Practical work. Identification of the relationship between the components of nature on the example of one of the natural zones

Danilova Svetlana Alexandrovna
Job title: geography teacher
Educational institution: MOU "School № 20"
Locality: g.o. Podolsk
Material name: Methodological developments
Topic: Practical work in grades 8-9
Publication date: 28.02.2019
Chapter: secondary education

Geography of Russia.

Program practical work, mandatory for implementation

NATURE

Chapter

Topic

Practical work

Grade

geological

structure and

mineral

1. Determination of standard time using a map of time zones. (Solution

tasks in a notebook.)

No. 2. Comparison of tectonic and physical maps and the establishment

dependence of the relief on the structure earth's crust on the example of individual

territories; explanation of the revealed regularities. (Filling to / to.)

#3 Identify and explain placement patterns

igneous sedimentary minerals by tectonic

map. (Working with c / c. Comparative table in a notebook.)

agroclimatic

sky resources

No. 4. Determination of the patterns of distribution of the total

and absorbed radiation and their explanation. (Filling out the table in

notebooks.)

No. 5. Determination of weather features for

various items. Making weather forecasts. (Comparative

table in a notebook.)

No. 6. Identification of regularities in the distribution of average temperatures

January and July, annual rainfall. (Working with c / c and conclusions in

notebooks.)

No. 7. Determination of the moisture coefficient for various points.

(Problem solving in a notebook.)

Internal

water and water

No. 8. Definition by maps and statistical materials

features of nutrition, regime, annual runoff, slope and fall of rivers,

their economic use. (Filling out the tables in

notebooks.)

Soil-

plant-

cover,

animal

soil and

biological

No. 9. Determination of soil formation conditions for the main

zonal soil types (amount of heat and moisture, relief, character

vegetation)

Natural

complexes

Natural

No. 10. Identification of dependencies between natural

components and natural resources on the example of one of the zones. (AT

notebook diagram, table.)

Man and

Natural

No. 11. Identification by maps and statistical sources of natural

resources and conditions for their development on the example of individual regions.

(Filling in c / c, conclusions on a separate sheet.)

No. 12. Compilation from maps and statistical materials

characteristics of one of the types of natural resources (value,

components, distribution over the territory, ways and means

rational use). (Filling out the table in the notebook,

charting.)

Practical work № 1

Determination of standard time on a map of time zones

Goals

works:

fulfillment

practical

using textbook text

"Time Zones"

Work out new concepts: local time, standard time, international date line, standard time, Moscow

time, summer time.

Learn to determine standard time, take into account the time difference in the country.

I. Theoretical part ( execution time 15 minutes).

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

1. Determine how many degrees the Earth rotates around its axis in 1 hour, 4 minutes.

2. What time is called local?

3. Determine how many time zones the Earth is divided into.

4. What is the difference between time zones in longitude? By time?

How many time zones are there in our country?

What time zone is Stavropol in?

What is zone time?

How will standard time change east of any time zone? West?

What is the date line. What changes will occur in time when crossing the line

date changes from west to east? From east to west?

What time is called maternity, summer, Moscow?

Discussion of questions (10 min).

II. Practical part of the work: solving problems for determining standard time (performed in a notebook,

execution time 10 minutes).

Example: determine the standard time in Yakutsk, if it is 10 a.m. in Moscow.

Brief entry conditions: Moscow - 10 hours.

Yakutsk - ?

Task execution sequence:

Determine what time zones these points are in:

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

determine the difference between time zones:

determine standard time at a given point, given that time decreases to the west, to the east -

increases:

Answer: in Yakutsk 16 hours.

Run by yourself

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

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

In Chita 18 h, determine the standard time in Moscow.

Additional tasks

How much and in what direction do you need to move the hands of the clock if we fly from the 3rd hour

belts in the 8th? in the 1st?

Why do you need to turn the clock when flying from Moscow to Yekaterinburg, and when flying to

Murmansk at the same distance is not necessary?

What is the difference between standard time and maternity time?

The cities of Moscow, Khartoum (Egypt) and Pretoria (South Africa) are located in the same time zone (2nd). Does it mean

is that their inhabitants live at the same time?

4. Is it possible to receive New Year's greetings in Stavropol on December 31, if it was sent from

Practical work No. 2

Comparison of tectonic and physical maps and establishing the dependence of the relief on the structure

the earth's crust on the example of individual territories; explanation of the revealed patterns

Goals of the work:

1. Establish a relationship between the placement of large landforms and the structure of the earth's crust.

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

Work sequence

physical

tectonic

determine

tectonic

structures

correspond to the indicated landforms. Make a conclusion about the dependence of the relief on the structure of the earth's crust.

Explain the observed pattern.

(It is advisable to give work on options, including in each

more than 5 landforms listed in the table.)

Landforms

Dominant Heights

Tectonic

structures,

lying in

basis

territory

Conclusion about addiction

relief from the building

earth's crust

Eastern European

Central Russian

elevation

Khibiny mountains

West Siberian

lowland

Aldan Highlands

Ural mountains

Verkhoyansk Range

Chersky Ridge

Sikhote-Alin

median ridge

Practical work No. 3

Defining and explaining placement patterns

igneous and sedimentary minerals on a tectonic map

Goals of the work:

1. Based on the tectonic map, determine the patterns of placement of igneous and sedimentary minerals

fossils.

2. Explain the identified patterns.

Work sequence

On the map of the atlas "Tectonics and Mineral Resources", determine which minerals are rich in

territory of our country.

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

Which of them are found on the platforms? What minerals (igneous or sedimentary)

confined to the sedimentary cover? Which - to the ledges of the crystalline foundation of ancient platforms

on the surface (shields and arrays)?

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

results

conducted

issue

do

established

dependencies.

Tectonic structure

Minerals

Conclusion about

installed dependency

Ancient Platforms:

sedimentary cover; ledges crystal-

personal foundation

Sedimentary (oil, gas, coal...)

Igneous (...)

Young platforms (slabs)

Folded areas

Practical work No. 4

Determination by maps of patterns of distribution of total and absorbed solar

radiation and their explanation

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

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

It is characterized by radiation balance.

Goals of the work:

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

patterns.

2. Learn to work with different climate maps.

Work sequence

Consider fig. 40 on p. 71 textbooks. How are the total solar radiation values ​​shown on the hag?

In what units is it measured?

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

Determine the total radiation and radiation balance for points located on different

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

Items

total radiation,

radiation balance,

Murmansk

St. Petersburg

Yekaterinburg

Stavropol

4. Draw a conclusion, what pattern can be seen in the distribution of the total and absorbed

radiation. Explain your results.

Practical work No. 5

Determination of weather features for various points using a synoptic map. Drafting

weather forecasts

Complex phenomena occurring in the troposphere are reflected on special maps - synoptic,

which show the state of the weather at a certain hour. The first meteorological elements scientists

discovered on world maps by Claudius Ptolemy. The synoptic map was created gradually. A. Gum-

Boldt in 1817 built the first isotherms. The first weather forecaster was the English hydrographer and meteorologist R.

Fitzroy. From 1860 he gave forecasts of storms and compiled weather charts, which were greatly appreciated by sailors.

Goals of the work:

1. Learn to determine weather features for various points using a synoptic map. Learn to

make basic weather forecasts.

2. Check and evaluate the knowledge of the main factors affecting the state of the lower troposphere -

Work sequence

Conduct an analysis of the synoptic map that records the state of the weather on January 11, 1992 (card).

Compare the weather conditions in Omsk and Chita according to the proposed plan. Make the expected conclusion

weather forecast for the near future in the specified points.

Comparison plan

Omsk

Chita

1. Air temperature

2. Atmospheric pressure (in

hectopascals)

3. Cloudy; if there is precipitation, what

4. What atmospheric front does

impact on the weather

5. What is the forecast for the nearest

Practical work No. 6

Identification of regularities in the distribution of averages January and July temperatures, annual

precipitation

Goals of the work:

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

such a distribution.

2. Check the ability to work with various climate maps, based on their analysis

generalizations, conclusions.

Work sequence

Consider fig. 48 on p. 81 textbooks. How is the distribution of January temperatures according to

territory of our country? How are the January isotherms in the European and Asian parts of Russia? Where

Where are the areas with the highest temperatures in January? The lowest? Where is located in

our country is the pole of cold?

Make a conclusion

influence on the distribution of January temperatures. Write a summary in your notebook.

Consider fig. 49 on p. 82 textbooks. How is the temperature distribution shown in

July? Determine in which regions of the country the temperatures of July are the lowest, in which - the highest.

What are they equal to?

Make a conclusion Which of the main climate-forming factors has the most significant

influence on the distribution of July temperatures. Write a summary in your notebook.

Consider fig. 50 on p. 84 textbooks. How is the amount of precipitation shown? Where

does it get the most precipitation? Where is the least?

Conclude which of the climate-forming factors have the most significant impact on

distribution of precipitation throughout the country. Write a summary in your notebook.

Practical work number 7

Determination of the moisture coefficient for various points

Goals of the work:

1. To form knowledge about the humidity coefficient as one of the most important climatic indicators.

2. Learn to determine the coefficient of moisture.

Work sequence

After studying the text of the textbook "Moisture Coefficient", write down the definition of the concept "coefficient

moisture" and the formula by which it is determined.

Using fig. 29 on p. 59 and fig. 31 on p. 61, determine the humidification factor for the following cities:

Astrakhan, Norilsk, Moscow, Murmansk, Yekaterinburg, Krasnoyarsk, Yakutsk, Petropavlovsk-

Kamchatsky, Khabarovsk, Vladivostok (you can give tasks for two options).

Perform calculations and distribute cities into groups depending on the moisture coefficient.

Present the results of the work in the form of a diagram:

Make a conclusion about the role of the ratio of heat and moisture in the formation of natural processes.

Can it be argued that the eastern part of the territory of the Stavropol Territory and the middle part of the Western

Siberia, receiving the same amount of rainfall, equally dry?

Practical work No. 8

Determination from maps and statistical materials of the features of the litany, regime, annual runoff,

slope and fall of rivers, the possibilities of their economic use

Rivers are a "product of the climate".

A. I. Voeikov

The nutrition and regime of the river are determined by the climate, the fall of the river is determined by the relief of the territory, according to

which the river flows.

Goals of the work:

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

economic use.

practical tasks.

Work sequence

I. Using the physical map of the atlas, the text maps of the textbook, fig. 65 on p. 99, fig. 68 on p. 100, tab.

"Large rivers of Russia" on p.298

Make a description of the Lena River according to the proposed plan.

Lena river

1. Source, direction of flow, mouth

2. Which ocean basin does it belong to

3. Power supplies

4. Features of the water regime:

freezing duration

high water

5. Annual flow

6. The length of the river

7. The fall of the river

8. The slope of the river

9. The possibility of its economic use

The form of fixing the results - optional: record data in the table, text description of the river, record

data on the contour map. On the contour map: 1) the name of the river is signed; 2) the source and mouth are marked; 3)

it shows which ocean basin it belongs to; 4) power sources are indicated; 5) features are indicated

water regime; 6) the annual flow is indicated; 7) the fall, length and slope of the river are shown; 7) the possibility of its

economic use. Come up with the signs of the legend of the map yourself.

Practical work No. 9

Determination of soil formation conditions for the main zonal soil types from maps (the number

heat and moisture, relief, nature of vegetation)

Goals of the work:

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

2. Check and evaluate the ability to work with various sources of geographic information, to do on

based on their analysis of generalizations, conclusions.

Work sequence

Based on the analysis of the text of the textbook, p. 120-124, soil map and soil profiles (textbook, p. 122-

123) determine the conditions of soil formation for the main types of soils in Russia.

Arrange the results of the work in the form of a table (give tasks for option 2

Soil types

Geographic

position

Soil conditions

education

(ratio

heat and moisture

character

vegetation)

Peculiarities

soil

profile

humus

Fertility

Tundra

Podzolic

Sod-podzo-

gray forest

Chernozems

Brown semi-

gray-brown

Practical work No. 10

Identification of dependencies between natural components and natural resources on maps

example of one of the zones

Goals of the work:

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

2. Check and evaluate the ability to work with various sources of geographic information for

solving practical problems.

Work sequence

Having amazed the drawings, paintings, maps of the atlas (pick up sources of information yourself), identify

dependence between natural components and natural resources on the example of the steppe zone.

Arrange the results of the work at will: in the form of a diagram, a written description, in tabular form.

Arrows on the diagram indicate the identified relationships.

Animals

appearance of the zone

Activity

human

Problems

Make a conclusion about the relationship between the components of nature.

Practical work No. 11

Identification by maps and statistical sources of natural resources and conditions for their development on

example of selected areas

Natural resources- components and phenomena of nature that are used or can be

used by man to meet the material and cultural needs of society.

Along with the term "natural resources", the broader concept of "natural conditions" is often used.

The line separating one concept from another is very conditional.

natural conditions reflect all the diversity of the natural environment, have an impact on life and

human economic activity.

Goals of the work:

1. Using various sources of geographic information, identify natural resources and their conditions

development on the example of the Caucasus.

2. Check and evaluate the ability to use various sources of geographic information to solve

practical tasks.

Work sequence

Based on the analysis of the physical map of the atlas, as well as the thematic maps of the atlas on p. 16-27 install,

what natural resources the area is rich in.

On a contour map, indicate the boundaries of the district, designate conventional signs identified natural

resources, environmental Problems associated with their development. Map legend signs must

correspond to the signs of the legend of the atlas.

On a separate sheet attached to the contour map, conclude which natural resources

are the most promising for their economic use in the area, evaluate

conditions for their development (features of relief, climate, inland waters, possible natural phenomena,

associated with these components of nature, etc.).

Practical work No. 12

Drawing up characteristics of one of the species according to maps and statistical materials

natural resources (meaning, components, distribution over the territory, ways and means

rational use)

The ascent of mankind to the heights of progress is closely connected with the use of

various gifts of nature - natural (or natural) resources.

Goals of the work:

1. Draw up a characteristic according to maps and statistical materials water resources.

2. Check and evaluate the ability to use various sources of geographic information to solve

practical tasks.

Work sequence

Based on the analysis of the map of the atlas "Water Resources", p. 21, characterize water resources according to

proposed plan.

Present the results in the form of a table.

Performance plan

Characteristics of water resources

1. Meaning

inexhaustible, if exhaustible, then renewable or

non-renewable)

3. Components

4. Distribution across the territory

5. Ways and means of rational use

POPULATION. ECONOMY

Chapter

Topic

Practical work, forms of their implementation

Grade

Population

No. 1. Definition by maps and statistical

materials regularities in placement

population and their explanation. (Working with k / k and

written conclusion.)

No. 2. Definition by maps and statistical

materials of the largest nations and patterns

their placement. (Filling out the table.)

No. 3. Definition according to statistical materials

trends in the number of people employed in various

branches and spheres of the modern economy of the country.

(Table and conclusions in a notebook.)

economy

Geography

industries

intersectoral

complexes

No. 4. Determination of the main areas of placement

labor-intensive and metal-intensive industries

engineering on maps. (Table in notebook.)

No. 5. Drawing up the characteristics of one of the coal

basins according to maps and statistical materials.

(Filling out a table in a notebook or a description according to a plan.)

No. 6. Drawing up a characteristic of one of

metallurgical bases on maps and statistical

materials. (Working with k / k.)

No. 7. Determination of the main factors on the maps

placement of copper and aluminum metallurgy. (Table in

notebooks.)

No. 8. Drawing up a characteristic of one of the bases

chemical industry by maps and statistics

materials. (Table in notebook.)

No. 9. Definition by maps and statistical

materials of the main areas for growing grain and

industrial crops, the main areas of animal husbandry.

(Written description in a notebook or filling in a c / c

with details.)

economic

No. 10. Drawing up a diagram of industrial relations on

an example of one of the districts (at the choice of the teacher.)

No. 11. Comparative characteristics of the economy of two

districts (at the choice of the teacher). (Comparison table in

notebooks.)

Practical work No. 1

Determination on the basis of hags and statistical materials of regularities in the distribution of the population and

their explanation

Goals of the work:

1. Get knowledge about the features of the distribution of the population, about areas with the highest and lowest

population density. Explain the reasons for the uneven distribution of the population.

2. Learn to work with maps and statistical materials: compare different forms

presented educational material(atlas maps, text maps, statistical materials), do

generalizations, conclusions.

Work sequence

Determine the average population density of Russia.

Having examined the map of the atlas "Population", the text maps of the textbook, p. 48, fig. 9; With. 56-57, fig. fourteen; With. 58-59,

rice. 15, conclude: can the indicator of average population density characterize the location of

population across the country?

Draw the borders of Russia on the contour map, highlight the zones of settlement: the main zone of settlement and

economic development and the zone of the North. Create your own map legend.

Make a conclusion about what factors influence the distribution of the population throughout the country.

Practical work No. 2

Determination from maps and statistical materials of the largest peoples and their features

accommodation

According to the 1989 census, 130 peoples were identified in Russia. Each of the peoples is different in language, way of life

life, customs, historical traditions, culture, as well as labor skills. By language

belonging to the peoples of Russia belong to 4 language families: Indo-European (89% of the population),

Altai (6.8%), Caucasian (2.4%) and Ural (1.8%). There are many language families

language groups.

Goals of the work:

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

2. To continue the formation of the ability to work with maps and statistical materials, to do on the basis of

their analysis generalizations, conclusions.

Work sequence

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

Analyzing the map of the atlas "Peoples" on p. 13, identify the main areas where the largest

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

language families

Largest nations

Areas of compact residence

Indo-European

Altai

Ural

Caucasian

Conclude: What regions of our country are distinguished by the greatest diversity of national composition?

Practical work No. 3

Determination, based on statistical materials, of trends in changes in the number of employees in various

branches and sectors of the country's economy

Goals of the work:

1. Based on the analysis of statistical materials, determine the change in the number of people employed in the areas of national

economy.

2. Continue the formation of the ability to analyze statistical materials, make generalizations, conclusions.

Work sequence

Study table. "Distribution of the population of Russia employed in the national economy, by industry" (in %).

Branches of the national economy

years

Industry and construction

Agriculture and forestry

Transport and communications

Trade, public catering, material

technical supply and sales, procurement

Health, Physical Education and Social

security; education, culture and art;

science and scientific service

Apparatus of governing bodies, finance,

lending and insurance

Other industries (housing and communal

household, household services, etc.)

2. Look at which sectors of the national economy are indicated and how the number of people employed in these has changed

industries for the specified period (from 1940 to 1993). 2. Answer the questions:

Which industries are manufacturing and which are non-manufacturing?

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

Which area is present stage has the largest number of employees?

What changes in employment can be observed among the branches of the manufacturing sector?

What are they caused by?

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

What is the general trend in the number of people employed in the national economy? Will she

persist in subsequent decades? Justify your point of view.

Write down your summary in your notebook.

Practical work No. 4

Determination of the main areas for the location of labor-intensive and metal-intensive engineering industries according to

cards

Goals of the work:

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

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

Work sequence

Remember which branches of engineering are labor-intensive, which ones are metal-intensive.

Analyze the economic map of the atlas on p. 28-29. Which parts of the country will dominate

labor-intensive, and in which - metal-intensive engineering?

Justify your conclusion.

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

Types of machine

buildings

Examples

industries

Peculiarities

production

Main

areas

accommodation

Factors

accommodation

labor intensive

metal-intensive

Practical work No. 5

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

Goals of the work:

1. Make a description of the Pechora coal basin,

2. Check and evaluate the ability to compare various forms of the presented material (text cards,

textbook text, Additional Information, statistical materials), choose the main thing, do

generalizations, conclusions.

Work sequence

Get acquainted with the plan for the characterization of the coal basin.

Having studied the text of the textbook "Coal Industry" on p. 131-13? and fig. 33 on p. 130, pick up

information to characterize the Pechora coal basin.

reference Information

The Russian coal industry is in a state of economic crisis. What are the general

economic, social, environmental problems are facing regions where coal

industry is important? How to solve these problems? Let's do a little

journey beyond the Arctic Circle, to the region of Vorkuta.

The Pechora coal basin is located in the north of the Komi Republic, in the Vorkuta region. Started actively

developed during the Great Patriotic War. After the war, coal mining capacities were here

have been enlarged, new mines have been built, but in general, the basin already requires large funds for modernization.

About 8% of Russian coal is mined here, and it is of high quality. However, great prospects

does not have a pool due to the high cost of coal (since it is located beyond the Arctic Circle, miners

receive "northern allowances", their salaries are 2-3 times higher than in other coal basins).

But the reduction of coal production is more difficult to implement here. If coal mines are closed in some

or other coal basins, then in the same cities and towns you can create new industries in order to

take on the miners who have lost their jobs. To create new production facilities in the Arctic is economically

inappropriate - they will be unprofitable.

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

Coal basin characterization plan

Brief records of the results of the work

1. The name of the pool.

Type of coal mined (stone, brown)

2. Geographic location

3. Coal reserves:

general geological;

industrial

4. Conditions of occurrence (close to the surface or

deep, seam thickness)

5. Production volume

6. Mining method

7. Quality of mined coal

8. Cost

10. Transport efficiency

11. Prospects for development

Conclude: what indicators most significantly affect the operation and prospects

Pechora coal basin?

Practical work No. 6

Compilation of characteristics of one of the metallurgical

bases on maps and statistical materials

Goals of the work:

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

metallurgical enterprises.

2. Based on the analysis of maps and statistical materials, learn to draw up economic and geographical

characteristics, to draw up the results of the work in symbolic form.

Work sequence

Frontally, orally

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

Give a description of each of them according to the plan:

a) the geographical location of the base;

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

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

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

e) the main centers of metal production.

On the contour map

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

Using text from the textbook on p. 148, atlas maps on p. 42-45, draw the main

deposits of raw materials used.

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

Using pie charts, indicate the main centers of metal production, reflect them

specialization.

Conclude: what are the factors of location of enterprises metallurgical complex turned out to be the most

effective in the formation of the Ural metallurgical base?

Practical work number 7

Determination by maps of the main factors of placement copper and aluminum metallurgy

Goals of the work:

1. Check knowledge of the features of the production of heavy and light metals, the main factors of placement

production.

2. Learn to identify on maps the main factors in the location of production using the example of copper and metallurgy

aluminum.

Work sequence

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

Having studied the legend of the maps, determine what symbols show the centers of copper smelting and

aluminum.

Determine the main areas of copper and aluminum metallurgy, indicating economic region and centers

smelting.

Conclude what factors contributed to the placement of these industries.

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

Main Industries

non-ferrous metallurgy

Main centers

Factors explaining

accommodation

copper metallurgy

Ural (Kirovograd, Upper

Pyshma, Revda, Kyshtym, Karabash,

Mednogorsk)............

Etc.

Presence of copper ores

aluminum metallurgy

Northwest and North

Russia (Kandalaksha, Nadvoitsy)

Presence of aluminum ores, cascade

hydroelectric power plants providing cheap

electricity.....

Etc.

Conclude: What are the main factors in the placement of copper and aluminum metallurgy?

Practical work No. 8

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

materials

Goals of the work:

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

chemical enterprises.

2. Check and evaluate the ability to compile economic and geographical characteristics based on map analysis

and statistical materials.

Work sequence

Frontally, orally

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

2. Give a description of each of them according to the plan:

geographical position;

the base develops on its own stocks of raw materials or imports chemical raw materials for subsequent

processing;

raw materials used;

base share (%) in the chemical and timber industry in Russia;

main productions.

On the contour map

Draw the boundaries of the Siberian chemical-forest base.

Specify the main deposits of the used chemical raw materials.

Using pie charts, indicate the largest centers of the chemical and forest industries,

reflect their specialization.

Conclude: what factors in the location of the chemical industry turned out to be the most

effective in the formation of the Siberian chemical-forest base?

Practical work No. 9

Identification of the main growing areas by hag cereals and industrial crops, the main

districts animal husbandry

Goals of the work:

1. Determine the main areas for growing grain and industrial crops, the main areas

animal husbandry. Make a conclusion on what reasons the location of the main branches of agriculture depends

economy.

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

generalizations and conclusions.

Work sequence

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

identify the main areas for growing grain and industrial crops, the main areas for animal husbandry.

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

Main cultures and directions

animal husbandry

Main production areas

Cereal crops:

rye wheat corn rice

Industrial crops:

sugar beet sunflower

reindeer breeding

Cattle breeding:

dairy cattle breeding dairy and beef cattle breeding

meat and dairy cattle breeding

Pig breeding

Sheep breeding

Make a conclusion: on what reasons the geography of the main industries depends Agriculture?

Practical work No. 10

Drawing up a scheme of industrial relations on the example of one of the districts (at the choice of the teacher)

Goals of the work:

1. Establish production ties between Central Russia and other regions both within our country,

and abroad, to reflect the identified production links using a map.

2. Check and evaluate the ability to work with various forms of the presented educational material,

reflect the results of the work in symbolic form.

Work sequence

Draw the boundaries of the area on a contour map.

Using the maps of the atlas and the text of the textbook, the available reference materials, apply to the contour

map (come up with map legend signs yourself) those natural resources that the area is rich in.

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

industrial centers.

Apply large enterprises of national importance.

Using the text of the textbook, atlas maps, establish where the district receives the missing natural

resources, the need for which at a given level of development of production is very high.

Arrows of different colors show imported and exported products, raw materials. At

characterize production relations, try to more accurately show the areas of supply of fuel, raw materials,

food.

Draw conclusions:

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

2. What is the impact of industrial relations on the development of the region's economy? Give specific

Practical work No. 11

Comparative characteristics of the economy of the two regions (at the teacher's choice)

What do you imagine when you hear the phrase "Far East" if you have never been there

have you been? Wild mountains? Lead gray sea waves? Gloomy taiga? Map of the country with friends

childhood names in the right corner - Kamchatka, Sakhalin, Vladivostok ... They say: better alone

See once than hear a hundred times. The proposed work will help you to some extent to see

Far East.

Goals of the work:

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

2. Using the example of comparing the economy of two districts, check and evaluate the ability to conduct a comparative

characterization: identify similarities and differences, explain the results.

Work sequence

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

reference materials),

compare the economy of the two regions according to the main economic and geographical indicators, highlighting the features

similarities and differences.

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

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

Indicators for comparison

Comparable areas

Features

The reasons,

defining

similarity and

difference

Eastern

Siberia

Further

East

similarities

differences

1. Population and area

2. EGP and GWP

3. Conditions and resources

4. Specialization

industry

5. Specialization of agriculture

farms

6. Participation in the division of labor

Topic 7 Identification of the relationship between the components of nature on the example of one of the zones

Objective: the formation of skills on specific examples to show the relationship that exists between natural components in a natural area.

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

1. Exercise:

a) Prepare a written analysis of the profile across the East European Plain (other territories can be taken as well). When completing a task, stick to the plan:

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

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

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

b) Compare the species composition of animals inhabiting the taiga and mixed forests with the species composition of animals in deserts and semi-deserts. Explain the reasons for the difference. Make a conclusion.

2. Exercise:

a) Using the maps of the atlas, fill in the table.

Territory

natural area

Vegetation

Animal world

Yamal Peninsula

Siberian Ridges

Kulunda steppe

b) Give a written description of one of the natural areas according to plan:

1. Geographic location.

2. Features of the climate.

4. Vegetation and fauna.

Topic 8 Determination by students from statistical sources of population density and the proportion of urban and rural population in their area. Comparison with national averages

Objective: formation of skills to work with demographic indicators and a population density map, compare indicators and draw conclusions.

1. Exercise: compare the main demographic indicators characteristic of Russia, their republic, territory, region, for their region. Enter data into a table.

Indicators (statistical data)

Own republic, region, region

Own area

Your locality

Population

Population density

Urban population

Percentage of urban population

Rural population

Share of rural population

Topic 9 Determination of trends in the number of people employed in the economy based on statistical materials

Objective: development of knowledge about the population of Russia, the formation of skills to work with statistical materials characterizing employment in various fields economy, draw conclusions based on their analysis.

Exercise: fill in the table and draw a conclusion about the trends in the population of Russia.

Sphere of economy

trend

Industry and construction

Trade, communications, transport

Agriculture and forestry

General conclusion:

2. Task: give examples of industries included in various spheres of production, note the situation with employment in specific industries. Fill in the table. Make a conclusion.

Employment

Employment Trend

1. Production

2. Non-production

Conclusion: what changes in employment are taking place and what caused them?

GEOGRAPHY 9

Topic 1 Designation on the contour map of all the republics ^ that are part of the Russian Federation

Objective: formation of skills to work with a map of the administrative-territorial division of Russia.

1. Exercise: put the republics that are part of the Russian Federation on the contour map.

2. Task: fill in the table.

Definition distances and directions on the plan ... relative error (M). Solutiontasks calculated and experimental tasks on topic ...
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  • Name of the republic of the Russian Federation

    Tatarstan

    Capital of the Republic

    Lesson type : Skill Formation Lesson

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

    1. Educational task: to consolidate the acquired knowledge about the features of the natural zones of Russia and to identify the relationship between the components of the natural complex using the example of natural zones.

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

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

    During the classes:

    Organizational moment: Greetings.

    Incentive Motivation: For several lessons, we traveled around our Russia. Various natural areas of our Motherland appeared before our eyes in all their grandeur and beauty. From the icy, silent Arctic to the humid subtropics of the city of Sochi. Each natural landscape impressed us with something special.

    Update: Let's remember

    A natural area is shown, and the students name it.

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

    2. How are natural zones located on the territory of Russia? What laws do they follow?

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

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

    5. Are these components interconnected? Give examples?

    6. Bring pcs of different scale?

    7. Can you identify the most important components of a PC? (climate, rocks, soil)

    8. Can a person influence natural areas, change them? Give examples negative impact and positive impact?

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

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

    Objective: learn to establish the relationship between the components of nature on the example of natural zones.

    Progress.

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

    Consolidation and summing up:

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

    2. Between vegetation and soil? Example

    3. Between vegetation and wildlife? Example

    4. Between climate and vegetation? Example

    5. Between climate and wildlife? Example

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

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

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

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

    Lesson summary : The components of the natural zone are closely interconnected with each other, a person planning economic activities should always take into account these relationships.

    Reflection: What difficulties did you face in your practical work? What was the most difficult for you? What did you like about this job?

    Grading

    Didactic material for the lesson

    Topic: "Establishing the relationship between the components of nature on the example of natural zones."

    Objective:

    Progress.

    Task: Using the maps of the atlas, textbook art. 296-297 complete the table.

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

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

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

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

    3. On the example of one of the forest zones of Eurasia, show the relationship between the components of nature.

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

    Tundra zone - poor vegetation, harsh natural conditions. A low level of biodiversity, but animals that have adapted to life in such harsh conditions have learned to survive and reproduce.

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

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

    Due to the monsoon circulation of air masses.

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

    Zone of mixed forests.

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

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

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

    "Economy of Russia" - Until now, a national model for the organization of the agricultural sector has not been found in our country .... Automotive industry. Introduction. How and why did this situation come about? In the last decades of the 20th century and at the beginning, Russia experienced difficult times, primarily in the economy. Many people lived in extreme poverty, with many businesses idle or operating at low capacity.

    "Economic regions of Russia" - National composition: mostly Russians (Orthodox Christians). The soils are podzolic and peat-bog. Washed by the waters of the Northern Ice Ocean. Forests occupy 3/4 of the territory. Animal husbandry (dairy and meat) prevails over crop production; reindeer breeding, pig breeding, poultry farming. Urbanization coefficient - 83%.

    "Zones in Russia" - Deserts and semi-deserts. Summer is hot, winter is cool. Arctic. Subtropics. natural areas. Zone of mixed and. Content. Arctic deserts. Geography of Russia. 8th grade. Forest-steppes and steppes. Location. To content. Discovery history. Peculiarities. Broad-leaved forests. The driest regions (evapotranspiration is 12 times the amount of precipitation.

    "Natural and economic zones" - In the direction from north to south they change. Natural economic zones of Russia. What is a natural economic zone? L.S. Berg is a scientist of extraordinary breadth of views, geographer and biologist. The natural economic zones of Russia are divided into. What is zonation? V.V. Dokuchaev is a great Russian geographer. It is clear that in the northern regions the sun's rays fall obliquely on the Earth.

    At the moment, there are practically no places left on Earth where a human foot has not set foot. First of all, we will talk about its influence on natural complexes. This is due to a number of factors. First, the number of people on the planet is increasing. In order for the settlement to occur evenly, it is necessary to constantly work on the development of new lands. Forests are cut down, crops are cultivated, representatives of the local fauna are killed or expelled.

    Secondly, the development of human technology cannot be stopped. Thanks to man, he can penetrate with his gaze into the depths of the universe, he can penetrate deep into the abyss of the seas and oceans, he can explore the hottest and coldest places on the planet. Take, for example, the discovery of America by Columbus. If not for the development of merchant shipping, such a discovery would not have been possible. A person, pursued by a sense of curiosity, gets to where he has not been before, and tries to survive in new places. This does not occur without anthropogenic influence on environment.

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

    Interaction of the components of the natural complex

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

    A living example is the era of the dinosaurs. In prehistoric times, the whole Earth was inhabited by these amazing animals. If it were not for the fall of the meteorite and the abrupt climate change all over the planet caused by this event, no one would have said what modern natural complexes would be like and what a person would be like on Earth.

    Another example that everyone is talking about is the destruction of the ozone layer of the atmosphere. Due to excessive emissions of greenhouse gases by industrial enterprises, the planet has practically no means left from the ultraviolet radiation of the Sun. This leads to a gradual change in climatic conditions throughout the Earth and an increase in the level of the world's oceans.

    Answered by: Guest

    1. The Pacific Ocean is the largest and oldest of all oceans. its area is 178.6 million | cm2. it can freely accommodate all the continents and islands combined, which is why it is sometimes called the great one. it is located between the continents of Eurasia and Australia in the west, North and South America in the east, Antarctica in the south. 2. The study and development of the Pacific began long before the appearance of written mankind. junks, catamarans and simple rafts were used to navigate the ocean. The expedition of 1947 on a raft of logs "kon-tiki" under the leadership of the Norwegian Thor Heyerdahl proved the possibility of crossing the Pacific Ocean in a westerly direction from the central part of South America to the islands of Polynesia. Chinese junks made trips along the coast of the ocean in Indian Ocean. 3. The vast expanses of the Pacific Ocean lie in all climatic zones, except for the polar ones. several areas of high and low pressure, winds form, monsoons blow in the northwest of the ocean. typhoons often blow through. properties largely depend on the climate water masses. the temperature of surface waters is measured from -1 s (in the north) to +29 s (near the equator). precipitation over the ocean over evaporation, so the salinity of surface waters in it is somewhat lower than in other oceans. the warm waters of the ocean contribute to the work of corals, of which there are many. A large reef stretches along the eastern coast of Australia. it is the largest "ridge" created by organisms. 4. economic activity of man to severe pollution of some areas of the Pacific Ocean. this was especially evident off the coast of Japan and North America. stocks of whales, a number of valuable species of fish and other animals have been depleted. some of them have lost their former commercial value.

    Answered by: Guest

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

    Geography of Russia.

    Program practical work, mandatory for implementation

    NATURE

    Main

    features

    nature

    relief, geological

    structure and mineral resources

    1. Determination of standard time on a map of time zones. (Solving problems in a notebook.)

    Everyone

    2. Comparison of tectonic and physical maps and establishing the dependence of the relief on the structure of the earth's crust on the example of individual territories; explanation of the revealed regularities. (Filling to / to.)

    Everyone

    3. Determination and explanation of the patterns of distribution of igneous sedimentary minerals on a tectonic map. (Working with c / c. Comparative table in a notebook.)

    Everyone

    Climate and agro-climatic resources

    4. Determination of patterns of distribution of total and absorbed radiation from maps and their explanation. (Filling out the table in the notebook.)

    Everyone

    5. Determination of weather features for various points using a synoptic map. Making weather forecasts. (Comparison table in notebook.)

    Everyone

    6. Identification of regularities in the distribution of average temperatures in January and July, annual precipitation. (Working with c / c and conclusions in a notebook.)

    Everyone

    7. Determination of the moisture coefficient for various points. (Problem solving in a notebook.)

    Everyone

    Inland waters and water resources

    8. Determination of the characteristics of nutrition, regime, annual runoff, slope and fall of rivers, the possibilities of their economic use from maps and statistical materials. (Filling out the tables in the notebook.)

    Everyone

    Soil-plant-

    cover,

    animal

    world, soil and

    biological resources

    9. Determination of soil formation conditions for the main zonal soil types from maps (amount of heat and moisture, relief, nature of vegetation)

    Everyone

    Natural

    complexes

    natural areas

    10. Identification of dependencies between natural components and natural resources on the maps using the example of one of the zones. (Scheme, table in the notebook.)

    Everyone

    Man and

    nature

    natural areas

    11. Identification by maps and statistical sources of natural resources and conditions for their development on the example of individual regions. (Filling in c / c, conclusions on a separate sheet.)

    Everyone

    12. Mapping and statistical materials characterization of one of the types of natural resources (value, components, distribution over the territory, ways and means of rational use). (Filling out a table in a notebook, drawing up a diagram.)

    Everyone

    Practical work No. 1

    Determination of standard time on a map of time zones

    Goals of the work: in the course of practical work, using the text of the textbook "Time Zones" Work out new concepts: local time, standard time, date line, daylight saving time, Moscow time, summer time.

      Learn to determine standard time, take into account the time difference in the country.

    I. Theoretical part ( execution time 15 minutes).

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

      1. Determine how many degrees the Earth rotates on its axis in 1 hour, 4 minutes.

        What is the local time?

        Determine how many time zones the Earth is divided into.

        What is the difference between time zones in longitude? By time?

        How many time zones are there in our country?

        What time zone is Stavropol in?

        What is zone time?

        How will standard time change east of any time zone? West?

        What is the date line. What changes will occur in time when crossing the date line from west to east? From east to west?

        What time is called maternity, summer, Moscow?

    Discussion of questions (10 min).

    II. Practical part of the work: solving problems for determining standard time (performed in a notebook, execution time 10 minutes).

    Example : determine the standard time in Yakutsk, if it is 10 a.m. in Moscow

    Condition shorthand : Moscow - 10 a.m.

    Yakutsk - ?

    Task execution sequence:

    Determine what time zones these points are in:

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

    determine the difference between time zones:

    8-2 = 6;

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

    10 + 6 = 16.

    Answer: in Yakutsk 4 p.m.

    Run by yourself

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

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

      In Chita 18 h, determine the standard time in Moscow.

    Additional tasks

      By how much and in what direction should the clock hands be moved if we fly from the 3rd time zone to the 8th? in the 1st?

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

      What is the difference between standard time and maternity time?

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

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

    Practical work No. 2

    Comparison of tectonic and physical maps and establishing the dependence of the relief on the structure of the earth's crust on the example of individual territories; explanation of the revealed patterns

    Goals of the work:

    1. Establish a relationship between the placement of large landforms and the structure of the earth's crust.

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

    Work sequence

    Comparing the physical and tectonic map of the atlas, determine which tectonic structures correspond to the indicated landforms. Make a conclusion about the dependence of the relief on the structure of the earth's crust. Explain the observed pattern.

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

    Landforms

    Dominant Heights

    Tectonic structures underlying the territory

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

    East European Plain

    Central Russian Upland

    Khibiny mountains

    West Siberian Lowland

    Aldan Highlands

    Caucasus

    Ural mountains

    Altai

    Sayans

    Verkhoyansk Range

    Chersky Ridge

    Sikhote-Alin

    median ridge

    Practical work No. 3

    Defining and explaining placement patterns

    igneous and sedimentary minerals on a tectonic map

    Goals works:

    1. Based on the tectonic map, determine the patterns of distribution of igneous and sedimentary minerals.

    2. Explain the identified patterns.

    Work sequence

      On the map of the atlas "Tectonics and Mineral Resources", determine what minerals the territory of our country is rich in.

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

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

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

      Arrange the results of the analysis in the form of a table, draw a conclusion about the established dependence.

    Tectonic structure

    Minerals

    Conclusion about

    installed dependency

    Ancient Platforms:

    sedimentary cover; ledges of the crystalline basement

    Sedimentary (oil, gas, coal...)

    Igneous (...)

    Young platforms (slabs)

    Folded areas

    Practical work No. 4

    Determination of distribution patterns from maps total and absorbed solar radiation and their explanation

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

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

    It is characterized by radiation balance.

    Goals of the work:

    1. Determine the regularities in the distribution of total and absorbed radiation, explain the revealed regularities.

    2. Learn to work with different climate maps.

    Work sequence

      Consider fig. 40 on p. 71 textbooks. How are the total solar radiation values ​​shown on the hag? In what units is it measured?

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

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

    Items

    total radiation,

    kcal / cm 2

    radiation balance,

    kcal / cm 2

    Murmansk

    St. Petersburg

    Yakutsk

    Yekaterinburg

    Stavropol

    4. Draw a conclusion, what pattern can be seen in the distribution of total and absorbed radiation. Explain your results.

    Practical work No. 5

    Definition by synoptic map weather features for various points. Making weather forecasts

    Complex phenomena occurring in the troposphere are reflected on special maps - synoptic, which show the state of the weather at a certain hour. Scientists discovered the first meteorological elements on the world maps of Claudius Ptolemy. The synoptic map was created gradually. A. Humboldt in 1817 built the first isotherms. The first weather forecaster was the English hydrographer and meteorologist R. Fitzroy. From 1860 he gave forecasts of storms and compiled weather charts, which were greatly appreciated by sailors.

    Goals works:

    1. Learn to determine the weather features for various points on a synoptic map. Learn how to make basic weather forecasts.

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

    Work sequence

      Conduct an analysis of the synoptic map that records the state of the weather on January 11, 1992 (card).

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

    Comparison plan

    Omsk

    Chita

    1. Air temperature

    2. Atmospheric pressure (in hectopascals)

    3. Cloudy; if there is precipitation, what

    4. What atmospheric front affects the state of the weather

    5. What is the expected forecast for the near future

    Practical work No. 6

    Identification of regularities in the distribution of averages January and July temperatures, annual precipitation

    Goals of the work:

    1. To study the distribution of temperatures and precipitation across the territory of our country, to learn how to explain the reasons for such a distribution.

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

    Work sequence

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

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

      Consider fig. 49 on p. 82 textbooks. How is the distribution of air temperature in July shown? Determine in which regions of the country the temperatures of July are the lowest, in which - the highest. What are they equal to?

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

      Consider fig. 50 on p. 84 textbooks. How is the amount of precipitation shown? Where does the most precipitation fall? Where is the least?

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

    Practical work number 7

    Determination of the moisture coefficient for various points

    Goals of the work:

    1. To form knowledge about the humidity coefficient as one of the most important climatic indicators.

    2. Learn to determine the coefficient of moisture.

    Work sequence

      After studying the text of the textbook "Moisture Coefficient", write down the definition of the concept of "moisture coefficient" and the formula by which it is determined.

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

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

      Make a conclusion about the role of the ratio of heat and moisture in the formation of natural processes.

      Can it be argued that the eastern part of the territory of the Stavropol Territory and the middle part of Western Siberia, which receive the same amount of precipitation, are equally dry?

    Practical work No. 8

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

    Rivers are a "product of the climate".

    A. I. Voeikov

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

    Goals of the work:

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

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

    Work sequence

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

    4. Features of the water regime:

    a) freezing time

    b) flood

    c) low water

    d) floods

    5. Annual flow

    6. The length of the river

    7. The fall of the river

    8. The slope of the river

    9. The possibility of its economic use

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

    Practical work No. 9

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

    Goals of the work:

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

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

    Work sequence

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

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

    fertility

    Tundra

    Podzolic

    Sod-podzol true

    gray forest

    Chernozem

    Brown semi-deserts

    Gray-brown deserts

    Practical work No. 10

    Identification by cards dependencies between natural ingredients and natural resources as an example one of the zones

    Goals of the work:

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

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

    Work sequence

      Having amazed the drawings, paintings, maps of the atlas (pick up sources of information yourself), identify the relationship between natural components and natural resources using the steppe zone as an example.

      Arrange the results of the work at will: in the form of a diagram, a written description, in tabular form.

    Arrows on the diagram indicate the identified relationships.

    Make a conclusion about the relationship between the components of nature.

    Practical work No. 11

    Identification by maps and statistical sources of natural resources and conditions for their development on the example of individual regions

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

    Along with the term "natural resources", the broader concept of "natural conditions" is often used. The line separating one concept from another is very conditional.

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

    Goals of the work:

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

    Work sequence

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

      On the contour map, indicate the boundaries of the region, mark the identified natural resources, environmental problems associated with their development with conventional signs. The signs of the map legend must match the signs of the atlas legend.

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

    Practical work No. 12

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

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

    Goals of the work:

    1. Draw up a description of water resources using maps and statistical materials.

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

    Work sequence

      Based on the analysis of the map of the atlas "Water Resources", p. 21, characterize water resources according to the proposed plan.

      Present the results in the form of a table.

    POPULATION. ECONOMY

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

    Everyone

    2. Determination by maps and statistical materials of the largest peoples and the patterns of their distribution. (Filling out the table.)

    Everyone

    № 3. Determination of trends in the number of employees in various industries and areas of the country's modern economy based on statistical materials. (Table and conclusions in a notebook.)

    Everyone

    economy

    Geography

    industries

    and intersectoral

    complexes

    4. Determination of the main areas for the location of labor-intensive and metal-intensive engineering industries using maps. (Table in notebook.)

    Everyone

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

    Everyone

    6. Drawing up the characteristics of one of the metallurgical bases according to maps and statistical materials. (Working with k / k.)

    Everyone

    7. Determination by maps of the main factors of placement of copper and aluminum metallurgy. (Table in notebook.)

    Everyone

    8. Compilation of characteristics of one of the bases of the chemical industry on maps and statistical materials. (Table in notebook.)

    Everyone

    9. Determination by maps and statistical materials of the main areas for growing grain and industrial crops, the main areas of animal husbandry. (A written description in a notebook or filling out a c / c with detailed conclusions.)

    Everyone

    economic

    nye

    regions of Russia

    10. Drawing up a diagram of industrial relations on

    an example of one of the districts (at the choice of the teacher.)

    Everyone

    11. Comparative characteristics of the economy of the two districts (at the choice of the teacher). (Comparison table in notebook.)

    Everyone

    Practical work No. 1

    Definition by kargam and statistical materials regularities in placement population and their explanation

    Goals of the work:

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

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

    Work sequence

      Determine the average population density of Russia.

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

      Draw the borders of Russia on the contour map, highlight the zones of settlement: the main zone of settlement and economic development and the zone of the North. Create your own map legend.

      Make a conclusion about what factors influence the distribution of the population throughout the country.

    Practical work No. 2

    Determination by maps and statistical materials of the largest peoples and features of their placement

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

    Goals of the work:

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

    2. To continue the formation of the ability to work with maps and statistical materials, to draw generalizations and conclusions based on their analysis.

    Subsequence work

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

      Analyzing the map of the atlas "Peoples" on p. 13, identify the main areas of accommodation of the largest nations.

    language families

    Largest nations

    Areas of compact residence

    Indo-European

    1. 2. 3.

    Altai

    1. 2. 3.

    Ural

    1. 2. 3.

    Caucasian

    1. 2. 3.

    Conclude: What regions of our country are distinguished by the greatest diversity of national composition?

    Practical work No. 3

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

    Goals of the work:

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

    2. Continue the formation of the ability to analyze statistical materials, make generalizations, conclusions.

    Work sequence

    1. Study the table. "Distribution of the population of Russia employed in the national economy, by industry" (in %).

    Branches of the national economy

    years

    1940

    1960

    1980

    1990

    1993

    Total

    Industry and construction

    Agriculture and forestry

    Transport and communications

    Trade, public catering, logistics and sales, procurement

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

    Apparatus of governing bodies, finance, lending and insurance

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

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

      Which industries are manufacturing and which are non-manufacturing?

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

      Which area currently has the largest number of employees?

      What changes in employment can be observed among the branches of the manufacturing sector? What are they caused by?

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

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

      Write down your summary in your notebook.

    Practical work No. 4

    Definition main areas of accommodation branches of labor-intensive and metal-intensive engineering cards

    Goals of the work:

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

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

    Work sequence

      1. Remember which branches of engineering are labor-intensive, which ones are metal-intensive.

        Analyze the economic map of the atlas on p. 28-29. In what regions of the country will labor-intensive, and in which - metal-intensive machine building prevail?

        Justify your conclusion.

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

    Types of mechanical engineering

    Examples

    industries

    Production features

    Main

    accommodation areas

    Factors

    accommodation

    labor intensive

    metal-intensive

    Practical work No. 5

    Drawing up a description of one of coal basins according to maps and statistical materials

    Goals of the work:

    1. Make a description of the Pechora coal basin,

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

    Subsequence work

      Get acquainted with the plan for the characterization of the coal basin.

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

    reference Information

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

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

    But the reduction of coal production is more difficult to implement here. If coal mines are closed in any other coal basins, then in the same cities and towns new industries can be created to take on miners who have lost their jobs. It is not economically feasible to create new production facilities in the Arctic - they will be unprofitable.

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

    Coal basin characterization plan

    Brief records of the results of the work

    1. The name of the pool.

    Type of coal mined (stone, brown)

    2. Geographic location

    3. Coal reserves:

    a) general geological;

    b) industrial

    4. Conditions of occurrence (close to the surface or deep, reservoir thickness)

    5. Production volume

    6. Mining method

    7. Quality of mined coal

    8. Cost

    10. Transport efficiency

    11. Prospects for development

    Conclude: what indicators most significantly affect the operation and prospects of the Pechora coal basin?

    Practical work No. 6

    Drawing up a characteristic one from metallurgical

    bases on maps and statistical materials

    Goals of the work:

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

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

    Work sequence

    Frontally, orally

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

      Give a description of each of them according to the plan:

    a) the geographical location of the base;

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

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

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

    e) the main centers of metal production.

    On the contour map

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

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

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

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

    Conclude: what factors of location of enterprises of the metallurgical complex turned out to be the most effective in the formation of the Urals metallurgical base?

    Practical work number 7

    Definition by cards major placement factors metallurgy copper and aluminum

    Goals of the work:

    1. Check knowledge of the features of the production of heavy and light metals, the main factors in the location of production.

    2. Learn to identify on maps the main factors in the location of production using the example of copper and aluminum metallurgy.

    Work sequence

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

      Having studied the legend of the maps, determine what symbols show the centers of copper and aluminum smelting.

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

      Conclude what factors contributed to the placement of these industries.

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

    Main Industries

    non-ferrous metallurgy

    Main centers

    Factors explaining

    accommodation

    copper metallurgy

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

    Mednogorsk)

    Etc.

    Presence of copper ores

    aluminum metallurgy

    Northwestern and Northern Russia (Kandalaksha, Nadvoitsy)

    The presence of aluminum ores, a cascade of hydroelectric power plants that provide cheap electricity

    Etc.

    Conclude: What are the main factors in the placement of copper and aluminum metallurgy?

    Practical work No. 8

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

    Goals of the work:

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

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

    Work sequence

    Frontally, orally

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

    2. Give a description of each of them according to the plan:

    a) geographic location;

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

    c) raw materials used;

    d) the share of the base (%) in the chemical and timber industry in Russia;

    e) main production.

    On the contour map

      Draw the boundaries of the Siberian chemical-forest base.

      Specify the main deposits of the used chemical raw materials.

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

    Conclude: what factors of the location of the chemical industry turned out to be the most effective in the formation of the Siberian chemical-forest base?

    Practical work No. 9

    Definition by kargam major growing areas grain and industrial crops, main districts animal husbandry

    Goals of the work:

    1. Determine the main areas for growing grain and industrial crops, the main areas for animal husbandry. Make a conclusion on what reasons the location of the main branches of agriculture depends.

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

    Work sequence

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

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

    Main production areas

    Cereal crops:

    rye wheat corn rice

    Industrial crops:

    linen

    sugar beet sunflower

    reindeer breeding

    Cattle breeding:

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

    Pig breeding

    Sheep breeding

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

    Practical work No. 10

    Drafting scheme industrial relations on the example of one of districts (at the teacher's choice)

    Goals of the work:

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

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

    Work sequence

      Draw the boundaries of the area on a contour map.

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

      Use pie charts to indicate major industrial centers and reflect the specialization of these industrial centers.

      Apply large enterprises of national importance.

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

      Arrows of different colors show imported and exported products, raw materials. In characterizing production ties, try to more accurately show the areas where fuel, raw materials, and foodstuffs are supplied.

    Draw conclusions:

    1. In How can one see the prospects for the development of industrial relations in this region?

    2. What is the impact of industrial relations on the development of the region's economy? Give specific examples.

    Practical work No. 11

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

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

    Goals of the work:

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

    2. On the example of comparing the economy of two regions, check and evaluate the ability to conduct a comparative characteristic: highlight similarities and differences, explain the results.

    Work sequence

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

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

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

    3. Arrange the results of the work in the form of a table.

    Indicators for comparison

    Comparable areas

    Features

    The reasons,

    defining similarity and

    difference

    Eastern Siberia

    Further

    East

    similarities

    differences

    1. Population and area

    2. EGP and GWP

    3. Conditions and resources

    4. Industry specialization

    5. Specialization of agriculture

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

    Final practical work

    Final practical work

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

    2. Educational tasks:

    1. Deepening and expanding knowledge about the relationship between the components of the natural complex on the example of humid equatorial forests and shrouds of South America.

    2. Formation of skills for the complex use of various maps of the atlas.

    3. Make a conclusion not only about the presence of a relationship between the components within the complex, but also about their dependence on geographical location the area where the complex is located.

    To compare the natural complexes of two different natural zones of South America (moist equatorial forests and shrouds) and draw a conclusion about the relationship between the components within the complex and the geographical location on which this natural zone is located. The results of the students' work are presented in the form of a table.

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

    Students analyze maps of the atlas: a physical map of South America, climatic, natural zones, a soil map and the text of the textbook "Geography of continents and oceans" - V.A. Korinskaya, I.V. Dushina, V.A. Shchenyov No. 40 - 44.

    5. Methods of cognitive activity of students:

    I propose to perform this work on the basis of an analysis of the atlas maps and the text of the textbook in the form of a comparison of two natural complexes in South America. The results of the work and the conclusions drawn by the students are drawn up in the form of a table. An analysis of the table makes it possible for students to show the difference between natural components and natural conditions (relief, climate), which affect the qualitative content of the components, depending on the geographical location of the territory on which the complex in question was formed.

    6. Task for students:

    1. To acquaint with the application of the textbook "Geography of continents and oceans" by V.A. Korinskaya, I.V. Dushina, V.A. Shchenev on page 313 "How to compare correctly"

    2. Compare the natural areas of South America: humid equatorial forests and savannahs according to the following plan:

    a. Geographical position.

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

    in. Natural components: a) soil b) inland waters c) flora and fauna.

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

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

    Natural conditions and natural components of the complex

    Moist equatorial forests

    Savannah

    1. Geographic location

    It is located on the Amazonian lowland and on the adjacent eastern slopes of the Andes, as well as in the northern part of the Pacific coast in the region of the equatorial climatic zone.

    It occupies the Orinok Lowland and most of the Guiana and Brazilian Highlands.

    2. Natural conditions

    A) relief

    Amazonian lowland

    Orinoco Lowland, Brazilian Plateau, Guiana Highlands.

    B) climate

    Equatorial, hot and humid all year round.

    Subequatorial, dry and wet (December-May) periods are clearly expressed, partly in the tropical.

    3. Natural ingredients

    A) soil

    Red-yellow ferralite

    Red ferralite

    B) inland waters

    The Amazon River and its tributaries

    The Orinoco, Parana, Vdp. Angel, vdp. Iguazu.

    B) vegetation

    Ceiba, melon tree, chocolate tree, palm trees, ficuses, hevea

    Cereals and legumes, palm trees, mimosa, bottle tree, quebracho.

    D) animal world

    Jaguar, capybara, anaconda, hummingbird, toucans, parrots

    Deer, pikari pigs, armadillo, crocodiles, jaguar, puma, rhea ostrich

    Conclusion - The zone of moist equatorial forests occupies a large area in South America due to the presence of extensive lowland plains. Due to the humid climate and the rich iron compound, the soils take on a reddish tint. Hence the name of the soil - red ferralitic. Arriving in large numbers organic matter decompose to the end, and do not accumulate in it, and an abundance of moisture leads to continuous washing of the soil to a great depth. The relief is flat and since this natural area is very humid, it is not surprising that the most full-flowing river in the world, the Amazon, flows here. Character traits humid equatorial forests of South America (selvas): they are evergreen, diverse in species composition, multi-tiered, flowering and fruiting year-round. In some places, the forest thickets are impassable and the sunlight barely penetrates through the dense foliage. In such a forest, even during the day it is gloomy. Therefore, many animals live in trees or spend the night in trees.

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