Day+4+Lesson+Plan+(45+minutes)

volcanic eruption. || **2.01:** Identify and analyze forces that cause change in landforms over time.
 * **Lesson 4:** || Let's understand the formation of islands through the process of [[image:Eruption width="213" height="106" align="right"]][[image:eruption2 width="221" height="107" align="right"]]
 * **Standards Addressed:** || **Science**

**__ELS Common Core Standards__**  **RI.5.9.:** Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. || **Objective:** || Students will understand the relationship between plate tectonics and volcanic activity. This volcanic activity leads to the creation of new land in the form of islands. || The expectation is that students will be able to explain that we find volcanic activity leading to the formation of new land on the boundaries of plates. ||
 * **Lesson**
 * **Assessment:** || Exit Slip Quick Write: What is the relationship between plate tectonics and island formation?
 * **Tools:** || Projector, SMART board, transparencies, dry erase markers ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Introduction:** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Literacy Connection: Read Seymour Simon’s “Volcanoes” to engage students in understanding volcanoes as an important process to new land formation. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Procedures:** || # <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Build knowledge of plate tectonics through a visual of plates and by discussing the different kinds of plates (oceanic and continental.) Use attached SMART file to build this background knowledge.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will be in small groups of three. Each individual will have a transparency. One member will overlay the transparency on the continent map to trace the continents. Another member will trace the plates on their transparency. The third member will place an X on the transparency where the volcanoes are located. The three members of the group will come together to notice the relationships between the plates, continents, and volcanic activity by placing the three transparencies over one another to see all marks.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The groups will answer the following questions: What patterns do you notice? Where are the volcanoes in relation to the fault lines? What relationship do you infer exists between the continents, plate tectonics and volcanic activity?
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Show the following videos: “How to Build an Island from Scratch” and “Creating an Island Paradise.”[| http://www.pbs.org/wnet/nature/lessons/feeling-hot-hot-hot/video-segments-violent-hawaii/1533]
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Exit Slip Quick Write: What is the relationship between plate tectonics and island formation? ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Materials/ Resources:** || # <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">“How to Build an Island from Scratch” and “Creating an Island Paradise.”[]
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">SMART file
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Earth Visualizations: “@http://www.classzone.com/books/earth_science/terc/content/visualizations/es0904/es0904page01.cfm?chapter_no=visualization ||