Lesson plan of Atmospheric Circulation: Wind and Rain

Learning Objectives (5 - 7 minutes)

1. Understand the concept of atmospheric circulation, identifying the main elements and processes that compose it.

   • Students should be able to define atmospheric circulation and identify the main elements that influence it, such as temperature, atmospheric pressure, and humidity.

2. Analyze the characteristics and importance of winds in atmospheric circulation.

   • Students should understand how winds are formed and how they influence atmospheric circulation, leading to different weather conditions in different regions of the planet.

3. Explain the formation of rain and its relationship with atmospheric circulation and winds.

   • Students should be able to describe how rain is formed and how it is related to atmospheric circulation and winds, especially trade winds and the El Niño phenomenon.

Secondary objectives:

• Identify and locate the main wind and atmospheric circulation systems of the planet on the map.

• Relate the climatic characteristics of the different regions of the planet with the atmospheric circulation and the winds.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the class by reviewing the concepts of atmosphere, atmospheric pressure, temperature and humidity, which were seen in previous classes. It is important that students have a solid understanding of these concepts, as they are fundamental to understanding the topic of the class. The teacher can ask direct questions to students to check the level of understanding and clarify any doubts that may arise. (3 - 5 minutes)

2. Problem Situations: The teacher can present two problem situations to arouse the students' interest in the topic of the class:

   • "Why are some regions of the planet hotter than others? Why do some regions receive more rain than others?" This question should lead students to think about the factors that influence the climate and atmospheric circulation.

   • "Why do airplanes fly faster when they are downwind and slower when they are upwind?" This question should lead students to think about the influence of winds on atmospheric circulation and movements on Earth. (3 - 5 minutes)

3. Contextualization: The teacher should contextualize the importance of the topic of the class, explaining how the understanding of atmospheric circulation and winds is crucial for understanding climate and meteorology. The teacher can mention practical examples, such as weather forecasting, maritime navigation, and aviation. In addition, it can highlight the importance of studying atmospheric circulation for understanding global climate phenomena, such as global warming and climate change. (2 - 3 minutes)

4. Introduction to the topic: To capture the students' attention, the teacher can share some curiosities and interesting facts about atmospheric circulation and winds:

   • "Did you know that atmospheric circulation is responsible for transporting heat from the equator to the poles, helping to balance the temperature on Earth?" This curiosity can help students understand the importance of winds in regulating the climate.

   • "Did you know that the El Niño phenomenon, which affects the climate around the world, is caused by changes in atmospheric circulation and winds in the Pacific Ocean?" This curiosity can arouse the interest of students for the relationship between atmospheric circulation, winds and climate phenomena. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Practical activity: "The winds game" (10 - 12 minutes)

   • For this activity, the teacher should divide the class into groups of no more than five students. Each group will receive a blank world map, colored crayons and a set of cards with information on different types of winds (trade winds, westerly winds, easterly winds, etc.).

   • Students must colour the different types of winds on the map, according to the information on the cards. Then they should observe the map and discuss in their groups the characteristics of the winds in different parts of the world and how they affect the climate.

   • The teacher should circulate around the room, guiding the groups, clarifying doubts and encouraging discussion. At the end of the activity, each group should present their observations to the class.

2. Research and presentation activity: "Rain around the world" (10 - 12 minutes)

   • In this activity, students continue in their groups. Each group should research the rainfall in different parts of the world and how it is related to atmospheric circulation and winds. The teacher can provide some reliable research sources to guide students.

   • Students should prepare a short presentation, highlighting the key points of their research. They can use posters, slides or other visual resources to make the presentation more interesting.

   • After all the presentations, the teacher should conduct a class discussion, relating the information presented by the groups with the concepts discussed in the class.

3. Simulation activity: "The world without wind" (5 - 7 minutes)

   • For this activity, the teacher should use a table fan. The teacher should explain that the fan represents the winds on Earth and that, without them, the climate would be very different.

   • The teacher should turn on the fan and ask students to observe the movement of the air. Then the teacher should turn off the fan and ask the students to observe what happens.

   • The teacher should explain that, without the winds, the air would be stagnant and the temperature differences between the regions would be much greater. This would result in extreme and unpredictable weather conditions. The teacher can use this activity to reinforce the importance of winds in atmospheric circulation and climate.

4. Discussion and Conclusion (3 - 5 minutes)

   • After all the activities, the teacher should lead a class discussion, summarizing the main points discussed and answering any questions that the students may have.

   • The teacher should conclude the class by reinforcing the key concepts and the importance of studying atmospheric circulation and winds for understanding the climate and meteorology. The teacher can also suggest additional study activities, such as reading scientific articles or conducting simple experiments at home to further explore the topic. (2 - 3 minutes)

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes)

   • The teacher should gather all the groups and promote a classroom discussion. Each group will have up to 3 minutes to share the solutions or conclusions found during the practical activities and research.

   • During the presentations, it is important that the teacher encourages other students to ask questions and make comments, promoting an environment of discussion and exchange of ideas.

2. Connection with the theory (2 - 3 minutes)

   • After the presentations, the teacher should make the connection between the activities and the theory presented at the beginning of the class.

   • The teacher can highlight important points that were observed during the activities, such as the influence of winds on atmospheric circulation and the formation of rain, and how this relates to the theory.

   • The teacher should also take this opportunity to clarify any misunderstandings or doubts that may have arisen during the activities.

3. Individual reflection (2 - 3 minutes)

   • To finalize the class, the teacher should propose that the students reflect individually on what was learned.

   • The teacher can ask questions such as: "What was the most important concept you learned today?", "What questions have not yet been answered?" and "How can you apply what you learned today in your daily life?" .

   • Students will have one minute to think about the answers. The teacher may ask some students to share their reflections with the class.

   • This reflection activity is important for consolidating learning and encouraging students to think critically about the topic of the class.

4. Feedback and closing (1 minute)

   • To end the class, the teacher should thank everyone for their participation and encourage students to continue studying the topic at home.

   • The teacher can also ask for feedback from students on the class, asking what they liked the most and what they found the most challenging.

   • Feedback from students is valuable for the teacher to evaluate the effectiveness of the class and make adjustments for future classes.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should summarize the main points covered during the class, reinforcing the definition and importance of atmospheric circulation, the role of winds in this process and the relationship between winds and the formation of rain.

   • It is important that the teacher review fundamental concepts, such as the influence of temperature, atmospheric pressure, and humidity on atmospheric circulation.

   • The teacher can use diagrams, graphs or maps to visualize and reinforce these concepts.

2. Connection between Theory, Practice and Applications (1 - 2 minutes)

   • The teacher should emphasize how the practical activities and research linked theory with practice, allowing students to understand the concepts learned in a more concrete and applied way.

   • The teacher may mention, for example, how the "The winds game" activity helped students visualize atmospheric circulation and the relationship between winds and climate in different parts of the world.

   • In addition, the teacher should reinforce the importance of studying atmospheric circulation and winds to understand global climate phenomena and how they affect our daily lives.

3. Extra Materials (1 minute)

   • The teacher should suggest extra materials for students who wish to deepen their knowledge about atmospheric circulation and winds.

   • These materials may include books, scientific articles, documentaries, websites of meteorological institutes, among others.

   • The teacher may, for example, suggest that students watch a documentary on atmospheric circulation and winds or read a scientific article that explains in detail how rain is formed.

4. Relevance of the Topic (1 - 2 minutes)

   • To conclude the class, the teacher should emphasize the relevance of the topic presented.

   • The teacher may explain how the study of atmospheric circulation and winds is crucial to understanding and predicting the climate, and how it affects various areas of our lives, such as agriculture, aviation, maritime navigation, among others.

   • In addition, the teacher may mention how the knowledge acquired in this class can help students better understand global climate phenomena, such as global warming and climate change, and the importance of protecting our planet.

At the end of the class, students should have acquired a solid understanding of the topic of the class and be prepared to apply this knowledge in their daily lives and in future studies.