Name: Jody Bush 6th-Grade Science

Lesson Cycle (5E Model)

Lesson Title/Topic: Understanding Layers of the Atmosphere

Standards: TEK 112.18 (b)(9)(A) investigate methods of thermal energy transfer, including
conduction, convection, and radiation;

Lesson Objectives: Assessment (Evaluate):

Given all supplies needed, the learner will Completed quiz
use data from text and PPT to construct a
model of Earth’s atmosphere and compare
and contrast characteristics of each layer
with 80% accuracy.

Materials:
1. Clear plastic cups (one per group)
2. Measuring Spoons with milliliters (one set per group)
3. 4 different colors of sand
4. Cups or bowls to hold sand
5. Role cards (4 per group)
6. One direction card (per group)
7. One apple (per class)
8. Atmosphere PowerPoint
9. One iPad (per group)
10. Paper towel (one per group)
11. Data report forms

The teacher will: The student will:

Focus: (Engage 3-5 Minutes)
 Where and what is the atmosphere?
 Consider what and where the
 Hold up an apple –This apple
atmosphere is.
represents the earth and the apple
pealing represents the atmosphere.
 Compare the apple and apple peeling to
(peal the apple and hold up apple
th Earth and its atmosphere.
pealing - 1/16 of an inch)
 Think about everything that happens in
the atmosphere and think about how
 Consider the size of Earth compared to
small that space is compared to the
its atmosphere.
size of the earth.
Name: Jody Bush 6th-Grade Science

Teacher Input: (Explain & Elaborate)

 Show PowerPoint - First slide – Give
 Interact with teacher during
focus and talk a little about each layer
presentation.
of the atmosphere, conduction, and
thermal convection.
 Elaborate on basic information
 Second slide - Start with the layers of
provided by teacher.
the atmosphere - tell the students a
little about each layer (on PowerPoint
slide)
 Third slide – Convection is the transfer
of thermal energy by a circulation or
movement of a liquid or gas. The
atmosphere around us is made up of
different kinds of gases. These gases
are heated by the sun. The sun is what
drives convection in our atmosphere.
 Fourth slide - Convection in the
atmosphere is the movement of air in a
circular movement. Remember that
warm air rises and cold air sinks.
 Fifth slide - Tell students that this is an  Consider other examples of thermal
example of conduction. Conduction is conduction, use Round Robin to list 10
the transfer of thermal energy through examples.
another material. Here we have a
picture of a spoon in some hot soup. I
 Consider how elements of the
bet someone in here has put a spoon
atmosphere can conduct thermal
into some hot food and felt the spoon
energy.
get hot. This is an example of
conduction. The medium can also be
the elements of the atmosphere.
 Next slide - Tell students more about
the atmosphere’s layers - talk about
how the line represents the
temperature changes in the atmosphere
and they will explore that more in the
lab. Also ask about some of the objects
that appear in each layer.
Guided Practice: (Explore)
 We have been talking and studying
about the atmosphere. Today we are
going to represent the atmosphere
with sand art.
 Tell the students we are going to do
Name: Jody Bush 6th-Grade Science

our lab now. We will be working in

groups of four. (Call out the groups  Divide up into groups of four.
on the group assignment sheet)
 Have materials set out in groups on
table.
 Tell students they must behave and
all work together to get to
participate in the lab. Tell them they
will be working with sand and they
must be careful not to make a mess.
 Have two students from each group  Collect supplies from table.
come up and get the materials
needed for their group. One student
gets the measuring spoons, another
student gets role cards and direction
card, one question sheet, one paper
towel, and one clear plastic cup.
 Tell the students to look at their
direction card while I read it aloud.  Follow along as teacher reads
(Tell students to share a role if there directions.
are more than four in a group – you
may have to help them figure out
how)
 Tell the students we are going to be
making the layers of the atmosphere
using sand (point to the sand).
 Read the directions on the card.
 Take the paper towel and place it on
the desk and set a clear cup on it.
Set the measuring cup next to the
clear cup.  Pass out role cards.
 Pass out role cards one to each
student in the group (4). If there are
more than four people in a group,
look at the person’s card next to
you. It has two things listed on it.
You get to do the second part. (you
may need to help with this or show
them how to do it if needed.)  Read their role cards and make sure
 Read your role card. they understand what to do.
 Read the pages listed in the book on  Read information from text book.
both your sections before getting
sand or answering questions.
 Look at the question sheet.  Will start to assemble their atmosphere
 The person with the first layer of models.
the atmosphere gets the measuring
Name: Jody Bush 6th-Grade Science

spoon and looks back at the role  Will work together in groups to
card to know how much sand and answers questions about what they
how to pick the color of sand you explored. They will take an in depth
are going to get. Come to the sand look at the layers of the atmosphere,
bowls and get sand with the convection, and thermal conduction by
measuring spoons. Put the sand in talking and answering the questions and
your cup when you get back to your looking at the layers of the atmosphere
group. Then, read your questions they are making.
aloud and answer them aloud. The
writer writes the answers. Group  Collaborate to reach consensus on
needs to agree on answer. You may answers.
look at the book to get the answers.
 Repeat this for the rest of the layers.
When your group gets done have
one person raise their hand and let
me know. Ask for help if you do not
understand something or need help.
 I am going to be moving around the
room to help students. Ask me any
questions you need to. I will watch
the sand and help you if needed.
You can ask me what color sand to
choose if you need help.
Independent Practice: (Evaluate)
Have students return to their individual  Will work independently taking the
desk to take quiz over material covered in “Testing the Atmosphere” quiz.
lesson. (Testing the Atmosphere quiz)
Closure: (3 – 5 minutes)
Using the Round Robin structure, we will
review key points of the lesson.  Students will take turns answering
review questions from lesson. They can
 What was the mnemonic for
phone a friend if they need help.
remembering the layers of the
atmosphere? (trophies stand mighty
tall)
 What were the four layers of the
atmosphere? (troposphere,
stratosphere, mesosphere, and
thermosphere)
 Which one contains the ozone?
 Where do satellites orbit?
 Where do space shuttles orbit?
 Where does weather take place?
 What is conduction?
Name: Jody Bush
Options:
Enrichment (Extend):
Students will use textbook, computer, or
any other reliable resource to research and
prepare a mini-lesson using the lesson
extension form.
Students will:
 Choose a layer of the atmosphere to
research
 Provide important facts about their
layer
 Tell why their layer is important
 Make a connection between their
layer and the convection process
 Explain why their layer is important https://www.brainpop.com/science
for wind
 Explain how their layer is involved
in thermal conduction
Students will present their mini-lesson the
next day.
Modifications:
Student A (Intellectual Disability)
 Student will use computer to watch
interactive video on the
atmosphere:
https://www.brainpop.com/science/
earthsystem/earthsatmospere/
 Student will be paired with peer
coach during class activity
 Weather permitting, aide will take
student outside for oral testing –
identifying things in the atmosphere
 Student will join class for closure
activity with his/her peer coach
6th-Grade Science
Reteach:
Teacher will make informal observations
from guided practice and grade quizzes to
make sure any concepts not understood
from the lesson are covered properly in the
mini-lessons.
Teacher will evaluate information on
students mini-lessons, making any
corrections necessary. Students will present
their lessons the next day modeling higher
level thinking skills for students struggling
with processing information from lesson.
The students’ mini-lessons will be followed
by an interactive video on the atmosphere.
/earthsystem/earthsatmospere/
Accommodations:
Following all accommodation, students
will be provided all resources needed to
actively participate in the lesson.
 Vocabulary list with pronunciations
and notes will be provided
 Calculators and rulers
 Repeated instructions as needed
 Students will be grouped with
students who offer them the best
support (Bilingual with ESLs –
Higher level students with students
with learning disabilities)
Student B (ADHD)
 Student will be provided with
alternative seating options (wobble
stool/exercise ball)
 Student will have options of
Name: Jody Bush 6th-Grade Science

squeeze ball or fidget block

 Student will work with partner then
in small group
 Student will test in small group test
area

Student C (Dysgraphia)
 Student will be provided with
teacher notes on lesson
 Student will not be given the role
of writer for the group
 Student will be allowed to test
orally

References:

http://www.teacherspayteachers.com

https://www.brainpop.com/science/earthsystem/earthsatmospere/