Objectives (5 - 7 minutes)

1. Understand the difference between weather and climate: The teacher should help students differentiate between the concepts of atmospheric weather and climate. Students should be able to understand that weather refers to the momentary conditions of the atmosphere in a specific location, while climate is the average of atmospheric conditions in a location over a period of time.

2. Identify climate elements: The teacher should instruct students to identify the different elements that make up the climate, such as temperature, atmospheric pressure, humidity, wind speed and direction, etc. Students should be able to comprehend the importance of each of these elements in the study of climate.

3. Analyze the influence of geographical factors on climate: Students should learn to analyze how geographical factors, such as latitude, altitude, proximity to the sea, etc., affect the climate of a specific region. The teacher should guide students to identify the geographical characteristics of a region and predict what the climate of the region would be based on these characteristics.

   Secondary Objectives:

   • Develop observation and analysis skills: The teacher should encourage students to observe the weather around them and analyze the changes that occur throughout the day. This can help them better understand the difference between weather and climate.

   • Promote critical thinking: Students should be encouraged to ask questions and think critically about how different factors affect the climate. This can help develop their critical thinking and problem-solving skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing the basic concepts about the atmosphere, including its composition and the various layers. They should also review the factors that influence the climate, such as latitude, altitude, proximity to the sea, etc.

2. Problem situation 1: The teacher can present the following situation: "Imagine you are planning a trip to two different locations: one is a tropical island and the other is a desert. What would you expect to find in terms of climate in each of these locations and why?" This situation can help introduce the idea of how different geographical factors affect the climate.

3. Problem situation 2: Next, the teacher can propose the following situation: "Let's suppose we are at the beginning of winter and suddenly we have a day with very high temperatures for the season. Does this mean the climate has changed or just the weather? How can we differentiate between these two situations?" This situation can serve to highlight the difference between weather and climate.

4. Contextualization: The teacher should then explain that understanding the difference between weather and climate and how geographical factors influence the climate is essential for various areas, such as agriculture, urban planning, tourism, among others. For example, farmers need to understand the climate of a region to choose the best crops to plant.

5. Capturing students' attention: To arouse students' interest, the teacher can share some curiosities, such as:

   • "Did you know that the coldest place on Earth is Antarctica, with temperatures that can reach -90°C?"
   • "And the hottest place is Death Valley in the USA, with temperatures that have reached 56.7°C!"
   • "Can you guess which is the rainiest city in the world? It's Cherrapunji in India, where it rains an average of 11,777 mm per year!"

These curiosities can help illustrate the diversity of climate around the world and how impactful it can be.

Development (20 - 25 minutes)

1. Practical Activity 1: "Making weather predictions" (10 - 12 minutes)

   • Description: The teacher should divide the class into groups of up to 5 students. Each group will receive a table with information about the temperature, humidity, wind speed and direction of a specific location at different times of the day. The objective of the activity is for students, based on this information, to predict the weather (sunny, cloudy, rainy, etc.) at the location at different times of the day.
   • How to do it: The teacher should provide the tables and briefly explain how to interpret the information. Students should work together to make their predictions. Then, each group should present their predictions to the class, explaining the reasoning used.
   • Importance: This activity helps students understand how different climate elements (temperature, humidity, wind, etc.) influence the weather. Additionally, it promotes teamwork and critical thinking.

2. Practical Activity 2: "Creating a climate map" (10 - 12 minutes)

   • Description: Still in groups, students will receive a blank map of a specific region. They should use colored markers to represent different types of climate (temperate, tropical, desert, etc.) in different parts of the map, based on information provided by the teacher about the geographical factors of the region (latitude, altitude, proximity to the sea, etc.).
   • How to do it: The teacher should provide the maps, markers, and information about the geographical factors. Students, in groups, should discuss and decide where to mark each type of climate. Then, they should present their maps to the class, explaining their decisions.
   • Importance: This activity helps students understand how geographical factors influence the climate of a region. Additionally, it stimulates creativity and decision-making skills.

3. Practical Activity 3: "Debates on climate change" (5 - 10 minutes)

   • Description: The teacher should propose a debate in the classroom about climate change. They can divide the class into two groups, one defending the idea that climate change is mainly caused by human action, and the other defending the idea that it is mainly caused by natural factors. Each group will have time to present their arguments, and then there will be time for questions and answers.
   • How to do it: The teacher should explain the rules of the debate and propose initial arguments for each group. Students, in groups, should discuss and prepare their arguments. Each group should choose a representative to present the arguments and respond to questions.
   • Importance: This activity helps students apply the knowledge acquired about climate and weather to understand and debate a current and relevant topic. Additionally, it stimulates argumentation skills and respect for divergent opinions.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should promote a group discussion, where each team has the opportunity to share their solutions or conclusions from the activities carried out. Each group will have a maximum of 2 minutes to present their weather forecasts and climate maps.
   • During this discussion, the teacher should encourage students to explain the reasoning behind their forecasts and mapping decisions. This will help consolidate students' understanding of the concepts of weather and climate, as well as the influence of geographical factors on climate.

2. Connection to Theory (2 - 3 minutes)

   • After the group presentations, the teacher should make the connection between the activities carried out and the theory discussed in the Introduction of the lesson. The teacher can highlight how climate elements (temperature, humidity, wind speed and direction) and geographical factors (latitude, altitude, proximity to the sea, etc.) were considered in the activities.
   • It is important for the teacher to reinforce that understanding these concepts is fundamental to the comprehension of atmospheric weather and climate, and how they influence life on Earth.

3. Final Reflection (3 - 4 minutes)

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions such as:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • Students should be encouraged to think about these questions and share their answers with the class if they feel comfortable. This can help the teacher identify any points of confusion or concepts that need to be reinforced in future classes.

4. Teacher's Feedback (1 minute)

   • The teacher should end the lesson by reinforcing the key concepts learned and praising the students' efforts in participating in the activities. The teacher should also emphasize that understanding these concepts is an ongoing process and that they will be available to clarify any doubts students may have, even outside of class hours.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should start the Conclusion by recalling the main concepts covered during the lesson, such as the difference between weather and climate, climate elements, and the influence of geographical factors on climate.
   • They should highlight the practical activities carried out, reinforcing how they helped solidify students' understanding of these concepts.
   • The teacher can also recall practical examples given during the lesson to reinforce the application of theoretical concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should explain how the lesson connected theory, practice, and applications. They can highlight, for example, how theory was applied in the practical activities of weather forecasting and creating climate maps.
   • They should also emphasize the importance of these concepts for various real-world applications, such as in agriculture, urban planning, and tourism.

3. Additional Materials (1 minute)

   • The teacher should suggest additional materials for students who wish to deepen their knowledge on the subject. These materials may include videos, documentaries, magazine articles, textbooks, among others.
   • For example, the teacher can recommend the documentary "An Inconvenient Truth" about climate change, or the book "Weather and Climate: Basic Meteorology Concepts" by Maria da Conceição Montenegro.

4. Importance of the Subject in Daily Life (1 - 2 minutes)

   • Finally, the teacher should emphasize the importance of understanding weather and climate for students' daily lives.
   • They can mention how these concepts affect their daily lives, from choosing clothes for the day to understanding natural phenomena, such as the seasons.
   • The teacher should reinforce that, beyond personal impact, understanding atmospheric weather and climate is essential for understanding global issues, such as climate change and environmental conservation.