Lesson Plan For Blended Learning Lesson Title: EARTH LAYERS Day and Date: MONDAY - 28 FEB.2022 Teacher Name: Karima Farouq Grade: 6 Subject: Science NGSS: CCSS.ELALITERACY.SL.2.1 CCSS.ELA-LITERACY.SL.2.1 B CCSS.ELA-LITERACY.SL.2.4 National Identity: Theme 2: Culture 5.2 Show distinction knowledge of customs and traditions of the UAE through diversity and trust When expressing it during their practices of school activities. SCF: Collaboration and Communication Connection to Real Life: New Vocabulary: Matter Investigate how and what CRUST types of weather data help MANTEL inform weather INNER CORE predictions. • Compare weather and climate by OUTER CORE attempting to make EARTH LAYERS predictions for weather the next day and in the future (based on climate data). • Think about how climates vary in different locations. Cross - Curricular links: EARTH SCIENCE Resources: ppt . Google form . Smartboard , quizzes program NO. students: 16 Highlighted Value in this lesson: collaboration . Warming Up ( 5min) Students should complete the Engage and Explore portions of this lesson without looking at weather forecasts. Have students look out the window or take them outside. Ask them to describe the weather today. Ask them what they think the weather will be like tomorrow? How do they know? Teacher Time (5 min) ENGAGEMENT Engage: The teacher will play the video “EARTH LAYERS ” on YouTube (https://www.youtube.com/watch?v=Cn8Rdujngws ) The teacher then leads a discussion about the video, about earth layers . At the beginning of the lesson, the class will discuss the objective. Class Activity To reach this lesson’s objective, students need to understand: Earth is not just made up of soil, rocks, and grass. The names of each layer of the Earth. What each layer of the Earth is made up of. The depth of each layer of the Earth. • The teacher will begin the class by doing the “Earth As An Onion” demonstration. The teacher should show the students the onion and ask them to identify the vegetable. The teacher should ask the students some questions about the onion [size, taste, consistency]. The teacher should ask the students if they know what the onion and the Earth have in common. The teacher should begin pulling the leaves off the onion, showing how there are layers to the onion just like there are layers to the Earth. The teacher should tell the students: When looking at an onion, it looks like solid ball. Once you begin pulling the leaves off, you see there are layers underneath. The Earth is the same way. You see the Earth as a solid ball, but it’s not. The Earth has layers and each layer has a specific function. • • The teacher should next show the students the video: “Structure of the Earth and Its Different Layers | Chemistry for All | The Fuse School” (Source: https://www.youtube.com/watch?v=Cn8Rdujngws). The video is about 7 ½ minutes long and discusses important information about the Earth as well as each layer. The teacher should hand out the accompanying worksheet “Structure of the Earth and Its Different Layers”. As the students watch the video, they will fill in the blanks on their worksheet. Once the video is over, the teacher should review the content discussed and the answers to the notebook. Main Activity ( 25min) Group A Group B Group C Students will participate in an activity called “Layers of the Earth” match game. The object of the game is to match the layer to its description./ Worksheet . Students will participate in an activity called “Layers of the Earth” match game. The object of the game is to match the layer to its description./ Worksheet . Students will participate in an activity called “Layers of the Earth” match game. The object of the game is to match the layer to its description./ Worksheet . P.O.D and talented Teacher Role Guidance Discussion Plenary ( Assessment) 15 min Determining whether students have met the goals A multiple choice—short response test can be used to determine the amount of information students retain about the various components of the nitrogen cycle. Additionally, students should sketch the nitrogen cycle arrangements they make and can sketch one from memory as an assessment of what they learned. Group A Group B Group C The final assessment will be for the students to answer the question: Think about what you learned in class today. How many layers does Earth have? What are the layers? Is the temperature on the layers the same? Think back to the video you watched. What layer of the Earth do humans live on? If you could make one change to the layer humans live on, what would it be and why? The final assessment will be for the students to answer the question: Think about what you learned in class today. How many layers does Earth have? What are the layers? Is the temperature on the layers the same? Think back to the video you watched. What layer of the Earth do humans live on? If you could make one change to the layer humans live on, what would it be and why? The final assessment will be for the students to answer the question: Think about what you learned in class today. How many layers does Earth have? What are the layers? Is the temperature on the layers the same? Think back to the video you watched. What layer of the Earth do humans live on? If you could make one change to the layer humans live on, what would it be and why? P.O.D and talented Homework Online worksheet ( in google classwork ) Reflection on the lesson What went well? The students were consistent and interactive What needs to be changed? Giving more time to students for main activities Objectives Percentage of Achievement Action Taken 1: The students will identify the layers of the Earth. (Based on your observation and the different types of assessment used in this lesson, what is the percentage of achieving the objectives Pause current instruction for brief re-teaching next period. Am going to explain again the second objects with providing them worksheets … 80% of the students can identify the earth layers . 2 : The students will be able to describe each layer of the Earth. 20 % of students can describe each layers .
