"Wind Direction" - The meaning of the winds. wind characteristic. wind types. The result of uneven heating of the surface. Photograph of a tropical cyclone. In an anticyclone, the 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 Sev.Zemlya -10 -15 January -20 -25 -30. +20. What climate zones do you know? Task 2: Simulate how Europe's climate will change with terrain change. T0 km.
"About Hurricanes" - He destroys buildings, devastates fields, uproots trees. One type of natural disaster is a snowstorm. A hurricane is one of the atmospheric monsters of our planet, which can be compared with an earthquake in terms of destructive power. It demolishes light buildings, breaks wires, 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 for 10 kW, Mexico.
"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? strong heating earth's surface. Condensation of water vapor and the formation of cumulus clouds. Cloud signs. Clouds. Heating of air above the earth's surface.
"Tornados and tornadoes" - Tornadoes and tornadoes. Tornadoes have the form of a rotating trunk, pipe or funnel hanging from the parent cloud. Tornadoes that fly over land are called tornadoes. Rotation in tornadoes is counterclockwise, as in cyclones northern hemisphere Earth. Hurricane is the transliterated Russian language English word hurricane.
Class: 8
Keywords: atmospheric circulation, anticyclone, cyclone, transformation, atmospheric front
Goals:
- educational: expand and deepen students' knowledge about climate; to form concepts about "atmospheric fronts", "cyclone and anticyclone"; determine the influence of the underlying surface on the climate. (slide 2)
- nurturing: to show the impact of human economic activity on climate and its changes.
- Educational: develop the ability to systematize, analyze, compare, draw conclusions; to promote the formation of communicative and informational competence of students.
Equipment: a physical map of Russia, helper cards, an atlas, a collection of questions and assignments in geography, a textbook, a model of a mountain, a projector.
Lesson type: learning new material.
Used technologies: dialogue and communicative, the formation of techniques learning activities and project method.
Forms: game, individual, group.
Methods: research, educational, practical.
During the classes
I. Organizational moment.
The class is divided into five teams. Each team has a leader. He fills out an evaluation sheet, notes the answers of each speaking member of the team. At the end of the trip, a score is given to each participant.
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, we will climb to the top of the mountain. To do this, at the beginning, we will do a warm-up. Let's check how you learned the previous material. On the table you have cards, each with two questions, by answering which you can climb to a height of 2000 m.
To climb to the following heights, you need to answer the questions: (slide 3)
1.What is the weather? Name the elements of weather.
2.What is climate? Why is climate knowledge necessary?
3. Decipher the designations on the diagram (Collection of questions and assignments in geography, p. 17).
4. Radiation 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 the further journey, we need to make a halt. The weather is often unpredictable and we need to study the atmospheric processes that we may encounter during our journey (Next, the teacher proceeds to explain the new material).
Open your travel notebook in which you will write down new concepts. To begin with, I ask you to answer the questions: (slide 4, 5, 6)
1. What is air masses? When air masses move over the surface of the earth, what happens? (they carry heat and moisture)
2. What air masses affect the climate of Russia?
3. What causes 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 distinguish: 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 summer and clear and frosty weather in winter.)
5. What is atmospheric circulation? (slide 7)
Atmospheric circulation - the movement of air masses of various origins. (Students write the definition in a 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 significant effect on the climate. greater influence compared to the Pacific.
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 detain air masses from the Pacific Ocean.
In winter, the main role is played by a vast area of high pressure, called the Asian High, whose center is located in the regions of Transbaikalia and Northern Mongolia. From it, areas of high pressure spread to the northeast to the Chukotka Peninsula, to Eastern Siberia, to the west through Kazakhstan and to the south of the Russian Plain to 50? 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 lows (Rn), Azores and Arctic maxima (Pb) (further the teacher talks about their influence on the weather).
The underlying surface has a great influence on climate formation. For example, the Arctic air masses, passing through the Russian Plain, warm up so much that the weather is 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 cooling in winter?
Relief affects.
Atmospheric fronts influence climate formation. (slide 10)
Atmospheric front - transitional zones between air masses (see textbook st. 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, a rapid change in pressure, temperature, humidity occurs, strong winds blow, precipitation falls.
Two students were given a proactive task to prepare a message about a warm and cold front (students tell messages at the blackboard). (slide 11-12)
Climate formation is influenced by atmospheric vortices: a cyclone and an anticyclone. (A reference note is drawn up in the course of the teacher's explanation on the blackboard). (slide 13-16)
Students present progress reports to the board short term project
Technological map of the lesson
Full name
Place of work
Position
Thing
Class
Topic and lesson number
Urazov Alexander AlexandrovichMKOU Verkhnekhavskaya secondary school №1
Geography teacher
Geography
7
« General circulation atmosphere"
Lesson #14/6
WMC
Geography grade 7: textbook. for educational institutions / A.I. Alekseev, E.K. Lipkina, V.V. Nikolina and others.
edited by A.I. Alekseev; grew up acad. sciences, ros. acad. education, publishing house "Prosveshchenie". M.:
Enlightenment, 2013. (Polar Star)
Lesson Objectives:
Educational: to form knowledge about the types of air masses; reveal the role of the prevailing winds in the general circulation of the atmosphere;
to form the ability to work with diagrams and with a climate map.
Developing: develop the ability to analyze, compare and generalize; practical skills to receive and analyze
information from cartographic sources; Continue building teamwork skills.
Nurturing: to instill the ability to listen and argue one’s position, to integrate into a group and build a productive
interaction; to form an ecological, cultural and social outlook.
Lesson objectives: analyze the scheme of the general circulation of the atmosphere; to identify the influence of constant winds on the climate; systematize knowledge
about the prevailing winds, to show the relationship between the shape of the Earth, temperature, atmospheric pressure and constant winds.
Lesson type: a lesson in learning new knowledge
Teaching technologies: activity, problem, case study
Forms of organization: group work; front work
Interdisciplinary connections: literature, social studies, MHK
Means of education:
Multimedia presentation, educational atlas “Geography. Grade 7”, electronic supplement to the textbook “Geography. 7
class”, textbook, task cards for groups.
Multimedia equipment:
multimedia projector, PC.
Planned educational outcomes
Personal
Metasubject
subject
Activity while doing work. Ability to give examples and defend one's 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;
the concepts of "trade winds", "air masses", "circulation of the atmosphere";
determine the direction and name of the constant wind, depending on geographical latitude terrain and atmospheric pressure;
Structure and course of the lesson
Lesson stages
Time (min)
Teacher activity
Student activities
1. Organizational moment
Greets students, organizes workplace
Greet teachers, demonstrate readiness for the lesson
2. Goal setting
Slides with the epigraph of the lesson and knowledge questions general patterns atmosphere.
Learning without meditation is useless, but thinking without learning is dangerous.
Answer the teacher's questions.
Formulate lesson topic,
set goals and objectives for the lesson.
3. Statement of the problem and construction of a project for getting out of the difficulty
Brings the problem 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 takes the windmills for a detachment of knights and enters into battle with them with deplorable consequences for himself.
Attention, question!
Why does the metaphor "fight windmills" mean a senseless struggle with a fictional enemy?
Divide the class into groups and issue cards with tasks.
Specifies the time to complete the task.
Reflect on the problem posed.
They receive assignments.
Distribute work in a group.
Find the necessary
information sources.
4. Application of knowledge and skills in a new situation
Organizes
independent work
students.
Applying various
methods, using additional sources of information, respond to
questions posed,
draw conclusions.
5. Control of assimilation
Listens to messages.
Draws attention to
mistakes made,
corrects answers.
Do brief messages on the topic, supplement and correct answers
classmates. They compare the physical map and diagrams, humidification, precipitation, thermal belts. They 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, back to problematic issue.
Why is it pointless to fight with a windmill, with 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 mankind; according to experts: wind turbines 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 performance within each group.
Tasks for groups independent work
Group #1.
How is the air heated?
What explains the change in air temperature on Earth?
What is an isotherm?
Why do the boundaries of illumination zones and thermal zones do not coincide?
Group #2
Write a story to answer the questions.
1. Is there a relationship between temperature and atmospheric pressure?
2. How many belts of atmospheric pressure are distinguished 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 #3
Write a story to answer the questions.
What is precipitation?
What is the distribution of cloudiness and precipitation on Earth?
Match the precipitation map in the atlas with physical card peace.
How is this related to the distribution of atmospheric pressure belts?
Group No. 4
Answer the questions to write a story-description and fill in the table.
What is wind and what does it depend on?
What are air masses?
What types of air masses do you know?
How do air masses affect the weather?
What determines the formation of air masses?
Air mass type
Temperature
Humidity
AB
VUSh
TV
EV
Group No. 5
Answering questions to write a story-description
What are the permanent winds?
What is the mechanism of their formation?
The name of which winds is translated as “favorable to moving”, why?
Fill in the table, indicating the areas of distribution and distinctive features prevailing winds.
trade winds
Monsoons
Western
teacher Bulygina L.N.
MOU No. 94 of the Samara region, Togliatti (slide 1)
The lesson is travel.
Topic: Atmospheric circulation.
Goals:
1.Educational : expand and deepen students' knowledge about climate; to form concepts about "atmospheric fronts", "cyclone and anticyclone"; determine the influence of the underlying surface on the climate. (slide 2)
2. Nurturing : to show the impact of human economic activity on climate and its changes.
3.Developing : develop the ability to systematize, analyze, compare, draw conclusions; to promote the formation of communicative and informational competence of students.
Equipment : a physical map of Russia, helper cards, an atlas, a collection of questions and assignments in geography, a textbook, a model of a mountain, a projector.
Lesson type : learning new material.
Technologies used : dialogue - communicative, the formation of methods of educational activities and the method of projects.
Forms : game, individual, group.
Methods: research, cognitive, practical.
During the classes.
I. Organizing time.
The class is divided into five teams. Each team has a leader. He fills out an evaluation sheet, notes the answers of each speaking member of the team. At the end of the trip, a score is given to each participant.
Team score sheet.
|
F.I. |
1 height |
2 height |
3 height |
4 height |
5 height |
6 height |
7 height |
8 height |
Final grade |
II. Travel.
Teacher : Guys, today we have an unusual lesson, we will climb to the top of the mountain. To do this, at the beginning, we will do a warm-up. Let's check how you learned the previous material. On the table you have cards, each with two questions, by answering which you can climb to a height of 2000 m.
To climb to the following heights, you need to answer the questions: (slide 3)
1.What is the weather? Name the elements of weather.
2.What is climate? Why is climate knowledge necessary?
3. Decipher the designations on the diagram (Collection of questions and assignments in geography, p. 17).
4. Radiation 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 the further journey, we need to make a halt. The weather is often unpredictable and we need to study the atmospheric processes that we may encounter during our journey (Next, the teacher proceeds to explain the new material).
Open your travel notebook in which you will 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 surface of the earth, what happens? (they carry heat and moisture)
2. What air masses affect the climate of Russia?
3. What causes 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 distinguish: 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 summer and clear and frosty weather in winter.)
5. What is atmospheric circulation? (slide 7)
atmospheric circulation - movement of air masses of various origins. (Students write the definition in a notebook)
Teacher: (slide 8)
Our country lies in temperate and polar latitudes, and most of
Russian territory 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 the Pacific Ocean has the least impact?
Students:
Since in the eastern part of our country there are mountains that detain air masses from the Pacific Ocean.
Teacher:
In winter, the main role is played by a vast area of high pressure, called the Asian High, whose center is located in the regions of Transbaikalia and Northern Mongolia. Areas of high pressure from it
spread to the northeast to the Chukotka Peninsula, to 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 frosty weather.
Also, the formation of the country's climate is influenced by the Icelandic and Aleutian lows (Rn), Azores and Arctic maxima (Pb) (further the teacher talks about their influence on the weather).
The underlying surface has a great influence on climate formation. For example, the Arctic air masses, passing through the Russian Plain, warm up so much that the weather is clear and dry for a long time.
Teacher:
What happened to the air mass?
Students:
She changed her properties. (slide 9)
Transformation - change in the properties of air masses under the influence of the underlying surface.
Teacher :
Why can Arctic air masses, penetrating far to the south of the Russian Plain, cause frosts in spring and cooling in winter?
Students:
Relief affects.
Teacher :
Atmospheric fronts influence climate formation. (slide 10)
atmospheric front - transition zones between air masses (see textbook st. 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, a rapid change in pressure, temperature, humidity occurs, strong winds blow, precipitation falls.
Two students were given an advanced task to prepare a message about a warm and cold front (students tell messages at the blackboard). (slide 11-12)
Teacher:
Climate formation is influenced by atmospheric vortices: a cyclone and an anticyclone. (A reference note is drawn up in the course of the teacher's explanation on the blackboard). (slide 13-16)
Students present progress reports to the boardshort term project
GENERAL ATMOSPHERIC CIRCULATION
1. Regularities of atmospheric circulation.
2. Prevailing winds (trade winds, monsoons, tropical cyclones).
3. Local winds.
4. The emergence and development of cyclones.
5. The emergence and development of anticyclones.
6. Circulation of the overlying layers of the atmosphere.
1. Patterns of atmospheric circulation.
The uneven distribution of heat in the atmosphere leads to an uneven distribution of atmospheric pressure, and the movement of air masses or air currents depends on the distribution of pressure.
The nature of the movement of air masses relative to the earth's surface is influenced by the deflecting force of the Earth's rotation, in the lower layers of the atmosphere - by the friction force. The entire system of air currents on Earth is called the general circulation of the atmosphere. The general circulation of the atmosphere is complicated by local winds, such as breezes, mountain-valley, etc. The general circulation of the atmosphere is very complex due to the constant occurrence and movement of cyclones and anticyclones. Cyclonic activity plays an important role in the formation of weather and climate on the globe.
Air is exchanged through cyclones and anticyclones. Computer calculations have shown that annually 4 trillion (4x1012) tons of air are redistributed from one hemisphere to another as a result of seasonal changes, mainly with monsoon winds. In summer, the atmosphere “heavier” by 1 trillion tons. Scientists explain this process by the activation of biochemical processes associated with the activation of free gases.
Despite the significant complexity and diversity of the general circulation of the atmosphere, stable features are characteristic that repeat from year to year. Consider the zonal distribution of pressure and wind near the earth's surface.
The low pressure at the equator and the high pressure at the poles are due to thermal causes, i.e. conditions for heating the earth's surface at the equator and cooling it at the poles.
The pressure from the equatorial zone increases towards the subtropics, and then falls towards the subpolar latitudes and again increases towards the poles. In this case, the meridional baric gradient is directed from the subtropics to the equator, from the subtropics to the polar latitudes, and from the pole to the subpolar latitudes. The direction of the baric gradient changes several times.
The reasons for the formation of high pressure zones in the subtropics and low pressure zones in subpolar latitudes lie in dynamic causes, features of cyclonic activity.
In temperate latitudes, there are both warm and cold air masses, cyclones and anticyclones are formed, which, under the influence of the Coriolis force, deviate to 30 and 600 s. and y.sh.
Anticyclones that arise under the conditions of western transfer of temperate latitudes, while moving from west to east, at the same time shift to lower latitudes (towards 350 N and S), and intensify there. They form in each hemisphere a subtropical high-pressure zone with an axis of about 35 parallels.
Cyclones, which also occur in temperate latitudes, during their movement to the east, deviate to higher latitudes and concentrate there, forming a subpolar low pressure zone with an axis of about 65 degrees. Such a separation of cyclones and anticyclones depends on the change in the deflecting force of the Earth's rotation with latitude. In cyclones and anticyclones, the deflecting force is greater in that part of the vortex that is closer to the pole. In cyclones, this force is directed from the center and they move to the north, while anticyclones do the opposite.
Along the periphery of the subtropical high-pressure zone facing the equator, i.e. in the tropics, the baric gradient is directed toward the equator, which, together with the deflecting force, creates an eastward transport that covers the entire tropical zone.
Along the pole-facing periphery of the subtropical zone in the middle latitudes, westerly transport is created. It extends to the axis of the subpolar low pressure zone, i.e. up to 60 - 65 latitude. Thus, westerly transport is observed in middle latitudes, it is most clearly expressed over the oceans (especially in the southern hemisphere).
The lowest pressure near the earth's surface and in the lower troposphere is found in subpolar latitudes, near 60 - 65 latitude. From here, towards the pole, the pressure increases. Consequently, the baric gradient is directed from the pole to subpolar latitudes, which also creates eastward transport in the polar region.
