Lesson summary Knowledge of the world, grade 4 “Steppes. Flora and fauna of the steppes"

Climate Features

The forest zone gradually, through the forest-steppe, turns into a treeless natural zone - the steppe. It looks like a huge field on which fragrant herbs grow.

The steppe zone is located in the temperate climate zone. This means that sunny, dry weather reigns here. This area is characterized by dry winds - hot, dry winds that can turn into strong dust storms.

Summer in the steppe is long, dry, with little precipitation. The average temperature is 20-22 degrees Celsius, but can sometimes rise to 40 degrees. Winter is short and relatively warm. Only occasionally does the air temperature drop to -40 degrees.

In spring, the steppe seems to wake up: life-giving showers moisten the soil, and it is covered with a carpet of bright steppe flowers. However, due to sunny weather, rainwater does not have time to penetrate deep into the ground. It flows into the lowlands and quickly evaporates.

TOP 4 articles that are read along with this

• 1. Natural areas of Russia (grade 4, surrounding world)
• 2. Natural areas of mountain areas
• 3. The world around us (grade 4): Natural areas of Russia
• 4. Our underground riches

Rice. 1. Steppe in spring.

The main wealth of the steppe zone is fertile lands, which are called chernozem. When grasses die, they form a top nutrient layer – humus, which has unique nutritional properties.

Lesson #18. "Zone of the steppes", 4th grade

Film manual for lesson development “The World Around us” 4th grade
Lesson type:
combined

Target

— formation of a holistic picture of the world and awareness of man’s place in it based on the unity of rational-scientific knowledge and the child’s emotional and value-based understanding of his personal experience of communicating with people and nature;

Characteristics of student activities

Understand

educational objectives of the lesson, strive to fulfill them.

Compare

general view of the forest and steppe,
describe
the steppe from photographs.
Find and show
the steppe zone on the map,
talk
about them on the map.
Establish
the dependence of the characteristics of the steppe zone on the distribution of heat and moisture.
Work in pairs: use
textbook materials to familiarize yourself with the flora and fauna of the steppes,
tell
about ecological connections in the steppe,
model
food chains.
Compare
the nature of the steppe zone with the nature of forests and tundra.
Discuss
environmental problems of the steppe zone and ways to solve them.
Characterize the steppe zone according to plan
.
Formulate
conclusions from the material studied, answer final questions and evaluate achievements in the lesson.

Planned results

Subject (know, be able to)

Know

general conditions necessary for the life of living organisms.

Be able to

give examples of representatives of different groups of plants and animals of the steppe zone

Meta-subject ( Regulatory. Cognitive. Communicative)

P. – construct messages orally, analyze objects highlighting essential and non-essential features. Establish cause and effect relationships.

R. – adequately perceive suggestions and assessments from teachers, classmates, and parents. Process the information received: draw conclusions as a result of joint work of the whole class.

K. – conduct a dialogue, listen and hear the interlocutor.

Personal results

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

Cooperation skills in different situations, the ability to avoid creating conflicts and find a way out of controversial situations.

Basic concepts and definitions

Preparing to learn new material

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

Remember, the steppe zone receives more or less heat from the Sun compared to forest zones. What else do you know about the steppe? If you have ever been to the steppe, get ready to talk about it in class.

Steppe zone

Look at the photographs. Imagine the steppe. How is it different from the forest? Describe the steppe from photographs.

Find the steppe zone on the map of natural zones of Russia. What can you tell about it from the map? Learn to show this natural area on a map.

Learning new material

KINGDOM OF HEAT AND DRY WINDS

As you know, forests occupy that part of our country where there is enough heat and moisture for trees to grow. To the south of the forest zones there is even more heat, but there is less precipitation. The lack of moisture makes it more difficult for trees to grow here. Forests increasingly alternate with treeless areas, and then disappear altogether. Thus, forests gradually give way to forest-steppe, and then to a steppe zone.

The steppe zone has very warm, long, dry summers. Hot dry winds often blow - hot winds. Sometimes they turn into dust storms. Rain is rare here. Usually they are torrential. The rain passes quickly, and most of the water, not having time to saturate the soil, flows in streams into the lowlands and evaporates

The steppe zone is famous for its most fertile soil - chernozem.

1.Look at the steppe plants in the herbarium and in the drawing. Make suggestions about how these plants are adapted to living conditions in the steppe. Test yourself using the text of the textbook

Tulip Iris Kovyl Tipchak

2.Using the textbook drawing (pp. 112 - 113), get acquainted with the fauna of the steppe. Find information about animals in the text of the textbook.

3. Using this picture, tell us about the ecological connections in the steppe. Make a model of a power chain typical of the steppe

3

1. Steppe eagle. 2. Kestrel. 3. Steppe lark. 4. Bustard. 5. Gray partridge.

6.Demoiselle crane. 7. Gophers. 8. Steppe viper. 9. Hamster. 10. Grasshopper.

11. Bumblebee. 12. Filly.

LIFE IN THE STEPPE

A variety of herbaceous plants grow in the steppe zone. Some of them are tulips, irises

- bloom in the spring, before the summer heat sets in and there is enough moisture in the soil. This demonstrates their adaptability to life in the steppe. The steppe is very beautiful at the time of flowering. But soon their above-ground parts die off, and bulbs with a supply of nutrients remain in the soil until next spring.

Other plants - feather grass

and
fescue
- otherwise adapted to steppe conditions. They tolerate severe drought thanks to very narrow leaves that evaporate little moisture.

The insects of the steppe zone are diverse. There are especially many fillies

and
grasshoppers -
their chirping can be heard from everywhere. It is best to distinguish these insects by their antennae: in fillies they are short, and in grasshoppers they are long. The fillies feed on plant foods. Grasshoppers primarily eat small insects.

Birds feed on plants and insects: steppe lark, gray partridge, demoiselle crane, bustard.

Demoiselle is the smallest of the cranes. The bustard is one of the largest birds in our country; it is called the steppe giant.

In the steppe zone there are many rodents, such as gophers and hamsters.

The steppe is an open place. Therefore, rodents can only hide from the heat and predators in burrows.

Birds of prey and animals feed on rodents. A very large, up to two meters in wingspan, bird of prey - the steppe eagle

- a real decoration of nature!
steppe ferret
is quite common Reptiles also live in the steppe zone. eat insects

rodents -
steppe viper.
STEPPE AND MAN

Many plants and animals of the steppe zone are in danger of extinction. , thin-leaved peony-1, is included in the Red Book of Russia .

On the pages of the Red Book we will find
the steppe eagle-2, demoiselle crane, bustard,
large grasshopper
steppe rack-3.
Why were these plants and animals in danger? The main reason is this: there are almost no steppes left in the steppe zone! The steppes are plowed almost everywhere. In their place were fields. The plowing of the steppes is the main environmental problem of this zone.

Cattle graze on unplowed areas of the steppes. Sometimes large herds of animals graze in one place for a long time, and overgrazing occurs. This is another environmental problem of the steppe zone. Due to overgrazing, the soil is destroyed, many plants disappear, and wild animals suffer.

For a long time, people not only plowed the steppes, but also hunted steppe animals. Now hunting rare animals is prohibited, but this ban is often violated by poachers. Poaching is another environmental problem in these parts.

A very important task is to preserve the preserved steppes with their amazing flora and fauna!

Some areas of the steppes are protected in nature reserves. Thus, in the steppe zone there are the Rostov, Orenburg, and Daursky

Some steppe animals are forced to move to the fields. This is what the demoiselle crane and bustard do. But usually their nests die during field work. To save these birds, they began to be bred in nurseries. Make a guess as to how this work is organized. Test yourself on the “Self-Test Pages”.

Comprehension and understanding of acquired knowledge

Let's discuss!

1.Compare the nature of the steppe zone with the nature of forests and tundra

2.

Look at the pictures of animals of the steppe. What is their adaptation to living conditions?

Independent application of knowledge

check yourself

1. Show the steppe zone on the map. 2. Give a brief description of the steppe zone according to the plan given in the textbook (p. 71).

Conclusion

In the past, the steppe zone had endless steppes. Now they are plowed almost everywhere, fields have taken their place. The remaining areas of the steppes with their wonderful flora and fauna must be protected

Homework assignments

1. Draw how you imagine the steppe

2. Find in additional literature and the Internet information about those plants and animals of the steppe that interest you. Prepare a message

3.Using the Internet, take an imaginary trip to one of the steppe reserves. What work do scientists do in the reserve?

Natural steppe zone

presentation
steppe
zone fauna of
the steppe
zone Film
“ Wildlife of the steppe ”
Plants
and animals the steppe
zone Steppe
grasses ...
landscapes
of the steppe
Spring
in the steppe .
Wildlife
of the steppe
Sources of information

:

SCHOOL OF RUSSIA

Federal State Educational Standard A. A. Pleshakov textbook, E. A. Kryuchkova workbook The world around us, grade 4 Moscow “Enlightenment” 2014

YouTube
website : https://www.youtube.com/

Hosting of presentations
around the world
- https://ppt4web.ru/nachalnaja-shkola/prezentacija-k-uroku-okruzhajushhego-mira-vo-klasse-chto-takoe-ehkonomika.html

Vegetable world

Due to the low amount of moisture, very few trees grow in the steppes. The main vegetation in this natural area is all kinds of herbs and cereals.

Rice. 2. Steppe plants.

The following characteristics are characteristic of steppe plants:

• narrow leaves - to evaporate a small amount of moisture;
• light foliage color - better reflects the sun's rays;
• numerous small roots - better absorb and retain valuable moisture.

Peonies, irises, tulips, feather grass, fescue and many medicinal plants grow in the steppe.

Animal world

The prevailing vegetation cover has created ideal conditions for the life of insects, of which an incredible number live here. The steppes are home to grasshoppers, grasshoppers, bumblebees, bees and many others.

Since there are many insects in the steppe, this means that many birds live here: partridges, steppe larks, bustards. They build their nests right on the ground.

Steppe animals are most adapted to life in the field: they are all small in size, with a light color that blends in with the vegetation. The steppes are home to many rodents and reptiles.

Gophers are typical inhabitants of the steppes. They spend a lot of time standing on their hind legs and looking around. At the slightest danger, they hide in their burrows with an alarming squeak. In unfavorable years with severe drought and lack of food, they hibernate, which can last 9 months.

Rice. 3. Gophers.

Lesson of the surrounding world in 4th grade “STEPPE ZONE”

LESSON SUMMARY WITH MULTIMEDIA “STEPPE ZONE”

Item:

the world

Class:

4

UMK

: School of Russia

Textbook:

Pleshakov A.A. The world around us. 4th grade. Textbook for general education organizations. At 2 o'clock Part 1 / A.APleshakov, E.A. Kryuchkova. – 4th ed. - M.: Education, 2020.

Lesson topic

: Steppe zone.

Lesson type:

Combined

Target

: formation of students’ ideas about the natural zone of the steppes.

Tasks:

— to familiarize with the geographical location of the steppe zone, its climatic features, flora and fauna, the activities of people living in this zone and the environmental situation;

- develop logical thinking (analysis, comparison, search for correspondence, conclusions and conclusions), speech and memory;

— to develop the skill of meaningful reading, searching for an answer to a question in the text.

Planned results

:

Cognitive: check information, find information in textbooks, visual aids, when watching scientific videos.

Communicative: ask questions, listen and answer questions from others, express and justify your point of view.

Regulatory: accept and maintain a learning task, plan necessary actions in collaboration with the teacher and classmates.

Personal – the ability to self-assess one’s actions and actions.

Equipment

: Interactive board ActivBoard Prometei with ActiVote voting system (for test only), can be replaced with a projector with a screen and speakers, textbook, Map of climatic zones of Russia, cards for pairs, group and individual work (Appendix 4, 5)

During the classes:

1. Organizational stage.

Teacher:

The bell has already rung.

The lesson begins.

Where will we go -

You will find out soon.

— Check if you have a diary, a textbook, or a pencil case on your desk. If everything is ready, sit down quietly.

Students:

Get ready for the lesson and check that you have the necessary school supplies.

2. Updating knowledge.

1) Motivation (Watching the cartoon APPENDIX 2)

Teacher:

- Watch a short cartoon and think why I showed it to you.

Students:

watching a movie.

Teacher:

— What thoughts did you have while watching the cartoon?

Students:

They share their thoughts on the environmental content of the film.

Teacher:

- What does it have to do with the material of our lessons?

Students:

Mikhalkov’s poem teaches us to be careful about nature and the forest. The topic of the previous lesson is “Forest and Man”

2) Testing (test APPENDIX3, Slide 2 APPENDIX1)

Teacher:

— Let’s check how you learned the material from the last lesson and how you consolidated your knowledge at home.

Students:

Complete the test tasks by sending the answer using the voting remote control.

Teacher:

— Evaluate yourself (the teacher displays the test results on the screen - students evaluate themselves according to the criteria on
the slide
).

Students:

They evaluate themselves according to given criteria.

3. Self-determination for activity

Work in pairs (Crossword cards APPENDIX 4; Slides 3-4 APPENDIX 1)

Teacher:

— We have visited the Forest zone and are moving further south. Pair up with your deskmate and solve the crossword puzzle. The topic of our lesson will appear in the highlighted cells.

Students:

Solve a crossword puzzle on a card in pairs.

Teacher:

- Let's check your work.

Students:

By answering by hand, they check the solution to the crossword puzzle.

Teacher:

—
So, the topic of the lesson..
.

Students:

— Steppe zone.

Teacher:
-
Complete the sentences on the slide, formulating the purpose and objectives of the lesson.

Students:

The goal is to study the characteristics of the steppes. Objectives: Find out where the steppe zone is located on the map. Determine the climatic features of the steppes. Find out what plants and animals inhabit the steppe zone. Learn about the role of man in the steppe.

4. Work on the topic

a) Geography and climate of the steppes

Individual frontal work (card APPENDIX6, video file APPENDIX 5, Slide 5 APPENDIX1)

Teacher:

- Read the text on the card.
After watching the film, you will fill in
the missing words.

Students:

They get acquainted with the text into which they need to insert the missing words. They watch the video. Fill in the missing words.

Teacher:

- Read the text “The Kingdom of Heat and Dry Winds” in the textbook pp. 110-111. Check the entries on the card. Correct errors if any.

Students:
Will
become familiar with information on the topic in the textbook. Perform a self-test.

Teacher:

— Did I understand correctly that the steppe zone is located south of the forest zone? Find it on the map in the textbook pp. 72-73.

—

What color is it indicated? What kind of zone is located between the forest zone and the steppes?

Students:

answer questions. Find a map in the textbook. Two students, at the teacher's choice, show the forest-steppe and steppe zone on a large map at the board.

Teacher:

— So, we learned that the steppe is a dry zone. That in the spring it is warm and humid, and in the summer it is dry and hot. It rains rarely, but the winds blow - hot winds and there are dust storms. No trees grow here, but the fertile soil is Chernozem.

b) Plants of the steppe

Group work (Tasks in APPENDIX7, slide6 APPENDIX1)

Teacher:

— Let's talk about steppe plants. You already know a lot about the steppe.

—

What plants: herbaceous, trees or bushes form the cover of the steppe zone? Why do you think?

Students:

— Herbaceous plants. Trees need warmth and a lot of moisture. There is warmth in the steppe, but little moisture.

Teacher:

— How some plants adapted to the climate, you will tell after working in groups.

Students:

They work in groups according to instructions, after which they report on the work done.

Teacher:

- So, some plants, for example, iris and tulip, bloom only in spring; the rest of the time, to escape the heat, the above-ground part disappears, and the plant’s supply of nutrients remains in the ground in the form of a bulb. Other plants, feather grass and fescue, are not afraid of drought due to their narrow leaves and thick shell, which do not allow moisture to evaporate.

Physical education minute:

Teacher:

I will name a feature of a natural area. If the sign characterizes the Arctic - you jump to keep warm (1 time), if the sign of the tundra - sit down, as if picking lingonberries, if the sign of the forest - flapping your arms above your head (like wings), if I am talking about the steppe, turn around yourself as if looking around the wide open space.

So, almost no soil is formed there (jump), a polar bear lives there (jump), due to permafrost and cold there are many swamps and lakes (crouched), this zone occupies the largest part of Russia (wave of hands), lemmings live there ( sat down), there are dry winds (turned), etc.

c) Animals of the steppe

Conversation, story and game (slides 7-10 APPENDIX1, Game APPENDIX8)

Teacher:

- Remind me which plants predominate in the steppe.

Students:

- Herbaceous.

Teacher:

— What animals live in large numbers in the grass?

Students:

- Insects.

Teacher:

In the steppe, there are indeed many insects that feed on different parts of plants (butterfly and bumblebee) or other insects (grasshopper (steppe rack) and grasshopper). Ants and termites also live here.

Herbivores and insectivores also live here. Guess who I'm talking about?

Students:

Birds

Teacher:

Of course, these are insectivorous and herbivorous birds: bustard, gray partridge. Birds make nests on the ground. Why?

Students:

There is nowhere else, no trees or bushes.

Teacher:

All inhabitants of the steppe
are
small animals, forced to stay closer to the ground. Rodents (gophers, hamsters) make holes for protection from predators, and they also store their supplies there. Animals of the steppe have adapted to life in arid climates and open areas. For example, saigas run quickly to escape predators; some animals have camouflage colors. Some animals (marmots, turtles, lizards) hibernate during periods of lack of food, while others fly away to warmer climes.

Students:

listen to the teacher's story. Look at the pictures on the slides and in the textbook.

Teacher:

— We use the acquired knowledge in the game. During the game you can use the textbook pp. 112-113.

Students:

They play a game. Find an extra animal - a flying squirrel

d) The role of man in the steppe

Discussion in pairs, story-conversation (Slides 11-13 APPENDIX 1)

Teacher:

— What remains for us to talk about is the role of man in the steppe zone. On the slide you see three words. Discuss with your neighbor what activities of the person I encrypted with these words.

Students:

They are discussing. They make assumptions.

Teacher:

Under the grasses, soils rich in chernozem formed. Chernozem soils and warm sunny summers make it possible to grow the most valuable cultivated plants. Wheat, corn, sugar beets and sunflowers are grown here. Large areas are occupied by melons, vegetable gardens, and orchards. The population is also engaged in raising livestock: cows, sheep, pigs, supplying different regions of the country with dairy and meat products.

Do you think developed agriculture is good or bad?

Students:

They express their thoughts.

Teacher:

Developed agriculture is certainly wonderful. This is food, this is clothing for people, but with the excessive use of natural resources, large-scale environmental problems arise. Think about what environmental problems are expressed by these signs (on the slide).

Students:

Plowing of the steppes, grazing of livestock, extermination of birds by poachers.

Teacher:

Many birds and plants of the steppe are in danger of extinction. You correctly named the main reasons: excessive plowing of the steppes for fields, excessive grazing of livestock leading to soil destruction, poaching. At the moment, the following animals are included in the Red Book: demoiselle crane, bustard, steppe grasshopper and thin-leaved peony plant. Some areas of the steppes are protected in the Rostov and Orenburg reserves. Hunting for rare animals is prohibited.

5. Consolidation

a) Drawing up food chains

Work in groups (APPENDIX 9)

Teacher : - Make up food chains characteristic of the steppe from these pictures. What kind of chains did you get?

Pupils: They consult, then tell what happened. For example: tulip - mole - steppe wolf; fescue – grasshopper – lark – eagle; feather grass – gopher – viper.

b) Mini-test

Frontal work (APPENDIX 10)

Teacher: You can apply the knowledge acquired during the lesson when solving the test.

Students: solve the test together, taking turns going to the board.

6. Homework

Everyone: Read the textbook pp. 110-117. Look carefully at the illustrations on these pages and answer the questions accompanying the text. Optional task: prepare a short report about any plant or animal of the steppe.

7. Summary and reflection

Game “YES-NO” (Slide 14-16 APPENDIX 1).

Teacher : - So, what topic did you study? What tasks were set? What did you manage to do? What didn't you have time to do?

Students: answer questions.

Teacher : - Five sentences will appear on the slide, write down “+” if you agree with the statement, “-” if you disagree. Test yourself. Whoever completed the job without errors, raise your hand. Who made a mistake? In what matters? What needs to be done to fill the gap?

Students: Complete the task, test themselves, take part in the discussion of mistakes.

Teacher : Thank you for your work. The lesson is over.

List of sources used:

1. Maksimova T.N. Lesson developments for the course “The World around us”. 4th grade. – M.: VAKO, 2020.

2. Pleshakov A.A. The world around us. 4th grade. Textbook for general education organizations. At 2 o'clock Part 1 / A.APleshakov, E.A. Kryuchkova. – 4th ed. - M.: Education, 2020.

3. Pleshakov A.A., Kryuchkova E.V. The world. Workbook. 4th grade. A manual for students in general education institutions. In 2 parts. Part 1.M: Enlightenment, 2014.

4. Pictures from the Yandex search engine were used for the presentation.

5. Film “Mikhalkov. Walk". Author unknown. Available at: https://www.youtube.com/watch?v=fgNBfTNgt24&t=3s

6. Control and measuring materials. The world. 4th grade / Comp. I.F. Yatsenko. – 11th ed. – M.: VAKO, 2020.

7. Film “Climate of the Steppe” The author of the film is unknown. The available link to the film has been lost.

APPLICATIONS

APPENDIX 1. PRESENTATION “STEPPE ZONE”

Main application. Used as a visual aid throughout the lesson.

APPENDIX 1 PRESENTATION PPTX / 3.18 MB

APPENDIX 2. CARTOON BASED ON THE POEM BY S.V. MIKHALKOV "WALK"

The film is used at the stage of updating knowledge to smoothly bring students into a working mood, as an atmospheric motivating moment, as a connection between this lesson and the previous one.

APPENDIX 2. MIKHALKOV WALK MP4 / 6 MB

APPENDIX 3. TEST “MAN AND FOREST”

The test for an interactive whiteboard with a voting system created in the ActivInspire program is intended not only for testing, but also for quickly assessing students’ knowledge on the topic “Forest and Man” studied in the last lesson.

On each page with a question, the teacher starts a vote, and the children answer the question by pressing the corresponding button on the remote control. After answering the last question, the teacher saves the students' results in Excel format. When opening a saved document, children can evaluate themselves according to these criteria on a presentation slide.

Appendix 3 TEST FLIPCHART / 18.06 MB

Test screenshots:

APPENDIX 4. CARD WITH A CROSSWORD FOR PAIR WORK.

APPENDIX 4 DOCX / 16.82 Kb

The purpose of using the card is to update knowledge about the studied climatic zones. Used at the stage of self-determination for activity. The card must be printed in advance according to the number of pairs of students.

Answers to the crossword:

APPENDIX 5. FILM ABOUT THE CLIMATE OF THE STEPPE.

The film is used at the stage of introducing students to new material.

APPENDIX 5 FILM ABOUT CLIMATE MP4 / 4.56 MB

APPENDIX 6. CARD “STEPPE CLIMATE”

APPENDIX 6 CARD CLIMATE OF THE STEPPE DOCX / 12.08 Kb

The card is used at the stage of familiarization with new material in the part “Climate of the Steppes” for the initial self-test of students’ acquired knowledge.

Complete the sentences. Check your work in the textbook pp. 110-111.

To the south of the forest zones it is warm _____________, but precipitation falls ______________.

(more, less) (more, less)

Forests are gradually replaced by a forest-steppe zone, and then ______________. In this

the zone is very _______________, _______________, ________________ summer. Often

(cold, warm) (long, short) (wet, dry)

hot dry winds blow - _________________. It rains here___________.

(often, rarely)

The steppe zone is famous for its fertile soil - __________________.

APPENDIX 7. TASK FOR GROUP WORK “PLANTS”

APPENDIX 7 PRACTICAL WORK OF PLANTS DOCX / 496.5 Kb

The application is used to familiarize yourself with new material in the “Plants of the Steppe” section. The task includes a “puzzle” that must be assembled and instructions for the task.

APPENDIX 8. EXERCISE “ANIMALS OF THE STEPPE”

The exercise was developed using the LearningApps service.

The purpose of the exercise is to identify and remember the animals of the steppe.

Students are asked to match the picture with the name of the animal, as well as find the extra animal - the flying squirrel.

Application link: https://learningapps.org/8157493

APPENDIX 9. POWER CIRCUIT

The exercise is used at the consolidation stage. The pictures must be printed according to the number of groups, cut up, and placed in envelopes.

APPENDIX 9 POWER CIRCUIT DOCX / 1009.13 Kb

APPENDIX 10. MINI-TEST

The exercise was developed using the LearningApps service.

The purpose of the exercise is to apply the knowledge about the steppe acquired during the lesson.

Application link: https://learningapps.org/display?v=pe9d2cny319

Environmental problems of the steppes

The main problem of the steppe zone is its plowing for agricultural needs. Fertile soils and the absence of trees were a good reason why people began to plow up steppe lands and grow crops on them.

In addition, livestock graze on unplowed steppe areas, and this inevitably leads to the destruction of the unique soil.

As a result of human activity, many steppe animals and plants are under threat of complete extinction.