Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 128879
Our Atmosphere: How does it protect life and insulate
the planet?
In this lesson, students will define the composition, air pressure, and temperature of the atmosphere. They will identify and describe the structure
of the atmosphere. By demonstrating the previous knowledge, students will then describe how the atmosphere protects life and insulates our
planet.
Note: teachers using this lesson must have access to the Fusion Textbook in order to completely address the Explain portion of the 5E lesson
model herein.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Interactive Whiteboard, LCD
Projector, Adobe Flash Player, Computer Media Player
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Keywords: composition, atmosphere, ozone layer, greenhouse effect
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
IJ1.png
IJ2.png
IJ3.JPG
IJ4.png
IJ5.png
IJ6.jpg
Explore Activity.docx
Protect Our Globe.docx
Student Info.pdf
Learning Style Inventory.pdf
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
Describe how the composition and structure of the atmosphere protects life on Earth and insulates the planet.
Model how the atmosphere protects life on Earth.
Prior Knowledge: What prior knowledge should students have for this lesson?
page 1 of 5 Students should understand that a gas is an air-like fluid substance which expands freely to fill any space available, irrespective of its quantity.
Students should be able to explain that the atmosphere is a layer of gases surrounding the Earth. It contains oxygen and other gases needed for life.
Guiding Questions: What are the guiding questions for this lesson?
What is the function of the atmosphere?
Teaching Phase: How will the teacher present the concept or skill to students?
Engage: Interactive Journal (IJ) - Timed writing together with group and class collaboration as described in the Formative Assessment section
Explore: Investigation - "Protect Our Globe" - The teacher should be familiar with the You-Tube video Protect Our Globe. See the attachment for complete
lesson/activity guide.
It is recommended that the teacher shows the YouTube video as an introduction to the activity.
The students will be given the option of creating their own data table and graph or using pre-constructed templates for the data table and graph. (Accommodation for
low level students). They will be working in groups of 3. This investigation will be used as a Formative Assessment. The groups will go over the questions on their
own while the teacher checks for understanding while moving around the room questioning each group. These questions will be discussed and used as a formative
grade. Ideally, I would like for the students to be able to come up with conclusion on their own. If they don't it will be readdressed in the Explain portion below.
Sample Conclusion: The atmosphere works as an insulator & barrier which protects our planet from extreme temperature and radiation. The item found in the room
represents the atmosphere and the cup filled with water represents Earth.
Explain: (Placing material in IJ on the left side ­ teacher guided) – Fusion Textbook
1. "Composition of the Atmosphere" - pg. 146 in text
Cut and paste the two paragraphs describing the earth's atmosphere and the image "Composition of the Atmosphere." Ask students to use the Active Reading
Strategy--highlighting the information that answers the question "What is in the earth's atmosphere?" As the students highlight, they will be discussing what
information should be included. Responses are shared with the class. Using the pie chart titled "The Composition of the Atmosphere," students will answer the
question, "What is the missing % of oxygen?" (Misconception: We do not just breathe oxygen.) Show the YouTube clip "Earth's Atmosphere - Air & Layers for Kids."
2. "Structure of the Atmosphere" – pg. 148­149 in text
Students will instructed to cut out 4paragraphs which describe the atmosphere. These will go on the left side—Teacher is giving this info. Each group is given a
layer to read and further explain to the class. properties. Describe each layer and how they relate to each other. Depending on the size of the class, some may have
the same group. Students will work in groups answering this by talking, highlighting and/or writing addition notes on sticky notes. After 4-5 minutes, each group will
report to the class. Further discussion will result in responses and comments.
3. "Atmosphere protects life and insulates Earth" – pg. 150­151 in text
Students will read over those pages, then we will discuss them as a class.
4. Teacher will model simple notes at this point (left side) – How the atmosphere protects life:
By absorbing or reflecting harmful radiation – Ozone Layer
Maintaining the right temperature range – Greenhouse Effect
5. Guided Practice comprises the remaining portion of Explain. This includes questions that will be completed on the right hand side of their IJ. Students may discuss
these questions in their groups. Circulate and prompt as needed.
Extend:
Part 1: Students will read the article "Greenhouse Effect" (copies can be made to hand out) from Geography4Kids.com. This article will make the connection between
the Explore and Explain portions of the Teaching Phase. After reading the article, students will reflect in their IJ (right side) on the importance of the Greenhouse
Effect. This page can also be projected from a data projector. (If the link is not working, go to the above site, go into Atmosphere and on the right side is a listing of
topics. Click on Greenhouse Effect.)
Part 2: Students will be assigned the review lesson at the end of the section for homework. This is not done in the IJ because it is a graded assignment. The
assignment will be turned in next class period and be considered a piece of Formative Assessment work.
Evaluate: This will serve as the Summative Assessment for this lesson. Students will have two options to choose from. Regardless of their selection, the writing
assignment is due the next class period (following day):
Note: This is graded and will be on loose-leaf paper.
Option #1
1. Identify the main components of the atmosphere.
2. Explain why the temperature changes as the altitude increases.
3. Identify the properties of the Earth’s atmosphere.
4. Describe how the atmosphere protects life and insulates the planet.
Option #2
Evaluate: Writing assignment should be at least one page in length, not more than two.
Describe how the composition and structure of the atmosphere protects life and insulates the planet.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The image from pg. 149 in the text was pasted on the right side of the IJ. (See Attachments) The following questions will be posed for discussion and they will be
written in the IJ to accompany the visual (handouts will be provided as needed). Students will use sticky notes to restate the question in their answer.
Structure of the Atmosphere:
1. What does the red line in the troposphere show?
page 2 of 5 2. What does this visual show about air pressure?
3. Does temperature become lower at higher altitudes?
4. Where does air temperature decrease with altitude?
5. What does the temperature line look like as it passes through the 4 layers?
6. In what layer is the ozone layer in?
7. In what layer is the aurora borealis?
8. In what layer do meteoroids burn up?
9. In what layer do you find clouds and weather?
Higher Order Question - Analysis:
Jet planes fly near the top of the troposphere. Is it more important to heat or cool the passenger cabins at this altitude? Justify your answer. Sample answer: The top
of the troposphere is the coldest, so the cabins should be heated. It's higher than the tops of mountains, so it must be cold!
Students will turn and talk for this question and share with class.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Explore: Lab activity "Protect Our Globe"
Explain: Fusion Textbook work
Extend: Formative Assessment
Part 1: "Greenhouse Effect" from Geography4kids.com
The article will make the connection between the Explore and Explain. (Attachments) Students will read the article and reflect in their IJ on the importance of the
Greenhouse Effect.
Part 2: Students will be assigned the review lesson at the end of the section for homework. This is not done in the IJ because it is a graded assignment. The
assignment will be turned in next class period and be considered a piece of Formative Assessment work.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Describe how the composition and structure of the atmosphere protects life and insulates the planet.
After checking the Summative Assessments, the responses will determine the Do It Now (warm-up) for the next class period. The Do It Now assignment will serve as
a last chance to address any misconceptions or questions that may still remain following the entire lesson. It will launch a sort of overview discussion and summation,
along with helping to transition on to the next topic.
Summative Assessment
Students will be able to choose one of the two writing assignments offered below. Regardless of their decision, this Summative Assessment is due the following day.
This assignment is to be done on loose-leaf paper, not in their IJ.
Option #1:
1. Identify the main components of the atmosphere.
2. Explain why the temperature changes as the altitude increases.
3. Identify the properties of the Earth’s atmosphere.
4. Describe how the atmosphere protects life and insulates the planet.
Option #2
Evaluate: Writing assignment should be at least one page in length, not more than two.
Describe how the composition and structure of the atmosphere protects life and insulates the planet.
Formative Assessment
1. (SC.6.E.7.9) Describe how the composition and structure of the atmosphere protects life and insulates the planet.
This standard is displayed on the board and projected onto the screen from the data projector. If no data projector is available, it can be written on the board.
The teacher will read the standard to the students and will instruct students to brainstorm on all the things they know about this standard. Say, "You will have 3
minutes to list all that you know. You may use phrases, words and/or pictures to demonstrate your prior knowledge. You will do this on the right side of your
interactive journal. I will call time in 3 minutes."
Students will turn and talk to their partner, sharing ideas and making notes in their IJ. Students are then instructed to share (2-3 min) within their larger
groups. (See "Accommodations" for grouping strategies)
Following this time, each group will report to the class. The teacher will write the ideas in his/her personal IJ that can then be projected on the screen using a
document camera. If no document camera is available or the teacher doesn't use and IJ, this can be done by writing on the board or on chart paper. The
teacher then instructs students to check off similar ideas in the Interactive Journal and add additional thoughts gathered from other students.
2. Investigation - "Protect Our Globe," including discussion questions and conclusion
3. Guided Practice Q & A
4. Extend portion of the lesson, Parts 1 & 2
Note: This lesson is designed to use an Interactive Journal (hereafter referred to as your IJ; pronounced "eye-jay"). Some from actual students are included (See
Attachment: examples IJ 1a-3). A great website to view about creating Interactive Notebooks is Interactive Journals explained; the author has quite a few videos you
may find very informative.
You only use two pages of the journal. The left side is teacher input: things like the Standard, Essential Question, Vocabulary, and any notes from the teacher. The
page 3 of 5 right side is all student work. Work can be layered as necessary on either page using tape, staples, or even glue-sticks! See the discussion of Left Side Versus Right
Side for INBs at 4mulaFun.com.
I create my own with my students each year. (See Attachments: IJ4) I model how it should be set up, as well as providing introductory notes on how and why we use
an IJ. It's also excellent for absent students—they just get my IJ, see what they missed, and add in the necessary notes, handouts, etc. These introductory notes can
be from a text, PowerPoint, handout, etc.
If you do not use an IJ, but rather have your students keep a traditional science binder, the information would be put on loose-leaf paper in the Classwork Section. It
would be extremely good for organizational purposes to create a daily table of contents and number all of the pages in that binder. See the table of contents in the
attachments IJ5 and IJ6.
Graded work is not put in the IJ. Graded work goes into each student's portfolio.
The greatest thing about the IJ is students love creating them. I keep small bins (2) on the desks for students to use. These bins include tape, glue stick, scissors,
sticky notes, highlighters, colored pencils, erasers, etc. There's never a reason for anyone to be up and about getting these simple supplies since they are at their
desks. A brief inventory is held at the beginning and ending of class—I mean brief. It's the first and last thing done.
Feedback to Students
Using the IJ, board, or chart paper, the teacher lists the items elicited from the class. Highlight any misconceptions and notes to the students that they will address any
additional ideas later when that specific concept is covered.
Each idea is discussed to check for depth of knowledge.
Feedback is also given on ideas that need not be included for this particular standard; a misconception may be here as well.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
1. Students are grouped with a peer buddy. When working in groups of 3 or 4, I use Reading and Math FCAT data to heterogeneously group the students. I also give
all of my students a Learning Style Inventory on the first day of class. This information is always beneficial as I create my lesson plans, choose groupings, and as I
work individually with students.
Grouping Students – Based on Reading, Math, and Science data from 5th grade, I create student groups. Heterogeneous groups – high achiever mixed with two
average and a low level student. I also use The Learning Style Inventory (Attachments, "Learning Style Inventory") to determine the best place for these students.
Please see all attachments covering the Learning Style Inventory and how to effectively use it in the classroom!
2. During the Explore portion of the Teaching Phase: Students will be given the choice to design their own data table and graph or use the template I provide. Meets
the needs of lower level students, 504 Plans and IEPs.
3. Should students choose to address Option #2 as their Summative Assessment, "How does the atmosphere protect life on earth and insulates the planet?" Students
may draw their own version of how greenhouse gases keep the earth warm. As Guided Practice, Accommodations are being met for lower level students, 504 Plans,
and IEPs.
This could also be done as Independent Practice and count as their Summative Assessment.
Extensions:
Travel Brochure: Imagine you are a real estate agent. You want to see some property on another fictional planet. Create a travel brochure that demonstrates the
characteristics of that property which makes it appealing to humans. Include the following the information in your brochure:
Compare the atmosphere of that planet to Earth.
Is there sufficient oxygen?
Green plants grow very well on this planet; how do these plants contribute to the atmosphere?
Make a graphic of the atmosphere that illustrates what the temperature is at different levels.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Adobe
Flash Player, Computer Media Player
Additional Information/Instructions
By Author/Submitter
The Fusion textbook must be used with this lesson.
SOURCE AND ACCESS INFORMATION
Contributed by: Joan Bacon
Name of Author/Source: Joan Bacon
District/Organization of Contributor(s): Duval
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
page 4 of 5 Name
Description
Describe how the composition and structure of the atmosphere protects life and insulates the planet.
SC.6.E.7.9:
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.7: Look for and make use of structure.
page 5 of 5