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<p><strong>Abstract.</strong> There are many atmospheric phenomena which can be taught in the frame of different subjects at secondary schools. Geography and environmental education characteristically deal with observable natural phenomena. Some of them can be easily modeled in a school laboratory, but in spite of this neither the exact (phenomenological) description nor the theoretical background of these phenomena are given in any of the curricula. These phenomena include a wide scale ofdoi:10.5194/asr-16-201-2019 fatcat:zzyczytpenckhbky2k75s7lqz4