Volcanic Voyages

8/6/2019 Volcanic Voyages

1/34

Volcanic VoyagesSubtopics:1. How volcanoes form

2. Dangerous volcanoes around the world3. Impact of volcanoes on humans4. Prevention strategies

2011 Spring Differentiated

CurriculumSped 6402Jared Hughes/Beth Sundbom

2/23/11


2/34


3/34

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. Eruptions1. Eruptions can be violent explosions that blast large amounts ofmaterial off the

face of the volcano.B. Eruption Clouds

1. Vast amounts of ash and cinders rise into the atmosphere. Theseash clouds have been known to disable aircraft mid-flight.

C. Tephra1. Rocks and cinders can fall like enormous hail stones.2. Tephra can destroy surrounding vegetation and has claimed many

victims.

D. Acid Rain1. 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. Gas1. 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. Landslides1. Mass movements of rock and debris.

H. Lahars1. Mixture of water and rock that flows down the slopes of a volcano oralong 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 Flows1. 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


4/34

A. Seismographs1. A balanced stylus marks a line on a continuous roll of paper. Duringan

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 theposition of

thousands of sensors, in relation to each other, scattered across theearth. If the

sensors move closer together, or farther apart, the scientists canrecord the

amount of movement.2. Helps to map the surface of the volcano.

D. Computer Models1. Scientists use powerful computer programs to model the structure

and behavior of volcanoes.2. The computer program takes the data that is collected fromseismographs,

ground penetrating radar, and GPS and creates 3 dimensionalmodels of pastand present volcanoes.

3. The changes seen through the models help scientists predict whena future eruption may happen.

V. Preventing LossA. 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.


5/34

Topics relation to Odyssey

Beth Sundbom and Jared HughesOur 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.


6/34

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


7/34

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.


8/34

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.


9/34

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 ofrock 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.


10/34

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.


11/34

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.


12/34

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 fromhttp://www.suite101.com/content/what-is-volcanic-ash-

destructive-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 fromhttp://www.usgs.gov/natural_hazards/default.asp
http://www.suite101.com/content/what-is-volcanic-ash-http://www.suite101.com/content/what-is-volcanic-ash-http://www.suite101.com/content/what-is-volcanic-ash-http://www.usgs.gov/natural_hazards/default.asphttp://www.usgs.gov/natural_hazards/default.asphttp://www.usgs.gov/natural_hazards/default.asphttp://www.suite101.com/content/what-is-volcanic-ash-


13/34

JARED HUGHES AND BETH SUNDBOM

VOLCANIC VOYAGES CAMP UNITLESSON PLAN-DAY ONE

JOURNEY TO THE CENTER OF A VOLCANO

I.DEFINE THE CONTENTLESSON OBJECTIVE:DAY ONE

STUDENTS WILL ANALYZE THE GEOLOGIC PROCESSES THAT CREATE VOLCANOES AND THE DANGERSASSOCIATED WITH THEM.

LESSON POINT TO PONDER: WHY SHOULD I BE CONCERNED ABOUT THE DANGERS VOLCANOES POSEWHEN I DONT LIVE NEAR ONE?

II.PREPLANNING:BEGIN WITH THE END IN MIND

A.WHAT 3 ITEMS ARE

WORTH KNOWING?

(THINK ABOUT THECONTENT YOU HAVE

SELECTED.WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THE BASIC GEOLOGICAL PROCESSES UNDERTAKEN INTHE FORMATION OF A VOLCANO.

STUDENTS WILL KNOW THE GEOGRAPHIC LOCATIONS OF ACTIVE, DANGEROUSVOLCANOES AROUND THE WORLD

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?

(DEFINE WHATSTUDENTS SHOULD BE

ABLE TO DO AS A RESULT

OF YOUR LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO RECOGNIZE WHAT STEPS A VOLCANO GOESTHROUGH DURING ITS DEVELOPMENT.

STUDENTS SHOULD BE ABLE TO EVALUATE VOLCANIC ERUPTIONS TO PREDICTTHE AMOUNT OF DESTRUCTION ASSOCIATED WITH EACH TYPE.

STUDENTS SHOULD BE ABLE TO PLAN AN AWARENESS CAMPAIGN CENTEREDAROUND HELPING COMMUNITIES

C.WHAT ARE THEENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON?(DEFINE THEBIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT EACH VOLCANO HAS A UNIQUE POTENTIAL

FOR EXTREME DESTRUCTION BASED ON ITS TYPE, COMPOSITION, ANDGEOGRAPHIC 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


14/34

THAT ARE NOT SPECIFIC TO A SINGLE REGION.

III.PLANNING

D.E

SSENTIAL

QUESTION:

(ONE OVERARCHINGLESSON QUESTION )

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

E.ASSESSMENT:

(PERFORMANCE TASK)WHAT WILL THESTUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT?

STUDENTS WILL SHOW MASTERY BY PARTICIPATING IN CLASSROOMDISCUSSION AND BY COMPLETING THE GOOGLE EARTH COMPONENT

(TRAVEL LOG).

F. CONTENT

LIST THE CONTENT FORTHIS LESSON ONLY.

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROMYOUR CONTENT OUTLINE)

I. Formation of Volcanoes

A. Plate Tectonics1. 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 Stagea. 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 easyto 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 lifecycle. 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 tocommunities.II. Types and Examples of Volcanoes

A. Shield Volcano / Mauna Loa, Hawaii1. Fairly stable volcanoes.2. Produce large amounts of lava which cool to form

dark basaltic rocks.


15/34

B. Fissure Volcano / Krafla, Iceland1. 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 States1. Very large volcanic areas.2. Has the potential to become the most powerful

volcanic eruption ever recorded.

E. Composite Volcano / Mt. Fuji, Japan1. Composite volcanoes make beautiful mountains

to build near.

2. They produce many of the hazards listed, and aretherefore very dangerous.

F. Dome Volcano / Methana, Greece

1. Slow forming volcanoes that are relativelyharmless.

III. HazardsA. 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 buildingmaterials.

E. Gas1. One of the deadliest is CO2.

a. An odorless, tasteless, colorless gas.

b. A concentration of 30% or more can quickly causedeath.

c. Denser than air, it readily sinks into low lying areas.

F. Pyroclastic Flows1. 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


16/34

a volcano or along river valleys.2. The term originated in Indonesia.

3. Lahars can be hot or cold.

I. Lava Flows1. Streams of molten rock.

2. Destroy everything in their path.

3. Are usually slow enough that people can move out of theway safely.

4. Poses the most danger to property.

G.HOOK:

(DESCRIBE HOW YOUWILL 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 VOLCANOESERUPTING (WWW.VOLCANOVIDEO.COM)

H.INSTRUCTION:

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

(5-10 MIN) GET TO KNOW YOU/OVERVIEW OF WHAT WE WILL BE

DOING DURING THE WEEK- WE WILL HAVE A CHART HANGING ON THEWALL SO THEY CAN REFER TO IT EACH DAY TO SEE THE BASICS OFWHAT 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 ONVOLCANOES.EACH STUDENT WILL USE THE COMPUTER TO ADDINFORMATION 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 ABOUTWHAT THEY HAVE LEARNED.

(15-20MIN) POWERPOINT PRESENTATION ON VOLCANIC ERUPTIONSAND HAZARDS PLUS INTERACTIVE DISCUSSION(THE POWERPOINT WASFOUND ONwww.earth4567.com/talks/volcanoes/Volcanoes.pptAND

WAS PUT TOGETHER BY THE UNIVERSITY OF BRISTOL AND PLANETEARTH. WE WILL VIEW SLIDES (#1-29) ALONG WITH USING THEBUILT IN DISCUSSION QUESTIONS TO FOCUS CLASSROOM DIALOG.

(15-20MIN)GOOGLE EARTH VOLCANIC VOYAGE: A TOUR OF THEWORLDS MOST DANGEROUS VOLCANOES. THEY WILL BE PAIRED UPAND EACH GROUP WILL BE GIVEN A LAPTOP TO USE. THEY WILL ALSOBE 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. THESTUDENTS WILL CATALOG WHAT TYPE OF VOLCANO THEY VISIT, THE

GEOGRAPHIC LOCATION, THE DANGERS ASSOCIATED WITH THATPARTICULAR VOLCANO, ANALYZE ITS CURRENT ACTIVITY STATUS, ANDTHE POPULATIONS THAT RESIDE WITHIN THE DANGER ZONE.

(20-25MIN)WE WILL USE VIDEO FOOTAGE FOUND ON YOUTUBE.COMFOR EACH OF THE FOUR SPECIFIC VOLCANOES TO INTRODUCE THE

FINAL PROJECT (AWARENESS CAMPAIGN).STUDENTS WILL PAIR UP TOWORK ON THEIR PROJECT. EACH GROUP WILL BE GIVEN A SPECIFICSET OF DIRECTIONS FOR THEIR FINAL PROJECT. THE FINAL PROJECT
http://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppt


17/34

WILL CONSIST OF EITHER A DVD OR A BROCHURE THAT CAN BE GIVEN

OUT TO POTENTIAL BUILDERS NEAR THE VOLCANOES (ETNA,ITALY, ORSAKURA-JIMA,JAPAN), AND ALSO TO PEOPLE CURRENTLY RESIDINGNEAR THE VOLCANOES (MERAPI,INDONESIA, OR COTOPAXI,EQUADOR).DURING THIS TIME THEY WILL BEGIN INITIAL DISCUSSIONON 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.comGoogleearth.com


18/34

Travel LogDay __________________________________

Name of location________________________Where its located_______________________Actual activity readings -____________________________________________________________________________Description____________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Travel LogDay __________________________________Name of location________________________Where its located_______________________Actual activity readings -____________________________________________________________________________Description____________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


19/34

________________________________________________________________________________________________________

Final ProjectVolcanic 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 thisproject. 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 presentestablishments 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, lesseningthe economic impact, and working together to create a safer

atmosphere.

Details about Project:


20/34

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:


21/34

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.


22/34

Making A Brochure : Volcanic VoyageAwareness Campaign

Student Name: _________________________________

CATEGORY Fantastic Great Good Not So MuchWriting -Organization

Each section in thebrochure has a clearbeginning, middle,and end.

Almost all sectionsof the brochure havea clear beginning,middle and end.

Most sections of thebrochure have aclear beginning,middle and end.

Less than half of thesections of thebrochure have aclear beginning,middle and end.

Writing -Mechanics

Capitalization,spelling andpunctuation arecorrect throughoutthe brochure.

Capitalization,spelling andpunctuation arecorrect throughoutthe brochure afterfeedback from anadult.

There are 1-2capitalization,spelling and/orpunctuation errors inthe brochure evenafter feedback froman adult.

There are severalcapitalization,spelling orpunctuation errors inthe brochure evenafter feedback froman adult.

Content -Accuracy

All facts in thebrochure areaccurate.

99-90% of the factsin the brochure areaccurate.

89-80% of the factsin the brochure areaccurate.

Fewer than 80% ofthe facts in thebrochure are

accurate.

Attractiveness &Organization

The brochure hasexceptionallyattractive formattingand well-organizedinformation.

The brochure hasattractive formattingand well-organizedinformation.

The brochure haswell-organizedinformation.

The brochure'sformatting andorganization ofmaterial areconfusing to thereader.

Graphics/Pictures Graphics go well

with the text andthere is a good mixof text and graphics.

Graphics go well

with the text, butthere are so manythat they distractfrom the text.

Graphics go well

with the text, butthere are too fewand the brochureseems "text-heavy".

Graphics do not go

with theaccompanying textor appear to berandomly chosen.


23/34

Rubric: Volcanic Voyage Video

Awareness Campaign

Student Name: ___________________________

CATEGORY Fantastic Great Good Not So MuchAttractiveness Makes excellent use of

font, color, graphics,effects, etc. to enhancethe presentation.

Makes good use of font,color, graphics, effects,etc. to enhance topresentation.

Makes use of font,color, graphics, effects,etc. but occasionallythese detract from thepresentation content.

Use of font, color,graphics, effects etc. bthese often distract frothe presentationcontent.

Requirements All requirements aremet and exceeded.

All requirements aremet.

One requirement wasnot completely met.

More than onerequirement was notcompletely met.

Mechanics No misspellings orgrammatical errors.

Three or fewermisspellings and/ormechanical errors.

Four misspellingsand/or grammaticalerrors.

More than 4 errors inspelling or grammar.

Content Covers topic in-depthwith details and

examples. Subjectknowledge is excellent.

Includes essentialknowledge about the

topic. Subjectknowledge appears tobe good.

Includes essentialinformation about the

topic but there are 1-2factual errors.

Content is minimal ORthere are several factu

errors.


24/34

Originality Product shows a largeamount of originalthought. Ideas arecreative and inventive.

Product shows someoriginal thought. Workshows new ideas andinsights.

Uses other people'sideas (giving themcredit), but there is littleevidence of originalthinking.

Uses other people'sideas, but does not givthem credit.

LESSON PLAN-DAY TWOWATCH 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?


A.WHAT 3 ITEMS AREWORTH KNOWING?


SELECTED.WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THE VARIOUS TOOLS USED BY VOLCANOLOGISTS TODETECT VOLCANIC MOVEMENT

STUDENTS WILL KNOW THE VARIOUS CHARACTERISTICS ASSOCIATED WITHVOLCANIC ROCK AND HOW THIS CAN HELP IN BUILDING COMMUNITIES.

STUDENTS WILL KNOW THE PROS AND CONS TO LIVING/BUILDING NEAR AVOLCANO

B.WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO?

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON.)

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

STUDENTS SHOULD BE ABLE TO CREATE A QUESTION TO ASK THE GEOLOGISTBASED ON TODAYS LESSON

STUDENTS SHOULD BE ABLE TO USE MICROSOFT PUBLISHER TO COMPLETEBROCHURE FOR CAMPAIGN

C.WHAT ARE THE


25/34

ENDURING

UNDERSTANDINGS THAT


AWAY FROM THE LESSON?(DEFINE THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT ROCKS HAVE DIFFERENTCHARACTERISTICS DEPENDING ON THEIR FORMATION

STUDENTS WILL UNDERSTAND THAT GEOLOGISTS STUDY EARTH FORMATIONSAND MAKE PREDICTIONS ABOUT FUTURE ACTIVITY

STUDENTS WILL UNDERSTAND THAT THERE ARE MULTIPLE TYPES OFTECHNOLOGY USED IN PREDICTING VOLCANIC ACTIVITY

III.PLANNING

D.ESSENTIAL QUESTION:


WHAT MEASURES CAN BE TAKEN TO MAXIMIZE THE SAFETY OF ACOMMUNITY LOCATED NEAR A VOLCANO?

E.ASSESSMENT:

(PERFORMANCE TASK)WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE CONTENT?

STUDENTS WILL SHOW MASTERY BY PARTICIPATING IN A SKYPEDISCUSSION WITH A GEOLOGIST AND BY ANSWERING QUESTIONS

BASED ON THE COMPARISON AND CONTRAST OF VOLCANIC IGNEOUS

ROCK TO NORTH CAROLINA ROCK.

F. CONTENT




IV. Predicting EruptionsA. Seismographs

1. Record the tremors caused by rockfracturing 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 undergroundformations.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 programsto 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 volcanoesdue to the rich soil and abundant


26/34

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 betterdecisions about where they live and work.

D. The informed decisions people make will help preventloss of life and property

G.HOOK:

(DESCRIBE HOW YOUWILL GRAB STUDENTS

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE CREATIVE.)

STUDENTS WILL PLAY AN INTERACTIVE VOLCANO GAME FROM SCHOLASTIC.

THE GAME CAN BE FOUND ATHTTP://WWW.SCHOLASTIC.COM/PLAY/PREVOLCANO.HTM

STUDENTS CAN WORK TOGETHER OR SEPARATELY TO ANSWER THE QUESTIONS

AND MAKE THEIR VOLCANO EXPLODE.

H.INSTRUCTION:


(5MIN)KWL CHART-WE WILL VISIT CLASS KWL CHART ONDABBLEBOARD.COM TODAY TO FILL IN INFORMATION THEY LEARNEDFROM YESTERDAYS SESSION.

(10MIN) POWERPOINT PRESENTATION ON VOLCANIC ERUPTIONS AND

HAZARDS PLUS INTERACTIVE DISCUSSION(THE POWERPOINT WASFOUND ON AND WAS PUT TOGETHER BY THE UNIVERSITY OF BRISTOLAND PLANET EARTH. WE WILL VIEW THE SECOND HALF OF THEPOWERPOINT (SLIDES #31-39) THAT DEALS WITH ALL THE TOOLSVOLCANOLOGISTS USE TO ASSESS VOLCANIC ACTIVITY.

(15MIN) SKYPE SESSION WITH OUR GEOLOGIST DENISE MILES. SHEWILL TALK WITH THE STUDENTS ABOUT WHAT A GEOLOGIST DOES,HOW IT RELATES TO THE FIELD OF VOLCANOLOGY, WHAT IT TAKES TOBECOME 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 DURINGOUR FOLLOW-UP SESSION THE NEXT DAY.

(20 MIN) STUDENTS WILL BE PAIRED UP AT MICROSCOPE STATIONS.STUDENTS WILL BE GIVEN VARIOUS SAMPLES OF VOLCANICMATERIAL(FROM OUR PERSONAL COLLECTIONS) AND A DATA SHEET.STUDENTS WILL LOOK AT VARIOUS SAMPLES USING THE DIGITAL BLUEMICROSCOPE. THEY WILL BE LOOKING AT ASH FROM MT.SAINT

HELENS, SAND FROM HAWAII, A PIECE OF ROCK FROM MT. VESUVIASAND VARIOUS ROCK SAMPLES FROM VOLCANIC REGIONS.THEY WILLEXAMINE, COMPARE AND CONTRAST TO LOCAL ROCKS FROM NORTHCAROLINA. BASED ON OBSERVATIONS OF THE MATERIAL, THEY WILLFILL 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 AWARENESSCAMPAIGN.THEY WILL BE WORKING ON EITHER THEIR BROCHURE ORTHEIR DIGITAL CAMPAIGN.(REFER TO PROJECT DIRECTIONS ON THEPRINTED SHEET)

(5MIN) CLEANUP- COLLECT QUESTIONS FOR GEOLOGIST TOMORROW-
http://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htm


27/34

PREVIEW TOMORROWS SESSION

Websites used today:Dabbleboard.com- kwl chart found on my accountHTTP://WWW.SCHOLASTIC.COM/PLAY/PREVOLCANO.HTM

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

Comparative Analysis Data Sheet

Sketch

Description

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

_______________________

________________________

________________________

________________________

________________________
http://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.scholastic.com/play/prevolcano.htmhttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.earth4567.com/talks/volcanoes/Volcanoes.ppthttp://www.scholastic.com/play/prevolcano.htm


28/34

____________________________ ____________________

LESSON PLAN-DAY 3FACT VS.FICTION; MEDIA DRAMATIZES NATURAL DISASTERS


LESSON OBJECTIVE:DAY THREE

STUDENTS WILL DEVELOP A KNOWLEDGE OF FACT VS. FICTION WHEN IT COMES TO HOW VOLCANOESARE 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- THEIRSAFETY OR THE SAFETY OF THEIR MATERIAL POSESSIONS?


A.WHAT 3 ITEMS

ARE WORTH

KNOWING?


SELECTED.WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT FACT BASED INFORMATION IS IMPORTANT FOR THEINTEGRITY OF THEIR AWARENESS CAMPAIGN

STUDENTS WILL KNOW THE ENORMOUS IMPACT NATURAL DISASTERS HAVE ONHUMAN POPULATIONS

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

B.WHAT 3 ITEMS

ARE IMPORTANT FOR

STUDENTS TO BE

ABLE TO DO?

(DEFINE WHAT

STUDENTS SHOULD

BE ABLE TO DO AS A

RESULT OF YOUR

LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO FORMULATE A FACTUAL QUESTION FOR OURGEOLOGIST

STUDENTS SHOULD BE ABLE TO RECOGNIZE DEFICIENCIES IN COMMUNITIESDEFENSES AGAINST VOLCANOES

STUDENTS SHOULD BE ABLE TO DEVELOP SOLUTIONS AND RELAY THE IDEAS TO THECOMMUNITIES 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 SCIENTIFICINFORMATION AND FALSE BELIEFS/PRECONCIEVED NOTIONS

STUDENTS WILL UNDERSTAND THE DEVASTATING EFFECTS THAT NATURALDISASTERS HAVE ON HUMAN POPULATIONS


29/34

(DEFINE THE BIGIDEAS.)

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

III.PLANNING

D.ESSENTIAL

QUESTION:


HOW DO MISCONCEPTIONS ABOUT VOLCANOES AFFECT THE DECISION MAKINGPROCESS WHEN CHOOSING WHERE TO BUILD A COMMUNITY.

E.ASSESSMENT:

(PERFORMANCETASK) WHAT WILLTHE STUDENTS DO

TO SHOW YOU THAT

THEY MASTERED THE

CONTENT?

THEY WILL SUCCESSFULLY COMPLETE THE FACT VS FICTION WORKSHEETAND BE ABLE TO EFFECTIVELY ANALYZE REAL LIFE SITUATIONS

STUDENTS WILL BE INFORMALLY ASSESSED THROUGH PARTICIPATION INCLASS DISCUSSION, PROPER ETIQUETTE IN QUESTIONS SESSION WITHDENISE MILES, AND FOCUSING ON AWARENESS CAMPAIGN

F. CONTENT

LIST THE CONTENT

FOR THIS LESSON

ONLY.

(OUTLINE THECONTENT YOU WILL

TEACH TODAY-THIS

MAY COME FROM

YOUR CONTENT

OUTLINE)

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.

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 THESAME 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 ATTHE RAPID PACE MOVIES PORTRAY

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

3. EARTHQUAKES ARE NOT USUALLY ASSOCIATED WITH THE MASSDESTRUCTION OF BUILDINGS AND ROADS

G.HOOK:

(DESCRIBE HOWYOU 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 THENSEE HOW THEIR SCENARIO PLAYS OUT.
http://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtml


30/34

BEGINNING OF THE

LESSON. BECREATIVE.)

H.INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOUWILL DO.)

(5MIN)KWL CHART- WE WILL CONTINUE TO ADD TO OUR CLASS KWLCHART ON DABBLEBOARD.COM TODAY TO FILL IN INFORMATION THEY

LEARNED FROM YESTERDAYS SESSION..

(15 MIN) FACT VS FICTION LESSON-USING CLIPS FROM THE MOVIEDANTES PEAK, WE WILL DISCUSS HOW MEDIA TENDS TO SENSATIONALIZENATURAL DISASTERS. THROUGH THIS DISCUSSION, WE WILL ASK THEM TOANANLYZE WHAT MAKES THE ERUPTIONS UNREALISTIC, HOW MEDIAINVENTS TECHNOLOGIES THAT DONT EXIST OR ARE NOT USED FOR THATPURPOSE AND THE UNREALISTIC PORTRAYAL OF THE EFFECTS OF VOLCANIC

ERUPTIONS ON THE SURROUNDING ENVIRONMENT.WE WILL DEMONSTRATEHOW STUDENTS CAN LEARN TO TELL FACT VS FICTION WHEN IT COMES TO

VOLCANOES IN THE MEDIA. STUDENTS WILL HAVE THE CHANCE TODETERMINE WHICH SCENES ARE ACCURATE OR NOT. WE WILL THENDISCUSS HOW THIS SENSATIONALISM COULD IMPACT THE POPULATION

THAT IS NOT EDUCATED ABOUT NATURAL DISASTERS.

(15MIN) POWERPOINT PG.40-55 AND DISCUSSION ON THE ACTUALIMPACT VOLCANIC ERUPTIONS HAVE HAD ON REAL SOCIETIES AROUND THE

WORLD. STUDENTS WILL BE GIVEN THE CHANCE TO EXAMINE THEINDIVIDUAL SITUATIONS, DETERMINE IF THERE WERE EARLY WARNINGSIGNS, AND THEN BRAINSTORM POSSIBLE SOLUTIONS FOR EACHCOMMUNITY INCLUDING WHAT STEPS COMMUNITIES COULD HAVE TAKEN TO

REDUCE THE EFFECTS.

(15MIN) SKYPE SESSION WITH DENISE MILES- STUDENTS WILL BE GIVENTHE 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
http://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtmlhttp://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtml


31/34

Volcanic Voyage: Fact vs. Fiction

Observations Fact Fiction Conclusions

Every hazardousevent in DantesPeak is very hot.

Lahars andlandslides

can be cold.

Everyvolcanichazard is

hot.

Be wary ofabsolute

scientific terms.


32/34

LESSON PLAN-DAY 4COMMUNITY AWARENESS CAMPAIGN


LESSON OBJECTIVE:DAY FOUR

STUDENTS WILL COMPLETE AN AWARENESS CAMPAIGN FOR THEIR GIVEN COMMUNITY TOSHOW/TELL WHAT THEY HAVE LEARNED.

LESSON POINT TO PONDER: ARE AWARENESS CAMPAIGNS NECESSARY TO ENSURE PUBLIC SAFETY ORCAN WE RELY ON COMMON SENSE ALONE?


A.WHAT 3 ITEMS AREWORTH KNOWING?

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED.WHAT ISIMPORTANT FOR STUDENTS

TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW ALL THE DANGERS ASSOCIATED WITH VOLCANOES

STUDENTS WILL KNOW HOW TO ANALYZE VOLCANIC READINGS AND USE THENUMBERS TO PLAN FOR PREVENTATIVE MEASURES.

STUDENTS WILL KNOW PREVENTIVE MEASURES THAT CAN BE TAKEN TO

LESSEN IMPACT OF VOLCANOES.

B.WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS

TO BE ABLE TO DO?

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS

A RESULT OF YOUR

LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO ACCESS KNOWLEDGE LEARNED DURING THE

WEEK IN ORDER TO COMPLETE FINAL PROJECT

STUDENTS SHOULD BE ABLE COMPILE A SCIENTIFICALLY FACTUAL SET OFDATA 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 THEIRPARENTS AS IF THEY WERE LIVING IN THE SPECIFIC COMMUNITY.

C.WHAT ARE THEENDURING

UNDERSTANDINGS THAT


AWAY FROM THE LESSON?(DEFINE THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT DANGER FROM VOLCANOES IS A GLOBALISSUE

STUDENTS WILL UNDERSTAND THEY HAVE THE CAPABILITY OF MAKING ANIMPACT AROUND THE WORLD.
http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/


33/34

STUDENTS WILL UNDERSTAND THAT SMALL STEPS CAN HAVE BIG IMPACTS

III.PLANNING

D.ESSENTIAL QUESTION:

(ONE OVERARCHING

LESSON QUESTION )

WHAT INFORMATION ABOUT VOLCANOES SHOULD PEOPLE HAVE IF THEY ARE

PLANNING TO LOCATE NEAR ONE?

E.ASSESSMENT:

(PERFORMANCE TASK)

WHAT WILL THE STUDENTS

DO TO SHOW YOU THAT

THEY MASTERED THE

CONTENT?

THEY WILL SUCCESSFULLY COMPLETE THE AWARENESS CAMPAIGNTHAT THEY HAVE BEEN WORKING ON ALL WEEK. THIS WILL INCLUDEEITHER A WRITTEN PORTION (BROCHURE) OR A VISUAL PORTION(DVD). THE PROVIDED RUBRICS WILL BE USED TO ASSESS THEIRWORK.

F. CONTENT




1. INFORMATION PEOPLE SHOULD KNOW WHEN THEY ARE THINKING OFLOCATING NEAR A VOLCANO

A. LEARN WHAT KIND OF ERUPTIONS ARE LIKELY AND

WHAT TO EXPECT FROM THEM

B. OBTAIN A HAZARD-ZONE MAP TO DETERMINEPOSSIBLE FLOWS OF LAVA AND HOW LONG IT WOULD

TAKE TO REACH CERTAIN LOCATIONS.

C. KNOW EVACUATION ROUTES

D. UNDERSTAND THE DANGERS OF MUDFLOWS ANDFLOODING WHICH TEND TO INJURE MORE PEOPLE

THAN LAVA FLOWS.

2. INFORMATION SHOULD KNOW WHEN THEY ALREADY RESIDE NEAR AVOLCANO

A. LEARN WHAT KIND OF ERUPTIONS ARE LIKELY ANDWHAT TO EXPECT FROM THEM

B. KNOW AND PRACTICE MULTIPLE EVACUATION ROUTES

IN TOWN. YOU NEVER KNOW WHEN ONE MAY BEDOWN

C. HAVE AT LEAST A THREE DAY SUPPLY OF FOOD ANDWATER IN STORAGE

D. KEEP A FIRST AID KIT, BLANKETS AND WARMCLOTHING IN A STORAGE BIN ALONG WITH A BATTERY

OPERATED RADIO AND FRESH BATTERIES

E. GET TO HIGH GROUND- LAVA, MUDFLOWS ANDFLOODING TRAVEL IN VALLEYS AND LOW LYING AREAS

3. PRESENTATION OF FINAL PRODUCT

A. STUDENTS WILL PRESENT PRODUCTS FOR PARENTS LATER INTHE AFTERNOON. THEY WILL SHARE WITH THEIR VISITORSTHE PROJECT AS IF THEIR VISITOR IS FROM THE COMMUNITY

THEY HAVE CHOSEN.

G.HOOK:

(DESCRIBE HOW YOU WILLGRAB 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#MEGA-DISASTERS-AMERICAN-VOLCANO

ASK: WHAT COULD BE DONE TO PREPARE PEOPLE FOR THIS POSSIBILITY?
http://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcano


34/34

BE CREATIVE.) WHAT IS THE BEST WAY TO GET THE INFORMATION OUT TO THEM?

H.INSTRUCTION:


(5MIN)KWL CHART- WE WILL CONTINUE TO ADD TO THE CLASSKWL CHART AT DABBLEBOARD.COM

(75 MIN) FINAL COMPLETION AND RUN THROUGH OF THEIRAWARENESS CAMPAIGN. THEY NEED TO FINISH EITHER THE

WRITTEN PORTION WHICH IS A BROCHURE THEY CAN HAND OUT TOPOTENTIAL BUYERS OR THOSE THAT ARE CURRENTLY LIVING BY A

VOLCANO OR THE VISUAL PORTION WHICH IS A CD. BOTH OF THESEWILL 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
http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.volcanodiscovery.com/http://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.history.com/shows/mega-disasters/videos#mega-disasters-american-volcanohttp://www.volcanodiscovery.com/

Volcanic Voyages

Documents

Transcript of Volcanic Voyages