Issue 64
VOLCANOES 2
Where in the world are they?
Why are they there?
Registered Charity No. 1005331
Mapping Volcanoes
This activity uses the study of volcanoes to provide opportunities for more able lower KS2
and upper KS2 pupils to develop a range of geographical skills, including:• Develop skills for identifying points on the earth’s surface using grid references.
• Investigate the location of volcanoes and try to recognise and explain patterns.
• Explain their findings by searching in books and/or on the internet.
Introduction
Discuss what the class already know about volcanoes – how and why they are formed (refer
to any previous work on volcanoes). Show a world map or globe and ask if anyone knows
where there is a volcano that they have heard about.
Work with the class to revise use of grid references – letter number, 4-figure, 6-figure,
latitude and longitude (if needed, this can form the basis of a preliminary lesson). Give out
blank world map and volcanoes worksheet. Work together to locate one or two volcanoes
on the map. More able children can use the worksheet without countries and use an atlas to
complete this column when they finish. Locations are provided and could be included on the
worksheet if needed.
Children can work alone or in pairs or small groups to mark volcanoes on their maps. When
all the volcanoes have been marked, they can join them to show the Pacific ‘Ring of Fire’,
also join the mid-Atlantic fault volcanoes and locate two European and two African Rift
volcanoes.
As they finish, encourage children to search in books on volcanoes, in encyclopaedias or
on line to find an explanation for the patterns they have discovered. Google Earth is an
excellent resource and can be set to highlight the “Volcanoes of the World” to which pupils
can then zoom in close (see last page).
Conclusion
Discuss the patterns they have found and ask if anyone has an explanation for this.
(Depending on the time available and resources the children are likely to have access to, the
investigation could be carried out as homework).
Find out more
Children can use books, CDs or on-line to find out more interesting facts about the volcanoes
(e.g. Which volcano had the largest eruption in historic time? Tambora. When was the most
famous explosion of Mount Vesuvius and why? A.D. 79 Pompeii)
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Issue 64  Volcanoes 2
Plot the Volcano and Discover its Location
Name
Largest recent
eruption
Grid reference
1
Mount St Helen’s
1980
46° N, 122° W
2
Popocatepetl
1994
19° N, 98° W
3
Cotopaxi
1904
1° S, 78° W
4
El Misti
1948
16° S, 71° W
5
Villarrica
1948
39° S, 71° W
6
Ngauruhoe
1977
39° S, 175° E
7
Rabaul
1994
4° S, 152° E
8
Mayon
1993
13° N, 123° E
9
Fuji
1708
35° N, 138° E
10
Bezymyannyykorovin
1956
55° N, 160° E
11
Katmai
1912
58° N, 155° W
12
Tambora
1815
8° S, 118° E
13
Krakatau
1883
6° S, 105° E
14
Hekla
1981
63° N, 19° W
15
Fayal
1957
38° N, 28° W
16
Tristan da Cunha
1962
37° S, 12° W
17
Vesuvius
1913 - 1944
40° N, 14° E
18
Etna
1991 - 1993
37° N, 15° E
19
Kilimanjaro
none
3° S, 37° E
20
Nyiragongo
2008
1° S, 29° E
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Location
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Issue 64  Volcanoes 2
http://english.freemap.jp/index.html
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Issue 64  Volcanoes 2
Teacher Information
Locations of Volcanoes
1
Washington
(USA)
6
New Zealand
11
Alaska (USA)
16
South Atlantic
island
2
Mexico
7
Papua New
Guinea
12
Indonesia
17
Italy
3
Ecuador
8
Philippines
13
Indonesia
18
Italy
4
Peru
9
Japan
14
Iceland
19
Tanzania
5
Chile
10
Russia
15
Azores
(Portugal)
20
DR Congo
(Central Africa)
Extension Activity
Pupils could choose one of the volcanoes they have located on the map and carry out some
specific research trying to answer fully our initial questions: ‘where in the world are they?’
and ‘why are they there?’ If groups or pairs of children each choose a different volcano and
location they could produce a presentation for the rest of the class using Powerpoint, or
their own written and art work. This, together with their map could form a very detailed and
interesting display.
With reference to issue 35 “Volcanoes – Bad and Good”, together with further research,
pupils could also consider the disadvantages and advantages (e.g. fertile soils, mineral
deposits, geothermal energy etc) of volcanoes.
A Fun Activity
As suggested in the previous issue (63) pupils could attempt to model their chosen volcano
using any of the tried and tested modelling techniques, leaving space for the necessary
magma chamber (canister or plastic container), and then produce an eruption by following
the instructions for the magma/lava mixture.
Online Resources and Links:
Google Earth can be downloaded free but has to be viewed online via a broadband link.
When the program opens there is a sidebar down the left of the screen. Under “Places”
there is an option to select (tick) “Volcanoes of the World” which overlays an orange volcano
symbol at the location of each volcano. The Ring of Fire and other volcano hotspots
are particularly clear to see. The names of the volcanoes appear upon zooming in and
some spectacular views of the volcanoes can be seen as well as some excellent close up
photographs (e.g. Mount St Helens).
COPYRIGHT.
There is no copyright on original material published
in Teaching Primary Earth Science if it is required
for teaching in the classroom. Copyright material
reproduced by permission of other publications
rests with the original publishers. To reproduce
original material from P.E.S.T. in other publications
permission must be sought from the Earth Science
Primary group via Peter York, at the address right.
PEST Issue 64.indd 4
This issue was devised and written by Diane Payne, ESTA
Primary Team with contributions from Geoff Selby Sly,
National Stone Centre, and Tracy Atkinson, ESTA Primary
Team.
Edited by Niki Whitburn, Bishop Grosseteste University
College Lincoln.
To subscribe to Teaching Primary Earth Science send
£5.00 made payable to ESTA.
C/O Mr. P. York,
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Oughtibridge, Sheffield. S35 0HF
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