Name: Kelli Cross

Protecting Our Home from Volcanoes

Name: Kelli Cross
Time Allotted: 65 Min.
Grade Level: 4th
Subject: Science
Materials Required:
2 Tablespoons baking soda
teaspoon salt
2 drops of food coloring
Small funnel
Small jar
cup vinegar
Two squirts of dish soap
Goggles
Protecting Our Home from Volcanoes Prezi: http://prezi.com/uhn4hiucbrk_/volcano/
Volcanic Brainstorm and Volcanic Solution Worksheet
Teacher rubric for volcanic solution paragraph
Student rubric for volcanic solution paragraph
Lauber, P. (1993). Volcano: The eruption and healing of Mount St. Helens. New York: Aladdin Books
Christman, R., & Scott, F. (1990). Scott Foresman earth science (pp. 40-41). Glenview, Ill.: Scott, Foresman.
Michigan Content Expectations:
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on
humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building
and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods,
tsunamis, and volcanic eruptions.]
Objective:

Objective1:Thestudentwillgenerateatleastthreesolutionstotheproblemofvolcanoesontheir
brainstormingworksheet.

Objective2:Thestudentwillcomparewithothersintheclasssothattheycanjustifytwosolutionsthey
thinkaremostimportantinaparagraphwheretheygetatleastontherubric.

Assessment:

Objective 1 Informal Formative Assessment: Walk around and look at what students are writing on their
worksheets as possible solutions.
Objective 1 Formal Formative Assessment: Have each student hold up with the fingers the number of
solutions they have written. The goal is to have each student holding up three fingers.
Objective 1 Formal Interim/Summative Assessment: Collect the students charts and check to make sure they
have at least three solutions.
Objective 2: Informal Formative Assessment: Listen to make sure each group is discussing solutions.
Objective 2 Formal Formative Assessment: After each group shares a solution, ask the students to show you
using their hands how well they are understanding possible solutions. Instruct them to hold up a zero if you

Name: Kelli Cross

do not understand any of the solutions. Hold up a one if you understand one at most. Hold up a two if you
understand the majority of solutions. Hold up a three if you understand all or almost all of them.
Objective 2 Formal Interim/Summative Assessment: The student will write a final paragraph written about
two most important solutions for volcano safety. See attached rubric.

I will generate data from the 1-5 scale to see how many students could generate multiple solutions. If students have
not generated multiple solutions, they can reference the texts (Volcano by Patricia Lauber and Earth Science by
Scott Foresman) for more ideas or consult with a classmate. They may also utilize this website for more help:
http://www.weatherwizkids.com/weather-safety-volcano.htm
I could use the rubric to see which students need extra practice and which have mastered the objectives and are ready
for deeper learning. I could put the students who need extra practice in a group together to work more on solutions
and put the students who have mastered the objectives together in a group to go deeper into the subject
Instructional Procedure:
1

Anticipatory Set: (Allotted Time: 3 Min.)

a Put up the first Prezi slide of a picture of a pie. Ask the students How many of you like pie? Say,
Well the earth is a lot like pie. There is hard crust on the surface and gooey filling inside. We are on
the crust of the earth right now. Under the crust is liquid rock. Does anyone know what that liquid rock
is called? Its called magma.
b Say Just like a piecrust has cracks in it, so does the earth, like we learned when we learned about the
earths crust and tectonic plates.
c Say What do you think the magma can rise up through? It can come up through volcanoes! (Next
Prezi slide)
d Say Like always, I expect you all to be on your best and most respectful behavior. Raise your hand to
be called on to speak, and listen when others are speaking. Be creative with your ideas.

State Purpose and Objective of Lesson: (Allotted Time: 1 Min.)

a (Next Prezi slide purpose) Say This week, we are talking about how the earth is our home. So
today, I want you to learn how to protect your home and yourself from the eruption of volcanoes.
b Say It is important because Earth is our home and there are more than 1,500 volcanoes on Earth so
we need to learn how to protect ourselves and others from their eruptions.
c Say This lesson connects with other lessons because are theme is Theres No Place Like Home so
we are learning about our home and how to protect it.

Instruction: (31 Min. total)

a Direct Interactive Instruction:
i The teacher will demonstrate what a volcano looks like and guide the students so that they can
generate ideas of how to protect against volcanic eruptions.
ii The student will generate three ideas individually of how to protect against volcanic eruptions
and confer with a group of other students about their solutions. Individually the students will
write a paragraph describing two solutions they deem most important and give at least two
reasons for each.
b Modeling: (8 min)
i (Next Prezi slide modeling) Pass out the chart worksheets to each student. Tell them to write
down at least three observations, three damages, and three questions that they have while they
watch the demonstration and video.

Name: Kelli Cross

ii Pair off students so that each one has pair is at a station with a model volcano. Before class, put
2 tablespoons of baking soda, teaspoon salt, and three drops of food coloring in each jar, and
mix well. Add two squirts of dish soap to the top. Have each pair of students make their own
volcano by one student holding the funnel on top of the jar, and the other pouring the vinegar
inside slowly until the volcano erupts.
iii As it is erupting, tell the students that volcanoes can have devastating impacts on people and
places around them. The lava and ash can travel as fast 200 miles per hour. The lava can be as
hot as 1000 degrees Fahrenheit. Have them write down three ways in which a volcano might
do damage. Say for example, the ash can get into your eyes and cause damage.
iv (Next Prezi slide) Show them this video (https://www.youtube.com/watch?v=gOc04z8jHaM)
as they finish filling out their charts. Give them the example of noting differences in our model
and Bill Nyes model. Give them a minute after the video to write.
Guided Practice: (28 min)
i (1) Directed Reading-Thinking Activity: Tell the students we will be practicing our
Directed Reading-Thinking Activity today. Gather the students on the carpet and have them
bring a piece of paper and a writing utensil. First, introduce the book Volcano: The Eruption
and Healing of Mount St. Helens by Patricia Lauber to the students by reading the title and
showing them the cover. Give the students one minute write down on their paper what they
predict the text will be about. After one minute, have the students share their prediction with a
partner. After another minute, preview the first chapter (pages 1-8) by reading the chapter title
and showing the students the pictures. Have students expand on their prediction and write it
down. After two minutes, call on a few students to share their prediction of what the text will
be about. Read pages 1-3 to the students. Have them write down any modifications they want
to make to their prediction. Read pages 4-5 and ask students to think about their predictions
and write down any changes they want to make. Call on 3 students to share their predictions
and ask how does the text support your prediction? Read pages 6-8. Ask students to write
down how the text supported or did not support their predictions. Tell the students that they
will read chapter two tomorrow in centers and do DRTA for it again.
ii (Next Prezi slide: Solutions) Instruct each student to write down three possible
defenses/safety measures to a volcano erupting. Put on goggles and say for example, one way
to protect from getting ash in your eyes when a volcano erupts is to wear goggles.
iii At this time, go around to students and look at or ask some of what they are writing. If they are
not writing possible solutions, give them guidance, such as another example of moving to
higher ground when possible or having a plan with your family in case this were to happen.
iv (Next Prezi slide: Group Work) Break the students into groups of five and have each student
share with his or her group briefly what his or her three solutions are. If there is time, as a
group have them decide which solution they think is most important. And have one student
share that solution with the class.
Independent Practice: (15 Min)
i.
(Next Prezi slide: Paragraph) Have each student write a paragraph (at least 4 sentences)
where they describe at least two solutions to volcanic eruptions that they thought were most
important and why they chose them.
ii.
Pass out and go over the rubric with them. Tell them to get full point (4/4 on the rubric) they
must describe two solutions and gave at least two reasons per solution describing why each
solution is important.
iii.
(Next Prezi slide: Share) Tell the students to take their paper home and share with at least
one person, such as a parent or guardian, and have that person sign the paper.

Differentiated Consideration

Name: Kelli Cross

If students finish quickly but may or may not have mastered the objectives, they can access one of the
related texts: Volcano by Patricia Lauber and P. 40-41 in Earth Science by Scott Foresman to develop
more ideas of how to stay safe from volcanoes.
If students struggle to complete activity/assessments, allow them extra time if feasible or allow them to
take the worksheet home to turn in the next day. Or pair them with a student who has shown proficiency
early to brainstorm more ideas together.
If students show proficiency early, they may be paired with a student who still needs guidance, or they can
be challenged to think of more solutions that have not been said yet. Encourage them to think outside of
the box and come up with solutions that they have never heard before because many inventions that
changed the world were creative and unheard of ideas.
If students still are not proficient near end of lesson, they can access one of the related texts: Volcano by
Patricia Lauber and P. 40-41 in Earth Science by Scott Foresman to develop more ideas of how to stay
safe from volcanoes. Offer to work with them if there is time at the end of the day. Give them this website
as a reference to use: http://www.weatherwizkids.com/weather-safety-volcano.htm
If students need different modes of learning or learn through a different multiple intelligence strategies
than what was delivered, allow them to sketch their ideas out, or form them using play dough.

Closure: (10 Min.)

a Reinforce to the students that Today we generated at least three solutions to the problem of volcanoes
and compared with others in the class so that each of you identified two solutions you thought were
most important in a paragraph and give reasons why.
b To have the students summarize the objectives and what they have learned, they will be given a piece
of paper that resembles a yellow brick, from the yellow brick road. On the brick they will write one
complete the sentence Theres no place like home because... The students will write one way there is
no place like home in regards to the lesson they have created. This brick will be their ticket out of the
door for each lesson. After each lesson the brick will be added to the yellow brick road, leading the
students one step closer to Oz.
c The students can share with a partner about why theres no place like home based on the lesson.
d This lesson connects to our theme of Theres No Place like Home because they will be identifying
different aspects of how their home is unique. Each lesson throughout this thematic unit will be
building the students knowledge of what makes their home unique. Today we learned how we can
protect ourselves and our homes from volcanoes. There are many other things we need to protect our
homes from, and in our next lessons we will be discovering how we can be safe from earthquakes and
floods.

References
Bill Nye the Science Guy: Volcanoes - Video. (n.d.). Retrieved from https://www.youtube.com/watch?
v=gOc04z8jHaM
Christman, R., & Scott, F. (1990). Scott Foresman earth science (pp. 40-41). Glenview, Ill.: Scott, Foresman.
DIY Volcano. (n.d.). Retrieved from http://www.pbs.org/parents/crafts-for-kids/diy-volcano/
Lauber, P. (1993). Volcano: The eruption and healing of Mount St. Helens. New York: Aladdin Books
Volcano Safety. (n.d.). Retrieved from http://www.weatherwizkids.com/weather-safety-volcano.htm

Name: Kelli Cross

(1) Directed Reading-Thinking Activity:

I chose to use DRTA because it would motivate students to pay attention to the reading. Because the students
will make predictions and share them, they will want to find out if they are correct. I chose to read to the
students and stop the text at certain points to facilitate DRTA because I am assuming at this point, the students
are still practicing the strategy. I planned to have them do DRTA with me in centers the next day to scaffold
them up so that they can eventually do the strategy themselves.
Other options I considered included having students take guided notes during reading. However, I wanted to
get them more interested in the reading and make it more interactive.
DRTA seemed to be the most effective strategy because it does get the students interested and keeps them
engaged until the end of the reading. It works especially well for this reading because it is a non-fiction text
that includes a narrative story about the volcano. By using DRTA, the students get interested in the story and
learn about the process of volcanic eruptions and the damage they create while reading the story.
One issue with DRTA is that it can be time-consuming. I sought to counteract this issue by keeping the
reading brief and chunking the text ahead of time so I knew where to stop to allow the students to think. I also
set strict times to allow the students to reflect on their predictions.

Name: Kelli Cross

Supplementary Material

Name: Kelli Cross

Name_____________________________

Volcanic Brainstorm
Observations

Damage

Possible Defenses

Questions

Name: Kelli Cross

Volcanic Solution

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Shared with
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Name: Kelli Cross

Teacher Volcanic Solution Rubric

Described
Described
two
two
solutions
solutions
and gave at and gave at
least two
least one
reasons per reason per
solution
solution
describing
describing
why each
why each
solution is
solution is
important.
important.

Described
one or two
solution
and gave
one reason
why each
solution is
important.
Lacking
detail.

Did not
describe a
possible
solution
and/or did
not give
reasons
why the
solution is
important.

Did not
write about
topic or
give a
solution.

Student Volcanic Solution Rubric

Name: Kelli Cross

Two
Two
One or
solutions solutions
two
Two
At least solution
reasons
one
One
per
reasons
reason.
solution.
per
Lacking
solution.
detail.

No
possible
solution
and/or
no
reasons.

Did not
write
about
topic or
give a
solution.