Atmosphere

Author: Jaime Bagg Revision Date of Lesson Plan: 4-20-11

Overall Goal for the Lesson: Students will be able to create a media that describes the layers of the atmosphere, defines temperature and explains temperature transfer, as well as dictates the greenhouse effect.

Description of classroom, grade level, and students: The classroom is set up with students grouped in tables, in order to promote group interaction during laboratory activities. The students are in 6th grade, and there are about 22 total students in the class. These pupils are ages 11-12 and concrete operational. One student has high functioning Asperger’s and another student has cochlear implants.

Student Objectives for the lesson: Given a presentation over layers of the atmosphere, temperature and the greenhouse effect, the students will be able to give a detailed description of the atmospheric layers (with distances, temperatures and what is found within each layer), define temperature and how heat is transferred, and explain how the greenhouse effect occurs. Students will be provided a rubric for assessment and allowed to use the mediums of Hand art, podcast, video, Inspiration, Word or a Wiki; and as long as each element is present, they can create their own “art”. Students will be able to perform at a level of 85% accuracy.

Length of Lesson: I expect this lesson to take: Day 1 = Introduction of Atmosphere Day 2 = Layers in the Atmosphere Day 3 = Temperature and Temperature (heat) transfer Day4 = Greenhouse Effect Day 5 = Review Day 6 = Assessment

Schedule of Activities:

Day 1 = Teacher will review a system and introduce where students are headed Teacher will begin with first section over Atmosphere.

Students will take notes in their journals, when prompted by teacher.

Day 2 = Teacher will have a prompt, and begin lesson over Layers of the Atmosphere Teacher will show kids Atmosphere Games for practice. Students will write down daily prompt into their journals and answer it. Students will copy the atmospheric layers diagram from Smartboard into their journals with correct labels and information. Students will be allowed time to play with Atmosphere game.

Day 3 = Teacher will have a prompt, and begin lesson over Temperature and Temperature transfer (aka – heat transfer) Teacher will show Heat Transfer Quiz (Not for grade)

Students will write down daily prompt into their journals and answer it. Students will copy from smartboard the 3 different temperature transfer methods and place a picture of each one into their journals. Students will be allowed time to practice with Heat Transfer Quiz.

Day4 = Teacher will have a prompt, and begin lesson over Greenhouse Effect

Students will write down daily prompt into their journals and answer it. Students will copy down diagram of Greenhouse effect into their journals, they will also write down set steps of the process into their journals (they will have to listen to the class discussion and record the steps we cover from our discussion. This is a time to gain dictation skills and hone in on their own note taking skills).

Day5 = Teacher will have a prompt and hand out a review sheet. After 30 min, Teacher will go over review sheet with students to make sure everyone Understands content and has correct answers to the questions on the review. Teacher will provide an assessment to the students, which will be due on Monday, so students will have the weekend to create for their assessments. Teacher will show an example.

Students will write down a daily promt into their journals and answer it. Students will receive a review sheet and fill it out. After 30 min., the class will discuss the answers to the review sheet. Everyone should have the correct answers. Students will receive a Rubric on their assessment. It is Due on Monday. The media the students are allowed to use is things they have previously been taught so they can also ask questions over this as well.

Students can ask questions until class period over and play on the Atmosphere game and the Heat Transfer Quiz.

Day 6 = Teacher will start promptly with student presentations. Teacher will short kids by choice of medium before presentations begin. Teacher will have Samrtboard ready for internet use in case of Wiki’s, Inspirations, word documents or hand art. During the last 10 minutes after assessments are collected the teacher will remind students of the Lesson topic for tomorrow.

PASS Content Standards Addressed: Process Standard 4: Interpret and Communicate – Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *5. Communicate scientific processes, procedures, and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation, and digital presentation).   Standard 2: Transfer of Energy - Change from one form of energy to another. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Standard 5: Structures of the Earth and the Solar System - The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: c. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical and chemical composition at different elevations.

2. The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun).

PASS Instructional Technology Standards Standard 4: The student will demonstrate knowledge of technology communication tools. 1. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

Standard 5: The student will demonstrate knowledge of technology research tools. 2. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. 4. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. Assessments: How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).

Students will be provided a rubric for assessment and allowed to use the mediums of Hand art, podcast, video, Inspiration, Word or a Wiki; and as long as each element is present, they can create their own “art”. Students will be able to perform at a level of 85% accuracy.

Accommodations: How might the lesson need to be adapted for students with special needs?

I will check with my student who has cochlear implants and assign His seating toward the front of the classroom if that is what he needs. For my student with Aspbergers, I will have him help me with any instruction that might assist him in being able to move around. I think the assessment assigned should work just fine for both students as they can pick the medium that suits them best.

Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups. Include materials that need to be created as well.

Smartboard presentation Prompts Review Sheet Rubric