Mount Saint Helens- Journey of Geographic Inquiry

You are an up-and-coming volcanologist working for the United States Geological Survey (USGS), the year is 2020 and you have noticed renewed volcanic activity at Mt St Helens.

It has been 40 years since the devastating eruption that killed 57 people and many have forgotten that fateful day. You have seen the signs, and believe that there may be another eruption but your colleagues are not taking you seriously. One senior volcanologist agrees with your theory.

For the wellbeing of everyone in the area, you both must convince them otherwise!

You should focus your attention on teaching your colleagues to understand the risk of volcanic hazard that Mount Saint Helens is capable of, as well as the nature of human activity in the area (i.e. jobs, recreation & housing). Include this information in a well-researched & engaging presentation. To make an even stronger argument demonstrate this in a visual way through the use of a map that shows associated risks of volcanic eruption. If done well this could later be used during the summative assessment about risk management plans.

Use your geographical inquiry skills, and with the assistance of a classmate, create an engaging presentation that highlights the dangers facing people in the region surrounding Mount Saint Helens.

Part A- Remind your colleagues of the spectacular damage the last eruption caused through a presentation that includes:

• A convincing introduction, well researched supporting evidence and of course geographic terminology.
• Use reputable sources, some are supplied but further research is encouraged.
• Pictures, videos and maps that clearly display the destructive force of the volcano.
• Include a bibliography of your research.
• 3-4 minute presentation.
• Each student should decide on a set of roles to complete this task

Part B- Using a topographic map of the Pacific North West region and data from the USGS database, news articles and other sources, create a map that shows the damage of the 1980 eruption. This will be presented with part A.

Your map needs the following features:

• Dispersal of pyroclastic flow
• Blast radius
• Dispersal of ash clouds
• BOLTSS

You will have two lessons to create and present this task; you may also work on it at home. Make this report as factual and convincing as possible, lives depend on it.

Part A- Using the following links, as well as your own research compile your report and map.

Find a treasure trove of information about Mount Saint Helens at-https://volcanoes.usgs.gov/volcanoes/st_helens/

Although it isn’t particularly reputable, Wikipedia can be useful for cross checking information- https://en.wikipedia.org/wiki/1980_eruption_of_Mount_St._Helens

Being such a well publicised event there is lots of footage available- https://www.youtube.com/watch?v=UK--hvgP2uY

News reports are good ways of gauging the feeling of the event at the time; this is one of many- http://www.cbsnews.com/news/may-18-1980-washington-state-mount-st-helens-volcano-erupts/

Possible evidence to support your theory- https://www.sciencealert.com/nearly-40-years-after-mount-st-helens-deadly-eruption-it-s-recharging

The 6 thinking hats can be a useful for group work and the delegation of tasks-http://www.debonogroup.com/six_thinking_hats.php

If you need help to keep track of your bibliography you can try this site, just remember that you must always check for accuracy- http://www.citethisforme.com

It is encouraged that you look further afield then just this research; there are countless reports and research on this volcano.

Part B- Use the following links to complete your map displaying the volcanic hazards for the surrounding areas of Mt. St. Helens

This volcanic hazards section of USGS website has lots of useful data that can be incorporated into the map- https://volcanoes.usgs.gov/volcanoes/st_helens/st_helens_hazard_75.html

Locate and edit your map using Scribble maps, remember that you are able to imbed pictures and use drawing tools-https://www.scribblemaps.com/create/#lat=46.40124429991157&lng=-122.20215041874997&z=7&t=hybrid

A handy reminder about mapping conventions- https://www.slideshare.net/yaryalitsa/boltss-mapping-geography

The bad news is that Mt. St. Helens has violently erupted causing widespread damage in the immediate area and has sent extensive amounts of volcanic ash across the northern hemisphere.

The good news is that by using your foresight and geographical inquiry skills you successfully convinced your colleagues of the danger. A detailed risk management plan has been implemented in time. No lives were lost and damage to property has been kept to a minimum, excellent work, we will make a volcanologist of you yet!

All information has been compiled by Lachlan Mckenzie, no sources have been used in the creation of this task but all the web links in the “process” section are available for review.

Rational

WebQuest is an inquiry based learning program that boasts many pedagogical advantages for learners. WebQuests have gained traction in previous years and are viewed as a transformative learning experience that is flexible and simple to use. A well-designed WebQuest can provide pedagogical advantages such as the promotion of student ownership of their learning. Allowing creative and wide-ranging responses that situate learners toward the top end of higher-order thinking skills. As evident in the Mt. St. Helens Webquest, an advanced geographic presentation that utilizes inquiry skills.

WebQuest offers an alternative to the traditional, teacher-led classroom. This online platform lends itself to dynamic, authentic, constructivist learning. Although teacher led instruction is at times necessary- particularly in the beginning stages of a unit- when over-practiced it can become monotonous and un-engaging. By viewing learning as a process, rather than a product (Ultanir, 2012), students can not only become re-engaged with their learning, they can become the driving forces of their learning. By replacing lectures with student-centered learning we make the student responsible for their own advances in education. Nanney (2004), state that when properly implemented this can change the secular idea of school into a life-long process of learning, were there is little dependency on an instructor. The design of the WebQuest is a driver of student-centered learning, with perceivable benefits. March (2003), believes the strengths of WebQuest lay in the authenticity of the task and how students become more vested in an experience when they believe it has ‘real-world’ benefits. Entire educational philosophies have been based on this, such as Montessori and the ‘Free Schools” movement. Options for creative responses lay in the flexible approach of WebQuest, by providing open-ended questions students are able to activate their prior knowledge, create personal curiosity and respond in a more creative way than ‘standard’ classroom activities allow (March 2003). If the strength of WebQuest lay in the structure, the brains are certainly web-based research. Appropriate and guided use of Internet resources enable the production of knowledge through inquiry; furthermore, WebQuest involves students in the social practices of inquiry through collaboration (Kundung & Bain, 2006). Of course, there can be good and or bad examples and March (2003) also recognizes that by teaching to a theme, employing real-world learning and providing opportunities for student reflections on learning a WebQuest can situate students in the higher reaches of Bloom’s taxonomy. Bloom’s taxonomy and the more current revised taxonomy has been an essential tool for educators wishing to extend their students depth of thought. It has been closely linked with multiple intelligences, problem-solving skills, creative and critical thinking and technology integration (Forman, 2010), this aligns well with Webquest and the two can be integrated seamlessly.

The Mount Saint Helens Webquest has been designed to situate learners in the top three levels of the revised taxonomy. In the beginning stages, students are required to analyze a substantial amount of research, especially considering the length of the presentation. This must be done for both the map and presentation; they then evaluate the material, make a decision about what to include and compile the essential findings. Finally, the students present this in a presentation with the goal to convince and educate their colleagues. The creation of the map involves synthesizing a variety of geographic specific information and reproducing it in a different format. The act of presenting and educating requires the learner to have an in-depth knowledge of the content to the extent that they can reproduce it for others. The revised taxonomy has also been integrated into the rubric, offering an intrinsic reward to students for pushing the levels of their own thought. The cognitive skills for an activity such as this are specific and advanced, therefore structure and support are required throughout. The teacher should remain in the background, helping where necessary as a facilitator of learning; the students are required to take control of their learning.

WebQuest is a useful tool for any modern educator to integrate into their pedagogy. It utilizes research of educational theories such as constructivism, Bloom’s taxonomy and student-centered learning to provide a meaningful and authentic learning experience. The opportunity for creative responses, collaboration, and semi structured web-based research are seen as valuable pedagogic advantages for learners. This is evident in the Mt. St. Helens Webquest, an advanced geographic inquiry experience.

References:

Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology, 41, 47.

Kundu, R., & Bain, C. (2006). Webquests: Utilizing Technology in a Constructivist Manner to Facilitate Meaningful Preservice Learning. Journal of Art Education, 59:2, 6-11. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/00043125.2006.11651581#aHR0c…

March, T. (2003). The Learning Power of Webquests. Association for Supervision and Curriculum Development, Retrieved from http://imoberg.com/files/Learning_Power_of_WebQuests_March_T._.pdf

Nanney, B. (2004). Student-centered learning. Retrieved November, 30, 2012.

Ultanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in dewey, piaget, and montessori. International Journal of Instruction, 5(2), 195-212. Retrieved from https://searchproquestcom.ezproxy.usc.edu.au/docview/1037906197?account…