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GEOGRAPHY: ANCIENT AND MODERN SCIENCE Natalia Vladimirovna Krasnova, State Budgetary Educational Institution “St. Petersburg Governor’s FML No. 30” 2016
Since ancient times, people have been interested in what surrounds them
Drawings and inscriptions on stones
Birch bark letter
Bone inscribed with cuneiform
Geography is one of the ancient sciences. Translated from Greek: geo - Earth grapho - writing (description)
This name was not born by chance. Getting acquainted with the nature, population and economy of unknown lands, people described what they saw. From these various descriptions of travelers and traders, sailors and generals, the science of geography was born.
Eratosthenes (c. 276-194 BC), “father of geography.” Collected descriptions of new lands and peoples in treatise"Geography".
Made the first measurements of the size of the Earth, was the first in the world to calculate the circumference globe. I used degree measurements (measurements in km of the arc length of 1 o).
The Age of Great Geographical Discovery is the flowering of science. Geography is the queen of sciences.
Geography helped people answer the questions “what is this?” and “where is it located?” It is impossible to describe the entire earth's surface - it is so large and complex. Therefore, answering the question “what is this?”, geography divided it into parts - geographical objects: mountains and plains, seas and oceans, countries and cities, enterprises and roads.
Geographical objects are very diverse. They can be small or large, created by both nature and man. Along with geographical objects In nature and people's lives, the role of geographical phenomena is great - those events that occur in the world around us: thunderstorms and floods, ebbs and flows, droughts and hurricanes.
As geography developed, its main task became the study of the laws by which our planet lives and develops. Geography began to answer the question “Why?”
Modern geography is a complex, branched system.
Thank you for your attention!!!
On the topic: methodological developments, presentations and notes
Accepted for publication in the Collection of materials of the VI All-Russian Scientific Conference “Social and humanitarian problems of modern science and ways to solve them” (Chelyabinsk, November 15, 2013)...
Technological map for designing a lesson for discovering new knowledge
Lesson 1
Subject Geography Class 5
Lesson topic
Geography: ancient and modern science
Goals Activity-based: teach children new ways of finding knowledge, introduce new concepts and terms.
Content: To acquaint students with information about the origins of geography as a science, the system of geographical sciences, the structure of the textbook and the features of the components of teaching materials, safety precautions and rules of behavior in the classroom.
Planned educational results
Subject
Metasubject Personal
know the structure of geographical science; be able to define the concept of “geography”, establish the stages of development of geographical science Regulatory: mastering the ability to accept and maintain goals and objectives educational activities, searching for means of its implementation, mastering ways to solve problems of a creative and exploratory nature
Cognitive: be able to classify objects of study (geographical sciences), analyze and summarize thematic material presented in text and graphic form.
Communicative: willingness to listen to the interlocutor and conduct a dialogue, willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own, to express their opinion and argue their point of view and assessment of events. accept the rules of conduct and safety in the classroom; understand the importance of geography in modern world
Conditions for the lesson
Information resources (including TsOR and the Internet) Educational literature Methodological resources, methodological literature, strategic technology and tactical technologies Equipment
. https://www.youtube.com/watch?v=bumdwpl9Xschttp://www.geoglobus.ru/info/review25/geography-07.php Textbook: p. 5–9; atlas; contour maps; exercise book p. 3, p. 4 (No. 1), p. 12 (No. 1); workbook p. 3; Examiner's notebook p. 3;
electronic supplement to the textbook PC, projector
Basic concepts Geography, cartography, map, geographical sciences, sources geographical geography, physical geography, social geography, Eratosthenes, geology, glaciology, hydrology, medical and military geography, geomorphology Lesson format Combined, introductory
Lesson stage
(name, time, goals) Activity
teachers Tasks for students, the completion of which will lead to the achievement of planned results Activities
students Planned results
Subject UUD
I. Motivation for learning activities
Goals: motivation of students for educational activities at a personally significant level.
Duration:
2 minutes
Creates conditions for the need to be included in activities.
Emotional psychological motivational preparation of students for learning educational material. “What does the science of geography study?” (Video clip) 1.5 min. Watch a video clip. Formulate the personal significance of the meaning of studying geography.
Personal: development of motives for educational activities and the formation of personal meaning of learning.
II. The stage of updating and recording an individual difficulty in a trial action
Goals: Readiness
thinking and awareness
building needs
new way of doing things
Duration: 7 minutes The teacher introduces students to safety rules, rules of behavior and work in a geography lesson.
Working with a textbook, notebook - simulator, EFU, safety rules when working in the office and PC, excursions and practical work. Work in a group
draw up a memo that reflects the main points on safety precautions and rules of behavior in the lesson.
the ability to classify and synthesize thematic material and identify reliable sources is formed geographic information
Communicative:
ability to enter into dialogue and participate in collective
discussing the problem;
III. 3. The stage of identifying the location and cause of the difficulty (creating a problem situation)
Goal: Identifying the location and cause of the difficulty, setting the goal of the lesson
Duration: 5 minutes Organizes a dialogue. Leads students to setting the goal and topic of the lesson. - What sciences do you know?
- What problems does science solve?
- What methods are used to conduct the research?
- What sources of information do we distinguish?
- What is geography?
- What would we like to know about this topic?
- Why do we need knowledge of geographical science?
Based on the topic of the lesson, formulate the objectives of the lesson.
--What do we need to achieve our goals? Where can we find information? Enter into dialogue. Formulate the topic and goals of the lesson.
Explain sources of information. Outline search paths necessary information. Cognitive: - staging and
formulation
Problems
- search and selection
necessary
information
Regulatory: - goal setting;
Communicative:
- ability to express one’s thoughts;
IV. Stage of constructing a project to get out of a problem
Goals: formulation of activity objectives and, on their basis, selection of a model and means of their implementation.
Duration: 10 min Organizes student activities.
Organizes a conversation about sources of geographic information
Let's try to classify “Sources of geographic information” and create a table.
Compile a table “Sources of geographic information”
(according to degree of reliability)
subjective Reliable (objective)
Drawings
Artistic
movies
Artistic
literary works Cards
Scientific reports
Documentaries
Textbooks
Popular science literary works
Photos
(according to presentation features)
Information sources
Dynamic Static Graphic
Text Illustrative Cartographic
Cognitive:
V. Implementation stage of the completed project
Goal: formation by students of a new model of action, the ability to apply it when solving a problem that caused difficulty, and similar issues Organizes a search research activities students. - How and where did geographical science originate?
- Which scientist stood at the origins of geography?
Using materials from the textbook, EFU, and other sources, conduct research on these issues.
.Combine your information with that of others. Present the results of your work in a table.
The spectrum of geographical sciences is studied based on the analysis of the classification scheme on p. 9 textbook. When working with the diagram, students can be offered:
a) determine the objects of study of each of these geographical sciences;
b) formulate a conclusion about the reasons for grouping geographical sciences into these groups. Completing both tasks implies the formation of universal educational activities related to the analysis of text and graphic
information. They work individually and in groups.
Fill out the table as you work with sources of information.
Name of the scientist Dates of life and activity Role of the scientist
./
VI. Fizminutka Organizes a dynamic pause
1. If the word refers to a geographical phenomenon - hands up, if the word refers to a geographical object - turn to your neighbor, if the word does NOT relate to geography - close your eyes.
Rainfall, river, city, apple, tsunami, mountain, bird, volcano, school, shop, wind, window, sea, sand, sunset, cow, Arctic. Perform attention exercises VII. Incorporating new things into the system of knowledge and repetition.
Goal: to strengthen the ability to solve
word problems; application of a new method of action
Duration: 7 min. Before starting work, the teacher explains to students the features of working with types of test tasks:
a) choosing one answer option from the proposed list - it is necessary, based on an analysis of the text of the task and the answer options, to select one correct one;
b) selecting several answer options from the proposed list - necessary
Based on the analysis of the text of the task and the answer options, select the quantity that
which is indicated in the task conditions, or all are correct;
c) placement by rank - necessary based on analysis of the text of the task and variation
ant answers, arrange them in a given order;
d) establishing a correspondence between the positions of several lists - it is necessary, based on an analysis of the text of the task and answer options, to establish a correspondence between the positions of the first and second lists (it is possible that one of the lists has more positions - in this case the possibility is analyzed
exclusion of one of the positions or the presence of several matches for one
from list items). At the end of the work, the teacher organizes a group (pair)
interaction between students to analyze the completion of the task. Consolidation of the studied material is the solution test task No. 1 and 2 on p. 4 exercise books.
Complete tasks in a notebook - simulator. In pairs (groups) they analyze the completed task.
Cognitive UUD:
- analysis for the purpose
highlighting the main features;
- ability to consciously
build speech
oral statement;
- selection and search
necessary
information;
Communication
UUD:
- ability to express fully and clearly
thoughts;
-integration into groups and productive interaction.
Regulatory UUD:
- planning;
- control;
- correction;
- self-esteem
VIII. Reflection on activity (lesson summary)
Goal: Evaluate results
own activities; awareness of the construction method
limits of application of new knowledge
3 min Organizes reflective and evaluative activities
Evaluates students’ activities and organizes self-assessment
-Have we achieved the objectives of the lesson?
- What methods of action have we learned?
-What did you like/dislike about the lesson? Analyze their work in class. They learn to objectively evaluate their work in class. Regulatory:
- assessment of what
learned, awareness
quality and level
assimilation.
Cognitive:
- ability to structure
knowledge;
Communication
UUD:
- argue your points
statements
IX. Homework. Provides homework instructions.
Assessing students' work in class. textbook p. 8–9; exercise book p. 12 (No. 1). Write down the task in your diary
Slide 1
The purpose of the lesson: to create a need for knowledge among students when solving the problem of defining the concept of “geography” and highlighting the stages of development of this science Developed by: Gridneva Galina Vladimirovna, geography teacher Abstract: introductory lesson in 5th grade using problem-dialogical technology and drawing up a logical reference summary(LOK) 5klass.net
Slide 2
2 And it's all about her...
Slide 3
3 And this is all about it... A complex of sciences that study the surface of the Earth from its natural conditions, distribution of population and economic resources on it. S.I. Ozhegov “Dictionary of the Russian language”
Slide 4
4 ANCIENT MODERN
Slide 5
5 There are many sciences, and each science has its own name.
Geography is one of them. Could the science of geography have received a different name? PROBLEM!
Slide 6
6 ANCIENT MODERN Earth I describe = land description
Slide 7
Slide 8
8 ANCIENT MODERN Earth I describe = land description 1. The first seafarers, travelers, scientists, tradersdescribed
Slide 9 Eratosthenes of Cyrene (c. 276–194 BC) Ancient Greek mathematician, astronomer, geographer and poet Born in the city of Cyrene ( North Africa
). For the first time in history he measured the circumference of the Earth. In his work on earth science, Eratosthenes first used the terms “geography”, “latitude” and “longitude”.
Eratosthenes Map
Slide 10
10 ANCIENT MODERN Earth I describe = land description The first travelers, seafarers, scientists, traders described Eratosthenes collected these descriptions wrote the book “Geography”
Slide 11
What questions did travelers try to answer when going to distant lands?
Slide 12
12 ANCIENT MODERN Earth I describe = land description The first travelers, seafarers, scientists, traders described Eratosthenes collected these descriptions wrote the book “Geography” Ancient geographers answered the questions: What is this?
Where is it located?
Slide 13
What questions do modern geographers answer?
Slide 14
16 ANCIENT MODERN Earth I describe = land description The first travelers, seafarers, scientists, traders described Eratosthenes collected these descriptions wrote the book “Geography” Ancient geographers answered the questions: What is this?
Where is it located? Modern geographers answer the questions: How does it work?
Why is this happening? - a system of sciences that studies the nature, population and economy of the Earth; physical socio-economic cartography
Slide 17
Slide 18
18 ANCIENT MODERN Earth I describe = land description The first travelers, seafarers, scientists, traders described Eratosthenes collected these descriptions wrote the book “Geography” Ancient geographers answered the questions: What is this?
Where is it located? Modern geographers answer the questions: How does it work?
Why is this happening? - a system of sciences that studies the nature, population and economy of the Earth; physical socio-economic cartography I know:
Slide 19
19 There are many sciences with different names. Geography is one of them. Could the science of geography have received a different name? PROBLEM!
Slide 20
20 ANCIENT MODERN Earth I describe = land description The first travelers, seafarers, scientists, traders described Eratosthenes collected these descriptions wrote the book “Geography” Ancient geographers answered the questions: What is this?
Where is it located? Modern geographers answer the questions: How does it work?
Why is this happening? MY NAME OF THIS SCIENCE is a system of sciences that studies the nature, population and economy of the Earth physical socio-economic cartography I know:
Slide 21
21 The name of the science “geography” is formed by the merger of two words meaning: Do you know? “earth” and “write” “earth” and “draw” “earth” and “observe” Hint
Slide 22
22 You are great!
Slide 23
Slide 24
24 ANCIENT MODERN Earth I describe = land description The first travelers, seafarers, scientists, traders described Eratosthenes collected these descriptions wrote the book “Geography” Ancient geographers answered the questions: What is this?
Where is it located? Modern geographers answer the questions: How does it work?
Why is this happening? MY NAME OF THIS SCIENCE for the test is a system of sciences that studies the nature, population and economy of the Earth physical socio-economic cartography I know:
30 You are great!
Slide 31
Slide 32
Eratosthenes of Cyrene (c. 276–194 BC) Ancient Greek mathematician, astronomer, geographer and poet Born in the city of Cyrene (North Africa). For the first time in history he measured the circumference of the Earth. In his work on earth science, Eratosthenes first used the terms “geography”, “latitude” and “longitude”.
Map of Eratosthenes for the test
Slide 33
Which of the following geographical sciences is a general geographical science? Do you know? Geography Economic Geography Cartography Hint
Lesson topics
Class
Install Define
concept of "geography"
Lesson 2. Geography in the modern world Geographical objects, phenomena and processes. Exploring the Earth modern geography
. Why does a person need geography? Reveal
Class features of the study of the Earth by geography in comparison with other sciences.
geographical phenomena affecting geographical objects. Distinguish
natural and man-made geographical objects
Lesson 3. Geography in ancient times The world of ancient civilizations. Geographical knowledge on. Ancient East Ancient Egypt
, Ancient China and Ancient India. Show
on maps of the territory of the ancient states of the East. Find
information (on the Internet and other sources) about the accumulated geographical knowledge in the ancient states of the East
Lesson 4. Geographical knowledge in ancient Europe Geographical knowledge and discoveries in Ancient Greece And.
, Ancient China and Ancient India. Ancient Rome
on maps of the territory of the ancient states of the East. on maps of the territory of ancient European states.
information (on the Internet and other sources) about the accumulated geographical knowledge in Ancient Greece and Ancient Rome
Development of a person’s ideas about the world
Lesson 5. Geography in the Middle Ages; Asia, Europe
Arab East. Travels of Arab sailors. Development of Asia. Travel of A. Nikitin. The state of geography in Europe. Vikings. Travels of Marco Polo. Portuguese sailors. Trace
on maps, travel routes of Arab sailors, A. Nikitin, Vikings, Marco Polo.
on maps of the territory of the ancient states of the East. Apply
information (on the Internet and other sources) and discuss the significance of the discoveries of A. Nikitin, the travels of Marco Polo and his books
Lesson 6. Discovery of the New World.
Arab East. Travels of Arab sailors. Development of Asia. Travel of A. Nikitin. The state of geography in Europe. Vikings. Travels of Marco Polo. Portuguese sailors. Reasons for the onset of the VGO era. Travels of H. Columbus, the significance of the discovery of the New World. And describe
according to the maps, the travel routes of H. Columbus. Purchase
skills in selecting, interpreting and presenting information about the consequences of the discovery of America for its peoples Outstanding
geographical discoveries
Lesson 7. Age of Great Geographical Discovery. Southern Sea Route to India. Expedition of Vasco da Gama.(F. Magellan, F. Drake). The significance of the Great Geographical Discoveries
Arab East. Travels of Arab sailors. Development of Asia. Travel of A. Nikitin. The state of geography in Europe. Vikings. Travels of Marco Polo. Portuguese sailors. Ancient Greece And Maps show travel routes in different areas of the World Ocean and on continents.
on maps, travel routes of Arab sailors, A. Nikitin, Vikings, Marco Polo. travel routes on an outline map. Find information (on the Internet and other sources) about travelers and travels of the Age of Discovery. Discuss the significance of the discovery of the New World and the entire era of great geographical discoveries
Outstanding geographical discoveries
Lesson 8. Discovery of Australia and Antarctica
Discovery and exploration of Australia (A. Tasman, J. Cook). Discovery and research of Antarctica (F.F. Bellingshausen, M.P. Lazarev). The first Russian trip around the world.
Practical work on making a presentation about great travelers.
Arab East. Travels of Arab sailors. Development of Asia. Travel of A. Nikitin. The state of geography in Europe. Vikings. Travels of Marco Polo. Portuguese sailors. travel routes based on maps by J. Cook, F.F. Bellingshausen and M.P. Lazareva, I.F. Krusenstern and Yu.F. Lisyansky.
on maps, travel routes of Arab sailors, A. Nikitin, Vikings, Marco Polo. travel routes on an outline map.
on maps of the territory of the ancient states of the East. information (on the Internet and other sources) and discuss the significance of the first Russian circumnavigation
Development of geographical knowledge about the Earth. Geographical methods of study environment
Lesson 11. Scale
What does the scale show? Types of scale recording (numerical, named, linear). Linear scale and its use. Determination using a linear distance scale. Detail of the terrain image depending on the scale.
Install topographic map(or site plan) distances between geographic features using linear and named scales.
Decide practical problems on converting the scale from numerical to named and vice versa.
. Why does a person need geography? detailed image of objects on a map of different scales
Lesson 12. Conventional signs
What's happened conventional signs and legend. Types of symbols: area, point, linear. Explanatory captions.
Recognize symbols of area plans and maps.
on maps of the territory of the ancient states of the East. symbols on the site plan and topographic map different types, explanatory captions.
on maps, travel routes of Arab sailors, A. Nikitin, Vikings, Marco Polo. symbols on the contour map and to sign objects.
Describe route on a topographic map (terrain plan) by reading symbols
Methods of depicting relief earth's surface
Lesson 15. Shooting the area.
Visual photography. Determination of distances on the ground. Determination of azimuths on the ground. Orientation according to the plan. Determination of azimuths on the plan.
Practical work on orientation and determination of azimuths on the ground and plan.
Get your bearings on the ground on the sides of the horizon and in relation to objects and objects.
Get your bearings according to the area plan and on the plan (topographic map).
Install sides of the horizon on the plan
Drawing up a simple site plan
Lesson 16. Drawing up a site plan.
Practical work for conducting polar surveys of the area.
Use equipment for eye survey.
Compose simple plan of a small area
Differences between a map and a plan. Reading a map, determining the location of objects, absolute heights. Variety of cards
Lesson 30. Relief of the Earth
The concept of relief. Planetary landforms.
Plains and mountains of continents, their differences in height. Relief of the ocean floor. Identification of large relief forms from maps.
Fulfill practical work on determining average and maximum absolute altitude on maps.
Install By geographical maps quantitative and qualitative characteristics of the largest mountains and plains, features of their geographical location. . Why does a person need geography? features of the image on maps of large relief forms of the ocean floor and show their.
Compare the location of large forms of relief of the ocean floor with the boundaries of lithospheric plates.
. Why does a person need geography? patterns in the placement of large relief forms depending on the nature of the interaction of lithospheric plates
Earthquakes and volcanism, ensuring public safety
GEOGRAPHY. PLANET EARTH. 6th grade (35 hours)
Lesson 1. Introduction.
Orientation in the information field of the educational and methodological set. Repetition of the rules for working with the textbook and the components of the teaching materials used. Learning how to keep a diary of weather observations. Choosing the form of a weather diary and how to keep it.
Meet with a barometer, hygrometer, weather vane, and precipitation gauge.
To measure quantitative characteristics of the state of the atmosphere using instruments and tools.
Begin filling out a weather diary
Lesson 2. Hydrosphere
The concept of "hydrosphere". The volume of the hydrosphere, its parts. The global water cycle, its role in nature. The importance of the hydrosphere for the Earth and humans.
Compare relationships between individual parts of the hydrosphere according to the diagram.
. Why does a person need geography? relationships between the components of the hydrosphere according to the “Water Cycle in Nature” scheme.
Explain the importance of the water cycle for the nature of the Earth.
Describe the importance of water for life on the planet.
Parts of the World Ocean. Properties of the waters of the World Ocean
Lesson 3. The world's oceans.
Ocean and its parts. Seas, bays and straits. Properties of ocean waters: temperature and salinity surface waters. Dependence of temperature and salinity on geographical latitude and variability by season.
Define and describe but the map geographical position, depth, size of oceans, seas, bays, straits, islands.
on maps, travel routes of Arab sailors, A. Nikitin, Vikings, Marco Polo. on the outline map of the oceans the names of bays, straits, marginal and inland seas.
. Why does a person need geography? using maps, geographical patterns of changes in temperature and salinity of surface waters of the World Ocean.
Build graphs changes in temperature and salinity of ocean waters depending on latitude
Movement of water in the Ocean. Using maps to determine the geographical location of seas and oceans, depths, directions of sea currents, water properties
Lesson 6. Lakes and swamps
Lakes and their diversity. Reservoirs. Swamps.
Install on the map the geographical location and size of the largest lakes, reservoirs and wetlands in the world.
To sign on a contour map of the world's largest lakes and reservoirs.
Compose Ancient Greece analyze diagram of the differences between lakes based on the origin of the basins
Origin and types of groundwater, possibilities of their use by humans. Addiction
groundwater level depending on climate, features rocks. Mineral water
Lesson 7. Groundwater
Formation of groundwater. Ground and interstratal waters. Springs Thermal and mineral waters. Significance and protection of groundwater.
Analyze models (illustrations) “Underground waters”, Artesian waters”.
on maps of the territory of the ancient states of the East. additional information (on the Internet, other sources) about the importance of different types of groundwater and mineral springs for humans
Lesson 11. Atmosphere
Composition of atmospheric air. Structure of the atmosphere (troposphere, stratosphere, upper atmosphere, ionosphere). The meaning of atmosphere.
Compose Ancient Greece analyze diagram “The importance of the atmosphere for the Earth.”
Explain meaning of atmosphere.
on maps of the territory of the ancient states of the East. additional information (on the Internet, other sources) about the role of atmospheric gases for natural processes. express opinion on the statement: “The troposphere is the “cuisine of weather”
Heating of the atmosphere, temperature, heat distribution on Earth. Plotting temperature change graphs
Lesson 14. Atmospheric precipitation
Formation of precipitation, uneven distribution on Earth. Diagrams of annual precipitation distribution. Methods for displaying precipitation on maps.
Analyze Ancient Greece build according to available data, diagrams of the distribution of annual precipitation by month.
Decide problems of calculating annual precipitation based on available data.
Install ways to display precipitation types and amounts on weather and climate maps
Atmosphere pressure. Change atmospheric pressure with height
Lesson 17. Weather.
Weather and its elements. Causes of weather changes. Weather forecasts, mineoptic maps. Obtaining information for weather forecasts. Weather. Elements of weather, methods of measuring them, meteorological instruments and instruments. Reading weather maps. Weather forecasts
Install using meteorological instruments, indicators of weather elements.
Characterize current weather. Class relationships between weather elements using specific examples.
Master reading a weather map, And using a weather map, quantitative and qualitative indicators of the state of the atmosphere. Describe weather
Climate and climate zones
Lesson 18. Climate
The concept of climate and its indicators. Representation of climate indicators on maps and climatograms. Climate zones of the Earth. Climate-forming factors.
Compare indicators used to characterize weather and climate.
Receive information on climate indicators based on analysis of climatograms.
Master reading climate maps, characterizing climate indicators (average temperatures, average precipitation, wind direction) according to the climate map.
Compare maps of light zones and climate zones, draw conclusions
Person and atmosphere. Natural phenomena in the atmosphere, their characteristics and rules for ensuring personal safety. Ways to maintain quality air environment
Lesson 21. Biosphere
The concept of "biosphere". IN AND. Vernadsky - the creator of the doctrine of the biosphere. Boundaries of the modern biosphere. Diversity of the organic world of the Earth. The concept of ancient species - relics. Distribution of living organisms in the biosphere. The ratio of plants and animals on land and in the oceans. Compare the boundaries of the biosphere with the boundaries of other shells of the Earth.
Justify drawing the boundaries of the biosphere.
Describe distribution range of living organisms.
Explain reasons for the uneven distribution of living organisms
in the biosphere
Features of the distribution of living organisms on land and in the oceans
Lesson 22. Life in the Ocean and on Land
Factors influencing the distribution of living organisms in the ocean and on land. Groups of marine organisms according to habitat conditions (nekton, plankton, benthos). Geographical patterns of changes in the flora and fauna of land. Impact of temperature, precipitation, relief.
Compare adaptive features separate groups organisms to their habitat.
. Why does a person need geography? reasons for the change in flora and fauna from the equator to the poles and from the foothills of the mountains to the peaks based on the analysis and comparison of maps, illustrations, models
Biological cycle. The role of the biosphere
Lesson 23. The importance of the biosphere
The role of individual groups of organisms in the biosphere. Biological cycle, its significance. Interaction of the biosphere with other shells of the Earth. The influence of living organisms on the earth's crust, atmosphere, hydrosphere, and humans.
Analyze biological cycle diagram and identify role different groups organisms in the transfer of substances.
Compose (supplement) diagram of the biological cycle of substances. Justify specific examples of the participation of living organisms in the transformation of the earth's shells
Lesson 28. Soil
Soil as a special natural formation. Composition and structure of soils. Soil fertility. Common zonal soil types. Soil protection, reclamation.
. Why does a person need geography? causes to varying degrees fertility of soils used by humans.
Compare according to illustrations (models) the structure of the profile of podzolic soil and chernozem. Compare maps of soils and natural areas, install correspondence between the main types of soils and natural areas. Observe soil samples from your area, identify their properties
Lesson 30. Forests.
Zones of taiga, mixed and deciduous forests, monsoon forests and humid equatorial forests: geographical location, climate, flora and fauna
Install according to maps, the geographical location of natural areas, show their. Learn natural areas in illustrations, And their appearance. Class correspondence between the natural zone and representatives of its flora and fauna on maps of the territory of the ancient states of the East. information (on the Internet and other sources), ready Reasons for the onset of the VGO era. Travels of H. Columbus, the significance of the discovery of the New World. discuss messages about human adaptation to conditions natural area, O economic activity of people
Natural zones of the Earth. Features of the interaction between the components of nature and economic activity in different natural zones
Lesson 31. Steppes and savannas. Dry areas of the planet
Zones of taiga, mixed and deciduous forests, monsoon forests and humid equatorial forests: geographical location, climate, flora and fauna.
Install Geographical location of natural areas on maps, show them.
Learn natural areas in illustrations, describe their appearance. Match between the natural zone and the main representatives of its flora and fauna.
Find information(on the Internet and other sources), prepare and discuss messages about human adaptation to the conditions of a natural area, about people’s economic activities
Which of the following geographical sciences is a general geographical science? Do you know? Geography Economic Geography Cartography Hint
"Geography. Planet Earth" ( Beginner course geography) grades 5-6.
Lesson topics
Lesson 1. Geography: ancient and modern science
The Birth of Earth Science. System of geographical sciences. Familiarization with the textbook, the structure of the textbook and the features of the teaching materials components used.
Class stages of development of geography from individual descriptions of lands and peoples to the formation of science based on analysis of the textbook text and illustrations.
Install Define
Development of geographical knowledge about the Earth