UNIT
Earth’s Layers
Unit #
2
TEACHER
GRADE
6
Caldwell
UNIT LEARNING GOAL
Students will be able to identify and differentiate among Earth’s spheres, describe the layers of solid Earth and know that changes
in Earth’s features result from events occurring within and between Earth’s layers.
UNIT OBJECTIVES
Objectives: The student will be able to:
- identify and differentiate between the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
-describe the layers of solid Earth and know their interactions cause events that change Earth’s surface (e.g. volcanoes, earthquakes,
etc).
ESSENTIAL QUESTION
How do the interactions of Earth’s spheres affect life on Earth?
What challenges do scientists face in exploring Earth’s interior?
ESSENTIAL CONTENT AND UNDERSTANDING
The student should be able to…
Students should be able to:
r of
the Earth
UNIT VOCABULARY
Geosphere
Cryosphere
Hydrosphere
Atmosphere
Biosphere
CHUNKING THE UNIT
WHAT
INTRODUCING THE UNIT
EXPANDING KNOWLEDGE
ASSESSMENT
HOW
Jigsaw, videos
Thinking maps, Foldables
Informal assessment , performance task
LEARNING STRATEGIES UTILZED
Interactive Science Notebook (ISN), inquiry labs, thinking maps/charts/graph/organization tools, multi-media,
Cornell Notes, cooperative groups.
BENCHMARKS
SC.7.E.6.1 – Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic
liquid and solid cores.
SC.6.E.7.2: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather
patterns and climate.
SC.6.E.7.3: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms
such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.6: Differentiate between weather and climate.
SC.6.E.7.9: Describe how the composition and structure of the atmosphere protects life and insulates the planet.
SUPPORT STANDARDS
LANGUAGE ARTS
MATH
x LAFS.68.RST.1.3 (multi step procedure)
MAFS.6.EE.3.9 (variables)
LAFS.68.RST.2.4 (meaning of symbols & terms)
MAFS.6.SP.2.4 (plotting data)
LAFS.68.RST.3.7 (express info visually)
MAFS.6.SP.2.5a (number of observations)
LAFS.68.RST.3.8 (observation vs inference)
MAFS.6.SP.2.5b (units of measurement)
LAFS.68.RST.3.9 (compare info from experiment)
MAFS.6.SP.2.5c
LAFS.68.WHST.1.2 (writing scientific procedures)
x LAFS.6.8WHST.2.4 (writing)
LAFS.68.WHST.2.6 (Use of technology)
x LAFS.7.L.1.1d (info expressed by others)
ESOL
x Extended time
RTI
Test Corrections
Preferential seating
Proximity
Modeling
TOWER - writing
strategies
Language / Vocabulary
Games
Use of analogy
Read directions aloud
Provide student choices
Students paraphrase
directions
Alternative test settings
or small group testing
expectation review
Peer assistance
Check for comprehension
Organizational strategies
Leave class for assistance
Use of partners /
collaborative groups
planned movement
guided practice
Use of learning centers
or centers / stations
Organizational strategy sorting (information)
ESE
Making use of context clues
Using multi-media
Using linguistic modifications
Individualized instruction and
assistance
Peer tutoring
Using written and pictorial
forms to teach
Adjusting or shortening
assignments
Hands-on experiences
Small group instruction
Cooperative learning groups
Defining content area language
or terms
Using alternative assessments
Reducing directions to steps or
parts
Using role-play
Adapting written text and
materials to facilitate
comprehension
Other strategies