magma: hot melted rock that forms underground

pressure: a force that pushes against things

dormant: asleep or resting, not currently active

destroy: ruin, completely damage something 

1. What are the changes the characters in the book noticed? 

2. In the book we saw pictures of caution signs, why do you think the illustrator used those pictures?

1. What do you think the authors are trying to teach you in this book?

2. What do you want to know more about volcanoes?

1. Draw a picture of an active and dormant volcano. Use drawings to compare the differences.

2. How do the diagrams in the book help you understand volcanoes? 

1. How do you feel when something you love gets destroyed?

2. What do you do when something you love gets destroyed?

3. How can people come together to rebuild their community? 

Volcano Wakes Up! pg. 29

The Magic School Bus Blows Its Top pg. 23

Volcanoes! pg. 15

Natural Disasters Volcanoes pg. 5

2. The word magma is found in three of the books for this text set. This word relates to the big idea that volcanoes go through changes before they erupt. Magma is hot melted rock that gathers in chambers underground. As time goes on pressure makes it rise to the top. Once it rises to the top, the magma erupts from the volcano (Armour, 2011). The Magic School Bus Blows Its Top introduces these changes by taking students on an adventure into an underwater volcano. The magic school bus floats in magma inside a volcano. As pressure builds, the bus rises to the top of the volcano (Cole & Herman 1996). This demonstrates how pressure causes magma to rise and erupt once it reaches the top of the volcano. Also, the informational texts that I read, later on, explain how magma forms and rises through the use of diagrams.

The Magic School Bus Blows Its Top pg. 18

Volcanoes! pg. 8

Natural Disasters Volcanoes pg. 10

3. The word pressure is in all of the books for this text set. This word helps students understand the big ideas about change over time and fast eruptions that occur after pressure build up inside a volcano. I would help students understand this word by physically showing them how to apply pressure to a desk to make it move. I could also explain the word, using a different context. We could discuss what pressure feels like emotionally. I could use an example such as, when I put off doing my school work, it builds up over time. This build-up can make me feel overwhelmed, almost like I am going to explode. This is similar to what happens when pressure slowly builds inside a volcano. The volcano can't handle this pressure, so it explodes quickly. Making this connection could help students understand the way pressure slowly builds then erupts quickly.    

Volcano Wakes Up! pg. 29

The Magic School Bus Blows Its Top pg.20

Volcanoes! pg. 18

Natural Disasters Volcanoes pg. 7

4. The word dormant is in three of the books for this text set. This word relates to the big idea that volcanoes can be active or dormant. The books explain that a dormant volcano is not expected to erupt, but has the potential to erupt (Rathburn, 2020). I would explain to students that it's almost like dormant volcanoes are resting. To help students gain understanding of the word I would ask students to draw a picture of an active volcano and a dormant volcano and compare the differences. Throughout the text set, there are real pictures and illustrations of active and dormant volcanoes. Looking at the pictures, I would ask students if they think the volcano is dormant or active and explain their reasoning. This allows students to discuss with classmates and emphasizes the importance of providing evidence for reasoning.

Volcano Wakes Up! pg. 29

Volcanoes! pg. 16

Natural Disasters Volcanoes pg. 20

5. The word destroy is found in two of the books for this text set. This word relates to the big idea that volcanic eruptions leave a lasting impact on communities. We would discuss the pictures of communities that have been destroyed and impacted by volcanic eruptions. Although the word “destroy” is not present in all of the books for the text set, the idea of destruction is apparent. The last book I would read for the text set specifically focusses on the impact that volcanic eruptions have on communities. I would ask students, “What do you do, or how do you feel when something you love gets destroyed?” this opens the conversation about emotions and how we fix things that get destroyed. Students would research and discuss how volcanic eruptions destroy and bring communities together at the same time. I hope thinking about this will inspire students to continue learning about world events that leave lasting impacts on communities.   

Volcano Wakes Up! pg. 29 

Natural Disasters Volcanoes pg. 17

Cole, J. & Herman, G. (1996). The Magic School Bus Blows Its Top. Scholastic Inc. 

Neuman, S.B., & Wright, T.S. (2013).  Supporting content-rich vocabulary through book reading. All About Words. Teachers College Press, NY, NY. pp. 62-82 

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States 2-ESS1-1. Retrieved from https://www.nextgenscience.org/

Peters, W. L. (2010). Volcano Wakes Up!. Henry and Holt Company, LLC.

Rathburn, B. (2020). Natural Disasters Volcanoes. Bellwether Media.