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Sara Gensch
May 1, 2014
Volcanoes
8th Grade
Earth Science
Volcanism
11 Day Unit
Table of Contents
Part One – Introduction to the Unit
Unit Overview……………………………………………………………………………..3
Part Two – Building the Unit
Calendar………………………………………………………………………………...…5
Guiding Questions…………………………………………………………………...……5
Specific Objectives………………………………………………………………………..6
Connections………………………………………………………………………………..6
Part Three – Daily Lesson Plans and Assessments
Monday…………………………………………………………………..………………..7
Tuesday…………………………………………………………………………..………12
Wednesday……………………………………………………………………………....14
Thursday………………………………………………………………...……………….16
Friday……………………………………………………………………….……………18
Monday……………………………………………………………………..……………21
Tuesday…………………………………………………………………….…………….23
Wednesday………………………………………………………………………………25
Thursday…………………………………………………………………………………28
Friday………………………………………………………………………….…………30
Monday…………………………………………………………………………………..32
2
Unit Overview
Volcanoes and Plate Tectonics
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Formation of Magma
o Increase in Temperature
o Decrease in Pressure
o Addition of Fluids
Volcanism
o Volcanoes
 Vent in Earth’s Surface
 Lava
Major Volcanic Zones
o Ring of Fire
 Encircles Pacific Ocean
o Subduction Zones
 Subduction
 Formation of Magma
 Island Arc
 Aleutian Islands
o Mid-Ocean Ridges
 Formation
 Pillow Lava
o Hot Spots
 Mantle Plume
 Hawaii
Intrusive Activity
o Plutons
 Devils Tower
o Dikes
o Batholiths
Volcanic Eruptions
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Types of Eruptions
o Mafic VS. Felsic
o Viscosity
o Quiet Eruptions
 Low Viscosity
 Mafic
 Hawaii
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o Lava Flows
 Pahoehoe (“Ropy” in Hawaiian)
 Hot, Fluid Lava
 Aa
 Jagged Chunks
 Same Composition as Pahoehoe
 Gas Content
 Rate and Slope of Lava Flow
 Blocky Lava
 Higher Silica Content
 More Viscous than Pahoehoe and Aa
o Explosive Eruptions
 High Viscosity
 Felsic
 Mount St. Helens
o Types of Pyroclastic Material
 Volcanic Dust
 Less than .25 mm in Diameter
 Volcanic Ash
 Less than 2mm in Diameter
 Lapilli (Latin for “Little Stones”)
 Less than 64 mm in Diameter
 Volcanic Bombs
 Clots of Lava Thrown During Eruption
 Volcanic Blocks
 Largest Pyroclastic Material
 Solid Rock Blasted from Vent
Types of Volcanoes
o Shield Volcano
 Hawaiian Islands
o Cinder Cones
 Mount Zion
o Strato or Composite Volcano
 Mount St. Helens
Calderas
o Yellowstone
Predicting Volcanic Eruptions
o Earthquake Activity
o Patterns in Activity
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Calendar
Monday
Jeopardy Into –
Review of
Necessary
Content
Tuesday
LINCS for
Vocabulary
7 Groups, 7
Sections – Teach
Us!
Class Discussion
– Section One
Wednesday
Thursday
7 Groups, 7
Sections – Teach
Us!
Milky Way Plate
Tectonics Lab
with Thinking
Critical
Questions
Class Discussion
– Section Two
Viscosity Lab
Volcanic
Worksheet 2
Volcanic
Worksheet 3
Volcanic Cones
Lab with
Thinking
Critically
Questions
Friday
Group Story
Cubes
Vocabulary
Game
Volcanic
Worksheet 1
Bingo
Vocabulary
Terms and Key
Concepts
Virtual
Volcanoes
Unit Test
Guided Questions
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How do plate tectonics drive volcanic activity? What are the dynamics of hot spots, areas
of volcanic activity not induced by plate tectonics?
What causes volcanic eruptions?
How does the viscosity of magma affect the shape and eruption of a volcano?
What are the local and worldwide impacts of volcanic activity?
5
Specific Objectives
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Students will be able to describe the processes that push rock beyond its melting point,
forming magma.
Students will be able to identify areas where plate tectonics create volcanism.
Students will be able to describe the dynamics of a hot spot.
Students will be able to explain viscosity and the differences between mafic and felsic
magma, lava, and rocks.
Students will be able to identify volcanoes based upon the magnitude of an eruption, the
size and shape of the cone, and the surrounding rock.
Students will be able to compare and contrast four different types of volcanoes.
Students will be able to identify the impact of volcanic eruptions, as well as possible
warning signs of eruptions.
Connections to Next Generation Science Standards
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MSESS23.
Analyze and interpret data on the distribution of fossils and rocks, continental
shapes, and seafloor structures to provide evidence of the past plate motions.
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MSESS21.
Develop a model to describe the cycling of Earth's materials and the flow of
energy that drives this process.
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MSESS22.
Construct an explanation based on evidence for how geoscience processes
have changed Earth's surface at varying time and spatial scales.
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MSESS32.
Analyze and interpret data on natural hazards to forecast future catastrophic
events and inform the development of technologies to mitigate their effects.
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Daily Lesson Plans and Assessment
Monday – Jeopardy Intro – Review of Necessary Content
Objectives
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Students will work in groups to answer a variety of review questions in a jeopardy
format.
Students will work independently on the practice test.
Materials
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Jeopardy game: http://www.superteachertools.com/jeopardyx/jeopardy-reviewgame.php?gamefile=1390265043
Questions and Answers
Instructional Components
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Anticipatory Set
o I will begin with a video to grab students’ attention and help them recall some of
the information that we have gone over.
o http://www.youtube.com/watch?v=ClJ5lwl_wM0
Objectives and Purpose
o This review will touch on a number of topics that we have discussed and are
important for understanding volcanism. This review will better prepare you for
the upcoming unit.
Input and Modeling
o I will briefly go over how jeopardy is played.
Guided/Independent Practice
o We will play Plate Tectonics Jeopardy
Cross-Curricular Connection
o To connect this activity across the curriculum, the last column in our jeopardy
game is specially designed to integrate math, social studies, and geography.
Assessment Approaches
o This informal assessment will not only let me know where students are in
understanding the information, but it will also let the students know where they
are in preparing for the volcanism unit.
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Accommodations
o To meet the needs of all learners, each question will be projected onto the board
as well as read out load.
o Groups will be created to ensure success. I will create diverse groups with
students from higher to lower levels of comprehension. I will also consider how
vocal or shy a student is, which students have special needs, and who works well
together.
Classroom Management Techniques
o I will begin by asking students if they would like to play. I will inform them that
if they do not want to play, or if they indicate at any time during the game that
they have lost interest (i.e. becoming a distraction), they will have the opportunity
to go straight into the practice test while the rest of the class plays.
Closure
o When finished, students will have the opportunity to review the text features of
our volcanic unit.
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Jeopardy Game Questions and Answers
1. Continental Drift
 Continental drift was hypothesized by this German scientist.
o Alfred Wegener
 This scientist discovered the mechanism that verified the hypothesis of continental drift.
o Harry Hess
 Thinking of sea-floor spreading, the oldest and newest rocks are where?
o The newest rocks are at the mid-ocean ridge, while the oldest rocks are at or near
the shore.
 The rigid, upper part of the mantle.
o Lithosphere
 Layer of “plastic” rock that is solid, yet “flows” under great pressure.
o Asthenosphere
2. Tectonic Plates
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The two types of crust.
o Continental and Oceanic
The three types of plate boundaries.
o Divergent, Convergent, and Transform
A fault boundary where lithosphere is neither destroyed nor produced.
o Transform
Volcanic island arcs are associated with this type of plate boundary.
o Convergent Oceanic-Oceanic Boundary
Why are subduction zones not commonly found at convergent continental-continental
boundaries?
o Continental lithosphere is too buoyant to be forced down into the mantle.
3. True or False
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Mantle convection, ridge push, and slab pull work together to drive plate motions.
o True
Two supercontinents that formed before Pangaea are named Laurasia and Gondwanaland.
o False
Earthquakes and volcanoes occur at all plate boundaries.
o False
Paleomagnitism refers to the study of the magnetic properties that rock acquires during
formation.
o True
Earth is broken up into seven major plates.
o False
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4. The Changing Continents
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A piece of lithosphere that has a unique geologic history that differs from the histories of
surrounding lithosphere
o Terrane
The Himalayan Mountains in South Asia are an example of this type of plate boundary.
o Convergent Continental-Continental Boundary
The East African Rift Valley is an example of this type of plate boundary occurring on
continental lithosphere.
o Divergent Boundary
The San Andreas Fault is an example of this type of plate boundary.
o Transform Boundary
The Red Sea is theorized to be the site of this recently formed plate boundary.
o Divergent Boundary
5. Across the Curriculum
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With the breaking of Pangaea, what is the probability of an animal ending up on what is
now known as South America?
o 1/7, or about 14%
If you were an animal living in what is today called Argentina, in what two major
directions would you have traveled during the break up of Pangaea?
o West and South
If the Pacific plate has moved northwestward at an average rate of 9 cm per year, how far
has it moved in the last 10,000 years?
o 90,000 cm or .9 km
During the past 3.5 million years, the Earth’s magnetic poles have reversed themselves 9
times. On the average, how often do Earth’s magnetic poles reverse?
o 3,500,000/9 = 3888,888 or about every 390,000 years
Imagine that we are living on Pangaea. With Earth’s 7 billion people residing on one
giant supercontinent, what is one possible social impact?
o Answers will vary
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Final Question: You have 60 seconds to draw, name, explain, or in any other way make sense of
what is happening in this picture.
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Tuesday – LINCS Vocabulary
Objectives and Purpose
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Students will begin to familiarize themselves with the vocabulary and key concepts for
this unit.
Students will fill out LINCS tables for the following vocabulary terms and key concepts:
o Magma
o Lava
o Volcano (Vent)
o Hot Spot
o Mantle Plume
o Igneous Rock
o Mafic
o Felsic
o Viscosity (High/Low)
o Pyroclastic Material
o Shield Volcano
o Cinder Cone
o Strato or Composite Volcano
o Caldera
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Tuesday-Wednesday – 7 Groups, 7 Topics – Teach Us!
Objectives
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Students will become familiar with one of the seven sections of this unit by reading,
creating, and teaching.
Materials Needed
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Science Text
Drawing Paper
Art Supplies
Instructional Components
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Anticipatory Set
o We will begin with a five minute journal entry where students may free write
about their previous knowledge of volcanoes.
Objectives and Purpose
o This activity gives students the opportunity to teach the class about a specific
section of the text. This solidifies the information in a way that causes students to
commit the knowledge in way that promotes higher level learning and creativity.
Input and Modeling
o I will explain the goals of this lesson to the students.
o I will show examples of possible teaching approaches.
Guided/Independent Practice
o Students will collaboratively work in groups to create a meaningful and creative
way to teach their classmates about their assigned section.
o In groups, students will teach their section to the class.
Cross-Curricular Connection
o Students will be encouraged to choose a method of teaching that best suits their
learning needs. This could be a song or poem, a drawing or diagram, a lecture or
outline, visuals or acting out…creativity for this lesson can be limitless.
Assessment Approaches
o Student understanding will be assessed by their thoroughness in creating a
learning experience, as well as their ability to describe the content and answer
questions.
Accommodations
o Groups will be created to ensure success. I will create diverse groups with
students from higher to lower levels of comprehension. I will also consider how
vocal or shy a student is, which students have special needs, and who works well
together.
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Classroom Management
o Because of the freedom and nature of this lesson, classroom management will be
very important. I will begin by reminding students how we behave while working
in groups and take immediate action against the first inkling of misbehavior, as
this will set the stage for what will be acceptable throughout this activity.
Closure
o Students will end this lesson by evaluating how effective this technique was for
them, how well their group worked together, and how they would adjust their
teaching method in the future.
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Thursday – Milky Way Plate Tectonics Lab with Thinking Critical Questions
Objectives
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Students will recreate the three types of plate boundaries, allowing them to visualize what
is happening at each.
Students will complete accompanying questions to verbalize and solidify this
information.
Materials Needed
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Instructional Worksheet
Differentiated Worksheet
Milky Way Minis
Paper Towel
Instructional Components
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Anticipatory Set
o Quick game of Simon Says: Convergent (Hands Together), Divergent (Hands
Apart), and Transform (Hands Sliding Past Each Other).
o Explanation of the importance of fully understanding these boundaries.
Objectives and Purpose
o The mechanics of these plate boundaries must be understood so that we can study
volcanoes.
Input and Modeling
o One important aspect of this lesson reflects student ability to read and follow
directions.
o I will hand out the instructional Worksheets. Students must fill in the answers to
page one before continuing on with the rest of the worksheet. Students cannot
move on until they have shown page one to receive their Milky Way Minis.
o The worksheet encourages higher levels of critical thinking.
Guided/Independent Practice
o I will monitor students’ progression throughout the lab, walking around and
answering any questions.
o Students will work independently or in pairs to complete this lab activity.
Cross-Curricular Connection
o This is a visual and hands-on construction lab.
o Drawings, as well as written answers, are required.
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Assessment Approaches
o I will collect worksheets to assess levels of understanding. I will go over any
unclear areas with the class or the individual as needed.
Accommodations
o The worksheet includes many pictures that accompany the instructions to
accommodate visual learners.
o This lab is hands-on, accommodating even more learning styles.
o I created a special worksheet for a student with moderate autism in seventh hour
where only drawings are required.
Classroom Management
o I will inform students when rules are being broken and give them the opportunity
to rectifying this before sustaining a consequence.
o I will allow students to work in pairs, as long as they follow the rules.
Closure
o The lab will end with the reward of eating their creations.
o Before leaving, students will place a sticker dot on the comprehension chart, in
the quadrant that best describes their learning today (I understand more now, I
understand the same as I did yesterday, I need more clarification, I’m lost!).
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Friday – Group Story Cubes Vocabulary Game, Volcanic Worksheet 1
Objectives
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Students will practice and solidify vocabulary words and key concepts for this unit.
Students will complete a graphic organizer that will make clear the difference between
mafic and felsic materials.
Materials Needed
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Science Text
Story Cubes
Volcanic Worksheet 1
Instructional Components
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Anticipatory Set
o We will begin with a student led vocabulary review.
Objectives and Purpose
o Practicing using vocabulary and key concepts helps to solidify information and
commit it to long term memory.
o Creating a graphic organizer that lists the differences between mafic and felsic
materials helps one visualize and make sense of these differences.
Input and Modeling
o I will begin by giving directions on how to play Story Cubes. Story Cubes are
dice with pictures on them. For the first part of this lesson, students will be
creating a story, in groups, that is driven by the story cubes. Groups will begin by
rolling their story cubes. The first player in the group will take one story cube
and begin the story. They will write 3-5 sentences and must include a word for
the picture on their story cube, as well as a vocabulary word or volcano related
concept. When finished, the student will pass the story on to the next player, who
will continue on with this pattern.
o The second portion of class will be dedicated to working on the first of three
volcanic worksheets, a graphic organizer for mafic and felsic materials.
Guided/Independent Practice
o Students will work on their volcanic stories with the help of the story cubes in
groups for about 20-30 minutes.
o After writing, groups will have the opportunity to share their stories with the
class.
o Students will then move on to the first volcanic worksheet.
o Before leaving, we will go over the worksheet as a class.
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Cross-Curricular Connection
o Students will be encouraged to be creative while practicing their writing.
Assessment Approaches
o Stories will be handed in. Vocabulary and key concepts that they are struggling
with will be evident in their writing. We will review any issues during the
lectures next week.
Accommodations
o Groups will be created to ensure success. I will create diverse groups with
students from higher to lower levels of comprehension. I will also consider how
vocal or shy a student is, which students have special needs, and who works well
together.
Classroom Management
o Because of the freedom and nature of this lesson, classroom management will be
very important. I will begin by reminding students how we behave while working
in groups and take immediate action against the first inkling of misbehavior, as
this will set the stage for what will be acceptable throughout this activity.
Closure
o As an exit ticket, students will write down any vocabulary or key concepts that
they are struggling with so that we may address these topics during lecture the
following week.
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Name _____________________________
Mafic
Felsic
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Monday – Class Discussion Section 1, “Volcanoes and Plate Tectonics,” Volcanic Worksheet 2
Objectives
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Students will actively listen and participate in a discussion over section one, “Volcanoes
and Plate Tectonics.”
Students will complete Volcanic Worksheet 2, labeling as many parts of a volcano as
they can.
Materials Needed
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Science Text
Volcanic Worksheet 2
Instructional Components
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Anticipatory Set
o Students will begin with a five minute journal entry on how they feel about the
unit thus far, as well as my teaching it. As part of the student feedback/survey for
this unit plan, I will read and reflect on what students write in their journals.
Objectives and Purpose
o Participating in discussions on new or unfamiliar content will help one to
understand and think critically about the world around them.
o Creating a visual picture of a volcano and its parts will help one understand how a
volcano works, thinking of the volcano and its parts as a whole entity.
Input and Modeling
o I will begin the discussion of “Volcanoes and Plate Tectonics,” guiding the class
discussion through the parts of section one.
Guided/Independent Practice
o As a class, we will continue discussing all of the different concepts presented in
“Volcanoes and Plate Tectonics.”
o I will encourage critical and analytical thinking at every available opportunity.
o When we have completed our class discussion, students will work on labeling
their volcanoes on worksheet 2.
Cross-Curricular Connection
o Volcanic discussion will include, but are certainly not limited to, geography (such
as Hawaii and the Ring of Fire), history (such as Yellowstone and the eruption of
Mount Toba), global effects of an eruption, especially that of a super volcano, and
the social impacts of living near a volcano.
Assessment Approaches
o Assessment will occur throughout our classroom discussion. I will clarify and
expand upon our discussion based on this immediate assessment approach.
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Classroom Management
o As always, students will be required to follow the classroom rules, or complete
relevant, extra work while we work toward our leaning goals for the day. This
will also affect a student’s participation grade.
Closure
o We will go over the worksheet as a class.
Name ___________________________________________ Class _______________________
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Tuesday – Viscosity Lab
Objectives
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Students will examine and identify different levels of viscosity.
Materials Needed
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Prezi: http://prezi.com/d9zjhqd4-2jm/volcanism/
Jars filled with substances of different viscosity with a marble inside
Spoons
Paper Plates
Science Journals
Instructional Components
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Anticipatory Set
o Students will begin with a short journal entry on their understanding of
“viscosity,” giving real world examples of substances with high and low
viscosity.
Objectives and Purpose
o Understanding viscosity is key in understanding volcanic eruptions. Thicker,
more viscous materials cause a more violent and explosive eruption, while
materials that have less of a resistance to flow, cause quieter eruptions.
Input and Modeling
o I will go through the Prezi presentation, stopping at the “I Spy…” slides for
student involvement.
Guided/Independent Practice
o When the slide appears, students will be allowed to shake the jars filled with
substances of differing viscosities (honey, aloe, vegetable oil, vinegar, etc.).
o Students will note the differences in viscosity for each of the substances in their
science journals.
o Students will experiment with the different substances, allowing them to flow
from a spoon onto a paper plate. Students will discuss their resistance to flow in
their science journals.
Assessment Approaches
o I will review students’ science journals as a way to assess learning and
comprehension.
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Accommodations
o Groups will be created to ensure success. I will create diverse groups with
students from higher to lower levels of comprehension. I will also consider how
vocal or shy a student is, which students have special needs, and who works well
together.
Classroom Management
o Safety is my biggest issue when working in labs. I will remind students that if
they are not behaving in a safe way, they will not be completing the lab. They
will instead be completing section one review.
o I will inform students when rules are being broken and give them the opportunity
to rectifying this before sustaining a consequence.
Closure
o We will end with a short group discussion of our findings.
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Wednesday – Class Discussion Section 2, “Volcanic Eruptions,” Volcanic Worksheet 3
Objectives
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Students will actively listen and participate in a discussion over section two, “Volcanic
Eruptions.”
Students will complete a chart and graphic organizer comparing and contrasting different
volcano types.
Materials Needed
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Science Text
Volcanic Worksheet 3
Instructional Components
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Anticipatory Set
o Students will be invited to briefly summarize our classroom discussion over
section one, “Volcanoes and Plate Tectonics.”
o Visually comparing and contrasting volcano types helps visual learners to
categorize information.
Objectives and Purpose
o Participating in discussions on new or unfamiliar content will help one to
understand and think critically about the world around them.
Input and Modeling
o I will begin the discussion of “Volcanic Eruptions,” guiding the class discussion
through the parts of section two.
Guided/Independent Practice
o As a class, we will continue discussing all of the different concepts presented in
“Volcanic Eruptions.”
o I will encourage critical and analytical thinking at every available opportunity.
o When we have completed our class discussion, students will work on labeling
their volcanoes on worksheet 3.
Cross-Curricular Connection
o Volcanic discussion will include, but are certainly not limited to, geography (such
as Hawaii and the Ring of Fire), history (such as Yellowstone and the eruption of
Mount Toba), global effects of an eruption, especially that of a super volcano, and
the social impacts of living near a volcano.
Assessment Approaches
o Assessment will occur throughout our classroom discussion. I will clarify and
expand upon our discussion based on this immediate assessment approach.
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Classroom Management
o As always, students will be required to follow the classroom rules, or complete
relevant, extra work while we work toward our leaning goals for the day. This
will also affect a student’s participation grade.
Closure
o We will go over the worksheet as a class.
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Name _____________________________________
Date ______________________________________
TYPES OF VOLCANOES
Stratovolcano
Shield Volcano
Cinder Cone
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Thursday – Volcanic Cones Lab with Thinking Critically Questions
Objectives
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Students will discuss what makes up each type of volcano, how each type forms, and the
destructive power related to each one.
Materials
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Plaster of Paris
Oatmeal
Paper Plates
Spoons
Safety Goggles
Cups
Protractors
Earth Science Text
Instructional Component
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Anticipatory Set
o 10 most active volcanoes: www.youtube.com/watch?v=4aYQixhdWY4
Objectives and Purpose
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o Understanding the make-up of the different types of volcanoes allows us to
understand what happens during their eruptions. Understanding what happens
during different eruptions allows us to understand the potential hazards associated
with a volcano.
Input and Modeling
o As a class, we will go over the lab on page 329 in the text book. I will emphasize
following directions and voice levels.
Guided/Independent Practice
o In groups of three or four, one student will gather supplies and another will pick
up safety goggles for their group. Back at the lab table, students will complete the
lab on page 329 and answer the questions.
Cross-Curricular Connections
o Volcanic activity is only relevant when looking at real life examples. Geography
is an important aspect of this, as well as all other, volcanic labs.
o Measuring the angle of repose is a mathematical action.
Assessment Approach
o With the completion of this lab, students will hand in the lab questions.
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Accommodations
o Groups will be created to ensure success. I will create diverse groups with
students from higher to lower levels of comprehension. I will also consider how
vocal or shy a student is, which students have special needs, and who works well
together.
Classroom Management
o Safety is my biggest issue when working in labs. I will remind students that if
they are not behaving in a safe way, they will not be completing the lab. They
will instead be completing section one review.
o I will inform students when rules are being broken and give them the opportunity
to rectifying this before sustaining a consequence.
Closure
o Students will finish with an opportunity to discuss their findings as a class. I will
ask additional questions to get them thinking about the types of volcanoes.
o I will ask students to take a few minutes to go through the vocabulary and chapter
and write any questions or concerns that they still have on the content.
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Friday – Bingo Vocabulary Terms and Key Concepts, Virtual Volcanoes
Objectives
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Students will practice vocabulary recognition.
Students will input data to create their own virtual volcanic eruptions.
Materials
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Bingo Cards
Spacers
Instructional Components
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Anticipatory Set
o I will begin this lesson by handing out our bingo materials while students watch a
short video on the ten highest mountain peaks at:
http://www.youtube.com/watch?v=Y_fxkYrVpLQ
Objectives and Purpose
o Practicing vocabulary recognition will better prepare you for the upcoming test.
This is also an opportunity to generate any questions that you may still have about
the information presented in chapter 11.
o Changing volcanic conditions on a virtual volcano demonstrates how different
volcanoes form and erupt.
Input and Modeling
o I will briefly go over how vocabulary bingo is played. I will give students the
definition of a vocabulary word or key concept and they will look to see in the
word I am describing is on their bingo card.
o We will play vocabulary bingo.
Guided/Independent Practice
o We will play three or four games of vocabulary bingo, depending upon time.
o Students will be allowed to use their review sheets for the first two games, while
being asked to recall the vocabulary by memory for the last two games.
o The second portion of class will be dedicated to building virtual volcanoes.
Students will be invited up to the smart board and allowed to alter the volcanic
settings. They will predict the volcano and eruption type, and ask the class if they
agree, as well as why. We will watch the eruption and see if our predictions were
correct.
Cross-Curricular Connection
o Many of our vocabulary words are specifically linked to geographical locations
on Earth.
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



Assessment Approach
o I will end the lesson with an exit ticket. I will ask students to take a few minutes
to go through the vocabulary and chapter and write any questions of concerns that
they still have on the content. We will review these topics in the next lesson.
Accommodations
o I wanted to make a game of this review. All of my students respond most
positively to games.
o All of my special needs students will be allowed to use their review sheets as
needed for all of the games.
o I have given our seventh hour para-pro the order in which the vocabulary will be
called out. She will help him when needed so that our autistic student can
participate throughout the lesson. I have also manipulated the word order so that
he will be one of the winners of game two. I am hoping that this will keep him
engaged in the learning process.
Classroom Management
o I will inform students when rules are being broken and give them the opportunity
to rectifying this before sustaining a consequence. If a student does not wish to
play, abiding by the rules of our classroom, they will be given the opportunity to
work on the practice test in their book. The one that the other students are not
required to complete.
Closure
o As an exit slip, students will write down one question that they would like to see
on the unit test.
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Monday – Unit Test
Objectives

Students will be formally assessed on how well they reached our learning goals for this
unit.
Review

We will begin class with a quick review. I will answer any remaining questions or
concerns. I will address all of the topics that students wrote about in their exit slips from
Thursday.
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Name __________________________________ Hour _____________
Choose the best volcano type for each of the following statements,
A = Shield Volcano
B = Cinder Cone Volcano
C = Composite Volcano or Stratovolcano
_____
1.
Made up of alternating layers of pyroclastic material and hardened lava.
_____
2.
Made of pyroclastic materials.
_____
3.
Made through the build-up of mafic lava flows.
_____
4.
Characterized by “quiet eruptions.”
_____
5.
Form from explosive eruptions.
_____
6.
Explosive eruptions followed by quiet lava flows create this type of volcano.
_____
7.
Mount Tabor and Mount Zion.
_____
8.
The Hawaiian Islands.
_____
9.
Mount St. Helens and Mount Rainier.
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Choose the best rock or magma type for each of the following statements,
M = Mafic
F = Felsic
_____
10. Rich in iron and magnesium.
_____
11. Darker in color.
_____
12. Granite.
_____
13. Relatively low in density.
_____
14. Lower in viscosity.
_____
15. Rich in silica and feldspar.
_____
16. Higher in viscosity.
_____
17. Basalt
_____
18. Relatively high in density.
_____
19. Lighter in color.
_____
20. Shield Volcanoes.
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In the following section, there are 8 multiple choice questions and 7 true or false statements.
Select the best answer for TEN or these 15 questions and statements. Select the best answer for
the remaining 5 questions and statements for an opportunity to gain extra credit points.
_____
21. What kind of crust does mafic rock usually form?
A.
B.
C.
D.
_____
22. How many centimeters of volcanic ash can collapse a roof?
A.
B.
C.
D.
_____
Oceanic Crust
Continental Crust
Mountains
Soil
25 cm
20 cm
5 cm
35 cm
23. Which of the following is NOT a condition under which magma can form?
A. Temperature of rock rises above the melting point of the minerals the rock is
composed of (increase in temp).
B. A removal of pressure, decreasing the melting point of a rock.
C. An increase in student brain activity, sending an electric shock into the
ground, causing rock to melt.
D. Addition of fluid, decreasing the melting point of some minerals in the rock,
causing rock to melt.
_____
24. What is the difference between magma and lava?
A. Lava is molten rock found below the Earth’s surface; Magma is lava that has
reached the surface.
B. Magma is molten rock found below the Earth’s surface; Lava is magma that
has reached the surface.
C. Magma and lava are terms that can be used interchangeably, there is no real
difference.
D. Magma is mafic; Lava is felsic.
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_____
25. What is the name of the major volcanic zone that encircles the Pacific Ocean?
A.
B.
C.
D.
_____
26. How does a caldera form?
A.
B.
C.
D.
E.
_____
The magma chamber empties
It wants to
The pressure makes it sink
Both A and B
Both A and C
27. What is pyroclastic material?
A.
B.
C.
D.
_____
Circle of Doom
Igneous Invasion
Ring of Fire
Volcanic Vengeance
Fragments of rock and debris created and emitted during volcanic eruptions.
Everything emitted during a volcanic eruption, including lava flows.
Material that all volcanoes are made up of.
Magma before it erupts.
28. After becoming the first man to set foot on the moon, Neil Armstrong stated,
“That’s one small step for man, one giant leap for mankind.” This great
achievement occurred in what year? This also happens to be the year that the
New York Jets won the Super Bowl…
A.
B.
C.
D.
1922
1952
1969
1979
_____
29. Volcanoes are only found along faults and at hot spots.
_____
30. There were active volcanoes 2,000 years ago.
_____
31. Large pyroclastic materials that are less than 64 mm in diameter are called lapilli.
_____
32. Honey has a high viscosity.
_____
33. Water has a high viscosity.
_____
34. A caldera forms when the magma chamber below empties and the volcano cone
collapses and makes a crater.
_____
35. As lava cools, it turns into magma.
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Label FIVE parts of this volcano. Label UP TO FIVE MORE for an opportunity to gain extra
credit points.
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