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(WI Teacher Standards #1, 2)

State or district standard: E.8.1 Using the science themes, explain and
predict changes in major features of land, water, and atmospheric systems
Instructional objective: Students will create a diagram
showing the components of the Earths atmosphere.


(WI Teacher Standard #8)

How will you determine if the lesson objective was met? I will be
looking at their diagrams and what information they put on
them. And I will be listening to the conversations they have.

Materials Needed:

(WI Teacher Standard #3)

List all of the materials you will need to teach this lesson.
Include those you designed.

Weather and Water Book: Pages 6-7


Pencil, coloring materials

- 30 min


(WI Teacher Standard #7)

Introduction: Begin by wondering aloud about air. Ask students to

hold out their hands and then ask what is in their hands. With their
hands still out, ask students to puff up their cheeks and then ask what
is in their cheeks. Ask students to blow into their hands and ask what it
is they are blowing. Be explicit in pointing out that you can't taste or
smell air but, under the right circumstances, you can feel it (e.g., in
your cheeks or on your hands) or hear it (e.g., as you blow it out or
hear the wind) or even see it (e.g., through the leaves of a tree)
ASK [Turn and Talk]: What is air? How is air connected to the weather?

Steps for instruction:

- Have all materials.
- Draw a stick person on the earth.
- Draw a bubble and write AIR connecting to the person.
- From air draw one line to PERMANENT GASES and another line to
- Permanent gases: Nitrogen, Oxygen, argon, hydrogen, neon, krypton
and xenon
-Variable gases: Water Vapor, Carbon Dioxide and Ozone
- Draw the sun and have a bubble connecting to hydrogen. The
suns atmosphere is hydrogen.
- Read the article Whats in the air? on page 6-7. Add
information to your diagram that you think is important. [15 min]
- Turn and Talk/Compare your diagram and add any other
- --- From your reading: What is the difference between
permanent and variable gases? Define these terms in your
*** Use the Sample Sheet to reference what the diagram will look like.
Strategies for students requiring additional assistance: (WI
Teacher Standard # 3)
How will you meet the needs of those students who understand and
finish early?
- Use the book to add to your diagram. Turn and talk to your partner

about air and how it relates to weather. Continue to read Whats in the
air? on page 6-7.
How will you meet the needs of those who have difficulty
understanding the material?
- The overhead will have the diagram, students will be able to work
together, and students will have the book open to reference words and
Closure: A blanket of air called the atmosphere surrounds the Earth.
Air is a mixture of gases that changes with altitude. The proportion of
gases found in the atmosphere, changes with height

Name:Amanda Rake
April 15 2015
Grade Level: 7/8

Content Area: