Earth's Layers Lesson Review

The objectives of this lesson was for students to be able to identify the crust, mantle, outer core and inner core, describe the crust, mantle, outer core and inner core, and create a model of the layers of the earth. The lesson was introduced by students using knowledge they gained prior to think of how an apple can be used as a model of the earth. Students then constructed a graphic organizer during the lesson that contained the layers of the earth, labels, and a place to write extra facts. Students then showed what they had learned by creating their own model of the earth using ay supplies they could find in the classroom.

Overall I would consider this lesson a success. Students were actively engaged and participating in the activities and discussions. Students were intrigued by the idea that an apple can be used as a model of the earth. Students seemed to enjoy creating their own graphic organizer. They showed this by staying on task, following directions, and we using the new concepts correctly as they were putting it together. Students seemed to pick up on the new concepts quickly and those that were struggling were able to discuss any confusion they had with a friend and get an understanding. At the end of the lesson when I told students they were going to create their own model of the earth using the new information given they were surprised that I did not give any more specific directions. When given the go ahead students quickly jumped up and began looking around the room for any materials they wanted to create their model.

After the lesson was over and students handed in their graphic organizers and model I was pleasantly surprised with what they had created. Overall students put together and labeled their graphic organizers correctly. They were then able to transfer this information into creating their own model. One thing I found very important was to have students share their own models. Originally looking at the models they created it was easy to interpret it different then what they intended. Once the student explained the model, told which layers was which, and why they chose it, it was clear how their model looked like the earth. It was interesting to see how differently students took the freedom to create their own model and what final products they came up with.

Even with students meeting the lesson’s goals there is one thing I would change. My IEP student appeared to struggle with putting together the graphic organizer and labeling the parts. With the guidance of her neighboring students and me she was able to put it together. Next time I would print out the main ideas for each layer and have them cut out and glue to the correct place. I have found I also need to review note taking skills with my students. Some students write down word for word everything I put on the board. In the future I have found that no teacher is going to wait that long for students to take notes, and they are going to have a more difficult time studying them for a test. Other students would only write down a few words and leave out some important information. I feel the students would benefit from a quick note taking review which will also help them in the future.

Unfortunately we currently do not have a way to see inside the earth and no exactly what it looks like under the crust. It can be hard for students to understand something they cannot see which can lead to misconceptions or quickly forgetting the information. A scientific model is a representation of a system that includes important parts of that system to help us think about the phenomena (Kenyon, Schwarz, & Hug, 2008). Giving students a way to see what each layer of the earth looks like and what happens in each layer gives students a visual understanding of what they are learning. When students can use a model they are able to notice patterns and develop and revise representations that become useful models to predict and explain making their own scientific knowledge stronger (Kenyon, Schwarz, & Hug, 2008).

Overall I feel this lesson was successful because students were able to meet the lesson’s objectives using models and graphic organizers. In the future I would consider giving the students the tools they need to create their own graphic organizer as well as giving them more freedom to show what they learned during the lesson.

Reference:

Kenyon, L., Schwarz, C., & Hug, B. (2008). The benefits of scientific modeling. Science&

Children, 46(2), 40–44.