Lesson Plan

Joanna Tompkins and John

Title:
Grade Level:
Length of Lesson:
Objectives:

Standards
Addressed:

Required
Materials:

Anticipatory Set:

Convection Currents
11th grade
2 class periods
The students after seeing the teachers demonstration and completing
a lab with another person will demonstrate understanding by
recording their answers on their labfolder
CCS: SC.912.E.7.2L: Analyze the causes of the various kinds of
surface and deep water motion within the oceans and their impacts
on the transfer of energy between the poles and the equator.
NETS-T: Communicate relevant information and ideas
effectively to students, parents, and peers using
a variety of digital age media and formats and Design or adapt
relevant learning experiences
that incorporate digital tools and resources to
promote student learning and creativity
Teacher demonstration:
Small aquarium, water immersion heater, blue ice cubes, red food
color, medicine dropper, small paper cup, tape, power point
Student activity:
Per student: three 8 oz. clear plastic cups, 2 medicine droppers, blue
and red food color, small containers for ice water and hot water, ice,
hot water, room-temperature water, iPad, labfolder account.
Show them a clip from Finding Nemo of crush riding the East
Australian Current and then dive into our discussion.

Right after bell rings:

1. Show clip on YouTube and explain that the East Australian
Current is a convection current and is created by hot and
cold water.
2. Show power point on convection currents.
Guided practice:
1. Fill the aquarium almost to the top with room temperature
water.
2. Poke a few small holes in the paper cup.
3. Put the blue ice cubes in the paper cup.
4. Tape the cup to the side of the aquarium.
5. Turn the heater on.
6. Release a few drops of red color at the bottom of the
aquarium near the heat
7. Discuss with the class about which is heavier? The hot or
cold water?
8. Discuss how the movement of hot and cold water creates
currents
Procedure:

Guided Practice:

Individual practice:
1. Review the concept of density relative to temperature.
2. Fill each plastic cup with 6 ounces (200 ml) of water. Allow
the water to stand about 5 minutes.
3. Fill a small container with very cold water. Add a drop of
blue food color.
4. Fill another small container with hot water. Add a drop of
red food color.
5. Use a medicine dropper to release a drop of hot, red water at
the bottom of one cup.
6. Observe and record the results on the students labfolder.
7. Repeat, releasing the water on the surface.
8. Record the results on labfolder.
9. In the second cup, repeat the process using the cold, blue
water. Observe and record the results on labfolder.
10. In the third cup, simultaneously release hot, red water on the
bottom and cold, blue water at the surface.
11. Observe and record the results on labfolder.
12. Have the students answer What can you determine about
warm water? Cold water? Which is denser?
13. Once lab is completed have the student bring up their iPad
for the teacher to view
The teacher will complete the demonstration asking questions along
the way such as what the students think is going on and how this
relates to currents.

Independent
Practice and
Assessment:

Accommodations/
Modifications:

References:

Students will complete lab on their own and record their individual
results on their labfolder account then the student will turn in their
iPad to the teacher to be reviewed for completion and correct
answers.
\Disabled: for a deaf student have the subtitles on.
Gifted: Have the student compare and contrast deep water currents
with convection currents in either two paragraphs or in a Venn
diagram
ESOL: write the directions on the board and leave them up for the
student to reference.
http://www.oceanoasis.org/teachersguide/activity4.html
https://www.youtube.com/watch?v=nof2FYyIeVg
https://www.labfolder.com/
http://www.cpalms.org/Public/PreviewResource/Preview/72308