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Spring Arbor University School of Education Lesson Plan Essential Elements Title: Earths Layers Subject: Earth Science

Grade Level: 6th Time Allotted: 55min

Materials Required: Colored pencils, note worksheet, computer paper, white board, dry erase makers, colored clay, plastic knife. _____________________________________________________________________________________ Michigan Curriculum Framework: E.SE.06.53 Describe layers of the Earth as a lithosphere (crust), mantle, convecting mantle (outer core), and dense metallic core (inner core).

Objective(s): Students will be able to label the layers of the earth. Students will be able to describe the layers of the earth. _____________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective(s)?

Time Essential Element Allotted 2 min 1. Anticipatory Set: Verbally ask: How many of you have played with clay before? Well, today we will be learning about the layers of the earth. So before we get started we are going to break into groups and make models of the earths layers using different colors of clay. Start by creating the inner core to the crust. See guided practice for instructions. 1min 2. State Purpose and Objective(s) of Lesson: a. Students will be able to label the layers of the earth. Students will be able to describe the layers of the earth. b. If crust did not move all the continents could still be stuck together and the world could be a different place. 3. Plan for Instruction: a. Guided practice i. Begin making a model of the layers of the earth by drawing a circle with a diameter of 35mm. Use the ruler to check your measurement. Make a dome out of one color of clay to fit on the circle. (dome represents earths center) ii. Use clay of a different color to add a layer 14mm thick. Place this over the first layer. Represents outer core and mantle. iii. Now use clay of a different color to make a final layer. Press the clay to make the layer as thin as you can. I should be less than 1mm thick. Represents earths outer layer including surface of the earth. Then cut it in half using a plastic knife.


We will use the model as a guide as we talk about the earths layers.

iv. I will hand out copies of Main Idea/detail graphic organizer to each student. We will use our textbook for information on each layer. Directions are below for the Main Idea/detail graphic organizer. 1. Have students survey the paragraphs that need to read for the lesson and number them on their graphic organizer sheet. 2. I will model read one paragraph at a time and record important details in the details section. Students will then fill out the graphic organizer as the teacher models it on the overhead. 3. After writing down the details, I will have the students think aloud to determine the main idea of the paragraph.
v. Layers that will go over: 1) Inner core 2) Outer core 3) Mantle 4) Crust vi. As we discuss each layer students will also sketch layers of the earth on the back of the note taking sheet. I will also be drawing the layer on the board or overhead. vi. Students will write the properties each layer that we draw in each box that is titled detail. 1) The inner core is a solid iron and nickel. 2) The out core is mostly liquid iron and nickel. 3) The mantle is also loose magma that rises and cools. The upper mantle might contain rocks that are melting into magma. 4) The crust is rock solid. b. Independent Practice: i. Students will be given a worksheet that has pictures of food. Compare and contrast it with a model of the earths interior. Examples: Lemon, Avocado, onion. The picture below is a small representation of what the worksheet would look like.

ii. After independent practice, student will write sentences using terms we have learned in complete sentences. This helps the students understand the concept better. The terms: Inner core, outer core, mantle, movement, hot, and crust. If any student has a question, I will go over to his/her desk and help them out.


4. Differentiation Considerations (accommodations): a. Students who have an IEP will get modified notes. The students will already have the detailed boxes filled out. They just need to fill in the main idea. b. If there is still time after the assessment, I will do a role play activity: The students will engage in a role play activity that demonstrates the layers of the earth and the movement of the convecting mantle. The class will become the different layers of the Earth and demonstrate how the movement of the convecting mantle and hot molten magma moves the tectonic plates of the Earths crust. 5. Assessment: The students will turn in a half sheet of paper naming a property of each layer. (Not Graded) Below is an example:

Name__________ 1) Name one characteristic of the inner core. 2) Name one characteristic of the outer core. 3) Name one characteristic of the mantle. 4) Name one characteristic of the crust.

2-5 min

6. Closure:

If time I will do the role play activity or I will quickly go over objectives and then tell the students what will we be learning tomorrow. Explanation of Identified Instructional Strategy: Main Idea/detail Graphic organizer-Summarizing and Note taking Why: Makes it easier to break up the reading. Separates details from main ideas. Organized visual for students. Benefits: Breaks down each section for the students so it is not as overwhelming. Can use as a study guide.

Points out the main ideas and details. Students can use this model to take notes in other classes. Possible cons and barriers: Students might write to big and not fit everything in the box. Students might draw on sides. Students are not able to interact with each other.