Expected time frame: 2-3 lessons
These learning activities are designed to further revise and embed student understanding about how a volcano works in a practical and collaborative context. An opportunity for students to evaluate and reflect upon their contribution to the group task is provided.
Planning learning tasks so that all learners are actively involved
Working in pairs or groups of 3, students make a cross-section model of a volcano. They may use electronic and print resources to guide them in this process. Explain to students that their model volcano must be cone-shaped and include at least the following: a central vent, a magma chamber, magma, lava on top.
Include opportunities for monitoring and self-evaluation
Discuss with students how they can ensure that they work effectively with their partner(s) to complete this task. The value of assigning specific group roles or tasks to ensure that all students participate should be discussed. Explicit reference to key competencies of managing self and relating to others could be woven into this discussion. A list of group guidelines or rubrics could also be co-constructed with students and used for self and peer evaluation upon completion of the task.
As an alternative to making the model, especially if class time is limited, students could find and/or adapt a cross-section accessed online. This could be incorporated into a Powerpoint for the summative assessment task below. Based on your knowledge of your students, you will need to decide whether labels can be included in the cross-section used in the summative assessment task.
Published on: 09 Jan 2018
