Name of the Teacher Date Level of the class Length of lesson

Kesia Kerspay 27 March 2023 6 to 7 years old 60 minutes

Topic: The Earth and its layers
Learning Outcomes:

At the end of this lesson, most students will be able to:

• identify the different layers of Earth
• classify the layers of the Earth

• discuss the layers of the Earth

Materials:
• PowerPoint
• Interactive games
• Pictures
• Word cards of the different layers of the Earth
• Student handout
• Globe
• Colouring pens
• White board
• Chart

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Content: Communication:
Students will learn, use, and understand…
Students will be able to…
• Identify the various layers that are covered in the lesson. Understand their • Language of: The language used to describe the world's geography,
importance. including the continents, oceans, air, and islands. The input stage is
• They can then describe the layers according to what they see. ideal to practice this language. Although the atmosphere and island
will not be explained in detail, the input stage provides a good
• To show understanding and learning, identify the appropriate layer by opportunity to practice this language.
matching the various items.

• Language for: 'It’s ...' / 'Is it ...?' is a general vocabulary word used
to describe a situation or concept. This language is used to describe
the various words that are used in an input sentence. For instance,
"It’s blue air" or "Is it cold water." Having the students describe the
words will help them understand the language and where it needs to
be improved. The task stage is ideal for developing this skill.

• Language through: describes a situation or concept. Through this,

the listener can see that there is something or someone else
involved. This language involves using objects or things that are part
of a layer. For instance, birds fly in the air or fish swim in water. This
type of language can be used in the output stage.

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Cognition: (*remember to include the Bloom stages students will be using)
• To learn about the different layers of the Earth,
• They will be able to identify different parts of the earth using the Bloom
stages.
• Students will have to remember to evaluate and identify the characteristics.
• Understanding the various layers of the Earth is very important to ensure
that life can thrive on this planet.
Culture:
• To understand the layers of the Earth.
• They must first familiarize themselves with the earth’s appearance.
• They will also learn how life is impacted by these materials.
• To understand the various layers of the Earth and how they contribute to our
survival and existence.
• Through this course, learners will understand the importance of protecting
the Earth.
• They will also know that this target language, which is global, is applicable to
everyone they share the planet with.
• Learners will also need to understand the target vocabulary words,
regardless of where they are in the world.

Assessment Criteria: To demonstrate their understanding of the various layers of the Earth, students will match objects to the different sections of the planet. They
will be able to classify the Earth using visual representations and sentences.

Stage Name Time Interaction Teacher’s Students will… Materials

Pattern procedure

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Introduction 3 T-S The teacher will Greet teacher and Globe
minutes welcome the classmates and listen Colour printable paper
students. to instructions. Colouring pencils
As an Ice breaker the Ice breaker:
teacher will ask theIn this Ice breaker,
students a question:students will be
asked two different
What do you know questions and they
about the layers of will be allowed to
the earth? answer the
questions.
With a show of
hands, the teacher Students will
will allow the receive colour
students to answer.
printable paper and
colouring pencils
This will give the
teacher a sense of
from the teacher
their prior and wait upon
knowledge. instructions.

The teacher will than

show the student an
earth globe and ask
them do they know
what is inside?

Students will get the

opportunity to
answer.

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 The teacher will
hand out a colour
printable, note sheet
and colouring
pencils to the
students

Activating 5min T-S The teacher will ask Students will listen All the images shown are from Google Images.
knowledge S-T the students if attentively raise White board
everyone received questions if they do Note sheet
the colour printable not completely Colour printable sheet
papers and colouring understand and
pencils. follow the teacher’s
explanation on the
If everyone received colouring page that
it the teacher will was handed out.
proceed.
This will help the
The teacher will start teacher determine
with the explanation their understanding
of the topic by As students finish
saying: The earth is colouring the core,
composed of three the teacher will see if
layers. Its core is
the students have any
located at the
doubts of the topic.
centre.

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As the teacher talk
about the various
layers of Earth, she
will draw each one
on the board.

The teacher will than

continue explaining
that the inner and
outer core are made
up of iron,
respectively, which is
a solid metal and a
liquid.

The teacher will ask

the students if they
have any doubts
about the word
"iron" and explain it
to them.

The teacher will at

this time instruct the
students to colour
the core yellow!

At this time the

teacher will evaluate
if there is any

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 confusion amongst
the students.

(and so the rest of

activity sheet will be
completed)

Input: 5 min T-S The four words After Teacher, repeat Colour printable sheet
Introducing S-T, introduced by the words with the Colouring pencils
words S Teacher in the colours
above-mentioned corresponding to the
activity describe the input. For instance,
various layers of the inner core is yellow,
Earth. Outer core is cream
mental is orange and
• Inner Core the crust is green and
• Outer Core blue/
• Mental
• Crust

Task 10 min T–S Through a Students will already Colouring pencils

worksheet, students be placed in groups
S–S
will be able to of 4. The activity image used in this lesson were taken from Google images

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 connect their Teacher will ask
learned vocabulary students to complete
the worksheets in a
group together.

Checking 7 min T-S To test Students will answer White board

understanding S-T understanding the questions the
teacher will ask teacher will ask to
concept checking check if the grasp the
question like: concepts.

Do you think we live Students will raise

in the inner or outer their hands to answer
core? with the help of the
group members.
If not the inner or
outer core, do we
live in the mantal?

If not the mantal,

where do we live?

Why do you think we

live in the crust?

If the students still

find it difficult to
understand the
teacher will use the

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 onion method to
simply the
explanation.

Output 10 T-S, S-S The teacher split the Students will in their A3 chart
minutes class into groups. group participate in
The teacher gives getting the chart
each group an A3 ready. Each member
chart. of the group will
gather information
The teacher explains
from the notes the
to the class that they
teacher gave them
are to design their
own chart with the and present their
different layers of poster in class with
earth. They will their fellow
present it to the classmates.
class.
This will help the
The goal of this teacher identify if the
project is to see if the

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 pairs can come up students understood
with a poster or the concept.
presentation that will
allow them to discuss
their ideas with
another group.

Extra activity 8 T–S If there is an error in Feedback is collected White board

minutes the answer given to for the game. The
the “match the players can continue
layers” game, then to ask questions. The
go over it and do teacher can change
corrections with the up the questions too.
class. Like if I was the
colour orange what
will my layer name
be.

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Evaluation 5 T-S, S-T Teacher will check if Students will answer White board
minutes the students gave the question. Marker
their attention. By As students answer
doing a pop the questions the
question. teacher will write the
answers on the
By removing all the board.
answers written in
the hand drawn
image the teacher
will do the pop
question and writing
the students answer
in the box needed.

How many layers

does the earth have?

Name the layers of

the earth.

What is your
favourite layer and
why?

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Lesson Rationale (700-1000 words):

I have chosen the geography assignment for the class of 6–7-year-olds. Although they have been practicing English for 3 years, they have not gotten the chance to exposed
to write properly.

This lesson plan is very easy to follow and can be re-written easily. The words are clearly labelled and easy to understand. This lesson is very interactive and allows the students
to see the layers of the earth. Through this plan, they will be able to learn about the earth the live in.

The introduction phase involves asking the students what they know about the topic Layers of the Earth. This will give the teacher a sense of their prior knowledge. The
teacher will give the students an overview of the topic. As the teacher talk about the various layers of Earth, she will draw each one on the board.

Activating knowledge phase involves introducing the students to the four keywords that will form the foundation of the lesson. They will then be paired with activities and
images from the previous phase to test their knowledge.

During the input phase, the students will be introduced to the pronunciation of the four keywords. They should then repeat these words and match the appropriate colour
to them. The students are then asked to complete the activity, by identifying the different layers of the earth and colour them in the correct colour. They will then be asked
to write the number of these elements on their globe.

After presenting all four elements, the students will then be divided into groups and work on identifying the words that describe each layer. They will also be required to fill
in the keywords using the Activity sheet given by the teacher. The students will then be able to write their own words and describe the various layers they have identified.
Through this phase, they will be able test the written language they have learned.

The goal of this phase is to make sure that the students can apply their knowledge properly. This is a crucial stage in learning as it allows us to know if the learning has taken
place. The students will then be able to create their own globe by using glue paper and colouring pencils. They will need to make sure that the layers are clearly defined.

In the output stage, students will present the knowledge they have gained by making a poster. The members of the group will then gather information from their teacher's
notes and present the finished product to their classmates.

The objective of the project is to find out if the groups can create a poster that will allow the other students to discuss their ideas. This will be used to determine if the
students comprehend the concept.

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In the English language, the words of the layers of the earth are not very common. Having a clear understanding of how these concepts are used is very important for the
students. The students will then be tested on their understanding of the concepts. By doing that the teacher will test them by asking them concept checking questions.

While the students will be answering the questions, the teacher will be keeping an eye on their responses. The extra activity phase is focused on correcting errors. While
students have plenty of time to practice their skills in class, teachers still must make sure that they correct any mistakes that they might make.

Teachers must keep in mind that students are still young, and they should present error correction in a manner that makes them feel like they have accomplished their
objectives. The evaluation phase will be the end of the lesson, and students will be using the geography worksheet that was provided.

In the second activity, students will be able to re-write the names of each layer with the teacher on the board. In Activity 3, students will be provided with key language and
short descriptions. They will have to match the descriptions with the keywords. This activity can help them develop their understanding of the subject. During this period, the
students might be able to engage in more.

Due to the age of the students, it would have been hard to keep up with all the activities. One of the main reasons why they might lose their focus is because they might be
distracted by other students around them.

If time allowed, I would have loved to have made a globe out of playdough or clay to show the different layers of the earth. Unfortunately, this activity would have taken up
a lot of time, and children aged 7 to 10 would have to be assisted. The teacher would also have to pay for the materials. When it comes to thinking about problems, the
teacher should consider that the concepts of the layers of the earth may be hard for the younger students to grasp. Even though they may not understand the concept, many
children know we stay in the crust part of the layers. This simple explanation can help students distinguish between the layers of the earth.

The teacher should also consider that students might not be able to use descriptive words properly when describing the layers. This can be a major issue during the evaluation
phase. The teacher should have the necessary words to help the students make an informed decision. This lesson aims to make learning fun and interactive while also teaching
important concepts that may be difficult to grasp.

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Bibliography (if needed):
All images taken from Google images
Handout provided by the teacher
Trace worksheet created by the Teacher

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

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Activity 1: Earth and its layers
Vocabulary exposure.

Example: Water

The air is around the Earth. Also, water surrounds the planet and the continents.

Colour and name the different layers.

One example will be given.

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Globe tracing page

This activity was created by the teacher. (Image from google)

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