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Key Concepts in Science
EARTH’S AIR
TEACHER GUIDE
© 2015 Sally Ride Science
EARTH’S AIR: CONTENTS
Student handouts are at the back of the Teacher Guide.
Correlation to Standards ............................................................................................................................. 3-4
Sally Ride Science Teacher Guides ................................................................................................................ 5
Earth’s Air: About the Book ............................................................................................................................. 6
Getting Started: In Your World .........................................................................................................................7
Chapter 1: Structure of the Atmosphere ........................................................................................................ 8
Model note-taking, read Chapter 1, and discuss the key concepts in the chapter.
Students: Chapter 1 handout
Chapter 2: Composition of the Air .................................................................................................................. 9
Model asking questions while reading, read Chapter 2, and discuss the key concepts in the chapter.
Students: Chapter 2 handout
Thinking Like a Scientist ................................................................................................................................10
Read Thinking Like a Scientist, answer the questions, and elaborate on the key concepts.
Students: Thinking Like a Scientist handout
Chapter 3: Heating of the Atmosphere .......................................................................................................... 11
Model summarizing with a concept map, read Chapter 3, and discuss the key concepts in the chapter.
Students: Chapter 3 handout
Science Writing ............................................................................................................................................... 12
Communicate in a Blog
Students: Communicate in a Blog handout
How Do We Know?
> Read How Do We Know? ........................................................................................................................ 13
Read How Do We Know?, about atmospheric physicist Belay Demoz, and answer the questions.
Students: How Do We Know? handout
> Math Connection ..................................................................................................................................... 14
Answer the Math Connection questions.
Students: Math Connection handout
> Write interview questions for a scientist ................................................................................................ 15
Write questions to ask atmospheric physicist Belay Demoz in an interview.
Students: Interview Questions handout
Study Guide: Hey, I Know That! ...................................................................................................................... 16
Complete study guide questions.
Students: Hey, I Know That! handout
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Correlation to Science Standards
For information on alignment to state science standards and NGSS, visit
https://sallyridescience.com/learning-products/product-standards
Correlation to Common Core
Sally Ride Science’s Key Concepts and Cool Careers book series provide students with authentic literacy experiences
aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language
as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects. Earth’s Air: Layers for Life and the accompanying activities align to the following
standards:
Reading Standards for Literacy in Science and Technical Subjects 6-12 (RST)
Grades 6-8
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior
knowledge or opinions.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in
a specific scientific or technical context relevant to grades 6-8 texts and topics.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Range of Reading and Level of Text Complexity
10.By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band
independently and proficiently.
Writing Standards for Literacy in History/Social Studies, Science,
and Technical Subjects 6-12 (WHST)
Grades 6-8
Text Types and Purposes
1. Write arguments focused on discipline-specific content. a.-e.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.a., b., d., f.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
6. Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
10.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening Standards 6-12 (SL)
Grades 6-8
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse
partners on grade 6, grade 7, and grade 8 topics, texts, and issues, building on others’ ideas and expressing their
own clearly. a.-d.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Grade 6
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation. Grade 7
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation. Grade 8
Language Standards 6-12 (L)
Grades 6-8
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6, grade
7, and grade 8 reading and content, choosing flexibly from a range of strategies. a.-d.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
© 2015 Sally Ride Science
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SALLY RIDE SCIENCE TEACHER GUIDES
The Sally Ride Science Key Concepts in Science and Cool Careers book series are available as print books
and eBooks.* A Teacher Guide accompanies each of the 36 Key Concepts books and 12 Cool Careers books.
More information: sallyridescience.com/learning-products
*Book pages pictured in the Teacher Guides are from eBook editions. Some pages in the print books have different images or layouts.
Cool Careers
Cool Careers in Biotechnology
Cool Careers in Earth Sciences
Cool Careers in Engineering (Upper Elementary)
Cool Careers in Engineering (Middle School)
Cool Careers in Environmental Sciences (Upper Elementary)
Cool Careers in Environmental Sciences (Middle School)
Key Concepts in Science
Adaptations
Biodiversity
The Biosphere
Cells
Earth’s Air
Earth’s Climate
Earth’s Energy
Earth’s Natural Resources
Earth’s Water
Elements and Compounds
Energy Basics
Energy Transformations
Cool Careers in Green Chemistry
Cool Careers in Information Sciences
Cool Careers in Math
Cool Careers in Medical Sciences
Cool Careers in Physics
Cool Careers in Space Sciences
Flowering Plants
Food Webs
Forces
Genetics
Geologic Time
Gravity
Heat
Life Cycles
Light
Motion
Organic Molecules
Photosynthesis and Respiration
Physical Properties of Matter
Plant and Animal Systems
Plate Tectonics
The Rock Cycle
Solids, Liquids, and Gases
Sound
Space Exploration
Sun, Earth, and Moon
Units of Measurement
Vertebrates
The Water Cycle
Weathering and Erosion
Sally Ride Science provides professional development and classroom tools to build students’
passion for STEM fields and careers. Founded by Dr. Sally Ride, America’s first woman in space,
the company brings science to life for upper-elementary and middle school students.
Visit us at SALLYRIDESCIENCE.COM for more information.
© 2015 Sally Ride Science
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EARTH’S AIR: Change in a Warming World
About the Book
Earth’s Air: Layers for Life explores our atmosphere from the bottom up. Students learn how this amazing mixture
of gases keeps Earth warm and provides life-giving oxygen. They investigate the characteristics of each atmospheric
layer and learn how human activities affect these layers. Students also discover how energy from the Sun powers
the water cycle and winds. At the end of each two-page spread, a brief statement called The Bottom Line reinforces
students’ understanding by summing up the key ideas about the atmosphere covered in those pages.
In Your World catches students’ attention by painting a vivid scene of hot-air balloons drifting across a colorful
sunrise. This scene is used to introduce the many benefits of Earth’s air. Air keeps Earth warm, protects life from
harmful ultraviolet rays, moves water around the planet, and even protects us from bombardment by asteroids. Most
importantly, air provides the oxygen we need to live. This engaging example sets the stage for the rest of the book by
getting students to think about the importance of air for them and for all life on our planet.
Chapter 1 takes students on a journey from the lowest layer of the atmosphere to the highest. Students learn
that most weather and air are found in the troposphere, the layer nearest to Earth’s surface. They also explore
characteristics of the other atmospheric layers, and learn how temperature and pressure change with altitude.
Chapter 2 traces the evolution of Earth’s atmosphere from its early makeup to its current composition. Students
learn that ancient microorganisms added oxygen to the atmosphere through photosynthesis, opening the door for
an explosion of life. The chapter describes other gases in the atmosphere, such as nitrogen and water vapor, and
explores the effects of human activities on Earth’s atmosphere.
Chapter 3 explains how energy from the Sun heats Earth’s atmosphere. The chapter touches on climate change and
its consequences. Students learn that the Sun’s energy drives local and global winds and the water cycle.
Thinking Like a Scientist guides students as they investigate ozone depletion. It explains how scientists measure
and analyze changing levels of ozone in the stratosphere. Students interpret data and draw conclusions using a graph
of seasonal ozone variations over the South Pole.
How Do We Know? introduces students to Belay Demoz, an atmospheric physicist who uses a variety of
technologies to investigate Earth’s air. Then in Math Connection, students solve problems related to the ascent and
descent of a weather balloon and its payload.
Hey, I Know That! allows students to assess their own learning through a variety of assessment tasks related to the
key concepts covered in Earth’s Air.
© 2015 Sally Ride Science
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EARTH’S AIR: GETTING STARTED
In Your World
Preview the book
Ask students to browse through Earth’s Air. Have them look at the table of contents and
the chapter titles. Encourage them to read the headings at the top of each page and to
look at each of the photos and diagrams and their captions. Draw their attention to the
special features. Explain that paying attention to all of these features will clue them in to
what the text is about and help them understand it better as they read.
Read In Your World (pages 4 and 5)
Tell students to read In Your World. Then ask,
How do you think it’s possible that air can stop an asteroid from crashing into Earth’s
surface? [Sample answer: It’s possible that Earth’s air could stop an asteroid from hitting
Earth because the air provides a layer of protection around the planet. When an asteroid
comes into contact with Earth’s atmosphere, friction occurs between the air molecules and
the moving asteroid. This causes most asteroids to burn up in the atmosphere. Only the
very largest asteroids hit Earth’s surface.]
Call on two or three students to share their ideas with the class.
After reading: Making comparisons with similes
Have students work in pairs to develop a meaning for the sentence Earth’s air wraps around our planet like a blanket.
Remind students that the sentence is a simile, a figure of speech involving the comparison of one thing with another
thing of a different kind, often using the words “like” or “as.” Similes are generally used to make comparisons more
vivid or relatable.
Ask students, What do you think this sentence means? [Sample answer: The sentence compares Earth and Earth’s air
to a person and a blanket. It means that although Earth’s atmosphere may be thin, it nevertheless offers warmth and
protection to the planet—just like blankets, although thin, offer warmth and protection for people.]
Ask students to come up with their own similes to describe Earth’s atmosphere. Then call on two or three students to
share their ideas with the class.
© 2015 Sally Ride Science
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EARTH’S AIR: CHAPTER 1
Structure of the Atmosphere
Read Chapter 1: Structure of the Atmosphere
Before reading: Model note-taking
Before students read Chapter 1, explain that taking notes while reading will help them
understand what they read. Model one way to take notes. Start by making a two-column
chart on the board that students can copy in their science notebooks. Label the left column
Key Words or Ideas and the right column Definitions or Details. Read the first paragraph on
page 6 aloud. Then say,
The first paragraph has one key idea and some details that help explain that idea. What is
the key idea that we can write in the left column of our note-taking table? What are some
details about the key idea we can write in the right column of our table?
If necessary, guide students to the key idea: Earth’s air is important to us in many ways.
Write the key idea on the board in the left column. Help students search out the details that
support the key idea. These include the many examples of what our air provides: weather,
wind, and oxygen to breathe. Write the details in the right column next to the key idea.
Read Chapter 1: Structure of the Atmosphere (pages 6–11)
Ask students to read Chapter 1: Structure of the Atmosphere. Give
students the Chapter 1 handout and tell them to take notes on it as they
read.
After reading: Make a graph
Have pairs of students work together to make a graph on their Chapter
1 handouts showing how temperature in the atmosphere changes with
height. Tell students to show height above the ground on the X-axis and
temperature on the Y-axis. Students can use the diagram of the layers
of the atmosphere on pages 8 and 9 for guidance. They can also use the
information about temperature on page 10. Stress that the graphs do
not have to show exact temperatures or the exact heights at which they
change. They should simply show general changes and trends.
SCIENCE BACKGROUND
Bring thermometers, barometers, wind
vanes, and other weather instruments
to class. Allow students to examine the
instruments. Discuss how they work. For
example, a wind vane points in the direction in which the wind blows. An aneroid
barometer expands when air pressure is
low and contracts when air pressure is
high. The liquid inside a thermometer rises
and falls to indicate air temperature. Tell
students that instruments like these are
used to gather data about the atmosphere.
Graphs should show temperature steadily decreasing with height
in the troposphere, then increasing in the stratosphere, decreasing in the mesosphere, increasing sharply in the
thermosphere, and decreasing again in the exosphere.
© 2015 Sally Ride Science
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EARTH’S AIR: CHAPTER 2
Composition of the Air
Read Chapter 2: Composition of the Air
Before reading: Model how to ask questions while reading
Begin by asking students to turn to page 12 in Chapter 2. Read aloud the title and subtitle
of the chapter (Composition of the Air: Ingredients for Life). Read aloud the first paragraph.
Say, So Earth’s atmosphere must have changed over time. I wonder how and when it got
its current composition?
Remind students that good readers ask questions while they read. It helps them to better comprehend the text. They
look for answers to their questions in the text or in other resources.
Before students read Chapter 2, go over the following strategies of active reading, perhaps projecting them on the
board. During reading,
> ask questions as you read.
> stop reading once in a while to check your comprehension.
> reread confusing passages at a slower pace.
> mark confusing passages to review and clarify later.
> jot down notes about the big ideas and how they connect to each other.
Read Chapter 2: Composition of the Air (pages 12-17)
Ask students to read Chapter 2: Composition of the Air. As students read, they should write
down any questions that occur to them on their Chapter 2 handouts. Have them also write
any answers they find to their questions.
After reading: Discuss key concepts
Guide a class discussion by asking these questions. Call on one or two students to answer
each question. Discuss and address any incorrect answers or misconceptions.
What is the composition of Earth’s air? [Earth’s air is a mix of 78
percent nitrogen, 21 percent oxygen, and 1 percent other gases.]
Why is the ozone layer important? [The ozone layer protects living
things on Earth from the Sun’s harmful ultraviolet light.]
What is an example of a harmful effect on the air caused by humans?
[Humans have released chemicals called chlorofluorocarbons, or CFCs,
into the air that adversely affect the ozone layer. When CFCs get into the
stratosphere, ultraviolet light breaks them apart, freeing chlorine atoms
that go on to destroy ozone molecules.]
ADDRESS MISCONCEPTIONS
Some students may think that all types of
air pollution are caused by people. Point
out that natural events such as volcanic
eruptions and forest fires can release
gases and particles into the atmosphere.
These materials are pollutants because
they can harm ecosystems. For example,
particles and gases released by a powerful
volcanic eruption can stay in the atmosphere for several years. They can decrease the amount of sunlight that reaches
Earth and affect the global climate.
© 2015 Sally Ride Science
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EARTH’S AIR: THINKING LIKE A SCIENTIST
South Pole Ozone Concentration
Read Thinking Like a Scientist (pages 18-19)
Ask students to read Thinking Like a Scientist and answer the questions on page 19
on their handout. Have students work in groups to discuss the questions and come to
agreement on the answers. Then ask each group to go through one question and show
how they arrived at their answer.
Demonstration: Ozone hole
Students may not understand why the Antarctic ozone hole begins to develop in the spring.
Do a simple demonstration to clarify the concept. First, remind students that CFCs react
with sunlight to destroy ozone molecules. Then put a lamp on the table and turn it on. Next,
hold up a globe and say, This lamp represents the Sun, and this globe represents Earth.
Point out Antarctica.
Turn off the overhead light. Hold the globe about 40 cm from the lamp. The globe should
be held at an angle so that the South Pole is tilted away from the lamp. Say,
This represents the position of Earth relative to the Sun during winter in the Southern
Hemisphere.
Could CFCs destroy ozone molecules during the winter? Explain.
[No, because CFCs need sunlight for the reaction, and no sunlight
shines on the South Pole during the winter.]
Then circle one-fourth of the way around the lamp. Keep the globe
tilted in the same direction and at the same angle. Neither the
South Pole nor the North Pole should be pointing toward or away
from the lamp. Light should be shining on both poles. Say,
This represents the position of Earth relative to the Sun during
spring in the Southern Hemisphere.
Could CFCs destroy ozone molecules during the spring? Explain.
[Yes, because CFCs need sunlight for the reaction, and sunlight
shines on the South Pole during the spring.]
ANSWER KEY
1. What time of year do ozone concentrations begin to drop most rapidly? When do they recover? [Ozone
concentrations begin to drop rapidly when spring returns to Antarctica. In the Southern Hemisphere, spring
coincides with fall in the Northern Hemisphere. Ozone concentrations over Antarctica drop most rapidly in
September.]
2. What year had the lowest recorded Dobson units? How much ozone was there, approximately, in Dobson units?
[The lowest recorded level of ozone was about 90 Dobson units in early October of 2006.]
3. Good news! From 2001 to 2009, data show that the level of CFCs and other ozone-depleting substances
decreased about 4 percent. Do you see any evidence for this trend on the graph? [There is evidence in the
graph that the decrease in CFCs is slowing depletion of the ozone layer. The line on the graph representing 2010
generally shows higher ozone levels than in 2009. It also shows that the 2010 level never reached the lowest level
of 2006.]
© 2015 Sally Ride Science
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EARTH’S AIR: CHAPTER 3
Heating the Atmosphere
Read Chapter 3: Heating of the Atmosphere
Before reading: Model summarizing with a concept map
Tell students that making a concept map is one way to summarize the main ideas of what
they are reading. Give them the Chapter 3 handout and tell them that as they read, they
should create a concept map in the space provided on the handout.
To get students started, draw a circle in the middle of the board and write Earth’s Air in the
circle. Draw a second level of circles ringing the middle circle. Draw connecting lines from
the middle circle to the new circles. Tell students that each level provides more detail for
the previous level. Tell them to copy the concept map on their handouts.
Ask students to turn to page 20 in Earth’s Air. Call on a student to read the page aloud.
Then ask,
What are the main ideas about Earth’s air on this page?
In the second level of circles, write students’ responses, such as, Greenhouse gases trap
heat in Earth’s atmosphere. Tell students they can draw another level of circles to give
more details about the idea in the second level.
Read Chapter 3: Heating of the Atmosphere (pages 20-25)
Ask students to read Chapter 3: Heating of the Atmosphere, taking note son their Chapter 3 handouts and completing
their concept maps as they read.
After reading: Discuss key concepts
Guide a class discussion by asking these questions. Call on one or two students to answer each question. Discuss
and address any incorrect answers or misconceptions.
What are the most important greenhouse gases? [The most important greenhouse gases are water vapor, carbon
dioxide, and methane.]
How do greenhouse gases keep the planet warm? [Some of the sunlight that strikes the oceans and land is absorbed,
and it heats our planet. As Earth radiates heat back toward space, some of it is trapped by greenhouse gases,
keeping our planet warmer than it otherwise would be. This is called the greenhouse effect. As more greenhouse
gases are added to the air, the greenhouse effect will increase.]
How do temperature differences drive wind and weather patterns across the globe? [Temperature differences drive
winds—rivers of air that circle the globe. This moving air carries heat from the equator to the poles, and it carries
water around the world. When sunlight warms the oceans and the land, the warm surface heats up the air just above
it. The warm air expands—the energetic gas molecules spread apart. That means the warm air is less dense than the
air around it. The warm air rises. Cooler air rushes in to fill the gap. That rush is wind. During the day, air rushes from
the cooler ocean toward the warmer land. At night, land cools faster than water. Wind rushes the other way, toward
the ocean.]
© 2015 Sally Ride Science
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EARTH’S AIR: COMMUNICATE IN A BLOG
Science Writing
Have students review their notes for Chapter 3: Heating of the Atmosphere. Then explain
that scientists in the field often communicate with colleagues, students, and the general
public by writing a blog.
Give students the Communicate in a Blog handout and invite them to write a science blog
based on a topic covered in Chapter 3. They can come up with their own idea or use one of
these:
> Write about the chemistry of greenhouse gases.
> Discuss the history of the Keeling Curve.
> Explain the greenhouse effect.
> Report on how temperature differences drive global weather patterns.
> Write about an imaginary expedition to investigate the effects of climate change.
Students may include drawings or photos with their blogs. Encourage students to share their blogs with their
classmates.
© 2015 Sally Ride Science
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EARTH’S AIR: HOW DO WE KNOW?
Meet atmospheric physicist Belay Demoz
Ask students to read How Do We Know? Give them the How Do We Know? handout. After
they read The Issue section (page 26), have them complete that section of the handout.
Have them complete the rest of the sections (The Expert, page 27; In the Field,
page 28; Technology, page 29) in the same way. Tell students to share their answers in
pairs. Then go over each question as a class. Call on two or three students to share their
answers to each question.
ANSWER KEY
1. How did the science writer help you to understand the topic? [Sample answer: The
writer helped me understand how measurements of Earth’s atmosphere are made and
double-checked by comparing data from satellites looking down on Earth and from
balloons carrying scientific instruments up through the atmosphere.]
2. How did the science writer capture your interest? [Sample answer: The writer used
good descriptions, such as describing a weather satellite as a “high-flying eye” on
Earth’s atmosphere.]
3. What sparked Belay Demoz’s interest in Earth’s air? [He wanted to know why the
clouds in his drought-stricken country did not drop rain.]
4. What kind of technology does Belay use to study the atmosphere? [He uses weather instruments on satellites and
balloons.]
5. What is the difference between good ozone and bad ozone? [Sample answer: Good ozone is located in the
stratosphere and protects Earth from ultraviolet light. Bad ozone is near Earth’s surface and is a pollutant that
causes smog.]
© 2015 Sally Ride Science
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EARTH’S AIR: MATH CONNECTION
Round Trip
Give students the Math Connection handout and ask them to answer the questions.
Math Connection: Round Trip
A student releases a balloon and its payload—an ozone-measuring instrument. The
balloon climbs at a rate of 300 meters (984 feet) a minute. It reaches 40,000 meters
(131,234 feet)—and it pops! Luckily, a parachute slows the payload on its descent. It
lands just 33.33 minutes later.
ANSWER KEY
1. How long did the balloon take to reach its maximum altitude?
[40,000 meters ÷ 300 meters = 133.33 minutes]
2. What was the payload’s rate of descent?
[40,000 meters ÷ 33.33 minutes = 1,200.12 meters per minute]
3. How long did the entire flight last? [133.33 minutes + 33.33 minutes = 166.66
minutes]
© 2015 Sally Ride Science
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EARTH’S AIR: HOW DO WE KNOW?
Write interview questions for a scientist
After students read the How Do We Know? section of Earth’s Air, tell them to imagine that
Belay Demoz is going to visit their classroom for 30 minutes. Give them the Interview
Questions for a Scientist handouts. Have students work in small groups to come up with
six questions they would like to ask Belay during his visit. Questions can be related to
the atmosphere, how and why it is changing, Belay’s fieldwork, and how Belay became
interested in science. Tell students that good journalists use the 5 W’s and H—What, Who,
Why, Where, When, and How—to gather information.
Pool all of the questions together and, as a class, decide on the best six questions to ask.
SCIENCE BACKGROUND
Satellites provide information about the atmosphere
that cannot be obtained from Earth’s surface. However, some of the most valuable weather and climate
data are gathered by volunteers on the ground. As
part of the Cooperative Observing Program, more
than 10,000 people across the United States and
U.S. territories gather and record local weather data
that are then sent to the area branch of the National
Weather Service (NWS). The volunteers receive free
training and equipment from the NWS. The program
itself is some 120 years old and has been hailed
as the most cost-effective weather data collection
network in the world.
© 2015 Sally Ride Science
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EARTH’S AIR: HEY, I KNOW THAT!
Study Guide
Ask students to use the Hey, I Know That! handout to answer the questions on page 30 of
Earth’s Air. Have pairs of students discuss their answers. Ask several students to read their
answers aloud, and encourage others in the class to comment and expand on the answers.
ANSWER KEY
1. What is air? What are the main components of Earth’s air? (page 13) [Air is the mixture
of gases in our atmosphere. Earth’s air consists of 78 percent nitrogen, 21 percent
oxygen, and 1 percent other gases, such as carbon dioxide and methane.]
2. Draw a diagram that shows why warm air rises. (page 22) [Students’ diagrams should
show the molecules of warm air moving farther apart as they absorb energy, such as
heat from the Sun. As a result, the warm air becomes less dense and rises. Molecules
of cooler air are closer together and less energetic. Cool air is denser, so it rushes in to
fill the gap left by rising warm air.]
3. Say that the air temperature is 16°C (61°F) and the relative humidity is 90 percent. If
the temperature drops, what will happen to the relative humidity? (page 15) [A relative
humidity of 90 percent means the air has almost all the water vapor it can hold. When
water molecules are warmer, they are more energetic, and the air can hold more of
them. But when the temperature drops, the air can’t hold as much water vapor. Some of the water molecules in
the air would condense as dew or fall as rain.]
4. How do greenhouse gases warm Earth? What is happening as more and more greenhouse gases are added
to the air? Why? (page 20) [Greenhouse gases such as carbon dioxide and methane keep our planet warmer
by absorbing some of the Sun’s heat so it can’t escape into space. Greenhouse gases keep Earth at a livable
temperature, but as we add more of them to the atmosphere by burning fossil fuels, more heat is trapped in the
atmosphere, and the planet’s temperature creeps up. This warming can harm ecosystems and cause sea levels to
rise.]
Caption: This dolphin and many other organisms depend on
oxygen to stay alive. What percentage of our atmosphere is made
up of oxygen? (page 13) [Earth’s air is a mixture of gases: 78
percent nitrogen, 21 percent oxygen, and 1 percent other gases.]
© 2015 Sally Ride Science
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Key Concepts in Science
EARTH’S AIR
STUDENT
HANDOUTS
© 2015 Sally Ride Science
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EARTH’S AIR • Chapter 1
Structure of the Atmosphere: Notes for Chapter 1
As you read, write down the most important information you come across. Resist the urge to write down everything that
you read. Instead, focus on the big ideas, or gist, of what you are reading.
THE LAYERED LOOK
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FROM THE GROUND UP
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UP, UP, AND AWAY
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HOME IN THE TROPOSPHERE
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MYSTERIOUS MESOSPHERE AND BEYOND
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THE GREAT TEMPERATURE ZIGZAG
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© 2015 Sally Ride Science
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EARTH’S AIR • Chapter 1
BILLIONS OF COLLISIONS
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MAKE A GRAPH
Work with a partner to make a graph showing how temperature in the atmosphere changes with height. Show height
above the ground on the x-axis and temperature on the y-axis. Use the diagram of the layers of the atmosphere on pages 8
and 9 for guidance. You can also use the information about temperature discussed on page 10. The graphs do not have to
show exact temperatures or the exact heights at which they change. They should simply show general changes and trends.
PUT IT ALL TOGETHER
Use your notes and graph to help you identify and list the most important ideas—the key concepts—in Chapter 1.
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© 2015 Sally Ride Science
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EARTH’S AIR • Chapter 2
Composition of the Air: Notes for Chapter 2
As you read Chapter 2, take time to stop and think about any questions that come to mind. Write them down, starting
your questions with who, what, where, when, why, or how. Then make connections between what you’ve read, what you
already know, and what interests you.
Questions
As I read this chapter, I thought of these questions.
As I read, I found this information, which helped answer
my questions.
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Connections
As I read this chapter,
I remembered _______________________________________________________________________________
because of ______________________________________________________________________ in the chapter.
I thought ________________________________________________________________was interesting because
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© 2015 Sally Ride Science
EARTH’S AIR • Thinking Like a Scientist
Thinking Like a Scientist
Read Thinking Like a Scientist on pages 18–19
of Earth’s Air. Then use the graph to answer the
questions on this sheet.
1. What time of year do ozone concentrations begin to drop most rapidly? When do they recover?
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2. What year had the lowest recorded Dobson units? How much ozone was there, approximately, in Dobson units?
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3. Good news! From 2001 to 2009, data show that the level of CFCs and other ozone-depleting substances decreased
about 4 percent. Do you see any evidence for this trend on the graph?
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© 2015 Sally Ride Science
EARTH’S AIR • Chapter 3
Heating of the Atmosphere: Notes for Chapter 3
As you read chapter 3, write down the most important information you come across. Resist the urge to write down
everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
MIXING IT UP
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HOT AND COLD
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TEMPERATURES RISING
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FORECAST—WIND!
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HIGHWAYS IN THE SKY
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WATER TODAY, ICE OR VAPOR TOMORROW
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TAG TEAM
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© 2015 Sally Ride Science
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EARTH’S AIR • Chapter 3
PICTURE THIS
Review your notes for Chapter 3. Summarize your notes by developing a concept map that makes sense to you. You might
start with a central circle labeled Heating of the Atmosphere. Extending from this circle might be other circles, each one
describing a way the atmosphere is heated.
PUT IT ALL TOGETHER
Use your notes and concept map to help you identify and list the most important ideas—the key concepts—in Chapter 3.
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© 2015 Sally Ride Science
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EARTH’S AIR • Communicate in a Blog
Communicate in a Blog: Science Writing
Scientists in the field often communicate with colleagues, students, and the general public by writing a blog. Review your
notes for Chapter 3: Heating of the Atmosphere. Then write your own blog.
Come up with your own idea or use one of these:
>
>
>
>
Write about the chemistry of greenhouse gases.
Discuss the history of the Keeling Curve.
Explain the greenhouse effect.
Report on how temperature differences drive global
weather patterns.
> Write about an imaginary expedition to investigate the
effects of climate change.
Be sure to include a drawing or photo with your blog in the box.
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Author and date: _________________________________________________________________________
Blog entry: _______________________________________________________________________________
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© 2015 Sally Ride Science
EARTH’S AIR • How Do We Know?
How Do We Know? A Change for All
Review the questions below for each section of How Do We Know? Then read each
section in the book and answer the questions.
THE ISSUE
1. How did the science writer help you to understand the topic?
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2. How did the science writer capture your interest?
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THE EXPERT
3. What sparked Belay Demoz’s interest in Earth’s air?
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IN THE FIELD
4. What kind of technology does Belay use to study the atmosphere?
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TECHNOLOGY
5. What is the difference between good ozone and bad ozone?
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© 2015 Sally Ride Science
EARTH’S AIR • Math Connection
Math Connection: Round Trip
A student releases a balloon and its payload—an ozonemeasuring instrument. The balloon climbs at a rate of 300
meters (984 feet) a minute. It reaches 40,000 meters (131,234
feet)—and it pops! Luckily, a parachute slows the payload on its
descent. It lands just 33.33 minutes later.
Use this information to answer the following questions. Show
your work.
1. How long did the balloon take to reach its maximum altitude?
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2. What was the payload’s rate of descent?
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3. How long did the entire flight last?
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© 2015 Sally Ride Science
EARTH’S AIR • Interview Questions for a Scientist
Interview Questions for a Scientist
Imagine that atmospheric physicist Belay Demoz is going to visit your
classroom for 30 minutes. Come up with six questions they would like to
ask him during his visit. Questions can be related to the atmosphere, how
and why it is changing, Belay’s fieldwork, and how Belay became interested
in science. Good journalists use the 5 W’s and H—What, Who, Why, Where,
When, and How—to gather information.
Questions for Belay Demoz
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© 2015 Sally Ride Science
EARTH’S AIR • Hey, I Know That!
Hey, I Know That! Study Guide
Use this sheet to answer the Hey, I Know That! questions on page 30 of Earth’s Air.
1. What is air? What are the main components of Earth’s air? (page 13)
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2. Draw a diagram that shows why warm air rises. (page 22)
3. Say that the air temperature is 16°C (61°F) and the relative humidity is 90 percent. If the temperature drops, what
will happen to the relative humidity? (page 15)
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4. How do greenhouse gases warm Earth? What is happening as more and more greenhouse gases are added to the
air? Why? (page 20)
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Caption: This dolphin and many other organisms depend on oxygen to stay
alive. What percentage of our atmosphere is made up of oxygen? (page 13)
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© 2015 Sally Ride Science