Thematic Unit 1 Volcanoes

Megan Plumlee
Unpacking Earth Science

Function Words Template 1

Use function words below to begin the unpacking process of teaching.

Earth/Space Science Function Words

About Above Across After Around At All Another Any Both
Beside Between By Down Except Each Either For From Few
In Itself Inside Into Like Little Many Most Much Near
None Nothing On Onto Out of Outside Over One other past
since several through That Them These They This Those To
Toward Under Until Up Upon With Within What Which How

Topic: What are Volcanoes?
Sub-question 1: What causes volcanoes to erupt?
Sub-question 2: How long does a volcano eruption last?
Sub-question 3: Do people live on or near volcanoes?
Sub-question 4: Are volcanoes loud when they erupt?
Sub-question 5: What is different between lava and magma?
Sub-question 6: What are some of the biggest volcanic eruptions?
Sub-question 7: Why are volcanoes hot?
Sub-question 8: What happens to the land after a volcanic eruption?
Sub-question 9: What types of volcanoes are there?
Sub-question 10: How do the earths layers effect volcanoes
Sub-question 11: What are tectonic plates?
Sub-sub question: How do the plates effect volcanoes?
Sub-question 12: Can volcanoes happen underwater?
Sub-sub question: Will the water put out the volcano?
Sub-question 13: What happened at Pompeii and other historic volcanoes?

1. Students select from the word list to describe what they discovered about
__Volcanoes__. Having students look at the function words will help them
understand the language used in science.

A. Out of volcanos when they erupt comes--------- and _________. Beside
destruction, volcanoes can cause ___________ and __________ positive things.

Class Discussion:
i. Did all of the groups come up with the same words or are there different
patterns?
ii. What do these patterns reveal?
iii. Record student responses.

2. Introduce a text about__Volcanoes___; include any new vocabulary students need
to know to understand what they are reading.

Vocabulary:
Volcano
Magma
Ash
Tectonic Plates
Volcanic Eruption

Text:
Adams, S., & Dolan, K. (2001). The best book of volcanoes. New York:
Kingfisher.
Herman, G., & Ostrum, B. (1996). The Magic School Bus blows its top: a book
about volcanoes. New York, NY: Scholastic.
Nixon, H. H., & Nixon, J. L. (1985). Land under the sea. New York: Dodd,
Mead.
Peters, L. W., & Jenkins, S. (2010). Volcano wakes up!. New York: Henry Holt
and Company.
Wood, L. (20012000). Volcanoes. New York: Scholastic Reference.
3. Discuss and choose the appropriate text structure.

The Best Book of Volcanoes by Simon Adams is a research and informative
text. The book talks about different facts about volcanoes. Each page starts with a
title that accurately portrays what that page is about. The book contains lot of
colored sketches to demonstrate the topic being talked about on the specific page.
This book does not contain any real photographs of volcanoes. This book contains
factual knowledge that is not contradicted by any of the other reliable sources
researched. This book contains a glossary and index for easy reference. This
would be a great book to use to give students a factual overview of volcanoes.
The students could then expand their questions and personal research based on
something talked about in the book.

Magic School Bus Blows its Top: A book about volcanoes by Gail Herman
and Bob Ostrum is a narrative book about a magic school bus that can transform
into anything. The teacher takes the students on a field trip that lands them in the
ocean in an underground volcano. The book talks about how a volcano has
magma, melting rock, and that underground volcanoes cause the formation of
islands. This is a fun book that incorporates learning about volcanoes. This could
be used as an anticipatory set or as an interesting start to a writing prompt or
activity. The students should be aware that most of this book is made up. People
could never survive in magma and even when a volcano blows it will not
instantly for an island like the book implies. There is a note from kids section in
the back of the book that mentions that fact that island do not form as quickly as
the book suggests.

Land Under the Sea by Hershell Nixon and Joan Nixon is an informative text
that talks about underwater volcanoes, oceanography and the ocean ridges. The
oceanography portion of the book may not be beneficial to student in learning
about volcanoes but it could give them information as to how pictures of
underwater volcanoes are taken. This book has many different, real photographs
of underwater volcanoes. I would use this book as a resource for the students.
The book talks about all of the different ways lava can cool and shows pictures of
the different shapes. This book is written by accredited authors in their respective
fields.

Volcano Wakes Up! by Lisa Peters and Steve Jenkins is a book of poems about
volcanoes and the surrounding plants, insects, and the small black road leading
up to the volcano. This book gives an example of a different form of literature
that uses volcanoes as a setting. This book is a fiction book and would need
explaining before students used it as a research resource. The poems also
personify the volcanoes, insect, and plants. I would use this book as an example
of how on topic can spread over many genre. I could also use this book as an
anticipatory set or an example of modeling before a poem writing activity.

Volcanoes by Lily Wood is an informative text that talks about large volcanic
eruptions and how volcanoes are a part of some peoples lives. The book also
gives factual information about volcanoes and some of the research that is being
done to warn people about volcanic eruptions and earthquakes. The book has a
glossary and an index to help students look up information quickly. The book
contains real color images of volcanoes and other pictures related to the topic
being discussed.

4. Apply what we know about the chosen text structure to begin confirming or
adjusting student thoughts from the initial activity. (This also helps with
prediction skills)

a. Also, remind students to look for the function words provided in the initial
activity these are clues.

5. Class discussion to find out what students discovered.

a. Record student responses.

Begin the: activity experiment, or class project...

Semantic map:
There have been many historic earth destructors. This map shows some of the historical
volcanoes and tsunamis that have happened in the world. Some of these are historic because of
size and others due to the amount of destruction or lack of notice. These historic destructions for
volcanoes are: Pompeii, Italy A.D. 79 a large eruption that destroyed the entire town of Pompeii.
Katimai, Alaska 1912 not many people were harmed in this eruption but a huge area was covered
due to the eruption. Pinatubo, Philippines 1991 erupted after sitting dormant for 600 years. The
ash and dust from the volcano reportedly blocked out the sun in that area. (Adams, S., & Dolan,
K. 2001.) The Tsunamis are: Lisbon, Portugal 1775 killed about 1/3 of the Portuguese population
at time of disasters. Newfoundland 1929 caused by an earthquake that measured 7.2 on the
Richter scale. The tsunami reached heights of over 7 meters. Sumatra, Indonesia 2004 caused by
a 9.1 Richter scale earthquake. Tsunami waves reach up to 50 meters high.
http://academic.evergreen.edu/g/grossmaz/DANIELSC/
http://www.australiangeographic.com.au/topics/science-environment/2011/03/the-10-most-
destructive-tsunamis-in-history/

Earth Destructors
VOLCANOES
TSUNAMIS

Historical
Tsunamis
Historical
Volcanoes

Katimai, Alaska
Pompeii, Italy
Pinatubo,
Philippines
Sumatra,
Indonesia
Newfoundland
Lisbon, Portugal
Historical
Tsunamis
Key words: happened, related
http://www.education.com/study-help/article/earthscience-help-volcano-types/

http://clipartist.info/www/COLOURINGBOOK.ORG/Letters/C/crashing_wave_black_whi
te_line_art_coloring_book_colouring.svg.html

I would use this map as an organizational tool for teaching on historical disasters. I would use
this map in the front of the class as a teaching tool to organize the different disasters. I would
also use it as a small or a whole group activity where each student, or group of students,
researched on one of the places and then placed information on their area on the expanded map.
This could also be used as an assessment tool after talking about the historical disasters.

Sequence Graphic Organizer 3

Use this template to facilitate sequential comprehension.
The layers of the earth contribute to volcanoes. It is because of these layers and
plates that volcanoes have magma. Most volcanoes lie on tectonic plates that
float on the earths mantle. The magma comes from the very bottom of the
earths crust and the top part of the mantle. If the whole earth was just like the top
crust there would not be any molten rock, magma. This sequence graphic
organizer places it layers of the earth into the correct order: Crust, upper mantle,
lower mantle, outer core, inner core.
Layers of the Earth

Key Sequence Words: First, Then, Lastly
http://education.nationalgeographic.com/education/encyclopedia/mantle/?ar_a=1

I would use this chart as a posttest assessment tool. This would help me to see that students
understood the layers of the earth without them writing a long paper or taking a long test over the
information. This would be helpful for my students that dislike writing or have a writing
disability because only a few words are needed.

Crust
Upper Mantle
Lower Mantle

Outer Core

Inner Core
Compare and Contrast Graphic Organizer 4

This is a graphic organizer designed to compare and contrast earthquakes and volcanoes. The
students will use some of the information presented in the following table and information from
their own research to analyze the similarities and differences between earthquakes and
volcanoes. The left side of the organizer is for the volcanic specific things and fact the right side
for earthquake specific and the middle space for the things and facts that the two have in
common.

Compare and Contrast Earthquakes to Volcanoes
Volcanoes--Volcanoes have magma and can
erupt throwing ash, rock, and lava. The materials
expelled when the volcano erupts will then
harden into volcanic rock. A volcanic eruption
can last hours, days, or years.

http://volcanoes.usgs.gov/Imgs/Jpg/Tungurahua/
19991102_Tung_caption.html

EarthquakesEarthquakes happen when one
tectonic plate slips under another one in
some form. This causes an earthquake.
Some earthquakes are small are can hardly be
felt. Others can cause serious damage
because of the intensity.

Volcanoes

Has magma/lava
Can erupt for days,
months or years
Can be helpful
for farming and
other positive uses

Key Compare and Contrast Words: Both, Only one, Only the other
http://mtweb.mtsu.edu/cribb/1030Earthquakes.pdf
http://www.cnn.com/2005/TECH/science/05/19/sumatra.quake/

I would use this to help students contemplate the difference and similarities between volcanoes
and earthquakes. I would encourage students to come up with as many differences and
similarities as they can. This could help students make connections between two events that at
first may appear to students are completely different. For some students comparing two events
makes it easier for them to understand both events. This could also be done as a whole group
activity where every student contributes to one large graph.

Does not have
magma/lava
Longest
recorded
earthquake
lasted 8-10
minutes
Can be helpful
for studying the
earth
Common on
tectonic
plate edges
Many times
earthquakes
and
eruptions
happen at a
similar time
Can be very
destructive
Earthquakes
Cause/Effect and Problem/Solution Template 5

Use this template to facilitate comprehension of cause/effect and problem/solution relationships.

Many of the things that volcanoes produce have effect on the area around the volcanoes. Ash that
comes out of the rock during an eruption this makes for rich soil great for growing crops. In
underwater volcanoes the lava piles up as a way that some islands are formed. The minerals
found in volcanic rock and the area around volcanoes can be beneficial to peoples health. The
heat from some volcanoes is used for heating water for peoples consumption and for use for
energy.
Volcanoes and the Positive Effects for People

Literature Evaluation Template 6

Key Words: Causes, Can be, Can be used.
I would use this graphic organizer to evaluate the students on their understanding of the effects
volcanoes have on people. I think the students will be quick to grasp the negative things about
volcanoes so I will use this organizer to evaluate if they can demonstrate their understanding of
the positive effects of volcanoes on peoples lives.

Volcano Produces
Ash
Minerals
Positive Effect
Rich soil for crops
Beneficial to human health
Lava Energy Resources

Use this template to evaluate literature you may use in your classroom.

Volcanoes by Lily Wood
Questions about the
literature
Science Topic: _____Volcanoes_____________________
Yes No Comments
Is the literature age
appropriate?
X
This book would be a good book for 3
rd
grade
and up. An advanced 2
nd
grader may also enjoy
this book.
What is the publication
date? Is the book
outdated?

X
2000
Is the Science material
presented accurately?
X
This is an informational book and the
information agreed with other sources
presented clearly?
X
The science information is presented with
pictures and easy to read text and headings.
Does the literature add
to the understanding of
Science?
X
This book gives factual information that would
add to the understanding of science by giving
the information clearly and correctly.
Will this literature
promote interest in
Science?
X
This literature has pictures and unique facts
about volcanoes. It also shows and talks about
people who study volcanoes which could
produce interest in that field of study.
Is the literature sensitive
to your minority
students?
N/A
to your low
socioeconomic students?
N/A
Is the minority or low
socioeconomic student
presented negatively?
N/A
Does the literature leave
students ready to
participate in the science
lesson?
X
This book would be a good resource for
students to learn more about volcanoes. It
would help them understand volcanoes. I
would not use this whole book as an
anticipatory set but it would give students the
information they need to start a science lesson
on volcanoes

The Best Book of Volcanoes by Simon Adams
Questions about the
literature
Science Topic: _______Volcanoes_________
Yes No Comments
appropriate?
X
This book would be good for second semester
2
nd
grade and up. The book has several
challenging words but is organized into short
paragraphs making the book seem less
overwhelming.
date? Is the book
outdated?

X
2002
X
The science material presented in the book
agrees with other sources. This is a great
resource book!
presented clearly?
X
The material in the book is broken into small
paragraphs with lots of pictures to help explain
the topic. The information is presented clearly.
Science?
X
This book adds understanding of science. I
learned a lot from this book. The topics are
presented along with colored sketches to help
with understanding. This could be helpful with
ELL students. They could read the picture
captions only and still gather significant
information.
promote interest in
Science?
X
This book presents the topic in an informative
and interesting way. I think it would promote
interest in science.
to your minority
students?
N/A
to your low
N/A
N/A
students ready to
lesson?
X
This would be a great good to prepare students
to participate in the lesson. It gives a lot of
interesting facts that will help students in a
science lesson on volcanoes.

Magic School Bus Blows its Top by Gail Herman and Bob Ostrum
Questions about the
literature
Science Topic: _______Volcanoes_________
Yes No Comments
appropriate?
X
This book would be a good read aloud book for
as young as first grade. Second or third grade
and up could read this on their own.
date? Is the book
outdated?
1996
X
The actual science material presented is
accurate for the most part. There is one section
where it implies that volcanoes produce island
in a short amount of time. This is a narrative
book. In this book the students must be aware
that it is a fiction book that uses a scientific
theme. This would NOT be a research book
rather an anticipatory set, read aloud, or as a
writing activity to show what is true in the story
and what is not.
presented clearly?
X
The material presented is presented clearly.
What is fact and what is fiction is not as clear.
Science?
X
This literature is a fiction book that may help
students see the bigger picture of volcanoes.
It may also help student understand the topic of
volcanoes because the subject matter is not
presented in an informational book.
promote interest in
Science?
X
This book will promote an interest in science.
The book starts with a question and then a quest
to answer that question. This could promote
the students to go and explore their own
questions.
to your minority
students?
N/A
to your low
N/A
N/A
students ready to
lesson?

X
I do not think the students would be prepared to
complete a science lesson if just this book was
read. The students will need some additional
facts or discussion in order to be prepared.

Land Under the Sea by Hershell Nixon and Joan Nixon
Questions about the
literature
Science Topic: _____Under water volcanoes_
Yes No Comments
appropriate?
X
A fourth grader and up could read this book. I
do not think students would greatly enjoy
reading all the way through this book unless
they were very interested in the subject matter.
This book would be good to pull a few pages
out to reference and read.
date? Is the book
outdated?
1985
X
All of the science material presented in the
book was accurate. Much of the book is about
real research teams and oceanographers with
pictures included.
presented clearly?
X
The material in this book is presented clearly
with pictures. It does not have very clear topic
heading making individual pieces of
information a little challenging to find.
Science?
X
This book does add to the literature of science.
I think this book would help integrate some
other content areas into a science lesson on
volcanoes.
promote interest in
Science?
X
This book would promote and interest. It
shows all of the different people that are
involved in science. This could help students
broaden their ideas of what a scientist is and
may encourage them to pursue additional
information.
to your minority
students?
N/A
to your low
N/A
N/A
students ready to
lesson?
X
This literature could leave students ready to
participate in a science lesson. I think other
books and resources would be helpful but this
book has enough information for students to
begin a project and continue their research.

Volcano Wakes Up! by Lisa Peters and Steve Jenkins
Questions about the
literature
Science Topic: _____Volcanoes___________
Yes No Comments
appropriate?
X
This is book is appropriate for ages first to
fourth grade depending on how the book was
used. Older grades could use it to analyze the
structure of the poems. It could be a read aloud
or independent reading book for younger grade.
date? Is the book
outdated?

X
2010
X
There is very little science information in this
book. The volcano is personified and the things
it says does not conflict with other resources
presented clearly?
X
This book does not present a lot of science
material. The setting and characters of the
poems are where the science material comes
from.
Science?
X
The literature more than likely would be used
to engage students and present a new form or
literature that uses volcanoes to tell poems.
promote interest in
Science?
X
These poems will promote and interest in
science. I think for students that are artistic and
words inclined they will be able to see how
science can spread to other areas of study.
to your minority
students?
N/A
to your low
N/A
N/A
students ready to
lesson?

X
The students would not be ready to participate
in a science less on without further instruction.
The students could participate in a science
lesson, read this book and then be able to
participate in a writing or poem assignment that
has to do with the science topic.

Mapping Template 7

Use this template for mapping vocabulary words or concepts. For add a picture, simply add a
picture of the word or concept focused on in the map,

http://discoverwithdrcool. wordpress.com/2011/06/08/

Volcanoes Many different
types
Destructive but
can be beneficial
Have magma
Can happen
underwater
Most common
along tectonic
plates
Vocabulary Template 8

Use this template to help students internalize the meaning of vocabulary words.

Vocabulary Word:
Tectonic Plates

Definition:
The dozen or so plates that make up the surface of the Earth. Their motion
is studied in the field of plate tectonics.
dictionary.com

In My Own Words:
The plates that combined make the Earths crust. They float on the
mantle or the earth.

A Picture to Help Me
Remember:

http://www.divediscover.whoi.edu/tectonics/tectonics-
subduct.html

Vocabulary Word:
Magma

Definition:
1. molten material beneath or within the earth's crust, from
which igneous rock is formed.
2. any crude mixture of finely divided mineral or organic
matter.
3. Chemistry, Pharmacology. a paste composed of solid and
liquid matter.
dictionary.com

In My Own Words:
Magma is melted rock that comes from under the earths
crust. When expelled from a volcano it is considered lava.

Remember:

http://www.labrujulaverde.com/2011/03/el-magma-como-fuente-
energia

Vocabulary Word:
Volcano

Definition:
1. a vent in the earth's crust through which lava, steam, ashes,
etc., are expelled, either continuously or at irregular intervals.
2. a mountain or hill, usually having a cuplike crater at the
summit, formed around such a vent from the ash and lava
expelled through it.
dictionary.com

In My Own Words:
A volcano is an opening in the earths surface that has magma. A
volcano may eject the hot liquid rock in an eruption.

Remember:

http://www.bbc.co.uk/science/earth/natural_disasters/volcano

Vocabulary Word:
Volcanic Eruption

Definition:
The sudden occurrence of a violent discharge of steam and
volcanic material
dictionary.com

In My Own Words:
A powerful event where hot ash, rocks and magma is thrown
out of a volcano.

Remember:

https://www.youtube.com/watch?v=OowFvnlWI90

Vocabulary Word:
Ash

Definition:
1. the powdery residue of matter that remains after burning.
2. Also called volcanic ash. Geology. finely pulverized lava
thrown out by a volcano in eruption.
3. a light, silvery-gray color.
dictionary.com

In My Own Words:
Very fine pieces of lava thrown out during a volcanic
eruption.

Remember:

http://sartechnology.ca/sartechnolog
y/ST_VolcanoAshCloud.htm

Concept Circles Template 9

Use this template to promote either inductive or deductive thinking. For inductive thinking,
provide examples in the four sections of the circle and allow students to come up with the
concept or work. For deductive thinking, provide the concept or word and one example, allow
students to fill in the rest.

Inductive Reasoning
Deductive Reasoning

Inductive: Concept or Word: ______________________

Deductive: Concept or Word: Types of Volcanoes

Gases Rock
Lave
Ash
Active
Lesson Plan Template 10

Teachers Name: Megan Plumlee
Date:

Time: Location: Emporia State University

Temperature Outside: 64 degrees F.
Grade Level: Fourth (4
th
) Grade
IEP Students:

What I know about the learners in my class:
I do not yet know anything about the learners in my class.

Topic:
Why is this topic innovative? Students will hear about volcanoes and shifting tectonic
plates their whole lives. If they learn more about them at a young age they will be able to
better understand the world they live in.
How assessable is this topic? The activities will be done individually and as a group.
All activities in this lesson and the topic would be able to be assessed fairly easily. The
group work will be assessed individually.
How would you sell this topic to your administrator?
Volcanoes and the shifting of tectonic plates are something students will hear about all of
the time. Frequently these topics are covered on national news channels that some of the
students will be watching. These things also impact people. Depending on the location,
the students may have experienced the effects of these topics themselves.
What impact will this topic have on the student?
The students will gain knowledge about volcanoes and tectonic plates. They will also
learn about historic volcanoes that if they didnt happen could have altered history. They
will learn new vocabulary words used while talking about this topic. The lesson also
involves different ways of learning to attempt to reach the most students with the same
lesson.

Established Goal:
What is the big idea you unpacked?
What are volcanoes?

Objectives:
Describe what you expect students to achieve? Can it be measured?
I expect my students, after the lessons, to be able to identify what happens during a
volcanic eruption and tell or show how tectonic plates can form volcanoes/mountains.
This can be measured. It can be measured using the graphic organizers and by the
students creating the activity in such a way that the students can explain what is
happening.

Purpose/Intention:
What will students walk away with?
The students will walk away being able to explain how volcanoes are formed my shifting
plates and what happens during a volcanic eruption.
How will this help students achieve an understanding of the topic?
The students will create their own shifting tectonic plates to understand how volcanoes
are formed the students will also create their own volcanic eruption to understand all of
the parts of an eruption.
How will this make the topic innovative to the student?

Tools/Materials
What tools will you use to meet your established goal?
o A volcano made from cardboard or Paper Mache with paper, lint, and other
materials. Students use these materials to represent each type of material released
during an eruption.
o Large cardboard boxes. Students will work in small groups to recreate tectonic
plate shifts
o Air pump. This will be used to make the volcano erupt.
o Oreos. Used as a check for understanding. Students use the Oreos to show the
different ways plates shift.
o Graphic organizers
o Pencils
o Markers
o Clean up supplies

How will your tools help students achieve an understanding of the topic?
Some students are kinesthetic learners. These activities appeal to these type of learners.
The visual learners will be able to see the graphic organizers and the finished product to
help them learn the topic and the teacher explanation of the topic should help auditory
learners. These tools hopefully help these three kinds learners understand the topic. I will
try to attach a memory to this activity by having them create and using Oreos. Students
remember better when they associate meaning to what they are doing.

Assessment
What type of assessment will you be using? Summative or formative?
I will be using formative assessments. These are not standardized test. Rather, I will
check for understanding using the Oreos and if students can explain the process using the
cookies. I will also ask questions throughout the activity and give the graphic organizers
to assess the students.
How does your assessment align with the purpose/intention?
The students will walk away being able to explain how volcanoes are formed my shifting
plates and what happens during a volcanic eruption was my purpose. Using the Oreos and
large cardboard plates I will be able to assess the shifting plates portion of my purpose.
I will use the volcanic model and graphic organizers to assess what happens during a
volcanic eruption part of the purpose.

Rubric
List points needed (5 out of 5, 4 out of 5) to achieve success for the established
goal.
o Students will name 3 of the 4 common things that come out of a volcano during
an eruption.
o Students will name 1 of the 3 ways plate shifting causes volcanic structures.

Implementing the Lesson:

The Hook:
How will you catch your audiences attention (how can you make something such as
convection currents sound exciting?)
I would have the students watch a short video of a volcanic eruption. I may play a song
about volcanoes and have the students complete actions to go along with the song
instead.

Questioning:
What questions will be generated during or after the hook?
What do you think a volcano is?
What are some things you think volcanoes do?
How do you think volcanoes may affect people?
Why should you care or not care about volcanoes?
Will all your questions be open ended? Do not use yes/no questions.
All of my questions will be open ended. Students will be less likely to talk if they know
there is one right answer. They may be afraid of answering wrong. Students will feel safe
to share their ideas because no one has the right answer yet.
Allow students to formulate their own small groups to discuss questions.
I will formulate small groups to help promote discussion and new ideas.
Challenge students with a question.
I would use one of the sub questions to challenge students that may be considered more
advanced. I may use the what are some, if any, positive benefits to humans that come
from volcanoes?

Experiment:
Working as a facilitator, allow students to conduct an experiment to test their questions.
Communicate with students during the experiment.

Modeling:
What will you use to have the students show some performance or product they did
during the experiment (white boards, small chalk boards, poster boards)
I would use poster board or white boards to have the students create pictures and text to
explain what they have found out about the topic.
Have students perform gallery walks observing what other groups modeled (on
their white boards, small chalk boards, poster boards).
The students will use the poser boards that they created to display what they have learned
to the rest of the class in a gallery walk.

Assessment:
Template integration: What will you use from the JUMP DRIVE to assess student
understanding of the established goal?
Teacher should provide 2 of the 20 choices from the JUMP DRIVE so that students have
choice.
I do not understand what the JUMP DRIVE is so I would not know (yet) how to assess a
student from this.

Reflection:
Explore new discoveries made during and after the experiment. Do not grade reflections
for anything besides ideas.

Rubric Template 11
Rubric for __Eruption Graphic Organizer_and Reflection_______activity
Elements
Graded
Outstanding
5 points
Graphic Organizer

4
Needs Improvement
3 points
Graphic Organizer

2
Unsatisfactory
1 point
Graphic Organizer
Points
Earned
(0-5)

* Is well organized,
complete and clear
* Includes key ideas or
concepts
* Uses terms talked
about in class
* Handwriting is
readable and terms are
placed in the appropriate
locations on graph
* No Grammar Errors
Writing is clear and
concise, excellent
mechanics

* Is somewhat
organized, clear
* Includes some (2 of
the 4) key ideas or
concepts
* Uses terms talked
about in class
* Some terms and
concepts not placed
neatly in appropriate
locations on graph
Some Grammar Errors
Mechanics in writing is
not always clear

* Is poorly organized,
unclear
* Omits key ideas or
concepts
* uses terms talked
about in class
* Terms not placed
neatly in appropriate
locations on graph
Poor Grammar
Poor Mechanics

_____
out of
5
possible
(0-5)

Reflection
* Shows deep thought
* Evidence of recorded
thinking
* Other added Elements
* Includes a minimum
of one graphic or picture

Reflection
* Shows some thought
* Some evidence of
recorded thinking
*Very few added
elements
* Does not include a
graph or picture

Reflection
* Shows little thought
* Poor evidence of
recorded thinking
* No added elements
* Does not include
graph or picture

_____
out of
5
possible
Comments: Total Points: ____ + ____ = ______/10

Thematic Unit 1 Volcanoes

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Megan Plumlee

Unpacking Earth Science

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