1. Opening LESSON INTRODUCTION
* State the Objective(s)/Standard (s)- Sc.7.4b – Explain the causes and effects of historical processes shaping the planet Earth (movement of continents, continental plates, subduction zones, trenches, etc.)
* State the Purpose (Big Idea) - This week’s lessons are essential to compile evidence to answer how events under the Earth shape the planet and determine resources and materials available on the surface to support life.
Student reads while I pass white boards/markers

2. Activate Prior Knowledge
Answer the True or False question: The earth’s insides are all the same.
True or False?
2. Choose if the earth’s core is
solid, hollow, or molten.
3. Draw the appearance of the center of the Earth

4. Vocabulary Words
The Crust. Oceanic Crust. Continental Crust. Tectonic Plates. The Mantle. Upper Mantle. Lower mantle. The Core. Outer core.  Inner core. Seismology.

5. Knowledge Targets
-Students must know that the Earth’s inner layers are varying in rock type and temperature
-Students must make connections between the lithosphere and the Earth’s crust.
-Students must identify the crust as being made up of tectonic plates which move slowly and shape the planet.
- Students must know explicit information is stated directly in the text.
- Students must know an inference is implied in the text through clues, but is not explicitly stated in the text

6. I Do
Teacher will read aloud the informational text. Depending on the class, students may popcorn read aloud.
I will sample annotate for the first paragraph.
Students will annotate the rest during reading.

7. WE DO Visit key vocabulary and use context clues to use/define them.
Our model!
We have: bread, peanut butter, jelly, and a nut.
For each layer, which material would best represent the layers? Why?

8. Work Period (You Do) Agenda
Quiet volume with groups or silent and alone
In groups, students will complete the following task(s):
- Guided questions, context clues worksheet
Independently, students will complete the following task (s):
- Layers of the Earth diagram labeling

9. Closing
* Have each group to share if vocabulary could be used in other contexts or be defined with Greek or Latin roots. * Have each group to share the evidence or examples from their assigned text that support their assigned text-based questions. * Have each group to tell if their responses are explicit or inferred, justifying their answers with specific details from the text.