Download Lesson Two

Name: Jamie Obendorfer
Content Area: Science
Day(s): 4
Grade Level(s): 6
Topic(s): Atmospheric Layers
NSES Standards
Science as Inquiry (Content Standard A)
 Develop descriptions, explanations, predictions, and models using evidence.
Earth and Space Science (Content Standard D)
 Structure of Earth’s System
VA SOLs
6.1d
The student will plan and conduct investigations in which scale models are used to
estimate distance, volume, and quantity.
6.1k
The student will plan and conduct investigations in which an understanding of the nature
of science is developed and reinforced.
6.6c
The student will investigate and understand the properties of air and the structure and
dynamics of the Earth’s atmosphere. Key concepts include how the atmosphere changes
with altitude.
UKDs
Understand THAT…
Earth’s atmosphere makes
conditions on Earth suitable
for living things.
Know…
the troposphere, stratosphere,
mesosphere, and thermosphere
comprise the four main layers
of the atmosphere.
Properties of the atmosphere
change in different locations.
Topic/Essential Questions
“Atmospheric Layers”
What are the layers of the atmosphere?
Materials and Resources
1000 mL graduated cylinder
4 colors of sand
Funnel
Handouts for activity
Poster for activity
Safety Consideration
No special safety procedures need to be taken into consideration.
Be able to (Do)…
list and describe the
characteristics of the layers of
the atmosphere.
draw a model of the layers of
the atmosphere.
Engage—Time Estimate 10 minutes
Activation of background knowledge and construction of a model to exemplify the four main
layers of the atmosphere.
1. Ask, “Have you ever seen a shooting star?” “What is a shooting star?”
2. Explain that a shooting star is a meteor burning up in the mesosphere. This is just one of the
four main layers of the atmosphere.
3. Ask for volunteer to pour first given amount of colored sand into graduated cylinder.
4. Repeat with 3 other students so that there are four different layers of colored sand in the
graduated cylinder.
5. Observe. This is a model of the layers in our atmosphere. Pay careful attention to the size
differences.
Explore—Time Estimate 05 minutes
Students will work in pairs to determine in which layer various characteristics belong.
1. Students pair up with the person next to them.
2. Each pair is given characteristics of a certain layer in the atmosphere in the form of a picture
and statement.
3. Students will use critical thinking and prior knowledge to decide in which layer the
characteristics belong and tape them to a large model of the atmosphere at the front of the
classroom.
Explain—Time Estimate 20 minutes
Here I will address student responses and clear up misconceptions.
1. Each pair will come up and identify the layer(s) they chose for their given characteristics and
explain their reasoning.
2. If pairs are correct I will reinforce their reasoning of choice. If not, I will address their
misconception and give them the opportunity to move to another layer.
Extend—Time Estimate 05 minutes
Here students will apply what they just learned in a similar, but different situation.
1. Redistribute characteristics to pairs of students, making sure they are different from their
original ones.
2. Have students come and place their new ones in the correct layer on the model.
3. Check that each characteristic is in the correct layer.
Evaluate—Time Estimate 05 minutes
This will be a quiz to assess students’ learning of the day as a result of instruction.
PROMPT: Draw a model of the layers of the atmosphere (keep in mind size and order). In each
layer, identify at least 2 characteristics.
Plans for Diversity
ELLs/ Struggling Readers
ADHD Students
For today’s lesson there is no extensive
reading or writing. All instructions will be
stated orally and the characteristics in the
form of pictures will adhere to the learning
needs of these students.
There is a lot of movement during today’s
lesson and none of the instruction is in the
form or lecture or notes. ADHD students
will be interactively learning/participating
and less likely to disrupt or lose focus.
Connections
This is the second lesson of our unit on the atmosphere. Students already understand that Earth’s
atmosphere has a specific composition that allows us to survive and are now learning the layers
that play a role in this. As they explore the layers of the atmosphere the unifying theme of the
lesson, scale and structure, is being addressed and understood—a theme that is relevant in all
other subjects and everyday life!