Vacation+Under+the+Volcano

= Magic Tree House #13: Vacation Under the Volcano =



Please upload your problem-solving activities to this page.
__Magic Tree House: Vacation Under the Volcano __ by Mary Pope Osborne is a good way to teach children about earth science. The activity I chose involves teaching students first about the different layers of the Earth and then how gas can become trapped underneath the surface and explode, like a volcano. This is shown to students by creating gas using the carbon dioxide in soda and forcing it to spray. The earth candies are peanut butter balls that are made before reading the story and will set student’s minds in motions about the earth and how it works. After reading the story, the soda bottle experiment is done, showing kids what happens when gas becomes stuck in lava. This activity is productive because it relates things that kids already know (when you shake up soda it explodes) with greater happenings in the world and allows them to penetrate the subject with prior knowledge. It is also exciting because it involves sugar and keeps their attention. [|Earth Candies] **Brooke Schiffman** Brooke, This is a fun activity! Seems like there would be a lot of teaching before you get to MTH, but that's okay. I noticed on the webpage that the creator of this uses Volcanoes by Usborne. If you did this whole thing (what she has listed), you'd be combining ELA, Science, social studies (geography), and, in a way, art! Think about your unit map and whether you could actually do the other activities on your map, while trying to accomplish this big idea of the Earth. Dr. Deeney

I chose to extend MTH to teach students more about the differences of our culture from Ancient Rome. An idea to have taken away from MTH is that books havent always looked the way they do presently. With that in mind, I will introduce Roman Numerals to my class explaining that Numbers haven't always looked the way they do now either. Students will be introduced to Roman numerals, be given a few problems to complete wiht a partner, a few to do indpendently, both of which will be reviewed together as a class on the board, and then they will be given a task sheet that will ask them to "decode" a message. The task sheet will be set up similiarly to hang man with the blank spaces with Roman Numerals under them. There will be a key to decode the message on the sheet "translating" Modern Numbers (1,2,3, etc.) into letters in the English alphabet. This set up forces children to "decode" Roman Numerals into numbers that they understand before they even start decoding the message on the task sheet, giving them an opportunity to work with and learn Roman Numerals in a fun way. I changed the lesson plan slightly from the one I found online: @http://www.proteacher.com/redirect.php?goto=4093 Britt Hill Britt, Perhaps you could have students include Roman numerals as part of their brochure? Maybe a table of contents, or sections labeled? Dr. Deeney

I decided to advance the theme of the volcano. I would have my students build a baking soda volcano. The volcano consuming the city of Pompeii was a major point of the story and volcanoes provide a lot of opportunities to educate the students. Before constructing the volcano I would provide illustrations of real volcanoes and extra details that would engage the students even more. The construction and decoration process (which I would have them include a miniature pompeii) draws in aspects from both science and art. The actual creation of a volcano allows the students to see three dimensional models of volcanoes instead of just pictures and illustrations. By bringing the students out of books you capture the attention of those who learn better from the hands-on approach than they do from direct book learning. It also gives the artistic students a chance to express themselves in a scientific environment where they are also learning. By creating the miniature of Pompeii you can make direct connections to the book as each volcano spews its "lava" and consumes the small city. [|__Build a volcano__] Andrew, I'm sure the kids would love the volcano! (I still remember mine from 6th grade. The video is very helpful for those teachers who might be visual learners! Dr. Deeney
 * __Andrew Nestler__**

I chose to extend MTH to learn more about Geography. We will create our own passports and read books that take place all over the world. When we read a new book that takes place in a different country we will first learn a little bit about where the country is and a little bit about its people and their culture. The students will be given a booklet that they can decorate to be their passport however they like. As we read each new book and “travel” to each new country I will stamp their passports allowing them to enter the country. There will only be one stamp per page because after their passports are stamped they will also have to write 3 facts about that country on the page. Their passports will be kept together in some part of the room where they are easily accessible but not easily lost or destroyed like they might be if they just stayed in the kids’ desks. This activity will be a fun and interactive way to tie in literacy, geography, art and some writing. [] à “Passport Through Time” Susan Nugent Hi Susan, Great idea to link your activity to your launch! Ties it all up well! Dr. Deeney

=
I chose to extend MTH to learn more about volcanoes. We will be learning about how they form, what causes them to erupt, and where they are located in Italy. In MTH we read about Mt. Vesuvius, the volcano that erupted in Pompeii that Jack and Annie had escaped from before it destroyed the city. Students will create their own volcano to be able to visualize an eruption of a volcano. We will be studying volcanoes closely to understand the history of Pompeii and its ruins, while scientifically investigating what makes a volcano and why does it erupt. This activity targets history, art, earth science, and geography. It is a solid educational activity opposed to busy work because students are using a hands on activity to create a visual model of what they have been learning about in social studies and science and reading about in MTH. It allows students to make connections from what they have been reading and studying about volcanoes and bring it to life through a visual form. []====== "Reconstructing Mt. Vesuvius" Brianna Lennon Brianna, Your activity here, and those on your map, connect very well together! Dr. Deeney

I chose to extend MTH to learn more about the Romans and archeologists.We will be learning about the importance and purpose of archeological digs. A large amount of the information we know today about Pompeii comes from archeological digs. The students will be able to set up their own simulated dig that features artifacts around their own classroom. Students will collect small items that represent classroom activities and their own personal interests-ex: erasers, paperclips, markers, crayons, etc. and place them in a large box with dirt. The key to this activity is to make sure that the objects are placed at various depths and areas within the dirt. Here comes the fun part! The students may then sift through the dirt (very carefully so that they do not destroy the item) using spoons, flour sifters, or any other handy items that resemble tools that archeologists use to find the buried objects. Then, the students will be asked to write a description for each item that they find for a museum display of classroom artifacts. The teacher may also set up multiple boxes for archeological digs and have the students collect materials from other parts of the school (playground, art room, gym, kitchen, ect.) and then challenge the students' to identify the site and what happens at that location. This activity is "hands-on" and allows students to learn about the Romans and archeology digs in a meaningful and fun way. It includes science, social studies, language arts (writing), and art. [|http://www.magictreehouse.com/for_teachers#teachers-guide-13-pompei] "Can You Dig It?" Katie Santanello Great activity, Katie! Would tie in well to ELA! Dr. Deeney

__In Old Pompeii__ I chose to extend Magic Tree House to learn more about the ancient city of Pompeii. In class we will transform the classroom into the city of Pompeii. The student will take a “field trip” to Pompeii where they will learn about Pompeii’s social life, culture, economics, activities, cuisine, architecture, various job positions and more. Students will be split up into groups and will be assigned a topic. The reason we will target these certain areas is for the students to reference the book and expand upon what they discover. For instance, Jack and Annie must find the forum which is the center of a roman town. The students assigned the forum must work collaboratively to research the purpose of a forum and create a display in the center of the room where they will present to other students (acting as tour guides). After the students present each of their topics, students will work individually creating a travelogue of their findings while in Pompeii. This assignment will incorporate social studies and art. This activity is a solid educational activity because students will learn about an ancient city by expanding on their creativity. The students will most likely learn more about their topic as opposed to just doing busy work because it is their responsibility to become experts and teach their peers. They are also held responsible for the other topics presented through the travelogue.

[] Amanda Machado Amanda, This is a great idea! Students would love it, and it would enable them to really get immersed in the time and culture of Pompeii. The link you have here does not connect to anything--it gives a general page with some links, but one needs a password to open the links. Dr. Deeney

I chose to extend Magic Tree House to learn more about volcanos, Ancient Romans, and the city of Pompeii. As part of our unit, we will be discovering information about Ancient Roman artifacts -- both mentioned in the book, and other artifacts students find that Ancient Romans used. Ancient Romans created art work in tiles, called a mosaic. I have targeted this area because it is an extension of the artifacts talked about within the MTH book. Students will learn, among other things, that information can be found within and outside of the text. My students will create their own mosaic of an artifact or topic to correspond with their expository written piece about an artifact found in Pompeii, Italy. This activity targets art and social studies, while indirectly targeting language arts because the mosaic goes with their written piece. This is a solid educational activity because students will not only gain a better understanding of one art form that the Ancient Romans used, but will also have a self-made visual component to aid in remembering about the specific artifact that they studied and wrote about. It allows them to participate in a hands-on activity while learning about Roman culture. Student work will be displayed in the classroom and an opportunity to share will be given so that students' knowledge will be reinforced. [] Elissa Hamilton Elissa, Good connection of mosaics to how they can serve to document history. They did tell stories, after all. Maybe you can include that in your art or ELA portion of your map--helping kids understand that art of the time helps us understand the history of the time. Dr. Deeney
 * __Artifacts of Ancient Rome__**

I wanted to extend MTH #13 by learning about the infamous foundations of Rome, their roads. This activity has geographical/social studies, scientific and literary aspects but I would extend it further by adding an artistic element. First I would go over with the children how the roads were built and why the builders chose the methods and locations they did, while providing an image of the various layers of the roads. After that I would I have the children draw their own roman roads in their notebooks and label the different parts of the road. As my own variation I would bring in various pebbles, wet sand to use as cement and other materials so the children could make their own physical mini roads. I would end the activity with the children using a map of the ancient Roman Empire and having them each identify 3 roads. The purpose is to expand the children’s understanding that Pompeii and Mount Vesuvius were pieces of something much bigger, the Roman Empire. I think this a solid activity to use in a classroom because it connects numerous elements and is structured so that it begins with one element and branches off and expands into others, opening the children to the actual broadness of what Pompeii was only a piece of in a large ancient culture. [] Elissa Weinberger Elissa, The Romans were master architects. I'm sure students would be interested in various forms or architecture and engineering. Perhaps you could include these on your unit map? Dr. Deeney
 * All Roads Lead to Rome**

I chose to extend //Magic Tree House: Vacation Under the Volcano// by making Roman coins. This activity has art and mathematical aspects because the children will be using crafts to make their own coins and using the coins to help out with adding and subtracting. I chose this activity because I want children to be able to see how similar or different coins were back then/in Europe as well as doing mathematical problems. This activity links to the book seeing as Romans used money when buying items in the market or going to get their haircut like what Jack and Annie saw as they were passing through Pompeii. I would first ask the children to describe to me and the class what our American coins look like, all the amounts and sizes, and then describe to the children and show what coins the Romans used back then. Then the children will be given many kinds of crafts, like tin foil, gold paint, silver paint, etc, to create their own Roman coins! Each child will share them with the class then the children will come together to see how many coins in total they have, etc. This activity is educational seeing as they get to add and subtract the coins and they will become educated on the coins back B.C. in Rome. [] Briana, Great idea! Kids would love making the coins. You could then use them in further exploration of your unit. For example, you could create a Roman marketplace and students could purchase needed items. Think about connecting your idea of coins to the other ideas of your unit map. Dr. Deeney
 * Create Your Own Roman Coin**
 * Briana Bielecki**

I chose to explore Magic Tree House: Vacation Under the Volcano through the exploration of Ancient Roman traditions, especially those involving children. In Magic Tree House, the books explains many of the traditions and lifestyles of ancient Rome. Students will research different traditions of roman society and write a paragraph about one tradition they find interesting. In addition, the students will create a Bulla. A Bulla was a type of locket that roman children wore until a certain age**.** The student will make this by using jar lids and designing the jewels on the inside. This activity will encompass social studies, art, and language arts. This is a valid educational activity because the students will not only be learning about roman society, but comparing that society to our own. They will also be extending their research and writing skills. In addition, the fact that the activity is hands on makes ancient roman society more real and relatable to the students. Plus the fact that the students will be able to wear their Bulla will help immerse them more in roman society. [] Alex, I had never heard of a "bulla," so learned something new! It would fit in well with your study of Roman culture. Take a look at your unit map and see if perhaps you want to make all activities around culture rather than adding in the volcano info. Dr. Deeney
 * Create Your Own Bulla**
 * Alex Xenophontos**

In order to help children understand and identify more with the Magic tree house story and ancient Rome, I chose to extend the text by having students create their own wax tablet to write on. In the magic tree house, Jack and Annie use their experiences to understand the ancient Roman world they were exploring. For example, when the children were going past the bakery, the smell of the freshly baked flat bread reminded the children of pizza and gave them a sense of understanding and identification in that it made Jack "feel even more at home" (MTH 18).In this activity students will create their own wax tablet and then write about how similar of different today's books and ancient Rome's wax tablets are. By creating and writing on their own wax tablet, children can compare their own experiences to that of the children of ancient Rome. They can compare their own books and pencils to the wax tablet and stylus that children used in ancient Rome. This activity ties in with Science, Social Studies, Art and Writing and allows students to extend MTH in a meaningful way by comparing their experiences to that of the children of ancient Rome**.** This activity also encompasses the students different learning styles and allows them to learn about and experience ancient Rome through different ways and views. [] Veronica, It would be interesting to create the wax tablets. I'm wondering if they were the Roman version of our chalk boards. I'm assuming if the wax was soft enough, kids would be able to "erase." How does connect to your map? Will kids be writing their letters (from your ELA ideas) on the tablet? Dr. Deeney
 * Create a wax tablet to write on**
 * Veronica Seeram**

I chose to extend MTH to learn more about time-telling in Ancient Rome. We will be learning how to make a sundial as well as how to tell time using a sundial. For this activity the students will write the numbers 1-12 on a paper plate (like a clock) and put a straw through the center of the plate. We will then go outside as a class and place the sundials on the ground. The straw’s shadow will tell what time it is. The students will also be able to take the sundial home and use it in their backyards. Students will be able to see how the sun can be used to tell time, and will be able to see how people in Ancient Rome told time. In //Vacation under the Volcano//, Jack and Annie used a sundial to figure out what time it was and how much time they had until Mt. Vesuvius erupted. This is an educational activity because students will be using their mathematical skills and prior knowledge of time-telling and will be able see the similarities and differences between sundials from Ancient Rome and present day clocks. [] Hi Julie, The sundial is a good idea. The link does not work, so please check and re-link so others may benefit. Dr. Deeney
 * Making a Sundial**
 * Julie Chasen**

I chose to extend //Magic Tree House #13, Vacation Under the Volcano// through use of the "Make a Volcano" activity to connect Ancient Rome to the area of science. While we will be learning all about the Ancient Romans, making a volcano is an excellent way to get the students engaged in a hands-on activity that relates directly to the book and also is informational to an important event in history. Students will research different volcanoes and famous eruptions in history (as part of a Social Studies assignment) and find them on a map. Then, the students will be assigned into small groups and use the materials provided to make a small-scale replica of their favorite volcano. Once all the volcanoes are made, the students will then get to watch as each group (in turn) adds the "main ingredient" and the volcano erupts. This activity relates directly to science, and is also related to Social Studies and Geography when they are researching volcanoes and finding them on the map. This is an educational activity because the students are doing research on different types of volcanoes and famous eruptions in history, and then they get to see first hand how a force is needed to to push the lava up from inside the volcano, and how things act when they are under pressure. [|http://www.magictreehouse.com/for_teachers#teachers-guide-13-pompei] Kim, Perhaps you can tie the volcano idea to the idea of the scroll (on your map) by figuring out how, if Mt. Vesuvius erupted, we know about it. Wouldn't scrolls have been burned by burning ask from the volcano? An interesting question! Dr. Deeney
 * "Make A Volcano"**
 * Kimberlee Mowbray**

I chose to extend //Magic Tree House #13: Vacation Under the Volcano//by having students engage in a hands-on activity, making a fresco, that allows them to become more culturally aware. This activity directly relates to art and they will learn more about the Roman culture. Since the students may not be able to fully understand the time period that the book was set in, making frescoes will allow them to see how things change over time. Students will use plaster of Paris, and paint different scenes from the book onto the damp plaster. The purpose of the activity will be to teach students that there are different cultures around the world, and not one culture is completely alike. Making frescoes will specifically show them how art differs amongst cultures, but we will also discuss how other aspects differ as well, such as clothing, language, and archictecture throughout the time periods. This is an educational activity, because they will learn that frescoes became popular during the first century A.D., which can also relate to social studies. It would be a fun way for the students to express their creative abilities, while also teaching them concepts of art and culture. [] Gina, Your idea is similar to Elissa H's on mosaics. Not only art, but history! Lots of stories told through frescoes! On your map you have compare/contrast Roman art with today, so the fresco idea connects well. Dr. Deeney
 * "Paint A Fresco"**
 * Gina DeLeo**

I chose to extend MTH to learn more about volcanoes. We will be learning about how they are formed, why they erupt and where they are located. One of the books major focuses is on the volcano Mt. Vesuvius. Students will create a clay volcano as they learn how volcanoes are formed and then they will make a mix of different household items to make the volcano “explode” and learn what creates this explosion in real volcanoes. These tie in with art, science, and social studies. It is a solid education activity because students will be extending MTH in a meaningful way by learning more about volcanoes through “hands on activities” and experience. [] Beth, The link has some great ideas, and some great information about volcanoes! Also ties in well with your map, which ties together your other ideas. All wrapped up! Dr. Deeney
 * "Lets Make a Volcano"**
 * Bethany Alexander**

I chose to extend __Magic Tree House__ and learn more about volcanoes. I chose to extend it this way because if it wasn’t for Mount Vesuvius erupting this story wouldn’t exist so it is important to show the students why natural disasters, like a volcano erupting happen. This will work with the science and art curriculum. In science we will study how volcanoes work and what actually causes them to erupt. This will allow students to understand the eruption. In art the students will actually construct a volcano as a class. These two activities will provide students with not only hands on learning but also allow them to understand why volcanoes erupt. It is more than just reading the book, putting it down and enjoying it. The students will be forced to understand how the events happened and why things turned out as they did. [] Kim, Once in your link, you can get to Discovery Kids. That's a great magazine/website that gets kids involved in many ways. It's a great resource. Your map ties ideas in well. Dr. Deeney
 * Kimberly Saccoia**

I chose to extend the //Magic Tree House #13: Vacation Under the Volcano// through a language arts activity. The activity is called “A Day at the Roman Forum: Public Life in Rome.” During this activity students will be learning about the buildings and the daily lives of people in Ancient Rome. In the book, Jack and Annie learn about these topics because they are able to spend a day in Ancient Rome. After researching these topics, the students will right up a journal entry, pretending they have spent a day in Ancient Rome. The journal will tell about their day in the forum, which is a public center in the middle of town. This activity will allow the students to research towns, buildings, and the daily lives of people in Ancient Rome and then express what they have learned through writing a creative journal. This is a solid educational activity because the students are conducting research but instead of writing a research paper, they are able to have fun with what they learned by pretending they lived in Ancient Rome for a day. [] Kristen, The "Day at the Forum" is a great idea! You could do a lot with it. I'm sure kids would enjoy reenacting Roman life. Just be careful of including sources that kids can access. The link is helpful, but the some of the student info might be advanced for third grade.
 * "A Day at the Roman Forum"**
 * Kristen Gencarelli**

Using Sundials I am going extend the Magic Tree House curriculum to numerous subjects such as math, science, history, art and a few more. This will allow us to learn more about time and how the ancient Romans were able to tell time without a battery operated clock. The sundials where clocks that told time based on the reflection the sun makes on the ground based on where it is in the sky. Students will create a sundial learn how it works, how to use it and how to take the time on the sundial and relate it back to our clocks by pointing the hand on the clock so that clock matches the clock on the sundial. This is meaningful because it Jack and Annie used on in the book and the students get to see how a topic we deal with now, time was dealt with back in the roman days in a hands on fun, creative way. It is a great lesson that all children will love because it allows them to get hands on and even go exploring out side to see first hand how the sun dial works. [|Make a Sundial] Avital, The sundial idea connects well to art and math. You have on your map that Jack and Annie were at the Roman bath at 4 o'clock. I'd have to read the book again, but if there were other times listed, students could created a timeline of J&A's activities using their sundial. Dr. Deeney
 * Making a Sundial**
 * Avital Hain**

I chose to extend MTH #13 by way of a fortune-telling activity. The story’s inclusion of the soothsayer is one of its more fascinating features, and the mysterious old woman ends up being vital to the plot. Furthermore, it seems like a feature that would interest and excite young students, so this is an ideal activity for several reasons. One activity in particular is described as the construction and utilization of a crystal ball. Students will use building materials, markers, and different papers, appealing to the artistic dimension of learning. Also, by learning about this type of practice and how it has evolved over time, science and social studies requirements will be satisfied by this activity. These fortune-telling devices can be used for a number of things; the students can use them to set goals and expectations for themselves, to assist them with reading materials by practicing inference and foreshadowing, and it will keep them involved because they will be creating and customizing these materials by themselves. [] Jack, Connecting to the soothsayer would be interesting, I agree. You'd need to be careful that the crystal ball activity was purposeful. How will it relate to the book? What was the job of the soothsayer? Is she an actual part of history or did MPH make her up? These are things you can think about. Also, an idea threading throughout the book is portents. Annie is more in tune to them because of her nature--she worries about the grove being quiet, etc. So, the soothsayer needs to be either tied very well into Roman culture, or into the book itself. Dr. Deeney
 * __Fortune Telling Kit__**
 * Jack Doyle**

I chose to extend Magic Tree House #13 to learn more about the architecture from ancient Rome. We will be learning about the type of materials that were used and the different types of buildings. In MTH the children pointed out many important buildings in town and their purposes. Students will research one building of their choosing and build a replica of it out of clay. The purpose of this activity is to teach the students about Roman architecture and tie in art at the same time. At the end, the students can walk around to other students’ work and visually see what the building might have looked like. http://www.ehow.com/how_7870250_build-model-roman-colosseum-kids.html
 * Replicating a Building**

Hi Stephanie, I don't find a link to an online idea for architecture. Dr. Deeney
 * Stephanie Bassock **

I chose to extend Magic Treehouse #13: Vacation Under the Volcano to learn more about Hercules. In the story, Jack and Annie are on a mission to save a book from being lost in the ruins of Pompeii. The book they are trying to save is //The Strongest Man in the World,// which is a story about Hercules. Hercules was a hero from Roman beliefs and myths. In this lesson, students will learn about myths and the different gods and goddesses in ancient Greece and Rome. We will focus on Hercules and his importance since this is the story Jack and Annie have to save. After discussing and learning about them, each student will create their own hero by drawing a picture of their hero and writing a description then sharing in small groups and/or the class. The purpose of this activity is to teach the students about the culture different beliefs of different beliefs of different people while tying in some information on myths, a different genre in reading. This activity brings social studies, art, reading and writing together into one. This is a good educational activity because they will learn about the history and beliefs of Rome while also getting to use creative expression to get involved and bring the lesson to life. (Lesson One) [|Make Your Own Hero] Kayla, The ideas in your map, and this idea of creating a hero tie in well together. The web page is more for teachers. The info is high level, so you'd need to figure out how to bring that down to 3rd grade. It does provide a student bibliography, so that helps. Dr. Deeney
 * Hercules: A Hero**
 * Kayla MacLaughlin**

In keeping with my reading launch discussion regarding time travel, I am choosing to incorporate this theme of time travel into my lesson of history. Jack and Annie discover a lot of unfamiliar territory in Ancient Rome that the children are likely unexposed to. When looking at this problem-solving activity, I would use these images of dress, traditionals and sights of Ancient Rome to give the students an idea of what it looked and felt like - then would have them go back on their own and complete these activities quizzing them on the artifacts they would find in Rome. This activity utilizes social studies, art (drawing), and reading comprehension into an interesting activities. The students could have time afterwards to collaborate and share their ideas with their peers and the class as a whole [] Hi Kate, "Time travel" is a good hook for kids to get interested in history! I don't know how this connects to your curriculum map, as I don't think I have that. Dr. Deeney
 * Objects Then & Now**
 * Kate Licciardello**

I chose to extend Magic Tree House #13 by using an English Language Arts activity. By having students read, write, and research, they will really be able to get a significant understanding of the writing process and of the story. In the story the main characters Annie and Jack travel back in time to Pompeii and discover Historical facts about Pompeii and Volcanoes. The students must use this information and background information on genres to reveal what genre the Magic Tree House is categorized as and why it is categorized this way. Then they will be able to use research and read articles in order to write a journal entry that might have been written by someone who lived when Mount Vesuvius erupted. This will help students really feel as if they were living in Ancient times. They will also be learning new historical facts. This activity uses reading comprehension, research and writing skills to help children become more skilled in the English language arts field. [|http://www.yale.edu/ynhti/curriculum/units/2007/4/07.04.01.x.html#e]
 * Kara Hickey**