Development of a lesson on the topic: "Atmospheric circulation." General atmospheric circulation I

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.

teacher Bulygina L.N.

Municipal educational institution No. 94 of the Samara region, Tolyatti (slide 1)

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. Organizing time.

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.

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 boardshort term project

Lesson objectives:
To develop knowledge about the types of air masses.
Reveal the role of prevailing winds in the general circulation of the atmosphere.
Develop the ability to work with diagrams and a climate map.

Equipment: textbook, atlas, globe, climate map of the world.

Main content: general circulation of the atmosphere. Types of air masses and their properties. Trade winds. Western winds of temperate latitudes. Eastern (katabatic) winds of the polar regions. Monsoons.

Checking homework:
1. What is atmospheric pressure?
2. What is wind and how is it formed?
3. How can we explain the uneven distribution of precipitation on the Earth's surface?
4. What are the reasons for the formation of different atmospheric pressure belts on Earth?
5. What is the relationship between atmospheric pressure belts and the amount of precipitation on the globe?

Learning new material:
Very often we witness changes in the weather in our area. What explains this? The main reason for such changes is the movement of air masses. Air moves due to uneven heating and cooling of the Earth's surface.
Information about the movement of air masses is of great importance. It interests not only meteorologists - specialists who study the processes occurring in the atmosphere, but also sailors, aviators, builders, as well as ground transport and healthcare workers.
Next, the teacher reveals the content of the concept of “air mass”. Large volumes of air that have more or less the same properties are called air masses. The air mass covers an area of ​​thousands and millions of square kilometers. An air mass acquires certain properties (temperature, humidity, transparency or dust content) when it comes into contact with the underlying surface over which it lingers. Moving air masses in relation to the underlying surface are divided into warm (TW), if they move to a colder underlying surface, and cold (CW), if they move to a warmer surface.
Depending on the place of formation, four types of air masses are distinguished: equatorial, tropical, temperate latitudes, arctic (Antarctic).
Systematization of knowledge about the types of air masses is carried out by filling out Table 13. The necessary data can be obtained from the climate map and Figure 32 of the textbook.

Table 13

A moving air mass, under the influence of the underlying surface (highly heated, supercooled, dry, watery, mountainous, etc.), gradually changes its original properties. Students become familiar with the process of transformation of air masses on their own using the text in § 13 on p. 46 and 47 of the textbook.
How do the main types of air masses move on Earth?
In the troposphere, the predominant directions of air transport differ across geographic zones. The most stable winds - trade winds and monsoons - predominate in tropical latitudes, in temperate latitudes - westerly, in polar latitudes - eastern.
Drawing students' attention to Figure 33 of the textbook, the teacher asks the following questions: what direction do the trade winds have in the Northern and Southern Hemispheres? Why are the winds of temperate latitudes called westerly? In what region of the Earth do katabatic winds occur? Students show wind directions on a map and globe. When explaining the reason for the deviation of the winds, Figure 33 of the textbook is also used.
Summarizing the answers, we bring students to the formation of the concept of “general circulation of the atmosphere.” General atmospheric circulation - This is a system of air currents that covers the entire atmosphere and exchanges heat and moisture between individual zones of the globe.
At the end of the lesson, the teacher and the students create a logical chain:
Different angles of incidence of sunlight Uneven distribution of heat in the atmosphere Uneven distribution of atmospheric pressure Movement of air from areas of high pressure to areas of low pressure General circulation of the atmosphere.

Homework:

1) study § 13; 2) answer the questions and complete the tasks after the paragraph.

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.

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

Subject

"Atmospheric circulation"

Target: To form an idea of ​​the features of atmospheric circulation in Russia.

Tasks:

1. Familiarization of students with the peculiarities of atmospheric circulation in Russia;

2. Formation of universal educational actions using technology for the development of critical thinking;

3. Disclosure of the significance of atmospheric circulation in nature and human life

Equipment: multimedia equipment, atlases, textbook (Grade 8 Geography – Polar Star)

Lesson type : combined

Lesson stage

Teacher activities

Student activity

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 receive cards with individual tasks, the rest work with me.

What is solar radiation? (Emission of heat and light from the sun )

What do we call total solar radiation?

The difference between the receipt of total solar radiation and its losses due to reflection and thermal radiation is……(radiation balance)

And now I offer you the POPS technique

P-position

O-rationale

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

above the horizon (Always )

2. Radiation balance depends on the underlying surface

( Always )

3.The supply of solar energy at high latitudes is greater,

than at the equator (Sometimes - 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 – at the equator there are practically no differences between winter and summer)

5. On a cloudy day you can get a good tan (never )

Guys! You have mastered this topic well, let's think about where

Could this knowledge be useful to you?

1. Distributes cards for individual work for weak students

(differentiated approach);

2.Front survey for the class,

checking the mastery of the material covered.

3.Creates conditions for children’s creative activity, monitors the completion of tasks according to the POPS formula.

Listens and comments on student responses and ensures a positive reaction to classmates’ creativity.

Formulates a task, teaches analysis.

Listens and comments on student responses

Formulates a question, develops students’ logical thinking

Individual work on

cards (Test)

Answer the teacher's questions

carry out self-test

mastering the material

Complete the proposed task, develop logical thinking.

Read out their answers to the task.

Do the work: distribute the proposed statements into 3 groups, learn to analyze.

Read and explain their answers to the task, justify their choice of writing

Answer the teacher's question

III .Learning new material

Call stage

In nature, various movements or movements constantly occur. Give examples of such movements

(ocean currents, the water cycle in nature, river flows, movement of lithospheric plates). In the process of all movements, some consequences arise (which?)

Today in class we will talk about the circulation of air masses

Open your notebooks and write down the topic of the lesson."Atmospheric circulation"

Guys, what associations does this phrase evoke for you?

What do you think the lesson will be about?

Let's set the goal of our lesson

Stage 2: Understanding the content

Using the atlas maps, let's see in which climatic zones the territory of Russia is located

(arctic, subarctic, temperate).

You and I 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 the listed VMs have?

Guys, look at the physical map and tell me: Will air masses be able tocoming from the Atlantic, Pacific and Arctic oceans to penetrate into the interior of our country?

Let's conclude: what factor influences the transfer of air masses?

The position of Russia relative to the planetary centers of atmospheric pressure also influences the transfer of EM.

Look at the screen. Let's look at the image carefully.

We see areas of high and low pressure of constant and seasonal action that influence the transfer of CM. Analyze the drawing and write down in your notebook the areas of high and low pressure of constant and seasonal action.

In everyday life, we very often hear the phrase “atmospheric front.” Where can we hear this phrase?

It is with this term that the sharp change in VM is associated.

An atmospheric front is a contact zone of different airborne forces tens of kilometers wide and hundreds of kilometers long.

The atmospheric front is a transition zone between air masses 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 create a mini-story about an atmospheric front using a drawing. The first row describes a warm front, the second a cold front.

Let's check what you got.

Along atmospheric fronts, huge vortices—cyclones and anticyclones—emerge at their bends.(Cyclone - translated from Greek - rotating )

I suggest you work with the text and drawing and compare cyclones and anticyclones. We present to your attention a table and answer options.

It is necessary to correctly place words and phrases in the correct cells

Comparison elements

Cyclones

Anticyclone

Center pressure

Air movement

Air flows

Weather in summer

Weather in winter

Decreased. Frosty cloudless weather. Rising. Air movement from the center is clockwise. Increased. Air movement towards the center is counterclockwise. Descending. Cold weather and rainy cloudy weather. Cold weather, 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….

Physical education lesson: I ask you to get up from your jobs. According to 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 summarize our lesson. Please answer the question: What changes in nature does the circulation of air masses lead to? How do weather changes affect humans?

Stage 3: reflection (consolidation of material)

Guys, I suggest you evaluate your knowledge gained in the lesson and play the “True-False” game. I will read out the phrases, and you answer: true or false

1. The largest part of Russia’s territory lies in the temperate climate zone (correct)

2. Changes in the properties of air masses are called circulation

(wrong)

3. The atmospheric front is a transition zone between VMs with different properties (Correct)

4. Lingering, drizzling rains are brought by a cold front

(Wrong)

5. Atmospheric vortices with low pressure in the center are cyclones

(right)

6. An anticyclone has arrived: the weather is frosty and sunny outside

(right)

Guys, you did a very good job today, you learned the material well, let’s give you grades.

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 how to formulate a cognitive goal

Formulates the task, updates the methods of activity when working with the map

Teaches how to work with a map

Formulates

question

Creates a problematic situation

Leads students to a conclusion.

Informs about planetary centers of atmospheric pressure, shows a picture on a slide, and teaches analysis.

Subsumes the concept of “atmospheric front”.

Teaches how to work with text, synthesize information, and draw up a diagram.

Shows a drawing on a slide and organizes work in pairs.

Listens and corrects student answers

Reports about cyclones and anticyclones, organizes independent work with the textbook, monitors its implementation

Listens and corrects (if necessary) the students’ answer, checks the correctness of filling out the table

Understanding the concept of “cyclone”

Informs the task for the physical education lesson.

Teaches children to build a logical chain of reasoning, relying on life experience and knowledge gained in class

I create conditions for students to self-test educational material

Focuses attention on the final results of educational activities, assigns grades for the lesson.

Reports homework, explains its completion, and marks it in the diary.

They make assumptions and express their point of view.

Formulate the purpose of the lesson:“To study the features of atmospheric circulation in Russia and find out the consequences of atmospheric circulation in nature and human life.”

Write down the topic of the lesson in your notebook.

They work with a map, determine the type of air masses, and write them down in a notebook in the form of a diagram.

Analyze the map

Answer the teacher's question

They analyze the physical map of Russia and draw a conclusion.

They draw a conclusion.

Analyze the image and write down the centers of atmospheric pressure in a notebook.

Answer the question and write down the definition in a notebook.

Analyze the text of the textbook and draw up a diagram.

Analyze the drawing and make up a story about one of the atmospheric fronts.

They talk about atmospheric fronts.

Work with the text, select the necessary information, fill out the table

Answer the teacher’s question, make adjustments to the work (if necessary)

Formulate the definitions of a cyclone and an anticyclone and write them down in a notebook.

Complete the task, demonstrate air movements in a cyclone and anticyclone.

Learn to make correct inferences.

Carry out a self-check.

The teachers are listening.

Write down the task in your diary.