BLIZZARD & VOLCANO 1

Natural Disasters: Blizzards and Volcanos

Ashley Westman

EDU 625.30 Integrating Learning and Technology

Kathy Milhauser
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Natural Disasters: Blizzards

The third grade students of Deep River Elementary School in Deep River, CT will be

conducting a unit about natural disasters. They will be looking at six different natural disasters

which include hurricanes, tsunamis, volcanoes, earthquakes, tornadoes, and blizzards. The

students tasks will be to research what each natural disaster is, how it forms, where it can be

found, and any safety precautions that should be taken when one occurs. After learning about

each individually, the students will compare all six to determine their similarities and differences

as well as why they are all considered to be a natural disaster.

Subtopic

The next subtopic to be explored in the category of natural disasters are blizzards.

Blizzards are unique in that there isnt as big of a cause for them compared to hurricanes or

earthquakes; its just a lot of snow. Also, blizzards are the most centralized natural disaster since

they only occur on one continent of the world, and not even the entire continent. However, they

can still cause more damage than most people think, and can be very serious when they hit. For

this learning activity, the students will be creating a game using their knowledge of blizzards to

share with classmates. Since the topic is a little more straightforward than the others, the activity

needed to be something that would really engage the students. When, Incorporating computer

games into learning environments, it is hoped by many, will enhance student engagement with

learning (Sanford, Ulicsak, Facer & Rudd, 2006, p. 6). The majority of students love playing

games, and they can be so motivating that students dont actually realize theyre learning. They

become more willing to work and want to learn since it becomes fun. Not only are games fun

and useful for the students, but teachers as well. As Sanford, Ulicsak, Facer & Rudd (2006)

mentions, Many teachers developed new approaches to teaching and learning on the basis of
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these expectations of student expertise (p. 44). Students are born into a world of technology

these days, and many know how to use it better than their teachers. Teachers can use what their

students know about technology and games to learn from them and enhance future lessons.

Since games are so motivating to young students, or any age group, they are willing to

work harder in class. This is how games become so powerful in learning. When creating a

game, Try providing ways for students to fail frequently in many small ways, rather than in

one big high-stakes test (Kiang, 2014, para. 7). Most students lose confidence in themselves

when they see a poor grade on a test in class. However, when they fail during a game, whether it

be a small quest or a giant boss, students dont become so discouraged. Instead of giving up,

students try again and even harder in order to move on in the game. Even when students make a

mistake in a game, they are still constantly learning, and those who normally have low self-

esteem forget what their weaknesses are, and play to have fun. On the topic of blizzards, the

students are going to be creating games for their classmates which follow a story. These types of

games are great for younger students because, It means the collaborative storytelling website

users pay much attention on the feedback after conducting certain behaviors (Hsu, Chang, &

Lee, 2013, p. 431). Students will be told right away if they chose the correct path or not. If not,

there will be an explanation on why that answer wasnt the best choice, and same for if they do

choose the correct path. It is instant feedback, and lets the students know why they were correct

or incorrect rather than just a yes or no answer.

Finally, creating a game is perfect for this natural disaster and for these students because

games can be made for any type of learner, and there are many different types that can be

created. As Kiang (2014) points out, Kids dont need to play actual games to benefit from game

dynamics (para. 15). Students dont need any sort of background knowledge to be able to play
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games in the classroom. Even if they have never played a video game at home, they can play in

the classroom. All games should include tutorials to show students how to play the game, and

what the objectives are they must reach. When it comes to games in general, there are all

different types, and students may like one better than others. There are games where students

must work to increase levels, or sandbox games where students have free roam in different

worlds. In either type, teachers are able to see students progress whether it be the amount of

levels they have increased, or the amount of rewards they have collected. All games generally

include rewards or achievements which are incentives for students to try their best in order to

collect them. Also, Kiang (2014) suggests to offer main quests for students to follow a story

through their game along with mini quests where students can venture off the path to collect

more rewards. The type of game preference depends on the student, but all are used to enhance

students learning and motivation in the classroom.

Objectives

1. Students will be able to describe at least five different attributes of a blizzard.

2. Students will be able to locate the places on a map where blizzards occur throughout

the world and explain how they are formed in their environment.

3. Students will be able to construct safety tips on how humans and animals can stay

safe during a blizzard.

4. Students will be able to compare blizzards to the definition of natural disasters to

determine how and why it fits into that category.

5. Students will be able to work together to create a story based game on blizzards using

Inkle Writer with at least ten different decisions.

6. Students will be able to play their classmates games and make it all the way through
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using their newly acquired knowledge on blizzards.

Instructions

Below you will find step by step instructions on what students must do in order to

complete this task with blizzards.

1. The first step is to research the topic of blizzards in order to learn more about them.

You will use some books provided in the classroom, but most of the research will be

completed online. Since you each have your own iPad, you will use different

applications as well as websites to conduct the research.

2. You will work together in small groups to read books on natural disasters and

blizzards on the iPads using the application Epic! This application outlines all

different nonfiction books, and you will continue to create libraries, this time on

blizzards. I have also created some libraries ahead of time so you will know directly

where to look.

3. You can also use your iPads to conduct research on different websites such as

National Geographic to gain information on blizzards. Remember all the lessons on

how to properly use the iPad as well as how to determine if a website is credible for

use.

4. As you are researching, youll take notes on each of the four categories including

what a blizzard is, how its formed, where it can be found, and any safety tips to

staying safe. The notes will all be written as bullet points on the Blizzard Note

Taking Sheet (attached below). This will help to outline your notes so you know

what you will be looking at in the activity. Each section should have between five

and ten facts each before moving on.

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5. After all the notes are gathered, you will be given a partner to work on the activity,

and both of you should grab your iPads to work on.

6. Once on the iPad, open up the Internet, and go to the following website:

http://www.inklestudios.com/inklewriter/ . From there, in the middle of the screen it

should say Start Writing. Click on that.

7. You will be brought into a new screen with three options that appear in front of you.

Select the option in the middle that says New. This will create a new story.

8. From there, you will work with your partner to create a story on blizzards. Be sure to

incorporate all of the facts you collected on your note taking sheet. You must include

parts that explain what a blizzard is, how its formed, where it can be found, and how

to stay safe.

9. You and your partner will each create the story on your own iPad, but you can both

have the exact same wording.

10. At the top where it says, Untitled Story, be sure to create a title for your story.

Right underneath where it says, Anonymous, make sure you put both your name

and your partners.

11. In order to create a story, start typing the beginning in the white space where it starts

off, Once Upon A Time At the end of each section, you will need to create

different options that the player can select from based on your question following the

story. In order to add an option, select Add Option right below the white space.

You can add as many as you would like, but must include at least three for each.

12. Once you add an option, click on the arrow next to your choice in order to follow the

option which is where the player will be moved to next. Make sure at least one
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option is the correct correct one. Whether an option is the one you want players to

select or not, you must explain why that choice either was a good one or wasnt based

on the information from your note-taking sheet.

13. You and your partner will continue to create your story all the way through the end

making sure you have at least 10 pages, or decisions.

14. You may also add a picture to any page by clicking on the bottom option on the left

hand side of the screen where it says Insert an image. On the internet, you will

need to find the link to the picture you want, and copy and paste it in to the box. It

will then place the picture into your story.

15. Remember, your story can be as creative as you want it to be. You can put yourself

and your partner into the story, or any real people you would like. You can even

create a fantasy land, or a story with animals talking to one another as an example.

Just make sure whichever you choose, you include real facts about blizzards in your

story, and it follows some kind of story line that makes sense.

16. Once you have completed your story, you will let me know, and I will come help you

share the story. In the meantime, be sure to check over your rubric to make sure you

have all the necessary components.

17. All of the story links will be posted on the SMART Board.

18. Once you are finished with your story, find a link to a classmates story on the board,

type it into the internet on your iPad, and enjoy playing their game. Your goal is to

make it all the way through the real ending of their adventure. Use your note-taking

sheet to help you at any point. You can each do this on your own iPads, or work

together on one.
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19. Once you have completed a game, select a new link, and try a new story. You will

keep playing your classmates games until it is time to clean up.

Here is an example of what a completed story on Inkle Writer could look like:

https://writer.inklestudios.com/stories/v2zx
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Name: __________________________________ Date: ________________

Blizzard Note Taking Sheet

What is a Blizzard? How are Blizzards formed?

Where are Blizzards found? Safety tips for a Blizzard

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Rubric

_______ My story follows a story line (whether it be realistic or fantasy)

_______ I have at least 10 decisions or pages

_______ All of my decisions lead to an answer whether correct or

incorrect

_______ All of my decisions contain an explanation for why an answer

is correct or incorrect

_______ I have at least 3 options for the players to select from

_______ I have facts about blizzards in my story

_______ My facts come from all four sections on my Note Taking Sheet

_______ I have included at least 3 pictures within my story

_______ My story is school appropriate

_______ My story is unique and creative

_______ I worked with my partner to complete the story

_______ My classmates will be able to make it through my story within

at least a few tries

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Natural Disasters: Volcanos

Subtopic

The next subtopic to be explored in the category of natural disasters are volcanos.

Volcanos are unique since they only occur in certain places based on where they formed. They

arent a storm that develops overtime like all of the other natural disasters, yet can still cause a

lot of destruction and even deaths. Since it isnt possible to be caught in an active volcano and

live to tell the tale like it would be stuck in a hurricane or earthquake, using virtual reality gives

students a sense of what they are really like. In this century, The broadening use of leisure

games and simulations has produced an increased interest in how immersive learning can be

used to support educational practices (Freitas, n.d., p. 5). Virtual reality allows students to see

the world in a way they never have been able to before. Students will be able to see a volcano up

close without actually being at one, yet it will feel very real. Today, young children are, Part of

the net generation or the so-called digital natives of the digital age (Freitas, n.d., p. 14).

They are born into the world of technology and all the possibilities it has to offer. Virtual reality

is another one of those new technologies that can be used to enhance students learning.

Virtual reality is a wonderful tool in the classroom based on how much it supports

students learning as nothing ever has before. As Freitas (n.d.) states, Game-based learning is

often experience-based or exploratory, and therefore relies upon experiential, problem-based or

exploratory learning approaches (p. 6). Virtual reality gives students the chance to explore

rather than sit with a pencil and paper and be given a lecture on a certain idea. Students have the

freedom to make mistakes in the virtual world, but learn from them and try again rather than

become discouraged. It is helpful for those students who generally need more support in their

learning as well. Virtual reality allows not only the students to become involved, but teachers,
BLIZZARD & VOLCANO 12

tutors, and other educators as well. They can stand alongside the students, or put themselves in

the games with them, and help students work through problems in ways that has never before

been possible or even thought of.

Virtual reality is a lot about simulations and experimentation more than a clear cut yes or

no answer students are used to. These simulations and exploration increase students motivation,

and many want to learn because its now fun. Virtual reality can, Allow students to learn about

economies, study history, and collaborate in quests and adventures, all in the first person

(Wheelock & Merrick, 2015, para. 26). Students can create avatars that put their own creations

of themselves right into these games when exploring. Students can learn life skills such as how

to react in dangerous situations. If a student makes a mistake, they learn what they shouldnt do

in the real world compared to making that mistake the first time, and not having a chance to try

again. Simulations can even be used in job training such as in the medical field. Students can

immerse themselves in the virtual world, and learn how to operate on a patient. Although its a

simulation, it feels very real. In this case of volcanos, students can learn what they look like,

where theyre found, and all the dangers of one without actually putting themselves in danger.

Last, virtual reality creates higher levels of communication between learners. Many

people believe video games of any kind create less communication between young children since

they become so involved, but in fact it can do just the opposite. In most games, Because

socializing is key to the experience, they often include chat programs for communication, and

some even have voice tools for heightened collaboration (Wheelock & Merrick, 2015, para. 7).

Students can talk with one another through chat rooms right in the game. They learn how to

communicate with others in the virtual world, and many of those players learn how to work

together. They will follow each other on certain tasks, and learn teamwork through achieving
BLIZZARD & VOLCANO 13

different missions. Even when children arent in the games anymore, they are communicating

with classmates more than in the past because of their excitement of what was learned and

explored through the game. 3DLES (2014) even pointed out the concept of, Distance learning,

or students that work together on a project even from other countries. These virtual reality

worlds are not just centralized to one classroom. Students all over the world are playing in them,

and students can collaborate with others their own age from other countries. Not only are they

expanding their communication skills, but are now learning how to work with others from

different cultures as well.

Objectives

1. Students will be able to describe at least five different attributes of a volcano.

2. Students will be able to locate the places on a map where volcanos occur throughout

the world and explain how they are formed in their environment.

3. Students will be able to construct safety tips on how humans and animals can stay

safe during a volcano.

4. Students will be able to compare volcanos to the definition of natural disasters to

determine how and why it fits into that category.

5. Students will be able to explore different volcanos and volcano locations on Google

Expeditions while taking notes.

6. Students will be able to create a replica of a volcano, and explain what is happening

during the process.

Instructions

Below you will find step by step instructions on what students must do in order to

complete this task with blizzards.

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1. Today were going to start off different than we have with other lessons. You are each

going to need to grab your iPads to begin.

2. Once everybody has their iPads, open up to the application that says Google

Expeditions. Were going to go through a lot of this activity together today. You will

first connect to my iPad, so make sure to click on my name.

3. Through this application, youll be able to experience real volcanos by moving your

iPad in a circle around you as well as moving it up and down. I will be controlling

what scene were are in though so everybody stays together.

4. First, we will begin with what is a volcano? On the teachers end, I will hit, Play,

and read through what this scene is all about. As I am reading the information and

you are exploring the scene, you are to take notes on you Volcano Note Taking

Sheet under the appropriate category.

5. Read through the information as well as the questions on the first page.

6. Then, when it comes to each guide, you will notice an arrow on your screen leading

you to a certain area. Find that area each time, and I will again explain what it is, and

why its important to a volcano. For example, the first one in this scene is Magma

Chamber. Just be sure anytime you see the arrow you are moving your iPad around

to find it.

7. At the end of each scene, I will give you 3 extra minutes to explore the scene again,

ask any questions, and write down any information in your note taking sheet you may

have missed the first time.

8. We will then move onto the next scene and repeat the same process for all 8. The next

scene is What Causes Volcanoes? followed by Different Stages of Volcanoes,

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Volcanic Eruption, Different Types of Volcanoes, Pyroclastic Flow. Lahar.

Pumice, The Ring of Fire, and Volcanos and the Solar System.

9. After all of those are completed and youve had enough time to explore, we are going

to move onto one more section which is titled, Volcanoes Around the World. These

scenes will be conducted the same way, but we will move through them much

quicker. These are just some more areas around the world volcanoes can be found,

and how they look different from one another.

10. After the exploration, you will be paired with a partner. Half of the class will be

doing one activity, and half the class will be doing another.

11. The first half of the class has three options. Your job is to make sure your note-taking

sheet is completed. You can take more time to explore Expeditions to ensure you

have 5-10 facts in each box. You may also use the book application Epic! or

educational websites such as National Geographic to conduct any more research you

may need.

12. Once all of the information is collected, you may still stay on those applications to

explore, or you may choose to play with one other application, Volcano Hill

Adventures VR Version. This application takes you on a ride right next to volcanos

where you can again explore what they look like, and what is occurring during them.

This application allows you to search for different parts of the volcano which look the

same, and tests your memory on where they are.

13. The second half of the class will be conducting an experiment with volcanos. They

will be spread around the back table with a replica of a volcano in front of them.

Students will slowly add vinegar and baking soda into the center of the volcano to see
BLIZZARD & VOLCANO 16

what happens.

14. As a group, students must discuss their findings, and why they believe its happening.

It is their own 3D version of a volcanic eruption. I will also be sure to add red food

coloring into the volcano beforehand so it looks even more like real lava.

15. About halfway through, the groups will switch roles.

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Name: __________________________________ Date: ________________

Volcano Note Taking Sheet

What is a Volcano? How are Volcanos formed?

Where are Volcanos found? Safety tips for a Volcano

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Volcanic Eruption Materials/Instructions:

2 volcano replicas (already made and prepared by me). There will be two so each group

will have the chance to see what happens from the beginning.

Student safety goggles

Vinegar

Baking Soda

Red Food Coloring

Instructions:

1. The students will first all need to put on goggles for safety.

2. They will take turns pouring in just a little bit of both baking soda and vinegar through

the top of the volcano.

3. Students will then discuss what is occurring, and use their new knowledge of volcanos to

explain what they see and why its happening.

4. They will be supervised at all times!

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References:

3DLES. (September 25, 2014). Education in virtual worlds. [Video File]. Retrieved from

https://www.youtube.com/watch?v=NKzcSoD-QCc

Freitas, S. (n.d.). Learning in immersive worlds: A review of game-based learning. JISC, 1-73
Hsu, S. H., Chang, J., & Lee, C. (2013). Designing attractive gamification features for

collaborative storytelling websites. Cyberpsychology, Behavior & Social

Networking, 16(6), 428-435. doi:10.1089/cyber.2012.0492

Kiang, D. (October 14, 2011). Using gaming principles to engage students. Retrieved from

https://www.edutopia.org/blog/using-gaming-principles-engage-students-douglas-kiang

Sanford, R., Ulicsak, S., Facer, K., and Rudd, T. (2006). Teaching with games: Using commercial

off-the-shelf computer games in formal education. Futurelab, 1-67.

Wheelock, A. & Merrick, S. (May 4, 2015). 5 virtual worlds for engaged learning. Retrieved
from https://www.iste.org/explore/articleDetail?articleid=395&category=In-the-
classroom