I enjoyed implementing my lesson using a three-dimensional model of the Earth to investigate processes that occur on the surface. My activity was designed for second graders but my 6 1/2 year old son enjoyed it
thoroughly. Once the model was created using Play-doh to simulate each layer of the Earth, I cut it in half. If the correct proportions of Play-doh were used, it is reasonably scaled to the thickness of each layer. Even if this does not come out perfect, it still has the desired effect of allowing children to see what the layers actually look like. Looking at pictures in textbooks of a circular Earth with layers is nowhere near the same as having children create a sphere! Once it was cut, I used toothpicks and labels to name each part of the Earth. From there, I allowed the children to ask questions and explore. I was asked what a volcano would look like so we modeled where on the Play-doh model we would be 
standing and then raised up a portion of the Play-doh to simulate a volcano. I used a toothpick and poked a hole in the top and then allowed the kids to look at the model from the side, where they could visualize the layers. I was asked if the core of the Earth is what came out of a volcano. When the kids saw the layers from the side, they immediately realized that just under the crust was the mantle, and therefore something in that area must be what comes out of a volcano. It was a priceless moment to see them figure it out!
thoroughly. Once the model was created using Play-doh to simulate each layer of the Earth, I cut it in half. If the correct proportions of Play-doh were used, it is reasonably scaled to the thickness of each layer. Even if this does not come out perfect, it still has the desired effect of allowing children to see what the layers actually look like. Looking at pictures in textbooks of a circular Earth with layers is nowhere near the same as having children create a sphere! Once it was cut, I used toothpicks and labels to name each part of the Earth. From there, I allowed the children to ask questions and explore. I was asked what a volcano would look like so we modeled where on the Play-doh model we would be 
standing and then raised up a portion of the Play-doh to simulate a volcano. I used a toothpick and poked a hole in the top and then allowed the kids to look at the model from the side, where they could visualize the layers. I was asked if the core of the Earth is what came out of a volcano. When the kids saw the layers from the side, they immediately realized that just under the crust was the mantle, and therefore something in that area must be what comes out of a volcano. It was a priceless moment to see them figure it out!After that, we used toothpicks to draw lines in the crust of the model to simulate plate boundaries. We labeled t
hem as plates and I made another toothpick and label to put on the actual lines and named it a fault. This led to a discussion on earthquakes and how they occur.
hem as plates and I made another toothpick and label to put on the actual lines and named it a fault. This led to a discussion on earthquakes and how they occur.I think the activity was great and the kids loved using Play-doh. I would enhance the extension activities to include other models to simulate plate movement. I really could not show movement with the Play-doh model. One suggestion I had was to use molasses and then float graham crackers on top to simulate the plates moving.
The children also were reading the book 'Earthquake in the Early Morning' by Mary Pope Osborne, one of the stories in the Magic Tree House Series. In it, Jack and Annie go through an earthquake and talk about how to be safe. This adds a more realistic aspect to the Earth activity, because the students see why it is important to be knowledgeable about earthquakes and that young children often go through them.
I have seen the lesson with the inside of the Earth done previously. However I like the addition of adding volcanoes and drawing plates. Good idea! I also like the cross curricular activity of bringing reading into science.
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