3 days of travel in a natural area. "Journey through natural areas
MAOU "CHVSOSH"
Teacher: Mikova N.I.
Subject: geography
Grade: 8
Lesson on the topic “Traveling through natural areas of Russia”
Target: form an idea of the diversity of natural zones in Russia
Tasks:
develop students’ creative abilities, the ability to work in a team, and cultivate a sense of teamwork and camaraderie.
Equipment: presentation “Travel through natural zones”, fragments of videos about animals and plants of different natural zones (arctic deserts, tundra and forest-tundra, steppes and forest-steppes, desert, semi-desert), a map of natural zones of the world, a set of pictures of different animals and plants, guide sheets for each student, felt-tip pens, glue stick, A4 sheets with backgrounds of different natural areas, scissors.
Lesson progress
Before the lesson begins, the teacher divides the students into two teams. Desks are arranged for group work; guide sheets, pencils, glue, scissors and other supplies are laid out on the desks.
I. Learning new material
1. Setting lesson goals(5 minutes)
Today we are going on an expedition to the natural areas of Russia.
We have to find out how natural zones change, find out their climatic features, and get acquainted with the animal and plant world. Today we will be in the role of travelers.
But, like all travelers and researchers, during our expedition we will collect information about natural areas, take photographs and notes in drafts, so that when we return back, we will process all the collected materials, view them, and then arrange them in the form of posters, thereby forever capture our journey.
First, I’ll check what you know about the world around you.
(SLIDE No. 2-5) In Antarctica, the Bloody Falls sometimes emerge from the Taylor Glacier. The water in it contains divalent iron, which, when combined with atmospheric air, oxidizes and forms rust. This gives the waterfall a bloody red color. However, divalent iron does not appear in water just like that - it is produced by bacteria living in a reservoir isolated from the outside world, deep under the ice. These bacteria were able to organize a life cycle in the complete absence of sunlight and oxygen. They process organic residues and “breathe” ferric iron from surrounding rocks
Each of you received guide sheets. These are your drafts in which you can write down the names of animals, plants and climate features of different natural zones during our virtual journey (while viewing the presentation and as my story progresses).
Table 1. Guide to natural areas
Natural areas |
Climatic features |
Animal world |
Flora |
Arctic deserts | |||
Tundra and forest-tundra | |||
Taiga | |||
Mixed and broad-leaved forests | |||
Steppes and forest-steppes | |||
Deserts and semi-deserts |
(slide number 6)
So, we are going on a virtual journey through the natural areas of the Earth. After our return from the trip, each team will choose any two natural areas. And you will have to, using your notes and “photos” that we will take during the trip, design these natural areas on posters and display the animal and plant world in them. Therefore, be careful, write down the names of plants and animals of natural zones and climate features.
- Let's go on our journey!
2. Natural areas of Russia ( 20 minutes )
Watching videos and teacher's story
Arctic deserts(http://video.mail.ru/mail/iva077/_myvideo/296.html)- (3.20 minutes)
The Arctic desert zone is located in the Arctic Ocean, on islands covered with ice. Here among the plants there are mosses and lichens. The plant world is very sparse, so there are predators among the animals, since there is no food for herbivores here. Predators - polar bears, walruses, who fish, are protected from the harsh climate by thick skin and fur, and a subcutaneous layer of fat.
Bird colonies are often found here - this is a large concentration of birds. Birds fly here and fly away when severe frosts occur, for example guillemots and puffins.
The climate in the Arctic is very harsh. Ice and snow cover lasts almost the entire year. In winter there is a long polar night.
Low air temperatures in winter (up to −60°), on average −30˚С in January and +3˚С in July. The annual amount of precipitation is up to 400 mm. In winter, the soil is saturated 75-300 cm
(slide number 7)
- So, the Arctic deserts have passed, what follows
Tundra and forest-tundra
– and now let’s visit a family living in the tundra
Forest-tundra is a transitional type of landscape in which open forests alternate with shrubby or typical tundras.
The amount of precipitation in the forest-tundra is small (200-350 mm), however, due to permafrost and low temperatures, moisture evaporates very slowly. The result of this is the presence of a large number of lakes and swamps, which occupy up to 60% of the area of this natural zone. Average air temperatures in the forest-tundra territory in July are 10-12°C, and in January from −10° to −40°C.
The vegetation of the tundra and forest-tundra varies depending on longitude. Of the trees in the forest-tundra zone, the most common are dwarf birches and polar willows; spruce, fir and larches are also found. Mosses and lichens, as well as small shrubs, are also common.
The fauna of the tundra and forest-tundra is dominated by lemmings, reindeer, arctic foxes, partridges, polar owls and a wide variety of migratory, waterfowl and small bush-dwelling birds.
(slide number 10)
- here we come to the Steppe, forest-steppe (http://www.youtube.com/watch?v=keC_pytn1t8 ) – ( from 2.35 minutes – 5.30 minutes)
The climate of the forest-steppe is usually temperate continental. Annual precipitation is 600 mm. The absolute minimum in the forest-steppe zone is usually −36… −40 degrees.
Summer in the forest-steppe is often hot and dry, especially in the south of the forest-steppe, but on average it is still less hot than in the steppe zone. The average July temperature, depending on the location, ranges from approximately 18.5 degrees to 23 degrees.
In the forest-steppe there are no special species of animals unique to it. Typically steppe species (gopher, marmot, bustard, etc.) combine and coexist here with typically forest representatives (squirrel, marten, elk). The species composition changes from steppe to forest when moving north.
Characteristic is the alternation of deciduous forests with areas of mixed-grass steppes. In Europe and in European part of Russia Typical are light broad-leaved forests of oak (oak), linden, chestnut, ash and others.
IN Island small-leaved birch-aspen trees are widespread in Siberiapegs.
(slide number 11)
And our journey ends Desert, semi-desert (http://www.youtube.com/watch?v=TfE261soiWM )– 3 min
(slide number 12)
We have now completed our journey
3. Physical exercise(1 minute)
(slide number 13)
I walk through natural areas (walking in place),
I notice as I go
Like over a sea of lush grass
The giraffe stretched its neck (arms up, stretching).
Above my head (bending to the sides with raised arms)
The palm tree will rustle its leaves,
But you have to squat (squats),
So that we can pick mushrooms.
Here the fox ran (move your hand from left to right)
Immediately the squirrel galloped (with the other hand, move from right to left)
And a huge gray elephant (circle with arms)
Sends us a bow (bending forward).
We will complete the walk (walking in place)
And let’s hurry to our desks (sit down in their seats)
II. Group work (10 minutes)
– We have returned from our journey and now we have to process and formalize all the information and materials that we collected on our journey.
The teacher distributes cards with the names of natural areas to the teams.
– Each group gets its own natural areas to explore.
– You have your guide sheets with notes that will help you, here we have photographs that we took during the trip.
The teacher distributes photographs and drawings of animals and plants from different natural zones to the teams.
The task of each group is to collect material about their natural zones: appearance, climatic conditions, representatives of the flora and fauna.
Speeches on the order of location of natural zones in Russia in accordance with the law of latitudinal zoning
Students receive drawings of animals and plants, posters with backgrounds of natural areas and begin to compose pictures of natural areas from the drawings, completing, painting and decorating the picture.
Team performances(5 minutes)
Students from each team come out in turn, show their collected natural areas, talk about the features of the animal and plant world, and climate. After the story, members of other teams can complement the answer.
– Why do different animals live and different plants grow in different natural zones?
(Different climatic conditions, terrain, etc.)
III. Reflection(slide number 14) - 5 minutes
In terms of environmental pollution, the Urals are the leaders among the regions of the... Federation. It accounts for 2/5 of emissions of mercury and chlorine compounds, 30% of fluoride compounds. Almost a third of Russian cities with the most polluted atmosphere are located... . Technogenic deserts have formed around 20... cities. A third of the Ural rivers are devoid of biological life due to the discharge of... water.
Check (slide number 15)
IV. Summary and conclusion (3 minutes)
– Before our journey, we set goals. Remember, guys, why we went on a trip, for what purpose?
Student answer: consider the natural zones of the Earth, their flora and fauna, and climatic features.
– Do you think we have achieved our goals?
This means that we have examined natural areas and now we know their characteristics, we can distinguish and identify them by the animals and plants that are characteristic of them.
– What natural zone do you think we live in? (In the forest, taiga zone).
IV. Homework (1 minute)
The teacher gives grades for the lesson to all students.
Literature:
Lesson - competition
"Journey through the natural areas of Russia"
Target:
Expansion and systematization of students’ knowledge on the topic “Natural zones of Russia.”
Tasks
Educational:
To consolidate students’ knowledge of the flora and fauna of natural zones;
developing:
Develop cognitive activity, attention, logical thinking;
Develop the ability to work in groups;
Educational:
Foster a caring attitude towards nature, a desire to protect and preserve it;
Cultivate a friendly attitude towards each other.
The resource is addressed4th grade students
Form of work: group
Any educational complex
Materials and equipment:
Presentation support for the lesson, made in PowerPoint 2010;
Multimedia equipment (computer with connected speakers, multimedia projector, screen);
Handout material.
Progress of the lesson.
1. Organizational moment.
Target which should be achieved by students: prepare for productive work in the lesson.
Target, what the teacher wants to achieve at this stage: to help prepare students for productive work in the lesson.
Tasks:
Create a positive emotional mood;
Help you take the correct working posture.
Methods: verbal.
It is impossible to live or create “for others.”
Everyone must live and create on their own...
2. Emotional mood.
Rub your palms together. Did you feel the warmth?
Touch your palms to each other and transfer this warmth.
May you also feel warm and comfortable during the lesson. Now let's get to work!
3. Introduction to the topic of the lesson
Target which must be achieved by students: formulate the goals of the lesson, understand the significance of the material being studied.
Target, which the teacher sets for himself: to inform students of the topic of the lesson, to provide motivation for schoolchildren’s learning and to lead to the formulation of the goals of the lesson.
Method: conversation.
- Guys, do you like to travel?
Today we will go on a trip around our country.
Tell me, what is the name of the country in which we live? (Russia).
What was it called before? (Rus).
- The Russian land is widely spread on all four sides of the world. The nature of our Motherland is rich and varied: endless green meadows, golden fields, dense
forests, the vast blue of the sky, the bright sun, the crystal ripples of rivers, lakes and seas, sky-high mountain peaks. But there is nothing more expensive than our Siberian region, where we live. It is not for nothing that the proverb says: “There is no dearer than the whole native land.”
Students are shown a musical slide show. (Slide 2)
4. Updating basic knowledge.
Target which should be achieved by students: update their knowledge about natural areas.
Target The goal that the teacher sets for himself is to organize students’ activities to repeat information about natural areas.
Guys, today we will conduct a general lesson on the topic “Natural areas”. We have the opportunity to go on an exciting journey through the natural areas of our country and admire the unique pictures of our native nature, as well as consolidate the knowledge on this topic that you received earlier.
In addition, I propose organizing competitions between teams for the title “Experts of the Native Land.” At each stop of our expedition you will have to complete various tasks and earn points; the more points you collect, the higher the likelihood of becoming winners.
Rules of the game.
The game features 5 stops. At each stop there are 6 tasks offered. Each task is worth 10 points. The team takes turns choosing a category and a question, determining its complexity independently. If the answer is correct, the team receives their points; if the answer is incorrect, the question goes to the spectators, who also gain points for the game. The team that scores the most points becomes experts on their native land. And also three spectators with the highest number of points are selected, who are awarded the title “Clever” or “Clever” and awarded gold, silver and bronze medals.
The results of the game are calculated by the counting commission.
Are the terms clear? So, please take your seats in the helicopter, good luck! (Slide 3)
5. Presentation of commands.
1 team “Tourists”
We'd rather get wet in the rain
Why languish in a stuffy room?
So let the thunder call us forward,
And let the lightning shine for us.
2nd team “Ecology kids”
We are from the edge of the taiga - this is our fate,
We dream of growing up faster.
You, our native land,
We hope we will save you.
And, friends, we will bring glory to our land.
3rd team “Irkutsk”
Go south - the steppe is abundant,
To the north - everything is taiga.
Our region is a harsh land,
This is our beloved Siberian region.
6. Warm up
But before traveling, I suggest you warm up a little. Listen and watch carefully!
Game: you can only answer YES or NO. (Prepare cards with the words YES and NO in advance).
"True and False Statements"
* The Volcanoes of Kamchatka are included in the World Heritage List. (Yes)
*The largest lake in Russia by area is Baikal. (no) Caspian
*Walruses, seals, and polar bears live in the Arctic. (Yes)
*Tundra plants have long roots. (no) short - permafrost
*Tundra food chain YAGEL - DEER - LYNX (no) MOSS - DEER - WOLF
*Oil and gas are produced in the tundra. (Yes)
*Is deforestation an environmental problem for forests? (Yes)
Well done, guys! You prepared well and answered everything correctly. Well, we warmed up a little.
7. Generalization of knowledge about natural areas in the form of “Own game”
Target, which should be achieved by students: apply knowledge about the position, features of inanimate nature, animals and plants of natural areas in a situation of choice.
Target, which the teacher sets for himself: to ensure that students develop the ability to independently apply knowledge in a situation of choice.
Method: independent work in groups.
Slides 4 - 10
The first stop of our virtual journey “Guess the natural area”. (Material in Appendix 1)
Physical exercise.
Target which should be achieved by students: relieve physical stress.
Target , which the teacher sets for himself: to actively change the activities of students, and thereby weaken the oncoming fatigue, and then switch the child and himself back to continuing classes.
So, let's go.
Hands to the sides -
We send the helicopter into flight.
Right hand forward
Left hand forward
One, two, three, four
Arrived - quieter, quieter.
(Slides 4, 11 - 16 by click and hyperlink)
The second stop of our virtual journey “Who settled incorrectly?” (Material in Appendix 2)
Exercise “Magic Window”
A real traveler must be able to see the unusual in the most ordinary things, be able to fantasize, have ingenuity and imagination. Let's practice.
I have the “Magic Window” in my hands, today it is blue.
(blue square)
Look out of this window, you will see something amazing and interesting. What did you see? (answers from several children)
The third stop of our virtual journey “Botanist Encryption” (Material in Appendix 3)
Performance of the song “Irkutsk History”
The fourth stop of our virtual journey “Make the food chain right” (Material in Appendix 4)
Game - pantonym “Depict an animal from any natural zone”
The fifth stop of our virtual journey “Environmental Safety” (Material in Appendix 5)
8. Summing up the lesson.
Target, which must be achieved by students: students’ awareness of their learning achievement, self-assessment of the results of their own and the class’s activities.
Target, which the teacher sets for himself: to analyze and evaluate the success of achieving the lesson goal.
Methods: conversation, self-esteem.
- Guys, our journey is coming to an end and we are returning home. You did a great job, you were attentive, fast, smart! It was a pleasure to travel with you! Thank you! It's time to sum up the results of the competition. Let's count the points. Team No. won... You are awarded the title “Experts of your native land.” Congratulations!
9. Reflection.
Target which must be achieved by students: assess their emotional state.
Target which the teacher sets for himself: to organize students’ reflection about their psycho-emotional state.
Reflection on joint activities in the lesson is carried out in writing according to the formula I... We... I...
learned new things, worked well in a group and suggested versions;
worked well in a group, learned a lot of new things;
worked well;
did not work very actively, but helped his group;
I learned a lot of new and interesting things.
We:
Generalized knowledge about natural areas;
they worked harmoniously and gave everyone a chance to draw or suggest something;
expressed their versions;
worked excellently;
we worked very well as a group;
they worked well in the group;
we learned a lot in the group;
we worked together as communities;
we worked together as a group;
worked together.
To me:
I liked the lesson, I liked working with this topic;
liked this topic;
I liked everything very much;
liked today's lesson;
I liked working in a group.
(Slide 20)
10. Homework:
Target which must be achieved by students: understand how to complete homework.
Target, which the teacher sets for himself: to ensure that students understand the purpose, content and methods of completing homework.
You are given a task of your choice:
A) Prepare a report about a rare plant or animal of one of the reserves;
B) " “Your own artist” Complete the track with your own drawing on the topic “Natural areas of Russia”
List of used literature
1. I. N. Bolotnikova “Lessons - games in high school.” Volgograd: 2003.
2. N. N. Kondratyuk Didactic materials on the world around us.” M: 2003.
3. N. N. Perepecheva “Non-standard natural history lessons - grades 3-4.” Volgograd: 2004.
4. A.F. Romanov “Subject weeks at school”. Volgograd: 2007.
Back Forward
Attention! Slide previews are for informational purposes only and may not represent all of the presentation's features. If you are interested in this work, please download the full version.
Goals: to form an idea of the diversity of natural zones on Earth, talk about ways of adaptation of plants and animals to living conditions in a natural zone, consolidate the concept of “latitudinal zonation,” develop students’ creative abilities, the ability to work in a team, and cultivate a sense of collectivism and camaraderie.
Equipment: presentation “Natural zones of the Earth”, fragments of videos about animals and plants of different natural zones (deserts, savannas and woodlands, equatorial forests), a map of the natural zones of the world, a set of pictures of different animals and plants, guide sheets for each student, felt-tip pens, glue stick , A3 sheets with backgrounds of different natural areas.
Key words and concepts: natural zones: arctic deserts, tundra, forest zone, steppes, deserts, savannas, moist equatorial forests.
Lesson progress
Before the lesson begins, the teacher divides the students into two teams. Desks are arranged for group work; pencils, glue, scissors and other supplies are laid out on the desks.
I. Learning new material
1. Setting lesson goals(5 minutes)
Slide 1
Today we have an unusual lesson. In the last lesson, we became acquainted with the concept of “latitudinal zonation” and learned that there are many natural zones on Earth. Today we are going on an expedition to the natural areas of the Earth.
Slide 2
We have to find out how natural zones change, find out their climatic features, and get acquainted with the animal and plant world. Today we will be in the role of travelers.
But, like all travelers and researchers, during our expedition we will collect information about natural areas, take photographs and notes in drafts, so that when we return back, we will process all the collected materials, view them, and then arrange them in the form of posters, thereby forever capture our journey.
First, let's remember important points that will help us understand the change in natural zones.
Slide 3
Frontal survey
- Is the climate the same everywhere on Earth? (No) Slide 4
- What determines the difference in climate? (On the amount of heat, temperature, and the angle of incidence of the sun's rays. The closer to the equator, the higher the temperatures, the further from the equator - closer to the poles, the lower the temperatures.) Slide 5
- What is latitudinal zonation? (Change of natural areas with latitude)
- How does latitudinal zonation change on Earth? (From the equator to the poles, by latitude)
- What is a natural area? (A natural zone is a large area with similar climatic conditions, having certain flora and fauna). Slide 6
- Which scientists contributed to the study of the biosphere and natural zones of the Earth? (Vladimir Ivanovich Vernadsky and Alexander Humboldt)
Figure 1. Vernadsky Vladimir Ivanovich
Figure 2. Alexander Humboldt
Slide 7. The teacher distributes guide sheets to natural areas.
Table 1. Guide to natural areas
Natural areas | Climatic features | Animal world | Flora |
Arctic deserts and tundra | |||
Forest zone | |||
Steppe zone | |||
Desert zone | |||
Savannah zone | |||
Equatorial forest zone |
– Each of you receives guide sheets. These are your drafts in which you can write down the names of animals, plants and climate features of different natural zones during our virtual journey (while viewing the presentation and as my story progresses).
We have divided into teams, so you have to work as a team.
– Don’t forget that when working in a team, you need to help each other, listen to each other’s opinions, each person on the team contributes their ideas and efforts to the common cause.
– So, we are going on a virtual journey through the natural areas of the Earth. After our return from the trip, each team will receive any three natural areas. And you will have to, using your notes and “photos” that we will take during the trip, design these natural areas on posters and display the animal and plant world in them. Therefore, be careful, write down the names of plants and animals of natural zones and climate features.
After completing the work, you will confer and select team representatives who will demonstrate your posters and talk about the features of your natural areas.
- Let's go on our journey!
2. Natural areas of the Earth(10 minutes)
View the presentation and tell the teacher
Slide 8 – 14
Arctic deserts and tundra
The Arctic desert zone is located in the Arctic Ocean, on islands covered with ice. Here among the plants there are mosses and lichens. The plant world is very sparse, so there are predators among the animals, since there is no food for herbivores here. Predators - polar bears that fish, are protected from the harsh climate by thick skin and fur, and a subcutaneous layer of fat.
Bird colonies are often found here - this is a large concentration of birds. Birds fly here and fly away when severe frosts occur. Guillemots, puffins.
There are more plants in the tundra zone; dwarf birches and dwarf willows are already found here, as well as mosses and lichens, shrubs (cranberries, lingonberries, cloudberries) and mushrooms. Against the background of low vegetation, mushrooms are clearly visible, and since summer here is short and cool, mushrooms are never wormy.
The animal world is richer than the plant world, since there is little plant food. Here you can find deer that feed on lichens, rodents - lemmings that build holes in the ground, a lot of birds: ducks, swans.
A characteristic feature of the tundra is swamps, since there is very high humidity and low temperatures, so the moisture does not have time to evaporate.
Slide 15.Forest zone
The forest zone is found on the continents of Eurasia and North America.
Slide 16–18
Various types of trees are found in the forest area. If the forest zone is dominated by coniferous trees (cedar, larch, pine, fir), then this is a taiga zone; if coniferous and deciduous trees (birch, aspen) are also found, this is a mixed forest zone.
In the forest zone there is a lot of vegetation, which serves as food for some animals - deer, elk, birds, squirrels, chipmunks, and for others as housing and shelter - wild boars, wolves, foxes.
Trees retain water with their roots when snow melts and moisture during rains, so there is sufficient moisture and a wide variety of plants and animals.
Slide 19.Steppe zone
Find the steppe zone on the maps.
Slide 20–22
The steppe zone consists of large expanses of herbaceous vegetation. There is a lot of light here, so light-loving herbs grow. The steppes contain the most fertile soils - chernozems, which are used in agriculture, therefore almost all steppe zones are plowed by people.
There are a lot of rodents here that dig holes in the ground and live in large groups, because in open space it is easy to become prey for birds of prey - eagles, hawks. Rodents eat cereals and other plants. The bustard is a bird that runs fast and also lives in the steppe zone. Here you can find snakes, hamsters, as well as fast running antelopes and wild horses.
Slide 23.Desert zone
Slide 24, 25
Watching the film "Deserts"
There is very little rainfall here, sometimes there is no precipitation for a whole year. Plants have adapted to obtaining water through a very long root system that goes to great depths. The leaves of some plants have turned into thorns to reduce water evaporation.
Animals are usually predators - lizards, spiders, scorpions, insects (beetles, ants), snakes. Animals lead an active nocturnal lifestyle, since the hot sand during the day forces them to hide from the heat in shelters and bury themselves in the ground.
The famous “ships of the desert” - camels, store water in their humps and in water sacs in the stomach, and are able to travel hundreds of kilometers without water or food.
Slide 26.Savannah zone
Slide 27–29
Watching the film “Savannahs and Woodlands”
There is no place else on Earth like the shroud that contains the greatest diversity of predators and herbivores. A feature of savannas is grassy plains on which small groups of trees are found. The grass is eaten in large quantities by insects, for example, locusts. Herbivores: antelopes, elephants, giraffes, rodents, predators: cheetah (record holder for running), leopards, birds of prey. Herbivorous animals travel long distances in search of water, stay in large groups, and many run very quickly to escape predators.
Slide 30.Equatorial forest zone
Slide 31–32. Watching the film "Equatorial Forests"
Equatorial forests are the zone of the warmest and wettest climate on Earth, so lush vegetation grows here, which serves as food and shelter for many animals, birds, and insects.
The equatorial forest is very dense, trees have to fight for space under the sun, so giant trees reach 50 - 60 meters.
Elephants, tigers, gorillas, and monkeys live in the forests. There are a lot of insects - termites, ants. A wide variety of birds that feed on tree fruits and flower nectar (sunbirds).
Slide 33.
3. Physical exercise(1 minute)
I walk through natural areas (walking in place),
I notice as I go
Like over a sea of lush grass
The giraffe stretched its neck (arms up, stretching).
Above my head (bending to the sides with raised arms)
The palm tree will rustle its leaves,
But you have to squat (squats),
So that we can pick mushrooms.
Here the fox ran (move your hand from left to right)
Immediately the squirrel galloped (with the other hand, move from right to left)
And a huge gray elephant (circle with arms)
Sends us a bow (bending forward).
We will complete the walk (walking in place)
And let’s hurry to our desks (sit down in their seats).
II. Group work(12 minutes)
– We have returned from our journey and now we have to process and formalize all the information and materials that we collected on our journey.
The teacher distributes cards with the names of natural areas to the teams.
1 team: arctic deserts and tundra, savannah and woodland zones, steppe zone.
Team 2: forest zone, desert zone, equatorial forest zone.
– Each group gets its own natural areas to explore.
– You have your guide sheets with notes that will help you, here we have photographs that we took during the trip.
The teacher distributes photographs and drawings of animals and plants from different natural zones to the teams.
The task of each group is to collect material on their natural zones: appearance, climatic conditions, representatives of flora and fauna, their adaptation to living conditions, etc.
You can divide natural areas among yourself, you can all work together, all this is at your discretion, but do not forget that you are one team and you need to help each other.
Students must select the appropriate material and draw it up on sheet A3. The order of reports corresponds to the order of location of natural zones on Earth in accordance with the law of latitudinal zonation.
Students receive drawings of animals and plants, posters with backgrounds of natural areas and begin to compose pictures of natural areas from the drawings, completing, painting and decorating the picture.
– Now your task is to select representatives who will demonstrate posters and talk about the features of your natural areas. Discuss who will speak and what needs to be said.
Students select representatives and prepare them to speak.
Team performances(8 minutes)
Students from each team come out in turn, show their collected natural areas, talk about the features of the animal and plant world, and climate. After the story, members of other teams can complement the answer.
Mystery
There's a blizzard raging somewhere,
There's a blizzard blowing somewhere,
It lasts about six months
Long polar day.
Somewhere it's hot and scorching -
The sun's rays are hot,
This is how the earth heats up
It's like being in a hot oven.
Somewhere there are rivers, lakes,
Somewhere the edge of marshy swamps,
Somewhere from a clear sky
And a drop of rain doesn't fall.
Somewhere there are pine trees and spruces,
Dense and shady forest,
Somewhere there are mosses and lichen -
The edge of the void all around .
(Natural areas)
Slide 34
– Why do different animals live and different plants grow in different natural zones?
(Different climatic conditions, terrain, etc.)
III. Summary and conclusion(3 minutes)
– Before our journey, we set goals. Remember, guys, why we went on a trip, for what purpose?
Student answer: consider the natural zones of the Earth, their flora and fauna, and climatic features.
– Do you think we have achieved our goals?
This means that we have examined natural areas and now we know their characteristics, we can distinguish and identify them by the animals and plants that are characteristic of them.
– What natural zone do you think we live in? (In the forest, taiga zone).
– What do you think? Do you need to know the features of each natural zone? and for what?
Students express their opinions and make assumptions.
– Do you think it’s only plants and animals that are forced to adapt to different natural zones? Do people adapt to them and how?
(Housing, clothing, food, occupation or work)
– Indeed, in order to live in a certain natural area, you need to know its features. For example, in the northern regions of our country, completely different technologies are used in the construction of houses, compared to the southern regions; in the south, windows are often open throughout the year, and in the north, triple glazing is used in houses. To lay roads, gas pipelines, and extract minerals in the northern regions, you need to spend much more money and use special materials, since the climatic conditions there are very harsh.
– Is it possible to interfere with wild nature and change it without knowing how all the plants and animals are interconnected in it and what this can lead to?
No. Before changing anything in nature, you need to find out how it is connected with animals, plants, climate, so as not to disturb all of nature.
For example, by cutting down a forest, we will destroy the habitat of animals and birds, and at the same time their food.
IV. Homework(1 minute)
§ 47 retelling. Draw any natural area in your notebook.
Slide 35
The teacher gives grades for the lesson to all students.
Literature used:
- Gerasimova T. P., Neklyukova N. P. Geography. Beginner course. 6th grade – M.: Bustard, 2008.
- Nikitina N.A., Zhizhina E.A. Lesson developments in geography: 6th grade. – M.: VAKO, 2010.
- Multimedia resource: 1C: School. Ecology. Study guide. 10 – 11 grades
- Lesson summary “Workshop lesson on the topic: “Drawing up a map of natural zones of Russia: “From the pages of the Red Book” rudocs.exdat.com/docs/index-364074.html.
- BBC video Series “Continents” – “Wild Africa. Savannah".
- BBC video Series “Continents” – “Wild Africa. Desert".
- BBC video Series “Continents” – “Wild Africa. Jungle".
Lesson summary on the world around us in 4th grade
with multimedia presentation
“Journey through natural areas of Russia”
Prepared and carried out
primary school teacher
MKOU "Razdolyevskaya Osh"
Salamatova A.Yu.
2016-2017 academic year
Lesson type : non-traditional - generalization of the studied material.
Lesson form : Travel lesson.
Lesson objectives:
Summarize students’ knowledge in the section “Nature of Russia”;
To consolidate ideas about the features of nature, the conditions of inanimate nature, living beings,
relationships in nature, the significance of the nature of a given zone for humans, its use;
Test students' knowledge, skills and abilities on the topic.
Develop:
Cognitive interest;
Creative activity;
Ability to analyze based on previously studied material and draw conclusions;
Ability to work with a map.
Bring up:
Respect for nature;
Mutual assistance and mutual control through joint activities in the process of solving and checking tasks.;
Increase interest in the subject through a game form of the lesson.
Equipment:
Multimedia installation, cards with the names of natural zones of Russia, 6 envelopes with a set of descriptions of natural zones, “Zoological Lotto”, textbooks “The World around us” 4th grade, printed notebooks for the textbook “The world around us”, map “Natural zones of Russia”, sheets control for each student.
Forms of work: frontal, group, steam room.
Teaching methods: verbal - visual, independent work of students in groups, game moments, competitions.
Planned result:
Development of interest in studying the nature of Russia.
Improving and deepening initial knowledge about natural areas of Russia.
Compile a table yourself using textbook material.
Progress of the lesson.
1. Organizational moment.
Teacher: We have an interesting game today
Each of you was preparing for it.
To win, you need to know a lot,
Be able to think and reason logically.
I think you can handle everything,
(Presentation. Slide 1)
2. Introduction to the topic of the lesson
Teacher:- Today we have a test and general lesson on the topic “Natural areas of Russia.” Traveling through natural areas, we saw and heard a lot of interesting things about nature, about the flora and fauna of our country. Our task is to test and summarize knowledge on this topic. You can test yourself on the path of knowledge.
If you answer the questions well, you can cover a long distance. Don't forget to bring wit, attention, observation, honesty and other good qualities.
For a successful trip, I propose to remember what we became acquainted with when studying each natural zone.
3. Updating knowledge.
“Warm-up” Check out the warm-up conditions on the screen. ( Presentation. Slide 2)
(For each correct answer from the spot, the student receives a picture of an animal) (Appendix 1)
(Front work on teacher issues)
Teacher Questions:
Anticipated Student Answers
1. What oceans is Russia washed by?
a) from the west?
b) from the north?
c) from the east?
Atlantic
Northern-Arctic
Quiet
2. On the territory of Russia there are plains...
East European, West Siberian, Central Siberian plateau.
3. Russia is called the stone belt
Ural Mountains
4. The deepest lake in Russia
Baikal
5. The river carrying its waters to the Caspian Sea
Volga
6. How many natural zones are there in Russia?
Arctic
Lesnaya
Deserts and semi-deserts
10. Subtropical zone in Russia
Black Sea coast of the Caucasus.
Teacher: Let's summarize. Color in as many squares on the path as you have pictures of animals.
4. Generalization of knowledge about the situation, characteristics of inanimate nature and occupations of the population of natural areas.
Work in groups.
Teacher:
We are located at Geographical station ( Presentation. Slide 3)
Divide into groups of 4 people sitting next to each other. Each group chooses a leader and will receive an envelope with the name of the natural area. Inside the envelope are various cards, but only 3 of them correspond to your natural area. Your task is to select and place the correct answers on the board.
(Students work in groups, find 3 corresponding cards, attach them to the board, one of the group briefly talks about the natural area using the cards, if desired, adding information from the website they viewed)
Board:
Chernomors.
Tundra
Arctic
Desert
Lesnaya
Steppe
Natural area
Zone position
climate
Occupation of the population
Sample student answer:“The Arctic zone is located on the Arctic Ocean and the islands located in it. The climate in the Arctic zone is characterized by short, cool summers and long, frosty winters. The Arctic zone has permafrost, deep snow and severe snowstorms. The small population is engaged in fishing, scientific research, and transporting goods by ship.”
(similarly for other natural areas).
Checking and summing up the results of the stage in the “Knowledge Track” based on the number of correct answers of the group.
(If the group made no mistakes, all its members paint 3 cells, each mistake -1 point)
5. Physical exercise. We walk together in our native land. (march on the spot)
To our right is a green meadow. (turn)
There is a forest to our left (turn)
Such a forest is full of miracles.
Squirrels jump from branch to branch, (jumping)
The owl flaps its wings. Wow!
It's breathtaking! (wave hands)
The sun is shining over the birches. (head turns)
We welcome berries and mushrooms! (tilts)
6. Generalization of knowledge about animals inhabiting natural areas.
Teacher: We arrive at the next station of our journey, “Zoological”
Game “Disperse animals in natural areas” ( Presentation. Slide 4)
(Students who received cards place them in the appropriate zones.)
Answer: Arctic– whale, seal, puffin;
Subtropics– praying mantis, roe deer, dolphin, scarab beetle;
Tundra– lemming, reindeer;
Steppes– filly, gopher;
Forest zone – lynx, capercaillie, elk;
Deserts- corsac, long-eared hedgehog.
Examination:
Teacher: Name the animals that the children settled in the Arctic zone (tundra, forests, etc.)
Who disagrees? Explain your answer.
Summing up the stage. If you placed your animal correctly, color in 1 square
Teacher: It's time to move on. We arrive at the Botanicheskaya station
(Presentation. Slide 5)
7. Generalization of knowledge about plants of natural areas.
Teacher: Guys! You are asked to remember various plants growing in a particular natural area and complete the test. On individual sheets, write the plant description numbers next to the guessed name.
Custom sheet:
chestnut
larch
reindeer moss
oak
lichen
The teacher reads the questions on the slide one by one. Children put down the numbers of the guessed plants
(Presentation. Slide 6)
Self-test. Check your achievements on the screen.
(Presentation. Slide 7)
Correct answer: 1-lichen
2-oak
3-larch
4-chestnut
5-moss.
Teacher: According to the number of correct answers, fill in the cells in the “Knowledge Track”.
Teacher: I think that you have successfully completed the task, and we are leaving for the last station on our journey, “Ecological”
8. Generalization of knowledge about national parks and reserves of Russia.
Developing the ability to work with tables using textbook material independently.
(Presentation. Slide 8)
Teacher: During the trip, we successfully resettled animals in natural areas and learned the names of plants growing in Russia. I would like to remind you that some of them are under state protection as endangered. Let's remember what nature reserves and national parks have been created in Russia in each natural area.
In printed notebooks, find the task on page 46
Using the textbook material, fill out the table
"Reserves and national parks of Russia."
Name
Where is
When created
Wrangel Island
Arctic zone
(Between the East Siberian and Chukchi seas)
Taimyr Nature Reserve
Tundra Zone
(Taimyr Peninsula)
Prioksko-terrasny
Forest zone
(In the south of the Moscow region along the banks of the Oka)
1945
Bustard nursery
Steppe zone
Reserve "Black Lands"
Desert zone
(Republic of Kalmykia)
1990
Sochi National Park
Black Sea coast
Work in pairs to check the completed table using the slide on the screen.
(Presentation. Slide 8)
Teacher: For each correctly indicated reserve, one cell is painted over. Sum up the number of correct answers and color in the corresponding number of cells.
Teacher:
What conclusion can be drawn from the resulting table?
Expected student answer: The state takes care of the country's natural resources. This is confirmed by the fact that throughout Russia nature reserves and national parks have been created, where rare plants and animals are protected.
9. Summing up the lesson. Reflection.
Teacher: How many kilometers did you walk along the path of knowledge? (1 cell – 1 km)
Which station were you especially interested in?
What did you succeed in the lesson?
What didn't work, what needs to be worked on?
Teacher: I especially want to mention the guys
who actively worked in class...
10. Homework:(Presentation. Slide 9)
You are given a task of your choice:
A) “I am an ecologist-researcher.” Prepare a report about a rare plant or animal in one of the reserves;
B) “Protect nature!” Complete the task in a notebook with a printed base, pp. 47-48 “The Red Book of Russia”
B) “Young Geographer” prepare an abstract on the topic “Natural areas of Russia”