Teacher Education Lesson Plan Template

Teacher: Kristen Clark Date: January 31, 2017

Title of Lesson: Earths Layers Cooperating Teacher: Amanda Wethington

Core Components
Subject, Content Area, or Topic
Science - Earths Layers
Student Population
22 students
Learning Objectives
SCI.4.5.4 Differentiate between the major layers of Earth.

Virginia Essential Knowledge and Skills (SOL)

5.7 The student will investigate and understand how Earths surface is constantly changing. Key
concepts include:
d) the basic structure of Earths interior;
VDOE Technology Standards
C/T 3-5.1 Demonstrate an operational knowledge of various technologies. A. Use various types of
technology devices to perform learning tasks
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Earth Movements Science Readers and Teachers Guide
Chromebooks (for Nearpod actvitity)
Nearpod: link https://app.nearpod.com/library
Structures of the Earth Student Notebook
Pencil
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
 Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
n/a

Time
(min.) Process Components
2 mins *Anticipatory Set
TTW ask students, now that they know about the ocean floor, what they think is beneath
the ocean floor.
*State the Objectives (grade-level terms)
I can identify the four layers of the Earth.
30 *Instructional Input or Procedure
mins TTW have students go into their Google Science classroom and access the Nearpod
Earth, Our Home activity.
Slide 1: Explain to the students that we will begin to explore what is beneath Earths
surface.
Slide 2: Explain to students that we will look at how the Earth was formed, the layers of
the Earth, and how the magnetic field works.
Slide 3: Ask students to submit their answer about the question How long ago do you
think the Earth was formed? review some of the answers
Slide 4: Review the planets with students - there are 8 planets; Mercury, Venus, Earth,
and Mars are the closest to the sun and called terrestrial planets; Jupiter, Saturn, Uranus,
and Neptune are the farthest from the sun and called Jovian planets or gas giants
Explain to students that our weight on a planet depends on the force of gravity
And, not all planets rotate and revolve around the sun at the same speed as Earth
Slide 5: Explain what early Earth was like
it was believed to have begun forming 4.6 billion years ago
it is believed that the moon was formed when a Mars sized object hit Earth and pieces fell
off, some of those came together to form the moon
Slide 6-7: Have students view the video on their own w/ headphones on
Slide 8: Have students answer the question on the slide. Review the answers with the
class
Slide 9: Talk about Earths layers, explaining that there are four main layers
At the center of the Earth is the core, which can be separated into two layers, the inner
core and the outer core
the inner core (the innermost layer) is made of solid iron and nickel, it is compressed, and
it is the hottest layer
the outer core (outside of the inner core) is liquid iron and nickel,
Then, there is the mantle. it is made of hot, dense rock and is the largest layer. Explain to
students that the plates float the mantles surface
Lastly, the crust is where we live and what we know the most about, it is the thinnest layer
and it is made of solid rock and the plates
Slide 10-11: Have students view the video on their own w/ headphones on
END AT SLIDE 11
2 mins *Modeling
Show students activity sheet 1 and explain that they will use the word bank to fill in the
layers of the Earth, using what they just learned.
 *Check for Understanding
Verbal check, ask students if they understand what they will be doing.
*Guided Practice
Throughout the Nearpod activity
10 *Independent Practice
mins TSW complete activity sheet 1 on page 1 in their Student Notebook
Assessment
Informal assessment throughout the Nearpod
3 mins *Closure
Go over activity sheet 1
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
kinesthetic - students are able to use their chromebook while on the Nearpod
visual - students are able to see diagrams and view videos on the Nearpod
auditory - students are able to listen to explanations and videos throughout the Nearpod
Classroom Management Issues (optional)
talking - redirect students who are talking, class dojo, personal connection, proximity
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date