Overview

This two to three-day lesson engages Grade 6 students in investigating what is found on and below Earth’s surface in different locations. Using hands-on activities aligned with NGSS standards MS-ESS2-1 and MS-ESS2-2, students will model Earth's layers, collect and analyze data, share observations, and update progress trackers. They will explore the composition of the surface, bedrock, changes with depth, and differences between ocean floor and continental rock. The lesson emphasizes development of scientific modeling, data analysis, and evidence-based reasoning.

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Standards Alignment

NGSS Standards:

• MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
• MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

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Lesson Duration

3 sessions, 60 minutes each (total 180 minutes)
Class Size: 25 students

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Learning Objectives (I Can Statements)

Day 1:

• I can describe what makes up Earth’s surface, including sediment and solid rock.
• I can explain that solid rock (bedrock) can be found on or below Earth’s surface in different places.
• I can develop a model to show how Earth materials are layered.

Day 2:

• I can describe how rock changes when it gets deeper underground due to heat and pressure.
• I can collect and analyze data about rock densities beneath the ocean and continents.
• I can share observations from data to explain differences in Earth’s layers.

Day 3:

• I can update my model to reflect how Earth’s surface changes.
• I can explain how the properties of bedrock might affect what happens during earthquakes.
• I can prepare to explore bedrock changes in the next lesson.

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Success Criteria

• Day 1: Students successfully create layered models of Earth materials showing sediment, bedrock position, and identify components based on observations.
• Day 2: Students accurately collect data from provided rock samples/facts and compare densities of ocean/crustal rock. Analysis is supported by evidence in class discussions.
• Day 3: Students update their models to show state changes in rock beneath the surface and explain how those changes relate to geoscience processes.

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Materials Needed

• Clear plastic containers (for layer models)
• Various soil, gravel, sand, small rocks (to represent sediment and bedrock layers)
• Pre-printed rock sample cards with density, heat, pressure info
• Rock and soil density data charts
• Thermometers (for heat activity demonstration)
• Pressure simulation materials (e.g. squeezable foam or clay)
• Whiteboard or chart for progress trackers
• Science notebooks/journals for data recording
• Colored pencils/markers
• Projector/interactive display for sharing observations

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Vocabulary

• Sediment
• Bedrock
• Density
• Compression
• Heat (temperature)
• Ocean crust
• Continental crust
• Geoscience processes

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Day 1: What’s on Earth’s Surface?

Objectives

• Develop a model of Earth’s surface layers focusing on sediment and solid rock.
• Identify and describe where bedrock is relative to sediments.

Activities

Time	Activity	Details	Differentiation
10 min	Engage – Think-Pair-Share	Students discuss: “What do you think Earth’s surface is made of? How might things under the surface be different?”	Provide sentence starters to ELL and struggling learners
20 min	Build a Layered Model	Using containers and supplied materials, students create models showing sediment on top and bedrock below/in some places on surface	Visual and tactile learners benefit from hands-on construction; provide graphic organizer for writing description
20 min	Model Explanation & Gallery Walk	Groups present models, highlighting sediment and bedrock; students walk around, leave “I see/I wonder” sticky notes on peer models	Use sentence frames and encourage peer feedback; extra support for shy students during presentations
10 min	Reflect & Update Progress Trackers	Students write in science notebooks how their understanding changed and tick off “I can” statements	Confer with students needing additional guidance

Success Criteria

• Models show layers including sediment and bedrock correctly positioned.
• Students verbally or in writing explain difference between sediment and solid rock.

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Day 2: What Happens Below the Surface?

Objectives

• Describe how rock changes under heat and pressure deeper underground.
• Compare densities of rocks beneath ocean vs. continents using data.

Activities

Time	Activity	Details	Differentiation
10 min	Demonstrate Heat and Pressure Effects	Use clay/foam to show compression; approximate temperature changes with thermometers; link to rock changes	Use simple analogies; provide visual heat/pressure diagrams for ELL learners
20 min	Data Gathering & Analysis	In groups, students use sample data cards showing rock density, temperature, and pressure; fill out worksheets comparing ocean vs continent rock	Assist struggling readers with reading cards; offer sentence starters for data description
20 min	Share Observations & Group Discussion	Groups share findings; class discusses why ocean rock is denser; connect to geoscience processes and Earth materials cycling	Use think-pair-share for students needing processing time before speaking
10 min	Reflect & Update Progress Trackers	Journaling: “I can explain how heat and pressure change rocks.”	Provide scaffolding questions for learners who need it

Success Criteria

• Students accurately interpret data to explain rock differences.
• Able to describe relationship between depth, heat, pressure, and rock changes.

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Day 3: Updating Models & Preparing for Earthquakes

Objectives

• Update Earth materials models to show rock state changes and density variations.
• Explain how bedrock properties relate to earthquake changes.
• Connect learning to next lesson focusing on bedrock during earthquakes.

Activities

Time	Activity	Details	Differentiation
15 min	Model Revision	Students add features to Day 1 models showing compressed rock layers, denser ocean crust, and label changes	Provide exemplars; one-on-one support with model updates
20 min	Explain Bedrock and Earthquakes	Facilitated discussion linking bedrock features to earthquake behavior; students write “I can” statements for next lesson	Visuals of earthquakes and bedrock shifts; ELL word banks
15 min	Exit Ticket & Peer Quiz	Students complete quick quiz or write one question for peers on today’s concepts	Use multiple-choice and short-answer formats for varied ability levels
10 min	Progress Tracker & Wrap-up	Class reviews progress towards all “I can” objectives; sets goals for next lesson	Encourage self-assessment and goal setting

Success Criteria

• Updated models show understanding of material state changes.
• Students can connect bedrock properties to potential earthquake effects.

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Differentiation Strategies for Diverse Learners

• General: Use multi-modal teaching—visual, auditory, kinesthetic activities.
• ELL Students: Use vocabulary graphic organizers, sentence frames, translated keywords, pairing with bilingual peers.
• Students with IEP/504 Plans: Provide extended time for activities, alternate assessment options (oral explanation instead of writing), preferential seating for focused engagement.
• Gifted Learners: Challenge with additional research tasks on geoscience or designing more complex models including mantle layers.
• Students with Attention Needs: Frequent movement breaks during long activities, chunk content into smaller tasks, use timers.

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Assessment and Tracking

• Formative: Observation of models and participation in discussions; science journal reflections.
• Summative: Exit tickets, peer quizzes, completed data analysis worksheets.
• Self-Assessment: Student progress trackers with “I can…” checkboxes updated daily.

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Transition to Next Lesson

Preview for Students:
“Next, we will explore how the bedrock beneath our feet changes during earthquakes and why that matters. We’ll investigate how the concepts of heat, pressure, and rock density we learned this week help us understand earthquakes better.”

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This lesson plan emphasizes active exploration, evidence-based reasoning, and scaffolding for all learners to meet NGSS standards with engaging, hands-on science.