The Layers of the Earth

Rationale: The students will learn

about and be able to model the layers of the Earth. They will accomplish this through whole group discussion and station activities.

Submitted by: Shannon Flohr; Sara Clanahan; Samantha Harvey; Nora Valdez; Lori Baehler; Chris Cabrera Grade Level 6th

The Sigler Group

Objectives:

Materials/Equipment:
Pre-made Flipbooks Play dough Dental Floss Station Instructions Expository Books Research Links Writing Rubric Science Notebooks Hardboiled Egg Markers Crayons Notebook Paper Poster Board

TSW be able to construct a model of the Earth by representing each layer covered in TEK. TSW be able to draw and define the lithosphere. TSW be able to research and summarize the asthenosphere. TSW be able to identify and define each layer of the Earth.

Lesson Plan: Introduction (Anticipatory Set/Motivation):

The lesson will start with a YouTube video titled The Layers of the Earth Rap.

TEKS Achieved:112.18.10 (A) build a model to illustrate the

Ms. Valdez will then do an activity in front of the students with a hardboiled egg in
order to show the students another representation of the Earths layers. Egg: Shell=Crust; Egg White=Mantle; Yolk=Core She will go over what the lesson will be about, and what is expected of the students during this lesson.

structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere; ELPS (A) use prior knowledge and

Process:
1. Mrs. Flohr will do a Prezi presentation over the Earths layers (crust,
mantle, lithosphere, asthenosphere, inner core, outer core). The Prezi will have definitions, facts, pictures, and diagrams on each layer. The students will need to have their Science Notebooks out during the Prezi to take notes.

experiences to understand meanings in English; (B) monitor oral and written language production and employ self-corrective techniques or other resource

2. Mrs. Clanahan will introduce two station activities to the students before

Blooms Taxonomy:
Knowledge Comprehension Synthesis

Differentiated Learning:
Auditory Kinesthetic Verbal/Linguistic Intrapersonal

Visual/Spatial Logical/Math Interpersonal

Classroom Strategies:
Cooperative Groups Technology Independent Activities Charts/Graphs/Maps Whole-group Pairing

Hands-On Centers Simulation Lecture

they break into their groups. Activity 1: Lithosphere Informational Poster- The students will research the lithosphere from expository books on their desks. They will create a poster with drawings and facts about the lithosphere. The posters will be shown to the rest of the class. Poster Guidelines: AT LEAST 3 facts about the Lithosphere Correct spelling, grammar, and punctuation The poster should be colorful with pictures/drawings Activity 2: Asthenosphere Summary- The students will research the asthenosphere from expository books on their desks. They will then each write their own summary using the research they found. Summary Guidelines: AT LEAST 1 full paragraph Full Paragraph= 5-7 sentences Correct grammar, spelling, and punctuation AT LEAST 3 facts about asthenosphere *There will be a rubric with writing expectations for the students at their desks. The summaries will be collected as a form of assessment. *If students finish their summary and there is time left, they may illustrate what they summarized.

Curriculum Integration:
Science Writing Art

3. Mrs. Harvey will introduce a station activity to the students before they
break into groups.

Activity 3: Layers of the Earth Flipbook- The students will be given a pre-made flipbook and a triangle to trace. They will start with their flipbooks

staples down. They will use the triangle to trace onto the flipbook. This triangle will represent the layers of the Earth. The tip of the triangle represents the inner core, so the triangle should face down when tracing. Once the students have finished tracing, following directions on their tables, they will color and label each layer. Then when the students have finished constructing and labeling their flipbooks they will then get on to the computer and research each layer. The students will have several sites listed to use for research and find facts about each layer of the Earth. Flipbook Guidelines: AT LEAST 2 facts per layer Correct grammar, spelling, and punctuation 4. Ms. Baehler will introduce a station activity to the students before they break into groups. Activity 4: Play dough Model of the Layers of Earth- The students will work in pairs for this activity. The students will get 4 different colors of play dough. Each color will represent a different layer of the Earth. There will be step by step instructions included on the tables for the students to see how to create their models. Once the model is completed they will use dental floss to cut the model in half. The students will be able to see the different layers of the Earth represented through the play dough. The students will then have a table discussion about what they have learned about each of the layers. Red= Inner Core Yellow= Outer Core Green= Mantle Blue= Crust 5. Mrs. Cabrera will be closing the lesson. She will be asking questions to gage student understanding, and will also relate how knowledge of the Earths layers can help in the real world. In addition to the questions listed, discussion can lead to other questions being asked. Question(s): How has your understanding of the Earths structure changed? Did you learn anything about the Earths layers you didnt already know? What was the most interesting thing you learned about the Earths layers? Allow students time to share posters, flipbooks, and models of the layers of Earth, as well as describe them. Real World Application: We can relate the lesson to Earth Day, since its on Monday April 22 nd. Its important to know about the Earth, that includes knowing its structure. We can have a discussion on the different careers that use the knowledge of the Earths Layers in order to perform job duties. If you love the ocean and want to live near it and spend a lot of time thinking about it, then becoming an oceanographer might be a good choice for you. Oceanographers study everything about the ocean such as chemicals, geologic dynamics, and life forms, properties of the water and even the history of oceans.

Oceanographer

Volcanologist

If volcanoes fascinate you and do not scare you, then becoming a volcanologist is an option for you. Volcanologists study and research volcanoes, including predicting when the next eruptions will occur.

Seismologists study earthquakes, including how they form and their patterns. They interpret the structure of the earth through the study of earthquakes, and they predict earthquakes. Petrologists study the origin, history and composition of rocks. If you are passionate about taking care of the earth and "going green" then becoming an environmental geologist is a good fit for you. Environmental geologists research whether there are any patterns or relationships in the geosphere, hydrosphere, atmosphere and biosphere, and track humans' effects on the earth. These scientists study and develop solutions to problems such as waste management, pollution, natural disasters and global warming.

Seismologist

Petrologist

Environmental Geologist

Paleontologist

Paleontologists study fossils to learn about life in prehistoric times.

Soil Scientists

As the title suggests, soil scientists study soil and deal with agricultural issues and solutions. Petroleum scientists search for and develop oil and natural gas resources.

Petroleum Scientist

Accommodations:

1. Special needs: We will provide the specific accommodations for any student with special needs such as a hearing aid/radio FM, move them closer for those visually impaired, etc. 2. ELL: We will provide them with the extra help they need or/and allow them to work with a partner. Also visuals will be provided for enhancement of comprehension. For both special need and ELL students we will provide extra time to complete activities if necessary. Depending on the student the proper accommodations will be provided on an individual basis best fit for the student.

Enrichment/Extension:
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Assessment/Evaluation:
1.

Have the students create their own planet using the concepts of the Earths layers. To extended students thinking the students will have to create their own layers for their planet. They may draw an illustration of their planet and its layers. They may brainstorm information about each layer like thickness, temperature, what its made of, etc. By observing the students making their play dough model the teacher will get an understanding of how well the students understood the sequence and concept of the Earths layers. By having the students share their posters to the class the teacher will be able to see if the students grasped the concept of the lithosphere. By having the students go over their poster with the class, they have to explain what they learned. By using the rubric the students were given to write their summary, the summaries will be graded by the rubric. The students will need to have an understanding of the asthenosphere shown in their writing, and the students should have also followed the guidelines set in place. By checking over the students flipbooks the teacher will be able to see that the students correctly labeled each layer of the Earth and were able to research and choose facts to share about each layer.

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