Objectives (5 - 7 minutes)

1. Provide students with a comprehensive understanding of the Earth's structure, addressing aspects such as composition, characteristics, and differences between the layers: crust, mantle, and core.

2. Develop critical thinking skills in students, encouraging them to question and explore why each layer of the Earth has distinct properties and the importance of this for the functioning of our planet.

3. Allow students to understand how knowledge about the Earth's layers can be applied in different contexts, including its relation to geological phenomena such as volcanism and plate tectonics.

Secondary Objectives:

1. Stimulate teamwork and collaboration among students through practical activities and group discussions.

2. Develop research and presentation skills in students, encouraging them to seek additional information on the topic and share it with the class.

3. Promote an active and engaged learning environment where students feel motivated to participate and contribute to the lesson.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by reviewing previous concepts related to the study of planet Earth, such as the difference between matter and energy, the physical states of matter, and mineral properties. This review is essential to understand the composition and characteristics of the different layers of the Earth. (3 - 5 minutes)

2. Problem-based scenarios: The teacher presents two problem-based scenarios:

   a. The first one involves a supposed earthquake: 'Why do earthquakes happen and how are they related to the layers of the Earth?'.

   b. The second scenario is about the existence of volcanoes: 'Why do volcanoes erupt and what does this have to do with the layers of the Earth?'.

   The teacher asks students to think about these questions, which will be discussed throughout the lesson. (3 - 5 minutes)

3. Contextualization: The teacher explains the importance of studying the Earth's layers, highlighting how this knowledge is fundamental for understanding natural phenomena such as earthquakes, volcanoes, mountain formation, and the existence of life on Earth. Additionally, the teacher may mention how knowledge about the Earth's layers is relevant to various fields such as geology, petroleum engineering, seismology, among others. (2 - 3 minutes)

4. Curiosities and stories: To capture students' attention, the teacher shares some curiosities related to the topic:

   a. 'Did you know that the temperature in the Earth's core can reach 5,000°C, which is approximately as hot as the surface of the Sun?'.

   b. 'Did you know that the Earth's crust, the outermost layer of the Earth, is where we live and comprises only 1% of the planet's total volume?'.

   These curiosities serve to arouse students' interest and motivate them to learn more about the subject. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Modeling Activity - 'Building the Earth' (10 - 15 minutes)

   a. Divide the class into groups of 4 - 5 students. Each group receives a quantity of modeling clay in three different colors: red, orange, and brown. The colors will represent the three main layers of the Earth: core (red), mantle (orange), and crust (brown).

   b. Explain to the students that they will build a three-dimensional model of the Earth. They should use most of the red clay for the core, a little less of the orange for the mantle, and the smallest amount of brown for the crust.

   c. While students work on their models, circulate around the room, observing and guiding them as necessary. Encourage them to discuss among themselves the characteristics of each layer and their importance for the Earth.

   d. After the modeling is completed, have each group present their model to the class, explaining the characteristics of each layer.

2. Simple Experiment - 'Understanding Tectonic Plates' (10 - 15 minutes)

   a. Each group receives a wide bowl filled with water and cardboard pieces approximately 10 cm x 10 cm.

   b. Explain to the students that the water in the bowl represents the Earth's semi-fluid mantle and the cardboard pieces represent the tectonic plates (which make up the Earth's crust).

   c. Instruct the students to place the cardboard pieces in the water, observing how they move and interact. They should notice that the cardboard pieces move slowly, sometimes moving apart (simulating the divergence of tectonic plates) and sometimes colliding (simulating the convergence of tectonic plates).

   d. Emphasize that the activity is a simplification and that in reality, the movement of tectonic plates is caused by convection in the Earth's mantle.

3. Group Debate - 'What would happen if...' (5 - 10 minutes)

   a. After the practical activities, start a group debate. Pose hypothetical questions to stimulate critical thinking, such as: 'What would happen if the Earth's crust were twice as thick? How would this affect earthquakes and volcanoes?' or 'What would happen if the Earth's core cooled rapidly? How would this impact life on Earth?'.

   b. Encourage students to use the knowledge acquired in the lesson to answer the questions and debate among themselves. The goal is for them to understand how the characteristics of the Earth's layers have direct implications on the planet's formation and life as we know it.

The lesson development is designed to be interactive, involving students in practical activities that help them visualize and better understand the layers of the Earth. Additionally, by working together on these activities, students have the opportunity to develop collaboration and communication skills.

Feedback (5 - 10 minutes)

1. Group Discussion (3 - 5 minutes)

   a. The teacher gathers all students in a circle and leads a group discussion about the conclusions each team reached during the practical activities.

   b. Each group has the opportunity to share their observations and answer any questions other students may have. This allows students to learn from each other and see different perspectives on the same concept.

   c. During the discussion, the teacher should ensure that all students are involved and contributing to the conversation. This can be done by asking direct questions to specific students or requesting the opinion of different groups.

   d. The teacher should also reinforce the main ideas and concepts that emerged during the discussion, ensuring that students understand the connections between the practical activity and the theory presented at the beginning of the lesson.

2. Individual Reflection (2 - 3 minutes)

   a. After the group discussion, the teacher gives students a few minutes to reflect individually on what they learned in the lesson.

   b. The teacher can guide this reflection by asking questions such as: 'What was the most important concept you learned today?' and 'What questions do you still have about the Earth's layers?'.

   c. Students can write down their answers on a piece of paper or in a notebook. This reflection activity helps students consolidate what they learned and identify any areas that may need further study.

3. Teacher Feedback (1 - 2 minutes)

   a. Finally, the teacher asks students to provide feedback on the lesson. This can be done orally or through an anonymous feedback form.

   b. Students' feedback is valuable for the teacher to know what worked well and what can be improved in future lessons. Additionally, it helps create a student-centered learning environment where student feedback is valued and used to enhance the learning experience.

Feedback is an important part of the lesson plan as it helps consolidate students' learning and provides valuable feedback to the teacher to improve future lessons. Additionally, by reflecting on what they learned, students are able to better internalize the concepts and apply them in different contexts.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes)

   a. The teacher summarizes the main points covered during the lesson, highlighting the structure of the Earth's layers, their characteristics, and the importance of this knowledge for understanding geological phenomena such as earthquakes and volcanoes.

   b. He reiterates the importance of each layer, emphasizing the differences in composition and properties between the crust, mantle, and core.

   c. The teacher also recaps the practical activities carried out, reinforcing what was learned during the Earth modeling and tectonic plates experiment.

2. Connecting Theory with Practice (1 - 2 minutes)

   a. The teacher clarifies how the theory presented in the lesson connects with the practical activities carried out by the students.

   b. He highlights how modeling the Earth helped visualize the layers' structure and how the tectonic plates experiment demonstrated the movement of these layers.

   c. The teacher reinforces that the theoretical understanding of these layers and their interactions is essential for comprehending real-world geological phenomena.

3. Additional Materials (1 - 2 minutes)

   a. The teacher suggests additional resources for students to explore more about the Earth's layers. These may include educational videos, science websites, books, and articles.

   b. He may also suggest follow-up activities for students to do at home, such as researching different geological phenomena related to the Earth's layers or conducting simple experiments related to the topic.

4. Topic's Relevance to Everyday Life (1 - 2 minutes)

   a. Finally, the teacher concludes the lesson by highlighting the relevance of the topic to students' everyday lives.

   b. He may mention how understanding the Earth's layers is essential for comprehending many natural phenomena that directly affect our lives, such as earthquakes, volcanic eruptions, and mountain formation.

   c. The teacher can also emphasize how this knowledge is applied in various professional fields, including geology, petroleum engineering, seismology, among others.

The conclusion of the lesson reinforces what was learned, connects theory to practice, encourages continuous learning, and highlights the relevance of the topic to everyday life. This stage is essential to consolidate the acquired knowledge and motivate students to continue exploring the topic.