Do-it-yourself tundra plot. Diorama "Tundra" (master class on making a layout)

Integrated lesson

"Unusual expedition to the animals of the Northern Territory"

(teacher additional education in Ecology Khairullina Liliya Ulfatovna)

Tasks:

Educational:

Deepen and concretize ideas about the animal world of the region (tundra). Continue to acquaint with wild animals, their habits, the ability to adapt to their environment.

Improve the speech of children, develop the grammatical structure of speech, enrich vocabulary through familiarity with the outside world.

Continue to teach children to reason, reflect, seek and find solutions to problematic issues using their life experience and previous knowledge.

To consolidate the rules of behavior for children in overcoming difficulties.

Developing:

Develop the ability of search activities, the ability to solve problems, form cognitive interest to the environment.

To develop mental activity, the ability to analyze, draw conclusions.

Educational:

Cultivate a humane and emotionally positive attitude towards nature native land. The ability to act collectively, to maintain interest in the activities of peers.
Methods and techniques:

• 
  Introductory conversation, entry into the topic using the “3-question model” technique
• 
  Using Problem Questions and Situations
• 
  Overcoming obstacles
• 
  Use of TSO (phonogram "Birds of Russia" (voices of birds), phonogram "Sounds of Nature", video projector for shadow theater, music center)
• 
  Shadow theater (screen, silhouettes of animals (fox, wolf, bear, partridge, owl, hare)
• 
  Didactic game "Find out whose trail"
• 
  Didactic game "Know the animals of the tundra and help them" (using the tundra layout)
  The use of an artistic word (a poem by the poet E. Yevtushenko “Take care of these lands”)
• 
  Physical minutes: “Camping camp” and “Overcoming the swamp”
• 
  Productive activity (folding figures polar bear origami way)
• 
  Experimental activities (experiment “How are swamps formed?”
• 
  Individual work and differentiated approach
• 
  Action "Let's protect animals"
• 
  Summary of the lesson

A) Acquaintance with the meaning of words: expedition, lemming.

B) Fix the meaning of the words: zoologist, tundra, permafrost, masking color, northern lights.
Preliminary work:

• 
  Conversations about the animal world of Yamal.
• 
  Getting to know the climate weather conditions native land.

• 
  Origami classes (figurines of animals and birds)
• 
  Reading stories, fairy tales, poems about the nature of the native land.
• 
  Studying the materials of the children's encyclopedia
• 
  Examination of a photo album, pictures about the tundra, fragments of educational films about the animal world.
• 
  Experimental - experimental work (how the color of animals helps them to disguise themselves, an experiment with water and ice, etc.)
• 
  Acquaintance with the word "zoologist", "tundra" and the meanings of the expressions "permafrost", "northern lights"
• 
  Preparation of the "Tundra" layout, planar images of tundra animals.

• 
  Green ties (symbol of the zoologist)
• 
  Suit of the Mistress of Yamal
• 
  Image of animal footprints (bear, deer, hare, partridge, fox)
• 
  Music Center
• 
  Dynamic flood light device
• 
  Shadow theater (screen, video projector, animal silhouettes: deer, wolf, partridge, fox, polar owl, bear, hare)
• 
  Subject pictures depicting animals: deer, bear, wolf, partridge, fox, arctic fox, polar owl, hare, squirrel, lemming.
  Tundra layout
• 
  Bridge module
• 
  Small hoop - "hummocks"
• 
  Material for the experiment: a table, two pots with soil (one contains glass at a depth of 2 cm from the surface along the diameter of the pot), two glasses of water, wet wipes, a cloth napkin, a garbage bag)
• 
  Figurines (unfinished) polar bear, scissors, simple pencils and sheets of white paper for additional work - a differentiated approach
• 
  Two tables and chairs for productive work
• 
  Trash bag

1. 
   Phonogram "Birds of Russia" (voices of birds)
2. 
   Phonogram "Sounds of Nature"
3. 
   Sound letter "Letter from the sad tundra"

Poem of the poet E Yevtushenko "Take care of these lands"
Course progress.

Children enter the center of local history, the Mistress of Yamal is walking towards them (the phonogram "Birds of Russia" sounds (voices of birds)
Hostess of Yamal: Guys, what do you know about our Northern Territory?
(Listens to the answers of the children, in the answers the children use the knowledge gained earlier in the classroom, from conversations with parents, observations, watching educational television films about their native land)
Mistress of Yamal: And how do you know all this?

Children: (suggested answers) Us in kindergarten they talked about it ... dad told me ... we read in a book ... I found out when I was in a museum, etc.

Owner of Yamal: What else would you like to know about our beautiful North?

(children express their wishes)

Owner of Yamal: I am very glad that you are so inquisitive, that you are interested in so many things.
(at this time the cell phone rang)
Owner of Yamal: Hello! Yes. I listen to you. Yes, yes, I'll turn up the volume. ( children)

Guys, this is a call from the tundra, from animals and birds.
(the tape recorder turns on with the recording “Letter from the sad tundra”)

“Hello, dear young friends! We learned that you love nature very much, so we decided to ask you for help. We enjoyed life, and then people came and our troubles began. Oil rigs, plants and factories are being built in the tundra. It got noisy and dirty. Birds have stopped coming here. It's scary to play. Now our tundra is sad. Guys, help us improve life in our tundra!”

Owner of Yamal: What happened to the inhabitants of the tundra? (children's answers) How can we help them?

(I give the children the opportunity to think, then express their suggestions)
Owner of Yamal: I agree with you, it is necessary to help out the inhabitants of the tundra. To do this, we will go on an unusual expedition. Guys, do you know what the word "expedition" means?
(after the reasoning of the children, the educator gives a reliable definition of the word "expedition"; "Expedition"- this is an organized trip to study volcanoes, the life of butterflies, plants. (reinforces the word "expedition" with everyone and with children, and individually with those who find it difficult to pronounce the words).
Owner of Yamal: Do you know what people who study nature are called?
(children answer using the word "zoologists")
Owner of Yamal: Then we will become zoologists. Let's put on special clothes for the expedition. First, we put on comfortable shoes, tie the shoelaces, put on a jacket, fasten the zipper, put on a hat. Now let's take backpacks with equipment. Well done! Let's jump, check if nothing interferes and doesn't ring in the backpack? (Children imitate all movements) We throw green ties over our shoulders - this is a symbol of zoologists. What have we become?

Children: We are zoologists.

Owner of Yamal: Along the way, we may encounter difficulties, so be careful. And here is the first hurdle. Before us is a magical gate. To be in the tundra you have to go through the magic gate.

Owner of Yamal: Guys, here we are in the cold tundra! Do you know what "tundra" is?

(d children explain using life experience)
Children: Tundra is dry land. It is located in the north of Yamal. Winter in the tundra is very long and cold.

Owner of Yamal:(adds answers if needed) For example: in winter - polar night, in summer - white nights. Summer is short and not hot. The tundra is permafrost. Do you know what "permafrost" is?
(Children give the concept of the word "permafrost", using the knowledge gained earlier, the teacher clarifies and adds some information)
Owner of Yamal: That's right guys , summer is very short. The earth does not have time to warm up and always remains frozen in the depths. This is called "permafrost". Do you want to know how permafrost affects the surrounding world of the tundra?
(experiment "How permafrost is formed")

Materials:

(There are two identical containers (there may be flower pots) with soil on the table; in one of them, under the soil (2 cm), there is glass the size of the diameter of the pot, or thick foil; two identical glasses with the same amount of water; wet wipes according to the number of children; a bucket for garbage; cloth napkin)
Owner of Yamal: Look, in one pot there is ordinary soil, and in the other, frozen earth from the tundra. Let's pour water into the pots.
(children pour water into pots, while the teacher draws attention to the fact that the pots, glasses and the amount of water in them are the same)
Imagine it's raining. What happened?

Children: In one pot, the water went deep, and in the other, it remained on the surface.

Owner of Yamal: Why do you think?

Children: (reflections of children, the teacher accepts all answers)

(children break the soil with a spatula, and there is a hard surface - glass, which means ice)
Ice does not allow water to pass through, it remains on the surface of the earth and forms swamps. That is why there are so many swamps in the tundra.

(children wipe their hands with a napkin, clean up the table)
And now on, on the road!

(traces of a bear, a hare, a deer are pasted on the floor,

foxes and partridges.)
Owner of Yamal: Look, some traces. Let's find out together who they are?
(children determine whose tracks: bear tracks, deer tracks, fox, hare, etc., is carried out individual work)
- Oh, how did you guess that these are the traces of a bear ... Oh, please prove that these are the traces of a partridge, etc.
(following the tracks of animals, the children go to the sensory room, where the dynamic light flooding device works.)
Owner of Yamal: Guys, the northern polar night has come, look how beautiful it is! What is it that sparkles in the sky?

(Children make their guesses.)
Owner of Yamal: Yes, it's the northern lights. Such a phenomenon in nature can be found only in the North. I propose to make a halt. Remove your backpacks and take a rest.
(children sit on the carpet. The voices of the inhabitants of the tundra sound. Silhouettes of animals appear alternately against the backlight - shadow theater, while the soundtrack "Sounds of Nature" sounds)
Owner of Yamal:(When the first silhouette appears, the Mistress of Yamal focuses the attention of children) - Guys, look, there are some animals in the distance... Who is it? What do you know about this animal? (children's answers)

Traces of what animals we did not see on the trail?
(children's answers: there are no traces of a snowy owl and a wolf in the snow.)
- Well done! You are very attentive. And then the morning came. Let's go further on the road. Guys, be careful, we have a swamp in front of us. Remember how to cross the swamp correctly.

Owner of Yamal: Well done. Get up one after another, let's cross the swamp.
(children jump from bump to bump, overcome an obstacle)
- So we crossed the swamp ( children are in the winter garden)
(the teacher brings the children to the layout depicting the winter tundra, draws the attention of the children to the fact that the tundra is without inhabitants. There is garbage on the panel " different nature abandoned by people: abandoned equipment, old oil rigs, bottles, paper, etc.)
Owner of Yamal: Guys, this is the tundra in winter. Look, there are no animals or birds here. Why do you think?

(children's answers: a lot of garbage ...)
Owner of Yamal: What do you think should be done to prevent tundra animals from hiding?

Children: Let's clear the tundra.
(children remove garbage from the layout)
Owner of Yamal: And now let's look for animals and help them, let them walk all over the tundra, now nothing threatens or interferes with them.
(children find an animal and determine where it is, for example, a hareper snowdrift, partridgein snow, foxunder driftwood, etc.; individual work is carried out with children who have difficulties in the development of speech)
- And how did you guess that it was a hare behind the snowdrift?

Children: A hare has long ears... a bear has short, furry paws, and so on. (children say how they determined, on what grounds)

Owner of Yamal: Pay attention to what color these animals have?

Children: Color white or many white spots.

Owner of Yamal: Why do you think animal hair and bird plumage are predominantly light colors?
(children's answers: White color- camouflage, prove that it is easier to hide in the snow.)

Guys, pay attention, there is another animal here. Who does this animal look like?
(children compare with a mouse and a gopher)
This animal is called a lemming. This small animal plays a significant role in the life of the tundra. The life of foxes, arctic foxes and other predators depends on how many lemmings in the tundra. We will learn more about this animal in the next lesson. Do you remember the name of this little animal?
(the word lemming is fixed individually and in chorus)
- Guys, do you remember telephone conversation tundra animals asked us for help. Have we helped them?

(children's answers)

Yes, we must take care of them, and always protect them. I propose to hold an action for the protection of animals. To do this, we will make the emblem of Yamal - a figurine of a polar bear, and we will agitate people about the protection of animals. In the last lesson, we made the silhouette of a polar bear in the origami way, today we will complete our work. Whoever quickly completes the task can make another bear or cub.
(children come to the table and put a figurine of a polar bear, the teacher provides for a differentiated approach; the soundtrack “Sounds of Nature” sounds)
Owner of Yamal: Guys, where have we been today?

Children: We were on an expedition.

Owner of Yamal: Did you like our expedition? What was interesting about the expedition? What did you learn new?

(children's answers)

And what animal did we meet today?

Children: Today we met with a lemming.

Take care of these lands, these waters,

Even little epic loving,

Take care of all the animals of nature -

Kill only the beasts within you!

(children go to a group, distribute the emblem of a polar bear to everyone who meets on the way and encourage them to save endangered animals).

We continue to publish interesting developments of teachers, we recently received a master class on making do-it-yourself tundra layout which prepared Amina Bahlul.

Master class for making diorama "Tundra"

Making a tundra diorama.

To do this, we need to prepare basis for our future diorama. I will have a base made of plywood, the size should correspond to the place where it will be located.

To begin with, we will prepare birches for our diorama. To do this, I took two birch branches, which are closer in resemblance to tree trunks.

We take white acrylic paint (you can use ordinary gouache), and paint over the branches.

Using black paint, we apply a pattern to our twigs, and now we have a birch trunk.

To make a birch crown, I used foam rubber (an ordinary sponge for washing dishes, it took me 5 medium sponges). We take green, yellow paint and apply it to our foam rubber (in order to make our crown look more realistic, we apply green and yellow paint alternately), impregnating it abundantly. Then we set the dyed foam rubber to dry, for about 3-4 hours (I dried it on a battery).

After drying, the foam rubber will become hard and can be easily grated on a fine grater.
We have an excellent basis for our birch.

We take PVA glue, apply it to the finished branches (plentifully).

Then we glue the made crown. And we got a beautiful birch. So we need to make a few birch trees. We do not throw away the remaining foam rubber, it will be useful to us for making grass.

Let's start manufacturing land. For this we need:

• PVA glue,
• paper or fabric
• sand,
• gypsum (I used plaster bandages, very convenient),
• water.

Paper or cloth must be soaked in water and formed on the basis of the relief.

To secure our relief we need a plaster bandage. We cut off a small piece, soak it in water and apply it to the paper relief we made. Gradually we cover our terrain. In a few minutes, our relief will dry out.

When everything is dry, you can start working with sand. We apply PVA glue to our base (abundantly) and begin to fill it with sand. Here we have the relief base.

Let's start manufacturing plague. To do this, we need 7-8 sticks (I took sushi sticks). We fix our sticks with wire on top and we get a frame for our plague.

We take a plaster bandage, dip it in water and apply it to our frame, forming a chum. After drying, it will become solid, and we can put it on our diorama.

We fix the chum with a plaster bandage (each stick with a moistened piece).

In the same way we fix our birches.

From the remaining grated foam we make grass. We apply PVA glue to the chosen place for the grass and sprinkle our foam rubber. And here we have a fragment of our diorama.

Let's start manufacturing rivers. To do this, we need a piece of blue polyethylene, silicone glue. Polyethylene is glued to the base for the river with silicone glue. Then we fill our river with silicone glue on top of the polyethylene, it will give our river a more realistic look.

To revive our diorama, you can use ready-made north animal toys.

I'm sure you will succeed.
Good luck!"

Many thanks to Amina for the detailed story with step by step photos.

If you also make tutorials, send us, we will publish with pleasure.

Like the product and want to order the same from the author? Write to us.

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"What is the tundra?"

preparatory group

Project type: cognitive research.

Project participants: children preparatory group, parents.

Project implementation timeline: September - October 2014

Problem: What are the characteristics of the tundra climate zone?

Objective of the project: Systematization and concretization of children's knowledge about living and inanimate nature, establishing new in content and more complex in structure links.

Tasks: Contribute to the expansion of children's ideas about the features of the natural conditions of the tundra

Create conditions for tentative research activities

Activate curiosity

To educate the humane attitude of the child to nature.

Expected Results

• Conditions will be created to familiarize children with climate zone"tundra": notes of classes and design and research activities were developed, a visual and practical material, a multimedia presentation has been created.

• Children's interest in studying the natural features of the tundra zone is activated, their independence in solving cognitive research problems will increase, and the level of ecological ideas, knowledge, skills and abilities will increase.

Project implementation:

Stage 1. Preparatory:

• pick up didactic material(illustrations, paintings, photographs)
• pick up fiction for reading to children
  - to prepare material for visual activity, manual labor;
• informing parents:
  - issue a screen-consultation "How to preserve the nature of the North"

Stage 2. Informative

Stage 3. final

Presentation

- "What is the tundra?" (final lesson)

Exhibition of drawings and crafts of children "On the edge of the earth" (animal and vegetable world tundra)

Tundra is a cold, treeless plain located south of the arctic desert zone. natural conditions in the tundra are less severe than in arctic deserts. Therefore, it is richer in plant and animal world.

Using the map in the tutorial, color in contour map(World around 4th grade, pp. 36-37) tundra zone. To select a color, you can use, as in the previous lesson, the "key" below.

2. Do you know the living world of the tundra? Cut out the pictures from the Application and arrange them correctly. Check yourself on the picture in the textbook.

Tundra

Arrange a mini-exam for your desk mate. Arrange the pictures so that there are 2-3 mistakes. Let the neighbor find them and fix them (put the pictures correctly).

Ask your desk mate to arrange the same exam for you. When you are confident in your knowledge, stick the pictures in your notebook.

Question Ant dreams of eating tundra berries, but does not know what they look like. Consider the drawings. Compare by appearance cloudberries, blueberries and cranberries. Explain to the Ant by what signs these plants can be recognized in nature.

You can find additional information about blueberries and lingonberries in the atlas-determinant "From Earth to Heaven" (pp. 90-91).

Make a diagram power circuits characteristic of the tundra. Compare it with the scheme proposed by a neighbor on the desk. Use these diagrams to tell about ecological connections in the tundra zone.

Twigs of dwarf birch - Lemming - Snowy Owl
Yagel - Reindeer - Wolf
Cloudberry - Ptarmigan - Gyrfalcon
Arctic Willow Buds - Lemming - Arctic Fox - Wolf

Think what environmental problems in the tundra zone are expressed by these signs. Formulate and write down.

Suggest conservation measures to help solve these problems for class discussion.

Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find rare animals of the tundra on the poster and write their names.

White crane (Siberian crane), tundra swan, red-throated goose, gyrfalcon

7. Here you can complete the drawing as instructed by the textbook (p. 93).

Draw how you imagine the tundra

As instructed by the textbook (p. 93), prepare a report about one of the plants or animals of the tundra.

Message subject: Polar Mouse (Lemming)

Important information for message: Perhaps the most numerous inhabitants of the tundra are lemmings, or polar mice. In summer, they live in shallow burrows (and would be happy to hide more securely, but the permafrost does not let them in) or under lichen-covered rocks. In winter, lemmings build their nests of grass and moss under a layer of snow, but they don’t even think about hibernating, but busily scurry back and forth through a real labyrinth of tunnels carefully laid in the snow, only occasionally crawling out to feast on buds, twigs and bark dwarf tundra plants. Here, snowy owls are waiting for them, sitting in ambush on top of the snowdrifts. Do not disdain polar mice and polar foxes - arctic foxes.
The most amazing thing is that on a long and cold polar night, lemmings successfully breed in their nests under the snow. Females can raise from three to five broods. At this time, the main enemies of lemmings are not owls and arctic foxes, but nimble ermines, easily penetrating the intricate network of passages dug by rodents and even impudently using their nests for rest and reproduction.

Source(s) of information: Encyclopedia. Wondering about the unknown

Lesson type: combined

Target

– formation of a holistic picture of the world and awareness of a person’s place in it on the basis of the unity of rational-scientific knowledge and emotional-value understanding of a child personal experience communication with people and nature;

Characteristics of students' activities

Understand learning objectives of the lesson, strive to fulfill them. Compare general view of the tundra and the arctic desert, describe tundra from a photograph; find and show on the map of natural zones, the tundra zone, tell about her on the map. Reveal the relationship natural features of the tundra zone and its illumination by sunlight. Work in pairs: consider on the picture of plants and animals of the tundra, reveal, how they are adapted to the conditions of life, tell according to the drawing about ecological connections in this natural area, simulate power circuits. Tell aboutenvironmental issues, about environmental protection measures and reserves. Characterize the tundra zone according to the plan, compare with the Arctic desert zone, prepare messages.

Formulate conclusions from the studied material, answer final questions and evaluate achievements in the lesson

Planned results

Subject (know, be able)

Know general conditions necessary for the life of living organisms.

Be able to give examples of representatives different groups plants and animals of the tundra zone

Metasubject (Regulatory. Cognitive. communicative)

P. - pose and formulate problems, build oral messages, analyze objects with the allocation of essential and non-essential features. Establish cause and effect relationships.

R. - take into account the established rules in planning and controlling the solution method.

K. - argue your position and coordinate it with the positions of partners

Personal Outcomes

A feeling of love for one's country, expressed in interest in its nature.

Self-assessment based on success criteria learning activities.

Basic concepts and definitions

Tundra It is a cold, treeless plain. Natural conditions of the tundra. Flora and fauna. Protection of the nature of the tundra.

Preparing for the assimilation of new material

We will learn about the nature and environmental problems of the tundra zone. We will learn to characterize this zone according to the plan.

Remember, the tundra zone receives more or less heat from the Sun compared to the zone of the Arctic deserts. What else do you know about the tundra? If you have ever been to a tundra, be prepared to talk about it in class.

Look at the photo and imagine the tundra. How is it different from the Arctic wilderness? Describe the tundra from a photo

Locate the tundra on the map of natural areas. What can you tell about her on the map? Learn to show on the map this natural area.

Learning new material

COLD TREELESS PLAIN

South of the Arctic desert zone, along the coasts northern seas extended tundra. For thousands of kilometers from west to east - a cold treeless plain ...

Winter in the tundra is long (7-8 months) and very severe (frost down to -50°C). In the middle of winter, the polar night lasts for about two months. Summer

short, cool. And although the polar day is coming, there are often frosts. Strong cold winds blow in the tundra all year round. In winter, a blizzard rages for many days.

Per short summer the surface of the tundra thaws to a shallow depth. Below is a layer permafrost that never thaws. Permafrost does not let rain and melt water to depth. And from the soil surface, water evaporates slowly due to the low air temperature. Therefore, there are a lot of swamps and lakes in the tundra. The soil of the tundra is poor in humus

1. Consider in the herbarium and in the figure the plants of the tundra. Give suggestions on how these plants are adapted to the conditions of life in the tundra. Check yourself with the text of the textbook

123

1. Morroshka 2. Kaplik birch 3. Polar willow

2. According to the drawing of the textbook (pp. 86 - 87), get acquainted with the animal world of the tundra. Find information about animals in the text of the textbook.

3. Tell us about the ecological ties in the tundra using this picture. Make a model of a tundra food chain.

1. Gyrfalcon. 2. Swans. 3. Reindeer. 4. Gray geese. 5. Gray cranes. 6. Polar owl. 7. Arctic fox. 8. Mosquito, its larva (a) and pupa (b). 9. Kulik. 10. Polar willow. 11. Lemming. 12. White partridge (in summer plumage). 13. Cloudberry. 14. Blueberry. 15. Lingonberry.

LIFE IN THE TUNDRA

For all living things, the conditions in the tundra are very harsh. But still, life here is more diverse than in the zone of the Arctic deserts.

Everyone who enters the tundra pays attention to reindeer moss, or reindeer moss. It's actually not moss, but lichen. It is the main food
for reindeer.

In the tundra there are a lot of real mosses. In addition, there are growing cloudberry-
ka, blueberry, lingonberry. are amazing dwarf birch and polar willow. Plants
tundras are undersized, many of them creep along the ground. So they adapted to life in the tundra. After all, the surface of the earth is warmer, the wind is weaker. And in winter, snow completely covers undersized plants and protects them from frost.
and winds.

The tundra is very beautiful in spring. Quickly, as if on a wave magic wand everything comes alive. Many plants are in a hurry to bloom, form fruits and seeds. After all, in a few months the snow will cover the ground again

In the summer in the tundra there are many mosquitoes, midges. Their larvae develop in water bodies where there is enough food for them (tiny algae, plant remains).

They fly to the tundra for the summer cranes, geese, swans, sandpipers. Here, these birds breed chicks, and fly away to warmer climes for the winter. Other

birds - white partridge and White Owl- permanently live in the tundra

The white partridge is a herbivorous bird. In summer, its plumage is brown, and it becomes white by winter. Partridge legs are covered with feathers to the very claws for winter. This protects them from the cold and allows the partridge to walk on the snow without falling through.

The white, or polar, owl is a bird of prey. She has plumage all year round white. It is dense and protects well from icy winds. There are very thick long feathers on the belly and paws. Thanks to this, the owl can sit on the snow for a long time. The white owl hunts partridges, and especially rodents - lemmings. These animals do not hibernate in winter.

The life of predatory animals largely depends on lemmings - foxes. Owls and arctic foxes eat lemmings themselves and feed them to their offspring. In those years when lemmings are few, owls lay few eggs and arctic foxes give birth to few cubs. But when there are a lot of lemmings, the offspring of owls and arctic foxes is large and there is enough food for all the little ones.

Partridges and lemmings are also hunted by a rare bird of prey merlin, which, like the white owl, has a beautiful white plumage

Wonderful inhabitant of the tundra - wild reindeer. He has thick fur, wide cloven hooves... Think about the significance of this for the life of a deer in the tundra. Check yourself on the Self-Check Pages

live reindeer herds: it’s more convenient to get food, protect yourself from predators and even from the wind. Herds roam the tundra. By winter, for example, they go into more southern regions where it is easier to feed. The deer are followed wolves, who prey on the sick, who have strayed from the herd of animals.

TUNDRA AND MAN

Due to the harsh natural conditions, the population of the tundra is not numerous. The main occupation of the northern peoples is reindeer herding. Reindeer herders breed domestic reindeer. All year round animals should be on pastures. Brigades of reindeer herders with herds are constantly moving across the tundra. They go l (go on reindeer sleds.

Exploration and extraction of minerals, primarily oil and gas, are carried out in the tundra.

Unfortunately, the economic development of the tundra brings great harm to it. Consider the environmental problems that have arisen here

The nature of the tundra is unusually vulnerable. From all-terrain vehicles and tractors, the soil surface is broken, plants die. It takes years for nature to restore them. It is necessary to protect the tundra from the harmful effects of transport.

During oil production, the surrounding area is often heavily polluted. It is very important to prevent pollution of the tundra.

In many reindeer pastures, reindeer moss disappears, because reindeer are not always driven from one pasture to another in time. As a result, the most valuable pastures often die. Reindeer pastures in the tundra need protection

Nano-sieves and illegal hunting - poaching - are a great harm to the animal world of the tundra. It is necessary to protect the fauna of the tundra, to prevent its depletion.

How is the nature of the tundra protected? The movement of all-terrain vehicles and tractors is prohibited in many places.

To move around the tundra, you need to use transport on special tires (they are called ultra-low pressure tires). They leave almost no trace. Oilfields are introducing new technologies that are safe for environment

Rare animals, such as birds, are under special protection. White Crane, or Siberian Crane(1); small, or tundra, swan(2); red-throated goose(3); merlin(four). They are included in the Red Book of Russia. It has been noted that in recent years, thanks to protection, the number of the little swan began to recover.

Reserves have been created in the tundra, for example Tai-myrsky

The nature of the tundra is harsh, but it is defenseless against man. Mastering the northern region, people should not forget about it

Comprehension and understanding of the acquired knowledge

Let's discuss!

1. Compare the nature of the tundra and the nature of the Arctic desert zone. What explains the similarities and differences?

2. Give examples of human violation of ecological ties in the tundra. What does this lead to? What needs to be done to prevent this from happening?

Independent application of knowledge

check yourself

1. Show the tundra zone on the map. 2. Give a brief description of the tundra zone according to the plan given on p. 71.

Conclusion

Tundra is a cold, treeless plain, located south of the zone arctic deserts. Natural conditions in the tundra are less severe than in the Arctic deserts. Therefore, the flora and fauna are richer here. People should treat the nature of the tundra very carefully!

Tasks for homework

1. Draw how you imagine tund-rou. You can try to make a model of a tundra section from plasticine and other materials

2.In the book "Green Pages" read the story "Yagel". What types of lichens are united under this name? What ecological connections are revealed in this story? Explain them with the text of the story

3. With the help of additional literature, the Internet, prepare a report about one of the plants or animals of the tundra. Write down in your workbook the plan of your message and the most important information about a plant or animal

GEF A. A. Pleshakov textbook, E.A. Kryuchkova workbook The world Grade 4 Moscow "Enlightenment" 2014

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