Name: ______________________________ Grade & Sec.

:___________ Score:_________
Teacher:____________________________ Date:___________________ Rating:_________

Activity 1
What is the basis for dividing Earth’s
atmosphere into layers?

Earth’s atmosphere is divided

into five layers. What is the basis for
subdividing the atmosphere?

Objectives
You will be able to gather
information about Earth’s atmosphere
based on a graph. Specifically, you will:
1. describe the features of each
of the five layers;
2. compare the features of the
five layers; and
3. explain the basis for the
division of the layers of the
atmosphere

What to use
 Graph in Figure 1
 A ruler, if available

What to do
1. Study the graph.

Q1. What are the five layers? Estimate the height of each layer.

Q2. Describe the graph for each layer.

Q3. In which layer is temperature increasing with increasing altitude?

Q4. In which layer is temperature decreasing with increasing altitude?

Q5. What is the relationship between temperature and height in the

- troposphere?
- stratosphere?
- mesosphere?
- thermosphere?
- exosphere?
 Q6. Observe the whole graph. What is the basis for the division of
Earth’s atmosphere?

Q7. From the graph, can you generalize that the higher the layer of
the atmosphere (that is closer to the Sun), the hotter the temperature?
Why or why not?

Q8. What other information about Earth’s atmosphere can you derive from
the graph?

2. Read the succeeding paragraphs and think of a way to organize and

summarize the data about the atmosphere from the graph and the
information in the discussion that follows.

The troposphere is the layer closest to Earth’s surface. The temperature

just above the ground is hotter than the temperature high above. Weather
occurs in the troposphere because this layer contains most of the water
vapor. Remember the water cycle? Without water, there would be no clouds,
rain, snow or other weather features. Air in the troposphere is constantly
moving. As a result, aircraft flying through the troposphere may have a very
bumpy ride – what we know as turbulence. People who have used the
airplane for travelling have experienced this especially when there is a
typhoon in areas where the plane passes through.

The stratosphere is the layer of air that extends to about 50 km from

Earth’s surface. Many jet aircraft fly in the stratosphere because it is very
stable. It is in the stratosphere that we find the ozone layer. The ozone
layer absorbs much of the Sun’s harmful radiation that would otherwise be
dangerous to plant and animal life.

The layer between 50 km and 80 km above the Earth’s surface is called

the mesosphere. Air in this layer is very thin and cold. Meteors or rock
fragments burn up in the mesosphere.

The thermosphere is between 80 km and 110 km above the Earth.

Space shuttles fly in this area and it is also where the auroras are
found. Auroras are caused when the solar wind strikes gases in the
atmosphere above the Poles. Why can we not see auroras in the Philippines?

The upper limit of our atmosphere is the exosphere. This layer of

the atmosphere merges into space. Satellites are stationed in this area, 500 km
to 1000 km from Earth.
Name: ______________________________ Grade & Sec.:___________ Score:_________
Teacher:____________________________ Date:___________________ Rating:_________

Activity 2
Does a greenhouse retain or release heat?
Objectives
The activity will enable you to
1. construct a model greenhouse.
2. find out if your model greenhouse retains heat
3. relate the concept of greenhouse to the increasing temperature of
Earth’s atmosphere.

What to use
 2-liter plastic soft drink bottle
 2-plastic containers
to serve as base of the bottles
 knife or scissors
 transparent tape
 two alcohol
 thermometers
 one reading lamp (if available),
otherwise bring the setups under the Sun

What to do

Constructing the model greenhouse

For each model greenhouse you will need a two-liter plastic soft
drink container (with cap) and a shallow plastic container for the base.

1. Remove the label of the soft drink bottle but keep the cap attached.

2. Cut off carefully, the end of the bottle approximately 5-6 cm from the
bottom. Dispose of the bottom piece.

3. Place the bottle with cap in the plastic base. This is your model
greenhouse. Label it Bottle A.

4. Use scissors or knife to cut several elongated openings or vents (1.5 x 5.0
cm) on the sides of Bottle B. Leave Bottle A intact.

5. Tape a thermometer onto a piece of cardboard. Make sure that the

cardboard is longer than the thermometer so that the bulb will not touch
the plastic base. Make two thermometer setups, one for Bottle A and
another for Bottle B. Place one thermometer setup in each bottle.
6. Place both bottles approximately 10 cm away
from the lamp. DO NOT turn on the lamp yet.

Q1. Predict which bottle will get hotter when you

turn on the light or when they are exposed
to the Sun. How will you know that one
bottle is hotter than the other?

Q2. Write down your prediction and the reason why

you predicted that way.

7. Turn on the light and begin collecting data every five minutes for 25
minutes. (Note: But if you have no lamp, place the setups under the
Sun. Read the temperature every 20 minutes for over two hours.)

8. Record the temperature readings of Bottle A and Bottle B in your notebook.

9. Graph your data separately for Bottles A and B.

Q3. What variable did you put in the x-axis? In the y-axis?

Q4. Why did you put these data in the x and y axes, respectively?

Q5. Describe the graph resulting from observations in Bottle A.

Q6. Describe the graph resulting from observations in Bottle B.

Q7. Explain the similarities in the graphs of Bottles A and B.

Q8. Explain the differences in the graphs of Bottles A and B.

Q9. Does this activity help you answer the question in the activity title: Do
greenhouses retain heat? What is the evidence?

Conclusion:
Name: ______________________________ Grade & Sec.:___________ Score:_________
Teacher:____________________________ Date:___________________ Rating:_________

Activity 3
What happens when air is heated?
Objective
After this activity, you should be able to explain what happens
when air is heated.

What to use
 two paper bags
 candle
 long straight stick
 match
 masking tape
 chair

What to do
1. Attach a paper bag to each end of the stick (see drawing above). The open
end of each bag should be facing down.

2. Balance the stick with the paper bags on the chair (see drawing below.)

3. Make a prediction: what do you

think will happen if you place a
lighted candle under the open end
of one of the bags?

4. Now, light the candle and place

it below one of the bags. Caution:
Do not place the candle too
close to the paper bag. It may
catch fire. Be ready with a pail
of water or wet rag just in case.

Q1. Was your prediction

accurate? Describe what
happened.

Q2. Can you explain why?

Conclusion:
Name: ______________________________ Grade & Sec.:___________ Score:_________
Teacher:____________________________ Date:___________________ Rating:_________

Activity 4
What happens to the air in the surroundings as
warm air rises?
Objective
After performing this activity, you should
be able to explain what happens to the air in
the surroundings as warm air rises.

What to use
box candle
scissors match
cardboard tube smoke source
clear plastic (ex. mosquito coil)

What to do

Pre-activity

Make two holes in the box: one hole on one side and another hole on top
(see drawing). Place the cardboard tube over the hole on top and tape it in
place. Make a window at the front side of the box so you can see inside. Cover
the window with clear plastic to make the box airtight.

Activity proper

1. Open the box and place the candle directly below the hole on top. Light up
the candle and close the box.
2. Make a prediction: What do you think will
happen if you place a smoke source near the
hole?
3. Now, place the smoke source near the
hole.

Q1. Was your prediction accurate?

Q2. What happened?

Q3. Can you explain why?

Conclusion:
Name: ______________________________ Grade & Sec.:___________ Score:_________
Teacher:____________________________ Date:___________________ Rating:_________

Activity 5
Which warms up faster?
Objectives
After performing this activity, you should be able to
1. compare which warms up faster: sand or water
2. compare which cools faster: sand or water
3. use the results of the activity to explain sea breeze and land breeze

What to use
2 identical plastic containers string
2 thermometers water
2 iron stands with clamps sand

What to do
1. In the shade, set up everything as shown below. The bulbs of the
thermometer should be 2 cm below the surface of the water and sand.

2. Wait for 5 minutes, then read the initial temperature of the water
and sand.
Record the temperature readings below.

Initial temperature reading for water: __________

Initial temperature reading for sand: __________

3. Now, place the setup under the Sun. Read the thermometers again and
record the temperature readings in Table 1. Read every 5 minutes for 25
minutes
4. After 25 minutes, bring the setup back to the shade. Read the
thermometers and record the temperature readings in Table 2. Read every 5
minutes for 25 minutes.

5. Study the data in the tables and answer the following questions.
Q1. Which has a higher temperature after 25 minutes in the Sun,
water or sand?

Q2. After 25 minutes, how many Celsius degrees was the increase in
the temperature of the water? Of the sand?

6. Make a line graph using the temperature readings taken while the setup
was in the Sun.

Q3. Based on the graph, which became hot faster, water or sand?

Q4. What happened to the temperature of the water and sand when brought
to the shade?

Q5. How many Celsius degrees was the decrease in temperature of the
water after 25 minutes? Of the sand?
7. Make a line graph using the temperature readings taken when the setup
was in the shade.

Q6. Based on the graph, which cooled down faster, water or sand?

Conclusion:
Name: ______________________________ Grade & Sec.:___________ Score:_________
Teacher:____________________________ Date:___________________ Rating:_________

Activity 6
In what direction do winds blow–from high to low
pressure area or vice versa?
Objectives
After performing this activity, you should be able to
1. Interpret a map to determine direction of wind movement
2. Explain why it is cold around in December to February and warm
around July.
3. Illustrate why habagat brings lots of rain
4. Give examples how the monsoons (amihan and habagat) affect people.

What to use

 Figure 17: Pressure and Winds in January

 Figure 18: Pressure and Winds in July pencil

What to do

Part I.
Study Figure 17. It shows the air pressure and direction of winds in
different parts of the world in January. Low-pressure areas are marked by L
and high-pressure areas are marked by H. Broken lines with arrowheads show
the direction of the wind.

Q1. Choose a low-pressure area and study the direction of the winds around
it. Do the winds move toward the low-pressure area or away from it?

Q2. Choose a high-pressure area and study the direction of the winds
around it. Do the winds move toward the high-pressure area or away
from it?

Q3. In what direction do winds blow? Do winds blow from high-pressure

areas to low-pressure areas? Or, from low-pressure areas to high-
pressure areas?

Q4. Where is North in the map? South? West? East? Write the directions on
the map.

Q5. Where is the Philippines on the map? Encircle it.

Q6. Study the wind direction near the Philippine area. From what direction
does the wind blow near the Philippines in January?
 Part II.

Study Figure 18. It shows the air pressure and direction of winds in
different parts of the world in July.

Q7. Study the wind direction near the Philippine area. From what direction
does the wind blow in the vicinity of the Philippines in July?

Conclusion: