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5-E Model Lesson

Atmospheric Breakdown
Evan Becker
Analyze Breakdown of and Graph Atmospheric
Composition

Title

To teach how the atmosphere is composed of different


elements and compounds, how much of the atmosphere
each element and compound is, and how they affect the
lives of the students

Purpose/Rationale

Enduring Understanding

That the Earths atmosphere, through composition and


humidity/weather, affects the everyday lives of the
students

Essential Ideas

That physical traits of the atmosphere are real and can


be felt and are measurable

SOLs

Standard 6.6: The student will investigate and understand


the properties of air and the structure and dynamics of the
Earths atmosphere.
Applicable sub-standards:
a). air as a mixture of gaseous elements and compounds;
b). air pressure, temperature, and humidity

Materials and Resources

Safety Issues

Graph paper
Computer and projector
SMART Board
Arduino capable of displaying measured air pressure,
humidity, and air temperature

No safety issues in this lesson

Procedures for Teaching (numbered with time frame)


Engage
(5 minutes)

Explore
(15 minutes)

Open the interactive graphic on the sources and effects of


O2, CO2, and O3 (ozone); explore the graphic on the
SMART Board, moving between the images and text via
the touch feature of the board, and reading the explanations
aloud to everyone. It explains, through graphics and text,

Bring in a potted plant and set it before the students


Ask the students how the plant keeps them alive
Through the releasing of O2 and consumption of N2
(through roots) and CO2 (preventing CO2 and N2 from
becoming the only atmospheric gases and keeping O2
as a major constituent of the atmosphere).

what happens when qualities of CO2, and O3 in the


atmosphere change.
Website:
http://forces.si.edu/atmosphere/interactive/atmosphere.html
Explain (include key
vocabulary/concepts)
(15 minutes)

Elaborate
(15 minutes)

Begin the presentation on Earths atmospheric


composition. Key vocabulary introduced: humidity,
temperature, trace gases. Images are included to make
explanations easier and more complete.
o Students are asked questions during the
presentation to keep their attentions and about
their experiences with changing pressure and
temperature (such as a plane taking off and
popping of the ears)
Use the Arduino to demonstrate the present humidity
and temperature, thus water content in the atmosphere.
Pass out the graph paper, and direct the students to
plot the most common gases in Earths atmosphere.
The presentation slide that shows the various gases in
the atmosphere will be left up for students to read
while they graph the values.

Evaluate
Formative

Summative
Activity Sheet (includes safety,
data recording,
open-ended questions)

Pre-knowledge: asking the kids if they know how the


plant is keeping them alive
Feedback on the graph
The graphs that the students have prepared should
display the relative amounts of each gas
(Attach to lesson plan)

This lesson is an adaption of the technology assignment and what I can use in class to teach.
Adapt this for ideal and student-centered conditions (write in italics).
o Have them build and program Arduino
o Name of lesson to keep students from predicting purpose of lesson (i.e. inquiry
based)
Overarching theme/question
Make purpose more generic
Sato:

o How you can use it in larger projects, practical applications, or having students
build and use these instruments themselves in the lesson
o Make sure to include assessment and teacher practices (how to use in the
classroom, demonstrate lessons, etc.) in the presentation