Download Earth Structure and Composition Teaching Assessment

Thomas Ruffing
GEO 4570 SSTM
Adam Johnston
13 October 2015
Earth Structure and Composition Teaching Assessment
From Objective 1b, c, and d of the Utah Core Standards for Science: “b. Trace the lines
of scientific evidence (e.g., seismic studies, composition of meteorites, and samples of the crust
and mantle) that led to the inference that Earth’s core, mantle, and crust are separated based on
composition. c. Trace the lines of scientific evidence that led to the inference that Earth’s
lithosphere, asthenosphere, mesosphere, outer core, and inner core are separated based on
physical properties. and d. Model how convection currents help distribute heat within the
mantle.”
In teaching students on the subject of the Earth’s interior structure and composition, the
following assessment, a “bellringer” test, is proffered at the beginning of the lesson. The
following assessments and lesson were extracted from
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/75740:
Layers of the Earth Bellringer
Student Name: _____________________________________________
Which of these diagrams show the layers of Earth. Explain your reasoning.
a.
b.
2.
c.
d.
The lesson would be based upon an in-class modeling assignment involving
Play-Doh©. Students would use different colored lumps of Play-Doh to construct a hand sized
model of our planet and the various layers and boundaries which compose the Earth’s interior.
This would enable students to observe the structure, while discussing composition, and processes
occurring beneath our feet. To wit:
“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%25 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 core).
4. 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.
Layers of the Earth Exit Slip
Student Name:
_______________________________________
1. Imagine you could drill a hole all the way to the center of the Earth. Assuming that you
drill the same speed the entire way, which layer would take the longest to drill through?
a. Crust
b. Mantle
C. Outer Core
d. Outer Core
2. Which layer of the Earth is made up of tectonic plates?
a. The core
b. The mesosphere
c. The asthenosphere
d. The lithosphere
3. By which method is heat from deep in Earth's interior transferred to its crust?
a. Conduction in the ocean
b. Convection in the mantle
c. Radiation from the solid core
d. Evaporation at mid-ocean ridges”
This “exit slip” would be administered at the end of the lesson, corrected, and reviewed
during class lab activity. The assessment provides a before and after snapshot, determines how
much the students knew before the lesson, corrects misunderstanding/answers questions,
involves teaching/demonstrating the objective (outlined in the USOE core standards for science)
of Earth’s composition through the use and labeling of a model (and a fun one at that), and
explains the various processes of e.g. heat, pressure, rock type, dynamics, and isostasy. The after
or exit assessment should demonstrate student’s understanding of the subject in greater relief
from previously known understanding.