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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

LESSON PLAN FORMAT

Teacher Candidate: _______Taylor Shupp____________________________ Date: __October 13th and 14th, 2016_

Cooperating Teacher: _____Dr. Varano____________________________ Coop. Initials: ________________

Group Size: _____30___________ Allotted Time: _60 minutes for 2 days Grade Level: ____4th grade__

Subject or Topic: The Earth's Surface: Volcanoes and Earthquakes Section: __EEU 205-010_____

STANDARD: (PA Common Core):

• 3.3.4.A1.

Describe basic landforms. Identify the layers of the earth. Recognize that the surface of the earth changes due to slow processes and rapid processes.

• 9.1.3.E

Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts

I. Performance Objectives

A. Fourth grade students will create a visual representation of how volcanoes erupt by making a clay model of a volcano.

B. Fourth grade students will identify the different parts of a volcano by labeling various parts on a diagram of the volcano.

C. Fourth grade students will recognize how volcanoes and earthquakes affect the surface of the earth by discussing these changes as well as putting them into the class concept map.

D. Fourth grade students will illustrate various stages in earthquakes by drawing or defining these stages in their graphic organizer.

E. Fourth grade students will test the durability of various types of structures during an earthquake by constructing structures and creating an "earthquake" with Jell-O.

II. Instructional Materials

• Smartboard

• Topsoil dance song from

• 2 liter bottle of soda

• Large bowl or container

• Volcano KWL chart

• The Magic School Bus Blows Its Top: A Book About Volcanoes by Gail Herman

• Volcano video from

• Materials needed for model of volcano

o Magic School Bus volcano model paper

o 1-pound box of baking soda

o 12-ounce jar of vinegar

o Food coloring

o 6 shoe boxes (one per group of 5 students)

o 6 teaspoons

o 12 fist-sized balls of modeling clay (2 per group of 5 students)

o Several sheets of newspaper

• Volcano labeling sheet

• The Earthquake Song video from

• Earthquake video from

• Earthquake notes sheet

• Earthquake stages sheet

• Materials needed for earthquake building inquiry

o Earthquake Building Plan

o 180 toothpicks (30 for each group of 5 students)

o 180 mini marshmallows (30 for each group of 5 students)

o 6 square 8-1/2 inch baking dishes

o The teacher will make Jell-O (one box per baking dish) in the dishes beforehand.

III. Subject Matter/ Content

A. Prerequisite Skills

1. Students must have a general understanding of the layers of the earth and the substances found there (covered in Lesson 1).

B. Key Vocabulary

1. Volcano-A mountain that forms when red-hot melted rock flows through a crack onto the earth's surface

2. Magma-Hot, pasty rock that moves within the mantle

3. Lava-Hot, molten rock that reaches Earth's surface

4. Eruption-

5. Vent-A rocky opening through which the magma flows

6. Crater-The mouth of the volcano which surrounds the vent

7. Active volcano-Can have eruptions at any time

8. Dormant volcano-Has not erupted in quite a while but could still erupt

9. Extinct volcano-Has not erupted in a very long time, so it will probably never erupt again

10. Tectonic Plates-The continent-sized slabs that Earth's crust and upper mantle are broken up into.

11. Earthquake- A vibration, or shaking, of Earth's crust

12. Fault-A break in the crust along which rock moves

13. Focus-The point underground where the movement first took place

14. Epicenter-The point on the surface that is right above the focus

15. Seismograph-An instrument that records earthquake waves

16. P-waves-Primary waves; the fastest waves that are detected first

17. S-waves-Secondary waves; they move both horizontally and vertically.

18. Surface waves-The most dangerous type of waves, as well as the slowest.

C. Big Idea: What are volcanoes and earthquakes and how do they affect the surface of the earth?

IV. Implementation

Day One:

A. Introduction-

1. The teacher will begin the class by playing the "Topsoil Dance" song as the children come in and encouraging the students to dance and sing along.

2. The teacher will then ask the students to raise their hands and tell the teacher the 3 levels of soil and some of the different types of erosion that they talked about the previous day.

3. The teacher will then tell the children that the day before they learned about erosion and how it affects the earth's surface and that today they are going to learn about other things that affect the earth's surface in very big ways!

4. The teacher will shake the 2 liter bottle of soda as she is saying this

5. After she is finished talking, the teacher will open the bottle cap while holding the bottle of soda over the bowl or container.

a. The soda should fizz out of the bottle

6. The teacher will then ask the students what caused the soda to fizz out of the bottle, and she will then ask them if they can think of a natural disaster that affects Earth's surface by "blowing up" similarly to the soda bottle.

7. The teacher will then explain that the soda fizzed and blew up because gas built up inside the bottle, which built enough pressure that when the lid was taken off, the soda erupted everywhere.

B. Development-

1. The teacher will tell the students that a volcanic eruption is very similar to the soda exploding; gases build up underground, and they push their way to the surface, bringing the hot magma with them. When the magma gets close to the surface, the pressure from the gas pushes so hard that the magma erupts through a crack in the earth, creating a volcanic eruption.

2. The teacher will then tell the students that volcanoes greatly affect the earth's surface.

3. The teacher will hand out a KWL chart to each child, and then as a class the students will come up with things to put in each section. (The teacher will give them about 5 minutes to do so)

4. The teacher will read The Magic School Bus Blows Its Top by Gail Herman.

5. The teacher will then ask the students what they learned and have students come up and put what they learned in the concept map.

6. The teacher will then sum up what the students learned about volcanoes by showing the PowerPoint (Slides 1-5).

a. Magma in the mantle collects in magma chambers. This magma is then pushed up towards the surface, where gas bubbles push it out of small cracks in the surface.

b. The magma then erupts through the vent of the volcano and becomes lava.

c. The lava then flows down the side of the volcano and creates igneous rock!

7. The teacher will show the volcano video.

8. The teacher will then tell the students that they are going to get to make their own model of a volcano!

9. The teacher will divide the students into 6 groups of 5 students.

10. The teacher will give each student a copy of the "Eruption!" sheet, the clay, and a shoebox.

11. The students will be given 10 minutes to follow the instructions on the "Eruption!" sheet and create their volcano.

12. The teacher will then help the students to put the baking soda and vinegar into their volcanoes so the volcanoes will explode.

13. The students will then finish filling out their "Eruption!" sheets and hand them in to the teacher.

14. The teacher will give each student 5 minutes fill out a volcano labeling sheet based on what they learned and their volcano models and hand it in.

15. The teacher will also have the students finish their KWL charts.

16. The teacher will then continue to use the PowerPoint to explain that volcano eruptions are caused by tectonic plates, and with the PowerPoint she will explain what the tectonic plates are (PowerPoint slides 6-9).

a. Tectonic plates are the pieces that our earth's surface is made up of; kind of like lots of puzzle pieces coming together to make one big puzzle!

b. Tectonic plates move around a lot! Many times, they rub together or even crash into one another.

i. This sometimes causes a volcanic eruption!

Day Two:

1. The teacher will ask the students to explain what tectonic plates are as a short review from the day before.

2. The teacher will explain that tectonic plates also cause earthquakes!

3. The teacher will then play the Earthquake song and encourage the students to dance along!

4. The teacher will give each student a copy of the Earthquake Notes sheet and tell them to take notes as she plays the video about earthquakes.

5. The teacher will then play the earthquake video from Brain Pop.

6. The teacher will then explain more about earthquakes with the PowerPoint as the students continue to take notes. (PowerPoint slides 10-13)

a. There are two types of body waves in earthquakes; this means that these waves happen deep underground!

b. The first kind of wave is a P-wave, or Primary Wave. These waves are the fastest waves, so they are the ones that you feel first in an earthquake. They move the earth in a back-and-forth motion.

c. The second kind of wave is an S-wave, or Secondary Wave. These waves move the earth up and down in a squiggly way as they move forward. These waves are not as fast as the Primary Waves, so you feel them a little bit after the P-Waves. This is similar to how during a thunderstorm you hear the thunder after the lightning!

d. There are also surface waves. These waves are the slowest waves, so you feel them last, but they are the most dangerous waves!

7. The students will then use their notes to fill in their graphic organizer.

8. The teacher will ask the students to come up and write what they learned on the class concept map.

9. The teacher will then explain to the students that one of the reasons earthquakes cause so much damage is because they ruin houses and buildings.

10. The teacher will then tell the students that they are going to get the chance to try to make a building that can withstand an earthquake!

11. The teacher will divide the students into 6 groups of 5 students.

12. The teacher will then give each group all of the materials needed for the Earthquake Building inquiry.

13. The teacher will tell each group that they need to use the marshmallows and toothpicks to create a building that can stay standing when the earthquake comes!

The students will use the toothpicks and marshmallows and create a building to stand in the Jell-O pan.

14. Have students begin to fill out the Building Plan sheet.

15. After each group is finished creating their building, the teacher will tell the students to tap or shake the pan with the Jell-O; this will be their earthquake!

16. The students will then finish filling out the Building Plan sheet and hand it in to the teacher.

C. Closure-

1. The students will then share how their experiments went (if their buildings stood, what they could do differently, etc.)

2. The teacher will explain that the students got to see firsthand how buildings are affected by earthquakes, and that they can now understand just why earthquakes can be so dangerous.

a. The teacher will tell the students that they can now understand how important it is for homes in earthquake-prone areas to be built with a firm, strong foundation, and earthquakes greatly affect how buildings are built in these areas!

3. The teacher will then ask students to come up and put what they learned about earthquakes on the concept map.

4. The teacher will explain that both earthquakes and volcanoes greatly affect the earth's surface, and these things also affect the living things that live on Earth. That is why tomorrow, we will learn about fossils, the remains of living things found in the surface of the earth!

5. The teacher will play the Earthquake Shake song as the students get ready to leave.

D. Accommodations/Differentiation-I would accommodate for a child with dyslexia by having the teacher read the directions for the volcano modeling activity aloud as well as having the children read it themselves. I would also allow the student to write their own notes instead of trying to read the notes sheet if helpful, or I could create a worksheet for them with less words or simpler vocabulary.

E. Assessment/Evaluation Plan

1. Formative:

a. Class concept map

b. KLW chart

c. Volcano model

d. Earthquake graphic organizer

e. Earthquake building inquiry

f. Building Plan

2. Summative: There is no summative assessment for this lesson.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives:

Remediation:

B. Personal Reflection

1. How could this lesson be improved?

2. Was the lesson engaging and exciting enough to keep the students' attention?

3. Was the introduction enough of a "hook?"

VI. Resources

Berger, Carl F., and Mifflin and Company Houghton. Houghton Mifflin science, level 4. Boston, Ma.: Houghton Mifflin, 2007. Print.

BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts. (n.d.). BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts. Retrieved October 15, 2013, from

Earthquake in the Classroom - Activity - . (n.d.). Earthquake in the Classroom - Activity - . Retrieved October 15, 2013, from

Teacher Lesson Plans, Printables & Worksheets by Grade or Subject - . (n.d.). Teacher Lesson Plans, Printables & Worksheets by Grade or Subject - . Retrieved October 15, 2013, from

The Magic School Bus â„¢. (n.d.). Blows Its Top: Volcanoes. Retrieved October 15, 2013, from

The Science of Earthquakes. (n.d.). The Science of Earthquakes. Retrieved October 15, 2013, from

abcteach -- Free Printables, Interactives, Custom Documents, Clip Art, and Games. (n.d.). abcteach -- Free Printables, Interactives, Custom Documents, Clip Art, and Games. Retrieved October 15, 2013, from

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