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Worcester Polytechnic Institute – Worcester Public Schools Partnerships Implementing Engineering Education Supported by: National Science Foundation
Understanding the Earth: 6.B. The Earth’s Layers
Grade Level 6 Sessions 2 – approximately 45 minutes each Seasonality N/A Instructional Mode(s) Whole class Team Size N/A WPS Benchmarks 06.SC.ES. 06.SC.ES. 06.SC.ES. 06.SC.TE. MA Frameworks 6-8.ES. 6-8.ES. 6-8.TE.2. Key Words Crust, Mantle, Core
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 earth’s 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.
Worcester Polytechnic Institute – Worcester Public Schools Partnerships Implementing Engineering Education Supported by: National Science Foundation Additional Learning Objectives
- 6-8.ES.1 Recognize, interpret and be able to create models of the earth’s common physical features in various mapping representations, including contour maps.
- 6-8.ES.2 Describe the layers of the solid earth, including the lithosphere, the hot convecting mantle, and the dense metallic core
- 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.
- To teach the students about the different layers of the earth and each layer’s thickness.
- Use a Styrofoam ball and paint to construct a cross-section model of the earth.
- To stress the idea of a “to-scale” model in the design process, while also learning the importance of a diagram in design.
- To help the students learn about proportions and to be able to use a compass.
Required Background Knowledge
None
Essential Questions
- 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
Worcester Polytechnic Institute – Worcester Public Schools Partnerships Implementing Engineering Education 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 won’t 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):
- Once the Styrofoam balls are purchased, cut them in half with a serrated knife; one half for each student.
- Have the students estimate what each layer would look like on their Styrofoam ball and pencil it on before painting each section.
- Tell the students they will be designing a way to display their creation, and that it must be labeled appropriately.
- 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.)
- Have them sketch their designs on paper before creating their display.
- Students may present their designs with the classroom.
Materials List
Materials per class Amount Location Paints Numerous colors Art and Craft Store (ex. Michael’s, A.C. Moore)
Materials per student Amount Location Paper (8.5 x 14) 1 sheet Classroom Crayons 4 different colors Classroom Ruler One Classroom Compass 1 Classroom Calculator (optional) 1 Classroom (1/2) Styrofoam ball (size optional)
1 Art and Craft Store (ex. Michael’s, A.C. Moore)
Vocabulary with Definitions
None
4
Worcester Polytechnic Institute – Worcester Public Schools Partnerships Implementing Engineering Education 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 didn’t realize how thin the earth’s crust is). Collect student’s scaled models and see how true they are to the earth’s dimensions.
Lesson Extensions
The instructor might
- Use this lesson as an introduction to the other lessons in this unit.
- Distribute Be a Scientist, How can a mountain sink? for an in class activity or an activity to try at home.
- Distribute Be a Scientist, How is an egg like the earth? for an in class activity or an activity to try at home.
Attachments
- Layers of the Earth
- Be a Scientist, How can a mountain sink?
- 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: __________________
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
