Identification of dependencies between natural components on maps. Revealing the relationship between the components of nature
Danilova Svetlana Alexandrovna
Position: geography teacher
Educational institution: MOU "School № 20"
Locality: g.o. Podolsk
Material name: Methodological developments
Subject: Practical work in grades 8-9
Publication date: 28.02.2019
Chapter: secondary education
Geography of Russia.
Program practical work, mandatory for implementation
NATURE
Chapter
Subject
Practical work
Grade
geological
structure and
mineral
№ 1. Determination of standard time using a map of time zones. (Solution
tasks in a notebook.)
No. 2. Comparison of tectonic and physical maps and the establishment
dependence of the relief on the structure of the earth's crust on the example of individual
territories; explanation of the revealed regularities. (Filling to / to.)
#3 Identify and explain placement patterns
igneous sedimentary minerals by tectonic
map. (Working with c / c. Comparative table in a notebook.)
agroclimatic
sky resources
No. 4. Determination of the patterns of distribution of the total
and absorbed radiation and their explanation. (Filling out the table in
notebooks.)
No. 5. Determination of weather features for
various items. Making weather forecasts. (Comparative
table in a notebook.)
No. 6. Identification of regularities in the distribution of average temperatures
January and July, annual rainfall. (Working with c / c and conclusions in
notebooks.)
No. 7. Determination of the moisture coefficient for various points.
(Problem solving in a notebook.)
Internal
water and water
No. 8. Definition by maps and statistical materials
features of nutrition, regime, annual runoff, slope and fall of rivers,
opportunities for their economic use. (Filling out the tables in
notebooks.)
Soil-
plant-
cover,
animal
soil and
biological
No. 9. Determination of soil formation conditions for the main
zonal soil types (amount of heat and moisture, relief, character
vegetation)
Natural
complexes
Natural
No. 10. Identification of dependencies between natural
components and natural resources on the example of one of the zones. (AT
notebook diagram, table.)
Man and
Natural
No. 11. Identification by maps and statistical sources of natural
resources and conditions for their development on the example of individual regions.
(Filling in c / c, conclusions on a separate sheet.)
No. 12. Compilation from maps and statistical materials
characteristics of one of the types of natural resources (value,
components, distribution over the territory, ways and means
rational use). (Filling out the table in the notebook,
charting.)
Practical work No. 1
Determination of standard time on a map of time zones
Goals
works:
fulfillment
practical
using textbook text
"Time Zones"
Work out new concepts: local time, standard time, international date line, standard time, Moscow
time, summer time.
Learn to determine standard time, take into account the time difference in the country.
I. Theoretical part ( execution time 15 minutes).
Having studied the text of § 3 and fig. 5 on p. 24:
1. Determine how many degrees the Earth rotates around its axis in 1 hour, 4 minutes.
2. What time is called local?
3. Determine how many time zones the Earth is divided into.
4. What is the difference between time zones in longitude? By time?
How many time zones are there in our country?
What time zone is Stavropol in?
What is zone time?
How will standard time change east of any time zone? West?
What is the date line. What changes will occur in time when crossing the line
date changes from west to east? From east to west?
What time is called maternity, summer, Moscow?
Discussion of questions (10 min).
II. Practical part of the work: solving problems for determining standard time (performed in a notebook,
execution time 10 minutes).
Example: determine the standard time in Yakutsk, if it is 10 a.m. in Moscow.
Brief entry conditions: Moscow - 10 hours.
Yakutsk - ?
Task execution sequence:
Determine what time zones these points are in:
Moscow - in the 2nd, Yakutsk - in the 8th;
determine the difference between time zones:
determine standard time at a given point, given that time decreases to the west, to the east -
increases:
Answer: in Yakutsk 16 hours.
Run by yourself
Determine standard time in Moscow if it is 8 pm in Petropavlovsk-Kamchatsky.
Determine the standard time in Stavropol, if in Novosibirsk it is 13:00.
In Chita 18 h, determine the standard time in Moscow.
Additional tasks
How much and in what direction do you need to move the hands of the clock if we fly from the 3rd hour
belts in the 8th? in the 1st?
Why do you need to turn the clock when flying from Moscow to Yekaterinburg, and when flying to
Murmansk at the same distance is not necessary?
What is the difference between standard time and maternity time?
The cities of Moscow, Khartoum (Egypt) and Pretoria (South Africa) are located in the same time zone (2nd). Does it mean
is that their inhabitants live at the same time?
4. Is it possible to receive New Year's greetings in Stavropol on December 31, if it was sent from
Practical work No. 2
Comparison of tectonic and physical maps and establishing the dependence of the relief on the structure
the earth's crust on the example of individual territories; explanation of the revealed patterns
Goals of the work:
1. Establish a relationship between the placement of large landforms and the structure of the earth's crust.
2. Check and evaluate the ability to compare cards, explain the identified patterns.
Work sequence
physical
tectonic
determine
tectonic
structures
correspond to the indicated landforms. Make a conclusion about the dependence of the relief on the structure of the earth's crust.
Explain the observed pattern.
(It is advisable to give work on options, including in each
more than 5 landforms listed in the table.)
Landforms
Dominant Heights
Tectonic
structures,
lying in
basis
territory
Conclusion about addiction
relief from the building
earth's crust
Eastern European
Central Russian
elevation
Khibiny mountains
West Siberian
lowland
Aldan Highlands
Ural mountains
Verkhoyansk Range
Chersky Ridge
Sikhote-Alin
median ridge
Practical work No. 3
Defining and explaining placement patterns
igneous and sedimentary minerals on a tectonic map
Goals of the work:
1. Based on the tectonic map, determine the patterns of placement of igneous and sedimentary minerals
fossils.
2. Explain the identified patterns.
Work sequence
On the map of the atlas "Tectonics and Mineral Resources", determine which minerals are rich in
territory of our country.
How are the types of igneous and metamorphic deposits indicated on the map? Sedimentary?
Which of them are found on the platforms? What minerals (igneous or sedimentary)
confined to the sedimentary cover? Which - to the ledges of the crystalline foundation of ancient platforms
on the surface (shields and arrays)?
What types of deposits (igneous or sedimentary) are confined to folded areas?
results
conducted
issue
do
established
dependencies.
Tectonic structure
Minerals
Conclusion about
installed dependency
Ancient Platforms:
sedimentary cover; ledges crystal-
personal foundation
Sedimentary (oil, gas, coal...)
Igneous (...)
Young platforms (slabs)
Folded areas
Practical work No. 4
Determination by maps of patterns of distribution of total and absorbed solar
radiation and their explanation
The total amount of solar energy reaching the Earth's surface is called total radiation.
The portion of solar radiation that heats the earth's surface is called absorbed radiation. radiation.
It is characterized by radiation balance.
Goals of the work:
1. Determine the patterns of distribution of total and absorbed radiation, explain the identified
patterns.
2. Learn to work with different climate maps.
Work sequence
Consider fig. 40 on p. 71 textbooks. How are the total solar radiation values shown on the hag?
In what units is it measured?
How is the radiation balance shown? In what units is it measured?
Determine the total radiation and radiation balance for points located on different
latitudes. Present the results of your work in the form of a table.
Items
total radiation,
radiation balance,
Murmansk
St. Petersburg
Yekaterinburg
Stavropol
4. Draw a conclusion, what pattern can be seen in the distribution of the total and absorbed
radiation. Explain your results.
Practical work No. 5
Determination of weather features for various points using a synoptic map. Drafting
weather forecasts
Complex phenomena occurring in the troposphere are reflected on special maps - synoptic,
which show the state of the weather at a certain hour. The first meteorological elements scientists
discovered on world maps by Claudius Ptolemy. The synoptic map was created gradually. A. Gum-
Boldt in 1817 built the first isotherms. The first weather forecaster was the English hydrographer and meteorologist R.
Fitzroy. From 1860 he gave forecasts of storms and compiled weather charts, which were greatly appreciated by sailors.
Goals of the work:
1. Learn to determine weather features for various points using a synoptic map. Learn
make basic weather forecasts.
2. Check and evaluate the knowledge of the main factors affecting the state of the lower troposphere -
Work sequence
Conduct an analysis of the synoptic map that records the state of the weather on January 11, 1992 (card).
Compare the weather conditions in Omsk and Chita according to the proposed plan. Make the expected conclusion
weather forecast for the near future in the specified points.
Comparison plan
Omsk
Chita
1. Air temperature
2. Atmospheric pressure (in
hectopascals)
3. Cloudy; if there is precipitation, what
4. What atmospheric front does
impact on the weather
5. What is the forecast for the nearest
Practical work No. 6
Identification of regularities in the distribution of averages January and July temperatures, annual
precipitation
Goals of the work:
1. Study the distribution of temperatures and precipitation across the territory of our country, learn to explain the reasons
such a distribution.
2. Check the ability to work with various climate maps, based on their analysis
generalizations, conclusions.
Work sequence
Consider fig. 48 on p. 81 textbooks. How is the distribution of January temperatures according to
territory of our country? How are the January isotherms in the European and Asian parts of Russia? Where
Where are the areas with the highest temperatures in January? The lowest? Where is located in
our country is the pole of cold?
Make a conclusion
influence on the distribution of January temperatures. Write a summary in your notebook.
Consider fig. 49 on p. 82 textbooks. How is the temperature distribution shown in
July? Determine in which regions of the country the temperatures of July are the lowest, in which - the highest.
What are they equal to?
Make a conclusion Which of the main climate-forming factors has the most significant
influence on the distribution of July temperatures. Write a summary in your notebook.
Consider fig. 50 on p. 84 textbooks. How is the amount of precipitation shown? Where
does it get the most precipitation? Where is the least?
Conclude which of the climate-forming factors have the most significant impact on
distribution of precipitation throughout the country. Write a summary in your notebook.
Practical work number 7
Determination of the moisture coefficient for various points
Goals of the work:
1. To form knowledge about the humidity coefficient as one of the most important climatic indicators.
2. Learn to determine the coefficient of moisture.
Work sequence
After studying the text of the textbook "Moisture Coefficient", write down the definition of the concept "coefficient
moisture" and the formula by which it is determined.
Using fig. 29 on p. 59 and fig. 31 on p. 61, determine the humidification factor for the following cities:
Astrakhan, Norilsk, Moscow, Murmansk, Yekaterinburg, Krasnoyarsk, Yakutsk, Petropavlovsk-
Kamchatsky, Khabarovsk, Vladivostok (you can give tasks for two options).
Perform calculations and distribute cities into groups depending on the moisture coefficient.
Present the results of the work in the form of a diagram:
Make a conclusion about the role of the ratio of heat and moisture in the formation of natural processes.
Can it be argued that the eastern part of the territory of the Stavropol Territory and the middle part of the Western
Siberia, receiving the same amount of rainfall, equally dry?
Practical work No. 8
Determination from maps and statistical materials of the features of the litany, regime, annual runoff,
slope and fall of rivers, the possibilities of their economic use
Rivers are a "product of the climate".
A. I. Voeikov
The nutrition and regime of the river are determined by the climate, the fall of the river is determined by the relief of the territory, according to
which the river flows.
Goals of the work:
1. Determine the features of nutrition, regime, annual flow, slope and fall of the river, the possibility of its
economic use.
practical tasks.
Work sequence
I. Using the physical map of the atlas, the text maps of the textbook, fig. 65 on p. 99, fig. 68 on p. 100, tab.
"Large rivers of Russia" on p.298
Make a description of the Lena River according to the proposed plan.
Lena river
1. Source, direction of flow, mouth
2. Which ocean basin does it belong to
3. Power supplies
4. Features of the water regime:
freezing duration
high water
5. Annual flow
6. The length of the river
7. The fall of the river
8. The slope of the river
9. The possibility of its economic use
The form of fixing the results - optional: record data in the table, text description of the river, record
data on the contour map. On the contour map: 1) the name of the river is signed; 2) the source and mouth are marked; 3)
it shows which ocean basin it belongs to; 4) power sources are indicated; 5) features are indicated
water regime; 6) the annual flow is indicated; 7) the fall, length and slope of the river are shown; 7) the possibility of its
economic use. Come up with the signs of the legend of the map yourself.
Practical work No. 9
Determination of soil formation conditions for the main zonal soil types from maps (the number
heat and moisture, relief, nature of vegetation)
Goals of the work:
1. Get acquainted with the main zonal soil types of our country. Determine the conditions for their formation.
2. Check and evaluate the ability to work with various sources of geographic information, to do on
based on their analysis of generalizations, conclusions.
Work sequence
Based on the analysis of the text of the textbook, p. 120-124, soil map and soil profiles (textbook, p. 122-
123) determine the conditions of soil formation for the main types of soils in Russia.
Arrange the results of the work in the form of a table (give tasks for option 2
Soil types
Geographic
position
Soil conditions
education
(ratio
heat and moisture
character
vegetation)
Peculiarities
soil
profile
humus
Fertility
Tundra
Podzolic
Sod-podzo-
gray forest
Chernozems
Brown semi-
gray-brown
Practical work No. 10
Identification of dependencies between natural components and natural resources on maps
example of one of the zones
Goals of the work:
1. Identify the relationship between natural components and natural resources on the example of one of
2. Check and evaluate the ability to work with various sources of geographic information for
solving practical problems.
Work sequence
Having amazed the drawings, paintings, maps of the atlas (pick up sources of information yourself), identify
dependence between natural components and natural resources on the example of the steppe zone.
Arrange the results of the work at will: in the form of a diagram, a written description, in tabular form.
Arrows on the diagram indicate the identified relationships.
Animals
appearance of the zone
Activity
human
Problems
Make a conclusion about the relationship between the components of nature.
Practical work No. 11
Identification by maps and statistical sources of natural resources and conditions for their development on
example of selected areas
Natural resources- components and phenomena of nature that are used or can be
used by man to meet the material and cultural needs of society.
Along with the term "natural resources", the broader concept of "natural conditions" is often used.
The line separating one concept from another is very conditional.
natural conditions reflect all the diversity of the natural environment, have an impact on life and
human economic activity.
Goals of the work:
1. Using various sources of geographic information, identify natural resources and their conditions
development on the example of the Caucasus.
2. Check and evaluate the ability to use various sources of geographic information to solve
practical tasks.
Work sequence
Based on the analysis of the physical map of the atlas, as well as the thematic maps of the atlas on p. 16-27 install,
what natural resources the area is rich in.
On the contour map, indicate the boundaries of the area, mark the identified natural
resources, environmental Problems associated with their development. Map legend signs must
correspond to the signs of the legend of the atlas.
On a separate sheet attached to the contour map, conclude which natural resources
are the most promising for their economic use in the area, evaluate
conditions for their development (features of relief, climate, inland waters, possible natural phenomena,
associated with these components of nature, etc.).
Practical work No. 12
Drawing up characteristics of one of the species according to maps and statistical materials
natural resources (meaning, components, distribution over the territory, ways and means
rational use)
The ascent of mankind to the heights of progress is closely connected with the use of
various gifts of nature - natural (or natural) resources.
Goals of the work:
1. Draw up a description of water resources using maps and statistical materials.
2. Check and evaluate the ability to use various sources of geographic information to solve
practical tasks.
Work sequence
Based on the analysis of the map of the atlas "Water Resources", p. 21, characterize water resources according to
proposed plan.
Present the results in the form of a table.
Performance plan
Characteristics of water resources
1. Meaning
inexhaustible, if exhaustible, then renewable or
non-renewable)
3. Components
4. Distribution across the territory
5. Ways and means of rational use
POPULATION. ECONOMY
Chapter
Subject
Practical work, forms of their implementation
Grade
Population
No. 1. Definition by maps and statistical
materials regularities in placement
population and their explanation. (Working with k / k and
written conclusion.)
No. 2. Definition by maps and statistical
materials of the largest nations and patterns
their placement. (Filling out the table.)
No. 3. Definition according to statistical materials
trends in the number of people employed in various
branches and spheres of the modern economy of the country.
(Table and conclusions in a notebook.)
economy
Geography
industries
intersectoral
complexes
No. 4. Determination of the main areas of placement
labor-intensive and metal-intensive industries
engineering on maps. (Table in notebook.)
No. 5. Drawing up the characteristics of one of the coal
basins according to maps and statistical materials.
(Filling out a table in a notebook or a description according to a plan.)
No. 6. Drawing up a characteristic of one of
metallurgical bases on maps and statistical
materials. (Working with k / k.)
No. 7. Determination of the main factors on the maps
placement of copper and aluminum metallurgy. (Table in
notebooks.)
No. 8. Drawing up a characteristic of one of the bases
chemical industry according to maps and statistical
materials. (Table in notebook.)
No. 9. Definition by maps and statistical
materials of the main areas for growing grain and
industrial crops, the main areas of animal husbandry.
(Written description in a notebook or filling in a c / c
with details.)
economic
No. 10. Drawing up a diagram of industrial relations on
an example of one of the districts (at the choice of the teacher.)
No. 11. Comparative characteristics of the economy of two
districts (at the choice of the teacher). (Comparison table in
notebooks.)
Practical work No. 1
Determination on the basis of hags and statistical materials of regularities in the distribution of the population and
their explanation
Goals of the work:
1. Get knowledge about the features of the distribution of the population, about areas with the highest and lowest
population density. Explain the reasons for the uneven distribution of the population.
2. Learn to work with maps and statistical materials: compare different forms
presented educational material (atlas maps, text maps, statistical materials), do
generalizations, conclusions.
Work sequence
Determine the average population density of Russia.
Having examined the map of the atlas "Population", the text maps of the textbook, p. 48, fig. nine; with. 56-57, fig. fourteen; with. 58-59,
rice. 15, conclude: can the indicator of average population density characterize the location of
population across the country?
Draw the borders of Russia on the contour map, highlight the zones of settlement: the main zone of settlement and
economic development and the zone of the North. Create your own map legend.
Make a conclusion about what factors influence the distribution of the population throughout the country.
Practical work No. 2
Determination from maps and statistical materials of the largest peoples and their features
accommodation
According to the 1989 census, 130 peoples were identified in Russia. Each of the peoples is different in language, way of life
life, customs, historical traditions, culture, as well as labor skills. By language
belonging to the peoples of Russia belong to 4 language families: Indo-European (89% of the population),
Altai (6.8%), Caucasian (2.4%) and Ural (1.8%). There are many language families
language groups.
Goals of the work:
1. Determine the largest nations of the Russian Federation and the features of their placement.
2. To continue the formation of the ability to work with maps and statistical materials, to do on the basis of
their analysis generalizations, conclusions.
Work sequence
Using table. 13 of the textbook on p. 40, identify the largest nations.
Analyzing the map of the atlas "Peoples" on p. 13, identify the main areas where the largest
Present the results of your work in the form of a table.
language families
Largest nations
Areas of compact residence
Indo-European
Altai
Ural
Caucasian
Conclude: What regions of our country are distinguished by the greatest diversity of national composition?
Practical work No. 3
Determination, based on statistical materials, of trends in changes in the number of employees in various
branches and sectors of the country's economy
Goals of the work:
1. Based on the analysis of statistical materials, determine the change in the number of people employed in the areas of national
economy.
2. Continue the formation of the ability to analyze statistical materials, make generalizations, conclusions.
Work sequence
Study table. "Distribution of the population of Russia employed in the national economy, by industry" (in %).
Branches of the national economy
years
Industry and construction
Agriculture and forestry
Transport and communications
Trade, public catering, material
technical supply and sales, procurement
Health, Physical Education and Social
security; education, culture and art;
science and scientific service
Apparatus of governing bodies, finance,
lending and insurance
Other industries (housing and communal
household, household services, etc.)
2. Look at which sectors of the national economy are indicated and how the number of people employed in these has changed
industries for the specified period (from 1940 to 1993). 2. Answer the questions:
Which industries are manufacturing and which are non-manufacturing?
Calculate the number of people employed in both areas in 1980 and 1993.
Which area currently has the largest number of employees?
What changes in employment can be observed among the branches of the manufacturing sector?
What are they caused by?
How has the percentage of employment in the non-manufacturing sector changed? Why?
What is the general trend in the number of people employed in the national economy? Will she
persist in subsequent decades? Justify your point of view.
Write down your summary in your notebook.
Practical work No. 4
Determination of the main areas for the location of labor-intensive and metal-intensive engineering industries according to
cards
Goals of the work:
1. Determine the main areas for the location of labor-intensive and metal-intensive engineering.
2. Strengthen the ability to analyze and compare maps, draw generalizations and conclusions.
Work sequence
Remember which branches of engineering are labor-intensive, which ones are metal-intensive.
Analyze the economic map of the atlas on p. 28-29. Which parts of the country will dominate
labor-intensive, and in which - metal-intensive engineering?
Justify your conclusion.
Present the results of your work in the form of a table.
Types of machine
buildings
Examples
industries
Peculiarities
production
Main
areas
accommodation
Factors
accommodation
labor intensive
metal-intensive
Practical work No. 5
Compilation of characteristics of one of the coal basins according to maps and statistical materials
Goals of the work:
1. Make a description of the Pechora coal basin,
2. Check and evaluate the ability to compare various forms of the presented material (text cards,
the text of the textbook, additional information, statistical materials), choose the main thing, do
generalizations, conclusions.
Work sequence
Get acquainted with the plan for the characterization of the coal basin.
Having studied the text of the textbook "Coal Industry" on p. 131-13? and fig. 33 on p. 130, pick up
information to characterize the Pechora coal basin.
reference Information
The Russian coal industry is in a state of economic crisis. What are the general
economic, social, environmental problems are facing regions in which coal
industry is important? How to solve these problems? Let's do a little
journey beyond the Arctic Circle, to the region of Vorkuta.
The Pechora coal basin is located in the north of the Komi Republic, in the Vorkuta region. Started actively
developed during the Great Patriotic War. After the war, coal mining capacities were here
have been enlarged, new mines have been built, but in general, the basin already requires large funds for modernization.
About 8% of Russian coal is mined here, and it is of high quality. However, great prospects
does not have a pool due to the high cost of coal (since it is located beyond the Arctic Circle, miners
receive "northern allowances", their salaries are 2-3 times higher than in other coal basins).
But the reduction of coal production is more difficult to implement here. If coal mines are closed in some
or other coal basins, then in the same cities and towns you can create new industries in order to
take on the miners who have lost their jobs. To create new production facilities in the Arctic is economically
inappropriate - they will be unprofitable.
Give a description of the Pechora coal basin, presenting the results of the work in the form of a table.
Coal basin characterization plan
Brief records of the results of the work
1. The name of the pool.
Type of coal mined (stone, brown)
2. Geographic location
3. Coal reserves:
general geological;
industrial
4. Conditions of occurrence (close to the surface or
deep, seam thickness)
5. Production volume
6. Mining method
7. Quality of mined coal
8. Cost
10. Transport efficiency
11. Prospects for development
Conclude: what indicators most significantly affect the operation and prospects
Pechora coal basin?
Practical work No. 6
Compilation of characteristics of one of the metallurgical
bases on maps and statistical materials
Goals of the work:
1. Get acquainted with the main metallurgical bases of the country, consolidate knowledge about the factors of placement
metallurgical enterprises.
2. Based on the analysis of maps and statistical materials, learn to draw up economic and geographical
characteristics, to draw up the results of the work in symbolic form.
Work sequence
Frontally, orally
Using the textbook map on p. 149, name the main metallurgical bases of the country.
Give a description of each of them according to the plan:
a) the geographical location of the base;
b) the share of the base in the all-Russian production of rolled products;
c) the main deposits of iron ore and coal basins located on the territory of the base;
d) the main directions of transportation of the missing raw materials;
e) the main centers of metal production.
On the contour map
Using the text map of the textbook on p. 149, mark the boundaries of the Ural metallurgical base.
Using text from the textbook on p. 148, atlas maps on p. 42-45, draw the main
deposits of raw materials used.
Arrows show the main directions of transportation of the missing raw materials.
Using pie charts, indicate the main centers of metal production, reflect them
specialization.
Conclude: what factors of location of enterprises of the metallurgical complex turned out to be the most
effective in the formation of the Ural metallurgical base?
Practical work number 7
Determination by maps of the main factors of placement copper and aluminum metallurgy
Goals of the work:
1. Check knowledge of the features of the production of heavy and light metals, the main factors of placement
production.
2. Learn to identify on maps the main factors in the location of production using the example of copper and metallurgy
aluminum.
Work sequence
To work, you need the economic maps of the atlas on p. 35, 37, 39, 41, 44-45, 47, 50-51.
Having studied the legend of the maps, determine what symbols show the centers of copper smelting and
aluminum.
Determine the main areas of copper and aluminum metallurgy, indicating the economic region and centers
smelting.
Conclude what factors contributed to the placement of these industries.
Present the results of your work in the form of a table.
Main Industries
non-ferrous metallurgy
Main centers
Factors explaining
accommodation
copper metallurgy
Ural (Kirovograd, Upper
Pyshma, Revda, Kyshtym, Karabash,
Mednogorsk)............
Etc.
Presence of copper ores
aluminum metallurgy
Northwest and North
Russia (Kandalaksha, Nadvoitsy)
Presence of aluminum ores, cascade
hydroelectric power plants providing cheap
electricity.....
Etc.
Conclude: What are the main factors in the placement of copper and aluminum metallurgy?
Practical work No. 8
Compilation of characteristics of one of the chemical bases industry on maps and statistical
materials
Goals of the work:
1. Get acquainted with the main chemical bases of the country, consolidate knowledge about the factors of placement
chemical enterprises.
2. Check and evaluate the ability to compile economic and geographical characteristics based on map analysis
and statistical materials.
Work sequence
Frontally, orally
1. Using the text map of the textbook on p. 158 and fig. 42, name the main chemical and forest bases of the country.
2. Give a description of each of them according to the plan:
geographical position;
the base develops on its own stocks of raw materials or imports chemical raw materials for subsequent
processing;
raw materials used;
base share (%) in the chemical and timber industry in Russia;
main productions.
On the contour map
Draw the boundaries of the Siberian chemical-forest base.
Specify the main deposits of the used chemical raw materials.
Using pie charts, indicate the largest centers of the chemical and forest industries,
reflect their specialization.
Conclude: what factors in the location of the chemical industry turned out to be the most
effective in the formation of the Siberian chemical-forest base?
Practical work No. 9
Identification of the main growing areas by hag cereals and industrial crops, the main
districts animal husbandry
Goals of the work:
1. Determine the main areas for growing grain and industrial crops, the main areas
animal husbandry. Make a conclusion on what reasons the location of the main branches of agriculture depends
economy.
2. Check and evaluate the ability to analyze economic maps, based on the analysis
generalizations and conclusions.
Work sequence
To work, you need the economic maps of the atlas on p. 35, 37, 39, 41, 44-45, 47, 51. Based on their analysis
identify the main areas for growing grain and industrial crops, the main areas for animal husbandry.
Present the results of your work in the form of a table.
Main cultures and trends
animal husbandry
Main production areas
Cereal crops:
rye wheat corn rice
Industrial crops:
sugar beet sunflower
reindeer breeding
Cattle breeding:
dairy cattle breeding dairy and beef cattle breeding
meat and dairy cattle breeding
Pig breeding
Sheep breeding
Make a conclusion: on what reasons does the geography of the main branches of agriculture depend?
Practical work No. 10
Drawing up a scheme of industrial relations on the example of one of the districts (at the choice of the teacher)
Goals of the work:
1. Establish production ties between Central Russia and other regions both within our country,
and abroad, to reflect the identified production links using a map.
2. Check and evaluate the ability to work with various forms of the presented educational material,
reflect the results of the work in symbolic form.
Work sequence
Draw the boundaries of the area on a contour map.
Using the maps of the atlas and the text of the textbook, the available reference materials, apply to the contour
map (come up with map legend signs yourself) those natural resources that the area is rich in.
Using pie charts, identify major industrial centers and reflect the specialization of these
industrial centers.
Apply large enterprises of national importance.
Using the text of the textbook, atlas maps, establish where the district receives the missing natural
resources, the need for which at a given level of development of production is very high.
Arrows of different colors show imported and exported products, raw materials. At
characterize production relations, try to more accurately show the areas of supply of fuel, raw materials,
food.
Draw conclusions:
1. What are the prospects for the development of industrial relations in this area?
2. What is the impact of industrial relations on the development of the region's economy? Give specific
Practical work No. 11
Comparative characteristics of the economy of the two regions (at the teacher's choice)
What do you imagine when you hear the phrase "Far East" if you have never been there
have you been? Wild mountains? Lead gray sea waves? Gloomy taiga? Map of the country with friends
childhood names in the right corner - Kamchatka, Sakhalin, Vladivostok ... They say: better alone
See once than hear a hundred times. The proposed work will help you to some extent to see
Far East.
Goals of the work:
1. Identify the specific features of the economy of the Far East, its economic specialization.
2. Using the example of comparing the economy of two districts, check and evaluate the ability to conduct a comparative
characterization: identify similarities and differences, explain the results.
Work sequence
1. Using various sources of geographical knowledge (textbook, atlas maps, additional and
reference materials),
compare the economy of the two regions according to the main economic and geographical indicators, highlighting the features
similarities and differences.
2. Explain the reasons for the similarities and differences in the economy of the compared areas.
Present the results of your work in the form of a table.
Indicators for comparison
Comparable areas
Features
Causes,
determining
similarity and
difference
Eastern
Siberia
Further
East
similarities
differences
1. Population and area
2. EGP and GWP
3. Conditions and resources
4. Specialization
industry
5. Specialization of agriculture
farms
6. Participation in the division of labor
Topic 7 Identification of the relationship between the components of nature on the example of one of the zones
Objective: the formation of skills on specific examples to show the relationship that exists between natural components in a natural area.
This practical work can be carried out in the form of a profile analysis showing the change in land cover when moving from north to south.
1. Exercise:
a) Prepare a written analysis of the profile across the East European Plain (other territories can be taken as well). When completing a task, stick to the plan:
1. How do the main types of soils change from north to south of the East European Plain?
2. How does soil fertility change and what does it depend on?
3. How and why does the nature of vegetation change?
b) Compare the species composition of animals inhabiting the taiga and mixed forests with the species composition of animals in deserts and semi-deserts. Explain the reasons for the difference. Make a conclusion.
2. Exercise:
a) Using the maps of the atlas, fill in the table.
|
Territory |
natural area |
Vegetation |
Animal world |
|
|
Yamal Peninsula |
||||
|
Siberian Ridges |
||||
|
Kulunda steppe |
b) Give a written description of one of the natural zones according to the plan:
1. Geographic location.
2. Features of the climate.
4. Vegetation and fauna.
Topic 8 Determination by students from statistical sources of population density and the proportion of urban and rural population in their area. Comparison with national averages
Objective: formation of skills to work with demographic indicators and a population density map, compare indicators and draw conclusions.
1. Exercise: compare the main demographic indicators characteristic of Russia, their republic, territory, region, for their region. Enter data into a table.
|
Indicators (statistical data) |
Own republic, region, region |
Own area |
Your locality |
|
|
Population |
||||
|
Population density |
||||
|
Urban population |
||||
|
Percentage of urban population |
||||
|
Rural population |
||||
|
Share of rural population |
Topic 9 Determination of trends in the number of people employed in the economy based on statistical materials
Objective: development of knowledge about the population of Russia, the formation of skills to work with statistical materials characterizing employment in various sectors of the economy, to draw conclusions based on their analysis.
Exercise: fill in the table and draw a conclusion about the trends in the population of Russia.
|
Sphere of economy |
trend |
||||||
|
Industry and construction |
|||||||
|
Trade, communications, transport |
|||||||
|
Agriculture and forestry |
|||||||
|
General conclusion: |
|||||||
2. Task: give examples of industries included in various spheres of production, note the situation with employment in specific industries. Fill in the table. Make a conclusion.
|
Employment |
Employment Trend |
||
|
1. Production |
|||
|
2. Non-production |
|||
|
Conclusion: what changes in employment are taking place and what caused them? |
|||
GEOGRAPHY 9
Topic 1 Designation on the contour map of all the republics ^ that are part of the Russian Federation
Objective: formation of skills to work with a map of the administrative-territorial division of Russia.
1. Exercise: put the republics that are part of the Russian Federation on the contour map.
2. Task: fill in the table.
|
Name of the republic of the Russian Federation |
Tatarstan |
|||||
|
Capital of the Republic |
Definition distances and directions on the plan ... relative error (M). Decision tasks calculated and experimental tasks on topic ... |
Lesson type : Skill Formation Lesson
Didactic goal: to consolidate knowledge about the features of natural areas, to continue the formation of skills to identify cause-and-effect relationships.
1. Educational task: to consolidate the acquired knowledge about the features of the natural zones of Russia and to identify the relationship between the components of the natural complex using the example of natural zones.
2. Developmental task: to continue the formation of skills to describe and explain the features of the natural zone, to find cause-and-effect relationships between the components of the natural complex, to analyze and compare thematic maps.
3. Educational task: the formation of the ability and readiness to preserve the environment and socially responsible behavior in nature.
During the classes:
Organizational moment: Greetings.
Incentive Motivation: For several lessons, we traveled around our Russia. Various natural areas of our Motherland appeared before our eyes in all their grandeur and beauty. From the icy, silent Arctic to the humid subtropics of the city of Sochi. Each natural landscape impressed us with something special.
Update: Let's remember
A natural area is shown, and the students name it.
1. What natural areas did we meet on the territory of Russia? (student points to the map on the board)
2. How are natural zones located on the territory of Russia? What laws do they follow?
3. Can we call a natural area a natural complex? Why?
4. What are the components of the natural complex? Name them?
5. Are these components interconnected? Give examples?
6. Bring pcs of different scale?
7. Can you identify the most important components of a PC? (climate, rocks, soils)
8. Can a person influence natural areas, change them? Give examples of negative impact and positive impact?
9. What measures can each of you take to preserve the natural zones of Russia?
And now we are starting to do practical work, where each of you will be able to show how well you have developed the ability to identify cause-and-effect relationships and the ability to work with thematic maps.
Objective: learn to establish the relationship between the components of nature on the example of natural zones.
Working process.
Conclusion: Formulate a conclusion about the relationship between the components of nature based on the analysis of the data in the table.
Consolidation and summing up:
1. Is there a relationship between climate and soil type?
2. Between vegetation and soil? Example
3. Between vegetation and wildlife? Example
4. Between climate and vegetation? Example
5. Between climate and wildlife? Example
Guys! What conclusion of today's lesson can we draw?
In any natural complex there is a very close relationship between the components of nature. If you change one natural component, then the entire natural complex will change.
Task: Put a plus if you agree with the statement and a minus if you disagree with the statement.
- 1. Climate is one of the main components of the natural complex.
- 2. Soddy-podzolic soils in the tundra zone.
- 3. Camel thorn is a typical steppe plant.
- 4. Only scale lichens can grow in the Arctic desert zone.
- 5. In the natural zone, there is a close relationship between the components of nature.
Lesson summary : The components of the natural zone are closely interconnected with each other, a person planning economic activities should always take into account these relationships.
Reflection: What difficulties did you face in your practical work? What was the most difficult for you? What did you like about this job?
Grading
Didactic material for the lesson
Topic: "Establishing the relationship between the components of nature on the example of natural zones."
Objective:
Working process.
Task: Using the maps of the atlas, textbook art. 296-297 complete the table.
1. How do differences in climate affect the vegetation of forest zones?
In the taiga zone, where the climate is colder, especially in Siberia, the flora is less diverse than in the European part of the taiga. To the south, in the zone of mixed and broad-leaved forests, where the climate is temperate, warmer, the species composition of plants is very diverse. And in the more humid tropical and equatorial forests, there is an even richer flora.
2. It is known that more plant mass is formed in forests than in the steppes, but forest soils are poorer than chernozems. Why?
Soil formation is influenced by several factors. Most strongly - climatic features and flora. The forests are rich in flora, but the amount of precipitation is also significant. Dissolved particles are washed out with water and carried away to lower soil horizons. As a result, podzolic and gray forest soils have formed in the forests. In the steppes, vegetation is represented by grasses, but the amount of precipitation is small, which means that dissolved substances remain in the upper layers of the soil. In this natural zone, chernozems have formed - the richest soils in the world.
3. On the example of one of the forest zones of Eurasia, show the relationship between the components of nature.
Natural zone - coniferous forests (taiga). Thanks to its thick forest cover, the taiga has become a refuge for many animals, and is considered one of the richest areas in biodiversity.
Tundra zone - poor vegetation, harsh natural conditions. A low level of biodiversity, but animals that have adapted to life in such harsh conditions have learned to survive and reproduce.
A temperate type of climate has formed in the natural zone of the steppes. High air temperatures and a small amount of precipitation contributed to the formation of predominantly herbaceous vegetation. Due to the small leaching regime, chernozem soils were formed. Steppe animals adapt to life in such conditions. It will be mostly rodents. There are few species of these animals, but their number is significant. Ungulates that can travel considerable distances will also live here. They are hunted by predators such as foxes, wolves. A large number of birds that feed on plant seeds or prey on rodents.
4. Why do natural zones in Eurasia change not only from north to south, but also from west to east?
Due to the monsoon circulation of air masses.
5. In what natural area of the mainland is your school located?
Zone of mixed forests.
6. Name the characteristic plants and animals of this zone.
Pines, oak, elm, linden, maple, birch, aspen, poplar. Wolves, hares, roe deer, hedgehogs.
"Russia country" - Primary sector: extractive industries, agriculture, fisheries... Founders of national economic geography. Almost 70% of Russia's exports are raw materials. Meteorology. Political geography. Mandatory practical work: Deterioration of the EGP with the collapse of the USSR: Economic impact. 1.USA 2.Japan 3.Germany 4.France 5.UK 6.Italy 7.Australia 8.Russia.
"Economy of Russia" - Until now, a national model for the organization of the agricultural sector has not been found in our country .... Automotive industry. Introduction. How and why did this situation come about? In the last decades of the 20th century and at the beginning, Russia experienced difficult times, primarily in the economy. Many people lived in extreme poverty, with many businesses idle or operating at low capacity.
"Economic regions of Russia" - National composition: mostly Russians (Orthodox Christians). The soils are podzolic and peat-bog. Washed by the waters of the Northern Ice Ocean. Forests occupy 3/4 of the territory. Animal husbandry (dairy and meat) prevails over crop production; reindeer breeding, pig breeding, poultry farming. Urbanization coefficient - 83%.
"Zones in Russia" - Deserts and semi-deserts. Summer is hot, winter is cool. Arctic. Subtropics. natural areas. Zone of mixed and. Content. Arctic deserts. Geography of Russia. 8th grade. Forest-steppes and steppes. Location. To content. Discovery history. Peculiarities. Broad-leaved forests. The driest regions (evapotranspiration is 12 times the amount of precipitation.
"Natural and economic zones" - In the direction from north to south they change. Natural economic zones of Russia. What is a natural economic zone? L.S. Berg is a scientist of extraordinary breadth of views, geographer and biologist. The natural economic zones of Russia are divided into. What is zoning? V.V. Dokuchaev is a great Russian geographer. It is clear that in the northern regions the sun's rays fall obliquely on the Earth.
At the moment, there are practically no places left on Earth where a human foot has not set foot. First of all, we will talk about its influence on natural complexes. This is due to a number of factors. First, the number of people on the planet is increasing. In order for the settlement to occur evenly, it is necessary to constantly work on the development of new lands. Forests are cut down, crops are cultivated, representatives of the local fauna are killed or expelled.
Secondly, the development of human technology cannot be stopped. Thanks to man, he can penetrate with his gaze into the depths of the universe, he can penetrate deep into the abyss of the seas and oceans, he can explore the hottest and coldest places on the planet. Take, for example, the discovery of America by Columbus. If not for the development of merchant shipping, such a discovery would not have been possible. A person, pursued by a sense of curiosity, gets to where he has not been before, and tries to survive in new places. This does not happen without anthropogenic impact on the environment.
The third and most significant factor is the development of industry. Thousands of factories around the planet emit thousands of different toxic substances into the atmosphere, land and water, which pollute the environment improperly. After all, the Earth is also one big. Not to mention how a specific piece of the Earth on which industrial enterprises are located.
Interaction of the components of the natural complex
In addition to human influence, constant processes take place inside them, which dynamically change and transform natural complexes. These processes are associated with those interrelated components that are inherent in any natural complex. These are relief, water, soil, climate, vegetation and wildlife. Any change in time of any of these components inevitably leads to a change in all the others.A living example is the era of the dinosaurs. In prehistoric times, the whole Earth was inhabited by these amazing animals. If it were not for the fall of the meteorite and the abrupt climate change all over the planet caused by this event, no one would have said what modern natural complexes would be like and what a person would be like on Earth.
Another example that everyone is talking about is the destruction of the ozone layer of the atmosphere. Due to excessive emissions of greenhouse gases by industrial enterprises, the planet has practically no means left from the ultraviolet radiation of the Sun. This leads to a gradual change in climatic conditions throughout the Earth and an increase in the level of the world's oceans.
Answered by: Guest
1. The Pacific Ocean is the largest and oldest of all oceans. its area is 178.6 million | cm2. it can freely accommodate all the continents and islands combined, which is why it is sometimes called the great one. it is located between the continents of Eurasia and Australia in the west, North and South America in the east, Antarctica in the south. 2. The study and development of the Pacific began long before the appearance of written mankind. junks, catamarans and simple rafts were used to navigate the ocean. The expedition of 1947 on a raft of logs "kon-tiki" under the leadership of the Norwegian Tour Heyerdahl proved the possibility of crossing the Pacific Ocean in a westerly direction from the central part of South America to the islands of Polynesia. Chinese junks made trips along the ocean coast to the Indian Ocean. 3. The vast expanses of the Pacific Ocean lie in all climatic zones, except for the polar ones. several areas of high and low pressure are formed over its expanses, winds are formed, and monsoons blow in the northwest of the ocean. typhoons often blow through. The properties of water masses largely depend on the climate. the temperature of surface waters is measured from -1 s (in the north) to +29 s (near the equator). precipitation over the ocean over evaporation, so the salinity of surface waters in it is somewhat lower than in other oceans. the warm waters of the ocean contribute to the work of corals, of which there are many. A large reef stretches along the eastern coast of Australia. it is the largest "ridge" created by organisms. 4. economic activity of man to severe pollution of some areas of the Pacific Ocean. this was especially evident off the coast of Japan and North America. stocks of whales, a number of valuable species of fish and other animals have been depleted. some of them have lost their former commercial value.
Answered by: Guest
Africa: the coordinates of the extreme points is the second largest continent on our planet. it covers an area of 30 million square kilometers. Africa is connected to Eurasia by the narrow Isthmus of Suez. 8 thousand kilometers - it is at this distance that the mainland of Africa stretches from north to south. the coordinates of the extreme points of the continent are as follows: the northern one is Cape Ras-Engela (37.21 degrees north latitude). southern - Cape needle (34.51 degrees south latitude). 7.5 thousand kilometers - the distance between the western and eastern outskirts of such a continent as Africa. the coordinates of the extreme points of the continent are as follows: western - Cape Almadi (17.33 degrees west longitude). eastern - cape ras-gafun (51.16 degrees east longitude). The length of the coastline of the mainland is 26 thousand kilometers. this is small for a continent of this size. the reason is that the coastline of Africa is poorly indented. it should also be noted that the extreme points of Africa have other names. for example, Cape Agulhas is sometimes called Cape Agulhas. and Cape Ras Angela is sometimes called Cape Blanco. therefore, in the scientific one can also find these toponyms. Africa's position is unique. the fact is that the equator crosses this mainland almost in the middle. This fact leads to two important consequences.
Objective: the formation of skills on specific examples to show the relationships that exist between natural components in a natural area.
This practical work can be carried out in the form of a profile analysis showing the change in land cover when moving from north to south.
The profile can be made on a separate sheet, which is posted on the board; students can also draw a profile in their notebooks.
Then the students answer the questions, confirming their answers with the actual data obtained from the analysis of the profile:
1. How do the main types of soils change when moving from north to south along the East European Plain?
2. How does soil fertility change and what does it depend on?
3. How and why does the nature of vegetation change?
After answering the questions, the students themselves formulate a conclusion about the relationship that exists between the soil and the type of vegetation cover.
To prove the relationship between the nature of the vegetation cover and the animal world, students compare the species composition of animals inhabiting the taiga and mixed forests with the species composition of animals in deserts and semi-deserts. This comparison enables students to correctly substantiate the relationship between flora and fauna.
Practical work can be carried out on the basis of the analysis of various maps of the atlas. The teacher suggests several areas included in various natural zones. Using maps (soils, vegetation and wildlife), students fill out a table and draw a conclusion about the relationship of these natural components (table):
Table
The teacher suggests considering one of the natural areas (optional).
Analyzing the maps of the atlas, students fill in the table proposed by the teacher and draw a conclusion about the relationship between the components of nature in the tundra zone (table).
In conclusion, students, using specific examples, draw a conclusion about the dependence of soils, flora and fauna of the tundra.
Table. Natural area - tundra
LITERATURE
1. Akvileva G. N. et al. Teaching natural history in an ungraded school. A guide for the teacher.
2. Akvileva G.N., Klepinina Z.A. Methods of teaching natural science in elementary school: Proc. allowance for students. institution avg. prof. education ped. profile. [Text] / G.N. Akvileva, Z.A. Klepinin. - M., 2001.
3. Gerasimov V.P. Animal world of our Motherland. A guide for teachers. [Text] / V.P. Gerasimov. - M., 1997.
4. Goroshchenko V.P., Stepanov I.A. Methods of teaching natural history: A textbook for students ped. Uch-shch in the specialty "Primary school teacher". [Text] / V.P. Goroshchenko, I.A. Stepanov. - M., 1984.
5. Children's encyclopedia "I know the world." - M., 1998.
6. We study the nature of the Earth. Creative tasks, practical work, modeling and experiment in natural science. [Text] / O.M. Krasnova, E.I. Belyakova. - District / D, 1996.
7. Kazakova O.V., Sboeva N.A. Lesson developments for the course "The World Around Us" grades 2-3 for the A.A. Pleshakov. [Text] / O.V. Kazakova, N.A. Sboev. - M., 2006.
8. Lyubushkina S.G., Pashkang K.V. Natural science. Earth science and local history. [Text] / S.G. Lyubushkina, K.V. Pashkang. - M. 2002.
9. Naidysh V.M. Concepts of modern natural science: Textbook. [Text] / V.M. Naydysh. - M., 1999.
10. Pakulova V.M., Kuznetsova V.I. Methods of teaching natural history: Proc. For students ped. in-t in the specialty "Pedagogy and methods of primary education." [Text] / V.M. Pakulova, V.I. Kuznetsova. - M., 1990.
11. Natural history. Methodological guide to the textbook "Natural Science" A.A. Pleshakova, N.I. Sonina. [Text] / T.V. Ivanova, G.S. Kalinova, N.I. Sonin. - M., 1998.
13. Fefilova E.P., Potorogina E.A. Lesson developments for the course "The World Around Us" grades 1-2 for the educational set of A. A. Pleshakov. [Text] / E.P. Fefilova, E.A. Potorogin. - M., 2004.
14. Anthology on zoology. [Text] / Comp. S.A. Molis. - M., 1971.
15. Encyclopedic Dictionary "Natural Science". - M., 2002.
16. Encyclopedic dictionary of geographical terms. [Text] / Ed. S.V. Kalesnik. - M., 1968.
17. Encyclopedia for children "Avanta +". - M., 2001.
Lesson type: Lesson of skills formation
Didactic goal: to consolidate knowledge about the features of natural areas, to continue the formation of skills to identify cause-and-effect relationships.
Tasks:
1. Educational task: to consolidate the acquired knowledge about the features of the natural zones of Russia and to identify the relationship between the components of the natural complex using the example of natural zones.
2. Developmental task: to continue the formation of skills to describe and explain the features of the natural zone, to find cause-and-effect relationships between the components of the natural complex, to analyze and compare thematic maps.
3. Educational task: the formation of the ability and readiness to preserve the environment and socially responsible behavior in nature.
During the classes:
Organizational moment: Greetings.
Incentive motivation: For several lessons, we traveled around our Russia. Various natural areas of our Motherland appeared before our eyes in all their grandeur and beauty. From the icy, silent Arctic to the humid subtropics of the city of Sochi. Each natural landscape impressed us with something special.
Update: Let's remember
A natural area is shown, and the students name it.
1. What natural areas did we meet on the territory of Russia? (student points to the map on the board)
2. How are natural zones located on the territory of Russia? What laws do they follow?
3. Can we call a natural area a natural complex? Why?
4. What are the components of the natural complex? Name them?
5. Are these components interconnected? Give examples?
6. Bring pcs of different scale?
7. Can you identify the most important components of a PC? (climate, rocks, soils)
8. Can a person influence natural areas, change them? Give examples of negative impact and positive impact?
9. What measures can each of you take to preserve the natural zones of Russia?
And now we are starting to do practical work, where each of you will be able to show how well you have developed the ability to identify cause-and-effect relationships and the ability to work with thematic maps.
Topic: "Establishing the relationship between the components of nature on the example of natural zones."
The purpose of the work: to learn to establish the relationship between the components of nature on the example of natural zones.
Working process.
Territory
Climate
Natural
zones
The soil
Vegetation
Animal
world
Peninsula
Yamal
Astrakhan region
Wrangel Island
Consolidation and summing up:
1. Is there a relationship between climate and soil type?
2. Between vegetation and soil? Example
3. Between vegetation and wildlife? Example
4. Between climate and vegetation? Example
5. Between climate and wildlife? Example
Guys! What conclusion of today's lesson can we draw?
In any natural complex there is a very close relationship between the components of nature. If you change one natural component, then the entire natural complex will change.
Task: Put a plus if you agree with the statement and a minus if you disagree with the statement.
1. Climate is one of the main components of the natural complex.
2. Soddy-podzolic soils in the tundra zone.
3. Camel thorn is a typical steppe plant.
4. Only scale lichens can grow in the Arctic desert zone.
5. In the natural zone, there is a close relationship between the components of nature.
Lesson summary: The components of the natural area are closely interconnected with each other, a person planning economic activities should always take into account these relationships.
Reflection: What difficulties did the practical work cause for you? What was the most difficult for you? What did you like about this job?
Grading
Didactic material for the lesson
Topic: "Establishing the relationship between the components of nature on the example of natural zones."
Objective:
Working process.
Task: Using the maps of the atlas, textbook art. 296-297 complete the table.
Territory
Climate
Natural
zones
The soil
Vegetation
Animal
world
Peninsula
Yamal
Astrakhan region
Wrangel Island
Conclusion: Formulate a conclusion about the relationship between the components of nature based on the analysis of the data in the table.
Topic: "Establishing the relationship between the components of nature on the example of natural zones."
Objective:
Working process.
Task: Using the maps of the atlas, textbook art. 296-297 complete the table.
Territory
Climate
Natural
zones
The soil
Vegetation
Animal
world
Peninsula
Yamal
Astrakhan region
Wrangel Island
Conclusion: Formulate a conclusion about the relationship between the components of nature based on the analysis of the data in the table.