Download The Layers of the Earth

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 75740
The Layers of the Earth
Students will learn that the Earth is made of different layers with varying compositions and characteristics. Students will complete 4 activities in the
course of this lesson. The lesson is opened with a bellringer activity paired with the four corners strategy. Students then discover the characteristics
of each of Earth's layers through a hands-on lab with accompanying lab sheet. The following day, students will create a model of the Earth's layers
out of play dough. The students will then be summatively assessed on their understanding using an exit slip.
Subject(s): Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Interactive Whiteboard,
Microsoft Office
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Lithosphere, core, mantle, convection current, density
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
Earths Layers Model.docx
Key Layers of the Earth Exit Slip.docx
Layers of the Earth Exit Slip.docx
Self Evaluation Scale.docx
Rubric Layers of the Earth for the Model.docx
Earths Interiors Lab Sheet Key.docx
Earths Interiors Lab Sheet.docx
Bellringer.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. The students will be able to identify and describe the layers of the solid Earth (including Lithosphere, the hot convecting mantle, the dense metallic liquid, and solid
core).
2. The students will be able to use a self-evaluation scale to rate themselves during the lesson.
Prior Knowledge: What prior knowledge should students have for this lesson?
This is an introduction lesson to the layers of the Earth.
1. Students should have some knowledge about plate tectonics:
SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in
Earth's surface, including volcanic eruptions, earthquakes, and mountain building.
2. Possible Misconceptions:
The Earth is completely solid throughout or rigid and without movement.
Crust and Lithosphere (or plates) are the same.
page 1 of 4 Earth's core is hollow or large hollow spaces occur deep within Earth.
Asthenosphere is a liquid because convection applies to liquids.
Guiding Questions: What are the guiding questions for this lesson?
Why are there different layers to the structure of the Earth? (Different layers exist due to composition, density, temperature, and pressure.)
Teaching Phase: How will the teacher present the concept or skill to students?
The lesson consists of four short activities (2 days) for students to identify and describe the layers of the Earth.
Day 1:
1. Teacher has students work on bellringer using the four corners strategy.
Teacher will assign each corner of the room a student response and students will go to the corner that matches their response.
In the corresponding corners students will discuss and clarify their own thinking.
One person from each corner will explain the group's reasoning to the rest of the class.
After all the groups have explained their answers, students have the opportunity to change their answers.
If they choose to change their answer, they have to explain why in their academic notebook.
2. Teacher instructs students to return to their seats where teacher will assign groups of three or four for the next activity.
3. Teacher provides directions for the Interior Layers of the Earth hands-on activity.
"Each group has a labeled bag that represents one of the layers of the Earth. Do not open the bags. Make your observations about what is in the bag and
compare that with the labeled cards that show the characteristics for each layer. Once you have figured out which layer you have raise your hand and I will
come around to check your answers. After I have confirmed you are correct, you will fill in the appropriate boxes in the data table on your lab sheet."
4. Teacher directs students in groups to create a graph of the depth of the layers.
"Now that we have learned about each of the Earth's layers, let's make a bar graph of the layers in order of increasing depth."
"Label the x-axis as types of layers."
"Label the y-axis as depth in kilometers."
"Title your graph The Depth of Earth's Layers."
"Once you have labeled all axes appropriately, graph the bars according to the information on the labeled cards."
Day 2:
1. After learning and reviewing the Earth's layers, teacher will instruct students to work individually and create a scale model using play dough.
"I have provided you with several colors of play dough for you to use to construct a model of the Earth's layers. Follow the written instructions to create your
model. If you have questions, raise your hand and I will be there shortly to assist you."
2. Teacher will circulate around the classroom assisting in the clarification of instructions and checking if students know the characteristics of each layer.
"How do each of Earth's layers compare to each other?" (The Inner Core is made out of Iron and Nickel with a very high temperature and pressure, but the
crust is made out of sediment and water.)
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 1:
Earth's interior activity (prepare the contents of the bags and the corresponding information cards prior to Day 1. See Materials Section for instructions).
1. Students will gather materials (bags filled with different contents & labeled cards with characteristics of each layer).
2. Students will say the layers of Earth's interior (labeled on the cards) and write them down in their academic notebook with the assistance of the teacher.
3. Teacher will assist students in exploring the properties of each layer of Earth using the bags with different substances.
"What properties do you see? What layer is this?" (The substance moves really slow. We think this is the mantle.)
4. Teacher monitors the groups and when most of them are finished, reconvenes as a whole class.
5. Teacher asks students to share their thoughts.
"What did you think of the outer core?" (I thought it was cool because it was wet. Is it really wet inside the Earth?)
6. Teacher will discuss the answers below with the class and have the students copy the information down in their academic notebook:
Bag of soil = the crust. 5-70 km thick, rocky, very thin-if Earth were an apple, the crust would be as thick as the skin.
Honey = the mantle, 2900 km thick, semisolid, molten rock. The honey moves in the same way as the mantle; it flows very slowly, like hot asphalt. This layer is
made of oxygen, silicon, aluminum, magnesium. 870-3700 degrees F.
Water = outer core-200 km thick, made of iron and nickel, liquid (be sure to stress that the outer core is not made of water) 3700-4300 degrees F.
Oobleck = inner core- 1250 km thick, solid ball of iron and nickel, 4300-7200 degrees F. It should be liquid (because of high temperature), but the great
pressure makes it solid (just like the oobleck).
7. Students can complete the Earth's Interiors Lab Sheet as they complete the lab or after they complete the lab. The answers can be found in the Earth's Interiors
Lab Sheet Key. Teacher will go over the answers with the class prior to the end of the period.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Day 2:
Earth's Layers Model
1. After learning and reviewing the Earth's layers, students will create a model using play dough. They will work independently and use the directions from the Earth's
Layers Model to complete this activity.
They will first create the small, dense inner core using red clay to symbolize the hot center and orange for the outer core.
Over the outer core they will wrap a thick layer of yellow which represents the mantle.
To represent the crust, they will use a thin layer of blue and green (blue for the oceans and green for the landforms).
Students can observe a globe to realize that they need more blue since 70% of the Earth's surface is water.
2. After the model is completed, students will use the fishing line to cut straight through their model so they can observe the layers.
3. Following this activity they will label the diagram from the instructions they were given and answer the following questions in their notebook (students may use their
data table from the Earth's Interiors Lab Sheet, a computer, and/or others resources to locate answers).
Why is the Earth hotter at the core than on the surface of the Earth? (High pressures inside Earth,1.3 million atmospheres, cause the core to be really hot).
If iron is at the center of the Earth, does the Earth work like a giant magnet? How do we know? (Yes, because of the motion of molten iron alloys in its outer
page 2 of 4 core).
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Students will self-assess their models using the rubric provided with teacher supervision/guidance.
2. Students will place the model and the rubric in a designated spot in the classroom for the teacher to review.
3. Students will return to seats and answer 3 questions before the close of the lesson. Questions are found in the Layers of the Earth Exit Slip. Teacher will go over
the answers which are found in the Layers of the Earth Exit Slip Key.
Summative Assessment
Day 2:
1. Students will self-assess their Earth's Layers Model using a rubric with teacher guidance/supervision.
2. At the end the lesson, the students will complete a summative assessment via the Layers of the Earth Exit Slip. The answers are provided in the key.
Formative Assessment
1. Teacher will use the Layers of the Earth Bellringer to engage students during the first 10 minutes of class.
2. After students have adequate time to answer thebellringer, teacher will use Four Corners strategy to identify groups of students with similar responses:
Teacher will assign each corner of the room a student response and students will go to the corner that matches their response.
In the corresponding corners, students discuss and clarify their own thinking.
One person from each corner will explain their group's reasoning to the rest of the class.
After all the groups have explained their answers, students have the opportunity to change their answers.
If they choose to change their answer, they have to explain why in the academic notebook.
Sample student response: I think the Earth has 2 layers because there are mountains and lava (Students responses should be basic at this point because
they have not learned the material).
3. Students will be asked questions by the teacher during the Layers of the Earth Bag Activity:
"What properties do you see? What layer is this?" (The substance moves really slow. We think this is the mantle.)
"What did you think of the outer core?" (I thought it was cool because it was wet. Is it really wet inside the Earth?)
"What are the differences between the inner core and outer core?" (The inner core is solid and the outer core is liquid.)
"What type of current will occur in the mantle? Why?" (Convection. The differences in densities and temperature cause the current to occur.)
"What might we expect to see on the Earth's crust?" (Dirt, rock, sediment, water, minerals, etc.)
Feedback to Students
1. During the Earth's Interiors Bag Activity, the teacher will circulate around the room while students are discussing their answers. Possible probing questions are:
If you hike through a park, over a mountain, or across a playground, what lies beneath your feet? (Answers will vary, but they might mention grass, dirt,
stones, etc.)
If we could dig all the way to the middle of the Earth, what do you think it would look like? (Responses will vary.)
"What properties do you see? What layer is this?" (The substance moves really slow. We think this is the mantle.)
"What did you think of the outer core?" (I thought it was cool because it was wet. Is it really wet inside the Earth?)
"What are the differences between the inner core and outer core?" (The inner core is solid and the outer core is liquid.)
"What type of current will occur in the mantle? Why?" (Convection. The differences in densities and temperature cause the current to occur.)
"What might we expect to see on the Earth's crust?" (Dirt, rock, sediment, water, minerals, etc.)
2. Teacher provides additional feedback concerning directions for Layers of the Earth Bag Activity:
"Do not open the bags."
"Observe and predict which layer you have."
"Copy the characteristics into your table."
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
ELL Strategies:
1. List steps for completing assignments.
2. Help students to guess word meanings for clarification by using context clues or cognates.
3. Incorporate use of word walls with picture.
4. Give extra time for task completion.
5. Provide opportunities for students to describe, inform, evaluate, judge, write and critique.
ESE Strategies:
1. Read assessment orally to student.
2. Repeat/rephrase directions.
3. Pictures on paper, posters, models, projection screens, or computers.
4. Give extra time for task completion.
Extensions:
Have students write a reflection on the activity in their academic notebook with the following questions:
1. Why are there different layers to the structure of the Earth? (Different layers exist due to composition, density, temperature, and pressure.)
2. If you were to create your own Layers of the Earth Bag Activity, what materials would you use instead of the materials you used today. Explain why. (Responses will
vary depending on student experience and should make logical sense when each bag is compared with the others.)
Suggested Technology: Interactive Whiteboard, Microsoft Office
Special Materials Needed:
Day 1 Materials:
page 3 of 4 1. Bellringer written on the board.
2. Earth's Interior Bag Activity (enough for each group):
1 bag of honey.
1 bag of dyed oobleck (see further recommendations for recipe).
1 bag of water.
1 bag of soil.
Index cards with the following labels and information:
Crust- 5-70 km thick, rocky, very thin (thickness of apple peels)
Mantle- 2900 km thick, semisolid, molten rock. It flows very slowly, like hot asphalt. This layer is made of oxygen, silicon, aluminum, magnesium. 870-3700
degrees F.
Outer core-200 km thick, made of iron and nickel, liquid 3700-4300 degrees F.
Inner core- 1250 km thick, solid ball of iron and nickel, 4300-7200 degrees F. It should be liquid (because of high temperature), but the great pressure
makes it solid.
3. Class set of Earth's Interiors Lab Sheet.
4. Graph paper.
5. Computer access for answering lab sheet questions.
Day 2 Materials:
1. Class set of Earth's Layers Model, Layers of the Earth Exit Slip, and Earth's Layers Model Rubric.
2. Play dough (red, yellow, orange, blue, and green) and fishing line (enough for each group).
Further Recommendations:
Day 1 Recommendations:
1. Prepare Oobleck the day before by mixing 1 part water with 1.5 to 2 parts cornstarch. If you want a more 'solid' Oobleck, keep adding more cornstarch. It will take
about 10 minutes to get a nice homogeneous mixture. The last step is to add several drops of food coloring. Make enough for each group to have one bag of
Oobleck.
2. Gain access to computers for students to have the option to use in order to fill in the chart on the Earth's Interiors Lab Sheet.
Day 2 Recommendations:
1. The Earth's Layers Model picture and instructions can be projected for students to see while they work.
SOURCE AND ACCESS INFORMATION
Contributed by: sara Berriz
Name of Author/Source: sara Berriz
District/Organization of Contributor(s): Orange
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.7.E.6.1:
Description
Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid
and solid cores.
page 4 of 4