The Properties of the Atmosphere

1. Bellringer - Have students brainstorm and speculate about what gases are in the atmosphere, and what are the possible percentages.  Have them share with a partner and justify their answers. (This can be written in their journals or on their digital devices). Note: The teacher will come back to this later.
2. The teacher will go over the essential question and review the standard and indicator for this lesson.
3. The teacher will introduce the vocabulary (see list in resources) to the class by using the Marzano method of teaching vocabulary words (Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction). The teacher introduces the word by using the students background knowledge, students write the vocabulary words and definitions in their journal using their own definitions, students draw a picture of each word in their journal (the teacher might want to skip the vocabulary terms dealing with reproduction for this part), and students pair-share the vocabulary words with a partner. 
4. The teacher will have the students research and figure out the exact percentages of how much nitrogen and oxygen is found in Earth’s atmosphere (students need to cite where they located this information to be used for their model).
5. Students will go to this website: https://www.pbslearningmedia.org/asset/tdc02_int_oxygen/EN/ and see what happens if the percentage of oxygen is increased or decreased. They will write their observations in their journal.
6. The teacher will tell the class that the atmosphere is made up of multiple layers and temperature, pressure, and altitude differ by layer.  Each student will be assigned a layer. 
7. Then, the students will go to this website https://spaceplace.nasa.gov/atmosphere/en/ and read about their assigned layer. The students will write facts about their layer about the temperature, pressure, and altitude of their assigned layer.
8. Students will share this information with the rest of the class, and the other students will take notes on the other layers. (This can be done via Flipgrid, video conferencing, or as a presentation.)
9. Students will then analyze the chart found on this website: https://scetv.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.vertical/vertical-structure-of-the-atmosphere/. They will analyze this model and study the air pressure, temperature, and altitude for each layer. The students are to answer the discussion questions found on this page in their journal or on their devices - https://www.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.vertical/vertical-structure-of-the-atmosphere/support-materials/.
10. Students will create their own model using Google Slides or Powerpoint in which they demonstrate the properties of the atmospheric layers, and will create a pie graph of the atmospheric gases to be included in the presentation. Provide the rubric to the students so they know what to expect for their model. (Note if you want to make sure all the information is correct for their model, please check out the support guide located here - https://ed.sc.gov/index.cfm?LinkServID=5D51D664-CD1D-1DCA-F671A13E61317755, pages 12 and 13). This can be completed using art materials if students do not have the digital capability. 

Rubric of the final presentation located here https://docs.google.com/document/d/1fPsfZ0MQy5Z_vPQvFKOTsm3zK2MJH6dgyLP-5KnUNbM/edit?usp=sharing