Vacation Excitement!

• Who would win a race between you and a volcano?

• To explore the problems presented by a volcanic eruption and your responses to them.

1. Work cooperatively in small groups to solve a problem.
2. Minimize the risk and threats to human safety.
3. Identify appropriate behavior in an emergency situation.
4. Plan an orderly, step by step process in a limited amount of time.
5. Evaluate their own group decisions.
6. Digitize and post the results to your web site. (encouraged)

• butcher paper
• marking pens
• pencils
• (parkas, if done outside)
• Download:
1. Anywhere Recreation Area Map
2. Evacuation Scenario

1. Each group of three to six members needs one copy of Anywhere Recreation Area Map. Begin by deciding upon the location of their summer cabin, listing at least three reasons for their choice. Have the students mark the map where there cabin is.
2. Ask the students to imagine themselves in the evacuation scenario. (To add realism, do the simulation outside if possible. After the evacuation is complete, return to the classroom after step #5 to finish.) Read the evacuation scenario, aloud.
3. Explain that it is now 7:30 a.m. and that the groups have only 30 minutes to plan their evacuation. They must decide upon a plan that uses the resources they have available, and gets them out of the area in the least amount of time. The resources include:
1. an all-terrain two-person vehicle
2. a battery-operated am/fm radio
3. three days' worth of food
4. three fishing poles and a hunting knife
5. three knapsacks
6. lantern
7. map of Anywhere Recreation Area
8. a deck of cards.
4. It may be helpful to use some of the following problem-solving process':
1. Brainstorm thoughts and ideas about the evacuation, and list them on sheets of butcher paper.
2. Decide on the three best ideas and discuss the good and bad aspects of each.
3. Choose the best idea or combine ideas to arrive at the best one.
4. Assign roles and responsibilities.
5. Write up a plan of action, include a timeline. When your group has agreed upon and completed the plan of action, you may consider yourselves "evacuated." Record the time it took them to complete the task.
5. After thirty minutes into the exercise, call time and find out which groups made it out in time and which did not. Allow time for groups to share its plan.
6. Re-group and discuss the following questions:
1. What were your thoughts and feelings about this activity?
2. What did you find difficult about it?
3. How does this simulation compare to a real-life situation?
4. How did your group resolve conflict?
5. What kinds of behaviors are important in an emergency situation?
6. What issues prevented, or threatened to prevent, your group's getting out in the time allowed?
7. Choose one of these issues and brainstorm possible alternate solutions.
7. Conduct a whole-class discussion. Ask specific questions to other groups to see how they made decisions, resolved conflicts, etc.
8. Provide closure. Explain that volcanic activity can be seen as destructive when you think about its impact on the landscape, bridges, homes, highways, wildlife and people.

Optional:

1. Re-group the students with butcher paper and colored marking pens. Have the students brainstorm what they already know about volcanoes and volcanic eruptions. If they are unsure of their information, or if they have questions, have them circle those items on the list. After ten minutes or so, have the students share their questions and comments with the class.
2. As a class, combine all the lists to a master list. Post the list of questions and comments in the classroom, so that everyone can refer back to them. The students can ask unanswered questions during the internet conference with the naturalist or by sending mail to VolcanoWorld.
3. Digitize the list and place it on your schools web site.
4. Send us the URL and we will link your site to VolcanoWorld.