Jennifer Meyer
Science Mini-Teach Lesson Plan
TITLE: Dormant, Active, and Violent Volcanoes
STUDENT LEVEL: third grade, age 8-9 yrs.
STANDARDS ADDRESSED:
Kansas Science Education Standards: By the end of Fourth Grade:
Standard 1: Science as Inquiry: As a result of the activities in grades 3-4, all students
will experience science as inquiry.
Benchmark 1: All students will develop the skills necessary to do full inquiry. Fully
inquiry involves asking a simple question, completing an investigation, answering the
question, and sharing the results with others.
Indicator 4: The student will begin developing the abilities to communicate critique,
analyze their own investigations, and interpret the work of other students.
Standard 4: Earth and Space Science: As a result of the activities for grades 3-4, all
students will observe objects, materials, and changes in their environment, note their
properties, distinguish one from another, and develop their own explanations of how
things become the way they are.
Benchmark 3: All students will develop skills necessary to describe changes in the earth
and weather.
Indicator 1: The students will describe changes in the surface of the earth.
OBJECTIVES:
Academic Objective: The students will be able to illustrate and label active, violent,
and dormant volcanoes given a piece of white paper and crayons with 80 percent
accuracy.
Social Objective: The students will keep any conversation related to the lesson.
Teacher Observation Plan:
To monitor the academic objective I will observe students working on their foldable
notes page to make sure they have the correct information. To monitor their final
knowledge of 80 percent I will grade the volcano quiz/worksheet (see attached) to make
sure they get at least five out of the six questions correct.
To monitor the social behavior during the lesson both the student and the teacher will
reflect after the lesson on how well the student followed the rules of the “T” chart.
(see attached) During the lesson, I will help remind students of the social objective by
referring them back to the cooperative learning “T” chart. I will also have a monitoring
checklist (see attached) as the teacher to be sure students’ conversations are strictly about
the volcano lesson. After the lesson, the students will fill out a self-reflection sheet
(see attached).
PREPARATION:
Jennifer Meyer
Science Mini-Teach Lesson Plan
Learner’s perquisite information: 1) Students need to be familiar with a “T” chart.
They will know the left column shows what the particular behavior looks like, and the
right side shows what the behavior sounds like. 2) To begin the lesson, students will need
to have a basic idea of what causes changes on the earth’s surface. These changes can be
caused by erosion, earthquakes, volcanoes, rivers, etc. 3) Students also need to be
familiar with a “hot-dog” fold and how to make a three flap foldable. 4) Students also
need to have basic problem solving skills to transfer information from a video to the
knowledge we discussed as a group. 5) For the experiment, students need to know how to
follow directions.
Materials:
Per student: crayons, one piece of notebook paper, pen or pencil,
Per experiment group: experiment directions, one small Dixie cup, one paper
plate, masking tape, foil, scissors, cookie tray, water, tablespoon, baking soda,
vinegar
Per student after experiment: volcano worksheet/quiz, self-reflection sheet
Cooperative Learning Strategy: Multifunctional Partners
Group Size: 2 students
Modify if unequal numbers: Some groups can have 3 students
Roles: 1) Reader- reads directions step-by-step
2) Completer- completes steps as they are read
Note: There are two parts to the experiment. After part one, the partners
switch roles. If a group has three students, the third student will be the
assistant completer. He or she will help gather materials and carry out the
steps.
Positive Interdependence: Both partners have to rely on each other because both
roles are needed to complete the experiment. Only one person has the experiment
sheet and one person has the materials. If one of the partners chooses not to do his
or her job, the experiment will not be possible.
Individual Accountability: Each student is responsible for answering the
questions on the experiment sheet on their own. Each student is also responsible
for completing the final volcano worksheet/quiz (see attached).
Learning styles:
Aural learners will enjoy this lesson because it involves listening to two different
videos on the computer. This lesson also involves discussion between the teacher
and students and between partners in the cooperative groups.
This lesson is also effective for visual learners because there is viewing of two
volcano videos, there are textbook pictures to look at for examples, the foldable
Jennifer Meyer
Science Mini-Teach Lesson Plan
provides students with the opportunity to draw each volcano, and the experiment
allows the visual learner to physically see a model volcano.
This lesson plan also appeals to spatial learners because it uses a volcano model
to demonstrate how a volcano erupts.
Linguistic learners will find the answering questions, drawing pictures, and
writing notes of this lesson plan to be appealing.
Logical Adaptations:
For an English language learner I would have labels for the experiment materials l
labeled in the student’s native language to help him or her make the connections. I
may also have the student, depending on the age; take notes for the foldable by
drawing more pictures under the flap.
A student in a wheelchair or with a broken leg will still be able to participate in
this lesson. The experiment part of the lesson may cause some problems because
of the lack of mobility. In this situation, the student in the wheelchair or crutches
should be the reader in the partner groups.
A student with eye problems may need to sit closer to the teacher or screen or
person who is talking to be able to see. This also puts less strain on the student’s
eyesight.
THE PLAN:
Introduction of “T” chart: Start lesson by reviewing the “T” chart with students.
Introduce the social objective for the lesson to the students. The social objective will be
to keep conversation only about the lesson during the instruction period. Ask students for
ideas about how they will strive to achieve the social objective for the day. For example,
a student might say that he or she will keep a list of topics that are off the subject so he or
she can discuss them at lunch with his or her friends.
Introduction of content: I will begin the lesson by asking the students the following
question. What causes the surface of our earth to have to mountains, plateaus, and
canyons? Have discussion with students until someone says volcanoes. Then, show
students the introductory united streaming video titled Subduction, Magma Chambers,
and the Eruption of Volcanoes on the projector to help peak students’ interest and give
them background knowledge about volcanoes. Point out section of video where it shows
one plate going underneath the other plate so students understand how volcanoes are
formed.
Concept Development: Introduce the academic objective for students so they know the
goal of the lesson. Tell students there are three different types of volcanoes they will be
Jennifer Meyer
Science Mini-Teach Lesson Plan
learning about. They are dormant, active, and violent. Show student pre-made volcano
foldable (see following instructions for making foldable).
1) Fold the sheet of notebook paper like a “hot-dog” and crease
2) Next, fold the sheet into three equal sections “hamburger” fold and crease
3) Unfold the sheet back to the “hot-dog” fold. You should see three equal
sections
4) Take a scissors and cut from the bottom of the top sheet only to the fold. You
will only make two cuts total
5) You should be able to open three different flaps at this point
Making the Foldable: The teacher will use questions to lead students into drawing a
picture and taking notes for each section of the foldable. See examples below.
Questions to ask:
1. Think about the word dormant. Describe what you think a dormant volcano
would look like.
2. Illustrate a dormant volcano on the first section of your foldable.
3. Construct a note we could write under one of the sections of our foldable.
4. Write a phrase about a violent volcano under the third section.
5. Compare and contrast an active volcano to a violent volcano.
Watch video: The students will now view the united streaming video titled
Mt. St. Helen’s erupts. Tell students they need to predict which type of volcano
Jennifer Meyer
Science Mini-Teach Lesson Plan
Mt. St. Helens would fall under. During the video, students will gather information to
find the correct section to put Mt. St. Helens under (note: it goes under violent). Then,
show students picture in Science book of volcanoes that fit under the other two types.
Experiment: Divide students into partners. Each group gets a bag of supplies and an
instruction sheet (see attached). Remind students you will be assessing their experiment
activity. You will be listening to make sure the conversation is only about the lesson. See
instructions in teacher background section for experiment instructions from website.
Conclusion: To conclude the lesson the teacher and students will discuss the volcano
investigation. Then, students will be asked to complete the worksheet/quiz on their own.
This will be my formative assessment of the material taught during the lesson. Students
will also fill out the self-evaluation sheet (see attached).
APPENDICES:
Sketch Extension Ideas:
 Provide an internet webquest activity for students who are ahead.
 Have students use online search engines to find five volcanoes that fall
under dormant, five that fall under active, and five that fall under violent.
 Have crossword puzzles or word searches for students who finish early.
 Provide student with extra videos about volcanoes to watch and create a
multimedia presentation to share with the class.
Sketch Re-teach Ideas:
 Provide one-on-one instruction for the student who needs explanation
 For the logical/mathematical learner provide math problems to help the
student understand each type of volcano. For example, use numbers to
explain how far smoke, ash, and rock spread after a violent eruption.
 For the bodily/kinesthetic learner have the student create a short skit
showing the three different types of volcanoes.
Teacher’s Background Information:
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This section on volcanoes was taken from a chapter about changes in the earth’s
surface. It will be beneficial if the students had already talked about the shape of the
earth’s surface. For example, students need to understand the land is not all flat, but
has mountains, canyons, hill, and plateaus.
Common Misconceptions: 1) Volcanic eruptions are rarely scary and violent. Most
of the time there are hundreds of years between eruptions. Good geological studies
can help predict when the dangerous eruptions will occur. 2) Many students are
confused about the location of volcanoes. The largest numbers of volcanoes are in
Alaska.
Statement of concepts/relationships:
o Review following vocabulary:
Jennifer Meyer
Science Mini-Teach Lesson Plan
Active Volcano: A volcano that is erupting. Also, a volcano that is not
presently erupting, but that has erupted within historical time and is
considered likely to do so in the future.
• Dormant Volcano: Literally, "sleeping." The term is used to describe
a volcano which is presently inactive but which may erupt again. Most
of the major Cascade volcanoes are believed to be dormant rather than
extinct.
• Violent Volcano: A fierce eruption of a volcano. A part of the
mountain may be ripped off. Rock, lava, and ash may spread long
distances.
o View provided movie segments taken from United Streaming:
• 1) Informative segment on how volcanoes form
• 2) Mt. St. Helen’s eruption video
o Additional resources can be found at the following websites:
• http://en.wikipedia.org/wiki/Dormant_volcano
• http://en.wikipedia.org/wiki/Active_volcano
• http://en.wikipedia.org/wiki/Volcano
• http://www.olywa.net/radu/valerie/StHelens.html
• http://www.uhh.hawaii.edu/~csav/
o Teacher will need to review the following experiment instructions found
below or from http://www.kidsdomain.com/craft/volcano1.html.
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Erupting Volcano - Easy
This would be a fun experiment for classrooms, daycares, Girl
Scouts, and Cub Scouts.
Parental supervision is recommended.
Note: As in all recipes, results can vary depending on humidity,
conditions, etc. Please try any recipe out before attempting in a
group setting.
This project is rated EASY to do.
What You Need
For the Volcano:
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Large paper plate
Bathroom disposable cup (3 ounce is best)
Aluminum foil
Scotch tape
Scissors
To Make the Volcano Erupt:
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Water
Baking soda
Jennifer Meyer
Science Mini-Teach Lesson Plan
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Vinegar
Tablespoon
Cup
Pan or tray
How To Make It
1. Attach the paper cup to the plate by taping the bottom of the
cup to the middle of the plate.
2. Tear off a piece of foil large enough to completely cover the cup
and plate.
3. Place the foil over the cup and plate and turn the foil under the
plate edge.
4. Tape the foil in place.
5. Poke a hole through the foil into the middle of the cup.
6. Use scissors to make slits from the middle of the cup to the inside edge of the cup. Tape the foil
to the inside of the cup. (see photo)
7. Now make your volcano erupt! (see below)
To Make Your Volcano Erupt:
1. Place the volcano on a pan or tray (or you'll get lava all over the place!)
2. Fill the volcano with 2 tablespoons of water and stir in a tablespoon of baking soda until it
dissolves.
3. Measure 2 tablespoons of vinegar into a separate cup.
4. Pour the vinegar, all at once into the water/baking soda mixture and watch your lava bubble up!
WHY'D THAT HAPPEN??
The bubbles that are created are filled with carbon dioxide. The carbon dioxide is a gas that forms when
the vinegar (an acid) reacts with the baking soda (a base). For all you bakers out there, this is also what
makes cakes and quick breads (the no yeast kind) get all nice and fluffy.
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Here is the volcano experiment sheet given to each student:
Volcano Experiment Sheet
Preparing the volcano
1) Attach the paper cup to the plate by taping the bottom of the cup to the middle of the plate.
2) Tear off a piece of foil large enough to cover the plate and the cup.
3) Place the foil over the cup and plate and turn the foil under the plate edge.
4) Poke a small hole through the foil to the middle of the cup using a pen or pencil.
5) Use scissors to make slits from the middle of the cup to the inside edge of the cup.
6) Now, take some time to make some observations of the volcano.
Is the volcano we just made dormant, active, or violent? Tell why. Finally, draw a picture
of the volcano.
Jennifer Meyer
Science Mini-Teach Lesson Plan
Mixing the lava
1) Place the volcano on the middle of your cookie tray.
2) Fill the volcano with 2 tablespoons of water
3) Stir in 1 tablespoon of baking soda until it dissolves.
4) Measure 2 tablespoons of vinegar into a separate cup.
5) All at once, pour the vinegar into the baking soda/water mixture
6) Watch it erupt!
7) Answer the questions above.
Is the volcano we just saw erupting now dormant, active, or violent? Tell why and draw a
picture.
Please list the type of volcano we did not see during the experiment. Write 2-3 sentences
explaining a type of experiment we could try to form this last type of volcano.
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Here is the “T” chart for my lesson
“T” CHART for PARTNER GROUP LEARNING
LOOKS LIKE
SOUNDS LIKE
1) There is only one mouth moving at a time
1) Only one voice can be heard
2) The students are engaged in the activities.
3) All the students in the group are taking turns
during the experiment.
2) The topic of conversation is
related to the volcano activity
Jennifer Meyer
Science Mini-Teach Lesson Plan
• Here is the self-evaluation sheet
Self-evaluation
Name____________________________
How did I do today? Circle yes, sometimes, or no and answer the last question
Did I give others a chance to talk during the group activity?
YES
SOMETIMES
NO
Did our conversations stay on topic with the lesson?
YES
SOMETIMES
NO
Here is one way I used the cooperative learning t-chart today.
• Here is the teacher evaluation sheet
Student Name
John Smith
Susie Quinn
Jack Bartkin
Elizabeth Satter
Etc.
on task/ yes or no conversation on topic yes/no
yes
no
no
no
yes
yes
yes
yes