Geographical position of Russia. Russia is the largest state in the world. Territory and water area. State territory. The geographical position of the country, its types. Russian borders. Their types: sea and land, airspace. Identification of changes in the country's borders at different historical stages. Features of the geographical position of Russia, its comparison with the geographical position of other states. extreme points. Geographical position of Russia as a factor in the development of its economy.
Seas washing the shores of Russia. Physical and geographical characteristics of the seas. Sea resources. Ecological problems of the seas.
Russia on the map of time zones. Local time, standard time, daylight savings, summer time. Time zones in Russia. Role in the economy and people's lives. Reform of the time calculation system in Russia.
History of development and study of the territory of Russia. Formation and development of the state territory of Russia. Discovery and development of the North by Novgorodians and Pomors. Russian campaigns in Western Siberia. Geographical discoveries of the 16th - early 17th centuries. Discoveries of the New Age (mid-17th-18th centuries). 18th century discoveries Research XIX-XX centuries. Revealing changes in the country's borders at different historical stages.
The modern administrative-territorial structure of Russia. Federal districts and their capitals. Subjects of the Federation: territories, regions, cities of federal subordination; national-territorial formations, their equality and diversity.
Practical work. 1. Characteristics of the geographical position of Russia. 2. Definition of standard time for different cities of Russia.
The student must be able to:
name various sources of geographic information and methods for obtaining geographic information;
define geographical position Russia;
show the border states, the seas washing Russia;
determine time zone.
FLORA AND FAUNA.
BIOLOGICAL RESOURCES (4 hours)
vegetable and animal world Russia. Flora and fauna: species diversity, factors that determine it. The main types of vegetation in Russia. Diversity of the animal world of Russia.
Biological resources, their rational use. Specially Protected Natural Territories (PAs)). Monuments of the World Natural Heritage. Reserves and national parks of Russia The role of living organisms in the life of the Earth. The role of flora and fauna in human life. Measures for the protection of flora and fauna. Flora and fauna of the native land.
Natural resource potential of Russia. Natural conditions and resources of Russia. Natural resource and ecological potential of Russia. Analysis of the physical map and maps of the components of nature to establish relationships between them in different natural zones. Natural resources of the zones, their use, ecological problems. Accommodation features natural resources.
Practical work. 7. Making a forecast of changes in flora and fauna with changes in other components of the natural complex. 8. Determination of the role of protected areas in the conservation of nature in Russia.
Subject learning outcomes
The student must be able to:
name and show large plains and mountains; find out with the help of maps their correspondence to platform and folded areas;
show on the map and name the largest mineral deposits;
explain the patterns of their placement; give examples of the influence of relief on the living conditions of people, changes in relief under the influence of external and internal processes;
make descriptions of individual landforms on maps; name the factors influencing the formation of the Russian climate;
define characteristics climate of Russia; have an idea about weather changes under the influence of cyclones and anticyclones;
give descriptions of the climate of individual territories; using maps to determine the temperature, precipitation, atmospheric pressure, the amount of total radiation, etc.;
give examples of the impact of climate on human economic activity and living conditions;
name and show the largest rivers, lakes; using a map, characterize individual water bodies;
evaluate water resources; name the factors of soil formation;
using a map, name soil types and their properties; explain the diversity of plant communities in Russia, give examples;
explain the species diversity of the animal world; name measures for the protection of plants and animals.
Section II. Natural complexes of Russia (36 hours)
NATURAL ZONING (6 hours)
Diversity of natural complexes of Russia. Diversity of natural territorial complexes (NTC). Physical-geographical zoning. PTK natural and anthropogenic.
Seas as large natural complexes. Features of the natural complexes of the seas on the example of the White Sea. Sea resources.
Natural zones of Russia. Natural economic zones of Russia: interconnection and interdependence of their components. natural zoning. Natural zones of our Motherland: arctic deserts, tundra, forest-tundra, taiga, mixed and broad-leaved forests, forest-steppes, steppes, semi-deserts and deserts.
Altitudinal zonation. The influence of mountains on other components of nature and man. Altitudinal zonation. The dependence of the "set" of altitudinal belts on the geographical location and height of the mountains.
Practical work. 9. Comparative characteristics two natural zones of Russia (optional). Analysis of physical and maps of the components of nature to establish relationships between them in different natural zones. 10. Explanation of the principles for the allocation of large natural regions on the territory of Russia.
NATURE OF RUSSIAN REGIONS (30 h)
East European (Russian) plain. Features of the geographical location. History of development. Features of the nature of the Russian Plain. Natural complexes of the East European Plain. Natural monuments of the plain. Natural resources of the plain and problems of their rational use.
Caucasus - the most high mountains Russia. Geographical position. Relief, geological structure and minerals of the Caucasus. Features of the nature of the highlands. Natural complexes North Caucasus. Natural resources. population of the North Caucasus.
Ural - " stone belt Russian land". Features of the geographical position, the history of development. Natural resources. The peculiarity of the nature of the Urals. Natural uniques. Ecological problems of the Urals.
West Siberian Plain. Features of the geographical location. Features of nature West Siberian Plain. Natural zones of the West Siberian Plain. Natural resources of the plain and conditions for their development.
Eastern Siberia: the grandeur and severity of nature. Features of the geographical location. History of development Eastern Siberia. Features of the nature of Eastern Siberia. Climate. Natural regions of Eastern Siberia. Pearl of Siberia - Baikal. Natural resources of Eastern Siberia and problems of their development.
The Far East is a land of contrasts. Features of the geographical location. History of development. Features of nature Far East. Natural complexes of the Far East. Natural uniques. Natural resources of the Far East, their development by man.
Practical work. 11. Grade natural conditions and resources of one of the regions of Russia. Forecasting changes in nature as a result of economic activity. 12. Characteristics of the interaction between nature and society on the example of one of the natural regions.
Creative work. Development of tourist routes along the Russian Plain: along natural monuments; By national parks; along rivers and lakes. Preparing a presentation about the natural uniqueness of the North Caucasus. Development of tourist routes in different parts of the Urals: Northern, Middle, Southern.
Discussions. Topics: “What hinders the development of natural
wealth of the West Siberian Plain? “Prove the validity of the words of M. V. Lomonosov “Russian power will grow in Siberia ...””.
Subject learning outcomes
The student must be able to:
show on the map the main natural areas of Russia, name them;
give examples of the most characteristic representatives of the flora and fauna;
explain the reasons for the zonal and azonal location of landscapes;
show on the map large natural-territorial complexes of Russia;
give examples of the interrelationships of natural components in the natural complex;
show large natural regions of Russia on the map;
name and show on the map geographic features(mountains, plains, rivers, lakes);
give a comprehensive physical and geographical description of objects;
select objects that define the geographical image of the territory;
evaluate the natural conditions and natural resources of the territory in terms of working and living conditions, the impact on the customs and traditions of people;
give examples of rational and irrational use of natural resources of the regions;
highlight the environmental problems of natural regions.
Section III. Man and nature (b h)
Influence of natural conditions on human life and health. Favorable conditions for the life and activities of people. Development of territories with extreme conditions. Natural natural phenomena and their reasons. Geography of natural phenomena. Measures to combat natural disasters.
Human impact on nature. Social needs met at the expense of nature. Influence of human activity on natural complexes. anthropogenic landscapes.
Rational nature management. Protection of Nature. The value of a geographic forecast.
Russia on the ecological map. Sources of ecological danger. Monitoring the state of the natural environment.
Ecology and human health. The level of people's health. Landscapes as a health factor.
Geography for nature and society. The history of the relationship between man and the geographical environment. Scientific and technological revolution: benefit or causes of the ecological crisis.
Practical work. 13. Comparative characteristics of natural conditions and resources of two regions of Russia. 14. Drawing up a map "Natural Uniques of Russia" (optional). 15. Feature ecological state one of the regions of Russia.
Subject learning outcomes
The student must be able to:
explain the influence of natural conditions on the life, health and economic activity of people;
explain the change in nature under the influence of human activities;
explain the importance of geographical science in the study and transformation of nature, give appropriate examples.
Meta-subject learning outcomes
The student must be able to: set learning objectives;
make changes to the sequence and content of the learning task;
choose the most rational sequence of the educational task;
plan and adjust its activities in accordance with its goals, objectives and conditions;
evaluate their work in comparison with existing requirements;
classify information according to selected features;
compare objects by main and secondary features;
organize information; structure information;
formulate problematic questions, look for ways to solve a problem situation;
possess the skills of analysis and synthesis;
search and select the necessary sources of information;
use information and communication technologies at the general level, including search, construction and transmission of information, presentation of work performed based on the skills of safe use of information and communication technologies and the Internet;
present information in various forms (written and oral) and types;
work with text and non-textual components: draw up a thesis plan, conclusions, abstract, speech abstracts, transfer information from one type to another (text into a table, map into text, etc.);
use different kinds modeling based on the learning task;
create your own information and present it in accordance with the learning objectives; write reviews, annotations; speak in front of an audience, adhering to a certain style when speaking; lead a discussion, dialogue;
find an acceptable solution if available different points vision.
Personal learning outcomes
The student must have:
Russian civil identity: patriotism, respect for the Fatherland, past and present of the multinational people of Russia; awareness of their ethnicity, knowledge of the history, culture of their people, their land, the foundations cultural heritage the peoples of Russia and mankind; the assimilation of humanistic, democratic and traditional values of a multinational Russian society; a sense of responsibility and duty to the Motherland;
responsible attitude to learning, readiness and ability for self-development and self-education based on motivation for learning and cognition, conscious choice and building further individual trajectory education;
a holistic worldview corresponding to the modern level of development of science and social practice;
civic position towards the values of the peoples of Russia, readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;
communicative competence in communication and cooperation with peers, older children and younger age, adults in the process of educational, socially useful, teaching and research, creative and other activities;
understanding the value of a healthy and safe lifestyle, the rules of individual and collective safe behavior in emergency situations;
basics ecological culture corresponding to the modern level of ecological thinking.
landforms
4. What does the geography of continents and oceans study
5. Hypotheses of the origin of continents and oceans
6.determine geographical coordinates extreme points of australia
7.History of the discovery of Antarctica
8. describe on the map the major river systems of South America
9.describe climate zone
10. Patterns geographical envelope
11. Systematic belts of the earth
12. determine the geographical coordinates of the extreme points of the mainland Africa
13history of discovery and exploration of Central Asia
14describe the northern the arctic ocean
15 Determine the length of Africa from north to south
16climatic maps features of the distribution of heat and moisture on the surface of the earth
17African reserves
18Describe the Amazon River
19physical and geographical characteristics Pacific Ocean
20value of natural resources (mineral, climatic, water, land, biological)
21show the seas around the mainland Eurasia
22 main types of air masses their influence on climate
23necessity international cooperation in the use of nature
24description of the river nile according to plan
25permanent winds and conditions for their formation
26characteristics of the countries of southern Europe
27describe the population of mainland australia
28waters of the oceans
29peculiarities of nature uk
30determine the geographical coordinates of Italy
31natural areas of africa
32the future of the oceans
34determine the geographical coordinates of the extreme points of the mainland Eurasia
35peculiarity of the organic world australia
36formations of currents and their types
37description of italy according to plan
38Change in the nature of the mainlandSouth America under the influence of human efficiency
39describe any natural area
40determine the length of the mainland of Australia from west to east in kilometers
41maps - the second language of geography
42inland waters of Eurasia
43determine the geographical coordinates of the extreme points of the mainland South America
45nature of antarctica
46Australian relief features
47 seas washing the mainland north america
48human land development
49continental and oceanic crust
50show on political map
51peculiarities of the nature of Antarctica
52change in nature under the influence of human economic activity
53characteristics of the Don River according to the plan
54natural complexes of land and ocean
56modern exploration of the continent antarctica
57show on the map large lithospheric plates
58the role of the atmosphere in the life of the earth
59features of geographic oceania
60characteristics of a learned traveler (optional)
61climatic zones of the earth
62 location of mineral deposits on mainland south america
63characteristic of the atlantic ocean
64geographical shell is ours common Home
65ocean relief
66describe the geographical position of the mainlandSouth America according to the plan
CONTENT programs.
What does geography study (5 hours).
The world we live in . The world of animate and inanimate nature. Natural phenomena. Man on Earth.
Natural sciences. Astronomy. Physics. Chemistry. Geography. Biology. Ecology.
Geography - the science of the earth . Physical and socio-economic geography are the two main divisions of geography.
Methods of geographical research. Geographic description. cartographic method. Comparative geographic method. aerospace method. Statistical Method.
The student must be able to:
Give examples of geographical objects;
Name the differences in the study of the Earth by geography compared to other sciences;
Explain why you study geography.
How people discovered the Earth (5h)
Geographical discoveries of antiquity and the Middle Ages . Swimming of the Phoenicians. Great geographers of antiquity. Geographical discoveries of the Middle Ages.
Major geographical discoveries. Discovery of America. First trip around the world. Discovery of Australia. Discovery of Antarctica.
. Discovery and development of the North by Novgorodians and Pomors. "Journey beyond three seas". Exploration of Siberia.
Practical work No. 1. Compilation of the simplest geographical descriptions objects and phenomena of animate and inanimate nature.
Subject learning outcomes
The student must be able to:
Name the main ways of studying the Earth in the past and at the present time and the most outstanding results of geographical discoveries and travels;
Show travel routes of different times and periods on the map;
Give examples of your own travels and illustrate them.
Earth in the Universe (9h)
How ancient people imagined the universe .What is the Universe? Representations of ancient peoples about the Universe. Representations of ancient Greek scientists about the Universe. The system of the world according to Ptolemy.
Exploration of the Universe: from Copernicus to the present day. The system of the world according to Nicolaus Copernicus. Ideas about the Universe by Giordano Bruno. Study of the Universe by Galileo Galilei. Modern ideas about the structure of the Universe.
Neighbors of the Sun . planets terrestrial group. Mercury. Venus. Earth. Mars.
Giant planets and little Pluto . Jupiter. Saturn. Uranus and Neptune. Pluto.
Asteroids. Comets. Meteora. meteorites .
world of stars . Sun. Variety of stars. constellations.
Unique planet - Earth . Planet Earth life: favorable temperature, the presence of water and air, soil.
Modern space exploration . The contribution of domestic scientists K.E. Tsiolkovsky, S.P. Korolev to the development of astronautics. The first cosmonaut of the Earth - Yu.A.Gagarin.
Subject learning outcomes
The student must be able to:
Name and show the planets solar system; name the terrestrial planets and giant planets;
Describe the unique features of the Earth as a planet.
Types of images of the Earth's surface (4h)
sides of the horizon. Horizon. sides of the horizon.
Orientation . Compass. Sun Orientation. Star orientation. Local orientation.
Terrain plan and geographical map . Image of the earth's surface in antiquity.
Practical work No. 2,Orientation according to the plan and map. Reading the Map Legend ; 3. Self-construction of the simplest plan
Subject learning outcomes
The student must be able to:
Explain the meaning of the concepts: "Horizon", "Horizon line", "Horizon sides", "Orientation", "Location plan", "Geographic map";
Work with a compass;
Navigate the terrain using a compass, map, local signs;
Find and name similarities and differences in the image of the elements of the degree network on the globe and map.
Nature of the Earth (12h)
How did the earth come into being . Hypotheses of J. Buffon, I. Kant, P. Laplace, J. Jeans, O. Yu. Schmidt. Modern ideas about the origin of the Sun and planets.
The internal structure of the Earth . What is inside the Earth? Rocks and minerals. The movement of the earth's crust.
Earthquakes and volcanoes . Earthquakes. Volcanoes. In the realm of restless land and fire-breathing mountains.
Practical work No. 4 Designation on the contour map of the areas of earthquakes and the largest volcanoes.
Continental travel . Eurasia. Africa. North America. South America. Australia. Antarctica. Islands.
Practical work No. 5 Designation on the contour map of the continents and oceans of the Earth.
Water on Earth . The composition of the hydrosphere. World Ocean. Land waters. Water in the atmosphere.
Air clothing of the Earth . The composition of the atmosphere. Air movement. Clouds. phenomena in the atmosphere. Weather. Climate. Restless atmosphere.
Living shell of the Earth . The concept of the biosphere. Life in the Earth.
Soil is a special natural body . Soil, its composition and properties. Soil formation. Soil value.
Human and nature . Human impact on nature. How to save nature?
Subject learning outcomes
The student must be able to:
Explain the meanings of the concepts: "Lithosphere", "Rocks", "Minerals", "Relief", "Hydrosphere", "Sea", "Ocean", "Atmosphere", "Weather", "Biosphere";
Show the main geographical objects on the map;
Put on a contour map and correctly sign geographical objects;
Explain the structural features of land relief;
Describe the weather in your area.
STUDENT LEVEL REQUIREMENTS
The student will learn:
Use various sources of geographic information (cartographic, statistical, textual, video and photo images, computer databases) to search and extract information to solve educational and practice-oriented tasks;
Analyze, summarize and interpret geographic information;
Based on the results of observations (including instrumental ones), find and formulate dependencies and patterns;
Determine and compare qualitative and quantitative indicators characterizing geographical objects, processes and phenomena, their position in space according to geographical maps of different content;
In the process of working with one or more sources of geographic information, identify conflicting information contained in them;
Compile a description of geographical objects, processes and phenomena using different sources of geographic information;
Present in various forms geographic information necessary for solving educational and practice-oriented tasks.
The student will have the opportunity to learn:
Navigate the area with topographic maps and modern navigational devices;
Make simple plans for the area;
Create the simplest geographic Maps different content;
Model geographic objects and phenomena using computer programs.
Distinguish the studied geographical objects, processes and phenomena, compare geographical objects, processes and phenomena on the basis of known characteristic properties and carry out their simplest classification;
Use knowledge about geographical laws and patterns, about the relationship between the studied geographical objects, processes and phenomena to explain their properties, flow conditions and geographical differences;
Use instruments to measure temperature, humidity, atmospheric pressure, strength and direction of the wind, absolute and relative height, direction and speed of the flow of water flows;
Assess the nature of the interaction between human activity and the components of nature in different geographical conditions, from the point of view of the concept of sustainable development.
Use knowledge of geographical phenomena in Everyday life to maintain health and comply with the norms of environmental behavior in everyday life and the environment;
Give examples showing the role of geographical science in solving the socio-economic and geo-ecological problems of mankind; examples of the practical use of geographical knowledge in various fields of activity;
Perceive and critically evaluate information of geographical content in popular science literature and the media;
Create written texts and oral reports about geographical phenomena based on several sources of information, accompany the presentation with a presentation.
Logistics.
For the teacher.
The training and metodology complex for studying the course of geography in grade 5 contains, in addition to textbooks,
teaching aids, electronic multimedia publications.
1. Geography. Starting Course. Grade 5 Textbook (authors A. A. Pleshakov, V. I. Sonin, I. I. Barinova). "Drofa", 2012.
2. Geography. Initial course. Grade 5 Toolkit(author I. I. Barinova).
3.Atlas. Beginner course in geography. Grade 5
4. Geography. Initial course. Grade 5 Electronic multimedia edition.
For students.
Geography. Initial course. Grade 5 Textbook (authors A. A. Pleshakov, V. I. Sonin, I. I. Barinova). "Drofa", 2012.
2. Atlas with a set of contour maps. Beginner course in geography. Grade 5
3. Workbook on geography. Grade 5
Additional literature, sources of information:
Arzhanov S. P. - Entertaining geography– M.: Enlightenment, 2008.
Bezrukov A., Pivovarova G. Entertaining geography - M .: AST-PRESS, 2001.
Vygonskaya G.M. Entertaining geography: What? Where? When? – M.: Graf-press, 2003.
Gubarev VK - Secrets of geographical names - M .: AST; Donetsk: Stalker, 2006.
Gumilevskaya M. How the world was discovered - M .: Children's literature, 1977.
Eremina V.A., Pritula T.Yu. - Physical geography. Interesting facts.- M.: Ileksa, 2008.
Erofeev I.A. Great geographers and travelers of Russia 15-18 centuries. - M .: School-PRESS, 1993.
Zdorik T.B. Minerals (your first identification atlas) - M .: Drofa, 2008.
Kofman M.V. Oceans, seas and their inhabitants - M .: Ant, 1996.
Mayorova T.S. Geography: student reference book - M .: Slovo, AST, 1996.
Perlov L.E. – Geography in literary works– M.: Bustard, 2005.
Pospelov E.M. place names: Toponymic dictionary - M .: Russian dictionaries, 1998.
Postnikova M.V. - Thematic crossword puzzles - M: NTs ENAS, 2006.
Tomilin A.M. – How people discovered the world – M.: Enlightenment, 2008.
Ushakova O.D. - Great travelers - St. Petersburg: Litera, 2006.
Chicherina O.V., Morgunova Yu.A. - geography in tables and diagrams - M .: Astrel, AST, 2007.
Yavorovskaya I. - Entertaining geography - R.-on-D.: Phoenix, 2007.
Calendar-thematic plan
| № p/n | Name of the topic being studied | Main content on the topic | Characteristics of the main activities (at the level of universal learning activities)
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| 1 | Topic 1: "What does geography study » Total hours5 Introduction to the textbook: study and analysis of illustrations . Working with a textbook and electronic application, familiarity with the presentation. Drawing up the simplest geographic descriptions of objects and phenomena of animate and inanimate nature |
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| date | Topic of the lesson, type of lesson | Number of hours | Content element | Requirements for results (subject and meta-subject*) | Type of control | D.Z.* |
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| The student will learn | The student can learn | View | |||||||||||||||||
| 1.1 | The world in which we live. | 1 | The world of animate and inanimate nature. Natural phenomena. man on earth | give examples of geographical objects and phenomena; to observe objects, processes and phenomena of the geographical environment | current | § 1, p.t p.3 No. 3, p.5 No. 8 |
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| 1.2 | natural sciences Combined lesson | 1 | Astronomy. Physics. Chemistry. Geography. Biology. Ecology | | find and formulate dependences and patterns based on the results of observations (including instrumental ones) | input | § 2, |
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| 1.3 | Geography is a science about the EarthA lesson in the study and primary consolidation of new knowledge | 1 | Physical and socio-economic geography - two main sections geography | name the differences in the study of the Earth by geography in comparison with other sciences (astronomy, biology, physics, chemistry, ecology); | give examples showing the role of geographical science in solving the socio-economic, geo-ecological problems of mankind; examples of the practical use of geographical knowledge in various fields of activity; | current | § 3, r.tstr 8 No. 4, uch-ik | Methods of geographical research Lesson of studying and primary consolidation of new knowledge | 1 | Geographic description. cartographic method. Comparative geographical method. Aerospace method. Statistical Method | get an idea of the various sources of geographic information for searching and extracting the information necessary to solve educational and practice-oriented tasks; | current | § 4, r.tstr 10 No. 4; repeat § 1-4 |
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| 1.5 | Generalization of knowledge by section "What does geography study" | 1 | Generalization and practical development of knowledge and skills in the section "What geography studies" | Regulatory: be able to control and manage their own time Communicative: exercise mutual control and provide necessary mutual assistance in cooperation Cognitive: conduct observation and experiment under the guidance of a teacher | Communicative: consider different opinions and justify your position Cognitive: put forward hypotheses about relationships and patterns of events, processes, objects | thematic | r.tstr 11-12 tasks for preparing for the USE and GIA, make up a cluster |
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| 2 | Explore the routes of famous travelers on the maps. find information (in Topic 2: "How did people discover the earth? » Total hours 5 Internet, encyclopedias, reference books) about geographers and travelers. Explore by maps And describe the travel routes of H. Columbus, F. Magellan, Russian explorers. Draw travel routes on a contour map. Explore and describe on maps travel routes in different parts of the oceans and on the continents. cook and do message (presentation): about outstanding travelers and travels, about the main stages human exploration of the earth's surface modern directions geographical research |
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| 2.1 | Geographic discoveries of antiquity and the Middle Ages Lesson of studying and primary consolidation of new knowledge | 1 | Swimming of the Phoenicians. Great ancient geographers. Geographic discoveries of the Middle Ages | name the main methods of studying the Earth in the past and at present | current | § 5, r.tstr 13 No. 2, page 14 No. 4 contour map |
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| 2.2 | The most important geographic discoveries Combined lesson | 1 | Discovery of America. First round-the-world trip. Discovery of Australia. Discovery of Antarctica. Practical work No. 1 Work with contour map, textbook, disk Compilation of the simplest geographical descriptions of objects and phenomena of animate and inanimate nature. | | current | § 6, p. t p. 17 No. 4, prepare a message and presentation |
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| 2.3 | Discoveries of Russian travelers Lesson of studying and primary consolidation of new knowledge | Discovery and development of the North by Novgorodians and Pomors. "Walking for three seas". | name the most outstanding results of geographical discoveries and travels; show travel routes of different times and periods on the map; | | current | § 7 prepare a message and presentation, r.t. page 20 no. 5 |
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| 2.4 | Discoveries of Russian travelers Combined lesson | 1 | Exploration of Siberia. | name the most outstanding results of geographical discoveries and travels; show travel routes of different times and periods on the map; give examples of your own travels, illustrate them. | create verbal messages about geographical discoveries based on several sources of information, accompany the presentation with a presentation | current | § 7, repeat paragraphs 5-6, page 40 No. 5 of the textbook, make a cluster |
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| 2.5 | Generalization of knowledge on the section: "How people discovered the Earth." Lesson of generalization and systematization of knowledge | 1 | Generalization and practical development knowledge and skills in the section "How people discovered the Earth" | Cognitive: to carry out an extended search for information using the resources of libraries and the Internet. Metasubject: work with text navigate the content of the text and understand its holistic meaning | Regulatory: when planning the achievement of goals, independently, fully and adequately take into account the conditions and means of achieving them; | thematic | R.tstr 21-22 tasks for preparing for the exam and GIA |
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| 3 | Topic 3: "Earth in the Universe » Total hours9 WITH leaving a supporting outline of the story and the teacher's presentation. Compare the planets of the solar system according to different parameters. Find Additional information about the processes and phenomena caused by the impact of near space on the Earth. Drawing up a characteristic giant planets according to plan. Analysis of textbook and disk illustrations. Characteristics of the features of various celestial bodies textbook illustrations. Observations for starry sky: what constellations I know and have seen. Preparation of a report on the first woman-cosmonaut V. V. Tereshkova, on the first exit of a man in outer space(A. A. Leonov) |
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| 3.1 | How ancient people imagined the universe. Lesson of studying and primary consolidation of new knowledge | 1 | What is the Universe? Representations of ancient peoples about the Universe. Representations of ancient Greek scientists about the Universe. Ptolemy's system of the world | describe the ideas of ancient people about the universe; | current | § 8, p. t p 23 fill in the table, p 45 of the textbook (think section) |
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| 3.2 | The study of the Universe: from Copernicus to the present day A lesson in the study and primary consolidation of new knowledge | 1 | The system of the world according to Nicolaus Copernicus. Ideas about the Universe by Giordano Bruno. Exploring the Galileo Universe Galileo. Modern ideas about the Universe | describe the ideas of ancient people about the universe; | current | § 9, r.tstr 25 No. 4-5 |
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| 3.3 | Neighbors of the Sun Combined lesson | 1 | Terrestrial planets. Mercury. Venus. Earth. Mars | name and show the planets of the solar system; identify and compare qualitative and quantitative indicators characterizing geographical objects | current | § 10, r.tstr 27 No. 5, textbook page 56 No. 2 (think under the rubric) |
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Lesson 5
Lesson type: developmental control lesson.
Goals: generalize and consolidate knowledge in the section "What geography studies"; develop the ability to analyze different sources of geographical information, to express their thoughts in the form of a coherent story.
Formed UUD:
subject: know the basic concepts and terms of the section;
metasubject: be able to set a learning task under the guidance of a teacher; plan their activities under the guidance of a teacher; work in accordance with learning task; work according to the proposed plan; highlight the main essential features concepts; participate in joint activities; to express judgments, confirming them with facts; search and select information in educational and reference manuals; write descriptions of objects; evaluate the work of classmates;
personal: have a responsible attitude to learning; experience of participation in socially significant work; conscious, respectful and benevolent attitude towards another person, his opinion; communicative competence in communication and cooperation with peers in the process educational activities; the foundations of ecological culture.
Activities: conversation using various sources of information; work with tests.
Technologies: health saving, problem learning, developing education, development of research skills, information and communication.
Equipment: textbook, notebook,atlas, physical map peace.
During the classes
Greetings. Checking the readiness of students for the lesson.
ΙΙ. Generalization of knowledge by section
1. A story with elements of conversation.
– So, we have finished studying the section "What does geography study." This is the first of the sections in the geography course, you learned what we will study in the 5th grade geography course.
– Describe the methods of geographical research.
2. Working with the map.
– Name and show the continents on the map. Which continent has the largest and smallest area?
– Point to the oceans and name them by area from largest to smallest.
3. Physical Minute.
4. Work with test tasks.
Test control of knowledge in the section "What geography studies."
1. Wildlife objects include:
A). water;
b). granite;
V). Sun;
G). whale.
2. An object of inanimate nature is:
A). rook;
b). Human;
V). snow;
G). mushroom.
3. Biological phenomena include:
A). birth;
b). wind;
V). change of seasons;
G). solar eclipse.
4. The natural sciences do not include:
A). geography;
b). mathematics;
V). chemistry;
G). ecology.
5. The science of the transformation of substances:
A). chemistry;
b). physics;
V). astronomy;
G). ecology.
6. What science in Greek means "nature":
A). geography;
b). physics;
V). astronomy;
G). ecology.
7. Ancient people used the method:
A). statistical;
b). descriptions;
V). observations.
8. What objects does geography study? Choose the correct answers:
A). planets;
b). rivers;
V). movement of bodies on the Earth;
G). eruption of volcanoes;
e). mountains.
9. Establish a correspondence between objects and the sciences that study them:
A). insects; 1. astronomy;
b). minerals; 2. biology;
V). relief; 3. demographics;
G). population; 4. climatology;
e). the movement of the planets; 5. geology;
e). climate; 6. geomorphology.
10. organic matter is:
A). salt;
b). water;
V). protein;
G). sand.
III. Lesson summary
Grading.
IV. Homework: rep. § 1 - 4, prepare reports on ancient Greek scientists.
