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6th Grade Earth Science

Convection Currents

LEARNING OBJECTIVES:
Students will demonstrate their ability to conduct a scientific experiment (gathering
materials, measuring accurately, following specific written instructions) by
participating in the steps of the convection currents laboratory experiment.
Students will represent the observations they made during the experiment to
communicate the results by creating a diagram on their student data sheet.
Students will analyze the results of their experiment to describe and explain what
they observed while conducting their experiment by answering analysis questions 1
&2 on their student data sheet.
Students will predict what would happen in a similar situation in the Earths mantle
by answering question 3a on their student data sheet.
Students will use critical reasoning to apply their learning to the theory of how
plates move by answering question 3b on their student data sheet.
MAINE LEARNING RESULTS STANDARDS:
B1 Skills and Traits of Scientific Inquiry- Students plan, conduct, analyze data from,
and communicate results of investigations, including simple experiments.
b. Safely conduct scientific investigations including experiments with controlled
variables.
c. Use appropriate tools, metric units, and techniques to gather, analyze, and
interpret data.
e. Use logic, critical reasoning and evidence to develop descriptions, explanations,
predictions, and models.
f. Communicate, critique, and analyze their own scientific work and the work of
other students.
D2 Earth- Students describe the various cycles, physical and biological forces and
processes, position in space, energy transformations, and human actions that affect
the short-term and long-term changes to the Earth.
b. Describe Earth Systems - biosphere, atmosphere, hydrosphere and lithosphere and cycles and interactions within them (including water moving among and
between them, rocks forming and transforming
f. Give examples of abrupt changes and slow changes in Earth Systems.

PREREQUISITE SKILLS:
Students have already been taught lab expectations and the appropriate way to
conduct an experiment. They are familiar with the layers of the Earth, the theory of
Continental Drift and the theory of Plate Tectonics.

MATERIALS:
Vocabulary sheet Convection Current, SEPUP ISSUES and Earth Science textbook,
student binders with vocab sheets, student data sheets, red colored pencils, supply
of warm and cold water, 9 oz plastic cups, plastic syringes, plastic cups with circular
depression, small vials with 2 holed caps, red food coloring, paper towels.

LESSON STEPS:
As a whole group we will read the introduction to the laboratory exercise that we will
be completing during class.
Teacher will review the new vocabulary word convection current and ask students to
add it to their ongoing graphic organizer for vocabulary in this unit.
As a whole group we will review lab expectations and safety before students are
broken into smaller groups to begin the experiment. Teacher will note that this
particular activity works with warm and cold water, as a specific safety
consideration teacher will have water on hand that is adequate temperature for the
experiment but not so hot that there is a danger of anyone being burned.
Teacher will briefly demonstrate how to use the equipment. Materials will be
available in the back of the room. Once students are broken into groups they will
begin reading through the steps to conduct their experiment, and may collect their
materials. Teacher will monitor activity to ensure that groups are working together
well and following directions.
Students will begin to fill in their data sheets as they work through their
investigation. Teacher will question students to monitor understanding of
observations.
Once the experiment is complete students will go on to answer analysis questions
on their data sheets. Students may work with their group to answer questions 1&2,
teacher will ask students to share their group responses and discuss how the
differences in the water temperature resulted in the formation of a convection
current.
Students should attempt to answer questions 3&4 on their own but may discuss
ideas with their groups. The data sheet should be kept in their binders which will be
graded at a later time, if they do not complete the work in class it will be assigned
for homework.

Teacher will explain that next class we will be going on to use all of the information
in this unit to go back to the original Yucca Mountain problem. We will be comparing
site risk with all of the new data we have accumulated to determine where nuclear
waste should be stored and making a recommendation.
We are working on three middle school expectations, students are asked to stand at
their seat and remain standing as we identify each expectation if they feel that they
were successful on that day. If they remain standing for all three they receive a
ticket which accumulates for our PBIS program.
Formative Assessment: In-class questioning, student data sheet from investigation
including answers to analysis questions.
Summative Assessment: Unit assessment is scheduled for the Tuesday following this
activity, this will cover all of the material within Unit D Plate Tectonics.

DIFFERENTIATION:
Special Education:
For students with attention deficits; the investigation is broken down into a series of
short simple steps to complete, the activity allows for movement within the
classroom and is very hands on to help hold attention.
For a student with anxiety related issues in addition to ADHD there is a one-on-one
paraprofessional to assist with keeping the student on task and helping the student
to function within the small group.
General Education:
The vocabulary terms are written in a graphic organizer, students put the definition
in the first column and then use their own insights and an illustration to help put the
word into their own context.
Students work in small groups to assist each other with understanding in language
that peers can readily understand.
Teacher will choose questions to monitor understanding as the activity is happening.
For students who are quick to understand the teacher can use some higher level
thinking questions to challenge these students. For example:
What other systems of the Earth can you think of that may be affected by
convection currents?
When have we learned about currents in past activities and what similarities
or differences are there between those we have already seen and convection
currents?

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