Scheme of work for Topic 2: Weather hazards and climate change Lessons Learning Content Integrated Teaching activities and resources objectives (vocabulary, skills exemplification concepts, processes, 1 lesson Key idea 2.1: 2.1a The features of the Global Starter (1 hour) The atmosphere global atmospheric Define weather and climate and distinguish the operates as a circulation. difference between the two. Use these links from the global system Met Office website to help: transferring heat Key words and energy. Troposphere Outline the key aspects of weather. up a ITCZ pattern of the different climates, possibly by plotting Suggested Jet stream on a world map the different climatic zones. learning winds Hadley, Ferrel, Polar objectives: To understand the cells Main activity difference Display and discuss the tricellular model like the one between weather found on the Met Office website: and climate. Start with a clip or satellite image showing atmospheric circulation. There are some useful clips To understand on the BBC’s Class Clips. that in each Give students a blank outline of the spherical world hemisphere there and get them to draw and label the six cells, and the are three cells direction of heat. The global circulation can be (Hadley cell, Ferrel described as the world-wide system of winds, which cell and Polar cell) is necessary to transport heat from tropical to polar in which air latitudes. Students could write a paragraph circulates through describing how heat energy is transferred. Students the entire depth of should mark the latitudes where there is a boundary the troposphere. between the cells. Understanding the Each type of cell could then be looked at in more tricellular model of depth. For example, in the Polar cells, which extend atmospheric from between 60 and 70 degrees north and south to circulation. the poles, air sinks over the highest latitudes and flows out towards the lower latitudes at the surface. To learn that the troposphere Plenary high) is the Students circle the room sharing key words with part of the their peers. After five minutes students go back to
Scheme of work for Topic 2: Weather hazards and climate change Lessons Learning objectives Content (vocabulary, concepts, processes, exemplification Integrated skills Teaching activities and resources 1 lesson (1 hour) Key idea 2.1: The atmosphere operates as a global system transferring heat and energy. Suggested learning objectives: To understand the difference between weather and climate. To understand that in each hemisphere there are three cells (Hadley cell, Ferrel cell and Polar cell) in which air circulates through the entire depth of the troposphere. Understanding the tricellular model of atmospheric circulation. To learn that the troposphere high) is the part of the 2.1a The features of the global atmospheric circulation. Key words Troposphere ITCZ Jet stream winds Hadley, Ferrel, Polar cells Global Starter Define weather and climate and distinguish the difference between the two. Use these links from the Met Office website to help: Outline the key aspects of weather. up a pattern of the different climates, possibly by plotting on a world map the different climatic zones. Main activity Display and discuss the tricellular model like the one found on the Met Office website: Start with a clip or satellite image showing atmospheric circulation. There are some useful clips on the BBC’s Class Clips. Give students a blank outline of the spherical world and get them to draw and label the six cells, and the direction of heat. The global circulation can be described as the world-wide system of winds, which is necessary to transport heat from tropical to polar latitudes. Students could write a paragraph describing how heat energy is transferred. Students should mark the latitudes where there is a boundary between the cells. Each type of cell could then be looked at in more depth. For example, in the Polar cells, which extend from between 60 and 70 degrees north and south to the poles, air sinks over the highest latitudes and flows out towards the lower latitudes at the surface. Plenary Students circle the room sharing key words with their peers. After five minutes students go back to
Edexcel_2016_GCSE_Geography_A_Topic_2_Weather_Hazards_and_climate_change_Scheme_of_Work.docx