Download Earth`s Structure

Grade 6
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
Science Grade 06 Unit 09 Exemplar Lesson 01: Earth's Structure
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will build a model of the structural layers of the Earth including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. 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
limitations of the model will also be explored.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The
TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
6.10
Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is
expected to:
6.10A Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust,
asthenosphere, and lithosphere.
Scientific Process TEKS
6.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
6.3
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:
6.3B Use models to represent aspects of the natural world such as a model of Earth's layers.
6.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
6.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct
science inquiry. The student is expected to:
6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated
cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other
equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 06 Science Unit 09 PI 01
Build or draw a model to label and illustrate the structural layers of Earth. Include the following in the model:
inner core
outer core
mantle
crust
asthenosphere
lithosphere
Write a summary to identify advantages and limitations of using this type of model.
Standard(s): 6.3B , 6.3C , 6.10A
ELPS ELPS.c.1C , ELPS.c.5G
Key Understandings
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?
Last Updated 05/22/13
page 1 of 13 Grade 6
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
Models have advantages and limitations.
— What are the advantages and limitations of the layers of the Earth model?
Vocabulary of Instruction
model
limitation
upper mantle
asthenosphere
plasticity
lower mantle
crust
advantage
density
semi-solid
inner core
outer core
lithosphere
Materials
apple (1 per teacher demonstration)
beaker (500 mL per teacher demonstration)
colored pencils (per student)
cornstarch (for demonstration, 50 mL per class)
dental floss (30 cm per group)
Earth models – from previous day’s activity
food coloring (per class) – Optional
globe (1 per class)
hard-boiled egg (1 per group)
paper (plain, 1 sheet per student)
paper plate or paper towel (per teacher demonstration)
pencil (1 per student)
permanent marker (1 per group)
plastic knife (1 per teacher demonstration)
ruler (1 per student)
scissors (1 pair per group)
tape or glue (per group)
water (various)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Handout: Making a Model of the Earth (1 per student)
Optional Teacher Resource: Explaining the Layers KEY (1 for projection)
Teacher Resource: Cutaway View of the Earth (1 for projection)
Handout: Modeling the Layers of the Earth PI (1 per student)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prior to Day1:
Construct a model of the layers of the Earth. Use this as a model to clarify construction questions.
You may want to pre­cut apples for the Engage activity. If pre­cut, use a preservative, such as lemon juice or Fruit Fresh™, to keep the apples
from browning.
2. Prior to Day 3:
Arrange for student computer/Internet use.
Conduct an Internet search for an approved “cornstarch and water mixture video” to demonstrate how to prepare the mixture for the plasticity
demonstration. You may find it helpful to include the term “Oobleck” in your search. 3. Prior to Day 4, hard boil the eggs and refrigerate them (1 per group).
4. Prepare attachment(s) as necessary.
Background Information
Last Updated 05/22/13
page 2 of 13 Grade 6
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
During this lesson, students will learn about the structure and composition of the layers of the Earth. They should develop an understanding that the Earth is comprised of
mostly rock. After this lesson, students in Grade 6 will use these concepts to learn to classify rocks by the processes that formed them and develop the understanding that
rocks bear evidence of the minerals, temperatures, and forces that created them. Students will apply their knowledge of Earth’s structure in the next unit dealing with plate
tectonics. These concepts are not directly taught again in Grade 8.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Apple Earth
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Say:
Materials:
We are going to observe parts of an apple. I will cut the apple in half
vertically, starting at the stem and finishing at the blossom end. (See the
Safety Note.)
Let’s observe the skin of the apple. Show the students the apple, and allow
them to make observations.
Is the layer of skin thick or thin compared to the rest of the apple? (It is
thin.)
Look at the fleshy part of the apple. Show the apple to the students, and allow
them to make observations.
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.
2.
3.
4.
apple skin
apple flesh
apple core
apple seeds
apple (1 per teacher demonstration)
plastic knife (1 per teacher demonstration)
paper plate or paper towel (per teacher
demonstration)
colored pencils (per group)
globe (1 per class)
Safety Note:
If students are allowed to cut the apples, discuss how to use the
plastic knife safely.
Instructional Notes:
This demonstration can be performed under a document camera,
or students can gather around a table.
Most students have enough experience with apples to be familiar
with the structures.
2. Direct student attention to the globe in the front of the room.
Ask:
If resources are available, students can do this activity in small
groups.
The apple is a model of the Earth’s interior, because it has similar layers to
the inside of the Earth. What are some other models of Earth that you can
Science Notebooks:
think of? Answers may vary. Maps or globes are good answers.
Why is a globe a good model of the earth? Answers may vary, but can include Students sketch and label the apple layers, and record terms and
physical features such as country boundaries, bodies of water, continents,
definitions in their notebooks.
mountain ranges, deserts, lines of latitude, longitude and the equator, etc.
Why do we need models? Answers may vary.
What are some advantages of using models?
3. Say:
We use models to study things that are too big, too small, and too far
away. Models allow us to study objects much easier.
4. Ask:
What features of the interior of the Earth does the globe show?
(None. The globe does not model the interior of the Earth.)
Models are not perfect; sometimes they have flaws. In other words,
models are not completely like the real thing. This is called a limitation.
What are some limitations of the globe? Answers may vary. There is nothing
inside of the globe; there is no line for the equator or prime meridian; the states
and countries are not multi-colored; etc.
What are some limitations of the apple model? Answers may vary. The Earth
is not smooth; it is not red; it is not a fruit; etc.
5. Instruct students to add the words model, advantage, and limitation to their science
notebooks and create a definition in their own words. Allow a few students to share
their definitions with the class.
Last Updated 05/22/13
page 3 of 13 Grade 6
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
EXPLORE – Model of Earth’s Interior
Suggested Days 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.
Materials:
paper (plain, 1 sheet per student)
colored pencils (per student)
ruler (1 per student)
scissors (1 pair per group)
pencil (1 per student)
3. Allow students to read the handout procedures, and discuss procedures 1–9 with
students. Inform students that they will complete step 10 later.
Attachments:
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.
Image courtesy of L. Simpson
Handout: Making a Model of the Earth (1 per
student)
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.
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 3–4. 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 (elements present)
temperature (both °C and relative, as compared to differing layers)
interesting facts (such as rocky, solid, liquid, semi-solid, etc.)
Materials:
Earth models – from previous day’s activity
tape or glue (per group)
cornstarch (for demonstration, 50 mL per class)
water (various)
beaker (500 mL per teacher demonstration)
food coloring (per class) – Optional
Attachments:
Optional Teacher Resource: Explaining the
Layers KEY (1 for projection)
Teacher Resource: Cutaway View of the Earth (1
for projection)
Instructional Notes:
The Optional Teacher Resource: Explaining the Layers KEY i s
intended to be a resource for teachers. If it is used by students, it is
5. Monitor and assist students as they conduct their research and fill in their models.
important to note that not all information is needed. For example, the
You may wish to use the Teacher Resource: Explaining the Layers KEY as a
Gutenberg and Mohorovivic Discontinuities would not be
reference. Note: This is intended to be a teacher resource only, so not all information
appropriate for Grade 6 students.
on the resource needs to be recorded by students. For example, the Gutenberg and
Mohorovicic Discontinuities would not be appropriate for Grade 6 students. Note:
Asthenosphere and Lithosphere will be added during step 7.
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 (how
they behave).
7. Project the Teacher Resource: Cutaway View of the Earth, and
Say:
Students may find information about the lithosphere and
asthenosphere while conducting their research. Allow them to list
the information under the appropriate layers. These will be
addressed in step 7.
Students have great difficulty differentiating the lithosphere and
Last Updated 05/22/13
page 4 of 13 Grade 6
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
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. Objects that have plasticity are known as semi-solids. An example of
plasticity would be peanut butter. Peanut butter can be rolled into a ball,
but if left on a plate over night, the peanut butter will flow like a liquid and
take the shape of its container. Gelatin and pudding have similar
properties.
The asthenosphere is located in the upper part of the mantle. Point out the
asthenosphere on the projection (See the Instructional Notes for tips on how to
help students keep these two terms separate in their minds.).
asthenosphere. Lithos means “stone”. The lithosphere is solid, and
stone is solid. Asthenia means “weak”. The asthenosphere is
semi-solid, which is weaker than solid stone. Consider having
students draw images depicting the differences in the terms in their
notebooks.
Misconceptions:
Students may think that Earth is molten, except for
the crust.
Students may think magma forms at the center of
the Earth and works its way to the crust.
Science Notebooks:
8. Ask students to locate the lithosphere and asthenosphere on their paper model and
Students affix their models to their notebooks for reference and
label them. They may label these on the inside or the outside of the model, but should answer the reflective questions.
add notes explaining the movement of the lithosphere over atop the asthenosphere
inside the model. Monitor students for accuracy as they add the labels to their models.
9. Say:
To demonstrate plasticity, I will mix cornstarch and water. To create the
correct mixture of cornstarch and water, add 50 mL of cornstarch to a beaker.
Then, slowly add in water while mixing with your hand until the substance is firm if
you squeeze it, but runny if untouched. Allow the students to handle a small
sample. Note: It is a messy demonstration, but a necessary experience for
students to understand the concept of plasticity.
10. Instruct students to affix the model to their science notebooks.
11. Instruct the students to answer the following reflective questions in their science
notebooks:
How do the asthenosphere and lithosphere differ? The lithosphere is the
solid outer layer of the Earth and consists of the crust and upper mantle. The
asthenosphere is a semi-solid layer in the upper mantle, just below the lithosphere.
Define the term “plasticity”. Students can use descriptors such as semi-solid, a
solid that flows like a liquid, pudding-like, etc.
What are some advantages of using the model you created to study the
Earth’s interior? Answers may vary. An advantage is the ability to look at all
layers of the Earth at the same time. The Earth is too large and too hot to study,
and we do not have the technology to dig into the Earth to see all of the layers.
What are some limitations of the model you created? Answers may vary.
Some limitations include the temperature, color, Earth is not made of paper, the
size, the shape, it is not to scale, etc.
ELABORATE – Another Model
Suggested Day 4
1. Refer back to the apple model of the Earth’s layers in the Engage portion of the
lesson.
Ask:
Materials:
hard-boiled egg (1 per group)
How does the apple model of the Earth compare to the paper model of the
permanent marker (1 per group)
Earth? Answers will vary. Answers may include size, differences in color, 2-D vs. 3dental floss (30 cm per group)
D, more information on the paper model, etc.
colored pencils (per group)
Can you think of some other materials that could be used to make a model
of the structure of the Earth? Answers will vary. Answers may include clay, foam
balls, layer cakes, paper-mache, other fruit or food examples, etc.
Attachments:
2. Distribute a hard-boiled egg, permanent marker, and length of dental floss to each
group. Note: Model each of the following steps as you instruct the students.
Say:
We are going to look at another model of layers of the Earth.
One group member will 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
Last Updated 05/22/13
Teacher Resource: Cutaway View of the Earth (1
for projection) (from previous activity)
Check For Understanding:
Comparing the apple layers to the Earth’s layers is a good way to
check for understanding.
page 5 of 13 Grade 6
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
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.
A different group will hold the pointed end of the egg with one hand and
the rounded end with the other.
Another group member will 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.
Allow all group members to observe the egg halves 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 notebooks.
Work in your groups to brainstorm what parts of the egg could be
compared to layers of the Earth.
3. Allow groups to work with the eggs while you monitor and facilitate by asking Guiding
Questions.
4. 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:
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.
Instructional Note:
It is important that you model each step of manipulating the egg.
Science Notebooks:
Students draw the egg model of the Earth and label the
corresponding layers 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)
5. Ask students to return materials, properly dispose of the eggs and floss, and wash
their hands.
6. Project the Teacher Resource: Cutaway View of the Earth. Ask students to
compare the egg model to the diagram.
7. 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 made of
oxygen, silicon, aluminum, and calcium.
What thin layer is between the lower mantle and 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)
Attachments:
Grade 06 Science Unit 09 PI 01
Build or draw a model to label and illustrate the structural layers of Earth. Include the following in the
model:
inner core
outer core
mantle
crust
asthenosphere
lithosphere
Handout: Modeling the Layers of the Earth (1
per student)
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
Write a summary to identify advantages and limitations of using this type of model.
Standard(s): 6.3B , 6.3C , 6.10A
ELPS ELPS.c.1C , ELPS.c.5G
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
Last Updated 05/22/13
page 6 of 13 Grade 6
Science
Unit: 09 Lesson: 01
Making a Model of the Earth
Materials:
sheet of plain paper
colored pencils
ruler
pencil
scissors
Directions:
1. Fold the sheet of paper in half vertically (lengthwise).
2. With the folded edge to the left, cut through both thicknesses from the point
of the fold to the top right of the page. This will create a folded
Side with fold
triangle.
Cut
Discard this
section.
3. Leaving the triangle folded and with the point facing down,
use the following measurements to make marks on the folded edge.
4. Measure, mark, and draw a line for the following, and color as indicated below. Start measuring
from the bottom, narrow point of the triangle, and then take the next measurement beginning
from the previous line. Remember, the layers are not to scale.
4.5 cm – red
6 cm – orange
28 cm
8 cm – yellow
8 cm – brown
1.5 cm – green
5. Open the triangle, and leave the narrow point at the bottom. Using the measured marks as a
guide, sketch a slight arc for each measurement on the triangle. You can make the arcs with the
colors above.
6. Refold the triangle with the folded side on the left. Label each section with the name of a layer,
beginning at the narrow point of the triangle:
inner core
outer core
lower mantle
upper mantle
crust
Image courtesy of L. Simpson
©2012, TESCCC
05/22/13
page 1 of 2
Grade 6
Science
Unit: 09 Lesson: 01
7. Unfold the triangle, and cut along each line from the right hand side of the triangle only to the
center fold. This will create a flap for each section.
8. Open all sections, except for the one at the point. Leave that flap closed. Draw a line along the top
edge of the flap, so that it leaves a line on the inside page. Continue to close the flaps and draw
the lines.
9. Open all flaps, and extend the line across the page for each flap.
10. On the inside of each flap, you will research and record the following information for each layer of
your model:
name of the layer
thickness and/or depth
composition (elements it is made of)
temperature (both °C and relative, as compared to differing layers)
interesting facts (such as rocky, solid, liquid, semi-solid, etc.)
11. You will need to write small to be able to fit the information on the flaps for the inner core and
crust.
©2012, TESCCC
05/22/13
page 2 of 2
Grade 6
Science
Unit: 09 Lesson: 01
Explaining the Layers KEY
Name
Inner Core
Thickness
1,250 km
Composition
Solid Fe
Temperature
Interesting Fact(s)
6,000°C
The deepest, most dense layer in the
Earth; hot enough to melt iron, but the
pressure of the rest of the layers keep it
solid
Only liquid layer. As the Earth rotates,
the liquid outer core spins, creating the
Earth's magnetic field.
Outer Core
2,200 km
Molten Fe, Ni
4,000–5,000°C
Gutenberg
Discontinuity
5–8 km
----------
-----------
Boundary between the outer core and
lower mantle
Lower Mantle
2,900 km
Fe, Mg
3,700°C
Largest layer made of semi-solid rock
Upper Mantle
670–2,800 km
Si, O, Mg, Fe,
Al, Ca
2,800–3,200°C
©2012, TESCCC
05/22/13
Rocky and rigid; hot enough to melt
rocks; semi-solid; has the property of
“plasticity”
page 1 of 2
Grade 6
Science
Unit: 09 Lesson: 01
Asthenosphere
Mohorovicic
Discontinuity
(Moho)
Lithosphere
Crust
©2012, TESCCC
100–250 km
deep
3–70 km
40–100 km
5 km under
the ocean and
30 km under
the continents
----------
----------
----------
Water, Si, Al,
Ca
----------
Plates move on this layer carried by
convection currents; located below the
lithosphere. This layer is a solid that
moves like a liquid (semi-solid), called
plasticity.
---------
A boundary between the crust and the
upper mantle which marks the
difference in composition of both
layers; called the Moho for short
----------
Made of the rigid portion of the upper
mantle and crust; floats on the
asthenosphere. The lithosphere is
divided into large areas called plates,
which are constantly moving.
-57°C to 400°C
The thinnest, most upper layer of the
Earth. The continental crust is thicker
than the oceanic crust. It is also the
coolest layer. The crust is broken into
many pieces, called tectonic plates,
which slowly move on the
asthenosphere.
05/22/13
page 2 of 2
Grade 6
Science
Unit: 09 Lesson: 01
Cutaway View of the Earth
1. Inner Core
5. Lithosphere
2. Outer Core
6. Asthenosphere
3. Lower Mantle
7. Crust
4. Upper Mantle
http://commons.wikimedia.org/wiki/File:Earth_layers_model.pnghttp://commons.wikimedia.org/wiki/File:Earth_layers_model.png
©2012, TESCCC
05/22/13
page 1 of 1
Grade 6
Science
Unit: 09 Lesson: 01
Modeling the Layers of the Earth PI
Instructions:
1. Draw and label each of the layers of the Earth from the outermost layer to the innermost layer.
For each layer, be sure to include the name of the layer, the composition, and the state of
matter.
2. On the back of the paper, write a summary of the advantages and limitations of this model and
how it compares to one of the other models of Earth’s layers that you have seen during this
lesson.
©2012, TESCCC
05/22/13
page 1 of 1
Grade 6
Science
Unit: 09 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Build or draw a model to label and illustrate the structural layers of Earth. Include the following in the
model:
inner core
outer core
mantle
crust
asthenosphere
lithosphere
Write a summary to identify advantages and limitations of using this type of model.
(6.3B, 6.3C; 6.10A)
1C; 5G
Attachments:
Handout: Modeling the Layers of the Earth PI (1 per student)
Instructional Procedures:
1. Distribute a copy of the Handout: Modeling the Layers of the Earth PI.
2. Instruct students to follow the directions on the page: to draw and label the layers of the Earth and write a
summary of the advantages and limitations of this model and how it compares to one of the other models
of Earth’s layers that you have seen during this lesson.
3. Say:
Use your science notebooks to draw and label each of the layers of the Earth, from the
outermost layer to the innermost layer.
For each layer, be sure to include the name of the layer, the composition, and the state of
matter.
Your model should include the following layers:
inner core
outer core
mantle
crust
asthenosphere
lithosphere
On the back of your paper, 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 this model, and compare it to
one of the other Earth models used in this lesson.
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.
Instructional Notes:
If students do not have time to complete the Performance Indicator during class, it can be assigned for
homework.
Science Notebooks:
Students may use their models and notes to review in order to draw their models and write their summaries.
©2012, TESCCC
05/22/13
page 1 of 1