Science // Weather & Climate
Global Wind Patterns
Explain that unequal solar heating drives large-scale atmospheric circulation: Hadley cells (0-30°), Ferrel cells (30-60°), and polar cells (60-90°) produce the trade winds, westerlies, and polar easterlies; describe how the Coriolis effect from Earth's rotation deflects winds rightward in the Northern Hemisphere; explain the jet stream as a fast high-altitude wind that steers weather systems; connect jet stream waviness and Arctic amplification to prolonged extreme weather
Quick check
Can the learner explain why the UK tends to get wet weather arriving from the west — what global pattern of winds is steering weather systems, and how does Earth's rotation contribute to this?
Ask this to see whether the topic is secure.
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
1 topic- Climate ZonesRequired
Weather & Climate // Ages 9 to 11
Global atmospheric circulation depends on climate zones
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Global Wind Patterns
Ages 11 to 13 // Concept
Leads to
2 topics- Greenhouse Gas ScienceRequired
Weather & Climate // Ages 11 to 12
Greenhouse radiation physics provides the energy imbalance context that drives differential heating and global circulation
- Hurricanes, Tornadoes & MonsoonsRequired
Weather & Climate // Ages 12 to 13
Mechanistic explanation of hurricanes and tornadoes depends on global atmospheric circulation patterns
Topic // Research-informed
Teaching notes
From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.
The approach
Global wind patterns for ages 11–13: how uneven solar heating plus Earth's rotation together produce the three circulation cells per hemisphere (Hadley 0–30°, Ferrel 30–60°, polar 60–90°), the surface wind belts they generate (trade winds, mid-latitude westerlies, polar easterlies), the apparent Coriolis deflection (rightward in the Northern Hemisphere, leftward in the Southern), and the high-altitude jet stream that steers weather systems along it. Core target is NGSS MS-ESS2-6 'develop and use a model': build the pattern from two drivers (heating contrast and spin) rather than only labelling a finished diagram, and connect descending dry air at ~30° to the world's great deserts and rising equatorial air to rainforests, with jet-stream waviness/Arctic amplification as a debated extension linked to prolonged extreme weather.
Common misconceptions
- Thinking the Coriolis effect is a real sideways force pushing the air, rather than an apparent deflection from viewing motion on a spinning planet (and the myth that it determines which way sinks/toilets drain — far too small at that scale).
- Believing air simply flows in one straight loop from equator to pole; missing that rotation splits it into three cells per hemisphere.
- Assuming winds are named for where they blow TO; in fact winds are named for the direction they come FROM (a 'westerly' blows from the west).
- Thinking the equator is hottest because it is closer to the Sun, rather than because sunlight strikes it more directly (higher angle, energy concentrated over less area).
- Treating deserts as random hot places rather than the predictable result of descending dry air in the subtropical high-pressure belts at ~30°.
Useful representations
- The three-cell cross-section: a hemisphere in profile showing Hadley (0–30°), Ferrel (30–60°) and polar (60–90°) cells with rising/sinking arrows and the surface wind belts beneath.
- Rotating-globe/spinning-disc Coriolis demo: a straight-intended path curving into an arc, showing right-deflection (N) and left-deflection (S).
- Global wind-belt map: trade winds, westerlies, polar easterlies drawn as arrows over the real continents, aligned with equatorial rainforests and 30° deserts.
- Jet-stream ribbon on a polar-view globe, shown both as a tidy circle and as a wavy meandering path.
Teaching practices
- Start from what they own — warm air rises, cool air sinks (convection they've felt over a radiator) — then scale it to the planet: the equator is heated most, so a giant convection loop wants to form; show why one loop breaks into three cells once rotation is added.
- Teach Coriolis as an APPARENT deflection arising from observing motion on a rotating sphere, not a push. The classic demo: draw a straight line 'poleward' on a spinning disc/globe and watch it curve; winds deflect right in the Northern Hemisphere, left in the Southern.
- Link the cells causally to what children can check on a map: rising air at the equator → clouds and rainforest; descending dry air at ~30° → the world's great deserts (Sahara, Australian); this makes the abstract circulation predict real geography.
- Name the surface belts as the OUTPUT of the cells: trade winds (equatorward, easterly), mid-latitude westerlies, polar easterlies — and connect the westerlies to why weather in the UK/US generally moves west-to-east.
- Extend to the jet streams as fast high-altitude rivers of air at cell boundaries; for older/able pupils introduce Rossby-wave waviness and the debated link between a warming Arctic and a wavier, more stuck jet stream — flagged as active science, not settled fact.
Activities to try
- 1
Build the planet's circulation from two dials: heating and spin
Why it works: Large-scale wind bands are the emergent OUTPUT of two interacting drivers — uneven heating by latitude and the planet's rotation. The single convection loop you expect splits into three cells once spin is added, and the bending of the winds is an apparent deflection that only appears once the planet turns beneath the moving air, not a sideways push.
- Starting with the planet's spin set to zero, increase the equator-to-pole heating contrast and observe a single giant convection loop per hemisphere form: warm air rising at the equator, drifting poleward aloft, sinking, and returning along the surface.
- Now increase the spin dial up to Earth's rotation rate and observe the single loop break into three side-by-side cells per hemisphere, arranged by latitude, with surface wind belts drawn beneath (trade winds, westerlies, polar easterlies).
- Use a 'launch a parcel' tool to fire a puff of air poleward and watch its path curve — to the right in the Northern Hemisphere, to the left in the Southern.
- Slide a real world map underneath and check where the circulation's branches land: rising equatorial air over the rainforests, descending ~30° air over the Sahara and Australian deserts.
- As an extension, toggle a jet-stream ribbon at a cell boundary and observe how this fast high-altitude river of air steers weather systems along its path; then explore a 'wavier jet' slider and reason about what a more meandering, 'stuck' jet might do to the weather beneath it.
- 2
Spin a globe and launch parcels across it (spatial Coriolis)
Why it works: Circulation wraps a rotating sphere; seeing a straight-intended path curve on a surface you can spin makes the apparent (frame-dependent) nature of Coriolis concrete, and the opposite deflection in each hemisphere follows from the direction of rotation seen from each pole.
- On a spinnable 3D globe, launch a 'straight' path from the equator toward a pole and watch the trace curve relative to the rotating surface: in both hemispheres, a parcel moving toward the pole arcs eastward. On a physical turntable/lazy-Susan, which stands for one hemisphere seen from above its pole, draw a straight line with a pen across the spinning disc and watch the trace curve.
- Compare launches in the Northern Hemisphere (path curves right) and the Southern Hemisphere (path curves left), and say why the two differ.
- Peel back or tilt to view the three cells as latitude bands girdling the planet, and view the jet stream as a meandering ribbon from a polar vantage.
- 3
Consolidate: match, sequence, predict, and locate
Why it works: Secure the discriminations after exploring the model: naming cells and belts, predicting deflection direction, locating deserts/rainforests from the circulation, and linking the westerlies to west-to-east weather turn the model into reliable, transferable knowledge.
- Match each cell to its latitude band (Hadley 0–30°, Ferrel 30–60°, polar 60–90°) and each surface belt to its wind direction (trade winds easterly/equatorward, mid-latitude westerlies, polar easterlies).
- Sequence the causal chain: equator heated most → air rises → drifts poleward → sinks near 30° → returns as surface wind belt.
- Given a poleward-launched parcel, draw or select its correctly curved path in each hemisphere (right in N, left in S).
- Categorise named regions as wet-equatorial (rising air) or dry-subtropical (descending air at ~30°), e.g. placing the Sahara and Australian deserts under descending air.
- Explain in your own words why the equator is hottest — sunlight strikes it more directly, concentrating energy over less area — rather than because it is closer to the Sun.
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