Science

Intern name	Emily Matteson
C.T. Name and Grade Level	Kindergarten
Subject/Unit	Earth Science

 

Notes/Comments:

Project title	Plate Tectonic Cycles – Volcanoes!
Brief description What do the students do in this lesson?	The students and teacher as a class build one volcano and then make it erupt.
Big Ideas What central ideas or fundamental principles are the focus of this lesson?	There are different parts to a volcano. Some volcanoes erupt, some are extinct, and some will erupt in the future due to moving plate tectonics. There are changes to the Earth after an eruption.
Objectives What specific knowledge and/or skills do you want the students to learn, practice, or experience as a result of participation in this lesson?	Students will understand and explain the different parts of a volcano   and why volcanoes erupt. They will demonstrate their knowledge by identifying the parts of a volcano on a worksheet. The students will develop an understanding to the changes made to the Earth after an eruption and they will understand the difference between magma and lava.
NAEYC Guidelines addressed	2.K.04 Children have opportunities to practice safety procedures. 1.C.02 Teaching staff support children’s development of friendships and provide opportunities for children to play with and learn from each other.
Children’s observed interests addressed	1. The children love to pick the station with play dough during free centers. 2. The children enjoying doing hands on experiments to learn something new more than sitting and reading a book as a class. During the plant unit, when the student’s planted plants as a class instead of reading a book about the different parts of a plant they were more engaged and interested.
TEKS/PreK Guidelines addressed	K.10 The student knows that the natural world includes rocks, soil and water. A. Observe and describe properties of rocks, soil, and water      K.1 The student participates in classroom and field investigations following home and school safety procedures. The student is expected to: A. Demonstrate safe practices during classroom and field investigations;
	Phase 1:	Phase 2:	Phase 3:
Materials needed List all of the materials needed to teach this project.  Be as detailed as possible. Add to this list as project continues (Include any additional materials needed for differentiated instruction accommodations listed below.)	- 2 large sheets of paper - Marker - Cut out volcano and different parts: ash cloud, lava, rock, vent, magma chamber - Velcro - Volcano children’s picture book	- Play dough - Empty plastic cylinder (soda or water bottle) - Food coloring - Vinegar - Baking soda - Pan or tray	- Markers and/or crayons - Chart made in Phase 1 - Worksheet The worksheet has a blank photo of a volcano that they can color and fill in the blank for the parts of the volcano they learned. There will be a word box.
Preparation and set-up Describe how the materials should be prepared, set up, and organized. Be as detailed as possible.	Have the paper taped up onto the wall at the front of the classroom. The book will be at the front of the classroom next to me. I will have another large white piece of paper with the volcano   template glued to it. The other parts, with Velcro already applied will be next to me in a bag.	The plastic cylinder will be set up in the tin pan at a table in the center of the classroom so that everyone can see. All the other materials will be set to the side in a reachable distance. The vinegar and baking soda will already be measured out to the right amount needed.	Have the original chart still taped up onto the wall and worksheets ready to pass out.
Procedure Describe exactly what the teacher and the students do in the project.  Be specific.	1. Call students to carpet and tell them today we are going to learn about volcanoes. 2. Ask students questions about a volcano. (Have you ever seen a volcano? What is a volcano? What does it look like?   Where are they? Are volcanoes hot or cold? Are volcanoes alive or not alive) 3. Write answers on a large sheet of paper, in list form. 4. Read list to class so they can hear everyone’s answers. 5. Inform students that we are going to read a book by saying “Today we are going to read a book called Volcanoes”. 6. Read story to students. 7. After every couple of pages, ask students various open-ended questions. (Why did that happen? What do you think is going to happen next?). Encourage students to elaborate on their answers by saying “why do you think that?” 8. Then, I will replace the web with the large paper with the volcano glued onto it. I will show the class where each piece goes: ash cloud, lava, rock, and magma chamber. 9. I will call on children based on behavior to place the pieces in the correct location. If a child has a hard time paying attention, I will not call on them first to keep their interest longer. 10. Review everything we have gone over before ending the lesson and introduce phase 2.	1. Review phase 1. Then begin molding the play dough around the can. Have students help by placing pieces of play dough. 2. Once the class makes one volcano together, have a student add in the baking soda. Students will be chosen based on expected behavior (sitting on their bottoms with their hands to themselves, not calling out, focused and paying attention). 3. Have another student put food coloring into the already prepared cup of vinegar. 4. Ask the students: “What do you think   will happen when I pour the vinegar into the volcano?” “Will it explode high?” “Will nothing happen?” “Will it start to bubble?” Briefly go over lab safety rules (Do not smell the fumes from the volcano, do not look directly into the volcano, do not eat or swallow any of the materials). Then pour the vinegar into the volcano and make it erupt. 5. Place the tray to the side of the classroom and have the students sit on their carpet spot.	1. Have a class discussion about what happened and what they saw during experiment. Ask them if they remember why volcanoes erupt? Ask them to explain what they saw in the experiment. Re go over plate tectonics and why a volcano erupts. 2. Identify the volcano, magma, and lava in the demonstration by pointing to the model, the vinegar and baking soda in the plastic bottle, and the red liquid that spewed out. 3. Add to the old chart the new things they learned or thought was interesting. 4. Hand out and explain the worksheet. Then have the students independently label and color the   worksheet.
Evaluation How will you know that students met the lesson objectives?  How will you document their learning?	Evaluations will be done informally through observations throughout the activity and formally through the worksheets that will be collected for documentation. The worksheets will demonstrate that the student learned the different parts of a volcano. In a class discussion, the teacher will listen to the student’s responses as to why a volcano erupts.
Differentiation Plans How will you modify the lesson meet the needs of students working above and below grade level? How will you make sure these students connect with the lesson’s Big Ideas in a meaningful, appropriate way?
Objectives:  Ss above grade level How will you modify the project’s objectives to meet the needs of students working above grade level?	Students will explain why a volcano erupts with more detail and use   the correct scientific vocabulary. Students will understand that we are creating a chemical reaction. Students will also begin to get a basic understanding of physical and chemical changes.
Procedures:  Ss above grade level How will you modify the project’s procedures to meet the needs of students working above grade level?	Students will engage in more conversation with the teacher about the science experiment and how when mixing the different colors of play dough they are creating a physical change however, when adding the vinegar to the baking soda, they are creating a chemical change. After the volcano erupts, there will be a discussion about how that was a chemical reaction and a chemical change because it is no longer baking soda and vinegar, a new product was produced.
Evaluation:  Ss above grade level How will you know that above-level students met their modified objectives? How will you document their learning?	The teacher will encourage the students to come up with other examples of physical and chemical changes. The students will demonstrate knowledge by using correct scientific vocabulary.
Objectives:  Ss below grade level How will you modify the project’s objectives to meet the needs of students working below grade level?	The students will understand that there are mountains and there are volcanoes but not all mountains are volcanoes.
Procedures:  Ss below grade level How will you modify the project’s procedures to meet the needs of students working below grade level?	I will reword or rephrase for understanding. Students will participate and help in the experiment so that they know what a volcano will look like. Students will then go back to their desks and look through Earth Science books and find examples of various volcanoes and mountains.
Evaluation:  Ss below grade level How will you know that below-level students met their modified objectives? How will you document their learning?	Students will demonstrate their knowledge by creating a collage or scrapbook of their own drawings of different volcanoes that they found in the books. The teacher, for documentation, will collect the collage.
Objectives:  Not Interested How will you modify the project’s objectives to meet the needs of students working below grade level?	Students will demonstrate an understanding of their favorite part of a volcano. For example: The eruption, the lava, the magma, the rocks, etc.
Procedures:  Not Interested How will you modify the project’s procedures to meet the needs of students working below grade level?	I will try to pick these students to help pour the vinegar or baking soda to help create or heighten their interest in the topic.
Evaluation:  Not Interested How will you know that below-level students met their modified objectives? How will you document their learning?	Students will demonstrate their knowledge by either cutting out the   words on the work sheet to make it more hands on or by creating their own picture that has to do with their favorite part of a volcano. The teacher will collect the drawing or worksheet for documentation.