Download Layers of the Earth

GPISD Curriculum Map
6th grade Science
Unit 16: Layers of the Earth
2015–2016
Dates:
Big Idea:
5 Days Dates: April 25-29, 2016
The focus of this strand is on introducing Earth’s processes. The student understands the structure of Earth, the rock cycle,
and plate tectonics.
Teaching
Targets
TEKS:
6.10A TSW build a model to illustrate the
structural layers of Earth, including the inner
core, outer core, mantle, crust, asthenosphere,
and lithosphere.
6.3B Use models to represent aspects of the
natural world such as a model of Earth's layers;
Student Objectives:
1. I can list the layers of the Earth. (inner core, outer core, mantle,
crust, asthenosphere, lithosphere)
2. I can identify and describe the layers of the earth in terms of
composition, state of matter, density, and thickness.
3. I can build a model to illustrate the layers of the Earth and discuss its
limitations.
4. Given a model, I can identify the layers of the Earth.
6.3C Identify advantages and limitations of
models such as size, scale, properties, and
materials; and
SPIRAL: Density
ELPS
3A: Pronounce the words core, mantle, crust,
asthenosphere, and lithosphere correctly.
4H: Demonstrate comprehension of text read
silently by participating in discussion of the
reading.
As a part of language acquisition, students will:
Suggested Teacher Behaviors by Level and Domain
Listening: The student will describe general meaning, main points, and
details heard in video clips and class discussions.
Speaking: The student will be able to pronounce the words core, mantle,
crust, asthenosphere, and lithosphere correctly.
Reading: The student will demonstrate comprehension of text read silently
by sharing with group members information from the reading.
Writing: The student will be able to write using newly acquired vocabulary
about the layers of the Earth.
Prior
Knowledge
Distractor
Factors
Page 1 of 3
Misconception:
Correction: Instruction should focus on discussion of the layers of the Earth. The learner should have the opportunity to create
a model of the Earth’s interior.
updated: 6/23/2015
GPISD Curriculum Map
6th grade Science
Unit 16: Layers of the Earth
2015–2016
Recommended Lessons
Layers of the Earth-Egg Model
Layers of the Earth Foldable
Resources
Layers of the Earth Resource Page
Technology Integration
http://www.sciencemonster.com/earth-science/index.html
Extensions and Interventions
Intervention
http://www.missmaggie.org/scholastic/science_eng_launcher.swf
Pre-AP Extension
Layers of the Earth Model and Story Project
Writing Prompts
Choose two of Earth’s layers that are next to each other and provide the following: the name of each layer, the relative positions of each (which
one is above which one), and the basic characteristics of both layers.
Essential Questions
1. What properties are utilized to identify and define layers of the earth?
2. Why does Earth have layers?
3. What are the primary chemical components of the crust, mantel, and
core?
4. What is the state of matter of the outer core and the inner core?
5. What is the state of matter of the lithosphere, and how can its
location be described?
6. What is the state of matter of the asthenosphere, and how can its
location be described?
7. What does “plasticity” have to do with the asthenosphere’s state of
matter?
8. What should be considered when developing a model of Earth’s
layers?
Assessment
Earth’s crust would be best modeled by using a material that is –
A liquid and hot
B dense and smooth
C soft and flexible
D thin and solid
Vocabulary
Inner core, outer core, asthenosphere, mantle, crust, and lithosphere
LEP Accommodations
• Bilingual Dictionaries
• Extended Time – spreadsheet
• STAAR L – accommodations in computer
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SPED Accommodations
• Supplemental Aids
• Manipulatives
• Extended Time
• TEA Accommodation Triangle
• Lead4ward Accommodations Sheet
SPED/LEP Accommodations
• Bilingual Glossary
• Bilingual Dictionary
• Extended Time
• Reading Aloud of Text
• Oral Translation
updated: 6/23/2015
GPISD Curriculum Map
6th grade Science
Unit 16: Layers of the Earth
Note: Expected to be used in class routinely and
can ONLY be used on tests with students who
meet eligibility as documented on IEP. Should be
specific to individual student.
Page 3 of 3
2015–2016
•
Clarification in English of Word Meaning
updated: 6/23/2015