Developmental Lesson Plan

Teacher Candidate: Kayla Kish Date: Day 3

Group Size: Whole Class Allotted Time 45 min Grade Level 3rd

Subject or Topic: Earths layers

Common Core/PA Standard(s):

S3.D.3.1.2

Describe the predictable patterns of change that occur over time in the observable shape of the
Moon.

3.3.3.B1 -Relate the rotation of the earth and day/night, to the apparent movement of the sun,
moon, and stars across the sky. Describe the changes that occur in the observable shape of the
moon over the course of a month.

Learning Targets/Objectives:
The students will be able to define the layers of the Earth with 95% accuracy.
The students will be able to demonstrate their knowledge of the Earths layers by

Assessment Approaches: Evidence:

1. Definition foldable 1. The students will fill out the definition
2. Watch video and answer the trivia foldable. They will then tape, or glue, the
questions. foldable into their science notebooks. The will
3. The inquiry sheet. title this section Earths Layers.
. 2. The students will watch a video that
discusses the Earths layers. They will then be
asked trivia questions by the teacher. They
will answer the trivia questions on an exit
slip, that they will hand in as they leave the
class.
3. The students will fill out the inquiry sheet
as they experiment the layers of the Earth.

Assessment Scale:
 The students should be proficient in demonstrating their knowledge of the Earths
layers.
The students trivia question will be filled out on their exit slip and will be given to the
teacher as they leave the classroom.
The students foldable will be in their science notebook.

Subject Matter/Content:
Prerequisites:
The students should know that Earth is the planet we live on.
Key Vocabulary:
Crust- Outermost layer of the planet Earth.
Mantle- Layer of the Earth between the Core and the Crust.
Outer Core- Made up of iron and nickel, located between the mantle and the inner
Core.
Inner Core- Made up of iron and nickel just like the Outer Core. It is deepest and the
hottest part of the Earth.

Content/Facts:
The Earth has four layers.
The further down you go, the hotter it gets.
The crust is made up of all kinds of rocks and soil and extends to about 25 miles.
The mantle is made up of a thick, rocky, and solid substance. It is about 1800 miles
tick and is about 85% of the Earths total mass.
The outer core is hot lava and is 3000 miles beneath the Earths surface.
The inner core is a solid ball and extends 900 miles back towards Earth.

Introduction/Activating/Launch Strategies:
The teacher will show the students a model of the Earth and its layers. The teacher will
take the model around the room and will explain to the class that they will be learning
about the Earths layers. The teacher will then ask the students if they have any prior
knowledge about the Earth or its layers.

Development/Teaching Approaches
Discussing Prior Knowledge:
The teacher will discuss the prior knowledge that the class has with them. After the
students had the chance to discuss their prior knowledge, the teacher will pull up the
video that the class will be watching.
Watching the video:
The teacher will state, As we are watching this video, please listen for the key terms
of each layer of the Earth.
Discussing Vocab and working with the foldable:
Once the video is done the teacher will draw the students attention to the front board.
The teacher will then ask for the students to pull out their foldable.
 On the foldable the words crust, mantle, outer core, and inner core will be written on
the flaps. The teacher will also have the above words written on the front board. For
each word, the teacher will ask the students if they know what the definition, or any
key words that go with it. Once the students and teacher discuss each word, one at a
time, the teacher will write the definition of the word on the board. The teacher will
then tell the students to write, or draw the definition under the corresponding flap.
After the students are done with their foldable, they will put it in their science notebook
and will title it Earths Layers.
The Inquiry Sheet:
Next the students will be asked to take out their inquiry sheet. The teacher will go over
the worksheet and discuss what should be done.
The inquiry sheet has three parts.
o 1st part: What I Predict
The teacher will tell the students to either write or draw what they
predict will happen in the experiment.
o 2nd part: What Happened
The teacher will tell the students to either write or draw what happened
during this experiment.
o 3rd part: What I Learned
The teacher will tell the students to either write or draw what they
learned from the experiment.
After the teacher explains the inquiry sheet, she will introduce the experiment.
The Experiment:
The teacher will have an example already made. The students will try to replicate the
model with the materials they were given.
The students will be given a clear cup, chocolate rock candies, graham crackers, red
and yellow food dye, two plastic bags, and a spoon.
After giving the students the materials, allow them to have time to try to replicate their
model by themselves. After the students have completed and are finished, the teacher
will show and explain to the students how she/he made the model, and the students will
then be able to see what they did right and what they did wrong.
First, the students will put the graham crackers into the plastic bag. They will then
close the bag and crush the graham crackers up into fine crumbs.
Next, they will open the bag and will use their spoons to scoop out their crumbs and
line the bottom of the cup with it. The teacher will make sure to announce that this
represents the inner core layer.
After that, the students will mix the yellow and red food dye into the remaining graham
cracker crumbs. They will then use their spoon to scoop the next layer into the cup.
The teacher will make sure to announce that this layer represents the outer core layer.
Next, the students will take the chocolate rock candies and will crush them into a
gravel like material. They will then take the candies out and place them in the cup. The
teacher will announce that this layer represents the mantel.
Lastly, the students will take some of the whole rock candies and will place them on
the top. The teacher will be sure to announce that this layer represents the Earths crust.
After the experiment, the students, if they choose to, may eat their experiment once
they fill out their inquiry sheet.
 o The teacher will have an allergy sheet to make sure the students are not allergic
to the materials being used.
The students will then be asked to put the experiment to the side and to take out their
exit slip.
Trivia Questions/ Exit Slip
The teacher will ask three questions and the students will write their answers on the
exit slip sheet.
o 1st question: What is the hottest layer of the Earth?
o 2nd question: How many layers of the Earth are there?
o 3rd question: What is the crust, the top layer, made up of?
As the students leave the classroom, they will hand in their trivia questions/ exit slip.

Closure/Summarizing Strategies:
The students will be answering the trivia questions on the exit slip sheet.

Accommodations/Differentiation:
The students may draw pictures if they are not able to write, or do not know how to
spell.
The students can ask the teacher for help spelling the words if they need help.

Materials/Resources:
Foldable
Inquiry sheet
Exit slip
Chocolate rock candies
Graham crackers
Spoons
Plastic bags
Yellow and red food dye
Clear plastic cups
YouTube video: https://www.youtube.com/watch?v=eXiVGEEPQ6c

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts