Lesson Plan

Name: Hannah Winters

Date: 9/17/2015
Subject/Grade: High School Earth and Space Science
Lesson Title: Volcano Presentations
Objective(s): TSWBAT (The student will be able to):
TSWBAT demonstrate their understanding of how volcanoes are formed,
what leads to eruption, and what damage may be caused by the eruption of
the volcano by researching credible sources for information and creating a
news article and presenting it to the class as a reporter from their region.
State Standards Covered:
Strand 6, Concept 2: Energy in the Earth System (Both Internal and
External)
External Energy:
PO 12: Describe the conditions that cause severe weather (e.g. hurricanes,
tornadoes, thunderstorms).
PO 13: Propose appropriate safety measures that can be taken in
preparation for severe weather.
PO 15: List the factors that determine climate (e.g. altitude, latitude, water
bodies, precipitation, prevailing winds, topography).
Teaching Procedures:
Bell Ringer Activity/Opening Set:
Take out your volcano packets and brainstorm possible safety measures that
can be taken in the event of a volcano on page 12. These will be addressed
in the beginning of class.
Total Time: 5 minutes
Anticipatory Set/Pre-requisite Knowledge:
Students will be responsible for having their volcano packets updated with
information and activities from previous lessons.

External Energy:
PO 9: Explain the effect of heat transfer on climate and weather.
PO 11: Describe the origin, life cycle, and behavior of weather systems (e.g.
air mass, front, high and low systems, pressure gradients).
Terms to Clarify:

Plate tectonics- theory explaining the structure of the earths crust and
many associated phenomena as resulting from the interaction of rigid
lithospheric plates that move slowly over the underlying mantle

Friction- the resistance that one surface or object encounters when

moving over another

Strike-Slip- a fault in which rock strata are displaced mainly in a

horizontal direction, parallel to the line of the fault

Convergent Boundaries- an actively deforming region where two (or

more) tectonic plates or fragments of the lithosphere move toward one
another and collide

Divergent Boundaries- a linear feature that exists between two

tectonic plates that are moving away from each other
Aligned Information:
1. Students will do a brief bell-ringer activity, asking them to
brainstorm safety measures that might prevent some destruction of
volcano eruption.
Total Time: 5 minutes
2. All students will receive a hand-out with directions for their volcano
projects and a rubric explaining what they will be graded on. I will
read through this hand-out with them and answer questions.
Total Time: 5 minutes
3. I will walk through an example of a citation for students. I will be
using Easybib in this example.
Total Time: 3 minutes

4. Students will be shown a couple examples of completed volcano

projects from previous years.
Total Time: 3 minutes
5. Students will be dismissed to begin their volcano projects.
Total Time: 32 minutes
6. I will remind students to continue working on their volcano projects
at home. We will meet in the computer lab tomorrow.
Total Time: 2 minutes

Model:
All students will receive a hand-out with directions for their volcano projects
and a rubric explaining what they will be graded on. I will read through this
hand-out with them and answer questions.
Students will be shown a couple examples of completed volcano projects
from previous years.
Total Time: 8 minutes
Check for Understanding:
While students are working on their volcano projects, I will be walking
around the room checking their progress. I will specifically be focused on
helping students format their citations properly.
Total Time: 32 minutes
Guided (Supervised) Practice:
I will walk through an example of a citation for students. I will be using
Easybib in this example.
Total Time: 3 minutes
Extended (Independent) Practice:
Students will work on their volcano projects for the remainder of the class
period.

Total Time: 32 minutes

Guiding Questions:
1. What are the processes leading to volcanic eruption?
2. What could help prevent destruction of a volcanic eruption?
Lesson Closure:
I will remind students to continue working on their volcano projects at home.
We will meet in the computer lab tomorrow.
Total Time: 2 minutes
English Language Learners (ELL):
I would give students more simplified directions or extra time if needed.
Students with Gifts/Talents:
I would require these students to dress up as a reporter from their
volcanoes region on the day they present. These students will also be
required to provide more detailed information of the aftermath of their
volcanic eruption.
Students with Special Needs:
I would give students more time to complete their presentation. These
students will also be given the option to present to the whole class or
present to me at another time.
Materials/Resources:
Volcano Handout with Grading Rubric
Previous Years Examples
Easybib Website
Computer Lab
Assessment/Evaluation:
This will be a formative assessment. Students will be graded on their
volcano projects according to how they demonstrate how volcanoes are

formed, what leads to eruption, and what damage may be caused by the
eruption of the volcano.
Exciting title/name:
Include type of volcano:
Include map of volcano:
Include two pictures of damage:
Eye witness account:
Formation of volcano (which plates):
Include correct citations:

=2 points
=2 points
=2 points
=4 points
=5 points
=4 points
=6 points
=25 points total

Extra Credit: +5 points for dressing up

=30 points possible

Summary:
This lesson plan will take 50 minutes to complete. It is important for
students to complete this activity because it will give them a chance to do
some research in a particular direction about natural occurrences on earth
and it will give students a chance to present in front of their peers.