Without the Russian pioneers, the map of the world would be completely different. Our compatriots - travelers and navigators - made discoveries that enriched world science. About the eight most notable - in our material.

Bellingshausen's first Antarctic expedition

In 1819, the navigator, captain of the 2nd rank, Thaddeus Bellingshausen led the first Antarctic expedition around the world. The purpose of the voyage was to explore the waters of the Pacific, Atlantic and Indian oceans, as well as to prove or disprove the existence of the sixth continent - Antarctica. Having equipped two sloops - "Mirny" and "Vostok" (under the command), Bellingshausen's detachment went to sea.

The expedition lasted 751 days and wrote many bright pages in the history of geographical discoveries. The main one - - was made on January 28, 1820.

By the way, attempts to open the white mainland were made earlier, but did not bring the desired success: there was not enough luck, or maybe Russian perseverance.

So, the navigator James Cook, summing up his second circumnavigation, wrote: “I went around the ocean of the southern hemisphere in high latitudes and rejected the possibility of the existence of a continent, which, if it can be found, is only near the pole in places inaccessible to navigation.

During the Antarctic expedition of Bellingshausen, more than 20 islands were discovered and mapped, sketches were made of the views of Antarctica and the animals living on it, and the navigator himself went down in history as a great discoverer.

“The name of Bellingshausen can be directly put on a par with the names of Columbus and Magellan, with the names of those people who did not retreat before the difficulties and imaginary impossibilities created by their predecessors, with the names of people who went their own way, and therefore were the destroyers of barriers to discoveries, by which epochs are designated, ”wrote the German geographer August Petermann.

Discoveries of Semenov Tien-Shansky

Central Asia in early XIX century was one of the least explored areas of the globe. An indisputable contribution to the study of the "unknown land" - as geographers called Central Asia - was made by Peter Semenov.

In 1856, the main dream of the researcher came true - he went on an expedition to the Tien Shan.

“My work on Asian geography led me to a detailed acquaintance with everything that was known about inner Asia. In particular, the most central of the Asian mountain ranges, the Tien Shan, attracted me to itself, on which the foot of a European traveler had not yet set foot and which was known only from scarce Chinese sources.

Semenov's research in Central Asia lasted two years. During this time, the sources of the Chu, Syrdarya and Sary-Jaz rivers, the peaks of Khan-Tengri and others were put on the map.

The traveler established the location of the Tien Shan ranges, the height of the snow line in this area and discovered the huge Tien Shan glaciers.

In 1906, by decree of the emperor, for the merits of the discoverer, they began to add a prefix to his surname - Tien Shan.

Asia Przewalski

In the 70s-80s. XIX century Nikolai Przhevalsky led four expeditions to Central Asia. This little explored area has always attracted the researcher, and traveling to Central Asia was his old dream.

Over the years of research, mountain systems have been studied Kun-Lun , the ranges of Northern Tibet, the sources of the Yellow River and the Yangtze, basins Kuku-burrow and Lob-burrow.

Przhevalsky was the second person after Marco Polo to reach lakes-bogs Lob-burrow!

In addition, the traveler discovered dozens of species of plants and animals that are named after him.

“Happy fate made it possible to make a feasible study of the least known and most inaccessible countries of inner Asia,” Nikolai Przhevalsky wrote in his diary.

Around the world Krusenstern

The names of Ivan Kruzenshtern and Yuri Lisyansky became known after the first Russian round-the-world expedition.

For three years, from 1803 to 1806. - this is how long the first circumnavigation of the world lasted - the ships "Nadezhda" and "Neva", having passed through the Atlantic Ocean, rounded Cape Horn, and then by the waters Pacific Ocean reached Kamchatka, Kuril Islands and Sakhalin. The expedition refined the map of the Pacific Ocean, collected information about the nature and inhabitants of Kamchatka and the Kuriles.

During the voyage, Russian sailors crossed the equator for the first time. This event was celebrated, according to tradition, with the participation of Neptune.

A sailor dressed as the ruler of the seas asked Kruzenshtern why he had come here with his ships, because the Russian flag had not been seen in these places before. To which the expedition commander replied: "For the glory of science and our fatherland!"

Expedition of Nevelskoy

Admiral Gennady Nevelskoy is rightfully considered one of the outstanding navigators of the 19th century. In 1849, on the transport ship "Baikal", he went on an expedition to Far East.

The Amur expedition continued until 1855, during which time Nevelskoy made several major discoveries in the lower reaches of the Amur and the northern shores of the Sea of ​​Japan, annexed to Russia huge spaces Amur and Primorye.

Thanks to the navigator, it became known that Sakhalin is an island that is separated by the navigable Tatar Strait, and the mouth of the Amur is accessible for ships to enter from the sea.

In 1850, the Nikolaevsky post was founded by the Nevelsky detachment, which today is known as Nikolaevsk-on-Amur.

“The discoveries made by Nevelsky are invaluable for Russia,” wrote Count Nikolai Muravyov-Amursky , - many previous expeditions to these lands could achieve European fame, but not one of them achieved domestic benefit, according to at least to the extent that Nevelskoy performed it.

North Vilkitsky

The purpose of the hydrographic expedition of the Arctic Ocean in 1910-1915. was the development of the Northern Sea Route. By chance, the captain of the 2nd rank Boris Vilkitsky assumed the duties of the head of navigation. Icebreaking steamships"Taimyr" and "Vaigach" went to sea.

Vilkitsky moved through the northern waters from east to west, and during the voyage he managed to compile a true description of the northern coast of Eastern Siberia and many islands, received the most important information about currents and climate, and also became the first who made a through voyage from Vladivostok to Arkhangelsk.

Members of the expedition discovered the Land of Emperor Nicholas I. I., known today as New Earth- this discovery is considered the last of the significant on the globe.

In addition, thanks to Vilkitsky, the islands of Maly Taimyr, Starokadomsky and Zhokhov were put on the map.

At the end of the expedition, the First World War began. Traveler Roald Amundsen, having learned about the success of Vilkitsky's voyage, could not resist exclaiming to him:

“In peacetime, this expedition would stir up the whole world!”

Kamchatka campaign of Bering and Chirikov

Second quarter XVIII century was rich in geographical discoveries. All of them were made during the First and Second Kamchatka expeditions, which immortalized the names of Vitus Bering and Alexei Chirikov.

During the First Kamchatka campaign Bering - the leader of the expedition and his assistant Chirikov explored and mapped the Pacific coast of Kamchatka and Northeast Asia. They discovered two peninsulas - Kamchatsky and Ozerny, Kamchatsky Bay, Karaginsky Bay, Cross Bay, Providence Bay and St. Lawrence Island, as well as the strait, which today bears the name of Vitus Bering.

Companions - Bering and Chirikov - also led the Second Kamchatka Expedition. The goal of the campaign was to find a route to North America and explore the islands of the Pacific.

AT Avacha Bay The expedition members founded the Petropavlovsk prison - in honor of the ships of the voyage "Saint Peter" and "Saint Pavel" - which was later renamed Petropavlovsk-Kamchatsky.

When the ships set sail for the shores of America, by the will of evil fate, Bering and Chirikov began to act alone - because of the fog, their ships lost each other.

"Saint Peter" under the command of Bering reached the western coast of America.

And on the way back, the expedition members, who had many difficulties, were thrown by a storm onto a small island. Here the life of Vitus Bering ended, and the island on which the expedition members stopped to spend the winter was named after Bering.
"Saint Pavel" Chirikov also reached the shores of America, but for him the voyage ended more safely - on the way back he discovered a number of islands of the Aleutian ridge and safely returned to the Peter and Paul prison.

"Non-Yasak Lands" by Ivan Moskvitin

Little is known about the life of Ivan Moskvitin, but this man nevertheless went down in history, and the reason for this was the new lands he discovered.

In 1639, Moskvitin, leading a detachment of Cossacks, set sail for the Far East. The main goal of the travelers was to "find new unclaimed lands", to collect furs and fish. The Cossacks crossed the rivers Aldan, Maya and Yudoma, discovered the Dzhugdzhur ridge, which separates the rivers of the Lena basin from the rivers flowing into the sea, and along the Ulya river they entered the Lamskoye, or Sea of ​​Okhotsk. Having explored the coast, the Cossacks opened the Taui Bay and entered the Sakhalin Bay, rounding the Shantar Islands.

One of the Cossacks said that the rivers in the open lands “are sable, there are a lot of animals, and fish, and the fish is big, there is no such thing in Siberia ... there are so many of them - just run a net and you can’t drag it out with fish ... ".

The geographical data collected by Ivan Moskvitin formed the basis of the first map of the Far East.

Routes of the most important journeys GREAT GEOGRAPHICAL DISCOVERIES, a conditional term adopted mainly in historical literature, denoting the largest geographical discoveries of European travelers in the 15th to the middle of the 17th centuries. In foreign literature, the period of the Great Geographical Discoveries is usually limited to the middle of the 15th to the middle of the 16th century. Great geographical discoveries

The caravel is a symbol of the Great Geographical Discoveries Great geographical discoveries became possible thanks to the success European science and technology. By the 15th century, reliable enough for ocean navigation were created sailing ships(caravels), Great geographical discoveries

walrus tusk Turkish conquests, blocking traditional merchant ties with the East through the Mediterranean. In overseas lands, Europeans hoped to find wealth: precious stones and metals, exotic goods and spices, ivory and walrus tusks. Great geographical discoveries

Coat of arms of Portugal The first systematic expeditions in Atlantic Ocean started by the Portuguese. The activity of Portugal at sea was predetermined by its geographical position in the extreme west of Europe and the historical conditions that developed after the end of the Portuguese Reconquista. Great geographical discoveries

Henry (Enriki) the Navigator Traditionally, Portugal's success at sea is associated with the name of Prince Henry the Navigator (). He was not only the organizer of sea expeditions, but also seriously engaged in the development of open lands.

Azores In 1416, the Portuguese sailor G. Velho, following south along Africa, discovered Canary Islands, in 1419 the Portuguese nobles Zarco and Vas Teixeira discovered the islands of Madeira and Porto Santo, in 1431 V. Cabral Azores. Great geographical discoveries

Diogo Can in the Congo During the 15th century, Portuguese caravels mastered sea ​​route along the western coast of Africa, reaching more and more southern latitudes. In the years Diogo Can (Cao) crossed the equator, opened the mouth of the Congo River and passed along the coast of Africa to Cape Cross. Kahn discovered the Namibian deserts, thereby refuting the legend that had existed since the time of Ptolemy about the impassability of the tropics. Great geographical discoveries

CHRISTOPHER COLUMBUS, portrait by an unknown artist, 16th century In 1492, after the capture of Granada and the completion of the reconquista, the Spanish king Ferdinand and Queen Isabella accepted the project of the Genoese navigator Christopher Columbus () to reach the shores of India, sailing west.

Coin 1 Colon with the profile of Columbus The project of Columbus had many opponents, but he received the support of scientists from the University of Salaman, the most famous in Spain, and, no less significant, among business people Seville.

Christopher Columbus (year) From the Canary Islands, Columbus headed west. On October 12, 1492, after a month's sailing in the open ocean, the fleet approached a small island from the group of the Bahamas, then named San Salvador.

The second expedition Subsequently, Columbus made three more trips to America in the years, years, during which part of the Lesser Antilles, Puerto Rico, Jamaica, Trinidad, etc. were discovered; part was examined Atlantic coast Central and South America.

Columbus with an anchor and his noble coat of arms For his great discoveries, the Spanish monarch granted Columbus a noble coat of arms, on which "the castle of Castile and the lion of Leon were adjacent to the images of the islands discovered by him, as well as the anchors of the symbols of the admiral's title." Personal coat of arms of Columbus

Vasco da Gama Returning to Portugal in September 1499, Vasco da Gama was greeted with great honor, received a large cash award and the title of "Admiral Indian Ocean”, as well as the title of Don and the cities of Sines and Vila Nova de Milfontes in the fiefdom. In 1519 he received the title of Count Vidigueira.

PORTRAIT OF VASCO DA GAM Later he visited India twice more. He died in Cochin (India) on December 24. The ashes were transported to Portugal and buried in the small church of Quinta do Carmo in Alentejo. In 1880 the ashes were transferred to the Monastery of the Hieronymites in Lisbon.

John Cabot In Spain and Portugal, sea expeditions were equipped annually, which made overseas voyages and discovered new lands. Interested in overseas countries and others European states. In years, England equipped expeditions led by the Italian navigator John Cabot, who reached the shores of North America near the island of Newfoundland. Great geographical discoveries

Pedro Alvares Cabral In 1500, the Portuguese squadron under the command of Pedro Cabral, heading for India, was strongly deviated due to the equatorial current and reached Brazil, which Cabral mistook for an island. Then he continued sailing, rounded Africa and proceeded through the Mozambique Strait to India. Like previous travelers, Cabral considered the land he discovered in the west to be part of Asia. Great geographical discoveries

Alonso de Ojeda On an 18th century engraving. The travels of the navigator Amerigo Vespucci were important for understanding the essence of the discovery of Christopher Columbus. In the years he made four trips to the shores of America, first as part of a Spanish expedition led by Alonso Ojeda, and then under the Portuguese flag. Great geographical discoveries

Amerigo Vespucci Comparing the data obtained, the Spanish and Portuguese navigators discovered the entire northern coast of South America and its eastern coast up to 25 ° south latitude, Vespucci came to the conclusion that the open lands are not Asia, but a new mainland, and proposed calling it the "New World".

John Cabot's research in North America was continued by his son Sebastian Cabot. In years, leading English expeditions, he tried to find the so-called Northwest Passage to India and managed to reach the Hudson Bay. Finding no shortcut to India, England showed little interest in open lands over the ocean. hudson bay great geographical discoveries

Ferdinand Magellan finally confirmed the difference between America and Asia, who carried out the first circumnavigation (), which became practical evidence of the sphericity of the Earth. Ferdinand Magellan

A ship from Magellan's fleet. Depiction of 1523 An expedition led by Magellan explored southeast part of South America, opened the strait between the Atlantic and Pacific oceans (Strait of Magellan) and sailed through the South Pacific. Great geographical discoveries

Cordoba, Calahorra Tower In the years, the Spanish conquistadors J. Ponce de Leon, F. Cordova, J. Gulf of Mexico, Florida Peninsula. Great geographical discoveries

Map of the hike Expedition to Mexico Great geographical discoveries

Map of California in the 17th century. The territory is depicted as an island The search for gold, the mythical country of El Dorado, led the conquistadors far into the depths of the American continent. In the years, Sebastian Cabot, who switched to the Spanish service, explored the lower course of the Parana River and discovered the lower course of the Paraguay River.

Francisco Orellana sailed the Amazon from the Andes to the mouth in 1542. By 1552, the Spaniards explored the entire Pacific coast of South America, discovered major rivers continent (Amazon, Orinoco, Parana, Paraguay), explored the Andes from 10 ° northern latitude to 40° south latitude. Francisco de Orellana as depicted by a contemporary artist.

HERNANDO DE SOTO In the second quarter of the 16th century, French navigators also achieved significant success. J. Verrazano (1524) and J. Cartier () discovered the eastern coast of North America and the St. Lawrence River. In the years, the Spaniards E. Soto and F. Coronado traveled to the Southern Appalachians and the Southern Rocky Mountains, to the basins of the Colorado and Mississippi rivers.

Russian explorer Semyon Dezhnev, who discovered the strait between the Asian continent and America. Russian explorers explored the northern coast of the Ob, Yenisei and Lena and mapped the contours of the northern coast of Asia. In 1642, Yakutsk was founded, which became the base for expeditions to the Arctic Ocean. Great geographical discoveries

Russian explorer Semyon Dezhnev, who discovered the strait between the Asian continent and America Great geographical discoveries In 1648, Semyon Ivanovich Dezhnev (c) left the Kolyma and bypassed the Chukotka peninsula, proving that the Asian continent was separated from America by the strait. The outlines were refined and mapped northeastern coast of Asia (1667, "Drawing of the Siberian land").

Cape Dezhnev But Dezhnev's report on the discovery of the strait lain for 80 years in the Yakut archives and was published only in 1758. In the 18th century. the strait discovered by Dezhnev was named after the Danish navigator in the Russian service, Vitus Bering, who in 1728 rediscovered the strait. In 1898, in memory of Dezhnev, a cape in the northeastern tip of Asia was named after him. Great geographical discoveries

Henry Hudson made four expeditions to North America in his years. He passed through the strait between Labrador and Baffin Island into a vast bay deep in North America. Later, both the strait and the bay were named after Hudson. A river in eastern North America is also named after him, at the mouth of which the city of New York later arose. Hudson's fate ended tragically, in the spring of 1611, the rebellious crew of his ship landed him and his teenage son in a boat in the middle of the ocean, where they went missing. HENRY HUDSON

John Davies made three voyages in the waters North Atlantic, discovered the strait between Greenland and America (Davis Strait), explored the coast of the Labrador Peninsula. john davis great geographical discoveries

Portrait of William Buffin by Hendrick van der Borcht West Bank Greenland reached 78° north latitude. Samuel de Champlain In the first quarter of the 17th century. Europeans begin to explore North America. At first, France was the most successful in this region. The first governor of Canada, Samuel Champlain explored part of the east coast of North America, traveled deep into the continent: discovered the Northern Appalachians, climbed up the St. Lawrence River to the Great Lakes and reached Lake Huron. By 1648, the French had discovered all five of the Great Lakes.

At the same time, at the beginning of the 17th century, European navigators penetrated the most distant part of the world from Europe, located south of Southeast Asia. The Spaniard Luis Torres in 1606 discovered the southern coast of New Guinea and passed through the strait separating Asia and Australia (Torres Strait). Torres Strait Map Great Geographical Discoveries

Abel Janszon Tasman In the years. Dutchman Abel Tasman discovered Tasmania, New Zealand, Fiji, part of the North and Western Australia. Tasman defined Australia as a single land mass and named it New Holland. But Holland did not have enough resources to develop a new continent and a century later it had to be rediscovered. Great geographical discoveries

Department of Education Administration

Zernogradsky district Rostov region

Municipal budgetary educational institution

Lyceum of the city of Zernograd

N.A. Ezerskaya

COLLECTION

PRACTICAL WORKS

BY GEOGRAPHY

(grade 5-6)

Methodical development

for geography teachers

2nd edition, revised

resource center

2016

Ezerskaya N.A.

Collection of practical works on geography, (grades 5-6): methodological development for teachers of geography. – 2nd edition, revised. - Zernograd: resource center of the municipal budgetary educational institution lyceum, 2016.- 26 p.

Reviewer: Ovcharenko Elena Nikolaevna, candidate of pedagogical sciences

The methodological development was considered at a meeting of the district methodical association geography teachers, protocol dated 10/14/2016 No. 2

Geographic skills are formed over a long period of time in the course of learning activities in the classroom and practical work. The specifics of geography subject involves mandatory practical activities in the lesson, at any stage - when studying new material, repetition, consolidation, generalization - and is an integral part of the educational and cognitive process. program and thematic planning practical work is provided.The teacher has the right to choose the number and nature of practical work to achieve the planned results, the subject of which is recorded in the journal. This takes into account the requirements for normalization study load, features of an educational institution, class. Practical work can be assessed both selectively and frontally. It has to do with the nature of the subject.

resource center

Municipal budgetary educational institution

Lyceum of the city of Zernograd, Rostov region

2016

Introduction……………………………………………………………………………4

Section 1 Practical work on the course “Geography. Introduction to Geography»

Grade 5……………………………………………………... 7

Section 2 Practical work on the course “Geography. Starting Course»

Grade 6…………………………………………………….16

Conclusion…………………………………………………………………...…25

References……………………………………………………………..26

Introduction

Modern Requirements teachers are oriented to the educational process to test knowledge, skills and abilities through the activities of students. AT this moment acute question of teaching aids helping to organize educational process in this direction.

The concept of the Federal State Educational Standard actualizes the task of implementation practical orientation education, which requires increased attention on the part of the teacher of geography to the organization of students' activities in the formation of skills and abilities, their development learning activities. In this connection, it is necessary to make a transition from explaining new knowledge to organizing the “discovery” of it by children.

Interest in geographical knowledge must be instilled from the first year of studying geography, from the first acquaintance with a new subject. Therefore, it is advisable for a geography teacher to think over techniques and methods that activate the cognitive activity of students, to diversify the forms of conducting classes. This is especially important when teaching geography in the 6th grade, given the complexity of the material.

Hence the need to teach students to apply theoretical knowledge in practice. To this end, it is advisable to conduct classes with elements of entertainment.

The system of practical work is incorporated into the program for studying geography, but each teacher must approach practical work creatively, using the entire arsenal methodical literature on this issue and their own developments.

Practical work on the course« Physical Geography, Grade 6 and Geography of Continents and Oceans, Grade 7, subject to their systematic implementation, prepare students for independent work in grades 8-9. Many knowledge and practical skills will be concretized in the study of their country, in the study of the nature, population and economy of their region.

In the process of studying the course, students master new maps: the structure of the earth's crust, soil, climate, and complex. When performing some work, students develop the ability to superimpose one card on another, using several cards at once. Lots of practical work this course form the ability of students to compare geographical features separate territories, continents in general. It is difficult to overestimate the value similar works to develop the thinking of students. For the first time, schoolchildren are developing the ability to show the interrelations that exist between the natural features of the territories, the life of the population, and economic activity.

When studying the course “Geography of Russia. Nature”, “Population and economy of Russia”, students must show the influence of natural features on the life of the population, its economic activity. For example, the influence of relationships tectonic structure and topography, as well as minerals and industries. It is important to link the determination of total radiation, the moisture coefficient, and the comparison of these indicators for different regions of the country with differences in the nature of vegetation, with the characteristics of agricultural production. Performing practical work to identify the relationship between the components of nature in natural area also impossible without attention to environmental issues.

Practical work, as it were, connects nature and man, revealing the influence natural conditions to his work and life. Knowledge and ability to use a political and administrative map, calculate the difference in standard time, knowledge of the main statistical indicators characterizing the population of their country, their region, is mandatory for a school graduate who has studied the geography of his country.

Practical work at the senior level includes independent use students of economic maps of the atlas, independent work with statistical materials from the textbook application, work with text. Often, when performing practical work, a whole complex is used various sources information. For example, when characterizing a transport highway, physical and economic maps, text description, statistics, periodicals. It is not advisable to complicate practical work on the course "Population and Economy of Russia".

The proposed manual includes practical work for the entire course of studying geography, and practical work for grades 5-6 is compiled taking into account the new requirements of the Federal State Educational Standard.

Target methodological development - disclosure of the experience of conducting practical work in geography for the course grades 5-11, assisting subject teachers in conducting assessment practical work.

Practical work is designed in such a way that students can master the skills and abilities of this course, for example:

Reading analysis of maps, graphics (tables) and statistical materials;

The ability to draw up diagrams, maps, model maps of new content;

The ability to compose geographical descriptions, characteristics, evaluate geographical phenomena and processes.

The work uses data from thematic literature sources, normative documents, electronic sources of information; as well as the experience of the teacher.

Practical work on geographical material also develops general educational skills - to analyze, compare, contrast, evaluate, draw conclusions, express own opinion and substantiate it, collapse information, present the results of the work in various forms. The most important thing when doing practical work is that students learn to apply the acquired knowledge in life, work out various ways to obtain important information. These skills will be useful to them in the future.

SECTION 1

PRACTICAL WORKS

BY THE RATE

"Geography. Introduction to Geography»

5th grade

science geography

Practical work № 1

Theme of work: "Diagramming of the sciences of nature"

Objective: Learn how to draw simple diagrams.

Information sources: geography and biology textbooks for grade 5; notebook for practical work; ruler; pencil; colored pencils (optional)

Exercise: (work is done in a notebook for practical work)

1. Read paragraph 1 of the geography and biology textbook.

2. Find out which sciences study nature.

3. Draw a diagram. 4. Draw a conclusion.

Read the practice assignment carefully.

Make a work plan for the implementation of practical work.

Determine the list of sources of information needed to perform practical work.

Analyze sources of information.

Choose from your range of information the one that is directly related to the task of practical work.

Transform the information into the form required by the condition of the assignment.

Submit your work to the teacher . An example workflow:

Conclusion: nature is studied by different sciences and interact with each other.

Earth and its image

Practical work No. 2

Theme of work: "Organization of weather observations".

Exercise 1: Record weather changes daily on a calendar. To do this, it is necessary to mark the air temperature by an outdoor thermometer 3 times a day at about the same time. As a result, the differences between the observed average daily and average monthly air temperatures will be established.

Results of observations:

The warmest day ___________

The coldest day _________

Precipitation days ______________

Types of precipitation ________________

Changes in wildlife ___________________________________

Task 2: September 20, measure the length of the shadow at 12 o'clock from a place 1 m high.

At the end of the month, sum up the observations.

Earth and its image

Practical work No. 3

Topic: "Comparative characteristics of images earth's surface».

Exercise: Make up comparative characteristic images of the earth's surface. Based on the results of the comparison, fill in the proposed table.

Conclusion:

Practical work No. 4

Theme of work: "Determining the sides of the horizon using a compass."

Exercise 1. In the proposed diagram, mark the main sides of the horizon with red lines, and the intermediate sides of the horizon with lines of blue color. Sign the main and intermediate sides of the horizon with the appropriate colors.

N-W N-E

W W

SW

Yu Yu-V

Task 2. Decipher the listed abbreviations of the sides of the horizon. Record the results of your work in a table.

Task 3. Consider the images of the compasses shown in Figure 18 of the textbook (p. 31). Identify their similarities and differences. Based on the results of the work, fill in the proposed table.

Task 4. ( performed on the street, during an elective ) Conduct a small study of the school territory, according to the following algorithm.

Work algorithm:

Choose your vantage point.

Prepare a compass for work using the "Rules for working with a compass" given in the text of the textbook (pp. 30-31).

Use a compass to determine directions on the sides of the horizon.

List the objects located in the direction of the main and intermediate parties horizon.

Record the results in a table.

Practical work No. 5

Theme of work: "Designation on the contour map of travel routes, designation of geographical objects."

Exercise 1. (§ 7). (workbook, p. 21).

Task 2. (§ eight). Trace the route of the Phoenicians around Africa on the map and name geographic features through which he passed.(workbook, pp. 23-24).

Task 3 . (§ nine). Trace the route of the Vikings (Normans) on the map and name the geographical objects through which it passed(workbook, pp. 26-27).

Task 4. (§ ten). Trace on the map the route of Marco Polo's travel and name the geographical objects through which he passed(workbook, pp. 29-30).

Task 5. (§ eleven). Follow on the map the route of Athanasius Nikitin's travel and name the geographical objects through which he passed(workbook, p. 32).

Task 6. (§ 12). Follow on the map the sailing path of Vasco da Gama and name the geographical objects through which he passed(workbook, p. 35).

Task 7. (§ thirteen). Using the maps of the atlas, find place names associated with the name of Christopher Columbus(workbook, p. 37).

Task 8. (§ fourteen). Follow the path of the expedition of F. Magellan on the map and name the geographical objects through which he passed(workbook, pp. 40-41).

Task 9 . (§ fifteen). Name the geographical objects shown on the map, which are associated with J. Cook's round-the-world travels(workbook, pp. 43-44).

Task 10 . (§ sixteen). Put on the contour map the numerical designations of the listed geographical objects(workbook, p. 46).

History of geographical discoveries

Practical work No. 6

Theme of work: "Names of Russian travelers on the world map".

Exercise 1. Using the maps of the atlas and the text of the textbook, write down in the table the geographical objects named after the Russian pioneers and navigators.

Vitus Bering

Semyon Dezhnev

I.F. Kruzenshtern

Yu.F. Lisyansky

Task 2. Follow on the map the path of circumnavigation of I.F. Kruzenshtern and Yu.F. Lisyansky and name the geographical objects through which they passed(workbook, pp. 50-51).

Journey around planet Earth

Practical work number 7

Subject: "Designation on the contour map of the continents and oceans of the Earth."

Exercise 1. Paste the outline map into your practice notebook.

Task 2. Mark the continents and oceans of the Earth on a contour map.

Continents: Eurasia, Africa, North America, South America, Australia, Antarctica.

Oceans: Quiet, Atlantic, Indian, Arctic.

Journey around planet Earth

Practical work No. 8

Theme of work: "Designation on the contour map largest states mainland Eurasia.

Exercise 1. On the contour maps of the regions of Eurasia, put the states indicated by numbers. Enter in the table the names and capitals of the designated states. Redraw the table in a notebook for practical work. Indicate the name of the part of the world, the states that are represented on the contour map

Task execution algorithm:

find on political map peace given state;

draw the borders of the state on the contour map (the borders of all states are indicated by a line same thickness and colors)

apply background coloring, marking the territory given state(the color solution is selected based on the mismatch of colors in neighboring states);

sign the name of the state (the name of all states is signed in the same font and color);

sign the capital of the state (punson is indicated in the same color for all capitals of states, the names of all capitals of states are signed in the same font and color).

Part of the world name: __________________________________

Earth nature

Practical work No. 9

Subject: "Organization of phenological observations in nature".

Exercise 1. Read carefully in the text of § 27 the story about a walk in the neighborhood locality. Write down the objects of animate and inanimate nature in the table by filling out the proposed table.

Answer the questions .

Write down the objects mentioned in the text, but not written down in the table.

Why didn't they find a place in the table?

Task 2. Read carefully in the text of § 27 the story about a walk around the outskirts of the settlement, distribute the natural objects mentioned in the text in the appropriate columns of the table.

What do you think, which of the known shells of the Earth is the most important? Justify your answer.

SECTION 2

PRACTICAL WORKS

BY THE RATE

"Geography. Beginning course»

6th grade

Practical appraisal work

job title

1

Scale drawing of the school building.

2

Determination of directions and azimuths according to the terrain plan.

3

Determination of geographical coordinates of objects and objects by their geographical coordinates

4

Description of landforms

5

Drawing up a description of inland waters.

6

Plotting a graph of the course of temperature and calculating the average temperature.

7

Building a wind rose.

8

Plotting the amount of precipitation from long-term data

9

Drawing up a characteristic natural complex .

10

Observation of the weather, phenological phenomena; measurement of the sun's height above the horizon.

Practical work No. 1

Theme of the work: "The image of the school building on a scale."

Target: to teach students to draw up a school (lyceum) plan.

Equipment: tablet, tape measure, pencil, ruler, album sheets.

Exercise: Draw the Lyceum building to scale.

Working process:

Select the scale at which the image of the lyceum building will be displayed (the recommended scale is 1:1000 or 1:2500).

Using a tape measure, determine the length of your step in centimeters, then convert centimeters to meters.

Measure in steps the length of each wall of the lyceum in meters.

Convert meters to centimeters and draw the building of the lyceum on the tablet.

Sign numerical and named scale.

Image types Earth's surface,

Practical work №2

Work theme: " Determination of directions and azimuths according to the terrain plan "

Target: learn to determine the direction and azimuth according to the terrain plan.

Planned results: the student will learn how to use a compass to determine the azimuth and sides of the horizon on the ground; measure distance on the ground with steps or a rangefinder; make up the simplest plan terrain ;

Equipment : compass, tablet, pencil, target line, rangefinder;

The work is carried out according to the options on the cards.

Determine which edge of the terrain plan is northern.

Mark your location with a pencil in the center of the sheet. In the workbook, write out all the objects that are located to the west, east, north and south.

Select any objects on the plan and determine their relative position. Write your examples in your notebook.

From a point in the center of the plan, determine the azimuth to any two objects (using a protractor).

Complete the paper and hand it in to the teacher.

Option 2:

Execution plan

1. Using the compass, determine the direction to the north, set the compass so that the NORTH arrow coincides with 0 °, orient the plan (the compass needle must coincide with the NORTH direction on the plan).

2. Mark the observation point in the center of the plan (a sheet of paper attached to the tablet).

3. Determine the location of objects in relation to the place of observation (sides of the horizon to the indicated objects), enter the data in the table.

4. Determine the azimuths of objects using a compass and a target line, enter the data in a table. On the plan, lines indicate directions to objects.

5. Measure in steps (2 steps = 1 meter) or with a range finder the distances to the objects and use the scale to mark these distances on the plan.

6. Depict objects using conventional signs.

It is possible to perform work when a table is filled out on the ground, and a plan is drawn up in the classroom to determine azimuths in this case you can use a protractor.

The correctness of determining the sides of the horizon, azimuths, distances on the ground is evaluated (table); correct transfer of directions and distances to the plan; accuracy of work.

Types of images of the Earth's surface

Practical work No. 3

Work theme: "Determining the geographical coordinates of objects and objects by their geographical coordinates".

Target: learn to identify geographical coordinates and objects by their geographic coordinates.

Task number 1. Determine the names of geographical objects by coordinates, determine the coordinates of the named objects:

Task 2. Determine the coordinates of the highest points of all the continents of the Earth. Write your answer in the table.

Task 3. Determine which direction an object is in using

Task 4. Is it possible to make trip around the world without changing direction, if you move only to A) west, B) northeast, C) south. Why?

Types of images of the Earth's surface

Practical work No. 4

Subject: "Description of landforms".

Target: Ability to use a map, develop skills and abilities to describe objects, determine their height.

Equipment: Textbook, atlases, notebooks, pens, pencils.

Exercise: Using the plan for describing the landform, learn to describe the plains and mountains of Russia.

Plan of description of the plains

Mountain description plan

Where is.

What part of the mainland?

Dimensions.

In what direction are they pulling.

Hilly or flat.

Dimensions, age.

Height differences.

The highest height.

What rivers flow.

neighboring objects.

Option 1 - Russian Plain.

Option 2 - West Siberian Plain.

Option 1 - Caucasus.

Option 2 - Ural.

The work is carried out according to the options with preliminary preparation.

Practical work No. 5

Theme of work: "Compiling a description of inland waters."

Target: to consolidate the skills of working with the map.

Equipment: notebook, contour maps of the Rostov region, pens, pencils, atlases.

Exercise 1: determine the geographical position of the Don River according to the plan:

In what part of the mainland does it flow.

Where it originates, where it flows.

In what direction is it flowing.

The nature of the flow.

Power sources.

river mode.

human use of the river.

Task 2: Lake characterization plan

1. Geographical position:

A) on what continent and in what part of it is the lake located;

B) between what parallels and meridians.

2. How it was formed (type of basin).

3. Greatest depth.

4. Waste or drainless.

5. Type of banks.

6. Human use.

Work on a contour map: mark the Don River, sign neighboring objects, determine where it flows.

Summing up the work.

Submit your work to the teacher.

The structure of the earth. Earth shells

Practical work No. 6

Work theme: " Plotting a Temperature Trend and Calculating an Average Temperature ».

Target: to teach how to build a graph of the course of temperature and calculate the average air temperature.

Equipment : pencil, ruler, pen, notebook.

Working process:

Based on your weather observation diary, draw a graph of the monthly course of air temperature.

Exercise: mastering the method of tracking the weather, describing the main characteristics.

The result of the work should be a weather observation diary in the second half of the year. Based on the data for each day (January-March), conclusions are drawn with an entry in a notebook.

Students celebrate the arrival of spring bright signs improve the weather, try to predict it based on local signs.

The structure of the earth. Earth shells

Practical work No. 7

Work theme: "Building a wind rose".

Target: teach how to build and read a wind rose.

Exercise: build a wind rose

To do this: Analyze the data for the month and summarize it in the form of a table:

Cloud indicators:

It's clear

cloudy

Partly cloudy

Total days

Plot the wind rose and cloud chart as shown in the figure, using the construction method given in the tutorial on p. 117 (Wind rose for the city of Vladivostok).

Students' output.

The structure of the earth. Earth shells

Practical work No. 8

Work theme: " Plotting a Precipitation Chart

according to long-term data ».

Target: to teach how to build a diagram of the amount of precipitation from long-term data.

Equipment: ruler, tablet, pencil, notebook, pen.

Working process:

Using sources of information, prepare data on the average monthly rainfall in your area.

Create a rainfall chart for your area.

Determine which season of the year has the most rainfall and which season has the least.

Make a conclusion, hand over the work to the teacher.

The structure of the earth. Earth shells

Practical work No. 9

Theme of work: "Compilation of the characteristics of the natural complex."

Target: consolidate and repeat the knowledge and skills of working on the ground.

Equipment: ruler, tablet, pencil, compasses, notebook, pen.

Exercise: students work in groups:

1 group: River exploration:

1. Determine which side of the school the body of water is located.

2. What is its origin: natural or artificial?

3. Determine the water temperature, transparency.

4. Check the water for smell.

5. Water pollution, its protection.

2 group : Current weather description:

1. Measure the air temperature.

2. Determine the atmospheric pressure using a barometer.

3. Use a hygrometer to determine the relative humidity of the air.

4. Use a weather vane to determine the direction and strength of the wind.

5. Draw a conclusion about the type of weather.

3rd group: Description of the natural complex of the meadow:

1. Name of the natural complex and position in relation to the school.

2. Features of the meadow components.

3. The shape of the relief.

4. Rocks.

5. Necessary measures to protect the nature of the meadow.

4th group: Description of the slope of the ravine.

1. Where is it located, in what direction from the school?

2. What is its height?

3. What breeds does it consist of?

4. Determine the steepness of the slope and sketch the occurrence of rocks.

5. How can you use it for business purposes.

Draw conclusions from your work.

The structure of the earth. Earth shells

Practical work No. 10

Work theme: " Organization and training in methods of educational work: observation of the weather, phenological phenomena; measurement of the height of the Sun above the horizon, orientation to the Sun».

Observations of the weather and other natural phenomena

For observations, you need to take a notebook in a cage and sign "Weather Diary for 20__"

On the first page draw " Conventions weather." On the spread of the second and third pages, draw a form for daily entries.

the date

Clock

Temperature, ˚С

Atmosphere pressure, mm Hg Art.

Wind

Cloudiness

Types of clouds

Precipitation type

Conclusion about the weather

per day

Other phenomena in nature

Notes

watching-

given

average

Direction

Strength in points

Mandatory observations for all are carried out during the month of the warm and cold seasons, as well as during the study of the topic "Atmosphere".

Weather observations are carried out 3 times a day, always at the same hours: before classes at school (8 am), after class (at 1 pm), in the evening (7 pm). You can use weather reports from the media.

Cloudiness is observed on open area: looking around the entire sky, determine the type of clouds and approximate part sky filled with clouds. Note the type of precipitation that fell during the day.

Column 11 is filled in with a conventional sign taken from the first page of the notebook. The conclusion about the weather for the day can be as follows: the weather for the warm season is cool, there is little cloudiness, no precipitation, no wind.

Column 12 records such weather phenomena as the first frost, the first snow, the establishment of a stable snow cover, the beginning of leaf fall, and the freezing of the river.

Conclusion .

In the national presidential initiative "Our New School", approved by the President of the Russian Federation D.A. Medvedev in February 2010, talks about what the school should be like in the 21st century. The characteristics of the new school are given. We are also talking about teachers - “these are new teachers, open to everything new, understanding child psychology and the developmental characteristics of schoolchildren, who know their subject well ...”.

The time has come for every teacher to figure out what new things he should be open to, what he needs to do in a new way. Rethinking is possible only on the basis of the teacher's analysis of his pedagogical activity and comparing its results with those set by the new standard.

The practice-oriented approach in school geography, and in the traditional educational paradigm, played a very significant role; modern teacher, of course, must own them to perfection.

It is obvious that the instillation of practical skills is seen in all geography courses and how they are organized by the teacher depends on the success of mastering both theoretical knowledge in the subject and practical skills. Practice shows that students always need the help of a teacher.

Bibliography

Alekseev A.I. etc. Geography. Nature and people. - M.: Education, 2014.

Dolgorukova SV Geography lessons using information technologies. 6-9 grades. M.: Globus, 2015.

Kondakov A. M. etc. The concept of federal state educational standards general education. – M.: Enlightenment, 2012.

Kotlyakov V.M. Geography in a changing world. - M., 2016.

Lerner I.N. Didactic basics teaching methods. - M.: Pedagogy, 1981.

Nikitina N.A. Pourochnye development in geography 6 cells. - M.: Vako, 2015

Approximate main educational program basic general education (Order of April 8, 2015 No. 1/15)

Yalalov F.G. Activity-competence approach to practice-oriented education//Internet magazine "Eidos". - 20 15

Internet resources:

http://www.rusngo.ru

- w. national-geographic.ru

http://www.eidos.ru

http://geo.metodist.ru

http://my-geography.ru

http://nsportal.ru

Exemplary basic educational program of basic general education (Order of April 8, 2015 No. 1/15)

Geography Grade 5

Geography teacher MKOU Cherchetskaya secondary school Ogorodnikova G.I.

Theme: Great geographical discoveries

The purpose of the lesson : Creation of conditions for the formation of ideas about the great geographical discoveries of the 15th-17th centuries.

Lesson type: assimilation of new knowledge with elements of practical activity (combined)

Planned results :

Personal:

The manifestation of educational and cognitive interest in geographical science, formation communicative competence in communication and collaboration with peers.

Awareness of value geographical knowledge, as essential component scientific picture peace.

Subject:

- know great travelers and name geographical objects,render their travel routes their routes on a map.

Name the main results of outstanding geographical discoveries and travels;

Metasubject:

Personal UUD

Respect for history, culture, national characteristics, tolerance

Cognitive UUD:

- be able to identify the differences between the two parts of geography.

Formation and development by means of geographical knowledge of cognitive interests, intellectual and creative results;

Leadership independent search, analysis, selection of information, its transformation, storage, transmission and presentation using technical means.

Regulatory UUD:

- form and develop competence in the field of ICT use.

Ability to independently acquire new knowledge and practical skills;

Ability to manage your cognitive activity;

Ability to organize your activities;

Determine its goals and objectives;

Choose tools and apply them in practice;

Assess the results achieved.

Communicative UUD:

- allocate main idea in the text of the paragraph (semantic reading)

Independently organize educational interaction in a group (determine common goals assign roles, negotiate with each other)

Equipment: physical map hemispheres, map "Great geographical discoveries", presentation, geographical atlases grades 5-6 with a set of contour maps. laptops, media projector.

Implemented Aspects

Educational aspect: Check the degree of assimilation of the material, identify problems, outline ways to eliminate them;

Developmental aspect : Contribute to the formation and development of UUD as the basis for the formation of key competencies of students:

educational aspect : to promote an increase in the level of cognitive interest in the subject, the development of horizons, to cultivate qualities tolerant personality, sense of camaraderie, collectivism.

Space organization: frontal work, work with a map, work with a contour map, work with video material, individual, in groups.

Types of control : frontal survey, solution of situational problems, practical control.

During the classes:

Lesson stage,

forms of organization of work.

Teacher activity

Student activities

1. Organizational stage.

The teacher greets the students, checks their readiness for the lesson;

Good afternoon, dear guys! Smile at each other, wish Have a good mood!

Greet each other

2. Definition of the topic of the lesson.

Setting goals and objectives for the lesson.

In ancient times, knowledge about the Earth was limited. But already ancient scientists assumed the sphericity of the planet and calculated its size.

Great geographical discoveries of European travelers of the endXV- middleXVIIcenturies were the result of the rapid development of productive forces in Europe, the growth of trade with the countries of the East, the shortage of precious metals in connection with the development of trade and money circulation.

And today we will continue talking about travelers

Answer the question:

About travelers.

Write down in a notebook.

It is assumed: who and what trips made, the route.

3. Motivation of educational activity of students.

We'll take a trip.

For this you have a travel journal.

Work with a travel journal.

The guys look at the slides, work with the textbook and make notes in a notebook who made what trips, their routes

4. Primary assimilation of new knowledge.

Conversation and work with the map.

Organization of work in groups.

Initial test of understanding.

Conversation and work with the map.

What was the significance of the expeditions of H. Columbus and F. Magellan.

Follow on the map the routes of the most important journeys (slideshow in progress)

Exercise:

1. When did the first round-the-world trip begin?

2. Who organized it?

3. What ocean was named? Why - guess?

4. When did it end?

5. Did the trip organizer manage to complete it?

Follow the path on the map page 5 of the atlas.

PHYSICAL MINUTE

(Squats.) (Walking in place.) (Children sit at tables.)

3. Discovery of Australia.

Group #1.

Using a textbook, a map of the atlas "Great geographical discoveries", an encyclopedia, a slide, answer the questions:

1. What was assumed about Australia before its discovery?

2. By whom and when was Fr. New Guinea.

3.Wasopen mainland Australia together with about. New Guinea.

4. Who and when discovered mainland Australia and gave it a name?

4.Discovery of Antarctica.

Using a textbook, a map of the atlas "Great geographical discoveries", an encyclopedia, a slide, answer the questions:

Group #2.

1. Who and when discovered Antarctica?

2. What were the ships called?

3. What difficulties did you face?

4. Who was the first to set foot on the land of Antarctica?

Remember the names of travelers, scientists. What do you know about them?

Fill in spreadsheet, using a textbook, encyclopedia, reference books, slides. (No. 8 p. 15)

Show the route and answer questions.

Make short notes.

Work with contour maps: mark the paths of travelers different color, focusing on degree grid along the contours of the continents.

Work in groups and complete assignments.

Reporting on the work done.

5.Secondary fastening.

Were we able to achieve our goals?

Express their opinion.

6. Information about homework instructions for its implementation

Prepare a message or presentation about one of the travelers.

Local history task: What do you know from the history of the development of your area. What historical and geographical monuments you are particularly interested.

Study § 2

Make entries in a diary.

7. Reflection (summarizing the lesson)

Grading.

Analyze their work in class and evaluate themselves.

Physical minutes at the lessons in verse

Exercises for the eyes

***

One to the left, two to the right
Three up, four down.
And now we look around
To see the world better.
Let's look closer, further,
Exercising the eye muscle.
We'll see better soon
Check it out now!
Now let's press a little
Dots near your eyes.
We give them a lot of strength,
To amplify a thousand times!

***

"Rain"

The first drop fell - drop! (Show the trajectory from above with a finger
And the second came running - cap!drop movements, eyes up.)
We looked at the skyLook up.)
Droplets "drip-drip" sang,
Wet faces
We wiped them off. (Wipe their face with their hands.)
Shoes - look -
They became wet. (Point with hands down and look down with eyes.)
Let's move our shoulders together
And shake off all the drops. (shoulder movements.)
Run away from the rain
Let's sit under a bush. (They squat, blink their eyes.)

***

"Vegetables"

The donkey walks, chooses,
He doesn't know what to eat first. (Circle your eyes.)
Plum ripened upstairs
And nettles grow below,
On the left - beets, on the right - swede,
On the left is a pumpkin, on the right is a cranberry,
Below is fresh grass,
Above - juicy tops.
Couldn't select anything
And without strength fell to the ground. (Close your eyes, then blink 10 times)

***

"Barbara"

Curious Barabara
Looking to the left...
Looking to the right...
And then forward again.
Here you will rest a little;
The neck is not tense
And relaxed...

And Barbara looks up!
Above all, farthest!
Coming back -
Relaxation is nice!
The neck is not tense
And relaxed...

Now look down -
Neck muscles tensed!
Coming back -
Relaxation is nice!
The neck is not tense
And relaxed...

***

The eyes need to rest.(Guys close their eyes)
You need to take a deep breath.(Deep breath. Eyes still closed)
The eyes will run around.(Eyes open. Pupil movement in a circle clockwise and counterclockwise)
Blink many, many times(Frequent blinking of eyes)
The eyes got better.(lightly touching closed eyes with fingertips)
All my eyes will see!(Eyes wide open. Wide smile on face)

***

The lesson is long
You have read a lot.
Calling won't help.
Once the eyes are tired.
Eyes need to rest
Know about it everyone.
Exactly five exercises
Everything is important to remember.
Exercise one -
Move the books to the edge of the desk.

Exercise two
Repeat easily after me.
Shut up and can't open
Train your eyes.

We do everything at once
Repeat four times.
Exercise number three.
Do with us and see.

( Sitting, put your hands on your belt, turn your head to the right, look at your elbow right hand, turn your head to the left, look at the elbow of your left hand, then sit up straight again)

Repeat five times
Relaxing eye muscles.
Exercise four
There is nothing more difficult in the whole world.
Let's start with care
And we do it clearly
(Sitting, look ahead, look at chalkboard 2-3 seconds. Extend the finger of the left hand along the midline of the face at a distance of 5-20 cm from the eyes. Look at the end of the finger and look at it for 3-5 seconds, then lower the hand.)

Repeat 5-6 times
Everything will work out for you.
Exercise number five
It needs to be done clearly.
(Sitting, stretch your arms forward, look at your fingertips. Raise your hands up - inhale, follow your eyes with your hands without raising your head, lower your hands - exhale.)

***

"Rainbow"

Oh how long we wrote
The children's eyes are tired.(Blink eyes.)
Look everyone out the window(Look left and right.)
Ah, how high the sun is.(Look up.)
We'll close our eyes now(Close your eyes with your palms.)
Let's build a rainbow in class
Let's go up the rainbow(Look up-right and up-left in an arc.)
Turn right, turn left
And then we slide down(Look down.)
Squint hard, but hold on.(Close your eyes, open and blink them.)

***

"Butterfly"

Slept flower(Close your eyes, relax, massage your eyelids, pressing lightly on them clockwise and counterclockwise.)
And suddenly woke up(Blink eyes.)
I didn't want to sleep anymore(Raise your hands up (inhale). Look at your hands.)
Startled, stretched(Arms bent to the sides (exhale).
Soared up and flew.(Shake brushes, look left and right.)

***

"Magical dream"

Eyelashes fall...
Eyes are closing...
We are relaxing…
We fall asleep with a magical dream ...
Breathe easy...
Exactly...deep...
Our hands rest...
Resting... Falling asleep...
The neck is not tense
And relaxed...
Lips slightly open...
Everything is relaxing...
Breathe easily...evenly...deeply...
(Pause.)
We are relaxing…
We fall asleep with a magical dream ...
(Louder, faster, more energetic.)
It's good for us to rest!
But it's time to get up!
We squeeze our fists tighter.
We raise them higher.
Stretched! Smiled!
Everyone open your eyes and stand up!

***

"Fun week"

All week in order
The eyes are charging.
ATMonday how to wake up
Eyes smile at the sun
Look down at the grass
And back up.
(Raise eyes up; lower them down, head is motionless)

InTuesday eye watch,
They look to and fro,
Walk left, walk right
They will never get tired.
(Turn your eyes to right side, and then to the left, the head is motionless)

ATWednesday we play hide and seek,
We close our eyes tightly.
One, two, three, four, five,
Let's open our eyes.
We squint and open
So we continue the game.
(Close your eyes tightly, count to five and open your eyes wide)

ByThursdays we look into the distance
It's not a pity for this time
What is near and what is far
Eyes must be considered.
(Look straight ahead, put your finger at a distance of 25-30 cm from the eyes, look at the tip of the finger and look at it, lower your hand)

ATFriday we didn't yawn
Eyes darted around.
Stop and again
Run to the other side.
(Raise your eyes up, right, down, left and up; and back: left, down, right and up again)

Even inSaturday day off,
We are not lazy with you.
Looking for corners
To run the pupils.
(Look to the upper right corner, then to the lower left; look to the upper left corner and lower right)

ATSunday will sleep,
And then let's go for a walk
To make the eyes harden
You need to breathe air.
(Close eyelids, massage them with circular motions fingers: upper eyelid from the nose to the outer edge of the eyes, lower eyelid from the outer edge to the nose, then vice versa)

***

"Bridge"
We close our eyes, that's what miracles(Close both eyes)
Our eyes rest, exercises are performed(Keep standing with closed eyes)
And now we will open them, we will build a bridge across the river.(Open eyes, draw a bridge with a glance)
Let's draw the letter "O", it turns out easily(Eyes draw the letter "O")
Let's go up, look down(Eyes up, eyes down)
Turn right, turn leftEyes move left and right
Let's start working again.(eyes look up and down)

***

"Dragonfly"
That's what a dragonfly is like pea eyes.(Glasses are made with fingers.)
Left-right, back-forward-(Look left and right with eyes.)
Well, just like a helicopter.(Circular eye movements)
We are flying high.(Look up.)
We're flying low.(Look down.)
We are flying far.(Look ahead.)
We are flying close.(Look down.)

***

"Hare"
Raise the carrot up, look at it.(Look up.)
Just look with your eyes: up and down, right and left.(Eyes look up and down, right and left.)
Ay-da hare, skillful! Blinks his eyes.(They blink their eyes.)
Closes the eyes.(Eyes are closed.)
They took carrot bunnies, they danced merrily with them.(We jump like bunnies).

***

"Cat"
Here the window is open(Spread hands to the sides.)
The cat stepped onto the ledge.(Imitate the soft, graceful gait of a cat.)
The cat looked up.(Look up.)
The cat looked down.(Look down.)
It turned to the left.(Looking to the left.)
She looked at the flies.(Looking through the "fly" from the left shoulder to the right.)
Stretched, smiled
And sat down on the ledge.(Children sit down.)
Turned her eyes to the right
I looked at the cat.(Look straight ahead.)
And closed them in a purr.(Close their eyes with their hands.)

***

"Swing"
There is a swing in the meadow:
Up-down, up-down(Look up, look down)
I will swing run
Up-down, up-down(Look up, look down)

***

« In the woods"
The sun goes round and round(Rotational eye movements)
Dozing deer.(eyes closed)
We walk with you through the meadow quietly, quietly.(Open eyes)
We walk along the edge and find a path.(Look down)
Here's a magpie on top(look up)
Beak cleans the back.

***

"Morning Hours"
Dew drops in the morning: drip, drip, drip.(Blink three times)
Like a ringing clock: drip, drip, drip.(Blink three times)
It became dry and warm: drip, drip, drip.(Blink three times)
So the morning is over: cap!(Blink once)

***

Oh how long we wrote

The children's eyes are tired. (Blink your eyes.) Look out the window, (Look left - right.) Oh, how high the sun is. (Look up.) We'll close our eyes now, (Close our eyes with our palms.) We'll build a rainbow in class, Let's go up the rainbow, ( Look up in an arc to the right and up to the left.) Turn right, turn left, And then slide down, (Look down.) Squint hard, but hold on. (Close your eyes, open and blink them.)

***

Hands behind your back, heads back. (Close your eyes, relax.) Let your eyes look at the ceiling. (Open your eyes, look up.) Let's lower our heads - look at the desk. (Down.) And up again - where is the fly flying there? (Up.) Let's turn our eyes, look for her. (On the sides.) And we read again. A little more.

***

« Painters"

We poke our eyes.
Let's draw a big circle!
Let's draw a window
And a big log.
Draw an elevator run:
Eyes down, eyes up!
Everyone blinked: one-two!
Head is spinning.
We blinked our eyes
Instantly, the garlands sparkled.
Looking straight ahead
This is a plane flying...
Blink once, blink twice
Our eyes are rested!

Performed sitting at their desks, the children “draw” a circle with their eyes,
without turning your head
“draw” window
“draw” a log

look down, look up

close your eyes tightly (3-5 sec.)

blink your eyes for 3-5 seconds.

look straight ahead

blink your eyes for 3-5 seconds.

Fizminutki for fingers. Finger motility

***

"My friends"

Everyone in our class is friends. (Rhythmically tapping fists against each other)

The youngest is me. (Unclench fingers, starting with the little finger)

This is Masha

This is Sasha

This is Yura

This is Dasha.

***

"At Matryoshina's sister..."

At Matryoshina's sister

(Rhythmic strikes with the fingers of the right hand, starting with the index, on the left palm.)

In the village of fiction:

Rhythmic strikes with the fingers of the left hand, starting with the index, on the right palm.

A duck walks in a skirt

For each name of the animal, fingers are bent on the hands, starting with large

In a warm coat

Chicken - in a vest,

Cockerel - in a beret,

Goat - in a sundress,

Zainka - in a caftan,

And all of them are nicer

Rhythmic alternating handclaps and fist bumps.

Cow in a mat.

**

"Cabbage"

We chop cabbage, chop, (sweeping movements with our hands, like an ax)

We mash cabbage, we mash cabbage,

We salt and salt the cabbage, (“they take” a pinch of salt and “salt”)

We press cabbage. (flexion and extension of the hands)

***

"To the Plum Garden"

(We bend our fingers one by one)

A fat finger and a big one went to the garden for plums,

The pointer from the threshold showed him the way.

Middle finger- the most accurate, he knocks plums off the branch.

Nameless - collects, and the little finger is the gentleman

Throws bones into the ground.

***

"Rain"

Rain, rain (Knock fingers alternately)
All day
Drumming on glass.
The whole earth, (Squeeze and unclench fists)
All earth
Wet from water...

***

"Mushrooms"

(Alternately unclench the fingers of the fist)

This finger is the forest has gone,

This finger mushroom found

This finger began to clean,

This finger began to fry,

This finger sat down and ate

That's why he got fat.

***

"My family"

(Close your hand into a fist, unclench your fingers one by one, starting with the thumb.)

This finger is a grandfather

This finger is a grandmother,

This finger is daddy

This finger is mommy

This finger is me.

That's my whole family

(Clench your hand vigorously into a fist several times.)

**

This finger is small - the little finger is remote.
The nameless one wears a ring, he will never leave it.
This finger is the longest, it stands in the middle.
This one is a wonderful index finger.
This finger - that's what, is called big.

***
We'll shake our hands
Let's stretch each finger.
One, two, three, four, five
We will start writing again.

***

To write well
You gotta stretch your fingers
One, two, three, four, five
We get five for the letter!

***

"Friendship"

Friends in our group

Girls and boys.

We will make friends with you

Little fingers.

One, two, three, four, five.

We've finished counting.

***

The fingers of both hands are connected rhythmically to the castle. Rhythmic touch of the fingers of both hands. Alternately touching the fingers on both hands, starting with the little finger. Hands down, shake your hands.

"House"

One, two, three, four, five.

The fingers went out for a walk.

One, two, three, four, five.

They hid in the house again.

Unclench the fingers from the fist one at a time, starting with the big one. Rhythmically we unclench all fingers together. We squeeze in turn widely spaced fingers into a fist, starting with the little finger. Rhythmically squeeze all fingers together.

***

We'll shake our hands
Let's stretch each finger.
One, two, three, four, five
We will start writing again.

To write well
You gotta stretch your fingers
One, two, three, four, five
We get five for the letter.

Physical minutes for formation correct posture

I have a straight back

My back is straight, (Walking in place, hands behind my back.)

I'm not afraid of tilting: (Tilt forward.)

I straighten up, I bend, (Tilt back, straighten up.) I turn around. (Turns of the body.)

One, two. three. four.

Three. four times. two. (Bend forward and straighten up.)

I walk with a proud posture. (Turns of the body.)

I keep my head straight, (Tilt forward and straighten up.)

I'm not in a hurry. (Walking in place, hands behind back.)

Once. two. three. four, (Turns of the torso.)

Three. four, one, two. (Walking in place, hands behind back.)

I can bow. (Bow and straighten up.)

And sit down, and bend over, (Squat, bend forward.)

Turn back and forth! (Turns of the torso to the right and left.) Oh, straight back! (Bend forward and straighten up.)

***

Once. two. three. four

(Turns of the body.)

Three. four times. two.

We bend with cotton.

We bend with cotton.

And then we get up with a clap.

Down and up, down and up.

Come on. clap the loudest!

(Bend over and clap your hands below, straighten up - clap above your head.)

We ride on one leg.

Like an elastic ringing ball.

Let's jump on the other one too.

We can jump for a very long time.

(Jumping on one leg.)

Turn your head slowly.

Look left, look right

(Turn head right and left.)

And we'll walk a little.

(Walking in place.)

And let's go back to the lesson.

(Children sit at their desks.)

***

We tried, we learned.

We tried, we learned

And a little tired.

What we must do now

Back exercise.

(Rotation of the body to the right and left.)

We work with our hands.

We fly under the clouds.

Hands down and hands up.

Who flies the fastest?

(Children imitate the movements of the wings.)

To keep my feet from hurting.

One - sat down, two - sat down.

Three. Four. Five and six.

Seven and eight. Nine ten.

(Squats.)

We walk next to the party,

(Walking in place.)

And then we sit down.

(Children sit at their desks.)

***

All the guys stood up together

(straighten up)

And they walked in place.

(Walking in place.)

Stretched on toes.

(Bend back, put your hands behind your head.)

Like springs we sat down

(Sit down.)

And they sat down quietly.

(Stand up and sit down.)

To begin with, we are with you

We only turn our heads.

(Rotation of the head.)

We also rotate the body.

We can do this, of course.

(Turns right and left.)

Finally stretched

Up and to the side.

Have caved in.

Blushed from the workout

And they sat down at the desk again.

(Children sit at their desks.)

Physical exercises for all muscles of the body

Russian language, literary reading

***

We will show the letter A,
(all smile at first!)
Jump legs to the side
Hands up hut ...
Here is the letter A:
Once sat down, got up - two!

**

smile at each other

“ feet shoulder-width apart” jump
raise your hands up and join your palms
do squats (2 times)

I'll get up on my toes
I'll stretch well.
One is tilt, two is tilt,
Like the letter "O" curl up.
And I jump a little
And I'll twist my hands
Stand on my right foot
And I'll turn my head...
Quietly sit down, smile
And I'll get to work!

stand on your toes, stretch

do 2 forward bends
get the socks of the feet with your hands (2-3 times)
jumping on two legs 3-4 times
perform hand rotation 3-4 times
stand on the right leg (2-3 sec.)
head tilts left and right (4-6 times)
sit down

. ***

We strike with a hammer
By words, by words.
The vowel O is now stressed,
Or A, or a!
Let's hit with an accent
According to, according to...

children clench their hands into fists,
fist to fist,
changing hands

***

Suffix walks along the path
And he plays the harmonica...
Here is the house. This is a house.
This is a house. A gnome lives here.
This is the home of the giant
Giant Istukan…
Run away from him
don't touch anyone!!!

walking in place for 3-4 sec.
hands in front of the chest, hand jerks
sit down, get up
get up
get up on your toes, hands up,
stretch
running in place for 2-3 sec.

Mathematics

FAST all the guys got up
Hands quickly raised up.
QUICKLY clapped 5 times.
And now the blink of an eye:
QUICKLY-QUICKLY blinked
And ... they knocked with their feet.
FAST leaning to the left
And now straightened up!
Left and right 10 times -
The tired class rested...
How did the penguins fly?
And they quietly sat down at their desks!

stand up, hands on the belt
put your hands up
5 hand claps

blink your eyes for 3-4 seconds.
stomp your feet for 3-4 seconds.
tilt to the left
stand up straight
tilt left and right 5 times
to each side
running in place waving arms
sit down at the desk

***

So many times, friends, sat down,
How many days do we have in a week!
We'll jump so many times
How many eyes does Three-Eyes have?
Let's make so many slopes
How many green Christmas trees.
And let's drown so many times
How many girls do we have;
And slap so many times
How many boys we have!..

sit down 7 times

jumping on two legs 3 times

tilt left and right 4 times

stomp your feet so many times
how many girls are in the class
clap your hands so many times

how many boys are in the class

Hands locked in a lock:
One jump, two jump!
This is round Mr. Zero -
Good-natured our king!

hands folded into the castle - this is the “belly”
zero;
jumping on two legs (6-8 times)

One - sat down, two - got up,
Stretched, swayed...

do squats
arms up, stretch, tilt to the right and left 4-6 times

Mr. Zero went camping:
One - back, two - forward! ..

walking in place (3-5 sec)

The world

« Flight to the moon"

Flew to the moon
One hand to the side.
And the second one was raised
It's like flapping wings.
jumped high -
Here is the moon, not far!
Stretched - here she is
On the palms of the whole moon!

stand near the desk
raise your right hand to the side
left hand up
both hands - to the sides, swing your arms 6-8 times
jump as high as possible
stand still
hands up, stretch
stand still, fold your palms in the shape of a bowl

***

Morning at the forest edge
The animals are gathering.
All are accustomed to order:
Charging together!

walking in place throughout

reading the first four lines

Squirrels and bunnies jump -
1-2-3, 1-2-3…
Jumping, jumping on the lawn -
Look, look!
Get up - sit down, get up - sit down,
Looked left and right.

jumps: 3 times on one leg,
3 times on the other leg
jumping on two legs (6 times)
sit-ups 2 times
look to the right, to the left,
head

Make inclinations together
Black-browed crows.
And toothy beavers
They took axes in their paws.
Get used to everything:
Start your day with a boost!

forward and backward bends 4-6 times
exercise “axe” 6-8 times

***

Shoulders raised -
Jumping grasshoppers!
10 reps on two legs
In colorful boots!
And now on the right leg
Ride along the track!
And now on the left leg
Ride along the track!

raise your shoulders

10 jumps on two legs

10 jumps on the right foot

10 jumps on the left leg

We will now show the point:
One, two, three - puffed out cheeks!
Together they jumped on the lines -
Here is the point!

take a deep breath, hold
breath count 1-2-3
jumping on two legs 5-6 times

The back is all bent so
The question mark is the right sign!
He walks like an old grandfather
One hundred and fifty years!

forward bends 4-5 times
slow walking high
raising your legs

Physical minutes at any stage of the lesson

Warm up - stand up! Turn right - turn left, Count turns, One-two-three, keep up.(Rotation of the body to the right and left.) We begin to squat - One, two, three, four, five. The one who does the exercises, Can we squat dance.(Squats.) And now let's raise the handles And lower them with a jerk. It's like we're jumping off a steep summer sunny day.(Children raise their straight arms above their heads, then with a sharp movement lower them and take them back, then with a sharp movement up again, etc.) And now walking in place, Left-right, stop, one-two.(Walking in place.) We'll sit down at our desks, together Let's get down to business again.(Children sit at desks or tables.)

***

Get on the charger! Hand up, other hand down!(One straight arm up, the other down, with a jerk we change hands.) We repeat the exercise, we make faster movements. One - we will bend forward, Two - we will bend back. And tilts to the sides We will undertake to do.(Tilts forward, backward and to the sides.) Squats again We will perform together. One, two, three, four, five, Who started to lag behind?(Squats.) We'll move on to walking(Walking in place.) And let's start again.(Children sit at tables.)

***

Raise the handles higher, Lower the handles down. You get the roof first, then you touch the floor. (Pull your arms up, then sit down and touch the floor with your hands.) We perform three inclinations, we bend to the floor,(Leaning forward.) And then we will bend at once Deep back three times.(Tilts back.) Let's do jerks with our hands - One, two, three, four, five.(Jerking hands.) And now we squat, To become stronger and stronger.

***

To begin with, you and I Turn only our heads.(Rotation of the head.) We also rotate the body. We can do this, of course.(Turns right and left.) Finally stretched up and to the sides. Have caved in.(Pull up and to the side.) They blushed from the warm-up And sat down again at their desks.

***

Let's get started. To begin with, only rotate the body. We repeat the exercise, All familiar movements.(Rotation of the body to the right and left.) We stretch our shoulders, We move our hands towards: One hand flies up, And the other down for now.(One hand up, the other down, hands change jerkily.) One, two, three, Turn the Corps to the left. And help with your hands, stretch your lower back.(Torso twists to the side.) And now we have jumps. After the jump - another jump, Jump and jump, jump and jump.(Jumping.) Let's work with hands, And elbows, and shoulders.(Hands in front of chest, jerking hands.) Let's stop and again We are ready for classes

,
***

white bunny sitting
And wiggles his ears.
Like this, like this
He moves his ears.

***
In the morning the gander got up on its paws
Ready to charge
Turned left, right
Did the squats right
Cleaned the fluff with a beak
And again at the desk - plop!

***

sunflower growing in the garden
Here it is, here it is!
sunflower growing in the garden
With a bright yellow head.
He turned his head
I wanted to see everything.
What did the sunflower see there
He will now tell us.

***

“Now everyone is quiet…”
- And now we'll go to the forest ...
- And now everyone quietly stood up,
Hands raised together,
To the side, forward, back,
Turned right, left
We sat down quietly, back to business.
We are little bunnies
They jumped in the meadow.
jumping, jumping,
They ran to school.
Behind the desks quietly lope
And let's continue our lesson.

***

Walking along the path, walking
Many stones were found.
Sat down, collected
And we went further.

***

We kick top top,
We clap-clap with our hands,
And then jump
And one more time,
And then squatting
And again - in order.
We will run along the path
One two Three!
And clap your hands
One two Three!
And turn our heads
One two Three!
Everybody dance with us
One two Three!

***

Cha, cha, cha (3 thigh claps)
The stove is very hot (4 jumps on two legs)
Chi, chi, chi (3 overhead claps)
Oven bake kalachi (4 squats)
Choo, choo, choo (3 claps behind the back)

***

We raise our hands up,
And then we let them go.
And then we unfold them
And we'll take it to ourselves soon.
And then faster, faster
Clap, clap more cheerfully.

***

We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We lower our hands
And let's start writing again.

***

Here are my helpers
Turn them however you want.
One, two, three, four, five.
Knocked, turned
And they wanted to work.
Everyone quietly sat down.

***

One - rise, stretch,
Two - bend, unbend,
Three - clap, three claps,
Three head nods.
Four - arms wider
Five - wave your hands,
Six - sit quietly in place.

. ***

The ducks went out to the meadow
Quack, quack, quack.
Flying green beetle
W-w-w.
Geese necks arched
The beak straightened the feathers.
The reeds rustled in the pond
Sh - sh - sh
And again there was silence.

***

One, two - it's time to get up,
Three, four - arms wider,
Five, six - sit down quietly,
Seven, eight - let's discard laziness.

***

One, two, three, four, five
Bunny came out to play
Jump gray garazd
He jumped 300 times.

***

Pinocchio

Pinocchio - stretched,

Once - bent over

Two - bent over

Raised hands to the sides,

Apparently the key has not been found.

To get us the key

You have to get on your toes.

***

"Tree"

The wind blows in our face, (movements of hands to ourselves)

The tree swayed, (swaying with raised arms)

The breeze is quieter and quieter - (gradual squatting)

The tree is getting higher and higher, (get up, stretch on your toes)

***

"We went to the forest lawn"

We went out to the forest lawn, (walking in place)
Raising your legs higher
Through the bushes and bumps, (jumping in place)
Through branches and stumps.
Who walked so high ─ (clap)
Didn't trip, didn't fall.

***

"In winter"

We'll warm up a little, (We rub our shoulders)

We clap our hands (clap our hands)

We stomp our feet (Stomp in place)

And pat ourselves. (Slap on knees)

References:
1. Kulnevich S.V., Lakotsenina T.P. Non-traditional lessons in elementary school. - Rostov-na / D., TC "Teacher", 2002.
2. Tsvyntary V.V. We play with fingers and develop speech. - St. Petersburg, 1997
3.

In 1725, the 1st Kamchatka expedition. her boss Russian emperor Peter I appointed Vitus Bering (1681-1741), instructing him to build ships, go north on these ships and look for where Asia met America. Bering was a native of Denmark, who had been in the Russian naval service for 20 years. As a result of his research, the first accurate maps of the sea and were created.

In 1741, during the second expedition on the ships "St. Peter" and "St. Paul" under the command of captain-commanders Vitus Bering and Alexei Chirikov (1703-1748), the coasts of Alaska and the Aleutian Islands were explored, their nature and population were described.

This voyage marked the beginning of Russian research in. The great merit of A. Chirikov is that he summarized the material collected during the expeditions and compiled exceptionally valuable maps. For the first time in the history of cartography, the northwestern coast of North America and the Aleutian Islands are plotted on them. On the world map you will also find Chirikov Island.

It consisted of five separate detachments that surveyed the northern coast of Asia from 1733 to 1743. Among the participants of one of them were the outstanding Russian pioneers Semyon Chelyuskin (1700-1764), Khariton (1700-1763) and Dmitry (1701-1767) Laptev, Vasily Prdnchishchev (1702-1736). As a result, the rivers flowing into (Ob, Yenisei, Lena, Yana, Indigirka) were explored, and the most north point mainland - Cape Chelyuskin.

The expedition members collected and presented invaluable material for geography about sea ​​tides and low tides, about the nature of the northern region, the life and way of life of the local population.

Since that time, new geographical names have appeared on the map: the sea, the Dmitry Laptev Strait, Cape Laptev, the coast of Khariton Laptev, Cape Chelyuskin. The eastern coast of the Taimyr Peninsula is named after Vasily Pronchishchev. On the same coast there is a bay that bears the name of Maria Pronchishcheva, the first Russian polar explorer, the wife of a brave explorer.

The first Russian round-the-world trip lasted three years (1803-1806). The expedition circled the globe on the ships "Nadezhda" and "Neva" under the command of Ivan Kruzenshtern and Yuri Lisyansky.

Discovery of Antarctica

The round-the-world Antarctic voyage of Thaddeus Bellingshausen (1778-1852) and Mikhail Lazarev (1788-1851) on the ships Vostok and Mirny in 1819-1821 is a great feat, and their discovery on January 28, 1820 of a new continent - Antarctica - is the most important event.

Since ancient times, the area around the South Pole has been designated by cartographers as dry land. Sailors who were attracted by "Terra australis incognita" (unknown southern land), making sea ​​trips in search of her, and the chain of islands, but remained a "white spot".

Famous English navigator(1728-1779) in 1772-1775 several times crossed the boundary of the Antarctic Circle, discovered islands in the Antarctic waters, but never found the southern polar continent.

“I went around the ocean of the Southern Hemisphere,” Cook wrote in his report, at high latitudes and did it in such a way that he undeniably rejected the possibility of the existence of the mainland ... “However, it was he who said that, judging by the great cold, a huge number ice islands and floating ice, land in the south should be.

The members of the expedition of Bellingshausen and Lazarev conducted meteorological observations of winds, precipitation, and thunderstorms. Based on these data, Bellingshausen drew a conclusion about the features of the Antarctic climate. The cartographic material of the researchers was distinguished by its accuracy. This was later confirmed by many travelers.

New geographical names appeared on the world map: the Bellingshausen Sea, Peter I Island, Lazarev Island, the Mirny polar station and others.