Volcanic Voyages

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

2011 Spring Differentiated

Curriculum
Sped 6402
Jared Hughes/Beth Sundbom
2/23/11
 Content Outline
Volcanic Voyage
Jared Hughes & Beth Sundbom

I. Formation of Volcanoes
A. Plate Tectonics
1. Alfred Wegener proposed continental drift in 1912.
2. Tectonic plates move.
a. Divergent plate boundaries move away from each other.
b. Convergent plate boundaries move toward each other.
B. Life Cycle of a Volcano
1. Volcanoes usually form along convergent plate boundaries.
2. Cracks in the Earth’s crust allow magma to rise to the surface.
3. Magma that reaches the surface is called lava.
4. Active / Building Stage
a. Constant activity builds layers of cooling lava.
b. The lava solidifies into the rock that forms the volcano.
c. The dangers of the volcano are readily evident and easy to
avoid.
5. Dormant Stage
a. The volcano is no longer active.
b. There is rich soil and minerals found around volcanoes.
c. It is beneficial for people to build communities in these areas.
d. This is the most dangerous stage of a volcano’s life cycle.
People do not see the hidden dangers.
6. Renewed Activity Stage
a. Loss of life and property occur at this time.
b. There is little to no warning when a volcano will reawaken.
7. Extinct Stage
a. An extinct volcano no longer poses a direct threat to
communities.
II. Types and Examples of Volcanoes
A. Shield Volcano / Mauna Loa, Hawaii
1. Fairly stable volcanoes.
2. Produce large amounts of lava which cool to form dark basaltic
rocks.
B. Fissure Volcano / Krafla, Iceland
1. Found along fault lines.
C. Ash-Cinder Volcano / Paricutin, Mexico
1. Ash is probably the most dangerous component.
2. Contributes to acid rain, dangerous to breathe near these
volcanoes.
D. Caldera Volcano / Yellowstone, United States
1. Very large volcanic areas.
2. Has the potential to become the most powerful volcanic eruption
ever recorded.
E. Composite Volcano / Mt. Fuji, Japan
 1. Composite volcanoes make beautiful mountains to build near.
2. They produce many of the hazards listed, and are therefore very
dangerous.
F. Dome Volcano / Methana, Greece
1. Slow forming volcanoes that are relatively harmless.
III. Hazards
A. Eruptions
1. Eruptions can be violent explosions that blast large amounts of
material off the
face of the volcano.
B. Eruption Clouds
1. Vast amounts of ash and cinders rise into the atmosphere. These
ash clouds have been known to disable aircraft mid-flight.
C. Tephra
1. Rocks and cinders can fall like enormous hail stones.
2. Tephra can destroy surrounding vegetation and has claimed many
victims.
D. Acid Rain
1. Can cause irritation to mucous membranes and sensitive areas of
the skin.
2. Concentrated exposure can lead to pulmonary edema.
3. Destroys stone, metal, paint and other building materials.
E. Gas
1. One of the deadliest is CO2.
a. An odorless, tasteless, colorless gas.
b. A concentration of 30% or more can quickly cause death.
c. Denser than air, it readily sinks into low lying areas.
F. Pyroclastic Flows
1. Mixture of hot dry rock fragments.
2. Moves down the volcano at nearly 80km per hour.
3. Is generally between 200-700°C.
4. Destroys anything in its path.
G. Landslides
1. Mass movements of rock and debris.
H. Lahars
1. Mixture of water and rock that flows down the slopes of a volcano or
along river valleys.
2. Think of a flash flood with razor sharp rocks and boulders.
2. The term originated in Indonesia where lahars are quite common.
3. Lahars can be hot or cold.
I. Lava Flows
1. Streams of molten rock.
2. Destroy everything in their path.
3. Are usually slow enough that people can move out of the way
safely.
4. Poses the most danger to property.

IV. Predicting Eruptions

 A. Seismographs
1. A balanced stylus marks a line on a continuous roll of paper. During
an
earthquake the stylus swings back and forth recording the event.
2. Record the tremors caused by rock fracturing along fault lines.
3. Can warn scientists of a possible eruption.
4. Many volcanic eruptions are preceded by seismic activity
(earthquakes).
B. Ground Penetrating Radar
1. Creates a detailed map of underground formations.
2. Can show where rocks are under high amounts of stress.
3. Can also show the presence of magma near the crust’s surface.
4. Allows scientists to create models of the volcanoes internal
structure.
C. GPS (Global Positioning Satellites)
1. Detects the movement of tectonic plates. Satellites record the
position of
thousands of sensors, in relation to each other, scattered across the
earth. If the
sensors move closer together, or farther apart, the scientists can
record the
amount of movement.
2. Helps to map the surface of the volcano.
D. Computer Models
1. Scientists use powerful computer programs to model the structure
and behavior of volcanoes.
2. The computer program takes the data that is collected from
seismographs,
ground penetrating radar, and GPS and creates 3 dimensional
models of past
and present volcanoes.
3. The changes seen through the models help scientists predict when
a future eruption may happen.

V. Preventing Loss
A. Humans often locate settlements near volcanoes due to the rich soil and
abundant amounts of minerals.
B. Settlements located around active and dormant volcanoes face many
dangers.
C. Awareness of the dangers from an active volcano will help people make
better decisions about where they live and work.
D. The informed decisions people make will help prevent loss of life and
property.
 Topic’s relation to Odyssey
Beth Sundbom and Jared Hughes
Our topic for this year’s summer camp is volcanoes. To us, the word

odyssey means an epic journey that encompasses a large span of time (“it

ain’t 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 doesn’t form in an instant, but rather it is a long process that it goes

through to reach and maintain volcanic status.

The second way that students will experience the adventure of

volcanoes is by taking a virtual odyssey around the world to visit extinct,

dormant, inactive and active volcanoes. They will be completing a webquest

while taking this journey which will immerse them in the geography and

geology of specific volcanic sites.

Students will show their own personal growth and understanding by

creating an awareness campaign to emphasize the dangers posed by local

volcanoes. After completing the odyssey of this course, they will be able to

provide solutions to combat natural disasters which can mean the difference

between survival and destruction.

 Technology Plan

Jared Hughes and Beth Sundbom

Technology plays an important role throughout the world of volcanology. Without

technology, we would be unable to predict volcanic eruptions, record tremors within the bedrock

of the volcano or view the internal composition of a volcano. In planning this unit, we took into

consideration all the ways geologists use technology to assist them in their daily work and then

how we could incorporate some of those resources into our camp experience. Our first source of

technology is the internet which will provide the campers with a direct outlet to scientific

resources needed to understand our topic. They will be able to view volcanic samples via a

digital blue microscope. We will also incorporate Windows Movie Maker and Microsoft

Publisher in creating the awareness campaign. They will also collaborate with a guest speaker

via Skype who has a degree in geology.

The students will start off with a collection of video clips from www.volcanovideo.com

and video.nationalgeographic.com that they can view to see what a volcanic eruption looks and

sounds like. We will be utilizing Google Earth to take them on a virtual trip around the world to

view actual active volcanic sites. They will also be participating in a volcanic web quest that

will incorporate both internet sites, real visual aids (digital blue microscope) and hands on

experiments.

We want to offer the campers a 2 day Skype session with our guest speaker (Denise

Miles). This will provide the students with a chance to learn vital information from an expert

about geology and volcanoes. During the first session which will last 15-20minutes, we will

have our speaker share information about what a geologist does and how it relates to the study of

volcanoes. After the initial session, students will be able to reflect on what they learned and
prepare questions for our speaker. During our second Skype session with Denise Miles (should

last approximately 15-20 minutes) students will be able to ask their questions and get live

feedback.

The final components to our technology plan comes from the use of Microsoft Publisher

and Windows Movie Maker to create an Awareness Campaign. Through the use of these

software programs students will be able to share their concerns for both environmental and

human hazards that may arise from a volcanic eruption. The brochure will designed for the

existing community members in either Merapi, Indonesia, or Cotopaxi, Ecquador, and will give

them real solutions to multiple problems that can arise from a volcanic eruption. The movie is

designed for the potential builder in Etna, Italy or Sakura-jima, Japan and will give them

background information about the existing volcano and where might be the best place to build in

the community. It will also educate the potential buyer on things to be aware of when building

near a volcano and solutions to those problems.

Our overall goal is to take our campers on an exciting journey through the eyes of a

geologist using 21st century technology to cope with the age old problem of humans co-existing

with volcanoes.
Research paper by Jared Hughes and Beth Sundbom

LIFE of a VOLCANO

The life cycle of a volcano involves several stages. In order to understand

those stages, one must first start back at the beginning to see how a volcano is

born. In 1912 Alfred Wegener described a theory of continental drift. He

determined that different continents have similar rock formations, even though they

are separated by an ocean. This theory led to the modern concept of plate tectonics

(Koehler, 1987) Solid regions of the Earth’s 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 Earth’s 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 earth’s 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 Walker’s chart on Volcanic Island Growth Cycles (1990) island

chain volcanoes (ex. Hawaii) have many stages in their life cycle. In the initial

stage, there is a break in the ocean crust. Magma rises to the surface and becomes

lava. The lava cools on the ocean floor in a circular mound with more lava coming

up through the center. The initial mound of lava that forms is the foundation the

volcano will build upon.

LIFE of a VOLCANO

In the shield building stage (Barnes, 2010), the lava adds layer upon layer

of rock to the initial mound. The lava cools into a rounded rock formation called a

shield. This continues in a relatively calm fashion until the volcano reaches the

surface of the ocean. At this point there are severe steam explosions and lava

eruptions. This is the first time the volcano emits gases, smoke, and ash into the

atmosphere. The shield layering still continues as the volcano rises from the ocean.

It has now become a volcanic island.

As the shield of rock rises above the ocean’s surface, the mass of rock at the

top of the volcano becomes too heavy for the sides to support. The sides collapse

under the weight and massive landslides are produced. The mass of rock shears off

the slopes of the volcano, and the material is deposited at the base. With the loss

of material from the top of the volcano, it takes on a more triangular shape. The

broad base and triangular volcano rising from its center is the classic model of most

island type volcanoes.

In the capping stage (Walker, 1990), the active cinder cone continues to

grow in elevation. Lava eruptions send rock material cascading down the slopes of

the volcano to the ocean. This expands the island’s elevation as well as the overall

area. In other words, the island continues to get bigger, and bigger, and bigger.

Regular erosion of the volcano’s surface creates layers of soil that eventually

support plant and animal life. If an island volcano becomes large enough it could

support human life.

 When the volcano becomes dormant, or no longer active, it does not add any

more new material. Wind and rain erode the surface of the volcano. This softens

the shape, creates larger areas of fertile land for plants to grow on, and adds

sediments near the

LIFE of a VOLCANO

ocean’s 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 volcano’s

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 volcano’s life. For example, in 1883

the island of Krakatoa violently erupted and destroyed all life on the island (Selsam,

1959).

Volcanoes can become dormant for so long that the center erodes completely

away. All that remains is a circular ring of sand and coral that surrounds a shallow

lagoon. These circular formations are called atolls. Sometimes a new volcano will

appear on or near an atoll. Atolls are the last visible vestige of extinct island chain

volcanoes. When the atoll finally erodes away, the volcano will never be seen again.
 When a volcanic island becomes extinct it continues to erode until the ocean

completely covers it. The area of ocean above an extinct volcanic mound is called a

seamount. Scientists can look at the age of seamounts and calculate the historical

positions of the ocean’s plates, and the speed of historical tectonic shifts.

LIFE of a VOLCANO

The greatest known volcanic explosion was at Santorini (now Thira) in

Greece in about 1470 BC. It may have caused the end of the Minoan civilization

(Marshall Cavendish L.O.S., 1989). Unexpected volcanic explosions can have an

everlasting effect on communities, mainly a high loss of life. Scientists are

constantly watching over volcanic action and are ready to forecast eruptions at any

time. They are looking for any changes in temperature and pressure that may

escape, earthquake recordings, and any change in the shape of the volcano. The

goal of the scientists is to be able to predict eruptions far enough ahead of time so

that people have a chance to evacuate before the destruction. For example, the

eruption of Mount St Helens in 1980 was predicted and people were asked to leave

the area about 50 days before the explosion (Marshall Cavendish L.O.S., 1989).

However, volcanoes can also have a positive effect on the geography. For

example, soil that comes from some volcanic ash can be extremely fertile and

contain calcium, potassium, sodium, magnesium. According to Barnes (2010):

The most important determinant in volcanic ash soil fertility is the rate of precipitation. In

dry or arid areas such as the Mediterranean, volcanic soils provide good farmland.

However, in areas of high rainfall such as Japan, volcanic soils have only recently come

to be farmed with the addition of the proper fertilizers.

LIFE of a VOLCANO

In order to help prevent future catastrophes, a group of scientists called volcanologists

remain permanently on the slopes of the earth’s volcanoes, both to study them and to try to

forecast their next awakening (Kohler, 1987 ). Their observations are designed to help people

understand the nature of volcanic disasters.

Resources

Barnes, G. (2010). What is volcanic ash? Destructive and useful characteristics. Suite

101.com. Retrieved from http://www.suite101.com/content/what-is-volcanic-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: Barron’s Educational Series.

Marshall Cavendish Library of Science (The Earth). (1989). Long Island, NY: Marshall

Cavendish Corporation.

Selsam, M. E. (1959). Birth of an island. New York, NY: Scholastic Inc.

Walker, G. P. L., 1990. Geology and volcanology of the Hawaiian Islands. Pacific Sc., 44,
315-347.

United States Geological. Volcanic hazards. Retrieved from

http://www.usgs.gov/natural_hazards/default.asp
 JARED HUGHES AND BETH SUNDBOM
VOLCANIC VOYAGES CAMP UNIT
LESSON PLAN- DAY ONE
JOURNEY TO THE CENTER OF A VOLCANO
I. DEFINE THE CONTENT
LESSON OBJECTIVE: DAY ONE
STUDENTS WILL ANALYZE THE GEOLOGIC PROCESSES THAT CREATE VOLCANOES AND THE DANGERS
ASSOCIATED WITH THEM.

LESSON POINT TO PONDER: WHY SHOULD I BE CONCERNED ABOUT THE DANGERS VOLCANOES POSE
WHEN I DON’T LIVE NEAR ONE?

II. PREPLANNING: BEGIN WITH THE END IN MIND

AFTER THE LESSON,

A. WHAT 3 ITEMS ARE STUDENTS WILL KNOW THE BASIC GEOLOGICAL PROCESSES UNDERTAKEN IN
WORTH KNOWING? THE FORMATION OF A VOLCANO.

(THINK ABOUT THE

CONTENT YOU HAVE STUDENTS WILL KNOW THE GEOGRAPHIC LOCATIONS OF ACTIVE, DANGEROUS
SELECTED. WHAT IS VOLCANOES AROUND THE WORLD
IMPORTANT FOR
STUDENTS TO KNOW?)
STUDENTS WILL KNOW THE MULTIPLE TYPES OF DANGERS ASSOCIATED WITH
VOLCANIC ERUPTIONS.

AFTER THE LESSON,

B. WHAT 3 ITEMS ARE STUDENTS SHOULD BE ABLE TO RECOGNIZE WHAT STEPS A VOLCANO GOES
IMPORTANT FOR THROUGH DURING ITS DEVELOPMENT.
STUDENTS TO BE ABLE TO
DO?
STUDENTS SHOULD BE ABLE TO EVALUATE VOLCANIC ERUPTIONS TO PREDICT
(DEFINE WHAT
THE AMOUNT OF DESTRUCTION ASSOCIATED WITH EACH TYPE.
STUDENTS SHOULD BE
ABLE TO DO AS A RESULT
OF YOUR LESSON.) STUDENTS SHOULD BE ABLE TO PLAN AN AWARENESS CAMPAIGN CENTERED
AROUND HELPING COMMUNITIES

AFTER THE LESSON,

C. WHAT ARE THE
STUDENTS WILL UNDERSTAND THAT EACH VOLCANO HAS A UNIQUE POTENTIAL
ENDURING
FOR EXTREME DESTRUCTION BASED ON ITS TYPE, COMPOSITION, AND
UNDERSTANDINGS THAT
GEOGRAPHIC LOCATION.
STUDENTS SHOULD TAKE
AWAY FROM THE
LESSON? (DEFINE THE STUDENTS WILL UNDERSTAND THAT THROUGH MONITORING AND EDUCATION,
BIG IDEAS.) THE RISKS OF EXTREME DESTRUCTION TO POPULATIONS CAN BE LESSENED.

STUDENTS WILL UNDERSTAND THAT VOLCANOES ARE A GLOBAL PHENOMENON

 THAT ARE NOT SPECIFIC TO A SINGLE REGION.

III. PLANNING
D. ESSENTIAL What are the processes involved in volcano formation and the
QUESTION: dangers associated with an eruption?
(ONE OVERARCHING
LESSON QUESTION )

E. ASSESSMENT: STUDENTS WILL SHOW MASTERY BY PARTICIPATING IN CLASSROOM

(PERFORMANCE TASK) DISCUSSION AND BY COMPLETING THE GOOGLE EARTH COMPONENT
WHAT WILL THE (TRAVEL LOG).
STUDENTS DO TO SHOW
YOU THAT THEY
MASTERED THE
CONTENT?
I. Formation of Volcanoes
A. Plate Tectonics
1. Alfred Wegener proposed continental drift in 1912.
2. Tectonic plates move.
a. Divergent plate boundaries move away from each other.
b. Convergent plate boundaries move toward each other.
B. Life Cycle of a Volcano
1. Volcanoes usually form along convergent plate boundaries.
2. Cracks in the Earth’s crust allow magma to rise to the
surface.
3. Magma that reaches the surface is called lava.
4. Active / Building Stage
a. Constant activity builds layers of cooling lava.
b. The lava solidifies into the rock that forms the volcano.
F. CONTENT c. The dangers of the volcano are readily evident and easy
LIST THE CONTENT FOR to avoid.
THIS LESSON ONLY. 5. Dormant Stage
(OUTLINE THE CONTENT a. The volcano is no longer active.
YOU WILL TEACH TODAY- b. There is rich soil and minerals found around volcanoes.
THIS MAY COME FROM c. It is beneficial for people to build communities in these
YOUR CONTENT OUTLINE) areas.
d. This is the most dangerous stage of a volcano’s life
cycle. People do not see the hidden dangers.
6. Renewed Activity Stage
a. Loss of life and property occur at this time.
b. There is little to no warning when a volcano will
reawaken.
7. Extinct Stage
a. An extinct volcano no longer poses a direct threat to
communities.
II. Types and Examples of Volcanoes
A. Shield Volcano / Mauna Loa, Hawaii
1. Fairly stable volcanoes.
2. Produce large amounts of lava which cool to form
dark basaltic rocks.
 B. Fissure Volcano / Krafla, Iceland
1. Found along fault lines.
C. Ash-Cinder Volcano / Paricutin, Mexico
1. Ash is probably the most dangerous component.
2. Contributes to acid rain, dangerous to breathe
near these volcanoes.
D. Caldera Volcano / Yellowstone, United States
1. Very large volcanic areas.
2. Has the potential to become the most powerful
volcanic eruption ever recorded.
E. Composite Volcano / Mt. Fuji, Japan
1. Composite volcanoes make beautiful mountains
to build near.
2. They produce many of the hazards listed, and are
therefore very dangerous.
F. Dome Volcano / Methana, Greece
1. Slow forming volcanoes that are relatively
harmless.

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

G. HOOK: AS THE STUDENTS WALK INTO THE ROOM IT WILL BE DECORATED IN A

(DESCRIBE HOW YOU HAWAIIAN THEME. THERE WILL BE A VIDEO PLAYING OF MULTIPLE VOLCANOES
WILL GRAB STUDENTS’ ERUPTING (WWW.VOLCANOVIDEO.COM)
ATTENTION AT THE
BEGINNING OF THE
LESSON. BE CREATIVE.)

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

DOING DURING THE WEEK- WE WILL HAVE A CHART HANGING ON THE
WALL SO THEY CAN REFER TO IT EACH DAY TO SEE THE BASICS OF
WHAT THEY CAN EXPECT TO DO/ACCOMPLISH EACH DAY
(5MIN)AN INTERACTIVE CLASS KWL CHART FOUND AT
DABBLEBOARD.COM WILL BE USED TO ASSESS PRIOR KNOWLEDGE ON
VOLCANOES. EACH STUDENT WILL USE THE COMPUTER TO ADD
INFORMATION TO THE CLASS DABBLEBOARD ON WHAT THEY ALREADY
KNOW ABOUT VOLCANOES AND WHAT THEY WOULD LIKE TO LEARN.
THIS WILL BE REVISITED EACH DAY TO ADD TO THE CHART ABOUT
WHAT THEY HAVE LEARNED.
(15-20MIN) POWERPOINT PRESENTATION ON VOLCANIC ERUPTIONS
AND HAZARDS PLUS INTERACTIVE DISCUSSION(THE POWERPOINT WAS
FOUND ON www.earth4567.com/talks/volcanoes/Volcanoes.ppt AND
WAS PUT TOGETHER BY THE UNIVERSITY OF BRISTOL AND PLANET
H. INSTRUCTION:
EARTH. WE WILL VIEW SLIDES (#1-29) ALONG WITH USING THE
(TELL, STEP-BY-STEP,
BUILT IN DISCUSSION QUESTIONS TO FOCUS CLASSROOM DIALOG.
WHAT YOU WILL DO.)
(15-20MIN) GOOGLE EARTH VOLCANIC VOYAGE: A TOUR OF THE
WORLD’S MOST DANGEROUS VOLCANOES. THEY WILL BE PAIRED UP
AND EACH GROUP WILL BE GIVEN A LAPTOP TO USE. THEY WILL ALSO
BE GIVEN A TRAVEL LOG TO COMPLETE AS THEY MAKE THEIR WAY
AROUND THE WORLD. THEY WILL BEGIN THEIR JOURNEY IN POMPEII.
THEY WILL VISIT AS MANY VOLCANOES AS TIME ALLOWS. THE
STUDENTS WILL CATALOG WHAT TYPE OF VOLCANO THEY VISIT, THE
GEOGRAPHIC LOCATION, THE DANGERS ASSOCIATED WITH THAT
PARTICULAR VOLCANO, ANALYZE ITS CURRENT ACTIVITY STATUS, AND
THE POPULATIONS THAT RESIDE WITHIN THE DANGER ZONE.
(20-25MIN)WE WILL USE VIDEO FOOTAGE FOUND ON YOUTUBE.COM
FOR EACH OF THE FOUR SPECIFIC VOLCANOES TO INTRODUCE THE
FINAL PROJECT (AWARENESS CAMPAIGN). STUDENTS WILL PAIR UP TO
WORK ON THEIR PROJECT. EACH GROUP WILL BE GIVEN A SPECIFIC
SET OF DIRECTIONS FOR THEIR FINAL PROJECT. THE FINAL PROJECT
 WILL CONSIST OF EITHER A DVD OR A BROCHURE THAT CAN BE GIVEN
OUT TO POTENTIAL BUILDERS NEAR THE VOLCANOES (ETNA,ITALY, OR
SAKURA-JIMA, JAPAN), AND ALSO TO PEOPLE CURRENTLY RESIDING
NEAR THE VOLCANOES (MERAPI, INDONESIA, OR COTOPAXI,
EQUADOR). DURING THIS TIME THEY WILL BEGIN INITIAL DISCUSSION
ON HOW TO COMPLETE THEIR PROJECT AND ALSO HAVE ACCESS TO THE
LAPTOPS TO BEGIN INITIAL RESEARCH FOR THE PROJECT.
(5MIN) CLEANUP- PREVIEW OF WHAT TO EXPECT THE NEXT DAY.

List of Websites used on Day 1-

*www.volcanovideo.com
*Dabbleboard.com- KWL chart created on my account
*www.earth4567.com/talks/volcanoes/Volcanoes.ppt
*Youtube.com
Googleearth.com
 Travel Log
Day __________________________________
Name of location________________________
Where it’s located_______________________
Actual activity readings -
____________________________________________________
________________________
Description
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Travel Log
Day __________________________________
Name of location________________________
Where it’s located_______________________
Actual activity readings -
____________________________________________________
________________________
Description
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Final Project
Volcanic Voyages Awareness Campaign

For your final project this week, you will be composing an

awareness campaign designed to help communities near a
volcano. There will be either a written portion in the form of an
informative brochure or a visual portion in the form of a CD using
Windows Movie Maker. You will be split into pairs to work on this
project. Each day you will be given access to the computer to
research and design your work. You will also have access to a flip
camera to complete the visual aspect.
Project goal:
Through this project, you will be assisting communities
around the world with how to safeguard their present
establishments from volcanic disasters and also assisting
potential buyers in making their decision to build in the
community.
This includes education on the potential risks of living near the
volcano and
solutions for reducing the loss of life and of property, lessening
the economic impact, and working together to create a safer
atmosphere.
Details about Project:
You and your partner are responsible for creating an awareness
campaign for a volcano that we visited on our Google Earth
session. The campaign must consist of either a written or a
visual portion.
Written portion- You and your partner will be using Microsoft
Publisher to create an informative brochure that could be passed
out to existing citizens in the community around your volcano.
This brochure is designed to answer the real life problem of how
to safeguard your life and property against a natural disaster.
This brochure will give citizens solutions they can immediately put
into place to be proactive instead of reactive. This will serve as a
tool to educate the citizens on factual scientific information about
the potential dangers of their volcano and preventative measures
they can take. This will also include contact information for
disaster assistance programs in their area.
Visual portion- You and your partner will be using flip cameras
and Windows Movie Maker to create a 5-7 minute video for
people that wish to build near your volcano. This video will serve
as an informative tool designed to share statistics about the
community near the volcano, the potential warnings they need to
be made aware of so they can make informed decisions about
where to build, and what they can do to take preventative
measures against loss of life and property.
Things to keep in mind:
Brochure- Refer to the template of the brochure for suggestions
on what to include in each section. Remember that this is not
designed to scare residents, but rather to educate them on the
potential dangers and what they can do to be proactive instead of
reactive in case of an emergency.
Video- Remember that this video is designed for the potential
resident of this community. You can include more descriptions of
the area since they do not currently live there. You are helping
them make an informed decision about where to build in the
community based on the possible effects of the volcano. You
need to include current activity of the volcano and what this
means. You can suggest the best place to build based off of
scientific information you researched. You can give them
solutions to problems residents could face so they can make
adjustments to their building plans before they begin.
Remember- you don’t want to scare them off- your job is to
entice them to build in this community at the same time you are
educating them so that they make wise choices.
 Making A Brochure : Volcanic Voyage
Awareness Campaign

Student Name: _________________________________

CATEGORY Fantastic Great Good Not So Much

Writing - Each section in the Almost all sections Most sections of the Less than half of the
Organization brochure has a clear of the brochure have brochure have a sections of the
beginning, middle, a clear beginning, clear beginning, brochure have a
and end. middle and end. middle and end. clear beginning,
middle and end.

Writing - Capitalization, Capitalization, There are 1-2 There are several

Mechanics spelling and spelling and capitalization, capitalization,
punctuation are punctuation are spelling and/or spelling or
correct throughout correct throughout punctuation errors in punctuation errors in
the brochure. the brochure after the brochure even the brochure even
feedback from an after feedback from after feedback from
adult. an adult. an adult.

Content - All facts in the 99-90% of the facts 89-80% of the facts Fewer than 80% of
Accuracy brochure are in the brochure are in the brochure are the facts in the
accurate. accurate. accurate. brochure are
accurate.

Attractiveness & The brochure has The brochure has The brochure has The brochure's
Organization exceptionally attractive formatting well-organized formatting and
attractive formatting and well-organized information. organization of
and well-organized information. material are
information. confusing to the
reader.

Graphics/Pictures Graphics go well Graphics go well Graphics go well Graphics do not go

with the text and with the text, but with the text, but with the
there is a good mix there are so many there are too few accompanying text
of text and graphics. that they distract and the brochure or appear to be
from the text. seems "text-heavy". randomly chosen.
 Rubric: Volcanic Voyage Video

Awareness Campaign

Student Name: ___________________________

CATEGORY Fantastic Great Good Not So Much

Attractiveness Makes excellent use of Makes good use of font, Makes use of font, Use of font, color,
font, color, graphics, color, graphics, effects, color, graphics, effects, graphics, effects etc. but
effects, etc. to enhance etc. to enhance to etc. but occasionally these often distract from
the presentation. presentation. these detract from the the presentation
presentation content. content.

Requirements All requirements are All requirements are One requirement was More than one
met and exceeded. met. not completely met. requirement was not
completely met.

Mechanics No misspellings or Three or fewer Four misspellings More than 4 errors in

grammatical errors. misspellings and/or and/or grammatical spelling or grammar.
mechanical errors. errors.

Content Covers topic in-depth Includes essential Includes essential Content is minimal OR
with details and knowledge about the information about the there are several factual
examples. Subject topic. Subject topic but there are 1-2 errors.
knowledge is excellent. knowledge appears to factual errors.
be good.
Originality Product shows a large Product shows some Uses other people's Uses other people's
amount of original original thought. Work ideas (giving them ideas, but does not give
thought. Ideas are shows new ideas and credit), but there is little them credit.
creative and inventive. insights. evidence of original
thinking.

LESSON PLAN- DAY TWO

WATCH OUT! THERE SHE BLOWS!

I. DEFINE THE CONTENT

LESSON OBJECTIVE: DAY TWO
STUDENTS WILL BE INTRODUCED TO THE VARIOUS MEANS OF PREDICTING VOLCANIC ERUPTIONS.
STUDENTS WILL BE ABLE TO USE THIS KNOWLEDGE TO HELP CREATE AN AWARENESS CAMPAIGN FOR
COMMUNITY MEMBERS.

LESSON POINT TO PONDER: HOW CAN KNOWLEDGE OF VOLCANIC ERUPTIONS HAVE ANY
CONSEQUENCE ON MINIMIZING THE RISK TO LIFE AND PROPERTY?

II. PREPLANNING: BEGIN WITH THE END IN MIND

AFTER THE LESSON,

A. WHAT 3 ITEMS ARE STUDENTS WILL KNOW THE VARIOUS TOOLS USED BY VOLCANOLOGISTS TO
WORTH KNOWING? DETECT VOLCANIC MOVEMENT

(THINK ABOUT THE

CONTENT YOU HAVE STUDENTS WILL KNOW THE VARIOUS CHARACTERISTICS ASSOCIATED WITH
SELECTED. WHAT IS VOLCANIC ROCK AND HOW THIS CAN HELP IN BUILDING COMMUNITIES.
IMPORTANT FOR
STUDENTS TO KNOW?)
STUDENTS WILL KNOW THE PROS AND CONS TO LIVING/BUILDING NEAR A
VOLCANO

AFTER THE LESSON,

B. WHAT 3 ITEMS ARE
STUDENTS SHOULD BE ABLE TO TELL IF A ROCK IS VOLCANIC AND EXPLAIN
IMPORTANT FOR
CHARACTERISTICS (BASED ON CHEMISTRY AND MINERAL COMPOSITION) OF
STUDENTS TO BE ABLE TO
IGNEOUS ROCKS
DO?
(DEFINE WHAT STUDENTS
STUDENTS SHOULD BE ABLE TO CREATE A QUESTION TO ASK THE GEOLOGIST
SHOULD BE ABLE TO DO
BASED ON TODAY’S LESSON
AS A RESULT OF YOUR
LESSON.)
STUDENTS SHOULD BE ABLE TO USE MICROSOFT PUBLISHER TO COMPLETE
BROCHURE FOR CAMPAIGN

C. WHAT ARE THE

ENDURING AFTER THE LESSON,
UNDERSTANDINGS THAT STUDENTS WILL UNDERSTAND THAT ROCKS HAVE DIFFERENT
STUDENTS SHOULD TAKE CHARACTERISTICS DEPENDING ON THEIR FORMATION
AWAY FROM THE LESSON? STUDENTS WILL UNDERSTAND THAT GEOLOGISTS STUDY EARTH FORMATIONS
(DEFINE THE BIG IDEAS.) AND MAKE PREDICTIONS ABOUT FUTURE ACTIVITY
STUDENTS WILL UNDERSTAND THAT THERE ARE MULTIPLE TYPES OF
TECHNOLOGY USED IN PREDICTING VOLCANIC ACTIVITY

III. PLANNING
D. ESSENTIAL QUESTION: WHAT MEASURES CAN BE TAKEN TO MAXIMIZE THE SAFETY OF A
(ONE OVERARCHING COMMUNITY LOCATED NEAR A VOLCANO?
LESSON QUESTION )

E. ASSESSMENT: STUDENTS WILL SHOW MASTERY BY PARTICIPATING IN A SKYPE

(PERFORMANCE TASK) DISCUSSION WITH A GEOLOGIST AND BY ANSWERING QUESTIONS
WHAT WILL THE BASED ON THE COMPARISON AND CONTRAST OF VOLCANIC IGNEOUS
STUDENTS DO TO SHOW ROCK TO NORTH CAROLINA ROCK.
YOU THAT THEY
MASTERED THE CONTENT?
IV. Predicting Eruptions
A. Seismographs
1. Record the tremors caused by rock
fracturing along fault lines.
2. Can warn scientists of a possible eruption.
3. Many volcanic eruptions are preceded by
seismic activity (earthquakes).
B. Ground Penetrating Radar
1. Creates a detailed map of underground
formations.
2. Can show where rocks are under high
F. CONTENT
amounts of stress.
LIST THE CONTENT FOR 3. Can also show the presence of magma near
THIS LESSON ONLY.
the crust’s surface.
(OUTLINE THE CONTENT 4. Allows scientists to create models of the
YOU WILL TEACH TODAY-
volcanoes internal structure.
THIS MAY COME FROM
YOUR CONTENT OUTLINE)
C. GPS (Global Positioning Satellites)
1. Detects the movement of tectonic plates.
2. Helps to map the surface of the volcano.
D. Computer Models
1. Scientists use powerful computer programs
to model the structure and behavior
of volcanoes.
2. Scientists use this information to predict
when a future eruption may happen.
V. Preventing Loss
A. Humans often locate settlements near volcanoes
due to the rich soil and abundant
 amounts of minerals.
B. Settlements located around active and dormant
volcanoes face many dangers.
C. Awareness of the dangers from an active volcano
will help people make better
decisions about where they live and work.
D. The informed decisions people make will help prevent
loss of life and property
G. HOOK: STUDENTS WILL PLAY AN INTERACTIVE VOLCANO GAME FROM SCHOLASTIC.
(DESCRIBE HOW YOU THE GAME CAN BE FOUND AT
WILL GRAB STUDENTS’ HTTP://WWW.SCHOLASTIC.COM/PLAY/PREVOLCANO.HTM
ATTENTION AT THE STUDENTS CAN WORK TOGETHER OR SEPARATELY TO ANSWER THE QUESTIONS
BEGINNING OF THE AND MAKE THEIR VOLCANO EXPLODE.
LESSON. BE CREATIVE.)
(5MIN)KWL CHART-WE WILL VISIT CLASS KWL CHART ON
DABBLEBOARD.COM TODAY TO FILL IN INFORMATION THEY LEARNED
FROM YESTERDAY’S SESSION.
(10MIN) POWERPOINT PRESENTATION ON VOLCANIC ERUPTIONS AND
HAZARDS PLUS INTERACTIVE DISCUSSION(THE POWERPOINT WAS
FOUND ON AND WAS PUT TOGETHER BY THE UNIVERSITY OF BRISTOL
AND PLANET EARTH. WE WILL VIEW THE SECOND HALF OF THE
POWERPOINT (SLIDES #31-39) THAT DEALS WITH ALL THE TOOLS
VOLCANOLOGISTS USE TO ASSESS VOLCANIC ACTIVITY.
(15MIN) SKYPE SESSION WITH OUR GEOLOGIST DENISE MILES. SHE
WILL TALK WITH THE STUDENTS ABOUT WHAT A GEOLOGIST DOES,
HOW IT RELATES TO THE FIELD OF VOLCANOLOGY, WHAT IT TAKES TO
BECOME A GEOLOGIST, AND WHAT SHE LIKES ABOUT HER SPECIALTY.
THEY WILL THEN BE ASKED TO REFLECT ON THE PRESENTATION AND
TO COME UP WITH 1-2 QUESTIONS THEY COULD ASK HER DURING
H. INSTRUCTION:
OUR FOLLOW-UP SESSION THE NEXT DAY.
(TELL, STEP-BY-STEP,
WHAT YOU WILL DO.) (20 MIN) STUDENTS WILL BE PAIRED UP AT MICROSCOPE STATIONS.
STUDENTS WILL BE GIVEN VARIOUS SAMPLES OF VOLCANIC
MATERIAL(FROM OUR PERSONAL COLLECTIONS) AND A DATA SHEET.
STUDENTS WILL LOOK AT VARIOUS SAMPLES USING THE DIGITAL BLUE
MICROSCOPE. THEY WILL BE LOOKING AT ASH FROM MT. SAINT
HELENS, SAND FROM HAWAII, A PIECE OF ROCK FROM MT. VESUVIAS
AND VARIOUS ROCK SAMPLES FROM VOLCANIC REGIONS. THEY WILL
EXAMINE, COMPARE AND CONTRAST TO LOCAL ROCKS FROM NORTH
CAROLINA. BASED ON OBSERVATIONS OF THE MATERIAL, THEY WILL
FILL OUT THE DATA SHEET AND USE THE DATA TO ANALYZE AND
DISCUSS WITH GROUP THE COMPOSITION OF VOLCANIC MATERIAL.
(25MIN)STUDENTS WILL CONTINUE TO WORK ON THEIR AWARENESS
CAMPAIGN. THEY WILL BE WORKING ON EITHER THEIR BROCHURE OR
THEIR DIGITAL CAMPAIGN. (REFER TO PROJECT DIRECTIONS ON THE
PRINTED SHEET)
(5MIN) CLEANUP- COLLECT QUESTIONS FOR GEOLOGIST TOMORROW-
 PREVIEW TOMORROW’S SESSION

Websites used today:

Dabbleboard.com- kwl chart found on my account
HTTP://WWW.SCHOLASTIC.COM/PLAY/PREVOLCANO.HTM
www.earth4567.com/talks/volcanoes/Volcanoes.ppt
Skype

Comparative Analysis Data Sheet

Sketch

Description
________________________
________________________
________________________
________________________
________________________

________________________
________________________
________________________
________________________
_______________________

________________________
________________________
________________________
________________________
____________________________ ____________________

LESSON PLAN- DAY 3

FACT VS. FICTION; MEDIA DRAMATIZES NATURAL DISASTERS

I. DEFINE THE CONTENT

LESSON OBJECTIVE: DAY THREE
STUDENTS WILL DEVELOP A KNOWLEDGE OF FACT VS. FICTION WHEN IT COMES TO HOW VOLCANOES
ARE DEPICTED IN MEDIA. THEY WILL USE THIS KNOWLEDGE TO INTERACT WITH A GEOLOGIST TO
ARTICULATE FACTUAL QUESTIONS.

LESSON POINT TO PONDER: IS THE GENERAL POPULATION OF PEOPLE CAPABLE OF MAKING

CONFIDENT DECISIONS IN THE MIDST OF CRISIS? WHAT DO THEY THINK ABOUT MORE- THEIR
SAFETY OR THE SAFETY OF THEIR MATERIAL POSESSIONS?

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS
ARE WORTH AFTER THE LESSON,
KNOWING?
STUDENTS WILL KNOW THAT FACT BASED INFORMATION IS IMPORTANT FOR THE
(THINK ABOUT THE INTEGRITY OF THEIR AWARENESS CAMPAIGN
CONTENT YOU HAVE
STUDENTS WILL KNOW THE ENORMOUS IMPACT NATURAL DISASTERS HAVE ON
SELECTED. WHAT IS HUMAN POPULATIONS
IMPORTANT FOR
STUDENTS WILL KNOW THE TOOLS AND METHODS NECESSARY TO MINIMIZE THE
STUDENTS TO
DEVASTATING EFFECTS
KNOW?)

B. WHAT 3 ITEMS
ARE IMPORTANT FOR AFTER THE LESSON,
STUDENTS TO BE STUDENTS SHOULD BE ABLE TO FORMULATE A FACTUAL QUESTION FOR OUR
ABLE TO DO? GEOLOGIST
(DEFINE WHAT STUDENTS SHOULD BE ABLE TO RECOGNIZE DEFICIENCIES IN COMMUNITIES
STUDENTS SHOULD DEFENSES AGAINST VOLCANOES
BE ABLE TO DO AS A
STUDENTS SHOULD BE ABLE TO DEVELOP SOLUTIONS AND RELAY THE IDEAS TO THE
RESULT OF YOUR
COMMUNITIES IN QUESTION
LESSON.)

C. WHAT ARE THE

ENDURING AFTER THE LESSON,
UNDERSTANDINGS STUDENTS WILL UNDERSTAND THE DIFFERENCE BETWEEN FACTUAL SCIENTIFIC
THAT STUDENTS INFORMATION AND FALSE BELIEFS/PRECONCIEVED NOTIONS
SHOULD TAKE AWAY STUDENTS WILL UNDERSTAND THE DEVASTATING EFFECTS THAT NATURAL
FROM THE LESSON? DISASTERS HAVE ON HUMAN POPULATIONS
(DEFINE THE BIG STUDENTS WILL UNDERSTAND THAT THROUGH PROPER EDUCATION AND AWARENESS
IDEAS.) OF THE DANGERS, COMMUNITIES CAN MAKE INFORMED DECISIONS

III. PLANNING
D. ESSENTIAL HOW DO MISCONCEPTIONS ABOUT VOLCANOES AFFECT THE DECISION MAKING
QUESTION: PROCESS WHEN CHOOSING WHERE TO BUILD A COMMUNITY.
(ONE OVERARCHING
LESSON QUESTION )

E. ASSESSMENT: THEY WILL SUCCESSFULLY COMPLETE THE FACT VS FICTION WORKSHEET

(PERFORMANCE AND BE ABLE TO EFFECTIVELY ANALYZE REAL LIFE SITUATIONS
TASK) WHAT WILL STUDENTS WILL BE INFORMALLY ASSESSED THROUGH PARTICIPATION IN
THE STUDENTS DO
CLASS DISCUSSION, PROPER ETIQUETTE IN QUESTIONS SESSION WITH
TO SHOW YOU THAT
DENISE MILES, AND FOCUSING ON AWARENESS CAMPAIGN
THEY MASTERED THE
CONTENT?

V. PREVENTING LOSS
A. HUMANS OFTEN LOCATE SETTLEMENTS NEAR VOLCANOES DUE TO
THE RICH SOIL AND ABUNDANT AMOUNTS OF MINERALS.
B. SETTLEMENTS LOCATED AROUND ACTIVE AND DORMANT VOLCANOES
FACE MANY DANGERS.
C. AWARENESS OF THE DANGERS FROM AN ACTIVE VOLCANO WILL HELP
PEOPLE MAKE BETTER DECISIONS ABOUT WHERE THEY LIVE AND
WORK.

F. CONTENT D. THE INFORMED DECISIONS PEOPLE MAKE WILL HELP PREVENT LOSS
LIST THE CONTENT OF LIFE AND PROPERTY.
FOR THIS LESSON VI. MISCONCEPTIONS PERPETRATED BY THE MEDIA
ONLY. A. UNREALISTIC ERUPTIONS
(OUTLINE THE 1. LAVA FLOWS THAT ARE TOO FAST
CONTENT YOU WILL 2. MOST VOLCANOES IN THE MOVIES HAVE EXPLOSIVE ERUPTIONS
TEACH TODAY-THIS
3. EXPLOSIVE ERUPTIONS AND RIVERS OF LAVA DO NOT HAPPEN AT THE
MAY COME FROM
SAME TIME
YOUR CONTENT
B. EQUIPMENT USED TO PREDICT VOLCANOES
OUTLINE)
1. ROBOTS ARE NOT USED IN MONITORING VOLCANIC ACTIVITY
C. EFFECTS OF VOLCANOES ON THE SURROUNDING ENVIRONMENT
1. GROUND SUPPLY OF WATER CAN BECOME CONTAMINATED, BUT NOT AT
THE RAPID PACE MOVIES PORTRAY
2. LAKE WATER CAN BECOME ACIDIC, BUT ONCE AGAIN, NOT AT THE RAPID
PACE SHOWN IN A MOVIE
3. EARTHQUAKES ARE NOT USUALLY ASSOCIATED WITH THE MASS
DESTRUCTION OF BUILDINGS AND ROADS

G. HOOK: TODAY STUDENTS WILL BE ABLE TO PLAY AN INTERACTIVE GAME CALLED

(DESCRIBE HOW SUPERVOLCANO AT
YOU WILL GRAB HTTP://WWW.BBC.CO.UK/SN/TVRADIO/PROGRAMMES/SUPERVOLCANO/GAME.SHTML
STUDENTS’ THEY ARE ABLE TO SET UP A 14 DAY AWARNESS CAMPAIGN FOR THE CITY AND THEN
ATTENTION AT THE SEE HOW THEIR SCENARIO PLAYS OUT.
BEGINNING OF THE
LESSON. BE
CREATIVE.)

(5MIN)KWL CHART- WE WILL CONTINUE TO ADD TO OUR CLASS KWL

CHART ON DABBLEBOARD.COM TODAY TO FILL IN INFORMATION THEY
LEARNED FROM YESTERDAY’S SESSION.
.
(15 MIN) FACT VS FICTION LESSON- USING CLIPS FROM THE MOVIE
DANTE’S PEAK, WE WILL DISCUSS HOW MEDIA TENDS TO SENSATIONALIZE
NATURAL DISASTERS. THROUGH THIS DISCUSSION, WE WILL ASK THEM TO
ANANLYZE WHAT MAKES THE ERUPTIONS UNREALISTIC, HOW MEDIA
INVENTS TECHNOLOGIES THAT DON’T EXIST OR ARE NOT USED FOR THAT
PURPOSE AND THE UNREALISTIC PORTRAYAL OF THE EFFECTS OF VOLCANIC
ERUPTIONS ON THE SURROUNDING ENVIRONMENT. WE WILL DEMONSTRATE
HOW STUDENTS CAN LEARN TO TELL FACT VS FICTION WHEN IT COMES TO
H. INSTRUCTION:
VOLCANOES IN THE MEDIA. STUDENTS WILL HAVE THE CHANCE TO
(TELL, STEP-BY- DETERMINE WHICH SCENES ARE ACCURATE OR NOT. WE WILL THEN
STEP, WHAT YOU
DISCUSS HOW THIS SENSATIONALISM COULD IMPACT THE POPULATION
WILL DO.)
THAT IS NOT EDUCATED ABOUT NATURAL DISASTERS.
(15MIN) POWERPOINT PG. 40-55 AND DISCUSSION ON THE ACTUAL
IMPACT VOLCANIC ERUPTIONS HAVE HAD ON REAL SOCIETIES AROUND THE
WORLD. STUDENTS WILL BE GIVEN THE CHANCE TO EXAMINE THE
INDIVIDUAL SITUATIONS, DETERMINE IF THERE WERE EARLY WARNING
SIGNS, AND THEN BRAINSTORM POSSIBLE SOLUTIONS FOR EACH
COMMUNITY INCLUDING WHAT STEPS COMMUNITIES COULD HAVE TAKEN TO
REDUCE THE EFFECTS.
(15MIN) SKYPE SESSION WITH DENISE MILES- STUDENTS WILL BE GIVEN
THE OPPORTUNITY TO ASK THE QUESTIONS THEY PREPARED FROM THE
PREVIOUS DAY.
(30 MIN)STUDENTS WILL BE GIVEN TIME TO WORK ON PROJECT

Websites used:

HTTP://WWW.BBC.CO.UK/SN/TVRADIO/PROGRAMMES/SUPERVOLCANO/GAME.SHTML
DABBLEBOARD.COM
USGS.gov
Skype
 Volcanic Voyage: Fact vs. Fiction
Observations Fact Fiction Conclusions
Every hazardous Lahars and Every Be wary of
event in Dante’s landslides volcanic absolute
Peak is very hot. can be cold. hazard is scientific terms.
hot.
 LESSON PLAN- DAY 4
COMMUNITY AWARENESS CAMPAIGN

I. DEFINE THE CONTENT

LESSON OBJECTIVE: DAY FOUR
STUDENTS WILL COMPLETE AN AWARENESS CAMPAIGN FOR THEIR GIVEN COMMUNITY TO
SHOW/TELL WHAT THEY HAVE LEARNED.

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

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS ARE
WORTH KNOWING? AFTER THE LESSON,
(THINK ABOUT THE STUDENTS WILL KNOW ALL THE DANGERS ASSOCIATED WITH VOLCANOES
CONTENT YOU HAVE STUDENTS WILL KNOW HOW TO ANALYZE VOLCANIC READINGS AND USE THE
SELECTED. WHAT IS NUMBERS TO PLAN FOR PREVENTATIVE MEASURES.
IMPORTANT FOR STUDENTS STUDENTS WILL KNOW PREVENTIVE MEASURES THAT CAN BE TAKEN TO
TO KNOW?) LESSEN IMPACT OF VOLCANOES.

B. WHAT 3 ITEMS ARE AFTER THE LESSON,

IMPORTANT FOR STUDENTS STUDENTS SHOULD BE ABLE TO ACCESS KNOWLEDGE LEARNED DURING THE
TO BE ABLE TO DO? WEEK IN ORDER TO COMPLETE FINAL PROJECT
(DEFINE WHAT STUDENTS STUDENTS SHOULD BE ABLE COMPILE A SCIENTIFICALLY FACTUAL SET OF
SHOULD BE ABLE TO DO AS DATA TO USE IN THEIR FINAL PROJECT BASED OFF OF ACTUAL READINGS
A RESULT OF YOUR FOUND AT WWW.VOLCANODISCOVERY.COM.
LESSON.) STUDENTS SHOULD BE ABLE TO PRESENT THEIR FINAL PROJECT TO THEIR
PARENTS AS IF THEY WERE LIVING IN THE SPECIFIC COMMUNITY.

C. WHAT ARE THE

ENDURING AFTER THE LESSON,
UNDERSTANDINGS THAT STUDENTS WILL UNDERSTAND THAT DANGER FROM VOLCANOES IS A GLOBAL
STUDENTS SHOULD TAKE ISSUE
AWAY FROM THE LESSON? STUDENTS WILL UNDERSTAND THEY HAVE THE CAPABILITY OF MAKING AN
(DEFINE THE BIG IDEAS.) IMPACT AROUND THE WORLD.
 STUDENTS WILL UNDERSTAND THAT SMALL STEPS CAN HAVE BIG IMPACTS

III. PLANNING
D. ESSENTIAL QUESTION: WHAT INFORMATION ABOUT VOLCANOES SHOULD PEOPLE HAVE IF THEY ARE
(ONE OVERARCHING PLANNING TO LOCATE NEAR ONE?
LESSON QUESTION )

E. ASSESSMENT: THEY WILL SUCCESSFULLY COMPLETE THE AWARENESS CAMPAIGN

(PERFORMANCE TASK) THAT THEY HAVE BEEN WORKING ON ALL WEEK. THIS WILL INCLUDE
WHAT WILL THE STUDENTS EITHER A WRITTEN PORTION (BROCHURE) OR A VISUAL PORTION
DO TO SHOW YOU THAT (DVD). THE PROVIDED RUBRICS WILL BE USED TO ASSESS THEIR
THEY MASTERED THE WORK.
CONTENT?

1. INFORMATION PEOPLE SHOULD KNOW WHEN THEY ARE THINKING OF

2. INFORMATION SHOULD KNOW WHEN THEY ALREADY RESIDE NEAR A
F. CONTENT
LIST THE CONTENT FOR
THIS LESSON ONLY.
(OUTLINE THE CONTENT
YOU WILL TEACH TODAY-
THIS MAY COME FROM
YOUR CONTENT OUTLINE)
LOCATING NEAR A VOLCANO
A. LEARN WHAT KIND OF ERUPTIONS ARE LIKELY AND
WHAT TO EXPECT FROM THEM
B. OBTAIN A HAZARD-ZONE MAP TO DETERMINE
POSSIBLE FLOWS OF LAVA AND HOW LONG IT WOULD
TAKE TO REACH CERTAIN LOCATIONS.
C. KNOW EVACUATION ROUTES
D. UNDERSTAND THE DANGERS OF MUDFLOWS AND
FLOODING WHICH TEND TO INJURE MORE PEOPLE
THAN LAVA FLOWS.
VOLCANO
A. LEARN WHAT KIND OF ERUPTIONS ARE LIKELY AND
WHAT TO EXPECT FROM THEM
B. KNOW AND PRACTICE MULTIPLE EVACUATION ROUTES
IN TOWN. YOU NEVER KNOW WHEN ONE MAY BE
DOWN
C. HAVE AT LEAST A THREE DAY SUPPLY OF FOOD AND
WATER IN STORAGE
D. KEEP A FIRST AID KIT, BLANKETS AND WARM
CLOTHING IN A STORAGE BIN ALONG WITH A BATTERY
OPERATED RADIO AND FRESH BATTERIES
E. GET TO HIGH GROUND- LAVA, MUDFLOWS AND
FLOODING TRAVEL IN VALLEYS AND LOW LYING AREAS

3. PRESENTATION OF FINAL PRODUCT

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

G. HOOK: SHOW THE CLIP OF A POSSIBLE VOLCANIC ERUPTION ON MOUNT RAINIER

(DESCRIBE HOW YOU WILL HTTP://WWW.HISTORY.COM/SHOWS/MEGA-DISASTERS/VIDEOS#MEGA-
GRAB STUDENTS’ DISASTERS-AMERICAN-VOLCANO
ATTENTION AT THE ASK: WHAT COULD BE DONE TO PREPARE PEOPLE FOR THIS POSSIBILITY?
BEGINNING OF THE LESSON.
BE CREATIVE.) WHAT IS THE BEST WAY TO GET THE INFORMATION OUT TO THEM?
(5MIN)KWL CHART- WE WILL CONTINUE TO ADD TO THE CLASS
KWL CHART AT DABBLEBOARD.COM
(75 MIN) FINAL COMPLETION AND RUN THROUGH OF THEIR
H. INSTRUCTION: AWARENESS CAMPAIGN. THEY NEED TO FINISH EITHER THE
(TELL, STEP-BY-STEP, WRITTEN PORTION WHICH IS A BROCHURE THEY CAN HAND OUT TO
WHAT YOU WILL DO.) POTENTIAL BUYERS OR THOSE THAT ARE CURRENTLY LIVING BY A
VOLCANO OR THE VISUAL PORTION WHICH IS A CD. BOTH OF THESE
WILL BE ON DISPLAY FOR PARENTS THAT AFTERNOON.

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

dabbleboard.com