LESSON PLAN IN EARTH SCIENCE

School Pamantasan ng Lungsod ng Year Level BSE Science 2-1

Valenzuela
Teacher Bacelides, Maricel Subject Earth Science
Mate, Lesther John
Nillo, Cavin Euniece F.
Date/Time Grading Period First Quarter/First Grading Period

Content Standard The learner demonstrates understanding of: 3 main layers of earth, The 2 types of
crust, different types of plates, The upper and lower mantle, layers of earth that’s
responsible for geological phenomena, the boundary between mantle and outer
core, the pressure in outer and inner core, the purpose of these layers, and the
relationship between volcanoes, earthquake epicenters, and mountain ranges.
Performance Standard The learners will be able to:
1. shows how to prepare for disasters such as earthquakes, tsunamis, and volcanic
eruptions.
2. suggest ways he/she can help the government reduce damage caused by
earthquakes, tsunamis, and other natural disasters.
Competency The learners should be able to…
1. Describe the internal structure of the Earth;
2. Describe the different types of plate boundaries;
3. Explain the different processes that occur along the plate boundaries;
4. Describe the possible causes of plate movement; and
5. Enumerate the lines of evidence that support plate movement.
Topic "Interior Structure of the Earth"

I. Objectives a. Review the different layers of earth.of the

b. Identify the layer of earth that’s responsible for geological phenomena.
c. Memorize the diagram (inverted Pyramid) of key concepts.
 d. Recall the different types of plates.
e. Discuss and compare the interior of the earth to an egg.
f. Relate the lesson to your life by writing a short reflection paper.
II. Materials Needed ● Laptop
● Mobile device
● Canva

III. Lesson Procedure Teacher’s Activity

A. Preliminaries Teacher: Before we start let us have a little game and little callback. We are sure
that all of you already have a background knowledge about the Interior layers of the
Earth. For now, we will ask you 2 simple questions, and a game before we start our
lesson.

Teacher: First question, what is the thinnest layer of the Earth?

*student/s will answer the correct answer*

Teacher: Correct! It is the Crust! Next question, what are the 2 types of Crust?

*student/s will answer the correct answer*

Teacher: Correct! It is the Continental and Oceanic Crust! Very good class.

B. Motivation Teacher: Let us now play a game. Your task is to find out what is the term hidden in
the set of jumbled letters. Are you ready?

*teacher will wait for a positive response*

Teacher: Great! Let us start!

Teacher: Let us start with our first word! E O C R (CORE)

*teacher will call somebody to guess the word until someone gets the correct
answer*

Teacher: Magnificent! It is the Core, the innermost part of our planet

Teacher: Second one! N O T C E V N O C (CONVECTION)

*teacher will somebody again to guess the word until someone gets the
correct answer*

Teacher: Correct! The word is Convection. It is the process that happens in the
Mantle.

Teacher: Third word! S T A N E H E E R H O S P (ASTHENOSPHERE)

*teacher will call somebody to guess the word until someone gets the correct
answer*

Teacher: Very Good! It is the Asthenosphere, a part of the upper mantle.

Teacher: Final word! O O O I I C C V R H M (MOHOROVICIC)

*teacher will call somebody to guess until someone gets the correct answer*

Teacher: Correct! The word is Mohorovicic, the full name of the boundary between
the Crust and Mantle.
 Teacher: Good job everyone! We like to express our gratitude for participating in
our game! Now that we caught your attention, let us now begin our discussion.

. C. Lesson Proper Teacher 1: Hi, I am ___ and I will be the one to begin this lesson and to discuss the
first part of the 3 major layers of the Earth, the Crust.

CRUST

● Everything that we see directly

● The thinnest part of the Earth
● You can synonymously compare it to apple skin or the shell of a hard-boiled
egg
● Have an average thickness of 40 km but ranges from 5 km-70 km
● There are two types: Continental and Oceanic Crust
Continental Crust

● Thicker on land
● Mainly composed of lighter rocks mainly granite-type rocks and
sediments.
Oceanic Crust

● Can be found at the bottom of the ocean.

● Harder, deeper, and denser than its counterpart due to its composition of
denser rocks like basalt
● The crust is not a one whole piece, it is composed of several broken “plates”
that are either moving towards each other, away from each other, and laterally
to each other.
Convergent Plate Boundary

● Phenomenon where two plate converge to each other

● Happens in subduction zones
● Responsible for the formation of mountains, mountain ranges , volcanoes, and
many others.
Divergent Plate Boundary

● Phenomenon where two plates diverge to each other.

● Responsible for sea-floor spreading and formation of oceans, seas’, ridges,
valleys, and many others.
Sea-floor Spreading

● Phenomenon where a new ocean floor is formed through the mid-ocean ridge
of two oceanic crust.
Transform-fault Boundary

● Phenomenon where two plates slide past each other.

● Every type of plate boundary can cause earthquakes which may also lead to
tsunamis.
Lithosphere

● Culminative Terminology of the crust and the upper mantle

● This is also the main site of geological phenomenon such as continental drift,
volcano formation, mountain formation
Mohorovicic Discontinuity

● Also known as “Moho”

● The boundary between crust and mantle
Mantle

● The thickest layer of the Earth

● Makes up to 84% of Earth’s volume
● Extends for about 2,890 km
● Also divided into parts:
Upper Mantle

● Also known as Asthenosphere

● Extends for about 670 km from where the crust ends.
● Regarded as a “plastic” like layer
Lower Mantle

● extends from 670 to almost 2900 kilometers.

● Both parts of the mantle are not in a steady state, through the process of
convection.
Convection Current

● hot material upwelling towards the surface and cooler material going deeper. It
is generally thought that this convection actually directs the circulation of the
plate tectonics in the crust.
Gutenberg Discontinuity

● the boundary between mantle and outer core

Core

● Innermost part of the Earth

● Further divided into two: outer core, and inner core.
Outer Core

● extends up to a radius of 3,400 km

● about 2,200 kilometers (1,367 miles) thick
● mostly composed of liquid iron and nickel.
● low viscosity fluid unlike the solid inner part
● site of extreme convection current which then results to the production of
Earth’s Magnetic field.
Bullen Discontinuity
● the boundary between outer and inner core
● temperatures reach 6,000° Celsius (10,800° Fahrenheit)—as hot as the
surface of the sun.
Inner Core
● has a radius of 1,220 km
● temperatures approximately at 5,400 °C (9,800 °F)
● pressure are about 330 to 360 gigapascals (3,300,000 to 3,600,000 atm)
● believed to grow slowly ( parts of the outer cools and became part of the inner)
● Solid unlike the outer core because of the intense pressure
 Uses of Earth’s Magnetic Field Created by the Outer Core

● Protects the earth from cosmic radiation coming from the sun
● Without its protection , the earth's ozone layer might get stripped off, increasing
the dangers of ultraviolet radiation.
● Used in navigation

D. Application In order to discover the possible connection between natural geological

phenomenon and the Earth’s interior. We will ask this to the learners.

To sum up everything:
> Why do you think it is important to know what is beneath the earth’s
surface?
Studying the interior of the Earth helps learn about all of these and the processes
that helped create the Earth and currently drive plate tectonics. It will also add
information and data about the relation of our planet to other celestial bodies in outer
space.
> Do you think that the global warming that we are experiencing today is part
of the explosion inside the Earth’s interior? Why do you say so?
 no, because global warming happens in the atmosphere of the earth, which traps
heat from the inside.
> Do you think mining is healthy to the outer layer of the earth?
Mining is the extraction of minerals and other geological materials of economic value
from deposits on the Earth. Mining adversely affects the environment by inducing
loss of biodiversity, soil erosion, and contamination of surface water, groundwater,
and soil. Mining can also trigger the formation of sinkholes. It also affects the
structure of land. It may not directly destroy the crust, but it is gradually harming the
life in its form.
E. Generalization Teacher: Now that we finished our discussion. Can I call someone to simply sum up
that discussion? Anyone?

*The teacher will then call someone to summarize the discussion*

Teacher: Thank you so much! Now that we summarize the discussion, here is the
inverted pyramid of all the information in the discussion.

A diagram of the key concepts of our lesson

 Link:

https://www.canva.com/design/DAE_vXgFU1c/kgd5B1hE44dO30bVhWBnoA/vi
ew?utm_content=DAE_vXgFU1c&utm_campaign=designshare&utm_medium=
link&utm_source=homepage_design_menu

IV. Assessment
Based on your own understanding from the lesson:

Compare the egg’s layer to the Earth’s interior. Write your observation on a piece of
paper and label the counterpart of the Earth’s interior in the form of egg layers.
V. Assignment Reflection:

Relate this lesson in your life. How does the interior layers of the Earth affect your
life or how it may affect you. Write a short reflection paper