EARTH SYSTEMS 8.

1
Mar 18, 2024 Intro to Volcanoes 3
Date Lesson Title Grade Level
60 mins Science 10
Time in Lesson Subject Lesson #
Kash Chowdhury
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

• Natural events that can change Earth’s surface in a short period of time include
o Floods
o Landslides
o Earthquakes
o Volcanoes

Assessment Strategies
Objective in student-friendly language What will I accept as evidence of learning/development?
What will students understand/experience/appreciate as a result of this lesson? Have I employed formative assessment? Do I make use of
prior assessments in this lesson?

• Students will be introduced to volcanoes • Checklist

• Students will reflect on what they know, what they wonder, and what they’ve • Completed work
learned in regards to volcanoes

Personalization/Differentiation
Resources
How will you attend to the needs of ALL learners in this
What materials/resources/technology will be required?
lesson?

Materials • Students can directly copy example OR put

• Projector/laptop points in their own words
• Canva • Alternate small group activity
• Chart paper/markers
• Journals/pencils/glue sticks/worksheet
Adapted from Wiggins, Grant & J. McTighe (1998)
Prep
• Pre-draw KWL on chart paper
• Put canva on smartboard
• Trim worksheets
• Distribute glue sticks, journals and worksheets during snack

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

• Tell students to glue worksheet into next blank page

• Ask students to grab their journals and a pencil and quietly walk to the gathering space
• Review
• Ask students if they remember our learning intention
▪ I can talk about natural disasters and how they change Earth’s surface
• Review previous lessons
▪ Floods change Earth’s surface with the sediment they carry. They can change rivers and destroy buildings and roads
▪ Landslides change elevation. They also destroy plants, animals and buildings
▪ Earthquakes can cause floods and landslides. They can destroy buildings and roads

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What are the STUDENTS doing?

What is the TEACHER doing? What is your plan for the body of the lesson? What steps are
How are they engaged while you Approx. time
taken during the lesson?
are teaching the lesson?

• Students will listen to

• Explain the activity to students instructions
• We’re going to use the KWL chart to reflect on what we know, what we • Students will raise
wonder, and after doing some research, what we’ve learned hands to ask/answer
• Tell students that we’re going to do one section at a time. Read the names of the questions
sections to the students • At their desks, students
will independently draw
Adapted from Wiggins, Grant & J. McTighe (1998)
• At their desk, they will fill out the K (know) section- they can use words or pictures or write down what they
to represent their ideas. already know about
• After time is up, we’ll reconvene to share volcanoes
• Offer some suggestions to help students
▪ What do volcanoes look like? 15 mins
▪ What do you know about how they change Earth’s surface?
▪ How big can they be? Where would you find them?
▪ How would you describe it to a kindergarten student?
• Before sending them back to their desks, review expectations
• Time- a little under 10 mins
• Noise-independent
▪ I want to know what you know, not what your neighbour knows
• If you need help, raise your hand

• Students will quietly

• Ask students to come to the gathering space so we can share what we know walk to the gathering
• Ask students about what they wrote/drew and fill up the K section on the example space 10 mins
chart • Students will raise their
• If there is extra time, ask students to come up and draw or write ideas hands to share what
themselves they know about
volcanoes

• Movement break • Moving! 5 mins

• Move on to next section. What does wonder mean? • Students will raise
• What I don’t know and want to know hands to ask/answer
• We’re going to fill this section independently at our desks questions
• Can write or draw • At their desks, students
• Suggestions will independently
• How volcanoes work write/draw what they 10 mins
• How hot volcanoes can be wonder about volcanoes
• How do people live close to volcanoes
• Where is the oldest volcano

Adapted from Wiggins, Grant & J. McTighe (1998)

 • How are volcanoes made
• Quick review of expectations before sending students to desks
• Independently and quietly filling out wonder section

• Students will share what

they wonder about
• Ask students to come to the gathering space
volcanoes 10 mins
• Ask students what they wrote/draw
• Students will listen
• If there is extra time, can ask students to come up and draw or write ideas
respectfully while
classmates share their
ideas

• Students will quietly

watch the video
• With remaining time, watch Nat Geo video on canva • Students will raise their 10 mins
• Don’t have to take notes on this. Just an intro video hands to offer
suggestions
• Pause video to explain vocabulary (ie. Emissions- something released into
• Students will stack their
the air)
journals at their desks
• Get ready for lunch and wait to get ready for
lunch

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

• Review learning outcomes + previous lessons

Adapted from Wiggins, Grant & J. McTighe (1998)

Topic: Date:

Know Wonder Learned

 EARTH SYSTEMS 8.2
March 19, 2024 Volcanoes 3
Date Lesson Title Grade Level
60 mins Science 11
Time in Lesson Subject Lesson #
Kash Chowdhury
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

• Natural events that can change Earth’s surface in a short period of time include
o Floods
o Landslides
o Earthquakes
o Volcanoes

Assessment Strategies
What will I accept as evidence of
Objective in student-friendly language
learning/development? Have I employed
What will students understand/experience/appreciate as a result of this lesson?
formative assessment? Do I make use of
prior assessments in this lesson?

• Students will finish KWL charts • Checklist

• Students will • Interaction

Resources Personalization/Differentiation
How will you attend to the needs of ALL
What materials/resources/technology will be required?
learners in this lesson?
Materials (per table)
• A cup of baking soda • Copy example or write in own
• A cup of water words
• A cup of vinegar • Movement breaks
• 1 shot cup volcano per pair • Different styles of learning
• 2-3 plates
Adapted from Wiggins, Grant & J. McTighe (1998)
 • 2-3 spoons
• 2-3 small pieces of clay

Pre-lesson
• Pre-draw sketching worksheet on chart
• Material prep
• Put canva on smartboard

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

• Steps
o Glue printouts in journals
o Have one person put glue sticks away
o Clear off my table and wait quietly to be called to the gathering space
• Bring journals and pencil to the gathering space
• Review
o What is our learning intention? (I can talk about natural disasters and how they change Earth’s surface)
o Previous lessons- how do different natural disasters change Earth’s surface?
▪ Floods change Earth’s surface with the sediment they carry. They can change rivers and destroy buildings and roads
▪ Landslides change elevation. They also destroy plants, animals and buildings
▪ Earthquakes can cause floods and landslides. They can destroy buildings and roads
o What have we learned about volcanoes so far?

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What are the STUDENTS doing?

What is the TEACHER doing? What is your plan for the body of the lesson? What steps are
How are they engaged while you Approx. time
taken during the lesson?
are teaching the lesson?

• Remind students of objective before watching video • Raise hands to ask/answer

o Looking for information about how volcanoes change earth’s surface questions

Adapted from Wiggins, Grant & J. McTighe (1998)

 o And any other cool facts that we might want to include • Sitting quietly while
• Watch first video watching video 15 mins
o Pause when videos bring up previously learned info or new important info • Copy what’s written on
o Repeat what was said or replay chart paper (or write in
o Give students some time to copy own words)

• Movement break • Participating 2-3 mins

• Review expectations when we’re learning at our desks • Watch demonstration

o Send students to their desk. Ask them to stack their journals in a pile on • Secure volcano in pairs
the floor
• Secure our volcano
o Show students cup. Tell them this will represent a volcano for us today
▪ Goes right in center of the plate (why? So “lava” doesn’t spill over)
o I’m going to use clay to secure my volcano to my plate. Why? (so our
materials stay in our volcanoes) 5 mins
▪ Roll clay into a long noodle. Make sure it fits around your volcano
▪ Squish clay down (be careful when squishing cups, they can break)
▪ Make sure there’s no gap between clay and plate
o Expectations
▪ 2 minutes to secure volcano
▪ Whispering
▪ Making sure everyone gets to help

• Time to fill our volcanoes • Watch demonstration

• Ask students to watch you pour baking soda into your volcano. Fill it ¼ of the • Fill volcano with baking
way soda
o Use spoon to get as much of it as you can into the volcano • Fill volcano with water
o Students have 2 minutes in their groups • Mix baking soda and water 10 mins
• Ask students to watch you spoon water into your volcano. Pour enough to cover • Place volcanoes in middle
your baking soda. Then, use the back of your plastic spoon to carefully mix it of table
together • Go to gathering space
o Students have 2 minutes in their groups
• Students place volcanoes in middle of table. Send students to gathering space
Adapted from Wiggins, Grant & J. McTighe (1998)
 • On chart paper, show students that they’re going to sketch the beginning of the • Watch demonstration
volcano, when no eruption has happened • Sketch
o I’m going to observe my volcano and sketch it in the very first box • Erupt volcano
• Send students back to their desks. Give them 2 minutes to sketch
• Demonstrate how to use the spoon to carefully add vinegar to your volcano. Tell
students to observe carefully, as we will sketch this
10 mins
• Bring students to the gathering space
• Then, on pre-drawn worksheet, show students how to sketch middle of eruption
• Students will also do this as two steps
o Give 2 minutes to erupt volcano and watch
o Give 3 minutes to sketch

• Quick movement break to give volcanoes time to settle • Participating 2-3 mins

• Bring students to gathering space • Listening to instructions

• Now I’m sketching what my volcano looks like after erupting • Sketching
o Be detailed • Cleaning up for lunch 10 mins
• Send students back to desks to sketch for 2-3 mins. Ask one person from each
table group to grab pencil crayons
• When done sketching, students can colour
• Steps for lunch
o Bring volcanoes to shelves/gathering space- only one person needs to
bring a plate
o Stack journals and put pencils/pencil crayons away
o Sit quietly at table groups to show you’re ready for lunch

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Review previous lessons + learning intentions

Adapted from Wiggins, Grant & J. McTighe (1998)

Beginning Middle End

Beginning Middle End