Lesson Plan: The Earth’s Atmosphere
Grade Level: Grade 1
Subject: Earth Science
Duration: 50 minutes

1. Learning Objectives

• By the end of this lesson, students will be able to
• Name and describe the three main layers of the Earth (crust, mantle, and core) and the atmosphere.
• Identify one natural process (e.g., rain, wind) and one human process (e.g., building, farming) that change the Earth’s surface or local climate.
• Explain, in simple terms, how these processes shape the Earth and affect weather.

2. Standards Alignment

Next Generation Science Standards (NGSS)

• 1-ESS2-1: Use observations of rocks, soil, and water to describe Earth materials.
• 1-ESS2-2: Explore how wind and water can change the shape of the land.
• 1-ESS3-1: Describe how humans use Earth’s resources.

Common Core State Standards (CCSS)—ELA

• CCSS.ELA-LITERACY.RI.1.3: Describe connections between two individuals, events, ideas, or pieces of information in a text.
• CCSS.ELA-LITERACY.RI.1.7: Use illustrations and details in a text to describe key ideas.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with peers and adults.
• CCSS.ELA-LITERACY.W.1.2: Write informative/explanatory texts in which they name a topic and supply some facts.

3. Materials & Resources

1. Globe or world map poster
2. Colored modeling clay (3 colors)
3. Large chart paper & markers
4. “Earth Layers & Atmosphere” worksheet (labels & cut-and-paste)
5. “Process Match-Up” worksheet (pictures of rain, wind, houses, tractors)
6. Crayons, scissors, glue sticks
7. Short video clip: “Layers of the Earth for Kids” (2–3 min)
8. Picture cards: natural vs. human processes
9. Anchor chart: “How We Change Earth”

4. Instructional Activities & Teaching Strategies

A. Introduction (10 min)

1. Hook: Show the globe. Ask, “What do you think the Earth is made of inside?”
2. Video: Play a 2-minute clip on Earth’s layers.
3. Think-Pair-Share: Students share one new thing they saw.

B. Earth Layers Exploration (15 min)

• Modeling (5 min): On chart paper, draw three layers and label them crust, mantle, and core; add “air” for atmosphere.
• Hands-On (10 min):

– Students form three-layer “Earth balls” with clay (brown/blue = crust, red/orange = mantle, yellow = core).

– Label each layer on a sticky note.

C. Natural vs. Human Processes (15 min)

• Discussion (5 min.): Use picture cards to sort “natural” vs. “human” processes on the board.
• Worksheet Activity (10 min): “Process Match-Up” worksheet: Students draw a line from each process to its picture and color.

D. Wrap-Up & Writing (8 min)

• Exit Ticket: On a sticky note, students write (or draw) one way the Earth changes naturally and one way humans change it.
• Share: A few volunteers present their sticky notes.

5. Assessment Methods

1. Observation during Think-Pair-Share and sorting activity
2. Review of clay models (correct layers/colors)
3. “Process Match-Up” worksheet for accuracy
4. Exit Ticket for individual understanding

6. Differentiation Strategies

1. Emergent ELL Learners: Provide picture-supported word cards; allow drawing rather than writing.
2. Advanced Learners: Challenge to name additional processes (e.g., volcano, road building).
3. Special Education: Pair with a buddy; pre-cut shapes; simplified worksheet with fewer items.

7. Lesson Timeline

Teacher Reflection (Post-Lesson):

• Did students correctly identify Earth’s layers?
• Which processes caused the most confusion?
• How effective were the hands-on clay models?
• Plan any needed reteaching steps for small groups.

Introduction Video

PowerPoint Lesson

Worksheet