A. Overall Lesson Objective

B. Learning Competencies

C. Lesson

Day 1 marks God’s creation of the heavens and the earth, or what is more commonly explained as the beginning of time, matter, and energy along with earth. The earth, however, is described as formless and void with darkness over the “face of the waters”. It is a picture of both creation to this point and the Spirit of God poised for action. Indeed, action follows with Light being created and the separation of light from darkness, so now we have day and night—terms chosen by God. One scientist described this as a rotating watery matrix. The Master Chef’s first step is completed, marking the end of the first day by the familiar pattern of words at the end of verse 5.

Read Genesis 1:6-8, which describe the creation events of the second day. This appears to be the shortest day in terms of a list, but the full day of creating does something truly magnificent. This creation moment separates the waters from waters—those below and those above a “firmament” or an expanse, which the Lord names as “heaven”. Some translations use the word “sky”. From our viewpoint, keeping in mind that He is relaying information to us with intent, we have an understandable definition as we stand on earth and look ‘skyward’ or up to see an ‘expanse’. Part of this is beyond our atmosphere, which will be further altered later. The part of the ‘expanse’ we either see the best or appreciate the most is the atmosphere.

The exact meaning of the waters above the expanse is not understood; God did not give specifics. It is quite reasonable that some of the characteristics of the atmosphere, and perhaps the waters “above” the expanse (or firmament), were altered during the events that occurred after creation. The critical part of the atmosphere that permits us to live, of course, remains as critical as it was in the beginning.

It is easy to forget the importance of the atmosphere because we live in it all the time. Consider its components, density, and characteristics, which are held in a finely tuned balance. Without its constituent parts, nothing would live or grow. How sound is generated and travels is entirely dependent on the atmosphere. How music is possible is entirely dependent on it. When considering the shallow thickness of the atmosphere around the earth, it is truly a fragile layer that is designed to be perfect for life, weather, sound, and flight.

There are upper parts of the atmosphere much less noticeable but studied and monitored carefully because they are also essential to the protection of life by acting as filters or reflectors of radiation that cannot be seen. In critical ways, on the other hand, it is transparent, which permits the proper energy absorption and a ‘window’ by which we see space.

Note: Created space exists far beyond the atmosphere. Space is unusual. For us, it is like a giant holder of things that are mentioned on Day 4, but space is a created entity—not just the absence of matter. By the end of the first two days, we have the time, space, matter, some movement (rotation), inherent energy, a watery earth, and an atmosphere that all wait for the next move of the Master Chef’s command.

🦕 CT? The macro-characteristics of our atmosphere touch dozens of disciplines and activities. In general terms, list at least 30 that are affected by or dependent on the atmosphere of earth.

🦕 CT? Recall the general characteristics of atmosphere for other solar system planets and compare them to earth’s atmosphere. Remember: no other planetary bodies (or stars) have been produced as yet in God’s creation account, but we now have firm measurements taken from the last few decades that have provided atmospheric information on several of them. Their atmospheres are radically different. What do you recall?

D. Assignment

Read the Genesis account of Day 3 of creation (Genesis 1:9-13). Also review the following verses in Job and record the types and/or functions of vegetation that are mentioned: Psalm 104:14, 16; Job 38:25-27; 39:8, 40:15; and 40:21-22.

E. Learning Activity

Assuming a thickness of the atmosphere of 10,000 m (much higher than most weather and beyond which we can breathe) and an approximate radius of earth of 6300 km, draw on a board the radius of the earth to scale (1 meter scale = 6300 km). Then, calculate the thickness of the atmosphere to the same scale and draw its radius. Observe and comment about the atmosphere’s critical purpose in view of its apparent thickness compared to the planet which you have drawn to scale.

F. Concluding Assessment