Volcanic Voyages

Subtopics: 1. How volcanoes form 2. Dangerous volcanoes around the world 3. Impact of volcanoes on humans 4. Prevention strategies

2011 Spring Differentiated Curriculum

Sped 6402 Jared Hughes/Beth Sundbom 2/23/11

Content Outline Volcanic Voyage Jared Hughes & Beth Sundbom I. Formation of Volcanoes A. Plate Tectonics 1. Alfred Wegener proposed continental drift in 1912. 2. Tectonic plates move. a. Divergent plate boundaries move away from each other. b. Convergent plate boundaries move toward each other. B. Life Cycle of a Volcano 1. Volcanoes usually form along convergent plate boundaries. 2. Cracks in the Earths crust allow magma to rise to the surface. 3. Magma that reaches the surface is called lava. 4. Active / Building Stage a. Constant activity builds layers of cooling lava. b. The lava solidifies into the rock that forms the volcano. c. The dangers of the volcano are readily evident and easy to avoid. 5. Dormant Stage a. The volcano is no longer active. b. There is rich soil and minerals found around volcanoes. c. It is beneficial for people to build communities in these areas. d. This is the most dangerous stage of a volcanos life cycle. People do not see the hidden dangers. 6. Renewed Activity Stage a. Loss of life and property occur at this time. b. There is little to no warning when a volcano will reawaken. 7. Extinct Stage a. An extinct volcano no longer poses a direct threat to communities. II. Types and Examples of Volcanoes A. Shield Volcano / Mauna Loa, Hawaii 1. Fairly stable volcanoes. 2. Produce large amounts of lava which cool to form dark basaltic rocks. B. Fissure Volcano / Krafla, Iceland 1. Found along fault lines. C. Ash-Cinder Volcano / Paricutin, Mexico 1. Ash is probably the most dangerous component. 2. Contributes to acid rain, dangerous to breathe near these volcanoes. D. Caldera Volcano / Yellowstone, United States 1. Very large volcanic areas. 2. Has the potential to become the most powerful volcanic eruption ever recorded. E. Composite Volcano / Mt. Fuji, Japan

1. Composite volcanoes make beautiful mountains to build near. 2. They produce many of the hazards listed, and are therefore very dangerous. F. Dome Volcano / Methana, Greece 1. Slow forming volcanoes that are relatively harmless. III. Hazards A. Eruptions 1. Eruptions can be violent explosions that blast large amounts of material off the face of the volcano. B. Eruption Clouds 1. Vast amounts of ash and cinders rise into the atmosphere. These ash clouds have been known to disable aircraft mid-flight. C. Tephra 1. Rocks and cinders can fall like enormous hail stones. 2. Tephra can destroy surrounding vegetation and has claimed many victims. D. Acid Rain 1. Can cause irritation to mucous membranes and sensitive areas of the skin. 2. Concentrated exposure can lead to pulmonary edema. 3. Destroys stone, metal, paint and other building materials. E. Gas 1. One of the deadliest is CO2. a. An odorless, tasteless, colorless gas. b. A concentration of 30% or more can quickly cause death. c. Denser than air, it readily sinks into low lying areas. F. Pyroclastic Flows 1. Mixture of hot dry rock fragments. 2. Moves down the volcano at nearly 80km per hour. 3. Is generally between 200-700C. 4. Destroys anything in its path. G. Landslides 1. Mass movements of rock and debris. H. Lahars 1. Mixture of water and rock that flows down the slopes of a volcano or along river valleys. 2. Think of a flash flood with razor sharp rocks and boulders. 2. The term originated in Indonesia where lahars are quite common. 3. Lahars can be hot or cold. I. Lava Flows 1. Streams of molten rock. 2. Destroy everything in their path. 3. Are usually slow enough that people can move out of the way safely. 4. Poses the most danger to property. IV. Predicting Eruptions

A. Seismographs 1. A balanced stylus marks a line on a continuous roll of paper. During an earthquake the stylus swings back and forth recording the event. 2. Record the tremors caused by rock fracturing along fault lines. 3. Can warn scientists of a possible eruption. 4. Many volcanic eruptions are preceded by seismic activity (earthquakes). B. Ground Penetrating Radar 1. Creates a detailed map of underground formations. 2. Can show where rocks are under high amounts of stress. 3. Can also show the presence of magma near the crusts surface. 4. Allows scientists to create models of the volcanoes internal structure. C. GPS (Global Positioning Satellites) 1. Detects the movement of tectonic plates. Satellites record the position of thousands of sensors, in relation to each other, scattered across the earth. If the sensors move closer together, or farther apart, the scientists can record the amount of movement. 2. Helps to map the surface of the volcano. D. Computer Models 1. Scientists use powerful computer programs to model the structure and behavior of volcanoes. 2. The computer program takes the data that is collected from seismographs, ground penetrating radar, and GPS and creates 3 dimensional models of past and present volcanoes. 3. The changes seen through the models help scientists predict when a future eruption may happen. V. Preventing Loss A. Humans often locate settlements near volcanoes due to the rich soil and abundant amounts of minerals. B. Settlements located around active and dormant volcanoes face many dangers. C. Awareness of the dangers from an active volcano will help people make better decisions about where they live and work. D. The informed decisions people make will help prevent loss of life and property.

Topics relation to Odyssey Beth Sundbom and Jared Hughes Our topic for this years summer camp is volcanoes. To us, the word odyssey means an epic journey that encompasses a large span of time (it aint no quick trip to the grocery store). so We are going to explore the topic of volcanoes in a way that students will gain a broad meaning of the word odyssey and the journey a volcano takes in its lifetime. The first aspect we will look at is the odyssey a volcano endures to actually become a volcano. Through this journey, the students will be able to watch a live eruption, and then break it down to analyze the steps it went through to become a volcano. Our goal is for them to see that a volcano just doesnt form in an instant, but rather it is a long process that it goes through to reach and maintain volcanic status. The second way that students will experience the adventure of volcanoes is by taking a virtual odyssey around the world to visit extinct, dormant, inactive and active volcanoes. They will be completing a webquest while taking this journey which will immerse them in the geography and geology of specific volcanic sites. Students will show their own personal growth and understanding by creating an awareness campaign to emphasize the dangers posed by local volcanoes. After completing the odyssey of this course, they will be able to provide solutions to combat natural disasters which can mean the difference between survival and destruction.

Technology Plan Jared Hughes and Beth Sundbom Technology plays an important role throughout the world of volcanology. Without technology, we would be unable to predict volcanic eruptions, record tremors within the bedrock of the volcano or view the internal composition of a volcano. In planning this unit, we took into consideration all the ways geologists use technology to assist them in their daily work and then how we could incorporate some of those resources into our camp experience. Our first source of technology is the internet which will provide the campers with a direct outlet to scientific resources needed to understand our topic. They will be able to view volcanic samples via a digital blue microscope. We will also incorporate Windows Movie Maker and Microsoft Publisher in creating the awareness campaign. They will also collaborate with a guest speaker via Skype who has a degree in geology. The students will start off with a collection of video clips from www.volcanovideo.com and video.nationalgeographic.com that they can view to see what a volcanic eruption looks and sounds like. We will be utilizing Google Earth to take them on a virtual trip around the world to view actual active volcanic sites. They will also be participating in a volcanic web quest that will incorporate both internet sites, real visual aids (digital blue microscope) and hands on experiments. We want to offer the campers a 2 day Skype session with our guest speaker (Denise Miles). This will provide the students with a chance to learn vital information from an expert about geology and volcanoes. During the first session which will last 15-20minutes, we will have our speaker share information about what a geologist does and how it relates to the study of volcanoes. After the initial session, students will be able to reflect on what they learned and

prepare questions for our speaker. During our second Skype session with Denise Miles (should last approximately 15-20 minutes) students will be able to ask their questions and get live feedback. The final components to our technology plan comes from the use of Microsoft Publisher and Windows Movie Maker to create an Awareness Campaign. Through the use of these software programs students will be able to share their concerns for both environmental and human hazards that may arise from a volcanic eruption. The brochure will designed for the existing community members in either Merapi, Indonesia, or Cotopaxi, Ecquador, and will give them real solutions to multiple problems that can arise from a volcanic eruption. The movie is designed for the potential builder in Etna, Italy or Sakura-jima, Japan and will give them background information about the existing volcano and where might be the best place to build in the community. It will also educate the potential buyer on things to be aware of when building near a volcano and solutions to those problems. Our overall goal is to take our campers on an exciting journey through the eyes of a geologist using 21st century technology to cope with the age old problem of humans co-existing with volcanoes.

Research paper by Jared Hughes and Beth Sundbom LIFE of a VOLCANO The life cycle of a volcano involves several stages. In order to understand those stages, one must first start back at the beginning to see how a volcano is born. In 1912 Alfred Wegener described a theory of continental drift. He determined that different continents have similar rock formations, even though they are separated by an ocean. This theory led to the modern concept of plate tectonics (Koehler, 1987) Solid regions of the Earths crust (or lithosphere) are called plates. The movement of these plates and the creation of landforms from their movements are called the Plate Tectonic Theory. This theory describes how the plates move over the Earths mantle. Some plates move away from each other. This is called divergence. Some plates move towards each other. This is called convergence. Volcanoes are mostly formed at the convergent boundaries where two plates collide. The forces exerted on each plate cause cracks in the crust. Magma is forced towards the surface. Wherever magma breaks through the surface of the Earth, a volcano is born. Lava, which is magma that is on the earths surface, builds up over time to create a dome or cone. This is what one classically envisions when thinking about a volcano (Justice, 2006). According to Walkers chart on Volcanic Island Growth Cycles (1990) island chain volcanoes (ex. Hawaii) have many stages in their life cycle. In the initial stage, there is a break in the ocean crust. Magma rises to the surface and becomes lava. The lava cools on the ocean floor in a circular mound with more lava coming up through the center. The initial mound of lava that forms is the foundation the volcano will build upon.

LIFE of a VOLCANO

In the shield building stage (Barnes, 2010), the lava adds layer upon layer of rock to the initial mound. The lava cools into a rounded rock formation called a shield. This continues in a relatively calm fashion until the volcano reaches the surface of the ocean. At this point there are severe steam explosions and lava eruptions. This is the first time the volcano emits gases, smoke, and ash into the atmosphere. The shield layering still continues as the volcano rises from the ocean. It has now become a volcanic island. As the shield of rock rises above the oceans surface, the mass of rock at the top of the volcano becomes too heavy for the sides to support. The sides collapse under the weight and massive landslides are produced. The mass of rock shears off the slopes of the volcano, and the material is deposited at the base. With the loss of material from the top of the volcano, it takes on a more triangular shape. The broad base and triangular volcano rising from its center is the classic model of most island type volcanoes. In the capping stage (Walker, 1990), the active cinder cone continues to grow in elevation. Lava eruptions send rock material cascading down the slopes of the volcano to the ocean. This expands the islands elevation as well as the overall area. In other words, the island continues to get bigger, and bigger, and bigger. Regular erosion of the volcanos surface creates layers of soil that eventually support plant and animal life. If an island volcano becomes large enough it could support human life.

When the volcano becomes dormant, or no longer active, it does not add any more new material. Wind and rain erode the surface of the volcano. This softens the shape, creates larger areas of fertile land for plants to grow on, and adds sediments near the LIFE of a VOLCANO

oceans edge on which coral reefs grow. Dormant does not mean extinct. The volcano just goes through an extended period of inactivity. A volcano can be dormant for hundreds or even thousands of years. Dormant volcanoes are still capable of becoming active. The renewed volcanism stage (Walker, 1990) is where a dormant volcano reawakens and begins to erupt again. This is a very dangerous stage of a volcanos life. Humans and other wildlife settle on the fertile areas that were created during the erosion stage. The renewed volcanism can destroy homes, crops and threaten human life. Most inhabited islands around the world are currently in this stage or could enter this stage at any time. All of the most tragic encounters between humans and volcanoes occur at this stage in a volcanos life. For example, in 1883 the island of Krakatoa violently erupted and destroyed all life on the island (Selsam, 1959). Volcanoes can become dormant for so long that the center erodes completely away. All that remains is a circular ring of sand and coral that surrounds a shallow lagoon. These circular formations are called atolls. Sometimes a new volcano will appear on or near an atoll. Atolls are the last visible vestige of extinct island chain volcanoes. When the atoll finally erodes away, the volcano will never be seen again.

When a volcanic island becomes extinct it continues to erode until the ocean completely covers it. The area of ocean above an extinct volcanic mound is called a seamount. Scientists can look at the age of seamounts and calculate the historical positions of the oceans plates, and the speed of historical tectonic shifts. LIFE of a VOLCANO The greatest known volcanic explosion was at Santorini (now Thira) in Greece in about 1470 BC. It may have caused the end of the Minoan civilization (Marshall Cavendish L.O.S., 1989). Unexpected volcanic explosions can have an everlasting effect on communities, mainly a high loss of life. Scientists are constantly watching over volcanic action and are ready to forecast eruptions at any time. They are looking for any changes in temperature and pressure that may escape, earthquake recordings, and any change in the shape of the volcano. The goal of the scientists is to be able to predict eruptions far enough ahead of time so that people have a chance to evacuate before the destruction. For example, the eruption of Mount St Helens in 1980 was predicted and people were asked to leave the area about 50 days before the explosion (Marshall Cavendish L.O.S., 1989). However, volcanoes can also have a positive effect on the geography. For example, soil that comes from some volcanic ash can be extremely fertile and contain calcium, potassium, sodium, magnesium. According to Barnes (2010):

The most important determinant in volcanic ash soil fertility is the rate of precipitation. In dry or arid areas such as the Mediterranean, volcanic soils provide good farmland. However, in areas of high rainfall such as Japan, volcanic soils have only recently come to be farmed with the addition of the proper fertilizers.

LIFE of a VOLCANO

In order to help prevent future catastrophes, a group of scientists called volcanologists remain permanently on the slopes of the earths volcanoes, both to study them and to try to forecast their next awakening (Kohler, 1987 ). Their observations are designed to help people understand the nature of volcanic disasters.

Resources
Barnes, G. (2010). What is volcanic ash? Destructive and useful characteristics. Suite 101.com. Retrieved from http://www.suite101.com/content/what-is-volcanic-ashdestructive-and-useful-characteristics-a234223 Justice, L. S. (2006). Volcanoes around the world. Boston, MA: Houghton Mifflin Company. Kohler, P. (1987). Volcanoes, earthquakes and the formation of continents. Hauppauge, NY: Barrons Educational Series. Marshall Cavendish Library of Science (The Earth). (1989). Long Island, NY: Marshall Cavendish Corporation. Selsam, M. E. (1959). Birth of an island. New York, NY: Scholastic Inc.

Walker, G. P. L., 1990. Geology and volcanology of the Hawaiian Islands. Pacific Sc., 44, 315-347. United States Geological. Volcanic hazards. Retrieved from http://www.usgs.gov/natural_hazards/default.asp

JARED HUGHES AND BETH SUNDBOM VOLCANIC VOYAGES CAMP UNIT LESSON PLAN- DAY ONE JOURNEY TO THE CENTER OF A VOLCANO
I. DEFINE THE CONTENT LESSON OBJECTIVE: DAY ONE STUDENTS WILL ANALYZE THE GEOLOGIC PROCESSES THAT CREATE VOLCANOES AND THE DANGERS ASSOCIATED WITH THEM. LESSON POINT TO PONDER: WHY SHOULD I BE CONCERNED ABOUT THE DANGERS VOLCANOES POSE WHEN I DONT LIVE NEAR ONE? II. PREPLANNING: BEGIN WITH THE END IN MIND AFTER THE LESSON, STUDENTS WILL KNOW THE BASIC GEOLOGICAL PROCESSES UNDERTAKEN IN THE FORMATION OF A VOLCANO. STUDENTS WILL KNOW THE GEOGRAPHIC LOCATIONS OF ACTIVE, DANGEROUS
VOLCANOES AROUND THE WORLD

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE

CONTENT YOU HAVE SELECTED.

WHAT IS

IMPORTANT FOR STUDENTS TO KNOW?)

STUDENTS WILL KNOW THE MULTIPLE TYPES OF DANGERS ASSOCIATED WITH VOLCANIC ERUPTIONS.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO RECOGNIZE WHAT STEPS A VOLCANO GOES THROUGH DURING ITS DEVELOPMENT. STUDENTS SHOULD BE ABLE TO EVALUATE VOLCANIC ERUPTIONS TO PREDICT THE AMOUNT OF DESTRUCTION ASSOCIATED WITH EACH TYPE. STUDENTS SHOULD BE ABLE TO PLAN AN AWARENESS CAMPAIGN CENTERED
AROUND HELPING COMMUNITIES

(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

C. WHAT ARE THE

ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT EACH VOLCANO HAS A UNIQUE POTENTIAL FOR EXTREME DESTRUCTION BASED ON ITS TYPE, COMPOSITION, AND GEOGRAPHIC LOCATION. STUDENTS WILL UNDERSTAND THAT THROUGH MONITORING AND EDUCATION, THE RISKS OF EXTREME DESTRUCTION TO POPULATIONS CAN BE LESSENED. STUDENTS WILL UNDERSTAND THAT VOLCANOES ARE A GLOBAL PHENOMENON

THAT ARE NOT SPECIFIC TO A SINGLE REGION.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE
STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

What are the processes involved in volcano formation and the dangers associated with an eruption?

STUDENTS WILL SHOW MASTERY BY PARTICIPATING IN CLASSROOM

DISCUSSION AND BY COMPLETING THE GOOGLE EARTH COMPONENT (TRAVEL LOG).

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAYTHIS MAY COME FROM YOUR CONTENT OUTLINE)

I. Formation of Volcanoes A. Plate Tectonics 1. Alfred Wegener proposed continental drift in 1912. 2. Tectonic plates move. a. Divergent plate boundaries move away from each other. b. Convergent plate boundaries move toward each other. B. Life Cycle of a Volcano 1. Volcanoes usually form along convergent plate boundaries. 2. Cracks in the Earths crust allow magma to rise to the surface. 3. Magma that reaches the surface is called lava. 4. Active / Building Stage a. Constant activity builds layers of cooling lava. b. The lava solidifies into the rock that forms the volcano. c. The dangers of the volcano are readily evident and easy to avoid. 5. Dormant Stage a. The volcano is no longer active. b. There is rich soil and minerals found around volcanoes. c. It is beneficial for people to build communities in these areas. d. This is the most dangerous stage of a volcanos life cycle. People do not see the hidden dangers. 6. Renewed Activity Stage a. Loss of life and property occur at this time. b. There is little to no warning when a volcano will reawaken. 7. Extinct Stage a. An extinct volcano no longer poses a direct threat to communities. II. Types and Examples of Volcanoes A. Shield Volcano / Mauna Loa, Hawaii 1. Fairly stable volcanoes. 2. Produce large amounts of lava which cool to form dark basaltic rocks.

B. Fissure Volcano / Krafla, Iceland 1. Found along fault lines. C. Ash-Cinder Volcano / Paricutin, Mexico 1. Ash is probably the most dangerous component. 2. Contributes to acid rain, dangerous to breathe near these volcanoes. D. Caldera Volcano / Yellowstone, United States 1. Very large volcanic areas. 2. Has the potential to become the most powerful volcanic eruption ever recorded. E. Composite Volcano / Mt. Fuji, Japan 1. Composite volcanoes make beautiful mountains to build near. 2. They produce many of the hazards listed, and are therefore very dangerous. F. Dome Volcano / Methana, Greece 1. Slow forming volcanoes that are relatively harmless. III. Hazards A. Eruptions 1. Eruptions can be violent explosions that blast large amounts of material off the face of the volcano. B. Eruption Clouds 1. Vast amounts of ash and cinders rise into the atmosphere. These ash clouds have been known to disable aircraft mid-flight. C. Tephra 1. Rocks and cinders can fall like enormous hail stones. 2. Tephra can destroy surrounding vegetation and has claimed many victims. D. Acid Rain 1. Can cause irritation to mucous membranes and sensitive areas of the skin. 2. Concentrated exposure can lead to pulmonary edema. 3. Destroys stone, metal, paint and other building materials. E. Gas 1. One of the deadliest is CO2. a. An odorless, tasteless, colorless gas. b. A concentration of 30% or more can quickly cause death. c. Denser than air, it readily sinks into low lying areas. F. Pyroclastic Flows 1. Mixture of hot dry rock fragments. 2. Moves down the volcano at nearly 80km per hour. 3. Is generally between 200-700C. 4. Destroys anything in its path. G. Landslides 1. Mass movements of rock and debris. H. Lahars 1. Mixture of water and rock that flows down the slopes of

a volcano or along river valleys. 2. The term originated in Indonesia. 3. Lahars can be hot or cold. I. Lava Flows 1. Streams of molten rock. 2. Destroy everything in their path. 3. Are usually slow enough that people can move out of the way safely. 4. Poses the most danger to property. G. HOOK: (DESCRIBE HOW YOU
WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

AS THE STUDENTS WALK INTO THE ROOM IT WILL BE DECORATED IN A HAWAIIAN THEME. THERE WILL BE A VIDEO PLAYING OF MULTIPLE VOLCANOES ERUPTING (WWW.VOLCANOVIDEO.COM)

(5-10 MIN) GET TO KNOW YOU/OVERVIEW OF WHAT WE WILL BE DOING DURING THE WEEK- WE WILL HAVE A CHART HANGING ON THE
WALL SO THEY CAN REFER TO IT EACH DAY TO SEE THE BASICS OF WHAT THEY CAN EXPECT TO DO/ACCOMPLISH EACH DAY

(5MIN)AN INTERACTIVE CLASS KWL CHART FOUND AT DABBLEBOARD.COM WILL BE USED TO ASSESS PRIOR KNOWLEDGE ON VOLCANOES. EACH STUDENT WILL USE THE COMPUTER TO ADD
INFORMATION TO THE CLASS DABBLEBOARD ON WHAT THEY ALREADY KNOW ABOUT VOLCANOES AND WHAT THEY WOULD LIKE TO LEARN. THIS WILL BE REVISITED EACH DAY TO ADD TO THE CHART ABOUT WHAT THEY HAVE LEARNED.

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

(15-20MIN) POWERPOINT PRESENTATION ON VOLCANIC ERUPTIONS AND HAZARDS PLUS INTERACTIVE DISCUSSION(THE POWERPOINT WAS FOUND ON www.earth4567.com/talks/volcanoes/Volcanoes.ppt AND WAS PUT TOGETHER BY THE UNIVERSITY OF BRISTOL AND PLANET EARTH. WE WILL VIEW SLIDES (#1-29) ALONG WITH USING THE BUILT IN DISCUSSION QUESTIONS TO FOCUS CLASSROOM DIALOG. (15-20MIN) GOOGLE EARTH VOLCANIC VOYAGE: A TOUR OF THE WORLDS MOST DANGEROUS VOLCANOES. THEY WILL BE PAIRED UP AND EACH GROUP WILL BE GIVEN A LAPTOP TO USE. THEY WILL ALSO
BE GIVEN A TRAVEL LOG TO COMPLETE AS THEY MAKE THEIR WAY AROUND THE WORLD. THEY WILL BEGIN THEIR JOURNEY IN POMPEII. THEY WILL VISIT AS MANY VOLCANOES AS TIME ALLOWS. THE STUDENTS WILL CATALOG WHAT TYPE OF VOLCANO THEY VISIT, THE GEOGRAPHIC LOCATION, THE DANGERS ASSOCIATED WITH THAT PARTICULAR VOLCANO, ANALYZE ITS CURRENT ACTIVITY STATUS, AND THE POPULATIONS THAT RESIDE WITHIN THE DANGER ZONE.

(20-25MIN)WE WILL USE VIDEO FOOTAGE FOUND ON YOUTUBE.COM

FOR EACH OF THE FOUR SPECIFIC VOLCANOES TO INTRODUCE THE FINAL PROJECT (AWARENESS CAMPAIGN). STUDENTS WILL PAIR UP TO WORK ON THEIR PROJECT. EACH GROUP WILL BE GIVEN A SPECIFIC SET OF DIRECTIONS FOR THEIR FINAL PROJECT. THE FINAL PROJECT

WILL CONSIST OF EITHER A DVD OR A BROCHURE THAT CAN BE GIVEN OUT TO POTENTIAL BUILDERS NEAR THE VOLCANOES (ETNA,ITALY, OR SAKURA-JIMA, JAPAN), AND ALSO TO PEOPLE CURRENTLY RESIDING NEAR THE VOLCANOES (MERAPI, INDONESIA, OR COTOPAXI, EQUADOR). DURING THIS TIME THEY WILL BEGIN INITIAL DISCUSSION ON HOW TO COMPLETE THEIR PROJECT AND ALSO HAVE ACCESS TO THE LAPTOPS TO BEGIN INITIAL RESEARCH FOR THE PROJECT.

(5MIN) CLEANUP- PREVIEW OF WHAT TO EXPECT THE NEXT DAY.

List of Websites used on Day 1*www.volcanovideo.com *Dabbleboard.com- KWL chart created on my account *www.earth4567.com/talks/volcanoes/Volcanoes.ppt *Youtube.com Googleearth.com

Travel Log Day __________________________________ Name of location________________________ Where its located_______________________ Actual activity readings ____________________________________________________ ________________________ Description ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Travel Log Day __________________________________ Name of location________________________ Where its located_______________________ Actual activity readings ____________________________________________________ ________________________ Description ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

____________________________________________________ ____________________________________________________ Final Project Volcanic Voyages Awareness Campaign For your final project this week, you will be composing an awareness campaign designed to help communities near a volcano. There will be either a written portion in the form of an informative brochure or a visual portion in the form of a CD using Windows Movie Maker. You will be split into pairs to work on this project. Each day you will be given access to the computer to research and design your work. You will also have access to a flip camera to complete the visual aspect. Project goal: Through this project, you will be assisting communities around the world with how to safeguard their present establishments from volcanic disasters and also assisting potential buyers in making their decision to build in the community. This includes education on the potential risks of living near the volcano and solutions for reducing the loss of life and of property, lessening the economic impact, and working together to create a safer atmosphere. Details about Project:

You and your partner are responsible for creating an awareness campaign for a volcano that we visited on our Google Earth session. The campaign must consist of either a written or a visual portion. Written portion- You and your partner will be using Microsoft Publisher to create an informative brochure that could be passed out to existing citizens in the community around your volcano. This brochure is designed to answer the real life problem of how to safeguard your life and property against a natural disaster. This brochure will give citizens solutions they can immediately put into place to be proactive instead of reactive. This will serve as a tool to educate the citizens on factual scientific information about the potential dangers of their volcano and preventative measures they can take. This will also include contact information for disaster assistance programs in their area. Visual portion- You and your partner will be using flip cameras and Windows Movie Maker to create a 5-7 minute video for people that wish to build near your volcano. This video will serve as an informative tool designed to share statistics about the community near the volcano, the potential warnings they need to be made aware of so they can make informed decisions about where to build, and what they can do to take preventative measures against loss of life and property. Things to keep in mind:

Brochure- Refer to the template of the brochure for suggestions on what to include in each section. Remember that this is not designed to scare residents, but rather to educate them on the potential dangers and what they can do to be proactive instead of reactive in case of an emergency. Video- Remember that this video is designed for the potential resident of this community. You can include more descriptions of the area since they do not currently live there. You are helping them make an informed decision about where to build in the community based on the possible effects of the volcano. You need to include current activity of the volcano and what this means. You can suggest the best place to build based off of scientific information you researched. You can give them solutions to problems residents could face so they can make adjustments to their building plans before they begin. Remember- you dont want to scare them off- your job is to entice them to build in this community at the same time you are educating them so that they make wise choices.

Making A Brochure : Volcanic Voyage Awareness Campaign

Student Name:
CATEGORY Writing Organization

_________________________________
Fantastic
Each section in the brochure has a clear beginning, middle, and end.

Great
Almost all sections of the brochure have a clear beginning, middle and end.

Good
Most sections of the brochure have a clear beginning, middle and end.

Not So Much
Less than half of the sections of the brochure have a clear beginning, middle and end.

Writing Mechanics

Capitalization, spelling and punctuation are correct throughout the brochure.

Capitalization, spelling and punctuation are correct throughout the brochure after feedback from an adult. 99-90% of the facts in the brochure are accurate.

There are 1-2 capitalization, spelling and/or punctuation errors in the brochure even after feedback from an adult. 89-80% of the facts in the brochure are accurate.

There are several capitalization, spelling or punctuation errors in the brochure even after feedback from an adult. Fewer than 80% of the facts in the brochure are accurate.

Content Accuracy

All facts in the brochure are accurate.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has The brochure has attractive formatting well-organized and well-organized information. information.

The brochure's formatting and organization of material are confusing to the reader.

Graphics/Pictures Graphics go well

Graphics go well with the text and with the text, but there is a good mix there are so many of text and graphics. that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Rubric: Volcanic Voyage Video Awareness Campaign

Student Name:
CATEGORY Attractiveness

___________________________
Great
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Fantastic
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Good
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Not So Much
Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Requirements

All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Mechanics

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Content

Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

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LESSON PLAN- DAY TWO WATCH OUT! THERE SHE BLOWS!

I. DEFINE THE CONTENT LESSON OBJECTIVE: DAY TWO STUDENTS WILL BE INTRODUCED TO THE VARIOUS MEANS OF PREDICTING VOLCANIC ERUPTIONS. STUDENTS WILL BE ABLE TO USE THIS KNOWLEDGE TO HELP CREATE AN AWARENESS CAMPAIGN FOR COMMUNITY MEMBERS. LESSON POINT TO PONDER: HOW CAN KNOWLEDGE OF VOLCANIC ERUPTIONS HAVE ANY CONSEQUENCE ON MINIMIZING THE RISK TO LIFE AND PROPERTY? II. PREPLANNING: BEGIN WITH THE END IN MIND AFTER THE LESSON, STUDENTS WILL KNOW THE VARIOUS TOOLS USED BY VOLCANOLOGISTS TO
DETECT VOLCANIC MOVEMENT

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE

CONTENT YOU HAVE SELECTED.

WHAT IS

STUDENTS WILL KNOW THE VARIOUS CHARACTERISTICS ASSOCIATED WITH VOLCANIC ROCK AND HOW THIS CAN HELP IN BUILDING COMMUNITIES. STUDENTS WILL KNOW THE PROS AND CONS TO LIVING/BUILDING NEAR A
VOLCANO

IMPORTANT FOR STUDENTS TO KNOW?)

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO TELL IF A ROCK IS VOLCANIC AND EXPLAIN CHARACTERISTICS (BASED ON CHEMISTRY AND MINERAL COMPOSITION) OF
IGNEOUS ROCKS

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

STUDENTS SHOULD BE ABLE TO CREATE A QUESTION TO ASK THE GEOLOGIST BASED ON TODAYS LESSON STUDENTS SHOULD BE ABLE TO USE MICROSOFT PUBLISHER TO COMPLETE
BROCHURE FOR CAMPAIGN

C. WHAT ARE THE

ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT ROCKS HAVE DIFFERENT
CHARACTERISTICS DEPENDING ON THEIR FORMATION

STUDENTS WILL UNDERSTAND THAT GEOLOGISTS STUDY EARTH FORMATIONS

AND MAKE PREDICTIONS ABOUT FUTURE ACTIVITY

STUDENTS WILL UNDERSTAND THAT THERE ARE MULTIPLE TYPES OF

TECHNOLOGY USED IN PREDICTING VOLCANIC ACTIVITY

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE
STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

WHAT MEASURES CAN BE TAKEN TO MAXIMIZE THE SAFETY OF A COMMUNITY LOCATED NEAR A VOLCANO? STUDENTS WILL SHOW MASTERY BY PARTICIPATING IN A SKYPE
DISCUSSION WITH A GEOLOGIST AND BY ANSWERING QUESTIONS BASED ON THE COMPARISON AND CONTRAST OF VOLCANIC IGNEOUS ROCK TO NORTH CAROLINA ROCK.

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAYTHIS MAY COME FROM YOUR CONTENT OUTLINE)

IV. Predicting Eruptions A. Seismographs 1. Record the tremors caused by rock fracturing along fault lines. 2. Can warn scientists of a possible eruption. 3. Many volcanic eruptions are preceded by seismic activity (earthquakes). B. Ground Penetrating Radar 1. Creates a detailed map of underground formations. 2. Can show where rocks are under high amounts of stress. 3. Can also show the presence of magma near the crusts surface. 4. Allows scientists to create models of the volcanoes internal structure. C. GPS (Global Positioning Satellites) 1. Detects the movement of tectonic plates. 2. Helps to map the surface of the volcano. D. Computer Models 1. Scientists use powerful computer programs to model the structure and behavior of volcanoes. 2. Scientists use this information to predict when a future eruption may happen. V. Preventing Loss A. Humans often locate settlements near volcanoes due to the rich soil and abundant

amounts of minerals. B. Settlements located around active and dormant volcanoes face many dangers. C. Awareness of the dangers from an active volcano will help people make better decisions about where they live and work. D. The informed decisions people make will help prevent loss of life and property
G. HOOK: (DESCRIBE HOW YOU
WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON.

STUDENTS WILL PLAY AN INTERACTIVE VOLCANO GAME FROM SCHOLASTIC. THE GAME CAN BE FOUND AT HTTP://WWW.SCHOLASTIC.COM/PLAY/PREVOLCANO.HTM
STUDENTS CAN WORK TOGETHER OR SEPARATELY TO ANSWER THE QUESTIONS AND MAKE THEIR VOLCANO EXPLODE.

BE CREATIVE.)

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

(5MIN)KWL CHART-WE WILL VISIT CLASS KWL CHART ON DABBLEBOARD.COM TODAY TO FILL IN INFORMATION THEY LEARNED FROM YESTERDAYS SESSION. (10MIN) POWERPOINT PRESENTATION ON VOLCANIC ERUPTIONS AND HAZARDS PLUS INTERACTIVE DISCUSSION(THE POWERPOINT WAS FOUND ON AND WAS PUT TOGETHER BY THE UNIVERSITY OF BRISTOL AND PLANET EARTH. WE WILL VIEW THE SECOND HALF OF THE POWERPOINT (SLIDES #31-39) THAT DEALS WITH ALL THE TOOLS VOLCANOLOGISTS USE TO ASSESS VOLCANIC ACTIVITY. (15MIN) SKYPE SESSION WITH OUR GEOLOGIST DENISE MILES. SHE WILL TALK WITH THE STUDENTS ABOUT WHAT A GEOLOGIST DOES, HOW IT RELATES TO THE FIELD OF VOLCANOLOGY, WHAT IT TAKES TO BECOME A GEOLOGIST, AND WHAT SHE LIKES ABOUT HER SPECIALTY. THEY WILL THEN BE ASKED TO REFLECT ON THE PRESENTATION AND TO COME UP WITH 1-2 QUESTIONS THEY COULD ASK HER DURING OUR FOLLOW-UP SESSION THE NEXT DAY. (20 MIN) STUDENTS WILL BE PAIRED UP AT MICROSCOPE STATIONS. STUDENTS WILL BE GIVEN VARIOUS SAMPLES OF VOLCANIC MATERIAL(FROM OUR PERSONAL COLLECTIONS) AND A DATA SHEET. STUDENTS WILL LOOK AT VARIOUS SAMPLES USING THE DIGITAL BLUE MICROSCOPE. THEY WILL BE LOOKING AT ASH FROM MT. SAINT HELENS, SAND FROM HAWAII, A PIECE OF ROCK FROM MT. VESUVIAS AND VARIOUS ROCK SAMPLES FROM VOLCANIC REGIONS. THEY WILL EXAMINE, COMPARE AND CONTRAST TO LOCAL ROCKS FROM NORTH CAROLINA. BASED ON OBSERVATIONS OF THE MATERIAL, THEY WILL
FILL OUT THE DATA SHEET AND USE THE DATA TO ANALYZE AND DISCUSS WITH GROUP THE COMPOSITION OF VOLCANIC MATERIAL.

(25MIN)STUDENTS WILL CONTINUE TO WORK ON THEIR AWARENESS CAMPAIGN. THEY WILL BE WORKING ON EITHER THEIR BROCHURE OR THEIR DIGITAL CAMPAIGN. (REFER TO PROJECT DIRECTIONS ON THE PRINTED SHEET) (5MIN) CLEANUP- COLLECT QUESTIONS FOR GEOLOGIST TOMORROW-

PREVIEW TOMORROWS SESSION

Websites used today: Dabbleboard.com- kwl chart found on my account

HTTP://WWW.SCHOLASTIC.COM/PLAY/PREVOLCANO.HTM

www.earth4567.com/talks/volcanoes/Volcanoes.ppt Skype

Comparative Analysis Data Sheet Sketch

Description ________________________ ________________________ ________________________ ________________________ ________________________

________________________ ________________________ ________________________ ________________________ _______________________

________________________ ________________________ ________________________ ________________________

____________________________

____________________

FACT VS. FICTION; MEDIA DRAMATIZES NATURAL DISASTERS

I. DEFINE THE CONTENT LESSON OBJECTIVE: DAY THREE STUDENTS WILL DEVELOP A KNOWLEDGE OF FACT VS. FICTION WHEN IT COMES TO HOW VOLCANOES ARE DEPICTED IN MEDIA. THEY WILL USE THIS KNOWLEDGE TO INTERACT WITH A GEOLOGIST TO ARTICULATE FACTUAL QUESTIONS. LESSON POINT TO PONDER: IS THE GENERAL POPULATION OF PEOPLE CAPABLE OF MAKING CONFIDENT DECISIONS IN THE MIDST OF CRISIS? WHAT DO THEY THINK ABOUT MORE- THEIR SAFETY OR THE SAFETY OF THEIR MATERIAL POSESSIONS? II. PREPLANNING: BEGIN WITH THE END IN MIND A. WHAT 3 ITEMS
ARE WORTH KNOWING?

LESSON PLAN- DAY 3

(THINK ABOUT THE

CONTENT YOU HAVE SELECTED.

AFTER THE LESSON, STUDENTS WILL KNOW THAT FACT BASED INFORMATION IS IMPORTANT FOR THE
INTEGRITY OF THEIR AWARENESS CAMPAIGN

WHAT IS

STUDENTS WILL KNOW THE ENORMOUS IMPACT NATURAL DISASTERS HAVE ON

HUMAN POPULATIONS

IMPORTANT FOR STUDENTS TO KNOW?)

STUDENTS WILL KNOW THE TOOLS AND METHODS NECESSARY TO MINIMIZE THE
DEVASTATING EFFECTS

B. WHAT 3 ITEMS
ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO FORMULATE A FACTUAL QUESTION FOR OUR
GEOLOGIST

(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

STUDENTS SHOULD BE ABLE TO RECOGNIZE DEFICIENCIES IN COMMUNITIES

DEFENSES AGAINST VOLCANOES

STUDENTS SHOULD BE ABLE TO DEVELOP SOLUTIONS AND RELAY THE IDEAS TO THE
COMMUNITIES IN QUESTION

C. WHAT ARE THE

ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON?

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THE DIFFERENCE BETWEEN FACTUAL SCIENTIFIC INFORMATION AND FALSE BELIEFS/PRECONCIEVED NOTIONS STUDENTS WILL UNDERSTAND THE DEVASTATING EFFECTS THAT NATURAL
DISASTERS HAVE ON HUMAN POPULATIONS

(DEFINE THE BIG IDEAS.)

STUDENTS WILL UNDERSTAND THAT THROUGH PROPER EDUCATION AND AWARENESS OF THE DANGERS, COMMUNITIES CAN MAKE INFORMED DECISIONS

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL
THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

HOW DO MISCONCEPTIONS ABOUT VOLCANOES AFFECT THE DECISION MAKING

PROCESS WHEN CHOOSING WHERE TO BUILD A COMMUNITY.

THEY WILL SUCCESSFULLY COMPLETE THE FACT VS FICTION WORKSHEET

AND BE ABLE TO EFFECTIVELY ANALYZE REAL LIFE SITUATIONS

STUDENTS WILL BE INFORMALLY ASSESSED THROUGH PARTICIPATION IN CLASS DISCUSSION, PROPER ETIQUETTE IN QUESTIONS SESSION WITH DENISE MILES, AND FOCUSING ON AWARENESS CAMPAIGN
V. PREVENTING LOSS A. HUMANS OFTEN LOCATE SETTLEMENTS NEAR VOLCANOES DUE TO THE RICH SOIL AND ABUNDANT AMOUNTS OF MINERALS. B. SETTLEMENTS LOCATED AROUND ACTIVE AND DORMANT VOLCANOES FACE MANY DANGERS. C. AWARENESS OF THE DANGERS FROM AN ACTIVE VOLCANO WILL HELP
PEOPLE MAKE BETTER DECISIONS ABOUT WHERE THEY LIVE AND WORK.

F. CONTENT LIST THE CONTENT

FOR THIS LESSON ONLY.

(OUTLINE THE
CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

D. THE INFORMED DECISIONS PEOPLE MAKE WILL HELP PREVENT LOSS OF LIFE AND PROPERTY. VI. MISCONCEPTIONS PERPETRATED BY THE MEDIA A. UNREALISTIC ERUPTIONS 1. LAVA FLOWS THAT ARE TOO FAST 2. MOST VOLCANOES IN THE MOVIES HAVE EXPLOSIVE ERUPTIONS 3. EXPLOSIVE ERUPTIONS AND RIVERS OF LAVA DO NOT HAPPEN AT THE
SAME TIME

B. EQUIPMENT USED TO PREDICT VOLCANOES 1. ROBOTS ARE NOT USED IN MONITORING VOLCANIC ACTIVITY C. EFFECTS OF VOLCANOES ON THE SURROUNDING ENVIRONMENT 1. GROUND SUPPLY OF WATER CAN BECOME CONTAMINATED, BUT NOT AT
THE RAPID PACE MOVIES PORTRAY

2. LAKE WATER CAN BECOME ACIDIC, BUT ONCE AGAIN, NOT AT THE RAPID
PACE SHOWN IN A MOVIE

3. EARTHQUAKES ARE NOT USUALLY ASSOCIATED WITH THE MASS

DESTRUCTION OF BUILDINGS AND ROADS

G. HOOK: (DESCRIBE HOW

YOU WILL GRAB STUDENTS ATTENTION AT THE

TODAY STUDENTS WILL BE ABLE TO PLAY AN INTERACTIVE GAME CALLED SUPERVOLCANO AT HTTP://WWW.BBC.CO.UK/SN/TVRADIO/PROGRAMMES/SUPERVOLCANO/GAME.SHTML

THEY ARE ABLE TO SET UP A 14 DAY AWARNESS CAMPAIGN FOR THE CITY AND THEN SEE HOW THEIR SCENARIO PLAYS OUT.

BEGINNING OF THE LESSON.

BE

CREATIVE.)

(5MIN)KWL CHART- WE WILL CONTINUE TO ADD TO OUR CLASS KWL CHART ON DABBLEBOARD.COM TODAY TO FILL IN INFORMATION THEY LEARNED FROM YESTERDAYS SESSION. . (15 MIN) FACT VS FICTION LESSON- USING CLIPS FROM THE MOVIE DANTES PEAK, WE WILL DISCUSS HOW MEDIA TENDS TO SENSATIONALIZE NATURAL DISASTERS. THROUGH THIS DISCUSSION, WE WILL ASK THEM TO ANANLYZE WHAT MAKES THE ERUPTIONS UNREALISTIC, HOW MEDIA INVENTS TECHNOLOGIES THAT DONT EXIST OR ARE NOT USED FOR THAT
PURPOSE AND THE UNREALISTIC PORTRAYAL OF THE EFFECTS OF VOLCANIC ERUPTIONS ON THE SURROUNDING ENVIRONMENT. WE WILL DEMONSTRATE HOW STUDENTS CAN LEARN TO TELL FACT VS FICTION WHEN IT COMES TO VOLCANOES IN THE MEDIA. STUDENTS WILL HAVE THE CHANCE TO DETERMINE WHICH SCENES ARE ACCURATE OR NOT. WE WILL THEN DISCUSS HOW THIS SENSATIONALISM COULD IMPACT THE POPULATION THAT IS NOT EDUCATED ABOUT NATURAL DISASTERS.

H. INSTRUCTION: (TELL, STEP-BYSTEP, WHAT YOU WILL DO.)

(15MIN) POWERPOINT PG. 40-55 AND DISCUSSION ON THE ACTUAL

IMPACT VOLCANIC ERUPTIONS HAVE HAD ON REAL SOCIETIES AROUND THE WORLD. STUDENTS WILL BE GIVEN THE CHANCE TO EXAMINE THE INDIVIDUAL SITUATIONS, DETERMINE IF THERE WERE EARLY WARNING SIGNS, AND THEN BRAINSTORM POSSIBLE SOLUTIONS FOR EACH COMMUNITY INCLUDING WHAT STEPS COMMUNITIES COULD HAVE TAKEN TO REDUCE THE EFFECTS.

(15MIN) SKYPE SESSION WITH DENISE MILES- STUDENTS WILL BE GIVEN

THE OPPORTUNITY TO ASK THE QUESTIONS THEY PREPARED FROM THE PREVIOUS DAY.

(30 MIN)STUDENTS WILL BE GIVEN TIME TO WORK ON PROJECT

Websites used:
HTTP://WWW.BBC.CO.UK/SN/TVRADIO/PROGRAMMES/SUPERVOLCANO/GAME.SHTML

DABBLEBOARD.COM

USGS.gov Skype

Volcanic Voyage: Fact vs. Fiction

Observations
Every hazardous event in Dantes Peak is very hot.

Fact
Lahars and landslides can be cold.

Fiction
Every volcanic hazard is hot.

Conclusions
Be wary of absolute scientific terms.

LESSON PLAN- DAY 4 COMMUNITY AWARENESS CAMPAIGN

I. DEFINE THE CONTENT LESSON OBJECTIVE: DAY FOUR STUDENTS WILL COMPLETE AN AWARENESS CAMPAIGN FOR THEIR GIVEN COMMUNITY TO SHOW/TELL WHAT THEY HAVE LEARNED. LESSON POINT TO PONDER: ARE AWARENESS CAMPAIGNS NECESSARY TO ENSURE PUBLIC SAFETY OR CAN WE RELY ON COMMON SENSE ALONE? II. PREPLANNING: BEGIN WITH THE END IN MIND A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE
CONTENT YOU HAVE SELECTED.

WHAT IS

AFTER THE LESSON, STUDENTS WILL KNOW ALL THE DANGERS ASSOCIATED WITH VOLCANOES STUDENTS WILL KNOW HOW TO ANALYZE VOLCANIC READINGS AND USE THE NUMBERS TO PLAN FOR PREVENTATIVE MEASURES.
STUDENTS WILL KNOW PREVENTIVE MEASURES THAT CAN BE TAKEN TO LESSEN IMPACT OF VOLCANOES.

IMPORTANT FOR STUDENTS TO KNOW?)

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO ACCESS KNOWLEDGE LEARNED DURING THE
WEEK IN ORDER TO COMPLETE FINAL PROJECT

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

STUDENTS SHOULD BE ABLE COMPILE A SCIENTIFICALLY FACTUAL SET OF

DATA TO USE IN THEIR FINAL PROJECT BASED OFF OF ACTUAL READINGS FOUND AT WWW.VOLCANODISCOVERY.COM.

STUDENTS SHOULD BE ABLE TO PRESENT THEIR FINAL PROJECT TO THEIR PARENTS AS IF THEY WERE LIVING IN THE SPECIFIC COMMUNITY. AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT DANGER FROM VOLCANOES IS A GLOBAL
ISSUE

C. WHAT ARE THE

ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON?

(DEFINE THE BIG IDEAS.)

STUDENTS WILL UNDERSTAND THEY HAVE THE CAPABILITY OF MAKING AN IMPACT AROUND THE WORLD.

STUDENTS WILL UNDERSTAND THAT SMALL STEPS CAN HAVE BIG IMPACTS

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE STUDENTS
DO TO SHOW YOU THAT THEY MASTERED THE CONTENT? WHAT INFORMATION ABOUT VOLCANOES SHOULD PEOPLE HAVE IF THEY ARE PLANNING TO LOCATE NEAR ONE?

THEY WILL SUCCESSFULLY COMPLETE THE AWARENESS CAMPAIGN THAT THEY HAVE BEEN WORKING ON ALL WEEK. THIS WILL INCLUDE EITHER A WRITTEN PORTION (BROCHURE) OR A VISUAL PORTION (DVD). THE PROVIDED RUBRICS WILL BE USED TO ASSESS THEIR WORK.
1. INFORMATION PEOPLE SHOULD KNOW WHEN THEY ARE THINKING OF
LOCATING NEAR A VOLCANO

A. LEARN WHAT KIND OF ERUPTIONS ARE LIKELY AND

WHAT TO EXPECT FROM THEM

B. OBTAIN A HAZARD-ZONE MAP TO DETERMINE

POSSIBLE FLOWS OF LAVA AND HOW LONG IT WOULD TAKE TO REACH CERTAIN LOCATIONS.

C. KNOW EVACUATION ROUTES D. UNDERSTAND THE DANGERS OF MUDFLOWS AND

FLOODING WHICH TEND TO INJURE MORE PEOPLE THAN LAVA FLOWS. 2. INFORMATION SHOULD KNOW WHEN THEY ALREADY RESIDE NEAR A

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAYTHIS MAY COME FROM YOUR CONTENT OUTLINE)

VOLCANO

A. LEARN WHAT KIND OF ERUPTIONS ARE LIKELY AND

WHAT TO EXPECT FROM THEM

B. KNOW AND PRACTICE MULTIPLE EVACUATION ROUTES IN TOWN. YOU NEVER KNOW WHEN ONE MAY BE
DOWN

C. HAVE AT LEAST A THREE DAY SUPPLY OF FOOD AND

WATER IN STORAGE

D. KEEP A FIRST AID KIT, BLANKETS AND WARM

CLOTHING IN A STORAGE BIN ALONG WITH A BATTERY OPERATED RADIO AND FRESH BATTERIES

E. GET TO HIGH GROUND- LAVA, MUDFLOWS AND

FLOODING TRAVEL IN VALLEYS AND LOW LYING AREAS

3. PRESENTATION OF FINAL PRODUCT A. STUDENTS WILL PRESENT PRODUCTS FOR PARENTS LATER IN THE AFTERNOON. THEY WILL SHARE WITH THEIR VISITORS
THE PROJECT AS IF THEIR VISITOR IS FROM THE COMMUNITY THEY HAVE CHOSEN.

G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS

ATTENTION AT THE BEGINNING OF THE LESSON.

SHOW THE CLIP OF A POSSIBLE VOLCANIC ERUPTION ON MOUNT RAINIER HTTP://WWW.HISTORY.COM/SHOWS/MEGA-DISASTERS/VIDEOS#MEGADISASTERS-AMERICAN-VOLCANO ASK: WHAT COULD BE DONE TO PREPARE PEOPLE FOR THIS POSSIBILITY?

BE CREATIVE.)

WHAT IS THE BEST WAY TO GET THE INFORMATION OUT TO THEM?

(5MIN)KWL CHART- WE WILL CONTINUE TO ADD TO THE CLASS KWL CHART AT DABBLEBOARD.COM
H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

(75 MIN) FINAL COMPLETION AND RUN THROUGH OF THEIR AWARENESS CAMPAIGN. THEY NEED TO FINISH EITHER THE
WRITTEN PORTION WHICH IS A BROCHURE THEY CAN HAND OUT TO POTENTIAL BUYERS OR THOSE THAT ARE CURRENTLY LIVING BY A VOLCANO OR THE VISUAL PORTION WHICH IS A CD. BOTH OF THESE WILL BE ON DISPLAY FOR PARENTS THAT AFTERNOON.

Websites used:
WWW.VOLCANODISCOVERY.COM. HTTP://WWW.HISTORY.COM/SHOWS/MEGA-DISASTERS/VIDEOS#MEGA-DISASTERS-AMERICAN-VOLCANO

dabbleboard.com