Personally-oriented lesson-presentation “African climate”. Personally-oriented lesson-presentation “Climate of Africa” Equatorial climate zone

Class: 7

Presentation for the lesson

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The model of interaction between teacher and student in the lesson is active learning, centered on the student and the completion of the task. The role of the teacher is a consultant, an expert who guides activities. The basic outline is built according to the teacher’s ready-made scheme, but the teacher does not give everything at once in a ready-made form, but gradually logically leads to each part of the material. Students are encouraged to find solutions to questions themselves using cartographic material.

Target: To familiarize students with the climate of Africa.

Tasks:

• teach the principles of constructing a supporting outline. Learn to characterize the climate in different climatic zones using a reference summary;
• develop the ability to work with climate maps, analyze, draw conclusions, and establish cause-and-effect relationships;
• develop cognitive interest and geographical thinking of students.

Expected learning outcome.

• Ability to mark information on the outline of a continent using symbols.
• Ability to search climate indicators on maps and characterize the climate.
• Draw conclusions about the influence of climate-forming factors on climate.

Equipment: computer, projector, speakers, presentation for the lesson, map of Africa, atlas, overhead projector, material for the overhead projector (climatograms - Annex 1 ), colored pencils, outline of the continent made of cardboard.

Lesson type. Learning new material.

Working methods. Verbal (explanation, frontal work with the class, individual assistance), visual (demonstration of a multimedia presentation, overhead projector material), practical (working with a map, constructing a reference note on the contour of the continent).

DURING THE CLASSES

1. Updating the topic

A didactic technique is the formulation of a problem situation, a problematic question.

Teacher. We continue our study of the African continent. I was once asked if Africa is really the hottest continent on the planet? And do you need to take warm clothes with you when going on a trip to Africa?
This is what we have to find out. Slide 1- topic of the lesson.

2. Learning new material

Teacher. Today you will try not to write the notes in a notebook, but to draw them. We will build a supporting summary with you, where we will mark the information in the form of symbols.

Slide 2(steps for constructing a supporting summary appear on one slide when you press Enter or the down arrow)

(Enter) Trace the outline of the continent in your notebook, orienting it correctly.
(Enter) Designate the equator, northern and southern tropics

Question. How does geographic location affect climate?

Suggested answer. The climate zones located in the territory depend on the location.

Using a map of climate zones, the children determine which of them are located in Africa.
(Enter) Using a map, indicate the boundaries of climatic zones.
(Enter) Color and sign the names in the legend.

Question. Is there at least one cold zone on this list?

Suggested answer. No

Question. Which climatic zones are main and which are transitional?

Suggested answer. Main: tropical, equatorial. Transitional: subtropical, subequatorial.

Teacher. Let's try to characterize the climate zones. Let's start with the equatorial one.

Suggested answer. Equatorial – moist, warm.

Children in the 7th grade often find it difficult to name climate characteristics from memory.

Teacher. The atlas contains special maps. Which will help you easily name the climatic indicators of the zones. The teacher shows the principles of reading climate maps.

Expected result. Ability to read average and maximum climate indicators (temperature and precipitation).

(Enter) On the contour in the equatorial zone we indicate humidity and temperature using symbols.

The tropical zone is filled using the same principle. After students answer, press v or Enter answers appear.

Teacher. On a physical map of Africa, find and name the deserts.

Expected result. The guys name the deserts (Sahara, Libyan, Nubian, Kalahari, Namib)

Teacher. We have described the main climatic zones. How does the climate change in transition zones?

Expected result. The guys name the principles of climate change by season in transition zones.

Teacher. On our reference note the change air masses We will mark with large arrows red for summer, blue for winter.
(Enter) designation in the legend
(Enter) drawing arrows on the outline

Expected result. Students draw symbols and comment (in the subequatorial zone in summer, air masses blow from the equatorial belt, so summer will be warm and humid; in winter, air masses blow from the tropical zone, so winter will be hot and dry. In the same way, fill in and comment on the climate of the subtropical belt)

Teacher. We have already examined and described some climate-forming factors: geographic latitude and circulation of air masses. What other factors can influence climate?

Suggested answer. Currents, relief, distance from the sea.

Teacher. On a physical map of the continent, find and name the ocean currents that wash Africa.

Suggested answer. Guinea and Mozambique are warm, Benguela is cold.

(Enter) plot the currents on the contour.

Question. How do currents affect climate?

Suggested answer. Warm – increases the air temperature by several degrees and promotes the formation of precipitation; cold – lowers the temperature and does not contribute to the formation of humidity.

Teacher. Using climate maps, prove these statements.

Expected result. The guys name climate indicators in places where currents flow, compare them with other nearby places where currents do not flow, and thereby prove the influence of currents. In the case of the cold Benguela Current, it is necessary to mention the formation of the Namib Desert.

Teacher. Draws attention to precipitation indicators in the northern and southern tropical zone Africa.

Question. Why do you think the northern tropical zone is so dry and has a lot of deserts, while the southern tropical zone is much wetter?

Suggested answer. The northern part is larger and central areas further away from the ocean.

Teacher. Of the listed factors that influence climate, we did not consider only relief.

Question. Remember where in Africa there are mountains and plains. Using climate maps, describe how they affect the climate?

Expected result. The guys look at climate maps in the mountain and plain areas. Compare indicators.

Suggested answer. The Ethiopian highlands prevent the passage of moist air masses from Indian Ocean, the flat area in the Congo region facilitates the free passage of moist air masses from Atlantic Ocean.

Teacher. Think about how the climate changes in the mountains?

Suggested answer. It gets colder with altitude and there may be snow on the peaks.

Teacher. You yourself were able to answer the question, is warm clothing needed in Africa?

3. Fixing the material. Using acquired knowledge and skills

The teacher begins a story about climate using the reference notes. Encourages students to continue.

Expected result. Students tell parts of the topic using notes and guiding questions from the teacher.

Teacher. Reminds you of how climate indicators are graphically displayed. Students are offered different climatograms ( Annex 1 )

Watch a short excerpt from a film about the climate of Africa.

The video is intended to broaden the horizons and develop the cognitive interest of students, as well as to reinforce the material.

4. Conclusion

Lesson results. Assessment of work in the lesson. Homework(story based on supporting notes)

The presentation uses excerpts from the BBC series “Wild Africa”. Deserts.” Directed by Fergal Keane.

Geography 7th grade

Lesson topic:African climate.

Goals:

1. Introduce students to the climatic zones of Africa - basic and transitional, their features and characteristics. Name and show territories with a certain type of climate, characteristic types of weather on the mainland; determine temperature and precipitation by climate map; explain the reasons for the formation of climate types on the continent.

2.Develop cognitive interest and geographical thinking, the ability to classify objects, identify cause-and-effect relationships.

3. To cultivate the geographical culture of schoolchildren, the aesthetic perception of geographical objects.

Lesson type: lesson explaining new material, lesson - workshop

Forms of organization educational activities : frontal, individual, steam room

Teaching methods: visual-illustrative, explanatory-illustrative, reproductive, partially search.

Equipment: multimedia projector, climate map of Africa, geography atlas (7th grade), handouts, reference material, tests to test knowledge acquisition on the lesson topic

During the classes:

I. Checking homework.

Conduct a survey on questions. The whole class is working.

Questions:

1) Name and show the dominant landforms of Africa.

2) What are the features of the African topography?

3) Where in Africa are the mountains of new folding located?

4) On the board:

East African plateau.

Ahaggar Highlands.

Libyan desert. a) Shields.

Basin of the Congo River. b) Plates. The file will be here:/data/edu/files/l1452063080.pptx (Presentation) Darfur Plateau.

Basin of Lake Chad.

Kalahari Desert.

5) Why highest point Africa - the Kilimanjaro volcano - is located within a platform, and not a folded region, as on other continents?

6) Why are there few folded mountains in Africa?

7) How does the relief of Northern and Western, as well as Southern and Eastern Africa differ?

8) Name and show mineral deposits.

9) Determine the dependence of minerals on relief.

10) How can the relief of Africa be divided according to its development?

11) Show the boundaries of the faults.

P. Studying new material.

The teacher asks students to talk about the reasons that influence climate. First reason- This latitude of the place. The map shows that the equator passes through the middle, therefore the Sun all year round is located high above the head. From tropic to tropic, the Sun is at its zenith. The teacher and students make rice. 1. Another reason- surrounding oceans with warm and cold currents(marked on the schematic map). The climate is influenced by the underlying surface and the proximity of the Eurasian continent, especially the desert Arabian Peninsula. The teacher marks the direction of the trade winds on the outline of Africa. They blow from latitudes of 20-30° in both hemispheres towards the equator, gradually turning west. Students conclude that trade winds in North Africa dry and hot. In southern Africa, the trade winds become saturated with moisture as they pass over the Indian Ocean and carry more moisture. In the hot zone there is one season: always summer. In the northern and southern parts of Africa at the same latitudes it falls different quantities precipitation. This is explained by the size of the territory. In the north most of The mainland heats up more, the south is smaller in area and surrounded by water.

Using atlases, students determine and label the amount of precipitation and record maximum summer and winter temperatures.

In a subequatorial climate there are two seasons- dry and hot summers and slightly cooler winters. There may be no precipitation in the Sahara for several years. To the north and south of the tropics the climate is temperate, close to the Mediterranean.

Next, the teacher asks a quick-witted question. In the north, the Sahara Desert and in the south, the Kalahari Desert are located at the same distance from the equator. Why do these areas have different summer and winter temperatures? Students should connect this with the size of the Sahara, with sea ​​currents and the trade winds of the Northern Hemisphere passing through Arabia. Another question: “Does the altitude of the area above sea level affect the climate?” For example, there is snow on Mount Kilimanjaro at an altitude of almost 6000 m, and on the Cameroon volcano there is a record amount of precipitation for Africa - 9000 mm (since the Earth's climate has recently been studied, many questions for students will not be difficult). One more question for your wits. The Namib Desert lies near the ocean, but it is very dry there (100 mm falls per year). Students must connect this with the cold current, which carries moisture, there is no precipitation, and only sometimes strong fogs.

Conclusion: On both sides of the equator the climate is similar, but not the same.

III. Workshop lesson. To do this, you need to divide the class into three groups. The group selects a mentor who should guide and manage the work of the group, and will also give a report on the results of the work.

1. Introductory conversation.

Almost all of Africa is located at low latitudes. Most of the continent lies between the two tropics. Twice a year the Sun in these areas is at its zenith at noon, and its lowest midday position is approximately the same as in Moscow on the day summer solstice. In winter, even in the “coolest” extreme southern and northern regions, average monthly temperatures on the plains do not fall below 8 °C.

Africa's climate holds a grim record associated with "celestial electricity." In Zimbabwe during wet season More than a hundred residents die from lightning strikes.

2. Working with the map “Climatic map of Africa” or Fig. 54 textbooks.

Name the climatic zones of Africa.

Which ones are basic and which ones are transitional?

Name the climatic zones that occupy the largest areas and the smallest areas.

Determine the hottest and wettest, coldest and driest parts of the continent. Explain their placement.

Indicate the change in temperature due to the change in: a) geographical latitude, b) relief, c) ocean currents.

The height of the sun above the horizon and the seasons in Africa(Fig. 2).

The equator crosses Africa almost in the middle. Therefore, when it is summer north of the equator, it is winter south of it. Africa is the hottest continent on globe.

Questions. 1. What are the coldest months in North and South Africa? 2. Between what latitudes is the sun at its zenith in Africa? 3. When in Africa is the sun at its zenith at the equator, in the Northern Tropic, in the Southern Tropic?

Trade winds, the influence of ocean currents and topography on the climate of Africa(Fig. 3).

In northern Africa, the trade winds pass over land and carry dry tropical air, while in South Africa the trade winds blow from the Indian Ocean - this air is humid.

Cold ocean currents off the northwestern and southwestern coasts of Africa lower the temperature in the coastal parts of the continent and increase its dryness, and warm currents on the southeastern coasts, on the contrary, they contribute to the saturation of the air with moisture, the formation of precipitation and an increase in temperature in winter months.

Questions. 1. Why does warm air rise upward above the equator, and in areas high pressure does the air go down? 2. Trade winds in the northern and southern hemispheres blow in different directions. Why? 3. What is the relationship between the amount of precipitation and distribution atmospheric pressure? 4. Why do the high and low pressure belts shift?

Climate zones of Africa(Fig. 4).

A diagram map is drawn on the wall contour map or on a chalkboard. Students follow the teacher to complete the outline map on their contour maps.

Questions. What climate zones in Africa are they typical for? following features and why: a) the sun is always at its zenith; b) the most precipitation falls; c) low clouds and downward air currents; d) winter is wet, summer is dry; d) winter is dry, summer is wet?

3. Workshop.

Each group completes its task. To make their work easier, students fill out a table when characterizing their climate zone. 1st group - equatorial, 2nd group - subequatorial, 3rd group - tropical.

Table “Climatic zones of Africa”:

4. Student messages.

One person from the group (mentor) gives a description of his climate zone. After his speech, the remaining members of the group, or one, supplement the description with a figurative description of the weather, interesting facts and examples prepared in advance at home. (Each group performs for 5 minutes.)

5. Analysis of climatograms.

In the north - on the coast Mediterranean Sea and the southwestern tip of Africa, a subtropical climate with dry, hot summers and warm, humid winters was formed.

Exercise. Analyze climatograms. What can be concluded?

III. Lesson summary.(Annex 1)

1. Giving marks for work on the workshop.

2. Establishing compliance:

Repetition of new concepts.

3. Questions:

1. If a desert is colder in July than in January, is it the Sahara or Kalahari desert?

2. Name the areas where less than 100 mm of precipitation falls per year. (Somalia Peninsula.) Why?

Homework:§ 26; task in a contour map: indicate the boundaries of the zones, the hottest and wettest, the coldest and driest parts of the continent;

1. Name the reasons affecting hair loss atmospheric precipitation in Africa. 2. What are the main types of air masses formed in Africa? 3. What effect do they have on its climate? What is the role of trade winds in the distribution of precipitation? 4. Explain why there is little precipitation in the Sahara, but a lot in the Congo Basin. Why does the Ethiopian Highlands receive more rainfall than the Somali Peninsula?

Additional materials for teachers:

Dependence of temperatures on geographic latitude. Africa is the hottest continent on Earth, since most of it is located between the tropics, where the Sun stands high above the horizon throughout the year, and twice a year it is at its zenith at any point. In Africa there are no cold winters that we are used to. Even on the northern and southern outskirts of the continent, extending into the subtropical zones, the average temperature of the winter months (January, July) does not fall below + 10, + 12 ° C. In the Congo Basin and on the coast of the Gulf of Guinea, the temperature stays around +25°C throughout the year. Temperatures vary noticeably from season to season in tropical and even more so in subtropical zones. A cold highland climate prevails on the peaks of Kilimanjaro, Kenya, etc.

Since the equator crosses Africa almost in the middle, when it is summer north of the equator, it is winter south of it, and, conversely, during winter in the northern hemisphere, it is summer in the southern hemisphere.

The influence of atmospheric circulation on precipitation. Precipitation across Africa is distributed very unevenly. On average, from 1000 to 2000 mm falls per year near the equator, in some places even more, and in a large part of the Sahara - less than 50 mm, and rain is a rare occurrence there. There are areas where rainy and dry periods alternate.

What explains this uneven rainfall?

The distribution of precipitation, as you already know, is influenced by temperatures, atmospheric pressure belts and prevailing winds.

The equatorial part of Africa receives a lot of precipitation, since upward air movement prevails here. A particularly strong upward movement of air causes here, as in the equatorial region of the entire globe, the convergence of air currents - the northern and southern hemispheres. Almost the entire northern and southern parts lie in high-pressure zones, so there is little precipitation there. On the territory of Africa, two types of main air masses are formed: equatorial and tropical; only in the far north and in the very south do moderate air masses dominate during the winter half of the year. They are brought by the western winds.

The role of trade winds in the distribution of precipitation. In most of Africa, the prevailing winds are trade winds. Since there is a huge landmass to the north and north-east of Africa (Eurasia), and the southern part lies between the oceans, the effect of trade winds in different hemispheres of the continent is different. In the northern part of the continent, trade winds pass over land and carry dry tropical air, which, when moving towards the equator, heats up even more, becomes drier and does not produce precipitation. Therefore, in areas affected by trade winds in North Africa, almost no rain falls.

In South Africa, the trade winds blow from the Indian Ocean and therefore carry more humid air than the trade winds blowing over land. But since there are still downward air currents in this belt, the weather is usually clear without rain, but less dry than in the northern part of the mainland. When the southeast trade winds meet the mountains of Madagascar and the Drakensberg Mountains, heavy rain falls on their eastern slopes. This is explained by the fact that the air, rising along the slopes of the mountains, cools and becomes saturated. From east to west, rainfall in South Africa decreases (see map).

The role of ocean currents in the distribution of temperatures and precipitation. Cold currents of the Atlantic Ocean, passing off the northwestern and southwestern coasts of Africa, lower the air temperature in the coastal part of the continent. In addition, they increase the dryness of the climate: they cool the lower layers of air in the coastal part, and cold air, as is known, becomes heavier, denser, cannot rise, form clouds and give precipitation. This leads to the fact that on the western coast of Africa, where cold currents pass, there is almost no rain. Here, a lot of moisture evaporates from the surface of the ocean. Therefore, when the temperature drops, a thick fog forms and heavy dew falls - almost the only source of moisture.

Warm currents off the coast Southeast Africa, on the contrary, increase the air temperature in the winter months, contribute to the saturation of the air with moisture and the formation of precipitation.

The influence of relief on the climate of Africa. The climate of Africa is greatly influenced by its topography. High peaks The mountains even near the equator are covered with eternal snow. There is a lot of rainfall in the mountains of Madagascar, the Ethiopian Highlands and other places. The amount of precipitation on the southwestern slopes of Mount Cameroon reaches almost 10,000 mm per year (the wettest place in Africa). Moisture is brought by southwestern winds from the Atlantic Ocean.

Thus, the formation of the climate of Africa, like any territory of the globe, is influenced by the following reasons: geographic latitude, atmospheric circulation, proximity of oceans and seas, ocean currents, relief.

Fig.1. Reasons influencing the climate of Africa.

Fig.2. The height of the sun above the horizon and the seasons in Africa.

Fig.3. Trade winds, the influence of ocean currents and topography on the climate of Africa.

Savannah- alternating areas of xerophytic forest (acacia, tamarisk, euphorbia), alternating with open grassy areas.

In the distance is the Kilimanjaro volcanic massif with the Kibo peak (5895 m).

The shores of Lake Manyara and a tropical forest on the slopes of the Great African Rift.

Great Rift Valley. Tanzania, national park Manyara, East African Highlands. Savannah dominated by baobabs and acacias. Tanzania, Tarangire National Park.

Shrub vegetation (humid savanna) and the remains of evergreen mountain forests on the slopes of the Ngorongoro caldera (an ancient volcanic crater). Tanzania, East African Highlands. Sandy beach on a tropical island. Coast of the Indian Ocean, Zanzibar Island, Tanzania. Coconut palms (Cocosnucifera) on sandy beach tropical island. Coast of the Indian Ocean. Tanzania, Zanzibar island.

Geography 7th grade date _______________

Lesson topic: "Climate of Africa"

Lesson objectives:

To acquaint students with the climatic zones of Africa - basic and transitional, their characteristics and characteristics.

Develop cognitive interest and geographical thinking, the ability to classify objects, identify cause-and-effect relationships.

To educate schoolchildren’s geographical culture and aesthetic perception of geographical objects.

Lesson type: lesson explaining new material

Forms of organizing educational activities: frontal, individual, steam room

Teaching methods: visual-illustrative, explanatory-illustrative, reproductive, partially search.

Equipment: multimedia projector, climate map of Africa, geography atlas (7th grade), handouts, reference material, tests to test mastery of knowledge on the topic of the lesson.

DURING THE CLASSES

I. Preparation for the lesson

What is the peculiarity of the African climate? (Africa is the hottest continent on Earth).
Let's find out why Africa has become the hottest continent? What factors influenced the climate of this continent?

Open your notebooks and write down the date and topic of today's lesson:
African climate.

II. Finding a solution

1. - Let us remember the climate-forming factors.(Students name 3 factors, then fill out the table with the teacher’s comments)

1. The height of the sun above the horizon. Almost all of Africa is located at low latitudes. Most of the continent lies between 2 tropics (23.3 degrees). Twice a year the sun in these areas is at its zenith. And its lowest midday position is approximately the same as in Moscow on the summer solstice.

2. Name the 2nd factor. ( Underlying surface).
3. Third factor: ( air currents)

2. Climate-forming factors influenced the climate of the continent. Let's find out in which climate zones Africa lies (map of climate zones). Name the main and transitional ones.

3. Each climate zone has its own air masses. Let us establish a correspondence between the climate zone and air masses. (1 student works at the board)

4. Let us characterize the features of each climate zone according to the diagram.

Characteristics of climate zones

Conclusion: There are no cold climate zones on the continent of Africa.

III. Check of knowledge

Test. Determine which climate zone these characteristics correspond to.

1. Occupies the band between 20° N. w. and 20° S. w.
2. Located in a tropical area.
3. Occupies the Congo River basin and the coast of the Gulf of Guinea.
4. Lies in the very north and in the very south of the continent.
5. There is only one season - summer.
6. The weather is hot and dry all year round.
7. Summer is hot and dry, winter is warm and humid.
8. Two seasons - wet and dry.
9. Almost always in the afternoon goes strong shower.
10. There is little rainfall all year round.

Key to the test
A) 3, 5, 9;
B) 1, 8;
B) 2, 6, 10;
D) 4, 7.

IV. Lesson summary.

Africa is the hottest continent because...

Most of the continent is located in the ___________ belt, where the sun is at _____________.

Average monthly temperature not less ____________.

The most noted heat ____________.

V. Homework:

1) paragraph 26,
2) task on a contour map: indicate the boundaries of climatic zones
3) creative task: answer the question: Which climate zone is most favorable for human life and why?

Teacher Girko T.V.

Slide 2

• Know:
• climate of Africa, main factors of climate formation.
• Be able to: work with climate diagrams.