Students will learn many things about volcanoes, including what causes them to erupt, the dangers that they pose, the benefits that they provide.
"Volcano Alert,"Weekly Reader,March 8,2002,Issue 20 (www.weeklyreader.com)
Why do Volcanoes Blow Their Tops?Questions and Answers About Volcanoes
Video:Savage Earth pbs.org 1-800-336-1917
Volcanoes usually occur in predictable places. What a volcano looks like and exactly what will come pouring out of it depends on where and how it forms. On the mid-Atlantic ridge, a very liquid type of lava called basalt, oozes out of undersea volcanoes. This basalt hardens into "pillows " and flat sheets of new crust. In some places, the lava is much thicker and often creates violent eruptions as trapped gases explode and shatter the pasty lava to bits. This is what happened to Mount St. Helens in May of 1980. Although the eruption of a volcano can be one of the most destructive forces on Earth, volcanoes also build new land, and produce mineral-rich ash that helps fertilize the soil, and produce gases that are important to life on Earth.
1-Use science process and thinking skills.
2-Manifest scientific attitudes and interests.
3-Understand science concepts and principles.
5-Demonstrate awareness of social and historical aspects of science.
Invitation to Learn:
Take the students out to the playground. If you are using a salt dough volcano, have it ready. Have students line up, then place a marker 100 feet (30 meters) away. Explain that they will be trying to run faster than the hot mud and ash that flowed down Mount St. Helens' slopes after its 1980 eruption. As soon as you activate the volcano, give the signal to the students to run to the marker.
When they catch their breath, tell them that the volcanic avalanche beat them all. It sped down the mountain at about 100 miles (160 kilometers) per hour and would have finished the race in less than 1 second! (Point out that not all lava, mud, and other material ejected from volcanoes flows this fast.)
Ask students to write three essays about the unit.
This lesson is part of the Fifth Grade Science Teacher Resource Book (TRB3) http://www.usoe.org/curr/science/core/5th/TRB5/. The TRB3 is designed to be your textbook in teaching science curriculum to your students. This book covers all the objectives of each standard and benchmark. If taught efficiently, a student should do well on the End-of-Level (CRT) tests. The TRB3 is designed for teachers who know very little about science, as well as for teachers who have a broad understanding of science.