nonfiction article of the week · supervolcano activity. dangerous gases the yellowstone caldera...

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Nonfiction Article of the Week6-4: Supervolcano: Lurking Beneath Yellowstone Park

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9

Article: Supervolcano: Lurking Beneath Yellowstone Park 10-11

*Modified Article: Supervolcano: Lurking Beneath Yellowstone Park 12-13

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23

Activity 5: Skill Focus – Elaboration of Details 24-27

Activity 6: Integrate Sources – Smithsonian Video Clip & Questions w/Key 28-29

Activity 7: Skills Test Regular w/Key 30-33

Activity 8: Skills Test *Modified w/Key 34-37

RI.6.1

RI.6.1

RI.6.1

RI.6.1

RI.6.3

RI.6.9

RI.6.1, RI.6.3

RI.6.1, RI.6.3

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Elaboration of Details

Activity 6: Integrate Sources – Smithsonian Video & Questions***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(G)9(B)(C)

ELAR.9(B), 12(F)

ELAR.5(F)(G)9(B)(C)

ELAR.5(F)(G)9(B)(C)

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Elaboration of Details

Activity 6: Integrate Sources – Smithsonian Video & Questions***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

Activities, Difficulty Levels, and TEKS Alignment



Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this article, copy and paste the link below into your browser. *Note that you’ll need to make a copy of the folder or slide before you can use it.*

https://drive.google.com/drive/folders/1QdwWn69yH_qTfjO7eUCK0mb4-113ScpL?usp=sharing

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.



Teacher’s Guide

A Couple of Options for Teaching Article of the Week UnitsHere are my favorite suggestions for organizing these units with your schedule.*Please note that thumbnails show article 6.1 and activities.

Option A: Quickie UnitSimply complete all lesson activities in order OR pickand choose the activities you want to complete in order.

Time Needed: 2-3 fifty-minute class periodsPros: Super flexible; perfect filler around your other units; makes it easy to assign easier components for homework; ideal no prep sub plans if you have to be out for 2-3 days in a row.Cons: Fitting them all in around everything else you’ve got to do.

Option B: Daily ModelUse as a class starter or specific routine in yourclassroom everyday at the same time.

Time Needed: 15-20 minutes/day, 5 days/weekPros: IDEAL for block scheduling when you need to always change it up; Great way to fit nonfiction articles in with what you’re already doing.Cons: There are 25 total articles for each grade level, so some weeks you’ll need to skip the articles (I’d skip when doing projects, novels, during short weeks, and plan to finish up right before testing); May be difficult to commit to something rigid like this if you’re a type B teacher like myself ;)

Here’s how the daily model works:

Monday: Read article & complete basic comprehension activityTuesday: Text evidence activityWednesday: Skills focus activity (based on one key skill for each article)Thursday: Integrate information (other sources)Friday: Assessment

Monday

Tuesday

Wednesday

Thursday

Friday



Teacher’s Guide

WalkthroughI have discussed here how I use each activity and included hints and links to help you, too. Feel free to take or leave what you like. Even if you don’t plan to do every activity, I still recommend reading through this section to get the most out of these activities. Looking for a schedule to follow? Check the previous page for two suggested scheduling options.

These lessons and activities were designed to meet the needs of sixth graders during the first half the school year. The stories, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Activities 1-2• *There are no higher order thinking questions

included here – only basic, literal comprehension.• These activities are designed to be completed on

an either/or basis, meaning your students should only complete one of them, not both.

• Use Activity 1 for a quick cold-read assessment or after you’ve read the article together. I use these to hold students accountable for reading carefully. I recommend having students complete activity 1 without the article as long as they’ve just read the article (so not the next day), unless you’re providing a testing accommodation. Answer key included as always (not shown).

• Use Activity 2 for an open-ended option for the same exact questions. Students may have a harder time answering this one without the article, so choose this one if you want students to use the article but still prove that they’ve understood the content.

Article Modified Article

Activity 1

Activity 2



Teacher’s Guide

Activities 3-4• Again, these activities are either/or, so choose

one or the other but not both.• Activity 3 requires students to annotate text

evidence in the article and includes an article annotation key.

• Activity 4 requires students to choose text evidence from a bank at the bottom. This format prepares students to choose from and distinguish between pieces of text evidence on a state assessment. I recommend mixing it up and going back and forth between these among units until your students are proficient at both methods.

Activity 5• This activity is focused around the main skill

for this article: RI.6.3 – Analyzing details in a text using examples and anecdotes.

• Complete answer keys included, as always.

Activity 6• This activity requires students to integrate information

from another source or media. • Here, students view a 3.5 minute Smithsonian video

clip about the same topic. Students will make a list of some details included in the video but not the article and identify other details that were found in both the video clip and article. Then, they’ll have to answer a question regarding the possible dangers mentioned in the video.

• View the video clip https://youtu.be/lMLo0E66O8ABackup: https://goo.gl/UJ6xCT

Activity 3

Activity 4

Activity 5

Activity 6



Teacher’s Guide

Activities 7-8• What’s the best way to make sure your students

are prepared for the state assessment? Assess them regularly with that format. I always let my students practice for the first few before I start counting them for a grade, and I always use the basic comprehension assessment (activity 1 or 2) as an easy grade so it levels the playing field.

• Activity 7is the regular assessment.• Activity 8is the modified assessment. The

modified assessment offer students only two answer choices instead of four. Note that only the multiple choice portion of the modified test is different from the original. Simply put, only page one is different. Complete keys included as always (not shown).

• In a hurry? I always include only multiple choice questions on the first page in case you’re in a hurry and need to skip the open-ended portion of the test. I don’t recommend skipping regularly but every now and then, I need a grading break.

Activity 7

Activity 8

Luckily, supervolcanoes do not erupt often. Scientists estimate that eruptions in volcanoes this size occur every 10,000 to 100,000 years.

Yellowstone is closely monitored by the Yellowstone Volcano Observatory. Hank Heasler, a Yellowstone geologist, says that there are several signs that tell them if the volcano might erupt. One of the most telling signs is an occurrence of small earthquakes in the area. This tells geologists that large plates below the surface of the Earth are shifting. Another sign is any change in the ground such as rising or falling. In addition, the geysers and hot springs may have an increase in their activity and temperatures due to rising magma pressure.

Certain gases are typically released when a supervolcano has increased activity. According to the USGS, gases are released from the magma as pressure builds up. These gases include carbon dioxide, sulfur dioxide,


Supervolcano Activity

.

Dangerous Gases

The Yellowstone Caldera sits on a hotspot in the middle of Yellowstone Park.

Castle Geyser Eruption at Yellowstone; Yellowstone Park has many geysers and hot springs.

hydrogen sulfide, and hydrogen halides. The USGS also places some blame on these gases for the depletion of the ozone layer.

According to the Yellowstone Volcano Observatory, if another eruption were to occur, the effects could be long lasting. In addition to volcanic ash, many gases would be released. Volcanic ash released during an eruption can shade sunlight. This can cause temporary cooling. The tiniest dust particles can travel far distances thereby affecting large areas. Sulfur dioxide, specifically, moves into the stratosphere and forms sulfuric acid aerosols. It creates a haze that reflects incoming sun rays. These effects can last for years.

Sulfur dioxide can also create health problems, such as respiratory issues, headaches, and dizziness. A large eruption could also bring acid rain and air pollution. This could poison the water supplies, agricultural crops, and farm lands. In high enough concentrations, these gases can be harmful to the health and vegetation of Earth’s population.



Informational Text

For items 1-4, you’ll be citing textual evidence to support what the text says explicitly.

1. Find the sentence that tells which president named Yellowstone National Park.

Highlight it in blue.

2. Find the sentence that defines the word caldera. Highlight it in gray.

3. Find the sentence that identifies the gases released when a supervolcano has

increased activity. Highlight it in purple.

4. Find the sentence that explains the meaning behind the name “Old Faithful.”

Highlight it in green.

Finding Text EvidenceFind each piece of text evidence in the article and highlight OR underline it with the color specified.

Skill: Text Evidence

For items 5-8, you’ll be citing one piece or multiple pieces of textual evidence to

support inferences drawn from the text.

5. Find one piece of evidence in the article that supports the idea that it is important

to follow the rules when visiting Yellowstone. Highlight it in orange.

6. Find one piece of evidence in the article that supports the idea that Yellowstone

probably will not erupt anytime soon. Highlight it in pink.

7. Find one piece of text evidence that tells you that an eruption could affect our

climate in the US. Highlight it in yellow.

8. Find two pieces of text evidence that support the idea that an eruption could cause

major pollution. Highlight them in red.

Activity 3



Informational TextSkill: Text Evidence

Activity 3



Informational Text

1. The Yellowstone Caldera is in the middle of a famous tourist site. Describe this tourist attraction.

2. List two advantages to visiting Yellowstone National Park.3. List two risks when visiting Yellowstone National Park.

A. Analyzing DetailsUse the article to answer the questions and complete the graphic organizers.

Skill: Elaboration of Details

Activity 5

Yellowstone Caldera

Visiting Yellowstone National Park could be fun, but risky.

Advantages Risks

4. Based on what you read, do you think Yellowstone National Park is a place you would like to visit one day? Explain your answer using at least one detail from the article.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



Informational Text

In the spaces below, show how details are used to elaborate each central idea from the text. Be sure to use examples and anecdotes given by the author when possible. The first one is done for you.

Skill: Elaboration of Details

Activity 5

B. Elaboration of Ideas in a Text

It could spew ash and volcanic rock over half of the United States.

The gases released could harm people, animals, and plants.

The lava flow could destroy the park and the animals that live there.

5. The Yellowstone Supervolcano could be dangerous if it erupted.

central idea

Give 2 or more details to elaborate.

6. Toxic gases are released during increased volcanic activity and can be dangerous.

7. Regardless of the danger, Yellowstone Park is a top spot for tourists each year.

8. According to the article, why would a volcanic eruption cause cooling in our climate?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

1. It releases carbon dioxide, sulfur dioxide, hydrogen sulfide, and hydrogen halides

2. The gases can cause health problems and and harm vegetation.

1. 3.6 million people visit Yellowstone each year.

2. There is lots of wildlife to see.

3. You can see the geysers and hot springs.

Volcanic Ash can shade sunlight when it is in the air. Also, sulfuric acid aerosols

create a haze that shields incoming sun rays. This causes cooling.

nonfiction article of the week · supervolcano activity. dangerous gases the yellowstone caldera...

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