Houston Baptist University
College of Education and Behavioral Sciences
Lesson Plan Format
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Subject: Science
Unit: Earth Science
Grade Level:
6th
Time Estimate: 90 min
Topic: Earth Layers
Goal(s): TLW learn the main characteristics of Earth and Earth’s layers.
TLW will understand the how models may be beneficial and have limitations to using
them for study.
TLW appreciate the contributions of previous scientists who shaped history through
technological advances.
Objectives:
TLW identify and build a model to illustrate the structural layers of Earth, including the
inner core, outer core, mantle, crust, asthenosphere and lithosphere.
TLW construct a model to demonstrate knowledge of the natural world.
TLW draw inferences based on models with advantages and limitations of using them
TEKS: 6.3B, 6.3C, 6.10 A, 6.10 D
Materials/Resources/Technology needs:
Teacher resources: Science, grade 6 McGraw-Hill Education.
Personal PPP slides- the first few enclosed.
Two foldables: 4D Inside the Earth and The Earth’s Layers Foldables-enclosed.
MIT video Found: http://video.mit.edu/watch/layers-of-the-earth-12670/ (6:26 min).
The seismic video: https://www.youtube.com/watch?v=yOGoKCK17a4 (1:40 min). Teacher
resource: www.youtube.com/watch?v=KZaI4MEWdc4
Scissors, glue, crayons or colored pencils and Science Journal and slinky simulation for
demonstration of the limitations with models..
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Instructional Procedures
Board warm-up: (5 min.) Write on the board the warm-up questions:
1. What are seismic waves and how are they used today? Write responses in
science journal.
2. What natural and unnatural events cause seismic activity?
Seismic waves are waves of energy that travel through the Earth's layers, and are a
result of an earthquake, tsunami, man-made explosion, or a volcano that gives out lowfrequency acoustic energy. Seismic waves are also used to determine the layers of
Earth and their compositions.
Focusing Event: (15-20 minutes)
Begin with first Power Point slide and ask students what they see in the slide with the
image of Earth. What characteristics of Earth can we see in this picture? Turn to your
partner to discuss for two minutes.
Guide them to try to see past the clouds and to see the swirls of space, clouds, water,
land marks, etc. What types of observations do you think scientists need to study
earth’s layers? Ask students what type of rocks they would expect to find in relation to
rocks found after a volcanic eruption. Would rocks from New England look the same as
those found in Hawaii?
Turn to your partner (think-pair share) and discuss why would it take longer to dig as
you went deeper and deeper below Earth’s surface?
(Remind students about the most recent lab they experimented with density, mass and
volume and what they concluded).
Then ask why some materials form layers above others (dense substances sink, and
less dense ones float to form a top layer).
Why would it take longer to dig as you went deeper and deeper below Earth’s surface?
Discuss in think-pair share groups and be prepared to share. Explain that the heat of
the Earth would ruin the equipment used and the rocks would have to be removed.
Pass out graphical organizer with the “wedge” for note taking. Tell students to take
notes on it for the two video clips. Show PPP slide #4 with a very brief video… interrupt
it early if necessary… the teacher wants students to understand seismic waves are
responsible for most of Earth’s interior layers. The technique involves measuring the
time required for P (compressional) and S (shear) waves to travel from an earthquake
or nuclear explosion. P waves are also known as compressional waves, because of the
pushing and pulling they do. Subjected to a P wave, particles move in the same
direction that the wave is moving. S wave or secondary wave, which is the second
wave you feel in an earthquake. An S wave is slower than a P wave and can only move
through solid rock. Next, show the video on seismic activity and Earth (1:40 min).
Demonstration (10 minutes): Slinky model of P and waves. Explain the differences
between P and S waves and help student infer how this model breaks the rule of reality.
In the real world, P waves are faster than S waves. What might get in the way in this
model concept? Friction gets in the way.
Teaching/ Learning Procedures: (20 minutes)
Begin with PPP slide #6. Pass out The Earth’s Layer Foldable for notes to be pasted to
science journal. Explain the different layers of the Earth’s core and the characteristics,
composition and features of each layer. Identify the Continental crust or lithosphere,
Asthenosphere, the Mantle, Outer Core, and Inner core.
The crust or lithosphere (litho- Gr.=stone + sphere= sphere of rock) is the top most rigid
and brittle crust of material of markedly different chemical composition. It is older and
cooler rock. The crust can be compared in thickness to the shell of an egg. The crust is
the thickest under the continents and thinnest under the oceans.
Asthenosphere (Asthenos- Gr.= weak + sphere= weak rock) is composed weak zone
of Earth’s layer where it is detached from the lithosphere.
Mantle (covering structure or layer) is the thickest and densest part of the middle earth
due to heat and pressure. It is considered a solid, but it has the quality of plasticity, so it
can flow like thick liquid. It accounts for 84% of Earth’s mass. Beneath it lies the Outer
and Inner core with their own chemical composition and characteristics. The Outer core
is made of liquefied or molten charged particles. Inner Core- solid core made of nickel
and iron.
Proceed through to PPP slide # 9. Show brief video from MIT on Earth’s layers.
Pass out the 4D image of earth’s global layers for students to make (6:26 minutes).
Outline steps on board or White board, so students can refer to steps.
Activity with foldable (20 minutes) 4D-foldable with instructions enclosed.
Formative Check (ongoing or specific):
Monitor student responses and participation. Clarify as needed.
Reteach (alternative used as needed): review parts of Earth’s layers, which one is rigid,
which one is the thickest with the greatest density, which one has the oldest material,
etc. Refer to foldable with for information and videos.
Closure: (5-7 minutes) pass out exit ticket with several questions and identifying
features of earth’s layers.
Assessment/Summative Evaluation: Quiz to follow on another day.
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Modifications/Notes: Change colors to keep interest of ADHD students and visual
learners. (Special Education, ESL, and Gifted/Talented Students) For hearing
impairments, seat students at on the second row during class. Visualizations are used
for abstract concepts. Think-Pair-Share activity is used for students with an auditory
learning preference. Students with disabilities are close to instruction during the
demonstration and instruction. The PowerPoint notes are read aloud to aid dyslexia.
Students with disabilities are grouped with their peers who are known to work well with
students with disabilities in order to help them understand important concepts and
complete the worksheet. For Gifted/Talented students have the learning center stocked
with available resources for them to explore more information on their own. Have other
tutorials for all students to access websites above.
For Notes:
For making a Model: teacherspayteachers