Examination
Identification of dependencies between natural components using maps. Identification of dependencies between the components of nature. Indicators for comparison

Identification of dependencies between natural components using maps. Identification of dependencies between the components of nature. Indicators for comparison

Lesson type : Skill building lesson

Didactic goal: to consolidate knowledge about the characteristics of natural areas, to continue developing the skills to identify cause-and-effect relationships.

1. Educational task: consolidate the acquired knowledge about the characteristics of natural zones in Russia and identify the relationships between the components of the natural complex using the example of natural zones.

2. Developmental task: to continue developing the skills to describe and explain the features of a natural area, find cause-and-effect relationships between the components of the natural complex, analyze and compare thematic maps.

3. Educational task: developing the ability and readiness to preserve environment and socially responsible behavior in nature.

During the classes:

Organizational moment: Greeting.

Incentive motivation: Over the course of several lessons, you and I traveled around our Russia. Various natural zones of our Motherland appeared before our eyes in all their grandeur and beauty. From the icy, silent Arctic to the humid subtropics of Sochi. Each natural landscape struck us with something special.

Update: Let's remember

A natural area is shown and students name it.

1.What natural areas did we get acquainted with on the territory of Russia? (student points to a map on the board)

2. How are natural areas located on Russian territory? What laws do they obey?

3. Can we call a natural area a natural complex? Why?

4. What components are in the natural complex? Name them?

5. Are these components interconnected? Give examples?

6. Give different scale PCs?

7. Is it possible to identify the most important components of a PC? (climate, rocks, soils)

8. Can a person influence natural areas and change them? What are some examples of negative impact and positive impact?

9. What measures can each of you take to preserve natural areas of Russia?

And now we are starting to do practical work, where each of you will be able to show how developed your skills are in identifying cause-and-effect relationships and the ability to work with thematic maps.

Goal of the work: learn to establish relationships between the components of nature using the example of natural areas.

Progress.

Conclusion: Formulate a conclusion about the relationship between the components of nature based on the analysis of the table data.

Consolidation and summing up:

1.Is there a relationship between climate and soil type?

2. Between vegetation and soil? Example

3. Between vegetation and fauna? Example

4. Between climate and vegetation? Example

5. Between climate and wildlife? Example

Guys! What conclusion can we draw from today's lesson?

In any natural complex there is a very close relationship between the components of nature. If you change one natural component, the entire natural complex will change.

Assignment: Put a plus if you agree with the statement and a minus if you disagree with the statement.

1. Climate is one of the main components of the natural complex.
2. In the tundra zone there are soddy-podzolic soils.
3. Camel thorn is a typical plant of the steppes.
4. Only crustose lichens can grow in the Arctic desert zone.
5. In the natural area there is a close relationship between the components of nature.

Lesson Summary : The components of a natural area are closely interconnected with each other, a person planning economic activity must always take these relationships into account.

Reflection: What difficulties did practical work cause you? What was the most difficult thing for you? What did you like about this job?

Grading

Didactic material for the lesson

Topic: “Establishing the relationship between the components of nature using the example of natural zones.”

Goal of the work:

Progress.

Assignment: Using atlas maps, textbook Art. 296-297 fill out the table.

1. How do differences in climate affect the vegetation of forest areas?

In the taiga zone, where the climate is colder, especially in Siberia, vegetable world less diverse than in the European part of the taiga. To the south, in the zone of mixed and deciduous forests, where the climate is temperate, warmer, the species composition of plants is very diverse. And in the more humid tropical and equatorial forests there is an even richer flora.

2. It is known that more plant mass is formed in forests than in steppes, but forest soils are poorer than chernozems. Why?

Several factors influence soil formation. Most strongly - climatic features and flora. The forests have a rich flora, but the amount of precipitation is also significant. Dissolved particles are washed away by water and carried to lower soil horizons. As a result, podzolic and gray forest soils were formed in the forests. In the steppes, the vegetation is represented by grasses, but the amount of precipitation is small, which means that dissolved substances remain in upper layers soil. Chernozems, the richest soils in the world, were formed in this natural zone.

3. Using the example of one of the forest zones of Eurasia, show the connection between the components of nature.

Natural zone – coniferous forests (taiga). Thanks to its thick forest cover, the taiga has become a refuge for many animals, and is considered one of the richest areas in biodiversity.

The tundra zone has poor vegetation and harsh natural conditions. Low level biodiversity, but animals that have adapted to life in such harsh conditions have learned to survive and give birth.

A temperate climate has formed in the natural steppe zone. High air temperatures and low precipitation contributed to the formation of predominantly grass vegetation. Due to the small leaching regime, chernozem soils were formed. Animals of the steppes adapt to life in such conditions. These will mostly be rodents. There are few species of these animals, but their number is significant. Ungulates that can travel considerable distances will also live here. They are hunted by predators such as foxes and wolves. A large number of birds that feed on plant seeds or hunt rodents.

4. Why do natural zones on the territory of Eurasia change not only from north to south, but also from west to east?

Due to the monsoon circulation of air masses.

5. In what natural area of the mainland is your school located?

Mixed forest zone.

6. Name the characteristic plants and animals of this zone.

Pines, oak, elm, linden, maple, birch, aspen, poplar. Wolves, hares, roe deer, hedgehogs.

“Russia Country” - Primary sector: extractive industries, agriculture, fishing... Founders of domestic economic geography. Almost 70% of Russia's exports are raw materials. Meteorology. Political geography. Mandatory practical work: Deterioration of EGP with the collapse of the USSR: Economic impact. 1. USA 2. Japan 3. Germany 4. France 5. Great Britain 6. Italy 7. Australia 8. Russia.

“Economy of Russia” - Until now, a national model for organizing the agricultural sector has not been found in our country... Automotive industry. Introduction. How and why did this situation arise??? In the last decades of the 20th century and at the beginning, Russia went through difficult times, especially in the economy. Many people lived in extreme poverty, a lot of enterprises were idle or operating at low capacity.

“Economic regions of Russia” - National composition: mainly Russians (Orthodox Christians). The soils are podzolic and peat bog. Washed by the waters of the North Ice Ocean. Forests occupy 3/4 of the territory. Livestock farming (dairy and meat) predominates over crop farming; reindeer husbandry, pig farming, poultry farming. Urbanization coefficient – 83%.

“Zones in Russia” - Deserts and semi-deserts. Summer is hot, winter is cool. Arctic. Subtropics. Natural areas. Mixed zone. Content. Arctic deserts. Geography of Russia. 8th grade. Forest-steppes and steppes. Location. To the content. History of discovery. Peculiarities. Broad-leaved forests. The driest areas (evaporation is 12 times higher than precipitation.

“Natural-economic zones” - They change in the direction from north to south. Natural and economic zones of Russia. What is a Natural Economic Zone? L.S. Berg is a scientist of extraordinary breadth of views, geographer and biologist. Natural and economic zones of Russia are divided into: What is zonality? V.V. Dokuchaev is a great Russian geographer. It is clear that in the northern regions the sun's rays fall obliquely on the Earth.

On this moment There are practically no places left on Earth where no human has set foot. We will primarily discuss its influence on natural complexes. This is due to a number of factors. Firstly, the number of people on the planet is increasing. In order for settlement to occur evenly, it is necessary to conduct permanent job for the development of new lands. Forests are cut down, crops are cultivated, and representatives of the local fauna are killed or driven away.

Secondly, the development of human technology cannot be stopped. Thanks to this, a person can penetrate with his gaze into the depths of the universe, can penetrate deep into the abyss of the seas and oceans, can explore the hottest and coldest places on the planet. Take, for example, the discovery of America by Columbus. If it were not for the development of merchant shipping, such a discovery would not have been possible. A person, pursued by a sense of curiosity, finds himself somewhere he has never been before and tries to survive in new places. It doesn't happen without anthropogenic influence on the environment.

The third, most significant factor is the development of industry. Thousands of factories across the planet emit thousands of different substances into the atmosphere, land and water. toxic substances that improperly pollute the environment. After all, the Earth is also one big one. Not to mention the specific area of the Earth on which industrial enterprises are located.

Interaction of components of the natural complex

In addition to human influence, constant processes occur within them that dynamically change and transform natural complexes. These processes are associated with those interconnected components that are inherent in any natural complex. These are relief, water, soil, climate, vegetation and fauna. Any change in time of any of these components inevitably leads to a change in all the others.

A living example is the era of dinosaurs. In prehistoric times, these amazing animals inhabited the entire Earth. If not for the meteorite fall and the event caused by this sudden change climate throughout the planet, no one would say what modern natural complexes would be like and what man would be like on Earth.

Another example that everyone hears is the destruction of the ozone layer of the atmosphere. Due to excessive emissions greenhouse gases industrial enterprises, the planet has virtually no funds left from ultraviolet radiation Sun. This leads to a gradual change in climatic conditions throughout the Earth and rising sea levels.

Answer left by: Guest

1. The Pacific Ocean is the largest and most ancient of all oceans. its area is 178.6 million cm2. it can easily accommodate all the continents and islands combined, which is why it is sometimes called great. It is located between the continents of Eurasia and Australia in the west, North and South America in the east, and Antarctica in the south. 2.study and development Pacific Ocean began long before the advent of written humanity. junks, catamarans and simple rafts were used to navigate the ocean. The 1947 expedition on a raft made of Kon-Tiki logs, led by the Norwegian Thor Heyerdahl, proved the possibility of crossing the Pacific Ocean in westward from central South America to the islands of Polynesia. Chinese junks made trips along the ocean shores to the Indian Ocean. 3.vast spaces of the Pacific Ocean lie in all climatic zones except the polar ones. Several areas of high and low pressure are formed over its expanses, winds are formed, and monsoons blow in the northwest of the ocean. typhoons often sweep through. The properties of water masses largely depend on the climate. temperature surface waters measured from -1 s (in the north) to +29 s (at the equator). precipitation over the ocean is above evaporation, so the salinity of surface waters in it is slightly lower than in other oceans. The warm waters of the ocean contribute to the work of corals, of which there are many. A large reef stretches along the eastern coast of Australia. this is the largest “ridge” created by organisms. 4.human economic activity leads to severe pollution of some areas of the Pacific Ocean. This was especially evident off the coast of Japan and North America. The reserves of whales, a number of valuable species of fish and other animals have been depleted. some of them have lost their former commercial importance.

Answer left by: Guest

Africa: coordinates of extreme points is the second largest continent on our planet. it covers an area of 30 million square kilometers. Africa is connected to Eurasia by the narrow Isthmus of Suez. 8 thousand kilometers - this is exactly the distance that continent Africa stretches from north to south. the coordinates of the extreme points of the continent are as follows: northern - Cape Ras Engela (37.21 degrees northern latitude). southern - Cape Agulhas (34.51 degrees south latitude). 7.5 thousand kilometers is the distance between the western and eastern outskirts of a continent such as Africa. The coordinates of the extreme points of the continent are as follows: western - Cape Almadi (17.33 degrees west longitude). eastern - Cape Ras Gafun (51.16 degrees east longitude). The length of the mainland coastline is 26 thousand kilometers. this is small for a continent of this size. The reason is that Africa's coastline is poorly dissected. it should also be noted that extreme points Africa has other names. Thus, Cape Agulhas is sometimes called Cape Agulhas. and Cape Ras Angela is sometimes called Cape Blanco. therefore, these toponyms can also be found in scientific research. Africa's situation is unique. The fact is that the equator crosses this continent almost in the middle. this fact leads to two important consequences

Lesson type: Skill building lesson
Didactic goal: to consolidate knowledge about the characteristics of natural areas, to continue developing the skills to identify cause-and-effect relationships.
Tasks:
1. Educational task: to consolidate the acquired knowledge about the characteristics of natural zones in Russia and to identify the relationships between the components of the natural complex using the example of natural zones.
2. Developmental task: to continue developing the skills to describe and explain the features of a natural area, find cause-and-effect relationships between the components of the natural complex, analyze and compare thematic maps.
3. Educational task: developing the ability and readiness to preserve the environment and socially responsible behavior in nature.
During the classes:
Organizational moment: Greeting.
Incentive motivation: Over the course of several lessons, you and I traveled around our Russia. Various natural zones of our Motherland appeared before our eyes in all their grandeur and beauty. From the icy, silent Arctic to the humid subtropics of Sochi. Each natural landscape struck us with something special.
Update: Let's remember
A natural area is shown and students name it.
1.What natural areas did we get acquainted with on the territory of Russia? (student points to a map on the board)
2. How are natural areas located on Russian territory? What laws do they obey?
3. Can we call a natural area a natural complex? Why?
4. What components are in the natural complex? Name them?
5. Are these components interconnected? Give examples?
6. Give different scale PCs?
7. Is it possible to identify the most important components of a PC? (climate, rocks, soils)
8. Can a person influence natural areas and change them? What are some examples of negative impact and positive impact?
9. What measures can each of you take to preserve natural areas of Russia?

Topic: “Establishing the relationship between the components of nature using the example of natural zones.”
Purpose of the work: learn to establish relationships between the components of nature using the example of natural areas.
Progress.

Territory
Climate

Natural
zones

The soil
Vegetation
Animal
world

Peninsula
Yamal

Astrakhan region

Wrangel Island

Consolidation and summing up:
1.Is there a relationship between climate and soil type?
2. Between vegetation and soil? Example
3. Between vegetation and fauna? Example
4. Between climate and vegetation? Example
5. Between climate and wildlife? Example
Guys! What conclusion can we draw from today's lesson?
In any natural complex there is a very close relationship between the components of nature. If you change one natural component, the entire natural complex will change.
Assignment: Put a plus if you agree with the statement and a minus if you disagree with the statement.
1. Climate is one of the main components of the natural complex.
2. In the tundra zone there are soddy-podzolic soils.
3. Camel thorn is a typical plant of the steppes.
4. Only crustose lichens can grow in the Arctic desert zone.
5. In the natural area there is a close relationship between the components of nature.
Lesson summary: The components of a natural area are closely interconnected with each other; when planning economic activities, a person must always take these interrelations into account.
Reflection: What difficulties did practical work cause you? What was the most difficult thing for you? What did you like about this job?
Grading

Didactic material for the lesson
Topic: “Establishing the relationship between the components of nature using the example of natural zones.”
Goal of the work:
Progress.
Assignment: Using atlas maps, textbook Art. 296-297 fill out the table.

Territory
Climate

Natural
zones

The soil
Vegetation
Animal
world

Peninsula
Yamal

Astrakhan region

Wrangel Island

Conclusion: Formulate a conclusion about the relationship between the components of nature based on the analysis of the table data.
Topic: “Establishing the relationship between the components of nature using the example of natural zones.”
Goal of the work:
Progress.
Assignment: Using atlas maps, textbook Art. 296-297 fill out the table.

Territory
Climate

Natural
zones

The soil
Vegetation
Animal
world

Peninsula
Yamal

Astrakhan region

Wrangel Island

Conclusion: Formulate a conclusion about the relationship between the components of nature based on the analysis of the table data.

Final practical work

1. Topic: Identification of relationships between the components of nature in one of the natural complexes using maps South America.

2. Educational objectives:

1. Deepening and expanding knowledge about the relationship between the components of the natural complex using the example of wet equatorial forests and the shroud of South America.

2. Formation of skills in the integrated use of various atlas maps.

3. To draw a conclusion not only about the existence of a relationship between the components within the complex, but also about their dependence on the geographical location of the territory on which the complex is located.

To compare natural complexes of two different natural zones of South America (moist equatorial forests and savannas) and draw a conclusion about the relationship between the components within the complex and the geographical location in which this natural zone is located. Students present the results of their work in the form of a table.

4. Sources of knowledge on the basis of which the work is carried out:

Students analyze atlas maps: physical map of South America, climate, natural zones, soil map and the text of the textbook “Geography of Continents and Oceans” - V.A. Korinskaya, I.V. Dushina, V.A. Shchenev No. 40 – 44.

5. Methods cognitive activity students:

I suggest you do it this work based on an analysis of atlas maps and textbook text in the form of a comparison of two natural complexes of South America. Students present the results of the work and the conclusions obtained in the form of a table. Analysis of the table makes it possible to show students the difference between natural components and natural conditions (relief, climate), which influence the qualitative content of the components depending on the geographical location of the territory on which the complex in question was formed.

6. Assignment to students:

1. Familiarize yourself with the appendix of the textbook “Geography of Continents and Oceans” by V.A. Korinskaya, I.V. Dushina, V.A. Shchenev on page 313 “How to compare correctly”

2. Compare the natural zones of South America: moist equatorial forests and savannas according to the following plan:

A. Geographical position.

b. Natural conditions: a) relief b) climate.

V. Natural components: a) soil b) internal waters c) vegetation and fauna.

d. Draw a conclusion about the interrelations of the components in the complex and their dependence on the geographical location.

7. The planned result of the work performed by students.

Natural conditions and natural components of the complex	Equatorial rainforests	Savannah
1. Geographical location	It is located in the Amazonian lowland and on the adjacent eastern slopes of the Andes, as well as in the northern part of the Pacific coast in the equatorial climate zone.	Occupies the Orinoco Lowland and most of the Guiana and Brazilian highlands.
2. Natural conditions
A) relief	Amazonian lowland	Orinoco Lowland, Brazilian Plateau, Guiana Highlands.
B) climate	Equatorial, hot and humid all year round.	Subequatorial, dry and wet (December-May) periods are clearly defined, partly in the tropical.
3. Natural ingredients
A) soil	Red-yellow ferrallite	Red ferrallite
B) internal waters	Amazon River and its tributaries	Rivers Orinoco, Parana, vdp. Angel, vdp. Iguazu.
B) vegetation	Ceiba, melon tree, chocolate tree, palm trees, ficus, hevea	Cereals and legumes, palms, mimosa, bottle tree, quebracho.
D) fauna	Jaguar, capybara, anaconda, hummingbirds, toucans, parrots	Deer, picari pigs, armadillo, crocodiles, jaguar, puma, ostrich rhea

Conclusion – The zone of moist equatorial forests occupies large territory in South America due to the presence of vast low-lying plains. Due to the humid climate and rich iron compounds, the soils acquire a reddish tint. Hence the name of the soil - red ferrallite. Arriving in large quantities organic matter decompose completely, rather than accumulate in it, and the abundance of moisture leads to continuous washing of the soil to great depths. The terrain is flat and since this natural area is very humid, it is not surprising that the deepest river in the world, the Amazon, flows here. Character traits humid equatorial forests of South America (in the selvas): they are evergreen, diverse in species composition, multi-tiered, flowering and fruiting year-round. In some places the forest thickets are impassable and sunlight barely penetrates through the dense foliage. In such a forest it is gloomy even during the day. Therefore, many animals live in trees or spend the night in trees.

Savannas in South America occupy a smaller area. Due to the two seasons of dry and wet climate, the soils are also easily washed, but here the vegetation cover consists of various and leguminous plants. During the dry period, due to a lack of moisture, the vital activity of microorganisms slows down and plant litter does not completely decompose and therefore humus accumulates. During the period of heavy rains, nature comes to life. Animals, like plants, adapt to dry and wet periods. Rivers also have a seasonal regime, either they are full and flood the surrounding flat areas, or they become very thin during the dry season. Rivers flow from the plateaus (Guiana, Brazil) and therefore there are many rapids and waterfalls - Iguazu, Angel. Thus, these are very different, unique natural areas located in South America.

Geography of Russia.

Software practical work required for completion

NATURE

Main

features

nature

Relief, geological

structure and mineral resources

№ 1. Determining standard time using a map of time zones. (Solving problems in a notebook.)

Everyone

№ 2. Comparison of tectonic and physical maps and establishment of the dependence of relief on structure earth's crust using the example of individual territories; explanation of the identified patterns. (Filling out c/c.)

Everyone

№ 3. Determination and explanation of the patterns of placement of igneous sedimentary minerals on a tectonic map. (Work with c/k. Comparative table in notebook.)

Everyone

Climate and agroclimatic resources

№ 4. Determination from maps of patterns of distribution of total and absorbed radiation and their explanation. (Filling out the table in your notebook.)

Everyone

№ 5. Determination of weather features for various points using a synoptic map. Making weather forecasts. (Comparative table in notebook.)

Everyone

№ 6. Identification of patterns of distribution of average temperatures in January and July, annual precipitation. (Work with c/c and conclusions in a notebook.)

Everyone

№ 7. Determination of the moisture coefficient for various points. (Solving problems in a notebook.)

Everyone

Inland waters and water resources

№ 8. Determination from maps and statistical materials of feeding characteristics, regime, annual flow, slope and fall of rivers, possibilities of their economic use. (Filling out tables in a notebook.)

Everyone

Soil-plant-

cover,

animal

world, soil and

biological resources

№ 9. Determination from maps of soil formation conditions for the main zonal soil types (amount of heat and moisture, relief, nature of vegetation)

Everyone

Natural

complexes

Natural areas

№ 10. Identification of dependencies between natural components and natural resources using maps using the example of one of the zones. (In the notebook there is a diagram, a table.)

Everyone

Man and

nature

Natural areas

№11. Identification using maps and statistical sources of natural resources and the conditions for their development using the example of individual areas. (Filling out the c/k, conclusions on a separate piece of paper.)

Everyone

№ 12. Compilation of characteristics of one of the types of natural resources using maps and statistical materials (meaning, components, distribution over the territory, ways and methods of rational use). (Filling out a table in a notebook, drawing up a diagram.)

Everyone

Practical work № 1

Determining standard time using a time zone map

Goals of work: during practical work, using the text of the textbook “Time Zones” Practice new concepts: local time, standard time, date line, maternity time, Moscow time, summer time.

Learn to determine standard time and take into account time differences throughout the country.

I. Theoretical part ( execution time 15 min).

Having studied the text of § 3 and Fig. 5 on p. 24:

Discussion of issues (10 min).

II. Practical part of the work: solving problems to determine standard time (done in a notebook, completion time 10 minutes).

Example : determine the standard time in Yakutsk if it is 10 o’clock in Moscow.

Brief description of the condition : Moscow - 10 a.m.

Yakutsk - ?

Sequence of task execution:

determine in which time zones these points are located:

Moscow - in the 2nd, Yakutsk - in the 8th;

determine the difference between time zones:

8-2 = 6;

determine the standard time at a given point, taking into account that to the west the time decreases, to the east it increases:

10 + 6 = 16.

Answer: in Yakutsk 16:00

Do it yourself

Determine the standard time in Moscow if it is 8 pm in Petropavlovsk-Kamchatsky.

Determine the standard time in Stavropol if it is 13:00 in Novosibirsk.

It is 18:00 in Chita, determine the standard time in Moscow.

Additional tasks

How much and in what direction should we move the clock hands if we fly from the 3rd time zone to the 8th? in the 1st?

Why do you need to move the clock hands when flying from Moscow to Yekaterinburg, but when flying to Murmansk the same distance is not necessary?

What is the difference between standard time and maternity time?

The cities of Moscow, Khartoum (Egypt) and Pretoria (South Africa) are located in the same time zone (2nd). Does this mean that their inhabitants live according to the same time?

4. Is it possible to receive New Year greetings in Stavropol on December 31, if it was sent from Vladivostok on January 1?

Practical work No. 2

Comparison of tectonic and physical maps and establishment of the dependence of relief on the structure of the earth’s crust using the example of individual territories; explanation of the identified patterns

Goals of work:

1. Establish the relationship between the location of large landforms and the structure of the earth’s crust.

2. Check and evaluate the ability to compare cards and explain the identified patterns.

Work sequence

By comparing the physical and tectonic maps of the atlas, determine which tectonic structures the indicated landforms correspond to. Draw a conclusion about the dependence of relief on the structure of the earth's crust. Explain the identified pattern.

Present the results of your work in the form of a table. (It is advisable to give work on options, including in each more than 5 landforms indicated in the table.)

Landforms

Prevailing altitudes

Tectonic structures, lying at the base of the territory

Conclusion about the dependence of relief on the structure of the earth's crust

East European Plain

Central Russian Upland

Khibiny Mountains

West Siberian Lowland

Aldan Highlands

Caucasus

Ural Mountains

Altai

Sayan Mountains

Verkhoyansk ridge

Chersky Ridge

Sikhote-Alin

Sredinny ridge

Practical work No. 3

Definition and explanation of placement patterns

igneous and sedimentary minerals according to tectonic map

Goals works:

1. Using a tectonic map, determine the patterns of placement of igneous and sedimentary minerals.

2. Explain the identified patterns.

Work sequence

Using the map of the atlas “Tectonics and Mineral Resources”, determine what minerals the territory of our country is rich in.

How are the types of igneous and metamorphic deposits indicated on the map? Sedimentary?

Which of them are found on platforms? What minerals (igneous or sedimentary) are confined to the sedimentary cover? Which ones - to the protrusions of the crystalline foundation of ancient platforms onto the surface (shields and massifs)?

What types of deposits (igneous or sedimentary) are confined to folded areas?

Present the results of the analysis in the form of a table and draw a conclusion about the established relationship.

Tectonic structure

Minerals

Conclusion about

installed dependency

Ancient platforms:

sedimentary cover; projections of the crystalline foundation

Sedimentary (oil, gas, coal...)

Igneous (...)

Young platforms (slabs)

Folded areas

Practical work No. 4

Determination of distribution patterns from maps total and absorbed by the sun radiation and their explanation

The total amount of solar energy reaching the Earth's surface is called total radiation.

The portion of solar radiation that heats earth's surface, is called absorbed radiation.

It is characterized by radiation balance.

Goals of work:

1. Determine the patterns of distribution of total and absorbed radiation, explain the identified patterns.

2. Learn to work with various climate maps.

Work sequence

Look at Fig. 40 on p. 71 textbooks. How are the total solar radiation values shown on the hag? In what units is it measured?

How is the radiation balance shown? In what units is it measured?

Determine the total radiation and radiation balance for points located at different latitudes. Present the results of your work in the form of a table.

Items

Total radiation,

kcal/cm 2

Radiation balance,

kcal/cm 2

Murmansk

St. Petersburg

Yakutsk

Ekaterinburg

Stavropol

4. Conclude what pattern is visible in the distribution of total and absorbed radiation. Explain your results.

Practical work No. 5

Definition by synoptic map weather features for various points. Weather forecasting

Complex phenomena occurring in the troposphere are reflected on special maps - synoptic, which show the weather condition at a certain hour. Scientists discovered the first meteorological elements on the world maps of Claudius Ptolemy. The synoptic map was created gradually. A. Humboldt constructed the first isotherms in 1817. The first weather forecaster was the English hydrograph and meteorologist R. Fitzroy. Since I860, he had been forecasting storms and drawing up weather maps, which were greatly appreciated by sailors.

Goals works:

1. Learn to determine weather patterns for various locations using a synoptic map. Learn to make basic weather forecasts.

2. Check and evaluate knowledge of the main factors influencing the state of the lower layer of the troposphere - weather.

Work sequence

Analyze a synoptic map recording the weather conditions on January 11, 1992 (card).

Compare the weather conditions in Omsk and Chita according to the proposed plan. Draw a conclusion about the expected weather forecast for the near future at the indicated points.

Comparison plan

Omsk

Chita

1. Air temperature

2. Atmosphere pressure(in hectopascals)

3. Cloudiness; if there is precipitation, what kind?

4. Which atmospheric front influences the weather conditions

5. What is the expected forecast for the near future?

Practical work No. 6

Identification of patterns of distribution of averages January and July temperatures, annual precipitation

Goals of work:

1. Study the distribution of temperatures and precipitation throughout the territory of our country, learn to explain the reasons for such distribution.

2. Test the ability to work with various climate maps, draw generalizations and conclusions based on their analysis.

Work sequence

Look at Fig. 48 on p. 81 textbooks. How is the distribution of January temperatures across the territory of our country shown? How are the January isotherms in the European and Asian parts of Russia? Where are the areas with the highest temperatures in January? The lowest? Where is the pole of cold in our country?

Conclude which of the main climate-forming factors has the most significant impact on the distribution of January temperatures. Write a brief summary in your notebook.

Look at Fig. 49 on p. 82 textbooks. How is the distribution of air temperatures in July shown? Determine which areas of the country have the lowest July temperatures and which have the highest. What are they equal to?

Conclude which of the main climate-forming factors has the most significant impact on the distribution of July temperatures. Write a brief summary in your notebook.

Look at Fig. 50 per p. 84 textbooks. How is the amount of precipitation shown? Where does the most rainfall occur? Where is the least?

Conclude which climate-forming factors have the most significant impact on the distribution of precipitation throughout the country. Write a brief summary in your notebook.

Practical work No. 7

Determination of the humidification coefficient for various points

Goals of work:

1. To develop knowledge about the humidification coefficient as one of the most important climatic indicators.

2. Learn to determine the moisture coefficient.

Work sequence

After studying the text of the textbook “Humidification coefficient”, write down the definition of the concept “humidification coefficient” and the formula by which it is determined.

Using Fig. 29 on p. 59 and fig. 31 on p. 61, determine the humidification coefficient for the following cities:Astrakhan, Norilsk, Moscow, Murmansk, Yekaterinburg, Krasnoyarsk, Yakutsk, Petropavlovsk-Kamchatsky, Khabarovsk, Vladivostok (you can give tasks for two options).

Perform calculations and distribute cities into groups depending on the humidification coefficient. Present the results of your work in the form of a diagram:

Draw a conclusion about the role of the relationship between heat and moisture in the formation of natural processes.

Is it possible to say that the eastern part of the territory of the Stavropol Territory and the middle part Western Siberia that receive the same amount of rainfall are equally dry?

Practical work No. 8

Determination of the features of the litany from maps and statistical materials, mode, annual flow, slope and fall of rivers, possibilities for their economic use

Rivers are a “product of climate.”

A. I. Voeikov

The nutrition and regime of the river are determined by climate, the fall of the river is determined by the topography of the territory through which the river flows.

Goals of work:

1. Determine the characteristics of nutrition, regime, annual flow, slope and fall of the river, the possibility of its economic use.

2. Check and evaluate the ability to use various sources geographic information for solving practical problems.

Work sequence

I. Using the physical map of the atlas, text maps of the textbook, Fig. 65 on p. 99, fig. 68 on p. 100, tab. " Large rivers Russia” on p. 298, compile a description of the Lena River according to the proposed plan.

4. Features of the water regime:

a) duration of freeze-up

b) flood

c) low water

d) floods

5. Annual flow

6. River length

7. Fall of the River

8. River slope

9. Possibility of its economic use

The form of recording the results is optional: recording data in a table, text description of the river, recording data on a contour map. On the contour map: 1) the name of the river is written; 2) the source and mouth are marked; 3) it is shown which ocean basin it belongs to; 4) power sources are indicated; 5) the features of the water regime are indicated; 6) annual flow is indicated; 7) the fall, length and slope of the river are shown; 7) the possibility of its economic use is indicated. Make up your own map legend signs.

Practical work No. 9

Definition by maps soil formation conditions for the main zonal soil types (amount of heat and moisture, relief, nature of vegetation)

Goals of work:

1. Get acquainted with the main zonal soil types in our country. Determine the conditions for their formation.

2. Check and evaluate the ability to work with various sources of geographic information, draw generalizations and conclusions based on their analysis.

Work sequence

Based on the analysis of the text of the textbook, p. 120-124, soil map and soil profiles (textbook, pp. 122-123) determine the conditions of soil formation for the main types of soils in Russia.

Present the results of the work in the form of a table (give tasks according to 2 options).

Fertility

Tundra

Podzolic

Sod-podzol true

Gray forest

Black Earth

Brown semi-deserts

Gray-brown deserts

Practical work No. 10

Identification by maps dependencies between natural ingredients And natural resources as an example one of the zones

Goals of work:

1. Identify the relationship between natural components and natural resources using the example of one of the zones.

2. Test and evaluate the ability to work with various sources of geographic information to solve practical problems.

Work sequence

Having admired the drawings, paintings, and atlas maps (select sources of information yourself), identify the relationship between natural components and natural resources using the example of the steppe zone.

Present the results of your work as desired: in the form of a diagram, a written description, or in tabular form.

Arrows on the diagram indicate the identified relationships.

Draw a conclusion about the dependence between the components of nature.

Practical work No. 11

Identification from maps and statistical sources of natural resources and conditions for their development using the example of individual areas

Natural resources - components and natural phenomena that are used or can be used by humans to meet the material and cultural needs of society.

Along with the term " Natural resources“The broader concept of “natural conditions” is often used. The line separating one concept from another is very arbitrary.

Natural conditions reflect all the diversity natural environment, have an impact on human life and economic activity.

Goals of work:

1. Using various sources of geographic information, identify natural resources and the conditions for their development using the example of the Caucasus.

Work sequence

Based on analysis physical card atlas, as well as thematic maps of the atlas on p. 16-27 establish what natural resources this area is rich in.

On the contour map, indicate the boundaries of the area, indicate with symbols the identified natural resources, environmental problems associated with their development. The map legend symbols must match the atlas legend symbols.

On a separate sheet attached to the contour map, draw a conclusion about which natural resources are the most promising for their economic use in a given area, evaluate the conditions for their development (relief features, climate, inland waters, possible natural phenomena, associated with these components of nature, etc.).

Practical work No. 12

Compilation by maps And statistical materials characteristics of one of the types natural resources (meaning, components, distribution over the territory, ways and means rational use)

The rise of humanity to the heights of progress is closely connected with its use of various gifts of nature - natural (or natural) resources.

Goals of work:

1. Compile a description based on maps and statistical materials water resources.

2. Test and evaluate the ability to use various sources of geographic information to solve practical problems.

Work sequence

Based on the analysis of the map of the atlas “Water Resources”, p. 21, make a description of water resources according to the proposed plan.

Present the results in table form.

POPULATION. FARM

1. Determination of patterns in the distribution of the population using maps and statistical materials and their explanation. (Work with c/c and written conclusion.)

Everyone

№ 2. Determination from maps and statistical materials of the largest nations and patterns of their location. (Filling out the table.)

Everyone

№ 3. Determination, based on statistical materials, of trends in changes in the number of employees in various sectors and areas of the country’s modern economy. (Table and conclusions in notebook.)

Everyone

Farm

Geography

industries

and cross-sectoral

complexes

№ 4. Determination of the main areas of location of labor-intensive and metal-intensive mechanical engineering industries using maps. (Table in notebook.)

Everyone

№ 5. Compilation of characteristics of one of the coal basins using maps and statistical materials. (Filling out a table in a notebook or a description according to the plan.)

Everyone

№ 6. Compilation of characteristics of one of the metallurgical bases using maps and statistical materials. (Working with c/c.)

Everyone

№ 7. Determination from maps of the main factors for the location of copper and aluminum metallurgy. (Table in notebook.)

Everyone

№ 8. Compilation of characteristics of one of the bases of the chemical industry using maps and statistical materials. (Table in notebook.)

Everyone

№ 9. Identification, based on maps and statistical materials, of the main areas for growing grain and industrial crops, and the main areas for livestock raising. (Written description in a notebook or filling out a paper with detailed conclusions.)

Everyone

Economic

new

regions of Russia

№ 10. Drawing up a diagram of production connections for

example of one of the districts (at the teacher’s choice.)

Everyone

№ 11. Comparative characteristics of the economy of two districts (at the choice of the teacher). (Comparative table in notebook.)

Everyone

Practical work No. 1

Definition by hag and statistical materials of patterns in placement population and their explanation

Goals of work:

1. Gain knowledge about the characteristics of population distribution, about areas with the highest and lowest population density. Explain the reasons for the uneven distribution of the population.

2. Learn to work with maps and statistical materials: compare various forms of presented educational material (atlas maps, text maps, statistical materials), make generalizations and conclusions.

Work sequence

Determine the average population density of Russia.

Having examined the map of the atlas “Population”, text maps of the textbook, p. 48, fig. 9; With. 56-57, fig. 14; With. 58-59, fig. 15, draw a conclusion: can the average population density indicator characterize the distribution of the population throughout the country?

On a contour map, draw the borders of Russia, highlight settlement zones: the main zone of settlement and economic development and the zone of the North. Come up with a map legend yourself.

Draw a conclusion about what reasons influence the distribution of the population throughout the country.

Practical work No. 2

Determination from maps and statistical materials of the largest nations and the features of their location

By The 1989 census in Russia identified 130 peoples. Each of the peoples differs in language, way of life, customs, historical traditions, culture, and also in labor skills. According to linguistic affiliation, the peoples of Russia belong to 4 language families: Indo-European (89% of the population), Altai (6,8%), Caucasian (2.4%) and Ural (1,8%). IN compound language families includes many language groups.

Goals of work:

1. Identify the largest nations Russian Federation and features of their placement.

2. Continue to develop the ability to work with maps and statistical materials, to draw generalizations and conclusions based on their analysis.

Subsequence doing the work

Using the table. 13 textbook on p. 40, identify the largest nations.

Analyzing the map of the atlas “Peoples” on p. 13, identify the main areas where the largest nations are located.

Language families

Largest nations

Areas of compact residence

Indo-European

1. 2. 3.

Altai

1. 2. 3.

Ural

1. 2. 3.

Caucasian

1. 2. 3.

Draw a conclusion: Which regions of our country are characterized by the greatest diversity of national composition?

Practical work No. 3

Determination, based on statistical materials, of trends in changes in the number of employees in various sectors and areas of the country’s economy

Goals of work:

1. Based on the analysis of statistical materials, determine the change in the number of employees in the sectors of the national economy.

2. Continue to develop the ability to analyze statistical materials, make generalizations and conclusions.

Work sequence

1. Study the table. “Distribution of the Russian population employed in the national economy by industry” (in %).

Industries National economy

Years

1940

1960

1980

1990

1993

Total

Industry and construction

Agriculture and forestry

Transport and communications

Trade, public catering, logistics and sales, procurement

Health, Physical Education and Social Security; education, culture and art; science and scientific service

Administration, finance, lending and insurance

Other industries (housing and communal services, consumer services, etc.)

2. Look at which sectors of the national economy are indicated and how the number of employees in these sectors has changed over the specified period (from 1940 to 1993). 2. Answer the questions:

Which industries belong to the production sector and which ones belong to the non-production sector?

Calculate the number of people employed in both sectors in 1980 and 1993.

Which sphere at the present stage has greatest number busy?

What changes in employment can be observed among manufacturing sectors? What causes them?

How has the percentage of employment in the non-manufacturing sector changed? Why?

What is the general trend in the number of people employed in the national economy? Will it continue in the coming decades? Justify your point of view.

Write brief conclusions in your notebook.

Practical work No. 4

Definition main accommodation areas industries of labor-intensive and metal-intensive mechanical engineering according to maps

Goals of work:

1. Determine the main areas for the location of labor-intensive and metal-intensive mechanical engineering.

2. Strengthen the ability to analyze and compare maps, make generalizations and conclusions.

Work sequence

1. Remember which branches of mechanical engineering are labor-intensive and which are metal-intensive.
  Analyze the economic map of the atlas on p. 28-29. In which areas of the country will labor-intensive and in which metal-intensive mechanical engineering prevail?
  Justify your conclusion.
  Present the results of your work in the form of a table.

Types of mechanical engineering

Examples

industries

Production Features

Basic

placement areas

Factors

placement

Labor-intensive

Metal-intensive

Practical work No. 5

Compilation of characteristics of one of the coal basins according to maps and statistics materials

Goals of work:

1. Compile a description of the Pechora coal basin,

2. Check and evaluate the ability to compare various forms of presented material (text maps, textbook text, additional information, statistical materials), select the main thing, make generalizations, conclusions.

Subsequence doing the work

Review the coal basin characterization plan.

Having studied the text of the textbook “Coal Industry” on p. 131-13? and rice 33 on p. 130, select information to characterize the Pechora coal basin.

reference Information

The Russian coal industry is in a state of economic crisis. What general economic, social, environmental problems are facing the regions in which the coal industry is important? How to solve these problems? Let's take a short trip beyond the Arctic Circle, to the Vorkuta region.

The Pechora coal basin is located in the north of the Komi Republic, in the Vorkuta region. Began to be actively developed during the Great Patriotic War. After the war, coal mining capacity was increased here, new mines were erected, but in general the basin already requires large amounts of money for modernization. About 8% of Russian coal is mined here, and it is of high quality. However, the basin does not have great prospects due to the high cost of coal (since it is located beyond the Arctic Circle, miners receive “northern bonuses”; their wages are 2-3 times higher than in other coal basins).

But it is also more difficult to reduce coal production here. If coal mines in any other coal basins close, then new industries can be created in the same cities and towns to occupy the miners who have lost their jobs. It is not economically feasible to create new production facilities in the Arctic - they will be unprofitable.

3. Give a description of the Pechora coal basin, presenting the results of your work in the form of a table.

Coal Basin Characterization Plan

Brief records of work results

1. Name of the pool.

Type of mined coal (hard, brown)

2. Geographical location

3. Coal reserves:

a) general geological;

b) industrial

4. Occurrence conditions (close to the surface or deep, thickness of layers)

5. Production volume

6. Extraction method

7. Quality of mined coal

8. Cost

10. Transportation efficiency

11. Development prospects

Draw a conclusion: What indicators most significantly influence the operation and prospects of the Pechora coal basin?

Practical work No. 6

Compilation of characteristics one from metallurgical

bases by maps and statistical materials

Goals of work:

1 . Get acquainted with the main metallurgical bases of the country, consolidate knowledge about the factors of location of metallurgical enterprises.

2. Based on the analysis of maps and statistical materials, learn to compile economic and geographical characteristics and present the results of the work in symbolic form.

Work sequence

Frontal, oral

Using the textbook text map on p. 149, name the main metallurgical bases of the country.

Give a description of each of them according to plan:

A) geographical position bases;

b) the share of the base in the all-Russian production of rolled products;

c) the main deposits of iron ore and coal basins located on the territory of the base;

d) the main directions of transportation of missing raw materials;

e) the main centers of metal production.

On the contour map

Using the text map of the textbook on p. 149, mark the boundaries of the Ural metallurgical base.

Using the textbook text on p. 148, atlas maps on p. 42-45, apply to contour map main deposits of raw materials used.

Arrows show the main directions of transportation of missing raw materials.

Using pie charts, indicate the main centers of metal production and reflect their specialization.

Draw a conclusion: What factors of location of metallurgical complex enterprises turned out to be the most effective in the formation of the Ural metallurgical base?

Practical work No. 7

Determination by cards main placement factors metallurgy copper and aluminum

Goals of work:

1. Test your knowledge of the features of the production of heavy and light metals, the main factors of production location.

2. Learn to determine from maps the main factors of production location using the example of copper and aluminum metallurgy.

Work sequence

To work, you need economic maps of the atlas on p. 35, 37, 39, 41, 44-45, 47, 50-51.

After studying the legend of the maps, determine which symbols show the centers of copper and aluminum smelting.

Identify the main areas of copper and aluminum metallurgy, indicating economic region and smelting centers.

Conclude what factors contributed to the location of these industries.

Present the results of your work in the form of a table.

Main industries

non-ferrous metallurgy

Main centers

Factors explaining

accommodation

Copper metallurgy

Ural (Kirovograd, Verkhnyaya Pyshma, Revda, Kyshtym, Karabash,

Mednogorsk)

Etc.

Availability of copper ores

Aluminum metallurgy

Northwestern and Northern Russia(Kandalaksha, Nadvoitsy)

Availability of aluminum ores, a cascade of hydroelectric power stations providing cheap electricity

Etc.

Draw a conclusion: What are the main factors in the location of copper and aluminum metallurgy?

Practical work No. 8

Compilation of characteristics of one of the chemical bases industry on maps and statistical materials

Goals of work:

1. Get acquainted with the main chemical bases of the country, consolidate knowledge about the factors of location of chemical enterprises.

2. Test and evaluate the ability to compile economic and geographical characteristics based on the analysis of maps and statistical materials.

Work sequence

Frontal, oral

1. Using the textbook text map on p. 158 and fig. 42, name the main chemical and forestry bases of the country.

2. Give characteristics of each of them according to plan:

a) geographical location;

b) the base develops on its own reserves of raw materials or imports chemical raw materials for subsequent processing;

c) raw materials used;

d) share of the base (%) in the chemical and forestry industries of Russia;

d) main production.

On the contour map

Draw the boundaries of the Siberian chemical forest base.

Indicate the main deposits of the chemical raw materials used.

Using pie charts, indicate the largest centers of the chemical and forestry industries and reflect their specialization.

Draw a conclusion: What factors in the location of the chemical industry turned out to be most effective in the formation of the Siberian chemical forestry base?

Practical work No. 9

Definition by hag main growing areas grain and industrial crops, main districts livestock farming

Goals of work:

1. Determine the main areas for growing grain and industrial crops, the main areas for livestock raising. Draw a conclusion on what reasons the location of the main industries depends Agriculture.

2. Check and evaluate the ability to analyze economic maps, draw generalizations and conclusions based on the analysis.

Work sequence

To work, you need economic maps of the atlas on p. 35, 37, 39, 41, 44-45, 47, 51. Based on their analysis, identify the main areas for growing grain and industrial crops, and the main areas for livestock raising.

Present the results of your work in the form of a table.

Main production areas

Cereals:

rye wheat corn rice

Industrial crops:

linen

sugar beet sunflower

Reindeer husbandry

Cattle breeding:

dairy cattle breeding dairy and beef cattle breeding meat and dairy cattle breeding

Pig farming

Sheep breeding

Draw a conclusion : on what reasons does the geography of the main branches of agriculture depend?

Practical work No. 10

Compilation scheme industrial relations using the example of one of districts (teacher's choice)

Goals of work:

1. Establish production connections of Central Russia with other regions both within our country and abroad, reflect the identified production connections using a map.

2. Check and evaluate the ability to work with various forms of presented educational material, reflect the results of work in symbolic form.

Work sequence

Draw the boundaries of the area on a contour map.

Using atlas maps and the text of the textbook, available reference materials, put on the contour map (signs legends come up with maps yourself) those natural resources that the area is rich in.

Using pie charts, indicate major industrial centers and reflect the specialization of these industrial centers.

List large enterprises of national importance.

Using the text of the textbook and atlas maps, establish where the region receives the missing natural resources, the need for which at a given level of production development is very great.

Use arrows of different colors to show imported and exported products and raw materials. When characterizing production connections, try to more accurately show the areas of supply of fuel, raw materials, and food.

Draw conclusions:

1. B What are the prospects for the development of industrial relations in this region?

2. What impact do industrial connections have on the development of the region’s economy? Give specific examples.

Practical work No. 11

Comparative characteristics of the farm two districts (teacher's choice)

What do you imagine when you hear the phrase “Far East” if you have never been there? Wild mountains? Lead-gray sea waves? Gloomy taiga? A map of the country with names familiar from childhood in the very right corner - Kamchatka, Sakhalin, Vladivostok... They say: it’s better to see once than to hear a hundred times. The proposed work will to some extent help you see Far East.

Goals of work:

1 . Identify the specific features of the economy of the Far East, its economic specialization.

2. Using the example of comparing the economy of two districts, test and evaluate the ability to conduct comparative characteristics: highlight similarities and differences, explain the results obtained.

Work sequence

1. Using various sources of geographical knowledge (textbook, atlas maps, additional and reference materials),

compare the economy of the two regions according to the main economic and geographical indicators, highlighting similarities and differences.

2. Explain the reasons for the similarities and differences in the economy of the compared regions.

3. Present the results of your work in the form of a table.

Indicators for comparison

Comparable areas

Traits

Causes,

defining similarities and

difference

Eastern Siberia

Further

East

similarities

differences

1. Population and area

2. EGP and PGP

3. Terms and resources

4. Industry specialization

5. Specialization in agriculture

6. Participation in the division of labor (external relations)

Goal of the work: developing the ability to use specific examples to show the relationships that exist between natural components in a natural area.

This practical work can be carried out in the form of a profile analysis showing the change in soil and vegetation cover when moving from north to south.

The profile can be made on a separate sheet, which is hung on the board; Students can also draw a profile in their notebooks.

Then students answer the questions, confirming their answers with factual data obtained from analyzing the profile:

1. How do the main types of soils change when moving from north to south along the East European Plain?

2. How does soil fertility change and what does it depend on?

3. How and why does the nature of vegetation change?

After answering the questions, students themselves formulate a conclusion about the relationship that exists between the soil and the type of vegetation cover.

To prove the relationship between the nature of the vegetation cover and the animal world, students compare the species composition of animals inhabiting the taiga and mixed forests with species composition animals of deserts and semi-deserts. This comparison allows students to correctly substantiate the relationship between the flora and fauna.

Practical work can be carried out based on the analysis of various atlas maps. The teacher offers several areas included in different natural zones. Using maps (soils, vegetation and fauna), students fill out the table and draw a conclusion about the relationship of these natural components (table):

Table

The teacher suggests considering one of the natural areas (optional).

Analyzing the atlas maps, students fill out the table proposed by the teacher and draw a conclusion about the relationship between the components of nature in the tundra zone (table).

In conclusion, using specific examples, students draw a conclusion about the dependence of soils, vegetation and fauna of the tundra.

Table. Natural area - tundra

LITERATURE

1. Akvileva G.N. et al. Teaching natural history in a small school. Teacher's manual.

2. Akvileva G.N., Klepinina Z.A. Methodology for teaching natural science in primary school: Textbook. aid for students establishment avg. prof. pedagogical education profile. [Text] / G.N. Akvileva, Z.A. Klepinina. - M., 2001.

3. Gerasimov V.P. Animal world our Motherland. Manual for teachers. [Text] / V.P. Gerasimov. - M., 1997.

4. Goroshchenko V.P., Stepanov I.A. Methodology for teaching natural history: Tutorial for pedagogical students School with a degree in “Teacher” primary classes" [Text] / V.P. Goroshchenko, I.A. Stepanov. - M., 1984.

5. Children's encyclopedia "I explore the world." - M., 1998.

6. We study the nature of the Earth. Creative tasks, practical work, modeling and experiment in natural science. [Text] / O.M. Krasnova, E.I. Belyakova. - R-n/D, 1996.

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8. Lyubushkina S.G., Pashkang K.V. Natural science. Geography and local history. [Text] / S.G. Lyubushkina, K.V. Pashkang. - M. 2002.

9. Naydysh V.M. Concepts modern natural science: Tutorial. [Text] / V.M. Naydysh. - M., 1999.

10. Pakulova V.M., Kuznetsova V.I. Methods of teaching natural history: Textbook. For students of pedagogy. Institute with a degree in “Pedagogy and Methodology” primary education" [Text] / V.M. Pakulova, V.I. Kuznetsova. - M., 1990.

11. Natural history. Toolkit to the textbook “Natural Science” by A.A. Pleshakova, N.I. Sonina. [Text] / T.V. Ivanova, G.S. Kalinova, N.I. Sonin. - M., 1998.

13. Fefilova E.P., Potorogina E.A. Lesson developments for the course “The World Around Us”, grades 1-2 for the educational set by A. A. Pleshakov. [Text] / E.P. Fefilova, E.A. Potorogina. - M., 2004.

14. Reader on zoology. [Text] / Comp. S.A. Molis. - M., 1971.

15. encyclopedic Dictionary"Natural Science". - M., 2002.

16. Encyclopedic Dictionary of Geographical Terms. [Text] / Ed. S.V. Kalesnika. - M., 1968.

17. Encyclopedia for children “Avanta +”. - M., 2001.