LESSON PLAN IN SCIENCE GRADE SIX

I. Objectives:

A. Content Standards
The leaners demonstrate understanding of the effects of earthquakes and volcanic
eruptions
B. Performance Standards
The learners should design an emergency and preparedness plan and kit
C. Learning Competencies/ Objectives (Write the LC code for each.)
Describe the changes on the Earth’s surface as a result of earthquakes and
volcanic. (S6ESIVa-1)

At the end of 50 minute period, 75% of the pupils should be able to:
1. Describe the layers of the Earth

II. Subject Matter:

A. Topic: Identify and describe the layers of the Earth

B. References:
1. Learner’s Materials (not yet issued)
2.

C. Materials: Clippings power point presentation

Manila paper art paper
Chart / tables paste/ masking tape
Activity Sheets scissor
Board markers
Layers of the Earth worksheet
What's the Earth Made of worksheet
Play dough
Inside the Earth worksheet A boiled egg
A butter knife

D. Concepts
• 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 otfhe 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
• 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?

Multiple Intelligences
• Visual/Spatial
• Verbal/Linguistic

Skills
• Grasp meaning
• Interpret facts, compare, contrast
• Organization of parts
Activity 3: Lyears of the Earth

Multiple Intelligences
• Interpersonal
• Visual/Spatial
• Verbal/Linguistic
 Skills
• Grasp meaning
• Generalize from given facts
• Identification of components
Activity 4: Beneath my Feet

Multiple Intelligences
• Visual/Spatial
• Verbal/Linguistic

Skills
• Knowledge of major ideas
• Assess value of theories, presentations
• Generalize from given facts
Activity 5: Our Earth Model

Multiple Intelligences
• Body/Kinaesthetic
• Visual/Spatial

Skills
• Translate knowledge into new context
• Use information
Activity 6: Interesting Facts!

Multiple Intelligences
• Intrapersonal
• Verbal/Linguistic

Skills
• Translate knowledge into new context
• Generalize from given facts

Key Assessment Strategies

• Rubric
• Group Participation Checklist
 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.
 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 negativemcoemnts 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 anerovview how the
learning experience will fit into the larger scheme.
 Background or purpose
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.
Formative Assessment
Checklist Group WoromrkanPceer.f 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.
Background or purpose
Geologists believed that the earth is made up of different layers. Some otfhese
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.
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 omfatter 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 trealvinto 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.
Formative Assessment
Rubric Group Report. See Teacher Resource Sheet 1 page 23.
 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.
Background or purpose
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.
Formative Assessment
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.
Background or purpose
In this stage, pupils are asked to construct their own model of the earth's interior.
 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.
Formative Assessment
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.
Background or purpose
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 awthaereirodfecision-making and learning process.
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 sheetployrlseitmthem 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.
What' Inside the Earth?
What's Inside the Earth?

Teacher Resource Sheet 1

 Teacher Resource Sheet 3
Earthquake Record

Source:http://eqseis.geosc.psu.edu/~cammon/HTML/classes/IntroQuakes/Notes/'
 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
 3. Fill in the table below.

What are the Layers of the earth? How thick? What's the What makes it
(Arranged from the outermost to temperature up?
the 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.

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 oevn 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.
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 ftrhoembottom 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!!!
 “Beneath my Feet”

Name Date
Direction: Draw the interior of the earth. Label and describe each layer. Color your
drawing using crayons.
 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 ceortlaoirn. c
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.
 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.
 Rubric Group Report

Task 4 points 3 points 2 Points 1 point

Component

Identifies Item Identified four Identified two Identified one Selected items
out out
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.
Rubric In Assessing Constructed Model Group Number

Category 5 points 3 points 2 points Points

Constructed Model Model is well Model Model is poorly

of construction is
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 Few of the
appropriate materials materials depicted
materials depicted in the in the model are
depicting the model are appropriate.
earth's layers. appropriate. Description on the
Description on chosen material is
Description on
the use of chosen unclear.
the use of chosen
material is
materials is clear.
unclear.
Overall The model is The model is The model lacks
Attractiveness
exceptionally acceptably neatness/attractive
attractive. ne
attractive in terms ss.
of
design, layout and
neatness.
Presentation of the Makes a thorough Makes a Makes a
and presentation presentation
Model interesting that includes a that includes an
partial
presentation that explanation of incomplete and/or
what
includes a clear, the model shows inaccurate
accurate about Earth's explanation of
explanation layers. 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
 Checklist Group Work Performance

Group
Indicator Number
s
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.
 For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage 1. Activating 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Prior Context Activity Understandin Applicatio
Learning Sequence g n
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