Lesson in geography general circulation of the atmosphere. Technological map of the geography lesson "General circulation of the atmosphere" (Grade 7)
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 the 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.
Subject
"Atmospheric circulation"
Target: To form an idea about the features of atmospheric circulation on the territory of Russia.
Tasks:
1. Familiarization of students with the features of atmospheric circulation in Russia;
2.Formation of universal educational activities by methods of technology for the development of critical thinking;
3. Disclosure of the importance of atmospheric circulation in nature and human life
Equipment: multimedia equipment, atlases, textbook (Geography Grade 8 - Polar Star)
Lesson type : combined
Lesson stage
Teacher activity
Student activities
Organizing time
Kind
Good afternoon guys! Today we have a slightly unusual lesson. Geography teachers from other schools in the area came to visit us. I want to wish us all success and successful work.
Creates an emotional mood
Listen to the teacher, tune in to the lesson
II .Homework survey
In the last lesson, we studied the topic "Solar Radiation". Now we will check how you have mastered this topic.
Several guys get cards with individual tasks, the rest work with me.
What is solar radiation? (Radiation of heat and light from the sun )
What do we call total solar radiation?
The difference between the incoming total solar radiation and its losses for reflection and thermal radiation is ...... (radiation balance)
And now I suggest you take POPS
P-position
O-justification
P - confirmation
C-consequence
Position : « The total solar radiation in the south of Russia is greater than in the north"
You need to either prove or disprove this position.
Now let's see what you got.
Guys! Here is a short list of statements. You need to divide them into three groups:
Never
Sometimes
Always
1. The greater the latitude of the area, the lower the sun rises
over the horizon (always )
2. Radiation balance depends on the underlying surface
( always )
3. The receipt of solar energy in high latitudes is greater,
than at the equatorSometimes – only in summer, when at the pole
polar day)
4. The lower the latitude of the area, the greater the differences between winter and summer (never - there are practically no differences between winter and summer at the equator)
5. On a cloudy day, you can get a good tan (never )
Guys! You have mastered this topic well, let's think about where
can you use this knowledge?
1. Distributes cards for individual work for weak students
(differentiated approach);
2. Frontal survey for the class,
checking the assimilation of the material covered.
3. Creates conditions for the creative activity of children, controls the implementation of the task according to the POPS formula.
Listens and comments on the answers of students, provides a positive reaction to the creativity of classmates.
Formulates the task, teaches to analyze.
Listens and comments on student responses
Formulates a question, develops the logical thinking of students
Individual work on
cards (Test)
Answer questions from the teacher
carry out self-examination
assimilation of the material
Perform the proposed task, develop logical thinking.
Read out their responses to the assignment.
Do the work: distribute the proposed statements into 3 groups, learn to analyze.
Read out and explain their answers to the task, justify the choice of spelling
Answer the teacher's question
III .Learning new material
Call stage
In nature, various movements or movements are constantly taking place. Give examples of such movements
(ocean currents, the water cycle in nature, the flow of rivers, the movement of lithospheric plates). In the process of all movements, there are some consequences (what kind?)
Today in the lesson we will talk about the circulation of air masses.
Open notebooks, write down the topic of the lesson"Atmospheric circulation"
Guys, what associations does this phrase evoke in you?
What do you think the lesson will be about?
Let's set the goal of our lesson
Stage 2: Comprehension of the content
Using the maps of the atlas, let's see in which climatic zones the territory of Russia is located
(arctic, subarctic, temperate).
We all know that in every climate zone
various air masses are formed.
Let's look at the climate map, which VMs dominate the territory of Russia?
Each VM has certain properties. Let's remember what properties all of the listed VMs have?
Guys, look at the physical map and say: Will the air masses be able tocoming from the Atlantic, Pacific and North Arctic Oceans to penetrate deep into our country?
Let's conclude: what factor affects the transfer of air masses?
The position of Russia relative to the planetary centers of atmospheric pressure also affects the transfer of VM.
Look at the screen. Let's take a closer look at the image.
We see areas of high and low pressure of constant and seasonal action that affect the transport of WM. Analyze the picture and write down in a notebook the areas of high and low pressure of constant and seasonal action.
In everyday life, we often hear the phrase "atmospheric front" Where can we hear this phrase?
It is with this term that a sharp change in VM is associated.
The atmospheric front is a contact zone of different VMs with a width of tens and a length of hundreds of kilometers.
The atmospheric front is a transition zone between VMs with different properties
Guys, pay attention to the slide. Here is a diagram of the formation of warm and cold fronts. Now you will work in pairs. Your task is to make up a mini-story about the atmospheric front using the drawing. The first row describes a warm front, the second row describes a cold front.
Let's check what you got.
Huge cyclones and anticyclones arise along the atmospheric fronts on their bends. (Cyclone - translated from Greek - rotating )
I suggest you work with text and drawing and compare cyclones and anticyclones. You are presented with a table and answer options.
It is necessary to correctly place words and phrases in the correct cells
Comparison elements
Cyclones
Anticyclone
pressure in the center
air movement
air currents
Summer weather
Winter weather
Reduced. Frosty cloudless weather. Ascending. Air movement from the center is clockwise. Increased. The movement of air towards the center is counterclockwise. Descending. Cold snap and rainy cloudy weather. Cold snap, rainy cloudy weather. Thaw with precipitation in the form of snow. Dry cloudless weather without precipitation.
Now let's check your work
Guys, you have worked with the information, let's try to formulate definitions: a cyclone is ... .., an anticyclone is ....
Fizkultminutka: I ask you to get up from your workplaces. At my command, you must depict the movement of air:
The first row is the movement of air in the cyclone;
The second row is the movement of air in the anticyclone.
Guys, let's sum up our lesson. Please answer the question: What changes in nature does the circulation of air masses lead to? How does weather change affect humans?
Stage 3: reflection (consolidation of the material)
Guys, I invite you to evaluate your knowledge gained in the lesson and play the True or False game. I will read out the phrases, and you answer: true or false
1. The largest part of the territory of Russia lies in the temperate climate zone (correct)
2. A change in the properties of air masses is called circulation
(wrong)
3.Atmospheric front is a transition zone between VMs with different properties (True)
4.Lingering, drizzling rain brings a cold front
(Wrong)
5. Atmospheric vortices with low pressure in the center are cyclones
(right)
6. An anticyclone has come: frosty sunny weather is on the street
(right)
Guys, you did a very good job today, you learned the material well, let's give marks.
Now open your diaries and write down your homework.
Paragraph 19, page 90. Task 8, 11,12 page 94.
Motivating children to learn new material
Formulates the topic of the lesson, updates knowledge, teaches to formulate a cognitive goal
Formulates the task, updates the methods of activity when working with the map
Learn to work with the map
Formulates
question
Creates a problematic situation
Leads students to a conclusion.
Reports on the planetary centers of atmospheric pressure, shows a drawing on a slide, teaches to analyze.
Brings under the concept of "atmospheric front".
Teaches to work with text, synthesize information, draw up a diagram.
Demonstrates a picture on a slide, organizes work in pairs.
Listens and corrects students' answers
Reports about cyclones and anticyclones, organizes independent work with the textbook, controls its implementation
Listens and corrects (if necessary) the students' answer, checks the correctness of filling in the table
Bringing under the concept of "cyclone"
Reports the task for physical education.
Teaches children to build a logical chain of reasoning based on life experience and knowledge gained in the lesson
I create conditions for self-examination by students of educational material
Focuses attention on the final results of educational activities, puts marks for the lesson.
Reports homework, explains its implementation, puts marks in the diary.
Assume, express their point of view.
Formulate the purpose of the lesson:"Study the features of atmospheric circulation in Russia and find out the consequences of atmospheric circulation in nature and human life."
Write the topic of the lesson in a notebook.
They work with a map, determine the type of air masses, write it down in a notebook in the form of a diagram.
Analyze the map
Answer the teacher's question
Analyze the physical map of Russia and draw a conclusion.
They make a conclusion.
Analyze the image, write down the centers of atmospheric pressure in a notebook.
Answer the question, write the definition in a notebook.
Analyze the text of the textbook, draw up a diagram.
Analyze the drawing, make up a story about one of the atmospheric fronts.
Talk about weather fronts.
Work with the text, select the necessary information, fill in the table
Answer the teacher's question, make adjustments to the work (if necessary)
Formulate the definitions of a cyclone and an anticyclone, write them down in a notebook
Perform the task, demonstrate the movement of air in a cyclone and anticyclone.
Learn to make the right inference.
Carry out a self-check.
Listen to teachers.
Write the assignment in a diary.
Lesson Objectives:
To form knowledge about the types of air masses.
To 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.
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 the uneven distribution of precipitation on the Earth's surface be explained?
4.
What are the reasons for the formation of various 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 become witnesses of weather changes in the territory of 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 is of interest not only to meteorologists - specialists who study the processes occurring in the atmosphere, but also to sailors, aviators, builders, as well as land transport and healthcare workers.
Next, the teacher reveals the content of the concept of "air mass". Large volumes of air with more or less the same properties are called air masses. The air mass covers an area of thousands and millions of square kilometers. The 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 (TV) 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).
The systematization of knowledge about the types of air masses is carried out by filling in 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 |
The moving air mass under the influence of the underlying surface (highly heated, supercooled, dry, watery, mountainous, etc.) gradually changes its original properties. Students get acquainted with the process of transformation of air masses on their own, using the text of § 13 on p. 46 and 47 of the textbook.
How do the main types of air masses move on Earth?
In the troposphere, the prevailing directions of air transport differ in geographical zones. The most stable winds - trade winds and monsoons - prevail in tropical latitudes, in temperate latitudes - western, in polar - eastern.
Drawing the attention of students 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 moderate latitude winds called westerlies? Where on Earth do katabatic winds operate? Students show the direction of the winds on the map and on the 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 atmospheric circulation". General circulation of the atmosphere - This is a system of air currents that covers the entire atmosphere and exchanges heat and moisture between the individual belts of the globe.
At the end of the lesson, the teacher together with the students make up a logical chain:
Different angle 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.
Topic: General circulation of the atmosphere.
Target: consider and study during the lesson the circulation of the atmosphere and air masses
Tasks:
Cto form knowledge about the movement of air masses across the territory of Kazakhstan; on the impact of arctic, temperate and tropical air masses on climate
Enrich students' vocabulary. Develop the ability to compare, generalize, systematize, classify. Improving the skills of working with atlas maps
Raising interest in the study of geography
Lesson type: combined
Equipment: physical and climatic maps of Kazakhstan, atlas of the 8th grade, textbook
During the classes:
I. Organizational moment
The topic and goal setting of the lesson is called
II. Checking homework:
Front poll:
What is called climate?
What factors influence climate formation?
What is solar radiation? How does it affect climate change?
How many clear and cloudy days are there in Kazakhstan in a year?
How is solar radiation measured? And what is it equal to?
What percentage of the total radiation reflects the snow?
Exercise 1. Fill in the cluster "Types of solar radiation". Fill in the cells of the cluster and define all types of solar radiation.
Tasks.
Almaty and Vladivostok are located at approximately the same latitude, howevert° in summer in Almaty is higher. Than in Vladivostok. Explain why? (The remoteness of Almaty from the ocean contributes to strong air heating )
Kostanay and Moscow are located at approximately the same latitude, but the winter in Moscow is milder than in Kostanay. Explain why? Make a conclusion. (Kazakhstan is more remote from the ocean).
What influence does its geographical position have on the climate of Kazakhstan?
III. Learning new material:
1. Explanation of the teacher based on the knowledge of the students:
In the troposphere, there is a constant movement of air masses.
planetary circulation - due to the flow of oceanic air masses from the west to
east, and in 2 - 2.5 days they reach the territory of Kazakhstan.
Zonal circulation - the republic is located in the center of Eurasia.
Air masses coming from the ocean, gradually moving inland
begin to lose their original properties. The air temperature drops
pressure, humidity, cloud cover.
2. Work on the climate map. (consider wind direction and distribution
amount of precipitation in the territory of the republic)
Air masses:
- arctic - form over the Arctic Ocean. Low
temperatures in both winter and summer. They invade the north of Kazakhstan and establish
anticyclone weather. They form dry clear weather: in winter - frosty, and in summer -
hot. Spring and autumn frosts are associated with their action.
Moderate - formed in the middle latitudes of the mainland. Air dominate
moderate latitudes. Coming from the west, from the Atlantic Ocean, air masses
called marine temperate. They lose a lot of moisture, reaching Kazakhstan, but all
also bring some of the precipitation.
- tropical - come in the summer from the territory of Central Asia and Iran (Iranian) and
spread to the southern regions of Kazakhstan.
3 . Using the text of the textbook and the teacher's story, students fill in the gaps in the table.
Air mass types
Where are formed
Impact on the weather
Arctic (AVM)
Marine- temperate (UVM(M)
over the atlantic ocean
Continental (UVM(K)
Bringing cold weather in winter
Tropical (TVM)
Over Iran
Model response:
Air mass types
Where are formed
Impact on the weather
Arctic (AVM)
On the Arctic Ocean
The air is cold even in summer; dry in spring and autumn. Causes sudden frosts and snowfall
Marine- temperate (UVM(M)
over the atlantic ocean
It brings rain all year round. In summer they soften the heat. Frost mitigates in winter
Continental (UVM(K)
Acquire their properties over Central Asia and Siberia
Bringing cold weather in winter
Tropical (TVM)
Over Iran
In summer they bring heat and drought, in winter they bring thaws.
ІҮ . Anchoring
What are air masses?
What air masses prevail on the territory of Kazakhstan?
Transformation of air masses (orally):
Questions:
Model response:
What changes occur to the sea air of temperate latitudes in winter as a result of its transformation over the land surface?
As they move over land, VMs become less saturated with moisture.
How does the VM change:
Relative Humidity
going down
Air temperature
going down
Atmosphere pressure
going down
Cloudiness
Decreases
V. Summary of the lesson:
Rating with comments.
Reflection (method of unfinished sentences)
Today in class I learned...
It was interesting for me....
The hardest part was....
Now I can explain why…..
Homework: §21, pp. 85-87, paraphrase
"Find the mistake"
Statements
1. Kazakhstan is located in a tropical climate zone
2. The climate of Kazakhstan is influenced by air masses from the Pacific, Indian and Arctic oceans
3. Climate-forming factors: atmospheric circulation, solar radiation, underlying surface
4. The amount of total radiation on the territory of Kazakhstan increases from north to south
5. Part of the radiation that is absorbed by the earth's surface is called absorbed
6. The amount of reflected radiation increases in winter
7. Total radiation is the sum of direct and absorbed radiation
Types of solar radiation
Why????
Almaty and Vladivostok are located at the same latitude, why is the amount of total solar radiation in Vladivostok much less than in Almaty?
General circulation atmosphere
air masses
Continental
Marine
Precipitation
Temperature in winter
Temperature in summer
dustiness
air masses
Marine
Continental
Precipitation
Temperature in winter
Temperature in summer
Compiling a cluster
1- Arctic air masses
2- Moderate air masses
3- Tropical air masses
describe
- Where are they formed?
- What properties do they have?
- How does the weather change with the arrival of an air mass
- What period is affected?
Characteristics of air masses
Characteristics of air masses
1. They come from the west, penetrate deep into the mainland, bring the main precipitation
2. Formed by the Arctic Ocean
3. Called Iranian air masses
4. With their arrival, frost intensifies in winter
5. Formed over the Atlantic Ocean
6. They affect only the south of Kazakhstan
7. With their arrival, frosts occur in winter and spring.
8. The air temperature rises in winter and drops in summer
9. Formed over the territory of Central Asia
10. The Siberian anticyclone is being established
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