Building a stratovolcano

Students will review the three types of volcanoes. Students will construct a stratovolcano and determine the composition of each type of volcano. Students will research examples of stratovolcanoes using internet resources.

A lesson plan for grades 6 and 8–12 Science

By Jessica Bohn

Learn more

• Volcanic Eruptions This website has information and images about where volcanic eruptions occur and the different types of volcanoes.
• Volcanic Landforms, Volcanoes, and Plate Tectonics From Tulane University, this website provides detailed information about the different types of volcanoes and continues into describing plate tectonics.

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Related topics

• Learn more about geology, hands-on, labs, science, stratovoncanoes, and volcanoes.

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Learning outcomes

Students will:

• construct a stratovolcano.
• use the internet to explore some real stratovolcanoes.
• understand the composition of a stratovolcano.
• apply this knowledge to distinguish a stratovolcano from a shield volcano or cinder cone.

Teacher planning

Time required for lesson

90 minutes

Materials/resources

Materials for each group of students:

• a piece of cardboard roughly 9 x 12 inches
• small vial (film containers work well)
• tape
• newspaper
• aluminum foil
• spray paint
• spray glue
• sand or ash
• computer with internet access
• pencil

Each student will need:

• safety glasses
• lab apron (optional)
• an assessment
• pen or pencil
• Student handouts:
  • Venn diagram sheet
  • Lab Assessment
  • Internet Activity Handout

No prior setup needed except to assemble all materials beforehand.

Technology resources

A computer with internet access for each group of students.

Pre-activities

• Students should have a brief introduction to the three types of volcanoes. Review the compositions of the three types of volcanoes.
• Students should be reminded of lab safety procedures.
• Students should be able to use the Internet to find specific sites and know how to use a search engine.
• Before the activity, students should discuss how a volcanic eruption would impact their lives. The teacher could relate personal memories of the eruption of Mount Saint Helens.

Activities

Introduction

• Inform the students that while there are 26 different types of volcanoes, the most common types are stratovolcanoes, shield volcanoes, and cinder cones.
• Divide the class into groups of 2 or 3 students each. Distribute a Venn Diagram sheet (attached) to each group.
• Have the groups use the internet to research different volcano types. Recommended websites are located in the sidebar, under “Learn more.”
• Have each group compare and contrast each type of volcano and list these observations on the sheet. (10-15 minutes)
• Discuss what the students observed about the different volcanoes. Have each group share their findings with the class. Teacher monitors the discussion and notes common themes on a chart or overhead.

Lab

1. Have each group go to the “Building a Stratovolcano” page on the Oregon State University’s website.
2. Monitor to ensure that all groups find the appropriate website (5-10 minutes). Explain that the website has pictures accompanying each step of the construction.
3. Using the directions and illustrations from the website, each group will begin to build their stratovolcano model. (The construction of the volcanoes should take 20-30 minutes.)
4. After the volcanoes are completed, students should complete the Lab Assessment. Students may use the websites or any other resources necessary to find the answers. This will end a 55-minute class period. Groups that do not finish can complete the Lab Assessment for homework.
5. After the lab (or the next day if working with 55-minute periods), discuss the answers with the class. Answers should be written on the board or overhead for visual learners. Also provide links to some pictures of the three types of volcanoes for visual learners. Emphasize and elaborate on questions 4 through 6 from the assessment using illustrations from one or more of the websites.
6. Check for learning by asking students which volcano type they would consider most and least dangerous to people. This will show a relation to real life and continual assessment strategies (10-15 minutes).
7. Distribute the Internet Activity Handout. Allow students at least 20 minutes to research the topic and investigate the various stratovolcanoes that exist.

Closing

Review the three types of volcanoes. Have students provide the responses. Have students present their pictures and information from the Internet Activity. Have students answer the following reflection question: How do different types of volcanoes result from plate tectonics? Based on student responses, teacher may need to rework or adjust future lessons. Emphasize again how volcanoes relate to plate tectonics. If students cannot come up with this relationship, further work is needed in this area.

Homework:
Write a fictional story about a trip you took to the stratovolcano you selected. Describe what it looks like, where it is, what you see there, how you think it came to be, and what happens while you are there.

Assessment

1. Lab Assessment: This is to be completed after students have finished their model of the volcano.
2. Internet Activity Handout: This is to be completed during students’ research on the Internet.
3. Teacher assessment: Throughout the lab, the teacher should be observing how well students work together in groups. The teacher should also see how tasks are delegated to make sure all group members are participating.

During the group discussion of results and during the closing of the lesson, the teacher should make sure the same students are not always answering the questions.

Supplemental information

Comments

Students seem to enjoy building things. This is an activity that does not take a great deal of time but helps students remember differences in the three types of volcanoes.