Geography is one of the sciences about the planet Earth - our common home, the only planet solar system, where a representative of the species Homo sapiens lives - a reasonable person. Numerous representatives of the animal and plant world live and peacefully coexist on it. There are continents, oceans and air, without which life is impossible. Unfortunately, inhabited worlds, galaxies and universes conquered by man, remain a reality only in the world of science fiction.
Earth from space (view from the surface of the moon) ()
The limits of the inhabited Oikoumene are what geography studies. The boundaries of the known world expanded significantly when man first circled the planet, went into outer space, was able to live and work for months and years in zero gravity at stations launched into planetary orbit. And yet, despite the active development of science and technology, the only space surface that man has set foot on is our satellite, the Moon.
The Moon is the Earth's satellite ()
The struggle for supremacy in space has lost its relevance, but the role of geography has increased in modern world. Today, no country in the world, no matter how developed it is, cannot extend space travel beyond the Earth-Moon system only with the help of its economic potential. Therefore, the question of why it is necessary to study geography is relevant right now, because the future belongs to joint global projects. It is the collective cooperation of many countries involved in the construction, development, allocation of financial resources and intellectual resources that can help humanity rise one more step in space exploration.
Today, a similar project already exists - this is the international space station (ISS), built by several states (construction began in 1998), initially leading in the space industry. Russia is also a leader because it was the first in the world to launch the domestic Salyut space station into Earth's orbit.
International Space Station)
The next station after the Moon for the younger generation is clear - this is Mars. And now is the time to get acquainted with a new science that will help to understand the meaning of geography in general, to find out how unique and unrepeatable our planet is not only in the Solar System, but also in itself, carrying life in all its variety of species.
The planet Mars ()
The Earth is not only one of the planets of the solar system, she was lucky enough to be inhabited. Therefore, the role of geography in solving global problems humanity is great and truly immense. Man is surrounded by an amazingly beautiful, diverse and unique world. It has its own laws and every second there are certain natural processes and phenomena that affect a person positively or negatively.
View of Mount Fuji, Japan ()
Northern Lights, Finland ()
People see the change of seasons, how sunrises give way to sunsets, and clouds and thunderclouds sweep across the sky. Become witnesses of devastating earthquakes, volcanic eruptions, floods and tsunamis. They read news about new species of animals and plants, changes in the borders and names of states, and much more. “What”, “where” and “why” are the main questions that have been worrying people since ancient times. The role of geography in human life is to explain the nature of the processes and phenomena occurring around.
Tornado, USA ()
Shiveluch volcano eruption, Kamchatka, Russia ()
Tsunami wave, 1.5 meters high, Japan ()
The theme of geography and geographical facts is widely represented by world cinema. A rich legacy of feature films and documentaries about the role of geography in the world has been created. Poets and writers of the Golden and Silver Ages dedicated their works - poetry and prose - to her: I. Lando, F. Tyutchev, etc.
Do not lag behind the recognized masters of the pen and schoolchildren of the 21st century. Turning the first page of the textbook, they quietly plunge into the world of the most interesting subject, learning the true role of geography in modern society. They try to transfer their emotions from regular geographical discoveries to paper.
One of the main meanings of geography in a person's life is the expansion of his horizons. Throughout life, people see with their own eyes how the world in which they live is changing. Changes in riverbeds and climate, the appearance and disappearance of lakes, new species of animals and plants, states, and the like do not happen somewhere on Mars or Venus, but next to us every day. Being a part of these changes, understanding their causes, being able to predict the future and striving to make life on the planet better - this is what an amazing geographical discipline teaches.
Southern part of Russia (view from space) ()
What does geography study and who invented it?
In general, geography is the science of the earth. The term is formed from two Greek words “geo” (earth) and “grapho” (I write, describe). Literally translated as “description of the earth” or “land description”. Consequently, geography is a natural science, the purpose of which is to describe the processes occurring in the surrounding space. Why did Greek words become the basis for introducing a new term into life?
This geographical moment is associated interesting story which is over 2000 years old.
It is believed that the name of the scientist who gave the name to the science of "geography" is Eratosthenes of Cyrene, the greatest ancient Greek philosopher. He lived at the turn of the 3rd and 2nd centuries BC. Today we can say with confidence how powerful the breakthrough for the development of science was, which Eratosthenes launched with a light hand, the contribution to the development of the geography of this man turned out to be truly great.
The founder of the science of "geography" first used the term in his philosophical writings. Until our time, references to the book of Eratosthenes "Geography" have been preserved. Although there is nothing surprising in this - he was the second chief custodian of the famous Egyptian Library of Alexandria (after the Greek Zenodotus of Ephesus, philologist and poet, commentator on Homer), which existed in ancient Alexandria. Naturally, he was given access to the works of his compatriots, and those who lived before them.
It was access to numerous materials that prompted the ancient scientist to create a generalized geographical treatise. The question of what Eratosthenes did for geography can be briefly answered as follows: he rewrote the data on all the inhabited lands of his era. At the same time, Eratosthenes relied only on factual material, confirmed by papyri and other sources of knowledge.
Eratosthenes of Cyrene ()
Thanks to his work for many centuries, Eratosthenes became the one who discovered geography as a science. The reason is not only that he came up with a new name for his offspring. The living mind of the scientist snatched from the studied descriptions important facts and for the first time formulated causal relationships that are still relevant. Therefore, it is not for nothing that Eratosthenes is considered the “father” of geography.
First of all, we need to understand what contribution Eratosthenes made to geography, why he was remembered by his contemporaries the most, and how it turned out that it was his conclusions that have come down to our time almost unchanged.
- Eratosthenes is credited with the "birth" of the concept of "climatic zones of the Earth." He was able to mathematically accurately explain the boundaries between them, which are still similar to modern views on the equator, the tropics and the polar circles, only he called them a little differently.
- He is also a pioneer in map making. His cartographic work, which has come down to our days, is a map of the Oikumene. He transferred all up-to-date information about new lands, obtained thanks to the military expeditions of Alexander the Great and his followers. Its main advantages: quite predictable contours of land and seas on a significant segment of the earth's surface, with the possibility of real calculation of distances. In search of his "paradise" - amazing India - Columbus considered the map of Eratosthenes to be the standard. He planned his journey along it, proving the relative proximity of the search object, if you move from the European coast in a westerly direction.
- Eratosthenes calculated the circumference of the earth at the equator (40 thousand km), "missing" only 200 km. And this is such a trifle, given what the great Greek scientist who lived 22 centuries ago, far from calculators and modern smartphones, used for his measurements and conclusions.
Map of Eratosthenes - Inhabited Ecumene ()
The conclusions of Eratosthenes helped to further form the criteria by which the main subject of close study of the new discipline was determined. In this case, the "terrestrial surface" is what physical geography studies from ancient times to the present day. Eratosthenes turned out to be not only an outstanding analyst of antiquity, but also a real scientist who influenced the development of the science of geography for the next millennia.
The role, significance and place of geography in the economic activity of mankind
Speaking about the role of geography as a whole, we must remember that its essence has not changed much. After all, it is not without reason that the question: “Why is geography called an ancient science?” — is considered appropriate to this day. Modern man, armed with knowledge and the latest technologies, is doing the same as the most ancient man: he describes and studies the surface of the earth and its changes, displaying it in a form accessible to him. Unlike our distant ancestors, who left their knowledge of the world around them in the form of primitive charcoal drawings on the walls of their native cave, a person has a wider range of tools and devices at his disposal. With their help, he describes a new phenomenon and fixes it with various methods: graphic, in the form of a text file, 3D format, telemetry, etc.
Weather station Vladivostok, Russia)
The initial accumulation of geographical knowledge, oddly enough, was facilitated by internecine and aggressive wars. From here begins the countdown, how old is the science of geography. Since ancient times, the conquered lands were inhabited by the families of the winners, nationalities mixed, trade grew, and with it the demand for exotic goods and spices.
Ancient Egypt, as the most prosperous and powerful region, equipped military companies in the central part of the African continent, along the coasts of the Red Sea and the Mediterranean as early as the beginning of the 3rd century BC. Accordingly, the horizons of people expanded. Knowledge about the surrounding spaces accumulated and multiplied, skills in the field of using celestial bodies as the main landmarks, which facilitated the path of ancient travelers, progressed. Therefore, the role of geography in the life of society grew, since the success of farming and cattle breeding, for example, depended on correct knowledge. If people had not observed the flooding of rivers and other periodic natural phenomena every year, the ancient branches of the economy would not have been able to develop successfully. Thus, geography contributed to the emergence of ancient calendars and laid the foundations that explain the change of seasons.
The concept of the calendar)
At the same time, the forces and observations of the ancestors of modern Pakistanis discovered monsoon winds that affect agriculture and livestock in Southeast Asia. Geographical components are also present in ancient Indian treatises. For example, in the Vedas there is a whole chapter on the cosmology of that time, and in the Mahabharata there is a list of oceans, mountain systems and sacred rivers.
Summing up, we can say with confidence that at the beginning of its development, geography had a descriptive meaning. Wherever a person lived, he everywhere was engaged in the accumulation of knowledge, which was transmitted from generation to generation not only by the exchange personal experience, but also through the addition of poems, verses, philosophical works, etc.
Transfer and exchange of knowledge ()
The answer to the question, "What objects does geography study?" many-sided and many-sided. A few words can't cover it. Because the geographical shell in which a person lives is a complex structure in which all natural elements are closely interconnected. Breaking the links between them is easy, understanding and maintaining unchanged is much more difficult.
However, the specificity and multiplicity of research objects led to the fact that a single geographical discipline was divided into a number of narrowly focused branch branches. And now geography is a system of sciences!
System of Geographic Sciences ()
The main division concerned nature and economy. Therefore, geography in the system of geographical sciences is divided into two parts: physical and economic, studies the nature and laws of development of the world economy, respectively.
Recently, a third one has been singled out - social, since the era of global geographical discoveries has already ended, and the study of the living conditions and activities of the planet's population as part of nature is still going on.
There is also an unofficial division in which geographical cartography is distinguished separately from these three branches.
However, this is not the limit of separation. The questions in each part of geography are so voluminous that each industry group is further subdivided, resembling a tree with branches. For example, physical geography is divided into three subgroups that analyze different subjects of study.
- Geography - tracks the features of the geographic shell.
- Landscape science - considers the diversity of natural-territorial complexes.
- Paleogeography - tells about the physical and geographical conditions of the earth's geological past.
These scientific disciplines are also voluminous, therefore they have their own hierarchy according to the types of objects studied. They can unite in a common alliance, studying one element of the geographical shell, but from different angles. Thus, in particular, the alliance for the study of water bodies is divided into the following science categories:
- about climate (climatology);
- about weather conditions (meteorology);
- about the relief (geomorphology);
- about the oceans (oceanology);
- about ice (glaciology);
- about natural waters (hydrology).
Geography Tree ()
Depending on the depth of research and the number of subjects of study, these sciences are further divided. For example, hydrology studies water in all its diversity, but water is not only rain and snow. There are many water bodies on the planet that require more detailed study. This is how limnology arose, studying the lakes of the planet and their features, swamp science, where the subject of close attention of geographers is already clear from the name, etc. Such fragmentation is necessary in order to successfully solve the problems of the modern science of geography.
Various types of soils and living organisms are “sorted out”:
- Soil geography.
- Biogeography.
The development of technological progress during the 20th century showed how geography is related to other sciences. New geographical teachings began to appear, emerging at the junction of contact with other independent non-geographical disciplines. So, for example, geography appeared:
- medical;
- ecological;
- engineering;
- socio-economic;
- cartographic, etc.
Having studied the geographical tree rich in branches, one can sum up why to study geography: the subject is so multifaceted that dozens of other disciplines are needed to understand what, how and why is happening on the planet in general and around man in particular.
Diverse humanity ()
How has the specifics of the subject of study of geography changed from ancient times to the present?
Today it is amazing to think that the history of the development of geography as a science began in ancient times. To accumulate knowledge about the earth's surface and display them on maps and in descriptions, it took mankind millennia. Moreover, geography is a living science, and the cumulative process of knowledge continues to this day. It is enough for modern schoolchildren and students to open the atlas - and the whole world is before their eyes. Whereas their contemporaries, who lived more than two thousand years ago, were puzzled by the question: how far is the end of the earth from them.
For a long time, while geography was "growing up", until it received a full-fledged "certificate" - the title of an independent science, the main forms of research organization were formed and improved. Initially, these were hiking and horse-drawn trips and expeditions. Then they were replaced by complex observations at specially equipped stations (antarctic, arctic, high-mountain, deep-sea, mines). And the technical apogee of the 21st century is multi-complex research from space orbital stations that solve the problems of modern geography.
There are no white spots on the world map for a long time, but there are enough places in the world where the foot of a “white” person has not yet set foot, and there are enough such areas:
- parts of inner Antarctica;
- wilds of the Amazon;
- highland region of Tibet;
- the mountainous regions of the Cordillera, the Andes and the great Himalayas;
- Russian vast Siberia and the Far East;
- the central regions of Australia;
- areas of the Great Deserts - Sahara, Gobi, etc.
Wilds of the Amazon ()
Himalayas, panorama ()
Antarctica, panorama from a bird's eye view ()
The initial physical geography is the basis of all subsequent knowledge of the earth's surface. The structure of the course is represented by 4 headings, after studying which it will become clear what modern geography is studying:
- The earth's surface in a planar outline.
- Shells of the planet: litho, atmo, hydro, bio.
- Humanity as an object of study.
- Interaction between nature and man.
The results of studying these topics will be new knowledge about:
- how to use the image of the Earth on plans and maps and determine the "addresses" of geographical objects;
- how to generalize the received “baggage of knowledge”;
- how to correctly describe the processes taking place in the 4 main geographical shells of the plan.
The process of studying primary physical geography gives rise to the education of geographical culture, understanding the specific language of science, the ability to independently seek answers to questions using numerous resources of a geographical orientation.
Children with globe ()
Dictionary
Horse-drawn transport is a type of transport in which carts are driven by animals (horses, oxen, etc.). Derived from the word "tug" - a leather or rope loop in a harness.
"Agreed"
Head of ShMO
_____________.
Protocol No. ___ dated
"____" ____________ 2011
"Agreed"
Deputy School Principal for SD MOU
_____________
"____" ____________ 2011
"Agreed"
Director of MOU
Morozova.N.F.
Order No. ___ dated "___" ____ 2011
WORKING PROGRAM OF THE TEACHER
Ukhorskaya Svetlana Yurievna
on the course “Geography. Beginning course»
6th grade
A basic level of
2015 - 2016 academic year
WORKING PROGRAMM
FOR BASIC GENERAL EDUCATION
(A basic level of)
Explanatory note
Document status
This work program is based on:
basic standard general education by geography ( a basic level of) 2008
Model Program for Basic General Education in Geography (Basic Level) 2008 Collection of normative documents Geography M., "Business Bustard", 2008
The elementary geography course is the first school geography course.
The initial course of geography is quite stable, the study of geography at school begins with it. Its structure includes continuity between courses, which ensures dynamism in the development, expansion and deepening of students' knowledge and skills, in the development of their geographical thinking, independence in acquiring new knowledge.
When studying it, students must learn the basic general subject concepts about geographical objects, phenomena, as well as at the elementary level of knowledge about the earth's shells. In addition, students acquire a topographer - cartographic knowledge and generalized techniques. academic work on the ground as well as in the classroom.
It should be noted that it is during the study of this course that the formation of a geographical culture and the teaching of a geographical language begin; studying it, schoolchildren master the initial ideas, concepts, cause-and-effect relationships, as well as skills related to the use of sources of geographical information, primarily maps. Much attention is paid to the study of one's area in order to accumulate ideas (knowledge) that will be used in the future.
Working programm specifies the content of blocks of the educational standard, gives the distribution of teaching hours for major sections of the course and the sequence of their study.
In addition, the program contains a list of practical work for each section.
Goals. The study of geography in primary school is aimed at achieving the following goals:
learning about the basic geographical concepts, geographical features of nature; about the environment, ways of its conservation and rational use;
mastery of skills navigate the terrain; use one of the "languages" of international communication - a geographical map, apply geographical knowledge to explain and evaluate various phenomena and processes;
development cognitive interests, intellectual and creative abilities in the process of observing the state of the environment, solving geographical problems, independently acquiring new knowledge;
upbringing love for one's locality, one's region, one's country, mutual understanding with other nations; ecological culture, positive attitude to the environment;
capacity building and readiness to the use of geographical knowledge and skills in Everyday life, preservation of the environment and socially responsible behavior in it; self-assessment of the level of environmental safety as a sphere of life.
General educational skills, skills and methods of activity
When organizing the educational process in geography in the primary school, it is necessary to Special attention on the general educational value of the subject. The study of geography forms not only a certain system of subject knowledge and whole line special geographical skills, but also a set of general educational skills necessary for:
- knowledge and study of the environment; identification of causal relationships;
- comparison of objects, processes and phenomena; modeling and design;
- orientation on the ground, plan, map; in INTERNET resources, statistical materials;
- compliance with the norms of behavior in the environment; evaluating their activities in terms of moral, legal norms, aesthetic values.
Course objective:
lay the foundations for the geographical education of students.
Tasks, solved in this course, to achieve the goal, can be formulated as follows:
Show schoolchildren geography as a subject of study and convince students of the need and usefulness of studying it;
To attach to the terminological language of geography and form the first spatial representations of objects and phenomena occurring in the world around the child;
Introduce the map as a unique and visual source of knowledge and learning tool;
To teach how to work with different teaching aids both in nature, on the ground, and in the classroom, laboratory;
And most importantly, to show schoolchildren that every person is part of the planetary natural complex "Earth" and everyone living on it is responsible for everything that he does in the world around him.
Requirements for the level of training (Learning Outcomes)
As a result of studying geography, the student should
know/understand
basic geographical concepts and terms; differences between the plan, globe and geographical maps in terms of content, scale, methods of cartographic representation; results of outstanding geographical discoveries and travels;
geographical consequences of the Earth's movements, geographical phenomena and processes in the geospheres, the relationship between them, their change as a result of human activity;
be able to
essential features of geographical objects and phenomena;
find in different sources and analyze the information necessary for the study of geographical objects and phenomena, different territories of the Earth, their environmental problems;
give examples
make up a brief geographical description of different territories based on various sources of geographic information and forms of its presentation;
determine on the ground, plan and map distances, directions of height points; geographical coordinates and location of geographical objects;
apply devices and tools for determining the quantitative and qualitative characteristics of the components of nature; present measurement results in different forms; identify empirical dependencies on this basis;
use the acquired knowledge and skills in practical activities and everyday life for:
orientation on the terrain and filming of its sections; reading cards of various contents;
taking into account phenological changes in the nature of their area; conducting observations of individual geographical objects, processes and phenomena, their changes as a result of natural and anthropogenic impacts; assessment of their consequences;
monitoring the weather, the state of air, water and soil in their area;
conducting an independent search for geographic information on the ground from various sources: cartographic, statistical, geoinformation.
UMC used:
T.P. Gerasimova, N.P. Neklyukova. Beginner course in geography. Grade 6 - M .: Bustard, 2007.
I.V. Kolesnik. Geography. Grade 6. Workbook., Lyceum Publishing House, 2010
Atlas. Physical geography, initial course. 6th grade.
Multimedia program: Geography grades 6-10.
The place of the object in the base curriculum
Federal Core Curriculum for educational institutions Russian Federation allocates 35 hours for compulsory study subject"Geography", at the rate of 1 academic hour per week.
Please note that in the Federal Basic Curriculum for Educational Institutions of the Russian Federation, 1 hour per week of the subject "Geography" inVIclass moved to the regional (national-regional) component.This hour is recommended for teachers of geography to conduct practical work on the topics of the initial geography course (VI class) using local history material and performing practical work on the ground. Due to the fact that the program is designed for two classes, I separate grades 6 and 7. Grade 6:Isection - "Sources of geographic information" - 10 hours, sectionII- "Nature of the Earth and Man" -25. Total 35 hours.
Educational and thematic planning in geography
HOURS№ LESSON
LESSON TYPE
TOPIC OF THE LESSON
PLANNED RESULT.
TYPES OF LEARNING ACTIVITIES
TYPES OF CONTROL
D.Z.
Steam.§.
WORK WITH TCO, textbook. insolent aid..
PRACTICE
Chapter: I . Sources of geographic information. (10 hours)
Introduction. What does geography study, the development of geographical knowledge. Types of geographic images.
Know: sources of geographic information. Be able to work with globes. Determine geographic coordinates, determine ways to depict the earth's surface
Watching a video:. Names on the map. (Nikitin, Khabarov) writing notes, working with text.
Analysis of contact cards
Individual survey
1,2.
1st week of September.2-5.
Lesson in the formation of new knowledge
Drawing geographic objects and phenomena on the cont. map, their description of research routes.
Be able to work with globes, get acquainted with geographical coordinates, learn to use conditional knowledge
Practice #1 Mapping study routes
Map work.,
atlas
K.k
Combined lesson
From terrain plan to geog. map. Terrain plan. Reading topographic maps.
Know: orientation, plan, azimuth, compass. Determining the height of a point on the ground, contour lines, symbols, topography.
Show:
Conditional topographic signs, types of scale.
Practice number 2 Reading maps, plans., Determine the location of geographical objects
Lesson in the formation of new knowledge
A geographical map is a special source of information. Legend. Scale, sides of the horizon
Know: types of scale, be able to apply in practice, teach to solve problems using the scale.
Sides of the horizon, azimuth, measure distances.
Ex. No. 3 Determination of directions on the ground and on the plan, in
scale.
Analysis of maps, plans.
27-22
September.
Combined
Drawing up the simplest plans. Conventional signs.
Determine the sides of the horizon, azimuth, measure distances.
Types of filming
:route.polar,
visual
Ex. No. 4 Solution of ex. tasks. Drawing up a simple plan of the area
map analysis,
plans.
Combined
Methods of studying the Earth. Significance. Work of geographers. Use of a geographical map, geog. sources.
Familiarize yourself with specific sources of information.
Learn to write lesson notes.
View "Russian cartographers", writing notes
Pr.r. 5. Compilation of character maps.
Self-work. Frontal survey
8-6
October
Combined
The globe. Degree network on the globe and map, latitude, longitude.
Project No. 6. Determination of geographical coordinates
11. 12.
15-13
October
Combined
geographic latitude.
Learn to determine geographic coordinates
Ex. No. 7 Determination of elements of the grid network and geographical coordinates
Test №1
22-20
October
Total for 1 quarter.
8
7
1
Combined
geographic longitude.
Learn to determine geographic coordinates
Ex. 8 Definition
geographical coordinates
October 29-27
Knowledge Systematization Lesson
Generalization of knowledge on the topic "Map."
Know what space. Cartographic and statistical methods are.
Consolidate knowledge and learn to apply in practice
Working with cards
Working with geographic coordinates
testing
12-10
november
Chapter II . The nature of the Earth and man. (24) LITHOSPHERE (7)
7
Lesson in the formation of new knowledge
Earth is a planet in the solar system. The sun is the source of life on Earth. Form. Dimensions of the Earth. Influence of space.Lithosphere .
Know: the shape and size of the Earth, the structure of the Earth, the planets of the solar system.
To form knowledge about the shells of the Earth.
View:
"The Structure of the Earth". Physical map of the hemispheres, collection of rocks
Pr.r. 1 Drawing up and explaining diagrams: "Position of the Earth"
Independent work, ind survey
16,3
19-17
november
Lesson in the formation of new knowledge
The position of the Earth in the solar system, movement around its axis, the sun. Development of geographic knowledge about the Earth.
Know the position of the Earth in the solar system, the days of the equinoxes and solstices, be able to speak monologically about the world in antiquity.
Physical map of the hemispheres,
Etc. No. 2.
Explanation of schemes: movement around its axis, the sun.
Working with a map
front. interview
26-27
november
Combined
Earth's crust. Structure. Rocks.
Basic geographical concepts and terms - geographical phenomena and processes.
Right work No. 3 "Studying the properties of minerals. The difference between mountains in height".
K.map, frontal.poll.
17.
18.
December
Lesson in the formation of new knowledge
Volcanoes, earthquakes. Main earthquake zones.
Geology, archeology.
Earthquake scale.
Physical map of the hemispheres, map "The structure of the earth's crust."
Work with a notebook, pr.r. No. 4, “Mapping the main zones of earthquake and volcanism”!
K.map.
Self-operating
18. 19
10-8
December
Combined
The relief of the Earth, the main landforms of the land and the bottom of the oceans. Types of mountains in height
Know the terms and influence of relief on the life and activities of people
Physical map of the hemispheres.
Project No. 5 "The difference between mountains and plains in height"
K.map.
testing
20.
17-15
December
Combined
Plains. Types of plains by height
Describe the plains according to the plan.
Be able to work with a contour map
Working with a notebook
Examination No. 2
P.21
24-22
December
2 quarter
Polug
18 lessons
16
5
Total 13
1
Total 2
Combined
Mineral resources of the Earth Impact of economic activities of people on the lithosphere.
highlight, describe and explain essential signs of geographical objects, phenomena, to know conservation measures and rationalization.isp.res.
Physical map of the hemispheres.
Working with a notebook
Frontal survey
P.22
January
Hydrosphere (6)
Combined
The hydrosphere is the water shell of the Earth. Parts of the hydrosphere: the World Ocean, water, land.
Know the structure, composition of the hydrosphere: ocean, sea, lake, river, the world water cycle, the movement of water in the ocean, currents.
Physical map of the hemispheres,
Explain the diagrams of the oceans. Identify the largest parts of the hydrosphere
Independent work with the map
January
Combined
Parts of the oceans, properties of waters. Study methods. World circulation.
To be able to determine the FGP of parts of the world ocean
Name and display physical nomenclature.Know; The ratio in% of land and water surface.Be able to describe according to the plan of the textbook
Pr.r. No. 1 drawing on a c / c. Parts of the World OceanIsthmuses, islands, peninsulas according to the program.
K.map.
January
Combined
Sources fresh water on the ground. Problems associated with fresh water. Rivers, lakes, groundwater.
Know; the composition of land waters, features of rivers, lakes, underwater. Be able to; describe according to the plan of the textbook
Physical map of the hemispheres.
Oceans and their components according to the program, drawing on a c / c.
K.map
Generalization lesson
The value of rivers for nature and man. Floods, safety rules.
Economic value.
Know the natural and economic significance of rivers, examples of floods in the world, Rational use of water resources. Natural monuments of the hydrosphere.
Map of the World Ocean.
Work with tables, pictures, video tutorial. 2. "Description of the river"
front poll.
February
Knowledge Systematization Lesson
Glaciers. Artificial reservoirs. Water resources of their area.
Be able to navigate the map and freely show FN.
Map work
Be able to show physical nomenclature
testing
Terms, messages
Knowledge Systematization Lesson
Correction, generalization of knowledge on the topic Hydrosphere
highlight, describe and explain essential features of geographical objects and phenomena
Map of the World Ocean.
Working with a notebook
Test
№3
Atmosphere (7)
Lesson in the formation of new knowledge
The atmosphere is the air layer of the Earth. What is the atmosphere made of? Man and atmosphere
Know and understand basic geographical concepts and terms on the topic "Atmosphere: wind, precipitation, wind formation and its dependence on atmospheric pressure, air masses, weather".
Work with workbook
weather observations
Self-work
Schemes according to item 35
Lesson in the formation of new knowledge
Changes in the composition of the atmosphere over time. Air heating and temperature. Types of winds. Pressure.
Geographical phenomena and processes in the atmosphere
use observations of the weather, the state of air, water and soil in your area
Pr.r.
weather observations
Self-work
P.36-38
Lesson in the formation of new knowledge
Moisture in the atmosphere. Atmospheric precipitation.
Know the distribution of heat and moisture on the surface of the Earth
Physical map of the hemispheres.
Working with a notebook
Frontal poll
P.40
Martha
3 quarter.
Lesson in the formation of new knowledge
Weather elements, ways to measure them, Wind rose, daily and annual temperature fluctuations.
Know the causes of wind formation
weather observations
P.39
Combined
Weather, climate. Ways of human adaptation to climatic conditions.
Use accounting for phenological changes in the nature of your area; conducting observations of individual geographical objects, processes and phenomena, their changes as a result of natural and anthropogenic impacts; impact assessment
Working with a workbook
weather observations
P.42-43
April
Combined
Plotting a graph of the course of temperature, cloud diagrams, wind roses
Working with a workbook
Working with a notebook
frontal
Ref. by tetr.
Generalization lesson
Final testing
Use the knowledge gained
testing
April
BIOSPHERE (4)
Lesson in the formation of new knowledge
Biosphere. Device. Variety of flora and fauna.
Know the distribution of plants and animals on earth. natural landscapes
give examples : use and protection of natural resources, human adaptation to environmental conditions
Working with a notebook
Individual
P.46
April
Lesson in the formation of new knowledge
The boundaries of the biosphere and the interaction of the components of the nature of PC. natural areas of the world.
Understand geographic processes and phenomena in the biosphere
give examples : use and protection of natural resources, human adaptation to environmental conditions,
Practical work: Description of natural areas.
K.cards
Working with cards
P.47
33
3
Knowledge Systematization Lesson
Adaptation of organisms to the environment. Organisms in the world's oceans
Model basic general educational skills and abilities.
Working with cards
Working with a notebook
Test.
P.48
34
4
Knowledge Systematization Lesson
The impact of human activity on the environment. The relationship of the components of nature. natural complexes.
Model basic general educational skills and abilities.
Working with cards
Working with a notebook
Independent work
P.50
34 lessons + 1h. reserve=35
Total.
13
4+4
Calendar-thematic plan
n\n№ lesson
Lesson topic
Practical work
Date of study
Date of the lesson
DEVELOPMENT OF GEOGRAPHICAL KNOWLEDGE ABOUT THE EARTH.
1
1
What does geography study? The rotation of the Earth and its consequences.
§1, §2, 44Practical workRT p.4-6, Zd:1-3
Image of the Earth on the globe and map.
2
1
Area plan. Conditional signs. Scale.
§4, 5, RTp.18-21, Zd:1,2
3
2
Location orientation. Compass. Azimuth
§6,
4
3
Geographic map. degree network. Parallels and meridians.
§ten
§11, C/C p.42-43,Building:1
5
4
Geographic coordinates (latitude, longitude)
§12, 13; K/K p.44-45,Zd:1, p.48-49, Zd:1,3,4,5
6
5
Working with the map (practical lesson)
Determination of distances, directions, geographical coordinates of points on the map
NATURE OF THE EARTH.
How is our planet.
7
1
Shape of the globe. Continents and oceans. Parts of the World Ocean.
Practical work
§3,9,23,24
RT p.25-27,Zd:1,2
C/C from 52-53, Zd:1,2,4,6
"Working with a Contour Map"
8
2
property of the waters of the oceans. Temperature and salinity of waters.
Section 25
9
3
The movement of waters in the oceans. Waves, tsunamis, tides, tides, currents.
§26,§27 C/C s 52-53, Zd:3
Internal structure of the Earth.
10
1
Rocks that make up the earth's crust.
§17
11
2
The internal structure of the Earth. Methods for studying the earth's depths. Earth's crust and lithosphere.
§16
12
3
Movement of lithospheric plates.
§eighteen
13
4
Earthquakes.
§eighteen
14
5
Volcanoes, hot springs, geysers.
§19
Relief of the Earth.
15
1
Relief, its purpose for a person. Representation of relief on plans and maps.
§14, 15RT p.16-17, Zd:1,2; pp.23-24, Zd:1,2.
16
2
The main forms of the earth's relief. Mountains and plains of land.
§20, C/C p.46-46,Building:1
17
3
Plains. Formation of plains and their change in time.
§21, paragraph 1,2,4 C/C p.50-51,Zd:1,2,4,5
Working with a contour map. "Applying geographical nomenclature".
19
4
Lesson generalization and control of knowledge.
Atmosphere and climate of the Earth.
20
1
Atmospheric air Air temperature.
§35 §36 §37,Practical work:RT p.28-30. Zd:1 a), b)
21
2
Atmosphere pressure. Wind.
§38,39
22
3
Atmospheric precipitation clouds.
§40, §41
23
4
Weather and climate. The impact of weather and climate on human health.
§42, 43, RT p.34. Zd:3
24
5
Atmospheric circulation. Weather observation.Practical work„Observation of the weather and processing of collected materials: temperature charting “.
"Compilation of the table "Air masses and constant winds of the globe"".
25
6
Earth's climate. Working with climate maps (practical lesson).
Water is the circulatory system of the Earth.
26
1
The water cycle in nature.
§22
27
2
Rivers in nature and on a geographical map.
§thirty
28
3
Lakes. Glaciers. Mountain and cover glaciation.
§31,32
29
4
The groundwater. Interstratal and ground waters. Swamps.
§29
30
5
Generalization lesson
GEOGRAPHICAL SHELL - LIFE ENVIRONMENT.
31
1
The biosphere is the living shell of the Earth.
§47
32
2
Geographic cover.
§48
33
3
Interaction between man and nature. Natural disasters. Types of economic activity and the degree of their impact on nature.
§49
EARTH IS THE PLANET OF HUMANS
34
1
Mankind is a single biological species. The population of the earth.
§51§52
35
2
States on the political map of the world.
Practical work: K / K p.54-55, Zd: 1,2,3,4,5
Practical work “Determining the position of the state on the mainland; drawing on the contour map the borders of the states named in the topic, capitals and determining their geographical coordinates"
List of obligatory geographical nomenclature for the 6th grade:
Theme ”Plan and Map”
Continents: Australia, Antarctica, Africa, Eurasia, North America, South America.
Continents: Australia, Asia, America, Antarctica, Africa, Europe.
Oceans: Atlantic, Indian, Arctic, Pacific.
Theme ”Lithosphere”
Plains: Amazonian Lowland, Arabian Plateau, Brazilian Plateau, East European (Russian), Great Chinese, Great Plains, Deccan, West Siberian, Central Russian Uplands, Central Siberian Plateau, Caspian Lowland.
The mountains: Andes, Altai, Alps, Himalayas, Caucasus, Cordillera, Scandinavian, Tien Shan, Ural.
Peaks and volcanoes: Aconcagua, Vesuvius, Hekla, Chomolungma (Everest), Kilimanjaro, Klyuchevskaya Sopka, Kosciuszko, Kotopakhi, Krakatau, McKinley, Mauna Loa, Orizaba, Elbrus, Etna.
Islands: Greater Antilles, Great Britain, Hawaiian, Greenland, Iceland, Kalimantan, Madagascar, New Guinea, New Zealand, Tierra del Fuego, Sakhalin, Tasmania, Japanese.
Peninsulas: Arabian, Indochina, Hindustan, California, Kamchatka, Labrador, Scandinavian, Somali, Taimyr, Florida.
Theme ”Hydrosphere”
Seas: Azov, Arabian, Baltic, Barents, East Siberian, Caribbean, Red, Marble, Okhotsk, Mediterranean, Philippine, Black, Japanese.
bays: Bengali, Guinean, Hudsonian, Mexican, Persian, Finnish.
Straits: Bering, Gibraltar, Drake, Magellan, Malacca, Mozambique.
Reefs: Great Barrier Reef.
Currents: Gulf Stream, Western Winds, Kuroshio, Labrador, Peruvian, North Pacific.
Rivers: Amazon, Amur, Volga, Ganges, Euphrates, Yenisei, Indus, Congo, Lena, Mississippi, Missouri, Nile, Ob, Tigris, Yellow River, Yangtze.
Lakes: Aral Sea, Baikal, Upper, Victoria, Caspian Sea, Ladoga, Tanganyika, Chad, Air.
Waterfalls: Angel, Victoria, Niagara.
Areas of modern glaciation: Antarctica, Greenland, Novaya Zemlya, the glaciers of Alaska, the Himalayas and the Cordillera.
Theme ”Humanity on Earth”
Cities: Delhi, Mexico City, Moscow, Cairo, New York, Beijing, Rio de Janeiro, St. Petersburg, Tokyo.
Countries: Australia, Brazil, Germany, Egypt, India, Kazakhstan, Canada, China, Nigeria, Russia, USA, France, Japan
Teacher: Ukhorskaya S..Yu.
The course is based on the idea of the unity and interconnection of the components of the geographic envelope of the Earth. It will lay the foundations of scientific knowledge about the Earth sciences, make it possible to understand the main geographical patterns and trends in the development of geographical phenomena and processes, form a holistic view of the modern world and Russia's place in it, and systematize geographical information.
About the course
The course will tell about the geographical features of nature and the population of different territories of our planet, because geography is not just a science, but a way of studying the modern world, understanding by everyone their place in the world as part of the environment, responsibility for its preservation.
Course objectives:
- concretize ideas about the spatial heterogeneity of the Earth's surface on different levels its differentiation (from planetary to local);
- identify the geographical features of nature, the population of different territories, including Russia;
- to form a holistic view of the modern world, of Russia's place in this world;
- consolidate cartographic literacy;
- understand the meaning of basic geographical concepts and terms;
- identify and explain the essential features of geographical objects and phenomena, identifying cause-and-effect relationships;
- have an idea about the environment, ways of its conservation and rational use.
In the process of mastering the discipline, students will be able to:
- evaluate and predict the influence of man on individual components of nature and the influence of nature on all aspects of human activity;
- explain the geographical specifics of large natural geographical shells, geographical phenomena and processes in the geospheres and the relationship between them, the geographical consequences of the Earth's movements, changes in the geographical shell as a result of human activity; geographic zonality and zonation;
- determine and compare geographic trends in the development of natural, socio-economic and geo-ecological objects, processes and phenomena using different sources of information;
- rely on modern scientific ideas in the process of studying geography and ecology;
- analyze the demographic, economic, environmental situation at the local, regional, global levels;
- explain the essential features of geographical objects and phenomena, identifying cause-and-effect relationships.
Format
The course includes:
- thematic video lectures;
- Additional materials, including a list of additional literature, links to useful information from various sources and videos for self-viewing;
- test tasks for evaluation (15 questions for each section of the course).
A final control test is provided for the content of the entire course, consisting of 50 questions. The final assessment of learning outcomes is formed on the basis of the data of the final testing and weekly control.
The course is designed for 10 weeks of study. The weekly workload of students in the course is 10 hours. The total complexity of the course is 3 credits.
Informational resources
- Economic, social and political geography (theoretical foundations): Textbook. - Tomsk: Publishing House Tomsk University, 2004. 176 p. – URL: http://chamo.lib.tsu.ru/lib/item?id=chamo:199326&theme=system
- Economic and social geography of Russia: Workshop. Teaching aid. - Tomsk: Publishing House of SKK-Press, 2006. 134 p. – URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000223739
- Geography in figures and facts: teaching aid / T. V. Romashova; under total ed. A. M. Maloletko. - Tomsk: [b. i.], 2008. 151 p. – URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000342747
- Geography of the Tomsk region. Population. Economy. Ecology. Grade 9: Textbook for general education educational institutions. - 3rd ed. - Tomsk, 2010. 212 p. (Co-authors - Evseeva N.S., Nekhoroshev O.G., Okisheva L.N., Adam A.M.). – URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000439686
- Educational material(nomenclature and statistical data) for the course "Economic and social geography of Russia": teaching aid for students of the direction "Geography". - Tomsk, 2010. 72 p.
- Geographical nomenclature according to the "Economic and social geography of Russia": Educational and methodological manual. - Tomsk, 2013. - 47 p.
- Demographic study of world population reproduction processes (geographical approach): Electronic tutorial. - Tomsk: Institute of Distance Education, TSU, 2010. - URL: http://edu.tsu.ru/eor/resource/179/tpl/index.html
- Fuel and energy complex of Russia: security, use, resource and energy saving: Educational and methodological complex. Tomsk: Institute of Distance Education, TSU, 2011. - URL: http://edu.tsu.ru/eor/resource/536/tpl/index.html
- Climate // Landscapes of swamps of the Tomsk region / Ed. N.S. Evseeva. Tomsk: NTL Publishing House, 2012. P.88-103. – URL: http://chamo.lib.tsu.ru/search/query?term_1=%D0%A0%D0%BE%D0%BC%D0%B0%D1%88%D0%BE%D0%B2% D0%B0+%D0%A2.%D0%92.&theme=system
- Geography of the population with the basics of demography: workshop. - Tomsk: TSU Publishing House, 2014. 98 p.
- Socio-economic risks from dangerous hydrometeorological phenomena // Proceedings of the international scientific-practical conference of students, graduate students and young scientists "Geographical research of Eurasia: history and modernity", dedicated to the 160th anniversary of the expedition of P. P. Semenov to the Tien Shan within the XII Great geographical festival (St. Petersburg State University, St. Petersburg, April 8-10, 2016). - M.: Publishing house "Pero", 2016. S. 734-737 [Electronic edition] / T.V. Romashova, T.S. Bogomolov. – URL: http://earth.spbu.ru/netcat_files/userfiles/events/2016_BGF/Informatsionnoe_pismo_1_BGF-2016.pdf
- Tomsk region. Public geography // Geography of Siberia at the beginning of the XXI century: in 6 volumes: / Ch. editor: V.M. Plusnin; Ros. Academician of Sciences, Sib. Department, Institute of Geography. V.B. Sochava; Institute of water and environmental problems. Volume 5. Western Siberia / Ed. Ed. Yu.I. Vinokurov, B.A. Krasnoyarova. - Novosibirsk: Academic publishing house "GEO", 2016. p. 251-264 (co-author - I.V. Kozlova).
Requirements
Required level of training - basic knowledge school course geography.
The course is designed for bachelors of 1-2 years of study in the areas of training 05.03.04 Hydrometeorology and 05.03.06 Ecology and nature management
Course program
The online course consists of nine sections:
Section 1. Sources of geographic information
1.1. The history of the development of geographical knowledge about the Earth
1.2. The shape and dimensions of the Earth
1.3. Axial motion of the Earth and geographic implications
1.4. Orbital motion of the Earth and geographic implications
1.5. Types of images of the earth's surface
1.6. Geographic map
Section 2. Atmosphere of the Earth
2.1. The concept of the atmosphere
2.2. Heating of the atmosphere
2.3. Water in the atmosphere
2.4. atmospheric pressure
2.5. Air masses and atmospheric fronts
2.6. Weather and climate
Section 3. Earth's lithosphere
3.1. The internal structure of the Earth. Geological chronology
3.2. The composition and structure of the earth's crust
3.3. Relief-forming internal processes
3.4. Relief-forming external processes
3.5. landform
3.6. The relief of the bottom of the oceans
Section 4. Hydrosphere and biosphere of the Earth. Geographic envelope
4.1. The concept of the hydrosphere. The water cycle in nature. World ocean: properties of waters
4.2. The movement of waters in the ocean: waves and sea currents
4.3. Land waters: groundwater, lakes, glaciers
4.4. Land waters: rivers, swamps
4.5. Biosphere
4.6. The concept of the geographical shell. Properties and patterns
Section 5. World population
5.1. World population and its dynamics
5.2. Vital movement of the population
5.3. Sex and age structure of the population
5.4. Mechanical population movement
5.5. Ethnogeography
5.6. Population distribution and geographical forms of settlement
Section 6. Economic geography of the world
6.1. Modern political map of the world. Main types of countries
6.2. Resource world potential.
6.3. Geography of extractive industries
6.4. Geography of manufacturing industries
6.5. Geography of agriculture
6.6. Geography of world transport
Section 7. Geography of Russia: nature
7.1. Geographical position of the country
7.2. Geological structure
7.3. Terrain diversity
7.4. Climatic features
7.5. Wealth of inland waters
7.6. natural areas
Section 8. Geography of Russia: population
8.1. Population size and reproduction
8.2. Population migrations
8.3. Sex and age structure of the population
8.4. Labor market and labor resources
8.5. The national composition of the country's population
8.6. Features of the resettlement of the population
Section 9. Geography of Russia: economic and spatial specifics
9.1. Fuel industry
9.2. Energy
9.3. Ferrous and non-ferrous metallurgy
9.4. Chemical industry
9.5. Agriculture
9.6. Foreign economic activity
A webinar is held before the final certification
Section 10
final examination
Learning Outcomes
As a result of mastering the course, the student must:
Know: goals, objectives and systematization of the earth sciences, as well as the main stages in the development of geographical science; theoretical foundations of geography and earth sciences; cosmic and planetary factors that determine the development of the geographic envelope; the internal structure of the Earth; composition, structure and main types of movement of the earth's crust; historical stages of the formation of the relief and the earth's surface, the main endogenous and exogenous relief-forming processes, landforms; the composition of the atmosphere; pressure, heating and water content in the atmosphere; the law of climatic zoning and its influence on the components of the geographic envelope; distribution of water masses on the surface of the earth and their role in the formation and functioning of the geographic envelope; main soil-forming factors, properties, functions and distribution of soils on the surface of the earth; the main stages of the evolution of the biosphere, its boundaries and structure; structural relationships between components in the geographic envelope for the analysis of changes and the solution of individual practical problems; size and structure of the population; location and forms of population resettlement in the world and in Russia; accommodation and security natural resources: location factors and features of the leading sectors of the economy of the world and Russia; peculiarities geographical location and natural conditions of Russia; geographical nomenclature.
Be able to: explain modern ideas about the shape of the Earth, movement in space and time, structure and movement of the structural parts of the geospheres; to distinguish from each other relief forms of different genesis, to analyze the morphostructures and morphosculptures of the earth's surface; analyze the changes taking place in the geographic envelope, resulting from changes in individual components of the natural environment; analyze and explain the location and provision of the population and natural resources, the factors of location of the leading sectors of the economy of the world and Russia
Master the skills: work with geographic atlases and geographical maps different scale; analysis and drawing up diagrams, tables, graphs, diagrams and interpretation of the information contained in them; application of the conceptual and terminological apparatus of geography and related sciences; explanations of physical and economic-geographical processes in the geographical envelope, as well as the application of theoretical knowledge to solve research and applied problems.
Formed competencies
- (05.03.04 Hydrometeorology GPC3) Possession of basic general professional theoretical knowledge of the geographical shell, geomorphology with the basics of geology, biogeography, soil geography with the basics of soil science, landscape science, socio-economic geography;
- (05.03.06 Ecology and nature management GIC3) Possession of professionally profiled knowledge and practical skills in general geology, theoretical and practical geography, general soil science and use them in the field of ecology and nature management;
- (05.03.06 Ecology and nature management GIC5) Possession of knowledge of the basics of the doctrine of the atmosphere, hydrosphere, biosphere and landscape science.
The name of the science of geography is translated from ancient Greek like a land survey. At this stage, geography is a science that studies the description of the Earth and reveals the main patterns in its development.
- Schoolchildren begin studying geography in the 6th grade, and continue to study it until the end of schooling.
In 6th grade students receive basic information and skills from the geography course, thereby laying a solid foundation for the subsequent study of the subject. The most important thing in the 6th grade is the skills of working with geographical maps and terrain plans.
7th grade devoted to the study of the features of the geography of continents and oceans. In addition, the main points studied in the initial course of geography are repeated.
8th and 9th grades completely devoted to the geography of Russia. Moreover, in the 8th grade the nature of our country is studied, and in the 9th grade - the social and economic geography of our country. Thus, using the example of Russia, schoolchildren learn the basics of socio-economic geography.
In 10th and 11th grade the socio-economic geography of the world is considered. And if the 10th grade is more devoted to studying the general picture of the world, then in the 11th grade the socio-economic characteristics of individual continents and large countries are considered in detail. Separately, it is worth highlighting the study in the 11th grade of the global problems of mankind.
- It is worth noting that geography is one of the subjects for passing the elective exam, in the USE format.
All materials are divided into classes:
Geography Grade 6Geography Grade 7
