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Jackie Outman
Geo 201-02
November 21, 2011
Lesson Plan
Volcanoes
Grade Level:
Third Grade
Objectives:
After this lesson, the students should be able to:
 Identify the three types of volcanoes and how they are formed
 Identify the major parts of a volcano
 Give examples of the three types of volcanoes throughout the world
Process Standards:
S.IP.03.11 Make purposeful observation of the natural world using the appropriate
senses
S.IP.03.12 Generate questions based on observations
S.IA.03.12 Share ideas about science through purposeful conservation in collaborative
groups
S.IA.03.13 Communicate and present findings of observations and investigations
S.IA.03.14 Develop research strategies and skills for information gathering and problem
solving
S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities
S.RS.03.15 Use evidence when communicating scientific ideas
Content Standards:
E.SE.E.2 Surface Changes- The surface of Earth changes. Some changes are due to slow
processes, such as erosion and weathering; and some changes are due to rapid
processes.
E.SE.03.22 Identify and describe natural causes of change in the Earth’s surface (erosion,
glaciers, volcanoes, landslides, and earthquakes).
Materials and Setup:
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Volcanoes: Natures Incredible Fireworks
Play- Doh (12 cans)
Labeling Worksheet
Volcano Packets
 Volcano Worksheet
 Assessment
Engage:
To start this lesson I will invite the students to sit on the carpet for a reading. The
reading will be from the book Volcanoes: Nature’s Incredible Fireworks by: David I.
Harrison. This book explores the nature of volcanoes, how they are created and how
they erupt. I believe this is a great way to stimulate the children’s background
knowledge to get them really thinking about what a volcano is and what they do.
Following the reading, I will ask the students a few questions to see what they
comprehended from the reading and what previous knowledge they already have. I will
write the questions down on the white board so that all the students will be able to see
the questions and then I will ask for volunteers to share their answers. Some of the
questions I would use would be:
1) Can you name any volcanoes?
2) What happens when a volcano erupts?
3) Are volcanoes dangerous to us?
After we answer all these questions as a class, I will ask the students to return to
their seats and they will be handed a volcano worksheet to complete with me. They will
be given a worksheet on the various parts of a volcano and another focusing on the key
vocabulary for this lesson. It is important for the students to gain an understanding of
the different parts of a volcano as well as the key terms that they will be hearing
throughout the lesson. I will use the document camera to work on the board with the
same worksheet that way we can work on it as a class and collaborate our ideas with
each other.
Explore:
Following the labeling worksheet, I will split my students into three groups. Each
group will be assigned a different type of volcano. They will have to identify an example
of their volcano by using their packet, write down three major characteristics of their
volcano, and what type of volcano it is. This will all be recorded on a worksheet that I
will provide for the students. Once they have completed the worksheet, the students
will be instructed to take the Play-Doh at their tables and create their volcano to look
like the picture in their packet. They should try to use as much detail as possible because
they will be presenting their volcano to the rest of their classmates. After the groups
have accomplished all their tasks I will bring the students back together on the carpet to
discuss their findings and have them present.
Explanation:
Once all three groups have finished making their recreations of the volcanoes and
writing down their information on paper, I will get the students to regroup on the carpet
so they can share what they have learned. As the students present their information I
will write them down on the board. After each of the groups have presented I will add
any other information that I want them to know to the board as well. I will explain to
the students that they should be copying down the notes I am writing on the board for
future reference.
After all the groups have presented, I will discuss with the students why studying
volcanoes is important. They will learn that volcanoes shape our earth but they can
also be very devastating if the right precautions are not taken. I will also explain
how each of their volcanoes they found is formed.
There are many parts to be addressed in teaching this lesson. Some of the main
topics of our discussion will be on: the three types of volcanoes we have in our
world, some of the main characteristics of each type, the formation of these three
types, what continent these volcanoes are located on, how volcanoes shape our
planet, and why they are important to learn about, and some hazards they create
when a volcanic eruption occurs.
 Information on each volcano type:
o Cinder-Cone Volcanoes:
 Most simple type of volcano.
 Steep sloped hill formed above a vent; typically smaller and
steeper.
 One of the most common volcanoes in the world, but aren’t
known for their eruptions.
 Consist of basaltic and andesitic material.
 Typically they grow in groups on the outskirts of shield/stratovolcanoes, but they can grow unaccompanied.
 These volcanoes grow rapidly and reach their maximum size fairly
quickly.
 They usually don’t grow taller than 1,000 feet and wider than
about 500 meters.
 They form as small amounts of basaltic magma move quickly up a
vent and as the gases that are in the magma don’t have enough
time to escape, the magma erupts into an explosion of pyroclastic
fragments. These cinders are what pile together around the vent
to form the cone. After the gases have been released, the lava
flows follow.
 While most of the lava flows are emitted from the vents, in the
later stages of the eruption, the flows come from the base of the
volcano as well.
 They are built from lava fragments, known as cinders, being
violently ejected from a single vent. The fragments fall back to
earth and accumulate around the vent of the volcano forming a
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circular or oval cone.
Most of these types of volcanoes have a crater at the peak.
They are plentiful in western North America and other volcanic
land around the world.
One of the most well-known cinder-cone volcanoes is Mount
Paricutin in Mexico. Mount Paricutin was formed through the
eruption and accumulation of cinders and molten rock pouring
down as lava flows.
Typically, cinder-cones follow a process of: eruption, formation of
cone and crater, and lava flows.
The usually don’t erupt more than one time due to the fact that
they are supplied with a small amount of magma.
Consist of almost entirely loose and grainy cinders and very little
magma.
Known for their Strombolian eruptions.
o Composite Volcanoes:
 Lava is usually andesitic and rhyolitic in nature, making them
more viscous, and therefore more explosive.
 Explosive eruptions caused by viscous magma. When this
magma rises to the top it will clog the crater pipe, the main
channel for the magma, and the gas builds up increasing the
pressure. When the pressure gets to be too large, the eruption
occurs.
 The eruptions can cause pyroclastic flows and mudflows.
 They contain layers of lava and pyroclastics, which form the
tall cone shape.
 Some of the Earth’s grandest mountains are composite
volcanoes.
 Also known as strato-volcanoes.
 Steep sided symmetrical cones with a moderately sloping
base.
 Built of alternating layers of lava flows, volcanic ash, cinders,
blocks and bombs.
 Typically have a crater at the top where the vent or vents
reside.
 The conduit system where the magma rises from, is the focal
point of the composite volcanoes. This is because the volcano
is built of the material that erupts from the conduit.
 If these volcanoes become dormant, the cone begins to erode
away and the main features of the volcano, dikes and fissures,
become exposed and they too erode away. What are left are
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the volcanic plug and the dike complex.
When the cone collapses in, a caldera is formed. They are
typically large, steep-walled and basin-shaped depressions.
Eventually they fill with water or snow. (Crater Lake)
Usually have snow-capped peaks because they rise so high
above the surface.
These volcanoes are formed in subduction zones where
oceanic crust is drawn under continental crust of another
oceanic plate.
The magma forms from the water that is trapped in the
minerals and the basalt. The water is released into mantle
rock and lowers the melting point of the overlying mantle
rock. This then rises and sits at the base of the lithosphere.
The magma rises through the crust and pools in a magma
chamber. The low pressure allows the water and volatiles to
escape from the magma. When there is a build up of too much
gas, the volcano will erupt.
o Shield Volcanoes:
 These are constructed almost completely of fluid lava flows.
 Flows pour out in all directions from either one vent, a central
vent, or multiple vents.
 These flows build a broad, gently sloping cone that is flat and
domical shaped. Looking similar to a warrior’s shield.
 Built slowly by basalt lava, which spreads over vast distances
cooling as thin, gently dipping sheets.
 Sometimes, the basaltic lava will flow from the fissures instead
of the vents. This causes the countryside to be flooded with
lava flows. This type of eruption will form broad plateaus.
 The low viscosity of the magma allows it to travel down slope
gently, but as it cools, the viscosity increases and the magma
becomes thicker building up the lower slopes. This is what
makes the lower slope fairly steep.
 These are the largest volcanoes on Earth.
 Most are circular or oval shaped on maps.
 They are characteristic of Hawaiian eruptions.
 Known for their lava tubes, which are cave-like straights that
form by the hardened overlying lava. They insulate the lava
flow further spreading the lava.
 When water and lava interact they can cause an eruption
know as a hydrovolcanic eruption. These are explosive
eruptions unlike the typical lava flow.
 Rift zones are especially popular with shield volcanoes; fissure
venting causes this. These lava flows originate from a long
fissure where the lava creeps out and can cover a large
portion of countryside leaving plateaus.
 Almost entirely composed of basalt.
 There is an ongoing process of collapse and regeneration.
 Formed from hotspots, but can also be a product of the midoceanic ridge where there is sea-floor spreading or along
subduction zones.
Formation of Volcanoes:
o Volcanoes form for various reasons. Typically, they form when magma
from the mantle rises and leaks into the crust. The magma may come
from melted subducted crust, which becomes light and buoyant, or from
deeper in the interior. This magma from the interior is light and buoyant
due to it being at such a high temperature.
o The rising magma gathers in an area known as the magma chamber,
which is a weak portion of the overlying rock. From here, the magma will
usually erupt to the surface, however, this does not always happen.
o Usually before an eruption there will be a growing bulge either on the
surface where the magma will erupt. This is what volcanologists study to
predict when a volcano will next erupt.
o Volcanoes can form at rifts as well. A rifting area is where two plates area
moving away from each other, otherwise known as diverging. Rifting
creates large cracks in the lithosphere releasing pressure on the
asthenosphere, which, in turn, causes rock to melt. The diverging of the
plates causes magma to rise an fill the opening creating a ridge of new
material. Most rifting takes place with oceanic plates, however, there is
also some continental rifting, which gives way to hot spots and plumes.
o Other ways in which a volcano forms include hot spots or plumes. This is
an upwelling of hot rock from the mantle, which gives rise to volcanoes
such as the Hawaiian Islands. The rising hot material erupts unto the
surface and turns into layers of rock, which eventually will build a whole
island. These are areas that are still, but the crust will move around. This
is why the Hawaiian Islands exist the way that they do with the oldest
island the furthest from the hot spot.
o Another way that volcanoes form is from the subduction of plates.
Subduction occurs when two sections of crust collide with one another
forcing one below and one above. When the slab that subducts is pushed
to a greater depth, the crust will melt. This melted crust will then rise
back towards the surface where it will go through the process of making
volcanoes and islands.
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How volcanoes shape our planet:
o Our first oceans and atmosphere were shaped/formed by the gases
produced by volcanoes. The ocean and atmosphere then provided the
environment to make life possible.
o Volcanoes are a major factor in the formation of our landscape as well.
Their eruptions and processes have paved way for island, mountain and
plateau formations.
o Furthermore, the benefits of volcanic eruptions come in the form of great
land for farming and making electricity.
 The ash and lava the come from volcanoes make soils rich
for farm production. Many countries use the fertile soils to
grow their crops.
 Volcanic rocks are very hot and can be used to heat water.
The steam that is produced can then be used to make
electricity to power communities.
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Why volcanoes are important to learn about:
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Volcanoes are an important part of our planet. There are over 1,500
active volcanoes on Earth today, with a great deal of them covering the
United States. Volcanoes have greatly impacted the country before and
it won’t be long until it happens again. Therefore, knowing how a
volcano is formed, what signs to look for and what can happen when a
volcano erupts it very important. Furthermore, volcanoes are such
beautiful creations that knowing a few facts about them could really be
beneficial.
Signs and Precautions:
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Planning for a volcano is vital to survival, some tips that would be shared
include (adapted from http://www.weatherwizkids.com):
 Have a disaster plan and supply kit.
 Know whether you are at risk for danger.
 Know evacuation routes.
 Be prepared for mudslides, flash floods, earthquakes,
falling ash, acid rain and lava flows.
 Cover your mouth and nose as ash can irritate your
respiratory system.
 Wear goggles to protect your eyes.
 Keep your skin covered.
 Clear roofs of ash, as it is very heavy and can cause
collapse of buildings.
Elaborate:
A way to really get my students to understand how these volcanoes differ in
their types is to show them how each erupts. I will demonstrate to the class how each
of the different types they found on their continents vary by showing how each erupts
in a different way as they learned earlier in the lesson. I will ask the students to make
observations about the demonstrations and discuss how this demonstration relates to
what they have learned through out this lesson.
While teaching this lesson on volcanoes, there has to be integration with other
subjects. Here are some possibilities for the integration of different areas while learning
about volcanoes.
 English/Language Arts:
 The students will be completing worksheets and listening to a story where
reading comprehension will be key.
 Social Studies:
 The students will be locating the country on a map and finding their specific
volcano.
 Math:
 The student could find the area of a volcano.
Evaluate:
- The students will have a worksheet to test their knowledge of what they have learned
including matching, multiple-choice, and a few short answers. This worksheet is not in
any way a test to scare the kids, it is a form of assessment to make sure the students
have grasped the material taught. The worksheet will be completed in class and worth
15 points of their total grade.