The Age Natural Disaster Posters

Volcano

Student Activities

1. Use the table below to complete the Thinking Routine: Think / Puzzle / Explore for the topic of volcanoes. Share your answers with a friend and then the class. Record two other ideas presented that you would also like to explore.

What do you think you know What questions or puzzles do What does the topic make you about this topic? you have? want to explore?

2. Go to http://d-maps.com/ to download and print a blank map of showing the countries and hydrography (bodies of water such as lakes and seas). Zoom in on central Africa to show this region in more detail. Use an atlas or search using the Internet to find the location of the following: a. Label the Atlantic Ocean, Pacific Ocean, Indian Ocean, the Mozambique Channel, Lake Tanganyika and . b. Label the Democratic Republic of Congo, Tanzania, Burundi, , Uganda, Sudan, the Central African Republic, Congo, Angola and Zambia. c. Label Kinshasa (the capital city of the Democratic Republic of Congo), , the Nyiragongo volcano and the Great African Rift Valley. d. Draw arrows to show the direction in which the plates are moving in the Great African Rift Valley.

3. How Earth’s violent eruptions unleash many dangers a. Describe the daily activity of the Nyiragongo volcano . b. What threat lies in Lake Kivu? c. What is a or “lake overturn”? d. What threatens Goma? e. Go to www.volcanodiscovery.com/nyiragongo.html. Paste three images into your work and explain what is happening in each image. f. Complete a Y-chart diagram for one of your images. Record what it would sound like, feel like and look like. Go to the Global Education website to download a Y chart template – www.globaleducation.edu.au/ and click on Templates under Resources gallery near the bottom of the screen. g. List five ways in which volcanic eruptions can endanger lives. h. How can a volcanic eruption have an effect at a global scale? i. Is it possible to predict a volcanic eruption? Explain you answer. j. What problem does a growing population cause in the Asia-Pacific region?

4. Some of the worst Question starts a. In pairs, choose one of the following volcanic eruptions to explore from the poster: Laki (Iceland), Mount Tambora (Indonesia), Krakatoa (Indonesia), Mount Lamington (Papua New Guinea) or Nevado Del Ruiz (Colombia). b. Without looking at the poster, brainstorm a list of at least 12 questions that you could ask about your chosen volcanic eruption.

Use these question starts to help you think of interesting questions:

Why . . . ? How would it be different if . . . ? What are the reasons . . . ? Suppose that . . . ? What if . . . ? What if we knew . . . ? What is the purpose of . . . ? What would change if . . . ? c. Using the poster, find answers to as many of your questions as possible. d. Use the Internet to complete any unanswered questions.

5. The making of a volcano a. What is a volcano? b. Where has the magma come from? c. What is dissolved in the magma? d. Where do most volcanoes occur? e. How does the movement of the tectonic plates create pressure? f. Include an image in your work to show a convergent plate boundary (where an oceanic plate slips beneath a continental one). Ensure the subduction zone is labelled. Explain what is happening in the diagram. Name a location where this is occurring. g. Include an image in your work to show a divergent plate boundary. Ensure the newly created crust is labelled. Explain what is happening in the diagram. Name a location where this is occurring. h. Explain how chains of volcanoes may be formed by hot spots. Include an image in your work to illustrate this. Name a location where this is occurring. i. Where are most volcanoes found? j. Why are these regions called spreading ocean ridges? k. What is the Pacific Ring of Fire?

6. They come in different shapes and sizes a. In small groups create either an annotated visual display (AVD), a Glogster, a PowerPoint presentation, a Keynote, a Prezi or a movie (using iMovie or Movie maker) to show the similarities and differences between the different types of volcanoes which are as follows:  strato (or composite) volcanoes  shield volcanoes  cinder cones  calderas  submarine volcanoes, ridges and vents. b. For each type of volcano you should include the following:  a labelled diagram  a description (what is it like?)  an explanation (why is it like that?)  a labelled world map showing the location of one of each type of volcano.

Use the poster as well as some of the websites below to help you. Strato (or composite) volcanoes, shield volcanoes, calderas and cinder cones. http://pubs.usgs.gov/gip/volc/types.html www.ga.gov.au/hazards/volcano/volcano-basics/what.html www.extremescience.com/volcanoes.htm Submarine volcanoes, ridges and vents http://pubs.usgs.gov/gip/volc/submarine.html www.britannica.com/EBchecked/topic/380800/Mid-Atlantic-Ridge

7. Using Google Earth to identify strato volcanoes, shield volcanoes and cinder cones.

Getting ready! Open Google Earth and turn on the following layers: Borders and Labels, Places and Photos. In the Gallery turn on the Volcanoes layer. Turn off everything else! From the menu in the top left hand corner of the screen select Google Earth and then Preferences. In the 3D View tab ensure Show Elevation is in metres and kilometres. Also ensure the Show terrain box is ticked and enter 3 for Elevation Exaggeration. Apply and then OK.

a. ‘Fly To’ Mount St Helens. Click on the volcano symbol. This contains information on the volcano from the Smithsonian Institute (USA). Click on the green mountain symbol. These provide general information, profiles of the volcano and the opportunity to fly on a tour (the view you get at the end of the tour is very useful for measuring the width of the crater – see below!) You should also be able to see various photos. b. Using information from question 6 and tools and information from Google Earth, complete the table below.

Type of Width Height Width volcano: of of of Image of volcano strato, shield crater crater volcano or Mount St Helens Washington, USA Butte Oregon , USA Hawaii, USA Mount Fuji Japan Italy Cerro Negro Nicaragua Mount Nyiragongo Democratic Republic of the Congo Mount Erebus Antarctica

c. Go to www.gigapan.com/ and explore the amazing images of the volcanoes from part b (some of the volcanoes don’t have any images). Choose one and insert it into your work. Write a short paragraph as to why you chose the photograph. How are these photographs created?

8. Go to www.volcanolive.com/news.html and choose one volcano which has had activity in the last fortnight. a. What is the name of the volcano? b. In which country (and continent) is it located? c. What type of volcano is it? (i.e. shield, etc.) d. What has caused the activity? e. What are the potential threats of this volcano? f. Have any management plans been implemented? (i.e. evacuation of local people etc.)

9. The arsenal of hazards In groups of five create “Volcanic Hazard Taboo”. Each person is given a plain card and on one side of that card writes the name of one of the five hazards associated with volcanic eruptions shown on the poster e.g. lava flows. Beneath this the student lists five words closely associated with that hazard – these are the Taboo words which the teacher should verify. Groups can then play each other – of course when describing the hazard on the card none of the words on the card can be said. The group guessing all five hazards the quickest is the winner!

10. Go to http://news.bbc.co.uk/2/hi/science/nature/7533964.stm and watch the animated guide: Volcanoes. Make notes of any new information you discover.

11. A case study a. Java is an island that belongs to which country? b. Using an atlas or Google Earth measure the distance from Perth in Western Australia to Kuala Lumpur, Malaysia. c. What caused the engines to shut down? d. Why are volcanic ash clouds so dangerous? e. What happened to air travel as a result of Iceland’s Eyjafjallajokull volcano erupting in 2010? f. What do experts predict for the future regarding similar events?

12. Keeping an ear to the ground a. Can volcanic eruptions be predicted? b. What do volcanologists need to understand to monitor a volcano? c. List three signs which may be evident that an eruption could soon occur. d. Go to http://volcanoes.usgs.gov/activity/methods/index.php and choose one of the following:  seismic (for monitoring volcano seismicity)  deformation (for monitoring volcano ground deformation)  gas measurements (for monitoring volcanic gases)  hydrologic (for hydrologic monitoring of volcanoes).

For your chosen technique explain how it is used to monitor and predict volcanic activity. Include the names of any specialist equipment that may be used.

13. You have been selected to join a three-day expedition to a volcano of your choosing. You are required to record what you see in the form of photographs as well as a written journal. This should begin with the clothes and equipment you pack in your bag followed by the features of the volcano you see, any hazards you come upon plus anything else of interest. Use the work you have already completed on volcanoes, the fact file from the poster together with information from the Internet to help you with your journal. When completed you should post in a class Wiki to share your expedition!

14. Return to what you wrote for question 1. a. Read your response to ‘What do you think you know about this topic?’ If anything is incorrect, record the correct answer(s). b. Use the Internet to find the answers to any questions or puzzles that remain unanswered. c. Choose one of the topics that you wanted to explore or choose a new topic. Use the Internet to research your topic. Write a paragraph about your topic and include diagrams, photos and maps if relevant.

Extension – for teacher use 15. Crisis management with Google Earth – Montserrat eruption role-play (Part I). Using www.juicygeography.co.uk/montserrat.htm students react to the events on Montserrat whilst in role as a crisis management team based at the Montserrat Volcano Observatory. ICT is not necessary, however, Google Earth can provide the IC(T)ing on the cake!! There is also Montserrat re-development (Part II), which is equally well resourced.

16. http://geteach.com/ — using Google Earth for plate tectonics. Select Choose an Earth / Physical Geography / Plate Tectonics / Aging Earth for a remarkable demonstration of continental drift. Select Sea Floor Age to see the relationship between plate boundaries and age of sea floor. Select “Two Earths” to show the relationship between plate boundaries and the location of volcanoes.