Volcanoes - Geology and Hydrology Activity
Procedure:
* Students will read a short book or article about volcanoes.
Vocabulary words will be taken from the reading and
incorporated into a spelling program. The
vocabulary words will be defined and sentences written for each.
* A short film on volcanoes will be viewed prior to taking a
field trip to the Menan Buttes.
* My students learn and retain more information with a
“hands-on” approach, so I will end the volcano unit by having the
students build a volcano.
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Volcano Building Activity
Start with:
1. A cone-shaped plastic drinking cup with a flat
bottom.
2. An eight (8) inch disposable aluminum pie plate.
3. The bottom two-thirds of an empty eggshell.
4. A small amount of clay.
5. Enough soil or sand to cover the plastic cup.
6. Enough vinegar to fill the eggshell.
7. A drop of red food color.
8. One-half teaspoon of baking soda.
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Step 1: Place the drinking cup
upside in the aluminum pie plate.
Step 2: Attach the eggshell to
the bottom of the cup with a small piece of clay.
Step 3: Mound the sand or soil
around the drinking cup and the eggshell so it resembles a volcano. Make
sure to leave the
cone open at the top.
Step 4: Fill the eggshell with
vinegar and a drop of red food coloring.
Step 5: Slowly add the one-half
teaspoon of baking soda.
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Observations
and Questions:
* Describe what
happened.
* What happens when you add another one-half teaspoon
of baking soda?
Hydrology Project – Adopt a Stream
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Pre-Field
Trip Plan:
I. Introduce an
overview of scientific methods.
A. Identify problem
B. Make observations
C. State hypothesis
D. Test hypothesis
II. Introduce an
overview of living things
A. Classifications
B. Animals
C. Plants
III. Take field trip
to Big Springs and stream walk for observations and collecting data.
Utilize resident experts from Forest
Service and/or other local organizations.
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Post-Field
Trip Activities
I. Examine samples and
all collected data.
A. Introduce water as part of living things. Test water from Big
Springs and stream walk.
B. Examine aquatic animals collected.
C. Compare living to non-living things. Introduce rocks and lay
foundations for trip to Fossil Mountain.
II. Arrange a
follow-up field trip to compare water quality from Big Springs to water
quality just west of St. Anthony along
south fork past sewage plant lagoon.
III. Introduce a
writing exercise in language program on environmental protection.
IV. Follow, or in
conjunction with, writing exercise with a poster or art project.
V. Use ground and
surface water models to demonstrate water infiltration and storage.
VI. Introduce bacteria unit from water testing results. Grow and examine
cultures. Test several examples of solids and liquids.
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("This
course was an excellent class for me to take. I especially enjoyed the
activities and modeling you used along
with the introduction of new materials in class then
investigations in the field with a follow-up and reflection
period. I will use this same method in my class this
year. Thank you for presenting so many good ideas in such a
short period of time. The class was great. P.S. The
hiking and activities were really good for me.")
Signed: Wendell Greenhalgh
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