Lesson Plan: Volcano Eruption

Information
Grade: Second Grade
Subject: Art
Length of Lesson: 45 min

DCALS 2.2.5
Create form and texture in works of art using clay, paper, paper maché, and fibers.
Next Generation Science Standard K-2-ETS1-2
Develop a simple model based on evidence to represent a proposed object or tool.
Science and Engineering Practice 2
Developing and using Models

Cognitive Goal: Create a paper mache volcano.

Cognitive Objective: Working as a class the students will utilize paper mache to create one
volcano model.
Modified Objective: Working as a class the students will utilize paper mache to create one
volcano model with support from the teacher.

Teaching Standards Gold 11b: Persistence

Affective Goal: Work together and persist with problems with class volcano structure.
Affective Objective : The students will work as a team for thirty minutes on the paper mache
volcano .
Modified Objective: With guidance and scaffolding from the teacher tThe students will work as
a team for thirty minutes on the paper mache volcano .

Modifications/Adaptations:
If a student does not want to use the paper mache given them a leadership role with giving
advice and helping with planning.
Provide photos of volcanoes.
Provide posters with pictures of behavior expectations and written expectations.

Authentic materials and/or equipment:

 Large Mason Jar w/ cardboard cone attached
 Newspapers
 Cornstarch
 Water
 Cardboard box
 KWL Chart

Introduction
Have students sit on the rug. Today we are going to build a functioning class volcano. Don’t
worry, our Volcanic Eruption will be on a much smaller scale than real life. We won’t have to be
scared that the lava will land on us or burn us. We are going to use safe materials to create an
eruption. Remember what we discussed yesterday about volcanoes? I want to do a short
review. Check with the students and ask them what they already know about volcano. Use the
KWL chart from out previous volcano lesson. Magma sits inside the earth and once it breaks
through the earth's surface it is then called lava. Lava flows out to the surface of the Earth.
What happens when the burning magma cools? Igneous rocks form. Magma is liquid hot earth.
It is pushed up with lots of pressure from the core of the earth. Sometimes eruptions can
happen where volcanoes release large loads of lava onto the earth's surface. Other times
magma is pushed slowly up to the surface of earth. This is how new land is formed. Today we
are going to work together as a class to build a functioning volcano. Today we will work on the
first half of constructing our volcano.

Main Activity
Today we are going to learn to use a new art technique called paper mache to build our
volcano. Bring our volcano form and the cardboard box. We are going to use this as the base of
our volcano. Does anyone know what shape this is? This base is a cone shape. I started building
the first part and now I need you guys to work with me to finish it. I cannot do it myself. Okay
first I am going to show you what we will do. I am going to place the volcano in the box so we
can build a ground around our volcano. Bring our bowl of cornstarch and water and
newspaper. Does anyone know about the technique is called paper mache.? Have you done it
before? See what prior knowledge students have about paper mache.We will take a piece of
newspaper and tear off a strip. You can tear strips of all different sizes. I am going to try to tear
them around three or four inches long. Model ripping a strip. Here in our bowl we are going to
mix cornstarch and water and then stir it up. Make the solution in front of the students. Now
we are going to take one of our strips and we will dip it in our bowl that has the cornstarch and
water solution. Model this. After you dip your strip, hold it over the bowl for a few seconds so it
drips off. Then we are going to take our strip and lay down flat on the cardboard. Model. We
can push it down lightly with our fingers to make sure it is stuck well and bonded to the
cardboard.. Demonstrate a few pieces. We can also lay pieces on top of each other like this.
Demonstrate layering. We want to build multiple layers of newspaper up on our cardboard
surface. The newspaper dipped in the flour mixture begins to dry with the air. As it dries it
begins to harden. When it is fully dry it will be hard like a rock. Ask the students if they have
questions. Okay! Now we are going to move to the circle table so we can all work around it.
Remember others personal space. There is plenty of room for all of us to stand around the
table. Let me see everyone do one strip. I want to look at your technique. Rip, Dip in the bowl,
Let it Drip off, then place on the volcano. Correct students and help then remember the
process. Now I will let you work for thirty minutes. Our goal is to cover this whole cardboard
with paper mache. Remember you may overlap papers. When you overlap them it makes more
layers so the volcano becomes stronger. Give students thirty minutes to work. Provide support
as needed.

Closure
Have students go to their desks. Great job starting to build our volcano! We will leave it to dry
overnight. Can anyone tell me something we learned about paper mache today? Who can help
me remember the steps to doing the paper mache technique? Check in with students about
making paper mache. What are the steps? Discuss the use of molds and structure. Discuss how
we used the cone mold. Discuss how paper mache becomes hard. Tomorrow morning we will
paint it and then tomorrow after lunch we will test our volcano and see how it erupts!

Assessment Plan
Checklists will be used for both the Cognitive and Affective Assessment.
Universal Design for Learning
 Opportunities to discuss and build a model
 Opportunity to work, small group, large groups, and with support from the teacher
 Representation of information spoken, demonstrated

Technology:
Technology will not be used for this art activity. Students will spend the lesson working hand in
hand on the volcano model.

Family Engagement:
Families will be invited to our class to see our volcano erupt.
Cognitive Assessment

Did use paper mache to Did they contribute in Needed one on

contribute to the model? ? another way? one support
from the
teacher?

Student A

Student B

Student C

Affective Assessment
Observe and use checklist

Did the student Did the student Who needed one on

demonstrate attempt to work with one support from the
cooperation? peers before asking teacher?
the teacher for help?

Student A

Student B

Student C