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
atmosphere where most of the weather takes place. their seats and write down as many key words as they can remember. 1 lesson (1 hour) Key idea 2.1: The atmosphere operates as a global system transferring heat and energy. Suggested learning objectives: To investigate the global pattern of ocean currents and how these are linked. To name the main ocean currents, such as the Gulf Stream and North Atlantic Drift. Currents like the Atlantic Drift bring much of the rainfall to the UK. To recognise the global pattern of ocean currents and understand how these are linked to the passage of 2.1b How circulation cells and ocean currents transfer and redistribute heat energy across the Earth. Key words Gulf stream North Atlantic Drift Ocean currents Prevailing winds Global Starter Review clip: use the video (How does the Climate System work?) on this link key words and understanding from last lesson. Review tricellular model. Main activity On a blank outline map of the world students could draw on the different ocean currents focusing on direction and ocean temperature. Clearly label the main currents such a Gulf Stream and North Atlantic Drift. Use two resources or similar images to introduce. - ocean current map - ocean current map Focus on two important currents. 1) The Gulf Stream and 2) The North Atlantic Drift. Consider what part these play on the weather of the UK. How do these link to air masses? Explain how these ocean currents influence the climate of the UK. Compare the UK climate with a climate at the same latitude in North America. Describe the differences. Plenary Hangman – in choose some key words from this lesson.
Suggested learning objectives: To understand that human activities produce greenhouse gases. To analyse the growth of greenhouse gases and what contributes to it. Be able to explain the enhanced greenhouse effect (as well as the natural greenhouse effect). (carbon dioxide, methane) that cause the enhanced greenhouse effect. Key words Anthropogenic – Greenhouse gases Greenhouse effect Enhanced Greenhouse effect What do they show? Why do they show an increase in Co2 and an increase in temperature? What might have caused this? What is the relationship between the Keeling curve and the Hockey Stick graph? Main activity Draw a diagram to show how the natural greenhouse effect Annotate it to show how the enhanced greenhouse effect works. Interpret topological maps to describe CO2 emissions by country; suitable topological maps can be found on the Worldmapper website: Suggest reasons for the country proportions. Work in pairs to compare findings with other maps and present findings to the class. Produce a table of greenhouse gases (name, sources, formula, and contribution to warming). Draw a line graph of growth in greenhouse gases and growth in global warming gases. Describe and explain the graph. Plenary Class debate based on last the two lessons. Split into groups and each group considers one of the following questions. Do you think there is enough evidence to support global warming? To what extent are we accountable for the recent enhanced greenhouse effect? Or is it part of a natural cycle? 1 lesson (1 hour) Key idea 2.3: Global climate is now changing as a result of activity. 2.3b: Negative effects that climate change is having on the environment and people (changing patterns of crop yield, rising sea Global Starter Have a look at this site to get an overview of some of the impacts. Main activity (option 1 computer room)
and gone through cycles over time. To learn how to construct and analyse climate graphs. An exam-style question could be used to develop some skills. Using one of the graphs from the Met Office website, describe how the climate of the UK has changed. Plenary Draw your learning. Students illustrate what they have learnt from the lesson and use a maximum of 30 to describe each picture. 1 lesson (1 hour) Key idea 2.4: The UK has a distinct climate which has changed over time. Suggested learning objectives: To understand the factors affecting the UK’s climate, and how temperature, rainfall and prevailing vary spatially. 2.4b: Spatial variations in temperature, prevailing wind and rainfall within the UK. Key words Spatial variations Prevailing winds Precipitation UK Students can interpret and draw climate graphs for different areas of the UK and draw comparisons. Starter You could use this link from the Met Office website Use some of the maps on the website to prompt discussion about variations in the UK weather. Main activity Use data to plot and then annotate a climate graph for a UK location. Draw maps comparing and contrasting temperature, wind and rainfall for the UK. Draw a sketch map of the British Isles and divide it into four climate areas. Annotate the map with key information about the climate. Include maximum temperature, minimum temperature, range of temperatures, total precipitation. Explain the differences in patterns. Outline the five main factors; describe the temperature and rainfall patterns in the UK Plenary In 50 words describe how temperature, rainfall and wind varies across the UK. 1 lesson (1 hour) Key idea 2.4: The UK has a distinct climate which has 2.4c: The significance of the UK’s geographic location in relation to its climate. UK Starter Give students five minutes to write down all the things that they think may affect the climate of the UK. Work in pairs or groups. Then summarise on the board as a tally chart or spider map.
in the northern hemisphere; they can be over 100km in diameter with and eye up to 60 km in diameter. To the times of the year when cyclones form. calendar the different season for the different regions. Why do hurricanes eventually lose speed and energy? If teaching during tropical cyclone season, actively track and map a cyclone live using GIS – Storm Tracker: Map the track to establish how the characteristics change over time, i.e. size, wind speed, direction etc. Plenary Spot the deliberate mistake. Show statements about the formation of tropical cyclones. Students to spot the mistakes. Discussion: is there a link between climate change (global warming) and the increase in frequency and severity of tropical storms? Why might we be getting stronger cyclones more often? Link back to what students have learnt in the lesson. 2 lessons (2 hours) 1 lesson on each located example Key idea 2.6: There are various impacts of and responses to natural hazards caused by tropical cyclones depending on a country’s level of development. Suggested learning objectives: To understand that the social, economic and environmental 2.6a: Reasons why tropical cyclones are natural weather hazards (high winds, intense rainfall, storm surges, coastal flooding and landslides. 2.6b: Different social, economic and environmental impacts that tropical cyclones can have on a developed and emerging or developing country. 2.6c: Different responses to tropical Philippines USA Use of weather and storm surge data to calculate magnitude Use of social media source, satellite images and data to Starter Issue students with a set of jumbled information cards – high winds, rainfall, floods, storm surges, damage to property, evacuation of people, pressure on emergency services, landslides, looting, loss of business, disruption to transport, loss of communication links, salinisation, coastal erosion, etc. Students to separate cards into Primary and Secondary effects of hurricanes. Main activities Discuss with students that some hurricanes are stronger than others. Go to the following site to about hurricane intensities and how they are categorized according to wind speed: How is the strength of a hurricane measured? Discuss the Saffir-Simpson scale:
Students to create a newspaper-style report based on independent research. Try and include eyewitness accounts or statements, or, for a greater challenge, use a case study fact file which has been produced as a homework exercise prior to the lesson. Produce a poster or pamphlet to warn residents of the arrival of an impending tropical cyclone. Disaster prevention includes having the supplies on hand to weather a or evacuation. Make sure your Disaster Supply Kit includes all the essential items. Put together a disaster plan for a family living in the Philippines. Plenary presentations. One minute each summarising impacts and responses. Drought 1 lesson (1 hour) Covers Key ideas 2.7a and 2.7b and 2.7c Key idea 2.7: The causes of drought are complex with some locations more vulnerable than others. Suggested learning objectives: To recognise the characteristics of arid environments and establish the difference 2.7a: Characteristics of arid environments compared to the extreme weather conditions associated with drought. Key words Aridity Drought vulnerability South Africa California Use and interpretation of graphs showing medium term rainfall trends. Starter One minute to list as many arid (dry) countries as students can. Feedback (environments are classed as arid if they receive less than 250mm of rain fall annually). students with some images of arid environments. In pairs discuss the characteristics and feed back to the class. Main activity 1 Students work in groups on different arid locations to produce a presentation or poster on the characteristics such as little rainfall, large temperature variations, little vegetation, poor soils, etc. Show some images of the vegetation. Describe what it is like.