Smith, M., Kesidou, S., Gitomer, D., Schauble, L. (1992). Assessing student explanations for criteria to format
conceptual change learning environments .
EXPLORE: Lesson Description What should the teachers ask and do? What will the students do?
. What do you think can happen when landing? When landing, what type of surface do we want
to land on?
What happened to create these volcanoes? What was the process that occured? What happened
to create these types of volcanoes? Ex: SHield, composite, and cinder cones.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Talk about the different types of volcanoes- shield,cinder cones, composite, and lava domes.
Ask to students why are they making a volcano.
Mention that in Mars there is alot of volcanoes.
Mention to the students that various eruptiuons can occur, sometimes right on top of eachother
Let the students know that regardless of the location of the layers , the oldest will be on the bottom and the
youngest on the top.
Vocabulary:
Crater vs. Caldera
gas, lava, and magma,
ELABORATE: Applications and Extensions:
Mapping it out on graph paper, make them as similar as possible( playdoh volcanoe)
When swtiching your volcanoe, reinforce the concepts introduced at the beginging ofthe lesson
( this is just extra practice)
Choose what kind of Volcano you created - Shield volcano, Cinder Cone, Composite Volcanoes,
Lava Domes
explain why it connects to our mission on Mars.
EVALUATE:
Formative Monitoring (Questioning / Discussion):
Summative Assessment (Quiz / Project / Report):
Ask students what was the purpose of making a volcano.
Ask on what they did wrong and how coukld have they fix it.
Ask students what a volcanoe is.
Make notes to ourselfs of anything we might do differently next time
Elaborate Further / Reflect: Enrichment: