Topic: Is there a connection between atmoshperic pressure and wind?

Target group

6th‑grade student.

Core curriculum

I. Geographical knowledge.

1. Observing the basic geographical vocabulary in order to describe and explain phenomena and processes occurring in the geographical environment.

II. Skills and application of knowledge in practice.

1. Conducting observations and measurements in the field, analyzing the data obtained and formulating conclusions based on them.

2. Interpreting maps of different content.

3. Determining relationships and dependencies between particular elements of the natural, socio‑economic and cultural environment, formulating theorem on regularities, making generalizations.

Content that goes beyond the core curriculum.

General aim of education

The student acquires knowledge and skills about the topics discussed in the classes

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• you explain the concept of atmospheric pressure, barium high, than barometric, wind, thermal convection;

• you describe the process of wind formation;

• you will characterize cyclone and anticyclone.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

• exposing

  • exposition.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher explains the aim of the lesson and together with students determines the success criteria to be achieved.

• The teacher plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard.This way, students practice listening comprehension.

• The students, selected by the teacher, refer the lesson they read at home before the classes.

Realization

• Expanding and enriching English vocabulary in the issues covered in the lesson - students perform language exercises included in the abstract. The teacher makes sure that the tasks have been correctly completed and gives feedback.

• The students consolidate the acquired information, discussing it with their nearest neighbors („tell your neighbor” method).

• The teacher uses the text of the abstract for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

• Work in groups. Students using source materials such as the geography book, the e‑textbook, the historical atlas and the internet, work on a drawn thematic area. Students share tasks within the group. Representatives of each group discuss the elaborated information. After each presentation, willing students complete the mind map on the board, which is a common note from the lesson for the whole class.

• Work in pairs. Students, using atlases, search for geographic objects indicated by the teacher related to the discussed issue. Discussion within the class.

Summary

• The teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer? If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

• The teacher asks the students questions:

  • What did you find important and interesting in class?

  • What was easy and what was difficult?

  • How can you use the knowledge and skills you have gained today?

  Willing/selected students summarize the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Is there a connection between atmoshperic pressure and wind?

Atmospheric pressure is where a body of air causes pressure on a cetain part of the Earth's surface. It can be logically stated that atmospheric pressure is lower in the mountains and higher at sea level. This is indeed the case.

The level of atmospheric pressure varies, not only depending on height above sea level. At various parts of the globe, located near the surface of the Earth, different pressure levels can be found. In these locations, where the pressure is higher than in surrounding areas, we are speaking about high atmospheric (barometric) pressure. On the other hand, where the pressure is lower than in surrounding areas, we are speaking about low atmospheric (barometric) pressure. The difference in pressure causes air to move from high to low. Wind is caused by horizontal or near horizontal air movement, resulting from the difference in pressure.

If not for the phenomenon known as the Coriolis force (see: Earth's rotationixr5Y2Lxy7Earth's rotation, question 3. Consequences of rotation), winds would blow radially from high pressure areas to low. However, the Coriolis force causes the wind to turn (to the right in the northern hemisphere and to the left in the southern hemisphere) and away from centres of high pressure. It also moves clockwise (in the northern hemisphere) and anti‑clockwise (in the southern hemisphere). This is different to low pressure systems, which are masses of air where the pressure is lower than that surrounding them. The wind blows towards the centre of the low, but because of the Coriolis force it starts to turn and blow in a counter‑clockwise direction (in the northern hemisphere) or clockwise (in the southern hemisphere). Low pressure systems where winds blow spirally (due to the Coriolis force) towards their centres, are known as cyclones cyclones, and high pressure systems with spiral winds blowing outside are anticyclones – anticyclones.

The dynamics and movement of barometric pressure systems can be shown on climatic maps. To do this, pressure is measured in many locations, and then places with the same reading are connected. The lines created in this way are called isobars.

Vertical, or near‑vertical movements of air in the atmosphere, which come about as a result of heat near the surface of the earth, we call thermal convection. Convection is the movement of air upwards (warm air rises) and downwards (cold air falls). Although these are movements of air, we do not refer to them as winds.

In the northern hemisphere the winds blow from the barium upwardly in a clockwise direction, and towards the lowlands contrary to their movement. On the other hand, in the southern hemisphere the winds blow from the barium bump anticlockwise, and towards the low tide according to it.

• Atmospheric pressure varies according to altitude.

• Wind is the horizontal movement of air from high to low pressure areas.

• The Coriolis force changes the direction of winds blowing on the Earth. In the northern hemisphere, winds from the centre of high pressure systems blow in a clockwise direction, and in the southern hemisphere they blow anti‑clockwise. On the other hand, winds coming from the centre of low‑pressure systems in the northern hemisphere blow anti‑clockwise, and clockwise in the southern hemisphere.

• Winds blow everywhere on the Earth. They change on a yearly or daily basis, or can be localised.