Students view an online animation which illustrates stages of a volcanic eruption, write their observations and answer question about eruptions. Assessment focus: observations based on a model, and knowledge of volcanic eruptions.
Curriculum Links:
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
Capability: Interpret representations
This resource provides opportunities to discuss:
the evidence provided in a diagram that can be used to make inferences.
the use of models in science as a tool to understand phenomena that are too big or far away for us to see.
what a model shows, and how it is the same and different from the real thing.
(As magma reaches the opening – the vent), the volcano begins to erupt/a cloud of steam is released.
The eruption intensifies and ash is released/the cloud of ash gets bigger and thicker.
The cloud of ash starts to drift with the wind.
There is a larger/violent eruption, that results in thick ash, rocks (from the inside of the volcano) being shot into the air, (and bits of lava being thrown out).
Lava flows down the side of the volcano.
Note: For this observation question accept unscientific language (for magma, lava, etc.), as long as the description clearly describes what can be seen.
b)
Magma rises up the centre (to the vent).
c)
Ash
Lava
Rocks (range of sizes)
Steam
Gases/CO2/(noxious) fumes
d)
The wind.
e)
Lava
f)
For any 6 of:
Face masks/damp cloth over face.
Goggles/eye protection.
Have enough stored food.
Stored water (2 L per person per day).
Medication.
First aid kit.
Battery operated radio with extra batteries.
Candles, lantern, or torch with extra batteries and/or matches.
Can opener (not electrical).
Extra blankets/clothing.
Close doors and windows/line doors and other draft sources with damp towels.
Note: Questions b)-f) are knowledge questions. In this section you might wish to take note of students' use of scientific vocabulary.
