Katie Kralovic – EDU 320

12/10/18

Lesson Title: Volcano Action! Grade: 3rd

Learning Target: The student will be able to identify and list the different layers of Earth and explain
what factors cause earthquakes to occur. Students will also be able to identify the three types of
volcanoes and use academic language to explain the process and components of a volcanic eruption.

Grade Level Guide: Content Standards

Content Curriculum Focal Washington State Common Core and Interdisciplinary
Points Next Generation Science Standards. Connections
Science Standards (NGSS)
Just like the language arts, CCSS.ELA-LITERACY.RI.3.4 In this lesson, English and
science requires the ability to Determine the meaning of general Science standards will
construct a sound argument academic and domain-specific words interconnect as students
and communicate it and phrases in a text relevant to a grade identify and define a number
effectively. Reading and 3 topic or subject area. of scientific vocabulary
writing make up a large part terms and explain in writing
of what scientists and CCSS.ELA-LITERACY.RI.3.7 the process of a volcanic
engineers do, and literacy is Use information gained from eruption. They will then use
essential to good scientific illustrations (e.g., maps, photographs) this knowledge to construct
practice. and the words in a text to demonstrate a model of a volcano and
understanding of the text (e.g., where, make observations about the
Teaching science as a process when, why, and how key events occur). eruption process.
of inquiry and explanation
helps students think past the MS-ESS2-2. Construct an explanation
subject matter and form a based on evidence for how geoscience
deeper understanding of how processes have changed Earth's surface
science applies broadly to at varying time and spatial scales.
everyday life.
MS-ESS2-1. Develop a model to
To get a more complete describe the cycling of Earth's
picture, students must materials and the flow of energy that
understand how facts came to drives this process.
be. The goal is to guide their
knowledge toward a more ESS2.B. Plate tectonics and large-scale
scientifically based and System interactions grade 3-5: Earth’s
coherent view of the natural physical features occur in patterns, as
sciences and engineering, as do earthquakes and volcanoes. Maps
well as of the ways in which can be used to locate features and
they are pursued and their determine patterns in those events.
results can be used

Academic Language: The academic language specific to Science that is necessary for learning to occur
in this lesson consists of: volcano, mountain, lava, ash, smoke, lahar, magma, magma chamber, core,
mantle, crust (continental and oceanic), eruption, conduit, crater, subduction zone, tectonic plate, ring of
fire, shield volcano, cinder cone, stratovolcano, personification.
The procedures the teacher will use to introduce key words are: the teacher will read the volcano Big
Book and highlight key vocabulary as they come up. Students will define these key terms in a graphic
organizer and practice using these terms during the volcano model activity.

Students’ Needs: Prior to this lesson, students should have a basic understanding of volcanoes and
earthquakes, and be able to write in complete sentences. Students will need explicit instruction regarding
unknown vocabulary and be provided with multiple examples of how to use the vocabulary terms in a
sentence. Students will also need to be shown how to work with and shape the clay for the craft activity.

English Language Learners (ELL) Special Needs

For ELL students, a list of the new
vocabulary terms will be provided in
both their native language and the
English language so that they can
compare and recognize similarities in
word structure.
ELL students will work next to their
higher-performing “buddy” during
book reading and the craft activity so
that the students have constant
assistance understanding academic
language and instructions.
Students with Autism or emotional behavior disorders
(EBD) will be seated near the teacher to reduce
disruption and increase participation.
To support students with Autism and students with
intellectual disabilities (ID), a supplementary handout
listing different parts of a volcano will be handed out to
all students after the reading of the Big Book. This will
help students have a tangible point of reference when
describing different parts of a volcano.
During the volcano craft activity, the teacher’s aide will
work directly with students who have motor
development challenges to guide their hand movements
as they create and paint the volcano.

Materials:
Student Needs: Learning Log, graphic organizer, exit ticket, pencil, volcano model, explosion
ingredients (baking soda, vinegar and dish soap).
Teacher Needs: A teacher aide (paraeducator, special education teacher, or parent volunteer), at least 25
of each of the following: scientist jackets, goggles, paint brushes, thick plastic cups, paper plates, and
foil pie pans. They will need to have access to water, at least five 5lb Crayola tubs of Air-Dry Clay,
different colored jugs of paint, vinegar, baking soda, dish soap, and red food dye.

Language Function: Students will step into the shoes of a geologist and identify the different aspects of
a volcano. They will list and define different layers of the earth, different parts of a volcano, and tectonic
plate activities that cause eruptions. Students will then synthesize what they have learned by
constructing a volcano model, and after their volcano has erupted they will accurately explain what
process would cause the eruption to occur.

Lesson Plan – Approximately 2 hours and 45 minutes.

Before:
- Prior to class, ensure that the following is completed:
o Tape cups right-side up to plates for volcano model, one for each student.
o Put plates in pie pans to prevent mess when students combine ingredients.
o Using one model, create a sample volcano by shaping clay around the cup into a
volcano shape and paint the clay.
o Ration out 1/2 cup of baking soda in cups for each student and set it aside.
 o Ration out the combination of 1/2 cup of vinegar and 2 tablespoons of dish soap in
cups for each student and set it aside (do not combine with baking soda).
o Use red food dye to color the vinegar and dish soap mix in each cup.
o Keep all the supply out of students reach on a movable cart or large table.
(20 minutes)
- Start off the class by reviewing what students know about Natural Disasters.
- Have students give examples of different kinds of natural disaster and write them on the
whiteboard.
- Provide students with a few moments to write a couple examples in their Learning Logs.
- Ask students what kind of disaster a volcano can cause: Does it affect other natural settings?
Does it affect humans? Does it affect weather?
- Emphasize that it is important to learn about what causes volcanic activity because it helps us
understand how the earth works and how we are affected by such natural phenomena.
- Have students designated a page in their Learning Logs for information about volcanoes.
o Students will need to be able to come back to this page for future lessons.
- At this point, introduce the All About Volcanoes Big Book and talk with students about what
they notice about the cover.
- Have students write in their Learning Logs a prediction about how they think volcanoes are
formed.
- After students have written their predictions, discuss the two activities of the day:
Investigating a Big Book, and constructing a volcano.
o Students will fill out a graphic organizer on information about Volcanoes that will be
turned in after reading.
o Students will each construct a model of a volcano using cups and clay, and observe the
“eruption” that takes place when chemicals are combined.
During: (40 minutes)
- Before gathering at the rug, have each student obtain something with a hard surface, such as a
book or clipboard, and a pencil or pen.
- Have all students gather at the rug in the front of the class and position yourself and the book
in a way that is visible to all students.
- Pass out the graphic organizer and inform students that they will be filling this out as the book
is read.
- Begin reading the book starting with the cover. Briefly review what was discussed earlier
regarding how volcanoes affect humans and nature alike.
- On the first page, the teacher will ask for three volunteers to help demonstrate different phases
of an eruption. One student will use the smoke stick, another will use the lava stick, and the
third student will use the lahar stick.
- Begin by reading the Indian folktale and talk about the concept of personification.
- Next, go through the eruption process listed in the book, using each student volunteer to
visually demonstrate the process.
- On page two, address the question and discuss the various layers of the earth.
o Ask for a student volunteer to reveal what is inside a volcano by flipping the special
feature.
- Point to each layer of the earth after discussing it and have all students respond with the
correct answer to “What is this layer called?”
- Move on to page three and address the associated question.
- Address the fact that the Earth’s crust is made up of moving plates that rub against each other.
o It is critical that tectonic plates be sufficiently addressed in this section.
 - Have a student volunteer demonstrate with the special feature on the page how sometimes
when two tectonic plates rub together one will go below the other. This is called a subduction
zone: Sub meaning “under” or “below” and duction meaning “movement” or “motion”.
- After reading this page completely, move on to page four and address the question.
- Ask for another volunteer to interact with the special feature as you read about the different
kinds of volcanoes.
o Be sure to mention what kind of rock minerals these volcanoes are made of and have
students make note of these substances on the graphic organizer. Inform students that
they will be using this information in a later lesson as they investigate different rocks
and minerals.
- Finally, on page five, explain how the Pacific Ocean is surrounded by many volcanoes.
- Have different volunteers come forward to interact with the special feature of the page as you
discuss volcanoes found in different countries.
- Have students make a prediction about what they think would happen if there was a mega
earthquake in the Ring of Fire.
- Have students return to their desk and write in their Learning Logs one interesting fact about
volcanoes they learned from the book.
After: (1 hour and 30 hours)
- After students have completed their writing, instruct students to put their Learning Logs away,
turn in their graphic organizers, and return to their seats.
- Introduce the follow-up activity of creating volcano models.
- Review the rules for using clay and paint:
o You may only use as much clay as the teacher or aide provides. If you need more you
will raise your hand.
o When painting your volcano, you will be given three different colors at a time to work
with, and if you run out or would like a different color you must raise your hand.
- Next, have each student put on a scientist jacket and have the teacher’s aide pass out one
volcano model to each student.
- Show the sample volcano so that students know what to expect, as well as what their volcano
could look like, and model how to mold the clay around the cup.
- Next, with the help of the teacher’s aide, give each student a substantial handful of clay to
mold up and down the cup.
- The teacher’s aide will continue to pass out clay to each student as they form their volcanoes
and assist with molding and shaping as needed (45 minutes).
o During this time, the teacher will conference with each student briefly to conduct
informal verbal assessments of what the students learned, and what more they would
like to learn.
- When students have finished shaping their volcanoes, have them form two lines for students to
retrieve a paper plate and paintbrush from the teacher’s aide.
- Have students then line up to receive paint on their plates, asking each student what colors
they would like to start.
- After each student has received their paint and returned to their seats, walk around the room
interacting with students as they paint their volcanoes, assisting as needed and asking
questions to elicit inquisitive thinking about volcanoes (30 minutes).
- After all students have completed painting their volcanoes, have the teacher’s aide pass out
goggles to each student and ensure that they put them on before the final step of the craft.
- Give each student a cup of baking soda and instruct them to carefully dump it into the cup in
their volcano.
 - Pass out the vinegar/dish soap to each student, instructing them not to combine the ingredients
until all students have their cup.
o The teacher’s aide should engage with students to distract them from compulsively
starting their volcano explosion before all students are ready.
- When all students are ready, let students combine the ingredients and watch the magic happen!
- After the volcanoes have finished erupting, have students complete and turn in the exit ticket
to conclude the lesson. (5-10 minutes)

Assessment:
Type of assessment Description of Modifications Evaluation
assessment Criteria
Informal assessment As the teacher reads the The teacher will provide Students will fill in
will be conducted Big Book, students will struggling students with a 80% of the volcano
throughout the participate in discussion supplementary information sheet concept map and
lesson as the teacher and fill out their graphic that visually indicates the various include at least 4
observes student organizer based on the parts of a volcano. Students may new vocabulary
participation. information contained in use this as they fill out their terms to complete
the Big Book. graphic organizer. the exit ticket.

Formative and The graphic organizer As a modification to formative

summative and Learning Log assessment writing activities, the
assessments will be entries will be used as struggling students will be
conducted after the formative assessment. A allowed to audio record their
Big Book reading combination of creating take-away points and predictions.
and the volcano the volcano model and
creation activity. engaging in one-on-one Students with orthopedic and
discussion with the motor issues will be given direct
teacher will be used as assistance when constructing the
summative assessment. volcano model.
Resources:
• Value Added:
Vacca, R. T., Vacca, J. A. L., & Mraz, M. (2014).Content area reading: Literacy and learning

across the curriculum (11th ed.). Upper Saddle River: Pearson.

Within this textbook the Learning Logs activity is explained in detail.

• Value Added:
o http://www.geo.cornell.edu/hawaii/220/PRI/PRI_PT_contdrift.html
This website was used as a resource for finding out information about tectonic plates and
earthquakes for the Big Book, and also to create discussion questions.
o http://volcano.oregonstate.edu/earths-layers-lesson-1
This website was used as a resource to obtain information regarding the different layers of
the earth.
 Exit Ticket
Volcano Action!
Name:__________________________________

Date:_______________
Use as many new vocabulary terms as you
need to explain why your volcano, in theory, would
have erupted. Be sure to consider the kind of
volcano it is!

What kind of volcano is your model?

_____________________________________________________________

What caused your volcano to erupt?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
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