Grade 6
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
Earth Structure
Lesson Synopsis:
Students will build a model of the structural layers of the Earth. They will also study some of the characteristics of each
layer. This information will build a foundation for plate tectonics in the next unit. Advantages and disadvantages of the
natural model will also be explored.
TEKS:
6.10
6.10A
Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is
expected to:
Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust,
asthenosphere, and lithosphere.
Scientific Process TEKS:
6.3
6.3B
6.3C
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
Use models to represent aspects of the natural world such as a model of Earth’s layers.
Identify advantages and limitations of models such as size, scale, properties, and materials.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust,
asthenosphere, and lithosphere. Write a summary to identify advantages and limitations of using this type of
model. (6.3B, 6.3C; 6.10A)
1C; 5G
Key Understandings and Guiding Questions:
The structure of the Earth consists of several distinct layers, each of which has its own properties.
— What are the names and locations of the main structural layers of the Earth?
— How do the asthenosphere and lithosphere differ from the other layers of the Earth?
— What are the advantages and disadvantages of using models of the layers of the Earth?
Vocabulary of Instruction:
upper mantle
lower mantle
crust
inner core
outer core
lithosphere
asthenosphere
plasticity
density
plain paper (1 per
student)
globe (1 per class)
colored pencils
pencil
scissors (1 per student)
ruler (1 per student)
hard-boiled egg (1 per
group)
stapler or glue
dental floss (30 cm per
group)
permanent marker ( 1 per
group)
Materials:
apple (1 per group)
plastic knife (1 per
group)
paper plate or paper
towel (per group)
lemon juice or Fruit
Fresh™ (optional)
Appropriate materials may be substituted as needed to incorporate district resources and availability.
Attachments:
Handout: Making a Model of the Earth (1 per student)
Teacher Resource: Explaining the Layers (1 for projection)
Teacher Resource: Cutaway View of the Earth (1 for projection)
©2011, TESCCC
01/27/12
page 1 of 6
Grade 6
Science
Unit: 09 Lesson: 01
Resources and References:
Access to computers/Internet or other resources for student research
Website: http://pubs.usgs.gov/gip/interior/
Website: http://pubs.usgs.gov/gip/dynamic/inside.html
TEA State Professional Development: Science Academies Grades 5–8: Lesson - Moving and Shaking
Advance Preparation:
1. Construct a model of the layers of the Earth, prior to class. Use this as a model to clarify construction questions.
2. You may want to pre-cut apples for the Engagement activity. If pre-cut, use a preservative, such as lemon juice or
Fruit Fresh™, to keep the apples from browning.
3. Hard boil the eggs, and refrigerate them (1 per group).
4. Prepare attachment(s) as necessary.
Background Information:
Geophysical studies have revealed that the Earth has several distinct layers. Each of these layers has its own properties.
The outermost layer of the Earth is the crust. This comprises the continents and ocean basins.
The next layer is the mantle. It is separated into the upper and lower mantle. This is where most of the internal heat of the
Earth is located. Large convection cells in the mantle circulate heat and drive plate tectonic processes.
The last layer is the core, which is separated into the liquid outer core and the solid inner core. The outer core is
composed mainly of a nickel-iron alloy, while the inner core is almost entirely composed of solid iron. Earth's magnetic
field is believed to be controlled by the liquid outer core.
The Earth is separated into layers based on mechanical properties in addition to composition. The topmost layer is the
lithosphere, which is comprised of the crust and solid portion of the upper mantle. The lithosphere is divided into many
plates that move in relation to each other due to tectonic forces. The lithosphere essentially floats atop a semi-liquid layer
known as the asthenosphere. This layer allows the solid lithosphere to move around since the asthenosphere is much
weaker than the lithosphere. Plasticity is a term that is used to describe the ability of a solid to flow. Think of how a
mixture of cornstarch and water “flows”. Heat and pressure cause a small amount of melting to occur in the
asthenosphere. While still solid, the asthenosphere is able to flow.
This information forms initial understandings in preparation for an upcoming unit, in which students will revisit some of
these layers in relation to plate tectonics.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for
this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created
electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in their district Curriculum Developer site
for future reference.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Apple Earth
NOTE: 1 Day = 50 minutes
Suggested Day 1
Quality instruction involves opening and
closing a lesson on a daily basis. During
the opening, refer to the Key
Understanding that applies to the
lesson. For example, today we are
going to focus on understanding that
(Key Understanding) by completing
(activity).
1. Group students in fours, and distribute one apple and one plastic knife to
each group.
2. Instruct students as follows:
Say:
We are going to observe parts of an apple. Cut the apple in half
vertically. Start at the stem and finish at the blossom end. (See
the Safety Note.)
Observe the skin of the apple.
Is the layer of skin thick or thin compared to the rest of the apple?
(It is thin.)
©2011, TESCCC
01/27/12
At the end of each period of instruction,
page 2 of 6
Grade 6
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
Look at the fleshy part of the apple.
Is the fleshy layer thick or thin compared to the whole apple? (It is
thick.)
Look at the hard structure in the core that holds the seeds.
Is the core larger or smaller than the seeds? (It is slightly larger
than the seeds it holds.)
Look at the seeds.
Is there anything smaller than the seeds contained inside the
apple? (No, the seeds are the smallest internal structure.)
Draw the apple, and color the structures in your science
notebooks. Number the parts on the drawing, and label them as
follows:
1. apple skin
2. apple flesh
3. apple core
4. apple seeds
2. Instruct the students where they should put their apples and other
materials for clean-up.
3. Direct student attention to the globe in the front of the room.
Ask:
What features of the Earth can be found on a globe? Answers may
vary but can include country boundaries, bodies of water, continents,
mountain ranges, deserts, lines of latitude, longitude and the equator,
etc.
What features of the interior of the Earth does the globe show?
(None. The globe does not model the interior of the Earth.)
close the lesson by asking students how
(activity) helped them understand (Key
Understanding).
This could be done through an oral
response. Always expect students to
respond in complete sentences.
Materials:
apple (1 per group)
plastic knife (1 per group)
paper plate or paper towel (per
group)
colored pencils
globe (1 per class)
Instructional Notes:
Option 1: To reduce the number of
apples needed, have students return the
apple halves to a large bowl of water.
Add lemon juice or Fruit Fresh™ to the
water to prevent them from turning
brown.
Option 2: You may choose to precut
the apples into halves or quarters, prior
to class. See Option 1 to keep the
apples from turning brown.
Safety Note:
If students are allowed to cut the apples,
discuss how to use the plastic knife
safely.
Science Notebook:
Students sketch and label the apple
layers in their notebooks.
EXPLORE – Model of Earth’s Interior
Suggested Day 1 (continued) and 2
1. Inform students that they are going to make a model of the layers of the
Earth. Scientists have categorized the layers based upon the properties or
composition of the layers. (This model is part of the Performance Indicator
to be completed at the end of the lesson.)
2. Distribute the Handout: Making a Model of the Earth to each student. Ask
students for the meaning of the phrase, “not to scale”. Review the meaning
of the phrase based upon student responses. Indicate, if necessary, that
the model is not to scale.
3. Allow students to read the handout procedures, and discuss procedures 1–
9 with students. Inform students that they will complete step 10 later.
©2011, TESCCC
01/27/12
Materials:
plain paper (1 per student)
colored pencils
ruler (1 per student)
scissors (1 per group)
pencil (1 per student)
Attachments:
Handout: Making a Model of the
page 3 of 6
Grade 6
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
Earth (1 per student)
4. Display the teacher prepared model to show as a reference. Answer any
questions that the students may have.
5. Monitor and assist students while they complete the model. Inform the
students that tomorrow, they will complete their models by researching to
find out information about the layers of the Earth.
EXPLORE/EXPLAIN – Explaining the Layers
Suggested Day 3
1. The purpose of today’s research is to give students information about the
characteristics of the layers of the Earth. Students should begin to build
understandings of the components of the layers and how those layers
interact. This will be an important foundation for when students learn about
plate movement in the next unit.
2. Divide the students into pairs for the research. Depending upon the
availability of research materials, you may need to divide the students into
groups of 3 or 4.
3. Instruct students to work in their groups to research the following
information in order to fill in the information on the inside of their models.
Students may add color to help them remember the different temperatures
or components. You may wish to post the types of information on the
board.
4. For each layer (inner core, outer core, lower mantle, upper mantle, and
crust), students should determine the following:
thickness and/or depth
composition
temperature (both °C and relative, as compared to differing layers)
interesting facts (such as rocky, solid, liquid, etc.)
5. Monitor and assist students as they conduct their research and fill in their
models. You may wish to use the Teacher Resource: Explaining the
Layers as a reference. Not all information on the resource needs to be
recorded by students. Note: Asthenosphere and Lithosphere will be added
during step 7.
©2011, TESCCC
Instructional Notes:
Prepare a sample model prior to class
to have to show students for clarification
during construction.
If time allows, consider explaining
tomorrow’s research to the students.
This will allow more time for conducting
research on Day 3.
01/27/12
Materials:
access to computers/Internet and/or
other resources for student
research
models from previous day’s activity
stapler or glue
Attachments:
Teacher Resource: Explaining the
Layers (1 to project)
Teacher Resource: Cutaway View
of the Earth (1 to project)
Instructional Notes:
Students may find information about the
lithosphere and the asthenosphere
while conducting their research. Allow
them to list the information under the
appropriate layers. These will be
addressed in step 7.
Misconceptions:
Students may think that Earth is molten,
page 4 of 6
Grade 6
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
6. When students have finished filling out the information on their paper
models, explain that scientists have also classified the layers based upon
mechanical properties.
except for the crust.
Students may think that magma forms
at the center of the Earth and works its
way to the crust.
7. Project the Teacher Resource: Cutaway View of the Earth, and
Say:
The topmost layer is the lithosphere, which is considered to be
made up of the crust and the solid portion of the upper mantle.
Point the lithosphere out on the projection.
The lithosphere is made of many plates that move in relation to
each other due to extreme forces known as convection currents.
The plates of the lithosphere float, or slide atop, a thin, semi-solid
layer known as the asthenosphere.
The term “plasticity” is used to describe the ability of a solid to
flow. An example of plasticity would be a mixture of cornstarch
with water.
The asthenosphere is located in the upper part of the mantle.
Point out the asthenosphere on the projection.
Science Notebook:
Students attach their model to their
notebooks for reference.
8. Ask students to locate the lithosphere and the asthenosphere on their
paper model and label them. They may label these on the inside or the
outside of the model, but should add notes explaining the movement of the
lithosphere over atop the asthenosphere inside the model.
9. Instruct students to attach the model to their science notebooks.
ELABORATE – Another Model
Suggested Day 4
1. Refer back to the apple model of the Earth’s layer in the Engage portion of
the lesson.
Ask:
How does the apple model of the Earth compare to the paper
model of the Earth? Answers will vary. Answers may include size,
differences in color, 2-D vs. 3-D, more information on the paper model,
etc.
Can you think of some other materials to make a model Earth
from? Answers will vary. Answers may include clay, foam balls, layer
cakes, paper Mache, other fruit or food examples, etc.
Materials:
hard-boiled egg (1 per group)
permanent marker ( 1 per group)
dental floss (30 cm per group)
colored pencils
2. Distribute a hard-boiled egg, permanent marker, and a length of dental
floss to each group.
Say:
We are going to look at another model of layers of the Earth.
Have one group member use the permanent marker to draw a line
all around the egg about halfway down. This line will represent
the equator.
Pass the egg to another group member. Try to make a few large
cracks in the shell, rather than lots of small cracks. Roll the egg
on your hand as you lightly tap the egg on the desk.
Pass the egg to all members of the group to observe.
Have a different group member hold the pointed end of the egg
with one hand and the rounded end with the other.
Wrap both ends of the piece of dental floss around the index
finger of both hands and pull the floss taut. Place the floss on the
“equator” of the egg, and cut through the egg by pressing the
floss through the egg.
©2011, TESCCC
01/27/12
Attachments:
Teacher Resource: Cutaway View
of the Earth (1 to project)
Safety Notes:
Students should wash their hands after
handling the eggs.
Do not allow students to eat the eggs.
Ask students if they have an allergy to
eggs, and substitute activities if needed.
Check for Understanding:
Comparing the apple layers to the
Earth’s layer is a good way to check for
page 5 of 6
Grade 6
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
Distribute the egg halves among the group members. Observe
them closely.
Pull a piece of shell off of the egg. Try to find the membrane just
under the shell.
Draw the egg model of the Earth in your notebook.
Work in your groups to brainstorm what parts of the egg could be
layers of the Earth.
3. Ask student groups to share their brainstorming ideas with the class.
Guide the students to the following representations, and then instruct
students to label the following in their notebooks:
core (yolk - the inner and outer are combined)
mantle (white - the upper and lower are combined)
asthenosphere (the membrane)
crust (the eggshell)
plates (broken pieces of shell)
understanding.
Science Notebook:
Draw the egg model of the Earth, and
label the corresponding layers.
4. Ask students to return materials, properly dispose of the eggs and floss,
and wash their hands.
5. Project the Teacher Resource: Cutaway View of the Earth. Ask students
to compare the egg model to the diagram.
6. In order to review the layers and models, facilitate a class discussion
including the following questions:
What are some limitations of the egg model? Answers may vary,
but could include size, texture, less layers, etc.
Where is the lithosphere located? What are its properties? The
outer most solid part made of the crust and upper mantle. It is the least
dense and is made of oxygen, silicon, aluminum, and calcium.
What thin layer is between the lower mantle and the lithosphere?
What are its properties? The asthenosphere. It is a solid that flows
like a liquid (semi-solid or plasticity).
What layer does the lithosphere float upon? The asthenosphere
What layer is the outermost layer that we live upon? The crust
EVALUATE – Performance Indicator
Suggested Day 4 (continued)
Performance Indicator
Build a model to illustrate the structural layers of Earth, including the
inner core, outer core, mantle, crust, asthenosphere, and lithosphere.
Write a summary to identify advantages and limitations of using this
type of model. (6.3B, 6.3C; 6.10A)
1C; 5G
1. Say:
Think about the different types of models you have seen or
created during this lesson showing the layers of the Earth.
Write a summary to identify advantages and limitations of using
the paper type of model you made.
You may include the advantages and limitations of other types of
models, such as the apple and egg, in order to make comparisons
with your paper model.
You may use your science notebooks to review your notes from
this lesson.
©2011, TESCCC
01/27/12
Science Notebook:
Students may use their models and
notes to review in order to write their
summaries.
page 6 of 6