Lesson Plan Three
Author: Kim Cochrane, Bowie High School, Bowie, MD
- electromagnetic spectrum
- radiation reflected (how and why)
- layers of the atmosphere
- general atmospheric information
Start with a K-W-L sheet like the one provided below.
|What do you know about your atmosphere?
||What do you want to know about your atmosphere?
||What have you learned about your atmosphere?|
| || || |
Have the students fill in the first two columns with their general
knowledge. Then, break them into groups of two. Put the following questions
on the board. Have the students discuss the answers and write them in the
first column of the K-W-L Sheet. Collect the sheet. (It will be given back
to them after the activity to fill in the last column).
- What molecules, in the atmosphere, block radiation from the Sun from
hitting the Earth?
- What types of radiation get blocked by the atmosphere?
- Why is it important for life on Earth that the harmful types of radiation
- Break the class up into groups of two or three. Each group will go
through the following Web Quest (in the form of a power point presentation)
to gain knowledge of the topic. (HTML and PDF versions are also available.) Each group is responsible for answering the
questions found within the presentation. The order of this part of the
lesson is layed out below.
- Students complete Web Quest.
- Students and teacher go over the answers to Web Quest in an open discussion forum.
- Students are encouraged to ask any questions that they feel are necessary.
Compare Earth, Venus, and Mars:
- Divide the class into teams of three or four. Each team is to be
assigned at least one item of data from the following data charts. (The amount
of items will depend on how many teams there are in the class.) As the teams
research their items and find the answers, they are to fill in a class (wall
size) poster board data sheet with the correct information.
|Average precipitation|| || || |
|Average wind speed|| || || |
|Number of daylight hours each day|| || || |
|Number of days in a year|| || || |
|Oxygen levels in atmosphere|| || || |
|Carbon dioxide levels in atmosphere|| || ||
|Gasses in atmosphere|| || ||
|Amount of methane, nitrogen, water vapor, and hydrogen gases in
atmosphere|| || || |
|Amount of visible light hitting planet's surface|| || || |
|Average amount of cloud cover|| || || |
|Average gravitational pull|| || || |
|Average depth of atmospheric gases|| || || |
- After the data sheet is filled out, discuss with the class the
similarities and differences between the three planets' atmospheric
conditions. Make sure to discuss how the atmospheric conditions would
affect life (if there was any) on the different planets. You can also
discuss ways that the information was gathered and ways to use
- Students should work alone but can work in teams or groups depending
on the class structure.
- The project is described in the Venus and Mars Project student worksheet.
- When finished, the students will present their ideas to the class and the
projects can be displayed for the class to view through the week.
- Give the students back their K-W-L sheets. Have them fill out the last
column alone and quietly.
- Ask the students to share their last column one at a time.
- Discuss any problems or concerns.
- Test or quiz is optional for the teacher (depending on time and class).
|4||Good grammar, very detailed descriptions, uses all
correct science terms and concepts |
|3||Good grammar, somewhat detailed descriptions, made 1-3
mistakes on science terms and concepts|
|2||OK grammar, few details in the descriptions, made 4-8
mistakes on science terms and concepts
|1||Mostly incorrect grammar, no details, made numerous
mistakes on science terms and concepts|
|4||Detailed drawings, completely labeled, colored, neat
|3||Mostly detailed drawings, missed 1-3 labels, colored, mostly
|2||Almost no detail to drawings, 3-7 missed labels, not
|1||Very little detail, few labels, not colored|