natural regions-a lesson plansri - teachers of india · 2012. 12. 5. · natural regions - a lesson...

Natural Regions- A Lesson Plan | Geography/ EVS| Tapasya

www.teachersofindia.org | Azim Premji Foundation

Resource 4 Students can make a model to understand the influence of the various factors in the formation of

Natural Regions. Pictures of the steps involved are given.

Support Material:

1. A board with the drawing of a triangle which has a broad base towards the north and tapering

towards the south. This figure represents the world. The latitudes of 0 degree, 30 degree, 60

degree and 90 degree are marked in both the hemispheres.

2. Six paper arrows to show the direction of NE Trade wind, SE Trade wind, Westerlies and Polar

winds.

3. A torch

4. Pictures of grassland, Equatorial and Temperate forests, desert, and Polar/Tundra region.

5. A container with boiling water.

Before building the model, students should be aware of the various factors that influence natural

regions:

1. The position of the sun

2. The latitude of a region

3. The direction of the wind

4. The distribution of land and water bodies.

5. Winds blowing from the sea/oceans carry moisture and bring rainfall.

6. Winds blow only from the west (Westerlies) in the Temperate zone. Hence rainfall occurs only

along the western parts of the continents between 30 to 60 degrees north and south.

7. Winds blow only from the east (Trade Winds) in the Tropical zone. Hence rainfall occurs only

along the eastern parts of the continents between 10 to 30 degrees north and south.

8. In high temperatures, heated air masses rise. Condensation takes place causing heavy showers

every evening in regions between 0 to 10 degrees north and south of the Equator. This does

not occur in other zones as sun rays are not as direct as they are in the equatorial regions.

Steps for building a model of the Natural Regions

Step 1:

• Make 10 groups of 4 students each.

• Give each group a board, a torch, a set of pictures, and arrows.

Fig 1: shows the resources needed for demonstrating the formation of natural regions. The outline on

the black chart paper represents a continent. The horizontal lines represent the latitudes.



Fig 2: The horizontal lines are marked A, B, C, D, and E.

i. A represents the latitudes of 0 to 5 degree or the equator/ equatorial region.

ii. B&C represents the Tropical Region (5 to 30 degrees).

iii. D represents the temperate grass land region (30 to 45 degrees).

iv. E represents the Taiga region (45 to 60 degrees).

v. F represents the Tundra Region (60 to 90 degrees).



Step 2

• Instruct a child to switch on the torch directly over the central part of the equator.

• Ask the group to observe and mark the area that would receive maximum light and heat in red;

the area that would receive lesser heat and light in yellow, the area that would receive the least,

in brown.

Fig 3: Use the torch to show the position of the sun. Mark the various areas and the relative amount of

heat received.

Fig 4: Name the “Heat Zones”, created by the distribution of sun’s heat, due to its various positions.



Step 3

• Place pictures (as shown in photo) on the equator. If possible, place a bowl of boiling water and

ask the students to observe the direction of the movement of the vapour.

• Ask them if the movement of the air mass in the equatorial region can be in this direction.

• Discuss the possible results of such movement of air mass in the equatorial region.

Fig 5: Direct rays of the sun over the equator leads to rising air mass.

Fig 6: Rising air masses produce convectional rainfall every afternoon over the equator.



Step 4

• By referring to an atlas, the students can find out the prevailing wind system on the globe, and

accordingly stick the arrows on the board and mark, with different colours , the areas receiving

heavy rainfall, less rainfall and little or no rainfall.

• Now ask them to stick pictures of vegetation on the board, keeping in mind the factors of

temperature & rainfall received in a region

Fig 7: The unequal heating leads to low and high pressure zones which leads to the origin of prevailing

winds. The major prevailing winds are shown here.

Fig 8: A variation in temperature results in a variation in pressure. This causes the development of

planetary winds that provide uneven precipitation. This unevenness leads to the formation of different

natural regions. This diagram focuses on flora, fauna, and the tribes of each natural region.

natural regions-a lesson plansri - teachers of india · 2012. 12. 5. · natural regions - a lesson...

Documents