Alicia Bernard

Lesson Title/Topic: Layers of the Earth

Concept:

Standards/Rationale: TEKS Science 6 Grade 6.10 (a) (112.18 10(a))

th

Learning Target: Assessment: Completed

The student will build a model to illustrate the structural layers model of the Earth
of the Earth accurately by at least 70%.

Materials:
 Hard-boiled eggs
 Paper plates and plastic ware to open the eggs
 Large sheets of paper to draw on
 Colored pencils, markers, etc.
Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:  Crack open the hard boiled

 Draw example eggs to see the layers
 Discuss similarities to the
earth’s layers
 Discuss what they know
about the layers of the earth


 Shell = Crust
 White = Mantle
 Yolk = Core
 Ask what students know about the layers of the
earth
 Show hard-boiled egg dissection
Teacher Input:  Label and discuss the egg
 Draw a picture of the Earth on the board compared to the layers of
the earth
 Openly discuss the matching
game and where they think
the teacher should place the
labels


 Point to the crust and explain that the crust is the
thinnest layer of the Earth and makes up one
percent of the Earth. We live on the hard crust.
 Point to the mantle, and explain that the mantle
makes up two-thirds of the Earth's mass and is
below the crust.
 Show the core, and explain to your students that
the core consists of two parts. Tell your students
that the outer core is solid and the inner core is
liquid.
 Watch video
 https://www.newpathonline.com/standard/Texas_T
EKS_Standards/121/Science_Grade_6/4/6
 Do matching game on layers online on their iPad’s
 https://www.newpathonline.com/free-curriculum-
resources/interactive/Science_Grage_6_Earth_s_In
terior/4/8/1817

Guided Practice:  Follow the teacher’s

 Draw the layers of the Earth on large sheets of examples by drawing layers
paper and labeling parts in groups
 Label the layers as a group discussion  Participate in analogies
 Ask students to come up with their own analogies
to the Earth and what it is made of.

Independent Practice:  Complete word search

 Hand out word search
Closure:  Participate in questions
 Ask questions about the layers  Turn to their shoulder
 Have students pick two to discuss partner and discuss the
layers they picked

Options:

Enrichment: Reteach:

Modifications/Correctives:

References: