Objectives (5 - 7 minutes)

1. To understand the concept of global climate and its importance for comprehending atmospheric phenomena in different regions of the world.

2. To identify and describe the main climate zones on planet Earth, with a focus on the intertropical zone and temperate zones.

3. To analyze the characteristics and variations of the climate in different climate zones, including the factors that influence these variations, such as latitude, altitude, and position in relation to oceans.

Secondary objectives:

1. To develop research and analysis skills for geographic data, using climate maps to identify the different climate zones in the world.

2. To stimulate critical thinking about the relationships between climate, vegetation, and human life in different parts of the world.

3. To promote environmental awareness, discussing how global climate change is affecting the different climate zones and life on the planet.

Introduction (10 - 15 minutes)

1. Review of prior knowledge: The teacher should start by reviewing previous concepts that are fundamental for understanding the subject of the lesson. This could include a quick review of concepts such as atmosphere, weather, latitude, and longitude, which have been studied in previous lessons. This review can be done interactively, with questions to the students to make sure they recall the key concepts. (2-3 minutes)

2. Problem-solving situations: The teacher can present two problem-solving situations to spark the students' interest in the topic. For example, he could ask why some regions are hotter or colder than others, or why some regions have distinct seasons while others do not. He could also ask how climate affects human life and vegetation in different parts of the world. These questions should be left open-ended, to be answered throughout the lesson. (3-5 minutes)

3. Contextualization: The teacher should then contextualize the importance of studying global climate, explaining how climate affects our daily lives, from the type of clothes we wear to the crops we plant in our gardens. He can also discuss how climate change is affecting the world, leading to extreme climate events such as more intense droughts and storms. He can cite real examples of how climate change is affecting life in different climate zones, such as the melting of ice in the Arctic or desertification in Africa. (2-3 minutes)

4. Grabbing the students' attention: To grab the students' attention, the teacher can share some curiosities about the global climate. For example, he could mention that the hottest place on Earth is Death Valley, California, which can reach temperatures of up to 56.7 °C. Or, he could talk about how the city of Ushuaia, Argentina, is known as "the southernmost city in the world" because it is located at the southern tip of South America, where the climate is extremely cold. These stories can help make the topic of climate more interesting and relevant to the students. (2-3 minutes)

Development (20 - 25 minutes)

1. Simulation activity: "Traveling through the climate":

   • The teacher divides the class into small groups and assigns each group a "trip" to a different part of the world. Each group receives a climate map of the region to which they will "travel".
   • The objective of the activity is for the students to identify the climate zone of the region, analyze the characteristics of the climate (average temperature, rainfall, etc.), and discuss how these characteristics can influence vegetation and human life in the region.
   • The students can use resources such as the internet to research the region and discuss their findings in groups. They can also use the map to identify other regions of the world with similar or different climates.
   • At the end of the activity, each group should present their findings to the class, explaining the climate zone of the region, the characteristics of the climate, and the possible influences on the environment and human life. (10 - 12 minutes)

2. Practical activity: "Creating a climate globe":

   • Each group receives an empty globe and a variety of art materials, such as colored paper, pens, and glue.
   • The objective of the activity is for the students to create a climate globe, representing the main climate zones of the world. They must identify the intertropical zone and temperate zones, and mark the location of famous regions, such as the Amazon rainforest and the Sahara Desert.
   • The students can use the internet or reference materials available in the classroom to research the climate characteristics of each zone and add this information to their globe.
   • This activity not only reinforces the students' knowledge of climate zones, but also develops their research and art skills. (7 - 10 minutes)

3. Discussion activity: "Climate change and the future of the planet":

   • To end the Development stage, the teacher proposes a classroom discussion on climate change and its impact on climate zones and life on the planet.
   • The teacher can start the discussion by asking students what they already know about climate change and how they think it will affect the global climate.
   • The teacher can then present some facts and statistics about climate change, such as the increase in global temperatures and changes in rain patterns, and ask students to reflect on how this could affect different climate zones and life on Earth.
   • The teacher can also discuss possible solutions to climate change, such as reducing greenhouse gas emissions and transitioning to renewable energy sources.
   • The objective of this activity is for the students to develop a deeper understanding of climate change and the importance of protecting the different climate zones of the world. (3 - 5 minutes)

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes):

   • The teacher should gather all the students and promote a group discussion where each team shares their solutions or conclusions from the activities done.
   • Each group will have a maximum time of three minutes to present their findings. During this presentation, the other groups are encouraged to ask questions and give constructive comments.
   • The teacher should monitor the discussion closely, making sure that all groups have the opportunity to speak and that the discussions remain focused on the topic.

2. Connection with the theory (2 - 3 minutes):

   • After all presentations, the teacher should make a summary of the main conclusions, connecting them with the theory presented at the beginning of the class.
   • The teacher can, for example, highlight how the climate characteristics of a region affect the vegetation and human life and how climate change is affecting the different climate zones of the world.
   • The teacher should reinforce the importance of studying global climate for understanding atmospheric phenomena and for promoting sustainability and environmental conservation.

3. Individual reflection (2 - 3 minutes):

   • The teacher should then propose that the students reflect individually on what they learned in the class.
   • They should think about the following questions:
     1. What was the most important concept I learned today?
     2. What questions are still unanswered?
   • After one minute of reflection, the students should be encouraged to share their answers with the class.
   • The teacher should listen carefully to the students' answers, taking note of the questions that have not yet been answered.
   • These questions can be used to guide future lessons or to direct the students' reading and research as homework.

4. Feedback and summary (1 minute):

   • Finally, the teacher should thank the students for their participation and effort during the class and encourage them to continue learning about the global climate.
   • The teacher should also offer constructive feedback on the students' performance, praising what was done well and offering suggestions for future improvements.
   • For example, the teacher could praise the students for their research and analysis skills and suggest that they work on improving their presentation skills.

This Feedback is a crucial step for consolidating the students' learning and for ensuring that they have understood the key concepts of the lesson. Furthermore, by promoting reflection and discussion, the teacher can identify any gaps in the students' understanding and plan future lessons to address these gaps.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes):

   • The teacher should begin the Conclusion by summarizing the main points discussed during the class.
   • He should recall the concepts of global climate and climate zones and the importance of factors such as latitude, altitude, and position in relation to oceans in the formation of climate.
   • He should also recap the main conclusions of the activities carried out, emphasizing how climate affects vegetation and human life in different regions of the world.

2. Theory-practice connection (1 minute):

   • The teacher should then explain how the class managed to connect theory with practice.
   • He could, for example, talk about how the "Traveling through the climate" activity allowed the students to apply their theoretical knowledge to analyze the climate characteristics of different regions of the world.
   • He could also talk about how the "Creating a climate globe" activity helped the students to visualize the different climate zones and to better understand how they are formed.

3. Extra materials (1 - 2 minutes):

   • The teacher should then suggest some extra materials for the students who wish to delve deeper into their knowledge of global climate.
   • These materials could include documentaries on the climate, geography books, websites of meteorological institutes, and weather forecast applications.
   • The teacher should encourage the students to explore these materials in their own time and to bring any questions they may have to the next lesson.

4. Applications in everyday life (1 - 2 minutes):

   • Finally, the teacher should highlight the relevance of the subject to the students' daily lives.
   • He could, for example, explain how knowledge about the climate can help the students to prepare for different weather conditions, to understand news about the climate, and to plan outdoor activities.
   • He could also talk about how the study of global climate is important for understanding climate change and for promoting sustainability and environmental conservation.

This Conclusion is a crucial step for consolidating the students' learning and for showing them the importance and relevance of what they have learned. Furthermore, by suggesting extra materials and highlighting the applications of the subject, the teacher can encourage the students to continue learning about the climate and to apply their knowledge in their daily lives.