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Leon Plans
Grade Level：10
The Composition and the Vertical Structure of Atmosphere Text analysis
“The Composition and the Vertical Structure of Atmosphere” is the first part of the chapter, and is also the basis of the following periods of learning.It has very close connection with our human beings.Learning this course can help us better understand our surroundings.So in order to lay a solid foundation for the following learning of students，the instructor should expand a lot and design something related to life as much as poible on the basis of this textbook.Connections to the Curriculum:
Geography
Connections to the National Geography Standards:
Standard:”Pay much attention to geography in life”.Time:
Forty minutes
Materials Required:
•Blackboard
• Computer(If there is the computer with Internet acce, it’s better)• Textbook
Objectives:
• Knowledge and Skills:
Know the composition and the vertical structure of atmosphere as well as the characteristics of each layer.• Proce and Methods:
Analyze the structure of the atmosphere through reading a sketch map” vertical delamination of atmosphere”
• Emotion, Attitudes and Values:
Get the environmental consciousne of protecting the atmosphere, at least not to pollute it.Main point：
The characteristics of each layer，especially for the troposphere the
stratosphere.difficult point：
Analyze some questions based on the characteristics of each layer Geographic Skills:
Acquiring Geographic Information
Discuing Geographic information
Analyzing Geographic information
Generalize Geographic information
S u g g e s t e dP r o c e d u r e
Opening：
Take the manned spaceship—shenzhou7 for example.At the very beginning of the cla, Have students watch a short video(the emiion proce of shenzhou7), instructor can ask the following questions “what layer shenzhou7 will experience during the emiion proce” and” what kind of environment outside shenzhou7” According to teaching experience, the launch of shenzhou7 is a social hotspot almost all students are interested in, so this kind of questions can attract students’ attention and stimulate their enthusiasm for learning.Under the circumstances, students will listen attentively.Development:The composition of atmosphere
Students have learnt this part in physics, chemistry, biology or any other subjects, so the instructor can introduce briefly and generalize directly the composition of atmosphere.But students must be taught clearly about the roles of each atmospheric composition.And while teaching, the instructor should clarify the following points:
• Students must be told that some gases are also important even though they are very little.• Atmosphere density decrease with the height.• Atmospheric water vapor content and dirt content are different from time to time /place to place.Ask students a question:”Compare the city center and the countryside, which place has the more cloud? “The Vertical Structure of atmosphere
Have students read the picture” Vertical Structure of atmosphere”(P76)and answer the five part of the atmosphere.During the reading, teacher should remind students of the boundary of each layer. The teacher asks 2 students to draw a picture on temperature variations with
height.The correct boundary of each layer is the neceary point.Troposphere :
The teacher analyses every point of the characteristics of the troposphere
and explains why.Under the guidance of the teacher, students get the characteristics of the troposphere. Teacher can set discuion activities according to the conclusions like this:
”Why does the temperature decrease with height？Since we all know that the nearer the distance between the sun and the earth is, the more heat the earth will get.”
(Here exists cognitive conflict among the students)
“Why is the thickne of the troposphere different in different season and different zone of latitude?”
(In order to make students get a clear understanding about the idea thatatmospheric thickne varies with time/place)
Divide the whole cla into several groups, then finish the questions above.The
instructor can give some hints when the students are in trouble.Stratosphere:
Ask students, “If you are a pilot, how to decide your flying height？” Students
will have a group discuion of it, and then expre their thinking.They will mainly think about visibility or weather condition……then teacher analyze it, and say there is a atmospheric layer with such conditions that plane can fly safely. Then teacher explain why this layer is suitable, then write the characteristics
of the Stratosphere on the blackboard.With the characteristics of the first two layers, teacher can ask the question:
”why does the Stratosphere has no convective motion and obvious climate change？”
“There is a plane flying at an altitude of 10km, what latitude scale do you think the plane is flying?”
(The two questions above are based on the different characteristics of Atmosphere and Stratosphere.By comparison, students will understand it easily)
Through answering the questions, students can have a clear understanding about the difference between the two layers.”
Mesosphere/ Thermosphere/Exosphere:
In the textbook, the three layers are mentioned just a little, so a brief introduction will be OK.There is no need to refer to or expand too much.The instructor can ask students to give conclusions.While teacher must be sure that students can understand the characteristics.Closing:
In closing, in order to know how students are getting along with their studies, the instructor can ask a student to solve the problem presented at the opening byfilling in a form and another to make a diagram “the temperature change with height”.And then the instructor corrects it.Teacher summarizes the main points about this leon, and writes them on the blackboard.Through this leon, students can get their cognition of the atmosphere.And the instructor also can get the feedback.Students can search the internet to get the information they are interested in or click the following link:
