Science 6 Earth's Layers PDF

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Elementary Science Grade VI

Unit VI-EARTH
Layers of the Earth
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Written, edited and produced by Basic Education Assistance for Mindanao, July 2008
ELEMENTARY SCIENCE GRADE VI
UNIT VI-EARTH
LAYERS OF THE EARTH
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 5
Basic Education Curriculum Competencies

Grade 6 science: The structure of the Earth's interior
• Identify the layers of the Earth
• Differentiate each layer
Objectives
• Name and describe the layers of the Earth.
• Differentiate the layers accurately
• Construct an Earth model.
Essential concepts, knowledge and understandings targeted

• The Earth's Crust is like the shell of an egg. It is very thin in comparison to the other
three layers. The crust is only about 8 kilometers thick under the oceans(oceanic crust)
and about 32 kilometers thick under the continents (continental crust). The
temperature of the crust vary from air temperature on top to about 870 0C in the
deepest parts of the crust.
• The mantle is the layer located directly under the sima, the silicate-magnesium middle
layer. It is the largest layer of the Earth, 2900 kilometers thick. The mantle is composed
of very hot, dense rock. This layer of rock even flows like asphalt under a heavy weight.
This flow is due to great temperature differences from the bottom to the top of the
mantle. The movement of the mantle is the reason that the plates of the Earth move!
The temperature of the mantle varies from 871 0C at the top to about 2204 0C near the
bottom!
• The core of the Earth is like a ball of very hot metals. 2204 0C to 4982 0C The core is so
hot that the metals in it are all in the liquid state. The outer core is located about 2900
kilometers beneath the crust and is about 2250 kilometers thick. The outer core is
composed of the melted metals nickel and iron.
• The inner core of the Earth has temperature and pressure so great that the metals are
squeezed together and are not able to move about like a liquid, but are forced to
vibrate in place as a solid. The inner core begins about 5100 kilometers beneath the
crust and is about 1200 kilometers thick. The temperature may reach 4982 0C and the
pressure is 45,000,000 pounds per square inch.
Specific vocabulary introduced

• Core - the center of a planet.
• Crust - outer solid layer of a planet.
• Dense - thick, compact.
• Iron - a lustrous, silvery soft metal.
• Layer - the thickness of some material that covers a surface; stratum.
Basic Education Assistance for Mindanao

Learning Guide, July 2008 3
UNIT VI-EARTH
LAYERS OF THE EARTH
• Mantle - a layer in the interior of Earth or another planet.

• Nickel - hard corrosion resistance silvery white metallic element.
Suggested organizational strategies

The pupils will be working in groups.
Opportunities for Integration

English:using the language in sharing ideas
Art:drawing and making a model of the Earth
HEKASI:using a globe as a sample model of the Earth
Activities in this Learning Guide

Activity 1: Think Big!
Multiple Intelligences
• Interpersonal
• Intrapersonal
• Verbal/Linguistic
Skills
• Use old ideas to create new ones
• Organization of parts
Activity 2: What's Inside the Earth?
• Visual/Spatial
Skills
• Grasp meaning
• Interpret facts, compare, contrast
• Organization of parts
Activity 3: Layers of the Earth
• Interpersonal
• Visual/Spatial

UNIT VI-EARTH
LAYERS OF THE EARTH
Skills
• Grasp meaning
• Generalize from given facts
• Identification of components
Activity 4: Beneath my Feet
• Visual/Spatial
Skills
• Knowledge of major ideas
• Assess value of theories, presentations
Activity 5: Our Earth Model
• Body/Kinaesthetic
• Visual/Spatial
Skills
• Translate knowledge into new context
• Use information
Activity 6: Interesting Facts!
• Intrapersonal
Skills
• Translate knowledge into new context
Key Assessment Strategies

• Rubric
• Group Participation Checklist

UNIT VI-EARTH
LAYERS OF THE EARTH
Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
In this stage, the pupils will be asked to express their prior knowledge about Earth.

UNIT VI-EARTH
LAYERS OF THE EARTH
Strategy
Brainstorming is a process used for generating many ideas. Pupils write ideas down. It is
used to brainstorm ideas which are recorded. Some rule to observe: Quantity not quality;
Be free-wheeling, anything goes; Hitch-hiking on other's ideas is to be encouraged; No
criticism is allowed (positive or negative comments to be avoided); Ideas must be written
as said-no paraphrasing.
Materials
• Globe, meta cards, marking pens
Activity 1- “Think Big!”

1. Hold a globe and show it to the class.
2. Ask the pupils on what a globe represents. (A model of our Earth) Accept all responses.
If one says it represents the earth then ask a follow-up question like “How do you think
scientists were able to describe the interior of the earth?”. You may write this question
on the chalkboard for the pupils to brainstorm ideas.
3. Divide the class into smaller groups. Distribute two or three sheets of meta cards to
each group where they will write their responses.
4. Give for about ten minutes to share their ideas.
5. Let them stick their responses on the chalkboard. Facilitate in processing their
responses by asking the class to group similar ideas.
6. Tell them that the planet Earth is really an amazing place to live in.
7. Introduce the term Geology (the study of the Earth's origin, history and structure.
Geologists are the people who study about the Earth's history. These people unlock the
secrets of rocks so they tell us something about how the earth was formed. and what
forces have shaped it.
8. Explain that when the Earth was formed four and a half billion years ago, gravity pulled
materials together. Heavy materials gather to the center and lighter materials floated
to the top of the earth. No matter where you are right now, there are about 12,800
kilometers of earth beneath your feet and almost all of it is rock. The solid parts of our
planet are made up of layers.
9. Ask “What do you think are these layers?. Tell the class that they are going to find the
answer to this question after doing some activities.
10.Continue to the next activity.
Formative Assessment
Rubric Group Report. See Teacher Resource Sheet 1 page 23.
Roundup
The pupils should have given their ideas about the Earth.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.

UNIT VI-EARTH
LAYERS OF THE EARTH
Beneath the surface of the earth, lies the different layers . In this stage, the pupils will be
able to visualize the layers of the earth through a jigsaw puzzle.
Strategy
Visualization is a process of internally making an object, event or situation visible to each
mind by mentally constructing or recalling a visual image.
It allows for individual response, extends thinking and enhances creativity through the use
of prompts on prior experience.
Materials
• jigsaw puzzle of the layers of the earth page 13.
• manila paper, marking pens and masking tape
Activity 2 – “What's Inside the Earth?”

1. Distribute to each group the materials listed above.
2. Tell them to assemble the picture and label each layer based on their ideas.
3. Give them about ten minutes to assemble the puzzle pieces.
4. Let them display their outputs on the wall.
5. You may ask questions like:
“What picture is formed in the puzzle? What do you think do the colors represent?
Accept all responses and these may be recorded on the chalkboard.
6. Tell them to set aside those posted assembled picture puzzles on the wall to be
revisited later.
Checklist Group Work Performance. See Teacher Resource Sheet 2 page 25.
Roundup
The pupils should have assembled, described and labeled the puzzle.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
Geologists believed that the earth is made up of different layers. Some of these layers are
solid. Some are liquid and some are both. The layers of the earth have special names.
These are the crust, mantle and core. These layers vary in width and temperature.
In this stage, the pupils will be able to identify and describe the different layers of the
Earth to address the BEC Competencies on Unit V -Earth # 1.1 and 1.2.

UNIT VI-EARTH
LAYERS OF THE EARTH
Strategy
Guided Reading -Thinking Activities is a strategy that provides opportunity to group pupils
of different abilities and background to successfully find meaning in text.
Group Discussion is a purposeful talk through which pupils explore thinking, respond to
ideas, process information and articulate their thoughts in verbal exchanges with peers. It
places the emphasis on pupils talking and listening to each other.
Materials per group
• Activity sheet, Layers of the Earth, page 16
• Manila paper, masking tape, marking pen
• hard boiled egg
• plastic knife
• garbage bag and clean rag
Activity 3- “Layers of the Earth”

1. Open the topic by saying “Earthquake records (See Teacher Resource Sheet 3 page 15)
give clues as to what state of matter exists inside the earth. These are like clues
doctors get when they examine a patient's blood pressure and heartbeat records. They
know what is happening inside a person without actually opening up the patient's body.
– Scientists have given us a picture of what they think the earth is made up of. At this
point, you will play the role of a geologist to explore and find out what's inside the
earth.”
2. Unlock the terms like layer, nickel, dense and iron. See Glossary of terms page .
3. Distribute the materials and explain the procedure. See Activity Sheet 3 page 16.
Remind them of some precautionary measures in using the materials.
4. Give them time about forty minutes to do the task.
5. Facilitate in the reporting and processing of their outputs. The following are the
suggested discussion questions:
– If you could travel into the Earth's interior, what would you find? (Earth is made up
of layers such as crust, mantle and core).
– How is the Earth's crust used by people? (It protects us from Earth's inner heat and
provides us with a hard ground where we build homes, buildings, etc.).
– Describe the temperature pattern from the Earth's crust to the inner core? (The
temperature increases towards the middle of the earth).
– What is the main difference between the mantle and the core? (Mantle is made of
rocks; core is made of metal).
– How hot is the inner core? (As hot as the surface of the sun).
6. Revisit their responses in the previous activities. Call volunteers to check which ideas
are related to their findings.
7. Enhance a short lecture in case concepts desired were not met. See Teacher Resource
Sheet 4 “Layers of the Earth”pages 18, 19 and 19.
Rubric Group Report. See Teacher Resource Sheet 1 page 23.

UNIT VI-EARTH
LAYERS OF THE EARTH
Roundup
The pupils should have clearly identified, described and differentiated the layers of the
Earth.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
In this stage, pupils' understanding of concepts will be assessed through an activity.
Strategy
Paper and Pencil Test is a strategy that encourages pupils to write their understanding of the
topic through writing. It is useful in assessing individual learning ability.
Materials
• Activity Sheet “ Beneath my Feet” page 20.
• bond paper, crayons, pencil, protractor (optional)
Activity 4 -"Beneath my Feet”

1. Distribute activity sheet, “Beneath my Feet”, page 20 to each group.
2. Present the rubric to be used in assessing their work to serve as their guide.
3. Let them take out their materials and have them work individually.
4. Give them about twenty minutes to do their work.
5. Display their works on the wall for everybody to see.
6. Collect and mark all outputs.
Rubric In Assessing Constructed Model. See Teacher Resource Sheet 5 page 24.
Roundup
The pupils should have illustrated and described the layers of the earth.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
In this stage, pupils are asked to construct their own model of the earth's interior.

UNIT VI-EARTH
LAYERS OF THE EARTH
Strategy
“Do It Ourselves” is a strategy that encourages pupils to work with the group applying what
they know or learned from the topic.
Materials
• Set 1 - Styrofoam ball, knife, watercolors or any medium in four colors, brush, vertical
stand
• Set 2 - coconut husk, dye in four colors
• Set 3 - colored papers, scissors, manila paper, marking pen with Activity Sheet 5, Our
Earth Model, page 21.
• Set 4 - clay in four colors, plastic knife
Activity 5 “Our Earth Model”

1. Inform the pupils that they will make an Earth Model.
2. Display the set of materials on a big table. Group the pupils into four.
3. Assign each group with a set of materials to be used. For the group assigned to Set 3,
you may give them Activity Sheet 5, Our Earth Model,page 21.
4. Remind them of the precautionary measures in handling tools or equipments.
5. Give them enough time to complete the task.
6. Let them display and explain their outputs.
7. You may ask this question during debriefing: “How does your constructed model help
explain the layers of the Earth?". Accept all responses.
Rubric In Assessing Constructed Model. See Teacher Resource Sheet 5 page 24.
Roundup
The pupils should have constructed Earth Model and explained to the class clearly.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage, the pupils should be able to write a short paragraph about what they have
learned from the topic. They should be able to include some interesting facts about each
layer.
Strategy
Reflection is a thinking process that involves taking time to consider information and
making sense of it in light of previous experience. It is a reflective practice that provides
opportunities for pupils to synthesize their thoughts, document their thinking, and become
aware of their decision-making and learning process.

UNIT VI-EARTH
LAYERS OF THE EARTH
Materials
• Activity Sheet “Interesting Facts' page 22
Activity 6 “Interesting Facts”

1. Instruct the pupils to write in a journal on what they have learned about the layers of
the earth. Tell them to include facts that interest them. Ask them to include some
explanation as well.
2. Distribute the activity sheet or simply let them use their science notebooks.
3. Give about twenty minutes.
4. Call volunteers to read their answers orally.
5. Collect all activity sheets or science notebooks. Their responses would serve as basis
for the next step to be taken to enrich the lesson or to proceed to the next topic.
Roundup
The pupils should have reflected on their entire learning experience and had given their
personal insights about it.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

UNIT VI-EARTH
LAYERS OF THE EARTH
Activity 2
What' Inside the Earth?

UNIT VI-EARTH
LAYERS OF THE EARTH
Teacher Resource Sheet 1

What's Inside the Earth?
Source: http://library.thinkquest.org/10136/media/layers.jpg

UNIT VI-EARTH
LAYERS OF THE EARTH

Earthquake Record
Source:http://eqseis.geosc.psu.edu/~cammon/HTML/classes/IntroQuakes/Notes/'

UNIT VI-EARTH
LAYERS OF THE EARTH
Activity 3
Layers of the Earth
Materials:
• Manila paper, masking tape, marking pen
• 1 hard boiled egg
• plastic knives (Caution: Be careful in handling this object)
• garbage bag and clean rag.
Procedure:
1. Cut the egg into halves. Carefully examine the egg (from the shell to
the egg yolk). How many layers have you noticed? ______.
2. Read the text in the box. While reading, use the hard-boiled egg to
represent each layer of the earth.
The earth's interior has three layers: crust, mantle and core (outer core and inner
core).
The crust is the first and outermost layer of the Earth. It is the surface where we
live on. It is approximately 5-8 kilometers thick under the ocean and 40 kilometers
thick under the continents. It contains solid rock (which is mostly granite), but also
contains igneous, sedimentary and metamorphic rock. It is as thin as the shell of an
egg. It is cool. The crust is made of many plates which "float" above mantle. It is
thicker and lighter at the continents and thinner and denser at the ocean floor.
The Mantle is the second layer of the earth. It is approximately 2,900 kilometers
thick and contains igneous rock, which is soft-like clay due to the extreme
temperature inside. It is so hot. It is thick and flexible (able to bend or change).
The mantle lies below the crust. It is a thick layer of solid rock. Many scientists
believe that the mantle transfers heat from the core to the surface.
The core is the third layer of the Earth. It consists of two layers:
— outer core which is approximately 2250 kilometers thick. It is hotter than the
mantle. It contains liquid nickel and iron. It is much denser than the rock layers
above it. The temperature of the outer core can range from 2204 0C to 4982 0 C
— inner core is approximately 1220 kilometers. It contains solid metals, nickel and
iron. These materials sank to the center of the earth while it was still in a molten
form. It has the highest temperature.
Which layers of the Earth are represented by the following parts of the egg?
Shell _____ Egg yolk _____
Egg white _____ Middle part of the egg yolk _____

UNIT VI-EARTH
LAYERS OF THE EARTH
3. Fill in the table below.

What are the Layers of the earth? How thick? What's the What makes it up?
(Arranged from the outermost to the temperature?
innermost layer)
4. You are given 40 minutes to do the task. All members should take part
in accomplishing the task.
5. Draw an Earth model of your own. Label its parts.

UNIT VI-EARTH
LAYERS OF THE EARTH

The Layers of the Earth
The Earth is composed of four different layers. Many geologists believe that as the Earth
cooled the heavier, denser materials sank to the center and the lighter materials rose to
the top. Because of this, the crust is made of the lightest materials (rock- basalts and
granites) and the core consists of heavy metals (nickel and iron).
The crust is the layer that you live on, and it is the most widely studied and understood.
The mantle is much hotter and has the ability to flow. The Outer and Inner Cores are
hotter still with pressures so great that you would be squeezed into a ball smaller than a
marble if you were able to go to the center of the Earth!!!!!!
The Crust
The Earth's Crust is like the shell of an egg. It is very thin in comparison to the other three
layers. The crust is only about 8 kilometers thick under the oceans(oceanic crust) and
about 40 kilometers thick under the continents (continental crust). The temperatures of
the crust vary from air temperature on top to about 870 0C) in the deepest parts of the
crust. You can bake a loaf of bread in your oven at 177 0 C, at 8710C, rocks begin to melt.
The crust of the Earth is broken into many pieces called plates. The plates "float" on the
soft, plastic mantle which is located below the crust. These plates usually move along
smoothly but sometimes they stick and build up pressure. The pressure builds and the rock
bends until it snaps. When this occurs an Earthquake results!
Notice how thin the crust of the Earth is in comparison to the other layers. The seven
continents and ocean plates basically float across the mantle which is composed of much
hotter and denser material.

UNIT VI-EARTH
LAYERS OF THE EARTH
The Mantle
The mantle is the layer located directly under the sima, the silicate-magnesium middle
layer. It is the largest layer of the Earth, 2900 kilometers thick. The mantle is composed of
very hot, dense rock. This layer of rock even flows like asphalt under a heavy weight. This
flow is due to great temperature differences from the bottom to the top of the mantle.
The movement of the mantle is the reason that the plates of the Earth move! The
temperature of the mantle varies from 871 0C at the top to about 2204 0C near the bottom!
Outer Core
The core of the Earth is like a ball of very hot metals. (2204 0C to 4982 0C) The outer core
is so hot that the metals in it are all in the liquid state. The outer core is located about
4667 kilometers beneath the crust and is about 2250 kilometers thick. The outer core is
composed of the melted metals nickel and iron.
Inner Core
The inner core of the Earth has temperatures and pressures so great that the metals are
squeezed together and are not able to move about like a liquid, but are forced to vibrate
in place as a solid. The inner core begins about 5100 kilometers beneath the crust and is
about 1200 kilometers thick. The temperatures may reach 4982 0C and the pressures are
45,000,000 pounds per square inch. This is 3,000,000 times the air pressure on you at sea
level!!!

UNIT VI-EARTH
LAYERS OF THE EARTH
Activity 4
“Beneath my Feet”
Name ____________________________ Date _______________________

Direction: Draw the interior of the earth. Label and describe each layer. Color
your drawing using crayons.

UNIT VI-EARTH
LAYERS OF THE EARTH
Activity 5
Our Earth Model
Materials:
4 colored papers (e.g blue, brown, yellow, black)
glue or paste, marking pens, pair of scissors
manila paper, protractor (optional)
Procedure:
1. Using colored papers, cut out circular figures that will show the layers of
the earth. One layer should be represented by a certain color.
2. Label each layer with its temperature and thickness.
3. Mount your cut outs on a sheet of manila paper. Include a brief
description of each layer.
4. You may decorate your constructed Earth model.

UNIT VI-EARTH
LAYERS OF THE EARTH
Activity 6
Interesting Facts!
Name _________________________________ Date _____________
Directions: In a journal, write a short paragraph of what you have learned

about the layers of the earth. Include facts that have interested you so much
and include some explanation.

UNIT VI-EARTH
LAYERS OF THE EARTH

Rubric Group Report
Task 4 points 3 points 2 Points 1 point

Component
Identifies Item Identified four Identified two out Identified one out Selected items
layers of the of the four layers of the four layers that are not
earth and gives of the Earth and of the earth and appropriate to be
extremely successfully did not compare compared.
suitable compared the the layers.
comparison. layers.
Comparisons show
creative and
original thinking.
Identifies Accurately gave Accurately gave Accurately gave Selected

characteristics data about data about only data on only one characteristics
temperature, two characteristic that are trivial
thickness and characteristics(te (temperature, and did not
composition of mperature, thickness and address the
the layers of the thickness or composition) of comparison.
earth and composition) of the layers of the
provided unusual the layers of the earth.
insight. earth.

UNIT VI-EARTH
LAYERS OF THE EARTH

Rubric In Assessing Constructed Model
Group Number _____
Category 5 points 3 points 2 points Points
Constructed Model of Model is well Model construction is Model is poorly

the Earth constructed basically adequate constructed
presenting Earth's presenting Earth's containing the main
layers. layers. layers of the Earth.
Materials Model includes Some of the materials Few of the materials

appropriate materials depicted in the model depicted in the model
depicting the earth's are appropriate. are appropriate.
layers. Description on the use Description on the
of chosen material is chosen material is
Description on the use unclear. unclear.
of chosen materials is
clear.
Overall Attractiveness The model is The model is The model lacks

exceptionally acceptably attractive. neatness/attractivene
attractive in terms of ss.
design, layout and
neatness.
Presentation of the Makes a thorough and Makes a presentation Makes a presentation

Model interesting that includes a partial that includes an
presentation that explanation of what incomplete and/or
includes a clear, the model shows inaccurate
accurate explanation about Earth's layers. explanation of what
of what the model the model shows
shows about the about Earth's layers.
earth's layers.
Total Points
Source: http:www.mrconant.org/webquests/insideearth/3dmodelrubric.html

UNIT VI-EARTH
LAYERS OF THE EARTH

Checklist Group Work Performance
Group Number
Indicators
1 2 3 4 5 6
1. The group works to

complete all group goals.
2. Group members respect

each other's ideas.
3. Group members encourage

each other to do the task.
4. Always has a positive

attitude about the task(s) and
work of others.

UNIT VI-EARTH
LAYERS OF THE EARTH
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Elementary Science Grade VI

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Basic Education Assistance for Mindanao

• Mantle - a layer in the interior of Earth or another planet.

Suggested organizational strategies

Opportunities for Integration

Activities in this Learning Guide

Activity 2: What's Inside the Earth?

Activity 3: Layers of the Earth

Basic Education Assistance for Mindanao

Activity 4: Beneath my Feet

Activity 5: Our Earth Model

Activity 6: Interesting Facts!

Key Assessment Strategies

Basic Education Assistance for Mindanao

1. Activating Prior Learning

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Activity 1- “Think Big!”

2. Setting the Context

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Activity 2 – “What's Inside the Earth?”

3. Learning Activity Sequence

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Activity 3- “Layers of the Earth”

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4. Check for Understanding of the Topic or Skill

Activity 4 -"Beneath my Feet”

5. Practice and Application

Basic Education Assistance for Mindanao

Activity 5 “Our Earth Model”

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Activity 6 “Interesting Facts”

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Teacher Resource Sheet 1

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Teacher Resource Sheet 3

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3. Fill in the table below.

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Teacher Resource Sheet 4

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Name ____________________________ Date _______________________

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Directions: In a journal, write a short paragraph of what you have learned

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Teacher Resource Sheet 1

Task 4 points 3 points 2 Points 1 point

Identifies Accurately gave Accurately gave Accurately gave Selected

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Teacher Resource Sheet 5

Constructed Model of Model is well Model construction is Model is poorly

Materials Model includes Some of the materials Few of the materials

Overall Attractiveness The model is The model is The model lacks

Presentation of the Makes a thorough and Makes a presentation Makes a presentation

Basic Education Assistance for Mindanao

Name ______ Date _