other presentations about relief

“Horizon line” - The Earth has the shape of a ball. Determine the topic of the lesson. Why does a horizon exist on Earth? As you rise, the horizon line increases. Is it possible to reach the horizon line? In which area is it better to see the horizon? You can't reach the horizon. It is better to observe the horizon line on open areas of the Earth's surface.

“Shape of the Earth” - Author: Kuskova E.A. Sides of the horizon. Municipal educational institution "Eureka-development" secondary school. The earth is in the shape of a disk. Aristotle. Land on three elephants. This means that there is some kind of bend on Earth that is invisible to the human eye. ( The world- 3rd grade). Earth through the eyes of the peoples of the North. Only a round object can give such a shadow. Horizon sides:

"The Plains" - Choose geometric figure(or shapes) corresponding to your answer. Test on the topic “Forms” earth's surface" Draw on your test sheet. Author of the work: teacher primary classes Municipal educational institution "Secondary school st. Field meadow plain. Read the question carefully. Educational and educational complex "School of Russia". 3. Through what territory does the Ob River flow?

“Volcanoes” - Vulcan is a “fire-breathing” mountain. Chegarnova A.M. Biology teacher at Belyai secondary school, Pervomaisky district. Eruption of Mount Vesuvius. The eruptions stopped completely. Earth's plate boundaries. Dormant volcano. Magma is the molten material of the mantle. Compare the locations of volcanoes and plates. Volcanoes. Shield volcano. A vent is a channel for magma to exit from a chamber.

“The air shell of the Earth” - Atmosphere. Where is climate knowledge applied? Spindrift clouds. The thickness of the air shell is 2000 km. The atmosphere is a mixture of gases. Cumulus - rain clouds. Thickness of the atmosphere. Nitrogen – 78% Oxygen – 21% Other gases – 1% ( carbon dioxide, water vapor, etc.). With altitude, the temperature in the lower layer of the atmosphere decreases by 6 degrees per kilometer.

The world.
Topic: Universe, or space.
Goals:
give an initial idea of ​​the Universe, space, the importance of the Sun for life on Earth.
improve students' speech;
bring up careful attitude to nature through the development of an emotional and sensory relationship to the surrounding world.
Formation of UUD:
personal: positive attitude towards school and educational activities; awareness of human responsibility for the general well-being of life on the planet.

cognitive: creating activity algorithms for solving problems of a creative and search nature;

During the classes
Lesson stage Contents educational material Activities of the teacher Activities of students FUUD
I. Organizing time. Game “How are you living?”
- How are you? (like this)
- Are you going?
-Are you running?
- Well, are you sleeping?
- Do you sit at a desk at school?
- What lesson do we have to live today? I am sure that you will all work carefully and think for yourself. Getting ready to work. Getting ready to work. personal: positive attitude towards school and educational activities.
II. Determining the topic and purpose of the lesson. Updating basic knowledge. ("I know".)
– Listen to excerpts of poems. Who's in them main character?
It's good that it's summer again
The sun is high again
That the water in the pond is heated,
Like fresh milk.
Summer has rolled in like sunshine,
It's shining, it's shining
Summer!
Dressed in bright colors,
Warmed by the hot sun.
– What is the importance of the Sun for life on Earth?
Setting a goal.
- Look at p. 8–9 in the textbook and tell me what we want to learn in class today?
– Yes, today we will talk about the Sun, learn something interesting about the Solar system, the Universe and space. An invitation to reflection.
The definition and justification of the topic of the lesson is educational: analyze objects, highlighting essential features and make generalizations, formulate simple conclusions;
communicative: formulate own opinion and position in statements, construct statements that are understandable to the partner;
III.Work on the topic of the lesson.
1. Statement of the problem.
Universe – village, to infuse (Russian meaning).
What changes will happen on Earth if there is no Sun? Why?
– Remember how scared the animals were in K.I. Chukovsky’s fairy tale when “the crocodile swallowed the sun in the sky.”
- Why were you scared?
– Do you know that the sun is a star?
– The sun is a huge hot ball, a luminous body is a star. This star is visible during the day. The rays of the Sun bring light and heat to the Earth. All living things reach out to the Sun. When can we observe this?
- Guys, if the Sun is a huge ball, then why do we see it not very large?
Working with sources.
2. Work from the textbook (pp. 8–9).
a) What drawings prove that the Sun is a hot ball?
– Which picture explains why we see the Sun as small?
– What can you say about the size of an airplane, a bird flying high in the sky?
Choose the correct answer:
The sun is... 1. A star.
2. Planet.
3. Satellite.
– Why do the stars that we see at night seem very small to us?
– What colors of stars did you see? (Yellow, red, blue.)
- We see with you naked eye, that is, without a telescope, 3000 stars in our Northern Hemisphere.
b) solar system. Use of ICT.
– Is our Earth a star? (No, planet.)
- And Luna, what is this? (Satellite.) An invitation to reflection.
Proposing hypotheses, working with a textbook - solving problem situations. cognitive: analyze objects, highlighting essential features and make generalizations, formulate simple conclusions;
communicative: formulate your own opinion and position in statements, construct statements that are understandable to your partner; regulatory: to form and develop the ability to understand the action guidelines identified by the teacher in the educational material;
V. Dynamic pause. The moon is floating in the sky. (Swing left and right.)
She entered the clouds.
One, two, three, four, five - (Clap your hands.)
Can we reach the moon? (Hands up.)
Six, seven, eight, nine, ten - Claps overhead.) And lower the weight. (Hands down.)
Ten, nine, eight, seven - (Walking in place.)
So that the moon shines on everyone. (Sit down quietly.) Demonstration of movements Performing movements
VI Working on the topic of the lesson. (continuation)
Identify the extra object (p. 9).
Mars, Sun, Earth.
Moon, Mars, Earth.
- Prove it.
– Which planets receive more heat from the Sun? Why?
– What other cosmic bodies are there?
3. Work from a notebook (p. 10, tasks 8, 9).
Students complete the task independently, and the teacher checks and asks students who completed the task correctly to explain to those who did not complete it. Working with the textbook.
regulatory: to form and develop the ability to understand the action guidelines identified by the teacher in the educational material;
VII.Reflections.
Lesson summary. Self-assessment and performance assessment Rate yourself on the ladder of success, in Weekly Diaries. Moderation
Self-esteem and correction.
communicative: formulate your own opinion and position in statements
personal: positive attitude towards school and educational activities;

Label the hill and mountain on the diagram. Finish drawing up the diagram: indicate with arrows the parts of the hill and mountain.

Using the map from the textbook “The world around us, grade 4,” fill in the table.

Height of Russian mountains

List the mountains in order of increasing height; in order of decreasing height. Ask your deskmate to check on you.

Make drawings showing the shape of the earth's surface in your region, or place a photograph.

Using additional literature and the Internet, prepare a report about any plains or mountains of Russia or your region (optional). Write down the basic information for your message. Please indicate the source of information.

West Siberian Plain - the third largest after the Russian Plain in the world. Its area is about 2.6 million km2. From the harsh coast of the Kara Sea it stretches to the foot of the mountains Southern Siberia and semi-deserts of Kazakhstan for 2500 km, and from the Urals to the Yenisei - for 1900 km.
Nowhere in the world can you find such a huge space with such a flat topography, as if sloping towards its center. Crossing the plain on a train from Tyumen to Novosibirsk, you see vast planes - not a hillock, not a ridge. This relief was formed by loose river sediments and ancient glacial sediments.
When the glacier retreated, the north of the plain was conquered by tundra and taiga, although previously there were broad-leaved forests inhabited by mammoths, woolly rhinoceroses, and giant deer.
Minerals are very diverse. Oil and gas reserves in such fields as Urengoy, Yamburg, Medvezhye, Surgut, Nizhnevartovsk make Western Siberia one of the world leaders. Its territory also contains 60% of Russia's total peat reserves. In the south of the plain there are rich salt deposits. Brown coal deposits are associated with ancient sedimentary rocks of Triassic and Jurassic age.
However, the main wealth Western Siberia- These are oil and gas deposits. It has been established that this plain is a uniquely rich oil and gas province of the Earth.
The great wealth of Western Siberia is its water resources. In addition to surface water - rivers and lakes - huge reservoirs of groundwater have been found.
Great economic importance biological resources tundra and forest-tundra - this seemingly life-poor zone. It produces a significant amount of fur and game, and there is a lot of fish in its rivers and lakes. In addition, the tundra is the main breeding area for reindeer. The taiga of Western Siberia has long been famous for its fur and timber production.

Source of information: V.P. Maksakovsky, I.I. Barnov, V.P. Dronov, V.Ya. Rom, N.N. Petrov "Geography".

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Slide captions:

Preview:

LESSON TOPIC: Shapes of the earth's surface

Lesson objectives:

Formation of ideas about the shapes of the earth's surface.

Lesson objectives:

Educational:

Introduce children to the basic shapes of the earth's surface;

introduce the structure of hills and mountains

Educational:

Develop cognitive activity children, the ability to express their thoughts and reason.

Developing the ability to analyze and draw conclusions, defend one’s point of view, and the ability to apply accumulated knowledge;

Expand children's horizons.

Educational:

To foster an environmental culture among schoolchildren.

To cultivate love and respect for the nature of the native land.

Lesson location in curriculum: Lesson 3 on the topic "Travel".

Methodological techniques: verbal (conversation, story), visual and demonstration: (explanatory and illustrative).

Lesson type: lesson on learning new material.

Forms of work in the lesson: independent, frontal, work in pairs.

Lesson equipment:

Technical support: personal computer, demonstration screen, multimedia projector, scanner, printer.

Literature: Textbook by A.A. Pleshakov "The World Around Us" 2nd grade, workbook"The World Around Us" by A.A. Pleshakov. 2010

During the classes

I. Organizational moment.

Well, check it out, my friend,
Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Pen, book and notebooks?
Is everyone sitting correctly?
Is everyone watching carefully?
Interesting questions
Daredevils are awaited.
I wish them good luck.
Come out!
Who's ready?

II. Checking homework.The teacher gives two students cards for independent work. Students prepare answers and then respond. Checking is carried out using slides.

Card 1. Artem Mitusov.

Exercise:

Explain what a horizon is?

What is a horizon line? Show the horizon line in the drawing. Slide 2. (The line becomes dotted)

Add the names of the sides of the horizon to the diagram. Explain how the sides of the horizon are positioned relative to each other. Slide.(The names of the sides of the horizon appear when clicked.)

Card 2. Danya Kravchenko.

What is the name of the device for determining the sides of the horizon?

Name and show what parts it consists of. Explain and show how to use it. Slide. (Drawing of a compass, fuse, magnetic needle, body - click).

The rest of the children complete the teacher’s assignments in their notebooks.

Draw the traveler's route if 1 cell is the path that the traveler covers in 1 hour:

“The traveler left point A and walked north for two hours, then 2 hours to the west, 2 hours to the north and 2 hours to the east. Then he made a stop (point B on the diagram) and went further: 1 hour walked north, 1 hour to the east, 2 hours to the south and 3 hours to the east. Here he spent the night (point C). In the morning he went further: 1 hour to the north, 1 hour to the east, 4 hours to the south and 2 hours.

hours west. The traveler was tired and made a halt (point D). Then he went further: he walked north for 2 hours, west for 1 hour, south for 2 hours, west for 2 hours... And he returned home.

At the end of the work, there is a self-test, then those sitting at the same desk exchange notebooks. Mutual verification is carried out.

Result of checking:

Without errors – 23 people.

With 1-2 errors – 4 people. – error – 1 hour east and 3 hours east.

With 3 – 5 errors – 2 people. – error – 1 hour west and 2 hours west.

III. Statement of a problematic question.

(Vasya Krupyanko

Reads a poem)

My land is my land
Dear spaces!
My land, how great you are!
From border to border.
And a fast train straight ahead
It won't finish in a week.

There is a map in front of you. What is it called? (physical map of Russia.)

What can you tell us about this map? (The map shows oceans, seas, rivers, lakes in blue, plains in green, mountains in brown.)

What is shown in brown and brown on the physical map? green? (Mountains, plains.)

What do you think the topic of the lesson will be? (mountains and plains.) Yes. The topic of the lesson is the basic forms of the earth. Slide.

What do you already know about these surfaces of the earth? (high mountains have snow on top of flat plains.)

What part of the earth's surface do you think is called a plain? (Smooth.)

Plain - a flat area of ​​the earth's surface that occupies large area and having slight differences in height. Slide.

The teacher shows a slide with a picture of "The Hilly and Flat Plains."

You see images of two plains, try to determine how they differ? (Height).

Plains are flat and hilly.

What do you see in the first picture? (Hilly plain.)

On the second? (Flat Plain).

Explain why the plains received such names? (A flat plain has a level surface; a hilly plain has hills.)

Open your textbooks to pages 92-93. What's in front of you? (physical map).

Find on the map all the plains on the territory of our country, name them. (East European, West Siberian Plain, Central Siberian Plateau.)

Test result: all the guys found the plains correctly. They checked the slide, and with a click the plains opened up.

Notice what color the plains are shown on the map. (Plains on the map are indicated in green or light yellow).

Why is the Central Siberian Plateau indicated on the map in yellow and green? (There are elevations).

The elevations on the plain are hills.

On the board are the words: top, slope, bottom. Read their words and tell me what they have to do with our topic? (A hill has a top, a slope, a bottom.

On p. 79, find out for yourself what the bottom, slope and top are. (Children find the answer themselves.)

What is a peak? sole? slope?

(The bottom (or foot) is the lowest part of the hill, this is the place where it begins; the top is the highest place. Between the top and the bottom is the slope. It can be flat and steep.)

IV. Work in a notebook.

- In your notebook on page 32, label the parts of the hill. Self-test. Peer review.

Children check each other's work and mark:

No errors - 5

One or two mistakes - 4

Three or four mistakes - 3

Test result: everyone completed the task except Nastya Sivak. There was a mistake in the name of a steep and a gentle slope - the names were mixed up.

V. Physical education minute.

VI. Continue learning new material.

We talked about elevations on plains - hills. But, in addition, on the plains there are depressions with steep slopes- these are ravines.

Egor Krygin will tell you how ravines are formed.

On the plains, people plow the land and plant crops. But sometimes on the plains there can be not only elevations, but also depressions. Such depressions are ravines.

"The formation of a ravine begins with a small pothole. Melt and rainwater wash it away, and the ravine gradually increases. Gullies can be shallow, several meters deep, and deep - several tens of meters. The bottom of a ravine is always narrower than its upper part. Along the bottom of the ravine there is often a river or stream flows. If a lot of grass and bushes grow along the edges of the ravine, then it turns into a swamp.

Gullies cause harm to humans because they destroy the top, fertile layer of soil. To combat the growth of ravines, people plant trees and shrubs along their edges. The roots of plants prevent the soil from deteriorating."

- A winding, sharp decline in terrain - what is it? Name which picture shows the ravine?

Guess the riddle.

In the hot summer I stand,
I get the winter out with a hat.
What do you think this is? (Mountain.)

That's right, it's a mountain.

What part of the earth's surface do you think is called a mountain? (Elevations.)

Mountains are very uneven areas of the earth's surface that rise greatly above the surrounding area.

On the tops of the mountains it is very cold and there is snow.

Every mountain, like a hill, has its own parts, try to name them. (The sole or foot, the slope and the top.)

Open physical card Russia in the textbook p. 92-93.

Find mountains on it. What color are the mountains on the map? (brown)

What mountains did you find on the map? (Ural and Caucasus mountains.)

Have any of you been to the mountains?

The main mountain region of the Caucasus is the Greater Caucasus - a grandiose mountain rise consisting of numerous ridges. It stretches from northwest to southeast. Approaching the Caucasus Range from the north, another 200 kilometers away you see on the southern side of the horizon the outline of Elbrus, which turns white on a clear morning above the plain. The height of Elbrus is 8848 meters. This is the highest mountain.

The vegetation of the Caucasus Mountains is a complex world in which altitude plays a big role. Every 200 meters rise in the mountains means a drop in temperature by 1-2 degrees. Therefore, moving towards sky-high heights, we observe a rapid change in vegetation and finally find ourselves in the region of eternal snow, where frost and snowstorms are as fierce as in the Far North of our country.

The North Caucasus is one of the main resort centers in Russia. Anapa is the largest children's resort with a comfortable sandy beach.

Another largest resort is Caucasian Mineral Waters in the Stavropol region.

Pushkin was here twice. Lermontov was exiled here. Here, in Pyatigorsk, in 1841 he was killed in a duel. Many memorable places in Pyatigorsk are associated with this Russian poet.

Which mountain is the largest? (Elbrus.) Which famous writer visited the Caucasus? (Pushkin, Lermontov). The lowest part of the mountain - what is it?

Listen to a poem in which the poet describes the Caucasus.

Andrei Lysikov reads M. Lermontov's poem "To the Caucasus".

Greetings, gray Caucasus!
I am no stranger to your mountains.
And for a long time I dreamed from then on
All the sky of the south and the cliffs of the mountains.
You are beautiful, harsh land of freedom,
And you, eternal thrones of nature.

The Ural Mountains have long been considered a natural border separating two parts of the world - Europe and Asia. These mountains are not high. only a few peaks reach one and a half thousand meters above water level.

Why the Ural Mountains are a natural border?

With these lyrical lines we will finish our acquaintance with the mountains.

VII. Lesson summary. Reflection

What forms of the earth's surface have you become familiar with? (Mountains and plains)

What types of plains are there? (Flat and hilly).

What shape of the earth's surface is called a hill? (elevations on the plain).

What shape of the earth's surface is called a ravine? (recesses with steep slopes).

What mountains of our country can you name? (Ural and Caucasian).

What plains do you know?

A diagram appears on the board. "Shapes of the Earth's Surface."

Everyone did a good job in the lesson.

Homework.

Lesson type: combined

Target:

— formation complete picture the world and awareness of a person’s place in it based on the unity of rational scientific knowledge and emotional and value understanding of the teacher personal experience communication with people and nature;

Tasks:

Subject

Learn to distinguish the shapes of the earth's surface; notice and appreciate the beauty of nature.

Will have the opportunity to learn how to work with the circuit

Metasubject

Regulatory UUD:

Understand learning task lesson and strive to complete it;

Take into account the action guidelines identified by the teacher in the new educational material.

Cognitive UUD:

Use iconic and symbolic means; make comparisons.

Communication UUD:

Construct statements that are understandable to your partner; exercise mutual control.

Personal

Educational and cognitive interest in new educational material;

The ability to self-assess based on the criterion of success in educational activities

Main activities of students

Compare photographs of plains and mountains to identify significant features of these forms of the earth's surface;

Analyze the color designation of plains and mountains on the globe;

Compare a hill and a mountain according to the scheme;

Characterize the surface of your edge.

Basic concepts and definitions

Plains, mountains, hills, ravines are the forms of the earth's surface.

Checking readiness to learn new material

What kind of surface in your region is it flat or mountainous?

Learning new material

Plains- These are flat or almost flat areas of the earth's surface. On the plains you can find elevations - hills and depressions with steep slopes - ravines.

Mountains- These are very uneven areas of the earth's surface that rise greatly above the surrounding area. You rarely see a single mountain; most often, mountains are located in rows - mountain ranges.

Both hill and mountain tower above the surrounding area. They have the same parts: sole (foot), slopes, tops

Sole (foot) is the place where a hill or mountain begins. The top is itself" high part hill or mountain. There are slopes between the pile and the sole. They can be steep or gentle.

The hills are up to 200 meters high, the mountains more than 200 meters high.

Basic landforms

Plains and mountains of Russia

Educational film plains and mountains

Sushi plains

Hills of Russia

Comprehension and understanding of the acquired knowledge of NUI

Look at the diagrams of a hill and a mountain and compare them with each other. What are their similarities and what are their differences?

Independent application of knowledge

Based on your observations, describe the surface of your edge.

1.What shapes of the earth's surface do you know?

2. What are plains?

3. What are mountains?

Homework

Information sources:

A. A. Pleshakov textbook, workbook The world around us, grade 2 Moscow

"Enlightenment" 2014

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