NCDPI – AIG Instructional Resource: Background Information
Resource Title: The Atmosphere—It’s a Gas!
Subject Area/Grade Level (s): Science/7
Time Frame 2 class periods (~120 minutes)
Common Core/Essential Standard Addressed:
ES 7.E.1.1 Compare the composition, properties, and structure of Earth’s atmosphere to include: mixture of gases and differences in
temperature and pressure within layers.
Additional Standards Addressed:
ES 6.E.1.2 Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and
gravitational force) and location to the Sun.
Common Core Reading Standards for Literacy in Science and Technical Subjects (RST):
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).
Common Core College and Career Readiness Anchor Standards for Writing (CCR W):
CCR W.6-8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
Brief Description of Lesson/Task/Activity: Within the earth science strand of 7th grade science, students focus on understanding the cycling of
matter in and out of Earth’s atmosphere. In this task, students discover the stages that lead to Earth’s current atmosphere, investigate the
cycles that maintain the Earth’s current atmosphere, and write a fictional account of one of the cycles from that gas molecule/compound’s point
of view. The analytical reading and diagram interpretation, as well as the creative writing nature of this lesson allow students to build content
understanding while promoting 21st Century Skills.
Type of Differentiation for AIGs (include all that apply):
Adaptations for AIGs:
x Content
x Process
Enrichment
x Extension
Acceleration
x Product
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Explanation of How Resource is Appropriate for AIGs: AIG students in the middle grades need opportunities to analytically organize written
information, construct diagrams from written passages, and interpret scientific diagrams to create written descriptions as these skills will be
essential in advanced courses (AP sciences, etc.). The creative writing aspect of this assignment will also allow AIG students to interact with the
non-fiction information and demonstrate student understanding in a more personal and interesting manner.
Needed Resources/Materials:
 “Earth’s Three Atmospheres” cut-apart sheet for student pairs
 Diagram of the Nitrogen Cycle—many examples exist like http://www.kidsgeo.com/geography-for-kids/0161-the-nitrogen-cycle.php
 Diagram of the Carbon Cycle—many examples exist like http://www.farmingfutures.org.uk/resources/carbon-cycle-farm
-pair with diagram of Oxygen Cycle to demonstrate connection like http://www.exploringnature.org/db/detail.php?dbID=27&detID=1186
 Diagram of the Water Cycle—many examples exist like http://www.westone.wa.gov.au/k12lrcd/learning_areas/bio_science/bio1b/content/001_ecosystems/page_05.htm
 Rubric for “A Gas’s Point of View” writing assignment
Sources:
 http://scijinks.nasa.gov/atmosphere-formation
 http://www.environmentalgraffiti.com/ecology/mother-earth-when-volcanoes-ruled-the-world/580
 http://www.environmentalgraffiti.com/ecology/mother-earth-from-noxious-fumes-to-a-breath-of-fresh-air/583
TEACHER NOTES: Prior to use, cut apart the worksheet “Earth’s Three Atmospheres” and place its individual cards in an envelope or sealable
bag. The cards are printed on the worksheet in one possible logical order under the correct headings as printed.
Students may have some background in this topic from 6th grade discussions regarding the differences among the atmospheres of our solar
system’s planets; however, the information on the cards is designed to stand on its own without review. If the teacher finds that this is not the
case, suggest further independent research or activities for students/the class as necessary.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
NCDPI AIG Curriculum Resource Outline
STAGE ONE: ENGAGE
DAY ONE:
Explain to students that before they can study Earth’s modern atmosphere and air quality issues, they must use clues that scientists have found
in Earth’s rock formations, volcanic eruptions, meteorites, and other planets in our solar system to determine how our atmosphere came to exist
in its present form. Give each pair of students an envelope of the cut-apart “Earth’s Three Atmospheres” worksheet cards. Direct students to
locate the three classification header cards—one for each phase of Earth’s atmosphere development. Explain to students that they will read the
remaining fifteen cards and place them under each of the header cards using analytical reasoning skills. Students should also attempt to place
the cards under each heading in a logical, chronological order.
As students classify their cards into the different atmosphere categories, the teacher should check their results and ask any leading questions as
necessary. Examples of leading questions may include: “What would need to happen before _______?” “What could be the result of _______?”
“Would that have happened before or after ________?” “Are there other cards that discuss the same _________?”
As students complete the classification activity, direct them to use their grouped statements to create a visual diagram that depicts each of
Earth’s atmosphere stages.
Diagrams should be assessed on a 1-4 scale rubric:
4: diagram accurately reflects the information presented in the classification activity and is easily interpreted
3: diagram accurately reflects the information presented in the activity and requires minimal explanation for interpretation
2: diagram is missing some key information or requires significant explanation for interpretation
1: diagram is missing significant information or is unable to be interpreted
STAGE TWO: ELABORATE
DAY TWO:
Using the student-created diagrams from Day One, review the current composition of Earth’s atmosphere. State that students will be delving
into more detail using prepared diagrams of the cycles that maintain the atmosphere’s current state. Explain that today’s process is almost the
opposite of yesterday’s work: Yesterday they organized information to create diagrams, whereas today they will interpret existing diagrams to
create short statements that explain the processes presented.
Hand out the prepared diagrams. The teacher may choose to explain to students that since the earlier activity has already established that
bacteria were necessary to start the conversion of both CO2 and N2 into useful forms, and then plants as a life form evolved to also perform
photosynthesis, it is not necessary to establish these points as the starting point of the nitrogen and carbon cycles when they are described. The
gases in question and the living organisms that contribute to these cycles are already in existence, so students may start anywhere on these
cycles. Likewise, the water cycle also does not have a defined starting point.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
As students work in pairs to interpret and record the flow of atmospheric gases through these cycles, the teacher should be prepared to ask
similar questions to Day One’s activity, as well as some additional questions: “What would need to happen before _______?” “What could be
the result of _______?” “Would that have happened before or after ________?” “Where does the arrow indicate the gas travels next?” “If there
is a choice where the gas goes next, how can you make subsequent choices so that the gas goes through the entire cycle?” Does the gas have to
repeat any steps before it can finally get to ________?”
STAGE THREE: EVALUATE
Students will individually write a fictionalized point of view account of a particular gas molecule/compound’s journey through its respective
atmospheric cycle. Teachers may want to randomly assign the molecule/compound through the student selection of a card or specifically assign
the molecule/compound by student seating to ensure that all molecules/compounds are discussed and/or students in proximity to each other
do not have the same molecule/compound to ensure that work remains individually completed.
Students should be assessed according to a rubric with similar elements as those shown below:
1. Personifies the gas in an appropriate manner to add interest
2. Maintains the gas’s consistent point of view
3. Includes at least four significant “events” from the cycle
4. Accurately follows the chronology of the cycle for the chosen “events”
5. Uses scientific terminology correctly*
6. Defines/describes scientific terminology in “friendly” language to add meaning and detail
7. Spelling and grammar are appropriate for this grade level
* Some teachers choose to ban terminology use for two reasons: to force students to use more description and to use the essays later as review tools.
TEACHER NOTES: Consider coordinating with the ELA teacher(s) prior to the assignment for help in preparing students for the point of
view/personification essay. Also, be aware that student science essays (fiction and non-fiction) may be used as evidence in students’ writing
portfolios that should be following them throughout their school years.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Earth’s First Atmosphere
Earth’s Second Atmosphere
Earth’s Third Atmosphere
The Earth itself is very hot and
does not yet have an iron core.
The Earth begins to cool and
its crust begins to form.
Ammonia is broken down by sunlight
into Hydrogen that escapes and Nitrogen
that builds up in the atmosphere.
Without an iron core to create a
magnetic field, the Earth is not
protected from solar winds.
Gases trapped inside the Earth during
its formation seek weak spots in
the Earth’s crust to escape.
Bacteria begin to convert carbon dioxide
into oxygen that begins to appear in the
atmosphere. They also convert nitrogen
into forms usable by other life forms.
Hydrogen and Helium, the main gases
in the Sun, are also the only gases
found in Earth’s atmosphere.
The surface of the Earth becomes covered
with active volcanoes through which the
gases are released into the atmosphere.
Carbon Dioxide levels drop as it is dissolved
in the oceans and becomes part of the
organic molecules of living things.
The small, light Hydrogen and Helium
atoms escape from Earth’s gravity and
are swept into space by solar winds.
Carbon dioxide, water vapor, and
ammonia are the main gases now found
in the Earth’s atmosphere.
The remaining Carbon Dioxide and water
vapor act as greenhouse gases to maintain
Earth’s warmth to support its new life forms.
Iron formations melt and move into the
center of the Earth. Any remaining gases
are protected by the new magnetosphere.
The water vapor begins to condense
and rain down on the cooling
Earth as the oceans form.
The Earth’s atmosphere is composed of
a consistent 78% nitrogen, 21% oxygen,
and 1% trace gases, with water vapor
varying due to other factors.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project