Building a Stratovolcano

Students will review the three types of volcanoes. Students will construct a stratovolcano and determine the composition of each types of volcano. Students will research examples of stratovolcanoes using Internet resources.

A lesson plan for grades 8–12 Science

By Jessica Bohn

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Learning outcomes

Students will:

• construct a stratovolcano.
• use the Internet to explore some real stratovolcanoes.
• understand the composition of a stratovolcano.
• apply this knowledge to distinguish a stratovolcano from a shield volcano or cinder cone.

Teacher planning

Time required for lesson

90 minutes

Materials/resources

Materials for each group of students:

• a piece of cardboard roughly 9 x 12 inches
• small vial (film containers work well)
• tape
• newspaper
• aluminum foil
• spray paint
• spray glue
• sand or ash
• computer with Internet access
• pencil

Each student will need:

• safety glasses
• lab apron (optional)
• an assessment
• pen or pencil

No prior setup needed except to assemble all materials beforehand.

Technology resources

A computer with Internet access for each group of students.

Pre-activities

Students should have a brief introduction to the three types of volcanoes. Review the compositions of the three types of volcanoes.

Students should be reminded of lab safety procedures.

Students should be able to use the Internet to find specific sites and how to use a search engine.

Before the activity, students should discuss how a volcanic eruption would impact their lives. The teacher could relate personal memories of the eruption of Mount Saint Helens.

Activities

Introduction:
Inform the students that while there are 26 different types of volcanoes, the most common types are stratovolcanoes, shield volcanoes, and cinder cones. Divide the class into groups of 2 or 3 students each. Distribute a Venn Diagram sheet (attached) to each group.

Have the groups use the following websites to investigate these three different volcano types:
http://volcano.und.nodak.edu/vwdocs/vwlessons/volcano_types/index.html
http://www.lpi.usra.edu/science/treiman/greatdesert/workshop/volcanos1/
http://www.geography.learnontheinternet.co.uk/topics/typesvolcanoes.html#intro
http://pubs.usgs.gov/gip/volc/types.html
http://www.kidscosmos.org/kid-stuff/kids-volcanoes-types.html
http://education.sdsc.edu/optiputer/teachers/volcaniceruptions.html
http://www.tulane.edu/~sanelson/geol204/volclandforms.htm
http://www.solarviews.com/eng/tervolc3.htm
http://volcanology.geol.ucsb.edu/volcano.htm
http://www.vibrationdata.com/VolcanoBooks.htm

Have each group compare and contrast each type of volcano and list these observations on the sheet. (10-15 minutes)

Discuss what the students observed about the different volcanoes. Have each group share their findings with the class. Teacher monitors the discussion and notes common themes on a chart or overhead.

Lab:
Have each group go to the following web address:
http://volcano.und.nodak.edu/vwdocs/volc_models/strato.html
Monitor to ensure that all groups find the appropriate website (5-10 minutes). Explain that the website has pictures accompanying each step of the construction.

Using the directions and illustrations from the website, each group will begin to build their stratovolcano model.

Step 1. The Base
The piece of cardbard will be the base of the volcano. Tape the vial near the center. The vial will be the lava pond or magma conduit.

Step 2. The Interior
The interior of the volcano will be made of newspaper wrapped in tape. Make balls from the newspaper. Balls of different sizes will be needed. Use the balls to shape the volcano.
Wrap the surface of the volcano in aluminum foil. Tape the foil to the bottom of the cardboard. Gently cut the foil above the vial. A pencil is useful to hold the center of the foil over the center of the volcano.

Step 3. The Exterior
Take the model outside and paint it. To make the model look more volcanic, add a coat of spray glue and sprinkle sand over the volcano. Paint the sand black if desired. Several layers may be added.

(The construction of the volcanoes should take 20-30 minutes.)

After the volcanoes are completed, students should complete the Lab Assessment (attached). Students may use the websites or any other resources necessary to find the answers. This will end a 55-minute class period. Groups that do not finish can complete the Lab Assessment for homework.

After the lab (or the next day if working with 55-minute periods), discuss the answers with the class. Answers should be written on the board or overhead for visual learners. Also provide links to some pictures of the three types of volcanoes for visual learners. Emphasize and elaborate on questions 4 through 6 from the assessment using illustrations from one or more of the websites.

Check for learning by asking students which volcano type they would consider most and least dangerous to people. This will show a relation to real life and continual assessment strategies (10-15 minutes).

Individual Assessment:
Distribute the Internet Activity handout (attached). Allow students at least 20 minutes to research the topic and investigate the various stratovolcanoes that exist.

Homework:
Write a fictional story about a trip you took to the stratovolcano you selected. Describe what it looks like, where it is, what you see there, how you think it came to be, and what happens while you are there.

Closing:
Review the three types of volcanoes. Have students provide the responses. Have students present their pictures and information from the Internet Activity. Have students answer the following reflection question: How do different types of volcanoes result from plate tectonics? Based on student responses, teacher may need to rework or adjust future lessons. Emphasize again how volcanoes relate to plate tectonics. If students cannot come up with this relationship, further work is needed in this area.

Assessment

1. Lab Assessment (attached)
This is to be completed after students have finished their model of the volcano.

2. Internet Activity (attached)
This is to be completed during students’ research on the Internet.

3. Teacher assessment
Throughout the lab, the teacher should be observing how well students work together in groups. The teacher should also see how tasks are delegated to make sure all group members are participating.

During the group discussion of results and during the closing of the lesson, the teacher should make sure the same students are not always answering the questions.

Supplemental information

None

Related websites

The websites used for the introduction are:
http://volcano.und.nodak.edu/vwdocs/vwlessons/volcano_types/index.html
http://www.lpi.usra.edu/science/treiman/greatdesert/workshop/volcanos1/
http://www.geography.learnontheinternet.co.uk/topics/typesvolcanoes.html#intro
http://pubs.usgs.gov/gip/volc/types.html
http://www.kidscosmos.org/kid-stuff/kids-volcanoes-types.html
http://education.sdsc.edu/optiputer/teachers/volcaniceruptions.html
http://www.tulane.edu/~sanelson/geol204/volclandforms.htm
http://www.solarviews.com/eng/tervolc3.htm
http://volcanology.geol.ucsb.edu/volcano.htm
http://www.vibrationdata.com/VolcanoBooks.htm

The lab directions can be found at:
http://volcano.und.nodak.edu/vwdocs/volc_models/strato.html

The websites used for investigating specific stratovolcanoes are:
http://vulcan.wr.usgs.gov/Glossary/StratoVolcano/framework.html
http://volcano.allbio.org/
http://www.volcanolive.com/stratovolcano.html
http://www.nationmaster.com/encyclopedia/Stratovolcano
http://www.hrw.com/science/si-science/earth/tectonics/volcano/volcano/index.html

Comments

Students seem to enjoy building things. This is an activity that does not take a great deal of time but helps students remember differences in the three types of volcanoes.