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WebQuest Mt. Popocatepetl
By Diana Pyatigorsky
It is a cold and quiet day in Mexico City. You are walking home from the grocery store. Suddenly there is a change in the sky. Looking around, you can see plumes of smoke rising. Mt. Popocatepetl is Rumbling! You can hear the crackling in the area and feel vibrations in the ground. You feel yourself getting very nervous. Will it erupt?
You are scientists and must learn everything we can about Mt. Popocatepetl before we decide to evacuate the nearby city!
Since you have completed your in-depth study of the land and cultures of Latin America, you are now experts in Ancient Mesoamerica. Now we are going to study a part of ancient Mesoamerica that still exists today, the notorious Mt. Popocatepetl Volcano. You are to explore and find out everything about volcanoes. What are the basic types of volcanoes? What are the parts of a volcano? What are the effects of a volcano? After you find this information, you will diagnose Mt. Popocatepetl and report your findings. Collectively, you will create a News Report diagnosing Mt. Popocatepetl.
You will be assigned a group of expert scientists to help you discover your information for your investigation. There will be 3-4 students in each group. There will be 4 teams of scientists. Sources for your investigation have been found.
Each team will complete all of their tasks. Be sure and take notes while finding all of your information. After you have completed the tasks, discuss with the other groups what you have discovered. Remember you want lots of good information for your readers!
Step 1. Follow the links below to help you find what the basic kinds of volcanoes are. Each group member will research their assigned type of volcano. This will help you to write a story for your newspaper.
A. Kelly- Lava Volcano
1. How is a Lava Volcano characterized?
2. Is Mt. Popocatepetl a Lava Volcano? Support with evidence.
B. Vincent- Shield Volcano
1. How is a Shield Volcano Characterized?
2. Is Mt. Popocatepetl a Shield Volcano? Support with evidence.
C. Michael- Composite/Stratovolcano
1. How is a Composite/Stratovolcano characterized?
2. Is Mt. Popocatepetl a Composite/Stratovolcano? Support with evidence.
Step 2. Write what each type of volcano is and describe each one of them. Descriptions are necessary for your readers to understand all about them. You may draw pictures of them also.
Step 3. As a group, compare your finding and identify the type of volcano that fits Mt. Popocatepetl.
step 4. Write up a News Report, including type, shape and supporting physical characteristics to diagnose Mt. Popocatepetl in Microsoft Publisher
Step 5. Print your News Report and give to Group 2
Step 1. Follow the links below to help you find what the basic parts of volcanoes are. Each group member will research their assigned parts of a volcano. This will help you to write a story for your newspaper.
A. Sam- Magma, Lava, Vent, Cone, Crater, Ash Cloud
1. How are the effects of the Magma, Lava and Ash Cloud similar or different?
2. What are the function of the Vent, Cone and Crater?
B. Nelly- Parasitic cone, Flank, Conduit, Sill, Throat
1. How does a parasitic cone affect the volcano?
2. What are the functions of the flank, conduit, sill and throat of the volcano?
C. Sabina- Summit, Base, Branch pipe, Dike
1. How does the summit, base, pipe, and dike effect the volcano?
2. What are the functions of the pipe and dike?
Step 2. Each one of you needs to identify, draw and label the parts of a volcano and describe the function of each one of them.
Step 3. When Group 1 reporters identify the type of volcano, your group will identify parts of Mt. Popocatepetl.
Step 4. As a group, write up a News Report on your findings in Microsoft Publisher
Step 5. Print your News Report and give to Group 3.
Step 1. Follow the links below to help you find the effect of volcanoes. Each group member will research their assigned effect of a volcano. This will help you to write a story for your newspaper.
A. Inna-Cloud of Ash
1. What are the most common effects of a cloud of ash following a volcanic eruption?
2. What are the long term effects of a cloud of ash following a volcanic eruption?
B. Eugene-Poisonous Gases
1. What are the most common effects of poisonous gases following a volcanic eruption?
2. What are the long term effects of poisonous gases following a volcanic eruption?
C. Alex- Lava Flow
1. What are the most common effects of lava flow following a volcanic eruption?
2. What are the long term effects of lava flow following a volcanic eruption?
Step 2. Write the common effects of volcanoes and describe how each one works. Descriptions are necessary for your readers to understand all about them. You may draw pictures of them also.
Step 3. Given Group 1 and 2’s finding, identify the potential effects of Mt. Popocatepetl’s eruption.
Step 4. As a group, write up a News Report on your findings in Microsoft Publisher
Step 5. Print your News Report and give to Group 4.
Step 1. Follow the links below to help you find the history of Mt. Popocatepetl’s eruptions. Each group member will research their assigned history of a volcano. This will help you to write a story for your newspaper.
A. Tanya- Historical Eruptions
1. What are the significant eruptions in the past?
2. How was the last eruption treated?
B. Sharron-Historical Geography
1. How does the area and landscape affect the volcano?
2. How has the volcanic eruptions effected the landscape?
C. Teresa- Historical Legend.
1. What is the legend of Mt. Popocatepetl?
2. What is its significance and its connection to another nearby extinct volcano?
Step 2. When Group 1,2 and 3 reporters identify the type, parts and effects of the volcano, your group will predict the probability of the next eruption based on your historical research
Step 3. As a group, write up a News Report on your findings in Microsoft Publisher
Step 4. Print your News Report.
Monthly/Yearly Eruption Reports
U.S. Geological Society:
Congratulations! You have found information for your News Report tasks. Now each team is ready to give their News Report. Remember to include all your information from your other tasks and then each write your own short story about all that you have learned.
This is how your work will be evaluated.
|I did not follow the directions. I was frequently off task.||
I followed the directions but I had
to be reminded to stay on task.
I followed the directions and stayed on task while I was working on my project.
I followed all the directions and I helped other students who didn’t know what to do.
Fact and Opinion
A few facts are listed and lack true information. A few opinions have been listed.
Some facts are missing and lack true information. Opinion has been listed but does not reflect your own words.
Facts have been listed and only some contain true information. An opinion is listed and makes some sense.
Facts have been listed and contain true information. An opinion has been listed and makes sense.
A few vocabulary words were researched. Definitions have errors and do not make sense.
Some vocabulary words have been researched. Definitions have errors and begin to make sense..
Most of the vocabulary words have been researched. Definitions have some errors.
All vocabulary words have been researched. Definitions make sense.
A few sentences have a capital and a period. Sentences do not make sense and lack a clear meaning.
Some sentences have a capital and a period. Some sentences make sense but lack clear meaning.
Many sentences have a capital and a period. Many sentences make sense and a few lack a clear meaning.
All sentences have a capital and period. All sentences make sense and have a clear meaning.
I was unable to find the information I was looking for..
I was able to find some of the information needed to complete my tasks.
I was able to find most of the information I needed to complete my tasks.
I was able to find all the information I needed to complete my tasks with help from others.
Very little of the webquest has been completed.
Some of the webquest has been completed.
Most of the webquest has been completed.
All three parts of the webquest have been completed.
After completing your tasks, your team will have learned vocabulary words on the subject of volcanoes. The team will have also learned different types of volcanoes and information on lava and magma. You will know the parts of the volcano and be able to label them. You then have written a News Reports on Mt. Popocatepetl that will be broadcast on the school’s Morning Meeting Telecom. You and your team have diagnosed the volcano and may have saved the city. Great job!
This lesson was developed to provide Students with the opportunity to explore volcano and how they shape our world. They will be asked to look for relationships between humans, animals, environment and recreation of land.
Content Area and Grade Level
This lesson is designed for grades 4-6. Its focus is earth science and how volcanoes shape our world, which is appropriate for the fifth grade curriculum in New York City Schools.
Students will be provided with a “Student Project Checklist” and will be assessed using the Volcano Project Rubric.
Volcano Project Checklist
______ Demonstrated a scientific concept properly
______ Communicated scientific ideas clearly
______ Showed a connection to another subject
______ Shows time spent in planning and preparation
______ Is original and/or creative
______ Is colorful and neat
______ Stimulated further investigation of the topic
______ Lists resources used
______ Used proper spelling, grammar, and punctuation
______ Showed a delegation of tasks among group members
______ Effectively worked with group members
______ Completed a detailed written report on their assigned topic
______ Completed all tasks
Standard 2: What are the processes that help shape the land? Identify events such as earthquakes and volcanic eruptions that cause earth movements.
Standard 3: How to analyze the spatial organization of people, places, and environments on Earth’s surface
Standard 7: The physical processes that shape the patterns of Earth’s surface
Standard 12: The processes, patterns, and functions of human settlement
Standard 15: How physical systems affect human systems
English Language Arts
Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people.
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard 1: Basic operations and concepts
– Students demonstrate a sound understanding of the nature and operation of technology systems.
– Students are proficient in the use of technology.
Standard 2: Social, ethical, and human issues
– Students understand the ethical, cultural, and societal issues related to technology.
– Students practice responsible use of technology systems, information, and software.
– Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Standard 3: Technology productivity tools
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
-Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Standard 4: Technology communications tools
– Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
– Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Standard 5: Technology research tools
– Students use technology to locate, evaluate, and collect information from a variety of sources.
– Students use technology tools to process data and report results.
– Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Standard 6: Technology problem-solving and decision-making tools
-Students use technology resources for solving problems and making informed decisions.
-Students employ technology in the development of strategies for solving problems in the real world.