1 . Introduction _____________________________________________________2
Statement of the problem________________________________________________3
Relevance, purpose, objectives________________________________________________4-5
Action plan for project implementation_______________________________6
2. Main part
Resource analysis_______________________________________________7-8
Expected results of the project ______________________________9
Extracurricular activity program “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 teenager’s entry into independent social action.
Extracurricular activities are the main part of the educational process at school, one of the forms of organizing students’ free time. In extracurricular activities, student independence is of great importance, which allows most schoolchildren to take part in organizational activities and shapes the personality of a citizen. The success of extracurricular activities depends not only on the activity of students, but also on pedagogical influence. The teacher’s ability to give students’ interests practical significance.
Formulation of the problem
Internet resources
Motivational:
Experience exchange
Experience exchange
Publication of materials on Internet educational resources
Organizational
Develop practical assignments, individual assignments, quiz questions, project topics, think over excursion topics.
Develop
practical assignments, individual assignments, quiz questions, project topics, think over excursion topics.
Financial
Purchase of educational and methodological literature,
Educational films.
Educational and methodological literature.
2. Educational films, disks, video materials
Expected results of the project:
1. Expanding the horizons and improving the quality of students’ knowledge.
2. Development of practical skills.
3. Nurturing a communicative, active personality and ecological culture of the schoolchild.
4. Positive performance when passing the Unified State Exam and Unified State Exam.
Extracurricular activity program “Entertaining Geography”
for students in grades 5-8
Explanatory note
The role of geography in the modern world is constantly increasing. Modern means of communication 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 during the learning process in the classroom, it continues outside of class time in various forms of educational work. Extracurricular activities are part of the entire educational process, in which the activities of schoolchildren are carried out outside of class time with the organizing and guiding role of the teacher. All extracurricular work is focused on expanding and deepening basic knowledge and skills, developing abilities, cognitive interest, introducing them to research work, and organizing social activities of schoolchildren within their region. This is expressed in the fact that extracurricular work has more opportunities to implement the educational functions of each discipline.
Extracurricular activities are carried out in free time with the aim of developing the interests and abilities of the child, satisfying his needs for knowledge, communication, practical activities, recuperation and health promotion. Extracurricular work allows children to make the most of their free time.
In a modern school, it is very important to interest students in the academic subject, to 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 link in the educational process and remains relevant in our time.
The presence in the modern world of a boundless information space already at the initial stage of education requires the ability to receive information, be able to analyze it, put forward hypotheses, and make assumptions.
The curiosity of a schoolchild, the inquisitiveness of his mind, his quick fascination with new things forces him to expand the boundaries of the information space; the proposed program allows him to convey to the child the unknown, mysterious, and secret in a larger volume and in a more diverse way, opening up the horizons of the information field to him.
The purpose and objectives of the course “Entertaining Geography”
Purpose of the program:
Development of students' horizons and intellectual abilities
Tasks:
Develop an interest in studying geography.
Improve your ability to work with a map.
Develop abilities for research and design activities.
To develop geographical thinking in students, teach them to think comprehensively and spatially, and solve geographical problems available to them.
Development of communicative skills in students.
Systematic and purposeful preparation of students for passing the OGE and the Unified State Exam
The content of this program is consistent with the content of programs in psychology, pedagogy, rhetoric, computer science, geography, and biology. The logic of constructing the program is determined by a system of consistent work on students mastering the basics of research activity: from understanding the essence of research activity, from the origins of scientific thought and theory, from the creative and unique activity of outstanding scientists - to the study of the components of research activity. It is necessary that the course classes encourage active mental activity, teach students to observe, understand, and 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 students’ oral communicative and speech competence, skills:
- conduct an oral dialogue on a given topic;
- participate in the discussion of the object being studied or the collected material;
- participate in conferences and readings.
Classic sources of information- encyclopedias and other books, including from the school library. In addition, these are videotapes, videos, encyclopedias and other materials on CDs, stories from adults, and excursions.
The stories of adults mean not only the stories of parents to their children, but also conversations and interviews with specialists in some field of activity, including during specially organized meetings of specialists with children at school.
Possible excursions are excursions either to museums or to operating enterprises.
In addition, adults can help children obtain information from the Internet.
After information on most of the subtopics has been collected, the teacher states this fact, reminds those who are late to hurry up, and discusses with the children what projects (crafts, research and activities) are possible based on the results of studying the topic.
Creative works can be, for example: a drawing, a postcard, a craft, a sculpture, a toy, a model, a story, a counting rhyme, a riddle, a concert, a performance, a quiz, KVN, a newspaper, a book, a model, a costume, a photo album, the design of stands, exhibitions, a report, conference, electronic presentation, celebration, etc.
Children themselves choose a topic that interests them or propose their own topic. We remind you that this work is performed voluntarily. The teacher does not force the children; he must keep in mind that children who do not participate in this project can take part in the next one.
When completing a project, a workbook is used in which all stages of work on the project are recorded.
It is advisable to make successful discoveries while working on the project the property of the whole class, this can increase interest and attract other children to work on the project
Each project must be brought to successful completion, leaving the child with a sense of pride in the result. After completing the project, children should be given the opportunity to talk about their work, show what they did, and hear praise addressed to them. It would be good if not only other children, but also parents were present at the presentation of the project results.
Classes are conducted in the form of games and practical exercises. When covering topics, the integrity, openness and adaptability of the material is important.
In the process of completing the course, skills and abilities of independent research activities are formed; the ability to formulate a research problem and put forward a hypothesis; skills in mastering the methodology of collecting and processing found material; skills in mastering scientific terms in the field of knowledge in which the research is being conducted; skills of mastering theoretical knowledge on the topic of your work and more broadly; Ability to prepare a report and research paper.
At the end of the course, a public defense of the research project is carried out - experience in scientific educational research on the subject matter, presentation, demonstration of the level of psychological readiness of students to present the results of the work.
Features of the program
Feature This program is the implementation of the pedagogical idea of developing in schoolchildren the ability to learn - 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 as a whole;
- 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;
- Discovering abilities and supporting children's giftedness.
Forms of organization of the educational process
The program provides for extracurricular activities, children’s work in groups, pairs, individual work, and work with the involvement of parents. Classes are held 1 time per week in the classroom, libraries, on a geographical site, project activities include conducting experiments, observations, excursions, meetings, Olympiads, quizzes, KVNs, meetings with interesting people, competitions, project implementation, etc. Project activities involve searching 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
Methods of conducting classes:conversation, game, practical work, experiment, observation, express research, collective and individual research, independent work, defense of research papers, mini-conference, consultation.
Control methods: consultation, report, defense of research works,speech, exhibition, presentation, mini-conference, research conference, participation in research competitions.
Technologies, methods:
- level differentiation;
- problem-based learning;
- modeling activities;
- search activity;
- information and communication technologies;
- health-saving technologies;
- personal and meta-subject results
Results | Developed skills | Formation means |
Personal | Forming motivation for learning in children, helping them in self-organization and self-development. development of students’ cognitive skills, the ability to independently construct their knowledge, navigate the information space, develop critical and creative thinking. | Organization in class pair-group work |
Meta-subject results |
||
Regulatory | Take into account the action guidelines identified by the teacher in the new educational material in collaboration 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 based on the results; | in collaboration with the teacher, set new learning objectives; transform a practical task into a cognitive one; show cognitive initiative in educational cooperation |
Cognitive | learning skills: creative problem solving and skills of searching, analyzing and interpreting information. obtain the necessary knowledge and, with its help, do specific work. search for the necessary information to complete educational tasks using educational literature; the basics of semantic reading of literary and educational texts, highlighting essential information from texts of different types; carry out analysis of objects highlighting essential and non-essential features; | carry out an advanced search for information using library resources and the Internet |
Communication | Learn to perform different roles in a group (leader, performer, critic). the ability to coordinate one's efforts with the efforts of others. Formulate your own opinion and position; Negotiate and come to a common decision in joint activities, including in situations of conflict of interests; to ask questions; allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the partner’s position 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 your own position; understand the relativity of opinions and approaches to solving a problem; argue your position and coordinate it with the positions of partners in cooperation when developing a common solution in joint activities; productively resolve conflicts based on taking into account the interests and positions of all participants; taking into account the goals of communication, it is sufficiently accurate, consistent and complete to convey to the partner the necessary information as a guideline for constructing an action |
Requirements for the level of knowledge, skills and abilities at the end of the program:
– have an understanding of research training, collecting and processing information, writing a report, public speaking;
– know how to choose a research topic, research structure;
– be able to see a 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 one’s own point of view;
– master planning and setting up experiments
Predicted results:
As a result of the program, it is planned 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, and 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 the texts of your own reports; ■ explain, prove and defend your ideas. | In the course of solving a system of design problems, junior schoolchildren can develop the following abilities: Reflect (see the problem; analyze what has been done - why it worked, why it didn’t work, see difficulties, mistakes); Goal setting (set and maintain goals); Plan (make a plan for your activities); Model (represent a method of action in the form of a model-scheme, highlighting everything that is essential and important); Show initiative in finding a way(s) to solve a problem; Engage in communication (interact when solving a problem, defend your position, accept or reasonably reject the points of view of others). |
Location orientation
Excursions, practical classes
Life of the earth's crust
Theoretical classes, watching movies, working with a map
World Ocean
Conversations, film classes
water sushi
Excursions, working with a map, workshop, quizzes
Atmosphere of the Earth.
Practical exercises, solving geographical problems
The nature of your region
excursions
Topic 1. Introduction
Introduction to course activities, planning.
Topic 2. Terrain orientation.
History of the invention of the compass
Exercises and movement on the ground with and without a compass
Determination of 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.
Diversity of landforms on Earth.
The relief of your area.
Topic 4. The World Ocean.
Modern methods of studying the seas and oceans.
Waterspouts, storms and hurricanes at sea.
Parts of the world's oceans.
Flora and fauna of the oceans and seas.
Ecological problems of the World Ocean.
Topic 5. Waters of land.
The largest rivers on Earth.
The largest lakes on earth, lakes of wonder.
Mineral springs, their origin
Karst phenomena, caves, underground rivers and lakes.
The waters of the land of your land.
Topic 6. Earth's atmosphere.
Modern methods of studying the atmosphere.
Processing and registration of weather observation results.
Terrible phenomena in the atmosphere.
Local signs and signs for weather forecasting
The climate of your area.
Topic 7. The nature of your region.
Studying the nature of your region
PC of your area.
Anthropogenic impact on PC.
Equipment and staffing of the program
To carry out the educational process under the “Entertaining Geography” Program, the following supplies are required:
- a selection of video clips;
- selection of printed publications and media materials, Internet;
- computer, printer, scanner, multimedia projector;
- TsOR set. Availability of a geographical site.
Conclusion
The main problem in education is the weakening of motivation to learn. 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 it is easier for children to learn educational material in a non-standard environment. 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 barriers to learning in class, and create conditions for cooperation. In extracurricular activities, skills in 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 school, which will have to transform society. Today's schoolchildren have a lot to do, and for this they need to leave school as comprehensively developed, creative people. These goals can only be achieved through the interrelation of classroom and extracurricular activities.
The success of extracurricular activities depends not only on active students, but also on pedagogical influence, the teacher’s ability to give the interests of students a socially useful orientation. One of the main conditions for the successful organization of the development of extracurricular work in geography is the special training of teachers.
Literature
1. Abramova G.S. Developmental psychology / G.S. Abramova. - Ekaterinburg: Business book, 1999. - 476 p.
2. Baransky N.N. Method of teaching economic geography / N.N. Baransky - M., 1980. - P. 120-121
3. Gerasimova T. P., Krylova O. V. Methodical manual on physical geography: 6th grade / T.P. Gerasimova, O.V. Krylova. - M: Enlightenment, 1991. - P. 45-48
4. Gurvich E.M. Research activities of students in the field of geological and geographical sciences / E.M. Gurvich // Geography at school. - No. 4. - 2002. - P. 49-50
5. Dushina I.V. Methodology for teaching geography / I.V. Dushina, G.A. Ponurov.- M., 1996. - P. 174-176
6. Emilyanov B.V. Guided tour / B.V. Emilyanov. - M.: Soviet sport, 2000.- P. 10 - 11
7. Zhilnikov A.V. Geography Week at School // Geography at School. - No. 4. - 1998.- P. 76-78
8. Kairov I.A. Pedagogical encyclopedia / I.A. Kairov. - M.: Soviet Encyclopedia, 1964. - P. 339 - 340
9. Kulagina I.Yu. Developmental psychology / I.Yu. Kulagina. - 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. - St. Petersburg, 1998. - pp. 24-25
11. Nesterov E.N. Geology in modern natural science. Images of geospace / E.N. Nesterov. - St. Petersburg, SPBTTU, 2000 - pp. 31-38
12. Nikolina N.V. Project method in geographical education // Geography at school. - No. 6. - 2002. - P. 37-43
13. Methods of teaching geology in secondary school / Edited by A.S. Bibik. - M.: Education, 1969. - pp. 372-379
14. Methods of teaching geography in secondary school. Textbooks for students. inst on geophaphy / Edited by L.M. Pansheshnikova. - M.: Education, 1983. - P.172-192
15. Mukhina V.S. Developmental psychology / V.S. Mukhina. - M: Academy, 1998. - 347 p.
16. Petrova N.N. Geography. Primary course 6th grade: Methodological manual / N.N. Petrova. - M: Bustard, 1998. - P. 6-17
17. Programs of general education institutions Geography grades 6-11. - M: Enlightenment, 1998. - pp. 85-93, 202-208
18. Vocational education. Dictionary. M.: Nov, 1999. - P. 170-172
19. Rumyantseva S.E. Extracurricular activities and personal development of students / Geography at school. - No. 6. - M., 2000. - 80 p.
20. Fridman L. M., Kulagina I. Yu. Psychological reference book for teachers / L.M. Fridman, I.Yu. Kulagins. - M.: Education, 1991. - P. 128-134.
The project is being implemented as part of a geography course in the “Atmosphere” section and is intended for 6th grade students. The project includes research and information blocks. The acquired practical knowledge, abilities and skills will help to accumulate basic knowledge for understanding the processes occurring in nature, lead students to an understanding of cause-and-effect relationships and will form the basis for the formation of the difficult but extremely important concept of “climate”.
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Municipal educational institution Lyceum of Uvarovo
WEATHER - HUMAN CONDITIONS
Work completed
Strokova Alina
9th grade student
Scientific director
Zaitseva Olga Anatolyevna
Geography teacher
2007
INTRODUCTION
What we call weather is
This is just an attempt to lead
Balance 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 moving, fickle, diverse and capricious element as the ocean of air, the momentary mood of which we call weather, can be accurately measured.
And also answer the questions: What is weather? Does man have control over the weather? Where and how are forecasts 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, like our distant ancestors, depend on the vagaries of nature, on changes in weather.
Who needs to know the weather in advance?
It's bad enough when it goes bad
Why else bother ahead?
But still, not a day goes by without a person looking at the sky and wondering: how are the clouds? What will the coming day be like? gloomy and rainy or clear or sunny.
In the recent past, sunny, windless days were called weather or bucket weather. When it rained, there was a snowstorm or thick snow fell, they said that there was bad weather outside. Now weather is called 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 the air temperature, direction and strength of the wind change.
And why – “in this place”? Because the weather in each locality is different.
There is perhaps nothing more variable in the environment than the weather: today people are sweltering in the heat; tomorrow they will get wet in the rain; the wind suddenly blows up, sometimes reaching a hurricane, and then it subsides, becomes warmer, and an 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, wind - the movement of air, cloudiness - the state of the air, precipitation that fell from the air.
Consequently, in all cases of observation, I monitored the air - the lower layer of air (troposphere). This is where the weather is made.
During the 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 weather changes and predict it, you need to know all the elements in their totality. Data on atmospheric pressure, relative humidity, wind direction and speed, and precipitation were obtained at a meteorological station.
To establish the influence 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 the medical institution.
1. MAIN PART
1.1. Weather and its prediction
Copying out the meager figures of air temperature, wind direction, cloudiness readings, I realized that behind this lies the work of many meteorologists. There is a share of work in it from Uvarov weather forecasters.
Observations of the weather in the territory of Uvarovo have been carried out 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 government decision, the Main Directorate of the USSR Hydrometeorological Service was created. The first head of the Oblovskaya weather station was K.I. Zhirnak. The station carried out 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 visibility state, the amount and shape of clouds, its height, wind direction and speed, and temperature. A self-recording hygrograph thermograph was installed at the station to continuously record 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 mined? They filled balloons with it and launched them to determine the height of the clouds. In winter, the station carried out snow surveys. The depth of the snow cover was measured. If there was an ice crust, its thickness and the percentage of crust covering winter crops were determined.
To study the regime of the Vorona River, a water-measuring station was opened in Uvarovo in 1953. The water level and temperature, and ice thickness in winter, are measured twice a day. During a flood, 10-12 measurements are taken as the water rises and falls.
Since 1964, the weather station began to be located in the area of 2nd Uvarovo.
Head of the weather station Charykova Elena Alekseevna. Our weather station is 107 years old. It is part of the Tambov division, which belongs to the Department of Hydrometeorology and Environmental Monitoring, located in Kursk. The station covers an area of 3.5 hectares. There are plots of land at the Uvarovsky state farm for all agricultural crops, where every other day they measure soil temperature, moisture, determine the phases of plant development, and soil freezing.
The weather station employs 6 people, working in two shifts. Meteorologists use new instruments in their work: IVO - determines the lower limit of cloud cover, a barometer - measures air pressure, and an anemometer - 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 winds, low clouds, snowfall, ice. Everything that is considered a natural disaster is urgently transferred to Tambov and Kursk.
1.2 Weather prediction based on local signs
Try to observe various signs:
Shepherd and farmer in his infancy,
Looking up at the sky, at the western shadow.
They already know how to predict both the wind and a clear day
And the May rains, the joy of young fields,
And the scum of the early cold, dangerous to the grapes
So, if swans, in the bosom of quiet waters
Splashing in the evening, they will hail your arrival,
Or the bright sun will set into sad clouds,
Know: tomorrow the roaring rain will wake up the sleepy maidens,
Or hail hitting the windows...
A.S. Pushkin
In addition to scientific forecasts, there are others that are no less reliable. They are based on experience, which we call folk signs.
People whose lives are closely connected with nature - shepherds, foresters, fishermen or farmers - constantly monitor the weather.
The first and most reliable of the local weather signs is the state of the sky, and, above all, cloudiness.
“Although, of course, the vagaries of nature are not so terrible for modern people: they have learned to irrigate the soil and “distract the clouds.” But our ancestors treated the clouds more reverently: not only the harvest, but also the life of ancient man sometimes depended on the “behavior” of these heavenly wanderers. Only a select few - priests, shamans, sorcerers - were able to negotiate with the clouds. Mere mortals had only one thing left to do: observe and obey the will of the “airy lambs.”
Jesus said that clouds can predict the weather: “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 means it will rain.
- Cirrus clouds - a change in weather
- Light cloud before sunrise
Promises clear weather, dark weather promises bad weather.
- Clouds floating against the wind mean bad weather.
- If the sun sets on a cloud, on another
It will rain one day.
At certain times, the weather conditions to which the peasants gave their names are repeated: May returns of cold weather - frosts in mid-May, reminiscent of winter. Gardeners should be sure to take these cold snaps into account when planting in spring. “Sheep cold” occurs in mid-June, after sheep shearing. There are even frosts on the soil, but after them real summer comes. If it rains on Samson's Day (July 10), then it will rain for seven weeks, says popular wisdom and is often right.
In addition, an observant person will notice changes 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 the ones that predicted cold weather:
if the cones on the spruce trees have grown low, then the frosts will be early, and if they are at the top, then the cold will come at the end of winter.
2. RESEARCH RESULTS
Now, like thousands of years ago, nothing affects the life of each of us as noticeably as the weather - its vagaries. People, unfortunately, to this day, do not have their own, innate means of protection from surrounding meteorological conditions.
Unlike a person’s mood, the “mood” of the atmosphere can be accurately measured. I was convinced of this by conducting my own research.
2.1 Air temperature, cloudiness, atmospheric pressure
The purpose of this part of the scientific work is to identify and characterize patterns of change in the data of meteorological elements for February for our locality.
Analysis of the graph of average daily temperatures led us to the following conclusions. February 2007 was characterized mainly by low temperatures. 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 period was the third ten days of February. On February 23 the temperature was -29.9 0 . The average temperature for February in the city was -9.5 0 and turned out to be 1.5 above the norm 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 turned out to be the absolute minimum for the entire month.
Comparing with the graph changes in average temperatures in February 2006, we observe the following. In February last year, the coldest was the first ten days 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 -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 – March 15 (+2.1 0 ). Temperatures have been rising since March 11 .
Air temperature strongly depends on cloudiness, and miscalculations in forecasting the amount of cloudiness lead to errors in forecasting temperature.
The obtained data on cloudiness for February indicate that there were 17 cloudy days. The weather was clear and frosty on days 6 and 5 with changing cloudiness. When calculating cloudiness, the lower and upper boundaries of the clouds were taken into account.
Each weather has its own set of symptoms. They are usually closely related to each other. In winter, an increase in pressure is a sign of cooling.
From the table We see that the most pronounced increase in atmospheric air pressure is observed at the most pronounced low temperatures. Namely 23.02, 24.02, 25.02, 26.02, 27.02. Pressure was measured in millibars.
After processing the collected information about directions and speed
wind, I found out that the predominant wind directions in February were north (24 days) and southeast (15 days). Analyzing the “wind rose” we see that the wind least of all blew from the east. There was no wind (calm) for 2 days. The maximum wind speed was 14 m/s on February 6 and 19.
In February 2006, southeast (21 days) and westerly (18 days) winds prevailed . There was no wind for 6 days. The wind speed was highest in the third ten days of the month and amounted to 12 m/s. From the analysis it is clear that in February the south-east wind predominantly prevails in our area.
At the beginning of March 2007, southeast wind (5 days) and southwest wind (4 days) also prevailed. .
During the established period it was recorded that there was precipitation on 11 days out of 28. The greatest amount of precipitation fell on February 9 -12mm. Precipitation fell in the form of snow for a month . It snowed for 20 days. The maximum depth of snow cover was 26 cm, that is, it was close to the long-term average values.
Last February Also, 11 days out of 28 there was precipitation, mostly snow and frost. The greatest amount of precipitation fell on February 17 and amounted to 15mm. At the beginning of February, 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 compared to 1.02.
At the beginning of March 2007 There was very little precipitation (5.8mm). Precipitation fell in the form of snow on March 1, 5, 6. There was no precipitation on the remaining days. It was raining on March 15th.
Atmospheric phenomena such as fog and haze were also observed. Fogs arose due to cooling of the air. They appeared at night or in the morning, sometimes remaining dense during the daytime.
Haze is a phenomenon of the same nature as fog. It is frosty, replete with ice crystals, but with it the transparency of the air deteriorates.
In fog, in calm, frosty weather, frost appeared on tree branches and wires. It could be observed on February 4, 5, 25, 26 . For 10 days, precipitation fell in the form of frost. There was drizzle for 2 days - liquid precipitation consisting of small drops, which are characteristic of the warm season.
On February 14, 7 atmospheric phenomena were recorded during the day (haze, fog, snow, blizzard, drifting snow, drizzle, ice), which happens very rarely. One phenomenon gave way to another. There was ice only on this day in the form of the deposition of a dense layer of ice on branches and wires. This happened when fog droplets were cooled at a temperature of 0.7 0 . On February 19, no atmospheric phenomena were observed.
2.3 The influence of weather changes on the human body
The British say: “There is no such thing as bad weather, only inappropriate clothing!” Is it so? Apparently not, based on observations.
With the help of the skin and lungs, we learn about changes in temperature, air humidity, precipitation, wind, and air purity. Vision allows us to see the play of the sun's rays, the pattern and colors of the landscape, cloudiness, and fog. With the help of hearing we perceive thunderstorms, hurricanes, the sound of the sea, mountain rivers.
Within one day, not only the temperature changes, but also the pressure and humidity of the air. As humidity increases, hypertension worsens. 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, and metabolism in the body.
To establish the nature of the influence 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 presents the main stages of processing data on the most common diseases that were registered in the month of February in the service area of the medical institution.
It turned out that a natural increase in respiratory diseases among all age groups is clearly visible.
When analyzing statistical data, an interesting fact was revealed: there were 220 people who got the flu in February, and in January only 1 person got the flu. This means that the peak of this disease occurred in February.
From the table It is clear 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 of the nervous system are common in children and adults. This is explained by the fact that due to the influence of environmental factors on the body, the body of a child and an adult malfunctions. They feel unwell. All this affects the psycho-emotional state of these population groups. All age groups suffered from the effects of the air environment, which were accompanied by injuries, but especially adults - 36 people.
Based on the above, we conclude that most of the diseases occur in the cold months of the year. These are primarily cardiovascular diseases, flu, bronchitis, pneumonia.
3. CONCLUSION
In the course of my scientific research, I found the following:
With the current level of development of science and technology, weather prediction for the future remains a problem. Thus, short-term weather forecasts for a given area are rarely accurate at a lead time of more than two days. Long-term weather forecasts (more than 30 days) are ineffective, and long-term climate forecasts are in the nature of arbitrary assessments.
I achieved the goal that was set at the beginning of my work. And this is what happened:There have not been such snowy winters as there were in February 2006 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 also recorded the lowest temperatures: February 8 -35.1 0 . Meanwhile, the average February temperature in the first ten days, according to long-term observations, is -10.7 0 . And this year it was at -22.8 0 . But it warmed up significantly in the last ten days of February, and a maximum temperature of 0.8 was reached. 0 below zero.
February 2007 turned out to be warmer. Its average temperature in the city was 1.5 above normal 0 .Snow cover was 26cm, 21cm lower than last year. The first ten days of March were warm with little precipitation (5.8mm).
What this spring will be like, what surprises it will give us – we’ll see. We'll find out what awaits us tomorrow from the weather forecast.
Weather is the living conditions of humans. And now, as offensive as it may be, man has no control over the weather.
Despite all life’s collisions, “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” No. 12 March 22, 2006
- Geography. Supplement to the newspaper “First of September” No. 45 1998
- newspaper Oracle 09.2005 “The Path of the White Clouds” Firsov V.
- Krivich M., Olgin O. What's the weather like tomorrow? M. Malysh 1986
- Litinetsky I. Barometers of nature M. Children's literature 1982.
- Statistical report of the Uvarovsk Central District Hospital (February)
- Statistical data from the Uvarovsk weather station (for February)
- What is weather prof. Siegfried
- Encyclopedia for children M. “Avanta+” vol. 3 1994
Appendix No. 1
Table 1
Average daily temperatures for February 2007
For a populated area
date | ||||||||||
Avg. temp. | 14.7 o | 10.6 o | 17.2 o | 18.6 o | 11.2 o | 6.3 o | 2.0 o | 5.8 o | 11.9 o | 1.6 o |
2.8 o | 5.8 o | 6 o | 0.7 o | 1.2 o | 1.4 o | 11 o | 9.4 o | 4.2 o |
3.7 o | 10.4 o | 14.6 o | 20.9 o | 16.7 o | 14.4 o | 17.3 o | 17.5 o | 13.4 o |
Schedule 1
Appendix No. 2
Average daily temperatures for February 2006 for a populated area
table 2
date | ||||||||||
Avg. temp. | 15 o | 18 o | 20.4 o | 25.4 o | 17.2 o | 24.1 o | 27.7 o | 28.8 o | 28.9 o | 22.1 o |
13.1 o | 9.0 o | 14.2 o | 18.9 o | 19.8 o | 13.3 o | 7.4 o | 9.1 o | 14.5 o |
11 o | 7 o | 4 o | 1.9 o | 4.8 o | 5.4 o | 4.3 o | 4.1 o | 2.9 o |
Schedule 2
Average temperature -14 O
Appendix No. 3
Table 3
Average daily temperature March 2007
date | ||||||||||
Avg. temp. | 6.2 o | 2 o | 0.6 o | 0.7 o | 2.3 o | 4.1 o | 3.1 o | 0.4 o | 4 o | 4.6 o |
1.3 o | 0.8 o | 0 o | 0.3 o | 2.1 o |
Schedule 3
Appendix No. 4
Table 4
Average cloud cover per day (February 2007)
Days | ||||||||||
cloudy | ||||||||||
days | ||||||||||||||||||
cloudy |
Cloudy - variable weather
Clear
Table 5
Atmospheric air pressure (mm) for February 2007
Schedule 4
Appendix No. 5
Wind rose for February 2007
Appendix No. 6
Wind rose for February 2006
Appendix No. 7
Wind rose for March 2007
Appendix No. 8
Precipitation (mm) for February 2007
Appendix No. 8
Snow depth February 2007.
date | ||||||||||
height snowy cover(cm) |
Municipal government educational institution
« Secondary school No. 4
urban district - the city of Novovoronezh"
Research project
“But still she spins...!”
The project was made by:
students of 6 “A”, “B”, “C” classes
Coordinator:
geography teacher
Kovaleva Galina Valentinovna
Relevance:
People did not immediately learn that our planet has a spherical shape. Let's smoothly move back to ancient, ancient times, when people believed that the Earth was flat, and let's try, together with ancient thinkers, philosophers and travelers, to come to the idea of the sphericity of the Earth, and with the help of our experiments we will prove the sphericity of the Earth.
Target: prove that the Earth is not flat, but has the shape of a ball
Tasks:
1.Collect evidence of the sphericity of the Earth.
2. Find out the true shape of the Earth.
3. Conduct experiments (experiments) in favor of the sphericity of the Earth.
4.Draw a conclusion based on the research results.
Object of study: the planet we live on, planet Earth.
Methods:
1. Analysis of literary sources.
2. Comparative - descriptive.
3. Experiments.
Equipment: device for demonstrating centrifugal force, funnel, glass vessel for water, tellurium model, camera.
1. Introduction.
Every person knows that the planet on which we live is spherical. The earth is a ball. Is it really?
Different peoples did not develop a correct idea of the Earth and its shape immediately and not at the same time. However, where exactly, when, and among which people it was most correct is difficult to establish. Very few reliable ancient documents and material monuments have been preserved about this.
2. Main part.
1. How did the ancients imagine the Earth?
In Rus', they believed that the Earth was flat and supported by three whales that floated across the vast ocean.
The ancient Greeks imagined the Earth as a convex disk. The land is washed on all sides by the Ocean River. A copper firmament stretches above the Earth, along which the Sun moves.
The Egyptians believed that the Earth is a lying god, from whose body trees and flowers grow, and the sky is a bending goddess, the stars are the jewels on her dress.
The ancient Indians believed that the Earth was a hemisphere held by four elephants standing on a huge turtle.
2. Evidence of the sphericity of the Earth by scientists
The great mathematician Pythagoras 580 - 500 BC. He was the first to suggest that the Earth is round and has the shape of a ball.
Ancient Greek mathematician, astronomer and geographer Eratosthenes of Cyrene
(about 276-194 BC) determined with amazing accuracy the dimensions of the globe, thereby proving that the Earth is spherical. Eratosthenes' contribution was to measure the length of the earth's meridian. A brief summary of this work is known to us from Cleomedes’ treatise “On the Rotation of the Firmament.”
Aristotle 384 - 322 BC. He confirmed the spherical shape of the Earth, in the center of which the Earth is located and the Sun and planets revolve around it.
It took a lot of courage for Aristotle. He observed lunar eclipses more than once and realized that the huge shadow covering the Moon is the shadow of the Earth, which our planet casts when it finds itself between the Sun and the Moon. Aristotle drew attention to one oddity: no matter how many times and at what time he observed a lunar eclipse, the Earth's shadow was always round. But only one figure has a always round shadow - the ball.
Aristotle provided further evidence of the sphericity of the Earth. When you stand on the shore of the ocean or sea and watch a ship going beyond the horizon. Notice that first the hull of the ship disappears over the horizon, then gradually the sails and masts. If the Earth were flat, we would see the entire ship until it became a dot and then disappeared into the distance.
As you go up, your horizons increase. On a flat surface, a person sees around him for 4 km, at an altitude of 20 m already 16 km, from a height of 100 m his horizons expand to 36 km. At an altitude of 327 km, one can observe a space with a diameter of 4000 km.
Climbing to high places (they can even be the roofs of houses), you will notice that the horizon seems to expand. The expansion of the horizon is one of the proofs of the convexity of the earth's surface: if the Earth were flat, this would not be observed.
Nicolaus Copernicus 1473 -1543 also contributed to the proof of the sphericity of the Earth. He placed the Sun at the center of the solar system and made the Earth revolve around it.
He also established that moving south, travelers see that in the southern side of the sky the stars rise above the horizon in proportion to the distance traveled, and new stars appear above the Earth that were not visible before. And in the northern side of the sky, on the contrary, the stars descend down to the horizon and then completely disappear behind it.
Galileo Galilei 1548 - 1600
« But still she spins!" is a catchphrase allegedly uttered in 1633 by the famous astronomer, philosopher and physicist Galileo Galilei, being forced before the Inquisition to renounce his belief that the Earth revolves around the Sun, and not vice versa.
“But still she spins!” - Let's say, we are at the beginning of the 21st century, meaning any star in the universe. There are no stars in the vast expanses of outer space that do not rotate around their axis. No and never was! What are we talking about? About the stars and the Sun. Modern observations have proven that the emerging cloud of interstellar gas and dust, the protostar itself, rotates. Compressed under the influence of gravity, the matter inside the protostar continues its rotation around its axis passing through the center of mass of the future star. A decrease in the volume of the protostar with the resulting increase in the rotation frequency of the cloud. According to Newton's law, if a force acts on a body, it moves with acceleration. It is the gravitational force of compression of the protostar that leads to an ever-increasing increase in the frequency of rotation of the substance that makes up this cloud!
Gradually, ideas about the Earth began to be based not on a speculative interpretation of individual phenomena, but on precise calculations and measurements. The equatorial radius of the Earth is 6378 km, the polar radius is 6357 km. The difference is 20 kilometers. It turns out that the Earth is not actually a sphere, but a sphere flattened at the poles. This is all explained by the movement of the Earth around its axis.
Two important consequences for the processes occurring on it follow from the sphericity of the earth.
The spherical shape of the earth determines the angle at which the sun's rays fall on the earth's surface, and therefore the amount of energy they bring.
3. Evidence of the sphericity of the Earth by scientists and travelers
Travel around the world begins in the first half of the 16th century. The first of them was accomplished (1519-22) by Magellan; more precisely, he commanded the expedition that made the first known trip around the world. Magellan was killed on the way.
After him, many traveled around the world. Relatively recently, in June 2005, Russian traveler Fyodor Konyukhov completed a solo circumnavigation of the world in 189 days.
4. Our experiments
Proof one (experience No. 1)
Tellurium (Sun-Earth-Moon Model)
"Movement of Celestial Bodies"
When this device rotates, the spherical shape of the Earth and its rotation around the Sun are clearly visible. You can observe the illumination of the planet and the changes
seasons.
The daily rotation of the Earth is the rotation of the Earth around its axis with a period of one day. The Earth makes a full revolution in 23 hours 57 minutes 6 seconds.
From our side - on Earth - we observe the movement of the sky, the Sun, planets and stars. The sky rotates from east to west, so the Sun and planets rise in the east and set in the west. The main celestial body for us, of course, is the Sun. The rotation of the Earth around its axis causes the Sun to rise above the horizon every day and sink below it every night. Actually, this is the reason that day and night follow each other. The Moon is also of great importance for our planet. The Moon shines with light reflected from the Sun, so the change of day and night cannot depend on it, however, the Moon is a very massive celestial object, so it is capable of attracting the liquid shell of the Earth - the hydrosphere, slightly deforming it. By cosmic standards, this attraction is insignificant, but by our standards it is quite noticeable.
Twice a day we observe the high tide and twice a day the low tide. Tides are observed on the part of the planet above which the Moon is located, as well as on the opposite side from it. The Moon makes a full revolution around the Earth in a month (hence the name of the partial moon in the sky), during the same time it makes a full revolution around its axis, so we always see only one side of the Moon. Who knows, if the Moon rotated in our sky, perhaps people would have guessed about the rotation of their planet much earlier.
Conclusions: the rotation of the Earth around its axis leads to the change of day and night, the occurrence of ebbs and flows.
Proof two (experience No. 2)
We took a device that demonstrates centrifugal force. When this device rotates, the cylinders located in the center will move towards the edge of the rod due to the occurrence of this force.
The rotation of the Earth on its axis causes it to flatten at the poles so that all points on the equator are 21 km further from the center than at the poles.
The study of the shape of the Earth showed that the Earth is compressed not only along the axis of rotation.
It has hills, mountain ranges, valleys, depressions of seas and oceans. Therefore, scientists take the ocean level as the earth's surface. The same level of the oceans can be mentally extended to the continents if we cut through all the continents with such deep channels that all the oceans and seas would be connected to each other. The level in these channels was taken to be the Earth's surface. This true form of the Earth was called GEOID (geo-Earth, id-shape).
Conclusion: As the Earth rotates, matter is flattened at the poles. And the faster the device rotates, the faster the cylinders shift, which means the faster the flattening of the spherical body occurs, and the bodies in the neighborhood are repelled.
Proof three (experience No. 3)
We did this experiment in the room in the evening. On the night of the eclipse we observed the Moon. We saw the shadow of the Earth falling on the Moon. They took the ball and the lamp.
The ball represents the Moon, the head represents the Earth, and the lamp placed at a distance represents the Sun. Holding the ball in an outstretched hand, moving it around us, we saw how the illuminated part of the ball was visible to us. The Moon will also be visible from the Earth around which the Moon revolves. Stars in the night sky located in the southern hemisphere are not visible in the northern hemisphere.
Proof four(experiment No. 4)
First, mix alcohol with water so that the density of the mixture is equal to the density of vegetable oil. Mixture ratio: 25 ml alcohol, 10 ml water.
Pour the mixture into a vessel and drop the oil, the drop turns into a ball. Conditions of weightlessness have been created for the ball. We carefully rotate the liquid and see how the ball flattens.
The oblateness of the Earth at the poles. The oblateness of the Earth at the poles is caused by centrifugal force, which occurs only as a result of rotation.
The change of night and day.
Conclusion: The oblateness of the Earth is a consequence of its rotation.
Proof five (experience No. 5)
We conducted an experiment that proves that planet Earth rotates around its axis and has two magnetic fields. In our photo we see that the water flows clockwise, since we are in the northern hemisphere. In the southern hemisphere, water will flow counterclockwise. At the equator, the water will not rotate when draining.
All bodies moving horizontally deviate to the right in the northern hemisphere, and to the left in the southern hemisphere relative to the observer looking in the direction of movement. The deflecting force of the Earth's rotation manifests itself in many processes: it changes the direction of air masses and sea currents as they move. For this reason, the right banks of rivers in the northern hemisphere of the Earth and the left banks in the southern hemisphere are being washed away.
The earth rotates from west to east, so a force arises that deflects all bodies, and therefore water.
Proof six (experiment No. 6)
The Star Hall, which seats 450 spectators, is equipped with a domed screen and a large Planetarium apparatus, manufactured in the GDR. The device contains 99 projectors, with which you can simultaneously see more than 6 thousand stars and planets.
The projection apparatus has a variety of technical capabilities. With its help, you can observe the movement of the sky, the view of the starry sky from any point on Earth at different times, as well as such natural phenomena as sunrise and sunset, aurora, flights of comets and meteors. The ability to simulate flights in outer space allows viewers to observe the starry sky from the surface of the Moon or any planet, for example, to be near Jupiter, or to see the solar system from the outside. Using a special device, a zoom lens, viewers can also observe constellations with varying degrees of approximation.
A Foucault pendulum is a massive load suspended on a wire or thread, the upper end of which is strengthened (for example, using a universal joint) so that it allows the pendulum to swing in any vertical plane. An observer located on the Earth and rotating with it will see that the plane of the pendulum's swing is slowly rotating relative to the Earth's surface in the direction opposite to the direction of the Earth's rotation
This confirms the fact of the daily rotation of the Earth. At the North or South Pole, the swing plane of the Foucault pendulum will rotate 360° per sidereal day.
3. Conclusion.
Conclusion on the project.
Proof sphericity is based on the statement that all celestial bodies of our solar system have a spherical shape and the Earth in this case is no exception.
A photo evidence sphericity became possible after the launch of the first satellites, which took photographs of the Earth from all sides. And, of course, the first person to see the entire Earth was Yuri Alekseevich Gagarin
04/12/1961.
“Having flown around the Earth in a satellite ship,
I saw how beautiful our planet is.
People, let us preserve and increase this beauty, and not destroy it.”
And in conclusion I would like to say: “Let there be peace on the entire planet!”
List of references and used sources of information
1. Miracles from all over the world. M., Ed. "Enlightenment", 1995, 224 s
2. Bezrukov A.M. Entertaining geography - M.: Bustard, 2005 - 320 s
4. Bychkov A. V. Project method in modern school. - M., 2000.
5. V. Krylova “Project activities of students in geography” “Geography” Supplement to September 1 No. 22, 2007
6.. Pavlova N.O. “Research activities of secondary school students” Festival “Open Lesson” 2006/2007
State budgetary educational institution secondary school of urban settlement. Balasheyka
Section Geography
“The role of water as a source of life on Earth”
Students of grade 5b completed:
Aryapova Ksenia, Konyukhova Kristina,
Poselenova Olga, Thor Elizaveta
Supervisor
Geography teacher Sidorova V.M.
Job protected
2013-2014 academic year
Content
Introduction………………………………………………………
…………………..
1.1.Blueplanet……………………………………………
1.2. The first living organisms……………………………………………………
2.Water is the priceless moisture of life…………………………………
2.1. Water is an integral part of all living organisms………….
2.2. Water and human health…………………………………………………….
3. Unique properties of water /experiments/…………………………
4.Water is in danger!................................................ ....................
5.Why should we save water?/experiment/..................................
Conclusion………………………………………………………
List of used literature…………………………
Application………………………………………………………
Introduction
There is no better drink on Earth,
than a glass of clean cold water.
V. Peskov.
In our life, water is the most common substance. WITH
from a scientific point of view, water is the most unusual, very mysterious
liquid.
What is so unusual about water?
Water is one of the main resources on Earth. It's hard to imagine that
what would happen to our planet if fresh water disappeared. And such a threat
exists. All living things suffer from polluted water; it is harmful to life.
person.
Problem: Is water infinite and does it need to be conserved?
Object of study: water.
Subject of study : careful attitude towards water.
Purpose of the research work :
Prove that water is one of the unique and valuable resources necessary
to all life on Earth.
Tasks:
Select and study literature on this topic.
Collect and analyze information from online sources.
3. Find out where the water came from.
4. Find out how much water there is on Earth and what it is like in nature.
5. Find out who needs water and why, whether it is possible to live without water.
6. Find out whether water sources are exhaustible and whether they need to be protected.
7. Conduct practical experiments, experiments with water to study it
properties and economical use.
Work plan:
1. Study literature on the topic.
2. Observe your indoor plants and seeds.
3. Conduct experiments with water.
4. Process the material.
5. Draw conclusions.
Methods:
Practical: experiments, observation, practical analysis.
Theoretical: study of information sources.
Equipment: multimedia projector, computer, presentation.
Relevance work lies in the meaning of clean water: where water –
there is life. We are the ones who will live and work in the third millennium
On the Earth. Already today we are alarmed by the information that we breathe
dirty air, we eat food contaminated with foreign impurities and
We drink the same bad water. In the 21st century the problem of rational
use and protection of water resources is becoming one of the most
acute both throughout the world and in Russia. It is very important to learn to observe
nature. To be able to take care of water sources means to become
not indifferent to the world in which we live. Be able to see how
The life of our planet depends on water resources.
Hypothesis:
If we know more about the meaning of water and tell others, then
We will treat water very carefully. This statement will answer
the main question: “Why can’t there be life on Earth without water?”
Questions guiding the project
Fundamental Question
1.Why do we need water?
Problematic educational issues
Topics
2.Why is water called a source?
life?
What is unique about water?
What environmental problems are involved?
with water?
Study questions
What is the importance of water for humans? Why do plants need water? For whom is water a natural home?
Is it possible to admire water?
What properties does water have? What wonderful transformations happen to water?
What is more on the earth's surface: land or water? Do you know what kind of water is called fresh? How much water does one family use per day? What can water pollution lead to? How to save water?
1.Water is the greatest wealth on Earth.
“Water, you have no taste, no color, no smell, you cannot be described, they enjoy you without knowing what you are. It cannot be said that you are necessary for life: you are life itself. You fill us with joy that cannot be explained by our feelings. With you, the forces to which we have already said goodbye return to us. By your grace, the dry springs of our heart begin to bubble within us again. You are the greatest wealth in the world" [Antoine de Saint-Exupéry]. Without water, our planet would remain dead and lifeless, like other planets in the solar system.
Where did she come from?
1.1 . Blue planet.
Water existed in the Universe in the form of ice or steam long before our planet appeared. It settled on dust particles and pieces of cosmic particles. From the combination of these materials, the Earth was formed, and water formed an underground ocean in the very center of the planet. Volcanoes and geysers shaped our young planet for many millennia. They spewed fountains of hot water, large amounts of steam and gases from the bowels of the Earth. This steam enveloped our planet like a blanket. Another part of the water came to us from space in the form of huge blocks of ice, which were the tail of huge comets that bombarded our young planet.
The surface of the Earth gradually cooled. The water vapor began to turn into liquid. The rains fell on our planet, filling the future oceans with seething dirty water. It took many years for the oceans to cool, clear, and become what we know them today: salty, blue expanses of water that cover much of the Earth's surface. That's why the Earth is called – BLUE PLANET.
The only planet in the solar system where life arose is our Earth. There are many opinions about the origin of life on Earth, but they all agree that the basis for the origin of life was water.
1.2. The first living organisms.
Most of the volcanoes were flooded by the waters of the first ocean. But volcanoes continued to erupt underwater, supplying heated water and minerals dissolved in it from the depths of the Earth. And there, at an amazing depth, near volcanoes, according to many scientists, life originated.
The very first living organisms were bacteria and blue-green algae. They did not need sunlight to live; they existed thanks to volcanic heat and minerals dissolved in water. But how did they withstand such high temperatures emanating from volcanoes?
Currently, in the depths of the ocean, as many centuries ago, there are amazing hot springs smoking with white and black steam; they are called underwater smokers. Near them live many species of marine animals that have adapted to this environment and, of course, bacteria.
But how did the first living organisms appear?
Scientists have discovered a large number of molecules in space (these are the “building blocks” of which all living and nonliving things are composed) from which the first living organisms could have formed. They could have arrived on our planet along with water. Or maybe not molecules, but bacteria came to us from space? They constantly surprise people with their ability to pass through fire and water.
They have been found in Egyptian mummies and in the nose of a mammoth. In an oil well and the ice of Antarctica at a depth of four kilometers. They were found in water at a nuclear power plant. They were all alive, healthy and continued to reproduce.
Or maybe life on Earth originated simultaneously in different ways? This secret of nature has not been fully revealed. One thing is certain: on Earth there was everything necessary for the origin of life; only the conditions were needed for their connection. These favorable conditions for the origin of life and its development were sea water. And underwater volcanoes provided heat and food.
2.Water is the priceless moisture of life.
At all times, water was considered the invaluable moisture of life. And although
far gone are the years when you had to take it in rivers, ponds, lakes
and carry it several kilometers to the house on yokes, trying not to
not to spill a drop, people still treat water with care,
taking care of the cleanliness of natural reservoirs, the good condition of wells,
columns, water supply systems.
Due to the ever-increasing needs of industry and agriculture
farms in fresh water, the problem of preserving the
existing water resources. After all, water suitable for human needs,
as statistics show, there are not so many on the globe.
It is known that more than 70% of the Earth's surface is covered with water. About 95% of it
falls on the seas and oceans, 4% - on the ice of the Arctic and Antarctic, and
only 1% is fresh water from rivers and lakes. Significant water sources
are located underground, sometimes at great depths.
About 4.5 thousand km3 - a sea of water - is the annual flow of our rivers. However
Water resources are distributed unevenly throughout the country.
Consumers, using water, pollute it, this gradually leads to
depletion of clean fresh waters and the need to take measures to
protection
Such water use, without affecting the amount of water, significantly
affects its quality.
2.1.Water is an integral part of all living organisms.
« Water stands apart in the history of our planet. No natural
a body that could be compared with it in terms of influence on the course of the main,
the most ambitious geological processes. Not only earthly
surface, but also deep - on the scale of the biosphere - parts of the planet
are determined, in their most essential manifestations, by its
existence and its properties" [ V.I. Vernadsky].
Covering two-thirds of the Earth's surface, water affects almost everything
processes that occur on our planet. It's hard to find one like this
a natural body that would not contain water. They even contain moisture
stones and fiery magma. The flora consists of 70–95% water.
The role of water in the life of nature is great: there is no life without water. Alive
organisms of our planet have adapted to all conditions: to complete
the darkness and enormous pressure at the bottom of the oceans; to 70-degree heat in
deserts and 70-degree cold in Siberia and Antarctica. But none
a living creature cannot survive without water.
In order to make sure of the importance and necessity of water, we conducted
several experiences:
What happens to a flower if it is not watered:
After 5 days it withered.
Then he watered And his water.
The next day it bloomed again.
INode gives new life.
1.B let's take cucumber seed.
2.By put it down him in saucer on a damp cloth.
3. Wet the fabric daily water.
4. Three days later the seed sprouted.
All plants and animals contain water, and so do our own bodies.
70-75% consists of water, our brains consist of 90% of it, and blood
by 95%. Without it there can be no bright flowers, no green trees, no
birds singing, no golden fields of wheat.
Did you know that when a person loses 1-1.5 liters of water (this is 2% of the mass
body) a feeling of thirst appears. When the body loses 6-8% moisture
the person falls into a semi-fainting state. A loss of 10% of water causes
hallucinations, impaired swallowing reflex. If water loss
exceeds 12%, a person dies.
2.2.Water and human health.
Water is the most unique and mysterious natural formation. This
the only natural mineral that is found in three aggregates
states: solid, liquid and gaseous, in addition it is
the best energy information carrier. All living organisms are more
than half consist of water, for example, fish and animals - 75%,
jellyfish - 99%, apples - 85%, cucumbers - 95%, but the body
An elderly person's body is 50% water, and a newborn's body is 86%.
According to statistics from the World Health Organization, about
85% of diseases are transmitted by water. In human life, water is not
replaceable natural wealth, much more than oil, gas, coal,
iron.
Water performs many functions in the human body: it helps
absorb nutrients, convert food into energy,
helps regulate body temperature, lubricates joints, removes
waste from the body. Scientific blood tests have confirmed that
The cause of many diseases is dehydration of the body, which leads to
blood acidification. To keep the body and its organs healthy
It is necessary to consume as much clean, unboiled water as possible.
Drinking water can be compared to wet cleaning the body,
cleansing it of toxins and impurities. During the day a person loses up to
two liters of water, which means he needs to drink the same amount. In the morning, as soon as we wake up, we must “launch” the body by drinking 2 glasses of water. This helps us look more well-groomed, healthy and beautiful. Sufficient water consumption is the prevention of many diseases.
3.Unique properties of water.
Water is such a unique solvent that it has every right
to the most respectful attitude. Liquids and solids dissolve in water
substances and gases.
3.1.Water is a solvent.
Experience No. 1.
Pour pure salt into a glass of water and stir it with a spoon.
Let's observe what happens to salt crystals. They become everything
less and less. Soon they will disappear completely. But has the salt disappeared?
Let's try the water. The salt has not disappeared. She dissolved in the water. Which one is possible?
draw a conclusion? Water is a solvent. Let's take a pebble and put it in the water.
Has the stone dissolved? No. What can be concluded? In nature there is
substances that dissolve and do not dissolve in water.
3.2.Fluidity of water.
Experience No. 2.
Can I put water on the table? No, the water will spill all over the table. If
pour water into a glass, it will take the shape of a glass. If you fill it
bubble, it will take the shape of a bubble. Water is a liquid. The liquid has no
of its own form, but takes the form of the vessel in which it is located. Let's do
conclusion: water is flowing and does not have its own shape.
3.3.The water is clear.
Experience No. 3.
Place a spoon in a glass of water and then in a glass of milk.
Let's compareIs a spoon visible in a glass of water? And in milk? This speaks of
that watertransparent.
3.4.Water is colorless.
Experiment No. 4.
Compare the color of water with the color of milk. Does water have color? A
milk? Thisindicates that the water is colorless.
3.5.Odorless water.
Experience No. 5.
Let's smell the water and determine if it has an odor? It doesn’t, but gasoline,
oriodine? This means that the water has no odor.
3.6. Capillarity.
In addition to these properties, water also has one of the most unique
properties - capillarity. Many physical bodies around us have
porous structure, that is, penetrated by thin capillaries. Exactly
Therefore, towels, cotton wool, paper, and wood absorb moisture well.
Using this property, we will show you capillarity...
Experience No. 6.
Moisten a piece of sugar in a glass of tea. Climbing higher and higher
There is a brown liquid in it, white sugar turns brown, settles, and spreads.
For this experiment you will need five matches.
Let's break them all in the middle, bend them at an acute angle and put them on
saucer as shown in the picture on the left. How to make from these matches
five-pointed star without touching them? And here you need to drop
a few drops of water on the folds of the matches! Gradually the matches will begin
straighten out and form a star.
The reason in both experiments is the same.
Wood fibers absorb moisture. It creeps further and further through the capillaries.
The tree is swelling. Its surviving fibers “get fat.” Having become fat people, they
they cannot bend so much and straighten up.
/This is how plants feed from the soil/.
4.Water is in danger!
Industrial wastewater. What are they? (dirty and with
unpleasant odor). If you add dirty water to a glass of clean water.
What happens to clean water? Is it possible to use it now?
to a person? Can animals live in such water? This water should not be drunk.
Many marine animals are dying from oil pollution. Human,
like all living organisms, may soon be left without clean water, if not
will take measures to protect water.
Water protection is a condition for preserving life on Earth. Fresh water
makes up only about 3% of the Earth's water resources, and the amount available to people
rivers, lakes and swamps account for only 0.3% of fresh water. That's why
You need to take great care of clean water. The population of our planet is growing,
water costs. With the development of industry around the world, there is
pollution of rivers and lakes with harmful substances.
Clean and fresh water
We really need it now!
Like air to a person,
Like food for animals.
Like the sun in the sky -
We need water!
If there is no clean water,
Then all the rivers and ponds will die.
All nations will perish...
Take care of the water, people!
5.Why should we save water?
There is both a lot and a little water on Earth at the same time. There is a lot of it in the oceans and
seas, but sea salt water is undrinkable, and also for many
technical agricultural production. Fresh water is essential
less and a third of the world's population is acutely deficient in it.
Limited fresh water supplies are being further reduced due to their
pollution.
| № newspapers |
Educational material |
| 17 | Lecture 1. Practical work in geography |
| 18 | Lecture 2. in 6th grade |
| 19 | Lecture 3. Approximate content and methodology for organizing 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 Russian geography in 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
Student project activities
by geography
The project method is focused on independent activity of students. Instructional design has a lot of generally recognized advantages, one of which is the tangible result of students’ cognitive activity. At the same time, we must not forget that achieving truly creative results impossible without seriously organized learning process. While working on an educational project, children create new knowledge, but this can only be achieved by relying on previously acquired knowledge, as well as general academic and subject skills. The project method can be used not only in high school. Moreover, in order to get high-quality projects for high school students, this work must begin much earlier.
Types of educational projects in geography
Let us highlight possible types of educational projects. By dominant activity: informational, research, creative, applied or practice-oriented. By subject area: mono-subject, inter-subject and supra-subject. By duration: from short-term, when planning, implementation and reflection of the project are carried out directly in the lesson or in a paired training session, to long-term - lasting from a month or more. By number of participants: individual, group, collective. Study projects may also be considered according to the degree of student independence And forms of teacher project management.
Information project is aimed at collecting information about an object or phenomenon with subsequent analysis of 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 can use (you also need to decide whether these sources are provided to students or whether they themselves search for them); c) forms of presentation of the result. Options are also possible here - from a written message, which only the teacher is familiar with, to a public message in class or a speech in front of an audience (at a school conference, with a lecture for younger students, etc.).
The main general educational task of an 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 varying duration and complexity. Under certain conditions, an information project can develop into a research project.
Research project involves a clear definition of the subject and methods of research. In its entirety, this may be work that roughly coincides with scientific research; it includes substantiating the topic, defining the problem and objectives of the study, putting forward a hypothesis, identifying sources of information and ways to solve the problem, designing and discussing the results obtained. Research projects tend to be long-term and often involve student exam work or competitive extracurricular work. The specificity of the subject content of geography makes it possible to organize research projects on the ground.
Practice-oriented project also presupposes a real result of the work, but unlike the first two, it is of an applied nature (for example, designing 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 local area study project may be of a research 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 actual substantive content, will include issues of analyzing the audience, features of addressing it, etc.
Practice-oriented projects in geography include:
Projects for studying existing and possible consequences of human economic activity (it is not at all necessary to consider only negative examples);
Territory development projects;
Projects to create new objects, for example, cities and towns, national parks, etc.
Projects for the creation of scientific stations, including in extreme environmental conditions.
The possibilities of using children's LEGO construction sets will make the presentation of such projects especially bright and interesting.
These projects do not necessarily have to be long-term and extensive. You can start small.
Educational project.
Forecast of possible consequences
human economic activity
One modern farmer used a small airplane to seed clouds, causing abundant rainfall to increase vegetable yields. Predict the possible reaction of his close and distant neighbors to these actions. Explain your point of view.
The project is based on an understanding of the relationships 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 continued when studying the topic “Hydrosphere”.
Each of the farmers living in the neighborhood dreams of harvesting a large harvest of vegetables and diligently waters their garden. Imagine possible options for the structure and composition of rocks in this area. Predict the possible consequences of overwatering. Explain your point of view.
When defining a topic creative project it is most necessary to take into account the individual interests and abilities of its performers.
Creative project.
Reading a page from a stone "book"(6th grade)
What secrets can stones keep?
From the surviving drawings on the columns of temples, archaeologists learned about life in Ancient Egypt. These drawings, like letters, preserved and conveyed to us the thoughts and feelings of people of distant centuries.
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 require artistic design at all. By the way, it is important not to burden students with unnecessary work: cumbersome descriptions, unnecessary, excessive design.
Creative project.
Australia in Aboriginal poetry(7th grade)
1. Read poems by Australian Aboriginal poets and make interlinear translations. 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 twining pea,
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** People
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 my 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 - telope, a shrub in eastern Australia that blooms with red flowers.
** Dreamtime - Time of creation, in Aboriginal mythology - the time when the Earth and life on it acquired their existing form.
*** gumtree - eucalyptus.
2. Try to make a literary translation of poems. Try to convey the feelings that concern their authors, their main images and thoughts.
Creative project.
Siberian [character] [space] [frost] [… ]:
fantasy and reality (8th grade)
Have you ever come across the phrases: Siberian space, Siberian frost, Siberian character? What do these phrases mean? Despite 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 yourself.
Different types of 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.
Method of implementation and forms of presentation
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 it takes place
action of the fairy tale “Geese and Swans”
Before starting work it is necessary to carry out preparation stage and remember the content of the fairy tale, either tell it in its entirety, or read it by distributing the text to students. If there is such an opportunity, you can also distribute cards with tasks to students: Make a plan of the area... Mark on the plan the route of the girl’s movement 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 which objects need to be depicted on the site plan, and make a list of the necessary symbols (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 the plan for the upcoming work with the sixth graders. Followed by implementation stage project. Students work independently or in pairs. The first versions of maps are usually ready within a few minutes and, as a rule, are not distinguished by the complexity of their 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 on the banks of jelly, and beyond the river is a forest. Question: “Did the girl cross (or swim) the river?” - makes the children think about the location of the river. There are often exclamations in the classroom: “What then?” Gradually, with reflection (not everything is so simple!), ideas about the depicted area change, become less primitive and simplified, and students can already explain the location of objects. (- Why isn’t the hut in the clearing? - It’s behind the trees, in the forest, because the girl didn’t see it from afar, she saw it suddenly.) After a few more minutes, other, more interesting plans of the area appear, for which you can put marks. It's better to supply them to those who want them. This reflection stage. We considered the 1st option, or more precisely, the first level of 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 present a revised and beautifully designed plan of the area based on the same fairy tale “Geese and Swans” or new plans drawn up based on the texts of other fairy tales, at the students’ choice. In this case, you can outline more clear 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 are given an assignment to take home, during the autumn holidays, to draw up a plan of the area where the action of various fairy tales took place. You can only offer Russian folk tales, and then compare the resulting plans - compare the locations. On all plans there will be a forest, a field and a river. Forest, steppe, field and river, as defined by V.O. Klyuchevsky, the main elements of Russian nature in their historical significance, and this generalization will significantly expand the boundaries of the project and turn it into an interdisciplinary one. You can compile an “Atlas of Fairy Lands” based on the fairy tales of the peoples of Russia and the peoples of the world.
Seventh graders are also capable of more intensive projects, for example, group project of a hypothetical continent, which materializes in individual author’s maps and their brief descriptions 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 identify three groups of objects: a) which can be confidently identified with those that actually exist; b) which can be identified with existing ones only conditionally; c) which cannot be identified with existing ones. This is the basis for developing educational projects.
Research historical-geographical project may be short in time or, conversely, last 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 7th grade using G. Contarini's map, 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 the geographical position of Africa seemed to Europeans at the end of the 15th - beginning of the 16th centuries.
2. Compare the real geographical position of Africa with the ideas of the beginning of the 16th century.
3. Identify the configuration of Africa.
4. Analyze the image of the degree network - for example, through how many degrees the parallels are drawn. Calculate the extent of Africa from north to south and compare the results obtained with modern data.
5. Tell how ideas about the shape and geographical position of Africa have changed since the time of Ptolemy (see 6th grade atlas).
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 Plyos
Let's consider another project that was carried out by a group of students in grades 7-10 during a summer excursion to the Ivanovo region. We will focus on two components of preparation: compiling and printing “Researcher’s Diaries” for each group and visiting the Levitanov Hall of the Tretyakov Gallery. The “Researcher's Diary” (a printed notebook) consisted of two parts. The first - "Ancient Plyos" - was compiled by the teacher, and the second - "Modern Plyos" - by the students. To save space, we will only list the main tasks.
Researcher's Diary. Ancient Ples.
Part 1
I. Geographical location of Plyos
1. Determine macro position Plyos.
2. Determine how the geographical position of Plyos has changed over time. For example, what it was like in the 17th-18th centuries. and how things changed at the end of the 19th century. in connection with the opening of the Ivanovo-Voznesensk-Kineshma railway.
3. Assess modern macrogeographical Plyos position.
4. Define micro-position city of Plyos.
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 ancient streets and one of the squares of Ples.
7. Medieval Russian cities had spatial differences from medieval cities in Europe. Which?
8. What new spatial elements arose in the 17th-18th centuries. and have survived to this day?
III. Landscape principle of planning of ancient Russian cities
9. Define Features microrelief cities.
10. Identify Features microrelief city gardens.
11. Identify Features hydrography cities.
12. Determine how the landscape principle of planning ancient Russian cities is manifested?
IV. Orthodox churches and their role in the spatial organization of the city
13. Determine the name, architectural style, location and spatial orientation of the temples in the city of Ples.
14. Make a plan for the location of the main temples in the city of Plyos.
15. Determine the role of temples in the spatial organization of the city.
V. The silhouette of the city as the border between heaven and earth
16. Describe the silhouette of Plyos and analyze its changes: a) over time; b) in space.
17. Draw the silhouette of Plyos.
18. In your opinion, how can the recognition of a city be manifested?
Researcher's Diary. Modern Ples.
Part 2
I. General characteristics
1. Nature in the city: relief; climate; vegetation; fauna on the city streets.
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 (height, density, condition, heating, water supply).
6. Educational institutions.
7. Hospitals, clinics.
8. Public catering (types, menu, prices).
9. Ecology (garbage, noise).
III. Entertainment (types, condition, prices, service)
10. City holidays and places of their holding.
11. The main gathering place for young people.
12. Cultural leisure (museums).
IV. mass media
13. Newspapers, magazines.
V. Comparison of living conditions of the population and the urban rhythm of a metropolitan metropolis and a small town
The work was carried out as follows: groups of students (seventh-graders preferred to work independently and, as it later turned out, learned no less) went to independently study the city, more precisely, its central historical part, in which it is almost impossible to get lost. Small and cozy Plyos, located on the route of the Golden Ring, is extremely convenient for such research work, because it correlates theoretical knowledge obtained in lessons or gleaned from textbooks on history and geography, for example about the structure of a medieval city (fortresses and settlements), with specific terrain and objects on it or identifying the landscape principle of planning of ancient Russian cities is, as it turned out, not an easy matter. Study, that is, look, observe, ask local residents, measure with steps (seventh-graders also use a tape measure they had prepared in advance) the width of the ancient Plyos Kamenka streets, count, as it later turned out, all the cats and dogs encountered on the streets. An independent acquaintance with the city took place on the day of arrival, that is, specifically before the city tour planned for the next day. In three hours the guys learned a lot. 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 holiday homes and sanatoriums, transport problems (“They say there is a route 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 and talked about the life of their city. (This 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 project method fits organically into the system of student-centered learning and promotes the organization of various independent activities of students, but 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 territory using 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, pp. 117–122, p. 205, p. 198).
This project is presented in full in the textbook by O.V. Krylova “Geography of continents and oceans”, 7th grade (M.: Prosveshcheniye), in the atlas “Geography of continents and oceans”, 7th grade, ed. O.V. Krylova (New Textbook Publishing House, 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 form 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 makes it possible to really highlight the objects of the named groups on it.
See: atlas “Geography of continents and oceans”, 7th grade, ed. O.V. Krylova
(Publishing House “New Textbook”, M., 2006), p. 2-3, in which the historical map is also placed on the entire spread.
