Presentation on what atmosphere is, geography 6th grade. Atmospheric composition

Slide 1

Presentation on the topic Atmosphere
The presentation was made by 5th grade student Sidorova Violetta Teacher: Kardanova Yu.R.

Slide 2

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goals and objectives
deepen knowledge about the atmosphere, study the composition of the air, the structure of the atmosphere and the characteristics of the layers, the importance of the atmosphere for the nature of the Earth; the formation of knowledge about the geographical shell - the atmosphere, as a source of existence of life.

Slide 4

Atmosphere - the air envelope of the Earth
The atmosphere is the uppermost shell of the Earth. Its thickness is approximately 2000-3000 km. There is no upper limit to the atmosphere.

Slide 5

Atmospheric composition
The Earth's atmosphere consists of a mixture of gases. This is mainly Nitrogen (N2) - 78%, oxygen (O2) - 21% and the remaining gases - carbon dioxide, water vapor, ozone, helium, hydrogen, argon, etc. - 1%.

Slide 6

The structure of the atmosphere
The thickness of the atmosphere is about 3 thousand km. It contains several layers that differ from each other in temperature and gas composition. The lower layer is the troposphere - the surface of the Earth, but this boundary is relative. Next comes the stratosphere. Even higher are the mesosphere, thermosphere, and exosphere. These are the upper layers of the atmosphere, which pass into outer space at an altitude of 2 - 3 thousand km. above the surface of the Earth.

Slide 7

The troposphere is the lowest layer of the atmosphere, the thickness of which above the poles is 8-10 km, in temperate latitudes - 10-12 km, and above the equator - 16-18 km. The air in the troposphere is heated by the earth's surface, that is, by land and water. Therefore, the air temperature in this layer decreases with height by an average of 0.6 °C for every 100 m. At the upper boundary of the troposphere it reaches -55 °C. At the same time, in the region of the equator at the upper boundary of the troposphere, the air temperature is -70 °C, and in the region of the North Pole -65 °C. About 80% of the mass of the atmosphere is concentrated in the troposphere, almost all the water vapor is located, thunderstorms, storms, clouds and precipitation occur, and vertical (convection) and horizontal (wind) movement of air occurs. We can say that weather is mainly formed in the troposphere.
Troposphere

Slide 8

The stratosphere is a layer of the atmosphere located above the troposphere at an altitude of 8 to 50 km. The color of the sky in this layer appears purple, which is explained by the thinness of the air, due to which the sun's rays are almost not scattered. The stratosphere contains 20% of the mass of the atmosphere. The air in this layer is rarefied, there is practically no water vapor, and therefore almost no clouds and precipitation form. However, stable air currents are observed in the stratosphere, the speed of which reaches 300 km/h. This layer contains ozone (ozone screen, ozonosphere), a layer that absorbs ultraviolet rays, preventing them from reaching the Earth and thereby protecting living organisms on our planet. Thanks to ozone, the air temperature at the upper boundary of the stratosphere ranges from -50 to 4-55 °C. Between the mesosphere and stratosphere there is a transition zone - the stratopause.
Stratosphere

Slide 9

The mesosphere is a layer of the atmosphere located at an altitude of 50-80 km. The air density here is 200 times less than at the Earth's surface. The color of the sky in the mesosphere appears black, and stars are visible during the day. The air temperature drops to -75 (-90)°C. At an altitude of 80 km the thermosphere begins. The air temperature in this layer rises sharply to a height of 250 m, and then becomes constant: at an altitude of 150 km it reaches 220-240 ° C; at an altitude of 500-600 km exceeds 1500 °C.
Mesosphere and thermosphere

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The meaning of atmosphere
All living organisms need air to breathe. Ozone contained in the stratosphere protects living organisms from harmful ultraviolet radiation from the Sun. As a result of human activities, the air becomes dirty. The ozone layer is being destroyed. We need to keep the air clean!

Hello pines, oaks, poplars. Hello pines, oaks, poplars. Hello mountains, forests and fields. Hello to the huts of your native villages. May today be a joyful day

We live at the bottom of the ocean. It, like an invisible blanket, surrounds the Earth and creates a shell called...

ATMOSPHERE

ATMOSPHERE

We have to answer the questions:

• What is the atmosphere?
• What does the atmosphere consist of?
• What is the structure of the atmosphere?

ATMOSPHERE, ITS COMPOSITION, STRUCTURE AND IMPORTANCE THE CONCEPT OF "ATMOSPHERE"

• "Atmos" - (Greek) steam
• “Sphere” – (Greek) ball, shell
Atmosphere - the air envelope of the Earth

COMPOSITION OF THE ATMOSPHERE

textbook page 105

(make a pie chart in your notebook)

nitrogen – 78%

oxygen – 21%

other gases – 1%

(carbon dioxide,

water vapor, ozone,

helium, hydrogen, etc.)

STRUCTURE OF THE ATMOSPHERE

• Exosphere
• Thermosphere
• Mesosphere
• Stratosphere
• Troposphere

STRUCTURE OF THE ATMOSPHERE IMPORTANCE OF THE ATMOSPHERE

Almost all living organisms on earth need air to breathe.

(textbook p. 106)

THE IMPORTANCE OF THE ATMOSPHERE CONQUERING THE ATMOSPHERE STUDYING THE ATMOSPHERE HISTORY OF AERONAUTICATION The first balloon travelers, the French Joseph and Etienne Montgolfier, made the world's first balloon from paper and fabric, and it was lifted by air heated by a brazier. The test flight took place in 1783 in Paris with a crowd of people: the balloon soared 2 km! The first balloon filled with hydrogen was launched in the same year by Parisian professor Jacques Charles, but the rubberized silk of the shell burst at an altitude of 1 km. HISTORY OF AERONAUTATION In November 1783, the first balloon flight took place in Russia. In 1870, balloons delivered mail and food to Paris, besieged by the Prussian army. In 1897, three daredevils flew to the North Pole, but this balloon disappeared without a trace. In March 1999, Brian Jones and Bertrand Piccard made the first trip around the world in the Breitling Orbiter 3 balloon, circling the earth in 19 days. DIFFICULTIES FACED BY TRAVELERS

• Clouds are a thick cold fog in which nothing is visible
• Lack of oxygen, because As altitude changes, the air becomes thinner
• Cold – for every kilometer of altitude the temperature drops by 6°

ANSWER THE QUESTIONS

• What gas is in the air the most?
• What air gas is needed for photosynthesis?
• What air gas is needed for combustion, decay and respiration?
• Why are ozone holes a dangerous phenomenon?
• What is the name of the layer of the atmosphere where you and I live?
• Why do they take oxygen in cylinders in addition to the fuel supply for flights into the stratosphere?

ARE THE LESSON OBJECTIVES ACHIEVED?

• What is the atmosphere?
• What does the atmosphere consist of?
• What is the structure of the atmosphere?
• What is the importance of the atmosphere for our planet?

HOMEWORK

• § 35 (read)
• Complete tasks 1 and 5 (p. 108)
• Find information on the Internet about the characteristics of the upper atmosphere.

Thank you for the lesson!

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Abstract for the presentation

A presentation on the topic "Atmosphere" in geography will help to develop knowledge about the atmosphere. Introduces the greenhouse effect, the ozone shield, and the importance of the atmosphere for our planet. It will help the teacher in conducting the lesson, contains questions to reinforce the material.

1. Spheres of the earth
2. Atmospheric composition
3. Greenhouse effect
4. Ozone screen
5. The structure of the atmosphere
6. The meaning of atmosphere

Format

pptx (powerpoint)

Number of slides

Lemeshkin A.P.

Audience

Words

Abstract

Present

Purpose

• To conduct a lesson by a teacher

Slide 1

Presentation for a 6th grade geography lesson

MBOU Lemeshkinskaya secondary school, Volgograd region

Slide 2

We have to answer the questions:

• What is the atmosphere?
• What does the atmosphere consist of?
• What is the structure of the atmosphere?

Slide 3

SPHERES OF THE EARTH

• ATMOSPHERE
• M.V. Lomonosov 1775

Slide 4

COMPOSITION OF THE ATMOSPHERE

Slide 5

GREENHOUSE EFFECT

• Carbon dioxide and water vapor “save” the planet’s heat

Slide 6

OZONE SCREEN

• Ultraviolet rays Ozone layer

Slide 7

STRUCTURE OF THE ATMOSPHERE

• 55 km
• 8-18 km
• 1000 km

Slide 8

Slide 9

THE IMPORTANCE OF THE ATMOSPHERE

Slide 10

ANSWER THE QUESTIONS

• What gas is in the air the most?
• What air gas is needed for photosynthesis?
• What air gas is needed for combustion, decay and respiration?
• Why are ozone holes a dangerous phenomenon?
• What is the name of the layer of the atmosphere where you and I live?
• Why do they take oxygen in cylinders in addition to the fuel supply for flights into the stratosphere?

Slide 11

ARE THE LESSON OBJECTIVES ACHIEVED?

• What is the atmosphere?
• What does the atmosphere consist of?
• What is the structure of the atmosphere?
• What is the importance of the atmosphere for our planet?

Slide 12

HOMEWORK

• §23 learn, § 24 (pp. 90-91) read
• Find information on the Internet about the name of the upper layers of the atmosphere and their characteristics
• Bring recordings of air temperature observations to the workshop.

Slide 13

Resources used

• Scanned tables from the textbook by V.P. Dronov, L.E. Savelyeva “Geography. Geography" 6th grade - "Bustard", 2007

View all slides

Abstract

Lemeshkin Alexander Petrovich,

Goals:educational –

developing

educational

Equipment

During the classes

Organizing time

Learning new material

Lesson topic: “Atmosphere” ( slide 1)

During the lesson we will answer the questions:

What is the atmosphere called?

What does it consist of?

The structure of the atmosphere.

slide 2)

Lithosphere (define)

slide 3)

Atmospheric composition

slide 4

Oxygen

slide 4, by click)

Carbon dioxide

slide 5, click on it)

Nitrogen

slide 5, click)

Air impurities

Ozone

(slide 6)

solid impurities

The structure of the atmosphere

slide 7

The structure of the atmosphere

Layers of the atmosphere	Upper limit (km)	Features of air	Presence of moisture and clouds	Temperature Features
Troposphere	8-10 or 16-18 km	Contains 4/5 of all air
Stratosphere		Contains thin air
Upper atmosphere	Approximately 1000 km	There is almost no air	No moisture or clouds

1st group:

2nd group:

3rd group:

4th group:

5th group:

6th group:

Protection against falling meteorites

(slide 9)

Consolidation

Answer the questions (slide 10):

Reflection.

(slide 11)

Homework (slide 12)

Lemeshkin Alexander Petrovich,

Geography teacher MBOU Lemeshkinsky secondary school

Rudnyansky district, Volgograd region

Geography lesson in 6th grade “Atmosphere, its composition, structure and meaning”

Goals:educational – deepen knowledge about the atmosphere, study the composition of the air, the structure of the atmosphere and the characteristics of the layers, the importance of the atmosphere for the nature of the Earth;

developing– develop universal learning activities: the ability to independently set goals and plan work, work with a textbook, fill out tables, analyze, compare;

educational– continue the formation of environmental thinking and interest in natural sciences, develop the ability to work in pairs, evaluate the work of comrades and self-esteem

Equipment: presentation, handouts - tables for self-completion

During the classes

Organizing time

Greeting students, getting ready to work

Learning new material

Determining the topic and objectives of the lesson

Guys, guess the riddle: “We live at the bottom of the ocean. It, like an invisible blanket, surrounds the Earth and creates a shell called ... (atmosphere)."

So what will we study in today's lesson?

Lesson topic: “Atmosphere” ( slide 1)

What exactly will we need to learn about the atmosphere? Suggest your options for lesson objectives

During the lesson we will answer the questions:

What is the atmosphere called?

What does it consist of?

The structure of the atmosphere.

The importance of the atmosphere for the Earth. (Lesson objectives open at slide 2)

Definition of "atmosphere"

What is atmosphere? (listen to different versions, choose the best one and write it down in a notebook)

Atmosphere is the air envelope of the Earth. This term was proposed by M.V. Lomonosov in 1775.

Guys, what other shells of the Earth do you know?

Lithosphere (define)

Hydrosphere (define) (open slide 3)

Atmospheric composition

So, let's move on to studying the composition of the atmosphere. What do you know about this issue?

(Air is a mixture of gases. It consists of oxygen, carbon dioxide (perhaps some of the students will name nitrogen) I open slide 4– diagram on click. I wonder what the composition of the atmosphere is and what proportion each gas occupies in the atmosphere?

For a few minutes we will turn into chemists of the 17th and 18th centuries studying this question.

Oxygen

Air is invisible, so how can we prove that it contains oxygen? (If there were no oxygen, there would be no breathing or combustion)

How to determine what part of the air is oxygen? (Phosphorus, the combustion products of which are not gaseous, was burned under a glass bell lowered into a bowl of water. The water in the bell rose by 1/5. What% of oxygen is in the air? That’s right, 20%, or more precisely, 21%) ( slide 4, by click)

Carbon dioxide

How do we prove that there is carbon dioxide in the air? (Living things release it when they breathe; if it were not there, plants would not have photosynthesis) Do you think there is a lot of carbon dioxide in the air? (Little) Why? (It is absorbed by plants) That's right, there is very little carbon dioxide in the air, only 0.03%. How are carbon dioxide stores replenished, other than by breathing? (Fuel burning and volcanic eruptions)

At the dawn of our planet, the ratio of atmospheric gases was completely different. There was a lot of carbon dioxide, but there was no oxygen at all. Why did the composition of the atmosphere change? (Living creatures appeared, plants changed the composition of the atmosphere)

Carbon dioxide, in addition to participating in photosynthesis, plays another important role on Earth: together with water vapor, it retains heat in the atmosphere (a story about the greenhouse effect, slide 5, click on it)

Nitrogen

So, oxygen in the atmosphere is 21%, carbon dioxide is 0.03%, but what gas occupies most of the atmosphere? Find information in the textbook in Fig. 80 (Nitrogen, its 78%) ( slide 5, click)

Nitrogen literally means “lifeless.” The scientist who discovered it in the atmosphere put a mouse under a cap with nitrogen, and it died. Why did the mouse die? (There was no oxygen). It is now argued that nitrogen, on the contrary, is one of the most important elements in living things. Without it there would be no proteins or DNA. Nitrogen from the air is captured by soil bacteria and converted into salts, and plants absorb it from the soil through their roots.

Air impurities

What else is included in the atmosphere? Almost 1% of some gases remain. Find information in the text of the textbook. (These are water vapor and ozone)

Ozone - this is modified oxygen, its molecules consist not of two, but of three atoms.

Using the textbook text, answer the questions: -Where does ozone come from in the atmosphere? (Formed from oxygen during a thunderstorm) - What role does it play? (Forms an ozone layer at an altitude of 20-30 km, this ozone screen protects all living things from the harmful radiation of the sun (I add – UV radiation from the sun, which causes burns and cancer) (slide 6)

What kind of solid particles are in the air? (Of course, this includes dust, plant spores, pollen, and microorganisms. They are called solid impurities air. They play a role along with water vapor in the formation of clouds).

The structure of the atmosphere

On the question of the structure of the atmosphere, its layers and their features, I propose to work independently in pairs with the text on page 89 and figure 82 and after 5 minutes report the result of searching for answers to the questions that I will give you.

Work in pairs (small groups) on questions usingslide 7 , Figure 82 and textbook text on page 89. After 5 minutes of preparation, move on to a discussion, then to filling out the tables yourself, followed by self-testing (slide 8):

The structure of the atmosphere

Layers of the atmosphere	Upper limit (km)	Features of air	Presence of moisture and clouds	Temperature Features
Troposphere	8-10 or 16-18 km	Contains 4/5 of all air	Contains almost all moisture and a lot of clouds	Decreases with altitude, reaching -550C
Stratosphere		Contains thin air	Very little moisture, almost no clouds	It increases with altitude, reaching 00C
Upper atmosphere	Approximately 1000 km	There is almost no air	No moisture or clouds	Temperature drops with altitude to -2700C

1st group:

What is the name of the lowest layer of the atmosphere? How thick is it at the poles and above the equator? Suggest why the thickness of this layer is different. How is it determined exactly where this layer ends? (Troposphere; at the poles 8-10 km, above the equator 16-18 km. This layer contains 4/5 of all atmospheric air, and the temperature in it decreases with height, reaching -550C at the upper limit. The teacher should add that, for example, 8 km is like from Lemeshkino to Novokrasino, and 18 km to Sadovoy. And the temperature then, for example, in Lemeshkino is 00, and in Sadovoy -550)

2nd group:

Which layer of the atmosphere is called the weather factory? Where is this layer located? Why is it called that? Give two or three pieces of evidence that this is indeed a true statement. (This is the troposphere - the lower layer of the atmosphere. Evidence that the troposphere is a weather factory: 1) This is the lowest layer of the atmosphere, so it is responsible for the weather on the surface of the earth 2) All the moisture in the atmosphere is concentrated here, so clouds and precipitation form here. 3) There is a constant movement of air here and a wind is formed that brings cold or warm air.)

3rd group:

What is the second layer of the atmosphere (from the surface of the earth) called? At what height are the top and bottom boundaries of this layer? What signs were used to establish that these are the boundaries of this layer? (This is the stratosphere; the lower limit is from 8 to 18 km, depending on the position above the poles or the equator; the upper limit is at an altitude of 55 km. The boundaries of the troposphere were established according to the following criteria: 1) there is still rarefied air in it 2) there is very there is little water vapor and clouds 3) in it the air temperature increases with altitude from -550 to 00.

4th group:

In which layer of the atmosphere is the ozone layer located? How high above the ground is it located? Why is the ozone layer called the ozone shield? Why can you find signs of living beings below this layer - spores, pollen, microorganisms - but above it there are no signs of life? (The ozone screen is located in the lower part of the stratosphere, at an altitude of 20-30 km. It reflects ultraviolet rays from itself, therefore it is called a protective screen. Above the ozone layer, all living beings burn in ultraviolet radiation)

5th group:

What heats up more – the surface of the earth or the air? In which layer of the atmosphere does the temperature decrease with height? Why? What happens to the air temperature in the next layer of the atmosphere? Why is this happening? (To answer the question, remember that part of the sunlight passes through the atmosphere, and part is reflected from the clouds - see Fig. 83 on page 91) Why is there cosmic cold in the uppermost layers of the atmosphere - temperatures below 2700? (In the troposphere, the temperature decreases with height, since the sun heats the earth more than the air, and the closer to the earth, the more the air from the earth warms up. Above the troposphere, in the stratosphere, it becomes warmer, because some of the sun's rays are reflected from the dense air of the troposphere and from the ozone screen; these rays heat the rarefied air of the stratosphere. At high altitudes there is practically no air, there is a vacuum, and it is not able to absorb the sun's rays and be heated by them.)

6th group:

Using Figure 81, tell us about the importance of the atmosphere on our planet. Why is there no life on other planets in the solar system?

(-Protection from harmful solar and cosmic radiation;

Conditions for the life of plants and animals;

Protection of the earth's surface from overheating and hypothermia;

Conditions for the formation of sounds, winds, precipitation;

Possibility of weathering of hard rocks (formation of sand, clay and soil in their place)

Protection against falling meteorites

On other planets there is no such atmosphere, no water and no temperatures normal for life.) (slide 9)

Consolidation

Answer the questions (slide 10):

What gas is in the air the most? (Nitrogen)

What air gas is needed for photosynthesis? (Carbon dioxide)

What air gas is needed for combustion, decay and respiration? (Oxygen)

Why are ozone holes a dangerous phenomenon? (UV rays are harmful to life)

What is the name of the layer of the atmosphere where you and I live? (Troposphere)

Why do they take oxygen in cylinders in addition to the fuel supply for flights in the stratosphere? (The air is thin there, and combustion of fuel would be impossible)

Reflection.

Sum up today's lesson. What new have we learned? Have all lesson objectives been achieved? (slide 11) Who do you think can be graded for the lesson today? What ratings would you give yourself?

Homework (slide 12)

Download abstract

Synopsis of a training session using DOC

City: Magnitogorsk

OU: MOU "S(k)OSH No. 24"

Teacher: Solomina I.I.

Topic of the training session: Atmosphere: composition, structure, study.

Duration of training session: 45 min.

Type of educational lesson: lesson built using elements of search, problem and project technologies.

Goals (educational, correctional - developmental, educational) of the training session:

1. To form in students an idea of ​​the structure and study of the atmosphere, the composition of air.

Development of skills in working with textbook texts and slides.

2. Improving the higher mental functions of children with mental retardation. Correction and

development of perception, memory, thinking.

3. Fostering an environmental culture and a positive attitude towards the environment

environment, the desire to understand the world.

Equipment:

1. Computer class (local network);

2. Textbook. “Beginner geography course. 6th grade". T.P. Gerasimova, N.P.

Neklyukova. - M.: Bustard, 2013.

3. Multimedia course “Geography 6th grade”.

4. Interactive application on geography. 6-7 grade.

Didactic materials for the training session: presentation on slides “Atmosphere: composition, structure, study”, 30 slides, compiled by Solomina I.I.

Speech warm-up. Teacher's activities.

Slide demonstration No. 2. Clearly pronounce the names of the continents, then the oceans.

Slide demonstration No. 3. What shells surround our planet? What are they made of?

Student activity. Work with slide number 3.

The lithosphere is the hardest shell, consisting of rocks.

Hydrosphere is the watery shell of the Earth.

The atmosphere is a shell consisting of air.

The biosphere is a shell formed by living organisms.

Teacher's activities. We see rocks, water, plants and animals, observe them, and feel them. Try to prove that air also exists, although we cannot see it.

Students are divided into groups, each is given an object with which they need to prove the existence of air.

Student activity. Receive items: a children's spinning toy (activate the blades by blowing on them - this is the proof), balloons (inflate them), an empty plastic bottle with a lid (if you remove the lid, the bottle is easily deformed, wrinkled, with the lid closed this cannot be done - the air is in the way), maracas, a rattle, bells or a drum with the sign “Sound is the vibration of air” (reproduction of any sound proves the presence of air).

Teacher's activities. Slide demonstration No. 4. Familiarize students with the lesson plan.

1. The atmosphere and its boundaries.
2. Compound.
3. Structure.
4. Meaning.
5. Studying.

Slide demonstration No. 5. We determine the boundaries of the atmosphere. Groups receive questions. We work with the text of the textbook. (Corrects inaccurate answers).

The lower boundary of the atmosphere...

The upper limit of the atmosphere...

What holds the atmosphere near the Earth?

What prevents air molecules from falling to the surface of the Earth?

Student activity. After working with the textbook, the answers are read out.

The lower boundary of the atmosphere coincides with the surface of the Earth.

The upper boundary of the atmosphere at an altitude of 2000-3000 km gradually passes into outer space.

Earth's gravity holds the atmosphere near the Earth.

The constant movement of air molecules prevents air molecules from falling to the surface of the Earth.

(Write down data on the upper boundary of the atmosphere in your notebook).

Teacher's activities. Slide show No. 6-9.

Let's move on to studying the issue of air composition. Distribute printed charts to groups of students. The chart types are different (bar, donut, pie), but the information is the same.

Student activity. They identify information from the existing diagram, introduce it to everyone else, and draw conclusions. (Nitrogen-78%, oxygen-21%, other gases-1%).

Teacher's activities. Slide show No. 10-12.

The table will help us study the following question about the structure of the atmosphere; it contains characteristic features of all layers of the atmosphere. You need to match the features to the layers. To do this, we will work with the atlas on page 30 and the textbook on page 106, and also watch the plot of the video lesson http://videouroki.net/view_post.php?id=291

Student activity. Work in groups to find signs of the troposphere, stratosphere or upper atmosphere, then read out their data, listen to others and fill in all the remaining columns of the table.

	Characteristic sign	Troposphere	Stratosphere	Upper atmosphere
	The thickness of the layer is 18 km.
	Extends to an altitude of 50 km.
	The composition is dominated by hydrogen.
	At an altitude of 20-30 km, the temperature rises.
	Flying there, they see the sky not blue, not violet, but black.
	It contains almost all water vapor, as well as dust, ash, and carbon dioxide.
	The upper boundaries of this layer are at an altitude of 2000-3000 km.
	Contains ozone gas.
	Clouds form, precipitation falls, and winds blow.
	For every kilometer of altitude, the temperature drops by 6°C.
	An aurora appears.
	Absorbs harmful ultraviolet rays.

Evaluate the completed table yourself using slide No. 12 and the rating scale.

0 errors - “5”

1-2 errors - “4”

3-5 errors - “3”

6 or more errors - “2”

Teacher's activities. Slide show No. 13-16.

We study the meaning of atmosphere using problematic questions. Distribute printed questions to groups. Students must connect the answer to the question with the meaning of atmosphere.

1. Slide number 13. What is the reason for the appearance of craters on the surface of the Moon? Why is the surface of the Earth so different from the surface of the Moon? (Answer: On the surface of the Moon there are a large number of craters that were left from impacts with meteorites. The surface of the Earth is protected by the atmosphere from encounters with small meteorites. They burn up in the atmosphere).
2. Slide number 14. Why are double glass or double frames installed in house windows? (Answer: There is air between the double glasses, which stops heat exchange. The atmosphere plays the same role for the planet. The territory of the Earth where night has fallen is not overcooled, but where during the day it is not overheated).
3. Slide number 15. How do sun rays affect human skin? (Answer: Under the influence of ultraviolet rays, our skin changes color: we tan. These rays are very dangerous for living organisms in large quantities, but the atmosphere protects all living things by scattering ultraviolet rays). After the students answer, the teacher clarifies: 90 % ultraviolet rays are scattered by the atmosphere.
4. Slide number 16. Lunar landscape. Could this be possible? A picture is presented in which a horse gallops between lunar craters, and a bird flies past a tree growing on the surface of the Moon. (Answer: This cannot be, because all living organisms need air to breathe, but there is no atmosphere on the Moon).

Student activity. After all the answers, a conclusion or generalization is made about the meaning of the atmosphere.

Teacher's activities. Slide show No. 17-20.

The atmosphere is studied using a number of instruments, some of which are on the slide. Write down their names in your notebook. Now you will receive instructions for these devices, but they have one drawback - they do not indicate the name of the device. Your task, using your knowledge or by the method of elimination, thinking logically, you must determine the name of the device, and then find it in the fillword on the interactive board (using an interactive application on geography for grades 6-7. Planet Publishing House, application developer E.L. Skleinov) .

Instruction No. 1

A device for measuring atmospheric pressure was invented by the Italian scientist Evangelista Torricelli in 1644.

It shows the atmospheric pressure acting on a corrugated thin-walled metal box in which a vacuum is created. When atmospheric pressure decreases, the box expands slightly, and when atmospheric pressure increases, it contracts and acts on the spring attached to it. In practice, several (up to ten) boxes are often used, connected in series, and there is a transmission system that turns a pointer moving along a circular scale.

Benefits of measuring barometric pressure: Needless to say, it helps meteorologists predict the weather. First of all, weather-sensitive people need atmospheric pressure readings. The pressure level begins to change before the weather changes, which means that by monitoring the pressure variable you can prepare for possible health problems. People with cardiovascular diseases, hypotension and hypertension, migraines and other diseases react to the weather. Timely intake of the necessary medications will reduce the risk of exacerbation of the disease during weather changes.

A freely swinging metal plate can be installed on the device, perpendicular to the direction of the wind, and the wind force is determined by the angle of its deviation from the vertical. Modern instruments use a lightweight propeller to determine wind force.

Instruction No. 5

A device for measuring atmospheric liquid and solid precipitation. It consists of a vessel (bucket) with a receiving area of ​​200 cm2 and a height of 40 cm, where precipitation is collected and special protection that prevents precipitation from being blown out of it. The device is installed so that the receiving surface of the bucket is at a height of 2 meters above the soil. The amount of precipitation in millimeters of water layer is measured using a measuring cup with divisions marked on it. Solid precipitation is measured after it has melted.

Student activity.

Answers: No. 1 - barometer; No. 2 - hygrometer; No. 3 - thermometer; No. 4 - weather vane; No. 5 - precipitation gauge.

After group discussion, students find these words on the interactive board.

Teacher's activities. Slide demonstration No. 21.

To consolidate the material, let's solve the problem. Let's apply the rule. When you rise by 1000 meters, the temperature drops by 6° C.

Student activity.

Problem condition: At the foot of the Pamir Mountains, the air temperature is +36°C.

What temperature will it be at an altitude of 6000 meters?

1. 6000: 1000 = 6 (T°C will decrease 6 times when rising by -6°C)
2. 6 × 6 = 36 (-36°C would be T°C if it were 0°C at the foot of the mountain)
3. 36 - 36 = 0 (degrees)

Answer: 0°C

Teacher's activities. Slide demonstration No. 22.

Each student receives a sheet with tasks (as on slide No. 22). It is not performed in groups, but individually.

1. Arrange the plasticine pieces of different sizes so that they show the layers of the atmosphere in the correct order.
2. Draw a solid line at the upper boundary of the atmosphere, taking into account the radius of the Earth.

Student activity.

Complete and check using slide No. 23. When grading, 2 points are added (if both tasks are completed correctly)

Teacher's activities. Slide demonstration No. 24.

1. Study §35, prepare a retelling.*
2. Answer questions 1-3**
3. Repeat terms.
4. Make up a story based on picture 67.

If there is time left, we solve the problem. (Slide No. 25)

Calculate the air temperature outside an airplane flying at altitude

10,000 meters, if at the earth’s surface it is +10°C?

1. 10000: 1000 = 10 (T°C will decrease 10 times with an increase of -6°C)
2. 10 × 6 = 60 (-60°C would be T°C if it were 0°C at the foot of the mountain)
3. - 60 + 10 = - 50 (degrees)

Answer: - 50°C

Slide number 26. This is what a radiosonde looks like.

Slides No. 27-30. Balloons. Original form. Indian multimillionaire Vijyapat Singhania set a hot air balloon flight altitude record, rising to a height of more than 21 kilometers.