UOI Assignment no.1

Proceedure-.

            Students will do   research on volcanoes, in groups.  Each group will get a topic. With the topic they will be given certain things they must learn about the topic. Once the research is done the students will have to report what they have learned about their topic to the rest of the class. They will have to do this in a creative manner, such as a skit, a bulletin board, a game show, etc.  The teacher will explain each topic and then allow the students time during the social studies class period to work on their projects.

            One group (Ritika’s) will be researching volcanoes of the past.  They will be given these criteria to find and share with the class.

¨      What is the biggest, most famous volcano, in the world?

¨      Where do most volcanoes occur in the world?

¨      Learn about people who have experienced a volcano, what the volcano was like, and where it occurred. (They could do this by interviewing a relative, friend, etc.)

 

Another group (Aadya’s) will research and present to the class about the Mythologies of

Volcanoes, using the following criteria:

¨      Tell how the mythology of volcanoes came about.

¨      Tell and learn about some of the early Mythologies in the world.

¨      Given an ancient Myth on volcanoes students must either finish the story or they may write their own myth. (These can then be acted out or read to the class.) The group will work together to create one myth.

 

A third group (Anika’s) will work on myths and realities that they read about or already know dealing with volcanoes. (Such as: myth always go to the southwest corner of a room in the case of a tornado).  They will use the following criteria:

¨      Learn about myths that are said about volcanoes and what the truth is about them.

¨      Students will create their own myths about volcanoes and find the true facts about them. They will then have the class determine which ones are myths and which ones are true.

¨      Students will also tie in the myths that they found with their made up ones and share with the class. They may make a bulletin board on this and have in be an interactive thing for their peers to do on their own.

¨      What are the hotspots of volcanic eruptions in this Earth? Why are they located where they are?

The fourth group (Maanit’s) will learn about what is a volcano and how does it erupt

·         Learn about the forces that make a volcano erupt

·         How does the heat in the Earth drive a volcano.

·         What are the benefits that are derived from the eruption of a volcano.

·         Why are volcanic eruptions deadly?

·         What does the interior of the Earth look like and how are they related to volcanoes?

·         What is the Ring of Fire?

The last group will learn about the people that study volcanoes and the devices used to study them. These are the criteria they will follow:

¨      Students should learn about volcanologists.

¨      What are the classifications of volcanoes? Explain what are calderas, lahars and what they have to do with volcanoes.

¨      Put yourselves in the place of a volcanologist– describe what it is like and what you do. (Either act it for the class or write a story to share with the class.

The research will take place over two days and then the students will present them on Thursday. Once the research is finished, the groups will pick the order they will present their topic in. Each group will have up to ten minutes for their presentations.

Assessment / Evaluation:

            Each group of students will be assessed according to the criteria they were given for their topic.  The teacher will look to be sure that they have included these things in their presentation, using a checklist that will have the criteria listed. Students must either act out or create a bulletin board for at least one of their criteria.

            The students will also be assessed in their cooperative learning skills. The teacher will have a checklist of criteria that he or she will observe throughout the lesson. (Criteria sheet is attached.)

Further assessment will take place at the end of the natural disaster unit, when the students participate in a game of Jeopardy. The game will include many of the facts on volcanoes that they learned from their group projects and also from their science lessons.     

Extension Activities:     

1)      Students can imagine that they were blown over the rainbow by a tornado to an imaginary country. (like in the Wizard of Oz)  They need to describe in detail the country and at least one adventure that they had while they were there.

2)     Make a bulletin board on what to do in case of a volcanic eruption. It could be if you were in a school, at home, or outdoors.  You could do all three if you have time and want to.  You can work in groups on this project.

3)     Have students look up information on different volcanoes in history. Make a chart listing the location and the date of the volcano, as well as a description of the devastation that was caused by the volcano.