Blended Learning Lesson Plan

Lesson Title: Volcanic Eruption

Objectives:
Students will be able to explain how a volcano was created and how an eruption affects the
wildlife and humans in the area.
Students will be able to analyze how the earth's tectonic plates create such things as mountains
and volcanoes.
State Standards:
2-ESS3-1. Design solutions to address human impacts on natural resources in the local
environment.
ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps show where things are
located. One can map the shapes and kinds of land and water in any area.
ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or
physical models. These representations are useful in communicating ideas for a problem’s
solutions to other people.
Context: Why are you teaching this particular lesson? What comes before this lesson in the
larger unit? What previous knowledge will students be bringing into the lesson? What
comes after this lesson in the larger unit? What are you teaching in order to prepare
students for the next lesson topic?
I am teaching this particular lesson because it is a hand on and fun way to teach my students
about the Earth and natural disasters. Using an interactive activity, like creating a fake volcano,
will allow the kids to learn without them realizing that they are learning. They will just think that
they are having fun. The previous knowledge that I am bringing into the lesson is about natural
disasters. Before teaching about volcanoes, I will teach them about tornadoes, earthquakes
hurricanes and all of the other natural disasters. They will be taught how it occurs, why it occurs
and how to keep yourself safe during these incidents. Students will also learn which areas are
more prone to different natural disasters. For example, California is more prone to earthquakes
and the Southeast is more prone to hurricanes. After this lesson I will continue with learning
about tectonic plates. I will teach how the Earths plates moves and how this creates mountains,
volcanoes and other seismic activity. I will explain to my students how the earth's mantle moves
these plates all the time. To prepare for the next lesson topic, I will teach more about the Earth
and its processes.
Data: How will students be grouped in this lesson? What hypothetical data will these
groupings be based on? How will data be collected in this lesson for future groupings and
teaching?
Students will be grouped randomly. I will count them off into groups of six. I want the groups to
be random so that my students can be in a group with different people instead of just being in
groups with their friends. I also don’t want any of my students to feel left out. I will put my
students in random groups. I will look back on recent tests, quizzes and assignments to see what
students are struggling with. During the teacher directed small group I will focus on the students
that are struggling more and if they still don’t understand the concept, I will work with them one
on one. Data will be collected during the collaborative section of this lesson. During this section
I will have the students work together to fill out a worksheet and answer questions. This way if a
child is struggling, they can get help from their peers. The data from this lesson will tell me if a
student is struggling. If most of my students are struggling, I will reteach the topics they are
struggling with. Next time I create a lesson, I might put students into groups based off the data
from this lesson.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
https://www.tinytap.com/activities/g1d70/play/volcanoes
https://pbskids.org/games/science
https://kahoot.com/v-2/
Pencils, worksheets, computer, vinegar, water, dish soap, food coloring, baking soda, empty soda
can
Detailed paragraphs from here on down.
Procedures:
Introduction (10 minutes): At the beginning of the lesson, I will introduce the three different
sections of the lesson. I will tell my students that they will be working in a group with me, in a
collaborative group and by themselves online. They will already have previous knowledge about
the topic, so I will not need to go over it again. For the volcanic experiment, I will explain that I
will mimic an active eruption. I will use chemistry to be able to demonstrate how a volcanic
eruption works. I will tell my students that they need to be very careful when in this section and
they can’t touch anything without asking me first. During the collaborative section they will be
working on a worksheet on volcanoes with a group. I will tell my students that they need to
finish their worksheet during this time and if they have any questions, they can ask me after the
lesson is over during our closing time. They should be able to complete the worksheet in the
given time. During the online section they will go through an interactive lesson on their own to
learn more. They will have plenty of time to finish this and they should not need any teachers'
help because the website explains everything that the students need to do. If they complete the
website and they still have more time left, they can redo it and try to get the best score that they
can.

Teacher Directed (15 minutes): During this section I will lead a volcano experiment. I will start
off by explaining the procedure. I will tell my students they must stay at least 5 feet away from
the table. I will tell them to watch the experiment, and we will discuss it after. I will use an
empty soda bottle as my “volcano”. I will combine vinegar, water, dish soap and two drops of
food coloring into the empty soda bottle. I will mix baking soda and water together. Then I will
add the baking soda and water into the water bottle. This reaction will mimic a volcanic eruption.
This should have created a foam that expelled out of the empty water bottle. At the end of this
experiment, I will ask my students to explain to me what they saw. I will ask what the baking
soda represented, which the answer is lava. I will also let them ask any questions that they might
have. I will repeat this for every group. This is a fun interactive way to get my students involved
and help them learn.

Collaborative (15 minutes): For the collaborative part of the essay students will work together
to complete the worksheet. Students will be in groups of three to four which they can choose for
themselves. They will be expected to work together and consult everyone in the group before
choosing an answer. Examples of these questions include naming some famous volcanoes, a
question about the difference between magma and lava as well as questions about tectonic plates
and how volcanoes are created. There will be ten questions so that the student should have
enough time to finish the questions and look over their work. All these questions will be based
on their prior knowledge, so it should not be too hard. all the questions will be multiple choices.
This worksheet will be graded on completion instead of correctness. I want students to work
together and help each other do these questions.
Independent Digital (15 minutes): Students will work independently on the website linked
below. The website goes through the different stages of volcanoes where students can tap on the
volcano to learn more. The different sections of the first part of the lesson are a young volcano,
the first volcanic eruption, an active volcano and a dormant volcano. This section allows students
to learn the difference between an active and a dormant volcano. The next part is about how a
volcano works. This section takes you through every stage of an eruption. First, the magma rises,
then the magma builds up in a chamber, next the magma rises to a vent in the Earth's surface,
after that the magma erupts out of the volcano, and lastly, the lava flows down the side of the
volcano. Then the students shave to match the different parts of a volcano with the picture of a
volcano. They must find the side vent, magma, a vent, the bomb, lava, an eruption, the magma
chamber, the crater and the pyroclastic flow. Students then must complete a picture of a volcano.
This is just a fun brain break before the quiz. Lastly, they must answer some questions about
what they learned. There are three questions found in the work you just did on the website.
https://www.tinytap.com/activities/g1d70/play/volcanoes

Closure (5 minutes): After my lesson I will ask my students if they have any questions. I will let
them know that if they need extra help, they can see me one on one. I will go over the
worksheets that the students completed and make sure that everyone understood the lesson. I will
answer every question one by one. I will first ask the class if they know the answer and if they
don’t, I will explain it more in depth. I will ask the class if they have any questions about our
volcanic experiment. I will go over the steps of the experiment again and encourage them to ask
any questions they have about volcanos, even if the student doesn’t think it's important. I will ask
if my students had any trouble with the website that they had to use on their own. If they did
have problems, then I would troubleshoot it on my own. Lastly, I will explain the next topic that
we will be learning about which has something to do with Earths natural processes. I will give a
brief explanation of the next topic and again answer any questions.
Rationale: You must have at least two paragraphs (one for each mandatory piece of multimedia)
(Multimedia 1= App or website): Why this piece of multimedia? How does it support
student learning and your standards and objectives? How do you know it is of high-
quality? Evaluate this multimedia against the LORI criteria in the 406: Evaluating
Multimedia module to support your rationale. How does this multimedia choice
differentiate instruction for all learners (consider differentiation and assistive
technologies)?
https://pbskids.org/games/science
The website that I am using is pbskids.org. I chose this piece of multimedia because it has age-
appropriate resources for students learning about science. This resource will be fun for students
and teach them correct information. I know of its high quality because I have heard of other
teachers using this resource and I used it myself and it works perfectly. Our main, broad topic is
about the Earth, and I have found several games that teach students about the Earth. There is a
game called seasonal spinner, which explains the four seasons, and a game called deep sea
follow me which teaches students about the ocean. A lot of these games pertain to the topic that
these students are learning about. Overall, this website's content quality is amazing as there are
no errors, and all the information is factual and correct. Regarding the feedback and adaptation
part of the LORI criteria this website does an alright job. Some of the games have quizzes with
feedback and right and wrong answers. But some of the games are not as focused on learning as
they should be. This website does motivate students to do their work because they have fun and
are excited to be learning when they play the games on this website. The presentation design is
very aesthetically pleasing and easy to maneuver around. There are several different pieces of
media on this website. Navigating through this website is super easy even for younger kids. All
they must do is click on the game that they want to play, and it will load within seconds. All
directions on how to play are explained. This website is reusable because there are so many
game options, so you will never be playing the same game repeatedly. You can find new things
on this website all the time. This website adheres to the standards, but there could be more
natural disaster-specific games available.
(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this piece of
multimedia? How does it support student learning and your standards and objectives? How do
you know it is of high-quality? Evaluate this multimedia against the LORI criteria in the 406:
Evaluating Multimedia module to support your rationale. How does this multimedia choice
differentiate instruction for all learners (consider differentiation and assistive technologies)?
https://kahoot.com/v-2/
I chose this piece of multimedia because I use it all the time in college right now and it is very
helpful, and it provides good feedback on if you know the information or need more help
learning the topic at hand. This website supports student learning and my standards and objects
because I can create the Kahoot to follow the standards and I can see every individual's students'
answer to see if they are struggling with the topic. I know that Kahoot is high quality because I
have used these resources for years and it always works perfectly without any glitches. The
content quality of this website is extremely high. You can create your own content, so it is easy
to get what you want and make sure that your students are learning the correct things. The
learning goal alignment is done very well with this website. The learning goals are specified
before students do the activity, and the interactive quiz is relevant to what they are learning
about. The feedback and adaptation for Kahoot is impeccable. Kahoot is extremely motivational.
The top three scorers get to be on the scoreboard at the end of the game. You know the score
every round so it can be very competitive. The presentation design on Kahoot is very effective.
The only downside is that there are not a lot of different media incorporated. Other than that,
Kahoot is very aesthetically pleasing, and it incorporates music in the background. The
interaction usability is very simple, and everyone can figure out how to play Kahoot easily. All
you must do is read the screen and click on the right answer. Kahoot is very reusable. You can
either take the same quiz repeatedly to study or create a quiz on any topic you want. Kahoot is
compliant with all the standards I have chosen because I can create my own quiz to fit the
standards.