Lesson Plans - Details

The Layers Of The Earth

  • 23 April 2018
  • Posted by: Linda Pascal
  • Number of views: 13196
  • 1 Comments
The Layers Of The Earth
Students’ age range: 08-10
Topic: Earth Science
 
Description: Teacher will have the students recite a poem (riddle) written by Mrs. Pascal about the layers of the Earth. The students will have five words Earth, mantle, crust, inner core, and outer core. As the riddles are read they would have to guess which one by raising up a card. A student will be call to assist in reading out the riddles. A long time ago they thought I was flat But come to find out they were wrong about that. My shape is not circle but a sphere, But some people don’t even care. The blue and green that you see is only the top But underneath lies three layers that you cannot spot. Who Am I? Earth When it comes to planet Earth I am the first layer On me you can find lots and lots of players. You may not know my name, But the bottom of the pizza is the same. Who Am I? Crust I am the second layer of this planet we live on. I am the thickest found way under your lawn. My name is also used to describe a type of coat you wear. Guess my name, try it if you dare. Who Am I? Mantle The last two layers have on last name, But I guarantee you we are not the same. I cover the other one, and I’m not as hot However, when it comes to volcanoes I know the right spot. Who Am I? Outer Core Last but not least, I may be small but deadly, If you come anywhere close I will burn you up readily. I am made up of nickel and iron, Come to the center of the Earth if you think I’m lying. Who Am I? Inner Core The Teacher will: explore: - Use a cantaloupe and cut a portion of it out. She will then cut a portion for each group. She will ask the students to observe what they notice about the cantaloupe’s colours & texture. The Teacher will: Probe the students about how many layers they saw. 1. How many layers did you see in the cantaloupe? 2. What were those layers? 3. Why do you think that the cantaloupe had so many layers? The Teacher will: explain how the cantaloupe is a representation of the Earth and its layers. The skin represents that crust, the green layer represents the mantle, the thick peach layer represents the outer core, and the seed layer represents the inner core. The Teacher will: allow students to read the chart to get an understanding on the layers of the Earth. The Teacher Will: use visual representation (Explore) - Play a brief video describing the layers of the Earth. The video will describe the layers and the various elements that are found in the layers. The Teacher Will: ask students: 1. What is the first layer of the Earth? 2. What is the second layer of the Earth? 3. What is the third layer of the Earth? 4. What is the fourth layer of the Earth? 5. How does the outer core different from the inner core? 6. How are the metals in the outer core and in the mantle different? 7. Do you think that if we go down through all of the layers of the Earth we will survive? Why or why not? The Teacher will: Extend (Group Work): Instruct students on the various activities. • Galaxies will have to make a model of the layers of the Earth using clay. • Planets and Comets will have boiled eggs. They will have to crack the egg and identify the layers using a graphic organizer. • Asteroids will have to colour the layers of the Earth as individual work. but in groups label the layers of the Earth. The Teacher will: monitor students as they work. The Teacher will: ask the students to share their findings. For the conclusion the students will sing a song created by the teacher in the tune of "Whip & Nay Nay" The layers of the Earth are crust and mantle, outer core and inner core. The layers of the Earth are crust and mantle, outer core and inner core. Hey!

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1 comments on article "The Layers Of The Earth "

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Rayette Julien

4/24/2018 9:57 AM

Your introduction was nice. Asking the riddles should have really gotten the students thinking. Also, the connection you made between the cantaloupe and the Earth's layers was very interesting. Your constant probing of the students allowed for lots of critical thinking on the part of the students. Your differentiation of group work was also evident. It gave the opportunity for different activities to be going on at the same time. Consider trying the Fishbowl Method towards the end of the lesson when the students are sharing their findings. The conclusion was also very student-centred, I'm sure they enjoyed singing to the tune of one of their favorite songs. Those kinesthetic learners should have been dancing there as well.

All in all, great lesson. I will definitely use your riddles and cantaloupe comparison.

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