Atmosphere Unit Plan PT

ATMOSPHERE UNIT
PT. 1
Environmental Science
Anna Belden
Grand Valley State University (EDI 685) | Forest Hills Northern High School
Dr. Kelly Lormand
November 12th, 2023

Table of Contents
Page 2 – Unit Overview
Page 3 – Calendar & Unit Goals
Page 5 – Lesson 1
Page 9 – Lesson 2
Page 13 – Lesson 3
Page 30 – Summative Assessment
Last Page – References
Unit Overview
In this unit, students will delve into the critical concepts that shape our understanding of the
atmosphere, its significance in maintaining Earth's climate, and the intricate interactions that
occur within and beyond it. The Earth's atmosphere is interconnected with the various spheres
that make up our planet in very complex ways. In the first half of this unit, students will
examine the vital relationships and interactions between the atmosphere and its surroundings,
drawing connections between the hydrosphere, cryosphere, lithosphere, and biosphere. They
will also scratch the surface of the profound impacts of human activities on the Earth’s
atmosphere. However, they will not dive deep into these human impacts and the causes until
the second half of this unit, which is not included in this document.
Throughout this unit (first half), students will uncover the intricate connections between the
five Earth spheres, as well as their collective impact on Earth and its environment. Students will
learn about the interplay between all of Earth’s spheres and the impact on climate by
investigating ice cores, weather vs. climate, ocean currents, albedo, aerosols, permafrost,
Jetstream, and climatographs. By the conclusion of this exploration, students will not only
possess a comprehensive understanding of how these elements interrelate, but they will also
possess the knowledge to address the critical environmental challenges of our time.
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In lesson 1, students learn about ice cores and how they exhibit the condition of the
atmosphere at the time they were formed. The lesson also reviews the carbon cycle, the
greenhouse effect, and the types of greenhouse gasses. In lesson 2, students learn about the
layers and composition of the atmosphere, as well as different changing variables that influence
Earth’s atmosphere. In lesson 3, students learn about the interactions between the
hydrosphere and the atmosphere, while also investigating ocean currents and different
climates and how they are influenced. In lesson 4, students learn about the interactions
between the cryosphere and the atmosphere by investigating albedo and how it influences
Earth’s temperature. In lesson 5, students learn about the interactions between the lithosphere
and the atmosphere by investigating both permafrost and aerosols. In lesson 6, students learn
about the interactions between the biosphere and atmosphere, biomes and their common
climatographs, and Jetstream’s impact on regional climates.
Calendar
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Days 7-9
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Ice cores and What variables How does the How does the How does the How does the Days 7 & 8
the influence the hydrosphere cryosphere lithosphere biosphere
Review for
Greenhouse atmosphere impact the impact the impact the impact the
Effect. and how? atmosphere? atmosphere? atmosphere? atmosphere? Summative
Assessment
What’s ice got Atmospheric Comparing Albedo Effect Permafrost & Biosphere &
to do with it? Layers and Weather and Aerosols Atmosphere
Composition Climate
Investigating Jetstream Day 9
Atmosphere Regional Weather
Model Inquiry Climates Patterns Summative
WebQuest Assessment
Unit Review
Sheet
Unit Goals
Students will be able to:
1. Understand how greenhouse gasses affect the atmosphere and Earth’s climate.
2. Explain how different variables influence the atmosphere.
3. Explain how the atmosphere is influenced by the hydrosphere.
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4. Explain how the atmosphere is influenced by the cryosphere and vice versa.
5. Explain how the atmosphere is influenced by the lithosphere.
6. Explain how the atmosphere is influenced by the biosphere.
7. Understand that the atmosphere is global, so what one area does will impact the globe.
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Subject Area: Environmental Science Grade level: 11th Unit / Lesson: ATMOSPHERE – Lesson 1
Theoretical / Pedagogical Model: Constructivist
Standard(s): HS-ESS3-6: Use a computational representation to illustrate the relationships

List the state’s curriculum / grade-level among Earth systems and how those relationships are being modified due to
standard(s) covered by this lesson. human activity.
Learning Target/Objective: Students will be able to…
What am I going to teach? 1. Make a connection between ice cores and the carbon cycle.
What will the students be able to do at a. See the connection between the cryosphere and the
the end of the lesson? atmosphere.
How will it be measured/observed? b. Understand that the atmosphere has changed over time.
How will this lesson draw on students’ 2. Identify the major greenhouse gasses: carbon dioxide, methane, and
knowledge, culture, interests, values, and water vapor.
expertise? 3. Explain the correlation between Earth’s temperature and atmospheric
carbon dioxide levels.
4. Explain how the greenhouse effect relates to climate change.
Anticipatory Set: 1. Welcome

How will I get the students motivated, a. As students walk into class and settle in, project the Canvas
interested, and/or focused? What is my announcement on the board.
learning “hook”? i. This announcement contains the plan for the day.
What prior knowledge is necessary? 2. “Hook”/Engagement
What practice will be implemented? a. Show students the video on slide 1: What if Earth Suddenly Lost
its Atmosphere?
3. Introduce New Unit
a. Explain that we are beginning a new unit about the atmosphere
and how it is influenced.
Input:
What information do the students need Students know about the Greenhouse Effect from Biology.
or already possess prior to the lesson? Students have been taught the different spheres of Earth and the carbon
cycle.
Consider terminology particular to the Students have completed the lithosphere unit, the hydrosphere unit, and the
subject/content/concept. cryosphere unit, so they have a deep understanding of each of these
spheres.
Students understand how the cryosphere, hydrosphere and lithosphere are
dynamic and have changed throughout Earth’s history.
Materials and Technology: 1. Computer and Projector
What do you need? 2. Student handout/assignment: What’s ice got to do with it?
3. Slides Presentation (Slides 1-9)
Body of the Lesson:

Describe, specifically, how you will move through the lesson to achieve your objectives.
You might use some or all (but are not 1. Have students access the What’s ice got to do with it? assignment on
limited to only these strategies): Canvas/via google docs and create their own copy.
Modeling: a. Explain that we will be completing this handout as a class in
3 steps.
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Will you model? What will you model? i. Students should follow along and NOT work too far
How? ahead.
Guided Practice: 2. Slideshow and Assignment
How will you guide students through a a. Project slideshow on board
process or concept? b. Slide 2
Independent or Partner Practice: i. Introduce overarching/essential questions.
How will students apply what they 1. What’s ice got to do with it?
learned through an independent learning 2. What about the Greenhouse Effect?
activity? c. Slide 3
Facilitation of whole class or small group i. Show the video about ice cores.
discussion/activity: ii. Have students discuss what they noticed and work
Formulate questions that elicit high-order together to answer questions 1-4 on the assignment
thinking, wondering, creating, etc. and STOP. (10 min)
iii. Check for understanding, ask students:
1. Why is it important for scientists to study
meteoric ice specifically?
a. Students should say that meteoric
ice traps gasses and particles from
the atmosphere at the time it was
formed.
2. What is in the ice?
a. Students should identify that there
are particles, gasses, salts, ash,
pollen, etc. trapped in the ice cores.
b. Carbon Dioxide must be mentioned
as one of these gasses.
iv. Show students slide 4 – review of info from video.
d. Slide 5
i. Show the video to review the Carbon Cycle.
1. Helps students to answer question 4.
2. Have students focus on carbon sinks and
sources.
ii. Check for understanding, ask students:
1. What are some examples of carbon sinks
and carbon sources?
a. Sinks: plants, ocean, soil
b. Sources: volcanic eruption, burning
fossil fuels
e. Slide 6
i. Have students analyze the data and answer question
5 on the assignment and STOP. (5 min)
ii. Allow them to work with peers if they would like.
1. Have them focus on trends.
1. What trends are you seeing when you look
at this graph?
a. Students should identify the cycles
in 100-year increments as a trend.
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b. Students must identify that as CO2
levels increase, temperature also
increases.
iv. Bring out prior knowledge of the Greenhouse Effect
and greenhouse gasses. Ask the following questions:
1. What do you guys remember about the
greenhouse effect?
2. Do you remember what the major
components are?
3. Do you remember how it works?
f. Slide 7
i. Show the video about greenhouse gasses.
1. What are the major greenhouse gasses
mentioned in the video?
a. Students should identify carbon
dioxide, methane, and water vapor
as major greenhouse gasses.
iii. Show slide 8 – review of info from video.
g. Slide 9
i. Show the video about the Greenhouse Effect.
ii. Have students answer questions 6-10 on the
assignment.
iii. These questions will act as a formative assessment
of student understanding of this lesson.
h. Remind students to complete and turn in their assignment
on Canvas by 11:59pm that night.
Checking for Understanding: Within the body of the lesson, see the checking for understanding questions
Include questions you will ask. What and expected (correct) student answers written in PURPLE.
planned formative assessments will you The last 5 questions of the assignment will act as a formative assessment of
use? How/when? student understanding of the main idea from the lesson.
Consider Accommodations and Assignments, handouts, and slides will be posted on Canvas for all students
Scaffolding: to access and refer to.
How do you need to differentiate The ELL paraprofessional will have access to Canvas, the daily plan, and all
instruction for learners in the room? the required materials.
(Be specific based on your students; plan For ELL students, closed captioning will be turned on for all videos shown in
anonymously with respect to student class.
privacy)
Summative Assessment (if applicable): There will be a summative assessment after the first six lessons are
How/when will students be asked to completed.
apply their skills, analyze, synthesize, In the second half of the unit, students will write an authentic research
and/or create something? paper about human activity and its impacts on the atmosphere and Earth’s
Will you use a rubric? What rubric? climate (not included in this half of the unit).
(Include if applicable)
Closure No specific closure for this lesson. Today’s learning will be summarized and
formatively assessed by having the students complete the last 5 questions of
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How will you wrap up the lesson for the their assignment. These questions bring out the big idea behind what was
students? How will students summarize learned in this lesson, particularly questions 7, 9, and 10.
today’s learning?
Assessment/Reflection
• How well did the students engage and
learn? What evidence provides this
information?
• What is my overall
reflection/evaluation of this completed
lesson?
• Did I meet my learning target/teaching
objective?
• How well did the students perform?
What evidence provides this
information?
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What am I going to teach? 1. Describe the composition and the five layers of the atmosphere.
What will the students be able to do at 2. Determine what changing variables affect the temperature of the
How will it be measured/observed? 3. Investigate how the atmosphere is influenced due to different variables
How will this lesson draw on students’ to understand the impact on the atmosphere and global temperature.
knowledge, culture, interests, values, and a. Variables include amount of light, saltwater vs. freshwater,
expertise? amount of CO2, soil/surface type and color, and humidity.

What practice will be implemented? a. Ask students the following thought-provoking questions:
i. What are we breathing in right now?
ii. What is air made of?
3. Assess prior knowledge.
a. Ask students: What do you remember about the layers of the
atmosphere from 8th grade science?
Input:
What information do the students need Students know that gases are trapped in ice, and that the ice has changed
or already possess prior to the lesson? over many years (from the cryosphere unit).
Students know about greenhouse gasses in our atmosphere being trapped
Consider terminology particular to the by the ozone.
subject/content/concept. Students know how the temperature changes with the presence of carbon
dioxide or other greenhouse gasses.
What do you need? 2. Student handout: Atmospheric Layers and Composition
3. Student assignment: Atmosphere Model Inquiry WebQuest
5. Shared class google doc for each hour.
a. 1st hour findings
b. 2nd hour findings
c. 3rd hour findings
Body of the Lesson:

You might use some or all (but are not 1. Project slideshow on board
limited to only these strategies): a. Slide 10
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Modeling: i. Introduce overarching/essential questions.
Will you model? What will you model? 1. What is the atmosphere made of?
How? 2. What changing variable influence the
Guided Practice: atmosphere?
How will you guide students through a 2. Pass out the printed handout called Atmospheric Layers and Composition
process or concept? a. Explain that students will follow along with the slides,
Independent or Partner Practice: completing the handout (like notes) while discussing with class.
How will students apply what they i. Students should follow along and NOT work too far
learned through an independent learning ahead.
activity? 3. Slides and Atmospheric Layers and Composition Handout
Facilitation of whole class or small group a. Slide 11
discussion/activity: i. Show students the layers of the atmosphere diagram.
Formulate questions that elicit high-order ii. Explain the distances from Earth for each layer.
thinking, wondering, creating, etc. iii. Explain the images on some of the layers.
1. Hot air balloon, jet, weather balloon, meteors,
aurora, space station
b. Slide 12
i. Describe some qualities of each layer to the students.
ii. Students should fill in these characteristics in the table
on their handout.
iii. Answer any questions that emerge.
c. Slide 13
i. Ask students: What gas do you think makes up most of
the atmosphere?
1. They will likely say oxygen, debunk this
misconception, its nitrogen!
ii. Discuss the percentages of the gasses in the
atmosphere.
iii. Highlight again that the atmosphere is mostly made of
nitrogen, not oxygen.
iv. Students should create their own pie chart on their
assignment, showing the gasses that make up the
atmosphere.
d. Make sure students keep their Atmospheric Layers and
Composition handout to use to study for future assessments.
4. Slideshow and Atmosphere Model Inquiry WebQuest Assignment
a. Slide 14
i. Ask students: What variables do you think influence the
Earth’s atmosphere?
1. Various guesses possible/expected: human
activity, greenhouse gasses, temperature,
humidity, etc.
ii. Go over what variables influence the atmosphere.
iii. Have students get into groups of 2-3 and choose which
variable they want to research.
1. Try to have each group research a different
variable.
b. Slide 15
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i. Have students access the Atmosphere Model Inquiry
WebQuest assignment on Canvas/via google docs and
create their own copy.
1. Groups may work on the same google doc, make
sure they put all their names on it.
ii. Students will research their chosen variable to complete
their assignment.
iii. Once done, they will add their findings to the shared
class google document.
1. This document will act as a formative
assessment of student understanding of their
variable.
2. Links to each hour’s document is on Slide 16
c. Remind students to complete and turn in their assignment on
Canvas by 11:59pm that night, remind them to also add their
findings to the shared class document.
planned formative assessments will you The class findings document will act as a formative assessment of student
use? How/when? understanding of their chosen variable.
privacy)
Closure Today’s learning will be summarized in each of the shared class google
How will you wrap up the lesson for the documents.
students? How will students summarize Inform students that they are responsible for reviewing the shared class
today’s learning? document with findings for each variable, and that they are responsible for
knowing how all the variables influence the atmosphere for the test.
Let students know that if they are confused about any of the variables, feel
free to ask questions or come in during lunch, before school, or after school
to go over them.
information?
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lesson?
objective?
information?
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HS-ESS3-5: Analyze geoscience data and the results from global climate
models to make an evidence-based forecast of the current rate of global or
regional climate change and associated future impacts to Earth's systems.
What am I going to teach? 1. Describe the differences between climate and weather.
What will the students be able to do at 2. Understand how the hydrosphere movements are affecting the
How will it be measured/observed? 3. Make a connection between the location of a place on Earth and its
How will this lesson draw on students’ climate.
knowledge, culture, interests, values, and 4. Read a climatogram.
expertise?
What practice will be implemented? a. Ask students the following thought-provoking questions:
i. What is the difference between weather and climate?
ii. Why some places warmer, colder, wetter, or drier than
others?
Input:
What information do the students need Students have just finished investigating the atmosphere and how the
or already possess prior to the lesson? temperature of the atmosphere can be altered by different changing
variables.
Consider terminology particular to the Students know that there are gasses in the atmosphere that are added by
subject/content/concept. natural phenomena and human activities.
Students know about the equator and what it is.
What do you need? 2. Student handout/assignment: Comparing Weather and Climate
Body of the Lesson:

Modeling: i. Introduce overarching/essential questions.
Will you model? What will you model? 1. How does the hydrosphere affect the
How? atmosphere?
Guided Practice: b. Slide 18
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How will you guide students through a i. Tell students the connection to previous lessons and
process or concept? what the students are going to investigate next.
Independent or Partner Practice: 2. Have students access the Comparing Weather and Climate assignment
How will students apply what they on Canvas/via google docs and create their own copy.
learned through an independent learning a. Explain that they will work through this assignment as we go
activity? through the slideshow.
Facilitation of whole class or small group i. Students should follow along and not work too far
discussion/activity: ahead.
Formulate questions that elicit high-order 3. Slides and Comparing Climate and Weather Assignment
thinking, wondering, creating, etc. a. Slides 19 and 20
i. Show the videos on each of these slides.
ii. Have the students fill in the knowledge probe table on
page 1 of the handout while watching each video.
1. What are aerosols?
a. Tiny particles in the air
b. Stress that these are natural, not like the
aerosols we get in a can.
2. What are the 3 aerosols being tracked in the first
video?
a. Dust, smoke, sea salt
3. How do they track storm systems?
a. By tracking the aerosols, you can see
spiraling shapes showing hurricanes.
4. Why is there more carbon dioxide in the
northern hemisphere?
a. Because it’s focused around major
emission sources, North America, Asia,
Europe.
5. What controls the dispersion of carbon dioxide?
a. The large-scale weather patterns.
6. Why is it important to consider the seasons?
a. Because plants are much more active
during the spring and summer, and they
help to remove carbon dioxide from the
atmosphere.
b. Slide 21
i. Show the weather vs. climate video.
ii. Have students fill in the Venn Diagram/table on page 2
of the handout, comparing and contrasting weather and
climate.
c. Slide 22
i. Check for understanding, ask students:
1. What is weather?
a. What the atmosphere does in the short
term, hour to hour, or day to day.
b. Microscopic disturbances can lead to big
changes.
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c. (Represented by the dog in the video)
2. What is climate?
a. Long term average of the weather over
several years.
b. Shaped by global forces that alter the
energy balance in the atmosphere.
c. (Represented by the man in the video)
3. Which of them do we want to focus on when
talking about the whole world?
a. Climate
d. Slide 23
i. Show students the climatograms on the slide.
ii. Tell students that climatograms show climate and not
weather.
iii. Have students look at the axis titles.
1. Point out that there are two Y-axes.
2. One for temperature and one for precipitation
iv. Have students complete the prediction section of the
handout by looking at the climatograms and predict the
climate and what location they are demonstrating. (10
min)
e. Slide 24
i. Have students go to the whiteboard/projector screen
and place a sticky note with a location written on it of
where they think each climatogram is from.
ii. Elicit thinking, ask students why they chose those
locations.
1. Tell students that we will dig deeper into how to
determine where climatographs are from later
in the unit (lesson 6).
iii. Share correct locations with class.
1. Figure 1 – Knoxville, TN
2. Figure 2 – Austin, TX
3. Figure 3 – Cairo, Egypt
4. Figure 4 – Manaus, Brazil
f. Slide 25
i. Show students the two maps.
1. Point out that one is for January, and one is for
July.
2. Point out where the equator is located.
ii. Let them know that these maps show the surface
temperature over land, the temperature of the
atmosphere.
iii. Have students complete questions 1-4 of the
observations section of the assignment and STOP (5
min).
iv. Check for understanding, ask students:
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1. Why do we see an increase in temperature
closer to the equator?
a. Because the angle of sunlight is more
direct/smaller, so it’s warmer.
g. Slide 26
i. Show students the map of the ocean currents.
ii. Tell students to think about the question on the slide
(How do ocean temperatures compare to land surface
temperatures?) while they look at the map and watch
the video on the next slide.
h. Slide 27
i. Show students the video on ocean temperatures.
1. How do ocean temperatures relate to land
surface temperatures?
a. Warmer currents are closer to warmer
locations.
b. Warmer currents are near the equator.
c. Water moves from warm to cold.
d. Water evaporates when its warm and
warms the air.
e. Air moves over oceans and onto land.
f. Carbon dioxide warms the atmosphere
and the oceans.
i. Have students complete the last question, question 5, on their
assignment and remind them to turn in their assignment on
Canvas by 11:59pm that night.
j. Slide 28
i. Have students complete the EXIT TICKET question on a
piece of paper with their name on it and turn it in before
leaving class.
ii. This will act as a formative assessment of student
understanding from this lesson.
planned formative assessments will you The Exit Ticket will act as a formative assessment of student understanding
use? How/when? of this lesson. This will occur at the end of class; students must turn theirs in
before leaving.
privacy)
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Closure The lesson will be wrapped up and summarized by having students complete
How will you wrap up the lesson for the the Exit Ticket before leaving class.
students? How will students summarize The Exit Ticket will act as a formative assessment of student understanding
today’s learning? of this lesson.
information?
lesson?
objective?
information?
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What am I going to teach? 1. Understand that high albedo means very reflective and low albedo
What will the students be able to do at means not very reflective/very absorptive.
the end of the lesson? 2. Explain the ice-albedo feedback mechanism and how it continues to
How will it be measured/observed? warm the Earth.
How will this lesson draw on students’ 3. Describe how different surfaces impact the heating of the atmosphere.
knowledge, culture, interests, values, and 4. Explain how changes in Earth’s albedo affects Earth’s temperature.
expertise?
What prior knowledge is necessary? 2. Project slideshow on board
What practice will be implemented? a. Slide 29
i. Introduce overarching/essential question.
1. How does the atmosphere affect the cryosphere
and vice versa?
3. “Hook”/Engagement
a. Show students the video on slide 30: Glaciers falling into water
b. Elicit wonderings, ask students what they noticed from the
video.
i. Listen for:
1. Retreating glaciers
2. Ice melting
3. Addition of sea water/sea level rising due to
glacier melting
4. Ocean currents were changed
5. Sun on ice warming it up
Input:
What information do the students need Students have learned about the cryosphere, how it is impacted by humans,
or already possess prior to the lesson? and how it forms.
Students have also learned about weather vs. climate to know how those are
Consider terminology particular to the different.
subject/content/concept. Students know that globally we focus on climate instead of weather.
What do you need? 2. Student assignment: Albedo Effect
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Body of the Lesson:

You might use some or all (but are not 1. Have students access the Albedo Effect assignment on Canvas/via google
limited to only these strategies): docs and create their own copy.
Modeling: a. Explain that they will work through this assignment as we go
Will you model? What will you model? through the slideshow.
How? i. Students should follow along and not work too far
Guided Practice: ahead.
How will you guide students through a 2. Slides and Albedo Effect Assignment
process or concept? a. Have students complete the knowledge probe section and STOP
Independent or Partner Practice: (5 min)
How will students apply what they b. Slide 31
learned through an independent learning i. Check for understanding.
activity? 1. Ask students what they think albedo is.
Facilitation of whole class or small group a. How reflective a surface is / The
discussion/activity: reflectivity of a surface.
Formulate questions that elicit high-order 2. Ask students how they think albedo changes
thinking, wondering, creating, etc. with different surfaces.
a. Something that is light colored, like
snow or salt, will have a high albedo.
b. Something that is dark colored, like
asphalt or soot, will have a low albedo.
ii. Describe graphic to students.
c. Slide 32
i. Have students read the reading section of the
assignment (10 min).
ii. Think-Pair-Share: Have students share their main
takeaways with a partner (2 min).
1. What are your main takeaways from this
reading?
a. Albedo contributes to climate change
models.
b. Climate change impact on sea level,
glacial melt, atmosphere, ocean
composition.
c. Sun heating surfaces is heating the
atmosphere.
d. Different surfaces heat differently and
alters atmosphere.
e. Changes in Earth’s albedo affects global
temperatures (higher albedo = cooler).
f. Ice reflects more light than water.
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g. Feedback mechanisms continue to raise
the temperature.
d. Slide 33
i. Have students complete the observation section of the
assignment (10 min).
ii. Explain that they must visit all the tabs at the top of the
simulation and watch all the videos.
1. How does the feedback mechanism lead to an
increase in Earth’s temperature?
a. As more ice melts, Earth’s albedo
decreases, causing Earth to be less
reflective and get warmer, which causes
more ice to melt.
2. How does soot affect ice melt?
a. Soot can settle onto ice, causing it to
absorb more light, making it melt faster.
e. Slide 34
i. Have students complete the prediction section of the
assignment (5 min).
ii. Have students write their predictions on the board.
1. Elicit thinking, ask students why they ordered
the items in the way they did.
iii. Go over correct order and justifications why the items
are in this order.
f. Remind students to complete and turn in their assignment on
g. Slide 35
leaving class.
before leaving.
privacy) For the reading section of the assignment, I will provide ELL students with a
version that has the main points of the reading highlighted, and I will inform
the ELL students and parapro to focus on the highlighted areas.
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information?
lesson?
objective?
information?
21

What am I going to teach? 1. Explain how changing soil temperature impacts carbon dioxide levels in
What will the students be able to do at the atmosphere.
the end of the lesson? 2. Understand that permafrost contains more carbon dioxide than the
How will it be measured/observed? atmosphere.
How will this lesson draw on students’ 3. Describe the permafrost thawing feedback mechanism and how it
knowledge, culture, interests, values, and continues to warm the Earth.
expertise? 4. Explain how aerosols affect the temperature of the atmosphere.
5. Explain how volcanic eruptions can cause atmospheric cooling and/or
warming.
What prior knowledge is necessary? 2. Project slideshow on board
What practice will be implemented? a. Slide 36
i. Introduce overarching/essential question.
1. How does the lithosphere affect the
atmosphere?
3. “Hook”/Engagement
a. Show students the video on slide 37: First Moments of the
Volcano Calbuco Eruption
i. The guy speaks in Spanish during this video, not
necessary to understand what he says, students only
need the visual.
Input:
What information do the students need Students have learned about each layer of the lithosphere and how they
or already possess prior to the lesson? interact with each other.
Students know how the lithosphere contributes to the carbon cycle.
Consider terminology particular to the Students know what albedo is and how it can impact the temperature on
subject/content/concept. Earth.
What do you need? 2. Student assignments:
a. Permafrost & Aerosols
Body of the Lesson:
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You might use some or all (but are not 1. Have students access the Permafrost & Aerosols assignment on
limited to only these strategies): Canvas/via google docs and create their own copy.
Modeling: a. Explain that they will work through this assignment as we go
Will you model? What will you model? through the slideshow.
How? i. Students should follow along and not work too far
Guided Practice: ahead.
How will you guide students through a 2. Slides and Permafrost & Aerosols Assignment
process or concept? a. Slide 38
Independent or Partner Practice: i. Have students complete the reading section of the
How will students apply what they assignment and write down their main takeaways (10
learned through an independent learning min).
activity? ii. Think-Pair-Share: Have students share their main
Facilitation of whole class or small group takeaways with a partner (2 min).
discussion/activity: iii. Check for understanding, ask students:
Formulate questions that elicit high-order 1. What are your main takeaways from this
thinking, wondering, creating, etc. reading?
a. Permafrost holds double the amount of
carbon dioxide contained in the
atmosphere.
b. There is a positive feedback process
with thawing permafrost.
c. Warming makes permafrost melt faster,
causing more carbon dioxide to enter
the atmosphere, promoting global
warming more.
d. Carbon dioxide and methane emissions
from permafrost are thought of as a
“Carbon Bomb”.
e. Melting permafrost can lead to soil
collapse.
b. Slide 39
i. Go over points on slide to ensure everyone understands
the main ideas from the reading.
c. Slides 40-42
i. Show the class the three videos.
ii. Have students answer the application questions on their
assignment while watching the videos (10 min).
d. Slide 43
1. What are some different sources of aerosols?
a. Volcanic eruptions, sea spray, wildfires,
dust storms, pollution/human activities.
2. What are the effects of aerosols?
a. Climate impact, forms clouds, fertilizes
oceans, bad for public health.
3. How do aerosols impact climate?
23
a. Aerosols with high albedo cause
atmospheric cooling.
b. Aerosols with low albedo cause
atmospheric warming.
e. Remind students to complete and turn in their assignment on
f. Slide 44
leaving class.
before leaving.
privacy) For the reading section of the assignment, I will provide ELL students with a
version that has the main points of the reading highlighted, and I will inform
the ELL students and parapro to focus on the highlighted areas.
information?
lesson?
objective?
24
information?
25

What am I going to teach? 1. Describe the climates of different biome groups.
What will the students be able to do at 2. Draw a climatograph for each climate group.
the end of the lesson? 3. Explain how living organisms impact the atmosphere.
How will it be measured/observed? 4. Describe Jetstream and how it contributes to local climates.
How will this lesson draw on students’ 5. Explain how changes in Earth’s atmosphere have impacted weather
knowledge, culture, interests, values, and patterns.
expertise?
What practice will be implemented? a. Ask students the following thought-provoking question:
i. Who here has heard of Jetstream?
ii. Do you know what it is?
Input:
What information do the students need Students have connected each of the spheres they have been learning about
or already possess prior to the lesson? all year to the atmosphere.
Students know about organisms (photosynthesis and cellular respiration)
Consider terminology particular to the and ecosystems from biology.
subject/content/concept. Students have been taught the difference between climate and weather and
are aware of the differences in biomes.
What do you need? 2. Student assignments:
a. Biosphere & Atmosphere
i. Climatograph Card Sort
ii. Biome Descriptions
iii. Global Biome Map
b. Jetstream Weather Patterns
4. Unit Review Sheet
Body of the Lesson:

26
Modeling: i. Introduce overarching/essential question.
Will you model? What will you model? 1. How does the biosphere affect the atmosphere?
How? 2. Pass out the printed handout called Biosphere & Atmosphere
Guided Practice: a. Explain that students will follow along with the slides,
How will you guide students through a completing the handout while discussing with class.
process or concept? i. Students should follow along and not work too far
Independent or Partner Practice: ahead.
How will students apply what they 3. Slides and Biosphere & Atmosphere Handout
learned through an independent learning a. Slide 46
activity? i. Have students read through the knowledge probe
Facilitation of whole class or small group section of the handout (10 min).
discussion/activity: ii. Elicit higher order thinking, have students get into
Formulate questions that elicit high-order groups of 2-3 and talk about the question:
thinking, wondering, creating, etc. 1. How do these factors play a role in climate?
2. (We will answer this question as we work
through the rest of the lesson).
iii. Let students know that these factors drive all climates
around the globe.
b. Slide 47
i. Give each group of 2-3 students a set of the
Climatograph Card Sort
ii. Handout out the Biome Descriptions and the Global
Biome Map
iii. Have students sort their climatographs to fit each of the
biome descriptions (10 min).
iv. Gallery Walk: Have students walk around the classroom
to look at how other groups sorted the cards.
v. Elicit thinking, ask students:
1. Why did you sort them this way?
2. What is common between the climatographs in
each biome?
c. Slide 48
i. On the board, draw the common climatograph for each
of the biome groups for the students.
ii. Have students complete the observations section of the
handout by copying these climatographs down.
d. Slide 49
1. How does the angle of sunlight impact climate?
a. Angle of sunlight is less at higher
latitudes; less solar energy means
colder.
2. How does pressure impact climate?
a. High pressure leads to dry climates.
b. Low pressure leads to wet climates.
c. Wind blows from high pressure areas to
low pressure areas.
27
3. How does proximity to bodies of water impact
climate?
a. Moisture from bodies of water
contribute to wet climates.
b. Land-locked areas tend to be dry.
ii. Allow students to complete the explanation section of
the handout (10 min).
e. Slide 50
i. Have students complete the application section of the
handout (15 min).
ii. Make sure they think about plant photosynthesis and
cellular respiration.
iii. Have students turn in their Biosphere & Atmosphere
handout at the end of class.
f. The explanation and application sections of this handout will act
at a formative assessment of student understanding.
g. Slide 51
i. Have students access the Jetstream Weather Patterns
assignment on Canvas/via google docs and create their
own copy.
ii. Have students read the information from the knowledge
probe (2 min).
iii. Check for understanding, ask students.
1. What is Jetstream?
a. Strong current of air that circles the
globe.
2. How do fast and slow jet streams move?
a. Fast – straight
b. Slow – curve or meander
3. How do jet streams stall weather patterns?
a. Slow jet streams curve, which creates
blocking systems.
4. What causes jet streams to slow down?
a. When there are less differences in
temperature or pressure between
locations on Earth.
b. Global warming
h. Slide 52
i. Give students the rest of class to work through their
assignment.
ii. Walk around the room, answering questions as needed.
i. Remind students to complete and turn in their Jetstream
Weather Patterns assignment on Canvas by 11:59pm that night.
j. Slide 53
leaving class.
28
understanding of this lesson.
k. Handout the unit review sheet to all students so they can use it
to study for the summative assessment.
planned formative assessments will you The last explanation and application sections of the Biosphere & Atmosphere
use? How/when? handout will act as a formative assessment of student understanding of the
main ideas from the lesson.
The Exit Ticket will act as a formative assessment of student understanding
of this lesson. This will occur at the end of class; students must turn theirs in
before leaving.
privacy)
information?
lesson?
objective?
information?
29
Summative Assessments
Because I have several ELL students, I’ve created two separate summative assessments. Both
assessments are equal when it comes to the topics and concepts covered in each assessment.
Most of my ELL students are quite advanced in English. Due to this, this separate assessment
was created for only two of my ELL students who are newer to the language and who are not
yet strong English readers, writers, and speakers.
Students will be given this Unit Review Sheet after the last lesson to get ready for their
assessment.
These assessments will be printed, and students will complete them on paper, not online.
• Regular Summative Assessment HERE

• Summative Assessment for ELL Students HERE
30
References
Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic

achievement in science course. Universal Journal of Educational Research, 2(1), 37–41.
https://doi.org/10.13189/ujer.2014.020104
Forest Hills Public Schools Environmental Science Department.
Mallon, E. J. (1976). Cognitive development and processes: Review of the philosophy of Jean
Piaget. The American Biology Teacher, 38(1), 28-47. https://doi.org/10.2307/4445437
Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: developing tools for an
effective classroom. Education, 130(2), 241+.
https://link.gale.com/apps/doc/A216181184/AONE?u=googlescholar&sid=bookmark-
AONE&xid=3f64b9a8
Wiggins, G. P., & McTighe, J. (2011). The understanding by Design Guide to creating high
quality units. Pearson.
Wong, H. K., Martínez, W., & Wong, R. T. (2018). The first days of school: How to be an effective
teacher book/DVD. Harry K. Wong Publications.

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ATMOSPHERE UNIT

Dr. Kelly Lormand

November 12th, 2023

Page 2 – Unit Overview

Page 3 – Calendar & Unit Goals

Page 30 – Summative Assessment

Last Page – References

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Days 7-9

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Students will be able to:

Theoretical / Pedagogical Model: Constructivist

Standard(s): HS-ESS3-6: Use a computational representation to illustrate the relationships

Anticipatory Set: 1. Welcome

Body of the Lesson:

Theoretical / Pedagogical Model: Constructivist

Standard(s): HS-ESS3-6: Use a computational representation to illustrate the relationships

Anticipatory Set: 1. Welcome

Body of the Lesson:

Theoretical / Pedagogical Model: Constructivist

Standard(s): HS-ESS3-6: Use a computational representation to illustrate the relationships

Body of the Lesson:

Theoretical / Pedagogical Model: Constructivist

Standard(s): HS-ESS3-6: Use a computational representation to illustrate the relationships

Body of the Lesson:

Theoretical / Pedagogical Model: Constructivist

Standard(s): HS-ESS3-6: Use a computational representation to illustrate the relationships

Body of the Lesson:

Theoretical / Pedagogical Model: Constructivist

Standard(s): HS-ESS3-6: Use a computational representation to illustrate the relationships

Body of the Lesson:

• Regular Summative Assessment HERE

Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic

Forest Hills Public Schools Environmental Science Department.

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