Spring Arbor University School of Education
Lesson Plan Essential Elements
Title: Earth’s 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.
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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.
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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 earth’s layers using different colors of clay.
Start by creating the inner core to the crust. See guided practice for instructions.
1min
40min
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 earth’s 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 earth’s 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 earth’s 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 earth’s 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.
5-10min
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 Earth’s 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.