Presentation is loading. Please wait.

Presentation is loading. Please wait.

Lesson Objectives Students should understand how the Earth’s atmosphere is structured Students should be able to describe and explain the changes in temperature.

Published byAmice Edwards Modified over 9 years ago

Similar presentations

Presentation on theme: "Lesson Objectives Students should understand how the Earth’s atmosphere is structured Students should be able to describe and explain the changes in temperature."— Presentation transcript:

1 Lesson Objectives Students should understand how the Earth’s atmosphere is structured Students should be able to describe and explain the changes in temperature and pressure with height through our atmosphere

2 The atmosphere is dynamic – Atmospheric structure and Insolation. 1. Describe the major trends around the vertical structure of the atmosphere diagram. 2. Read Waugh page 206 3. What is the difference between weather and climate? 4. Explain the patterns you noted in task 1. 5. Around the composition table add the functions of the different gases in the atmosphere. 6. Describe and explain the diagram to one another in pairs 7. Warning - Demonstration task at the end.

3

Download ppt "Lesson Objectives Students should understand how the Earth’s atmosphere is structured Students should be able to describe and explain the changes in temperature."

Similar presentations

Deserts By the end of this lesson you will be able to:

Deserts By the end of this lesson you will be able to:
TURN TO A NEW PAGE AND WRITE THE UNIT TITLE WEATHER & CLIMATE.

TURN TO A NEW PAGE AND WRITE THE UNIT TITLE WEATHER & CLIMATE.
Chapter 22 Section 1 Review Page 554 (1-8)

Chapter 22 Section 1 Review Page 554 (1-8)
3.01 Investigate the water cycle including the processes of: Evaporation. Condensation. Precipitation. Run-off.

3.01 Investigate the water cycle including the processes of: Evaporation. Condensation. Precipitation. Run-off.
Weather and Climate- Day 2 The Sun’s Energy Ch. 17.

Weather and Climate- Day 2 The Sun’s Energy Ch. 17.
1. Try to produce a flow chart from the text I read to you 2. Look at pages 208 to 209 of David Waugh and answer the following; a) Describe how the.

1. Try to produce a flow chart from the text I read to you 2. Look at pages 208 to 209 of David Waugh and answer the following; a) Describe how the.
Geog 110 - Introduction to Meteorology TA: Rodrigo Bombardi (Rod) Office hours: Mon. 3:00 - 4:00, Wed. 4:00 – 5:00 Office: 4832.

Geog Introduction to Meteorology TA: Rodrigo Bombardi (Rod) Office hours: Mon. 3:00 - 4:00, Wed. 4:00 – 5:00 Office: 4832.
Objectives Students should understand how depressions form Students should be able to make full use of diagrams Students should be able to produce a sequenced.

Objectives Students should understand how depressions form Students should be able to make full use of diagrams Students should be able to produce a sequenced.
Describe and explain the patterns on figure 9.49,any anomolies to the general pattern.

Describe and explain the patterns on figure 9.49,any anomolies to the general pattern.
Objectives 1.Students should know what anticyclones are 2.Students should recognise the link between anticyclones and lapse rates and upper air flow in.

Objectives 1.Students should know what anticyclones are 2.Students should recognise the link between anticyclones and lapse rates and upper air flow in.
Bell Ringer Get out your notebook and prepare to take notes on Chapter 8 From Chapter 1, how do we plot points on a graph? i.e. −2, 4.

Bell Ringer Get out your notebook and prepare to take notes on Chapter 8 From Chapter 1, how do we plot points on a graph? i.e. −2, 4.
Why does it rain so much in the UK? Add in as many answers as possible.

Why does it rain so much in the UK? Add in as many answers as possible.
9/17/13 15th Day of School Learning Goals: I will be able to explain the properties of Earth’s atmosphere using examples. I will be able to describe dust.

9/17/13 15th Day of School Learning Goals: I will be able to explain the properties of Earth’s atmosphere using examples. I will be able to describe dust.
The climate system LO: Be able to describe the climate system Be able to explain the main influences on climate.

The climate system LO: Be able to describe the climate system Be able to explain the main influences on climate.
Global warming and climate change – the causes. Temperatures are rising.

Global warming and climate change – the causes. Temperatures are rising.
Aspire: Challenge: Aspire: Challenge: Bell Task! On your table, decide what the word ‘climate’ means and think of some reasons why some places have different.

Aspire: Challenge: Aspire: Challenge: Bell Task! On your table, decide what the word ‘climate’ means and think of some reasons why some places have different.
Good morning! BELL Work (4 min.) Back to normal! Set up today’s pages 90-91 Under the IN on the top of page 90, Copy the questions below to answer during.

Good morning! BELL Work (4 min.) Back to normal! Set up today’s pages Under the IN on the top of page 90, Copy the questions below to answer during.
< BackNext >PreviewMain Exploring Space Chapter 22 Preview CRCT Preparation.

< BackNext >PreviewMain Exploring Space Chapter 22 Preview CRCT Preparation.
Unit 4: Global Challenge Introduction to Atmospheric Processes Aim: What are the fundamental parts of ‘Weather & Climate’? Key points to learn/ revise…

Unit 4: Global Challenge Introduction to Atmospheric Processes Aim: What are the fundamental parts of ‘Weather & Climate’? Key points to learn/ revise…
21/10/2010 The Global Heat Budget. 2 absorbed by clouds and dust, water vapour and other gases in the atmosphere absorbed by surface reflected by clouds.

21/10/2010 The Global Heat Budget. 2 absorbed by clouds and dust, water vapour and other gases in the atmosphere absorbed by surface reflected by clouds.

Similar presentations

Ads by Google