THE SURFACE AND INTERIOR OF EARTH 8 ALPANA AND HEMA

E- Lesson Plan Template

LEARNING OBJECTIVES
The students will be able to-
Explain how earthquakes are caused
List characteristics of different layers of earth- the crust, the mantle and the core.
Analyse the process of formation of different rocks.
Establish link between different rock formations (Rock Cycle)
Analyse the characteristic features of different rocks.
Appreciate the usefulness of rocks and minerals for human life.

EXPECTED LEARNING OUTCOMES
After reading this chapter the students will –
Have the understanding of inner layers of the earth, minerals and their usefulness in our lives.
Establish links between different rocks formations and classify them on the basis of their characteristics.
CONTENT
Earth’s surface – different physical features, mean sea level, highest and lowest point on earth’s surface.

The Interior of the Earth- ways to study earth’s interior, what is earthquake and how is it caused?

The structure of the Earth- characteristic features of three layers of earth- the crust, the mantle and the core.

The Earth: A treasure of rock materials- types of rocks and the process of their formation.

Minerals- what are minerals, some common minerals and their uses.

Teaching Strategy/ Methodology
EXPLANATION, DIAGRAM PRACTICE, DEMONSTRATION, VIEWING SAMPLES, AUDIO-VISUAL, EXPERIENTIAL LEARNING, DISCUSSION
The teacher will explain the surface and interior of earth with the help of visuals. It will help them to understand that surface of earth is not uniform. It consists of various landforms like mountains, plains, deserts etc. (Use of Atlas)

It will be followed up by a discussion of earthquake. Students will be introduced with new vocabulary like focus, epicentre etc. Special emphasis will be given on inculcating values like compassion, sustainable development. (Use of any newspaper report will help students gain a comprehensive picture of earthquake and the destruction caused by it.)

With the help of video students will be explained about three layers of earth. The video will be played twice.
After the first viewing, the teacher will highlight the main features of each layer. Then the students will be asked to make a table and write down characteristics of each layer.
The second viewing will be used to fill the gaps students had left.
(Assignment sheet 1)

Students will be shown samples of rocks. (Teachers can collect rock samples from chemistry lab). Students will observe and feel the samples which help them to conclude that rocks differ in shape, size colour and texture.

With the help of a video students will be explained that rocks are classified on the basis of process of their formation. The video will be played in segments and students will be asked questions and discussion will follow.

The concept of rock cycle will be done with the help of video. However live example of limestone and marble will be shown in class. (Assignment 2)

Experiential learning by showing samples. Samples of minerals and rocks as they are used in daily life will be highlighted and shown. It will help students appreciate use of these in our daily life. (Pencil tip-graphite, piece of jewellery-gold/silver, monuments/buildings- marble/granite/iron, and common salt.) ( Assignment 3)

NOTE:- YOUTUBE LINKS TO SHOW VIDEOS
Videos\Inside the Earth.mp4    (https://www.youtube.com/watch?v=N9ncfAsmiSg&feature=youtu.be)

Videos\Learn about the Rock Cycle.mp4
(https://www.youtube.com/watch?v=7m8tevimgco&feature=youtu.be)

Tools/Aids/Resources
Pictures of various landforms/ Atlas
Newspaper article on any earthquake
Video on layers of earth
Samples of rocks
Video on rock formation
Articles of daily use highlighting use of rocks and minerals.
Assignment
Vocabulary
Geologist
Mean sea level
Seismic waves
Focus
Lava
Magma
Fossil fuels
Mineral
Values
Learn from the past and prepare for future.
Effect of human actions on environment in relation to earthquakes.
Human values displayed at time of disaster.
Conservation of resources in respect to minerals.










Assessment technique
Interdisciplinary/multidisciplinary activities

EARTHQUAKE: A NATURAL DISASTER



RUBRICS FOR THE ABOVE ACTIVITY-
Relevance of the research on earthquake safety and earthquake resistant buildings.
Presentation of brochure and the map.
Accuracy in locating places in the map.
2. Concept Map- Rubrics: Accuracy in filling the blanks.
3. Crossword- Rubrics: Accuracy of answers provided.

4. Diagrams- Rubrics: Neatness of the diagram
  Accuracy of making the diagram
  Accuracy in labelling the diagram

5. Assignments- Rubrics: Accuracy in solving the assignments



2. Assignments
Assignment 1(For all- to be used during the chapter)
Assignment 1
Q1. Complete the following concept map:-







Assignment 2 (For all- to be used during the chapter)
ASSIGNMENT 2
Q1. Label the following diagrams:
Label the layers of the Earth’s interior. Also mention the thickness of each layer.









Fill in the blanks to complete the rock cycle.











Assignment 3(For all- to be used during the chapter)
Assignment 3
























































Assignment 4(For differentiated learning)
Assignment 4


Assignment 5 (Research based assignment for high achievers)
Assignment 5

Q1. Locate and label the states where the following minerals are found:
Iron ore
Mangenese
Copper
Mica
Coal
Mineral oil
Gold
Aluminium


Assignment 6 (Concept mapping for slow learners)
Assignment 6

Q1. Complete the following web charts:

Fill up the following features:





b) Complete the following to show the formation of sedimentary rocks:









c) Fill up the following blanks:












Assignment 7(Crossword puzzle for slow learners)
Assignment 7
Q1. Complete the following crossword puzzle:
Hints:-
Across:
The highest point on the Earth’s surface.
3.  The thin solid layer covering the outside of the Earth.
4. The innermost part of the Earth.
6. The hot molten material that comes out due to heat and pressure.
8. It means ‘coming out of fire’.
Down:
The thick layers of rock beneath the crust.
The study of earthquakes.
5. Naturally occurring solid substance made up of a mixture of minerals.
7. Hot molten material present inside the Earth.
9. Rocks rich in silica and aluminium. 






Follow Up /Remedial Strategy
ON THE BASIS OF THE STUDENTS PERFORMANCE IN THE CLASS ASSIGNMENTS, CLASS RESPONSE FORMATIVE ASSESSMENTS; THE TEACHER WILL ENLIST THE COMMON ERRORS COMMITTED BY THE STUDENTS.
THE ERRORS CAN BE BROADLY OF TWO KINDS:
-THE CONCEPTUAL ERRORS
-THE ASSIGNMENT BASED ERRORS.
THE CONCEPTUAL ERRORS:
- DIFFERENCE BETWEEN MAGMA AND LAVA.
- THE CONCEPT OF MEAN SEA LEVEL
- DIFFERENCE BETWEEN P WAVES AND S WAVES
- DIFFERENCE BETWEEN SIAL AND SIMA
- DIFFERENCE BETWEEN IGNEOUS, SEDIMENTARY AND METAMORPHIC ROCKS.
- DIFFERENCE BETWEEN INTRUSIVE AND EXTRUSIVE IGNEOUS ROCKS
- EXAMPLES OF IGNEOUS, SEDIMENTARY AND METAMORPHIC ROCKS.
- UNDERSTANDING THE ROCK CYCLE.

THE ASSIGNMENT BASED ERRORS:

-THE CONCEPTUAL ERRORS COMMITTED IN THE ASSIGNMENT CAN BE DISCUSSED AS PER OUR LESSON PLANNING.
REMEDIAL STRATEGY TO RECTIFY THE ERRORS

THE REMEDIAL STRATEGY FOR THE ERRORS LINKED UP WITH THE UNDERSTANDING OF THE QUESTIONS, GIVEN IN THE ASSIGNMENT HAS TO BE PLANNED AFTERWARDS.

PRACTICE CAN BE GIVEN FOR CORRECTING THE SPELLING MISTAKES AND BRINGING ACCURACY AND NEATNESS IN THE DRAWING OF DIAGRAMS.

PEER GROUPS CAN BE MADE TO HELP THE WEAK STUDENTS

CORRECTION OF THE MISTAKES MUST BE DONE IN THEIR NOTEBOOKS.

DISCUSSION OF CONCEPTUAL ERRORS
         TWO FOLD APPROACH CAN BE ADOPTED:
REPEATING THE EXPLANATION OF THE TOPIC WHICH IS ADOPTED
BY MOST TEACHERS.
               
ADOPTING NEW TECHNIQUES TO EXPLAIN THAT CONTENT WHICH IS EASIER FOR THE STUDENTS TO GRASP.

COMPONENTS OF NEW TECHNIQUES:
SHOWING SOME MORE RELEVANT VIDEOS ON CONCEPTS LIKE ROCK CYCLE AND STRUCTURE OF THE EARTH.

GIVING THE HANDS ON EXPERIENCE OF THE EGS. OF VARIOUS ROCK TYPES AS STUDENTS DO REMEMBER WHEN THEY TOUCH SOMETHING BY CONDUCTING SOME PLAYFUL ACTIVITIES.


USE OF ROLE PLAY TECHNIQUES FOR EXPAINING THE CONCEPTS LIKE LAVA AND MAGMA.

USE OF MNEMONIC TECHNIQUES FOR UNDERSTANDING CONCEPTS LIKE DIFFERENCE BETWEEN P WAVES AND S WAVES, DIFFERENCE BETWEEN SIAL AND SIMA, ETC


EXAMPLES CAN BE GIVEN TO EXPLAIN THE CONCEPT OF MEAN SEA LEVEL AND THEN STUDENTS CAN BE CALLED TO EXPLAIN THE SAME ON THE BLACKBOARD.

ANALOGY CAN BE MADE BETWEEN THE WATER AND THE ROCK CYCLE.


BLACK BOARD ACTIVITY CAN BE PLANNED.

USE OF DIAGRAMS CAN BE EMPHASIZED TO UNDERSTAND THE CONCEPT OF INTRUSIVE AND EXTRUSIVE IGNEOUS ROCKS.


POST DISCUSSION OF BOTH CONCEPTUAL AND ASSIGNMENT BASED ERRORS:

ANOTHER REMEDIAL ASSIGNMENT BASED ON THE COMMON ERRORS SHOULD BE GIVEN TO THE STUDENTS WITH A SLGHTLY LESSER DIFFICULTY LEVEL IN THE FORM OF THE WORKSHEET.
THIS ASSIGNMENT MAY BE CHECKED BY THEIR PEERS IN THE
PRESENCE OF THE TEACHER WHERE THETEACHER WOULD BE
DISCUSSING ALL THE CORRECT ANSWERS.

IN CASES WHERE THERE WOULD BE IMPROVEMENT THEY SHOULD BE APPRECIATED IN FRONT OF THE CLASS.

IN CASES, WHERE THERE IS NO IMPROVEMENT OR DETERIORATION, THEY SHOULD BE GIVEN SEPARATE REMEDIAL CLASS.


THE STUDENTS WHO ARE EXTREMELY WEAK AND STILL NOT IMPROVE, SHOULD BE COUNSELLED BY THE TEACHER AFTER LISTENING TO THEIR PROBLEMS.THEIR PARENTS MAY BE CALLED FOR A DIALOGUE.