RUNNING HEAD: BUILD A VOLCANO 1

Build A Volcano

Stingrays:

Kelly Campbell, Paula Holt,

Brittany Stanchio, Candace King, Kelsey Bramlett

The University of South Alabama

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LESSON TITLE WEBSITE URL BRIEF DESCRIPTION

STEM: Build-a-Bridge ! 9 http:// Construct a bridge that spans at

Challenge www.busykidshappymom.o
least 12 inches and hold one action
rg/unplugged-play-build-
bridge-challenge/ figure (or another toy of choice).
Predict what will happen if the
bridge cannot handle the weight (it
will snap and break). Then test the
bridge between two chairs that are
about 10 inches apart.
You can either test one item and
see if the bridge can hold it or you
can continue to stack items
(books, cards, blocks) until the
bridge breaks. (Reagan, 2015)

Marshmallow Shooter http://www.maryville- Students learned about levers and

schools.org/site/
fulcrums by shooting
Default.aspx?PageID=4713
marshmallows. They tested
various materials of different
lengths and heights to figure out
which allowed them to shoot
furthest. (Reagan, 2015)

Build a Volcano http:// Young explorers will build and

*Demonstrating happybrownhouse.com/ explore their own, nontoxic volcano,
simple-science-how-to- using the scientific method. The
make-a-volcano-with-kids/ chemical volcano is a classic
science project which can help kids
learn about chemical reactions and
how volcanoes work.
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TITLE Build a Volcano

WEBSITE URL http://happybrownhouse.com/simple-science-how-to-make-a-volcano-with-kids/
GRADE LEVEL Fourth Grade
DISCIPLINARY EARTH AND SPACE SCIENCE- Earths systems
CORE IDEA 4.14 Explore information to support the claim that landforms are the result of a
combination of constructive forces, including crustal deformation, volcanic
eruptions, and sediment deposition as well as a result of destructive forces,
including erosion and weathering.

4.16 Describe patterns of Earths features on land and in the ocean using data from
maps (e.g., topographic maps of Earths land and ocean floor; maps of locations of
mountains, continental boundaries, volcanoes, and earthquakes).

4.17 Formulate and evaluate solutions to limit the effects of natural Earth
processes on humans (e.g., designing earthquake, tornado, or hurricane-resistant
buildings; improving monitoring of volcanic activity).*

SCIENTIFIC AND Developing and using models

ENGINEERING Using mathematics and computational thinking
PRACTICES
Ask questions (Science)
Planning and carrying out investigations
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CROSS-CUTTING
Patterns: Use observations of the sun, moon, and stars to describe
CONCEPTS
patterns that can be predicted.
Cause and Effect: Plan and conduct an investigation to determine
the effect of placing objects made with different materials in the
path of a beam of light.
Scale, Proportion and Quantity: Students use relative scales (e.g.,
bigger and smaller; hotter and colder; faster and slower) to describe
objects. They use standard units to measure length.
Systems and System Models: Use a model to represent the
relationship between the needs of different plants or animals
(including humans) and the places they live.
Energy and Matter: Students observe objects may break into smaller
pieces, be put together into larger pieces, or change shapes.
Structure and Function: Students observe the shape and stability of
structures of natural and designed objects are related to their
function(s).
Stability and Change: Students observe some things stay the same
while other things change, and things may change slowly or rapidly.
CONTENT ACOS: S14: Explore information to support the claim that landforms are
STANDARDS
the result of a combination of constructive forces, including crustal
deformation, volcanic eruptions, and sediment deposition as well as a result
of destructive forces, including erosion and weathering.
ACOS: T2: Use various technology applications, including word
processing and multimedia software.
ACOS: M19: Know relative sizes of measurement units within one system
of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a
single system of measurement, express measurements in a larger unit in
terms of a smaller unit. Record measurement equivalents in a two-column
table.
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OBJECTIVES TSW:
Science
be able to explain the volcano process before and after eruption with 90%
accuracy.
Technology
be able to locate the correct internet sites and be able to effectively
maneuver around the site with 95% accuracy.
Engineering
be able to collaboratively create a volcano model with 100% accuracy.
Math
be able to accurately measure cups/lengths and record data with 95%
accuracy.
TIME NEEDED TO 1-3 Days
COMPLETE
LESSON

DIGITAL Discover Kids Volcano Explorer: Global Perspective

SIMULATION
TITLE

DIGITAL http://discoverykids.com/games/volcano-explorer/
SIMULATION URL

Written Assignment: Provide the following information with clear, thorough, and professional
responses. Each question should be answered in at least one (but maybe more) paragraph.

Give a brief description of the lesson. In general, what are the students going to do and what should they
be able to do when they are done?
This lesson deals with volcanos. During this lesson, the students will practice measurements, and

view the result of a chemical reaction. The students will be given the following materials: the cup, a

measuring cup, a paper plate, baking soda, play-do and vinegar. The students will build a volcano using

the play-do to surround the cup. After it is made, the students will pour the measure and pour the proper

amount of baking soda into the cup. They will complete this same process with the vinegar. After the

reaction is finished, the students will measure how far out the lava went use this for data to chart whos
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volcano lava went the farthest. Lastly, the class will discuss the varied reasons why some of the lava

went further than others and connect these reasons to real life experiences.

What is STEM? How is this concept different than how we have taught these subjects in the past?
STEM is an acronym for Science, Technology, Engineering and Math education. We focus on

these areas together not only because the skills and knowledge in each discipline are essential for student

success, but also because these fields are deeply intertwined in the real world and in how students learn

most effectively. Instead of teaching science, technology, engineering, and math as 4 separate subjects;

STEM integrates them into one. STEM is more in depth learning with hands on activities. This approach

reinforces each subject to build and grow from the other subjects.

In the past, we have taught each subject separately. Teachers spent more time teaching science

and math than they spent teaching technology and engineering. These subjects were never hand-on and

teachers never related them to the real-world. A typical lesson would start by copying vocabulary words

out of the textbook and then the teacher telling us about science or doing math problem on the board. If

someone were to ask, why we we had to learn this, the teacher never really gave an answer other than

because we have too.

Why should STEM teachers incorporate STEM into elementary classrooms? Provide and defend three
reasons.
There are many reasons STEM teachers should incorporate STEM into an elementary classroom.

First, STEM lessons involve student teamwork. This can be a challenging task. Getting the students to

work together becomes easier when teachers collaborate with each other, for example: same procedures or

same rules. This implies or sets an example of teamwork to model for the students. This also provides

social and teamwork skills needed for future references, such as jobs. Another reason teachers should

implement STEM into the classroom is that STEM is hands-on. This is to allow students to be able to

explore and get a deeper concept of what they are learning. Hands-on experiences will keep the students

more engaged. Finally, STEM is meant for real world experiences. Students should be able to take what

they learn in school and apply it outside of school.

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STEM Education Position Statement

Implementing and creating scenarios, to have an in depth knowledge of the real world and
providing hands on activities. STEM lessons should focus on the activity and collaboration, not the
competition.
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STEM lesson pictures

! !

! !

Volcano Video

Link to Presentation
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References
COS. (n.d.). Retrieved February 28, 2016, from http://www.alsde.edu/sec/sct/Pages/cos-all.aspx?tab=All

Stds/COS

Next Generation Science Standards: For states, by states. (2013). Washington, D.C.: National Academies

Press.

References: Include APA references for any website's, articles, or lessons you

used/cited/paraphrasedincluding the three lessons you described in Part 1.

Sam Houston Elementary School. (n.d.). Retrieved February 28, 2016, from

http://www.maryville-schools.org/site/Default.aspx?PageID=4713

Simple Science: How to Make a Volcano with Kids. (2013, March 23). Retrieved February 28, 2016,

from http://happybrownhouse.com/simple-science-how-to-make-a-volcano-with-kids/

Stem Building Challenge, Bridge Building. (2013, January 19). Retrieved February 28, 2016, from

http://www.busykidshappymom.org/unplugged-play-build-bridge-challenge/

Volcano Explorer. (n.d.). Retrieved February 28, 2016, from

http://discoverykids.com/games/volcano-explorer