Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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!