Lesson Plan: Why do volcanoes erupt?

Marisa Giammaria

Caroline Coallier

Science Teaching

Volcanoes SUBJECT: Elementary Science CYCLE: Three YEAR: 2

DATE: April 15, 2013 DURATION: 50 minutes (4 class periods)

LESSON DESCRIPTION: QEP Cycle 3 Elementary Science Curriculum: Competency 1: To propose explanations for or solutions to scientific or technological problems In this lesson, students will provide explanations by making predictions and hypotheses for the experiments they conduct. Through observation, discussion, explanation, and experimentation, students will be able to provide solutions as to why volcanoes erupt. Competency 2: To make the most of scientific and technological tools, objects and procedures In this lesson, students will learn to create their own model of a Caldera and Stratovolcano. By creating this model, students will be able to learn about two different types of volcanoes and their different characteristics, as well as associate what they observed during their in-class eruption to a real live one. Students will also learn to follow procedure when creating their model and conducting their experiment. They will also learn the procedures needed to prepare for a volcanic eruption, and what to do during one. They will also learn about different technological tools (robots, correlation spectrometer, seismograph) used to measure the seismic activity of a volcano. Competency 3: To communicate in the languages used in science and technology In this lesson, students will learn and use appropriate science language to understand and describe volcanoes. For example, the teacher will be using the words pressure and chemical reaction throughout the experiment. Students will communicate using these words when referring to each experiment.

Essential Knowledge: EARTH AND SPACE Structure of the earth: Volcanoes

OBJECTIVES: -Students will be able to create two model volcanoes that will help them visualize and understand what a real volcanic eruption looks like. -Students will learn about how pressure between two tectonic plates helps to form volcanoes. The students will also understand that the pressure caused by dissolved gases building up in the magma  is  what  causes  the  magma  to  push  its  way  through  the  Earth’s  crust  forming  volcanoes.  Students will understand that it is when that pressure becomes greater than what the surface can take that volcanoes erupt. In other words, gasses in the mantle of the Earth build up and melt the rock creating magma. Magma and gases push their way through the earth. As the magma and gasses push (pressure) their way out of the outer crust of the Earth, they release themselves. The magma becomes lava which creates volcanoes. -Students will further understand and learn that it is important to know how to prepare and plan for a volcanic eruption by creating their very own safety brochure. The goal of having the students create their very own volcano is for them to understand that the Caldera volcano and the Stratovolcano have different characteristics, and that their structure effects their eruption (The Stratovolcano is much taller, steep-sided, and stronger in the sense that the lava is less viscous [it is more liquid and flows faster] making it more dangerous. The Caldera has more of a gradual slope and the lava is more viscous [it is not as liquid, and flows slower] making it less dangerous). -Throughout the lesson, students will learn and apply observation, comparison, prediction and hypothesizing skills in order to gain an understanding of the science concepts being introduced. Main concepts: Students will learn how volcanoes work and what processes occur in a volcano Students will learn about the role of pressure in volcanic eruption Students will make models of volcanoes Students will learn about mitigation for when a volcano erupts.

CONCEPT MAP:

MATERIALS: Experiment 1 (Baking Soda and Vinegar) -2 jars or beakers -Spoon -2 tbsp. vinegar -Baking Soda -Paper towels

Experiment 2 (Creating a Volcano) -2 large cookie sheets/ Large aluminum baking trays -Funnel -Decorations around volcano: small plastic trees, homes, people (show how they are located far from the volcano) -8 measuring cups -2 tablespoons -Paper towels Group A (Stratovolcano Experiment) Group B (Caldera Experiment) -Plastic water bottle -Large jar -Stir stick (thin enough to fit in a water bottle) -1/2 cup of water -1/2 cup of water -1 cup of baking soda -1 cup of baking soda -1 tbsp of liquid dish soap -1 tbsp of liquid dish soap -Red and orange food coloring -Red and orange food coloring -1 cup of white vinegar -1 cup of white vinegar -Play-dough -Play-dough Experiment 3 (Soda Bottle Experiment) - Bottle of soda (with a twist cap)

VOCABULARY: -Pressure -Chemical reaction -Lava -Magma -Active volcano -Dormant volcano -Extinct volcano -Ash -Stratovolcano -Caldera volcano -Eruption -Fault

PRE/MISCONCEPTIONS PRIOR TO INSTRUCTION: Preconceptions -There are different types of volcanoes -There are 2 forms of lava (Pahoehoe and Aa lava) -Magma is the extremely hot liquid found beneath the surface of the Earth. That same liquid is called lava once it escapes the volcano. -There is a reaction when mixing baking soda and vinegar -Volcanoes erupt because there is too much pressure on the inside of it. This is due to the

- Earth’s  mantle   - Earth’s  outer  crust - Carbon dioxide - Continental drift - Robots - Seismograph - Correlation - Spectrometer - Mitigation -Tectonic Plates -Ring of Fire -Earth’s  core

amount of gases that push the magma from the surface. -Scientists use instruments to predict when an eruption will occur. Misconceptions There is no reaction when mixing baking soda and vinegar There is only 1 type of volcano There is only 1 form of lava Magma and lava mean the same thing Volcanoes explode because there is just too much magma in the volcano Preconceptions about mitigation: -People living near a volcano have safety guidelines that prepare them if an eruption were to occur -People living near a volcano must have a first aid kit -People living near a volcano need to report to local authorities if an eruption occurs -Local authorities will be the ones taking care of the citizens Misconceptions about mitigation: -There is no real preparation before a volcanic eruption because there is no escaping the hot lava -People living near a volcano can use their vehicle to escape from lava or a pyroclastic blast -There is nothing at home that can help the people living near a volcano escape the lava when a volcano erupts, except if they were to build a bunker

LESSON DEVELOPMENT 5 E Lesson

Day 1 Engage- What happens inside a volcano? To begin the lesson, the teacher will ask the students to answer the following questions in their science notebooks. Answers should be between 2-3 sentences. The teacher will use this method in order for all students to have an opportunity to think and gather their ideas about volcanoes. Probing Questions (science notebook entry): -What is a volcano? What does it look like? Draw one in your science notebooks. -Have you ever seen a real volcano? Where? -Why do you think volcanoes erupt? -What happens inside a volcano before it erupts? -What substance is inside the volcano? And where does it come from? Once students have had enough time to write in their science notebooks, the teacher will lead the students in a class discussion. The teacher will select a few students to speak about what they have written. The teacher will acknowledge all students’  reasoning  and  call  upon  1  student

to come to the front of the classroom in order to conduct the first experiment.

The Vinegar and Baking Soda Experiment:

Inquiry Question: What happens inside a volcano?

The teacher will then tell the students that they will be doing an experiment that involves combining baking soda and vinegar in a single jar. S/he will ask them to think about what s/he said, and then predict and hypothesize what they think will happen when these two substances are combined. They are to write their predictions and hypotheses in their science journals. Once they are done writing, the volunteer is to follow the teachers instructions: 1. Set out both glass jars.

2. Pour about 2 tbsp. of vinegar into the first jar.

3. Put 2 mounding tbsp. of baking soda into the second jar (the one that has not yet been used).

Before going to the next step, the teacher will ask the students to call out what they think will happen once the vinegar is placed into the second jar. Once the students have responded, the teacher will continue to tell the volunteer at the front of the class doing the experiment to:

4. Pour the vinegar from the first jar into the second jar (the one with the Baking Soda).

Students should notice that there is a chemical reaction happening between the baking soda and the vinegar.

Once the students have observed what happens when both substances are mixed together, they are to revisit their science journals, and write if their predictions were correct or not. If they are not correct (if they said that there would be no reaction), they are to write what they observed (that there was a reaction).

While the students are writing, the teacher will clean up the experimentation area.

Once the students are done writing, the teacher will ask them if what they predicted and hypothesized was right and to share. The teacher is to acknowledge all explanations and simply tell the students that a similar reaction between different substances occur when a real volcano erupts! Concrete explanations of these ideas will be discussed in the 3rd lesson.

Interesting Facts about Volcanoes to end the lesson:

Once the experiment is complete the teacher will ask the students to put away their journals. S/he will then ask the students to take out their science duo-tang  for  them  to  place  the  “Volcano Fact  sheet”  (Refer to appendix 1) in it. The teacher will then ask volunteers to read aloud each

fact.

Questions about these facts can be discussed if time permits. If not all facts are read during class time, students are to take their duo-tangs home to complete the reading.

Day 2 Explore- Creating a Caldera and Stratovolcano! Group A: Stratovolcano Group B: Caldera Before beginning this lesson, the teacher will refresh  the  students’  memory  of the 4 main types of volcanoes by asking them to name each one of the volcanoes and name some characteristics of each (Refer to appendix 2). S/he will then explain to the students that they will be split into 2 groups of 15. Group A will create a Stratovolcano, and Group B will create a Caldera Volcano. Once the students are split into their groups, they will begin to create their volcano with the help of the instructions provided to them by the teacher (Refer to appendix 3). Students will only prepare the ingredients needed to insert into their volcano. They are to work together during this process. The teacher will be informally assessing them during this process to see if they are working collaboratively. The Fair Test Experiment Inquiry Question: How do volcanoes erupt?

Variables: Independent (What will be changed): The shape of the volcanoes (Large jar and a water bottle) Dependent (What will be observed): The way the eruption occurs: The Stratovolcano eruption is stronger/flows faster than the Caldera volcano eruption) Control (What will be kept the same): The ingredients (Students might predict that the eruption will be the same for both experiments. They may hypothesize that because the ingredients are staying the same [the actual ingredients, and the quantities]).

The Stratovolcano Station: Group A: Once  each  group  is  done  preparing  their  own  volcano,  group  B  will  visit  group  A’s  Stratovolcano station. They will then use their prior knowledge on the chemical reaction between baking soda and vinegar to predict and hypothesize aloud what they think is going to happen once the ingredients they prepared are placed into the Stratovolcano group A created. The teacher will then ask all the students to write in their science journals the characteristics of a Stratovolcano Volcano based on direct observation, and previous knowledge (It is very tall, its mouth  it  very  small,  it  has  a  steep  slope  etc…) Once they have shared their predictions and hypotheses, and wrote the characteristics of the Caldera volcano in their science journals, one student from group A will pour all the ingredients into the Stratovolcano, adding the vinegar last. Once the vinegar is added, students should see a red, foamy mixture rise over the top of the volcano and flow down its slopes. The teacher would tell the students that the mixture represents the lava that flows down the sides of a real volcano! Once the experiment is complete, the teacher will ask the students to write in their journals what they observed (the lava came out very fast, the lava shot up a  bit  high  etc…) as well as if their predictions and hypothesis were right and why (They can mention that their hypothesis was right because they know that vinegar and baking soda react when they are put together)

Once  the  students  are  done  writing  and  before  moving  to  Group  B’s  Caldera  Volcano,   the teacher would have a quick class discussion on what the students observed:

Did the lava flow out fast? yes Did the lava splash out when the volcano erupted? yes Students are encouraged to ask any additional questions they have concerning the experiment before  moving  to  Group  B’s  Caldera  station. The Caldera Station: Group B: All  students  will  then  visit  group  B’s  Caldera  station  to  predict and hypothesize once again aloud what they think is going to happen. The teacher will then again ask all the students to write in their science journals the characteristics of the Caldera Volcano based on direct observation, and previous knowledge (It is short but its mouth is wide, it has a gradual slope/side, it is formed like a cooking pot etc…). Once they have shared their predictions and hypotheses, and wrote the characteristics of the

Caldera volcano in their science journals, one student from group B will pour all the ingredients into the Caldera volcano, adding the vinegar last. Once the vinegar is added, students should see a red, foamy mixture rise over the top of the volcano and flow down its slopes. Once the experiment is complete, the teacher will ask the students to write in their journals what they observed (the  lava  came  out  very  fast,  the  lava  shot  up  a  bit  high  etc…) as well as if their predictions and hypothesis were right and why (They can mention that their hypothesis was right because they know that vinegar and baking soda react when they are put together because of the demonstration done in the previous lecture)

Once the students are done writing, the teacher would have a

quick class discussion on what the students observed:

Did the lava flow out fast? no Did the lava splash out when the volcano erupted? no Students are encouraged to ask any additional questions or add any comments concerning the experiment.  The  teacher  will  answer  the  students’  questions  but  also  take  note of their comments and questions to perhaps create a second fair test with another hypothetical question for another lesson on volcanoes. Day 3 Explain- How do Volcanoes Erupt? To begin this lesson, the teacher will discuss with the students whether or  not  they’ve  enjoyed  doing the volcano experiment, and explain to them that the experiment they did was simply an analogy to represent how volcanoes erupt. In other words, volcanoes do not erupt because baking soda and vinegar come in contact with each other. The teacher will also ask the students: -Are there volcanoes in Montreal, if yes, where? Mount Royal explanation: Once the students have shared their responses, the teacher will explain to them that there is a volcano in Montreal, but it is now extinct. This extinct volcano is Mount Royal. (Note: The teacher could take out a map of Montreal and pin point exactly where Mount Royal is located. An extension activity can also be a field trip where the students get to visit the extinct volcano). The teacher will explain how the mountain was only active about 125 million years ago and created when the North American Plate moved westward over the New England hotspot

(volcanic region fed by underlying mantle). Actually, Mount Royal is the result of magma flows. It is composed of gabbro (a type of igneous rock) and is part of the Monteregian mountain chain situated between the Laurentians and the Appalachians. In other words, the magma found its way through the sedimentary rocks that were underneath the area at that time, producing at least eight igneous layers or rock as it cooled down, which formed the mountain. The teacher will then explain that in Quebec we are safe from volcanoes because there are none that are active. However, in other places on Earth like Hawaii, where there are many volcanoes that are still active, it is not the case, and people must always be prepared for a volcanic eruption. (This will prepare the students for the discussion on mitigation) The teacher will explain how volcanoes erupt by showing 2 videos: Once the teacher is done explaining Mount Royal, a short video will be presented to the students that explain how volcanoes are formed (the  movement  of  the  earth’s  tectonic  plates): http://www.neok12.com/php/watch.php?v=zX06694e581a074f6e005367&t=Volcanoes. Another short video will be shown that explains and demonstrates how volcanoes are formed and what actually occurs during an eruption. The animations in this video show the different layers of the earth (outer crust, mantle and core), explains the reasons why volcanoes erupt, and the physical differences between a Caldera and a Stratovolcano: http://www.curriculumbits.com/prodimages/details/geography/natural-disasters-volcanoes.html. These two videos are great because they give students a visual representation of the volcanoes they’ve created in the last lesson. They also give a better idea of how volcanoes are supposed to react and why. Note: Before beginning the videos, the teacher will hand out 2 separate worksheets that relate to the videos they will be watching (Refer to appendix 4). Once the videos are watched and the students have completed their worksheets, the teacher will ask volunteers to read the questions on the worksheet and say their answer. While students share their answers, the teacher will add on to what they are saying  by  confirming  if  the  students’  answers are correct. If possible, the teacher will elaborate on the questions at hand by adding more information so that students completely understand what the question is about. The teacher will re-direct students if a mistake is made by referring to the videos just viewed. The teacher will then reiterate the main ideas of the worksheets and explain that actual volcanoes erupt due to: A release of pressure caused by dissolved gases building up in the magma. It is when that pressure becomes greater than what the surface can take that volcanoes erupt. In other words, gasses in the mantle part of the Earth build up and melt the rock creating magma. Magma and gases push their way through the earth. As the magma and gasses push (pressure) their way out of the outer crust of the Earth, they release themselves. The magma becomes lava which creates volcanoes.

The teacher will then relate what the video and students have said about volcanoes to the experiment the students conducted last class and explain: How  mixing  the  baking  soda  and  vinegar  made  the  students’  volcanoes  erupt. The  red  mixture  pouring  out  from  the  students’  model  volcanoes  is  the  result  of  a  chemical  reaction between the baking soda and vinegar. In this reaction, carbon dioxide gas is produced. That gas creates pressure and builds up inside the plastic bottle. The more it builds up the more pressure it creates until the gas bubbles come out of the volcano. In other words, when vinegar and baking soda are mixed together they create carbon dioxide gas which builds up inside the bottle, forcing the liquid out of the bottle. What happens in a real volcano. Just as when these 2 ingredients are combined, carbon dioxide builds up within the volcano, it causes pressure, and that pressure is what makes all of that magma, debris, ash and gas come up out  from  inside  the  volcanoes’  core  all  the  way  up  and  out  to  release  that  pressure.  Once  the  magma is released, it hits the atmosphere, then flows down the sides of the volcano and down to the bottom forming lava. Once the lava dries a volcano is formed. Volcanoes form because of the movement of huge tectonic plates on the Earth which we call “Continental  drift”.  When  two  plates  collide,  one  section  slides  on  top  of  the other, the one beneath is pushed down. Magma is squeezed up between two plates. Heat is what causes magma to rise to the surface. Escaping gases provide the driving force (pressure) for volcanic eruptions. As the amount of gases increases, the magma becomes lighter, causing it to rise through  the  Earth’s  crust.  When  the  magma  reaches  the  surface  it  erupts  from  a  vent  (opening)  and becomes lava. Lava and other materials, such as ash and rock fragments, ultimately build up to form a volcanic cone which we identify as a volcano. Mini-Soda Experiment: To  strengthen  the  teacher’s  explanation of how pressure of gases causes volcanoes to erupt, s/he will show students another experiment using a bottle of soda which explains how pressure builds up in the bottle just as in a volcano before it erupts: To teach children about the buildup of pressure in a volcano, the teacher will bring in a bottle of soda. S/he will ask the students to predict what will happen if they were to open the bottle. The teacher would demonstrate how nothing happens. S/he will then shake the bottle and explain to the students how there is pressure building up in side, like a volcano! S/he will then have them predict again what will happen if s/he opens the bottle. The teacher will then choose one student to come to the front of the class to open the bottle. Students  should  observe  how  the  bottle  of  soda  fizzes  and  “erupts”  like  a  volcano. The  teacher  will  then  explain  how  the  volcano’s  shape  affects  the  eruption: Stratovolcanos: Stratovolcanos are sometimes called "composite volcanoes" because of their layered structure

built up from the different layers of ash and lava that form them. Most Stratovolcanos are irregularly shaped mountains formed by material ejected from both a central opening and other openings on the sides of the mountain. However, some Stratovolcanos are almost perfectly cone-shaped. These shapes occur because volcanic materials erupt from one central vent at the top. Stratovolcanos have a steep profile and periodic quiet explosive eruptions. The lava that flows from Stratovolcanos cools and hardens before spreading far. The eruption caused by this type of volcano creates an explosive force: because of its steep shape, the magma is too stiff to allow easy escape of volcanic gases. As a consequence the enormous pressures of the trapped volcanic gases remain in the magma. As the gases reach the magma chamber, the magma degasses explosively (the teacher will show this with a drawing on the black board). In other words, as we can see it on the model students have created, because of the Stratovolcano’s  high  and  narrow  shape,  gases  trapped  in  the  magma  build  up  creating  more  pressure as it reaches the surface. When those gases finally attain the opening of the volcano it creates a huge explosion releasing all of that pressure and magma. A lot of lave pours out, very liquid, and it flows faster making it more dangerous. Caldera volcanoes: A Caldera is formed by the collapse of land following a volcanic eruption. In other words, Caldera volcanoes are formed when the summit of a Stratovolcano collapses into an empty magma chamber that had stored the magma prior to eruption, leaving a broad and circular opening. This type of volcano is sometimes confused with volcanic craters. These volcanoes have a large vent surrounded by low hills of ash deposits. Their powerful eruptions tear magma into ash and dust-size fragments and blow them so far from the volcanic opening that almost no mountain is built up. The ash is carried by large winds that propel it over the ground like a violent sandstorm. However, because of their gradual slope, most Calderas erupt with less viciousness. Lava flows slower and is not as liquid (hot) and so is less dangerous. In other words, because of the Caldera’s  gradual  slope  shape,  as  magma  approaches  the surface of the Earth, there is not as much pressure that builds up. The gases are released without creating too much explosion which makes the eruption less dangerous. This is what also happens with the students’  Caldera  volcano  model:  there  isn’t  that  much  pressure that builds up in the volcano due to its shape and so the eruption is not as explosive as the Stratovolcano one

At the end of the lesson, an article will also be provided to the students, giving them information about the different types of volcanoes, how they erupt, how they form, where they occur, the different types of eruptions, etc. The students will keep the article as a personal reference and will put it in their science duo-tag (Refer to appendix 5).

Day 4: Elaborate: Technology: Mitigation In this lesson, the teacher will introduce to the students the equipment used by volcanologists to monitor volcanoes. S/he will then explain how to prepare for a volcanic eruption, and what to do during one, and what to do after. Instruments used to measure a volcanoe’s seismic activity: With the use of images (refer to appendix 6), the teacher will present to the students the different types of instruments volcanologists use to measure the seismic activity of an active volcanic area (Robots, Correlation Spectrometer (COSPEC), Seismograph): Robots: Scientists use robots to minimize the risk for volcanologists who are involved in work close to volcanic craters during eruptive phenomena. Critical data from the robots is sent by radio or satellite that relay the information from the monitoring instruments installed around the volcano. E.g.  A  NASA  robot  called  “Dante  II”  was  used  in  1994  on  Mount  Spurr  Alaska.  The robot had eight legs just like a spider. A wire was connected to Dante II to maintain its stability. For more than five days the robot explored alone in the volcano crater. The robot relied only on sensors and computers to plan and execute its motion. The terrain was very rough and the robot had to navigate on deep snow, ditches and rubble. The robot measured the gas composition. However, while climbing out of the crater, Dante II lost stability and fell on its side thus ending its mission.

Correlation Spectrometer: Measures gas activity near a volcano. Provides useful information predicting if the volcano may erupt or not. This instrument can be put on an aircraft to measure the amount of gas being emitted from a volcano. If the gas levels increase then it is a good indication that magma is rising to the surface and may erupt. One place that uses this instrument is the Hawaiian Volcano Observatory (HVO) because in Hawaii there are many active volcanoes.

Seismograph: This instrument records the moving magma through the ground which also causes earthquakes. This seismometer sends information via radio to observatories where scientists determine the sizes and locations of earthquakes. This instrument is generally placed on a concrete base, buried in sand at a depth of 12m below the ground surface. The sensor underground is protected with foam pads and a plastic cover, and is attached to a rod (a thin straight bar of metal) 1.5m above the ground. Scientists use more than one seismometer around a volcano to identify movement of magma. After having discussed these different instruments that monitor a volcano, the teacher will ask the students the following questions. Once the students have shared their answers, the teacher will add on to what they say by explaining the right answers. No matter the volcano you live by, do you think there is going to be a difference in preparing for an eruption? Why? Yes because it depends on the environment surrounding the volcano and how the volcano usually erupts. People must be prepared if they live in an environment where they are prone to

mudslides, flash floods, earthquakes, ash falling, acid rain and tsunamis due to their volcano erupting. People must also be prepared for if the type of volcano they live by is prone to have explosive eruptions that create a lot of debris and ash just like a Stratovolcano volcano. What would you do to prepare yourself for a volcanic eruption? - Prepare a first aid kit - Have some canned food and a can opener. - Have some bottled water. - Have a battery-operated radio for communication. - Have a flashlight. - Have protective clothing. - Have a dust mask, goggles and sturdy shoes. - Have a map of all of the evacuation routes. During a volcanic eruption, what should you do? - Follow the evacuation order issued by authorities. - Avoid areas downwind and river valleys downstream of the volcano. - If caught indoors, close all windows and doors. - If trapped outdoors, seek shelter indoors. - If caught in falling rocks, roll into a ball and protect your head. - If caught near a stream, be aware of mudflows and move to higher ground. - If caught in ash falls, keep your skin covered by wearing long-sleeved shirts and long pants. - Use goggles to protect your eyes and wear a dusk mask. - Cover your mouth and nose because volcanic ash can irritate your respiratory system. - Avoid using a vehicle because ash can damage engines and metal parts. - Sweep the ash on top of the roof to avoid its collapse. Where do you think people should be building their homes?

- The Safe Zone for Habitation should be beyond 10 km. However, it still depends on where you

live. An example can include the areas on the flanks of Kilauea and Mauna Loa volcanoes in Hawaii where even beyond 10 km from the summit people are at risk during an eruption.

- Generally, living 10 km from a volcano is no more dangerous than facing risks such as wild fires, hurricanes, floods, and earthquakes for other people around the world. Volcanoes are probably the least dangerous of all the major natural disasters.

After the teacher has discussed these questions with the class, s/he will then show the students a video of an example of a volcanic eruption (Mount St-Helen’s  1980  eruption)  and  measures  that  were taken to prevent any collateral damage: http://www.youtube.com/watch?v=YaZExSzQKqY The  teacher  will  also  provide  students  with  a  “Volcano Safety Tip Sheet”  (Refer to appendix 7) that explains the process people need to take when they know a volcano is about to erupt. Students are to put this sheet in their science duo-tag. The teacher will then tell the students that in 2 weeks they will have to create and present a

safety brochure for people living near an active volcano. Students are to choose one active volcano in the world, provide a brief description of it, explain how people living in that area should prepare for a volcanic eruption, and what they are told to do when the volcano erupts in order to remain safe. Note: The teacher will provide students with guidelines (Refer to appendix 8) for creating their own safety brochure. Students will have to choose for next class either to do their project on a Caldera volcano or a Stratovolcano. Students will also have a 2 free periods in the computer lab in which they will work on their safety brochure and do their research. They may also use any material provided to them during class time to help them for this project. Day 4 Evaluate: Research for the creation of their safety brochure (in the computer lab) In this lesson, the students are to research a volcano they chose to do their project on. They must provide a brief description of it, explain how people living in that area should prepare for a volcanic eruption, and what they are told to do when the volcano erupts in order to remain safe. (Refer to appendix 8) They may also use any material provided to them during class time to help them for this project. Formative (formal) Evaluation: The teacher will evaluate the students throughout the two class periods they have to work on their brochure. H/she will be paying attention as to whether or not the students are using things they have learned in the previous lesson on safety and applying it to their project. The teacher will evaluate  the  students’  journals  in  that  s/he  will  ensure  that  they  are  complete. The teacher will look at the predictions they made during the experiment, as well as their explanations, hypotheses and findings. Note: The teacher will then evaluate the students when they present their brochure in the upcoming weeks Informal Evaluation: The teacher will informally evaluate the students based on their in class participation to discussion questions, the experiments, answering the worksheets, and working on their brochure. Students will also be informally evaluated on their behavior throughout all lessons. They will mostly be evaluated on if they were able to cooperate effectively in their groups while doing the experiment and if they were respectful of others during the entire lesson.

Appendix 1

Volcano Facts!

1. There are four major kinds of volcanoes Volcanoes are usually located where tectonic plates meet. This is especially true for the Pacific Ring of Fire, an area around the Pacific Ocean where over 75% of the volcanoes on Earth are found. Although volcanoes are all made from hot magma reaching the surface of the Earth and erupting, there are different kinds. Shield volcanoes have lava flows with low viscosity that flow dozens of kilometers; this makes them very wide with smoothly sloping flanks. Stratovolcanoes are made up of different kinds of lava, eruptions of ash and rock, and grow to enormous heights. Cinder cone volcanoes are usually smaller, and come from short-lived eruptions that only make a cone about 400 meters high. Calderas are a cauldron-like volcanic feature usually formed by the collapse of land following a volcanic eruption.

2.  Volcanoes  erupt  because  of  magma  escaping  from  beneath  the  Earth’s  crust About  30  km  beneath  your  feet  is  the  Earth’s  mantle.  It’s  a  region of superhot rock that extends down to the  Earth’s  core.  This  region  is  so  hot  that  molten  rock  can  squeeze  out  and  form  giant  bubbles  of  liquid  rock called magma chambers. This magma is lighter than the surrounding rock, so it rises up, finding cracks and  weakness  in  the  Earth’s  crust.  When  it  finally  reaches  the  surface,  it  erupts  out  of  the  ground  as  lava,  ash,  volcanic  gasses  and  rock.  It’s  called  magma  when  it’s  under  the  ground,  and  lava  when  it  erupts onto the surface. 3. Volcanoes can be active, dormant or extinct An active volcano is one that has had an eruption in historical times (in the last few thousand years). A dormant volcano is one that has erupted in historical times and has the potential to erupt again, it just hasn’t  erupted  recently.  An  extinct  volcano  is  one  that  scientists  think  probably  won’t  erupt  again.  While these terms are useful, scientists are more likely to describe volcanoes by characteristics such as how they are formed, how they erupt and what their shape is. 4. Volcanoes can grow quickly Although some volcanoes can take thousands of years to form, others can grow overnight. For example, the cinder cone volcano Paricutin appeared in a Mexican cornfield on February 20, 1943. Within a week it was 5 stories tall, and by the end of a year it had grown to more than 336 meters tall. It ended its grown in 1952, at a height of 424 meters. By geology  standards,  that’s  pretty  quick. 5. There are 20 volcanoes erupting right now Somewhere,  around  the  world,  there  are  20  active  volcanoes  erupting  as  you’re  reading  this.  Between  50-70 volcanoes erupted last year, and 160 went off in the last decade. Geologists estimate that 1,300 erupted in the last 10,000 years. Three quarters of all eruptions happen underneath the ocean, and most are actively erupting and no geologist knows about it at all. One of the reasons is that volcanoes occur at the

mid ocean ridges,  where  the  ocean’s  plates  are  spreading  apart.  If  you  add  the  underwater  volcanoes,  you  get an estimate that there are a total of about 6,000 volcanoes that have erupted in the last 10,000 years. 6. Volcanoes are dangerous But then you knew that. Some of the most deadly volcanoes include Krakatoa, which erupted in 1883, releasing a tsunami that killed 36,000 people. When Vesuvius exploded in AD 79, it buried the towns of Pompeii and Herculaneum, killing 16,000 people. Mount Pelee, on the island of Martinique destroyed a town with 30,000 people in 1902. The most dangerous aspect of volcanoes are the deadly pyroclastic flows that blast down the side of a volcano during an eruption. These contain ash, rock and water moving hundreds of kilometers an hour, and hotter than 1,000 degrees C. 7. Stratovolcanoes are really dangerous Geologists measure volcano eruptions using the Volcano Explosivity Index, which measures the amount of  material  released.  A  “small”  eruption  like  Mount  St.  Helens  was  a  5 out of 8, releasing a cubic kilometer of material. The largest explosion was on record was Toba, thought to have erupted 73,000 years ago. It released more than 1,000 cubic kilometers of material, and created a caldera 100 km long and 30 kilometers wide. The explosion plunged the world into a world-wide ice age. Toba was considered an 8 on the VEI. 8.  The  tallest  volcano  in  the  Solar  System  isn’t  on  Earth That’s  right,  the  tallest  volcano  in  the  Solar  System  isn’t  on  Earth  at  all,  but  on  Mars.  Olympus  Mons, on Mars, is a giant shield volcano that rises to an elevation of 27 km, and it measures 550 km across. Scientists  think  that  Olympus  Mons  was  able  to  get  so  large  because  there  aren’t  any  plate  tectonics  on  Mars. A single hotspot was able to bubble away for billions of years, building the volcano up bigger and bigger. 9. The tallest and biggest volcanoes on Earth are side by side The  tallest  volcano  on  Earth  is  Hawaii’s  Mauna  Kea,  with  an  elevation  of  4,207  meters.  It’s  only  a  little  bigger than the largest volcano on Earth, Mauna Loa with an elevation of only 4,169 meters. Both are shield volcanoes that rise up from the bottom of the ocean. If you could measure Mauna Kea from the base  of  the  ocean  to  its  peak,  you’d  get  a  true  height  of  10,203  meters  (and  that’s  bigger  than  Mount  Everest). 10. The most distant point from the center of the Earth is a volcano You might think that the peak of Mount Everest is the most distant point from the center of the Earth, but that’s  not  true.  Instead,  it’s  the  volcano  Chimborazo  in  Ecuador.  That’s  because  the  Earth’s  is  spinning  in  space and is flattened out. Points at the equator are further from the center of the Earth than the poles. And Chimborazo  is  very  close  to  the  Earth’s  equator.

Appendix 2

The Four Main Types of Volcanoes

Appendix 3

Instructions  for  Group  A’s  

Stratovolcano!

Procedure:

-Place the large aluminum tray onto the desk

-Place the plastic water bottle in the center of the aluminum tray

-Add Playdough around it?

-Pack earth around and up to the top of the bottle (be sure not to let any earth fall inside!)

Earth

-Add plastic trees, shrubs or homes to the far walls of the aluminum tray

Prepare:

-½ cup of water

-1 cup of baking soda

-1 tbsp of liquid dish soap (place in the small cup provided)

-1 cup of white vinegar

-Add a few drops of red and orange food colouring to your vinegar

-Wait  for  teacher’s  instructions

Instructions  for  Group  B’s  

Caldera Volcano!

Procedure:

-Place the large aluminum tray onto the desk

-Place the glass jar in the center of the aluminum tray

-Add Playdough around it?

-Pack earth around and up to the top of the jar (be sure not to let any earth fall inside!)

Earth

-Add plastic trees, shrubs or homes to the far walls of the aluminum tray

Prepare:

-½ cup of water

-1 cup of baking soda

-1 tbsp of liquid dish soap (place in the small cup provided)

-1 cup of white vinegar

-Add a few drops of red and orange food colouring to your vinegar

-Wait  for  teacher’s  instructions

Appendix 4

What are Volcanoes?

Answer the following questions by filling up the words missing in each sentence: Refer to the list of words provided underneath. You may only use each word once.

1. The earth is a 4.5 billion year old ball of _______ ______ with an iron ______ and cool crust.

2. The crust is made up of ________ moving at the rate of about 10cm a year. They are

propelled by convection currents in the ________.

3. Areas along the edges of the plates are prone to geological upheaval. Molten rock- _______ - finds its way into the upper _______. If it reaches the surface it becomes a _________.

4. An _________ is caused by pressure of dissolved _____ building up in the magma.

when it becomes ________ than the surface can take, the volcano erupts.

5. A stratovolcano, also called a ___________ volcano, has a ______ conical volcano composed of many ________ of hardened ______, tephra, and volcanic ash.

6. Stratovolcanos are characterized by a _______ profile and periodic, ___________

eruptions.

7. Lava:  ________  ______  flows  slowly  but  it  is  very  destructive,  burning  anything  in  it’s  path and cutting off escape routes.

8. Not all volcanoes are stratovolcanos, other types exist including _________ volcanoes

and Shield volcanoes.

9. Caldera volcanoes are formed when the ______ of the Stratovolcano collapses, leaving a broad circular _______.

10. Most  of  the  _____  active  volcanoes  are  found  along  the  edges  of  the  Earth’s  

________.

11. More than half of these active volcanoes encircle the Pacific Ocean in the so-called  “  ______  __  _____”.

molten rock core layers steep composite mantle magma greater explosive tall gas ring of fire eruption crust plates Caldera 550

How Volcanoes Form

Answer the following questions using the information from the video:

12. The  Earth’s  surface  is  divided  up  into  a  number  of  pieces  called  ______  .

13. Plates slowly move apart around the Earth. They either move towards or past each other. The movement is so powerful that continents are carried along by. How is this whole process called?

__________________________

14. What are the layers that form Earth? _______________ (A huge ball of hot mainly liquid iron) _______________ (Solid rocks that make up 2/3 of the Earth) _______________    (Just  on  top  of  the  Earth’s  plates  like  a  thin  skin)

15. Which  theory  explains  this  whole  movement  of  the  Earth’s  plates? a. Theory of magma b. Theory of tectonic plates c. Theory of hot mental rock

16. Hot mental rock rises slowly to the surface by ____________ and forces the

plates gradually _______. As it cools down it forms new plates. This is called a _____________ plate boundary.

17. Where two plates meet, the movement forces one plate ____________ the

other, the plate is destroyed. This is called a _____________ plate boundary.

18. What causes friction releasing enough energy to melt the rock from the mental layer of the Earth and form volcanoes?

_______________________

19. Some volcanoes may be found in the middle of plates. True False

20. The biggest island of Hawaii has ____ volcanoes.

21. Kilauea has been erupting continuously for over 500 hundred years. True False

Appendix 5

Volcanoes from The New Book of Knowledge® Source: Scholastic News Online While millions of years are needed for natural forces to build mountain ranges and erode canyons, an erupting volcano can build or destroy large, sometimes massive, structures in a matter of minutes or days. A volcano is a place where molten (melted) rock, pieces of hot solid rock, and hot gases formed inside the Earth erupt through its surface. Volcanic activity is the most dramatic and rapid of all the geologic processes that shape the surface of the Earth. For example, on May 18, 1980, the eruption of Mount St. Helens, in the northwestern United States, destroyed much of the mountain and killed about sixty people. How Volcanoes are Formed The Earth's interior is very hot, and the heat left over from its formation continually escapes toward the surface. The escape of this heat combined with the heat released by decaying radioactive elements in the interior provides the energy for volcanic activity. As the heat rises, it warms rock in the Earth's interior, and this heated rock begins rising slowly toward the surface. Much of this molten rock, or magma, gradually cools within the Earth. Sometimes, however, magma continues to push upward. While heat is what causes magma to rise to the surface, escaping gases provide the driving force for volcanic eruptions. The most common volcanic gas is steam. This is formed when water from within the Earth or rainwater soaking into the ground is absorbed by magma and then heated. When gas-filled magma rises from the Earth's interior, it collects in large pools called magma chambers that are several miles below the surface. As the amount of gases increases, the magma becomes lighter, causing it to rise through a system of conduits, or channels. When the magma reaches the surface, it spews out of vents, or openings, at the tops of the magma conduits. Magma that erupts from a vent is known as lava. Lava and other material, such as ash and rock fragments, ultimately build up to form a volcanic cone. [...] Stratovolcanoes Stratovolcanoes, or composite volcanoes, get their name from the different layers, or strata, of ash and lava that form them. Most stratovolcanoes are irregularly shaped mountains formed by material ejected from both a central vent and other vents on the sides of the mountain. But some stratovolcanoes, such as Mount Fuji in Japan, are almost perfectly cone-shaped. These shapes occur because volcanic materials erupt from one central vent at the top. Stratovolcanoes usually have large, circular depressions at their summits. When they are less than 1 mile (1.6 kilometers) across, they are called craters. Larger depressions are called calderas. Craters are simply eruption vents--the tops of magma conduits. Calderas are more complicated. Those found on stratovolcanoes typically are surrounded by thick layers of ash and other material ejected during eruptions. Others are formed when the summit of a volcano collapses into an empty magma cavern that had stored the magma prior to eruption.

Shield Volcanoes Shield volcanoes, formed when large flows of lava spread rapidly from central vents or rows of vents, are the largest volcanoes. Because the lava moves rapidly and spreads out in a broad area, it does not form a tall, steep cone. Instead, shield volcanoes are dome-shaped mountains with broad bases and gentle slopes. Shield volcanoes commonly occur in overlapping groups. Mauna Loa, one of the largest shield volcanoes, is one of five overlapping volcanoes that make up the large island of Hawaii. Shield volcanoes also have craters or calderas at their summits. The calderas on shield volcanoes are almost always due to collapse rather than from the eruption of ash layers. Cinder Cones Not all volcanoes are huge. Many small ones called cinder cones dot the landscape in volcanic regions. In fact, cinder cones are the most common type of volcano on the Earth's surface. They are formed as a result of repeated small explosions of gas-rich magma, which eject small chunks of lava and ash onto a small area around the vent. The average cinder cone is about 2,600 feet (800 meters) wide at the base and 325 feet (100 meters) high. Ashflow Calderas The most explosive eruptions on Earth are produced by ashflow calderas. These volcanoes have a distinctive form that is essentially a large caldera surrounded by low hills of ash deposits. Their powerful eruptions tear magma into ash and dust-size fragments and blow them so far from the volcanic vent that almost no mountain is built up. The ash is carried by hurricane-force winds that propel it over the ground like a violent sandstorm. An ashflow eruption created Yellowstone caldera about 600,000 years ago, spreading ash over most of the western United States. [...] Volcanic Fragments During explosive eruptions, lava is hurled into the air and torn into small fragments. Exposed to the air, the fragments cool and harden. Such solid materials are known as pyroclastics, which means "fire-broken" in Greek. Scoria is a type of rock fragment commonly produced in this manner. When scoria is full of holes, formed as a result of gas bubbles in the lava, it is called pumice. Pumice is sometimes light enough to float on water. Explosions of fluid lava produce a variety of rock fragments that can be classified according to size. Most of the material thrown out in an eruption is volcanic ash, fragments smaller than 2/10 inch (5 millimeters) in size. Ash sometimes falls on the surrounding countryside, blanketing hundreds of square miles. After it falls, loose volcanic ash often becomes cemented together, forming a hard rock called tuff. Large, irregularly shaped solid fragments are called blocks. Some blocks may be as large as automobiles. Small fragments of material that are bigger than ash yet smaller than blocks are called lapilli, meaning "little stones" in Italian. Ash Flows and Mudflows In large volcanic eruptions, huge flows of hot ash, pumice, and gases mixed together can be propelled outward by hurricane-force winds. Known as ash flows, they can move along the ground at hundreds of miles per hour, sweeping down slopes, through valleys, and over hills. Sometimes the flows glow red hot and are known as glowing avalanches.

Ash flow eruptions are among the most dangerous types of volcanic activity. The combination of high temperatures, high speeds, and gases makes them very destructive and deadly. The summits of some volcanoes are covered with snow and ice. Other volcanoes are located in rainy regions. When these erupt, they sometimes produce large mudflows composed of pyroclastic material and water. Mudflows can be either hot or cold. Hot mudflows generally form when heat from an eruption melts snow or ice and the water mixes with volcanic debris. Cold mudflows can occur when heavy rain loosens cold cinder and ash, sending it racing down the mountainside. Heat and Gas Heat and gas are two important products of a volcanic eruption. Enormous amounts of heat are released during a volcano's lifetime. Typically, most of the heat escapes into the air. However, in some volcanic regions, much of the heat remains in the ground. The captive heat produces a natural form of energy known as geothermal energy. These geothermal regions often contain hot springs and geysers, natural springs that erupt at intervals, throwing up fountains of hot water and steam. Gas also rushes out of a volcano's vents during an eruption, often carrying ash and fragments of rock. Most of the gas produced during an eruption is steam and carbon dioxide. Much of the water now on the surface of the Earth is the product of steam given off during 4.5 billion years of volcanic activity. Another common gas produced during eruptions is sulfur dioxide, which has a strong, suffocating odor. Some gases produced, such as chlorine and fluorine, can be very deadly. Where Volcanoes Occur Volcanoes have always been a part of Earth's long history. Volcanoes or the evidence of volcanoes has been located almost everywhere on the Earth's surface. Ancient lava flows have been found in many places where there are no volcanoes today, and most of the deep ocean floors are made up of thick layers of lava underneath much thinner layers of sediment. Today, however, volcanoes do not occur everywhere. Most are located near the edges of continents. The geologic theory of plate tectonics helps explain this. According to the theory of plate tectonics, the Earth's crust consists of several huge plates, or blocks, that move slowly around the planet. As these crustal plates move, they frequently collide, forcing one plate to slide beneath the other. When this happens, the rocks in the plate are pushed toward the Earth's interior where they become hot and melt. This melted rock then rises as magma, forming volcanoes near where the plates meet. Along the edges of the Pacific Ocean, the huge Pacific plate is sliding under a number of continental plates. The area along this large arc is called the Ring of Fire because many active volcanoes are found along it. Other arcs of active volcanoes run through Italy, Greece, Turkey, Armenia, and Indonesia. Volcanoes also are located where plates are spreading apart. When this happens, magma pushes up between the plates and creates volcanic activity. Scientists have discovered this type of volcanic activity in the Atlantic Ocean along the Mid-Atlantic Ridge, an undersea mountain range that marks the boundary between huge spreading plates. Iceland's volcanoes are found along this volcanic ridge. A number of volcanoes also occur along the Rift Valley of eastern Africa, another region where crustal plates are spreading apart. While most volcanoes form where crustal plates are colliding or spreading apart, some

are located in the middle of plates. Geologists believe that these midplate volcanoes form over stationary hot spots, where huge columns of magma rise from deep inside the Earth and break through the plate. As the plate above a hot spot moves, the fixed column of magma continues to form new volcanoes. The Hawaiian islands, the most famous midplate volcanoes, are a good example of this process. Each island was formed one at a time over a hot spot. As the plate above the hot spot moved, a new volcano (and new island) was formed. The youngest island, the big island of Hawaii, is now above the hot spot, and this is where Hawaii's active volcanoes are located. Monitoring Volcanoes Today most volcanologists, the people who study volcanoes, teach in universities or work for national geologic organizations, such as the U.S. Geological Survey. A few hundred, however, work at special observatories around the world where they monitor active volcanoes. The main task at these volcano observatories is to watch for any activity that may signal an impending eruption: earthquakes, the tilting of the ground caused by rising magma, and the emission of gases. In making these observations, scientists hope they can warn people whose lives may be threatened if a volcano were to erupt. The monitoring of both active and dormant volcanoes also helps scientists learn more about the Earth and its history. In addition to ground-based monitoring, scientists now use satellites and satellite technology to track volcanoes. Satellites provide information that traditional methods cannot. For example, sensors on satellites can detect the warming of volcanoes, sometimes even before they erupt. Sensors can also measure the amount of gases given off during eruptions. For volcanoes in remote areas, satellite monitoring may be the only method available. —Charles A. Wood

Appendix 6

Instruments used to measure volcanic activity

Robots: Scientists use robots to minimise the risk for volcanologists who are involved

in work close to volcanic craters during eruptive phenomena. Critical data from the robots is sent by radio or satellite that relay the information from the monitoring instruments installed around the volcano.

Dante

Correlation Spectrometer: Measures gas activity near a volcano. Provides useful information predicting if the volcano may erupt or not. If the gas levels increase then it is a good indication that magma is rising to the surface and may erupt.

Seismograph: This instrument records the moving magma through the ground which

also causes earthquakes. This seismometer sends information via radio to observatories where scientists determine the sizes and locations of earthquakes.

Appendix 7

Volcano safety tip sheet- look at the pdf file please

NIMS Integration Center U.S. Department of Homeland Security 500 C Street, SW Washington, DC 20472

Fact Sheet

Volcanoes A volcano is a vent through which molten rock escapes to the earth’s surface. When pressure from gases within the molten rock becomes too great, an eruption occurs. Eruptions can be quiet or explosive. There may be lava flows, flattened landscapes, poisonous gases, flying rock and ash, or landslides and mudflows. Because of their intense heat, lava flows are great fire hazards. Lava flows destroy everything in their path, but most move slowly enough that people can move out of the way.

Fresh volcanic ash, made of pulverized rock, can be abrasive, acidic, gritty, gassy, and odorous. While not immediately dangerous to most adults, the acidic gas and ash can cause lung damage to small infants, to older adults, and to those suffering from severe respiratory illnesses. Volcanic ash also can damage machinery, including engines and electrical equipment. Ash accumulations mixed with water become heavy and can collapse roofs.

Know Your Risk and What to Do

� Contact your local emergency management office to learn about community emergency plans and what you should include in yours.

� Get additional information from the U.S. Geological Survey (www.usgs.gov), American Red Cross (www.redcross.org) and Federal Emergency Management Agency (www.fema.gov).

� Inquire about emergency plans and procedures at your child’s school, at your workplace, and at any nursing home, assisted living or day care center where a member of your family is receives care.

� Make a family disaster plan that includes out-of-town contacts and locations to reunite if you become separated. Be sure everyone knows home, work and cell phone numbers, and how to call 9-1-1.

� Assemble a 3-day disaster supplies kit with food, water, medical supplies, battery-powered radio and NOAA Weather Radio All Hazards, batteries, flashlights, and other items.

� For more information about assembling a disaster supplies kit, visit www.fema.gov/areyouready/. � Put important documents such as birth and marriage certificates, social security cards, passports, wills, deeds,

financial and insurance records in a fire- and water-safe location or safe deposit box.

Before a Volcanic Eruption

� Add a pair of goggles and disposable breathing mask for each member of the family to your disaster supplies kit, and put in a spare air filter for each vehicle.

� Stay away from active volcano sites. � Make evacuation plans; plan a main route out, and have a backup route in mind. � Be prepared for the hazards that can accompany volcanoes: mudflows and flash floods; landslides and rockfalls;

earthquakes; ashfall and acid rain; and tsunamis.

During a Volcanic Eruption

� Evacuate immediately from the volcano area to avoid flying debris, hot gases, lateral blast, and lava or debris flow. Follow the evacuation order issued by authorities.

� Be aware of mudflows. The danger from a mudflow increases near stream channels and with prolonged heavy rains. Mudflows can move faster than you can walk or run. Look upstream before crossing a bridge, and do not cross the bridge if mudflow is approaching.

� Avoid river valleys and low-lying areas. � Avoid areas downwind and river valleys downstream of the volcano.

If caught indoors and you are not in the path of a lava or debris flow: � Close all windows, doors, and dampers. � Put all machinery inside a garage or barn. � Bring animals and livestock into barns and sheds if possible, other enclosed shelters otherwise.

During a Volcanic Eruption (Continued)

If trapped outdoors: � Seek shelter indoors. � If caught in a rockfall, roll into a ball to protect your head. � If caught near a stream, be alert for mudflows. Move up slope, especially if you hear the roar of a mudflow.

Protection from falling ash: � Wear long-sleeved shirts and long pants. Use goggles, and wear eyeglasses instead of contact lenses. � Use a dust mask or hold a damp cloth over your face to help with breathing. � Stay away from areas downwind from the volcano to avoid volcanic ash. � Stay indoors until the ash has settled unless there is a danger of the roof collapsing. � Close doors, windows, and all ventilation in the house (chimney vents, furnaces, air conditioners, fans, and

other vents). � Clear heavy ash from flat or low-pitched roofs and rain gutters. � Avoid running car or truck engines. Driving can stir up volcanic ash that can clog engines, damage moving

parts, and stall vehicles. � Avoid driving in heavy ash fall unless absolutely required. If you have to drive, keep speed down to 35 MPH or

slower. If you have to change the engine’s air filter, pull into covered space. After a Volcanic Eruption

� Keep windows, doors and dampers closed until ashfall ends. � If possible, stay away from volcanic ashfall areas.

When outside: � Cover your mouth and nose. Volcanic ash can irritate your respiratory system. � Wear goggles to protect your eyes. � Keep skin covered to avoid irritation from contact with ash. � Clear roofs of ashfall. Ashfall is very heavy and can cause buildings to collapse. Exercise great caution when

working on a roof. � Avoid driving on roads with heavy ashfall. Driving will stir up more ash that can clog engines and stall vehicles. � If you have a respiratory ailment, avoid contact with any amount of ash. Stay indoors until local health officials

advise it is safe to go outside. The Recovery Process

� For direct assistance to individuals and families for immediate needs contact the American Red Cross or other local voluntary agencies.

� Check newspapers, television, or radio news for information on disaster assistance available. � For more information visit the U.S. Geological Survey Volcano Hazards Program website at volcanoes.usgs.gov,

with volcano activity updates, feature stories, information about volcano hazards, and resources. � For information on helping children deal with disaster, visit www.fema.gov or get a copy of FEMA 478 Helping

Children Cope with Disaster. To obtain other fact sheets and publications call the FEMA Distribution Center at 1-800-480-2520.

Dangerous Volcano Myth! The Facts:

Volcanoes take months or years in erupting after the first signs of activity.

Volcanoes can actually erupt within one week after the first signs of activity. The first steam eruption at Mount St. Helens on March 27, 1980, was preceded by only 7 days of intense earthquake activity. The climactic eruption, on May 18, followed seven weeks later. An eruption of Redoubt Volcano in Alaska on December 13, 1989, was preceded by only 24 hours of intense earthquake activity. But other volcanoes have been restless for months or years before an eruption occurred, and sometimes a period of unrest doesn't produce an eruption at all.

June 2007 FEMA-561

Appendix 8

Guidelines for the Safety Brochure

-Choose a group of 3-4 peers with whom you wish to work with. -In each group, choose to do your safety brochure for either a Caldera

volcano or Startovolcano that is still active today (E.g. Mount St. Helens). You will be presenting your brochure in 2 weeks!

-Each group must provide a brief description about the volcano they will

have chosen and explain how people living in that area prepare for a volcanic eruption, what they are told to do if the volcano would erupt, and what they have to do after in order to be safe.

-Two computer lab periods will be provided to you to do your research and

safety brochure.

-You may use any material provided to you during class time to help you for this project.

In your brochure you are to answer the following questions: 1. What should the people living in the area be aware of? 2. What should they do to prepare? 3. What objects should they gather to prepare for an eruption? 4. What warning signals can they pick up before a volcano erupts? 5. What should the people do during the eruption? 6. Where should the people go during the eruption? 7. To whom should the people turn to for help? 8. Where should they be living so that they are not too close to the volcano? 9. How many days in advance do people know that a volcano will erupt? The brochure must also have images and must not exceed 1 page (two-sided).

Lastly, the brochure must include extra references that look at other safety measures to be taken when a volcanic eruption occurs.

Safety Brochure Checklist

I have described the volcano I have chosen.

I have stated what people living in the area should be aware of.

I have stated what the people living in the area should do to prepare for a volcanic eruption.

I have stated the objects people living in the area should use to prepare for an eruption.

I have stated the warning signals people living in the area should pick up for if a volcanic eruption were to occur.

I have stated what people living in the area should do during an eruption.

I have stated where people living in the area should go during an eruption.

I have stated to whom the people living in the area should turn to for help during an eruption.

I have stated where the people should be living so that they are not too close to the volcano.

I have stated how many days in advance the people living in the area can know that the volcano will erupt.

I have put images.

I have put other references where people can look at for more safety measures.

The brochure does not exceed more than 1 page (two-sided)