KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT












STANDARD:
3.3.4.A1
Identify the layers of the Earth.

I. Performance Objectives (Learning Outcomes):

The 4
th
grade students will be able to identify the layers of the Earth by constructing a
model of the Earth.


II. Instructional Materials
Pencil
Highlighter
Paper
Poster board
Passage worksheet
Markers
Crossword puzzle
Hard-boiled egg
Egg journal entry
Layers of the Earth rap song lyrics
Vocabulary list
8 colors of play dough


III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Read, write, and comprehend
2. Work in groups


Teacher Candidate: Ms. Fliszar Date: 10/15/14

Cooperating Teacher: Mr. Rankin Coop. Initials

Group Size: Large Group Allotted Time 2 class periods Grade Level 4
th
Grade

Subject or Topic: Earths Interior Section 010
B. Key Vocabulary
1. Inner core- Dense metallic center of the Earth (liquid)
2. Outer core- Dense metallic center of the Earth (solid)
3. Crust- brittle, rocky outer layer of the Earth
4. Mantle- the thick middle layer in the solid part of the Earth
5. Nickel- a specific type of metal
6. Lithosphere- the rigid layer of Earth that includes the crust and the
uppermost mantle
7. Observation- an act of noting a fact or occurrences
8. Magnetosphere- the outer part of the Earths magnetic field
9. Asthenosphere- a plastic, or flowing, layer within Earths mantle
10. Globe- a visual 3D representation of the Earth

C. Big Idea
1. What are the 4 layers of the earth?
D. Additional content


IV. Implementation
A. Introduction
1. First, ask students what a globe represents. Explain to them that a
globe is a model of the Earth. Scientists use models to represent
objects.
2. Present a model of the Earth's interior (Handout). Tell students there
are ways that scientists study the interior of the Earth: drilling holes or
studying material brought up to the surface by volcanic eruptions.
3. Explain that the Earth is made of three main layers: crust, mantle,
and core. Draw them on the board using colored chalk. Explain that the
core is divided into two layers: solid inner core and liquid outer core.


B. Development
1. Children will take out their Earths Interior handout.
2. The teacher will have a hardboiled egg.
3. The egg represents the three main layers of the earth (core, crust, and
mantle).
4. The students will answer the following questions:
a) Which part of the egg represents the core?
b) Which part of the egg represents the crust?
c) Which part of the egg represents the mantle?
5. The students will fill out egg worksheet and put in science notebook.
6. The teacher will handout a passage on the earths interior.
7. The students will independently read the passage and highlight
important parts.
8. The teacher will then divide the class into 4 groups.
a) Each group will be assigned one layer of the earth
(inner core, outer core, crust, and mantle).
b) The group will get a large piece of poster board and
markers and draw a diagram of the earth.
c) The group will write facts about their layer and color
their layer.
d) After all the groups are done, the students will present
to the class.
9. The students will then make a vocabulary list of terms needed to
know for this topic provided by the teacher, and put them in their
science notebook. (These words are the key terms.)
10. The students will be given a crossword puzzle to complete for
homework on the vocabulary words.
11. Students will be given the lyrics to a rap song Mr. Lee Layers of the
Earth.
12. The children will listen and discuss with the teacher each line in the
song and how it teaches the layers of the earth.


C. Closure
1. The teacher will display multiple colors of play dough in front of the
classroom.
2. The students will be given the opportunity to pick out 4 different
colors and make a model of the earth.
3. The student will then make a key labeling the layer corresponding to
the color.


D. Accommodations/Differentiation
1. For S.W, with a learning disability, during group work place him
with children who are leaders and helpful.
2. For S.W, with a learning disability, highlight or bold important parts
in the passage for him.


E. Assessment/Evaluation Plan
Formative-
1. The teacher will float during group activities to formatively assess
the comprehension and progress of the students. (The teacher will use
a data sheet to record the data).
2. The teacher will assess the childrens ability to present to the class.
3. The teacher will collect the model of the Earth with the key.
4. The teacher will collect the word search and examine the childs
comprehension of vocabulary.


Summative-
1. Science notebooks will be collected at the end of the unit to
demonstrate understanding of each lesson.






V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. How can this lesson be improved?



2. Is there more material I should add?



3. Are the students making meaningful connections?



4. Are the students comprehending the layers of the Earth.





VI. Resources (in APA format)
The Layers of the Earth. (2006, January 1). Retrieved October 6, 2014, from
http://www.instructorweb.com/docs/pdf/earthlayerles.pdf