Download here - Science Partnership

yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project

Document related concepts

Mount Garibaldi wikipedia , lookup

Large igneous province wikipedia , lookup

Volcano (1997 film) wikipedia , lookup

Mount Pinatubo wikipedia , lookup

Mount Meager massif wikipedia , lookup

Lastarria wikipedia , lookup

Licancabur wikipedia , lookup

Mount Etna wikipedia , lookup

Mount St. Helens wikipedia , lookup

Kīlauea wikipedia , lookup

Lascar (volcano) wikipedia , lookup

Mount Rinjani wikipedia , lookup

Mount Edziza volcanic complex wikipedia , lookup

Mayon wikipedia , lookup

Olympus Mons wikipedia , lookup

Wells Gray-Clearwater volcanic field wikipedia , lookup

Mount Vesuvius wikipedia , lookup

Mount Pelée wikipedia , lookup

Nevado del Ruiz wikipedia , lookup

Cerro Azul (Chile volcano) wikipedia , lookup

Cascade Volcanoes wikipedia , lookup

Silverthrone Caldera wikipedia , lookup

Shield volcano wikipedia , lookup

Volcano wikipedia , lookup

Why are some volcanoes more
dangerous to human life than others?
Lawrence Yano, SLZUSD, Bohannon MS
Julie Ramirez, SLZUSD, Bohannon MS
Marilyn Stewart, SLZUSD, Bohannon MS
Linda Preminger, SLZUSD, Washington Manor MS
Generative Question
Lesson Planning
Why are some volcanoes more dangerous to
human life than others?
The Pacific Ring of Fire contains the worlds most destructive
volcanoes. Why? And why do their eruptions result in more
explosive force that volcanoes found in geologic hot spots,
such as those on the Hawaiian Islands?
Learning Objectives
Students will understand (content knowledge):
Plate tectonics accounts for important features of Earth's
surface and major geologic events. As a basis for
understanding this concept, students know:
1.e. – major geological events, such as earthquakes, volcanic
eruptions, and mountain building, result from plate motions.
1.f. – how to explain major features of California geology
(including mountains, faults, volcanoes) in terms of plate
2.d. - earthquakes, volcanic eruptions, landslides, and floods
change human and wildlife habitats.
7.c. – construct appropriate graphs from data and develop
qualitative statements about relationships between variables.
The lessons below are part of a larger unit on
volcanoes. The Day 4 lesson plan below highlights
The Great Viscosity Race, which helps students
understand the role of silica content as a factor of
volcanic explosivity.
Day 1: The anatomy of a volcano, and reading.
Day 2: Mapping activity of a representative sample
of 28 active volcanoes.
Day 3: Gas content of volcanoes and results of a
sudden release of pressure, with videos of 1980
eruption of Mt. St. Helens.
Day 4: The Great Viscosity Race activity.
Day 5: Analyze data from Day 3 activity.
Day 6: Summative assessment.
Students should understand:
The most explosive volcanoes are those that form
along subduction zones, because their magma has
the highest silica content as well as the highest gas
The eruption characteristics
Warm Up Probe: Students examine shape of active
volcanoes, taking note of their shapes, and making
hypotheses as to why the shapes are different.
•  Students will differentiate between low and high silica
content magma by predicting and then testing the viscosity
(flow rate) of different.
•  creating data tables showing different flow rates of corn
syrup and corn syrup with sand.
•  Compare and contrast the different types of volcanoes by
magma composition and shape by predicting the kind of
volcano would be created by thin, runny magma and thick,
sticky magma.
•  Describe different types of volcanic eruptions by completing
a chart showing the Volcanic Explosivity Index (VEI)
Addressing Misconceptions:
•  Volcanoes are different because of different soil types.
•  Volcanoes are located in areas that have hot climate
•  The shape of volcanoes is a result of erosion.
•  All volcanoes erupt with explosive lava fountains.
Where in the world are
volcanoes located?
Formative Assessment: Viscosity Probe
Students respond to pictures of active volcanoes: one each of
a shield, stratovolcano, and cinder cone. They are making
predictions about the silhouette of the volcanoes to link what
they will learn about how viscosity and gas content are related
to volcano shape.
Card sort:
Pacific Ring of Fire
Convergent Plate Boundaries/ Subduction Zones
Rift Zones
Divergent Plate Boundaries/ Mid-Ocean Ridges
Hot Spots
Movement of Plate over Weak Place in Lithosphere
Students match results of The Great Viscosity Race “more
fluid/less fluid” to the words “More Viscous” and “Less
What are the types of volcanoes
and where are they found?
Scientific Diagram:
Students will draw a profile view.
Data table in Science Notebook/Worksheet:
Students record speeds in which liquids of varying viscosities
move down an inclined surface.
Summative Assessment: Volcano Research
Project and Presentation
Students might work in teams to research particularly active
and destructive volcanoes, the native myths associated with
their eruptive history, and the geologic and eruptive
characteristics of the volcano.
In this project students explore internet sites, books, videos,
interactive animations, and other multimedia. They develop
critical observation and mathematics skills associated with
proportional thinking and solid geometry by calculating volume
and building a scale model.
Stratovolcanoes – Subduction Zones
Shield Volcanoes/Underwater Seamounts
– Rift Zones and Hot Spots
Cinder Cones – Subduction zones and secondary
volcanic activity
What factors govern the
characteristics of a volcanic eruption?
The Variables….
Low silica content
Low gas content
Results in:
•  Runny magma
•  Quiet eruption
Low silica content
High gas content
Results in:
•  Runny, bubbly magma
•  Fire fountain
Instructional Strategies
Lesson Aims:
Scientific Investigation
Inquiry Activity: The Great Viscosity Race
These strategies are imbedded in the lesson to support
EL students, Special Ed students and low performing
•  Students are in mixed ability groups.
•  Rotate the following inquiry jobs: Pourer, Timer, 2nd
Timer, Data Recorder
•  Activity Before Content: Students are mapping
volcanoes the day before the lesson to link locations of
stratovolcanoes with the Ring of Fire
•  Use of sentence frames to respond to assessment
questions, such as, “This is probably a ______________
volcano. It most likely formed along a ________________
[zone or area]. The characteristics of its magma are
__________ and ________________. I have decided this
because the volcano has a _______________ shape.”
High silica content
Low gas content
Results in:
•  Thick, sticky magma
•  Quiet eruption
High silica content
High gas content
Results in:
Thick, sticky magma
Explosive eruption
Students first locate volcanoes on a world map which
shows the tectonic plates. In a series of hands-on
investigations students learn that viscosity and gas
pressure determine type, shape, and explosivity of the
world’s volcanoes. Then students learn about the
difference between subduction zones and geologic
hotspots. In the process they are able to tie all these
factors together to shed misconceptions that all
volcanoes erupt with fire fountain lava flows, have the
same classic conic shape of a stratovolcano, or that all
are located in sub-tropical climates.