“Wind Direction” - Meaning of winds. Wind characteristics. Types of winds. The result of uneven heating of the surface. Photo of a tropical cyclone. In an anticyclone, winds blow from the center, where the air pressure is highest, to the periphery. Winds of cyclones and anticyclones. Wind is the movement of air in a horizontal direction. Monsoon.
“Climate” - The purpose of the lesson. Must know: the concept of “climate”, “climate-forming factors”. 1. Geographic latitude. 0 -5 Belen New York Ekaterinburg Northeast -10 -15 January -20 -25 -30. +20. What climate zones do you know? Task 2: Model how the climate of Europe will change with changes in topography. T0 km.
“About hurricanes” - It destroys buildings, devastates fields, uproots trees. One of the varieties natural disaster- blizzard. A hurricane is one of the atmospheric monsters of our planet, which in terms of destructive power can be compared with an earthquake. It demolishes light buildings, breaks wires, and damages bridges and roads.
“Wind energy” - 1,000.60%. San Gorgino Wind Farm, Palm Springs, California, USA. Electricity (kW). 14.8.20%. Foundation (side view). Autonomous turbine 10 kW, Mexico.
“The Formation of Clouds” - What role do clouds play in a person’s mood? Why don't cirrus clouds produce precipitation? What season is characterized by the formation of stratus clouds? High heat earth's surface. Condensation of water vapor and formation of cumulus clouds. Signs of clouds. Clouds. Heating of air above the earth's surface.
“Tornadoes and tornadoes” - Tornadoes and tornadoes. Tornadoes have the shape of a rotating trunk, pipe or funnel hanging from the parent cloud. Tornadoes sweeping over land are called tornadoes. Rotation in tornadoes occurs counterclockwise, as in cyclones. northern hemisphere Earth. Hurricane is transliterated into Russian English word hurricane.
Atmospheric circulation(summarizing repetition lesson)
Purpose: To summarize and systematizeknowledge on the topic “Atmosphere”.
Lesson objectives: educational: - in identify cause-and-effect relationships between atmosphericphenomena of the Earth.
Continue to develop skills and abilities: analyze cartographic materials, work on general educational skills to compare and generalize, listen to comrades.
developing: - develop cognitive interest to questions of geography, independent thinking.
educational: - V develop a sustained interest in the subject.
Equipment: cards: climate of the world, climate zones andareas of the world, political, physical map m And ra, atlases, textbooks.
Lesson type: generalizing repetition
Form : frontal conversation
Method: explanatory and illustrative, problem-based presentation, reproductive, partly exploratory.
During the classes:
Communicate lesson objectives.
II Main part.
We know that the air is heated by the Earth, and for what reasons?depends on the heating of the earth's surface itself? (from the angle of incidencesun rays).
Make a drawing and show these different lighting angles on different latitudes.
What is the average air temperature in January and in July, which observed on the east coast of Australia; in southern Africa;On South North America. How will we proceed?
What is the name of the line connecting points with the same temperature? (isotherm).
Name the absolute air temperature records markedin north Africa, in south South America, in Antarctica. Explain what they mean.
So, the heating of the earth's surface, and, consequently, the air temperature above it depends on the height of the sun and the different angle of incidencesun rays. But at the same time the air temperature is at the sameThe same latitude varies. Why? (different underlying surface)
Working with the textbook p.35. Let's remember what it isair mass?
What air masses form over Europe?
Why does the UVM properties change??
Write a new word in your notebook - transformation and what it means.
Explain how precipitation changes along 30 S. Australia and indicate in which climate zones it is located.
Using the climatogram of the cities of Manaus and Iquitos on page 184
What are the typical signs of an equatorial climate, in which countries are they found?
Using the climatogram of the city of Antofagasta, nametypical signs of a tropical climate, in which country is it located?
What is the reason for the monotony of the climate of the mainclimate zones?(one air mass)
The Amazon is the deepest river in the world. How do you explain this?
The Sahara is the greatest desert in the world. How can you explain this peculiarity?
Which ocean, the Atlantic or the Pacific, has a greater influence on the climate of the northern part of South America?; temperate latitudes of Eurasia? Explain your point of view.
Look carefully at your notes on the topic andname what cause-and-effect relationships between the Earth's atmospheric phenomena we have considered?
1.angle of incidence of sunlight - heating of the earth's surface
2. underlying surface - temperature
3.temperature - pressure
4.pressure - precipitation
5.pressure - wind.
III. Summing up the lesson
IV. Homework: Lesson 12
Technological lesson map
Full name
Place of work
Job title
Item
Class
Topic and lesson number
Urazov Alexander AlexandrovichMKOU Verkhnekhava Secondary School No. 1
Geography teacher
Geography
7
"General circulation of the atmosphere"
Lesson No. 14/6
UMK
Geography 7th grade: textbook. For educational institutions/ A.I. Alekseev, E.K. Lipkina, V.V. Nikolina et al.
edited by A.I. Alekseev; grew up acad. Sciences, Russia acad. education, publishing house "Prosveshcheniye". M.:
Enlightenment, 2013. (Polar Star)
Lesson objectives:
Educational: develop knowledge about the types of air masses; reveal the role of prevailing winds in the general circulation of the atmosphere;
develop the ability to work with diagrams and a climate map.
Developmental: develop the ability to analyze, compare and generalize; practical skills to receive and analyze
information from cartographic sources; continue to develop teamwork skills.
Educating: instill the ability to listen and argue one’s position, integrate into a group and build productive
interaction; to form an ecological, cultural and social worldview.
Lesson objectives: analyze the general circulation pattern of the atmosphere; identify the influence of constant winds on climate; systematize knowledge
about prevailing winds, show the relationship between the shape of the Earth, temperature, atmospheric pressure and constant winds.
Lesson type: lesson in learning new knowledge
Training technologies: activity-based, problem-based, case study
Forms of organization: group work; frontal work
Interdisciplinary connections: literature, social studies, MHC
Means of education:
Multimedia presentation, educational atlas “Geography. 7th grade”, electronic supplement to the textbook “Geography. 7
class”, textbook, cards with tasks for groups.
Multimedia equipment:
multimedia projector, PC.
Planned educational results
Personal
Metasubject
Subject
Activity while performing work. Ability to give examples and defend your position.
Ability to find relationships between temperature, pressure and winds. Interpret and summarize information. Use funds information technologies
Knowledge about the system of constant winds on Earth and the reasons for its formation;
concepts of “trade winds”, “air masses”, “atmospheric circulation”;
determine the direction and name of the constant wind depending on the geographic latitude of the area and atmospheric pressure;
Lesson structure and flow
Lesson steps
Time (min)
Teacher activities
Student activities
1.Organizational moment
Greets students, organizes workplace
Greet the teacher and demonstrate readiness for the lesson
2. Goal setting
Slides with the epigraph of the lesson and questions on knowledge of the general laws of the atmosphere.
Learning without reflection is useless, but reflection without learning is also dangerous.
Answer the teacher's questions.
Formulate lesson topic,
put forward the goals and objectives of the lesson.
3. Statement of the problem and construction of a project for solving the problem
Brings a problematic issue to the attention of students.
Guys! I bring to your attention a fragment of the film “Don Quixote” based on the work of Miguel Cervantes:
You saw how the hero Don Quixote mistakes windmills for a detachment of knights and enters into battle with them with disastrous consequences for himself.
Attention, question!
Why does the metaphor of “tilting at windmills” mean a meaningless fight against an imaginary enemy?
Divides the class into groups and gives out cards with tasks.
Determines the time to complete a task.
Comprehend the question-problem posed.
Receive assignments.
Distribute work in the group.
Find the necessary
information sources.
4. Application of knowledge and skills in a new situation
Organizes
independent work
students.
Using various
methods, using additional sources of information, answer
questions asked,
draw conclusions.
5.Control of absorption
Listens to messages.
Draws attention to
mistakes made,
corrects answers.
Do short messages on the topic, supplement and correct the answers
classmates. Compare the physical map and diagrams, humidification, precipitation, and thermal belts. Compare the shape of the Earth with thermal belts, belts of atmospheric pressure, moisture and constant winds.
6. Summing up the lesson. Reflection
Summarizes the lesson. Gives homework.
Guys, let's get back to the problematic issue.
Why is it pointless to fight a windmill, the wind? (the movement of the atmosphere cannot be stopped)
Why is the windmill, the wind, a fictional enemy? (wind energy is an alternative source of energy for humanity; according to experts: wind power plants are the future)
PS (homework): When is World Wind Day celebrated? Why is this holiday organized?
Find a solution to a problem situation.
Evaluate their own activities within each group.
Group assignments for independent work
Group No. 1.
How is air heated?
What explains the change in air temperature on Earth?
What is an isotherm?
Why do the boundaries of the illumination zones and thermal zones not coincide?
Group No. 2
When answering the questions, write a descriptive story.
1.Is there a relationship between temperature and atmospheric pressure?
2. How many atmospheric pressure belts are there on Earth?
3. Explain the mechanism of formation of atmospheric pressure belts?
4.What is the main reason for the formation of atmospheric pressure belts?
Group No. 3
When answering the questions, write a descriptive story.
What is precipitation?
What is the distribution of cloudiness and precipitation on Earth related to?
Compare the precipitation map in the atlas with a physical map of the world.
How is this related to the distribution of atmospheric pressure belts?
Group No. 4
When answering the questions, write a descriptive story and fill out the table.
What is wind and what does it depend on?
What are air masses called?
What types of air masses do you know?
How do air masses affect the weather?
What does the formation of air masses depend on?
Air mass type
Temperature
Humidity
AB
VUSH
TV
EV
Group No. 5
When answering questions, write a descriptive story
What permanent winds exist?
What is the mechanism of their formation?
The name of which winds is translated as “favorable for moving”, why?
Fill out the table indicating the areas of distribution and distinctive features prevailing winds.
Trade winds
Monsoons
Western
Lesson objectives:
To develop knowledge about the types of air masses.
Reveal the role of prevailing winds in the general circulation of the atmosphere.
Develop the ability to work with diagrams and a climate map.
Equipment:
textbook, atlas, globe, climate map of the world.
Main content:
general circulation of the atmosphere. Types of air masses and their properties. Trade winds. Western winds of temperate latitudes. Eastern (katabatic) winds of the polar regions. Monsoons.
Checking homework:
1.
What is atmospheric pressure?
2.
What is wind and how is it formed?
3.
How can we explain the uneven distribution of precipitation on the Earth's surface?
4.
What are the reasons for the formation of different atmospheric pressure belts on Earth?
5.
What is the relationship between atmospheric pressure belts and the amount of precipitation on the globe?
Learning new material:
Very often we witness changes in the weather in our area. What explains this? The main reason for such changes is the movement of air masses. Air moves due to uneven heating and cooling of the Earth's surface.
Information about the movement of air masses is of great importance. It interests not only meteorologists - specialists who study the processes occurring in the atmosphere, but also sailors, aviators, builders, as well as ground transport and healthcare workers.
Next, the teacher reveals the content of the concept of “air mass”. Large volumes of air that have more or less the same properties are called air masses. The air mass covers an area of thousands and millions of square kilometers. An air mass acquires certain properties (temperature, humidity, transparency or dust content) when it comes into contact with the underlying surface over which it lingers. Moving air masses in relation to the underlying surface are divided into warm (TW), if they move to a colder underlying surface, and cold (CW), if they move to a warmer surface.
Depending on the place of formation, four types of air masses are distinguished: equatorial, tropical, temperate latitudes, arctic (Antarctic).
Systematization of knowledge about the types of air masses is carried out by filling out Table 13. The necessary data can be obtained from the climate map and Figure 32 of the textbook.
Table 13
Air mass type |
Temperature |
Humidity |
AB |
||
VUSH |
||
TV |
||
EV |
A moving air mass, under the influence of the underlying surface (highly heated, supercooled, dry, watery, mountainous, etc.), gradually changes its original properties. Students become familiar with the process of transformation of air masses on their own using the text in § 13 on p. 46 and 47 of the textbook.
How do the main types of air masses move on Earth?
In the troposphere, the predominant directions of air transport differ across geographic zones. The most stable winds - trade winds and monsoons - predominate in tropical latitudes, in temperate latitudes - westerly, in polar latitudes - eastern.
Drawing students' attention to Figure 33 of the textbook, the teacher asks the following questions: what direction do the trade winds have in the Northern and Southern Hemispheres? Why are the winds of temperate latitudes called westerly? In what region of the Earth do katabatic winds occur? Students show wind directions on a map and globe. When explaining the reason for the deviation of the winds, Figure 33 of the textbook is also used.
Summarizing the answers, we bring students to the formation of the concept of “general circulation of the atmosphere.” General atmospheric circulation - This is a system of air currents that covers the entire atmosphere and exchanges heat and moisture between individual zones of the globe.
At the end of the lesson, the teacher and the students create a logical chain:
Different angles of incidence of sunlight Uneven distribution of heat in the atmosphere Uneven distribution of atmospheric pressure Movement of air from areas of high pressure to areas of low pressure General circulation of the atmosphere.
Homework:
1) study § 13; 2) answer the questions and complete the tasks after the paragraph.
Class: 8
Keywords: Atmospheric circulation , anticyclone, cyclone, transformation, atmospheric front
Goals:
- Educational: expand and deepen students’ knowledge about climate; form concepts about “atmospheric fronts”, “cyclone and anticyclone”; determine the influence of the underlying surface on the climate. (slide 2)
- Educating: show influence economic activity people on climate and its changes.
- Developmental: develop the ability to systematize, analyze, compare, draw conclusions; contribute to the formation of communicative and information competences of students.
Equipment: physical map of Russia, help cards, atlas, collection of questions and assignments on geography, textbook, mountain model, projector.
Lesson type: learning new material.
Technologies used: dialogue-communicative, formation of teaching methods and project method.
Shapes: game, individual, group.
Methods: research, educational, practical.
During the classes
I. Organizational moment.
The class is divided into five teams. Each team has a commander. He fills out the evaluation sheet, notes the answers of each speaking team member. At the end of the journey, each participant is scored.
Team score sheet.
| F.I. | 1 height | 2 height | 3 height | 4 height | 5 height | 6 height | 7 height | 8 height | final grade |
Teacher: Guys, today we have an unusual lesson, you and I will climb to the top of the mountain. To do this, first we will do a warm-up. Let's check how you have mastered the previous material. On the table you have cards, each with two questions, answering which will allow you to rise to a height of 2000 m.
To climb to the following heights you need to answer the questions: (slide 3)
1.What is weather? Name the weather elements.
2.What is climate? Why is knowledge about climate necessary?
3. Decipher the symbols on the diagram (Collection of questions and tasks on geography p. 17).
4. The emission of heat and light by the sun is:
5. Unit of measurement of solar radiation (kcal? cm2)
6. What is total radiation?
Teacher: In order to continue our further journey, we need to make a stop. The weather is often unpredictable and we need to study the atmospheric processes that we may encounter during our journey (The teacher then proceeds to explain the new material).
Open your travel notebook to write down new concepts. To begin with, I ask you to answer the questions: (slide 4, 5, 6)
1. What are air masses? When air masses move over the earth's surface, what happens? (they tolerate heat and moisture)
2.What air masses influence the climate of Russia?
3. What reasons cause the movement of air masses? (pressure difference, uneven heating of the earth's surface.)
4. According to the difference in the properties of air masses, they are divided into: marine and continental.
What properties do these air masses have?
(Marine air masses are humid and bring precipitation. Continental air masses are dry and bring drought in the summer and clear and frosty weather in the winter.)
5. What is atmospheric circulation? (slide 7)
Atmospheric circulation is the movement of air masses of various origins. (Students write down the definition in their notebook)
Teacher: (slide 8)
Our country lies in temperate and polar latitudes, and most of the territory of Russia lies in temperate latitudes. In temperate latitudes, westerly transport (westerly winds) dominates; the Atlantic Ocean has a much greater influence on the climate compared to the Pacific Ocean.
Let's open the atlas and try to determine why Pacific Ocean has the least impact?
Since in the eastern part of our country there are mountains that trap air masses from the Pacific Ocean.
In winter, the main role is played by a vast area of high pressure called the Asian High, the center of which is located in the Transbaikalia and Northern Mongolia regions. From it, areas of high pressure spread to the northeast to the Chukotka Peninsula, into Eastern Siberia, to the west through Kazakhstan and to the south of the Russian Plain to 50°N. The weather in summer is clear, quite warm, and in winter it is clear and frosty.
Also, the formation of the country's climate is influenced by the Icelandic and Aleutian minimums (PH), the Azores and Arctic maximums (Pv) (then the teacher talks about their influence on the weather).
The underlying surface has a great influence on climate formation. For example, Arctic air masses, passing through the Russian Plain, warm up so much that the weather remains clear and dry for a long time.
What happened to the air mass?
She changed her properties. (slide 9)
Transformation is a change in the properties of air masses under the influence of the underlying surface.
Why can Arctic air masses, penetrating far to the south of the Russian Plain, cause frosts in spring and cold snaps in winter?
The terrain has an effect.
Atmospheric fronts influence climate formation. (slide 10)
Atmospheric front - transition zones between air masses (see textbook Art. 58)
Arctic front - occurs between arctic and temperate air masses.
Polar front - occurs between temperate and tropical air masses.
The width of the front usually reaches several tens of kilometers. In the frontal zone, when two different air masses come into contact, there is a rapid change in pressure, temperature, humidity, strong winds blow, and precipitation occurs.
Two students were given a forward task to prepare a message about a warm and cold front (students present the messages at the board). (slide 11-12)
Climate formation is influenced by atmospheric vortices: cyclone and anticyclone. (The background summary is drawn up as the teacher explains on the board). (slide 13-16)
Students present a progress report at the board short term project
