Geography project 6. Geography project on the topic "The role of water as a source of life on Earth" (grade 5)

Approximate topics of design and research work on the course of geography:

6th grade

1. Does water age?
2. Is the amount of water on Earth a constant or a variable?

3. How did life originate among inanimate nature?

4. Why cloudy weather it happens often, but it doesn't rain all the time?

1. Does water age?
2. Where do rivers flow?
3. Why are some lakes fresh and others salty?
4. Are we saving the hydrosphere or ourselves?
5. If we drink the same water that dinosaurs splashed in, then why save it?
6. Can a volcano erupt in my yard?
7. How do land waters change in space and time?
8. What type of mountain is the best building site?
9. Are there rules of conduct in nature?

14. Where do the rivers of our region flow?

7th grade

1. Desert - regularity or anomaly on the face of the earth?
2. How did early exploration influence the development of America and their home countries?
3. What is an ecosystem and why should I care?
4. Why is Lake Chad, being endorheic, has fresh water?
5. How geographic map help doctors fight disease?
6. Do continents float?
7. Are there geographical closures?
8. How influence manifests itself natural conditions on the nature of human dwellings? (Including in our region)
9. How does the influence of natural conditions on the nature of human nutrition manifest itself? (including in Rostov region)
10. Are mountains ethnographic frontiers?
11. Creation of sea cities - a utopia or a vital project?
12. Should the rainforests be saved?
13. How did natural conditions affect human activities? (Including in our city).
14. How do people and animals live in rainforests and how can they best coexist?

8th grade

1. Does the mentality of the people depend on natural conditions?
2. Is there a need to create nature reserves in the tundra zone?
3. How to save the Sea of ​​Azov from the onslaught of man?
4. What's going on in Western Siberia- development or destruction?
5. The system of reservoirs on the Volga - a solution to the energy problem or the death of the river?
6. How to preserve the small peoples of the North with their unique culture and way of life?
7. How does the influence of natural conditions on the nature of human housing and food in our country manifest itself?
8. How does the weather affect me?
9. Why do the Urals and the Tien Shan have different heights, while their folds formed at the same time?
10. Are natural natural phenomena with human activity?
11. Grade ecological state school premises ( sanitary and hygienic aspect: dustiness, illumination, noise level.)
12. Identification of priority pollutants and their impact on the quality of life of residents of the city of Semikarakorsk.
13. Environmental assessment of the state of air, water, soil in the school district.
14. Is there a relationship between the level of pollution environment and health of the population in the Semikarakorsk region.

Grade 9

1. Should Russia cut its army and military spending to US levels?
2. Do Russian industries need foreign investment?
3. Is there a real possibility of using alternative energy sources in Russia?
4. RoNPP - a nuclear sword or a panacea for the energy crisis?
5. The waters of Siberian rivers in Central Asia: a utopia or a vital project?
6. Does my city look like my grandmother's city?
7. How to improve the health and improve the standard of living of the population of the Semikarakorsk region?
8. Does nationality matter to a person?
9. The state territory of Russia - an evil, a curse of the country and people, or a blessing?
10. How to solve the problem of urban pollution by road transport?
11. How to solve the problem of settling down Russian settlers on the territory of Russia (Semikarakorsk region)?
12. How to change the structure of Russian exports?
13. How does a person change his environment by changing his environment?
14. Is a person zoned in customs, religion, in the whole worldly environment?
15. How does life expectancy depend on the environment and lifestyle?
16. Is it possible to manage migration processes?
17. Which is better: living on unemployment benefits or doing a job you hate?
18. How to adapt a rural resident in a large city?
19. What could be the project for the revival of rural settlements in Central Russia?
20. Is there a need to eliminate the military-industrial complex?
21. How are the beauty of landscapes and the food problem interrelated?
22. Is it possible to produce organic food and still feed the entire population?
23. How to save the nature of the Urals and preserve the health of people?
24. Creation project in Kaliningrad region European resorts.
25. A project to create a world tourism center in the Caucasus.
26. The project of creating world resorts in the region of the Caucasian Mineral Waters.
27. Are we destroying the natural pantry, which should become the economic base of the future?
28. Why do businesses in our city need treatment facilities?
29. Monitoring changes in the health status of residents of Semikarakorsko

district.

1. Are there any anomalies heavy metals along the highways of our city? Their impact on our health.

10-11 grade

1. Could the 21st century be the age of population aging?

2. Could there be another way to explore the planet than the one chosen

humanity?

1. Could other regions the globe instead of Europe to play the role of a discoverer of the world and unite it into a single whole?
2. In what direction should science develop in order to find an antidote to exhaustion natural resources?
3. Where should society's investments go to save the planet and civilization?
4. How legitimate is the population policy? Does it infringe on individual rights?
5. How do you see the demographic portrait of the planet by the end of the 21st century?
6. What are the opportunities for increasing food production? modern science?
7. What awaits us in the future? (Scenario of the third millennium)
8. Why exactly Atlantic Ocean became the "great way of world trade"?
9. Why Europe has been and remains the main area of ​​international tourism?
10. How to solve the problem of environmental pollution by road transport? (Including in our city.)

13. How to adapt to a provincial resident in a large city?

Cheburkov Dmitry Fedorovich,

geography teacher, MBOU "School No. 106", Nizhny Novgorod

Project with 6th grade students on the topic "Atmosphere"

Creation of an analytical brochure "Recommendations for weather dependent people for adaptation to the weather and climate conditions of Nizhny Novgorod"

Stages of project activity.

1. Problem situation,

2. problem,

3. Purpose

4. Expected product with evaluation criteria,

5. Planning,

6. Implementation,

9. Evaluation of activities in the project.

2. Definition of the project product

Discusses with students what should help in solving this problem: the Internet, notebooks, rulers, pencils (2 colors), pens.

As a result of the discussion, it is determined what should be design product: recommendations for adaptation for the population to weather changes based on a weather diary, graphic materials on it and a sociological survey.

3. Purpose

Create an analytical brochure "Recommendations for weather dependent people to adapt to the weather and climate conditions of Nizhny Novgorod".

4. Expected product with evaluation criteria

Search for weather data on the siteGismeteo. en.

Graphs of the course of temperature and atmospheric pressure.

Conclusions about their relationships,

Building a wind rose for Nizhny Novgorod.

Preparation of a questionnaire on the topic "Weather and our health".

Processing materials of the opinion poll "Weather and our health"

Offer ways to create a product, including in it:

1) a graph of the course of temperatures;

2) graph of the course of atmospheric pressure;

3) registration of precipitation and cloudiness;

4) identification of relationships between air temperature, atmospheric pressure, precipitation and wind;

5) building a wind rose for Nizhny Novgorod.

6) a survey of relatives and friends on the topic "Weather and our health."

5. Planning

Planning activities in the project.

Together with the students, he makes a work plan:

1) equipment preparation,

2) working on a weather diary (data search on the siteGismeteo. en),

3) drawing graphs (determining the scale of graphs, drawing axes, determining points by the coordinates of graphs, drawing graphs),

4) analysis of graphs (mutual influence of air temperature, atmospheric pressure, precipitation),

5) identification of relationships between air temperature, atmospheric pressure, precipitation and wind;

6) Building a wind rose (chart scale, drawing axes, points on the graph, drawing a wind rose, conclusions);

7)sociological survey(determination of the composition of the questionnaire: age, the effect of weather on the cardiovascular, nervous systems and musculoskeletal apparatus, and the degree of this influence)

8) Processing of the questionnaire (summary of data, construction of diagrams for each question, conclusions).

Invites students to develop criteria for evaluating the final product.

Together with the teacher, they draw up and correct a work plan. They are divided into functional groups, each of which performs a separate segment of work.

1) registration of a weather diary;

2) construction of a graph of the course of temperatures;

3) plotting the course of atmospheric pressure;

4) registration of precipitation and cloudiness;

5) a survey of relatives and friends on the topic "Weather and health".

Select criteria for evaluating the final product:

Accuracy,

visibility,

data completeness,

The truth of the data

Timely execution.

6. Implementation

Performing group project work.

Controls the implementation of the plan point by point.

Perform work in accordance with the points of the plan.

Group 1: graph of the course of temperature and conclusions to it.

Group 2: graph of the course of atmospheric pressure and conclusions to it.

Group 3: wind rose and conclusions to it.

Group 4: processing of poll materials.

7. Product evaluation based on criteria

Determination of criteria for evaluating the project product.

Grade

8. Conclusion on the degree of achievement of the goal

Invites students to start drawing graphs.

Discuss the results of the survey with students.

Build graphs of temperature and atm. pressure.

Processing survey results.

9. Conclusion on the degree of achievement of the goal

Reflective-evaluative stage.

A conversation about the relationship between atmospheric pressure and wind. Analysis of the constructed graphs. Joint development of recommendations for rational adaptation to the weather and climatic conditions of the Nizhny Novgorod region.

10. Evaluation of activities in the project.

Invites students to develop criteria for evaluating their own work and conduct reflection.

Conduct a reflection of their activities at each stage of the project, according to the evaluation criteria.

conclusions

During the work on the project, we performed the following actions:

Collected data on the state of the atmosphere over Nizhny Novgorod. (according to sitegismeteo.ru);

Analyzed the weather diary;

A graph of the course of temperatures has been built;

A graph of the course of atmospheric pressure has been constructed;

Wind rose built;

A sociological survey was conducted on the topic “The influence of weather on your health”.

We have found that the climate of Nizhny Novgorod is characterized by significant differences in temperature and atmospheric pressure, but does not create significant obstacles for the economic activity of people.

Almost half of the survey participants noted the absence of a relationship between weather and well-being. 57% of respondents indicated that they have some degree of meteorological dependence.

For weather-dependent citizens, the following recommendations have been developed:

Tracking the meteorological situation in the city according to weather forecasts;

Identification of the relationship between atmospheric pressure, temperature and the state of one's own health;

Early intake of drugs that reduce the negative effect of weather changes;

Rejection of bad habits;

Physical activity appropriate for age and health status;

Preventive examination in hospitals.

Application. Table of criteria for evaluating the project activities of students at the reflective-evaluative stage

Group _____________________ Evaluation criteria

Municipal state educational institution

« Secondary school No. 4

urban district - the city of Novovoronezh "

research project

“But it still spins…!”

The project was made by:

students of 6 "A", "B", "C" classes

Coordinator:

geography teacher

Kovaleva Galina Valentinovna

Relevance:

The fact that the shape of our planet is spherical, people did not immediately learn. Let's move smoothly back to ancient times, when people believed that the Earth was flat, and together with ancient thinkers, philosophers and travelers, let's try to come to the idea of ​​the Earth's sphericity, and with the help of our experiments we will prove the Earth's sphericity.

Target: prove that the earth is not flat, but has the shape of a sphere

Tasks:

1. Collect evidence of the sphericity of the Earth.

2.Find out the true shape of the Earth.

3. Conduct experiments (experiments) in favor of the sphericity of the Earth.

4. Make a conclusion based on the results of the study.

Object of study: the planet we live on, the planet Earth.

Methods:

1. Analysis of literary sources.
2. Comparative - descriptive.
3. Experiments.

Equipment: a device for demonstrating centrifugal force, a funnel, a glass vessel for water, a tellurium model, a camera.

1. Introduction.

Everyone knows that the planet we live on is spherical. Earth is a ball. Is it really?

The correct idea of ​​the Earth and its form did not develop among different peoples immediately and not at the same time. However, it is difficult to establish exactly where, when, among which people it was most correct. Very few reliable ancient documents and material monuments have been preserved about this.

2. The main part.

1. How the ancients represented the Earth

In Russia, it was believed that the Earth is flat and rests on three whales that swim in the boundless global ocean.

The ancient Greeks represented the Earth as a convex disk. The land is washed by the Ocean River from all sides. Above the Earth is a copper firmament, through which the Sun moves.

The Egyptians believed that the Earth is a lying god, from whose body trees and flowers grow, and the sky is a leaning goddess, the stars are jewels on her dress.

The ancient Indians believed that the Earth is a hemisphere held by four elephants standing on a huge turtle.

2. Evidence of the sphericity of the Earth by scientists

The great mathematician Pythagoras 580 - 500 BC. He was the first to suggest that the Earth is round, has the shape of a ball.

Ancient Greek mathematician, astronomer and geographer Eratosthenes of Cyrene

(about 276-194 BC) with amazing accuracy determined the size of the globe, thereby proving that the Earth has the shape of a ball. The contribution of Eratosthenes, is to measure the length of the earth's meridian. Summary This work is known to us from the treatise of Cleomedes "On the Circulation of the Firmament".

Aristotle 384 - 322 BC. He confirmed the sphericity of the Earth, in the center of which is the Earth and the Sun and planets revolve around it.

It took a lot of courage for Aristotle. He repeatedly observed lunar eclipses and realized that the huge shadow covering the Moon is the shadow of the Earth that our planet casts when it is between the Sun and the Moon. Aristotle drew attention to one oddity: no matter how many times and at what time he observed moon eclipse, the Earth's shadow is always round. But only one figure has a round shadow - the ball.

Aristotle provided another proof of the earth's sphericity. When you stand on the shore of the ocean or the sea and watch the ship leaving the horizon. Note that at first the hull of the ship is hidden behind the horizon, then gradually the sails and masts. If the Earth were flat, we would see the whole ship as a whole until it turned into a point and then disappeared into the distance.

As you go up, your horizons increase. On a flat surface, a person sees around him for 4 km, at a height of 20 m it is already 16 km, from a height of 100 m the horizon expands by 36 km. At an altitude of 327 km, a space with a diameter of 4000 km can be observed.

Climbing to high places (they can even be the roofs of houses), you can see that the horizon, as it were, is expanding. The expansion of the horizon is one of the proofs of convexity earth's surface: If the Earth were flat, this would not be observed.

Nicolaus Copernicus 1473 -1543 also contributed to the proof of the sphericity of the Earth. Put the Sun at the center of the solar system and made the Earth revolve around it.

He also established that, moving south, travelers see that in the southern side of the sky the stars rise above the horizon in proportion to the distance traveled, and new stars appear above the Earth that were not previously visible. And in the northern side of the sky, on the contrary, the stars go down to the horizon and then completely disappear behind it.

Galileo Galilei 1548 - 1600

« And yet she turns!"- a catchphrase allegedly uttered in 1633 by the famous astronomer, philosopher and physicist Galileo Galilei, being forced to renounce before the Inquisition his belief that the Earth revolves around the Sun, and not vice versa.

“And yet she is spinning!” - Let's say we are at the beginning of the 21st century, meaning any star in the universe. There are no stars in the vast expanses of outer space that do not rotate around their axis. No, and never has been! What are we talking about? About the stars and the sun. Modern observations have proven that the emerging cloud of interstellar gas and dust, the actual protostar, rotates. Compressing under the action of gravitational forces, the matter inside the protostar continues its rotation around its axis, passing through the center of mass of the future star. Reducing the volume of the protostar with the resulting increase in the frequency of rotation of the cloud. According to Newton's law, if a force acts on a body, then it moves with acceleration. It is the gravitational force of compression of the protostar that leads to an ever greater increase in the frequency of rotation of the substance that makes up this cloud!

Gradually, ideas about the Earth began to be based not on a speculative interpretation of individual phenomena, but on precise calculations and measurements. The equatorial radius of the Earth is 6378 km, the polar one is 6357 km. The difference is 20 kilometers. It turns out that the Earth is not really a ball, but a ball flattened at the poles. This is all due to the movement of the Earth around its axis.

Two important consequences follow from the sphericity of the earth for the processes taking place on it.

The angle at which the sun's rays fall on the earth's surface, and, consequently, the amount of energy they bring, depends on the sphericity of the earth.

3.Evidence of the sphericity of the Earth by scientists and travelers

Round-the-world travels begin in the first half of the 16th century. The first of these was accomplished (1519-22) by Magellan, more precisely, he commanded the expedition that made the first known circumnavigation of the world. Magellan was killed on the way.

After him, many made world travel. Relatively recently, in June 2005, the Russian traveler Fedor Konyukhov completed a solo circumnavigation of the world in 189 days.

4. Our experiments
Proof one (experience number 1)

Tellurium (Sun-Earth-Moon Model)

"Movement of Heavenly Bodies"

When this device rotates, both the sphericity of the Earth and its rotation around the Sun are clearly visible. You can observe the illumination of the planet and changes

seasons.

The daily rotation of the Earth is the rotation of the Earth around its axis with a period of one day. The Earth makes a complete revolution in 23 hours 57 minutes 6 seconds.

From our side - on Earth - we observe the movement of the sky, the Sun, planets and stars. The sky rotates from east to west, so the sun and planets rise in the east and set in the west. The main celestial body for us, of course, is the Sun. The rotation of the Earth on its axis causes the Sun to rise above the horizon every day and fall behind it every night. Actually, this is the reason that day and night succeed each other. The Moon is also of great importance for our planet. The moon shines with light reflected from the sun, so the change of day and night cannot depend on it, however, the moon is a very massive celestial object, so it is able to attract the liquid shell of the Earth - the hydrosphere, slightly deforming it. By cosmic standards, this attraction is negligible, but by our standards, it is quite tangible.

We see high tide twice a day and low tide twice a day. Tides are observed on that part of the planet over which the Moon is located, and also on the opposite from it. The moon makes a complete revolution around the Earth in a month (hence the name of the incomplete moon in the sky), in the same time it makes a complete revolution around its axis, so we always see only one side of the moon. Who knows, if the Moon rotated in our sky, perhaps people would have guessed about the rotation of their planet much earlier.
Conclusions: the rotation of the Earth around its axis leads to a change of day and night, the emergence of tides.

Proof two (experience number 2)

They took a device that demonstrates centrifugal force. When this device is rotated, the cylinders located in the center will be mixed to the edge of the rod, due to the appearance of this force.

The rotation of the Earth on its axis causes it to flatten at the poles so that all points on the equator are 21 km farther from the center than at the poles.

The study of the shape of the Earth showed that the Earth is compressed not only along the axis of rotation.

It has hills, mountain ranges, valleys, depressions of the seas and oceans. Therefore, scientists take the level of the ocean for the earth's surface. The same level of the oceans can be mentally extended to the continents, if all the continents are cut through with such deep channels that all the oceans and seas would be connected to each other. The level in these channels was taken as the surface of the Earth. This true form of the Earth was called GEOID (geo-Earth, id-form).

Conclusion: As the Earth rotates, matter flattens at the poles. And the faster the device rotates, the faster the displacement of the cylinders occurs, which means that the flattening of the spherical body occurs faster, and the bodies that are in the neighborhood are repelled.

Proof three (experience number 3)

Made in the evening in the room such an experience. On the night of the eclipse, we watched the moon. We saw how the shadow of the Earth falls on the Moon. They took the ball and the lamp.

The ball represents the Moon, the head represents the Earth, and the lamp placed at a distance represents the Sun. Holding the ball in an outstretched hand, moving it around us, we saw how the illuminated part of the ball was visible to us. The Moon will also be visible from the Earth, around which the Moon revolves. The stars in the night sky located in the southern hemisphere are not visible in the northern hemisphere.

The fourth proofexperience number 4)

First, mix alcohol with water, so that the density of the mixture is equal to the density vegetable oil. Mixing ratio: 25 ml of alcohol, 10 ml of water.

Pour the mixture into a vessel and drip oil, the drop turns into a ball. Weightlessness conditions are created for the ball. Carefully rotate the liquid and see how the ball is flattened.

The oblateness of the Earth at the poles. The oblateness of the Earth at the poles is caused by centrifugal force, which occurs only as a result of rotation.

The change of night and day.

Conclusion: The oblateness of the Earth is a consequence of its rotation.

Proof fifth (experience number 5)

We conducted an experiment that proves that the planet Earth rotates around its axis and has two magnetic fields. In our photo, we can see that the water flows clockwise, since we are in the northern hemisphere. In the southern hemisphere, water will flow counterclockwise. At the equator, when draining, the water will not rotate.

All bodies moving horizontally deviate to the right in the northern hemisphere, and to the left in the southern hemisphere relative to an observer looking in the direction of motion. The deflecting force of the Earth's rotation manifests itself in many processes: it changes the direction of air masses, sea currents as they move. For this reason, the right banks near rivers in the northern hemisphere of the Earth and the left ones in the southern hemisphere are washed away.

The earth rotates from west to east, so a force arises that deflects all bodies, and hence water.

Proof six (experience number 6)

The Star Hall, which seats 450 spectators, is equipped with a domed screen and a large Planetarium apparatus made in the GDR. There are 99 projectors on the device, with the help of which you can simultaneously see more than 6 thousand stars and planets.

The projection device has a variety of technical capabilities. With it, you can observe the movement of the sky, the view of the starry sky from anywhere on the Earth at different times, as well as natural phenomena such as sunrise and sunset, Polar Lights, flights of comets and meteors. The ability to simulate flights in outer space allows viewers to observe starry sky from the surface of the Moon or any planet, for example, to be near Jupiter, or to see the solar system from the side. With the help of a special device, a zoom lens, viewers can also observe the constellations with varying degrees of approximation.

The Foucault pendulum is a massive weight suspended on a wire or thread, the upper end of which is reinforced (for example, using a cardan joint) so that it allows the pendulum to swing in any vertical plane. An observer who is on the Earth and rotates with it will see that the swing plane of the pendulum slowly rotates relative to the earth's surface in the direction opposite to the direction of the Earth's rotation.

Thus, the fact of the daily rotation of the Earth is confirmed. At the North or South Pole, the swing plane of the Foucault pendulum will rotate 360° in a sidereal day.

3. Conclusion.

Conclusion on the project.

Proof sphericity is based on the assertion that all celestial bodies of our solar system have a spherical shape and the Earth in this case is no exception.

BUT photo evidence sphericity became possible after the launch of the first satellites, which took photographs of the Earth from all sides. And, of course, the first person who saw the whole Earth - Yuri Alekseevich Gagarin

04/12/1961.

“Having circled the Earth in a satellite ship,

I saw how beautiful our planet is.

People, we will preserve and increase this beauty, and not destroy it.”

And in conclusion, I would like to say: "Let there be peace throughout the world!"

List of references and sources of information used

1. Wonders from all over the world. M., ed. "Enlightenment", 1995, 224 p.

2. Bezrukov A.M. Entertaining geography-M.: Bustard, 2005 - 320 s

4. Bychkov A. V. Method of projects in modern school. - M., 2000.

5.V.Krylova " Project activity students in geography” “Geography” Supplement to September 1, No. 22, 2007

6. Pavlova N.O. “Research activity of secondary school students” Festival "Open Lesson" 2006/2007

Lecture 6

Project activities of students
by geography

The method of projects is focused on the independent activity of students. Educational design has a lot of generally recognized advantages, one of which is a tangible result. cognitive activity students. At the same time, one must not forget that achieving a truly creative result impossible without a seriously organized learning process. In the work on the educational project, the children create new knowledge, but this can only be achieved by relying on previously acquired knowledge, as well as on general educational and subject skills. The project method can be used not only in high school. Moreover, in order to get high-quality projects of high school students, it is necessary to start this work much earlier.

Types of study projects in geography

Let's highlight the possible types of educational projects. By dominant activity: informational, research, creative, applied or practice-oriented. By subject area: mono-subject, inter-subject and over-subject. By duration: from short-term, when planning, implementation and reflection of the project are carried out directly in the lesson or in paired training session to long - lasting from a month or more. By number of participants: individual, group, collective. It can also be considered educational projects according to the degree of independence of students and forms of teacher project management.

Information project is aimed at collecting information about an object or phenomenon with subsequent analysis of the information, possibly generalization and mandatory presentation. Therefore, when planning an information project, it is necessary to determine: a) the object of information collection; b) possible sources that students will be able to use (it is also necessary to decide whether these sources are provided to students or whether they themselves are engaged in their search); c) the form of presentation of the result. Options are also possible here - from a written message, which only the teacher gets acquainted with, to a public message in the classroom or a speech in front of an audience (at a school conference, with a lecture for junior schoolchildren etc.).

The main general educational task of the information project is precisely the formation of the skills to find, process and present information, therefore, it is desirable that all students take part in information projects of different duration and complexity. Under certain conditions information project can develop into research.

research project involves a clear definition of the subject and methods of research. In full, this may be work that roughly coincides with scientific research; it includes substantiation of the topic, definition of the problem and objectives of the study, hypotheses, identification of sources of information and methods problem solving, registration and discussion of the results. Research projects tend to be long-term and are often student examination work or competitive extracurricular work. The specificity of the subject content of geography makes it possible to organize research projects on the ground.

Practice-oriented project also implies a real result of the work, but unlike the first two, it is applied in nature (for example, arrange an exhibition rocks for the geography class). The type of educational project is determined by the dominant activity and the planned result. For example, a project to study the area may be research in nature, or it may be practice-oriented: prepare an educational lecture on the topic "Mountains (or plains) of the Earth." The preparation of such a project, in addition to the actual subject content, will include issues of analyzing the audience, the peculiarities of addressing it, etc.

Practice-oriented projects in geography include:

Projects for studying already existing and possible consequences of human economic activity (it is not at all necessary to consider only negative examples);

Territory development projects;

Projects to create new facilities, such as cities and towns, national parks, etc.

Projects for the creation of scientific stations, including in extreme conditions natural environment.

The possibilities of using children's LEGO constructors will make the presentations of such projects especially bright and interesting.

These projects do not necessarily have to be long-term and voluminous. You can start small.

Educational project.

Forecast of possible consequences
human economic activity

One modern day farmer used a small plane to seed the clouds, bringing in heavy rainfall to boost vegetable crops. Predict the possible reaction of his near and distant neighbors to these actions. Explain your point of view.

The project is based on understanding the interconnections existing in nature and the law of conservation of matter and energy. The result of the work can be a drawing with a brief, including oral, explanation. This mini project can be offered when studying the topic "Atmosphere" and continue when studying the topic "Hydrosphere".

Each of the farmers living in the neighborhood dreams of harvesting a large crop of vegetables and diligently watering his garden. Imagine possible variants of the structure and composition of rocks in this area. Anticipate the possible consequences of overwatering. Explain your point of view.

When defining a topic creative project to the greatest extent it is required to take into account the individual interests and abilities of its performers.

Creative project.

Reading a page of a stone "book"(6th grade)
What secrets can stones keep?

According to the preserved drawings on the columns of temples, archaeologists learned about life in ancient Egypt. These drawings, like letters, have preserved and conveyed to us the thoughts and feelings of people of distant ages.

Rice. 2. And there are inscriptions made by nature itself. Imagine and "read" the history of the stone, "written" on its surface.

Form of presentation: a miniature essay, which does not need artistic design at all. By the way, it is important not to overload students with unnecessary work: cumbersome descriptions, unnecessary, excessive design.

Creative project.

Australia in Aboriginal poetry(7th grade)

1. Read the poems of Australian Aboriginal poets and make an interlinear translation. Share your impressions.

Red

W. Les Russel

Red is the color
of my Blood;
of the earth,
of which I am a part;
of the sun as it rises, or sets,
of which I am a part;
of the blood
of the animals,
of which I am a part;
of the flowers, like the waratah*,
of the twiningpea,
of which I am a part;
of the blood of the tree
of which I am a part.
For all things are a part of me
and I am a part of them.

Spiritual song of the Aboriginal

Hyllus Maris

I am a child of the Dreamtime
Part of this Land, like the gnarled gumtree***
I am the river, softly singing
Chanting our songs on my way to the sea
My spirit is the dust-devils
Mirages, that dance on the plain
I'm the snow, the wind and the falling rain
I'm part of the rocks and the red desert earth
Red as the blood that flows in me veins
................. I am eagle, crow and snake the glides
Through the rain-forest that clings to
.................the mountainside
I awakened here when the earth was new
There was emu, wombat, kangaroo
No other man of a different hue
I am this land
And this land is me
I am Australia.

* waratah - telop "I, a shrub in eastern Australia that blooms with red flowers.
** Dreamtime - The time of creation, in the mythology of the natives - the time when the Earth and life on it acquired the existing form.
*** gumtree - eucalyptus.

2. Try to make a literary translation of poems. Try to convey the feelings that excite their authors, their main images and thoughts.

Creative project.

Siberian [character] [space] [frost] [...]:
fantasy and reality (grade 8)

Have you come across the phrases: Siberian expanse, Siberian frost, Siberian character? What do these phrases mean? With all the differences in content, is there something that unites them? What other phrases with an epithet Siberian do you know? Write an essay on one of the suggested topics or come up with a topic of your own.

Different types of projects various educational, developmental and educational tasks, so it is useful for students to take part in different projects, and the teacher should take these features into account when planning educational work.

Implementation Methodology and Presentation Forms
individual educational projects

The map is a model of the territory, therefore, educational projects on cartographic modeling are possible. The modeling method helps in studying new characteristics of objects and phenomena.

Educational project.

Plan of the area where
the action of the fairy tale "Geese-swans"

Before starting work, you must preparation stage and remember the content of the tale, either tell it in its entirety, or read it by distributing the text to the students. If there is such an opportunity, then you can distribute cards with tasks to students: Make a plan of the area ... Mark on the plan the route of the girl in search of her brother and back home, as well as the route of movement of the swan geese. To do this: a) read a fairy tale; b) underline in the text what objects need to be depicted on the terrain plan, and make a list of the necessary conventional signs (traditional - forest, river, field - and invented - stove, baba yaga's hut); c) think about how to arrange the selected objects relative to each other friend.

It is necessary to discuss with the sixth graders the plan for the upcoming work. Followed by implementation phase project. Students work alone or in pairs. The first versions of the maps are usually ready in a few minutes and, as a rule, do not differ in the complexity of the constructions. Along a straight line on the field, a magical oven is successively placed, behind it is an apple tree, and across the path is a milky river in jelly banks, behind the river is a forest. Question: "Did the girl cross (or swim) the river?" - makes the guys think about the location of the river. Often there are exclamations in the class: “How then?” Gradually, as they think (not everything is so simple!), the ideas about the depicted area change, become not so primitive and simplified, and students can already explain the location of objects. (- Why is the hut not in a clearing? - It is behind the trees, in the forest, because the girl did not see her from afar, she saw her suddenly.) A few minutes later, other, more interesting terrain plans appear for which you can put marks. It is better to put them to those who want. it reflection stage. We considered the 1st option, more precisely, the first level of the possible implementation of the project. Others are also possible, for example, the 2nd option: students still have to work at home and in a week present a revised and beautifully designed plan of the area based on the same fairy tale "Geese-Swans" or new plans drawn up according to the texts of other fairy tales, at the choice of students. In this case, it is possible to identify clearer design requirements: A5 sheet format, use of color. 3rd, even more high level: "We are compiling" Atlas of fairy lands "". After trial work in the classroom, sixth-graders receive a home assignment, in time for the autumn holidays, to draw up a plan of the area where the action of different fairy tales took place. You can only offer Russian folk tales, and then compare the resulting plans - compare the terrain. On all planes there will be a forest, a field and a river. Forest, steppe, field and river, according to V.O. Klyuchevsky, the main elements of Russian nature in terms of their historical significance, and this generalization will significantly expand the boundaries of the project, turning it into an interdisciplinary one. It is possible to compile an "Atlas of Fairy Lands" based on the tales of the peoples of Russia, the peoples of the world.

Seventh-graders are also capable of more capacious projects, for example, group hypothetical continent project, which materializes in separate author's maps and their short description or in The Atlas of a Hypothetical Continent.

A separate group of research projects can be carried out on the basis of historical maps. The issue is the availability of the source. On the famous map of the world from "Geography" by Claudius Ptolemy, scientists distinguish three groups of objects: a) which can be confidently identified with real ones; b) which can be identified with existing ones only conditionally; c) which cannot be identified with existing ones. This is the basis for the development of educational projects.

Research historical and geographical project can be short in time or, conversely, continue throughout the year and be implemented on the following topics: Consider Ptolemy's map and analyze ideas about any components of the geographical environment or parts of the world: seas and oceans, inland waters, land mountains, seas and islands , Africa, Europe, Asia. Work on research projects can continue in the 7th grade according to the map of G. Contarini, compiled after the first voyage of Christopher Columbus.

Educational project.

Africa - part of the Old World on the map of Giovanni M. Contarini

By analyzing the map, seventh graders can:

1. Tell how it seemed geographical position Africa to Europeans in the late XV - early XVI century.

2. Compare the real geographical position of Africa with the representations early XVI in.

3. Reveal the configuration of Africa.

4. Analyze the image of the degree network - for example, through how many degrees the parallels are drawn. Calculate the length of Africa from north to south and compare the results with modern data.

5. Tell how ideas about the shape and geographical position of Africa have changed since the time of Ptolemy (see atlas of the 6th grade).

6. Determine whether it is possible to identify groups of objects on the map of Giovanni M. Contarini similar to those highlighted on the map of Ptolemy.

Research project.

Exploring the city of Ples

Let's consider another project that was carried out by a group of students in grades 7-10 during a summer excursion trip to the Ivanovo region. Let's focus on two components of the preparation: compiling and printing "Diaries of a Researcher" for each group and visiting the Levitan Hall of the Tretyakov Gallery. The "Diary of a Researcher" (notebook on a printed basis) consisted of two parts. The first - "Ancient Reach" - was compiled by the teacher, and the second - "Modern Reach" - by students. In order to save space, we will only list the main tasks.

Researcher's diary. Ancient Ples.

Part 1

I. Geographical position of Ples

1. Determine macro position Plyos.

2. Determine how the geographical location of Ples changed over time. For example, how it was in the XVII-XVIII centuries. and how it has changed late XIX in. in connection with the opening of the Ivanovo-Voznesensk-Kineshma railway.

3. Give an assessment of the modern macrogeographic Ples position.

4. Determine microposition city ​​of Ples.

II. The main spatial elements of the ancient Russian city

5. What spatial elements of the medieval city have been preserved (if preserved) in Plyos?

6. Determine the dimensions (length and width) of one of the old streets and one of the Plyos squares.

7. Medieval Russian cities had spatial differences from the medieval cities of Europe. Which?

8. What new spatial elements arose in the XVII-XVIII centuries. and survived to our time?

III. The landscape principle of the planning of ancient Russian cities

9. Define features microrelief cities.

10. Define features microrelief city ​​gardens.

11. Define features hydrography cities.

12. Determine what the landscape principle of planning of ancient Russian cities is manifested in?

IV. Orthodox churches and their role in the spatial organization of the city

13. Determine the name, architectural style, location and orientation in the space of the temples of the city of Plyos.

14. Make a plan for the location of the main temples of Ples.

15. Determine the role of temples in the spatial organization of the city.

V. Silhouette of the city as the boundary between heaven and earth

16. Describe the silhouette of Plyos and analyze its change: a) in time; b) in space.

17. Draw the silhouette of Ples.

18. In your opinion, how can the recognition of the city be manifested?

Researcher's diary. Modern Ples.

Part 2

I. general characteristics

1. Nature in the city: relief; climate; vegetation; animal world on the streets of the city.

2. Industry.

3. Transport: a) public (types, condition, tariffs); b) private, including water (types, condition).

II. Population, living conditions of the population

4. Approximate number.

5. Residential buildings (altitude, density, condition, heating, water supply).

6. Educational institutions.

7. Hospitals, polyclinics.

8. Public catering (types, menus, prices).

9. Ecology (garbage, noise).

III. Entertainment (types, condition, prices, service)

10. City holidays and their venue.

11. The main gathering place for young people.

12. Cultural leisure (museums).

IV. mass media

13. Newspapers, magazines.

V. Comparison of the living conditions of the population and the urban rhythm of the metropolitan metropolis and a small town

The work was carried out as follows: groups of students (seventh-graders preferred to work on their own and, as it turned out later, they learned no less) went on their own to explore the city, more precisely, its central historical part, in which it is almost impossible to get lost. The small and cozy Plyos, located on the route of the Golden Ring, is extremely convenient for such research work, because the correlation of theoretical knowledge received in the lessons or gleaned from textbooks on history and geography, for example, about the structure of a medieval city (fortress and settlement), with a specific area and objects on it or revealing the landscape principle of the planning of ancient Russian cities is, as it turned out, not an easy task. To study, that is, to look, to observe, to question local residents, to measure in steps (seventh-graders also with a tape measure stocked up in advance) the width of the old Plyos Kamenka streets, to count, as it turned out later, all cats and dogs met on the streets. Independent acquaintance with the city took place on the day of arrival, that is, specially before the city tour planned for the next day. The children learned a lot in three hours. They managed to find out not only the number of students in local school, the number and location of discos held in the city, but also the problems of employment of residents and their low incomes, the demand for certain professions for the summer season in numerous rest houses and sanatoriums, transport problems (“They say there is a fixed-route taxi, but no one has seen it,” it was written in one of the diaries.), etc. The children noted the exceptional friendliness of the residents, who stopped and willingly answered questions, talked about the life of their city. (That was only five years ago.) In the evening there was a discussion of the results. They listened to the tour in a completely different way, comparing their own discoveries with the guide's story, they not only listened, but asked and clarified.

The project method organically fits into the system of student-centered learning and contributes to the organization of a variety of independent activities of students, but at the same time does not exclude or replace other teaching methods.

The typology was proposed by E.S. Polat.

Examples of such projects, for example: a sea city, an Antarctic station, economic development of the territory on the example of the Amazon, are developed in detail and presented in the 7th grade textbook by O.V. Krylova "Geography of continents and oceans"
(M.: Education, p. 117–122, p. 205, p. 198).

This project is fully presented in the textbook by O.V. Krylova "Geography of continents and oceans", 7th grade (M .: Education), in the atlas "Geography of continents and oceans", 7th grade, ed. O.V. Krylova (Publishing house "New textbook", M., 2006). AT contour maps"Geography of continents and oceans", 7th grade, ed. O.V. Krylova (Publishing house "New textbook", M., 2006) there is a special tab - a blank of the "Atlas of a Hypothetical Continent".

See: atlas "Geography", 6th grade, ed. O.V. Krylova (Publishing house "New textbook",
M., 2006), p. 14-15, in which the historical map is placed on the entire spread, which allows you to really highlight the objects of these groups on it.

See: atlas "Geography of continents and oceans", 7th grade, ed. O.V. Krylova
(ID "New textbook", M., 2006), p. 2-3, in which the historical map is also placed for the entire spread.

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Text content of presentation slides: Rocks and minerals of Karachay-Cherkessia An example project for students in grade 6 Aims of the work To study the rocks of the KChR and identify their role for the development of industry. Consider rare and unique rocks on the territory of the KChR. Igneous rocks Copper. The color in a fresh fracture is light pink, but quickly turns to copper-red, then to red-brown. Often there are green, brown or black plaques, as well as brown, yellow or variegated tarnish on the surface. Often, the discharge of native copper is covered with a green (malachite), blue (lapis lazuli) or black (sulfide) coating of change products. The trait is copper-red, shiny, with a metallic sheen. bright metallic Hardness 2.5-3 (cut with a knife). Very forging, malleable. Specific gravity 8.4-8.9. Silver. The color in a fresh break is silvery white, but the pure color of native silver in nature can only be seen occasionally, as it is very quickly covered with a black or gray coating. Trait - silvery white with a metallic sheen Shine - bright, metallic Hardness 2.5-3 (easily cut with a knife) Density 9.6-12 Specific gravity 10.1-11.1 Ductile, ductile, drawn into a thin wire, flattened into the thinnest leaves Quartz. The color is varied, often due to the finest impurities of other minerals; gray is the most common. The milky-white color of quartz in the veins is associated with an abundance of the smallest cracks and is observed only near the daylight surface. In crystals, the top and the peripheral zone are often colored more intensely than the central parts. The luster is glassy, ​​sometimes greasy in solid masses. The fracture is uneven, conchoidal. Hardness 7. Specific gravity 2.60 (milky white) - 2.65 Calcite. Mostly colorless or milky white. Due to impurities, it is painted in light pink, blue, yellow, brown and other tones. Glass luster. Hardness 3. Brittle. Specific gravity 2.6-2.8 Dolomite. greenish tint. Glass luster. Hardness 3.5-4. Specific gravity 2.8-2.9. Barite. Dense, fine-grained or earthy aggregates that fill cracks and form ore-bearing veins, also sinter forms, stalactites, etc. Druses of barite crystals are found in the voids of the veins. The crystals are tabular, less often prismatic and columnar. The mineral is pure form colorless water-transparent, due to impurities it is often colored gray, bluish-gray, greenish, yellow, meat-red or black. Glass luster, on the cleavage planes - mother-of-pearl. Hardness 3-3.5. Brittle. Specific gravity 4.3 -4.5. Scheelite. Named after the Swedish chemist K. V. Scheele (XVIII century), who discovered the presence of tungsten in this mineral. The color is yellowish-gray, pale yellow, sometimes has a brownish, reddish, orange or greenish tint; rarely colorless or white. White streak. Vitreous luster, oily to diamond. Transparent. Hardness 4.5. Brittle Specific gravity (at 24% MoO3 content) specific gravity 5.5). When irradiated with x-ray, ultraviolet and cathodic rays, granite glows in blue tones. 5-10% (mainly biotite, much less often hornblende). Color gray, yellowish, pinkish-gray to pink and meat-red. Hardness high. Slate. Siliceous shale is characterized by platy separation. The color in the absence of impurities is white, light gray, bluish; due to the admixture of carbonaceous matter - dark gray to black. Urupskoe copper-nickel deposit In terms of reserves, this is a medium-sized deposit, its ores contain an average of 2.7% copper and 1.19% zinc. The ore contains as by-products: gold, silver, cadmium, selenium, tellurium. The main ore body of the Urupskoe deposit, which occurs in the thickness of volcanic-sedimentary rocks, is a sheet-like deposit or several contiguous layers separated by interlayers of tuffs and siliceous shales. The development of the deposit is carried out by an underground method. Ores contain gold, silver, cadmium, selenium and tellurium, occasionally cobalt, molybdenum, germanium and gallium as impurities. The main ore minerals are pyrite, chalcopyrite, bornite and sphalerite; secondary and rare - galena, magnetite, hematite, tennantite, betekhtinite, native gold, argentite, hessite, molybdenite; in isolated cases, renierite and luconite are noted; the main non-metallic minerals are quartz, calcite, chlorite and sericite. Conclusion: in Karachay-Cherkessia there are a lot of various rocks and minerals that we need for the development of the economy. This was an example of a project. You can complete the project even better - try it!

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