Download Weather Lesson 5

Investigating Weather Systems: Lesson 5
5th Grade
INTENDED CURRICULUM
BIG IDEA: (display in class during the lesson)
Weather on Earth is affected by many variables; follows predictable patterns; and is measured and described
as data by scientific instruments.
Investigating
Weather
Systems
kit Lesson
7
Establish
working
word wall
throughout
the lesson.
NC Competency Goal 3: The learner will conduct investigations and use
appropriate technology to build an understanding of weather and climate.
3.02
Discuss and determine how the following are affected by predictable patterns of weather:
 Temperature
 Wind direction and speed
 Precipitation
 Cloud cover
 Air pressure
3.04
Explain how global atmospheric movement patterns affect local weather.
LESSON CONTENT GOALS
GUIDING QUESTIONS
1) Air has mass and can be compressed.
1) What are some properties of air?
2) Air exerts pressure in all directions. The
more it is compressed the more pressure it
exerts.
2) How do we know air exerts pressure in all
directions?
3) Earth is surrounded by a layer of air called
atmosphere. With altitude the air gets thinner
and temperature decreases.
3) What causes air pressure to change as we
travel up above the earth’s surface?
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IMPLEMENTED
CURRICULUM
Teacher’s Note: This lesson will take approximately 8 days to complete. The materials needed
for each investigation will be listed with the investigation
Advanced Preparation:
Overview of Lesson:
_____Read engaging scenario.
_____Discuss problem to solve for this investigation, record and share.
_____Make a chart to record characteristics of the layers of the atmosphere.
_____Guide students to take notes while reading using a web organizer.
_____Fill web organizer on the atmosphere with information on what they learned.
_____Making Meaning Conference: guide students into making claims and evidence with the
information they studied about air and pressure.
_____Claims and Evidence: students answer the guiding questions with claims based on the
evidence they collected or read.
_____Conclusion: students revisit prediction and write a statement on whether the prediction was
supported or not by the evidence.
_____Reflection: students write a question they would like to investigate related to the concept
covered or read in this lesson.
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DAY ONE
ENGAGING SCENARIO
TEACHER’S NOTE: Read the engaging scenario. Use the template at the end of the lesson to
either make copies or a transparency for students to follow along as it is read.
“The NASA scientists are now faced with a new challenge. In order to test how to launch the new
space vehicle that will transport the solar panels to the International Space Station, the team of
scientists needs to understand more about air, especially the air that surrounds the earth. One of the
team’s pilots was testing air balloons and reported that on one of his flights the inflated balloons
that were hanging outside his plane became smaller as the plane flew higher, and when he landed
they were back to the same size again. They are very surprised this happened and are looking for an
explanation. They have sent us some tools and some reading materials to find an explanation to what
happened. What is the problem we need to investigate?”
Teacher’s note: Provide students with important clues from the engaging scenario by using the
following questions:
Teacher says:

“What do the scientists have to do before launching the new space vehicle? They need to
understand more about the air around earth.

What did the pilot notice about the inflated balloons in this plane? They got smaller with
altitude and back to its normal size as the plane came down.

What do we have to investigate?
Allow students time to discuss the problem. Walk around the groups to listen to their ideas and
provide feedback when necessary. Select examples of focus questions that can be shared with the
class. Sharing will give the groups having difficulty finding the problem a chance to reorganize
their thoughts. Allow them to copy a shared focus question from others and have them report as a
class focus question.
FOCUS QUESTION (display, discuss by groups, record in notebooks)
Suggested class focus question (DO NOT COPY ON BOARD)
How does air in a balloon get in an out while going up an airplane and then going down?
OR
How does altitude affect the air inside a balloon?
Check and provide feedback.
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PREDICTION (discuss in groups, record in notebooks)
Teacher’s note: After students finish writing the focus question, present them with the chart of
the layers of the atmosphere for students to study. (Appendix 5-2)
Teacher says: “Before you discuss with your group how to solve the problem we will start with
what the scientists have provided us to review. The scientists want us to know that the air around
earth is divided into layers so they gave us this chart to look at. These layers are part of the
atmosphere and have different characteristics. They said to investigate things like their
temperature, size, pressure and thickness (density).”
“We will learn about these layers and list their characteristics as we go along for you to record
them in your notebooks. Let us make a chart to record these characteristics.”
“Look at the chart, how many layers do you see? 4
“What are their names? Troposphere, stratosphere, mesosphere, and exosphere
“We have four rows on our chart, one for each layer.
“What characteristics did the scientists mention? Temperature, pressure, thickness
“We can write these in columns. Make your charts in your notebook then, we will begin to read
“Layers of the Atmosphere” and add information to our chart.”
LAYERS
CHARACTERISTICS OF LAYERS OF THE ATMOSPHERE
Distance from TEMPERATURE GASES
AIR’S
OTHER
the ground up
DENSITY
Thermosphere
Mesosphere
Stratosphere
Troposphere
Use the chart provided to examine the characteristic of each layer of the atmosphere.
Guide students to record notes on the earth’s atmosphere as they read. Implement a reading
strategy suitable for your students to practice at this time.
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Use the following questions to assist them in taking notes. Do not have them copy the questions,
but instead use a graphic organizer with the word atmosphere and they can be adding the
characteristics to it as they read along.
WORD WALL
Dense: thick
“How far above us does the atmosphere reach?” More than 430 miles
“Where in the atmosphere is the air the thickest or denser?” At the bottom
“What happens to the air as we travel up the atmosphere towards outer space?” It gets thinner.
“How many layers does the atmosphere have?” 4
SAMPLE WEB CHART ORGANIZER ON THE ATMOSPHERE
Air is thicker at bottom
430 miles high
ATMOSPHERE
It has four layers
“Where does most of our weather happen?” In the Troposphere
“Which are the weather factors?” Humidity, temperature, pressure and wind
“Which layer of the atmosphere contains what is called the ozone layer?” Stratosphere
“In which layer do meteors burn up in our atmosphere and look to us like shooting stars?”
Mesosphere
“Which layer of the atmosphere is the closest to outer space?” Thermosphere
After students finish making their charts have them share (5minutes) with a partner about what
they learned today about the earth’s atmosphere by filling in more words on the chart.
You will need the following supplies to conduct the investigations over the next four days you may
wish to get them ready.
DAY TWO
Teacher says: “Now that we know something about the layers of the atmosphere, I have here
some of the tools that the scientists would like us to use to investigate the problem. They would like
for us to use some of the tools that they have provided to conduct four investigations that may
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provide us with information to solve the problem faced by the NASA scientists and test some
predictions.”
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
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


Remind students that this will be their first prediction and they will make of several over the
next few days. Have them record it in their notebooks as Prediction #1.
Allow the class time to discuss a way to solve the problem faced by the NASA scientists.
Circulate and listen to their ideas.
Distribute BLM 7-1 Air Investigation #1 (master in Appendix 5-7) and ask the students what
they think will happen when they lower the bottle into the water.
Make sure they explain why they think their prediction will solve the problem by using the
word “because” in their statement.
Select examples of predictions from the group so they can share with the class.
Provide assistance to groups that have difficulty writing the prediction by providing them with
an example.
Suggested Prediction: (DO NOT COPY THIS FOR STUDENTS)
I think that if we put the bottle in the water no water will enter it because the bottle has air
inside.
DATA CHART (record in notebooks)
As the groups finish sharing predictions with the class, they are to conduct the investigation and
record their observations in their science notebooks. Direct the students to be sure to make a label
drawing of what they observe. Also direct them to respond to the questions raised in item #9 of the
investigation by recording their answers in their science notebook. Ask the students to think about
their prediction and compare it to what they actually observed. Close by sharing with the students
that they will be doing another investigation the next day.
DAY THREE
Teacher says: “Now we have another investigation to conduct using some of the tools that the
scientists would like us to use to investigate the problem.”
Remind students that this will be their second prediction and they will make of several over the
next few days. Have them record it in their notebooks as Prediction #2.


Allow the class time to discuss a way to solve the problem faced by the NASA scientists.
Circulate and listen to their ideas.
Distribute BLM 7-2 Air Investigation #2 (master in Appendix 5-8) and ask the students what
they think will happen when they lower the bottle with a balloon on its top into the warm
water.
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Make sure they explain why they think their prediction will solve the problem by using the
word “because” in their statement.
Select examples of predictions from the group so they can share with the class.
Provide assistance to groups that have difficulty writing the prediction by providing them with
an example.
Suggested Prediction: (DO NOT COPY THIS FOR STUDENTS)
I think that the balloon will expand because the air inside the bottle will push it when it is
heated.
DATA CHART (record in notebooks)
As the groups finish sharing predictions with the class, they are to conduct the investigation and
record their observations in their science notebooks. Direct the students to make a label drawing of
what they observe. Also direct them to respond to the questions raised in item #6 of the
investigation by recording their answers in their science notebook. Ask the students to think about
their prediction and compare it to what they actually observed. Close by sharing with the students
that they will be doing another investigation the next day.
DAY FOUR
Teacher says: “Now we have a third investigation to conduct using some of the tools that the
scientists would like us to use to investigate the problem.”
Remind students that this will be their third prediction. Have them record it in their notebooks as
Prediction #3.
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
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Allow the class time to discuss a way to solve the problem faced by the NASA scientists.
Circulate and listen to their ideas.
Distribute BLM 7-3 Air Investigation #3 (master in Appendix 5-9) and ask the students what
they think will happen to the balance when they blow up one of the balloons.
Make sure they explain why they think their prediction will solve the problem by using the
word “because” in their statement.
Select examples of predictions from the group so they can share with the class.
Provide assistance to groups that have difficulty writing the prediction by providing them with
an example.
Suggested Prediction: (DO NOT COPY THIS FOR STUDENTS)
I think that the balloon with air will be heavier because the air inside the balloon has weight.
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DATA CHART (record in notebooks)
As the groups finish sharing predictions to the class, they are to conduct the investigation and
record their observations in their science notebooks. Direct the students to make a label drawing of
what they observe. Also direct them to respond to the questions raised in item #9 of the
investigation by recording their answers in their science notebook. Ask the students to think about
their prediction and compare it to what they actually observed. Close by sharing with the students
that they will be doing another investigation the next day.
DAY FIVE
Teacher says: “Now we have a final investigation to conduct using some of the tools that the
scientists would like us to use to investigate the problem.”
Remind students that this will be their fourth and final prediction. Have them record it in their
notebooks as Prediction #4.
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Allow the class time to discuss a way to solve the problem faced by the NASA scientists.
Circulate and listen to their ideas.
Distribute BLM 7-4 Air Investigation #4 (master in Appendix 5-10) and ask the students what
they think will happen when they grab the bottom of the plastic bag.
Make sure they explain why they think their prediction will solve the problem by using the
word “because” in their statement.
Select examples of predictions from the group so they can share with the class.
Provide assistance to groups that have difficulty writing the prediction by providing them with
an example.
Suggested Prediction: (DO NOT COPY THIS FOR STUDENTS)
I think that when I grab the bottom of the plastic bag, I will be able to take it out of the can
because the bag is plastic and not very strong.
DATA CHART (record in notebooks)
As the groups finish sharing predictions with the class, they are to conduct the investigation and
record their observations in their science notebooks. Direct the students to make a label drawing of
what they observe. Also direct them to respond to the questions raised in item #7 of the
investigation by recording their answers in their science notebook. Ask the students to think about
their prediction and compare it to what they actually observed. Close by sharing with the students
that they will be participating in a making meaning conference the next day and that the data and
observations from the last four investigations will be needed.
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DAY SIX: MAKING MEANING CONFERENCE (Teacher directed)
1) Share and display findings.
Remember, this is the conferencing stage. It is preferable that students contribute their ideas.
Ask students to share the information they have written on their charts, drawings and
responses to the guiding questions from the four investigations. If students need to check the
information they wrote on their notebooks during the discussion, allow them to do so.
2) Looking for patterns from the data charts:
Guide students to analyze their data by asking the following questions:
 “In Investigation #1 why did air not go up inside the bottle?”
 “In Investigation #2 what caused the balloon to expand?”
 “In Investigation #3 what caused the imbalance when one balloon was inflated?”
 “In Investigation #4 why couldn’t you remove the plastic bag from the can?”
Guide students in writing C LAIMS from the evidence on the data chart. As they
share information, assistance will be given to students in making associations
with the claims and evidence.
EX AM PL E:
CLAIMS
EVIDENCE
I claim that…….
I claim this because…….
I know that…….
I know this because…….
1. air takes up space.
1. when we put the bottle into the water,
no water went inside the bottle.
2. warm air takes up more space than
cold air.
2. when we put the bottle with the balloon on
top into the pan of warm water the air inside
the balloon got warm and caused the balloon
to inflate.
3. air has weight.
3. when we inflated the balloon the balance
would not balance any more.
4. air has pressure.
4. when we sealed the can with the plastic bag
we could not pull the bag from the can
because the air pressure held it.
Teacher decides to list as many claims and evidence needed for students to understand process
and concept.
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CLAIMS AND EVIDENCE (record in notebook)
Teacher says: “You are now going to write four of your own claims and evidence statements. Look at
the guiding questions and answer them with a claim using the evidence from what you investigated and
read about air. Revisit your notebooks to help you answer the questions. Record them in your
notebook. Be ready to share you claims with the class.”
Example sentence structures:
I claim that ______________ ______. I claim this because __________________.
I know that__________________. I know this because _________.
Share and discuss claims and evidence with the class .
Check and provide feedback.
DAY SEVEN
CONCLUSION (record in notebooks)
Students are then asked to revisit each of their four predictions and write a sentence that
states whether the evidence from investigations supported them or not. They are to explain
why and provide clear explanations regarding how their evidence supported or didn’t support
their predictions.
Share some of the statements as a class discussion.
Close the day by sharing that the students will learn a little more about air pressure by conducting
one final investigation tomorrow using the tools that the NASA scientists provided.
DAY EIGHT
Open by reviewing the Engaging Scenario from Day One. Then ask the students to review their
Focus Question for the lesson. Briefly share several.
State that the NASA scientists would like you to conduct one final investigation. “We have
learned that air pressure changes a lot as you go up in elevation. But air pressure can also
change right on the ground. Usually changes in air pressure happen too slowly for most people to
feel. But you have noticed something that changes in air pressure causes –wind.”
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Direct the students to review their notes from their smoke box observations in LE4 and then read
“Air Pressure and Winds” (master in Appendix 5-11) to discuss the 6 Guiding Questions from the
reading in their small groups. Ask them to record their responses in their science notebooks for a
class discussion.
NOTE: You may need to provide the students with their smoke boxes to help them visualize
responses to the 6 Guiding Questions.
Conduct a class discussion of using the 6 Guiding Questions.
Sample responses to the 6 Guiding Questions are on next pages.
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4
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Teacher says: “We have learned a lot of new information over the last several days about air
pressure and the properties of air.”
Now ask the students to help solve the problem faced by the test pilot in the engaging scenario.
Ask the students to write an explanation of what happened in their science notebooks.
Share several in class.
REFLECTION (record in notebooks)
.
Ask the students to think about the weather unit and respond to one of the following:
“What really surprised me about this lesson was…….”
“New questions that I have now are…….”
“I would like to know more about…….”
Students will be asked to share out their sentences.
NOTE RETURN TO AND COMPLETE LE 1 AT THIS POINT.
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ACHIEVED CURRICULUM
PROFICENCY FEEDBACK:
This guide is:
 To be posted on the board/butcher paper for students to know what is expected in
their Notebook
 To be an evaluation tool for teachers as students work in their Notebooks
 To be converted into questions as a student self assessment piece
PROFICIENCY FEEDBACK GUIDE
Investigating Weather Systems: Lesson 5
Competency Goal 3: The learner will conduct investigations and use
appropriate technology to build an understanding of weather and climate.
3.02
Discuss and determine how the following are affected by predictable patterns of weather:
 Temperature
 Wind direction and speed
 Precipitation
 Cloud cover
 Air pressure
3.04 Explain how global atmospheric movement patterns affect local weather.
S
T
Notebook Component
Focus Question
 One question written clearly
 . Related to the scenario
Prediction
 5 sentences
 They relate to the content covered in the lesson
 Explains why
Data
 1 chart
 Complete and accurate
 Labeled with titles
Claims & Evidence
 4 complete sentences demonstrating an understanding of the
Guiding Questions
Conclusion
 Accurately shows if predictions were supported or not supported by
explanation of why
Reflection
 Writes one statement for further investigation
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Appendix 5-1
ENGAGING SCENARIO
“The NASA scientists are now faced with a new challenge.
In order to test how to launch the new space vehicle that
will transport the solar panels to the International Space
Station, the team of scientists needs to understand more
about air, especially the air that surrounds the earth. One of
the team’s pilots was testing air balloons and reported that
on one of his flights the inflated balloons that were hanging
outside his plane became smaller as the plane flew higher,
and when he landed they were back to the same size again.
They are very surprised this happened and are looking for
an explanation. They have sent us some tools and some
reading materials to find an explanation to what happened.
What is the problem to we need to investigate?”
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Appendix 5-2 NASA Atmospheric Poster
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Appendix 5-3
LAYERS
Distance from the
ground up
GASES
AIR DENSITY
OTHER
Thermosphere
Mesosphere
Stratosphere
Troposphere
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Appendix 5-4 Reading: Layers of the Atmosphere
Layers of the Atmosphere
The atmosphere is divided vertically into four layers based
on temperature: troposphere, stratosphere, mesosphere,
and thermosphere.
The four distinct layers have been identified using

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

thermal characteristics (temperature changes),
chemical composition,
movement, and
density.
Troposphere
The troposphere begins at the Earth's surface and
extends up to 4-7 miles. This is where we live. Within
this small layer almost all of our weather is created -the short term changes in temperature, wind, pressure,
and moisture that we experience as part of our daily
lives. The lower altitudes are the warmest part of the
troposphere, in part because the earth's surface
absorbs solar radiation and transfers this heat to the
air. Generally, as altitude increases, temperature
decreases steadily. Therefore, the temperature in the
troposphere also decreases with height. As you climb
higher, the temperature drops from about 62°F to 60°F.
But the earth's topography -- mountain ranges and
plateaus -- can cause some lower regions in the
troposphere to experience temperature inversions,
where temperature actually increases with altitude.
Towards the top of the troposphere temperatures fall to
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an average low of -70deg.F (-57deg.C) and wind speeds
increase significantly, making the top of the
troposphere an extremely cold and windy place.
Oxygen (21%) and nitrogen (70%) make up the majority
of the gases in the earth's atmosphere, even at much
higher altitudes. But it is the lowest level of earth's
atmosphere where the right mixture works to support
life. Here, living things are also free from the radiation
showers which flow down through most of the earth's
atmosphere. As the gases in this layer decrease with
height, the air becomes thinner. The air density has a
range from 1.2 to 0.47 kg per square meter.
The height of the troposphere varies from the equator to
the poles. At the equator it is around 11-12 miles high,
at 50°N and 50°S, 5.5 miles and at the poles just under
4 miles high. The transition boundary between the
troposphere and the layer above is called the
tropopause. Both the tropopause and the troposphere
are known as the lower atmosphere.
Stratosphere
The Stratosphere extends from the tropopause up to 30
miles above the Earth's surface. This layer holds 19
percent of the atmosphere's gases but very little water
vapor.
The gases found in the stratosphere are nitrogen (78%)
and oxygen (20%) Temperature increases with height as
radiation is increasingly absorbed by oxygen molecules
which leads to the formation of Ozone. The temperature
rises from an average -76°F at tropopause to a
maximum of about 5°F at the stratopause due to this
absorption of ultraviolet radiation. The increasing
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temperature also makes it a calm layer with movements
of the gases slow.
The gradual change from the troposphere to the
stratosphere begins at approximately 7 miles high. The
temperature in the lower stratosphere is extremely
stable and cold at -60°F. Here, strong winds occur as
part of defined circulation patterns. High cirrus clouds
sometimes form in the lower stratosphere, but for the
most part there are no significant weather patterns in
the stratosphere.
The regions of the stratosphere and the mesosphere,
along with the stratopause and mesopause, are called
the middle atmosphere by scientists. The transition
boundary which separates the stratosphere from the
mesosphere is called the stratopause.
From the middle of the stratosphere and up, the
temperature pattern undergoes a sudden change,
sharply increasing with height. Much of this
temperature change is due to increasing levels of ozone
concentration which absorbs ultraviolet radiation. The
temperature can reach a balmy 65°F in the upper
stratosphere near an altitude of 25 miles high. The air
density has a range between 0.36 – 0001kg per square
meter.
Mesosphere
The mesosphere extends from the stratopause to about
50 miles above the earth. The gases, including nitrogen
(71%) oxygen (28%) continue to become thinner and
thinner with height with an average density of
0.00000001 kg per square meter. As such, the effect of
the warming by ultraviolet radiation also becomes less
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and less, leading to a decrease in temperature with
height. On average, temperature decreases from about
5°F to as low as -184°F at the mesopause. Such
extreme cold allows the formation of so-called
noctilucent clouds, thought to be made of ice crystals
clinging to dust particles.
However, the gases in the mesosphere are thick enough
to slow down meteorites hurtling into the atmosphere,
where they burn up, leaving fiery trails in the night sky.
Thermosphere
The Thermosphere extends from the mesosphere to 430
miles above the earth. This layer is known as the upper
atmosphere. The gases of the thermosphere are
increasingly thinner and lighter than in the mesosphere
and are not very dense.
The thermosphere receives its name from the return to
increasing temperature which can reach a staggering
3,600°F. However, despite the high temperature, this
layer of the atmosphere would still feel very cold to our
skin because of the extremely thin air. The total amount
of energy in this layer is not sufficient enough to heat
our skin. These extreme temperatures are caused by
the absorption of the sun's shortwave ultraviolet
radiation.
The thermosphere has layers and they are often referred
to as the ionosphere, which deflects some radio signals.
Before the modern use of satellites, this deflection by
the ionosphere was essential for long distance radio
communication. Today, radio frequencies which pass
through the ionosphere unaffected are chosen for
satellite communication.
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Beautiful auroras, also known as the Northern and
Southern lights, occur in the thermosphere when solar
flares from the sun create magnetic storms near the
poles. Brilliant green and red light is emitted. Even
higher -- above the auroras and the ionosphere -- the
gases (helium – 71%, oxygen - 28% and nitrogen - 1%)
of this final atmospheric layer begin to dissipate, until
finally, several hundred miles above the earth, they fade
off into the depths of space.
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Appendix 5-5
SAMPLE OF GRAPHIC ORGANIZER
CHARACTERISTICS OF LAYERS OF THE
ATMOSPHERE
Earth’s weather happens on first layer
Air is thicker at bottom
430 miles high
It has four layers
ATMOSPHERE
It has pressure
It gets colder with altitude
Pressure is higher at
Sea level
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Appendix 5-6: Atmospheric Layers Chart
ATMOSPHERIC LAYERS
LAYERS
DISTANCE
FROM THE
GROUND UP
Temperature
Gases
Air
Density
(heavy)
OTHER
Thermosphere
430 miles high
Can reach up to
3600 degrees F
Helium 71%
Oxygen 28 %
Nitrogen 1%
Extremely
thin, light
Contains
ionosphere
where the
northern an
southern lights
originate
Mesosphere
30- 50 miles
5 degrees F 184 degrees F
Nitrogen 71%
Oxygen 28.4%
.00000001
kg/m2
Where meteors
burn up
Range is
between
.357 .00001
kg/m2
Contains the
ozone layer
which absorbs
UV rays and
affects
temperature.
Range is
between
1.223-.472
kg/m2
Where weather
occurs.
Stratosphere
Troposphere
7 – 30 miles
-76 degrees F
to 5 degrees F
0 – 7 miles
Average 62
degrees F
At the top -60
degrees F
Nitrogen 78%
Oxygen 20 %
Nitrogen 70%
Oxygen 21 %
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108
Appendix 5-7
WCPSS Scaffolded Guided Inquiry Grade 5 - Investigating Weather Systems Lesson 5
Revised 2010
109
Appendix 5-8
WCPSS Scaffolded Guided Inquiry Grade 5 - Investigating Weather Systems Lesson 5
Revised 2010
110
Appendix 5-9
WCPSS Scaffolded Guided Inquiry Grade 5 - Investigating Weather Systems Lesson 5
Revised 2010
111
Appendix 5-10
WCPSS Scaffolded Guided Inquiry Grade 5 - Investigating Weather Systems Lesson 5
Revised 2010
112
Appendix 5-11
WCPSS Scaffolded Guided Inquiry Grade 5 - Investigating Weather Systems Lesson 5
Revised 2010
113
WCPSS Scaffolded Guided Inquiry Grade 5 - Investigating Weather Systems Lesson 5
Revised 2010
114