Lesson Plan

Name: Katherine Goepfert

Title of lesson: Volcanoes and their Resources

Length of lesson: 50 minutes

Description of the class:

Name of course: Science

Grade level: 8th

Honors or regular:

Source of the lesson:

Stromobolian Eruption Simulation:

volcano.und.nodak.edu/vwdocs/kids/fun/volcano/volcano.html

TEKS addressed:

(8.2)  Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A)  plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B)  collect data by observing and measuring;

(C)  organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;

(D)  communicate valid conclusions.

(8.3)  Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(C)  represent the natural world using models and identify their limitations.

(8.4)  Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A)  collect, record, and analyze information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, water test kits, and timing devices.

I. Overview

Students will use a Strombolian Eruption Simulation to understand the variability of volcanic eruptions and learn about the resources that come from volcanoes.

II. Performance or learner outcomes

Students will be able to:

· Discuss the difference between Strombolian and Plinian eruptions

· Identify variables in volcanic eruptions

· Predict the affects of those variables

· Understand the importance of volcanoes in the production of mineral resources

III. Resources, materials and supplies needed

Engagement

· Can of soda

· Plastic bottle of soda

· Two plastic trash bags

Exploration

· Computers (one to every 2 or 3 students) with internet access

IV. Supplementary materials, handouts.

· Strombolian Volcano data sheet

V. Safety Considerations

None

Teacher Does Probing Questions Student Does

Engage: Place trash bags on floor. This is to reduce cleanup. Show the students the can of soda. Drop the can of soda on the ground. Open tab to soda can just slightly when can is over the trash bags. The small opening will cause the soda to be released violently. Show students the bottle of soda. Drop the bottle of soda on the floor. Open and close the soda bottle cap several times and then leave the cap off. They will see that the soda does not explode out of the can. This is what causes the two main types of volcanic eruptions. Plinian eruptions are explosive due to a lot of gas escaping at once. A famous Plinian eruption is Mount St. Helens in 1980. Strombolian eruptions are not explosive because gas is being released slowly and this usually just gives you small amounts of lava being flung into the air because of the bubbles popping. You see this is Hawaii. Strombolian eruptions are the most common and that is why we will be looking at those today.	What is this soda basically made of? What makes the soda carbonated? What will happen when I open this can of soda? What caused the soda to do this? Is the soda in the bottle any different than the can? Will the soda explode if I quickly open and close the bottle cap several times? Why do you think that? Which eruption type do you think is the most common?	Students answer syrup and carbonated water. Students answer carbon dioxide gas. Students answer it is going to explode all over the place. Students may or may not know this. Students answer that a lot of gas is being released quickly. Students answer no. Students answer no. Students answer that you are letting the gas out a little at a time. Students will probably give both Plinian and Strombolian.
Explore: When volcanoes erupt, they shoot lava into the air. This lava cools quickly and becomes ash and glass. These deposits can really affect those living near the volcano so it’s important to understand what causes these particles to fall where they do. When I tell you to, you will get into groups of three and you will be working together on a computer. You will be using an on-line simulation of Strombolian eruptions. On this website you can actually make adjustments to the volcano and how it is erupting the material. There are eight adjustments you will make. You can choose any numbers you like, the only stipulations are that you can only alter one variable at a time, and you must alter it at least twice. On you data sheet, you will record the numbers you choose, and you will write a description of what you observed when you made those changes. You can change the gravity, the minimum velocity the material erupts at, the maximum velocity the material erupts at, the wind velocity, the angle at which the material is shot from the volcano, the size of the volcano’s vent, the density of the material erupted, and the diameter of the material erupted. You will always have the type of volcano set to Strombolian. DO NOT HAVE YOUR VOLCANO SET ON HAWAIIN. For example: I am going to change my wind velocity. So on my data table I would find wind velocity and I would write down the first wind velocity that I am trying. I would type that into the square for wind velocity on the website. I will then click on the button Update and then I would close that screen and click on the button Erupt. I want you to record the number particles landed, the max altitude, and the max distance. I will do that again for the second wind velocity. After the two trials have been run and you have recorded your basic information, I want you to describe the changes you saw and a possible reason for that difference or why there was no difference. Have students get into their groups of three and get started on their simulation. Walk around the room and answer questions.	How many people will be in each group? So how many adjustments are you going to make? And how many times are you going to change each adjustment? So how many changes are you going to make all together? What will you record on your data sheet?	Students answer 3. Students answer 8. Students answer 2. Students answer 16. Students answer the numbers they choose to vary, the number of particles, the altitude, and the maximum distance, as well as a description of what happened and why. Students get into groups and work on simulation.
Explain: When the students are done with their exploration, have them discuss their results as a class. Sum up students findings. In our atmosphere, the altitude of the material is important because if it gets high enough it will get into the jet stream and be taken all over the globe. Another problem with getting all that gas and ash into the air is that it can affect our climate by increasing or decreasing our global temperatures.	What variable do you think made the biggest impact and why? What went further, the denser or less dense material? Did the material travel further when there were strong or weak winds? Is gravity really important to volcanic eruptions? Why is gravity important? If a volcano erupted on the moon, would the material reach a higher or lower altitude and why? Why is the altitude of the plume so important?	Students discuss results. Students will answer in different ways. They will explain their reasoning. Students answer the less dense material? Students answer strong winds. Students answer yes. Because the lower the gravity the higher the particles reach. Students answer a higher altitude because the gravity on the moon is smaller. Students may or may not be able to answer this.
Elaborate: Talk about the mineral resources that come from volcanoes. These are also used heavily in industry. We actually mine for these minerals when they are in a high enough concentration. Yes we get chromium and platinum on the inside of the volcano. We the magma inside finally cools it will sometimes form these minerals. We can get sulfur on the inside and outside of the volcano. Sulfur can form from the magma like the other two, but it can also be a gas escaping the volcano. Of course we can only mine the sulfur found in the volcano.	What do chromium, platinum, and sulfur all have in common? Do we find chromium and platinum on the inside or outside of volcanoes?	Students might answer that they all come from volcanoes. (if not tell them) Students will probably give both answers (if they do remind them that the only things that come out of the volcano are ash, glass, and gas)
Evaluate: Pick up data sheets.		Students turn in data sheets.

Name:

Strombolian Eruptions Data Sheet

Adjustment	Numbers Used	Number of Particles	Max Altitude	Max Distance	Description
Gravity
Min. Velocity
Max Velocity
Wind Velocity
Min. Angle
Opening (Vent size)
Particle Density
Particle Diameter