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Volcanoes: An Anatomy
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
For Educators
Designed by
Kyle [email protected]
Based on a template from The WebQuest Page
Volcanoes: An AnatomyVolcanoes: An Anatomy
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Volcanoes are the blast furnaces that forged the very land we stand on. They are the engine of creation for all different kinds of rocks.
What is a Volcano?
A volcano is an opening, or rupture, in a planet's surface or crust, which allows hot magma, volcanic ash and gases to escape from below the surface. Volcanoes come in many shapes, sizes, and types, depending on a number of factors. Humans have had a complicated relationship with volcanoes in the past. Many ancient cultures worshipped and appeased them as they would their gods. Their eruptions help to provide fertile soil to grow crops. Not all has been good with volcanoes, though.
In Pompeii, Santorini, and numerous other locations, volcanoes have wiped out entire cities, and thrown entire regions into chaos. Understanding how and why volcanoes work is essential to maintaining a positive relationship with them, and getting out of the way before they blow their tops.
IntroductionIntroduction
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Introduction
Task
Process
Evaluation
Conclusion
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You will create a detailed diagram of the type of volcano that is assigned to your group on a large piece of foam or poster board. Your group will then present the ins and outs of how any why your type of volcano forms, why it looks the way it does, and any other information that you feel is useful and/or beneficial to share with the class. Your presentation should be at least 5 minutes long.
Title
The TaskThe Task
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Title
Introduction
Task
Process
Evaluation
Conclusion
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[Teacher Page]
Follow these directions to make sure that your diagram and presentation are as good as I think that they all can be.
1.I will divide you up randomly into groups of 4 or 5, depending on the number of students2.You can then poke around these resources to gather the information needed for your type of volcano. http://volcano.oregonstate.edu/education/glossary.html http://library.thinkquest.org/17457/english.html3.It might help to divide up your groups into a note-taker, an artist, an two researchers. This will help you maximize your group’s collective output, and save all of you a lot of work.4.When you have an idea for your diagram, come clear the design with me. I’ll provide you feedback on which direction to go if you get stuck.5.Use the rest of the class time to finish up your research and work on your posters. Make sure that they are nice and big, while still being neat and presentable.6.Get ready to present. I will randomly select the order of which groups go when, so be prepared.7.Make sure your group thoroughly explains how and why your type of volcano forms, what makes it different from the other types. Use correct terminology! The first link should be a big help here.
The ProcessThe Process
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Beginning1
Developing2
Accomplished3
Exemplary4
Score
Poster presents correct information in neat, organized, legible way.
Sloppy, and or illegible poster. Multiple factual inaccuracies impede coherent delivery of information.
Poster is poorly laid-out, may contain numerous factual inaccuracies. The general idea is still there, but is garbled with other wrong information.
Poster is presentable and, for the most part, factually accurate. The information on the poster reflects a good knowledge of the material learned.
Poster is bright, vibrant, and well laid-out. Information is not only accurate, but delivered in a creative and engaging way. Displays deep knowledge of subject material.
Group utilizes their time effectively during the presentation.
Presentation is nowhere near 5 minutes long and/or disjointed and haphazard.
Presentation fails to utilize their allotted time. The presentation lacks direction, but shows a basic structure.
Around 5 minutes. Adequate presentation that is generally free of inaccuracies.
Group uses at least 5 minutes for presentation, efficiently switches between points, and is creative and engaging.
Group participation.
Only one member talks OR whole group clearly does not have a grasp ion the material
One or two members dominate presentation time. Group is clearly not prepared, but had a plan.
Group submits a good, but not great performance. One or two group members do not seem “with it”.
All group members participate, and show a good grasp of the material
Individual participation
Poor grasp of material. Does not talk in presentation.
Shaky factual information presented. May seem visibly uncomfortable during presentation.
Adequate grasp of material. Shows competency, but not mastery.
Good grasp of material with deep understanding. Speaks well during presentation.
Peer review.
Group members indicate indifference and/or just goofing off during research.
Group member contributed some during research, but clearly was not trying very hard.
Group member was adequate during research.
Group members indicate that student was useful, helpful, and engaging during research.
EvaluationEvaluation
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You now know how and why volcanoes erupt. This is an important skill. Volcanologists wrestle with these same basic facts on any given day. Hopefully, after completing this activity, you gained a new understanding and appreciation for earth’s rumbling engines of creation.
Conclusion Conclusion
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All images in this webquest came via google image search.
These two links http://volcano.oregonstate.edu/education/glossary.html http://library.thinkquest.org/17457/english.html came from the search function for links at http://webquest.org/findlinks/
Kudos to webquest.org for the template. Also, thanks to the Magic School Bus television series for fostering a lifelong love of science.
Credits & Credits & ReferencesReferences
