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XXXXXXXXXX XXXXXXXXX XX Teacher:xxxxxxxxxxxxxx Marijana Nikolic XXXXXXXXXX XXXXXXXXX
By: TIJANA SEKULIC Source: http://en.wikipedia.org/wiki/Atmosphere
Directions: Study the following keywords and definintions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. absorb -(v) - To take into one's self, as a sponge takes in water.* absorption -(n) - The act of taking in something; for example, as a sponge takes in water. Which words are acid -(n) - A chemical, sour to the taste and having a PH balance of less than 7.* the hardest? altitude -(n) - Distance above sea level. element -(n) - Any one of the simplest chemical substances that cannot be broken down. Focus on the noticeable -(adj) - worthy of attention; easily seen tough ones! enable -(v) - Make it possible to do something.* polluting -(v) - To make something unclean or impure. declines -(v) - Become less. median -(n) - The middle point on a scale. axis -(n) - An line that is imagined to pass through the center of an object. crashing -(v) - When two or more objects come into contact violently. condensed -(v) - To make smaller. burn out -(pv) - a fire that can no longer burn or light bulb that can no longer produce light. boundary -(n) - A line between two areas. droplets -(n) - A very small amount of water, like the amount in a single rain drop. acid rain -(n) - Rain that has a low pH as a result of pollution. radiation -(n) - Energy given off as waves or as sub-atomic particles. depleted -(v) - To decrease the amount of something oxygen -(n) - A moleclue composed of two oxygen atoms that is needed by animals for respiraton and is released by plants during photosynthesis. 21. ozone layer -(n) - A part of the Earth's atomsphere that blocks ultraviolet light from the sun. 22. ratio -(n) - A comparison of two parts of a larger number.
Directions: Read the following passage carefully.
Fill out the 'K' and the 'W' columns before you read, and then use the 'L' column to take notes while you read. K What do you KNOW about this subject? W What do you WANT to know about this subject? L What did you LEARN about this subject?
This is the only layer where the life is possible. atomic weight. Some phenomena that are conditioned by air. soaking or dispersing a part of the solar radiation. 2. such as Northern lights or the light tail of the meteors. plant spores. and xenon). bacteria etc. there is a gravitational division of gases with the concentration of the lighter ones increasing with the altitude. mesopause. exosphere and mesosphere. stratosphere. The exact point of the upper boundary of the atmosphere is very difficult to determine since the air becomes thinner and thinner only to finally disappear in the vast airless space. Above this. Above the altitude of 3500 km. thus disturbing the balance and creating much worse conditions for life. helium. Five layers can be distinguished in the atmosphere: troposphere. hydrogen. the man keeps destroying the environment – polluting it. The chemical composition is stable up to the altitude of 100 km.. almost all of the atmospheric water. it is believed that the thinnest layer of the atmosphere reaches much further than that. when it suddenly becomes depleted with 1000 times less of it at 70 km above the ground than on the surface. ash. methane. The change from the atmosphere to the extremely thin space between planets is gradual. it can be condensed or sublimated. If there were no atmosphere. . sulphur dioxide.03%). Besides this. oxygen (21%). the atmosphere contains various solids dispersed in the air. only to quickly accumulate and amount to its maximum at 20-25 km.e. Their sources are deserts and semideserts. air pressure and physical and chemical features of the air change too. in the so-called hetero-sphere. happen at the altitude of 1000 km. stratopause. It is formed by the processes of water evaporation on the surface of the Earth and by plant transpiration. Despite this. This is the reason why this layer is called homo-sphere. 3. The air is the densest just above the ground. The water vapour can form clouds and fog. They are condensational cores.. The temperature declines with the increasing altitude reaching – 55*C to – 80*C at the upper boundary of the troposphere. i. and over 1100 km there is helium as a lighter gas. while the meteorites would fall onto the Earth at enormous speeds. the temperature. the ozone is hardly noticeable. They make up 99. 4. and carbon. THE AIR COMPOSITION The atmosphere is really a mixture of gases. The composition of the atmosphere changes with the altitude. destroying the ozone layer. water vapour in the air is changeable. the deadly ultraviolet sunrays would destroy all the life on the planet. 50% of its mass is concentrated up to the altitude of 5 km. krypton. The aerosols in the air are floating specks of dust. and thermopause. depending on the ratio of the mass of the gas molecules and gravitation force. the hydrogen is dominating as it is the element with the smallest relative atomic mass. Circle words or phrases in the text that you don’t know. This is the reason why the atmosphere has layers. The rest are precious gases (neon. with mainly upward and circular movement of the atmosphere. i. changing its composition. mining and industrial areas and increasingly big cities. cinder. thus forming the relief similar to that on the Moon. The amount of water. the areas of active volcanoes. the so-called aerosols. It accounts for 80% of the atmosphere mass. In the lowest layer of air.93% of the volume of dry air. thermosphere. etc. some of which have almost constant and some changeable concentration. In the layer up to 200 km altitude there are mostly molecules of nitrogen and oxygen. The basic elements of the atmosphere are nitrogen (78%). the Earth would overheat during the day and get too cold during the night making the difference in the temperature between night and day very extreme (around 200*C). Yet. THE STRUCTURE OF THE ATMOSPHERE With the change in altitude. Put a check mark (✓ ) next to statements that you agree with. Troposphere is the lowest and the densest part of the atmosphere stretching up to 8 km above the poles and up to 18 km above the equator. causing acid rain. There are median layers in between the main layers: tropopause.e. The atmosphere makes the life on the planet possible and protects it from various negative impacts. Put a question mark (?) next to statements you have a question about. which is of huge importance for many processes in the atmosphere. Underline important parts of the text. The ozone is also a changeable element of the air. the quantity of which is noticeably changing in recent years or decades. ATMOSPHERE Atmosphere is the layer of air covering the Earth and turning with it on its axis.1. ozone. up to the altitude of 10 km. creating better conditions for precipitation. There is on average about 1billion ton of water vapour formed per minute. according to some data up to 20000 km. with clouds forming within this layer and all the important air flow and the weather changes that go on here. nitrogen dioxide. it can absorb and release a huge amount of heat. salt.dioxide (0. from 200 to 1100 km mostly atomic oxygen. argon (09%). 99% up to 36 km.
Use the important details to support your discussion of the main idea. Thermosphere is at the altitude of 80 to 800 km. Due to the dryness of the air in the stratosphere there are no clouds. which they reflect and so enable the radio transmission to great distances. but later increases with the altitude due to the presence of large amounts of ozone (O3). Question 1: Which are almost constant and which changeable elements of the air? Question 2: What are aerosols and what is their role in the atmosphere? Question 3: How does the temperature of the air in some layers of the atmosphere change with the increase in altitude? Question 4: where is the ozonosphere and ionosphere? . through which stars can be seen. The magnificent natural phenomenon of Northern lights happen here in the ionosphere. 1) 2) Write 1 brief paragraph summarizing the main idea of the passage. Mesosphere is the layer up to 80 km altitude. thus protecting the life on Earth. 1) Identify 3 important supporting details that contribute to the main idea of the passage. The air is similar to a vacuum. Most meteorites burn out within this sphere. At the beginning the temperature doesn't change. Only sometimes thin whitish clouds form out of tiny droplets of very cold water vapour and ice crystals. It is a result of crashing of the charged molecules and molecules of thinned gases. It is very important for radio wavelengths. The layer with the ozone is called ozonosphere. 2) 3) Identify 2 details that are not very important to the main idea of the passage.Stratosphere stretches to 50-55 km above the surface of the Earth. when at first the giving out of movement energy and then of light energy happens. which is why this layer is also called ionosphere. Exosphere goes from 800 to 3000 km. Due to weak heat absorption. The air is very thin and contains ions – charged gas molecules. The concentration of the ozone is the greatest at the altitude of 20-25 km. so the rare molecules move at a great speed and go into the space between planets. which gets warm by soaking the harmful ultraviolet rays. the temperature goes down to -80*C. This sphere was named after the high temperatures that constantly rise and reach even 1000*C.
The air is similar to a vacuum. charged gas molecules. so the rare molecules move at a great speed and go into the space between planets. 3. Directions: Identify the word that ends with -ous in each sentence and write it on the line. like dangerous. ozone. 3. causing acid rain. 4. hydrogen.80*C. For example. changing its composition. sulphur dioxide . destroying the ozone layer. This is the reason why this layer is called homo-sphere." the cause is "cold" and "wore a coat" is the effect. thus disturbing the balance and creating much worse conditions for life. 2. nitrogen dioxide . Directions: Identify how the cause_effect is used in the sentence(s) below 1. methane. The words so and because are used to show the relationship between the cause and the effect. the deadly ultraviolet sunrays would destroy all the life on the planet . which is why this layer is also called ionosphere. 6. 5. which is why this layer is also called ionosphere. and xenon ). while the meteorites would fall onto the Earth at enormous speeds . Identify the cause and effect in the sentence(s) below. 1. polluting it. helium.Focus on Grammar Some words and phrases show cause and effect. The atmosphere makes the life on the planet possible and protects it from various negative impacts. Due to weak heat absorption. krypton. in the sentences "It is cold so I wore a coat" and "I wore a coat because it is cold. thus forming the relief similar to that on the Moon. The rest are precious gases ( neon. 2. the temperature goes down to. charged gas molecules. Word Roots & Stems Rule: The suffix ous changes a noun into an adjective.
S. 14. 8. 15.es) + ous I was nervous when he drove fast. The car _______________ into a tree. 6. water becomes gaseous. 2. 19.000 feet.Directions: Fill in the blanks below. 7.. 9. There are 16 kids in the class and only two are boys so the _______________ of girls to boys is 14:2 (simplified to 7:1). Deforestationt is _______________ the rainforests. The U. The plane flew at an _______________ of 30. gamma rays. A _______________ of water fell from the sky. 10. Subways _______________ people to move around the city quickly and easily. The original book was 1000 pages. The _______________ can be damaged by aerosols and chemicals called CFCs (chlorofluorocarbons) found in older air conditioners. Alpha particles. 13. The factory was _______________ the river with chemicals. 4. furious (fury-y) + ious When you pull her tail. 12. Plants release _______________ as a byproduct of photosynthesis. 5. 5 is the _______________. x-rays. the cat gets furious. . Hydrogen and oxygen are _______________s that combine to make water. We have to change the light bulb in the kitchen. and visible light are all different forms of _______________. 20. 11. mysterious ____________ ________________________________________________ spacious ____________ ________________________________________________ nervous (nerves . 18. 3. 16. His interest in video games _______________ as his interest in girls increased. On a scale of 0 to 10. just as in the models. glorious ____________ ________________________________________________ Vocabulary Practice FILL IN THE BLANK Directions: Use the word bank to identify the word that best completes the sentence. but this _______________ version is only 25 pages long! 17. That brand of paper towel had the best _______________ qualities. _______________s immigrants from all over the world. The _______________ turned the test paper blue. it is _______________. absorb enable condensed depleted absorption polluting burn out oxygen acid declines boundary ozone layer altitude median droplets ratio element axis acid rain noticeable crashing radiation 1. The Earth rotates on its _______________. gaseous gas + eous Above 100 degrees C. The wall was a _______________ between the kitchen and the living room.
_______ Become less. K. H. _______ a fire that can no longer burn or light bulb that can no longer produce light. 25. 36. _______ The act of taking in something. S. 37. for example. 33. 21. 34. 24. feel free to also draw a line between the definition and the matching word. _______ A moleclue composed of two oxygen atoms that is needed by animals for respiraton and is released by plants during photosynthesis. _______ A comparison of two parts of a larger number. L. absorb enable condensed depleted absorption polluting burn out oxygen acid declines boundary ozone layer altitude median droplets ratio element axis acid rain noticeable crashing radiation 43. as a sponge takes in water.* 31. _______ To make something unclean or impure. 41. _______ A line between two areas. sour to the taste and having a PH balance of less than 7. A. _______ Make it possible to do something. _______ Distance above sea level. P. 38. E.MATCHING Directions: Write the letter of word that matches the definition on the line. _______ To take into one's self. _______ Energy given off as waves or as sub-atomic particles. D. as a sponge takes in water. 29. WRITE YOUR OWN SENTENCES Directions: For each of the words in the box. 39. _______ A part of the Earth's atomsphere that blocks ultraviolet light from the sun. I. U. 22. 27. Circle the vocabulary word in each sentence. _______ A chemical.* 26. 40. F. R. M. T. . Be sure to write a sentence that would help the reader better understand the meaning of the word. _______ An line that is imagined to pass through the center of an object. 30. V. N. _______ worthy of attention. B. Q. _______ The middle point on a scale. _______ A very small amount of water. G. write an original sentence using the word. J. _______ To make smaller.* 35. like the amount in a single rain drop. If it helps. absorb absorption acid altitude element noticeable enable polluting declines median axis crashing condensed burn out boundary droplets acid rain radiation depleted oxygen ozone layer ratio 32. _______ Rain that has a low pH as a result of pollution. 28. _______ When two or more objects come into contact violently. _______ To decrease the amount of something 23. O. _______ Any one of the simplest chemical substances that cannot be broken down. C. easily seen 42.
50. 51. 59. 54. 63. . 62. 47. 45. 58. 60. 49. 46. 55. 64. 53.44. 61. 56. 52. 57. 48.
axis 17. ALL Students will strive to demonstrate comprehension of the passage by answering the questions. boundary 21. Review defintions Sample Questioning: In your own words. ALL Students will be able to increase their understanding and awareness of the new words. Instruct students to read the passage silently and complete the questions independently. . absorption 8. altitude 10. or develop a physical action to increase the student’s ability to remember the new words. pronounce. Share ALL Students will read the passage or follow along as the passage is read. SOME students will be given an opportunity to share their answer aloud. Give students need time to work on completing their own practice sentences for the grammatical structure. acid 9.LESSON: Aim: Grade: 9 Subject: Prepared by: Marijana Nikolic Objectives: Students will be able to understand. Standards addressed: Vocabulary: 1. Pair. Grammar Students will review the usage of and then identify simple_present in sentences from the reading.SOME Students will be asked to orally demonstrate knowledge of new words. enable 13. Ask students to volunteer to read parts of the passage aloud. polluting 14. oxygen 3. burn out 20. condensed 19. depleted 2. Depending on the population: Read the entire passage aloud. Ask students to complete the questions by doing Think. Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content. Students will write 5 original sentences using simple_present. element 11. declines 15. and use the words in the vocabulary list below. radiation Activity Description Differentiation Guide Assessment Introduction of vocabulary Introduce the new words from the vocabulary list in above (see Objectives) by modeling pronunciation. acid rain 6. median 16. Who can think of a time when this word might be used? Can you use this word in a sentence? What’s the antonym (opposite) of this word? When appropriate. to model phrasing and fluency. Pause at key moments and model good reading strategies through a think aloud. droplets 22. Reading & Comprehension Questions Students will read the passages of and demonstrate comprehension of the content by question. while working with students who need more literacy help. ozone layer 4. crashing 18. noticeable 12. absorb 7. ratio 5. but also include the vocabulary from the lesson in their sentences. associate a visual image to cue to understanding of the word. individual and choral repitition. explain the definition. ALL Students will be able to demonstrate an increased mastery of the grammar structure by independently writing sentences that correctly employ simple_present. Invite early finishers to put their sentences on the board or challenge them to not only use the grammar structure. give different types of learners an opportunity to write down the new words.
Fill-in-the-blank Answer Key: 1) ratio 2) depleting 3) altitude 4) declined 5) absorb 6) polluting 8) median 9) crashed 10) enable 11) element 12) oxygen 13) radiation 14) acid 15) absorption 16) burned out 17) condensed 18) droplet 19) axis 20) boundary 22) ozone layer Matching Answer Key: A. ALL students will be able to recognize the suffix -y and understand The suffix y changes a noun into an adjective. -20 P. -21 G. -1 .e. -6 I. -10 H. -18 Q. -2 T. which was used in the reading. -12 U. -7 R. When appropriate. -8 K. have students work in pairs or small groups. -16 O. The summary can be completed as quick discussion or by asking student to summarize in their notes. -14 D. -9 M. flash cards). 1 question about what they learned. -3 E.. -13 S. 2 new words. -22 V. -4 J. Students may benefit from having time to complete this portion of the worksheet individually or in pairs. Summary Instructor will review the objectives of the lesson with the class a whole. Example quick assess: 3 new pieces of information from text. -17 N. -5 B. Practicing New Vocabulary Students will be given a chance to practice applying new vocabulary by completing cloze sentences. ALL Students will increase their familiarity with the new vocabulary and their ability to successfully use these new words in context. like dirty. -15 C. -11 F. -19 L.Word Building: Roots and Stems Students will be encouraged to take away a word-attack strategy from this lesson by reviewing -y. Students who get more than two of the cloze sentences wrong should be asked do other reinforcement (i. Students complete this section of worksheet independently prior to group review of the answers.
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