Slide 1
Man discovers the world
Slide 2
Purpose of the lesson: To form students’ ideas about the diversity of human cognitive capabilities.
Slide 3
What will you learn about What is self-awareness? What can you do?
What questions will you answer? Why does a person know himself? Does self-esteem influence human behavior? Should you compare yourself to yourself and others? Are each of us talented? How to find out? How to find a job you like?
Slide 4
PLAN:
1. Knowledge of the world. 2. What is self-awareness. 3. What are you capable of? 4. We learn to recognize and evaluate ourselves.
Slide 5
Most judge people by their appearance, what they appear to be, and only a few are able to distinguish the apparent from the real. Niccolo Machiavelli
Slide 6
What questions do people most often ask?
What it is?
What is this for?
Why? For what?
KNOW
Curious people
world
Slide 7
Self-knowledge is an important human need
Slide 8
COGNITION is a process of mental activity aimed at obtaining new knowledge about the world around us.
Slide 9
Two sides of cognition
SUBJECT Person Society
OBJECT Subject World Person
Slide 10
How does a person experience the world?
Slide 11
Through the senses: - sensations, - perception (a holistic image of the world or its part)
Language, speech (objects are named, their properties and characteristics are described)
Explores the world
Judgments, conclusions Formulates questions, conclusions, theories
True
Slide 12
SENSE ORGANS
Slide 13
KNOW YOURSELF - the inscription on the Temple of Apollo in Delphi as a call from the god Apollo to everyone who enters. According to legend, this idea was brought as a gift to Apollo by the “seven sages.”
Slide 14
Who am I? What am I? Just a dreamer, the blue of my eyes lost in the darkness, I lived this life as if by the way, Together with others on earth.
S. Yesenin
Slide 15
Knowing the world and yourself
Knowing oneself presupposes a person’s exploration of his abilities and capabilities, the search for the type of activity that will correspond to them and help him realize himself as a person. Realizing his abilities, the qualities of his personality, a person strives to change something in his relationships with others.
Slide 16
Knowledge of the world is closely related to man’s knowledge of himself.
KNOWING YOURSELF is a person’s study of his abilities (what I can do) and capabilities (what I can do), the search for activities that will correspond to them.
Slide 17
Passive phase Active phase Active phase Falling phase
3-8 months 12-15 years 20-30 years 60-70 years end of life
cognition is aimed at the external world around us, cognition of one’s self; occasional greater attention is paid to appearance, appearance (what do I look like?), clothing, physical fitness; attention switches to the inner essence, the search for a place, meaning in life, self-realization; the sage believes that knows everything about himself, which is why self-knowledge is of secondary importance
Stages of self-knowledge
Slide 18
Continue the list of rules that will help you get to know yourself better
Listen to the opinions of friends. Evaluate your actions.
Slide 19
Two sixth-graders are arguing: one claims that it is most difficult to recognize oneself. And another objects: self-knowledge is the simplest thing. Who doesn't know themselves?!
Who would you support in this debate and why?
Slide 20
SELF-AWARENESS
Know your strengths and weaknesses
Business prospects
Relationships with people
People's attitude towards you
Slide 21
Self-awareness
Write 3-5 sentences about yourself, starting with the word “I...”, for example: “I am a good student.” Draw a staircase of 4-5 steps. Place yourself and your friends on these stairs.
Reading “What is self-esteem”
For correct self-esteem, it is important to know your positive and negative qualities, try to develop some and get rid of others. It is very important to learn to see and evaluate yourself, comparing not only with others, but also with yourself.
Slide 22
SELF-ASSESSMENT is a person’s assessment of his own qualities, strengths and weaknesses.
Slide 23
Slide 24
Drawing by Marina Drawing by Vladimir
Look at the drawings of Marina and Vladimir. Which one has low self-esteem and which one has high self-esteem?
Slide 25
Capabilities
Abilities are individual characteristics of a person, conditions for successful performance of a certain activity. A person has enormous abilities, the main thing is to be able to use them and develop them.
Slide 26
Geniuses and talents
Slide 27
There lived a man
Mikhail Vasilievich Lomonosov Working with the textbook
Slide 28
Alexander Alexandrovich Deineka “Future pilots”
Slide 29
Answer the questions:
Why did the artist give this name to the painting? What do friends dream about when looking at the sky? Can their dream come true? What is needed for a dream to become a reality?
Slide 30
Write down your name on a piece of paper and for each letter of your name write an adjective: what kind of person are you?
Self-awareness is a focus on oneself, the ability to be aware of oneself.
Slide 31
Training “A little about yourself” Continue the suggestions given. Most of all I love... I would like... I would like to be... I feel happy when... I hope that someday... I would like to be more... I am very sad when... I want to meet... I would like to know more about...
Slide 32
Every person has strengths - these are what a person values and loves about himself. And there are also weaknesses that do not give confidence, but which a person wants to get rid of. Fill the table.
My strengths My weaknesses I want to change myself
Slide 33
“Psychological type in communication”
Rate the given statements on a scale from 0 to 4, then calculate the total. 1. I get close to people easily. 2. I have many acquaintances with whom I willingly meet. 3. I am a talkative person. 4. I feel at ease with strangers. 5. I would feel unpleasant if the possibility of communication disappeared for a long time. 6. When I need to know something, I prefer to ask rather than delve into books. 7. I manage to liven up boring company. 8. I speak quickly. 9. When I am away from people for a long time, I really want to talk to someone.
Slide 34
1-12 points. Introvert. Turned inward, he has difficulty making contact, and in company he can make everyone sad. Such a person is focused mainly on his own feelings, is reserved, shy, and prefers a book to communication. He is serious in decisions, does not trust emotions, loves order. He is pessimistic, and therefore is unlikely to make a good organizer. 13-24 points. Ambavert. He is characterized by calm, even relationships with people, and responsibility for his actions. These are the qualities that, as a rule, possess the best managers, in other words, everyone whose work requires the ability to communicate with people. 25-36 points. Extrovert. Talkative, sociable optimist, loves tricky questions and sharp jokes. Communication with anyone is not a problem for him, and here he is an excellent improviser. He does everything easily and naturally. But he treats his own obligations no less lightly, and therefore he can only be called a master of his word with irony. He is unrestrained because he does not consider it necessary to control emotions and feelings.
Slide 35
Test "Do you know yourself"
Answer the test questions. Count up the points. And find out how much you know yourself.
Slide 36
1. If you choose a business, can you explain to yourself why this is your choice? A. Yes B. It’s hard to say C. No 2. Do you understand the reasons for the bad or good attitude of your comrades towards you? A. Yes B. It’s hard to say C. No 3. Have you done anything in the past week for which you find it difficult to explain? A. Were B. I don’t remember C. We weren’t 4. If we turn back time, then yesterday: A. I would have lived exactly the same B. I would have done a lot better C. I don’t think it’s necessary to think about it 5. Can you predict how will you act in a difficult situation? A. Yes B. No C. It’s hard to say 6. How well do you know what has changed in you if you compare your behavior today and a year ago? A. I know B. I don’t know C. I haven’t thought about it 7. Do you think about what changes might happen in you tomorrow? A. I’m thinking B. I’m not thinking C. I have to think about this 8. Is it difficult to choose a business that suits your character? A. Difficult B Not difficult C. I don’t know 9. Do you know which profession roughly matches your personality qualities? A. I know B. I don’t know C. I haven’t thought about it 10. Do you know how to make a good impression on others? A. I know B. I don’t know C. I’m not sure 11. Could you name the character in a book or movie that you resemble? A. Could B. Couldn’t C. Didn’t think about it
You can correctly evaluate any person at first sight. After all, as you know, people are greeted by their clothes
Since ancient times, exploring the environment and expanding living space, people have thought about how the world where they live works. Trying to explain the Universe, he used categories that were close and understandable to him, first of all, drawing parallels with familiar nature and the area in which he himself lived. How did people used to imagine the Earth? What did they think about its shape and place in the Universe? How have their ideas changed over time? All this can be found out from historical sources that have survived to this day.
How did ancient people imagine the Earth?
The first prototypes of geographical maps are known to us in the form of images left by our ancestors on the walls of caves, incisions on stones and animal bones. Researchers find such sketches in different parts of the world. Such drawings depict hunting grounds, places where game hunters set traps, as well as roads.
Schematically depicting rivers, caves, mountains, forests on available material, man sought to convey information about them to subsequent generations. To distinguish terrain objects already familiar to them from new ones that had just been discovered, people gave them names. Thus, humanity gradually accumulated geographical experience. And even then our ancestors began to wonder what the Earth was.
The way ancient people imagined the Earth largely depended on the nature, topography and climate of the places where they lived. Therefore, the peoples of different parts of the planet saw the world around them in their own way, and these views differed significantly.
Babylon
Valuable historical information about how ancient people imagined the Earth was left to us by civilizations that lived in the lands between and the Euphrates, inhabiting the Nile Delta and the shores of the Mediterranean Sea (the modern territories of Asia Minor and southern Europe). This information is over six thousand years old.
Thus, the ancient Babylonians considered the Earth to be a “world mountain”, on the western slope of which Babylonia, their country, was located. This idea was facilitated by the fact that the eastern part of the lands they knew abutted high mountains, which no one dared to cross.
To the south of Babylonia there was a sea. This allowed people to believe that the “world mountain” was actually round, and was washed by the sea on all sides. On the sea, like an inverted bowl, rests the solid heavenly world, which is in many ways similar to the earthly one. It also had its own “land”, “air” and “water”. The role of land was played by the belt of the Zodiacal constellations, blocking the celestial “sea” like a dam. It was believed that the Moon, Sun and several planets moved along this firmament. The Babylonians saw the sky as the place of residence of the gods.
The souls of dead people, on the contrary, lived in an underground “abyss”. At night, the Sun, plunging into the sea, had to pass through this underground from the western edge of the Earth to the eastern, and in the morning, rising from the sea to the firmament, again begin its daily journey along it.
The way people imagined the Earth in Babylon was based on observations of natural phenomena. However, the Babylonians could not interpret them correctly.
Palestine
As for the inhabitants of this country, other ideas different from Babylonian ones reigned in these lands. The ancient Jews lived in flat areas. Therefore, the Earth in their vision also looked like a plain, intersected in places by mountains.
Winds, bringing with them either drought or rain, occupied a special place in Palestinian beliefs. Living in the “lower zone” of the sky, they separated the “heavenly waters” from the surface of the Earth. Water, in addition, was also under the Earth, feeding from there all the seas and rivers on its surface.
India, Japan, China
Probably the most famous legend today, telling how ancient people imagined the Earth, was composed by the ancient Indians. These people believed that the Earth was actually shaped like a hemisphere, which rested on the backs of four elephants. These elephants stood on the back of a giant turtle swimming in an endless sea of milk. All these creatures were wrapped in many rings by the black cobra Sheshu, which had several thousand heads. These heads, according to Indian beliefs, supported the Universe.
The earth in the minds of the ancient Japanese was limited to the territory of the islands known to them. It was attributed to a cubic shape, and the frequent earthquakes occurring in their homeland were explained by the violence of a fire-breathing dragon living deep in its depths.
About five hundred years ago, the Polish astronomer Nicolaus Copernicus, observing the stars, established that the center of the Universe is the Sun, and not the Earth. Almost 40 years after Copernicus's death, his ideas were developed by the Italian Galileo Galilei. This scientist was able to prove that all the planets of the solar system, including the Earth, actually revolve around the Sun. Galileo was accused of heresy and forced to renounce his teachings.
However, the Englishman Isaac Newton, born a year after Galileo's death, subsequently managed to discover the law of universal gravitation. On its basis, he explained why the Moon revolves around the Earth, and why planets with satellites and numerous revolve around the Sun.
The world around us - 3rd grade
Lesson topic: "Man"
Lesson objectives:
- get acquainted with the human body and organs;
- we learn to listen to our body to help it work rhythmically;
- we get acquainted with the senses and their significance for humans;
- We learn to protect our senses.
So, guys, you already know that living nature is figuratively divided into 4 kingdoms: animals, plants, fungi and bacteria + the city of lichens.
What kingdom do you think man lives in? Prove it, name the common characteristics of man and the inhabitants of the kingdom you have chosen.
Man is part of living nature. It is obvious! He breathes, eats, reproduces, grows, develops...., like other living beings. Based on these characteristics, one could classify humans as animals. But humans also have qualities that animals do not possess.
What do you think humans have that animals don’t have or don’t have enough of?
Give examples.
Human can create something that nature itself did not create. From the point of view of believers, man is the creation of God, who was created in his own image and likeness. Nothing other than a creator. Essentially, we are free to create and create, which was not given to animals. But only those beings who have intelligence.
Man is a creator. He himself can create his own worlds, builds cities, writes books, composes music, draws pictures, creates technology, makes new discoveries.
What we have? Man is both a part of living nature and a part of society. Man, unlike animals, moves on two legs, can think, reason, plan his activities, engage in creativity, creates his own tools and various things, uses different types of speech in communication (oral, written, emotional), studies nature and himself. ..
This is because man has a MIND.
Where do you think the “home” of the human mind is?
Of course it is brain. In humans it is especially developed. This is our internal computer. Our brain consists of two hemispheres, like the nucleolus in a walnut.
Thanks to these two hemispheres, we are able to solve examples and problems, come up with something, know how to navigate our three-dimensional space, read, write, think, fantasize, think logically and much more.
A person also knows how to worry, sympathize, and experience different emotions (joy, delight, sympathy, regret...). Each person has his own character traits and his own human qualities, which he can regulate and change thanks to his own CHOICE. He decides for himself whether to be good or evil, greedy or generous, envious or self-sufficient. We call this the INNER WORLD OF A MAN or THE SPIRITUAL WORLD OF A MAN. When we want to understand our inner, spiritual world, we become PSYCHOLOGISTS. There is such a science - PSYCHOLOGY (from Greek it is translated as follows: "psychE" = soul, "logos" - science, knowledge )
Throughout his life a person KNOWS the world using the SENSE ORGANS. This is what happens PERCEPTION person of the surrounding world.
And with the help of what else does a person get to know the world in which we live?
- MEMORY- our pantry. Thanks to it, a person accumulates knowledge and experience in his brain-computer. All sensations, both pleasant and negative, are valuable for memory. Because it allows us not to repeat our mistakes.
- THINKING- helps us compare, classify, think, establish connections between objects and phenomena, helps us draw conclusions.
- IMAGINATION- helps us imagine what is not in front of us.
Perception, memory, thinking, imagination do not work on their own, but TOGETHER. This creates a complete, complex picture of life in all its beauty.
It is very important to learn to appreciate all these instruments of Life that help us not just exist, but live an interesting, joyful life.
Take care of your health, develop memory, thinking, imagination. And be happy!
Sense organs, m/f for children
How does a person experience the world?
The tongue is the main organ of taste
Interesting facts about the senses
Public lesson
How the Earth is depicted.
Idea of the Earth
ancient peoples. Earth model
Goals :
– introduce the ideas of ancient peoples about the shape and movement of the Earth;
– form ideas about the globe as a model of the Earth;
– develop imagination, cognitive interest in the history of the development of knowledge about the shape of the Earth, and the ability to reason;
– cultivate a desire to learn new things.
Equipment: illustrations (ancient ideas about the shape of the Earth, images of ancient globes); hemisphere map.
During the classes
1. Organizational moment.
The lesson begins
It will be useful for the guys.
Try to understand everything.
Learn to reveal secrets
Give complete answers
To get paid for work
Only a “5” rating.”
2.. Checking homework.
1. Frontal survey.
– How is a map different from a plan?
– What can you learn from a geographic map?
– What and how is shown on a historical map?
2. Showon the physical map of Russia, natural and geographical objects (rivers, lakes, plains, mountains, etc.)
3. Working with cards.
Card1. Connect the concepts and words that explain them with lines.
Card2. Connect possible scales with lines.
4. Checking homeworkin workbooks (tasks No. 24, 25).
III. Test - survey
– Solvecrosswordand read the key phrase. This is the topic of our lesson.
1. The terrain that we see around us.
2. Image of the top view of the object.
3 A number showing how many times the dimensions of objects are reduced when depicting them in a drawing.
4. System of counting days, weeks, months, years.
5. Unit of time.
Answers. 1. Horizon. 2. Drawing. 3. Scale. 4. Calendar. 5. Month.
Key phrase: Earth.
– Today in class we will learn how ancient peoples imagined the Earth. Let's learn how to depict not a section of the earth's surface, but the entire Earth.
Ancient people often thought about what our earth rests on. They had similar conversations about this.
Staging.
Do you know what holds the Earth?
The water is high
What holds water?
Stone
What does the stone hold?
Four golden whales
What keeps golden whales alive?
River of fire
What keeps the fire going?
Iron oak…
What do you know about the shape of our Earth?
How many of you know what science studies the Earth in more detail? (geography)
You will study geography in high school. But today our guest is geography teacher Irina Alekseevna Konovalova. She will tell you in more detail about how our Earth was previously represented and how it is represented now.
But before that, let's rest
Physical education minute
We fly under the clouds, And the earth floats below us:
Grove, field, garden and river, And houses, and little men.
(Flap your arms like wings.)
We were tired of flying, so we landed in a swamp.
(Several deep squats.)
IV. Learning new material.
Slide 1: The world around us is only the first step in the study of natural sciences. Next year, when you are fifth graders, you will rise to another level of study - this is the subject of natural history. In the 6th grade, this step will be the study of the subjects of geography and biology, and in the 7th and 8th grades you will become acquainted with the sciences of physics and chemistry.
Slide 2: Do you guys know what the science of geography studies? Translated from Greek, Ge means Earth, and grapho means I write, which means geography is a description of the earth or a description of the Earth.
Slide 3: In the lessons “The World Around You” you have already become acquainted with the concepts of map, terrain plan, horizon, landmarks, compass, scale, parallels and meridians. These concepts are inextricably linked with geography. A map is a mandatory attribute of every true geographer, and a set of maps is called an atlas. Everyone has such an atlas on their desk.
Slide 4: One of the first disputes in the history of geography that has come down to us is associated with the sides of the horizon. Every step in the development of geography, like any other science, is accompanied by controversy. Not all of them are already allowed.
The ancient Greek scientist Herodotus was called by his descendants “the father of history” because we learned a lot about the events of the ancient world. But Herodotus can also be called the “father of geography.” He brought to us the following legend. We'll talk about Africa. Find it on the map in your atlases. Who will show Africa on the map at the board?
About 2,700 years ago, the Egyptian pharaoh (king) Necho sent a ship from the Red Sea to the south, setting the sailors the task of circumnavigating Africa (then called Libya). For three years there was no word or breath about the ship. But then suddenly a ship entered the harbor along the Mediterranean Sea from the west. These were the sailors. They still carried out the order of the pharaoh.
Afterwards, Herodotus will write: “What they say, in my opinion, is not true, but someone else, perhaps, will believe that, sailing around Libya, they had the sun on the right.”
Who do you think is right: Herodotus or the sailors?
The teacher explains from the map of the hemispheres: - If you sail from the Red Sea around Africa, the path first goes south, then turns west. This means that when the sailors sailed from east to west, they saw the sun on the right, that is, in the north. It is clear that Herodotus did not believe this, since it contradicted his observations.
Why did Herodotus doubt the sailors' rightness? (There was little information about the Earth and its shape).
What do you need to know to depict the entire Earth? What should you use for this? (Dimensions of the Earth, map, scale must be used).
Do we need to know the shape of the Earth? (Necessary, since a small area of the earth’s surface can be considered flat and transferred to a certain scale onto a sheet of paper (plane), but in the case of the Earth this will not work).
What kind of Earth did the ancient peoples imagine and how did they depict it? (Students give answers).
Scene: Now my assistants will show you an excerpt from L. I. Lagin’s story “Old Man Hottabych,” how sixth-grader Volka Kostylkov, at the prompting of the genie Hottabych, whom he took from a bottle, proved that the Earth is shaped like a disk:
“If the Earth were a ball, water would flow down from it, and people would die of thirst, and plants would dry up. The earth, O most worthy and noblest of teachers and mentors, was and is in the shape of a flat disk and is washed on all sides by a majestic river called “Ocean”. The earth rests on six elephants, and they stand on a huge turtle. This is how the world works, O teacher.”
Volka himself understood that he was talking nonsense, but he could not stop. His helplessness brought tears to his eyes. The teacher decided to help him and asked another question.
Well, Kostylkov, dry your tears, don’t be nervous. Tell me, what is a horizon?
Horizon? – Volka was delighted. - It's simple. The horizon is an imaginary line that... - But Hottabych was fussing around behind the wall again, and Kostylkov again fell victim to his hint.
“Horizon, O most revered one,” he corrected himself, “I will call the horizon the line where the crystal dome of heaven comes into contact with the edge of the Earth.”
What mistakes did Volka make? How did the genie Hottabych imagine the Earth and its shape?
Slide 5: Everything is correct. That's exactly what they thought.
Slide 6, 7: Why did they depict the Earth this way? In ancient times, a person’s knowledge of the world essentially boiled down to familiarity with the immediate surroundings. You can judge this from old maps.
Slide 8 – 12: During travel, and even more so in everyday life, this area unfolded before a person like a scroll of paper, on which one landscape replaced another. In each given place, the earth's surface looked flat. This means that the sum of such surfaces must also be flat. This led naturally to the idea of a flat Earth.
How do you think our Slavic ancestors imagined the Earth? I suggest you find the answer to this question in your textbooks on pages 52-53. (Read out the answers found).
But then, in ancient times, several “whys” arose, to which the flat Earth ideas did not provide an answer:
Why does a ship, moving away from the shore, suddenly disappear from view?
Why does our gaze encounter some kind of obstacle, the horizon line?
Why does the horizon expand as you rise to a high point?
Why did sailors sailing around Africa from east to west see the sun to their right?
Why during lunar eclipses does the shadow of the Earth approaching the Moon have a round outline?
These questions have given rise to a number of speculations about the shape of the Earth. In science, such assumptions that have not yet been proven are called hypotheses. The earth was considered flat, cylindrical, and cubic.
Slide 13: Greek mathematician Pythagoras, who lived inVcentury BC, considered it spherical, but could not prove the correctness of his point of view.
Thus began the “great debate” in geography. At first he concerned only the question of the shape of the Earth. Then its scope expanded and the main question became the question of the Earth’s place in the Universe. The dispute lasted for more than two thousand years, drawing into its orbit not only scientists, but also people who were far from science, but who had power. There were breakthroughs and setbacks, the triumph of one point of view and the persecution of supporters of others. The dispute, on a historical scale, ended quite recently - at the turnXIXcenturies.
Slide 14: The great Greek scientist and thinker Aristotle lived inIVcentury BC. He considered various hypotheses and came to the conclusion that the Earth can only be spherical. In doing so, he relied on two of the above questions - about the horizon and about observing the Earth's shadow during eclipses.
Slide 15: In fact, only by recognizing the sphericity of the Earth can one explain the appearance of the horizon. True, in some way a similar effect may exist with the cylindrical shape of the Earth, but with a cylinder the horizon would be visible only in two of the four cardinal directions; in the other two our eyes would see infinitely far.
Slide 16 : Lunar eclipses especially clearly indicated the sphericity of the Earth. Neither a cylinder, nor a cube, nor any other shape can produce a circular shadow, and a flat circle cannot have a horizon.
Slide 17: Thus, combined together, two arguments lead to an unambiguous conclusion: the Earth has the shape of a sphere.
Aristotle's point of view was accepted by most scientists of that time and subsequent times. Based on it, Eratosthenes, the same one who gave the name to our science - geography, using an ingenious method based on the difference in the length of shadows at noon in different points of the Earth, was able for the first time to calculate the circumference of the globe. It was inIIV. BC. According to the calculations of Eratosthenes, it is equal to 39,500 kilometers.
This is very close to our modern data, which was obtained more than two thousand years later using the most accurate instruments - 40,008 kilometers.
Which model do you think is more consistent with the actual shape of the Earth? (Round, and this is a globe model).
The spherical shape of the Earth corresponds to a model in the form of a ball.
Having realized that the Earth was not flat, but spherical, people began to create its models, many times smaller copies, a kind of toy earth - globes. And the word “globe” in Latin is a ball.
Slide 18: The oldest globe that has come down to us was created in 1492 by the German scientist Martin Beheim. This was the year Columbus discovered America, which, however, did not in any way affect the contents of the globe. Half the world is missing on it.Why? And it could not be otherwise, if even Columbus himself was convinced until the end of his life that he had visited Asia, and not America. Behaim's globe gives us an idea of the level of geographical knowledge on the eve of the Age of Discovery inXVI – XVIIIcenturies On Beheim's globe there are no such continents as Australia and Antarctica, because... they were discovered much later. And we will talk about these discoveries in 6th grade geography lessons.
Slide 19: Ferdinand Magellan's first circumnavigation of the Earth became practical proof of the sphericity of the Earth. In 1519, a flotilla of five ships left Spain, sailed along the eastern coast of South America, rounded it through the strait and entered the ocean. In 1522, the expedition returned to Spain, circumnavigating the globe. This was proof of the sphericity of the Earth. True, Magellan himself died in a skirmish with the natives in the Philippine Islands, and out of five ships, only Victoria remained. But that's a completely different story.
And now, Vera Konstantinovna, will introduce you to the concept of syncwine.
6. Consolidation.
a) selective reading of the text p.53
As it was written about the Earth in a geography textbook 600 years ago.
7.Checking knowledge acquisition.
(syncwine)
V. Lesson summary.
Who liked the lesson?
What do you remember most?
8. Reflection.
Our earth is a very beautiful planet, but we will try to decorate it further. I suggest you choose an emoticon that suits your mood and place it on the map of our country.
(music)
Homework: textbook (pp. 52–54).
Draw our Earth in the future
The merciless, constantly repeated ringing of the alarm clock unceremoniously pulls you out of the cradle of sleep, forcing you to return to reality, leaving a soft, warm and cozy bed. He is persistent and unbearable. Opened eyes see the watch case, the numbers on the display. Morning. It's time to get up and get into wakefulness mode, the work day is ahead. You can't skip work. It’s a frosty morning outside, you really want to go to the park to ski or just take a walk, or stay at home under a warm blanket with a cup of tea and an interesting book, and so that no one will bother you. Well, okay, the weekend is ahead, and now it’s time to start morning rituals.
An ordinary life situation, what does psychology have to do with it. The fact is that in any situation, even the most ordinary one, the properties of the human psyche manifest themselves to first perceive and process information, and then move on to action.
How a person experiences the world around him.
A person perceives information received from the surrounding world using the senses: sight, smell, touch, hearing, taste. In the example above, the information received during initial perception is broken down into details (sound, watch case, numbers on the display).
Then sensations begin to work, which collect scattered pieces of information and bring to consciousness information about the external world: color, shape, sound and smell, tactile properties of objects, etc.... The information supplied by sensations reflects the individual properties of phenomena and processes and is not complete.
Combining into a single whole, sensations generate, the result of which is a complete image that has meaning. In addition to sensation and perception, memory, attention and thinking are involved in processing information. With the help of attention, the specific object or process that is perceived by a person at the moment or about which he thinks, remembers, reflects is highlighted.
From sensations and perceptions, information is transferred to thinking, which is able to generalize what was received and draw the appropriate conclusion (it’s frosty outside, you can leave your umbrella at home, but you’ll have to go to work). Memory is connected to the process, storing the necessary information or getting rid of unnecessary information. Closely connected with all of the above processes, imagination allows you to imagine something that has not yet happened, for example, a day off, a warm blanket, hot tea and an interesting book.
Not all signals coming to us from the external environment are realized and noticed. Attention is focused only on what reaches consciousness. Weaker signals are perceived, but are not realized until our attention is directed to them. For example, when we focus on the sound of an alarm clock, we feel the impact of the clothes we are wearing on our skin, but we do not realize this until we specifically pay attention to the sensations that arise.
The process of cognition of the surrounding reality has approximately the same mechanism. We are constantly influenced by something, while some we perceive and are aware of, some we perceive and are not aware of, and some we do not perceive at all. This is the first stage of information selection. Then memory, thinking and imagination begin to filter and process information. They perceive signals not from an external source, but from the human psyche, working with reflections of signals - images.
Subsequently, the processed information is used by a person in practice, being refined, supplemented, deepened and replenished with new data.
A person’s perception of signals from the outside world depends on thinking; thinking is associated with activity. A person experiences the world from the first days of his life. The child tries to touch, smell, taste everything, in a word, get information about the world around him. As he gets older, he continues to strive to gain information about the world around him.
Everything that exists in a person’s consciousness is connected with his own experience. Experience is the information that he received from the outside world using sources of perception. He is not satisfied with the information received, but is in constant search of something new, changing and transforming the facts and processes of the reality around him.
A person is unable to retain unchanging information in his consciousness, so he constantly transforms it with the help of his senses.
Constantly and rhythmically repeated sounds lead to a change in consciousness and plunge a person into a state of trance.
The human brain feels the need to receive information from the outside world and turns to its senses for it. The speed of obtaining information depends on the capacity of the senses, which have their limits. This process is called sensitivity.
The flows of information entering our inner world form an ocean in which the world around us is reflected. This is an image of the world created by our psyche, which has color, sound, smell, volume and emotional response. Everyone has their own image of the world, because it is not similar to others.
