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Partnerships Implementing Engineering Education Worcester Polytechnic Institute – Worcester Public Schools

Supported by: National Science Foundation

Understanding the Earth: 6.B.1 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.01

06.SC.ES.04 06.SC.ES.03 06.SC.TE.07

MA Frameworks 6-8.ES.1 6-8.ES.2 6-8.TE.2.1

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.

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Supported by: National Science Foundation Additional Learning Objectives

1. 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.

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 layer’s

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:

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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 9.82 cm (9.8)

Crust: 6415 km 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 don’t know the scale, we don’t know if the thickness on our

drawing means anything. Maybe it’s just a picture and not a “to-

scale” 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!

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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):

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 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

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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

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

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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

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