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UKanTeach 5E Lesson Plan Author(s): Kathleen Graham Team Member(s): Kathleen Graham Title of Lesson: Mantle Convection Dates lesson will be taught: 10/7 & 10/9 Grade level: Sophomore Is this Teach 1 or Teach 2: Teach 1 Lesson Source/References: Received in UKan class, from Wendy USGS Essential Understanding/Big Ideas: The students will observe and discover convection and relate it to not only their everyday lives but also Mantle Convection. The layers (lithosphere, asthenosphere, core) of the earth produce and endure convection currents. This, in turn, provides the energy to drive plate movement. They will be using the vocabulary convection currents, convections cells, temperature, mantle, crust, core, hot, cold, density and equilibrium. KNOWLEDGE PACKAGE TEACH 1.docx Knowledge Package: Objectives: Students will be able to generalize how convection currents work and how they play a role in plate tectonics. Students will be able to relate convection currents to everyday life as well as Mantle Convection. Students will be able to compare densities of different fluids. Aligning Assessments to Objectives: Objective 1) Students will fill out the mantle convection picture. Are there other places that convection plays a role? Objective 2) During the lab: What do you notice about the different colors? Where are they settling? What is happening at the molecular level? Does temperature play a role in density? Objective 3) Is there a density difference? What does density mean? How do we describe density? Is mass different than weight? Standards: Include at least one in each category. NGSS Science and Engineering Practice Standard: Developing and Using Models A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs. Common Core Math Practice Standard: 7 Look for and make use of structure Common Core English Language Arts (ELA) Practice Standard: 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies Accommodations: Since this is a group activity, anyone who needs special assistance will be provided with help by their group members, paras and the teachers to allow them to be able to participate in the lesson. Appropriate help will be provided to students with special needs, IEP’s, etc. Any ELL students present will be give special attention and the teacher will be careful to make instruction clear through actions. IEP students will be helped necessarily either by the para or the teacher to encourage their participation in the experiment. Safety: Students should always follow general classroom safety guidelines. Students should be careful not to touch, spill or splash the hot water. Students will be expected to be respectful of one another and the teacher will ensure to establish a safe and encouraging environment. Equipment/Materials: 7 Plastic bins (6 groups, 1 for demonstration) Red & Blue color dye Styrofoam cups (12 with punctured holes, 12 without punctured holes) Tape for the Styrofoam cups (have the cups taped on the bins already, need 24 pieces) A pen or something small to puncture holes if not already punctured Water (hot, cold and room temperature) A hot plate (for heating water) Beakers (for the hot and cold water to distribute) Lab Worksheets for each student (24 copies) Assessments for each student (24 copies) Mantle Convection Worksheet (24 copies) USGS handouts for each student (24 copies) Bill Nye Worksheet (24 copies) Group Review Worksheet (24 copies) Each student should have a pencil and red, blue and purple colored pencils (24 of each) Engagement: Estimated Time: Day 1: 20 minutes, Day 2: 15 minutes What the teacher does AND how will the teacher direct students: (Directions) Probing Questions: Critical questions that will connect prior knowledge and create a “Need to know” Day 1: Have unpeeled orange out with a tub of plain, room temperature water. Write predictions on the board or somewhere large where the students can see it. Take a vote and take a note on the board of who thinks it will do what. Place orange in the water. (FLOATS) “What will happen if I put the orange in the water?” “Are you sure?” Ask a student to peel this orange. Write down predictions. Place orange in the water. (SINKS) Discuss ideas as to why it sank now. Have an unpeeled orange to set in the water with the peeled to show the comparison. Review density and what it is and how to calculate it. Discuss words we can and can’t use to describe density. “Density is mass per unit volume” MAKE SURE YOU WRITE ANSWERS FOR MANY STUDENTS***** “We will revisit this tomorrow after we explore density a little further.” “Is this what you expected to happen?” “What is happening here? Why didn’t it sink?” “Okay, if I peel this orange will it change anything?” “Why?” “Okay, what just happened?” “Why do you think it happened?” What does that mean? Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: “It will sink.” “It will float.” “No.” “Yes.” “No.” “Yes.” “I don’t know.” “It’s density.” “No.” “Yes.” “I don’t know” “It changes it’s weight.” “It changes it’s density.” “It sank” Various answers: “I don’t know” “It’s heavier” “It’s denser” Day 2: REVIEW OF TUESDAY: In groups (6 groups), have them fill out THEIR ASSIGNED QUESTION. Give them 5-10 minutes for this. Have each group present these to the whole class. As each presents, have the students take notes on their GROUP REVIEW worksheet. They should fill it all out with all answers and any extra notes they have. Discuss any issues they’re still having. Review Group WS.docx Review Group WS KEY.docx Teacher Decision Point Assessment: Hopefully, students will say ‘density’ at the end of day one we can move on to the experiment. Exploration: Estimated Time: _____60 for explore 19 for clean-up_____ What the teacher does AND what the teacher will direct students to do:Directions) Prior to setting up the experiments hand out the worksheets Ask the students to answer the first 4 questions. They may use their table partners. Have students come up and get: 2 cups Teacher fills 1 with hot and 1 with cold/ice water Let students put food coloring in each up Probing Questions: Critical questions that will guide students to a “Common set of Experiences” What are you noticing about each color? Are they moving? Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: “They aren’t mixing” “They’re moving” “The blue is on the bottom” “The red is on top” “Yes the blue along the bottom and red on top” If so, how are they moving? “Cold on bottom and hot on top” What differences do you notice? “One is slower” What might cause the water to move this way? “Different temperatures” Does this relate to density? Why? Students return to the group tables. When I say “Pour water into your cups in the tub,” let the students pour in the water What causes the water to rise to the top (if it is)? Ask students to fill out diagrams and answer questions as the go along. Is the hot/red water coming into contact with the cool/blue colors? LAB WS.docx LAB WS KEY.docx Allow the students to make observations using the provided worksheets END OF DAY 1- LAST AMOUNT OF TIME IS FOR CLEANING UP AND HANDING BACK SUPPLIES & DIAGRAMS What do you think is happening on a molecular level? How might what you see relate to the layers of the earth? Teacher Decision Point Assessment: Once everyone has filled out the worksheet, and drawn the diagrams specifically and I have walked around and checked everyone’s in each group, then we can move on to the next portion. Explanation: Estimated Time: ___30-45 min_______ What the teacher does AND what the teacher will direct students to do: (Directions) Day 1: Do a simple wrap-up, make sure the students got through the DAY 1 questions. Clarifying Questions: Critical questions that will help students “Clarify their Understanding” and introduce information related to the lesson concepts & vocabulary – check for understanding (formative assessment) “Did everyone answer all the questions on their labs?” Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: “Who needs help on questions?” Day 2: “Does this phenomena happen anywhere else? Come up with 2 examples. Write them down on the back of your Group Review worksheets.” Have the students discuss for 3 minutes. Have students volunteer information. “So if we could describe what happened, perhaps give a definition, what would you say? Write this down!” Have students talk to their neighbors/groups. Tell them to come up with a ‘working definition’ of what they saw in the lab. They need to write it down. Work on getting a definition. The definition of convection is: Movement of hotter, less dense materials tend to rise while cooler, more dense materials tend to sink which, in turn, results in transfer of heat. Discuss what this is called. “So now that we have a definition, where might we see the phenomena?” Basement colder, upstairs warmer “Does this happen anywhere else? Where?” “Yes. Pools, Lakes, Ocean, Air” “What do you think this phenomena is called?” “Convection.” Mantle convection Air Oceans REVIEW LAYERS OF THE EARTH LAYERS WS.docx layers key.docx Give out LAYERS worksheets and have students work together to fill them out. Label CRUST, MANTLE, CORE and label which is the HOTTEST. “Great, now let’s watch a video silently. I want you to describe what’s happening.” Pause the video accordingly. Have people write down on the back of their papers what they THINK is happening. https://www.youtube.com/watch?v=p0dWF_3PYh4 “Does everyone have some predictions? Give me a prediction? How do you think this applies to what we learned yesterday?” Now play the video with sound. “Did it fit everyone’s predictions? Why or why not? What did he describe in the video? Write down your new notes.” “So, understanding now what we’ve done and what the video referred to, what do you think we are studying? Talk to your neighbors.” Draw them to mantle convection. Hand out MANTLE CONVECTION WS. Ask the students to fill out the worksheets with their groups as best as they can. MANTLE CONVECTION CELLS WORKSHEET.docx “Predictions?” “Hot stuff is rising, cold stuff is sinking.” “It’s pulling the continents apart.” “Yes.” “No.” “Did the video fit our predictions?” “What do you think we are studying?” “Volcanoes.” “Lava.” “Mantle Convection.” mantle convection key.docx usgs convection current handout.docx Teacher Decision Point Assessment: Make sure all the students have the USGS handout in their tablets Elaboration: Estimated Time: _____15 min-20 min_____ What the teacher does AND what the teacher will direct students to do: (Directions) Probing Questions: Critical questions that will help students “Extend or Apply” their newly acquired concepts/skills in new situations DAY 2 ONLY “What do you notice about the https://www.youtube.com/watch?v=PdWYBAOqHrk chocolate “crust”?” Ask them to describe what is happening using what “What is ‘driving’ the ‘continents’ to they know now from the experiment separate?” Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: “parts are bubbling” “some spots are getting hot” “some is boiling” Discuss different plate boundaries. (divergent (mid ocean ridge), convergent (subduction), transform) “It’s spreading” “it’s being pushed apart” Show as a supplementary to sonar and mid oceanic ridges Have the students follow along with the worksheet “What might those hot, bubbling areas represent?” “What is happening to the chocolate “crust”?”” “What does this represent?” Bill Nye WS.docx https://www.youtube.com/watch?v=GyMLlLxbfa4 Teacher Decision Point Assessment: Whenever the video is done and the discussion is done. “volcanoes” “oceans” “hot spots” “plates moving” “tectonics” Evaluation: Estimated Time: ___5-10 each day_______ Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives. Formative Assessment Day 1: The formative assessment will be the lab worksheets with questions on it Formative Assessment Day 2: The formative assessment will be the filled out mantle convection worksheets, questions I ask through the explain and elaborate Summative Assessment (at the end of Day 2): Explain the summative assessment you will use to provide evidence that students have met the objectives of the two-day lesson. Embed a student copy of this final assessment. Embed a copy of the rubric or answer key you will use to evaluate responses. TEACH 1 final eval.docx TEACH 1 final eval answers.docx Extension activities/Back up plans: Include a brief summary of some extension activities you could draw upon if you have extra time and/or you are not able to execute this lesson as planned (e.g., technology issues prohibit you from doing so). Day 1: https://www.youtube.com/watch?v=bVZ_7-MA4D4 https://www.youtube.com/watch?v=OojnMRWoucE Day 2: Phet simulation: http://phet.colorado.edu/en/simulation/plate-tectonics Animations for plate boundaries: https://www.classzone.com/books/earth_science/terc/content/visualizations/es0804/es0804page01.cfm?chapter_no=visualization Plate Boundaries Plate Boundaries worksheet.docx worksheet KEY.docx