VOLCANOES
Authors:
Mandy Pleskach, Vicki Stark, and Tycha
Peterson
Introduction:
This lesson has been
created for students who have been studying volcanoes.
This lesson could be adapted for various grade levels.
It is assumed that students have prior computer experience.
Content Areas: Science and social studies
Grades: 2nd – 4th
Standard:
1.1.2, 1.4, 1.5, 1.6.1, 1.6.2,
4.1.2, 4.5.1, 4.6, 4.6.1, 4.6.2
Integrated disciplines
Objectives:
Students will be able to:
1.
Explain what they
know about volcanoes.
2.
Create model
volcanoes.
3.
Explain why their
models resemble a real volcano.
Materials:
Each group will need the following
materials:
Newspaper
Smocks or old t-shits
Salt dough or soil
2-liter bottle
Pitcher to transport water
Baking pan
Liquid detergent
Two tablespoons baking soda
Funnel
Vinegar
Revised lesson from http://www.discoveryschool.com
Technologies:
Volcano
World
http://volcano.und.nodak.edu/
Procedures
Springboard:
Review
computer lab rules
Begin this activity with your students by exploring the site called Volcano World, have the students pay
special attention to the subtopic called Current Eruptions.
Afterwards discuss what students have learned while visiting the
site. Students should also be
able to discuss what they have already learned about volcanoes.
What teacher is to
do:
1.
Divide students into small groups. Have
each group select a gofer.
2.
As a class go over the steps needed to take to create a model volcano.
3.
The
materials for students need to be accessible and organized.
4.
Visual displays of various shapes of volcanoes should be around the room for the
students to refer to.
What students are to do:
1.
Gofer gets newspapers and smocks.
2.
Students line their work area with papers and put on smocks.
3.
Gofer gets the soda bottle, baking pan, and dough or soil.
4.
Students place the soda bottle in the baking pan, and mold the dough or
soil into a “mountain” around the bottle. Students should be sure not to cover the bottle opening or to
allow any material to get inside the bottle.
5.
Gofer gets the warm water.
6.
Students fill the bottle almost to the top.
7.
Gofer gets liquid detergent, baking soda, vinegar, and funnel.
8.
Students add 6 drops of liquid detergent to the bottle.
9.
Students
add baking soda to the bottle, using the funnel.
Students
should see a foamy mixture rise over the top of the “volcano” and flow down
its slopes. Students can tell you
what the foam represents!
Closure:
Challenge
the students to explain how their models resemble real volcanoes.
Discuss the kinds of precautions and emergency procedures a community
that lives near a volcano would need to consider?
Assessment:
Assessments
can be made by how detailed students answered questions.
Explanation:
This
lesson was chosen in order to give students a hands on activity.
Equivalent
Fractions
Author:
Mandy Pleskach, Vicki Stark, and Tycha Peterson
Introduction:
Younger
students will be introduced to fractions.
Technology will be integrated into the lesson.
Grade:
3rd
and 4th
Standard:
4.2
Computation/Estimation
Integrated
disciplines:
Mathematics/Arithmetic
O
bjective
s:
Students
will be able to:
1.
Write a fraction to tell what part of a region is shaded.
2.
Name the numerator and denominator of a fraction.
3.
Identify equivalent fractions.
4.
Integrate
technology into a fraction lesson.
Materials/Technologies:
Rectangular
pieces of paper
Poster
board on chalkboard
Markers
or chalk
Crayons
Revised AskEric Lesson Plan
Author: Elizabeth Lofties
http://www.aaamath.com/fra.html
Procedures
Springboard:
Begin the
lesson by telling the students that they will be working on fractions.
State that a fraction is a part of a whole.
Hold up one piece of rectangular paper.
Ask the students how you can divide the whole piece of paper into two
equal parts? Fold the paper hotdog
style. Instruct the students to do the same after they receive their paper.
Instruct the students to color one of the two equal parts.
Ask a student to write ½ on the chalkboard to show that one out of the
two equal parts is now shaded.
What
teacher is to do:
1.
Introduce the vocabulary words numerator and denominator.
Explain that the numerator is the number of parts shaded and the
denominator is the total number of equal parts.
2.
Continue teaching the students how to divide the paper into three and
four equal parts. Emphasize the
same steps as listed above.
3.
After the students have divided three pieces of paper into equal parts,
inform students that they are going to go to the computer lab. Where they will
work on fractions some more.
4.
Rules can be reviewed in the classroom or in the computer lab.
5.
Write
the following URL on the board: http://www.aaamath.com/fra/html.
What students are to do:
1.
Fold all three papers to create 2,3, and 4 equal parts.
2.
Color one of the 2, 3, and 4 equal parts.
3.
One student will write the correct fraction on the board.
4.
Students will point out the numerator and denominator for all four
fractions. 1, ½, 1/3, and ¼
5. Complete
a couple of the fraction games on the computer.
Closure:
To end the lesson lead a
discussion that will reinforce what the students learned throughout the math
hour.
Assessment:
Students will be
assessed on how well they follow along while dividing the papers into equal
sections. Students will also be
assessed while playing the fraction game on the computers.
Look at the student’s scores after they have completed the game.
Explanation:
This lesson
is an excellent introduction to fractions.
The transition from the classroom to the computer lab will avoid boredom.
Working with fractions in the computer lab will reinforce what the
students learned while in the classroom.
Lesson
Topic/Title What do YOU
really know about Nebraska??
Author
Vicki Stark,
Mandy Pleskach and Tycha
Peterson
Introduction:
This lesson has been prepared for 4th grade social studies students. It
should be used at the beginning or during the unit over Nebraska. It is a
learning activity designed with WebQuest that involves students in searching the
Internet for information on Nebraska. This is NOT a one-day project, however, it
is assumed that students have prior computer experience.
Content
Area(s) and Grade Level Social
Studies; 4th
Standard
http://www.nde.state.ne.us/Issu/SS/SocSStnd.html
4.2
Students will identify and describe the past and present contributions of
people, such as the Native Americans, Hispanic Americans, African Americans,
European Americans, and Asian Americans in Nebraska.
4.9
Students will make a historical map of Nebraska and the surrounding region,
including locations
4.11
Students will identify significant individuals and historical events in their
community and in Nebraska and explain their importance.
Integrated
disciplines social studies and
technology
Objectives
To assist students knowledge and
understanding on Nebraska history.
To explore minorities in Nebraska
history.
Materials/Technologies
WebQuest: http://edweb.sdsu.edu/webquest/webquest.html
Teachers Web Page : http://www.members.tripod.com/vickistark/
Procedures
Springboard
Students to view video over Nebraska history.
What teacher is to do Assign
the students to groups of four. Assist students in getting to teacher web page.
Go over project instructions and expectations as a class.
What students are to do Students
are to create a Fact Book about Nebraska. They are to use Internet sites, which
have been chosen by the teacher, to help find their information. The information
that is to be included in the fact book is on teachers web page.
Closure
Students should have opportunity to present their
completed projects to other class members. Students should hand in fact book to
teacher for grade.
Assessment
Students are graded using a rubric scale that assesses their work as a
group and individually. The group presentation will also be included in the
group score.
Explanation
We chose this activity to assist students in gaining knowledge about
Nebraska and its history. It also serves as a way for students to increase their
computer skills and knowledge at the same time. We feel that students have a
much better time at learning information when presented this way instead of just
reading out of the book.
Lesson
Topic/Title Number the Stars
Author Vicki Stark, Mandy Pleskach and Tycha Peterson
Introduction: This
lesson has been prepared for 6th grader students reading Number
the Stars, but could be adapted for other reading levels. It is assumed that
students have had prior instruction in using Inspiration. This lesson can be
used when discussing diversity issues, different points of views, etc.
Content Area(s) and Grade Level Language
Arts; 6th
Standard
http://www.nde.state.ne.us/Issu/READ/RDWRITE.html
8.1.1 By
the end of the eighth grade, students will identify the basic facts and
essential ideas in what they have read or viewed.
8.1.4 By
the end of the eighth grade, students will identify the structure and elements
of fiction and provide evidence from the text to support their understanding.
8.1.5 By
the end of the eighth grade, students will identify and apply knowledge of the
structure, elements, and meaning of nonfiction or informational material and
provide evidence from the text to support their understanding.
Integrated
disciplines Reading and technology
Objectives
To
assist students in learning about plot development and tracking.
To
assist students in determining character resolution of conflict.
Materials/Technologies
1.
Inspiration (www.inspiration.com)
Example of lesson plan can be found @ http://www.inspiration.com/book/plot-development.html
by Larry Lewin.
2.
Number the Stars by Lois
Lowry
3.
Overhead projector
or butcher paper
Procedures
Springboard (While reading the
novel, students have kept track of individual characters, their problems and
solutions.) Students
to get out Literature Log that they have been keeping while reading book.
Teacher begins a discussion on plot development by giving an examples of “life
problems”, an attempt on how it could be solved and shows how this could in
turn create another problem. Relate problem development to plot of story and
characters.
What teacher is
to do Teacher directs a class brainstorm so that students can share the
problems and solutions they noted in Literature Log. Teacher writes down
students responses on overhead. Teacher keeps overhead on throughout entire lesson so
students can recall their responses.
What students
are to do Students are to construct two graphic organizers; one for the
character’s problems, and one for the characters solutions to those problems.
Closure Students to save graphic organizers to
disk. Students to print graphic organizers.
Students will be using organizers as a study guide for final test over novel.
Assessment Students to print out and hand in graphic organizers. Student’s
graphic organizers will be graded by a rubric for organization of characters
with appropriate problems and solutions.
Explanation We choose inspiration for this lesson in order to assist students
with their ability to understand plot development and increase their reading
comprehension. The graphic organizers can be used to compare the problems and
solutions of the books characters and therefore help make relationships within
the reading. We think that this type of visual aid can help students see the
relationships while increasing their ability to compare and contrast each
characters role within the reading. We also think it is a fun and easy strategy
to get students used to using the computer and learning at the same time!
Lesson Topic/Title
Author: Tycha Peterson, Vicki Stark, Mandy Pleskach
Introduction: Children need a better
understanding of the importance of physical activity. Many Children today are
more interested in TV and video games then going outside and getting some
exercise. This lesson will give the students an understanding why it is
important to get physical activity and how they can benefit from it. The survey
will help the students get an idea of how inactive children are and why that is
unhealthy. The students will need to find the goals established by the Center
for Disease Control by going to the website and collect data from the surveys
that they conclude.
Content Area(s) and Grade Level
Standard 8.5.1 By the end of
eighth grade, students will collect, analyze, interpret, and display data.
http://www.nde.state.ne.us/Issu/MATH/mathSTANDS.html
Integrated disciplines: Math and Technology
Objectives:
Students will research information about the benefits of physical activity.
Students will conduct a survey and discuss the results.
Materials/Technologies
Copy of this lesson plan is from TeacherVision.com http://teachervision.com/lesson-plans/lesson-5866.html
