This week I had the pleasure of teaching ‘Global atmospheric circulation’ from the new GCSE specification. Although I wanted my students to understand this complex concept, I also wanted students to engage with the content and have an entertaining lesson.

During the first half of the lesson students were asked to annotate a diagram of global atmospheric circulation, which I had introduced them to step by step on the whiteboard (available below). The labels students used to annotate the diagram included key characteristics such as convection cells, trade winds, precipitation as well as areas of low and high pressure. This first activity allowed students to develop a detailed understanding of each process contained within the concept of global atmospheric circulation.

After completing the annotations task, the real fun began. Using success criteria (available below), students were asked to illustrate their new knowledge of global atmospheric circulation on a balloon. This allowed students to further develop their understanding as well as demonstrate their understanding of the diagram in 3D form.

Access the resources mentioned above (step by step diagram, labels, balloon success criteria)HERE!