SIOP Lesson Plan Day 1

Standards: CA State Science Standards: 1.b. Students know earth is composed of several
layers; a cold brittle lithosphere; a hot convecting mantle; and sense metallic core.
CA State Language Arts: R 1.3. Recognize the origins and meanings of frequently used foreign words
in English and use these words accurately in speaking and writing.

Theme: Planet Earth.

Lesson Topic: What is Earths Structure (Lesson 1 of 5)

Objectives:
Language: Communicate the steps and results from an investigation in written reports and oral
presentation.
Content: Identify and describe the unique characteristics of Earths different layers by creating a
model.

Learning Strategies:
Metacognitive: Quick Write and Hypothesis
Cognitive: Investigation including notes in Science notebook
Social-Affective: Each group member performs a job and must work together and discuss the
outcome.

Key Vocabulary:
1.

asthenoshphere

2.

crust

3.

outer core

4.

inner core

5.

lithosphere

6.

mantle

Materials:
1.

Science Notebooks

2.

Directions Chart

3.
Materials to make a model of the earth: modeling clay (2 colors), a small marble, metric
measuring tape, scissors, aluminum foil, plastic knife

Motivation: (Building Background)

1.
Quick-Discuss-Prompt: Talk about other models of Earth you have seen, such as the globe.
What layer of Earth do you see when you look at a globe?
2.
Connect to Prior Learning: What other materials they can use to model Earths layered
structure?
3.
What questions do you have about the temperatures of Earths layers? Make a plan to research
your questions, including choosing tools to collect and display data.

Presentation: (language and content objectives, comprehensible input, strategies, interactive

and feed back)

1.
Direct Students to read together and write in their Science notebook the content and language
objective.
2.
Comprehensible Input: Earth has a layered structure. At the surface is a layer of solid rock
called the crust. Below is the mantle, made of softened rock. Below the mantle is the Earths core, a
very dense layer made mainly of iron. By studying Earths structure scientists can predict how the
surface will change. Students will use their science notebook to add vocabulary.
3.

Form students into teacher built groups, to support language and content abilities.

4.
Display directions in written form and read together, for each step of the model making,
including each group members responsibility. Check for understanding.

Practice/Application: (Meaningful activities, interaction, strategies, practice and application,

feedback)
1.
Collaborate: Working with a partner, roll modeling clay into two balls of different colors. Making
one, the size of a golf ball and the other the size of a baseball.
2.
Use Models: The smaller clay ball represents Earths outer core. The marble represents its inner
core. Push the marble into the center of the smaller clay ball and reshape the clay around it. They
will now have a model of Earths two-part core.
3.
Observe: The larger clay ball represents Earths mantle. Using the plastic knife cut this clay ball
in half. Reshape the clay so that this ball can be wrapped around the two-parts core. They will now
have a model of Earths core and mantle.
4.
Measure: Use a measuring tape to find the distance around your model at its equator. Cut a
rectangle of foil equal to that distance in length and one-half that distance in width. Wrap the foil
around the mantle and smooth it out. This thin layer of foil represents Earths crust. Teacher is also
checking to be sure that students are using correct vocabulary as the build the model.
5.

Clean up!

Review/Assessment: (Review Objectives and vocabulary and assess learning)

1.
Have students refer to their Science notebooks, or posted objectives and rate how they met
them in their Science Notebook (1-5 scale, previously practiced)
2.
Check to see that students drawings are accurately labeled; the dimensions of the layers
should be approximately their relative sizes.
3.
Collect their reports and make sure the students reports describe the Earth as having a
layered structure with varying thicknesses.

Extension:
1.
Direct students to check underside of chairs for a sticker (previously place by teacher).
Pull the following questions from the Canned Questions can. Stickered students answer
the following questions (with support from their partner) earning tickets towards a trip to the
Treasure Chest. Questions: How thick is the crust compared to the layer beneath it? What
layer of Earth do you see when you look at the globe?
2.
Exit Ticket: On an index card, Compare and Contrast the different layers. Remember
to use vocabulary words correctly in your response.