7th Grade Science Unit:
What is up Th-air? --- Atmosphere
Unit Snapshot
Topic: Cycles and Patterns of Earth and the Moon
Grade Level: 7
Duration: 9 Days
Summary
The following activities allow students to discover how the
atmosphere can be divided into layers based on temperature
changes at different altitudes as well as pressure gradients. Each
layer has specific traits that make it important for our planet’s
survival. Students will learn the background material by
understanding the composition of the Earth’s atmosphere.
CLEAR LEARNING TARGETS
“I can”…statements
_______ determine the composition of Earth’s air.
_______ create and interpret data on different graphs to determine differences in our atmosphere’s
composition and temperature based on altitude differences.
_______describe how specific layers of the atmosphere have different traits and purposes.
Activity Highlights and Suggested Timeframe
Day 1
Engagement: The objective of this activity is to have students examine and
determine what Earth’s air is composed of. They will create a pie graph to show
the main gases that makes up our air.
Days 2-3
Exploration: The objective of this activity is to research the different layers of the
atmosphere and gain an understanding of the each layers’ role in the planets
existence. Students will be examining the role of air pressure and its effect on our
Earth’s Atmosphere
Day 4-5
Explanation: The objective of this activity is to allow students an opportunity to
research and then identify the different layers of the atmosphere.
Days 6-7
Elaboration: The objective of this activity is for students to create a graph to show
how the atmosphere is grouped into different layers.
Day 8
and on-going
Evaluation: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or progress
throughout the lesson, and to become aware of students misconceptions related
to the layers of the atmosphere. A teacher-created short cycle assessment will be
administered at the end of the unit to assess all clear learning targets (Day 8).
Day 9
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
7.ESS.3 The atmosphere has different properties at different elevations and contains a
mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and
atmosphere.
There are defined layers of the atmosphere that have specific properties, such as temperature,
chemical composition and physical properties.
Gases in the atmosphere include nitrogen, oxygen, water vapor and other trace gases.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with
a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to an understanding of the topic.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts
PreK-2: Wind is felt as moving air, wind speed and direction cam be measured, sunlight warms air, the atmosphere is air,
air has properties, transfer of energy causes air movement, and water is present in air.
Grades 3-5: Air is a nonliving resource that can be used for energy, air can be contaminated, wind can change the
surface of Earth, and Earth is a planet that has an atmosphere.
Grade 6: Atoms take up space, have mass and are in constant motion. Elements, molecules and compounds (and their
properties) are discussed. Changes of state occur due to the amount of motion of atoms and molecules.
Future Application of Concepts
Grade 8: Changes in the environmental and climate conditions (including atmospheric changes) as evidenced in the
rock record and contemporary studies of ice cores are studied.
High School: Gravity, density, gases and properties of air are found in the Physical Science course. In grade 11/12
Physical Geology and Environmental Science courses, the atmosphere, Clean Air Act and climate change are explored
further.
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MATERIALS:
VOCABULARY:
Engage
Student Textbook: Prentice Hall Earth
Science
Website available to the students
Provided Graphs
Primary
Atmosphere
Biosphere
Chemical Composition
Gravity
Greenhouse Gas
Hydrosphere
Lithosphere
Ozone
Temperature
Water Vapor
Explore
o Working Under Pressure
Modeling Clay
White Glue
Metric Ruler
Large Rubber Balloon
Drinking Straw (12-15 cm long)
Cardboard Strip 10 cm x 25 cm
Scissors
Tape
Wide Mouthed Glass Jar
Rubber Band
Computers for each student, or in groups of
3-4
Explain
Provided Information
Paper
Coloring Materials
Elaborate
Graph Paper
Crayons/ Colored Pencils
SAFETY
ADVANCED
PREPARATION
Secondary
Air Pressure
Altitude
Barometer
Density
Exosphere
Gas
Ionosphere
Mesopause
Mesosphere
Pressure
Stratopause
Stratosphere
Thermosphere
Tropopause
Troposphere
Variations
Weather
Students should be following all CCS Science Safety Guidelines
Have different resources for student viewing ready.
Preview different websites for better understanding.
Objective: The objective of this activity is to have students examine and
determine what Earth’s air is composed of. They will create a pie graph to
show the main gases that make up our air. Students will also le as
ENGAGE
(1 day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
What is up Th-Air? (Day 1)
Bring up the following image
up onto the board:
http://www.allsciencesites.co
m/news/gallery/science/earth
_atmosphere.jpg
Have students answer the
following question in a
Quickwrite or in a general
discussion:
What is our Earth’s atmosphere
composed of? Why do we
have an atmosphere? What
do you observe in this photo
taken from outer space?
What is up Th-Air? (Day 1)
1. Students complete the
Quickwrite.
2. Students share and discuss their
Quickwrite answers with the class.
3. Students should be engaged in
reading material in class setting.
3
Facilitate as students perform
a close read in the Prentice
4. Students perform a close reading
Hall Earth Science Textbook
from the Earth Science Text.
pp. 512-515, Chapter 15 Sec.1.
Allow time for students to read
and understand the basics of
our atmosphere.
Ask students what is air? What
is our air composed of?
Most students will say oxygen.
Discuss with the students how
our air is actually composed of
much more.
Show the following site:
o http://teachertech.rice
.edu/Participants/louvi
ere/comp.html
Have students create a pie
5. Students will create a graph
graph representing the
showing the different gases in our
different amounts of gases
air.
that make up our air.
Review and discuss the graphs
that the students create.
Objective: The objective of this activity is to research the different layers of the
atmosphere and have an understanding of the each layers’ role in
the planets existence.
EXPLORE
(2 days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
Working Under Pressure (Days 2 & 3)
Review with the students the
information that was covered in
the previous lesson. What is the
atmosphere? What is the
atmosphere composed of?
Students should take out the
graphs that they created that
show the amount of different
gases in the atmosphere.
Discuss with the students that a
significant factor in our
atmosphere is the role of
pressure.
Students will do a close read in
their textbook, Prentice Hall
Earth Science, pp.516-520.
Teacher will introduce Working
Under Pressure Lab from the
Prentice Hall Laboratory
Manual, pp. 133-134, or in the
student textbook pp. 521.
Students will work on the lab in
groups of 2-4 students.
What are the students doing?
Working Under Pressure (Days 2 & 3)
1. Students should be recalling the
content that they learned from
the previous lesson.
2. Perform a close reading in the
Earth Science Textbook.
3. Students should have an
understanding of what air
pressure is, the role of density
and how it changes in our
atmosphere.
4. Students will be following CCS
Lab Safety Guidelines when
completing the Working Under
Pressure Activity.
4
Objective: The objective of this activity is to allow students an opportunity to
present their findings of the earth’s atmosphere to other classmates. The
teacher will also go over and review the most important vocabulary terms.
EXPLAIN
(2 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Layers of the Atmosphere Graphic
Organizer (Days 4-5)
Review concepts from Working
Under Pressure Lab and the
composition of our air.
Have students get into pairs.
Teacher explains to students
that they are going to research
information about the different
layers of the atmosphere.
Students will complete the
Layers of the Atmosphere
graphic organizer.
Teacher provides pages from
the following website:
http://www.windows2universe.o
rg/earth/Atmosphere/layers.ht
ml
If computers are unavailable,
students may gather
information from Prentice Hall
Earth Science, pp.522-527,
Chapter 15 Sec. 3
Teacher should be moving
around the classroom and or
lab assisting students with
questions and or adding insight.
Teacher assigns each group
one-two sections of the Layers
of the Atmosphere graphic
organizer to present to the
class.
Students will tell other
classmates important
information about each layer of
the atmosphere.
Teacher reviews each of the
important layers of the
atmosphere.
Discuss with the students how
each layer of the atmosphere
has different characteristics.
Students will be learning how
each layer is determined by a
change in temperature.
Layers of the Atmosphere Graphic
Organizer (Days 4-5)
1. Students work in pairs to read
about the atmosphere and
complete the Layers of the
Atmosphere graphic organizer.
2. Students will be should be
engaged and using various
reading skills in completing the
graphic organizer.
3. Students present their
information about each layer to
the class.
5
Objective: The objective of this activity is to allow students to create a graph to
show how the atmosphere is grouped into different layers.
ELABORATE
(2 Days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Atmospheric Temperature (Days 6-7)
Atmospheric Temperature (Days 6-7)
Teacher will let students know
1. Students read the background
to discover how the
material, plot data points, and
atmosphere can be divided
determine where layers begin and
into layers based on
end from their comprehension of
temperature changes at
the reading material.
different heights, by making a
graph.
Note: Students should be
familiar with how to plot data
on a graph with negative
numbers.
Discuss the instructions carefully,
reading the background
paragraph aloud.
Facilitate closely and assist
students during the activity,
making sure graphing is correct.
Students may need help
understanding that they find
the layer divisions based on
what they read in the text.
Students should label eight
items on the graph:
troposphere, tropopause,
stratosphere, stratopause,
mesosphere, mesopause,
thermosphere and ozone layer.
Note: Consider instructing the
students to color each layer
and pause to show the
differences.
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or progress
throughout the lesson, and to become aware of students misconceptions
related to the layers of the atmosphere.
Formative
How will you measure learning as it occurs?
Consider developing a
teacher-created formative
assessment.
The engage quick-write can be
used to assess student
knowledge related to
atmospheric composition.
All unit activities including
graphing activities, layers
graphic organizer, and Under
Pressure Lab can assess and
monitor student progress
throughout the unit.
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. A teacher created short-cycle
assessment can be used to
assess all learning targets.
6
EXTENSION/
INTERVENTION
(1 day or as needed)
COMMON
MISCONCEPTIONS
DIFFERENTIATION
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Extension
Intervention
1. Have students go to
1. Students may use the Prentice
http://www.sepuplhs.org/middl
Hall Earth Science All-In-One
e/iaes/students/simulations/sep
Teacher Resources for the
up_atmosphere.html for an
section summary. This is a
extension. Have students
great overview of the topic
compare and contrast the
on one page.
temperature, pressure and the
2. Interactive Atmosphere Lab
composition of gasses in the
http://sunshine.chpc.utah.ed
different layers of the
u/labs/atmosphere/ozone/at
atmosphere. Students can add
m_layers_questions.swf
information to their graphs from
This interactive site has
the Explore section of the unit.
readings, animations and
2. Atmosphere Design Lab
quizzes for students to
http://forces.si.edu/atmosphere
complete as they can learn
/interactive/atmosphere.html.
about the important aspects
Students will have the
of the atmosphere.
opportunity to explore the
gasses (carbon dioxide, oxygen
and ozone) using this
interactive site. They will obtain
knowledge of these important
atmospheric gasses. They
could complete a trifold with
the information to share with
the class.
Students may think that our air is just made up of oxygen.
Students may think that the atmosphere is not broken in different parts,
and that each layers has specific properties.
Strategies to address misconceptions:
After working on the various activities, students should be aware that the
atmosphere is made up of various gases. www.unitestreaming.com videoclips,
as well as models, diagrams, and on-line simulations can also be used to
address student misconceptions.
Lower-level: Teacher may refer to the Prentice Hall Earth Science All in One
Teaching Resource Manual to use Section Summaries for lowerlevel readers. Interactive websites with visuals and descriptions are
listed under the intervention section of the unit.
Higher-Level: Consider having students complete the extension activity listed
above.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
7
Textbook Resources: Prentice Hall Earth Science, Chapter 15
pp. 512-515, The Air Around Us, Section 1
pp. 516-521, Air Pressure, Section 2
pp. 522-527, Layers of the Atmosphere, Section 3
Textbook Lab Activities: Prentice Hall Earth Science Laboratory Manual
pp. 133-134 Working Under Pressure
Websites:
Windows to Universe, the Earth’s Atmosphere
http://www.windows2universe.org/earth/Atmosphere/overview.html
Image of the Atmospherehttp://www.allsciencesites.com/news/gallery/science/earth_atmospher
e.jpg
The Atmosphere’s Compositionhttp://teachertech.rice.edu/Participants/louviere/comp.html
http://www.sepuplhs.org/middle/iaes/students/simulations/sepup_atmo
sphere.html
Atmosphere Design Lab
http://forces.si.edu/atmosphere/interactive/atmosphere.html
Discovery Ed:
Earth’s Atmosphere (8:03)
Greatest Discoveries with Bill Nye (8:56)
ADDITIONAL
RESOURCES
Literature:
Nemeth, Jason D., The Atmosphere, (2012)
Vogt, Gregory, The Atmosphere: Planetary Heat Engine (2007)
Movies:
A Journey Through the Atmosphere, You Tube- (7:33)
https://www.youtube.com/watch?v=3CerJbZ-dm0
Atmosphere-Mr. Parr, You Tube (3:17)
https://www.youtube.com/watch?v=dQPyNY2WIdw
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
8
Name:_______________________________________________Per.__________Date______________
What is Up Th-Air in the Air?
The atmosphere is made up of many different gases, and the amount of each type of gas present
depends on what layer of the atmosphere you’re talking about. Near the Earth’s surface, the
atmosphere is made up of 78% nitrogen, 21% oxygen, and 1% other gases. (These other gases include
mostly argon and water vapor, with some carbon dioxide, and trace amounts of others.)
You will be using the above information to construct a pie graph below, but before you start
drawing, you will need to calculate how many degrees are represented by each percentage. You
will need to calculate how many degrees each piece represents first. (remember that 100 percent =
360 degrees.) Your graph should show the percentage of nitrogen, oxygen, and other gases. Make
sure that your graph includes a title, labels of gas name and % for each pie piece, and
correctly‐sized pie pieces, each colored a different color. To help you, the template for your pie
graph is given below, with 10 degrees pieces already marked.
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Name:_______________________________________________Per.__________Date______________
LAYERS OF THE ATMOSPHERE
Layer
Name
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Atmospheric Layer
Information
Altitude
Temperatures
10
Name:____________ANSWER KEY__________________________Per.__________Date______________
LAYERS OF THE ATMOSPHERE
Layer
Name
Atmospheric Layer Information
Altitude
Temperatures
-55° C (-64° F)
Troposphere
Stratosphere
Mesosphere
Thermosphere
the first layer above the surface
and contains half of the Earth's
atmosphere. Weather occurs in this
layer.
The troposphere starts at
Earth's surface and goes
up to a height of 7 to 20
km (4 to 12 miles, or
23,000 to 65,000 feet)
above sea level.
The stratosphere is the second layer
(going upward) of Earth's
atmosphere. It is above the
troposphere and below the
mesosphere. The ozone layer is
within the stratosphere.
The top of the
stratosphere occurs at 50
km (31 miles) altitude.
The gases, including the oxygen
molecules, continue to become
thinner and thinner with height. The
gases in the mesosphere are still
thick enough to slow down meteors
hurtling into the atmosphere, where
they burn up, leaving fiery trails in
the night sky.
The gases of the thermosphere are
increasingly thinner than in the
mesosphere. As such, incoming
high energy ultraviolet and x-ray
radiation from the sun, absorbed by
the molecules in this layer, causes
a large temperature increase.
Columbus City Schools
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The mesosphere extends
from the top of the
stratosphere to about 53
miles (85 km)
Above the mesosphere
the thermosphere extends
up to near 375 miles (600
km) above the earth.
Air also gets thinner as
you go up. That's why
mountain climbers
sometimes need bottled
oxygen to breathe.
The temperature gets
warmer as you go
upward in the
stratosphere.
The temperature
decreases from about 5°F
(-15°C) to as low as -184°F
(-120°C) at the
mesopause.
3,600°F (2,000°C) near the
top of this layer; however,
despite the high
temperature, this layer of
the atmosphere would still
feel very cold to our skin
because of the extremely
thin air.
11
The Exosphere is the outermost
layer of the atmosphere.
Exosphere
It extends from the top of
the thermosphere to 6,200
miles (10,000 km) above
the earth.
Name:_________________________________________________________Per.__________Date______________
Graphing the Layers of the Atmosphere
OBJECTIVE: To discover how the atmosphere can be divided into layers based on
temperature changes at different heights, by making a graph.
BACKGROUND:
The atmosphere can be divided into four layers based on temperature variations. The
layer closest to the Earth is called the troposphere. Above this layer is the stratosphere,
followed by the mesosphere, then the thermosphere. The upper boundaries between these
layers are known as the tropopause, the stratopause, and the mesopause, respectively.
Temperature variations in the four layers are due to the way solar energy is absorbed as it
moves downward through the atmosphere. The Earth’s surface is the primary absorber of solar
energy. Some of this energy is reradiated by the Earth as heat, which warms the
over lying troposphere. The global average temperature in the troposphere rapidly
decreases with altitude until the tropopause, the boundary between the troposphere and
the stratosphere.
The temperature begins to increase with altitude in the stratosphere. This warming is
caused by a form of oxygen called ozone (O3) absorbing ultraviolet radiation from the
sun. Ozone protects us from most of the sun’s ultraviolet radiation, which can cause
cancer, genetic mutations, and sunburn. Scientists are concerned that human activity is
contributing to a decrease in stratospheric ozone. Nitric oxide, which is the exhaust of
high-flying jets, and chlorofluorocarbons (CFCs), which are used as refrigerants, may
contribute to ozone depletion.
At the stratopause, the temperature stops increasing with altitude. The overlying
mesosphere does not absorb solar radiation, so the temperature decreases with altitude.
At the mesopause, the temperature begins to increase with altitude, and this trend
continues in the thermosphere. Here solar radiation first hits the Earth’s atmosphere and
heats it. Because the atmosphere is so thin, a thermometer cannot measure the
temperature accurately and special instruments are needed.
DIRECTIONS:
1.) Table 1 contains the average temperature readings at various altitudes in the Earth’s
atmosphere. Plot this data on the graph on the worksheet, and connect adjacent points
with a smooth curve. Be careful to plot the negative temperature numbers correctly.
This profile provides a general picture of temperature at any given time and place;
however, the actual temperature may deviate from the average values, particularly in the
lower atmosphere.
2.) Label the different layers of the atmosphere and the separating boundaries between
each layer.
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3.) Mark the general location of the ozone layer. You should place eight words on your
graph in the correct locations: troposphere, tropopause, stratosphere, stratopause,
mesosphere, mesopause, thermosphere and ozone layer.
TABLE 1
Average Temperature Readings at Various Altitudes
Altitude (km)
0
5
10
12
20
25
30
35
40
45
48
Temp (o C)
15
-18
-49
-56
-56
-51
-46
-37
-22
-8
-2
Altitude (km)
52
55
60
65
70
75
80
84
92
95
100
Temp (o C)
-2
-7
-17
-33
-54
-65
-79
-86
-86
-81
-72
2. Label the different layers of the atmosphere and the separating boundaries between
each layer.
3. Mark the general location of the ozone layer. You should place eight words on your
graph in the correct locations: troposphere, tropopause, stratosphere, stratopause,
mesosphere, mesopause, thermosphere and ozone layer.
QUESTIONS:
1. What is the basis for dividing the atmosphere into four layers?
2. Does the temperature increase or decrease with altitude in the:
troposphere? _____________
stratosphere? ________________
mesosphere? _____________
thermosphere? _______________
Columbus City Schools
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3. What is the approximate height and temperature of the:
13
Temperature differences in the four layers are caused by the way solar energy (energy
from the Sun) is absorbed as it moves downward through the atmosphere. The Earth’s
surface absorbs most of the Sun’s energy. Some of this energy is bounced back out by
the Earth as heat, which warms the troposphere.
At the mesopause, the temperature
begins to increase with altitude, and this
trend continues in the thermosphere.
Solar energy hits the Earth’s atmosphere
and heats it.
The mesosphere does not absorb
solar heat, so the temperature
decreases with altitude.
The temperature begins to increase
with altitude in the stratosphere. This
warming is caused by a form of
oxygen called ozone (O3) absorbing
ultraviolet radiation from the sun.
The average temperature in the
troposphere rapidly decreases with
altitude – it colder the higher you go.
Original graphic:
http://schoolscience.rice.edu
Adapted from http://www.geosociety.org/educate/LessonPlans/Layers_of_Atmosphere.pdf
M. Poarch – 2006
science-class.net
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14
Graph of Temperature at Various Altitudes
ALTITUDE (km above sea level – Y-axis)
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
-100
-90
-80
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-70
-60
-50
-40
-30
Temperature (o C)
-20
-10
-5
0
10
20
15
Name:_______________________________________________Per.__________Date______________
Graphing the Layers of the Atmosphere Lab Questions
1. What is the basis for dividing the atmosphere into four layers?
2. Does the temperature increase or decrease with altitude in the:
troposphere? _____________ stratosphere? ________________
mesosphere? _____________ thermosphere? _______________
3. What is the approximate height and temperature of the:
tropopause:
_______________ _____________
stratopause:
_______________ _____________
mesopause:
_______________ _____________
4. What causes the temperature to increase with height through the stratosphere, and
decrease with height through the mesosphere?
5. What causes the temperature to decrease with height in the troposphere?
6. After completing this graph of the earth’s atmosphere, what can you conclude?
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Science Department June 2013
16
Name:_______ANSWER KEY__________________________Per.__________Date______________
Graphing the Layers of the Atmosphere Lab Questions
1. What is the basis for dividing the atmosphere into four layers?
The variations in temperature changes.
2. Does the temperature increase or decrease with altitude in the:
troposphere? decrease stratosphere? increase
mesosphere? decrease thermosphere? increase
3. What is the approximate height and temperature of the:
tropopause:
about 12-18 km
about –60
stratopause:
about 46-54 km
about –2 to 0
mesopause:
about 85-90 km
about –90
4. What causes the temperature to increase with height through the stratosphere, and
decrease with height through the mesosphere?
The temperature increases in the stratosphere due to ozone layer capturing ultraviolet
radiation. The temperature decreases in the mesosphere since there is no ozone and the
amount of air is decreasing.
5. What causes the temperature to decrease with height in the troposphere?
As solar energy hits the earth’s surface, it is converted into heat. That heat radiates
upward from the earth’s surface. The farther away from the warm earth’s surface we go,
the less heat we feel until we hit the ozone layer in the stratosphere. The temperature of
the troposphere therefore decreases steadily until the stratosphere.
6. After completing this graph of the earth’s atmosphere, what can you conclude?
Answers may vary.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
17
The Graph should look something similar to this graph.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
18