volcanic voyages
TRANSCRIPT
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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
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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
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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- -
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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
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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.
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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
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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 -
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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
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Travel LogDay __________________________________
Name of location________________________Where its located_______________________Actual activity readings -____________________________________________________________________________Description____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Travel LogDay __________________________________Name of location________________________Where its located_______________________Actual activity readings -____________________________________________________________________________Description____________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________
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:
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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:
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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.
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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.
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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.
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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?
II.PREPLANNING:BEGIN WITH THE END IN MIND
A.WHAT 3 ITEMS AREWORTH KNOWING?
(THINK ABOUT THECONTENT YOU HAVE
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
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ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE
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:
(ONE OVERARCHINGLESSON 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
LIST THE CONTENT FORTHIS LESSON ONLY.
(OUTLINE THE CONTENT
YOU WILL TEACH TODAY-THIS MAY COME FROMYOUR CONTENT OUTLINE)
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
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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:
(TELL, STEP-BY-STEP,WHAT YOU WILL DO.)
(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 -
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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
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________________________
________________________
________________________
________________________
________________________
________________________
________________________
_______________________
________________________
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________________________
________________________
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 -
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____________________________ ____________________
LESSON PLAN-DAY 3FACT 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 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?
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 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
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(DEFINE THE BIGIDEAS.)
STUDENTS WILL UNDERSTAND THAT THROUGH PROPER EDUCATION AND AWARENESSOF THE DANGERS, COMMUNITIES CAN MAKE INFORMED DECISIONS
III.PLANNING
D.ESSENTIAL
QUESTION:
(ONE OVERARCHINGLESSON 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 -
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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 -
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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.
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LESSON PLAN-DAY 4COMMUNITY AWARENESS CAMPAIGN
I.DEFINE THE CONTENT
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?
II.PREPLANNING:BEGIN WITH THE END IN MIND
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
STUDENTS SHOULD TAKE
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/ -
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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
LIST THE CONTENT FORTHIS LESSON ONLY.
(OUTLINE THE CONTENT
YOU WILL TEACH TODAY-THIS MAY COME FROMYOUR CONTENT OUTLINE)
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 -
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BE CREATIVE.) WHAT IS THE BEST WAY TO GET THE INFORMATION OUT TO THEM?
H.INSTRUCTION:
(TELL, STEP-BY-STEP,WHAT YOU WILL DO.)
(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/