Exploring and Understanding Volcanoes and their Effects on Our Environment

Introduction

CCSS.RI.5.7 and 5-ESS2-1, 5-ESS2-2: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to questions quickly or to solve a problem efficiently.
CCSS.W.5.8 and 5-ESS2-2: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.MP.2 and 5-ESS2-1, 5-ESS2-2: Reason abstractly and quantitatively.
ISTE 1.A: Use models and simulations to explore concepts systems and issues.
ISTE 3.C: Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
ISTE 4.D: Collect and analyze data to identify solutions and/or make informed decisions.

   
                                                                                                                                  (www.wearechange.org)

You and your team of fellow researchers have been selected to conduct research and create visual representations showing how volcanoes are formed and how their eruptions in the geosphere affect the atmosphere, hydrosphere, and biosphere. You will work together with an assigned group of colleagues to collaborate and figure out how these interactions happen, and affect our lives today.  Your team will use digital images, meaningful details and facts, and a persuasive argument why your presentation is the most effective.  In addition, you and your teammates will also create a physical model of an erupting volcano.  

Task


Image result for images of the earth spheres(image from pinterest.com)

 

While on your WebQuest journey, you and your teammates will explore information through research and gain new insights about how volcanoes form, erupt, and interact with the Earth's spheres.  Your task is to work together to:

1.  Research and identify the specific parts of a volcano and develop a poster sized diagram that illustrates and labels the parts of an erupting volcano.

2.  Link illustrate, and describe an example explaining how at least 3 materials or gases from an eruption enter the atmosphere.

3.  Link and illustrate how these gases and materials create a weather event.

4.  Illustrate and explain the effects of a weather event on the biosphere.

5.  Work with your teammates to cooperatively create a physical model of a volcano that successfully erupts.

 

ESSENTIAL QUESTIONS:

1.  Where can you find a volcano in the United States?  Locate and select a volcano in the U.S.  Record 5 facts to describe this volcano in your project journal.  

2.  What is the Earth System and how does it relate to our daily lives?

3.  How are volcanoes formed and in which Earth Sphere do they reside?

4.  In your own words, how can you relate and illustrate an example of a volcanic eruption?

5.  What events occur between the geosphere, atmosphere, hydrosphere, and biosphere when a volcanic eruption occurs?

6.  How can you recall and describe the relationship and interactions between the Earth's Spheres during a volcanic eruption?

7.  How will use the Think-Pair-Share strategy when working with your peers? 

Process

Phase 1

You are now ready to dive in and begin your team research project.  To help you organize your research efforts and information, be sure to use your project journals to take notes to organize facts and record your ideas.  After reviewing this WebQuest site, think of ways you and your teammates can work together to break up your research project into manageable chunks.  Be sure to use the Teacher's Page to make sure you answer all of your research project questions.  

Phase 2

1.  You must use the following vocabulary words correctly on your project poster:

 Atmosphere - Biosphere - Geosphere - Hydrosphere - Tectonic Plates - Inner Core - Outer Core - Mantle - Crust

2.  Add the following vocabulary terms and definitions in your project notebook and include an illustration of these layers with your vocabulary terms:
Click on this link to see a visual of the Earth's layers http://www.myschoolhouse.com/courses/C/4/Images/earth.gif

Tectonic Plates - Large sections of the Earth's crust that float and travel over the Earth's mantle.

Inner Core -  A central solid rock layer and the innermost center of the Earth.

Outer Core - The liquid layer of the Earth composed of iron and nickel located between the inner core and lower mantle.

Mantle - The thickest layer of the Earth made up of liquid rock that reaches over 7,000 degrees Fahrenheit.

Crust - The outside layer of the Earth.                                   (www.study.com and vocabulary.com)

Phase 3

You are now ready to begin your research using the following linked resources.

*** Remember when gathering research in your notebooks, cite your sources *** 

Resources:

 

 

 

 

 

 

Evaluation

Project Rubric Poster:(https://drive.google.com/open?id=0B-W5k6zOGqrTdHYwTDVNeVEzN2s)

Exploring and Understanding Volcanoes and their Effects on Our Environment

Student Team Member Names:

Date Submitted: 

CATEGORY

4

3

2

1

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Labels

All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

Content - Accuracy

At least 9 accurate facts are displayed on the poster.

7-8 accurate facts are displayed on the poster.

5-6 accurate facts are displayed on the poster.

Less than 4 accurate facts are displayed on the poster.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Mechanics

Capitalization and punctuation are correct throughout the poster.

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

Grammar

There are no grammatical mistakes on the poster.

There is 1 grammatical mistake on the poster.

There are 2 grammatical mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Created by Joanne Ahlberg 13Oct15

Conclusion

In Conclusion...

     After completing this project you will have gained a broader understanding about how volcanoes are formed, erupt, and affect our Earth's Spheres.  The research you have completed has not only grown your knowledge about volcanoes, but it has also given you an opportunity to explore how our Earth System interacts using digital tools with your teammates.  You were able to apply your understanding of concepts and share your ideas when working on your project as researchers.  You persuasively presented your projects to the whole class.  All of these experiences will serve you well throughout your study of science this year.        

     When we want to understand how our world works and learn cooperatively, we grow not only as lifelong learners... but as citizens of the world.

Teacher Page

Some helpful tips to help make working on your project fun, productive, and successful:

Read through the WebQuest site before beginning your project research

Make sure you understand what questions you need to answer for your project:

1.  Where can you find a volcano in the United States?  Locate and select a volcano in the U.S.  Record 5 facts to describe this volcano in your project journal.
2.  What is the Earth System and how does it relate to our daily lives?
3.  How are volcanoes formed and in which Earth Sphere do they reside?
4.  In your own words, how can you relate and illustrate an example of a volcanic eruption?
5.  What events occur between the geosphere, atmosphere, hydrosphere, and biosphere when a volcanic eruption occurs?
6.  How can you recall and describe the relationship and interactions between the Earth's Spheres during a volcanic eruption?
7.  How will use the Think-Pair-Share strategy when working with your peers?

Make a plan with your teammates and break your research up into manageable pieces.

Use your teammates' talents effectively.  Please see some examples listed below:

  • If someone on your team is great at taking notes, perhaps this person would be a good choice to record facts and data.
  • If one of your teammates is good at organization, perhaps this teammate can help to break the project up into manageable pieces.
  • If someone on your team is a great artist, perhaps they would be a good person to use your team ideas to sketch out your project poster.  
  • If a member of your team likes speaking in front of the class, perhaps this teammate would be a good person to introduce your student presentation.
  • If one of your teammates is great at using the computer, perhaps they should create visuals for your poster.

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Everyone brings their own set of strengths, talents, and skills to this project.  Be sure to cooperatively and respectfully use these strengths and skills to your team's advantage.  

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Now get going... and... HAVE FUN!Smiley