Presentation on the topic of general circulation of the atmosphere. General circulation of the atmosphere

"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

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

P 11, read, make up questions

Topic

"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

Is 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.

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. 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.

									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 (Rv) (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 board short term project

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 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.

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-communicative, the formation of methods of educational activities and the method of projects.

Forms: game, individual, group.

Methods: research, educational, practical.

During the classes

I. Organizational moment.

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 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 - 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 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?

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 (Rv) (further the teacher talks about their influence on the weather).

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.

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