COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

NAME: KAYLEE MCCALL DATE: MARCH 4, 2021

COURSE: PK-4 FIELD EXPERIENCE GRADE LEVEL: GRADE 1

I. TOPIC AND GENERAL GOAL

EARTH SCIENCE: STUDENTS WILL LEARN ABOUT VOLCANOS, MAGMA, AND LAVA AND IDENTIFY THE CAUSE AND
EFFECT OF THE VOLCANO EXPERIMENT.

II. PA COMMON CORE STANDARDS

Standard - 3.2.1.A1
Observe and describe the properties of liquids and solids. Investigate what happens when solids
are mixed with water and other liquids are mixed with water.

III. LEARNING OBJECTIVES

WHEN CONDUCTING THE EXPERIMENT, STUDENTS WILL BE ABLE TO PUT A THUMBS UP OR A THUMBS DOWN IF
THEY THINK THERE WILL BE A REACTION WHEN EACH OF THE INGREDIENTS ARE ADDED.

AFTER THE CONCLUSION OF THE EXPERIMENT, STUDENTS WILL BE ABLE TO COLOR THE “V IS FOR VOLCANO”
WORKSHEET COMPLETE WITH THE FOAM COMING OUT THE TOP OF THE VOLCANO AND LABEL THE CAUSE AND
EFFECT.

IV. MATERIALS
 VIDEO CLIP OF VOLCANIC ERUPTION
o HTTPS://WWW.YOUTUBE.COM/WATCH?V=0DVR_OBFBQA
  PLAYDOUGH – TEACHER
 BAKING SODA - TEACHER
 DISH SOAP – TEACHER
 VINEGAR – TEACHER
 TUBE – TEACHER
 TRAY – TEACHER
 BLANK COMPUTER PAPER - TEACHER
 ROOM TEMPERATURE WATER – TEACHER
 2 SMALL PAPER CUPS – 1 FOR WATER, 1 FOR VINEGAR – TEACHER
 PLASTIC SPOON FOR BAKING SODA – TEACHER
 V IS FOR VOLCANO COLORING SHEET –STUDENTS
 RED FOOD COLORING – TEACHER
 SMARTBOARD – TEACHER
 WRITING UTENSIL – STUDENTS
 ART MEDIA (SUPPLIES) FOR COLORING – STUDENTS

V. LESSON
A. INTRODUCTION (5 MINUTES)
THE TEACHER WILL ASK STUDENTS IF THEY CAN REMEMBER WHAT THEY LEARNED ABOUT CAUSE AND EFFECT FROM
THE ACTIVITY THE STUDENTS PARTICIPATED IN LAST WEEK WITH BOOK TEENY WEENY BOP. AFTER A FEW
STUDENTS GET TO ANSWER WHAT THEY REMEMBER ABOUT CAUSE AND EFFECT, THE TEACHER WILL REVIEW WHAT
CAUSE AND EFFECT MEANS. THE TEACHER WILL THEN INTRODUCE THE SCIENCE TOPIC FOR THE DAY: VOLCANOS.
THE TEACHER WILL ASK A FEW STUDENTS TO SHARE ANYTHING THEY KNOW ABOUT VOLCANOS AND THEN PLAY A
VIDEO CLIP ABOUT VOLCANIC ERUPTIONS.

HTTPS://WWW.YOUTUBE.COM/WATCH?V=0DVR_OBFBQA

AFTER THE VIDEO, THE TEACHER WILL ASK A FEW STUDENTS TO SHARE WHAT THEY LEARNED OR LIKED ABOUT THE
VIDEO BEFORE MOVING ONTO THE EXPERIMENT.

B. LESSON DEVELOPMENT (10 MINUTES)

1. BEGIN THE LESSON BY TALKING ABOUT WHAT A VOLCANO IS, WHAT LAVA IS, AND WHAT MAGMA IS. THE
TEACHER WILL SAY THAT A VOLCANO LOOKS VERY SIMILAR TO A MOUNTAIN, BUT VOLCANOES HAVE A LARGE
OPENING AT THE TOP WHERE THE LAVA, WHICH IS VERY HOT, MELTED ROCK AND SMOKE COME OUT. THE TEACHER
WILL THEN EXPLAIN THAT LAVA IS THE HOT, MELTED ROCK THAT COMES OUT OF THE VOLCANO AND MAGMA IS THE
HOT, MELTED ROCK THAT IS UNDERGROUND, INSIDE OF THE VOLCANO.

2. THE TEACHER WILL PULL OUT MATERIALS (DISH SOAP, VINEGAR, BAKING SODA, WATER) AND WILL ASK
STUDENTS TO GUESS WHAT WE WILL USE THE INGREDIENTS FOR.

3. TEACHER WILL SHARE WITH THE STUDENTS THAT “TODAY WE WILL BE DOING AN EXPERIMENT WHERE WE WILL
USE THESE INGREDIENTS TO MAKE A VOLCANO ERUPT!”
4. TEACHER WILL PLACE TRAY WITH PLAYDOUGH VOLCANO AT FRONT OF THE ROOM NEXT TO INGREDIENTS.
ASSESSMENT 1: BEFORE EACH INGREDIENT IS ADDED, THE TEACHER WILL TEACHER WILL SAY INSTRUCT THE
STUDENTS TO PUT A THUMBS UP OR A THUMBS DOWN IF THEY THINK THERE WILL BE A REACTION WHEN ADDING
EACH INGREDIENT. THE TEACHER WILL SAY, “FIRST I NEED A VOLUNTEER TO HELP ME POUR SOME WATER INTO
THE VOLCANO” AND WILL SELECT STUDENTS. TEACHER WILL THEN ASK FOR A VOLUNTEER TO “ADD A DROP OR
TWO OF DISH SOAP INTO THE VOLCANO.” TEACHER WILL ASK FOR ANOTHER VOLUNTEER TO HELP PUT THE BAKING
SODA INTO THE VOLCANO. TEACHER WILL ASK FOR ONE MORE VOLUNTEER TO HELP POUR THE VINEGAR INTO THE
VOLCANO. BEFORE STUDENT POURS VINEGAR INTO THE VOLCANO, THE TEACHER WILL ASK THE STUDENTS IF
THEY CAN GUESS WHAT WILL HAPPEN WHEN THE VINEGAR GETS POURED INTO THE VOLCANO. STUDENTS WILL
THEN INQUIRE WHAT THEY THINK WILL HAPPEN BY DRAWING A PICTURE OF IT ON A BLANK PIECE OF PAPER
GIVEN TO THEM BY THE TEACHER. AFTER A FEW STUDENTS GUESS WHAT WILL HAPPEN THE VOLUNTEER WILL
POUR THE VINEGAR INTO THE VOLCANO. IF THE EXPERIMENT IS DONE CORRECTLY, WHITE FOAM WILL COME OUT
OF THE TOP OF THE VOLCANO ONCE THE VINEGAR IS ADDED.

5. TEACHER WILL ASK IF ANYONE CAN DESCRIBE THE VOLCANIC ERUPTION. TEACHER WILL EXPLAIN THAT WHEN
REAL VOLCANO’S ERUPT IT’S A MUCH LARGER ERUPTION AND THE HOT LAVA INSIDE THE VOLCANO COMES OUT OF
THE TOP OF THE VOLCANO AND DESTROYS THE LAND AROUND THE VOLCANO BY MELTING WHAT IS NEAR THE
VOLCANO. THE TEACHER WILL REMIND THE STUDENTS WHAT CAUSE AND EFFECT MEANS AND ASK IF ANYONE CAN
IDENTIFY THE CAUSE AND THE EFFECT OF THE ERUPTION.

6. TEACHER WILL EXPLAIN HOW THE VOLCANIC ERUPTION CONNECTS TO CAUSE AND EFFECT. BECAUSE OF THE
CHEMICAL REACTION THAT TAKES PLACE BETWEEN THE BAKING SODA, THE RESULT OF THE EFFECT IS THE WHITE
FOAM THAT COMES OUT THE TOP OF THE VOLCANO.

7. AFTER THE MIXTURE IN THE VOLCANO HAS SETTLED, THE TEACHER WILL ASK FOR TWO MORE VOLUNTEERS TO
COME UP AND ADD SOME MORE BAKING SODA AND VINEGAR TO THE VOLCANO TO SEE IF IT WILL “ERUPT” AGAIN.

C. CLOSURE (SUMMARY) (15 MINUTES)

PUT STUDENTS INTO SMALL GROUPS TO DISCUSS WHAT VOLCANOES ARE AND WHAT LAVA AND MAGMA IS.
REITERATE WHAT VOLCANOS ARE AND WHAT MAGMA AND LAVA IS. EXPLAIN HOW THE LAVA IN OUR VOLCANO IS
THE WHITE FOAM THAT COMES UP.

ASSESSMENT 2: STUDENTS WILL COLOR THE “V IS FOR VOLCANO” WORKSHEET

VI. ASSESSMENT/EVALUATION
TO END THE LESSON, THE TEACHER WILL HAND OUT THE “V IS FOR VOLCANO SHEET” AND INSTRUCT STUDENTS
TO COLOR THE PICTURE AND THEN TRACE THE LETTERS ON THE LINES.

VII. DIFFERENTIATION
PROCESS: IF THE PLAYDOUGH VOLCANO DOES NOT ERUPT AS EXPECTED, TEACHER WILL USE A WATER BOTTLE TO
REDO THE EXPERIMENT.

PROCESS/MODIFICATION: DUE TO COVID PROTOCOLS, THE TEACHER WILL ADD THE INGREDIENTS TO THE
VOLCANO.
ENVIRONMENT: DUE TO COVID PROTOCOLS, STUDENTS WILL NOT BE PUT INTO SMALL GROUPS FOR DISCUSSION.
THE TEACHER WILL LEAD THE DISCUSSION WITH THE STUDENTS REMAINING AT THEIR DESKS.

VII. INTERDISCIPLINARY CONNECTIONS

Art: Students will color the “V is for volcano sheet.”
ELA: Students will trace “V is for Volcano” on the worksheet at the end of the lesson.
ELA Connection: Will integrate the cause-and-effect discussion from reading Teeny Weeny Bop
the week prior.

IX. SELF-EVALUATION
The students easily identified examples of cause and effect after completing my read aloud plus
lesson that I did the week prior. For the read aloud plus lesson, we discussed cause and effect and did an
activity where the students matched pictures that identified a cause and an effect to help the students
better understand the volcano experiment.

I was very well organized and confident in my ability to teach this lesson. Because I felt relaxed
going into the lesson, I was able to expand on student answers and responses throughout the lesson.
When conducting the experiment, students were actively engaged and interested. I ended up doing the
experiment three separate times as the students were so intrigued by the display. In addition, the
student’s understanding of cause and effect as well as their understanding of the instructions given to
them was apparent when I assessed the students using the “V is for Volcano” sheet. Only a few students
needed assistance labeling the cause and labeling the effect on the picture of the volcano.

If I were to do this lesson again in a time where there are not any COVID restrictions, I would like
to have the students participate in a think-pair-share activity to end the lesson. In this small group
setting, I would like to have the students either brainstorm different materials they could use if they
were to make a small volcano like the one I made, or I could provide the students with a variety of
different materials where they could work together to create a model volcano. Additionally, I would
provide more inquiry style questions to get the students thinking more and to encourage more
participation and discussion.

This lesson would not be controversial to Biblical Principles because volcanos are earth
formations and there cannot be any contradictions to how they were formed. This lesson could be
related to biblical principles as the teacher could discuss the science behind the formation of volcanoes
and how before volcanoes could be formed, there had to be a place for the volcanoes to be formed on
which we call Earth. Then, the teacher could discuss how in Genesis we learn that God created the
Heavens and the Earth and everything in it!