Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation

Understanding the Earth: 6.B.1 The Earths Layers

Grade Level Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks

6 2 approximately 45 minutes each N/A Whole class N/A 06.SC.ES.01 06.SC.ES.04 06.SC.ES.03 06.SC.TE.07 6-8.ES.1 6-8.ES.2 6-8.TE.2.1 Crust, Mantle, Core

MA Frameworks

Key Words

Summary Students will investigate the layers of the earth while learning to construct a to scale drawing/model of these layers. Students will also learn how to use a compass (to draw circles) during this exercise. In an additional lesson they can create a model of the earth, and design a way to display their creation. Learning Objectives 2002 Worcester Public Schools (WPS) Benchmarks for Grade 6 06.SC.ES.01 Recognize, interpret and be able to create models of the earths common physical features in various mapping representations, including contour maps. 06.SC.ES.03 Describe the layers of the solid earth, including the lithosphere, the hot convecting mantle, and the dense metallic core. 06.SC.ES.04 Use a Styrofoam ball and paint to construct a cross-section model of the earth. 06.SC.TE.07 Identify and explain the steps of the engineering design process, e.g., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign.

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation

Additional Learning Objectives 1. 6-8.ES.1 Recognize, interpret and be able to create models of the earths common physical features in various mapping representations, including contour maps. 2. 6-8.ES.2 Describe the layers of the solid earth, including the lithosphere, the hot convecting mantle, and the dense metallic core 3. 6-8.TE.2.1 Identify and explain the steps of the engineering design process, e.g., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign. 4. To teach the students about the different layers of the earth and each layers thickness. 5. Use a Styrofoam ball and paint to construct a cross-section model of the earth. 6. To stress the idea of a to-scale model in the design process, while also learning the importance of a diagram in design. 7. To help the students learn about proportions and to be able to use a compass. Required Background Knowledge None Essential Questions 1. How can you construct a picture of the earth so that an exact replica might be created from your picture, right down to the thickness of each layer? Introduction / Motivation The teacher can introduce the concept of building a model to scale. Procedure Activity 1: 2

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation

1. Make sure each student has a piece of paper, crayons, a ruler and a compass. 2. Discuss the scale we will be using for our drawing. In our case 650 km/cm so each centimeter on our paper will represent 650 km. Pass out Layers of the Earth if necessary. 3. Start with the inner core. Ask how thick it is. Explain that in order to find out how many centimeters we will need we need to divide by our scale. Ask what the thickness (1201 km) divided by 650 is. We will need 1.86 or 1.9 centimeters on our paper. 4. Have each student put a dot in the center of his or her paper (can do this by eye) then measure out 1.9 cm from the dot and place another dot. Now we will use our compass to draw a circle of radius 1.9 cm. (This may require some help from the teacher.) 5. Now to do the next layer we will need to add the thickness of the first and second layers. In this case the outer layer will be at 3480 km or 5.35 cm. 6. Have the students now measure 5.4 cm from their center dot and again construct a circle as they did in step 4. 7. Repeat step 5 and 6 for the mantle and crust. Mantle: 6380 km Crust: 6415 km 9.82 cm (9.8) 9.87 cm (9.9)

8. Have the students go back and color each of their layers a different color and label each layer appropriately. 9. Talk about how they might be able to use this drawing to create an accurate 3D model of the earth. Make sure everyone writes the scale on the back of his or her drawing. Possible discussion: a. Why is it important that we know the scale that we used? i. If we dont know the scale, we dont know if the thickness on our drawing means anything. Maybe its just a picture and not a toscale drawing. b. If you gave your drawing to someone else and told them the scale you used could they figure out what the thickness of each layer is? i. Sure!

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation

c. Why might this be important for engineers and designers? i. Designers need someone to build their design. If they give someone a design with no scale or measurements, the person wont know how big or small each part has to be. Sometimes the measurements on parts have to be very precise! Activity 2(may be done in groups of 3-4 if desired): 1. Once the Styrofoam balls are purchased, cut them in half with a serrated knife; one half for each student. 2. Have the students estimate what each layer would look like on their Styrofoam ball and pencil it on before painting each section. 3. Tell the students they will be designing a way to display their creation, and that it must be labeled appropriately. 4. Using materials available in the classroom and kit, have the students create their display. Suggest that it can be put on display in any way they would like (on the wall, sitting on a table, hanging from ceiling, etc.) 5. Have them sketch their designs on paper before creating their display. 6. Students may present their designs with the classroom. Materials List Materials per class
Paints

Amount
Numerous colors

Location
Art and Craft Store (ex. Michaels, A.C. Moore)

Materials per student

Paper (8.5 x 14) Crayons Ruler Compass Calculator (optional) (1/2) Styrofoam ball (size optional)

Amount
1 sheet 4 different colors One 1 1 1 Classroom Classroom Classroom Classroom Classroom

Location

Art and Craft Store (ex. Michaels, A.C. Moore)

Vocabulary with Definitions None

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation

Assessment / Evaluation of Students Conduct a class discussion where students say how you could use their design to construct a real scaled model of the earth. Also talk about the importance of having a model that is scaled before you build something (maybe they didnt realize how thin the earths crust is). Collect students scaled models and see how true they are to the earths dimensions. Lesson Extensions The instructor might 1. Use this lesson as an introduction to the other lessons in this unit. 2. Distribute Be a Scientist, How can a mountain sink? for an in class activity or an activity to try at home. 3. Distribute Be a Scientist, How is an egg like the earth? for an in class activity or an activity to try at home. Attachments 1. Layers of the Earth 2. Be a Scientist, How can a mountain sink? 3. Be a Scientist, How is an egg like the earth? Troubleshooting Tips None Safety Issues None Additional Resources None Key Words Crust, Mantle, Core

Name: ______________________________

Date: ________________

Layers of the Earth

Name: _______________________________

Date: __________________

Be a Scientist How can a mountain sink?

Be a Scientist Activity taken from DiSpezio, M. Destinations in Science. Pearson Prentice Hall

Name: _______________________________

Date: __________________

Be a Scientist How is an egg like the earth?

Be a Scientist Activity taken from DiSpezio, M. Destinations in Science. Pearson Prentice Hall