• Quick retrieval from earlier learning (Air pressure, fronts and forecasting the weather; Conduction, convection and radiation). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Wind blows from areas of… (cold to colder / high pressure to low pressure / low pressure to high pressure / the sea only) → high pressure to low pressurePrompt: Air moves to even out differences in pressure.
2. Which kind of energy transfer is this: a hot-air balloon rising? (conduction / convection / radiation) → convectionPrompt: Is the energy moving through a solid, carried by a moving fluid, or travelling as waves?
3. A weather station recorded air pressure changing from 1019 hPa to 1013 hPa over 6 hours. What does this suggest? (rain and wind are becoming more likely / settled, dry weather is becoming more likely) → rain and wind are becoming more likelyPrompt: Is the pressure going up or down?

• Show today's forecast and ask what it means for the class and how forecasters know.
• Share the objective: Global winds, ocean currents and climate zones. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Why do coastal places have smaller temperature ranges than inland places?
• Step 1: The sea moderates coastal climates: cooler summers and milder winters.
• Step 2: So the answer is: Water heats up and cools down more slowly than land
• Answer: Water heats up and cools down more slowly than land
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Why do coastal places have smaller temperature ranges than inland places? (Water heats up and cools down more slowly than land / The sea is always cold / Wind never blows at the coast / Coasts get less sunlight) → Water heats up and cools down more slowly than landPrompt: Water has a high specific heat capacity.
2. Which climate zone is this place in: Greenland's ice sheet? (tropical / temperate / polar) → polarPrompt: How far is it from the equator?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Global climate: which statement is NOT true? (Earth's rotation deflects winds (the Coriolis effect). / Ocean currents move heat around the planet. / Mountains can cause heavy rain on one side and dry conditions on the other (a rain shadow). / The poles are cold because they are farther from the Sun.) → The poles are cold because they are farther from the Sun.Prompt: Why are the poles cold?
2. The Gulf Stream (North Atlantic Current) affects the UK and Ireland. How? (It carries warm water north-east, giving milder winters than other places at that latitude / It has no effect on climate / It makes the UK colder than the Arctic / It brings sand from the Sahara) → It carries warm water north-east, giving milder winters than other places at that latitudePrompt: Compare winters in Ireland with those in Labrador, Canada, at a similar latitude.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-8.