Lesson: The largest volcano in the solar system is found on Mars, Olympus Mons.

Student Materials: The Mars photos, showing the Olympus Mons, their bodies, amber coloured clay learning logs, paper and pencils.

Teacher Materials: KWL chart or an area to write the student’s answers, the "Olympus Mons" Mars photos,(Appendix D).

Class Description:

This is designed for a 4^th to 5^th grade levels.

Objectives:

1. After the lesson on Olympus Mons, the students will be able to make a model of Olympus Mons, by only using their bodies (group project).
2. The students will be able to make a model of Olympus Mons, using clay.

Introduce the lesson on Olympus Mons, by showing the pictures of the volcano to the class and asking, "What could this be?" The student should reply back, "A Volcano!" Then inform them that this volcano is the LARGEST volcano in the entire solar system!

Role of Teacher:

First as an information giver second as a facilitator of discovery, and collector.

Procedure:

1. Introduce the lesson on Olympus Mons, by showing the pictures of the volcano to the class and asking, "What could this be?" The student should reply back, "A Volcano!" Then inform them that this volcano is the LARGEST volcano in the entire solar system!

 

 
 
 

2. Begin a class discussion on how this volcano become so large. Compare it to the Hawaiian volcano and ask what is different? The students may notice that Olympus Mons has only one origin or "hot spot" that does not seem to move, while the Hawaiian volcano is made up of what looks like many "Hot Spots."

2. If the students do not input much into the discussion, you can liven it up by adding the fact that Olympus Mons stands 17 miles high above the Martian "sea level." Its round base is wider than the state of Arizona and "mars quakes" still center at the site! So it is still active and alive.
3. Inform the students that they must now work as a group and figure a way to use their bodies to make a model of Olympus Mons. Allow for classroom problem solving (a somewhat noisy process).
4. Move the class outside and allow the class the freedom to make a model by linking arms or holding hands. Allow the children time to think the pattern out and transform that image into a real world object.
5. The student may make an object that looks like a donut or a ring; it all depends upon the students. They know when they have it right. Now congratulate their efforts and move the class back indoors.
6. Ask the students what they thought of the activity. Allow for some time for discussion and ask how many people do you think it would take to make a life-size model of Olympus Mons.
7. After this activity, pass out the cubes of clay and have the students make a small model of Olympus Mons.

Some students may not have control over their body movements. They can still take part in these activities with our help and guidance. Limited movement students can still be helped to the activity area and they can contribute much in the design of the model or as part of the building blocks, just like all of the other students.

Closure:

After we have completed the activities, have the students write at least two paragraphs in their learning logs on what they learned today. Have them include a drawing if they wish.

Evaluation:

Check to see if the students were able to use their bodies to make a form that was somehow similar to Olympus Mons. Check for creativity and imagination. Check to see the students’ clay models. Do these models have some form similar to the real thing?

Extension Activities:

The students who finish before the allotted time is over may make another model, one of the Hawaii volcano chain. Ask them to do it to the same scale as the first model.