Sections: Geography
The purpose of the lesson: in the process of working on the project, students should become familiar with the main types of waves in the oceans and the causes of their occurrence; consolidate skills in working with a map of the oceans; develop skills in group work and work with a personal computer; learn how to present your work.
The teacher prepares templates for booklets for groups in advance (use Microsoft Office Publisher layouts), creates a folder of photographs “Waves in the Ocean” and a text file “Earth Records. Waves. Students can use these blanks to compile their booklet. But if you have more than one lesson to study this material, then you can complicate the tasks for students and ask them to independently find photos and record-breaking material for their topic on the Internet.
Before group work, students should be told that each group is studying their material, preparing a booklet on it, then defending their work. During the defense, other groups should ask questions on the topic of the group for clarification and understanding of the material. Since at the end of the lesson there is a test task for all types of waves for understanding the topic for evaluation.
The work in the lesson should be organized in several stages.
1. Preparatory stage.
Topic update:
- Who was at sea and watched the waves? Tell about them.
- Remember the sensations while swimming and on the boat?
- Can the water in the oceans be calm, like in a pan?
- What causes the water in the sea (ocean) to move?
- How do these movements manifest themselves?
Divide the class into 3 groups, distribute task cards.
2. Group work to study the topic. Work on task cards.
Card for group 1. "Study of wind waves"
| Tasks | |
| 1. Conduct an experiment: "Pour water into a deep plate and blow slowly at first, then strongly" | 1. Formulate the cause of wind waves. 2. Write down the concept of "wind waves" in your notebook |
| 2. What is the structure of the “wind wave”? | 1. Study fig.49 and the text of the textbook on page 76 2. Draw a wave diagram in a notebook, sign the main parts |
| 3. Discuss the properties of a wind wave. Answer the questions | 1. What determines the wave height in the oceans? 2. Is it possible to feel the excitement of the ocean at a depth of 200 meters? Why? |
Card for group 2. "Tsunami Study"
| Tasks | Guidance for the assimilation of educational material |
| 1. Carefully review the frames of the video film “Tsunami” | 1. Formulate the cause of the tsunami 2. Write down the concept of "Tsunami" in your notebook |
| 2. Study the text of the textbook on pages 77-78. | Fill in the missing words in the text, complete the sentences. 1. The cause of the tsunami- 2. The propagation speed of these waves is ………….. km/h. 3. Wave height in the ocean ……………….m. 4. The height of the tsunami near the coast is …………and is …………. m. |
| 3. Discuss the properties of a tsunami. Answer the question | 1. Why are tsunamis not dangerous in the open ocean, but dangerous on the coast? |
Card for group 3. "The Study of the Ebb and Flow"
| Tasks | Guidance for the assimilation of educational material |
1. Think
|
1. Formulate the cause of hot flashes 2. Write down the concept of "Ebb and flow" in your notebook |
| 2. Work with the Oceans map. How are tides shown on a map of the oceans? Find where the highest tides are observed on Earth? |
1. Analyze the symbols of the map of the Oceans in the atlas p.18-19. 2. Plot the tides on the contour map:
|
| 3. Discuss the properties of ebbs and flows. Answer the questions | 1. How can you use the power of the tides? 2. What level of water at high or low tides marks the coastline? |
3. The stage of designing a mini-booklet according to your assignment.
Students fill out a 4-page booklet template prepared by the teacher. On page 1, students enter the topic of the booklet (“Wind waves” or “Tsunami” or “Ebb and flow”) and insert a picture on their topic, selected from the “Waves” photo folder.
2 page - "Causes of occurrence ...". 3 page "Features", using the material of the text file "Earth Records. Waves” (choose the appropriate one for this type of wave). 4 page "Authors of the booklet", the names of the students are entered.
4. Stage of listening to group reports.
At this stage, the students speak from the group, demonstrate their booklet through the projector, explaining the causes of the waves and describing their features. Students of other groups ask questions on the topic of the group for clarification and understanding of the material.
5. Stage The final test task "The movement of water in the ocean."
If technical capabilities allow, filling in the table can be carried out on a computer, followed by mutual verification. If not, then you can print the table on cards so as not to waste time recording the characteristics of the waves. In the table, students only put down the signs “+” and “-” opposite the corresponding types of waves. (*1, 2)
The final stage is the mutual verification of the completed table. As practice shows, the vast majority of students cope with work on "4" and "5".
Literature for the lesson:
- T.P. Gerasimova, N.P. Neklyukov Geography. Starting course". Publishing house "Drofa, 2002"
- N.A. Nikitina "Pourochnye development in geography." Publishing house "WAKO".
The project is being implemented as part of the geography course of the “Atmosphere” section and is designed for 6th grade students. The project includes research and information blocks. The acquired practical knowledge, skills and abilities will help to accumulate basic knowledge for understanding the processes occurring in nature, to bring students to an understanding of cause-and-effect relationships and will form the basis for the formation of a difficult, but extremely important concept of "climate".
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Municipal educational institution Lyceum of Uvarovo
WEATHER - HUMAN HABITATION
Work completed
Strokova Alina
9th grade student
scientific adviser
Zaitseva Olga Anatolievna
Geography teacher
2007
INTRODUCTION
What we call weather
This is just an attempt to bring
Balancing heat and humidity
On the surface of the earth.
In my work “Weather – human living conditions”, I set a goal to find out whether such a mobile, unstable, diverse and capricious element as an air ocean, the momentary mood of which we call weather, can be accurately measured.
And also answer the questions: What is the weather? Does man have control over the weather? Where and how are predictions made? How does weather change affect human health?
The problem is taken from real life.
Our society is developing more and more, moving forward, technologies are improving. However, we, as our distant ancestors, dependent on the vagaries of nature, on the change of weather.
Who needs to know the weather in advance?
And without that it's bad when it spoils,
Why even bother going forward?
But all the same, not a day will pass without a person looking at the sky, not inquisitive: how are the clouds there? What will the next day be like? gloomy and rainy or clear or sunny.
In the recent past, weather or a bucket was called sunny windless days. When it was raining, a blizzard was falling, or thick snow was falling, they said that it was bad weather, bad weather outside. Now weather is any state of the atmosphere around us. This is the state of the lower layer of air at a given time and place. Why do we say "at this time"? Because during the day they change: air temperature, direction and strength of the wind.
And why - "in this place"? Because the weather in each locality is different.
Perhaps there is nothing more changeable in the environment than the weather: today people are languishing in the heat; tomorrow - get wet in the rain; unexpectedly, a wind blows up, sometimes reaching a hurricane, and then it subsides, gets warmer, and amazing peace is established in nature.
Kozma Prutkov said correctly: “Even in the summer, when going on a voyage, take something warm with you, because can you know what happened in the atmosphere?”
During February, I observed the air temperature, the wind is the movement of air, cloudiness is the state of the air, the precipitation that fell from the air.
Consequently, in all cases of observation, I led the air - the lower layer of air (the troposphere). This is where the weather comes in.
In the course of my work, I carried out independent measurements of the main meteorological elements in the period from February 1 to February 28: air temperature, cloudiness, atmospheric phenomena. To imagine the course of further changes in the weather and to predict it, you need to know all the elements in their totality. Data on atmospheric pressure, relative air humidity, wind direction and speed, precipitation were obtained at a meteorological station.
To establish the effect of weather changes on the physiological state of the human body, information was taken on the number of diseases registered in patients living in the service area of a medical institution.
1. MAIN PART
1.1. Weather and its prediction
Rewriting the meager numbers of air temperature, wind direction, cloud cover, I realized that behind this is the work of many meteorologists. There is a share of work and Uvarov weather forecasters in it.
Observations of the weather in the territory of Uvarovo have been conducted for a long time. At the end of the summer of 1899, a meteorological station was opened on Oblovka. The first observer was the teacher of the former railway school I.S. Petrov. in 1935, by the decision of the government, the Main Directorate of the Hydrometeorological Service of the USSR was established. K.I. Zhirnak became the first head of the Oblovskaya meteorological station. The station made 8 observations per day. Every 3 hours, and noted them in the monthly book. When entering the site, the observer first of all determined the state of visibility, the amount and form of cloudiness, its height, wind direction and speed, and temperature. A self-written thermograph hygrograph was installed at the station for continuous recording of air temperature and humidity. The amount of precipitation and its intensity. A searchlight was used to determine the cloud base, and then a reservoir was built. Where was hydrogen produced? Filled them with balls and launched them to determine the height of the clouds. In winter, the station conducted snow surveys. The height of the snow cover was measured. In the presence of an ice crust, its thickness and the percentage of winter crops covered with a crust were determined.
To study the regime of the Vorona River in 1953, a water-measuring post was opened in Uvarovo. The water level and temperature are measured twice a day, and in winter the thickness of the ice. During the flood, when the water rises and falls, 10-12 measurements are made.
Since 1964, the weather station has been located in the area of the 2nd Uvarovo.
Head of the weather station Charykova Elena Alekseevna. Our weather station is 107 years old. Included in the Tambov subdivision, related to the Department of Hydrometeorology and Monitoring environment located in Kursk. The station covers an area of 3.5 hectares. There are land plots at the Uvarovsky state farm for all agricultural crops, where soil temperature and moisture are measured every other day, the phases of plant development, soil freezing are determined.
The weather station employs 6 people, working in two shifts. Meteorologists use new instruments in their work: IVO - determines the lower limit of cloudiness, barometer - measures air pressure, anemorumbometer - a device for monitoring the direction and speed of the wind. At the observation site there is a psychometric booth for determining temperature and humidity.
Storm information: strong wind, low cloud cover, snowfall, ice. Everything that is included in the category of elements is urgently transferred to Tambov and Kursk.
1.2 Local weather forecasting
Try to observe various signs:
Shepherd and farmer in infancy,
Looking up at the sky, at the western shadow.
They already know how to predict both the wind and a clear day
And May rains, young fields of joy,
And mrazov early cold, dangerous grapes
So, if the swans, in the bosom of still waters
Splashing in the evening, they will call your arrival,
Or the bright sun sets into sad clouds,
Know: tomorrow the roaring rain will wake the sleepy maidens,
Or the hail beating through the windows ...
A.S. Pushkin
In addition to scientific forecasts, there are others that are no less reliable. They are based on the experience that we call folk signs.
People whose life is closely connected with nature - shepherds, foresters, fishermen or farmers - constantly monitor the weather.
The first and most reliable local signs weather - the state of the sky, and, above all, cloud cover.
"Although, of course, modern man the vagaries of nature are not so terrible: they have learned to irrigate the soil, and the clouds "shrug". But our ancestors treated the clouds more reverently: not only the harvest, but also life ancient man sometimes depended on the "behavior" of these heavenly wanderers. Only the elite knew how to negotiate with the clouds - priests, shamans, sorcerers. There was only one thing left for mere mortals: to observe and obey the will of the “air lambs”.
Jesus said, “When you see a cloud rising from the west, immediately say: it will rain, and it happens.”
Augurs, ancient Roman priests, predicted epidemics and natural disasters by the color, shape and nature of the clouds.
- If the clouds change color, it will rain.
- Cirrus clouds - to change the weather
- Light cloud before sunrise
Promises clear weather, dark - bad weather.
- Clouds floating against the wind - to bad weather.
- If the sun sets in a cloud, on another
The day will rain.
At certain times, the weather conditions are repeated, to which the peasants gave their names: May returns of cold weather - frosts in mid-May, reminiscent of winter. Gardeners should definitely take into account these cold snaps during spring plantings. "Sheep cold" occurs in mid-June, after shearing sheep. There are even frosts on the ground, but after them comes the real summer. If it rains on Samson's Day (July 10), then pour it for seven weeks, folk wisdom says, and often turns out to be right.
In addition, an observant person will also notice a change in the surrounding world: the behavior of animals, insects, flowers and leaves of plants, the state of water in reservoirs, the appearance of characteristic odors ...
There are many folk signs. I was interested in those that predicted cold weather:
if the cones have grown low on the fir trees, then the frosts will be early, and if at the top, then the cold will come at the end of winter.
2. RESULTS OF RESEARCH
Now, like thousands of years ago, nothing affects the life of each of us so noticeably as the weather - its whims. People, unfortunately, to this day, do not have their own, innate means of protection from the surrounding meteorological conditions.
Unlike the mood of a person, the "mood" of the atmosphere can be accurately measured. I found this out by doing my own research.
2.1 Air temperature, cloudiness, atmospheric pressure
The purpose of this part of the scientific work is to identify and characterize the patterns of changes in the data of meteorological elements for February for our settlement.
An analysis of the graph of the course of average daily temperatures led us to the following conclusions. February 2007 was characterized by a predominantly low temperature regime. In early February, the air temperature dropped to -18.6 0 (4.02). This can be seen from the table . The second decade was much warmer. The warmest day was February 15th. The temperature rose to +1.2 0 . The coldest was the third decade of February. On February 23, the temperature was -29.9 0 . The average temperature in February in the city was -9.5 0 and was above the norm by 1.5 0 . The maximum air temperature was +2.3 0 , minimum -23.8 0 . The average air temperature on the snow surface was -30 0 and was the absolute minimum for the entire month.
Compared to chart changes in average temperatures in February 2006, we observe the following. In February last year, the coldest was the first decade of February, where the temperature dropped to -28.9 0 (9.02). The highest temperature was on February 23 (-1.9 0 ), followed by a period of relative stability with alternating temperatures of -2 0 -4 0 .
And so it was found that the average temperature during the observation period was -14.0 0 , 3 0 below normal.
In March, the average temperature for 15 days was -1.4 0 . The coldest day was March 1 (-6 0 ), the warmest on March 15 (+2.1 0 ). Since March 11, there has been an increase in temperature .
The air temperature strongly depends on the state of cloudiness, and miscalculations in the forecast of the amount of cloudiness entail errors in the temperature forecast as well.
The obtained data on cloudiness for February indicate that there were 17 cloudy days. Days with changing cloudiness 6 and 5 days was clear and frosty weather. When calculating the cloudiness, the lower and upper boundaries of the clouds were taken into account.
Each weather has its own set of features. Usually they are closely related to each other. In winter, an increase in pressure is a sign of a cold snap.
From table we see that the most distinct increase in atmospheric air pressure is observed at the most pronounced low temperatures. Namely 23.02, 24.02, 25.02, 26.02, 27.02. The pressure was measured in millibars.
After processing the collected information about directions and speed
wind, I found that the prevailing wind directions in February were north (24 days) and southeast (15 days). Analyzing the "wind rose" we see that the least wind blew from the east. The weather was calm for 2 days. Max Speed wind was on February 6 and 19 and amounted to 14 m/s.
In February 2006, the southeast (21 days) and west (18 days) wind prevailed . The weather was calm for 6 days. The wind speed was the highest in the third decade of the month and amounted to 12 m/s. It can be seen from the analysis that in February the southeast wind predominantly prevails in our area.
At the beginning of March 2007, the southeast wind (5 days) and southwest (4 days) also prevailed .
During the specified period, it was recorded that 11 out of 28 days it rained. The greatest amount of precipitation fell on February 9 -12mm. During the month, precipitation fell in the form of snow . It snowed for 20 days. The maximum snow cover height was 26 cm, that is, it was close to the long-term average values.
Last February also 11 days out of 28 had precipitation, mostly snow and hoarfrost. The greatest amount of precipitation fell on February 17 and amounted to 15mm. At the beginning of February, the height of the snow cover was 44 cm.
The beginning of March was associated with heavy snowstorms and snowfall. As a result, the height of the snow cover reached 68 cm, that is, it increased by 24 cm in relation to 1.02.
At the beginning of March 2007 very little precipitation fell (5.8 mm). Precipitation fell in the form of snow on 1, 5, 6 March. There was no precipitation on the rest of the days. It rained on March 15th.
Such atmospheric phenomena as fogs and haze were also observed. The fogs were due to the cooling of the air. They arose at night or in the morning, sometimes remained dense in the daytime.
Haze is a phenomenon that has the same nature as fog. It is frosty, replete with ice crystals, but with it the transparency of the air worsens.
In fog, in calm, frosty weather, frost appeared on the branches of trees and wires. It could be observed on February 4, 5, 25, 26 . 10 days of precipitation fell in the form of hoarfrost. It was drizzling for 2 days - liquid precipitation, consisting of small drops, which are typical for the warm season.
On February 14, 7 atmospheric phenomena were recorded at once during the day (haze, fog, snow, blizzard, snow, drizzle, ice), which happens very rarely. One phenomenon was followed by another. Ice was only that day in the form of a dense layer of ice deposited on branches and wires. This happened when the fog drops were cooled at a temperature of 0.7 0 . On February 19, no atmospheric phenomena were observed.
2.3 The impact of weather changes on the human body
The English say: "There is no bad weather, there are inappropriate clothes!" Is it so? It seems not, judging by the observations.
With the help of the skin and lungs, we learn about changes in temperature, air humidity, precipitation, wind, and the purity of the air. Vision allows us to see the play of the sun's rays, the pattern and colors of the landscape, clouds, fogs. With the help of hearing, we perceive thunderstorms, hurricanes, the sound of the sea, mountain rivers.
During one day, not only the temperature changes, but also the pressure and humidity of the air. With an increase in humidity, hypertension is exacerbated. Air pressure contributes to the occurrence of hypertensive crises. When weather and meteorological conditions change, myocardial infarctions and cerebral strokes are observed.
Changing the light regime affects the central nervous system, thyroid gland, metabolism in the body.
To establish the nature of the impact of weather changes on the human body, three age categories were selected:
Group 1 - children (10-14 years old inclusive)
Group 2 - teenagers (15-17 years old inclusive)
Group 3 - adults (18 years and older).
This was done in order to identify the nature of the influence of weather conditions on different age groups and the occurrence of certain diseases associated with them. The table shows the main stages of processing data on the most common diseases that were registered in February in the service area of the medical institution.
It turned out that a regular increase in respiratory diseases among all age groups can be clearly traced.
When analyzing the statistical data, an interesting fact was revealed: there were 220 patients who fell ill with influenza in February, and in January only 1 person fell ill with influenza. So, the peak of this disease fell on February.
From table It can be seen that diseases such as high blood pressure, heart disease and pneumonia are common in adults.
population groups. They are absent in children and adolescents.
Diseases nervous system characteristic of children and adults. This is due to the fact that due to the influence of environmental factors on the body, the body of a child and an adult fails. They feel unwell. All this affects the psycho-emotional state of these population groups. All age groups suffered from the consequences of the air environment, which were accompanied by injuries, but especially adults - 36 people.
Based on the foregoing, we conclude that most of the diseases occur in the cold months of the year. These are, first of all, cardiovascular diseases, flu, bronchitis, pneumonia.
3. CONCLUSION
During my research, I found the following:
With the current level of development of science and technology, forecasting the weather for the future remains a problem. So short-term weather forecasts for a given area are rarely accurate with a lead time exceeding two days. Long-term weather forecasts (more than 30 days) are ineffective, and long-term climate forecasts are in the nature of arbitrary estimates.
The goal that was set at the beginning of the work, I have achieved. And here's what happened:such snowy winters as it was in February 2006 have not been for many years. The snow cover was 60 cm, in the fields - 47 cm, and in places of heavy drifts it reached 70 cm.
This winter marked the most low temperatures: February 8 -35.1 0 . Meanwhile, the average temperature in February in the first decade, according to long-term observations, is -10.7 0 . And this year it has developed at the level of -22.8 0 . On the other hand, it became significantly warmer in the last ten days of February, and a maximum temperature of 0.8 0 is below zero.
February 2007 was warmer. Its average temperature in the city was 1.5 0 .Snow cover was 26cm, 21cm lower than last year. The first decade of March was warm with low rainfall (5.8mm).
We will see what this spring will be like, what surprises it will bring us. And what awaits us tomorrow, we learn from the weather forecast.
Weather is the conditions for human habitation. And now, no matter how insulting it is, a person has no power over the weather.
Despite all the collisions of life, "nature has no bad weather, all weather is grace." I'm sure about it.
Literature
- Astapenko P.D. Questions about the weather Leningrad Gidrometeoizdat 1982
- newspaper "Uvarovskaya Zhizn" №12 March 22, 2006
- Geography. Supplement to the newspaper "First of September" No. 45 1998
- Oracle newspaper 09.2005 "The path of white clouds" Firsov V.
- Krivich M., Olgin O. What is the weather like tomorrow? M. Malysh 1986
- Litinetsky I. Barometers of nature M. Children's literature 1982
- Statistical report of the Uvarovskaya Central District Hospital (February)
- Statistical data of the Uvarov weather station (for February)
- What is the weather prof. Siegfried
- Encyclopedia for children M. "Avanta +" v.3 1994
Application No. 1
Table 1
Average daily temperatures for February 2007
For a locality
date of | ||||||||||
Avg. temp. | 14.7 about | 10.6 about | 17.2 about | 18.6 about | 11.2 about | 6.3 about | 2.0 about | 5.8 about | 11.9 about | 1.6 about |
2.8 about | 5.8 about | 6 about | 0.7 about | 1.2 about | 1.4 about | 11 about | 9.4 about | 4.2 about |
3.7 about | 10.4 about | 14.6 about | 20.9 about | 16.7 about | 14.4 about | 17.3 about | 17.5 about | 13.4 about |
Chart 1
Application No. 2
Average daily temperatures for February 2006 for the locality
table 2
date of | ||||||||||
Avg. temp. | 15 about | 18 about | 20.4 about | 25.4 about | 17.2 about | 24.1 about | 27.7 about | 28.8 about | 28.9 about | 22.1 about |
13.1 about | 9.0 about | 14.2 about | 18.9 about | 19.8 about | 13.3 about | 7.4 about | 9.1 about | 14.5 about |
11 about | 7 about | 4 about | 1.9 about | 4.8 about | 5.4 about | 4.3 about | 4.1 about | 2.9 about |
Chart 2
Average temperature -14 about
Application №3
Table 3
Average daily temperature March 2007
date of | ||||||||||
Avg. temp. | 6.2 about | 2 about | 0.6 about | 0.7 about | 2.3 about | 4.1 about | 3.1 about | 0.4 about | 4 about | 4.6 about |
1.3 about | 0.8 about | 0 about | 0.3 about | 2.1 about |
Graph 3
Application No. 4
Table 4
Average cloud cover per day (February 2007)
days | ||||||||||
cloudiness | ||||||||||
days | ||||||||||||||||||
cloudiness |
Cloudy - variable weather
It's clear
Table 5
Atmospheric air pressure (mm) for February 2007
Chart 4
Application No. 5
Wind rose for February 2007
Application No. 6
Wind rose for February 2006
Application No. 7
Wind rose for March 2007
Application No. 8
Precipitation (mm) for February 2007
Application No. 8
Snow depth February 2007.
date of | ||||||||||
height snowy cover(cm) |
1 . Introduction ____________________________________________________2
Statement of the problem ________________________________________________3
Relevance, purpose, tasks ________________________________________________4-5
Action plan for the implementation of the project _______________________________6
2. Main body
Resourcing analysis ____________________________________________ 7-8
Expected results of the project implementation______________________________9
Program extracurricular activities"Entertaining geography" for students in grades 5-8 ____________________________________________________________ 10-20
3. Conclusion _________________________________________________21
4. Literature ________________________________________________22-23
Introduction
The task of the new generation school is to create a system of educational extracurricular and extracurricular activities, taking into account the integration of basic and additional education in the conditions of an educational institution, ensuring the entry of a teenager into independent social action.
Extracurricular activities are the main part of the educational process at school, one of the forms of organization of students' free time. In extracurricular work, the independence of students is of great importance, which allows the majority of schoolchildren to take part in organizational activities, forms the personality of a citizen. The success of extracurricular work depends not only on the activity of students, but also on pedagogical influence. The ability of the teacher to give the interests of pupils practical significance.
Formulation of the problem
Internet resources
Motivational:
Experience exchange
Experience exchange
Publication of materials in the Internet educational resources
Organizational
Develop practical tasks, individual tasks, quiz questions, project topics, think over the topics of excursions.
Develop
practical tasks, individual tasks, quiz questions, project topics, think over the topics of excursions.
Financial
Acquisition of educational and methodical literature,
Educational films.
Educational and methodical literature.
2. Educational films, CDs, video materials
Expected results of the project implementation:
1. Broadening the horizons and improving the quality of students' knowledge.
2. Development of practical skills.
3. Education of a communicative active personality and ecological culture of a schoolchild.
4. Positive indicators at passing the OGE and USE.
The program of extracurricular activities "Entertaining geography"
for students in grades 5-8
Explanatory note
The role of geography in the modern world is constantly growing. Modern means ties bring countries and continents closer together. And without strong geographical knowledge it is impossible to imagine a successful businessman or politician.
Educational and cognitive activity is carried out not only in the process of learning in the classroom, it continues outside of school hours in various forms of educational work. Extra-curricular activities are part of the entire educational process, in which the activities of schoolchildren are carried out outside school hours with the organizing and guiding role of the teacher. All extracurricular work is focused on expanding and deepening basic knowledge and skills, on developing abilities, cognitive interest, for involvement in research work, for the organization of social activities of schoolchildren within their region. This is expressed in the fact that extracurricular work has more opportunities in the implementation of the educational functions of each discipline.
Extracurricular work held in free time in order to develop the interests and abilities of the child, meet his needs for knowledge, communication, practical activities, recuperation and health promotion. Extracurricular work allows children to use their free time to the maximum benefit.
In a modern school, it is very important to interest students in a subject, increase motivation for learning, this can only be achieved through a well-thought-out system of extracurricular activities in geography, which is why extracurricular work was an important part of the educational process and remains relevant in our time.
The presence in the modern world of a limitless information space already at the initial stage of training requires the ability to receive information, be able to analyze it, put forward hypotheses, and make assumptions.
The curiosity of the student, the inquisitiveness of his mind, the rapid fascination with the new forces to expand the boundaries of the information space, the proposed program allows to convey the unknown, mysterious, secret to the child in a larger volume and more diversely, opening up the horizons of the information field before him.
The purpose and objectives of the course "Entertaining Geography"
Program goal:
Development of horizons and intellectual abilities of students
Tasks:
Develop an interest in the study of geography.
Improve your ability to work with a map.
Develop the ability to research and project activities.
To develop students' geographical thinking, to teach them to think comprehensively and spatially, to solve geographic problems available to them.
The development of communicative qualities in students.
Systematic and purposeful preparation of students for the delivery of the OGE and the Unified State Examination
The content of this program is consistent with the content of programs in psychology, pedagogy, rhetoric, computer science, geography, biology. The logic of building the program is determined by the system of consistent work on mastering the basics of research activity by students: from understanding the essence of research activity, from the origins of scientific thought and theory, from the creative and unique activities of outstanding scientists to the study of the components of research activity. It is necessary that the course classes encourage active mental activity, teach to observe, understand, comprehend the cause-and-effect relationships between human activity and science, thereby developing their own attitude to the world around them.
Theoretical and practical classes contribute to the development of oral communicative and speech competence of students, skills:
- conduct an oral dialogue on a given topic;
- participate in the discussion of the object under study or the collected material;
- participate in conferences, readings.
Classic sources of information- encyclopedias and other books, including those from the school library. In addition, these are video cassettes, videos, encyclopedias and other materials on CDs, adult stories, excursions.
The stories of adults are understood not only as stories of parents to their children, but also conversations, interviews with specialists in some field of activity, including during meetings of specialists with children specially organized at school.
Possible excursions are excursions either to museums or to operating enterprises.
In addition, adults can help children get information from the Internet.
After information has been collected on most of the subtopics, the teacher states this fact, reminds latecomers to hurry up, and discusses with the children what projects (crafts, research and activities) are possible after studying the topic.
Creative works can be, for example: drawing, postcard, craft, sculpture, toy, layout, story, counting rhyme, riddle, concert, performance, quiz, KVN, newspaper, book, model, costume, photo album, stand design, exhibitions, report, conference, electronic presentation, holiday, etc.
Children themselves choose a topic that is interesting to them, or offer their own topic. We remind you that this work is done voluntarily. The teacher does not force the children, he must keep in mind that the guys who are not participating in this project can take part in the next one.
When implementing a project, a workbook is used, in which all stages of work on a project are recorded.
Successful finds while working on the project should preferably be made available to the whole class, this can increase interest and attract other children to work on the project.
Each project should be brought to a successful conclusion, leaving the child with a sense of pride in the result. After completing a project, children should be given the opportunity to talk about their work, show what they have done, and hear praise addressed to them. It is good if not only other children, but also parents will be present at the presentation of the results of the project.
Classes are held in the form of games, practical exercises. When passing through topics, the integrity, openness and adaptability of the material are important.
In the process of passing the course, the skills and abilities of independent research activities are formed; the ability to formulate a research problem, put forward a hypothesis; skills in mastering the methodology for collecting and processing the material found; skills in mastering scientific terms in the field of knowledge in which the research is being carried out; skills of mastering theoretical knowledge on the topic of their work and more; Ability to write reports and research papers.
At the end of the course, a public defense of the project is held. research work- scientific experience educational research on subject matter, performance, demonstration of the level psychological readiness students to present their work.
Program features
feature This program is the implementation of the pedagogical idea of the formation of the ability to learn in schoolchildren - to independently obtain and systematize new knowledge. In this capacity, the program ensures the implementation of the following principles:
- Continuity of additional education as a mechanism for the completeness and integrity of education in general;
- Development of the individuality of each child in the process of social self-determination in the system of extracurricular activities;
- Systematic organization of the educational process;
- Disclosure of abilities and support for the giftedness of children.
Forms of organization of the educational process
The program provides for extra-curricular activities, work of children in groups, pairs, individual work work with the involvement of parents. Classes are held 1 time per week in the classroom, libraries, on the geographical site, project activities include experiments, observations, excursions, meetings, olympiads, quizzes, KVNs, meetings with interesting people, competitions, project implementation, etc. The project activity provides for the search for the necessary missing information in encyclopedias, reference books, books, electronic media, the Internet, the media, etc. The source of the necessary information can be adults: representatives of various professions, parents, enthusiastic people, as well as other children.
Basic methods and technologies
Lesson methods:conversation, game, practical work, experiment, observation, express research, collective and individual studies, independent work, defense of research papers, mini-conference, consultation.
Control methods: consultation, report, defense of research papers,speech, exhibition, presentation, mini-conference, research conference, participation in research competitions.
Technologies, methods:
- level differentiation;
- problem learning;
- modeling activity;
- search activity;
- information and communication technologies;
- health-saving technologies;
- personal and metasubject results
Results | Formed Skills | Formation means |
Personal | Formation in children of motivation for learning, about helping them in self-organization and self-development. development of cognitive skills of students, the ability to independently construct their knowledge, navigate the information space, the development of critical and creative thinking. | Organization in class pair-group work |
Metasubject Results |
||
Regulatory | Take into account the guidelines for action identified by the teacher in the new educational material in cooperation with the teacher; Plan your action in accordance with the task and the conditions for its implementation, including in the internal plan carry out final and step-by-step control on the result; | in collaboration with the teacher, set new learning objectives; transform a practical task into a cognitive one; be proactive in learning collaboration |
Cognitive | learning skills: solving creative problems and skills of searching, analyzing and interpreting information. mine necessary knowledge and with their help to do specific work. search for the necessary information to perform learning tasks using educational literature; the basics of semantic reading of artistic and cognitive texts, to highlight essential information from texts of various types; carry out the analysis of objects with the allocation of essential and non-essential features; | to carry out an extended search for information using the resources of libraries and the Internet |
Communicative | Learn to perform various roles in a group (leader, performer, critic). the ability to coordinate one's efforts with those of others. Formulate personal opinion and position; Negotiate and come to a common decision in joint activities, including in situations of conflict of interest; to ask questions; allow the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction; take into account different opinions and strive to coordinate different positions in cooperation | take into account different opinions and interests and justify their own position; understand the relativity of opinions and approaches to problem solving; argue your position and coordinate it with the positions of partners in cooperation in developing a common solution in joint activities; productively resolve conflicts on the basis of taking into account the interests and positions of all its participants; taking into account the goals of communication, it is quite accurate, consistent and complete to convey to the partner the necessary information as a guideline for building an action |
Requirements for the level of knowledge, skills and abilities at the end of the program:
- have an idea about research learning, collecting and processing information, compiling a report, public speaking;
– know how to choose a research topic, research structure;
- be able to see the problem, put forward hypotheses, plan the course of research, define concepts, work with text, draw conclusions;
- be able to work in a group, listen to the opinions of group members, defend their own point of view;
- to master the planning and setting of the experiment
Predicted results:
As a result of the implementation of the program, it is envisaged to increase geographical knowledge, skills and abilities.
The program involves increasing students' interest in the subject.
Testing of knowledge, skills and abilities is carried out through school-wide events, school olympiads, participation in competitions.
Must learn | Formed Actions |
Students must learn ■ see problems; ■ ask questions; ■ put forward hypotheses; ■ define concepts; ■ classify; ■ observe; ■ conduct experiments; ■ make inferences and conclusions; ■ structure the material; ■ prepare texts of own reports; ■ Explain, prove and defend your ideas. | In the course of solving the system of project tasks, younger students can develop the following abilities: Reflect (see the problem; analyze what has been done - why it worked out, why it didn’t work out, see difficulties, mistakes); Goal setting (set and maintain goals); Plan (make a plan of your activities); Model (represent the method of action in the form of a model-scheme, highlighting everything essential and important); Show initiative when looking for a way(s) to solve a problem; Engage in communication (interact when solving a problem, defend one's position, accept or reasonably reject the points of view of others). |
Orientation on the ground
Excursions, practical classes
Life of the earth's crust
Theoretical classes, watching movies, working with a map
World Ocean
Conversations, film classes
Land waters
Excursions, work with a map, workshop, quizzes
Earth's atmosphere.
Practical exercises, solving geographical problems
The nature of your region
excursions
Topic 1. Introduction
Acquaintance with the activities of the course, planning.
Topic 2. Orientation on the ground.
History of the invention of the compass
Exercises and movement on the ground with and without a compass
Determining directions, distances according to the terrain plan and map
Topic 3. Life of the earth's crust.
Modern hypotheses about the origin of mountains on earth.
Volcanoes, geysers, hot springs.
Earthquakes.
variety of landforms on earth.
The terrain of your area.
Topic 4. World Ocean.
Modern methods of studying the seas and oceans.
Waterspouts, storms and hurricanes in the sea.
Parts of the oceans.
vegetable and animal world oceans and seas.
Ecological problems of the World Ocean.
Topic 5. Land waters.
The largest rivers of the Earth.
The largest lakes of the earth, lakes-curiosities.
Mineral springs, their origin
Karst phenomena, caves, underground rivers and lakes.
The waters of the land of their land.
Topic 6. Earth's atmosphere.
Modern methods of studying the atmosphere.
Processing and registration of the results of observation of the weather.
Terrible phenomena in the atmosphere.
Local signs and signs for predicting the weather
The climate of your area.
Topic 7. The nature of their land.
Studying the features of the nature of your region
PC of your area.
Anthropogenic impact on PC.
Program equipment and staffing
The following accessories are required for the implementation of the educational process under the Entertaining Geography Program:
- a selection of video clips;
- a selection of printed publications and media materials, the Internet;
- computer, printer, scanner, multimedia projector;
- COR set. The presence of a geographic area.
Conclusion
The main problem of education is the weakening of motivation for learning. It is extracurricular activities that contribute to the development of the desire for creativity, especially in children with low motivation. It's no secret that children are easier to learn educational material in an unconventional setting. It is extracurricular activities that contribute to the development of collective creativity, form communication skills, a sense of responsibility, the ability to think freely, overcome the barrier when learning in the classroom, and create conditions for cooperation. In extracurricular activities, the skills of working with additional literature, the ability to plan, analyze and generalize, are developed. School and society are inseparable. Now a new generation is being formed at the school, which will have to transform society. Today's schoolchildren have a lot to do, and for this they need to leave the school as comprehensively developed, creative people. These goals can be achieved only in the relationship of classroom and extracurricular activities.
The success of extracurricular work depends not only on active students, but also on pedagogical influence, the teacher's ability to give the interests of pupils a socially useful orientation. One of the main conditions for the successful organization of the development of extracurricular work in geography is special training teachers.
Literature
1. Abramova G.S. Developmental psychology / G.S. Abramov. - Yekaterinburg: Business book, 1999. - 476 p.
2. Baransky N.N. Method of teaching economic geography / N.N. Baransky - M., 1980. - S. 120-121
3. Gerasimova T.P., Krylova O.V. Toolkit in physical geography: 6th grade / T.P. Gerasimova, O.V. Krylov. - M: Enlightenment, 1991. - S. 45-48
4. Gurvich E.M. Research activities students in the field of geological and geographical sciences / E.M. Gurvich // Geography at school. - No. 4. - 2002. - S. 49-50
5. Dushina I.V. Methods of teaching geography / I.V. Dushina, G.A. Ponurova. - M., 1996. - S. 174-176
6. Emil'yanov B.V. Guide / B.V. Emil'yanov. - M.: Soviet sport, 2000.- S. 10 - 11
7. Zhilnikov A.V. Week of geography at school // Geography at school. - No. 4. - 1998.- S. 76-78
8. Kairov I.A. Pedagogical encyclopedia / I.A. Cairo. - M.: Soviet Encyclopedia, 1964. - pp. 339 - 340
9. Kulagina I.Yu. Developmental psychology / I.Yu. Kulagin. - M.: URAO, 1997. - 140 p.
10. Lanina I. Ya, Solomin V.P. Excursion into nature in physics and biology / I.Ya. Lanina, V.P. Slomin. - SPb., 1998. - S. 24-25
11. Nesterov E.N. Geology in modern natural science. Images of geospace / E.N. Nesterov. - SPb., SPBTTU, 2000 - S. 31-38
12. Nikolina N.V. Method of projects in geographical education // Geography in school. - No. 6. - 2002. - S. 37-43
13. Methodology for teaching geography in high school/ Under the editorship of A.S. Bibik. - M.: Enlightenment, 1969. - pp. 372-379
14. Methods of teaching geography in high school. Tutorials for students under geographic inst / Edited by L.M. Pansheshnikova. - M.: Enlightenment, 1983. - S.172-192
15. Mukhina V.S. Developmental psychology / V.S. Mukhin. - M: Academy, 1998. - 347p.
16. Petrova N.N. Geography. Initial course Grade 6: Methodological guide / N.N. Petrova. - M: Bustard, 1998. - S. 6-17
17. Programs educational institutions Geography grades 6-11. - M: Enlightenment, 1998. - S. 85-93, 202-208
18. Professional education. Dictionary. M.: Nov, 1999. - S. 170-172
19. Rumyantseva S.E. Extra-curricular work and development of students' personality / Geography at school. - No. 6. - M., 2000. - 80 p.
20. Fridman L. M, Kulagina I. Yu. Psychological reference book of the teacher / L.M. Fridman, I.Yu. Kulagins. - M.: Enlightenment, 1991. - S. 128-134.
| № newspapers |
Educational material |
| 17 | Lecture 1 Practical work in geography |
| 18 | Lecture 2 in 6th grade |
| 19 | Lecture 3 Approximate content and methodology of organization practical work in 7th grade |
| 20 | Lecture 4 Approximate content and methodology for organizing practical work in 8th grade Test No. 1 |
| 21 | Lecture 5 Approximate content and methodology for organizing practical work on the geography of Russia in the 9th grade |
| 22 | Lecture 6 Project activities of students in geography Test No. 2 |
| 23 | Lecture 7 Approximate content and methodology for organizing practical work in 10th grade |
| 24 | Lecture 8 System of practical work in geography Final work |
Lecture 6
Project activities of students
by geography
The method of projects is focused on the independent activity of students. Educational design has a lot of generally recognized advantages, one of which is a tangible result of the cognitive activity of students. At the same time, one must not forget that achieving a truly creative result impossible without a seriously organized learning process. In the work on the educational project, the children create new knowledge, but this can only be achieved by relying on previously acquired knowledge, as well as on general educational and subject skills. The project method can be used not only in high school. Moreover, in order to get high-quality projects of high school students, it is necessary to start this work much earlier.
Types of study projects in geography
Let's highlight the possible types of educational projects. By dominant activity: informational, research, creative, applied or practice-oriented. By subject area: mono-subject, inter-subject and over-subject. By duration: from short-term, when planning, implementation and reflection of the project are carried out directly in the lesson or in paired training session to long - lasting from a month or more. By number of participants: individual, group, collective. It can also be considered educational projects according to the degree of independence of students And forms of teacher project management.
Information project is aimed at collecting information about an object or phenomenon with subsequent analysis of the information, possibly generalization and mandatory presentation. Therefore, when planning an information project, it is necessary to determine: a) the object of information collection; b) possible sources that students will be able to use (it is also necessary to decide whether these sources are provided to students or whether they themselves are engaged in their search); c) the form of presentation of the result. Options are also possible here - from a written message, which only the teacher gets acquainted with, to a public message in the classroom or a speech in front of an audience (at a school conference, with a lecture for younger students, etc.).
Main general learning task information project is precisely the formation of skills to find, process and present information, therefore, it is desirable that all students take part in information projects of different duration and complexity. Under certain conditions information project can develop into research.
research project involves a clear definition of the subject and methods of research. IN in full it may be a job that roughly coincides with a scientific study; it includes substantiating the topic, defining the problem and objectives of the study, putting forward a hypothesis, identifying sources of information and methods problem solving, registration and discussion of the results. Research projects tend to be long-term and often examination work students or competitive extracurricular activities. The specificity of the subject content of geography makes it possible to organize research projects on the ground.
Practice-oriented project also implies a real result of the work, but unlike the first two, it is of an applied nature (for example, arrange an exhibition of rocks for a geography classroom). The type of educational project is determined by the dominant activity and the planned result. For example, a project to study the area may be research in nature, or it may be practice-oriented: prepare an educational lecture on the topic "Mountains (or plains) of the Earth." The preparation of such a project, in addition to the subject content itself, will include issues of analyzing the audience, the peculiarities of addressing it, etc.
Practice-oriented projects in geography include:
Projects to study existing and possible consequences economic activity a person (it is not at all necessary to consider only negative examples);
Territory development projects;
Projects to create new facilities, such as cities and towns, national parks, etc.
Projects for the creation of scientific stations, including those under extreme conditions natural environment.
The possibilities of using LEGO children's construction sets will make the presentations of such projects especially bright and interesting.
These projects do not necessarily have to be long-term and voluminous. You can start small.
Educational project.
Forecast of possible consequences
human economic activity
One modern day farmer used a small plane to seed the clouds, bringing heavy rainfall to boost vegetable crops. Predict the possible reaction of his near and distant neighbors to these actions. Explain your point of view.
The project is based on understanding the interconnections existing in nature and the law of conservation of matter and energy. The result of the work can be a drawing with a brief, including oral, explanation. This mini project can be offered when studying the topic "Atmosphere" and continue when studying the topic "Hydrosphere".
Each of the farmers living in the neighborhood dreams of harvesting a large crop of vegetables and diligently watering his garden. Imagine possible variants of the structure and composition of rocks in this area. Anticipate the possible consequences of overwatering. Explain your point of view.
When defining a topic creative project to the greatest extent it is required to take into account the individual interests and abilities of its performers.
Creative project.
Reading a page of a stone "book"(6th grade)
What secrets can stones keep?
According to the surviving drawings on the columns of temples, archaeologists learned about life in Ancient Egypt. These drawings, like letters, have preserved and conveyed to us the thoughts and feelings of people of distant ages.
Rice. 2. And there are inscriptions made by nature itself. Imagine and "read" the history of the stone, "written" on its surface.
Form of presentation: a miniature essay, which does not need artistic design at all. By the way, it is important not to overload students with unnecessary work: cumbersome descriptions, unnecessary, excessive design.
Creative project.
Australia in Aboriginal poetry(7th grade)
1. Read the poems of Australian Aboriginal poets and make an interlinear translation. Share your impressions.
Red
W. Les Russel
Red is the color
of my Blood;
of the earth,
of which I am a part;
of the sun as it rises, or sets,
of which I am a part;
of the blood
of the animals,
of which I am a part;
of the flowers, like the waratah*,
of the twiningpea,
of which I am a part;
of the blood of the tree
of which I am a part.
For all things are a part of me
and I am a part of them.
Spiritual song of the Aboriginal
Hyllus Maris
I am a child of the Dreamtime
Part of this Land, like the gnarled gumtree***
I am the river, softly singing
Chanting our songs on my way to the sea
My spirit is the dust-devils
Mirages, that dance on the plain
I'm the snow, the wind and the falling rain
I'm part of the rocks and the red desert earth
Red as the blood that flows in me veins
................. I am eagle, crow and snake the glides
Through the rain-forest that clings to
.................the mountainside
I awakened here when the earth was new
There was emu, wombat, kangaroo
No other man of a different hue
I am this land
And this land is me
I am Australia.
* waratah - telop "I, a shrub in eastern Australia that blooms with red flowers.
** Dreamtime - The time of creation, in the mythology of the natives - the time when the Earth and life on it acquired the existing form.
*** gumtree - eucalyptus.
2. Try to make a literary translation of poems. Try to convey the feelings that excite their authors, their main images and thoughts.
Creative project.
Siberian [character] [space] [frost] [...]:
fantasy and reality (grade 8)
Have you come across the phrases: Siberian expanse, Siberian frost, Siberian character? What do these phrases mean? With all the differences in content, is there something that unites them? What other phrases with an epithet Siberian do you know? Write an essay on one of the suggested topics or come up with a topic of your own.
different types projects decide different educational, developmental and educational tasks, so it is useful for students to take part in different projects, and the teacher should take these features into account when planning educational work.
Implementation Methodology and Presentation Forms
individual educational projects
The map is a model of the territory, therefore, educational projects on cartographic modeling are possible. The modeling method helps in studying new characteristics of objects and phenomena.
Educational project.
Plan of the area where
the action of the fairy tale "Geese-swans"
Before starting work, you must preparation stage and remember the content of the tale, either tell it in its entirety, or read it by distributing the text to the students. If there is such an opportunity, then students can also be given cards with tasks: Make a plan of the area ... Mark on the plan the route of the girl in search of her brother and back home, as well as the route of movement of the swan geese. To do this: a) read a fairy tale; b) underline in the text what objects need to be depicted on the terrain plan, and make a list of the necessary conventional signs (traditional - forest, river, field - and invented - stove, baba yaga's hut); c) think about how to arrange the selected objects relative to each other friend.
It is necessary to discuss with the sixth graders the plan for the upcoming work. Followed by implementation phase project. Students work alone or in pairs. The first versions of the maps are usually ready in a few minutes and, as a rule, do not differ in the complexity of the constructions. Along a straight line on the field, a magical oven is successively placed, behind it is an apple tree, and across the path is a milk river in jelly banks, behind the river is a forest. Question: "Did the girl cross (or swim) the river?" - makes the guys think about the location of the river. Often there are exclamations in the class: “How then?” Gradually, as they reflect (not everything is so simple!), the ideas about the depicted area change, become not so primitive and simplified, and students can already explain the location of objects. (- Why is the hut not in a clearing? - It is behind the trees, in the forest, because the girl did not see her from afar, she saw her suddenly.) A few minutes later other, more interesting plans of the area appear, for which you can put marks. It is better to put them to those who want. This reflection stage. We considered the 1st option, more precisely, the first level of the possible implementation of the project. Others are also possible, for example, the 2nd option: students still have to work at home and in a week submit a revised and beautifully designed plan of the area based on the same fairy tale "Geese-Swans" or new plans drawn up according to the texts of other fairy tales, at the choice of students. In this case, it is possible to identify clearer design requirements: A5 sheet format, use of color. 3rd, even higher level: "Compiling an Atlas of Fairy Lands." After trial work in the classroom, sixth-graders receive a home assignment, in time for the autumn holidays, to draw up a plan of the area where the action of different fairy tales took place. You can offer only Russian folk tales, and then compare the resulting plans - compare the terrain. On all planes there will be a forest, a field and a river. Forest, steppe, field and river, according to V.O. Klyuchevsky, the main elements of Russian nature in their historical significance, and this generalization will significantly expand the boundaries of the project, turning it into an interdisciplinary one. It is possible to compile an "Atlas of Fairy Lands" based on the tales of the peoples of Russia, the peoples of the world.
Seventh-graders are also capable of more capacious projects, for example, group hypothetical continent project, which materializes in separate author's maps and their short description or in The Atlas of a Hypothetical Continent.
A separate group of research projects can be carried out on the basis of historical maps. The issue is the availability of the source. On the famous map of the world from "Geography" by Claudius Ptolemy, scientists distinguish three groups of objects: a) which can be confidently identified with real ones; b) which can be identified with existing ones only conditionally; c) which cannot be identified with existing ones. This is the basis for the development of educational projects.
Research historical and geographical project can be short in time or, conversely, continue throughout the year and be implemented on the following topics: Consider Ptolemy's map and analyze ideas about any components of the geographical environment or parts of the world: seas and oceans, inland waters, land mountains, seas and islands , Africa, Europe, Asia. Work on research projects can continue in the 7th grade according to the map of G. Contarini, compiled after the first voyage of Christopher Columbus.
Educational project.
Africa - part of the Old World on the map of Giovanni M. Contarini
By analyzing the map, seventh graders can:
1. Tell how it seemed geographical position Africa to Europeans in the late XV - early XVI century.
2. Compare the real geographical position of Africa with the representations early XVI in.
3. Reveal the configuration of Africa.
4. Analyze the image of the degree network - for example, through how many degrees the parallels are drawn. Calculate the length of Africa from north to south and compare the results with modern data.
5. Tell how ideas about the shape and geographical position of Africa have changed since the time of Ptolemy (see atlas of the 6th grade).
6. Determine whether it is possible to identify groups of objects on the map of Giovanni M. Contarini similar to those highlighted on the map of Ptolemy.
Research project.
Exploring the city of Ples
Let's consider another project that was carried out by a group of students in grades 7-10 during a summer excursion trip to the Ivanovo region. Let's focus on two components of the preparation: compiling and printing "Researcher's Diaries" for each group and visiting the Levitan Hall of the Tretyakov Gallery. The "Diary of a Researcher" (notebook on a printed basis) consisted of two parts. The first - "Ancient Reach" - was compiled by the teacher, and the second - "Modern Reach" - by students. In order to save space, we will only list the main tasks.
Researcher's diary. Ancient Ples.
Part 1
I. Geographical position of Ples
1. Determine macro position Plyos.
2. Determine how the geographical location of Ples changed over time. For example, how it was in the XVII-XVIII centuries. and how it changed at the end of the 19th century. in connection with the opening railway Ivanovo-Voznesensk-Kineshma.
3. Give an assessment of the modern macrogeographic Ples position.
4. Determine microposition city of Ples.
II. The main spatial elements of the ancient Russian city
5. What spatial elements of the medieval city have been preserved (if preserved) in Plyos?
6. Determine the dimensions (length and width) of one of the old streets and one of the Plyos squares.
7. Medieval Russian cities had spatial differences from the medieval cities of Europe. Which?
8. What new spatial elements arose in the XVII-XVIII centuries. and survived to our time?
III. The landscape principle of the planning of ancient Russian cities
9. Define features microrelief cities.
10. Define features microrelief city gardens.
11. Define features hydrography cities.
12. Determine what the landscape principle of planning of ancient Russian cities is manifested in?
IV. Orthodox churches and their role in the spatial organization of the city
13. Determine the name, architectural style, location and orientation in the space of the temples of the city of Plyos.
14. Make a plan for the location of the main temples of Ples.
15. Determine the role of temples in the spatial organization of the city.
V. Silhouette of the city as the boundary between heaven and earth
16. Describe the silhouette of Plyos and analyze its change: a) in time; b) in space.
17. Draw the silhouette of Ples.
18. In your opinion, how can the recognition of the city be manifested?
Researcher's diary. Modern Ples.
Part 2
1. Nature in the city: relief; climate; vegetation; wildlife on the streets of the city.
2. Industry.
3. Transport: a) public (types, condition, tariffs); b) private, including water (types, condition).
II. Population, living conditions of the population
4. Approximate number.
5. Residential buildings (altitude, density, condition, heating, water supply).
6. Educational institutions.
7. Hospitals, polyclinics.
8. Catering(views, menu, prices).
9. Ecology (garbage, noise).
III. Entertainment (types, condition, prices, service)
10. City holidays and their venue.
11. The main gathering place for young people.
12. Cultural leisure (museums).
IV. media
13. Newspapers, magazines.
V. Comparison of the living conditions of the population and the urban rhythm of the metropolitan metropolis and a small town
The work was carried out as follows: groups of students (seventh-graders preferred to work on their own and, as it turned out later, they learned no less) went on their own to explore the city, more precisely, its central historical part, in which it is almost impossible to get lost. The small and cozy Plyos, located on the route of the Golden Ring, is extremely convenient for such research work, because the correlation of theoretical knowledge received in the lessons or gleaned from textbooks on history and geography, for example, about the structure of a medieval city (fortress and settlement), with a specific area and objects on it or revealing the landscape principle of the planning of ancient Russian cities is, as it turned out, not an easy task. To study, that is, to watch, to observe, to ask local residents, to measure with steps (seventh-graders also stocked up in advance with a tape measure) the width of the old Plyos Kamenka streets, to count, as it turned out later, all the cats and dogs met on the streets. Independent acquaintance with the city took place on the day of arrival, that is, specially before the city tour planned for the next day. The children learned a lot in three hours. They managed to find out not only the number of students in the local school, the number and location of discos held in the city, but also the problems of employment of residents and their low incomes, the demand for certain professions for the summer season in numerous rest houses and sanatoriums, transport problems (“They say there is a route a taxi, but no one saw it,” was written in one of the diaries.), etc. The guys noted the exceptional friendliness of the residents, who stopped and willingly answered questions, talked about the life of their city. (That was only five years ago.) In the evening there was a discussion of the results. They listened to the tour in a completely different way, comparing their own discoveries with the guide's story, they not only listened, but asked and clarified.
The method of projects organically fits into the system personally oriented learning and contributes to the organization of a variety of independent activities of students, but at the same time does not exclude or replace other teaching methods.
The typology was proposed by E.S. Polat.
Examples of such projects, for example: a sea city, an Antarctic station, economic development of the territory on the example of the Amazon, are developed in detail and presented in the 7th grade textbook by O.V. Krylova "Geography of continents and oceans"
(M.: Education, p. 117–122, p. 205, p. 198).
This project is fully presented in the textbook by O.V. Krylova "Geography of continents and oceans", 7th grade (M .: Education), in the atlas "Geography of continents and oceans", 7th grade, ed. O.V. Krylova (Publishing house "New textbook", M., 2006). In contour maps "Geography of continents and oceans", 7th grade, ed. O.V. Krylova (Publishing house "New textbook", M., 2006) there is a special tab - a blank of the "Atlas of a Hypothetical Continent".
See: atlas "Geography", 6th grade, ed. O.V. Krylova (Publishing house "New textbook",
M., 2006), p. 14-15, in which the historical map is placed on the entire spread, which allows you to really highlight the objects of these groups on it.
See: atlas "Geography of continents and oceans", 7th grade, ed. O.V. Krylova
(ID "New textbook", M., 2006), p. 2-3, in which the historical map is also placed for the entire spread.
Cheburkov Dmitry Fedorovich,
geography teacher MBOU "School No. 106" Nizhny Novgorod
Project with 6th grade students on the topic "Atmosphere"
Creation of an analytical brochure "Recommendations for weather dependent people for adaptation to the weather and climate conditions of Nizhny Novgorod"
Stages of project activity.
1. Problem situation,
2. problem,
3. Purpose
4. Expected product with evaluation criteria,
5. Planning,
6. Implementation,
9. Evaluation of activities in the project.
They are trying to deduce the problem from the proposed situation. "How to adapt to weather changes using data on the state of the atmosphere."2. Definition of the project product
Discusses with students what should help in solving this problem: the Internet, notebooks, rulers, pencils (2 colors), pens.
As a result of the discussion, they determine what the project product should be: recommendations for adaptation for the population to weather changes based on a weather diary, graphic materials on it and a sociological survey.
3. Purpose
Create an analytical brochure "Recommendations for weather dependent people to adapt to the weather and climate conditions of Nizhny Novgorod".
4. Expected product with evaluation criteria
Search for weather data on the siteGismeteo. en.
Graphs of the course of temperature and atmospheric pressure.
Conclusions about their relationships,
Building a wind rose for Nizhny Novgorod.
Preparation of a questionnaire on the topic "Weather and our health".
Processing materials of the opinion poll "Weather and our health"
Offer ways to create a product, including in it:
1) a graph of the course of temperatures;
2) graph of the course of atmospheric pressure;
3) registration of precipitation and cloudiness;
4) identification of relationships between air temperature, atmospheric pressure, precipitation and wind;
5) building a wind rose for Nizhny Novgorod.
6) a survey of relatives and friends on the topic "Weather and our health."
5. Planning
Planning activities in the project.
Together with the students, he makes a work plan:
1) equipment preparation,
2) working on a weather diary (data search on the siteGismeteo. en),
3) drawing graphs (determining the scale of graphs, drawing axes, determining points by the coordinates of graphs, drawing graphs),
4) analysis of graphs (mutual influence of air temperature, atmospheric pressure, precipitation),
5) identification of relationships between air temperature, atmospheric pressure, precipitation and wind;
6) Building a wind rose (chart scale, drawing axes, points on the graph, drawing a wind rose, conclusions);
7)sociological survey(determination of the composition of the questionnaire: age, the effect of weather on the cardiovascular, nervous systems and musculoskeletal apparatus, and the degree of this influence)
8) Processing of the questionnaire (summary of data, construction of diagrams for each question, conclusions).
Invites students to develop criteria for evaluating the final product.
Together with the teacher, they draw up and correct a work plan. They are divided into functional groups, each of which performs a separate segment of work.
1) registration of a weather diary;
2) construction of a graph of the course of temperatures;
3) plotting the course of atmospheric pressure;
4) registration of precipitation and cloudiness;
5) a survey of relatives and friends on the topic "Weather and health".
Select criteria for evaluating the final product:
Accuracy,
visibility,
data completeness,
The truth of the data
Timely execution.
6. Implementation
Performing group project work.
Controls the implementation of the plan point by point.
Perform work in accordance with the points of the plan.
Group 1: graph of the course of temperature and conclusions to it.
Group 2: graph of the course of atmospheric pressure and conclusions to it.
Group 3: wind rose and conclusions to it.
Group 4: processing of poll materials.
7. Product evaluation based on criteria
Determination of criteria for evaluating the project product.
Grade
8. Conclusion on the degree of achievement of the goal
Invites students to start drawing graphs.
Discuss the results of the survey with students.
Build graphs of temperature and atm. pressure.
Processing survey results.
9. Conclusion on the degree of achievement of the goal
Reflective-evaluative stage.
A conversation about the relationship between atmospheric pressure and wind. Analysis of the constructed graphs. Joint development of recommendations for rational adaptation to the weather and climatic conditions of the Nizhny Novgorod region.
10. Evaluation of activities in the project.
Invites students to develop criteria for evaluating their own work and conduct reflection.
Conduct a reflection of their activities at each stage of the project, according to the evaluation criteria.
conclusions
During the work on the project, we performed the following actions:
Collected data on the state of the atmosphere over Nizhny Novgorod. (according to sitegismeteo.ru);
Analyzed the weather diary;
A graph of the course of temperatures has been built;
A graph of the course of atmospheric pressure has been constructed;
Wind rose built;
A sociological survey was conducted on the topic “The influence of weather on your health”.
We have found that the climate of Nizhny Novgorod is characterized by significant differences in temperature and atmospheric pressure, but does not create significant obstacles for the economic activity of people.
Almost half of the survey participants noted the absence of a relationship between weather and well-being. 57% of respondents indicated that they have some degree of meteorological dependence.
For weather-dependent citizens, the following recommendations have been developed:
Tracking the meteorological situation in the city according to weather forecasts;
Identification of the relationship between atmospheric pressure, temperature and the state of one's own health;
Early intake of drugs that reduce the negative effect of weather changes;
Rejection of bad habits;
Physical activity appropriate for age and health status;
Preventive examination in hospitals.
Appendix. Table of criteria for evaluating the project activities of students at the reflective-evaluative stage
Group _____________________ Evaluation criteria
0 - the criterion is not presented, 1 - the criterion is partially presented, 2 - the criterion is presented in full.
