EDRD 6150 Lesson Plan- 2

Your Name: Tiandra Harris-Canty_

Standard:
S6E5 a. Ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core,
including temperature, density, thickness, and composition.

Objective(s):
 Students will understand how the layers of the Earth are different and similar.
 Students will be able to identify the key features of each layer including the temperature,
density, thickness, and composition.
 Students will be able to explain how temperature and pressure increase from Earth’s crust
to the Earth’s core.

Specific Literacy Strategy or Strategies (Name and describe how you used the strategy.)
 Quick Write (5-7 minutes)- Students will be given 5-7 minutes to write on the prompt
given.“Do you think it is possible to dig your way through the ground to the other side of
the Earth? Explain why or why not?
 Trade book: Journey to the Center of the Earth Audiobook student will use the audio to
help with their thoughts on the writing prompt.
 Turn and Talk- a timer will be for students to discuss the prompt that was given. When
the time is up, partners will share out their thoughts and ideas from their discussion. They
will explain whether they agreed or disagree and if they disagreed, if the come to a
common ground.
 RACE (restate the question, answer the question, cite the source, explain your answer)-
using the notes for the gallery walk, the videos, and trade books students will review the
question for the opening or the question for yesterday’s closing.
o “Do you think it is possible to dig your way through the ground to the other side
of the Earth? Explain why or why not?
o How does pressure and temperature change between the layers of the Earth?
(How does pressure and temperature change as depth increase?)

Hook/Introduction: (10 minutes)

 Lesson will begin by stating the objectives of the class.
 Teacher will the vocabulary from preview lesson (foldable).
 Teacher will show students the movie trailer for “Journey to the Center of the Earth” and
listen to the Audiobook.
 Teacher will ask students to identity the things that could be factual/accurate and those
that are fictional.
 Students will be chosen to share out their responses to the class.
 Teacher will link the move trailer to the question displayed on the board.
 Teacher will bring students attention to the question displayed on the board: “Do you
think it is possible to dig your way through the ground to the other side of the Earth?
Explain why or why not?
 Students will use prior knowledge and hook discussion to complete the quick write in
their notebook.
 Teacher will review the quick write protocol.
 Teacher will walk around and monitor students as they write.
  After the timer, students will be directed to turn and talk to their elbow partner. Teacher
continue to monitor students and listen to the responses.
 Class will reconvene as a while to discuss student responses. Students will be selected
based on teacher sequencing to respond.

Step By Step Methods:

Modeling/Techer Instruction (10 minutes)
 Teacher will instruct students on how to create the foldable. Each layer will have a flap,
that will include composed of, temperature, depth, and other fact.
 Explain will be displayed on the board.
 Teacher will review the gallery walk protocol, giving students the expectations and
answer any questions that students may have before starting the activity.
 Teacher will group students in flexible groups.
Group practice (20 minutes)
 Guided Gallery Walk-Students will information about each layer of the Earth
(composition, depth/thickness, temperature, other interesting facts) through a gallery
walk. complete the Layers of the Earth foldable with the terms: crust, mantle, lithosphere,
asthenosphere, inner core, outer core.
 Teacher will inform students to complete the foldable as they arrive at each station. Each
layer will have a separate station (asthenosphere and lithosphere will be at the same
station).
 Teacher will walk around the room as students participate in the gallery walk, stopping
casually to check in, listen to student dialect, asking questions and explaining when
needed.
 Students will get 4 minutes max at each station, before rotating. Students will only rotate
when the alarm stounds. If students’ do not need the entire 4 minutes, the timer will
sound early to limit distracting conversations.
 Once all stations are complete, students will be released by groups to return to their seat.
Independent Activity (10 minutes)
 Layers of the Earth Summarizer- Students will use the information on their foldable to
complete the summarizer.

Closing/Homework (5 minutes):
 Teacher will ask students to locate their sticky note from closing the previous day.
Teacher will ask students to review their answer and based on their new knowledge to
answer the question again in a different color using the RACE strategy.
 Teacher will select students to share both their initial answer and their final answer.

Assessment:
 Layers of the Earth Summarizer
 Closing oral review
 Students will be assessed throughout the lesson by how they answer questions and how
they participate in group discussions.
Materials Needed:
 Journey to the Center of the Earth YouTube trailer, students foldable, galley walk posters,
timer/stopwatch, Layers of the Earth summarizer