their explanations of each layer. *Note this can also be describe the – run as a homework project. structure of the and model what it The teacher can then talk about the cross subject topic of looks like. the convection currents in the mantle. This can be demoed in a number of different ways, for example: Students are able to link understanding A glass beaker containing water, heated on a hot plate, Glass beaker, red of the Earth’s place some red food colouring in, and add an ice cube food colouring, ice structure with the with blue food colouring. cubes with blue food physical process of colouring, hotplate, heat transfer i.e. pipette, pieces of convection using a Styrofoam/polystyrene model. This can further demonstrate what happens with the movement of the crusts using items floating on the surface of the water. Alternatively a hot plate, tomato soup, a metal tray and some pieces of bread, or crackers this shows the movement of the crust. – Hot a metal try Students can draw Inquiry: What is the effect on the time taken for an ice (deep), tomato soup, comparisons cube to melt in different temperature water? Students pieces of bread or between a simplified work in small groups, and using beakers with different crackers. more to convection temperature water, along with ice cubes that have food and what occurs in colouring in them. Students can time how long it takes in the Earth’s mantle. the different temperatures for the ice cube to completely melt. * They may also be able to view convection currents at the same time.
their explanations of each layer. *Note – this can also be run as a homework project. The teacher can then talk about the cross subject topic of the convection currents in the mantle. This can be demoed in a number of different ways, for example: A glass beaker containing water, heated on a hot plate, place some red food colouring in, and add an ice cube with blue food colouring. This can further demonstrate what happens with the movement of the crusts using items floating on the surface of the water. Alternatively a hot plate, tomato soup, a metal tray and some pieces of bread, or crackers – this shows the movement of the crust. Inquiry: What is the effect on the time taken for an ice cube to melt in different temperature water? Students work in small groups, and using beakers with different temperature water, along with ice cubes that have food colouring in them. Students can time how long it takes in the different temperatures for the ice cube to completely melt. * They may also be able to view convection currents at the same time. Glass beaker, red food colouring, ice cubes with blue food colouring, hotplate, pipette, pieces of Styrofoam/polystyrene Hot a metal try (deep), tomato soup, pieces of bread or crackers. describe the structure of the and model what it looks like. Students are able to link understanding of the Earth’s structure with the physical process of heat transfer i.e. convection using a model. Students can draw comparisons between a simplified more to convection and what occurs in the Earth’s mantle.
Year%206%20Draft%20Science%20guidance.docx