Geography is an ancient and modern science. Birth of Earth Science
Live Journal
Facebook
TwitterSlide 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: Galina Vladimirovna Gridneva, geography teacher Abstract: an introductory lesson in the 5th grade using problem-dialogical technology and drawing up a logical supporting outline ( 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 with its natural conditions, the 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
14 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?
Slide 15
Slide 16
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:
Slide 25
Physical geography studies: Do you know? nature of the Earth nature and population of the Earth nature, population and human economic activities on Earth Hint
Slide 26
26 You are great!
Slide 27
Slide 28
Slide 29
Slide 30
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. Study of the Earth by modern geography. Why does a person need geography?
Reveal features of the study of the Earth by geography in comparison with other sciences.
Install 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 in the 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 Rome.
Show on maps of the territory of ancient European states.
Find 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.
Apply
Find 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.
Reasons for the onset of the VGO era. Travels of H. Columbus, the significance of the discovery of the New World.
Trace 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. Traveling around the world (F. Magellan, F. Drake). The significance of the Great Geographical Discoveries
Trace And describe Maps show travel routes in different areas of the World Ocean and on continents.
Apply 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.
Trace travel routes based on maps by J. Cook, F.F. Bellingshausen and M.P. Lazareva, I.F. Krusenstern and Yu.F. Lisyansky.
Apply travel routes on an outline map.
Find 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 for studying the 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.
Define topographic map (or site plan) of the distance between geographic features using linear and named scales.
Decide practical tasks on converting scales from numerical to named and vice versa.
Reveal detailed image of objects on a map of different scales
Lesson 12. Conventional signs
What are symbols and legends? Types of symbols: area, point, linear. Explanatory captions.
Recognize symbols of area plans and maps.
Find on the site plan and topographic map there are symbols of various types, explanatory captions.
Apply symbols on the contour map and to sign objects.
Describe route on a topographic map (terrain plan) by reading symbols
Methods for depicting the relief of the 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).
Define 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.
Define using geographic maps, quantitative and qualitative characteristics of the largest mountains and plains, features of their geographical location. Reveal 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.
Reveal 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.
Reveal 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 of surface waters. Dependence of temperature and salinity on geographic latitude and variability by season.
Define and describe but on the map the geographical position, depth, size of oceans, seas, bays, straits, islands.
Apply on the outline map of the oceans the names of bays, straits, marginal and inland seas.
Reveal 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.
Define 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 And 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 depends on climate, rock characteristics. 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.”
Find 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. The structure of the atmosphere (troposphere, stratosphere, upper atmosphere, ionosphere). The meaning of atmosphere.
Compose And analyze diagram “The importance of the atmosphere for the Earth.”
Explain meaning of atmosphere.
Find 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 And build according to available data, diagrams of the distribution of annual precipitation by month.
Decide problems of calculating annual precipitation based on available data.
Define ways to display precipitation types and amounts on weather and climate maps
Atmosphere pressure. Change in atmospheric pressure with altitude
Lesson 17. Weather.
Weather and its elements. Causes of weather changes. Weather forecasts, mineoptic maps. Obtaining information for weather forecasts. Weather. Weather elements, methods of measuring them, meteorological instruments and instruments. Reading weather maps. Weather forecasts
Define using meteorological instruments, indicators of weather elements.
Characterize current weather. Install relationships between weather elements using specific examples.
Master reading a weather map, describe 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 air quality
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 of individual groups of organisms to their environment.
Reveal 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 the role of different groups of 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.
Reveal reasons for the varying degrees of 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 soil types 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
Define according to maps, the geographical location of natural areas, show their. Learn natural areas in illustrations, describe their appearance. Install correspondence between the natural zone and representatives of its flora and fauna Find information (on the Internet and other sources), ready And discuss messages about human adaptation to the conditions of a natural area, about people’s economic activities
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.
Define 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
Lesson topics
"Geography. Planet Earth" (Elementary course in geography) grades 5-6.
Class
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.
Install stages of the development of geography from individual descriptions of lands and peoples to the formation of science based on analysis of the textbook text and illustrations.
Define concept of "geography"
Development of geographical knowledge about the Earth
1 lesson 5th grade
Topic: Geography: ancient and modern science
Lesson type : Introductory lesson.
General didactic goal of the lesson : Creating conditions for the formation of an idea of geography as a science, to reveal the meaning of geographical knowledge for humans.
Planned results :
The Birth of Earth Science. System of geographical sciences. Introduction to the textbookcom, the structure of the textbook and featuresthe types of CMD components used.
Personal UUD: manifestation of educational and cognitive interest in geographical science.
Subject learning outcomes : Establish stages of geo-developmentgraphs from individual descriptions ofstranded and peoples to the development of sciencebased on textbook text analysisand illustrations. Define the concept of “geography”
Meta-subject learning outcomes:
Cognitive UUD : Identify and formulate a cognitive goal. Consciously and voluntarily construct speech statements in oral and written form
Regulatory UUD: Set a learning task based on the correlation of what is already known and learned and what is still unknown
Communication UUD: Express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
Equipment: physical map, hemispheres, presentation
Educational aspect: Check the degree of assimilation of material on the topic “Imagination of ancient peoples about the Earth”, identify problems, outline ways to eliminate them;
Developmental aspect: Contribute to the formation and development of OUUN as the basis for the formation of key competencies of students:
Educational aspect: help increase the level of cognitive interest in the subject, develop horizons, cultivate the qualities of a tolerant personality, a sense of camaraderie, collectivism.
Organization of space: work frontal, individual, in pairs.
| Teacher activities | Student activities |
|||||||||
| I. Organizational stage. The teacher welcomes students and checks their readiness for the lesson; The bell rings for us - the lesson begins. They stood up straight, pulled themselves up and smiled at each other. They sat down quietly. Getting ready for the lesson. Tell us the rules of conduct in class. Good afternoon, dear guys! Smile at each other and wish them a good mood! How did you feel when you came to your geography lesson? Geography, friends, It's impossible not to love. Very strict science A very exact science Interesting science - This is geography! Let's get to know you. Getting to know the students. | Formulate rules of behavior in the classroom and give reasons for them. |
|||||||||
| II. Updating knowledge. It will be very difficult for us to master new knowledge without the knowledge and requirements for a geography lesson. A student is ready for a lesson if he has a textbook, an atlas, outline maps and a notebook on his desk. Homework cannot be done without an atlas. The following are the requirements for working with the q.k. atlas. and a textbook. Getting acquainted with the textbook. | 1 Students become familiar with the atlas, textbook, and contour maps. |
|||||||||
| III. Motivation for learning activities. The song “Hymn of Geographers” is played. Mystery. No beginning, no end No back of the head, no face. Everyone knows, both young and old, That she is a huge ball. 1. Teacher question: What is this riddle about? Photo of the Earth from space. 2.Teacher questions: Here is a view of the Earth from space. What is she like? Who first saw the Earth from space? 3. The teacher reads a poem. I would compare the Earth with my Head: And she’s also getting prettier, With a portrait of the poet. During the poem, photographs of forests, lakes, seas, mountains appear. 4. Teacher question:Does science study all this? | Answer questions. Listen to the teacher's story. |
|||||||||
| IY. self-determination (goal setting) Goal setting exercise. Questions: What is geography? What does geography study? Who were the first geographers? If we don't know the answers to these questions, what questions should we ask? During the lesson we must answer these 3 questions. These are the lesson objectives, write on the board. | Each student has a sign in front of them. Circle the words “Yes” or “No” next to each phrase.
|
|||||||||
| V. Primary assimilation of new knowledge. Teacher: Guys, we are starting to study geography. What does “geography” mean in ancient Greek? How did the science of geography appear? Why has geography been a descriptive science for a long time? What does modern geography do? Physical education minuteChange activities to provide emotional relief for students. We worked great Don't mind taking a rest now, And charging is familiar to us Comes to class for lesson. Above the hand, above the heel, Smile more cheerfully! We'll jump like bunnies We'll all become more cheerful right away! We stretched and breathed. Have you rested? Have a rest! Teacher: What is modern geography? Teacher: What geography will you study? Teacher: Geography is an ancient science. Knowledge about the Earth has accumulated over a millennium. Who is called the “father of geography?” Watching the video "Eratosthenes" http:// www/ youtube. com/ watch? v = T4 kxwZeUdGQ | Students, using the textbook text, §1, answer questions. Students changed their activity (rested) and are ready to continue working. Students work with Fig. 2 “Tree” of geographical sciences and the text of the textbook Answer questions. Watching a video |
|||||||||
| YI. Primary assimilation of new knowledge Exercise. Think carefully and give examples of professions where knowledge of geography is especially necessary. Electronic textbook. "Geographer-specialist of many professions" | Name and justify professions. |
|||||||||
| YII.Primary consolidation. Answer the questions at the end of the paragraph. | They answer questions independently by asking each other. |
|||||||||
| VIII. Summing up the lesson. What else needs to be done? Our lesson is coming to an end. Making marks. |
| IX. Summing up the lesson. What task did we set in the lesson? Did we manage to solve the problem? What else needs to be done? Where can you apply new knowledge? What did you do well in the lesson? What else needs work? Our lesson is coming to an end. Making marks. | They answer the questions asked. |
| IX. Information about homework, instructions on how to complete it. D.z. §1 Thanks for your work in class! | Students listen carefully. Everyone: § 1 Optional:messages. |
| X.Reflection. Who did the best job in class? Who else needs to try? In what mood will you leave the lesson? | Self-assessment of work during the lesson using the “Traffic Light” method: |
The first ideas about the earth's surface were among primitive hunters and gatherers. Passing on information about the world around them to future generations, ancient people left drawings on stone and bone, on tree bark and animal skins. This is how the initial foundations of geographical knowledge were laid.
Birth of Earth Science
Geography is one of the most ancient sciences. Its name comes from two Greek words: geo - Earth, grapho - write (description). Having emerged in ancient times, geography at first truly had a descriptive character. Travelers and sailors, generals and traders took scientists with them to compile descriptions of new lands and peoples. More than 2,200 years ago, a Greek scientist first collected these descriptions into a scientific work on the nature of the Earth and called it “Geography”.
About 500 years ago - during the era of the Great Geographical Discoveries - geography was the queen of sciences for two centuries. Monarchs and wealthy merchants personally discussed plans for future expeditions with geographers and generously financed their travel in the hope of obtaining untold treasures. In a short historical period, most of the oceanic spaces and inhabited lands appeared. At this time, geography was a collection of a wide variety of information. She gave answers to the questions “what is this?” and “where is it located?”, indicating the location of various objects on the surface of the Earth. However, even in the 18th century, the Arctic, Australia, and many inland areas of the continents remained white spots on the maps.
But as geography developed, its main task became the study of the laws by which our planet lives and develops. Geography began to transform from a descriptive discipline into a science that answers the question “why?” To do this, geographers needed to understand and explain the reasons for the appearance and changes of objects and natural phenomena.
Geographical Sciences
Modern geography is a complex branched system, or “tree” of sciences. Geography is the only science that unites diverse (knowledge about nature and people. All geographical objects and phenomena created by nature are studied by physical geography. Population and objects created by human activity are studied by social geography. One of the most important tasks of modern geographical science in general is the study of diverse interaction between nature and society to solve global (world) problems facing humanity, for example, the problem of providing the population with food, natural resources, including fuel and water. The tasks of exploring the World Ocean and space are very important. A special place among the geographical sciences is occupied by the science of Geographical maps Closely related to geography is the related science of geology.
Geographers today are specialists in many professions. The waters of the land are studied by a hydrologist, the ice by a glaciologist, the irregularities of the Earth's surface by a biotheographer, and the flora and fauna of the planet by a biotheographer. Geoecologists predict the consequences of human impact on nature. The system of geographical sciences also includes disciplines of a practical nature, such as medical and military geography.
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 conduct 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 the goals and objectives of educational activities, search 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 the 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 of 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 mastering 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, exercise book, electronic control unit, 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.
develops the ability to classify and synthesize thematic material, identify reliable sources of 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 set 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. They outline ways to find the 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 building 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 Maps
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 has caused difficulty, and similar issues. Organizes students' search research activities. - 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 actions 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 of 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
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
- Darning needle. G.H. Andersen. Fairy tale darning needle King Thrushbeard - Brothers Grimm
- Geography ancient and modern science
- Scenario for an open lesson on the world on the eve of the Second World War
- Russian folk tale "Morozko"
- Analysis of the fairy tale “Geese-swans” Folk tale summary of geese and swans
- Providing cells with energy
- Language of chemistry signs of chemical elements Rudzitis