Topic: "Conditions for floating bodies."
Teacher: Berdnikova Lyudmila Yurievna.
Subject: physics
Grade: 7
Textbook: Physics. Grade 7: textbook. for general education institutions /A.V. Peryshkin. - 2nd ed., stereotype - M.: Drofa, 2013. - 221, p.: ill.
Type of lesson: "discovery" of new knowledge.
Duration: 40 min.
Teaching method: research.
Goals:
Educational: find out the conditions for floating bodies depending on gravity and the Archimedean force acting on bodies in a fluid, as well as depending on the density of the fluid and the body. Learn them at the level of understanding and application using the logic of scientific knowledge.
Developing: to develop students' creative activity, creative abilities, the ability to independently perform an experiment and scientifically explain its results; the ability to plan their activities, observe, analyze, compare, generalize.
Educational: education of the ability to defend one's own point of view.
Planned result
Personal Skills
Meta Item Skills
Item Skills
Manifestation of emotional and value attitude to the educational problem;
- manifestation of a creative attitude to the learning process;
- readiness for equal cooperation;
- the need for self-expression and self-realization, social recognition;
- belief in the possibility of knowing nature;
- manifestation of independence in acquiring new knowledge and practical skills
Cognitive:
- the ability to find similarities and differences between objects, to generalize the information received;
- the ability to observe;
- the ability to predict the situation.
Regulatory:
- the ability to perform a training task in accordance with the goal;
- the ability to correlate learning activities with known rules;
- the ability to perform a learning action in accordance with the plan.
Communicative:
- the ability to formulate a statement;
- the ability to coordinate positions and find a common solution;
- the ability to adequately use speech means and symbols to present the result.
Item Skills
- the ability to explain the conditions of swimming of bodies on the basis of the studied concept of Archimedean force and gravity acting on a body immersed in a liquid, as well as on the dependence of the density of the body and liquid;
- the ability to draw up an experiment plan, fill in the table and draw a conclusion;
- ability to work with the text of the textbook.
Equipment:
laboratory vessels with water, oil; a set of bodies of different densities; wooden and foam cubes of the same size; potato tuber; salt; plasticine; two test tubes with sand; dynamometer; beaker.
Technological map of the lesson
Stages of the lesson, time.
Purpose of the stage
The content of pedagogical interaction
Teacher activity
Student activities
Cognitive
Communicative
Regulatory
1. Organizational,
2 minutes.
Inclusion in the business rhythm. Preparing the class for work.
Ensures classroom readiness.
Creates a positive mental attitude.
They are involved in learning activities, preparing for the perception of new material.
Demonstrate a willingness and ability to establish trust and reach mutual understanding
Exercise self-control.
2. Setting goals and learning objectives,
1 minute.
Creation of a problem situation.
Determine the purpose and objectives of the lesson.
Invites students to answer the question: why do some bodies float on the surface of a liquid, while others sink, why is it possible for ships and submarines to float?
Fix the problem. They set themselves the goal: to find out the conditions under which bodies sink, float and float inside a liquid.
Express their thoughts.
Collaborate with teacher and peers.
Independently formulate the cognitive purpose of the lesson.
3. Investigation of the dependence of the depth of immersion of a body in a liquid on the ratio of the values of the forces Fa and Fm,
5 minutes.
Find out what position the body will occupy while in the liquid if:
FA > Ft;
FA = Ft;
FA 1. Organizes a frontal survey in order to: check the level of knowledge of students on the topics: “Gravity”, “Archimedean force”, “Resultant of two forces directed along one straight line” Appendix No. 1.
2. Offers students for each case:
FA > Ft;
FA = Ft;
FA write down in notebooks the expected position of the body in the liquid.
3. Fixes the hypotheses put forward by students, organizes their discussion, based on knowledge.
Search and extract the required information.
They understand the meaning of the concepts "Gravity", "Busting (Archimedean) force" and know how to apply them in practice.
Analyze, prove, argue their point of view, based on the knowledge gained.
Participate in the discussion of the problem.
Learn to formulate their own opinion and position.
They perceive the information provided by the teacher, complete tasks in the notebook, observe, answer questions.
4. Verification work (primary consolidation of students' knowledge on the topic of the lesson),
5 minutes.
Check the degree of assimilation of the studied material by students and identify gaps.
Organizes differentiated work of students in pairs, instructs, controls the execution of tasks, answers students' questions, analyzes the results of the test work.
Application number 2.
Choose the most efficient way to solve problems.
They work in pairs.
Communicate and interact with partners in joint activities. Learn to listen and hear each other; are interested in other people's opinions and express their own.
Define a follower -
action.
They are aware of the quality and level of assimilation of new knowledge.
5. Laboratory study of the conditions of navigation of bodies,
15 minutes.
Experimentally investigate the conditions for floating bodies.
Organize laboratory research. The class is divided into groups according to the level of preparation of students. Supervises their work, provides the necessary assistance. Specifies the order in which groups will report.
Application No. 3.
Each group conducts an experiment, solves its practical problem.
Develop creative thinking.
They show an educational and cognitive interest in new material.
They work in a group.
Communicate with the teacher and students. Defend their point of view in dialogue.
Able to present information in written and oral form.
Record the results of the experiments. Analyze, draw conclusions as a result of the experiments.
6. Checking the assimilation by students of the conditions of swimming bodies in solving problems,
8 min.
Continue developing problem solving skills. Development of creative abilities in students. Identification of gaps and their correction.
Offers to solve problems of varying degrees of complexity.
Application No. 4.
Directs the work of students, helps them, advises.
Apply the acquired knowledge in solving problems of varying degrees of complexity.
Choose the most efficient solution.
Describe the content of the actions taken.
They are aware of the quality and level of assimilation of educational material.
7. Summing up,
2 minutes.
To analyze the success of mastering new material and the activities of students in the lesson
Organizes a discussion of achievements. Asks students to rate their level of achievement. Reflection on the lesson (asking questions to students):
What have you learned?
What did you like about the lesson?
What was the most difficult?
Makes conclusions on the lesson and evaluates students.
Participate in the discussion of achievements. Analyze the degree of assimilation of new material. They answer questions. They draw conclusions.
Build statements that are understandable to the interlocutor. Listen to classmates, voice their opinion.
Assess the level of personal achievements, clarify gaps in knowledge. Plan for future activities.
8. Setting homework,
2 minutes.
Give information and guidance on homework.
Formulates the task, comments on it, instructs students on its implementation.
They search for the necessary information to complete educational tasks, use sign-symbolic means, make comparisons, establish cause-and-effect relationships, generalize.
They formulate their own opinion and position, ask questions, use speech to regulate their actions.
They accept and save the learning task, plan their actions in accordance with the task.
Application No. 1.
front poll.
Purpose: to check the level of knowledge of students on topics:
Gravity.
Archimedean strength.
The resultant of two forces directed in the same straight line.
Reception - conversation.
The method is reproductive.
Teacher activity
Student activities
Questions:
Answers:
1. What forces act on a body immersed in a liquid?
Gravity and Archimedean force.
2. Where is gravity directed?
Vertical down.
3. Where is the Archimedean force directed?
Vertically up.
4. What is the formula for gravity?
Fgr = mg
5. What is the formula for the Archimedean force?
where
Vt is the volume of that part of the body that
immersed in liquid.
6. Give the definition of the resultant of all forces acting on the body.
This is a force equal to the geometric sum of all the forces acting on the body.
7. Where is it directed and what is the magnitude of the resultant of two forces acting on the body along one straight line in opposite directions?
Consider three cases:
F1 > F2.
F2 > F1.
F1 = F2.
I case: F1>F2.
II case: F2>F1.
III case: F1=F2.
8. Write down in notebooks the expected position of the body in the liquid, if:
FA > Fstrand;
FA = Fstrand;
3) FA
Application number 2.
Verification work (differentiated work of students in pairs).
Purpose: to check the degree of assimilation of knowledge and skills by students in determining the position of the body in a liquid, comparing the values of gravity and Archimedean force. Reveal gaps.
Low level (A).
What is the resultant of the forces acting on the body and where is it directed?
Intermediate level (B).
An iron part measuring 20x20x25 cm is immersed in water. What force must be applied to keep this item in the water?
High level (C).
The wooden ball floats on the surface of the water, as shown in the picture. Determine the density of the ball.
Application No. 3.
Laboratory work "Determining the conditions for floating bodies."
Purpose: to experimentally investigate the conditions of floating bodies.
Students are divided into groups according to their level of knowledge. Each group receives equipment and a task card. Students must complete the experiment according to the instructions, fill in the table, draw a conclusion, prepare a report on the experiment done and prepare a message for oral response.
Task for the first group.
Observe which of the proposed bodies sink and which float in water; find the density of the corresponding substances in the textbook table and compare with the density of water. Arrange the results in the form of a table:
Matter density
Liquid Density
Sinking or not
Make a conclusion.
To complete the task, you need a vessel with water and a set of bodies: a steel nail, a piece of glass, a paraffin candle, a wooden block.
Task for the second group.
Compare the depth of immersion in water of wooden and foam cubes of the same size; find out whether the depth of immersion of a wooden cube in a liquid of different density differs. Show the result of the experiment in the figure.
To complete the task, you need two vessels (with water and oil), wooden and foam cubes of the same size.
Task for the third group.
Compare the Archimedean force acting on each of the test tubes with the force of gravity of each test tube; draw a conclusion.
Strength of Archimedes
Gravity
Body floats or sinks
When performing this task, a beaker, a dynamometer, two test tubes with sand are used (test tubes with sand should float in water, immersed to different depths).
Task for the fourth group.
Make the potato float in the water. Explain the results of the experiment.
To complete the task, a vessel with water, a test tube with table salt, a spoon, a medium-sized potato are used.
Assignment to the fifth group.
Get the piece of plasticine to float in the water. Explain the results of the experiment.
To complete the task, you need a vessel with water and a piece of plasticine.
Application No. 4.
History and social studies teacher
MBOU secondary school in the village of Talitsa, Yelets district, Lipetsk region
Kolpakova Olga Vyacheslavovna
Technological map of the lesson "Mechanisms for the participation of citizens in the political life of the country"
Subject: social science
Level of education: general education class
Topic: Mechanisms for the participation of citizens in the political life of the country
Lesson type: lesson of primary presentation of new knowledge with elements of a business game
Form of the lesson: individual, group, collective
Time of the lesson: November
Participants: 9th grade students
Purpose: to form in students an understanding of the mechanisms for the participation of citizens of the Russian Federation in the political life of society: elections, a referendum
Planned learning outcomes, including the formation of UUD:
know: the concepts of elections, suffrage, the electoral process, electoral systems, the principles of the electoral process in a democratic state, the distinctive features of elections in a democratic society, the difference between a referendum and elections.
be able to: define your role as a citizen of the Russian Federation; fulfill their rights and obligations in accordance with the Constitution of the Russian Federation, express a conscious civic position and competently, guided by the rules of law, actively participate in the political life of the country
personal UUD: the development of the social role of the voter by students, the formation of readiness for self-development, social adaptation, the definition of their own attitude to the modern political process, the formulation of a civic position;
regulatory UUD: organization of one’s activities, application of existing knowledge to solve the task, determine the purpose and objectives of the lesson, the ability to remember and keep the rule, instructions in time, choose the means to organize one’s behavior, the ability to plan, control and perform an action according to a given pattern (algorithm ), rule, with the use of norms, self-regulation, put forward versions.
communicative UUD: formulating and arguing your point of view,
construction of speech statements, the ability to build monologue speech, public speaking, the ability to listen and hear, the ability to express one's thoughts, improve group work skills, and show tolerance.
cognitive UUD: classification of material, logical actions - analysis of an object, the ability to draw conclusions based on comparative analysis, hypotheses, search and selection of necessary information, assumptions, extracting information in accordance with the goal, the ability to generalize and draw conclusions, possession of semantic reading - read independently conceptual information, reflection of the main material in the table.
Basic concepts: active suffrage, passive suffrage, proportional electoral system, majoritarian electoral system, democratic elections, electorate.
Interdisciplinary connections: sociology, political science, history
Resources: Constitution of the Russian Federation, excerpts from the Federal Law "On Basic Guarantees of the Electoral Rights of Citizens of the Russian Federation", ballot box, ballots
Lesson stages
The content of the educational material, the activities of the teacher
Student activities, FOUD
Formation of UUD
1st stage Organizational.
Organizing time
Greets students, checks their readiness for the lesson, organization of children's attention.
Teachers greet, check their readiness for the lesson.
Regulatory: the ability to organize their activities.
2nd stage information and activity
1. Motivation of educational activity,
inclusion in educational activities
The teacher introduces the saying of Sophocles.
Epigraph: “People do not want to be controlled.
They want to be led forward."
Sophocles
What is Sophocles talking about?
What did people strive for at all times?
Which of the human rights is considered fundamental?
Showing interest in the study material.
Making your own assumptions based on existing knowledge.
Regulatory:
-application of existing knowledge to solve the problem. Communicative:
- the ability to formulate and argue your point of view,
- to build speech statements.
2. Setting the goal and objectives of the lesson
-What do you think we will do in the lesson? What we will talk about? What else do we have to find out today? What is the topic of our lesson?
The teacher summarizes the answers of the students and finally formulates the topic of the lesson: “Voting, elections, referendum”; as well as the purpose and objectives of the lesson - acquaintance with the concept of "suffrage"; familiarity with the principles of electoral law; acquaintance with the concepts of "elections" and "referendum", with the voting procedure, with the forms of participation of citizens in elections.
Students' guesses and answers to questions.
Put forward options for formulating the goal of the lesson, participate in their discussion. Analyze. Formulate the topic and purpose of the lesson.
Regulatory:
determine the topic, purpose and objectives of the lesson, put forward versions.
3. Statement of the problem
Regulatory:
-application of existing knowledge to solve the problem.
Cognitive:
speculation, argumentation.
4. Knowledge of the new by organizing independent study of the material
Organization of collective work with textbook material, with handouts
commented reading,
drawing up diagrams and tables on the basic concepts of the lesson.
(See Appendix 1)
Work with textbook material, with handouts. Commented reading
FOUD - collective.
Drawing up diagrams and tables on the basic concepts of the lesson.
Cognitive: -search and highlight the necessary information, own semantic reading - independently read the necessary information,
-reflection of the main material in tables, diagrams.
Personal: the ability to organize oneself to complete the task.
Regulatory: plan, control and perform an action according to a given pattern (algorithm), rule, using norms, self-regulation.
5. Consolidation of the acquired knowledge. Control of the assimilation of the material.
The teacher offers a number of practical tasks to apply the acquired knowledge:
"Resolve the Situation"
"Find the mistake."
"Relate the concept"
(See Appendix 2)
Work in groups to solve practical problems.
FOOD - group.
Students present their work
Cognitive:
apply the acquired knowledge to solve practical problems.
- the ability to define the concept;
-analyze, generalize, concretize the available data, correlate them with their own experience and knowledge.
Communicative:
6. Application of acquired knowledge to solve creative tasks.
Organization of the business game "Election of a candidate for the School Council"
(Some materials are prepared by students in advance)
Personal:
- acceptance by the student of a certain social role,
- formation of readiness for self-development
- social adaptation.
- determination of one's own attitude to the phenomena of modern life.
Communicative:
- development of skills of cooperation with the teacher, peers
Cognitive:
application of the acquired knowledge for solving creative tasks, modeling the situation.
3rd stage reflection
Reflection
Let's look at the screen and summarize the lesson by completing the sentence:
Today in class I
It was the most useful and interesting for me.
I met with difficulty
I did well..
I need it for
Lines to myself..
Say a compliment to the new topic..
Analyzes activities to achieve the goal;
self-assessment of the results of their activities and the whole class
Personal:
- self-assessment of knowledge and skills.
Regulatory: assessment-comprehension of the level and quality of assimilation.
Homework.
1.§ 6, questions.
2. Variation part
a) Write an essay on one of the proposed topics (at the choice of students):
Why is the participation of citizens in elections so important?
Why are elections needed?
Why do you think the activity of voters in the elections is falling?
b) complete workshop No. 1,2,3
Students write down their homework, analyze the variable part.
Personal: personal self-determination
Attached files
Ministry of Education of the Novosibirsk RegionState budgetary professional educational institution
Novosibirsk region "Berdsk Polytechnic College"
Reviewed by MO
"___"___02__2018
___________________
Technological map of an open lesson in the discipline OUD.10 Social science (including economics and law)
Group U23tp "Technology of catering products"
Lesson topic: “Electoral system. Elections 1 hour
Type of lesson: Studying and primary consolidation of new knowledge.
Teacher: Cheremnykh Natalya Viktorovna
ELECTORAL SYSTEM. ELECTIONS.
Type and type of lessonStudying and primary consolidation of new knowledge
Planned
results
(subject)
Possession of the basic conceptual apparatus of political science, the ability to identify cause-and-effect, functional, hierarchical and other relationships of objects and processes; apply the acquired knowledge in everyday life, predict the consequences of decisions; the formation of skills for evaluating social information, the ability to search for information in sources of various types for the reconstruction of missing links in order to explain and evaluate various phenomena and processes of social development
Personal
results
Formation of the civic position of the teacher as a conscious, active and responsible member of Russian society
Key
competencies
Value-semantic (formulation of one's own value orientations in relation to the subject and areas of activity), educational and cognitive (planning, analysis, reflection, self-assessment of one's educational and cognitive activity, sociocultural (determining one's place and role in the state); communicative (ownership of different types of speech activity; ways of joint activity in a group, the ability to seek and find compromises); informational (possession of skills in working with various sources of information; independent search, extraction, systematization, analysis and selection of information necessary for solving educational problems; transformation, preservation and transmission of it); communicative (possession of different types of speech activity (monologue, dialogue, reading, writing); methods of action in communication situations; the ability to seek and find compromises); sociocultural (possession of knowledge and experience in performing typical social roles: citizen, voter)
Metasubject
results
Readiness and ability for independent information and cognitive activity, including the ability to navigate in various sources of information, critically evaluate and interpret informationtion
obtained from educational literature; the ability to navigate socio-political events, assess their consequences; possession of the skills of cognitive reflection as awareness of the actions and thought processes, their results and grounds, the boundaries of one's knowledge and ignorance, new cognitive tasks and means to achieve them
The main content of the topic, concepts
and terms
The electoral system of the Russian Federation.Election classification. Voting process. Elections, electoral procedure, suffrage,qualification
Educational
resources
Video tutorial "Electoral systemRF" [Electronic resource]. Textbook: "Social Science" for professions and specialties of technical, natural science, humanitarian profiles: a textbook for students of secondary vocational education / A. G. Vazhenin. - M .: Publishing Center "Academy", 2016.
Lesson script
The formcontrol
carried out
actions
formed UUD
I. Organizational moment
Frontal. Verbal. teacher's word
Greeting students.
Checking readiness for the lesson
Welcome the teacher. Organize your workplace
Quick inclusion in the rhythm of the business
II. Statement of the learning task
Frontal. Verbal, problematic.
Introduces the epigraph:
You may not practice
politics, politics everything
takes care of you too.
Charles Forbe de Montalembert
Offers to formulate the topic of the lesson and learning objectives
Get acquainted with the epigraph, explain its meaning.
Cognitive: analyze the epigraph; express their opinion.
Regulatory: accept the learning task formulated jointly with the pregiver.
Conversation
III. Assimilation of new knowledge and ways of action.
Individual.
explanatory -
illustrative, searchth
Organizes viewing of the video material "Electoral System of the Russian Federation"
Suggests independently
work through § 5.4(p.373-379) , using the active reading method (Appendix 2 );
Watching the video
make entries in the table (appendix 1)
Work independently with the educational text using the method of active reading, answering
Regulatory: evaluate their actions (individual and in a group),distribute responsibility
Work with text, table, conversation
for questions
IV. Primary consolidation of knowledge and methods of action
Conversation, work with text,insert method , fill in the table
(textbook, p.373- 379 )
Asking questions the answers to which students must find on their own :
– What role playelections in the life of the country?
– Whycontemporary
Russian societycan notdo without the process of voting in elections?
– ATWhat is the difference between electoral procedure and electoral campaign?
questions, discuss them; structure the learning material fill in the table ;
(p. 3 73-379 ).
Carry out the task
Cognitive: are guided in modern social problems (define these problems, analyze situations and events), perform the necessary actions to search for material; structurehis.
Communicative:
formulate their opinion
listen to the opinions of others
V. Control and self-examination of knowledge
Frontal. Verbal. conversation, message
Offers to demonstrate the work done, discuss its results
Several students familiarize themselves with their options
Communicative: build statements that are understandable to listeners; know how to ask questions
Messages (results of learning activities)
VI. Reflection
Frontal. Verbal. Conversation
Answer the questions:
– Were you able to achieve them?
–
- What material was difficult, incomprehensible?
– What was perceived
easily?
– Try to evaluate the lesson
Answer questions
Regulatory:
show openness in understanding their actions
and self-esteem; predict ways of self-regulation and cooperation
Conversation on questions
VI
I
. Information
about homework
Frontal. Verbal.
“Elections are the most important channel of feedback between citizens
and power"
Discuss this at home with your parents and write down your opinion and impressions from 10-15 offers.
Accept the task, clarify it
Regulatory: accept a learning task for independent completion
Attachment 1
Known information and speculationNew information
Application 2
INSERT (INSERT) - a method of active reading, makes it possible to maintain interest in the topic and text of the textbook.
Text marking: "v", "+", "-", "?".
This technique broadens the horizons of students, teaches them to navigate in modern social problems (identify these problems, analyze situations and events), perform the necessary actions to search for materials, formulate their opinions, evaluate their individual actions and in a group - reflection, distribution of responsibility, identification of errors , success.
Asks students questions to answer on their own.
– What role do elections play in the life of the country?
– Why can't modern Russian society do without the process of voting in elections?
– What is the difference between electoral procedure and electoral campaign?
Answer the questions:
– What is the goal, tasks we faced at the beginning of the lesson?
– Were you able to achieve them?
– What skills and abilities did you acquire in the lesson?
What material was difficult, incomprehensible?
– What was easy to take?
– Try to evaluate the lesson
Municipal budgetary educational institution
"Kuliginskaya secondary school"
Kezsky district of the Udmurt Republic
Methodical development of an open lesson
Presentation on theme: "Democratic Elections. Suffrage"
Lesson type: combined
Type of lesson: learning new material.
Conduct form: lesson with elements of ICT and group work
The class for which the lesson is designed: 10
With. Kuliga
Goals and objectives of the lesson
The purpose of the lesson:
To consolidate and expand students' knowledge of the electoral law, to create an understanding of democratic elections and the principles of citizens' participation in elections at various levels.
Lesson objectives:
Educational:
continue to familiarize students with the basics of electoral law and the process in the Russian Federation, the principles of citizens' participation in elections;
Developing:
Continue developing skills for independent work, work in groups, skills for obtaining new knowledge from various sources (documents, diagrams, primary sources);
Continue teaching students to lead a discussion, argue their own point of view, summarize, analyze, systematize and creatively process the knowledge gained.
Educational:
To form an active life position among students, to convey to their consciousness the need for the participation of every citizen in the elections of government bodies.
To promote respect for the rights of the other person;
To promote the education of responsibility, law-abiding and patriotic attitude towards the fate of their country.
The goals of the development of the educational process
Diagnostic: in the course of the lesson, to see what the children have learned well, where knowledge has already become skills and abilities, and where it still remains just knowledge.
Cognitive: to know and reveal the role of legal norms in organizing elections in the Russian Federation.
Research : the goals of the development of the educational process are achieved at the stage of children's work with the text.
Lesson methodology
Forms of work: group
In the course of explaining new material, the following methods are used:
Explanatory-illustrative
Problem
Partial search
Research method
Cover letter for the lesson
“Democratic elections. Suffrage".
The municipal budgetary educational institution "Kuliginskaya secondary school" of the Kezsky district of the Udmurt Republic sends the work of a teacher of history and social studies Selukova Nadezhda Petrovna to participate in the competition on suffrage.
The lesson is designed for the target audience of grade 10, contains a presentation, a video clip from the lesson, interesting methodological techniques, and a questionnaire.
This lesson was successfully implemented within the walls of our school and is aimed at forming an active citizenship of children.
LESSON PLAN
I. Motivational-target stage
1) Organizational moment
II. Encounter with a problem
1) actualization of experience
2) creating a problem situation
3) awareness and formulation of the problem
4) goal setting
IIIBuilding Knowledge
1) choice of research methods
2) information gathering
3) information organization
4) building an explanation
5) comparison with a cultural counterpart
6) formulation of conclusions
7) application of new knowledge
IV. Reflective-evaluative block
V. Homework
Suffrage".(slide 1)
Equipment:
textbook L.N. Bogolyubova, Yu.I. Averyanova, N.I. Gorodetskaya "Social science grade 10" M. "Enlightenment" 2011;
textbook by Dmitriev Yu.A., Israelyan V.B. "Suffrage" M. "Enlightenment", 2009;
presentation on the topic of the lesson;
video clips on the topic;
interactive board;
Handout.
Basic concepts Key words: electoral system, electoral law, electoral process, active electoral right, passive electoral right, majoritarian electoral system, proportional electoral system, electorate, image.
Advanced homework:
During the classes
Motivational-target stage
I Organizational moment: students enter the classroom, take their seats, the teacher greets the students: “Good afternoon. Sit back, please, let's start our lesson. Students greet the teacher, sit down.
Teacher: you look great today, I think the same, and you will work today.
It's not very clear outside
And in my heart everything is so beautiful.
Often things obscure everything
Mental degree is lowered
But when I see you
Extraordinary, smart class -
And I want to smile right away
And that means doing science.
Encounter with a problem
1. Actualization of experience
Teacher: We are all well aware of such concepts as candidates, deputies, the State Council, the State Duma, the president, voting. Please tell me what unites all these concepts?
Disciple: All these concepts are connected with the election process.
Teacher: With what right can elections be associated?
Student: Suffrage.
Teacher: So guys, what do you think. What is the topic of our today's lesson?
Student: Elections
Teacher: Of course, you guessed right. The topic of today's lesson is “Suffrage. Democratic Elections”, write it down in a notebook.
2. Creating a problem situation
Teacher: In life, a person always has to choose something: friends, profession, life partner, actions, etc. It is always very difficult to make a choice, but it is even more difficult to choose when it comes to your future destiny, the future of your parents, children, the whole state. Today we will talk about suffrage and the electoral system, about democratic elections. Our task is to find out how elections should be held in a democratic state, according to what principles, what stages of elections exist.
Life itself proves the relevance of this topic: in Russia, the activity of citizens in elections is steadily declining, fewer and fewer people are “burning with the desire” to go to the polls and exercise their right to vote. Why is this happening? Should I go to the polls? Let's try to understand these issues.
A group of students in our class was given the task to conduct a study in the form of a sociological survey, the subject of which was to solve problematic situations in the field of citizens' participation in elections, let's hear what they did.
Students present their work and explain the results.
Pupils: We conducted a small study, the participants of the survey organized by us were parents and adults, life situations were offered in which one had to make one's own decision.
Pupils: As a result of answering the questions, it was concluded that all respondents are well aware of the process and procedure of elections. Everyone is well aware of the role and significance of everyone's participation in the elections. The parties that exist in the Russian Federation are treated differently by the majority of the respondents who are not members of the party. In addition, not all respondents believe in the fairness of the electoral process.
We reflected all the data obtained in the diagram (it is posted on the board for review (Appendix No. 1).
Teacher: Thank you for your valuable work. Have a seat.
3. Awareness and formulation of the problem
The teacher asks the class: Do you think that all citizens are on the right side of the election? (Students make assumptions and guesses). Do you know in what cases and to which authority you can apply for an absentee certificate? When can you vote at home? What information is required for this? Students answer that they do not know, for this it is necessary to know the procedure of the electoral process, the principles of participation in elections, thereby formulating the purpose of the lesson. There is a situation of difficulty in interpreting a known fact. The question is written on the board as the main problem of the lesson.
4. Goal setting:
Teacher: Well done guys! Having formulated the problem, the question that we will try to answer in the lesson, you have independently formulated the goal.
The teacher announces the purpose of the lesson: you and I really have to expand our knowledge of the electoral law, create an idea of democratic elections and the principles of citizen participation in elections at various levels.
Building Knowledge
1. Choice of research methods
The teacher addresses the children with the question: how can you get answers to your questions?
Students talk about the need to refer to a textbook, documents in order to collect facts, then analyze these facts, summarize and answer the question on their own. The teacher agrees with the proposed plan.
2. Collection of information
Teacher: in order to collect the necessary information, let's form three groups, each group will be given a task related to independent study of the material, your task is to study the text of the textbook and sources, and answer the questions in the cards. Then we will listen to the performance of each group and consolidate the material.
3. Organization of information
In the course of group work, students exchange information, read the text of the textbook and documents, answer the questions contained in the cards
4. Building an explanation
The teacher invites each group to present their work, explain the material on their topic. While one group is defending themselves, the others are listening very carefully to the new material.
After the presentation of each group, all students answer questions reinforcing the information received.
Performance of the first group
TASK: Read the textbook material and extracts from the documents, answer the following questions:
1) What components the electoral system includes, reveal their content (The electoral system includes 2 components: the electoral right and the electoral process. The electoral right is the right of a person to elect and be elected to public authorities and local governments. The electoral process is a certain the procedure for exercising the electoral right)
2) What is active and passive suffrage (Active - the right of a person to be elected to state authorities and local governments, passive - the right of a person to elect to state authorities and local governments)
3) Tell us about the history of the development of the institution of elections in our country from the document proposed to you.
Primary tribal democracy.
It is human nature to choose. How early and how actively did people use elections to arrange their most important affairs? Elements of primary tribal democracy are usually called "primitive democracy". In those days, the leaders of the clans were elected at the council of adult relatives. Consequently, this gathering of adult relatives is the first body of "dominion", although in those days the administrators were not yet singled out in a special detachment. However, in many cases the power of these gatherings was duplicated by a vicious circle of old people headed by a tribal elder.
Elections in the Russian state.
They also chose in Russia. Suffice it to recall the Novgorod Veche - the body of direct democracy, which grew up against the backdrop of popular tribal communities, which were distinguished by developed self-government. The Russian family and tribal system was characterized by the principles expressed in sayings: “The world is a great man”, “Where the world is, there we are”, “We are not marksmen from the world”, “In the world and death is red” and others.
During the period of the Moscow kingdom under the state, the Boyar Duma arose to participate in solving important issues, but in emergency cases it was strengthened by new members and turned into a Zemsky Sobor. The composition of the Cathedral included all the ranks of the Muscovite state: the clergy, boyars, nobles, clerks, elected from the cities, streltsy heads, guests, elders of the living hundreds, centurions of the Black Hundreds, Cossacks, as well as "district people", i.e. free peasants. To participate in the Council, the deputies arrived partly according to their position, but not infrequently and by choice. The competence of the Councils included issues of war and peace, the annexation of new lands, the collection of financial resources, etc. Councils of 1598 and 1613 elected tsars Boris Godunov and Mikhail Fedorovich.
Intending to carry out legal reform in Russia, Catherine II scheduled the convening of a commission designed to develop new legislation, many of whose members were members of it by choice. In "Instruction" (1766), written for this commission, the Empress proclaimed the ideas of the general freedom of citizens and the equal duty of all in the face of state power.
In conclusion, it is necessary to mention the predecessor of the current lower house of the Federal Assembly - the State Duma. The manifesto on its creation was signed by Nicholas II in August 1905. Initially, it was a legislative institution, but soon acquired legislative functions. The law on elections to the Duma has been amended several times.
During the Soviet period, elections as such were preserved in Russia, but they were an outright farce, since candidates were appointed in advance by party committees on a non-alternative basis and none of the ordinary citizens had the idea to nominate a candidate of their own free will.
Shortly after the adoption of the "Stalinist" Constitution of 1936, elections were held for the Supreme Soviet of the RSFSR. The writer M Prishvin wrote on June 26, 1938 in his diary: “Voting was like some kind of solemn funeral: silently people approached the ballot boxes and left. And it was really the funeral of the Russian intelligentsia.
Even M. Gorbachev, the initiator of perestroika, who in every possible way emphasized his democracy, did not allow the nomination of an alternative candidate for this post in the elections of the first (and last) president of the USSR.
With the fall of the communist regime, significant changes took place in the electoral system of the country. It began to correspond more and more to the civilized principles of the rule of the people.
4) creative task (slide 2)
a. Choose a candidate for the presidency of the class from your group from the Democratic Party "Movement"
b. Prepare a presentation of your candidate in any form: commercial, picture presentation, sketches + print advertising of your candidate
e. After each presidential candidate has spoken, voters ask questions about the programs presented. (Slide 3).
After the presentation of the first group, all students consider the following situations:
1) Can elections be called an element of democracy? (Yes, because the electoral right of citizens is realized through elections, elections are alternative)
2) What is the difference between active suffrage and passive suffrage? (active - to elect, and passive - to be elected)
3) Who created the first State Duma in Russia? (Nicholas 2)
Performance of the second group
TASK: read the material of the textbook and excerpts from the Law of the Russian Federation “On the Basic Guarantees of the Electoral Rights of Citizens of the Russian Federation”, answer the following questions:
1. What is the age limit for participation in elections.
2. Fill in the table (Appendix 2)
3. When can I get an absentee ballot and vote at home? What information is contained in an absentee certificate? (Annex 3)
4. Creative task
a. Selects a candidate for the presidency of the class from his group from the Young Russia party
in. The group presents its candidate
d. The candidate participates in a debate on the question: “Imagine that in Russia there is a direct Internet democracy, i.e. voting is carried out by means of the Internet. Do you think this will increase the number of voters?
e. After each presidential candidate has spoken, voters ask questions about the programs presented. (slide 4.5)
After the performance of the second group, all students consider the situation:
2. What are the requirements for a presidential candidate? (age, citizenship, residence)
3. What is an absentee ballot (a document giving the right to vote in another polling station in another city)
The teacher organizes a physical education session. Our work has been going on for quite a long time and you are probably already tired.
Airplane.
Fly, fly
Hands turned forward.
And then vice versa -
The plane took off back. (Rotation with straight arms forward and backward.)
Performance of the third group
TASK: Read the material of the textbook and excerpts from the Law of the Russian Federation "On the Basic Guarantees of the Electoral Rights of Citizens of the Russian Federation", answer the following questions:
1. What is a majoritarian electoral system?
2. What is a proportional electoral system?
3. What is a mixed electoral system?
4. Expand the meaning of elections in our country.
PROPORTIONAL
The electoral barrier is usually 5%.
MIXED
Some deputies are elected by proportional system,
part - by majority.
Principles of participation of citizens in elections:
one). Universal suffrage - everyone can vote, except for persons specified in the Law. There should be no restrictions on participation in elections, with the exception of persons who have not reached the required age, are incapacitated, and have committed crimes.
2). Equal suffrage - one person - one vote.
3). Direct suffrage - the voter votes "for" or "against" candidates directly and personally.
3. Who can be disenfranchised?
4. Creative task
a. Selects a candidate for the presidency of the class from his group from the liberal party "Own People".
b. Prepares a presentation of his candidate in any form: commercial, presentation in the form of drawings, sketches + print advertising of his candidate
in. The group presents its candidate
d. The candidate participates in a debate on the question: “Imagine that in Russia there is a direct Internet democracy, i.e. voting is carried out by means of the Internet. Do you think this will increase the number of voters?
e. After each presidential candidate has spoken, voters ask questions about the programs presented. (slide 6)
After the performance of the third group, bulletins are distributed to all students (Appendix 4). Pupils vote for the candidate they like, the results of the vote are summed up. (slide 7)
5. Comparison with a cultural counterpart
Teacher: Well done, you did a good job, but have you now understood where to turn in certain cases? (Yes). Did the tutorial and documents help you figure this out?
6. Formulation of conclusions
Students come to the conclusion that elections perform important functions in society.
The teacher returns to the problematic question posed at the beginning of the lesson: do you think that all citizens are on the right track with respect to elections? (Not). Do you know in what cases and to which authority you can apply for an absentee certificate? (Yes, to the territorial election commission). When can you vote at home? (Possible in cases stipulated by law)
7. Applying new knowledge
Let's analyze certain situations to consolidate the studied material, write the answers in your notebook, then check.
Students work with the test. Use the “+” sign to mark the correct statement and the “-” sign to mark the incorrect statement:
one). Citizens of the Russian Federation who have reached the age of 18 have the right to vote. (+)
3). Elections of the President of the Russian Federation are held by open voting (-)
four). A voter can fill out a ballot at home and bring it to the polling station on election day. (-)
5). Only representatives of Russian nationality can take part in parliamentary elections. (-)
6). Citizens participating in elections can vote at the polling station, casting their vote for all the candidates they like.(-)
7). Citizen R., having voted at the polling station in the morning, appeared again in the evening and, pretending that he was here for the first time, took the ballot again and voted; and the members of the election commission, because do not know all the voters by sight, let him do it (-)
eight). Citizen V. and his wife came to the polling station, and, taking the ballots, went into the voting booth together (-)
The teacher organizes a peer review. I propose to exchange notebooks with each other and check the work and put marks on the basis of Appendix 5. Let's find out how we understood the material, raise your hands, who wrote on "2", "3", "4", "5" - emoticons are posted on the board quantitatively corresponding to each assessment. What conclusion can be drawn? (Appendix 5).
Reflective-evaluative stage
The teacher offers to evaluate the fact of achieving the goal of the lesson.
1. Have you got acquainted with the institution of elections and the electoral system, the principles and features of the electoral law. The students answer yes.
2. Have you now learned that elections have important functions? Which?
3. Was it easy for you to work in the lesson? The students answer.
3. Have all the questions of the jointly drawn up plan been answered.
Each student receives at the beginning of the lesson three tokens with their last names, which they must place in the column with the chosen statement. For example, I got acquainted with the basics of suffrage, which means that I place my token opposite this statement. So you need to place three tokens. (Appendix No. 6)
The teacher organizes commenting on the work of students for the lesson, assessment.
Homework
The teacher organizes homework recording
Finish filling in the table.
Learn the terms.
Thank you all for your hard work in class. The lesson is over.
Used Books:
Bogolyubov L.N., Gorodetskaya N.I. Social science grade 10.
Constitution of the Russian Federation, chapter II.
Federal Law "On Elections of the President of the Russian Federation".
Federal Law "On Elections of Deputies of the State Duma of the Federal Assembly of the Russian Federation".
Federal Law "On Basic Guarantees of Electoral Rights and the Right to Participate in a Referendum of Citizens of the Russian Federation".
Kravchenko A.I., Pevtsova E.A. Social science. Textbook for grade 9 M., "Russian Word", 2008
Nikitin A.F. Law and Politics, workbook. M., "Enlightenment", 2002
Pevtsova E.A. Lesson methodological developments for the textbook A.I. Kravchenko, E.A. Pevtsova “Social science. Grade 9". M., "Russian Word", 2008
Attachment 1
Questioning of parents, teachers, adults on the problems of the institution of elections
1) Why do you participate in the elections (out of 32 respondents: 15 - because it is necessary, 7 - I exercise my right to participate in the political life of the country, 10 - because the future of the country and children depends on me)
2) Are you satisfied with the way elections are held in the Russian Federation? (out of 32 respondents: 17 - yes, 15 - no)
3) Who cannot participate in elections (out of 32 respondents: 30 are minors, 2 are convicted)
4) Have you ever used an absentee ballot (out of 32 respondents: 4 yes, 28 no)
5) Do you belong to any party? In which? (out of 32 respondents: 21 - no, 11 - yes, 3 - Communist Party, 8 - United Russia)
6) Have you ever missed an election? (out of 32 respondents: 3-yes 29-no)
7) Do you think the elections are fair in our country? (out of 32 respondents: 17 yes, 15 no).
1. Why am I voting
Are you satisfied with the way the elections are held in the Russian Federation?
4. Have you ever used an absentee ballot
5. Are you a member of any party?
6. Have you ever missed an election?
7. Do you think the elections are fair in our country?
Appendix 2
| Election stages | Responsible | |
| Election day appointment | The President of the Russian Federation, the Federation Council or other authorized bodies or officials. | Not later than 65 days before the day of expiration of the term for which the relevant bodies or part of the deputies were elected. |
| Constituency formation | Representative body of state power, body of local self-government. | |
| Creation of election commissions | The Central Election Commission of the Russian Federation - operates on a permanent basis for 4 years. The electoral committee of the subject of the Russian Federation - ? members are appointed by the legislative (representative) body of state power of the constituent entity of the Russian Federation, ? appointed by the executive body of state power of the constituent entity of the Russian Federation. Territorial election commissions are a representative body of local self-government. | |
| Nomination and registration of candidates | Political parties. social movements. Self-nominated. | |
| Election campaign | Mass media, public events (rallies, demonstrations, debates, etc.), production of printed, audiovisual and other campaign materials, other forms (not prohibited by law) | From the day of registration to zero hours the day before voting day. |
| Territorial Electoral Commission |
Appendix 3
Art. 63 of the Law of the Russian Federation on elections and referendums
A voter who will not be able to arrive on voting day at the polling station of the polling station where he is included in the list of voters has the right to receive at the relevant territorial election commission (45-20 days before voting day) or at the precinct election commission (before 19 days or less before voting day) an absentee certificate and take part in voting at the polling station where he will be located on voting day.
6. An absentee certificate is issued by the relevant election commission on the basis of a voter's written application indicating the reason why he needs an absentee certificate. An absentee certificate is issued personally to the voter or his representative on the basis of a notarized power of attorney. The power of attorney may also be certified by the administration of an inpatient treatment and prophylactic institution (if the voter is being treated in this institution), by the administration of the institution where suspects or accused of committing crimes are being held in custody (if the voter is being held in this institution as a suspect or accused).
7. The chairperson, deputy chairperson, secretary or other voting member of the election commission who issues an absentee certificate enters the voter’s last name, first name and patronymic, the series and number of his passport or a document replacing a citizen’s passport, the number of the polling station where the voter is included in the list of voters, the address of the precinct election commission, the name of the municipal formation and the subject of the Russian Federation on the territory of which the polling station is formed, the name of the election commission that issued the absentee certificate, and also indicates his surname and initials, the date of issue of the absentee certificate, signs and puts seal of the relevant election commission.
8. The territorial election commission shall issue an absentee certificate to the voter or his representative based on information about voters submitted to the territorial election commission in accordance with Part 8 of Article 15 of this Federal Law. The Territorial Election Commission draws up a register of issuance of absentee certificates, which indicates the surname, name and patronymic, year of birth (at the age of 18 - additionally the day and month of birth), address of the voter's place of residence. The chairman, deputy chairman, secretary or other voting member of the territorial election commission who issued an absentee certificate to the voter shall indicate the number of the issued absentee certificate in the relevant columns of the register of issuance of absentee certificates and sign.
9. Twenty days prior to voting day, the territorial election commission shall send to the precinct election commissions, together with the first copy of the list of voters, certified extracts from the register of issuance of absentee certificates, which indicate information about the voters who received absentee certificates, registered in the territories of the respective polling stations. On the basis of the relevant extract, a member of the precinct election commission in the column "Special Marks" of the list of voters makes a note: "Received an absentee certificate N from the territorial election commission" indicating the number of the issued absentee certificate and signs.
11. Upon receipt of an absentee certificate, the voter shall indicate the series and number of his or her passport or a document replacing the passport of a citizen in the appropriate columns of the register for issuing absentee certificates (at the territorial election commission) or the list of voters (at the precinct election commission) and sign.
12. A voter who has been issued an absentee certificate (including through his representative on the basis of a power of attorney) is excluded by the precinct election commission from the list of voters at the corresponding polling station for the given elections of deputies of the State Duma and is not taken into account when counting the number of registered voters when drawing up the protocol of the precinct election Commission on the results of voting.
13. Re-issuance of an absentee certificate is not allowed. If the absentee certificate is lost, its duplicate will not be issued.
Appendix 4
BALLOT
PRESIDENT CLASS 2014/2015
Explanation of the procedure for filling out the ballot paper
If you have made your choice, put a sign (tick, cross) in the empty box in front of the candidate you have chosen.
Saburov Ivan
Saburova Anna
Konkov Roman
Against everyone
Appendix 5
Evaluation of work on the application of new knowledge
9-10 correct out of 10 - "5"
less than 5 - "2"
Appendix 6
Evaluation by students of the knowledge gained in the lesson
Annex 7
Resource material for students
1 step
Before the election, the most important thing is to familiarize yourself with the candidates. Study each of them, weigh all the pros and cons. Check out the history of each. Find out their plans and promises. All this will allow you not to make a mistake with the choice of a candidate and vote for the one who suits you.
2 step
Surely everyone has friends who are not interested in politics or who have no time to study the election race. They have not decided on the choice of candidate, and therefore this is your chance to increase the percentage of votes for who you will vote for. Tell him about your choice, describe your candidate to him, and if your friend likes him, he will definitely vote for him, and perhaps tell his friends, which will increase the chance of choosing your candidate!
3 step
Next, we need to find out where you voted. A few days before the vote, you will receive an invitation to vote in your mailbox. It will indicate the place and date of voting. If the invitation did not come, then you can find out information from the neighbors from your entrance, usually for one house the voting place is the same. Or go to the site of the Central Electoral Commission and at the top of the site there will be a button LEARN YOUR POLLING STATION, by clicking on which you will find your place of voting.
ATTENTION: You must vote at the registration address indicated in your passport! If you are in a hospital or you are a member of the military and are away from your polling place, you can vote at designated temporary polling places. To find out where they are, ask the local staff.
4 step
Come to the polling station on the appointed day. You only need to have your passport with you.
5 step
Go to the table of the election commission and present your passport. After you are found on the lists, you will have to sign, after which you will be given one or more ballot papers.
6 step
ATTENTION: If there are no writing instruments found in the booth or they make you suspicious (for example, a pen that can be erased), then approach the observers and ask them to give you a new pen. Don't be shy, it's their responsibility.
8 step
step 9
FOR THOSE WHO ARE ON A BUSINESS BUSINESS OR LEAVING TO ANOTHER CITY, IT IS NECESSARY TO GET AN ABSTRACTIVE CERTIFICATE
10 step
Voting outside the polling station is carried out only on voting day and only on the basis of a written application or oral request (including those transmitted with the assistance of other persons) of the voter, referendum participant to provide him with the opportunity to vote outside the polling station. The precinct commission registers all submitted applications (oral appeals) in a special register
The application (oral request) for the opportunity to vote outside the polling station must indicate the reason why the voter, referendum participant cannot arrive at the polling station. The application must contain the last name, first name and patronymic of the voter, referendum participant, address of his place of residence.
A voter (referendum participant) has the right to vote outside the polling station under the following circumstances:
a) if the data about the voter is included in the list at the relevant polling station, referendum precinct.
c) a voter who has received an absentee ballot, but for a valid reason cannot arrive at the polling station.
