• 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… (the sea only / low pressure to high pressure / cold to colder / high pressure to low pressure) → high pressure to low pressurePrompt: Air moves to even out differences in pressure.
2. Which kind of energy transfer is this: a metal spoon in hot soup getting hot? (conduction / convection / radiation) → conductionPrompt: 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 1013 hPa to 1003 hPa over 24 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. What causes global wind patterns such as the trade winds? (Uneven heating of Earth makes air rise at the equator and sink elsewhere, and Earth's spin bends the winds / The Moon pulls the air / Mountains blow the air / Ocean waves push the air) → Uneven heating of Earth makes air rise at the equator and sink elsewhere, and Earth's spin bends the windsPrompt: Think about convection and the Coriolis effect.
2. Which climate zone is this place in: the Amazon rainforest? (tropical / temperate / polar) → tropicalPrompt: 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? (Ocean currents only move water, not heat. / Earth's rotation deflects winds (the Coriolis effect). / Mountains can cause heavy rain on one side and dry conditions on the other (a rain shadow). / Warm air rises and cooler air sinks.) → Ocean currents only move water, not heat.Prompt: Why are the poles cold?
2. Which climate zone is this place in: the Congo basin? (tropical / temperate / polar) → tropicalPrompt: How far is it from the equator?

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