IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
A. Title of this lesson: Modeling Convection with Gases
B. Summary of this lesson
In this first investigation of heat transfer by convection, students observe the
movement of smoke in a controlled atmosphere when heat is applied. The
change of movement of smoke caused by convection results when the smoke
over the heat source becomes less dense, and rises. Students then predict the
outcome when a container of ice is added to the convection chamber, and
make adjustments to produce a faster movement of smoke.
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
 Students are able to observe, describe, and explain the effects of convection
on gases, a phenomenon which, in the atmosphere, is largely invisible.
 Students know that it is not heat that rises, but matter, which is made less
dense by the application of heat, that transfers heat from one place to
another.
 Students manipulate the materials to produce a more dramatic effect using
the property of heat transfer by convection.
D. Teacher Background Knowledge for this lesson
The smoke in the chamber will move directly up from the cool-burning peat.
When a candle is introduced into the chamber, the smoke will be drawn to the
warmer area, and rise through the chimney above the candle, since that is the
area of least density. When students introduce a container of ice into the
chamber, the cold area will cause the smoke to become denser, and drop close
to the bottom of the box, but the continued application of heat from the candle
will warm the smoke again, and cause it to rise even more rapidly. It is a
relatively narrow range of temperature gradient inside the box that causes
rapid movement of the smoke. It’s important to encourage students to draw
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
complete diagrams of the movement of smoke, and to include arrows to
indicate the direction of smoke flow.
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
Students have learned that matter which is denser sinks relative to materials
that are less dense. Materials which are less dense than the surrounding
materials rise. Smoke from a lighted candle, for example will rise if the
ambient air is cooler than the smoke.
F. Standards covered in this lesson
California Science Standards:
Heat (Thermal Energy) (Physical Sciences) 3 a, c, 4d, and 7a-e
NGSS:
Science and Engineering Practices: 1, 2, 3, 7 and 8
Crosscutting Concepts: 2, 4, 5 and 7
MS-ESS 2-5 and 2-6, MS-PS3-4, 5-ESS 2-1
Common Core Standards:
Reading: RST. 6-8.3 and 6-8.7-9
Writing: WHST 6-8.8
Mathematics: MP.2-6. NS.C.5
G. Suggested time to complete this lesson: 90-100 minutes total (Two 50-minute periods
or one 90-minute block)
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water – 2 liters)
1 set per 3-4 students:
 CPO Science Curriculum Geobox and Chimney Lid
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
 Alternative:
o Clear, unbreakable container, approximately 12” x 8” by 5”
deep
o Clear, close-fitting lid, with two chimneys, spaced 8” apart
 Votive candle & matches (alternately teacher can light and relight
candle and peat with a handheld instant fire starter (the sparking
kind)
 Small aluminum, fireproof pan
 1” x 2” strip of peat pot (obtainable at garden supply stores) or
heavily-smoking incense cone
 Small handheld container, such as a paper cup
 ½ cup crushed ice
 Black backdrop, such as black construction paper mounted to a selfstanding board
 Color pencils
For Teacher Demo
 1 or 2 Amaretti Wrappers or Tea Bags emptied of tea contents and folded
into a free-standing triangular prism
 Match
I. Materials Prep for this lesson
 Convection Rocket WarmUp Student Worksheet, one per student
 Convection Chamber Student Worksheet, one per student
J. Lesson Plan – detailed, numbered, step-by-step plans.
Modeling Convection with Gases
1) Present students a Warm Up describing a Convection Rocket, and ask
students to predict what will take place when the rocket is lighted. Have
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
2)
3)
4)
5)
Energy in Earth’s System
This is lesson 2 of 4 in this IC
students gather around, and light the Convection Rocket. Ask students
to describe what they have seen, and what they believe is going on.
Describe the set up and goals for Convection Cell with Smoke. Suggest
dividing this activity into two parts, unless teacher is blessed with at least
a 90-minute block. Day 1 is peat smoke and candle. Day 2 will introduce
the ice, and inquiry-based investigation extension.
Distribute worksheets. Read through procedure. Demonstrate the
proper placement of materials in the Geobox. Light peat (or incense, if
used instead of peat). Encourage students to stop periodically in their
observations to accurately draw exactly what they see. Make sure all
students have drawing of peat smoke before the candle is lighted.
At appropriate moment, light candles, and make certain students
observe movement of smoke from one chimney to another, without
coaching them as to what to expect. As soon as observations, drawings,
and responses are complete, stop exercise.
Do a Share Aloud with the results.
Break here, if doing the lesson over 2 days.
6)
7)
8)
Students use same materials as on Day 2, but in this exercise they
introduce a container of ice to the Geobox. The student goal is to create
the fastest moving, most dramatic version of a convection current by the
strategic placement of peat and ice.
Students should make a prediction, run the activity, make observations,
and draw a diagram of the geobox. Students make their own decision
about the best location for the cup of ice, but back up their decision
citing specific evidence related to the convection they observed in the
first part of the exercise.
Students then use the Cl-Ev-R writing prompts to cite claim, evidence,
and reasoning about why their arrangement of materials produces the
most visible convection current.
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
9)
10)
Energy in Earth’s System
This is lesson 2 of 4 in this IC
Share the results by having students groups read their best Cl-Ev-R
writing.
Return to Exit Question of Convection Rocket WarmUp. Be sure students
respond using appropriate vocabulary and in their explanations
demonstrate that they understand why the Convection Rocket goes up.
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
(Understanding these words is essential for students to understand the key concepts of this
lesson.)







convection
peat
convection chamber
diagram
rocket
definition
directional arrow
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural
errors; c. academic vocabulary issues, etc.
It is best to have all materials at 70°F. room temperature, otherwise it will be
difficult to keep the peat lit and smoking. If using peat, position the strip so
heat rises vertically along the longest edge of the material. It’s best to tear,
rather than cut the peat strips, so that the deckled edge provides circulation of
air around the burning ember. It is sometimes necessary to relight the peat
strips multiple times.
Although the peat smoke is cool, and not a hazard, heat above the candle is
sufficient to ignite paper, hair or clothing. Be sure to have a fire extinguisher
close by and know how to operate it. Caution students to pull back long hair,
and to keep loose sleeves and sweatshirt ties away from the chimney.
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
M. Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
This lesson is designed to engage all learners, regardless of cognitive or
language ability, in a hands-on process. Teacher will already have
demonstrated the steps, so that students will be able to work through the stepby-step instructions, without too much assistance.
Specific group roles have not been assigned, so that all students are expected
to talk, listen, write, and draw. However, it may be helpful to have a
designated table captain, to monitor that each student in the group is
completing their drawings and writing answers to the questions.
The teacher can also monitor for completion by withholding materials for Day 2
until the assignments are completed, which provides an opportunity to coach
those who may be struggling with communicating their observations and ideas
in writing.
N. Please list all worksheets used in this lesson.
 Lab worksheet, 1 per student
 Convection Rocket WarmUp, 1 per student
O. Please list all assessments that require a separate sheet.
 Cl-Ev-R writing assignment at end of Convection Cell Model (see attached)
 The Convection Rocket Warm Up and embedded Exit Question (See
attached)
P. Photos/Illustrations
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
Included in the folder with this lesson is our 2013 Symposium Presentation
Power Point. In particular, see slides #9, and 18-28 for pertinent examples of
student work, and to see students engaged in the lesson.
Q. Other Resources
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
Name __________________________________________ Date _________________ Period _______
Convection Rocket WarmUp
Look at this diagram, showing a paper “rocket.” Make a prediction, or hypothesis. What do you think will
happen when the teacher lights the rocket with a match? Use the sentence starter below.
When the teacher lights the rocket with a match, I think… _____________________________________
_____________________________________________________________________________________
Describe in a complete sentence what you saw happen. _______________________________________
_____________________________________________________________________________________
Draw a picture of what happened in the box.
Exit Question –
1) Now that you’ve completed the activity, explain what happened with the Convection Rocket. Why
did it do what it did? Be sure to use the words convection, warm, air, rise (or go up).
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________________________________________
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
What does the term “convection” mean? Use your best 6th grade language to write a definition for
the word.
_______________________________________________________________________________________
___________________________________________________________________________________
2)
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
Name: ______________________________________
This is lesson 2 of 4 in this IC
Date: ___________________
Per: ________
Convection Cell Model
1. Light the peat. Wait at least 2 minutes before drawing. Draw the peat, and show
what happened to the smoke after lighting it. Label each part of your drawing,
and draw arrows to show the direction of movement of the smoke.
chimney 1
chimney 2
peat
Describe the movement of the smoke. (use complete sentences)
_______________________________________________________________________________________
_______________________________________________________________________________________
Where is the air rising?__________________________________________________________________
_______________________________________________________________________________________
Place 2 fingers inside the chimneys. What do you feel? Be specific about temperature
and movement of air.
______________________________________________________________________
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
2. Light the candle and peat. Place each one under a chimney. Wait at least 2 minutes
before drawing. Draw the candle and the peat. Show what happened to the smoke after
lighting both. Use arrows to be specific about the movement of smoke in the box.
chimney 1
candle
chimney 2
peat
Describe the movement of the smoke. Be sure to describe the smoke inside the 2
chimneys.
_______________________________________________________________________________________
_______________________________________________________________________________________
Is there an area where the air is less dense? How do you know?
_______________________________________________________________________________________
QUESTION: Where can you place the lit candle, lit peat, and ice to make the most visible
convection cell (a place where hot air is rising and cold air is sinking, due to heat
transfer/density)?
HYPOTHESIS: Placing the candle under one chimney, the peat __________________________,
and the ice __________________________________, will make the most visible convection cell.
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
Try at least 2 locations. Draw & label the candle, peat, and ice. Wait at least 2 minutes
then show what happened to the smoke. Use lines and arrows to be very specific.
chimney 1
chimney 2
candle
Describe the movement of the smoke. Be sure to describe the smoke inside the 2
chimneys.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Place 2 fingers inside the chimneys. What do you feel? Be specific about temperature and
about movement of the air. ___________________________________________________________
_______________________________________________________________________________________
Is there an area where the air is less dense? How do you know?
_______________________________________________________________________________________
Is there an area where the air is more dense? How do you know?
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
_______________________________________________________________________________________
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
Name: _________________________________
This is lesson 2 of 4 in this IC
Date: ____________________ Per: _______
Cl-Ev-R Writing
QUESTION: Where can you place the lit candle, lit peat, and ice to make the most visible
convection cell (a place where hot air is rising and cold air is sinking, due to heat
transfer)?
CLAIM: Answer the question by describing the arrangement of candle, peat, and ice that
makes the most visible convection cell.
* Placing the candle under one chimney, the peat _____________________________________,
and the ice ____________________________________, makes the most visible convection cell.
EVIDENCE: Using examples from your 3 drawings and worksheet answers, describe a
convection cell, a place where hot air is rising and cold air is sinking, due to heat transfer.
Remember to explain how you saw the visible smoke model the movement of invisible air.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
REASONING: Explain why your arrangement of candle, peat, and ice produced a visible
convection cell. Connect the evidence from your 3 drawings and worksheet answers to
what you know about convection, density, buoyancy, and heat transfer.
_______________________________________________________________________________________
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)
IC Lessons
Energy in Earth’s System
This is lesson 2 of 4 in this IC
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Created by San Lorenzo USD: Jillian Apell, Cathy Lee, and Linda Preminger
and San Leandro USD Teachers: Gery Baura and Clinton Huey (2012)