Geography lesson general circulation of the atmosphere. Technological map of the geography lesson "General circulation of the atmosphere" (grade 7)
GENERAL CIRCULATION OF THE ATMOSPHERE
1. Patterns 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, and 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 winds, etc. The general circulation of the atmosphere is very complex due to the constant occurrence and movement of cyclones and anticyclones. Cyclonic activity plays a large role in shaping the weather and climate on the globe.
Air exchange occurs through cyclones and anticyclones. Computer calculations have shown that every year 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 becomes “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, it is characterized by stable features that repeat from year to year. Let us consider the zonal distribution of pressure and wind near the earth's surface.
Low pressure at the equator and high pressure at the poles are due to thermal reasons, 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 increases again towards the poles. In this case, the meridional pressure 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 pressure 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 reasons, the characteristics of cyclonic activity.
In temperate latitudes, both warm and cold air masses exist; cyclones and anticyclones are formed, which, under the influence of the Coriolis force, are deflected to 30 and 600 s. and S.
Anticyclones that arise under conditions of westerly transfer of temperate latitudes, while moving from west to east, at the same time shift to lower latitudes (350 N and S), and intensify there. They form a subtropical high pressure zone in each hemisphere with an axis around the 35th parallel.
Cyclones, which also occur in temperate latitudes, when moving eastward, deviate to higher latitudes and concentrate there, forming a subpolar low pressure zone with an axis around the 65th parallel. This 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 deflection 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 north, while anticyclones do the opposite.
Along the periphery of the subtropical high pressure zone facing the equator, i.e. in the tropics, the pressure gradient is directed toward the equator, which, together with the deflecting force, creates an easterly transport that covers the entire tropical zone.
Along the poleward periphery of the subtropical zone in the middle latitudes, a 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 mid-latitudes, and it is most clearly expressed over the oceans (especially in the southern hemisphere).
The lowest pressure at the earth's surface and in the lower troposphere is found in subpolar latitudes, near latitudes 60–65. From here, towards the pole, the pressure increases. Consequently, the pressure gradient is directed from the pole to subpolar latitudes, which also creates an eastern transport in the polar region.
The lesson is a journey.
Topic: Atmospheric circulation. Goals:
1.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)
2.Educating: show the impact of human economic activity on climate and its changes.
3.Developing: 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: dialogical and communicative, formation of teaching methods 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 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.
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II. Journey.
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- 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 significantly 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 trap 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, the center of which is located in the Transbaikalia and Northern Mongolia regions. It causes 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°N. The weather in summer is clear and 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.
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 cold snaps in winter?
Students:
The terrain has an effect.
Teacher:
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 an advanced task to prepare a message about a warm and cold front (students tell messages at the board). (Slide 11-12)
Teacher:
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
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 information technology tools
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 and organizes the 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 the topic of the lesson,
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.
Make brief reports on the topic, supplement and correct 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 of the prevailing winds.
Trade winds
Monsoons
Western
"Find the error"
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. The part of 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
Creating 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 the weather changes with the arrival of an air mass
- During what period do they influence?
Characteristics of air masses
Characteristics of air masses
1. They come from the west, penetrate deep into the continent, bringing the main precipitation
2. Formed on the Arctic Ocean
3. Called Iranian air masses
4. With their arrival in winter, frosts intensify
5. Formed over the Atlantic Ocean
6. They only affect the south of Kazakhstan
7. With their arrival, there are frosts in winter and spring.
8. Air temperature rises in winter and drops in summer
9. Formed over the territory of Central Asia
10. The Siberian anticyclone is being established
- P 11, read, make up questions
