today! Complete the
following questions from the book and elsewhere. This work is for today and Friday, since many students
will be absent on Friday for band performance.:
 Check over the packet to see if you have any questions for me.
 Go over the Plate Tect Test and E-quake Quiz ques listed on 23rd of Feb plans.
 Co over the Ch. 6 and 7 RSG’s, Plus 8.2 RSG (all should already be done)
 Complete RSG 7.3, play attention to question II.5 on page 50 of the RSG.
 Complete RSG 8.1 and 8.3
 Make sure you can do these probs out of the book (not to be collected):
o P. 217 (all),
o P. 225 - #3-5,
o p. 234 - #4 and #6 (if you did a good job on your P and S wave paragraphs, you already answered
#4).
o Make sure you can do the problems on page 235, and that you know the shaking goes up by 10, but
the energy goes up by 32 for each jump on the Richter and Moment magnitude scale,
o P. 243 - #3 and #5 (both relate to the Great California Shake Out),
o P. 260 - #1 and 4 (Don’t worry about 2 and 3, those aren’t part of our objective)
o P. 269 - #1-5 (remember, you should already know most of this and not need to write it down, just
read the questions so you know what types of things I can ask.)
TEST on volcanoes, earthquakes,
o P. 273 – what is the name we give to mudflows?
o P. 276 – “Check your reading” question – read the page
and plate tectonics is on 3 Mar!!
o P. 278 - #3, 5, 6
o P. 283 - # 4, 7, 8 (the other ones should be mighty simple for you)
26 Feb: Log: What is the relationship between continental and oceanic crust, silica content, and the typical locations
of shield and composite volcanoes?
Classwork: Finish yesterday’s videos as needed. Watch 3 min video – “What Are The Odds of A
Supervolcano Explosion?” Also Watch the minute or so of the “Thin Lava Video” and explain where such a
video might have been made and what sort of silica content and gases would be present in such a volcano.
Finish Test Review – Bring your Workbook and Text book to class today!
27 Feb: Logs: 1. EXPLAIN the relationship of silica content to explosivity of volcanoes. Also, decide whether
granitic crust or basaltic crust will have more silica in it and EXPLAIN your reasoning.
2. What would it take to get a lahar on a dry composite volcano like Krakatoa?
3. What’s another name for a stratovolcano?
Classwork: “Volcanoes Jeopardy” review for test
2 Mar: Classwork: “How the Earth was Made” – Part 2, with discussion – end at roughly 45 minute mark link:
http://documentaries-plus.blogspot.com/2011/02/how-earth-was-made.html
Homework: Study for the test that we have tomorrow!
Vocab/details: Rift, volcanism, banded iron formations (BIF – like northern Michigan). Rodinia (1.0 Ga =
1.0 bya), snowball earth (700 Ma = 700 mya or .7 Ga ago – it ended 630 Ma ago when Rodinia broke apart).
Cambrian explosion of life, ozone layer as UV shield 400 Ma ago, removal of iron from the oceans – oceans
turn blue, removal of CO2 from the atmosphere – replaced by oxygen – sky turns blue, formation of an oxygen
atmosphere, coprolite
3 Mar: Classwork: Test on Earthquakes and Volcanoes, plus some repeat questions from Plate Tectonics.
Classwork/homework: Begin Geologic Time – be sure to bring your textbook and workbook.
OLD PLANS
23 Jan 2013 Classwork: “How the Earth was Made” – Part 3, with discussion – and
PowerPoint presentation.
Vocab: Stromatolite, protoplanet, cataclysm
http://www.sandatlas.org/rock-types/ - use it to redirect kids who ask me things like "which type of rock is
this cool one I found?"
Mar 2015: Log:
Classwork:
Due:
Homework:
Vocab:
Classwork: Watch the movie “Dante’s Peak” in class, answer related questions and discuss errors and
misconceptions in movie. Use laptops to access the materials on misconceptions and accuracies (in my
outbox). Take “test” on Dante’s material (not for credit, just to check for understanding prior to test).
Classwork: Discuss pre-video ques, related objectives. Watch “Heavy Metals” video (my copy) and answer
video questions (e.e.). Discuss video as we go along – add vocab and nuclear power info. Vocab: Smelting,
Malleable, Ductile.
Log: What is the difference in purity between uranium for nuclear power and uranium for nuclear
weapons? Can yellowcake (uranium ore) and nuclear fuel pellets be handled without killing you?
Classwork: Finish Watching Heavy Metals video and discussing related questions as we go along. Vocab:
Yellowcake, Alloys, Semiconductor, NIMBY, others TBD.
Log: Post-Video Question: What were the main ideas of the video and how do they relate to our
curriculum?