Natural zoning. lesson plan in geography (7th grade) on the topic

Summary of a lesson in geography “Geographical zoning” 7th grade

Shestyaeva Flyura Gaifullovna

MBOU secondary school No. 35

P. Metlino, Chelyabinsk region

Geography teacher of the highest category

Geographical zonation

The purpose of the lesson:

Form the concepts: “
latitudinal zonality and altitudinal zonation”, show the role of climate in the formation of natural zones.
Training tasks:

consolidate knowledge about the importance of climatic conditions in the formation of natural complexes.

Developmental tasks:

developing skills in working with maps, the ability to compare maps with different contents, continuing to develop skills in working with textbook text, developing the ability to draw up a supporting summary.

Educational tasks:

formation of a careful attitude towards nature.

Basic ideas and concepts:

latitudinal zonality and altitudinal zonality.

Main content:

changes in natural zones on the plains in the meridional and latitudinal directions, changes in natural zones in the mountains, reasons determining the change in natural zones.

Practical work:

drawing up a basic outline, comparing maps of different content.

Means of education:

maps - natural zones, climatic, physical world. ICT - slides “Typical representatives of natural areas.” Video film “Natural areas”.

Methods and forms of educational activities:

story and explanation based on visual material. Conversation based on the analysis of maps, slides, videos, drawing up a supporting summary. Working with textbook text.

Regional component:

natural area of ​​our area, medicinal plants of our area.

Lesson topic:

knowledge about natural zones, the reasons that determine the change of PC, in fact, students’ basic knowledge about the natural complexes of the continents.

Degree of difficulty:

students have basic knowledge about the processes occurring in the atmosphere, the uneven distribution of heat and moisture on the Earth's surface; skills in comparing maps of different content.

Level of knowledge formation:

accessibility of material,
skills -
the strength of the developed skills in comparing maps and drawing up a supporting outline.

Lesson matches

the specifics of the class, the level of educational training of students, the theme of
the educational training of natural science teachers “Children’s complex perception of natural phenomena and processes in the study of natural sciences.”
The organization of student activities is adequate to the objectives of the lesson.

Degree of student activity in the lesson:

both weak and strong students are involved in the work, since the tasks are ordered in accordance with the principle “from simple to complex” (tasks leading to reproduction, facilitating the student’s comprehension and consolidation of the material).

During the lesson, support was organized

on previous knowledge, strengthening the practical orientation of educational material.

Psychological atmosphere of the lesson -

children are friendly and enjoy working in class; When answering OC homework questions, students feel confident, especially those who have difficulty communicating, weak memory or insufficiently developed memory.

Lesson type:

combined.

DURING THE CLASSES

1. Organizing time.

   The teacher announces the topic and purpose of the lesson:
   to form the concepts of “latitudinal zonality and altitudinal zonation.”
   And drawing up a supporting outline will help us with this.
   Recording the topic of the lesson and D/Z (§ 12, repeat § 10, 11; preparation for tests on the topic “Geographical envelope”).

2. Differentiated control of homework.

   Teacher: “
   In order to understand the topic of today’s lesson, we need to repeat the topic of the last lesson.”
   Students optionally answer D/Z to “3” with OK and to “5” without OK. The whole class is preparing an analysis of the oral response at this time.

3. Preparation for the main stage of the lesson.

   The teacher repeats the topic and purpose of the lesson, the class is asked the question: Why are we studying the topic “Geographical zoning”? (This is the basic law of geography; knowing it, we will be able to explain the location of natural zones, describe the surrounding nature on which people’s lives and activities depend. We will need this knowledge and skills not only in the next lesson, but throughout the year). The teacher reminds the class that a grade can be received for activity in class when learning new material, so we do not answer in unison, but raise our hand if we know the answer.

4. Assimilation of new knowledge.

   Teacher question: “
   What is a natural area and what natural areas do you know?”
   The study of a new topic is carried out according to plan questions (1-2) of the basic outline, using maps of natural zones and climatic maps.
   First question.
   The teacher draws a table on the board that traces the change in PC along the meridians and the change in temperature conditions.
   Students are asked to draw a conclusion about what reasons cause PC changes in the north-south direction. Students watch the film “Natural Areas” and before watching they are given a task to determine whether they made the right conclusion. The table and conclusion are entered into notebooks. In the same sequence, work is being carried out to study the change in PCs by latitude. By asking students the question: “ Why are different PCs formed at the same latitude, with the same influx of sunlight and heat?” -
   the teacher helps them draw a conclusion.
   The table and conclusion are written down in notebooks. The second question
   includes blocks A, B and tasks aimed at generalizing the reasons that cause a change in PCs in the mountains.
   Students do text analysis
   to answer this question and write an OC on this issue (p. 81).
   Block A
   (brief explanation): the atmosphere is transparent, which means it freely transmits the sun's rays to the Earth.
   The red color in the diagram symbolizes the heating of the earth's surface, which then releases heat to the atmosphere. Students are informed that when rising by 1 km, the temperature of the air decreases by 5-6º. After the explanation, students solve problems to calculate temperatures. Block B:
   the diagram depicts the rise of a mass of air along the slope of a mountain.
   As the air rises and cools, steam condenses and precipitation occurs. The air changes its properties and becomes drier, which is associated with a decrease in the amount of precipitation in the mountains with height. Summarizing the information received, students come to the conclusion that changes in tº and precipitation determine changes in natural components (soils, flora and fauna), which in turn determines a change in PC in the mountains. Students draw pictures in their notebooks and write down the conclusion. Problematic question for the class: how to determine which natural zone is located at the foot of the mountain, and which mountains have the largest number of natural zones?
   (if students find it difficult to answer, the teacher suggests finding the answer in the text of the textbook - pp. 81 - 82).

5. Initial check of understanding:

   With the help of OK, one of the strong students composes a story about the change of natural zones on the plains, and another about the change of PC in the mountains.

6. Consolidation of knowledge. Physical education minute.

   The teacher announces that Dunno has come to class and is trying to write a story about the topic covered.
   If the guys do not agree with his answers, they get up from their seats, if they agree, they sit down. Dunno's story: 1. The formation of natural areas is due to human influence (
   no, climate - the ratio of heat and moisture).
   2. The change of natural zones from the equator to the poles as heat and moisture decrease is called altitudinal zonation
   (no, this is latitudinal zonation).
   3. With altitude, air tº increases, so natural zones change
   (no, tº decreases).
   4. The alternation of natural zones in the mountains is called latitudinal zonation
   (no, this is altitudinal zonation).
   Dunno mixed everything up, but you are great!

7. Generalization and systematization of knowledge:

   slide show “Typical representatives of natural zones”, “Altitudinal zones”.

8. Regional component.

   Using the map of natural zones, students determine in which natural zone we live. Based on their life experience, using additional material, they talk about the flora and fauna of our region, what medicinal plants are found here.

9. Summarizing:

   analysis and assessment of success in achieving the goal, student self-assessment and teacher assessment.

10. Reflection:

    The objectives of the lesson were achieved, since little time was spent on the D/Z survey, most of the children were active in learning new material. The teacher thanks the class for their work.

11. Repeated information about D/Z (tests on the topic “Geographical envelope” §10-12).

Geographical zoning (OK)

PLAN:

1. Changing PCs on the plains (block A - by meridians, block B - by latitudes)
2. Changing a PC in the mountains.

№ 1 Block A.

Natural zone - ... (a large PC with common tº conditions and moisture, soils, vegetation and fauna).

East European Plain at 40º E.

Natural area

• PC change determines! g.sh. or ☼
• The change in PC from the equator to the poles is called latitudinal zoning.

No. 1
Block B. Eurasia at 40˚ north latitude.
Hardleaf forests

? Why do different natural zones form at the same latitude, with the same ☼?

● The change of PC at the same latitude is determined by ▬, R, etc. KF.

№ 2.

● When rising by 1 km, the tº of the air decreases by 5º - 6º.

? How will tº change?

Altitudinal zonation is a change in PC in the mountains.

Variety of species

Geographical regions of the globe consist of features characteristic of these regions, including processes of a geochemical and hydrological nature, and climate conditions. The list of main natural areas, as well as their intermediate areas, includes:

1. Arctic and Antarctic deserts;
2. tundra and forest-tundra;
3. taiga zone;
4. mixed and broad-leaved forests;
5. steppes and forest-steppes;
6. deserts and semi-deserts;
7. subtropical zone;
8. wet and dry tropics.

The deserts of the Arctic and Antarctic are located near the poles. The soil cover is in a state of permafrost, covered with a layer of ice and stable snow cover. These regions are characterized by sparse vegetation, mainly algae, lichens and mosses; in many places it is absent. Animals and birds are represented by migratory species, but there are also representatives of the fauna adapted to the harsh nature, permanently living here - penguins, polar bears, seals, walruses.

The tundra occupies an intermediate zone between the polar and subpolar regions. Low air temperatures are observed here throughout the year. Low-growing flora with an insufficiently developed root system grows on peat-gley soils. To the south, the tundra zone gradually turns into forest-tundra with wetlands and heterogeneous strips of open forest. The fauna is represented by migratory birds, rodents and deer.

Taiga occupies a zone of the northern hemisphere with a temperate climate. This area is characterized by long, harsh winters and short but hot summers with heavy rainfall. Multi-tiered coniferous forests grow on infertile podzolic soils. The fauna is rich in predators - foxes, brown bears, lynxes, wolves.

Mixed forests are located in temperate latitudes with cold winters, warm summers and scanty precipitation. The forest consists of three tiers; mosses and herbs grow on the lower one. Transitions into an area with deciduous vegetation. The ratio of moisture and heat has a beneficial effect on the climate. There are mild winters and warm, long summers. Flora and fauna are diverse.

Steppe and forest-steppe zones are found in flat areas of subtropical and temperate zones. They are characterized by an arid climate with hot summers and cold winters. The flora is dominated by shrubs and grasses, and the fauna is dominated by birds of prey and rodents.

Hot climate zones

From the arid steppe regions there is a transition to a semi-desert zone with little snow in the winter and hot summers. The sparse vegetation consists of feather grass and cereals. Among the animals there are many rodents, reptiles, spiders, including poisonous ones.

Deserts are extremely dry areas characterized by very little or no precipitation . In deserts, the phenomenon of sandstorms is often observed. Despite the unfavorable climate, flora such as saxaul, baobab, various herbs and shrubs are found here. The fauna is represented by camels, snakes, frogs. This region is characterized by sharp contrasts in day and night temperatures.

Semi-arid desert areas are located closer to the equator. Long, dry summers are followed by short winters during which little rain falls. The soils are sandy or rocky. The dominant plants are hawthorn, cactus, and mesquite. The fauna consists of reptiles, skunks, hares, and marsupials.

Savannas are hot areas with dry winters and rainy summers with heavy precipitation (1 thousand mm). Eucalyptus trees, palm trees, baobabs, and various grasses grow on the savannah territory. Carnivorous and herbivorous animals live here: lions, leopards, zebras, antelopes, elephants, giraffes. Australian savannas are rich in marsupial fauna (koalas, kangaroos).

The tropical rainforest zone runs along the equatorial line. The climate is very warm and humid, the amount of rain reaches 7 thousand mm per year. Favorable conditions contribute to the growth of diverse flora here. The forests are inhabited by exotic animals and birds.

Role in the ecosystem

Any of the natural zones existing on Earth is important for all ecosystems of the planet . According to the 7th grade geography presentation “Natural Zoning,” the Arctic and Antarctic deserts have enormous reserves of fresh water and also shape the global climate.

Permafrost in tundra zones is involved in the process of the Earth's carbon cycle. Taiga, mixed, equatorial, monsoon forests, absorbing carbon dioxide, provide the planet with oxygen. In the depths of most natural zones there are resources useful for human civilization.

Curious facts

In the global geographical community, the term “natural areas” has been used not so long ago. However, work to study the features and components of these vast regions was carried out long before the adoption of the term. In the process of research, scientists encountered amazing phenomena, the origin of which is considered unknown.

The Arctic regions have freshwater lakes with an average water temperature of plus 11 degrees Celsius. In arid deserts, sometimes there are small islands of green vegetation - oases.

Almost half of Africa's area is occupied by savannas. Only in this natural area is eucalyptus, which is considered the tallest tree in the world, found. The humid climate of the Amazon contributes to the formation of dense impenetrable vegetation here, so eternal darkness reigns on the lower tier.

The American continents have all the natural complexes existing on Earth. The presentation on the topic “Natural zonation” for grade 7 is additional material for use in classes according to the Federal State Educational Standard (FSES) program (federal state educational standard).