Troposphere vs. Stratosphere

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 describe the composition and structure of the atmosphere and/or how the atmosphere protects life and insulates the planet.

• Prior Knowledge: What prior knowledge should students have for this lesson?

  
  

  1. Students should be able to identify or distinguish between the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions.

  2. Students should describe weather conditions found in different environments.

  3. Students should be able to describe the temperature and precipitation of different climate zones as they relate to latitude, elevation, and/or proximity to bodies of water.

• Guiding Questions: What are the guiding questions for this lesson?

  
  

  1. What is the difference between troposphere and stratosphere?

  2. What does the troposphere do to protect living organisms?

  3. What does the stratosphere do to protect living organisms?

• Teaching Phase: How will the teacher present the concept or skill to students?

  
  

  1. The teacher will pass out a KWL chart to students as they enter and have students to complete the K (What I Know) column on the learning object. (Describe the composition and structure of the atmosphere and/or how the atmosphere protects life and insulates the planet.)

  2. The teacher will direct student in an imagining activity. Example: students to close their eyes and imagine that their standing outside and looking up. The teacher asks: "What do you see?" Possible student answer: "Blue sky."

  3. After imagining what students would see in the sky if they are standing outside, the teacher will begin a class discussion. Example discussion:

  • The teacher will explain what you are not seeing, however, is the complexity of our atmosphere. The atmosphere is a protective layer of gases that shelters all life on Earth, keeping temperatures within a relatively small range and blocking out harmful rays of sunlight.
  • The teacher should ask: "How many layers are in the atmosphere?"
  • Students may answer: "The atmosphere has five different layers that are determined by the changes in temperature that happen with increasing altitude."

  
  4. During the discussion, the students will use a Think/Pair/Share strategy to ensure engagement and address misconceptions about the topic being presented. (For more information on this strategy, see the Teacher Tube video "" by Desertgrl0621.)

  5. The teacher will distribute a reading passage about the troposphere and stratosphere.

  6. The teacher will select students to read the passage aloud.

  7. The teacher will lead group discussion based information read.

  8. After group discussion, the teacher will show the YouTube video "The structure of our atmosphere!!" by David Woo, which describes the layers of the atmosphere. The video is 5 minutes and 6 seconds.

  9. Students are to take notes in their science journals during the video. Sample student notes:

  • Atmosphere is a very thin layer. Atmosphere is divided into 5 layers.
  • The lower part of the atmosphere is called the Troposphere, which is where we live in.
  • The troposphere is 12 km thick. Weather also occurs here.
  • The second layer is the stratosphere. The bottom of this layer is where the jet streams are located.
  • The ozone layer is located in the stratosphere.
  • Ozone layer is a special kind of oxygen. Without it, many living things on earth wouldn't be living. It also prevents some UV radiation from reaching earth.

  
  10. Once the video has ended the teacher will re-emphasize some key points from the video. Key points to recap for students: The atmosphere is a protective layer of gases that shelters all life on Earth, keeping temperatures within a relatively small range and blocking out harmful rays of sunlight.

  11. The teacher will ask the following three questions before distributing a T-chart to each student.

  • What are some possible effects of a thinning ozone layer?
    Sample student response: Increased skin cancer rates, increased levels of ultraviolet radiation reaching the Earth
  • What are the first two layers of the atmosphere in order from the surface of the earth to outer space?
    Sample student response: The troposphere and then the stratosphere
  • What is the most abundant gas in the Earth's atmosphere?
    Sample student response: Nitrogen

• Guided Practice: What activities or exercises will the students complete with teacher guidance?

  
  

  1. The teacher will hand out the Venn diagram worksheet to students to complete in pairs.

  2. The teacher will direct students to complete the Venn diagram worksheet using information from the reading passage.

  • Students will use the Venn diagram to compare and contrast the troposphere and stratosphere.
  • Students will be given 10 minutes to work in pairs to complete the Venn-Diagram.
  • The teacher will walk around to keep students on task making sure their completing the activity correctly.

  
  3. After 10 minutes, the teacher will instruct students to collaborate with their shoulder partner and share responses. Students will also discuss the structure and composition of the atmosphere and why it protects life.

  4. Students will have approximately 4 minutes to collaborate and share responses with a neighboring group.

  5. After students collaborate, the teacher will review the Venn diagram with the whole class.

  Note: A T-chart has been provided as an alternative to the Venn diagram.

• Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

  
  

  1. Students will have 25 minutes (extended time may be given if needed) to create a brochure or comic strip.

  2. The teacher will review the brochure rubric and comic strip rubric with students.

  3. After 25 minutes the teacher will collect the brochures or comic strips. They should be graded based on their respective rubrics. Once graded, the teacher will return brochures and comic strips to students with appropriate feedback.

  4. After the brochures and/or comic strips have been turned in, students will be instructed to clear their desks to prepare for a quiz.

  5. The teacher will then distribute the Atmosphere Quiz and students will complete the quiz independently.

  • Tell students, "You have been amazing today, and we had some great conversations about the first two layers of the atmosphere. Now, put away your things, and get ready to take a short 10 question quiz."
  • An answer key is provided on the last page of the document.

• Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?

  
  

  Prior to students leaving and after the atmospheric quiz, students will be directed to complete the Learn portion of their KWL.

  The teacher may say, "Now that we have completed all the activities related troposphere and stratosphere, get out your KWL. In the L column, write 3 things that you learned about troposphere and stratosphere that you did not know before. You can use your notes from your Venn diagram or T-chart to complete this activity if you wish." This should be done independently.

• Summative Assessment

  
  

  Students will take a short Atmosphere Quiz. Tell students, "You have been amazing today, and we had some great conversations about the first two layers of the atmosphere. Now, put away your things, and get ready to take a short 8-question quiz. Read each question and then write your answers on the document. Each answer is worth 1 point. Good luck and take your time."

• Formative Assessment

  
  

  1. Activate Prior Knowledge: As students enter the classroom, give each student a copy of the KWL Chart and instruct students to complete the K (Know) column on the learning object that's written or posted on the board. (Describe the composition and structure of the atmosphere and/or how the atmosphere protects life and insulates the planet.)

  2. During independent practice: The teacher will circulate around the room, observe students working, and listen to conversations and progress. During this time, the teacher can help keep students on task, answer questions, challenge and redirect students. When circulating, students may ask what structure of the atmosphere protects life. (Answer: Ozone Layer).

• Feedback to Students

  
  

  1. While students are working on their answers to the Venn diagram based on the reading passage, the teacher will circulate across the room, observe students working, and listen to conversations and progress. During this time, the teacher can help keep students on task by asking questions such as:

  • "In which layer will I find weather?"
  • Student responds "in the sky, or atmosphere"
  • The teacher follows up with, "If weather forms in storm clouds in the atmosphere, then you will find weather in the first layer of the atmosphere, the Troposphere."

  
  2. The teacher also can ask various questions after students finish the reading passage but before they begin on the T-chart.

  • Which layer contains the ozone layer? Stratosphere
  • In which layer does weather occur? Troposphere
  • Which layer of the atmosphere has an increase in temperature with an increase in altitude because it contains the ozone layer, which absorbs the sun's energy? Stratosphere