Volcano assignment
Title of Your Unit: Volcanoes Dynamics of Earth___
Your Name: The Volcanoes__________________
Date:_12/21/2008_____
Subject You Teach: _Earth Space______________________________
Approximate Time the Unit May Take: 20 days____________
Major Resources Needed: Videos, Interviews, and journal articles, Web access
not forget to visit this site. It is excellent!:
http://www.cotf.edu/ete/modules/volcanoes/vtypesvolcan1.html
Brief Summary:
Volcanoes have intrigued human imagination since ancient times. Our unit will enable students to better understand volcanoes, their origin and the preventive measures we can use to address these events. The focus of our lesson plan will enable our team to use the TfU frame work to enhance the facilitation of the students understanding of this unit.
Generative Topic that link all the concept statements was Cause and Effects of Volcanoes.
Throughlines
1. Where does the different processes that shape the Earth obtain the required energy for it?; and How can they affect the shape of the Earth?
2. How does the different objects that coexist in our solar system interact with each other?; and What makes them different?
3. How big is the Universe?; and Which are the objects we can find on it?
Generative Topic
Question form: How plate tectonics affects the different aspects of local life (weather, pollution, survival)?
Statement Form: The students will understand all aspects of plate tectonics and their influence on the weather, pollution and survival from their effects.
CRITERIA for a GENERATIVE TOPIC: Explain how your Generative Topic meets the criteria below.
Centrality: (Why is this topic of central importance to your discipline?)
Our idea web let us visually observe how this choice will enable our students to understand volcanoes.
Engagement: (Why will it interest you and your students--or have the potential to become interesting to your students?) The concept of unearthing a sleeping civilization.
Accessibility: (What are 2-3 specific examples of resources available to your students and you?)
Videos, Interviews, journal articles, and Web access.
Connections: (How does the topic relate to other topics in the discipline, to other disciplines, and beyond the disciplines to life?)
It relates to plate tectonics, weather, pollution, survival of various species, recovery of the various native species to the area. It can be connected to social studies and language arts, and beyond to the disciplines of life it will enable our students to observe how vulnerable life is due to Mother Nature.
Your Summary Reflection: (Briefly summarize major points from your analysis, and explain why this is a good Generative Topic for your unit. Also describe what may be potential “troublesome knowledge”-- challenges for your students in understanding this topic).
Our team realizes it will be a major challenge to our students to understand plate tectonics and its relationship to volcanoes. Cause and effects of volcanoes covers all bases for students to understand plate tectonics, volcanoes and their effects on climate, pollution and survival.
UNIT LEVEL UNDERSTANDING GOALS
UG 1
Question:
Which are the different kind of faults? and make working models of them.
Statement: Students will understand the different kinds of faults, the sources of energy and how they interact in the borders of the plates.
UG 2
Question: How scientists pinpoint the epicenter of earthquakes?
Statement: Students will understand way scientists measure the epicenter of earthquakes.
UG 3
Question: How the different plates interact with each other and what effect they have on the environment?
Statement: Students will understand the different ways in which these processes modify the surface of the Earth.
UG 4
Question: What effect volcanic eruptions have on the environment? And Why people settle near them?
Statement: Students will understand the effect of volcanic eruptions on the environment, and the reasons why people tend to settle in their vicinity.
Assignments:
Understanding Goal # 1
Which are the different kind of faults? and make working models of them.
Statement: Students will understand the different kinds of faults, the sources of energy and how they interact in the borders of the plates.
Performances of Understanding
The students will make working models of the three kinds of fault and describe. How they can be identified, and describe the consequences of their movement.
The students will display their understanding of the way these models work by showing during their presentations the ways in which the forces behind their models make them work.
Understanding Goal # 2 Question: How scientists pinpoint the epicenter of earthquakes?
Statement: Students will understand way scientists measure the epicenter of earthquakes.
Performances of Understanding
a) Using http://www.sciencecourseware.org/eecindex.php The students will be able to learn how scientists can pinpoint the epicenter of an earthquake
Ongoing Assessments
At the end of activity a) the students will print their own certificate of copmplition of the activity that demonstrates they mastered the concepts involved in the detection of epicenters.
Understanding Goal # 3
How the different plates interact with each other and what effect they have on the environment?
Statement: Students will understand the different ways in which these processes modify the surface of the Earth.
Performances of Understanding
b) Using appropriate software the students obtain first hand knowledge of the places where earthquakes occur and therefore understand where the borders of the different faults are.
c. By plotting on a world map the position of the last five years volcano eruptions the learners obtain first hand information of the relationship between volcanoes and the borders of the different plates of the Planet.
Ongoing Assessments
After they plot the different earthquakes and volcano eruptions of the last five years the students are asked to compare their results with those shown on the programs and write their conclusions.
Understanding Goal # 4
What effect volcanic eruptions have on the environment? And Why people settle near them?
Statement: Students will understand the effect of volcanic eruptions on the environment, and the reasons why people tend to settle in their vicinity.
Performances of Understanding
d) Research on the effect of recent and past volcanic explosions on the environment using videos, Scientific articles, Encyclopedias and the different resources on the Internet and the school library.
Ongoing Assessments
By using the rubrics provided the students and teacher will know what is expected from their investigation.
Understanding Goal # 4
What effect volcanic eruptions have on the environment? And Why people settle near them?
Statement: Students will understand the effect of volcanic eruptions on the environment, and the reasons why people tend to settle in their vicinity.
Performances of Understanding
The learners divided in groups of four investigate each of the major sites where volcanic eruptions have affected the environment in the past: 1. Santorini Island eruption of 1628 BC 2. Pompeii 79 AD 3. Krakatoa 1883 AD 4. Mount St. Helen 1980 5. Pinatubo 1991 AD 6. Toba, Sumatra 55 000 BC 7. Yellowstone 620 000 BC The project should address amount of material send out by the explosion, frequency at which these volcanoes erupt. The student should make special emphasis on the effect of the eruptions on the environment, on the species in the near area, and civilizations if any around the site when they erupted. Also the project should contain information on the effect on the weather and what can be done to minimize the effect of these disasters on the population of the area.
Ongoing Assessments
The culminating project should be presented (using Power Point presentation or Flash) to the class by each group and at the end the class as a group should make a list of recommendations of solutions for disasters of this kind.
This lesson Plan was developed as part of a Teaching For Understanding Course at Harvard
Your Name: The Volcanoes__________________
Date:_12/21/2008_____
Subject You Teach: _Earth Space______________________________
Approximate Time the Unit May Take: 20 days____________
Major Resources Needed: Videos, Interviews, and journal articles, Web access
not forget to visit this site. It is excellent!:
http://www.cotf.edu/ete/modules/volcanoes/vtypesvolcan1.html
Brief Summary:
Volcanoes have intrigued human imagination since ancient times. Our unit will enable students to better understand volcanoes, their origin and the preventive measures we can use to address these events. The focus of our lesson plan will enable our team to use the TfU frame work to enhance the facilitation of the students understanding of this unit.
Generative Topic that link all the concept statements was Cause and Effects of Volcanoes.
Throughlines
1. Where does the different processes that shape the Earth obtain the required energy for it?; and How can they affect the shape of the Earth?
2. How does the different objects that coexist in our solar system interact with each other?; and What makes them different?
3. How big is the Universe?; and Which are the objects we can find on it?
Generative Topic
Question form: How plate tectonics affects the different aspects of local life (weather, pollution, survival)?
Statement Form: The students will understand all aspects of plate tectonics and their influence on the weather, pollution and survival from their effects.
CRITERIA for a GENERATIVE TOPIC: Explain how your Generative Topic meets the criteria below.
Centrality: (Why is this topic of central importance to your discipline?)
Our idea web let us visually observe how this choice will enable our students to understand volcanoes.
Engagement: (Why will it interest you and your students--or have the potential to become interesting to your students?) The concept of unearthing a sleeping civilization.
Accessibility: (What are 2-3 specific examples of resources available to your students and you?)
Videos, Interviews, journal articles, and Web access.
Connections: (How does the topic relate to other topics in the discipline, to other disciplines, and beyond the disciplines to life?)
It relates to plate tectonics, weather, pollution, survival of various species, recovery of the various native species to the area. It can be connected to social studies and language arts, and beyond to the disciplines of life it will enable our students to observe how vulnerable life is due to Mother Nature.
Your Summary Reflection: (Briefly summarize major points from your analysis, and explain why this is a good Generative Topic for your unit. Also describe what may be potential “troublesome knowledge”-- challenges for your students in understanding this topic).
Our team realizes it will be a major challenge to our students to understand plate tectonics and its relationship to volcanoes. Cause and effects of volcanoes covers all bases for students to understand plate tectonics, volcanoes and their effects on climate, pollution and survival.
UNIT LEVEL UNDERSTANDING GOALS
UG 1
Question:
Which are the different kind of faults? and make working models of them.
Statement: Students will understand the different kinds of faults, the sources of energy and how they interact in the borders of the plates.
UG 2
Question: How scientists pinpoint the epicenter of earthquakes?
Statement: Students will understand way scientists measure the epicenter of earthquakes.
UG 3
Question: How the different plates interact with each other and what effect they have on the environment?
Statement: Students will understand the different ways in which these processes modify the surface of the Earth.
UG 4
Question: What effect volcanic eruptions have on the environment? And Why people settle near them?
Statement: Students will understand the effect of volcanic eruptions on the environment, and the reasons why people tend to settle in their vicinity.
Assignments:
Understanding Goal # 1
Which are the different kind of faults? and make working models of them.
Statement: Students will understand the different kinds of faults, the sources of energy and how they interact in the borders of the plates.
Performances of Understanding
The students will make working models of the three kinds of fault and describe. How they can be identified, and describe the consequences of their movement.
The students will display their understanding of the way these models work by showing during their presentations the ways in which the forces behind their models make them work.
Understanding Goal # 2 Question: How scientists pinpoint the epicenter of earthquakes?
Statement: Students will understand way scientists measure the epicenter of earthquakes.
Performances of Understanding
a) Using http://www.sciencecourseware.org/eecindex.php The students will be able to learn how scientists can pinpoint the epicenter of an earthquake
Ongoing Assessments
At the end of activity a) the students will print their own certificate of copmplition of the activity that demonstrates they mastered the concepts involved in the detection of epicenters.
Understanding Goal # 3
How the different plates interact with each other and what effect they have on the environment?
Statement: Students will understand the different ways in which these processes modify the surface of the Earth.
Performances of Understanding
b) Using appropriate software the students obtain first hand knowledge of the places where earthquakes occur and therefore understand where the borders of the different faults are.
c. By plotting on a world map the position of the last five years volcano eruptions the learners obtain first hand information of the relationship between volcanoes and the borders of the different plates of the Planet.
Ongoing Assessments
After they plot the different earthquakes and volcano eruptions of the last five years the students are asked to compare their results with those shown on the programs and write their conclusions.
Understanding Goal # 4
What effect volcanic eruptions have on the environment? And Why people settle near them?
Statement: Students will understand the effect of volcanic eruptions on the environment, and the reasons why people tend to settle in their vicinity.
Performances of Understanding
d) Research on the effect of recent and past volcanic explosions on the environment using videos, Scientific articles, Encyclopedias and the different resources on the Internet and the school library.
Ongoing Assessments
By using the rubrics provided the students and teacher will know what is expected from their investigation.
Understanding Goal # 4
What effect volcanic eruptions have on the environment? And Why people settle near them?
Statement: Students will understand the effect of volcanic eruptions on the environment, and the reasons why people tend to settle in their vicinity.
Performances of Understanding
The learners divided in groups of four investigate each of the major sites where volcanic eruptions have affected the environment in the past: 1. Santorini Island eruption of 1628 BC 2. Pompeii 79 AD 3. Krakatoa 1883 AD 4. Mount St. Helen 1980 5. Pinatubo 1991 AD 6. Toba, Sumatra 55 000 BC 7. Yellowstone 620 000 BC The project should address amount of material send out by the explosion, frequency at which these volcanoes erupt. The student should make special emphasis on the effect of the eruptions on the environment, on the species in the near area, and civilizations if any around the site when they erupted. Also the project should contain information on the effect on the weather and what can be done to minimize the effect of these disasters on the population of the area.
Ongoing Assessments
The culminating project should be presented (using Power Point presentation or Flash) to the class by each group and at the end the class as a group should make a list of recommendations of solutions for disasters of this kind.
This lesson Plan was developed as part of a Teaching For Understanding Course at Harvard
Labels: Earth Space, volcano, Webquest
posted by duque_teaches | 5:57 AM
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