Rachel Stacy 4th Grade

Classroom Teacher: Miss Carder University Supervisor: Dr. Leffler

Inquiry Question: Does the size of the volcano effect the amount or the speed the lava will flow
out?
Indiana Wesleyan University
Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
This lesson is over the ring of fire and how volcanos can cause great damage to the land
around it and change its look and function within a second. This lesson is important for students
to learn about because it will allow the students to discover that some action have imminently
and unchangeable actions and to be a better citizen it is important to learn about these events and
how people and the Earth adapt to it.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)
a. Student will understand how the layers of the Earth can effect changes on Earth’s
surface.
B. Objective(s)
a. After completing the lesson students will be able to explain what causes a
volcano to erupt.
C. Standard(s):
a. 4.ESS.3 Describe how geological forces change the shape of the land suddenly
and over time.
II. Management Plan
a. Time- This lesson will be a total of 60 minutes.
i. Anticipatory Set: 4 minutes
ii. Purpose Statement: 1 minute
iii. Lesson on Volcanos and the Ring of Fire:
iv. Experiment:
v. Closure: 5 minutes
b. Space-
i. Anticipatory Set: Front Carpet
ii. Purpose Statement: Front Carpet
iii. Lesson of the Ring of Fire and Volcanos:
iv. Experiment:
v. Closure: Areas around the room
c. Materials-
i. Photos to support anticipatory set
ii. PowerPoint presentation
iii. Tape volcanos (4 at different sizes)
iv. Safety glasses
v. Old large T-shirts or science coats.
vi. Backing soda
 vii. Vinegar with red food coloring in it.
viii. Recording Sheets
d. Execrations and Procedures:
i. During the volcano experiment all students will have safety glasses and an
old T-shirt of science coat on to protect their eyes and clothing.
ii. I will have all of the ingrediencies prepared for the students
iii. When we transition outside all of the students will walk.
iv. Only one group will erupt their volcano at a time to allow me to help them
when it is needed.
e. Groups for Experiment
Group One Group Two Group Three Group Four
Leland Aylin Malissa Kareem
Leilynn Blake Gage Emily
Lamarion Nolan Christian Vantra
Jakira Ally Becca Kishawn

III. Anticipatory Set

“I have another story to tell you guys today. When I was 14 years old, I was able to go to
Hawaii with my family. I was on the second island Maui and while I was there my family
and I was able to go see an active volcano, Haleakala. I have a photo of me and my dad up at
the visitor center and one of my family standing at the top of the volcano. When I found out
that the volcano was active, I was afraid that it would just start exploding while we were their
but luckily it didn’t.”
IV. Purpose
a. Today we are going to talk about the Ring of Fire and how volcanos can cause
instant permeate change to the areas around it, this is important because while the
earth is constantly changing the eruption of a volcano can affect people in a instant
and to best help others we need to understand how a volcano erupts and why.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
a. B.P. will need to be given verbal ques to stay on task and have reminders of what
he should be doing during the experiment.
b. B.W will need to be given verbal ques to stay on task and complete the work from
this lesson.
c. For my students will ADHD I have created multiple hands-on activities to help
them be engaged in the lesson.
d. For my student with a cognitive disability I will be checking in on her and if she
is understanding the concepts and instructions for the experiments and providing
additional time to process and answer questions. “Does anyone know what a
volcano is or how it is formed?” Allow time for students to respond.

VI. Lesson Presentation (Input/Output)

a. “After my trip with my family I began to wonder if the size of the volcano would
affect the amount or speed the lave will flow out? I want to put that questions to the
text today, but first we need to learn about volcanos and some of the key areas they
 are located in the world. Does anyone know what a volcano is or how they are
formed?” Allow time for student to respond. “A volcano is a mountain that forms
when magma reaches the surface of the Earth. When magma breaks through a week
spot in the Earth’s surface, a volcano is formed. When a volcano erupts, gases, ashes
and rocks are forced out. This is an example of an erupting volcano and an active
volcano, but it is not erupting, it just has the possibility to at any point. The erupting
volcano is called Kilauea and is located in Hawaii it erupted in May of this year and
just recently stopped. The other volcano is Haleakala, which is the volcano I was
able to visit.” “If you look at the erupting volcano what do you think that stuff
coming out of it is called?” Allow time for student to respond. “It is called lava but
there is also another form of molten rock that is inside the volcano called magma.
Magma is a mixture of molten or semi molten rock, volatiles and solid that forms
beneath the surface of the Earth. Lava is the magma that reaches the surface of the
Earth during an eruption. There are two types of lava: A’a (Ah Ah) lava is a large
solidified rock that gets pushed forward and Pahoe Hoe (pahhoyhoy) is flowing
“liquid” lava with a smooth, billowy surface.” “Does anyone have any ideas as to
what causes a volcano to erupt?” Allow time for student to respond. “Between the
Crust and the Mantel layer of the Earth there is an area where magma is made and
stored. Earth is made up of several plates that are constantly moving. Two of the
plates may collide together. The collision causes on of the plates to slide over the top
of another pushing the other plate down. Magma then squeezes up between the
plates and will a great amount of pressure push through the Earth’s surface causing
an eruption.” “If we look at this diagram you can see how one of the plates has to go
below the other in a collision which then allows magma to reach the surface. Some
of the effects of a volcano after it erupts are, the ash given off from a volcano can
cause great damage to surrounding trees and plans and will affect the air quality.
Lava flow may threaten nearby communities and cause people to lose their homes.
The Lava can cause the plants and vegetation to lose any air and cause it to check
fire. There are volcanos located all over the world but there is also an area called the
Ring of fire that looks kind of like a horseshoe around the pacific plate. It is about
25,000 miles long that include parts of North America, South America, Asia, and the
outer part of Australia. Within this area are the most active volcanoes on the Earth.
Based off of the map of the Ring of Fire all of the little explosion marks are active
volcanos. Now that we know about volcanos and what causes them to erupt, I want
to find out if the size will affect the amount or speed of the lava.
b. “For our experiment we are going outside, During the volcano experiment all
students will have safety glasses and an old T-shirt of science coat on to protect their
eyes and clothing. When we transition outside all of the students will walk. Only one
group will erupt their volcano at a time and the other groups will record the reactions
of the volcano.”
c. “I have placed you all in four groups, I want you to find your groups and pick up
your safety glasses and clothing protector. Allow time for student to find their
groups and get safety equipment.”
d. I will then call up one group at a time to get the materials they need and line up to go
outside.
 e. Once outside the student will be spread apart to allow enough space for all of the
experiments and so all student can see the other volcanos.
f. The students will start by making a hypothesis of which volcano will have the
biggest reaction.
g. We will then conduct the experiment with the different volcano models.
VII. Check for understanding.
a. Throughout the lessons I will asking student questions to about volcanos and using
their responses to indicate if I need to provide more details.
b. I will be helping the student with their volcano eruption experiment and check their
understanding of recording the different information.
VIII. Review learning outcomes / Closure
a. “Which volcano had the biggest eruption happen? Why do you think that was the
case?” Allow time for student to responded between the questions.

PLAN FOR ASSESSMENT

Formal Assessment: Through my lesson, I will be asking questions to notice what they are
understanding and if there are any misconceptions in the lesson.
Summative Assessment: Student will be completing a recording sheet over the volcano
experiment that they will be turning in for me to review their understanding.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to answer my inquiry question by the end of the experiment?
8. How can I enhance my lesson for the next time I teach it?
9. Was there a questions or are of interest that could spark a different lesson for this unit?