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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