A.

LESSON TITLE:

Whats Inside the Earth?

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
I will be completing a review lesson regarding the four concentric layers of
the Earth with a fifth grade class. This lesson is appropriate for the students at this
time to reinforce and extend their knowledge before moving on to another unit of
study. I did not have the opportunity to do a formal pre-assessment with the students;
however, I spoke to their science teacher about what they covered regarding the
layers of the Earth earlier in the unit. The first time the material was covered, the
teacher used interactive notes, foldables, and review sorts to introduce the layers of
the Earth to the students. It is anticipated that the students have a good grasp of the
material from the first time it was presented. I want to be sure to offer an opportunity
for students to engage with the content in a way that supports their existing
understanding, while also appealing to their interests through engaging in new
activities.
I have observed the students I will teach my lesson with in another classroom
and have a general understanding of their abilities and temperaments. The group I am
working with is the advanced ability group and some of the students are English
Language Learners. I know the students have experience comparing and contrasting
from their language arts class and I plan to draw on this skill to apply their knowledge
of the Earths layers to other layered objects. Many of the students in this group are in
the Concrete Operations Stage of Piagets Theory of Cognitive Development. As ten
and eleven year olds many of them still need concrete representations or symbols to
understand abstract concepts. Because of this, I chose to incorporate a graphic
organizer and use real objects to discuss the Earths layers.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT
GENERATION SCIENCE STANDARDS
Next Generation Science Standards Core Discipline: Earth Systems
Virginia SOL Science Standard 5.7
The student will investigate and understand how Earths surface is constantly
changing. Key concepts include:
a) identification of rock types;
b) the rock cycle and how transformations between rocks occur;
c) Earth history and fossil evidence;
d) the basic structure of Earths interior;
e) changes in Earths crust due to plate tectonics;
f) weathering, erosion, and deposition; and
g) human impact.

Concepts students need to know about: (Nouns)

Earths surface
Rock samples
Major layers of the
Earth
Rock cycle
Rock classification
Plate tectonic
key
boundaries
Igneous rocks
Earths changes over Ocean floor
time
Sedimentary rocks
Fossil evidence
Earthquakes
Metamorphic rocks
Sedimentary rocks
Volcanoes
of VA

Weathering
Erosion
Deposition
Human impact
Negative changes to
Earths surface

Ideas to understand:
Rocks have properties that can be observed, Scientific evidence indicates that Earth is
tested, and described.
composed of four concentric layers-crust,
mantle, outer core, and inner core. The
outer two layers are composed primarily of
rocky material. The innermost layers are
composed mostly of iron and nickel.
Pressure and temperature increase with
depth beneath the surface.
Rocks move and change over time due to
Most earthquakes and volcanoes are
heat and pressure within Earth and due to
located at the boundaries of the plates.
weathering, erosion, and deposition at the
Plates can move together, apart, or slip past
surface. These processes constantly change each other horizontally.
rock from one type to another.
Depending on how rocks are formed, they
Geological features in the oceans and on
are classified as sedimentary, igneous, and the continents are caused by current and
metamorphic.
past plate movements.
Scientific evidence indicates Earth is
Rocks and other materials on Earths
ancient. The age of rocks can be
surface are constantly being broken down
determined reliably. Fossils provide
both chemically and physically. The
information about the past.
products of weathering include clay, sand,
rock fragments, and soluble substances.
Earths thermal energy causes movement of Materials can be moved by water and wind
material within Earth. Large continent-size and deposited in new locations as
blocks move slowly about Earths surface.
sediment.
Humans have varying degrees of impact on
Earths surface through their everyday
activities. With careful planning, the impact
on the land can be controlled.
Skills to be able to do: (Verbs)
Remember
Understand
Apply
Label
Explain
Use

Analyze
Compare

Evaluate
Make
Plausible
Inferences

Create
Design

Describe

Draw

Apply

Identify

Contrast

Create

Differentiate

Solve

Earth's
Surface and
Processes
Earth's
Layers
Changes in
the Crust

Rocks

Plate
Tectonics
D. LEARNING OBJECTIVES
Understand what are the
Know what are the facts,
broad generalizations the
rules, specific data the
students should begin to
students will gain through
develop?
this lesson?
The students will
The students will
understand the
know the order of
characteristics of
the four layers of
Earths four
the Earth.
concentric layers.
The students will
know the
composition of each
layer of the Earth.
The students will
know that
temperature and
pressure increase

Do what are the specific

thinking behaviors students
will be able to do through
this lesson?
The students will
label and describe
the Earths layers.
The students will
compare and
contrast an everyday
object and the layers
of the Earth using a
Venn Diagram.
(Literacy)
The students will
identify the

with depth beneath

the Earths surface.

composition of each
layers of the Earth.

E. ASSESSING LEARNING
Objective
The students will
understand the
characteristics of Earths
four concentric layers.
The students will know the
order of the four layers of
the Earth.

Assessment

Data Collected

As part of the Quick Quiz

students will respond to the
direction, Name the layers
of the Earth from the
outermost layer to the
innermost layer.

To achieve this objective the

student must list the layers
of the Earth in the following
order:
1. Crust
2. Mantle
3. Outer Core
4. Inner Core
To achieve this objective
students must at minimum
indicate that the Crust and
Mantle are composed of
rocky material and the Outer
and Inner Core are
composed of metals.
Students who exceed
expectations will further
include the types of rock
(basalt and granite) and the
types of metal (iron and
nickel).
To demonstrate knowledge
of this objective students
must indicate that
temperature and pressure
increase as depth beneath the
Earths surface increases on
the Layers of the Earth
Graphic Organizer and the
Quick Quiz.

The students will know the

composition of each layer
of the Earth.

As part of the Quick Quiz,

students will name the
materials that make up the
Crust, Mantle, Outer Core,
and Inner Core by
responding to the prompt,
Name the materials that
make up each of the
following layers.

The students will know that

temperature and pressure
increase with depth beneath
the Earths surface.

As part of the Quick Quiz,

students will indicate how
temperature and pressure
change as depth beneath the
Earths surface increases.
The students will select,
increases or decreases
to complete the statement,
As depth increases below
the Earths surface,
temperature The
students will respond to a
similar statement about

The students will label and

describe the Earths layers.

The students will apply

their knowledge of the
Earths layers to compare
and contrast an everyday
object and the layers of the
Earth using a Venn
Diagram.

The students will identify

the composition of each
layer of the Earth.

pressure.
As part of the Layers of the
Earth Graphic Organizer,
the class will discuss and
record how temperature and
pressure change from the
crust to the inner core.
While completing the
Layers of the Earth Graphic
Organizer, the students will
label the layers of the Earth
and describe characteristics
of each layer.

To demonstrate achievement
of this objective, students
must accurately label and
describe characteristics of
the layers of the Earth on the
graphic organizer. An
example will be provided
and it is expected that
students label and describe
the essential information
about the Crust, Mantle,
Outer Core, and Inner Core
accurately. The essential
information is highlighted on
the Layers of the Earth
Information Sheet.
By completing the Applying To demonstrate achievement
Knowledge of Earths
of this objective, students
Layers to Everyday Objects must list at least one
segment of the lesson, the
similarity, one quality
students will compare and
unique to the object of their
contrast the layers of the
choice, and one quality
Earth and another object of unique to the Earths layers
their choosing.
on the Venn-Diagram
handout. Students who
exceed expectations will list
multiple similarities and
unique qualities.
The students will identify
To achieve this objective
the basic composition of
students must respond to the
each layer of the Earth as
Quick Quiz prompt, Name
part of the Quick Quiz
the materials that make up
segment of the lesson.
each of the following
Additionally, the students
layers. They should at
will include the
minimum indicate that the
composition of each layer
Crust and Mantle are
of the Earth on the Layers
composed of rocky material
of the Earth Graphic
and the Outer and Inner Core
Organizer.
are composed of metals.

Students who exceed

expectations will further
include the types of rock
(basalt and granite) and the
types of metal (iron and
nickel). To demonstrate
achievement of this
objective on the Layers of
the Earth Graphic Organizer,
students must write the
composition of each layer of
the Earth on the organizer:
Crust-rocky material,
Mantle-rocky material,
Outer Core- metal, and Inner
Core- metal.
F.

MATERIALS NEEDED
Document camera (cooperating teacher)
Computer (cooperating teacher)
Projector (cooperating teacher)
PowerPoint presentation with images (practicum student)
Layers of the Earth Graphic Organizer (practicum student)
Venn Diagram handout (practicum student)
Quick Quiz handout (practicum student)
Pens and pencils (practicum student or students)
Peach cut in half (practicum student)
Orange cut in half (practicum student)
Tootsie Pop (practicum student)
Blank CD (practicum student)
Pictures of a golf ball, a hard boiled egg, and an onion cut in half (practicum student)
Glue stick (practicum student)
Unsharpened wooden pencil (practicum student)

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Since the layers of the Earth content was covered recently, it is not likely that
many students will have misconceptions about the concept. However, this review
lesson is a good opportunity to clear up any remaining confusion or misunderstanding
students might have. The layers of the Earth are not directly observable and students
may have difficulty understanding this abstract concept initially. We can observe
evidence that is the result of the existence of the layers, but we cannot go outside and
look at the Earths mantle. It is important to make the concept as tangible as possible
for students. Using models, diagrams, and representations are critical to helping
students who are not fully comfortable with abstract thought to explore the concept.

Additionally, students may initially struggle with comparing the Earths layers
to the layers of other common objects like peaches. If the students have difficulty
here I will be sure to provide a few more examples and talk through the thinking
process to scaffold the activity. It is also important to present the content in a variety
of ways, engaging students in the learning process through meaningful and
challenging activities that appeal to multiple learning preferences. I plan to do this by
presenting the information using a graphic organizer, asking the students questions to
promote understanding, and allowing the students to create their own connection
between the concept and another object. More specific questions and procedures
concerning adaptations and differentiation are included in the Procedure and
Differentiation sections.
H. PROCEDURE (35-45 minutes)
Preparation of the Learning Environment
1. I will take a few moments to ensure that all handouts are copied, the PowerPoint
presentation is open and ready to present, and the document camera is ready to go. At
this time, I will ensure the materials needed for the Venn-Diagram portion of the
lesson are readily accessible.
2. I will greet students as they come into the classroom and hand out the Layers of the
Earth Graphic Organizer and Venn Diagram handout.

Engage -Introduction of the Lesson (5 minutes)

1. After the students come in and get settled I will use the Lets Zoom In PowerPoint
presentation with images to introduce the lesson. I will begin by showing an image of
the whole Earth and explain that we are zooming into the Earth. As I go through the
slides, I will encourage students to guess what the next slide will zoom in on. The
second image will be of North America, followed by Virginia, Harrisonburg, and
Skyline Middle School. I will then ask the students, What would we observe if we
zoomed inside of the Earth?

Implementation of the Lesson (approximately 25 minutes)

Layers of the Earth Graphic Organizer: (10-12 minutes)

1. After posing the question at the end of the Engage section, I will direct students to the
Layers of the Earth Graphic Organizer. I will turn on the document camera to record
information about the Earths layers. The purpose of this segment of the lesson is to
explain the layers of the Earth with students input to illicit their prior knowledge and
review the concept. I will ask the students, How is this flat, two dimensional
diagram different from an actual representation of the Earths layers? I will explain
that this diagram is being used to review the different layers of the Earth, but does not
perfectly represent the Earths layers because it is a flat representation. I will explain
that the class will complete the graphic organizer as a group and students should
ensure they write down the information for each of the layers. I will also stress the
importance of participation and sharing of ideas in an effort to engage students in the
activity as much as possible.

2. Beginning with the outermost layer, I will ask the students to recall the name,
composition, and any other knowledge they remember about each layer of the Earth. I
will comment on and record the students contributions in the graphic organizer by
using the document camera. As the discussion progresses, I will pause to ask students
about the meaning of certain vocabulary like, core iron and nickel to ensure that
students understand the vocabulary involved. It is possible that students will not be
able to recall all the essential information that needs to be reviewed for each layer. I
will ask questions to try to activate students memories, but it may be necessary to
contribute a critical fact and explanation if the students cannot remember. For
example, if the students do not remember that the mantle is composed of semi fluid
rocky material I might ask, What is the crust composed of? What do we know the
outer core is composed of? What can that tell us about what the mantle is composed
of? I will consult an information sheet to ensure that all essential aspects of the
concept are included.
3. After each layer has been described I will ask, Which layer do you think has the
hottest temperature? Why? I will follow up with similar questions about the
coolest layer. After discussion I will record that the inner core is the hottest layer and
the crust is the coolest layer. After discussing the temperatures and states (solid,
semiliquid, liquid) of the various layers, I will ask, As we move from the crust to the
inner core, how does the temperature change? Using the graphic organizer I will
highlight the idea that as the distance from the surface increases, the temperature
increases.
4. Following the discussion of temperature, I will ask, Which layer do you think has
the most pressure? What is pressure? Why does the inner core have the highest
pressure? I will follow up with similar questions about the layer with the least
amount of pressure. After discussing the pressures at the various layers, I will ask,
As we move from the crust to the inner core, how does the pressure change? It is
important to emphasize that pressure increases as distance from the surface increases.
Applying Knowledge of Earths Layers to Everyday Objects: (15 minutes)
1. The purpose of this segment of the lesson is to allow students to elaborate on their
knowledge of the layers of the Earth. I will transition from the previous segment of
the lesson by explaining that the students are going to use what they know about the
layers of the Earth to think about how layers of other things are similar to and
different from the layers of the Earth. I will explain that Venn Diagrams will be used
to represent the similarities and differences.
2. I will model an example of the comparing contrasting activity by using a peach that is
cut in half. I will display half of a peach, walking around to ensure that each student
gets a close-up look at the layers of the peach. I will model how to use the Venn
Diagram to compare and contrast the layers of a peach and the layers of the Earth
using the document camera. The students should have some knowledge of Venn
Diagrams as they recently studied comparing and contrasting in language arts.
3. I will ask, How are the layers of peaches similar to the layers of the Earth? If the
students have difficulty, I will introduce the Think About sheet to help them
identify some characteristics that are similarities and differences. The sheet includes
ideas such as: number of layers, size of layers, temperature and pressure, materials

that make up the layers, and shape of the layers. An anticipated student response
might include comparing the skin of the peach to the crust of the Earth. I will help
students communicate that this similarity might be described by saying, Both have a
thin outer layer. I will also discuss how the fruit part of the peach is similar to the
mantle. It is important to emphasize that the core of the peach is different from the
core of the Earth because the Earth has an inner and outer core, while a peachs core
is only one layer. Another difference between the Earths layers and the layers of the
peach may be that temperature and pressure are consistent throughout the peach.
4. After working through the peach example with the students, I will explain that the
students will choose an item to compare and contrast to the layers of the Earth using
the Venn Diagram handout. I will highlight some possible choices for the layer
comparison by showing the students examples. These items will include: Tootsie
Pops, a CD, pictures of a cantaloupe, a hard boiled egg, golf ball, and an onion cut in
half, a glue stick, and a pencil. I will explain that the students should pick one of these
items and complete the Venn Diagram to compare and contrast the layers of the item
and the layers of the Earth. I will explain that students can come to the front of the
room to get a closer look at the items if they want. I will also suggest that students
can think of their own item to compare the Earths layers to. I will explain that the
students are expected to have at least one similarity, and a distinct characteristic for
each side of the diagram. I will ask if the students have questions about what they are
expected to do and allow the students to begin working.
5. I will circulate around the classroom to provide scaffolding for students who need
help and to gain insight to students Venn Diagrams by asking them to explain their
choice and their similarities and differences. If students struggle to identify
similarities and differences I will direct them to their Layers of the Earth Graphic
Organizer or the Think About sheet. I will also encourage them to think about what
one item has that the other item does not have. Students who finish early will be
encouraged to explain their diagram to another student who finishes early. Another
option is to make a drawing that shows the similarities and differences. If there is
extra time at this point in the lesson, I will ask students to share their Venn Diagrams
using the document camera. I will give the students a two-minute reminder when it is
time to wrap up Venn Diagrams.

Closure (5 minutes)

Quick Quiz:
1. I will explain that the students will use their knowledge from the activities completed
in the lesson to think about what they know about the Earths layers. The purpose of
this segment of the lesson is to allow students to reflect on and evaluate their own
learning and preparedness to take a test on this material. I will encourage the students
to think about the information they are sure of and the information they are not sure
of. I will explain that, Thinking about what we know and do not know can help us
figure out what we need to study.
2. I will collect the Layers of the Earth Graphic Organizer and Venn Diagram handout. I
will distribute the quizzes to assess students knowledge of the order of the layers of

the Earth, the composition of the layers, and how temperature and pressure change as
depth increases.
Clean-Up
1. The teacher will collect all materials (layered objects, papers, etc.) used during the
lesson to allow the cooperating teacher to continue with the class period.
I. DIFFERENTIATION

Interest

Content
I plan to engage
students interest
by beginning with
the Lets Zoom In
segment of the
lesson. A detailed
description of this
activity is included
in the procedure

section. This
portion of the
lesson is
interactive and
allows students to
connect their own
personal
geography in
Virginia and
Harrisonburg to
learning about the
layers of the Earth.
The Layers of the
Earth Graphic
Organizer and
Venn Diagram
activities give
students the
opportunity to
recall and relate
the information
about Earths
layers that is most
significant and
memorable to
them. Detailed
descriptions of
these activities are

Process

The lesson
also
incorporates
multiple
presentation
forms. This
gives students
multiple
opportunities to
engage with
the content in
ways that
complement
their learning
preferences
including
visual, written,
and physical
presentation of
the material.

Product
This lesson
incorporates
multiple modes
of assessment
through which
students can
demonstrate their
knowledge.
Students have
multiple and
varied
opportunities to
show what they
know in the
Graphic
Organizer, the
Venn Diagram
and the Quick
Quiz. Multiple
assessment
methods are
included to
appeal to students
multiple learning
preferences. A
detailed
explanation of
each of these
activities is
included in the
procedure section
and templates of
these documents
are attached at
the end of the
plan.
The Venn

included in the
procedure section.

Readiness

This lesson

includes flexible
access points for
students of varying
abilities. In the
Layers of the Earth
Graphic Organizer
activity students
can contribute

The Venn
Diagram
activity
requires
students to
apply their
knowledge of
Earths layers
in a somewhat

Diagram activity
allows students to
make their own
connections
between the
layers of the
Earth and the
layers of another
object. Students
can choose to
compare an
object that is
relevant to them.
Each student will
have a variety of
options to choose
from and the
products students
create will vary
depending on the
object they chose.
A detailed
description of
this segment is
provided in the
procedure
section.
I will also
provide an
opportunity for
students who
finish the Venn
Diagram
comparison early
to draw a picture
to illustrate their
ideas.
For the Venn
Diagram
handout, students
must include one
similarity, and
one distinct
characteristic for
the layers of the
Earth and the

their
understandings,
both simple and
complex. Similarly
in the Venn
Diagram activity,
students can use
varying degrees of
sophistication in
their identification
of similarities and
differences.
The procedure
section of the
lesson plan
includes questions
directed to clarify
students

understanding of
vocabulary like:
core, iron, and
nickel. This is
particularly
important for this
group of students
because a
significant portion
of them are
English Language
Learners.

abstract way.
Some of the
students in the
class will likely
be able to do
this easily, but
providing
actual physical
examples that
students can
examine and
handle will
help make the
activity more
concrete for
students who
need support.
I anticipate that
some students
will finish the
Venn Diagram
activity earlier
than others.
Students who
finish early
will share their
Venn Diagrams
with a peer to
engage with
multiple
comparisons.

object they
choose. For some
students, this will
be an appropriate
challenge, but
other students
should be
challenged to
come up with
additional
similarities or
qualities. Higher
ability students
may also
incorporate less
obvious or more
creative
observations.
Some students
may struggle to
think of
similarities and
differences in the
Venn Diagram
activity. I will
display a Think
About sheet on
the projector that
students can
reference if they
struggle to think
of similarities
and differences.
The procedure
section includes a
description of
how this will be
implemented and
the Think
About sheet is
attached at the
end of the plan.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?

There are a variety of things that can go wrong with this lesson. Of particular
concern is the Applying Knowledge of Earths Layers to Everyday Objects segment of
the lesson plan. This segment of the lesson requires students to apply their knowledge
of the Earths layers by comparing and contrasting the layers of the Earth to another
object. I anticipate that students may have difficulty selecting language to express
similarities and differences in the Venn Diagram. I plan to model some phrases and
key vocabulary during the Venn Diagram example with the peach. I will help students
individually as needed and direct them to consider the Think About sheet and the
Layers of the Earth Graphic Organizer. I also anticipate that this segment of the
lesson might be a time in which students lose focus or begin to talk a lot because
there is a transition to independent work. Discussion is part of the learning process,
but I plan to use proximity control to ensure that discussions are on topic.
Because a limited amount of pre-assessment data are available to determine
this group of students knowledge of the layers of the Earth, it is possible that the
activity could be too easy for the students. Furthermore, the students participating in
this lesson are considered to be in the advanced class. The Applying Knowledge of
Earths Layers to Everyday Objects segment of the lesson is intended to challenge the
advanced abilities of these students by applying their knowledge using higher level
thinking strategies. I am also aware that I have not observed this group of students in
science class, making it somewhat difficult to gauge their science abilities. Allowing
the students to generate the ideas included in the Layers of the Earth Graphic
Organizer and Venn Diagram activity should allow students to access the lesson
where they presently are in their understanding. If the students have a deep
understanding of specific information regarding the layers of the Earth they can share
it and if they have more basic understandings, that information is important to include
as well. Furthermore, in the Venn Diagram activity, the students can describe basic
and obvious similarities and differences or identify numerous and less obvious
similarities and differences.
A portion of this lesson involves relying on a computer, document camera,
and projector to display content. If the projector is not functioning the day of the
lesson, or if any of the devices are not functioning, it is important to create a backup
plan that does not rely on technology. For the Lets Zoom In presentation, I will
have printouts of the images included in the PowerPoint to proceed with that segment
of the lesson. If the document camera does not work, I can complete the Layers of the
Earth Graphic Organizer on the board.
This lesson will be taught during third block and students may be tired by this
point in the school day. The students are returning from their elective courses, so it is
possible they could be excited and hyper. It is important to gauge the students energy
level as they come into the class. I plan to adjust to students energy levels
accordingly by asking the students to close their eyes for a few moments to calm
down or getting them out of their seats to stretch and move in an effort to help them
stay attentive. I observed that this group of students often gets very excited about
learning and they can become quite loud. It may be necessary to use redirection
strategies (Clap once if you can hear me. Or flipping the lights off) to refocus
students attention and control voice level so the lesson can progress.

K. ADAPTING THE LESSON TO INTRODUCE MATERIAL

If teaching this lesson for the first time, I would make adaptations to allow
students to explore their preexisting knowledge of the layers of the Earth. An activity
I might include would begin with the Lets Zoom In presentation and pose a
question at the end of the presentation, What if we continued to zoom in beneath the
Earths surface? Instead of reviewing the knowledge the students already know, I
would plan for them to write about what they think is beneath the surface of the Earth
going all the way to the middle of the Earth. After using their existing knowledge to
make a hypothesis the students will make a drawing, model, or representation that
further explains their thinking. Students could use clay, play dough, crayons, or
colored sand in containers to explain their understanding in a concrete way.
Following the creation of the models, the students will share their models with a
partner. Some examples will be shared with the whole class. After students have the
opportunity to explore their own thinking and hypotheses, the teacher would follow
up by introducing facts and information to help students understand their ideas and
the degree to which they are accurate in a meaningful way. For example, the teacher
could pose the question, Where does the magma in volcanoes come from?
Questions like these will either support or promote dissatisfaction with students
conceptions of the inside of the Earth, setting them up to engage with the accepted
theory of the layers of the Earth. The teacher will then select a strategy to introduce
the content to students in a way that meets their readiness and unique learning needs.

Layers of the Earth Information Sheet

Crust:
Outermost layer
Made of rocky material
Oceanic crust: dense rocks, basalt
Continental crust: less dense rocks, granite
About 6-90 kilometers thick
Mantle:
2nd layer from the surface
Made of rocky material
About 2,900 kilometers thick
Lithosphere: upper part of the mantle and the crust together. Rigid layer of rock.
Asthenosphere: below the lithosphere, soft layer of rock that can flow slowly
500-900 degrees Celsius
Outer Core:
3rd layer from the surface
The molten metal that surrounds the inner core.
This layer is similar to a thick liquid and is made of iron and nickel.
About 2,200 kilometers thick
4,00-5,000 degrees Celsius
Inner Core:
4th layer from the surface
The center of the Earth.
A dense ball of solid metal made of iron and nickel
About 1,250 kilometers thick
5, 000-7,000 degrees Celsius

Think About.
Number of layers
Size of the layers
Temperature and pressure
Materials that make up the layers

Shape of the layers

Name:_____________________
Quick Quiz:
1. Name the layers of the Earth from the outermost layer to the innermost layer.
1.
2.
3.
4.
2. Name the materials that make up each of the following layers.
Inner Core:
_____________________________________________________________________
Outer Core:
_____________________________________________________________________
Mantle:
_____________________________________________________________________
Crust:
_____________________________________________________________________
3. As depth increases below the Earths surface, temperature __________________.
Circle one.
Increases

Decreases

4. As depth increases below the Earths surface, pressure _______________________.

Circle one.
Increases

Decreases

Earths Layers vs. ___________________________________

Earth

Name: _______________________

______________________

Name: _________________________

Layers of the Earth Graphic Organizer

References:
Annenberg Learner. (2014). Interactives: Dynamic Earth. Retrieved March 21, 2015,
from http://www.learner.org/interactives/dynamicearth/structure.html
Lebofsky, A. (2010). Inside Earth. Concord, MA: Delta Education.
National Geographic. (2015). Inside Earth. Retrieved March 22, 2015 from
http://science.nationalgeographic.com/science/earth/inside-the-earth/
National Geographic Education. (2015). Crust. Retrieved March 21, 2015, from
http://education.nationalgeographic.com/education/encyclopedia/crust/?ar_a=1