N o r t h E a st I n d ep en d e nt S c h o o l D i st ric t
6th Grade Science
Unit 4
Earth Systems
Atmosphere
Spring 2006
EARTH SYSTEMS: ATMOSPHERE
The emphasis in this 6th grade unit will be to describe the components of the
atmosphere including oxygen, nitrogen, and water vapor, and identify the role of
atmospheric movement in weather change. Study of the atmosphere and weather
is not new to the 6th grade student. Study of the weather begins in kindergarten.
In 2nd grade, the students are asked to record changes in weather. In 4th grade
the students are asked to identify the Sun as the major source of energy and
understand its role in the creation of winds. The 8th grade student will expand on
the curriculum taught at 6th grade by studying the interactions between solar,
weather and ocean systems.
Components of the Atmosphere
The atmosphere consists of the mixture of gases that surround the earth. It
extends from the surface of the Earth to more than 600 kilometers into space.
Many of the gases are used by living organisms and are essential to life. These
gases also filter damaging rays from the sun, destroy particles from space, and
trap heat. The atmosphere is a fluid. A fluid is any material that can flow and
takes the shape of its container. Two gases, nitrogen and oxygen, make up 99% of
the atmosphere.
The following is a breakdown of the gases that compose our atmosphere:
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78% Nitrogen
21% Oxygen
l% Other (argon, carbon dioxide, hydrogen, methane, carbon monoxide,
helium, neon, krypton, xenon, water vapor)
The Earth’s atmosphere is held around the Earth by gravity. Air pressure is the
force which pushes air particles toward the Earth’s surface. As an object moves
farther away from the Earth’s surface, air pressure decreases. Altitude is the
height of an object above the Earth’s surface. As altitude increases, air pressure
decreases. A barometer is an instrument used to measure changes in air pressure.
Temperature varies as the altitude increases. As an object goes up through the
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for
instructional design. They are not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r t h E a st I n d ep en d e nt S c h o o l D i st ric t
6th Grade Science
Unit 4
Earth Systems
Atmosphere
Spring 2006
atmosphere, the air temperature changes from warm and cold depending on what
gases are present in the layer and how those gases absorb the sun’s energy.
Layers of the Atmosphere
Name of Layer
Troposphere
Altitude in
(km)
(0-16 km)
Characteristics of the layer
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Stratosphere
(16 km – 50 km)
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Mesophere
(50 km – 90 km)
Thermosphere
(Ionosphere)lower part
(90 km – 300
km)
Exosphere
(300 km – 600
km)
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Layer nearest Earth
All weather happens here
More than half of the total
mass of the atmosphere
within this layer
Temperature drops as
altitude increases
Most jets fly in this layer
Protective ozone layer is at
the top of this layer
Jet stream is in this layer
Temperature goes up with
altitude
Meteors burn up here
Radio waves reflect to earth
in this layer
This is the coldest layer
Auroras happen in the lower
part of this layer
Hottest layer in the
atmosphere
Satellites orbit in this layer
Outermost layer
Temperature goes up with
altitude
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for
instructional design. They are not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r t h E a st I n d ep en d e nt S c h o o l D i st ric t
6th Grade Science
Unit 4
Earth Systems
Atmosphere
Spring 2006
The Role of Atmospheric Movement in Weather Change
Students in the 6th grade study weather while students in 8th grade will study both
weather and climate. While weather changes from day to day in a local area,
climate is a region’s general pattern of weather over a long period of time.
The weather of an area is due to four atmospheric factors: heat energy, air
pressure, winds, and moisture.
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The atmosphere is heated by radiant energy from the sun. The 6th grade
student should have an understanding of the methods in which heat energy is
transferred between objects to build a bridge to understanding movement
within the atmosphere. There are three types of heat transfer: conduction,
convection and radiation. Radiation is the transfer of energy or heat as
waves. Radiation can occur in outer space where there are no moving
molecules. This is the form of energy that brings the heat of the sun to
earth. Conduction is the transfer of heat through direct contact. A hot
sidewalk will warm bare feet through conduction. Convection is the transfer
of heat in a fluid through currents. As air is heated, it becomes less dense
and rises. Cool air is denser and sinks. This creates a circular pattern of air
movement. Wind or air masses illustrate this type of heat transfer. Warm
or cool ocean currents are another example of convection.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for
instructional design. They are not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r t h E a st I n d ep en d e nt S c h o o l D i st ric t
6th Grade Science
Unit 4
Earth Systems
Atmosphere
Spring 2006

Air pressure occurs as a result of the weight of the air pressing down on the
Earth. A change in air pressure usually indicates a change in weather is
going to occur. A body of air that has similar temperature, humidity, and air
pressure is called an air mass. An air mass with low pressure is likely to be
stormy. An air mass with high pressure is likely to be fair. Air moves from
areas of high pressure to areas of low pressure. This movement occurs as
the differences in air pressure cause wind. Winds generally blow from the
poles, an area of higher air pressure, toward the equator, an area of lower
air pressure.
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Winds move air masses that are classified by temperature and humidity. Air
masses that form over oceans are moist. Air masses that form over
continents are dry. The nearer a forming air mass is to the poles, the colder
it will be. The nearer a forming air mass is to the equator, the warmer it will
be. A front is where two air masses collide.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for
instructional design. They are not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
4
N o r t h E a st I n d ep en d e nt S c h o o l D i st ric t
6th Grade Science
Unit 4
Earth Systems
Atmosphere
Spring 2006
The four types of fronts are classified on the following chart. Students in 6th
grade should be able to explain the results of interaction between two different
air masses. At this level, conceptual understanding of how this relates to changes
in weather is more important than memorizing the types of fronts. It is also
important for teachers to integrate how the properties of matter influence the
interaction between air masses, ie. density differences.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for
instructional design. They are not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
5
N o r t h E a st I n d ep en d e nt S c h o o l D i st ric t
6th Grade Science
Unit 4
Earth Systems
Atmosphere
Spring 2006
Scientists that study weather and the atmosphere are called meteorologists.
Students are familiar with local news meteorologists that present the weather,
using various maps. In addition, the daily newspaper provides such maps. Students
should be given frequent opportunities to interpret weather maps and symbols
using various resources. In addition, students should be exposed to different
kinds of weather maps. Some show cloud cover or precipitation through satellite
or radar. Others use various colors to depict temperatures. Surface charts
combine many of these features, showing high and low pressure systems,
precipitation on radar, and fronts. The diagram below depicts just one example of
a map that students should be able to interpret:
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for
instructional design. They are not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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