Objectives (5 - 7 minutes)

1. Understand the difference between atmospheric weather and climate: Students should be able to differentiate between atmospheric weather, which refers to the weather conditions at a specific moment and location, and climate, which refers to the average weather conditions over a specific period of time and in a specific region.

2. Identify and describe the elements of climate: Students should be able to identify the main elements that make up the climate, such as temperature, humidity, atmospheric pressure, winds, and precipitation. Additionally, they should be able to describe how these elements interact and affect the weather conditions.

3. Relate geographical characteristics to the climate of a region: Students should be able to relate the geographical characteristics of a region, such as latitude, altitude, proximity to the sea, and relief, to the type of climate that prevails in that region. They should understand how these factors affect the elements of the climate and therefore determine the type of climate of a region.

Secondary Objectives:

• Stimulate research and group work: Through the use of the inverted classroom methodology, students will be encouraged to research and discuss the content before class, promoting group work and collaboration.

• Develop critical thinking skills: By analyzing and relating geographical characteristics to the climate of a region, students will be challenged to develop critical thinking skills and apply the acquired knowledge in a practical and contextualized way.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher starts the lesson by reviewing the concepts of atmosphere, meteorology, and geography that were covered in previous classes. He may ask quick questions to the students to assess the level of prior knowledge and clarify any doubts that may arise. (3 - 5 minutes)

2. Problem situations: The teacher proposes two problem situations to arouse the students' interest and initiate the discussion on the lesson's topic:

   • First situation: "Imagine you are on vacation at the beach and suddenly it starts raining. Your friend says it's just 'the weather' and that the 'climate' of the region is always sunny. Do you agree with him? Why?"

   • Second situation: "Here in our city, it is very cold and rainy in the winter. However, a few hours' drive away, in the mountainous region, it snows all the time. What causes this difference in weather and climate between these two nearby areas?" (3 - 5 minutes)

3. Contextualization of the importance of the subject: The teacher then contextualizes the importance of studying atmospheric weather and climate, highlighting how these factors directly influence our daily lives and activities. He may mention examples such as weather forecasting, agriculture, urban planning, health, and the environment. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher introduces the topic of the lesson, presenting what atmospheric weather and climate are and how they differ. He may use visual resources, such as images of different types of weather and climate, to make the explanation clearer and more engaging. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Practical activity: "Creating a weather news report" (10 - 12 minutes)

   • The teacher divides the class into groups of 4 to 5 students and gives each group a map of Brazil and a set of colored cards representing the different elements of the climate (temperature, humidity, atmospheric pressure, winds, and precipitation).

   • The objective of the activity is for the students, in their groups, to create a "weather news report" for a specific region of the country, taking into account the geographical characteristics of that region and how they influence the local climate.

   • Each group chooses a region on the map and, using the colored cards, represents the conditions of each climate element for that specific day. For example, if the chosen region is close to the sea, they can represent high humidity and strong winds. If the region is mountainous, they can represent low temperatures and snow precipitation.

   • After representing on the map, the students should prepare a brief script for the "weather news report," explaining the climatic conditions of the region and why they occur, based on the geographical characteristics.

   • Each group will have the opportunity to present their "weather news report" to the class, promoting discussion and sharing of ideas.

2. Research and presentation activity: "Climate and World Geography" (10 - 12 minutes)

   • The teacher suggests that the groups choose a country of their choice and research the geographical characteristics of that country and its climate.

   • They should identify the geographical characteristics that most influence the climate of that country (latitude, altitude, proximity to the sea, relief, etc.) and present to the class, using visual resources such as maps and images to make the presentation more interesting and didactic.

   • Additionally, they should explain how these characteristics affect the elements of the climate and, consequently, the type of climate that prevails in that region.

   • After the presentations, the teacher can promote a discussion in the classroom, highlighting the similarities and differences between the chosen countries and reinforcing the concepts discussed at the beginning of the lesson.

3. Discussion and Conclusion (3 - 5 minutes)

   • After the activities, the teacher should lead a brief discussion in the classroom, reviewing the concepts discussed and clarifying any doubts that may have arisen during the activities.

   • The teacher should also emphasize the importance of understanding atmospheric weather and climate, and how this can help us understand and predict weather conditions in different regions of the world.

These playful and practical activities will help students understand and apply the concepts of atmospheric weather and climate, and relate them to the geographical characteristics of a region. In addition, the inverted classroom methodology will encourage group work, research, and critical thinking.

Return (8 - 10 minutes)

1. Group discussion: The teacher should promote a group discussion for each team to share the solutions or conclusions found during the practical activities. Each group will have up to 3 minutes to present their findings. (3 - 5 minutes)

2. Connection with theory: The teacher should then connect the practical activities with the theory presented at the beginning of the lesson. He can do this by asking students how the geographical characteristics they analyzed during the activities (latitude, altitude, proximity to the sea, relief) relate to the elements of the climate and how they determine the type of climate of a region. (2 - 3 minutes)

3. Individual reflection: Finally, the teacher proposes that students reflect individually on what they learned during the lesson. He can ask questions like:

   • "What was the most important concept you learned today?"
   • "What questions have not been answered yet?"
   • "How can you apply what you learned today in your daily life?"

   The teacher gives a minute for students to think about their answers. Then, he can ask some volunteers to share their reflections with the class. (2 - 3 minutes)

This Return moment is crucial to consolidate students' learning and verify if the learning objectives of the lesson were achieved. Additionally, by promoting reflection and discussion, the teacher stimulates critical thinking and metacognition, fundamental skills for effective learning.

Conclusion (5 - 7 minutes)

1. Summary of key points: The teacher summarizes the main points covered during the lesson, reinforcing the difference between atmospheric weather and climate, the importance of climate elements, and how the geographical characteristics of a region affect the local climate. He can use visual resources, such as a whiteboard or slides, to make the summary clearer and more didactic. (2 - 3 minutes)

2. Connection between theory and practice: The teacher highlights how the practical activities carried out during the lesson helped students apply the theoretical concepts of atmospheric weather and climate in a practical and contextualized way. He can mention examples of the activities, such as creating the "weather news report" and researching the climate of a country, to illustrate this connection. (1 - 2 minutes)

3. Extra materials: Finally, the teacher suggests extra materials for students who wish to deepen their knowledge on the subject. These materials may include books, websites, videos, and documentaries on meteorology, climatology, and geography. For example, he may recommend reading specific chapters of a geography textbook, visiting a weather forecast website to explore the different climate elements, or watching a documentary on climate change and its effects around the world. (1 - 2 minutes)

4. Importance of the subject: Lastly, the teacher reinforces the importance of studying atmospheric weather and climate, highlighting how these factors directly influence our daily lives and activities. He may mention concrete examples, such as weather forecasting, agriculture, urban planning, health, and the environment, to illustrate this importance. Additionally, he can emphasize how the knowledge acquired in the lesson can help students understand and predict weather conditions in different regions of the world, which can be useful, for example, for planning a trip or understanding news about weather events. (1 - 2 minutes)

The Conclusion is a crucial moment to consolidate students' learning, reinforce the importance of the subject, and stimulate the search for knowledge beyond the classroom. By summarizing the key points, connecting theory with practice, suggesting extra materials, and highlighting the relevance of the subject, the teacher ensures that students leave the lesson with a clear and comprehensive understanding of the topic.