Speech therapy portal / Material for classes / Shapes of the earth's surface 2. Presentation of a lesson on the surrounding world "Shapes of the earth's surface" (grade 2). III. Self-determination for activity

Shapes of the earth's surface 2. Presentation of a lesson on the surrounding world "Shapes of the earth's surface" (grade 2). III. Self-determination for activity

21.09.2023

Preview:

Topic: “Shapes of the earth’s surface.”

The purpose of the lesson:

Introduce types of earth's surface

Tasks:

To develop the ability to identify various shapes of the earth's surface;
Introduce the structure of hills and mountains;
Develop the ability to navigate the terrain.

During the classes.

1.Motivation for educational activities.

Good afternoon guys. We are starting a lesson about the world around us. Say hello to our guests.

1-2-3-4-5! The sun is shining again!

1-2-3-4! Everything is beautiful in this world!

1-2-3-4-5! We can reason!

The world around us is interesting to know

Are we ready to unravel its secrets and riddles?! (Ready!)

Have a seat!

Today I brought you this bag for class. What is it called?

Let's see what's in it.

Why do people travel?

For discoveries

Which of you today is ready to go on a journey to gain new knowledge?

I really want each of you to make a discovery today

What they will be - big or small - is different for everyone.

What kind of person should we be in order to receive discoveries? What should I be like?

2.Updating basic knowledge.

- What have we already learned so that we can go on a journey?

Let's play the game “Believe it or not.” If you agree with the statement, then you clap. If you don’t agree, then stomp.

Do you believe that the horizon is the earth's surface that we see around us? (Yes)
Do you believe that the boundary of the horizon where the sky meets the earth's surface is called the horizon line? (Yes)
Do you believe that the main directions of the horizon are NE, SE, SW, NW? (No)
Do you believe that a compass is needed to navigate in space? (No)
Do you believe that if you stand with your back to the sun at noon, then north will be ahead, east will be on your left, and west will be on your right? (No)

So, I see that you are very well prepared for the trip.

Let's hit the road!

3.Formation of new knowledge, skills and abilities.

(slide) Traveling around the Earth, people noticed that its surface is not the same everywhere; there are flat areas, hills, and depressions on the Earth. Look at the screen.

What groups can these photographs of the area be divided into?(Slide)

Try to determine the topic of the lesson.

Lesson topic: Shapes of the earth's surface.(Slide)

And experts will help me in determining the shape of the earth's surface.

Who has seen the mountains?

Who has seen the plains? What area do we live in?

Do we know everything?

Let's set tasks for the lesson: What would you like to know?

Let's find out what forms of the earth's surface there are,
let's learn to compare them,
Let's learn to notice and appreciate the beauty of nature.

Look at the screen. During our journey we will fill out the following table: the shapes of the earth's surface. ( Slide)

(slide) Look at these photographs and try to name the main shapes of the Earth's surface.

What discovery have we made?

There are mountains and plains on Earth

We supplement our table with new terms: mountains, plains. ( Slide)

And an expert will tell us about the plains.(slide)

Since ancient times, people have settled on the plains. Cities are built on the plains, roads are laid, cattle are grazed, grain is sown. Vast areas of the plains are occupied by deserts and forests.

Do you think all plains are the same?

Try to define a plain. ( Slide)

Let's listen to an expert.

Plains are different. Flat and hilly.

Filling out our table - flat and hilly (Slide)

Flat ones have a flat surface, hilly ones have hills.

A) Working with a physical map of Russia.

How do you think about how to find out on a map which terrain is flat or mountainous? Let's find and show the plains of our country. A physical map of Russia is on your desk.

What can you find on the plain? (elevation - hill)(Slide)

I suggest you listen to an expert.

Any hill can have separate parts. Try to identify and show them yourself.

Summit - the highest point

Sole - beginning of elevation

Slope is the distance between the bottom and the top. Slopes can be steep or gentle. (Slide + layout)

Reading from the textbook. p. 78

Find in the textbook the definition of what a ravine is.(slide)

Let's fill out the diagram.(Slide)

What do you think a ravine is? How was it formed?

Physical education minute.

We'll rest a little.

Let's stand up and take a deep breath.

We'll reach the mountain now.

Here is the bottom, here is the top,

Left slope and right slope.

We'll climb to the top

And let's look around!

Imagine that you are a mountain.

Show the top, bottom, slopes.

Working on the topic of the lesson.

Well, of course, this is a miracle!–
It's been a century now
Even in the hottest summer -
There is snow on its top!

That's right, we ended up in the mountains.(slide) Look how beautiful it is there!

Listen to how Nikolai Ivanovich Sladkov described the beauty of the mountains.

Working from the textbook. pp.80-81

Reading aloud.

What can you tell us about the mountains?

Who can define mountains?

What will the experts tell us?

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

You rarely see a single mountain (Slide), most often the mountains are located in rows - mountain ranges. (Slide)

Let's fill out the diagram. New geographical concepts - single mountains and mountain ranges.(Slide)

Now let's look at the hill and the mountain.

Find commonalities and differences.(Slide)

Let's find mountains on the map of our homeland. The oldest mountains are the Ural Mountains. The Ural Mountains appeared about 600 million years ago.The length of the Ural ridge is more than 2000 kilometers.

And in the Caucasus Mountains there is the largest mountain in Russia.

Elbrus is the priceless pride and heritage of Russia.

Independent work in groups. (talk about the rules for working in groups)

We have studied the basic shapes of the earth's surface. And I suggest you complete tasks, each group has its own.

Group 1 - crossword

Group 2 – match the concept with the definition

Group 3 - label the parts of the hill and mountain

Group 4 – fill in the missing concepts

Our journey has come to an end.

Where have we been?

I think our lesson has become a lesson of discovery for you.

Reflection.

I want to know how you liked the lesson. Our journey has come to an end.

Think and determine the quality of your work in class.

In different places of the classroom there are illustrations of “Plain”, “Hill”, “Mountain”,

Those guys who agree with the statement:

- “I wasn’t interested in the lesson, I didn’t listen attentively, I didn’t understand the lesson material,” attach a sticker to “Plain.”

Those students who think:

“I listened carefully, but I didn’t understand everything; I won’t be able to use the knowledge gained in the lesson in life,” attach a sticker to the “Hill.”

Those students who are sure that “I listened carefully. I got it. I can use the knowledge I learned in class,” attach the sticker to “Mountain.”

Almost all the flags were on the mountain, which means you did a great job, and now you can handle any mountain.

Lesson summary.

What are mountains?

Do you think the word MOUNTAINS is used only in this geographical sense - these are very uneven areas of the earth's surface that rise greatly above the surrounding area?(In life this is a polysemantic word. Mountains are heights, obstacles that need to be overcome)

I wish you that in your life you will be able to overcome all the mountains, all the peaks were on the shoulder.

I would like to quote the words from the song by Vladimir Vysotsky

The only things better than mountains are mountains

Which I have never been to before!

May you visit all the mountains you want in your life. And conquer the peaks that you have in mind. And no matter what height you find yourself at, remain, first of all, a person - kind and reasonable!

APPENDIX (WORK IN GROUPS)

GROUP 1 – CROSSWORD

Solution to the crossword puzzle "Shapes of the Earth's surface"

Horizontally:

2. Plains that have a flat surface are... plains.(flat)

4. Hills on the plains are called...(hills)

6. Flat or almost flat areas of the earth's surface.(plains)

8. Mountains arranged in rows.(mountain ranges)

Vertically:

Plains with hills on the surface.(hilly)

3. These wonderful giants

They wear stone caftans.

White hats on top of heads,

The top reaches the clouds.(mountains)

5. Depressions on the earth's surface with steep, crumbling slopes.(ravine)

GROUP 2 – RELATE THE CONCEPT WITH THE DEFINITION

GROUP 3 – LABEL THE PARTS OF A HILL AND MOUNTAIN

On the African continent we find depressions in the Algerian chotts (up to -32 m in the Melrir chott), in the north of the Libyan desert (from -30-50 m to -75 m in the Araj oasis) and east of Abyssinia, where the Birket el depression Azalya is 174m below sea level.

The deepest depression is in the Jordan Valley, where Lake Tiberias and the Dead Sea are located, the surface of which is 208 m and 394 m below sea level.

Within the USSR, small depressions are known in Central Asia. The bottom of the Sary-Kamysh basin, located in the northern part of the Kara-Kum and southwest of the Aral Sea, lies 39 m below ocean level. To the south, on the Ishek-Ankren-kyr plateau, there are two more closed dry depressions, descending 60 m below ocean level. One of these depressions is up to 30 km long with a width of 8-10 m. The endorheic depression of the salt lake Kashkar-Ata in southern Mangyshlak reaches 20 m in height with an area of 50 square meters. km. Another depression of Mangyshlak, Karagiye, reaches even greater horizontal dimensions and depth (up to -60 m).

Depressions occur even among or near high mountains. Thus, in the eastern part of the Tien Shan, at its foot, lies the Lyukchun depression (up to 130 m below sea level). In America there is a depression along the extension of the Gulf of California and in the Colorado Desert.

Most depressions are fundamentally of tectonic origin, but other processes (erosion, aeolian deflation) can also take part in their expansion and even deepening. The existence of dry depressions is possible only in a dry desert climate. In humid climates, many depressions are masked by the fact that the depressions, the bottom of which is below sea level, are filled with water. These are the so-called crypto-depressions.

These include in our USSR lakes Ladoga, Onega, many lakes in Fiiland, Scandinavia, and the southern foot of the Alps. The deepest crypto-depression is Baikal. Its depth reaches 1741 m, or 1288 m below sea level.

III. The classification of landforms based on the genetic principle deserves the greatest attention.

From this point of view, the shapes of the earth's surface, which we tentatively divide into two groups: A. Rough countries (mountainous and hilly) and B. Plains, represent great diversity.

Let us first consider which categories can be established in the first group.

A. Individual mountains, ridges and hills, in general all protruding forms of relief, can arise under the influence of three types of processes, in connection with which we can distinguish:

1) Dislocation, or tectonic, mountains and hills caused by tectonic processes (faults and folding). The most significant elevations of the globe belong to this category.

2) Bulk, or accumulation, mountains and hills formed as a result of the accumulation or deposition of solid material on the surface. Among them there are uplifts, sometimes significant in horizontal dimensions and height.

This category includes: a) volcanic mountains, formed by the deposition of ash and lavas around the crater of a volcano; b) hills of aeolian origin, formed from loose material - sand, snow (dunes, dunes, sastrugi); c) hills made of material deposited directly by glaciers or their meltwater (moraine hills and ridges, drumlins, eskers); d) hills of organic origin (for example, peat mounds in the tundra); e) hills formed by spring deposits (travertine hills, geyser cones, etc.).

3) Erosion, or denudation, mountains and hills that arose as a result of the erosion of the original flat terrain (plateau, table country) and the removal of part of the material from which the terrain was composed. This should also include individual elevations of the above-mentioned landscape of the island mountains.

B. Plains can also have different origins. Among them we can distinguish:

1) Primary plains, or sea plateaus, represent part of the seabed leveled by sedimentation, exposed during sea regression. If the exposure of the seabed occurred as a result of the uplift of the adjacent ancient land, then along the outskirts of the latter a more or less wide strip of coastal plain is obtained, slightly inclined towards the sea. Most of the plains of the USSR represent sea plateaus of different ages. An example of the youngest marine plateau, almost unchanged by subsequent processes, is the Caspian Lowland.

2) Accumulative, or bulk, plains, which were formed as a result of the filling with loose sediments (fluvial, fluvial-glacial, aeolian weathering products) of some depression or generally lowered space, which, perhaps, initially had an uneven surface. These include:

a) Alluvial plains composed of sediment from large rivers (Lombardy Lowland, Mesopotamia, Rion and Kuro-Araks lowlands of Transcaucasia). Most of these plains were formed on the site of former sea bays into which rivers flowed.

b) Fluvioglacial (glacial fluvial) sloping plains are adjacent to the bases of mountains that were subject to intense glaciation in the Pleistocene; They are mostly pebble-peaked alluvial cones of glacial rivers, merging along the outskirts of the mountains into a continuous border; examples include: the Munich inclined plain at the northern foot of the Alps, the Kuban, Kabardian and Chechen inclined plains of the North Caucasus, etc.

c) Lake plains formed on the site of drained or dried lakes: the plain of the Pleistocene Lake Agassitsa in North America, the bottoms of some basins of the Armenian Highlands (Tsalka, etc.).

d) Plains formed by weathering products. Let's say we have mountains in a dry desert climate. Their tops are highly susceptible to physical weathering. Weathering products, due to landslides, slow downward movement, removal by temporary rain flows, etc., fill the depressions lying between the mountains. Thus, the tops of the ridges are lowered, the depressions are filled more and more, since in the absence of runoff, weathering products are not carried away by water. As a result, the surface of the country will turn into a plain and will be leveled. A greater or lesser approximation to this is observed in the interior parts of Iran, in Tibet, and the Gobi.

e) In some cases, volcanic ash, carried by the wind and falling asleep in the vicinity of centers of volcanic activity, played a major role in leveling the ancient relief. These are some of the flat areas of the Armenian Highlands (Leninakan Plateau, etc.). Here we have a transition to the next type of plains.

3) Volcanic, or lava, plateaus. Liquid and easily moving basic (basaltic) lavas, sometimes pouring out in huge masses, can cover vast spaces and, burying the former topography, transform the area into a flat lava plateau. These are the Columbia Plateau of North America, the area of the Deccan Traps, some plateaus of the Armenian Highlands, etc.

4) Residual, or marginal, plains. They arise as a result of the prolonged impact of destructive forces, especially river erosion and continental denudation, on an area that originally had a folded structure and a pronounced pecief. As a result, such terrain turns out to be leveled into an undulating plain - peneplain (“almost plain”, or “ultimate plain”).

DEEP STRUCTURE OF THE EARTH

What does it mean to figure out the deep structure of the Earth? It is necessary to find out the nature of changes in the main characteristics of the lithosphere substance with depth: changes in structure, energy saturation and chemical composition. It is the substance that needs to be studied, because the globe is composed of it, and not just abstract geophysical parameters in the form of seismic wave velocities, differences in magnetic properties, and density. This data is needed to solve various specific practical problems: seismic zoning and others.

To what depth from the surface of the lithosphere can the deep structure of the globe be studied? I would like to reach the center of our planet. But the limitations are caused by the fact that the structure, energy saturation and chemical composition of the substance of the stone shell must be studied. Without obtaining a substance for analysis, it is impossible to determine its structure, energy content and chemical composition.

Consequently, knowledge of the deep structure of the Earth is possible only to depths from which it will be possible to obtain samples for analysis. This can be done to the depths of the visible part of the lithosphere, or about 15 km. The deepest wells never reached a depth of 13 km. The Kola superdeep well was drilled almost to this depth. This is the reality of our time.

Everything that is studied deeper than the intervals of possible sampling of a substance by indirect geophysical methods based on the speed of seismic waves, measurements of electrical conductivity, gravity, magnetic properties - in other words, removing the physical characteristics of a substance, must necessarily be certified by samples of the substance from the studied depths, i.e. interpreted geologically . If it is impossible to carry out a geological interpretation of the results of geophysical research, there is no point in carrying out this work to clarify the deep structure of the globe. It is possible and necessary to study the nature of changes in the velocities of seismic waves from the surface to the center of the planet, density and other features, but this will not be knowledge of the deep structure of the Earth in matter. Based on the results of such measurements, it is impossible to speak about the peridotite mantle, the basalt layer of the earth's crust, as well as about the earth's crust, mantle and core in their material terms.

The deep structure of the lithosphere begins below its surface. A geological map shows the geological structure of an area on the surface. It is not for nothing that a geological map shows the age of rocks (usually bedrock) that come to the surface. To find out the geological structure in volume or depth, geological sections are built.

Shapes of the earth's surface

Plains- these are flat or almost flat areas of the earth's surface
Mountains- these are very uneven areas of the earth's surface that rise greatly above the surrounding area.
Almost all mountains arose as a result of the movement of tectonic plates. They come in three main types - folded, block and domed. Most of the highest mountains, for example, the Himalayas (Asia), are folded; they extend over vast distances, forming chains. Some mountains are still growing, others are collapsing, or undergoing erosion, under the influence of atmospheric phenomena.
Parts of mountain and hill
The parts of a mountain and a hill are called the same, there are three of them in total: the top, the slope and the bottom, or, in other words, the foot. The slope can be steep or gentle. The difference between a mountain and a hill is its height.

Draw a mountain and label its parts

What is the surface like in your area? Draw or stick a photo

Plains	Mountains

High in the mountains, you can see some of the most stunning, awe-inspiring landscapes on our planet: jagged, snow-capped mountain peaks, deep gorges, sweeping valley glaciers, rushing rivers and watercourses. Mountains constantly challenge the human desire for adventure.

Let's say "Hello!" - hands

Let's say "Hello!" - eyes

Let us all breathe a sigh of relief, our home will become joyful.

Let's smile at each other. I am glad to see you cheerful, ready to gain new knowledge. I think that today's lesson will bring us the joy of communicating with each other. Good luck to you! Wish each other good luck!

Sit down, guys. I'll tell you a secret. Today we go on a journey again and learn a lot of new and interesting things.

What qualities do you especially need today, do you think?

Yes, indeed, you will need these qualities, and the Matrix of Achievements in which you will work will help us and monitor each of us.

- Divide the suggested words into groups. Explain why you think so.

Words: orientation, compass, shapes of the earth's surface, sides of the horizon, globe.

Word division:

Orientation

Shapes of the Earth's surface

Sides of the horizon

globe

On what basis did you divide the words?

Let's give these words an explanation.

What words were left without explanation?

Name the topic of our lesson and goals.

Say them in pairs and evaluate yourself on the matrix.

Voice your achievements.

Listen to the poem:

We have beautiful plains in Russia,

The air is clean there, lupins bloom there,

Some with hills, others flat

We also live on the plain with our relatives.

My Russia has majestic mountains,

They grew up in ridges, proud as peahens.

Here is the gray Ural, it is overgrown with grass,

And the high Caucasus was covered in a snowy haze.

My Russia has endless expanses

If you don’t look around, you won’t go around soon.

Go to the mountains, relax in the lowlands, -

All you will see is Motherland, Russia!

Which lines of the poem struck you most? Can you pick out the shapes of the Earth's surface from the poem?

Of course, we don’t yet know whether our assumptions are correct, but I hope during the lesson we will figure it out.

Traveling through the subject of the world around us, we have book friends, who are they?

Guys, our heroes Seryozha and Lena went to visit their friend the artist in the workshop. He showed them many of his paintings, in which he captured the landscapes of the places he had visited. But one of them interested them the most.

What do you think this is?

(map)

Here is a physical map of Russia. Images, what color do you see on it? (Blue, yellow, green.)

What do you think is indicated on the physical map, blue or cyan?

Brown and green?

This is what the plains and mountains look like on the map.

Using the words: plains and mountains, use a new term.

A physical map will show us the main shapes of the earth's surface.

Work in pairs.

Refer to the physical map, explore it, find the main names of the land surface shapes of our country.

East European Plain, West Siberian Plain, Ural Mountains, Altai Mountains

What colors are they indicated by? Plain, why is it called that?

Work from the textbook in pairs. (Page 78)

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

The elevations on the plain are hills.

Holm, what is this?

Today in the lesson Egor will be the interpreter of words. Egor reads the explanations from the dictionary, and you extract scientific information from it.

Let's turn to the dictionary Ozhegova Hill, what is it?

What parts of the hill are distinguished?

The following parts are distinguished in the structure of a hill: the sole (or foot) is the lowest part of the hill, this is the place where it begins; apex is the highest place. There is a slope between the top and the bottom. It can be flat and steep.

We'll close all our eyes

Vast country

We reach out to each other

Isn't this a miracle!!!

Guess the riddle.

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

Look at the image on the slide, 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.)

Look at a physical map of Russia. Find mountains on it. What color are the mountains on the map?

What mountains did you find on the map?

(Altai, Ural.)

Have any of you been to the mountains? Slides will help you better visualize the mountains.

Guys, what is the name of the country in which we live?

What federal subject do we live in?

Are there mountains on our territory?

Yes, you are right - These are the Altai mountains - majestic and beautiful.

Sections: Primary School

Lesson duration: 35 minutes

Class: 2

Lesson objectives:

Students learning new material on the topic of the lesson and consolidating the acquired knowledge
Formation of ideas about the shapes of the earth's surface.
Formation of an emotionally positive attitude towards the subject.

Lesson objectives:

Educational:

Introduce children to the basic shapes of the earth's surface; with the structure of hills and mountains.

Educational:

To develop children’s cognitive activity, 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.
Place of the lesson in the curriculum: Lesson 3 on the topic “Travel”.
Methodological techniques: verbal (conversation, story), visual and demonstration: (video method, explanatory and illustrative).
Lesson type: lesson on learning new material .
Forms of work in the lesson: independent, frontal, work in pairs.

Lesson equipment:

Hardware: personal computer, demonstration screen, multimedia projector, scanner, printer .

Software: Microsoft PowerPoint, Word, CD "Geography of Russia. Nature and population."

Literature: Textbook by A.A. Pleshakov “The World Around Us” 2nd grade, workbook “The World Around Us” author A.A. Pleshakov, A. Dietrich "Why", M. "Pedagogy", 2000, "Children's Encyclopedia. Earth", M., "Pedagogy", 2002.

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 three students cards for independent work. Students prepare answers and then respond. Checking is carried out using slides.

Card 1

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 2. (The names of the sides of the horizon appear.)

Card 2

The card comes with a compass. 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 3. (Drawing of a compass, fuse, magnetic needle, body).

Card 3

Tell us how you can determine the sides of the horizon without a compass using local signs of "Terrain Orientation." Slide 4. (Natural signs of terrain orientation.)

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 to the west. The traveler got tired and stopped at 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 returned home.

At the end of work, children sitting at the same desk exchange notebooks. Mutual verification is carried out. Then the answers of the children working with individual cards are heard and evaluated.

III. Lesson topic message.

(A prepared student 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.

Look at slide 5, there is a physical map of Russia in front of you. Images, what color do you see on it? (Blue, yellow, green.) What do you think is indicated on the physical map, blue or cyan, brown and green? (Seas, lakes, rivers, mountains, plains.)

This is what the plains and mountains look like on the map. Today in the lesson we will talk about the surface shapes of our country, we will learn to find and distinguish them on the map. Slide 6. (Lesson topic)

Now look at the images on the slides. Slide 7. (Plain and mountains.) Here you can see the main forms of the earth's surface - plains and mountains. Try to explain what it is. (Children try to explain why they are named that way.)

What part of the earth's surface do you think is called a plain? (Flat.) Slide 8. (Image of a plain and definition.)

A plain is a flat area of the earth's surface, occupying a large area and having slight differences in height.

The teacher shows a slide with a picture of "The Hilly and Flat Plains." Slide 9. On the slide you see images of two plains, try to determine how they differ? (Height).

Plains are flat and hilly. What surface is shown in the first illustration? (Hilly.) In the second illustration? (Flat).

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

Open your textbooks to pages 90-91. Find on the map all the plains on the territory of our country, name them. Pay attention to the color they are shown on the map. (Plains on the map are indicated in green or light yellow). Slide 10. (Physical map, plains, will be highlighted.) (East European, West Siberian Plain, Central Siberian Plateau.)

Why is the Central Siberian Plateau indicated on the map in yellow and green? (There are elevations). The elevations on the plain are hills. Slide 11 (“Hill”) appears. The following parts are distinguished in the structure of a hill: the sole (or foot) is the lowest part of the hill, this is the place where it begins; apex is the highest place. There is a slope between the top and the bottom . It can be flat and steep. An animation appears on the slide - parts of the hill.

A trained student reads A. Shatalov's poem "Hill".

I climbed the hill, looked around -
At this dark hour I did not recognize the plain.
Fog floated from the swamp, approaching the meadow,
And the tops of the trees rose above him.
And below, in the distance, at the foot of the hill,
Where in the ravine the stream meandered and played,
Everything has already been taken over and ruled by darkness.
I went down there, stepping carefully,
The fresh smell of grass and evening fog,
Lonely sobs of sleeping birds -
The night was created for us by an intoxicating intoxication.
I swayed and sat down under a spreading linden tree.

IV. Work in a notebook. In your notebook on page 32, label the parts of the hill. Check with your seatmate.

V. Physical education minute.

Children walked through the forest, ( Children march in place)
Nature was observed. ( The palm is applied to the eyes)
Looked up at the sun (Raise their heads up, "reach for the sun")
And their rays warmed them.
Butterflies were flying
They flapped their wings ( Waving their arms)
Let's clap together, ( Clap your hands)
Let's stomp our feet! ( Stomping feet)
We had a good walk, ( They march, take a breath and exhale)
And a little tired! ( Children take their seats)

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. The teacher shows slide 12 (“Ravine”).

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. How are they formed? The prepared student speaks.

"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 shrubs grow along the edges of a 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."

Video clip 13. “On how elevations and depressions of the earth’s surface appear.”

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.

The teacher shows slide 14 "Mountain".

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

Slide 15. (Parts of a mountain) Each mountain, like a hill, has its own parts, try to name them. (The sole or foot, the slope and the top.)

Open the physical map of Russia in the textbook p. 90-91. Find mountains on it. What color are the mountains on the map? Slide 16. (Physical map, highlight mountains using animation) What mountains did you find on the map? (Ural and Caucasus mountains.)

Have any of you been to the mountains? Listen to my story about the Caucasus Mountains. Slides 17 will help you imagine this better. (Caucasus 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 (slide 18), which glows white on a clear morning above the plain. The height of Elbrus is 8848 meters. This is the highest mountain. Slide 19.

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 an area 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. (Slide 20)

Another largest resort is Caucasian Mineral Waters in the Stavropol region. (Slide 21). 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. Listen to poems in which poets describe the Caucasus.

A trained student reads an excerpt from A. Pushkin’s poem “Prisoner of the Caucasus.”

In the early morning cool
He fixed his curious gaze
To remote communities
Gray, ruddy, blue mountains.
Magnificent paintings!
Thrones of eternal snow,
Their peaks seemed to my eyes
A motionless chain of clouds.
And in their circle is a two-headed colossus,
Shining in an icy crown,
Elbrus is huge, majestic
White in the blue sky...

A trained student 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.

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

VII. Lesson summary

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? What shape of the earth's surface is called a ravine? What mountains of our country can you name? What plains do you know?

As a result, a diagram appears on the board. "Shapes of the Earth's Surface." Slide 22.(diagram)

Homework: Slide 23.