Lesson development: "Local orientation" 6th grade

Main and intermediate sides of the horizon

The sides of the horizon are necessary for orientation on the ground. Four of them are basic: north, south, west, east. The first two point in the direction of the poles through which the Earth's axis passes. The globe revolves around it. The east arrow points in the direction of rotation, and the west arrow points in the opposite direction.

Intermediate sides of the horizon are written in two words separated by a dash (hyphen): northwest, northeast, southwest, southeast. In some cases, this may not be enough to indicate the location of an object.

In this case, its direction will be called a three-word system. The first of them reflects the main side of the horizon, and the other 2 reflect the intermediate side. For example: north-northeast.

What does it mean to navigate?

Studying geography locally is a fun, interesting and useful activity.
To carry out work on the ground, you need to know a lot. For example, it’s good to navigate and measure distances, and take photographs of the area. The ability to navigate plays an important role in a person’s life. There are cases when entire expeditions died due to loss of orientation. And vice versa, this skill has more than once helped people in difficult times. Orientation is determining your location relative to the sides of the horizon, as well as the direction of the path. You can navigate by the stars, the Sun, and local signs.

An invariable assistant in working on the ground is a compass (in the professional speech of sailors, a compass). It serves for orientation relative to the sides of the horizon.

To avoid getting lost in an unfamiliar area (for example, while skiing, hiking, etc.), you must first use a compass to determine in which direction you are going to go. Only in this case will you know which way to return. If you are planning to go to the northeast, then you will need to return back to the southwest.

To correctly determine the sides of the horizon, the compass must be turned so that the blue end of its arrow aligns with the letter “C” (north). If you stand facing north, then behind you will be south, to the right - east, to the left - west. These are the main sides of the horizon. There are also intermediate ones: northeast, southeast, northwest, southwest.

Using a compass, you can easily determine directions to local objects, which can serve as a reliable guide along the way. To do this, determine the azimuths of these objects.

Methods of orientation

Knowing how many ways there are to navigate the terrain, an experienced person will never get lost even in the forest.

Depending on the environment, you need to decide which one to choose. The task is to determine north. In relation to it, you need to choose the desired direction of movement.

You can determine it using different options:

Compass. Having this device in your hands, you need to position it in a horizontal direction. The arrow will point north.
Sun. We have to wait until noon. At this hour, all objects cast a shadow to the north.
Polar Star. This method can be used at night with a clear sky. The North Star always shows the north direction in the sky.
Trees. There is no need to despair even in the forest. There must always be ways to navigate the terrain. First of all, the location of moss on trees. It grows only on their northern side. An important factor is the density of the branches. On the side where they begin to partake is the south.
Anthills. They are located only on the north side.

To make it easier to navigate the terrain, you should understand the concept of azimuth . This term refers to an angle formed by lines, one of which points towards the north and the other towards the selected object. The azimuth is found using a compass.

To do this, apply any stick to the body, one end of which is connected to the center of the compass, and the other is directed in the desired direction. The angle between the stick direction and north is called azimuth.

Geography lesson in 6th grade on the topic: “Sides of the horizon. Orientation".

Topic: “The sides of the horizon. Orientation".

Subject: geography, lesson on learning new material

Duration: 45 min.

Grade: 6th grade

compass, mechanical watch, handouts, geography textbook, atlas.

Author

: Gimazova F.G.

Technologies

: ICT - presentation used.

Abstract: The sides of the horizon are studied in the initial geography course in 6th grade in
the topic “Plan and Map”.
In the work program, 1 lesson is devoted to the study of the sides of the horizon and orientation. The main goal of the lesson is to develop students’ ability to determine the sides of the horizon on a plane. The use of presentations has a positive effect on the dynamics of the lesson and makes it possible to increase the material and time for consolidating knowledge and skills. In this regard, the lesson becomes very easy, but at the same time quite extensive material is given.

It is mandatory to announce to students the objectives of the lesson after the game introduction and to summarize the results at the end of the lesson.

Literature:

1. T.P.Gerasimova, N.P.Neklyukova Basic course in geography. - Moscow. Bustard, 2009

2. Planning lessons in geography, 6th grade.

Lesson objectives:

Educational:

create conditions for the formation of ideas about methods of orientation on the ground: according to local characteristics and azimuth;
to develop skills in determining the sides of the horizon and directions on the plan and map.

Educational:

create conditions for the development of spatial concepts, logical thinking, and communication abilities;
continue to work on the development of intellectual skills: highlighting the main thing, analysis, ability to draw conclusions; the ability to establish cause-and-effect relationships;
continue work on the development of oral monologue speech;
create conditions for the development of creative abilities.

Education:

promote interest in the subject, mutual understanding and cohesion in joint activities;
contribute to the development in students of the ability to listen to comrades and argue their point of view;

Lesson equipment:

Technical references:

computer, multimedia equipment, screen;

Educational and informational educational institutions:

feedback cards
cards with conventional topographical signs (demonstrative and individual)
table for compiling a story based on topographic signs (for the student and on electronic media - a slide)
reminders to the student: when working with a geographical map and plan, rules for working with a compass, an algorithm for determining azimuth, individually and on a slide (individual - on each desk and in electronic form)
contour maps;
task cards for group practical work-games of movement in azimuth;
electronic version of the multimedia textbook “Elementary Course in Geography, Grade 6”;
lesson presentation.

During the classes

I. Organizational stage.

Stage objectives:

1. provide a normal external environment for work in the lesson;
2. psychologically prepare students for communication during a lesson. II.
Homework checking stage. Stage objectives:

determining the degree to which students have mastered the given educational material;
identification of typical deficiencies in the knowledge and methods of activity of students and the reasons for their occurrence;
creating conditions for communicative relationships, the optimal combination of teacher control, mutual control and self-control of students;
development of spatial concepts.

Pedagogical techniques that allow solving educational tasks of the lesson stage:

1. Pronouncing words with spellings on the topic “Plan and Map”.

(Slide 2)

2. The teacher reads spelling.

3. Calls 3 student-controllers to test their knowledge of topographical signs (followed by annotating the answers of their comrades and testing their knowledge of concepts).

4. Compose a story using the given conventional signs. (Slide 3)

5. Read the story with symbols (Slide 4)

6. Work in tandem with sorbents. (on one side of the card the concept is written, on the other - its definition))

7. Collective work with sorbonic workers. Show the concept according to the definition I have given (scale, terrain plan, map, globe, meridians, parallels, geographic coordinates)

Students repeat spelling.

Students-controllers check their friends’ knowledge, give annotations of the answers, after which the teacher checks their knowledge of concepts and evaluates them.

Students learn to establish spatial relationships between objects on diagrams.

Mutual testing of knowledge in defining concepts.

Students show a sorbent with a concept according to a given definition of the concept.

Work on the formation of spelling vigilance, skills of correct spelling of new scientific terms and names.

Abstract of comrades' answers.

Iconic modeling.

Development of students' speech.

Iconic modeling. The ability to formulate a judgment, express an objective connection in words, i.e. translate what is perceived into words.

Use of sorbonks. Development of communication skills, the ability to listen and evaluate a neighbor.

Using feedback. Development of logical thinking. Generalization.

III. The stage of updating the subjective experience of students.

Stage objectives:

Ensure the inclusion of schoolchildren in joint activities to determine the goals of the educational session;
To update the subjective experience of students (personal meanings, basic knowledge and methods of activity, value relations)

Contents of the training session stage:

Report the topic of the training session.
Formulating the goals of the training session together with students.
Demonstration of the social and practical significance of the material being studied.
Setting an educational problem for students.

Pedagogical techniques that allow solving educational tasks of the lesson stage:

1. “Associative series.”

Imagine that you went into the forest and got lost. (showing a fragment - photograph of a forest) Your associations...

How do you feel when you find yourself in this situation? Is there a way out of this situation? Is it just important to be able to navigate this situation? What do you need to know in order to navigate?

2. Objective of today's lesson:

(slide 5) learn to determine the sides of the horizon and directions on a plan and map.

Try to name the topic of the lesson yourself. The teacher, if necessary, clarifies: “Orientation on the terrain. Azimuth" (slide 5)

Students express their judgments and feelings in the proposed situation.

The teacher, through the students’ statements, skillfully leads them to independently determine the task of the lesson.

Write down the topic of the lesson in your notebook.

Development of students’ speech, ability to express their own opinions, development of the ability to listen to comrades.

Inclusion of schoolchildren in joint activities to determine the goals of the educational session;

Reliance on the experience and knowledge of students.

Development of monologue speech.

IV. The stage of learning new material.

Stage objectives:

Ensure students’ perception, comprehension and primary memorization of the material being studied.
Create conditions for the formation of ideas about methods of orientation on the ground: according to local characteristics and azimuth;
Create conditions for developing the ability to determine the sides of the horizon and directions on a plan and map.

Contents of the stage and pedagogical techniques that allow solving educational problems.

1. Inclusion of the subjective experience of students into the content of the material being studied, creating situations in which the student is the subject of the activity

(show slide 6)

What is ORIENTATION?

Find the definition of the concept in sorbonks. Read it.

What do you need to know and be able to do for this? (horizon sides)
What do you know about the sides of the horizon? (main – 4, intermediate – 4).

2. Showing a fragment of a multimedia textbook Section “Earth is a planet of the solar system.” Finding the desired point on the globe and map. "Terrain orientation." (Slide 7 - sides of the horizon)

3. Let's check your knowledge of the sides of the horizon and the ability to navigate on a plane. The teacher dictates according to the directions (2 cells to the east, 2 to the southeast, 2 to the northeast, etc.)

Self-test (slide show)

4. List ways to navigate based on local characteristics.

5. Showing a fragment of a multimedia textbook. Section "Earth - a planet of the solar system." Finding the desired point on the globe and map. "Terrain orientation."

(Slide

6. Determining directions on the plan and map (working with the textbook)

Show directions on the site plan.
How is it usually shown?
In which direction from the ferry on the Sot River is the dam on the Luch River?
Determine how the direction of the Sot River changes.
Read the skills when working with a geographical map (memo to the student) (Slide 9) Highlight the skills according to the new lesson topic.
Why do we need this?
How can you find out the direction of the horizon using a map?
Working with contour maps.
Place a point with coordinates: 40°N. and 160° W.
Draw an arrow to the north pole and a line west to the prime meridian. What did you show?
Draw a conclusion: how to determine the directions of the sides of the horizon on maps?

II. Working with the definition of introduced concepts. Presentation of the definition of a concept, its schematic representation highlighting the generic concept and specific characteristics, symbolic design of the concept.

1. Practical work to search for new knowledge. (Slide 10)

See what you can say?
Show the sides of the horizon in this diagram. Specify the angle size.
How can we know the exact direction of the sides of the horizon?
Indicate the angle on the object (places the symbol to the west)
We have determined the AZIMUT.
So what is AZIMUT?

(the teacher directs the students’ attention to the generic concept, i.e. the essential feature is ANGLE)

2.Viewing a fragment of a multimedia textbook. Section "Geographical map". Reading and drawing up a topographic plan. Drawing up a site plan. Azimuthal shooting. (Definition of the concept).

3. Working with the textbook. Page 235.

Read the definition of the concept.
Find the definition of the concept in your sorbonks. Read it. Tell each other.

Dialogical forms of interaction between students and teachers.

Students express their opinions based on what they have previously learned.

Read the definition of the concept in sorbonki silently, in unison.

They draw and show at the board.

They are looking.

Independent work to test knowledge in determining the sides of the horizon on a plane.

Self-control of knowledge.

Statements by students based on their experience and knowledge, followed by listening to the speaker of a multimedia textbook for each feature separately.

Working with the textbook.

Page 242

They carry out practical tasks on the site plan according to the textbook and show it on the screen.

Read and select items related to the topic of the lesson.

Answer the question:

to be able to read a map, tell and show the geographical location of objects.

Show the directions of parallels and meridians on the map.

Working in contour maps. Showing the directions of the horizon sides on maps.

They draw a conclusion.

Joint search for new knowledge under the guidance of a teacher. The teacher gets students to name the essential features: angle, rays between the directions to the north and to the object.

Independent definition of a concept based on the knowledge acquired during preliminary practical work.

Students read the definition of the concept on sorbonks and speak to each other from memory.

Development of logical thinking: analysis, synthesis, generalization.

Developing the ability to highlight the main thing.

Development of spatial concepts, formation of knowledge about the sides of the horizon.

Development of self-control skills.

Development of spatial concepts, the ability to establish spatial relationships between objects (associations) - logical skills;

Development of skills to formulate a judgment, express an objective connection in words, i.e. bring perception into words;

developing the ability to navigate on a plan and map along the horizon.

Using the algorithm, ZUN when studying this topic. Development of logical thinking, intellectual skills: highlighting the main thing, analysis, ability to draw conclusions;

Demonstration of the social and practical significance of the material being studied.

Development of logical thinking: abstraction, i.e. separation of the essential and non-essential, generalization when formulating a concept.

Formation of skills in working with a textbook.

Development of communication relationships.

V. The stage of consolidation and application of knowledge and methods of activity.

Tasks:

Ensure that students retain the knowledge and methods of action that they need to work independently.
Create conditions for schoolchildren to identify individual ways to consolidate the studied material.
Work out the algorithm for applying the azimuth movement technique.
Organization of student activities to practice learned actions through their application in changed situations.

Pedagogical techniques that allow solving educational tasks of the stage.

1. Work on determining azimuth.

based on a fragment of a multimedia textbook. Section "Geographical map". Reading and drawing up a topographic plan. Drawing up a site plan. Azimuthal shooting. (slide 11)

Determine the azimuth to: mountain, high-voltage poles, pedestal, tree.

2. Practical work with a compass.

Display of a video fragment of a multimedia textbook Section “Earth - a planet of the Solar System”. Finding the desired point on the globe and map. “Ground orientation” Fragment.

(sample on slide 12)

What is a compass?
What does it mean to orient, i.e. install a compass?
Read the memo “Rules for working with a compass” (slide 13) and install the compass.
Read the memo “Sequence for determining azimuth” (Slide 14) and look at the illustration in the textbook on page 235.

Complete the tasks. Take a faceted pencil or ruler and determine the azimuth to objects in the classroom: to the window, to the squirrel, to the door)

Working with the textbook. Reading the text on page 236. movement in azimuth.
Why do you think it is necessary to be able to determine azimuth?
Read how to learn to navigate using a compass.
Where do they start moving in azimuth? What's next?…
What is the name of the sport where participants walk in azimuth?

3. Practical work in groups along a given route in search of a note.

Form a group according to the color of the card on your desk. (slide 15) Move in azimuth according to the instructions on the card.

1 group. 1 note.

From the yellow flag, walk along an azimuth of 240° - 7 steps, then along an azimuth of 10 ° - 4 steps. Find a note of the same color and read it.

2 note

Answer the question: Where can the knowledge gained in the lesson be useful?

(other groups have tasks to define concepts: azimuth, orientation, scale, compass)

Students determine the azimuth on the fragment based on the given angle values.

Students watch a video clip of compass orientation and answer the teacher’s question.

Read the memo and orient the compass according to the memo.

Students perform sequential actions in determining azimuth and write them down in their notebooks.

Read the text of the textbook independently.

They answer: make a route survey of the area, learn orienteering.

In the process of talking about what they read, students identify the order of movement in azimuth.

Students are divided into groups according to the color of the card and flag on their desks and complete tasks to find the note.

Formation of a practical orientation, practical actions when working with a compass.

Developing the ability to work according to the algorithm and apply it in practical activities.

Development of logical thinking.

Formation of skills in practical application of knowledge.

Development of the ability to highlight the main thing in a text, development of logical consistency in statements.

Forming interest in the topic being studied.

Creating conditions for the formation of collective-group relations in the process of gaming activities.

VI. The stage of generalizing knowledge and methods of activity, information about homework, summing up the lesson.

Checking the completion of tasks in the notes by each group.

D/z § 61, Questions and tasks /written/

What new things did you learn in the lesson and what did you learn?

Using maps

It is convenient to navigate the area using a map.

This is the name given to the reduced area applied to paper in the form of a picture. For this purpose, a concept called scale is used.

It means how many times the printed image is smaller than the real one.

This can be expressed in two ways:

A fraction where the numerator is one, and the denominator shows how many times the real distance is reduced.
After the indicated scale, an explanation is given of how many kilometers are contained in 1 cm of distance on the map.

The second method is convenient for measuring distances without calculations. For this you will need a compass and a ruler.

The disadvantage of maps is the presence of distortions of the real surface. This is due to the spherical shape of the Earth. If you apply its real appearance to paper, you will get tears.

Lesson 2 Orientation

The ability to navigate the terrain is the first condition for a person’s safe stay in natural conditions. Navigating the terrain means being able to:

☛ determine the sides of the horizon and imagine where the south, north, east and west are; ☛ determine your location on the ground relative to local objects, as well as relief forms (hill, ravine, river bank, etc.); ☛ choose the desired direction of movement to get to the intended place; ☛ maintain the chosen direction while moving so as not to stray from the intended path.

When orienting in natural conditions, you must first of all have a good knowledge of the most characteristic local objects along the route (fork in the road, a characteristic bend in the river, a single tree, a forest clearing, etc.), which must be used as beacons indicating your location and the desired direction of movement.

To determine the sides of the horizon, you must be able to use a compass, the sun and a clock, and determine the sides of the horizon by the North Star.

To navigate the area, if the show takes place along a route unknown to you, you must be able to navigate using a compass and map.

Methods for determining the sides of the horizon

The sides of the horizon on the ground can be determined by a compass, by celestial bodies (the sun and stars) and by some signs of local objects.

Note that to determine the sides of the horizon, it is enough to know the direction to the north. If it is known and you stand facing north, then there will be east on the right, west on the left, and south on the back.

The simplest and most reliable device for determining the sides of the horizon is a compass. The most common type of compass is the Andrianov system compass.

In tourist practice, the Sport-3 liquid compass has found the widest use.

To determine the sides of the horizon, you need to place the compass horizontally, release the brake of the magnetic needle and turn the compass box so that the northern end of the magnetic needle coincides with the zero division of the scale. In this position, the compass needle shows the direction north - south and the letters S, S, B, 3 on the compass scale will respectively face north, south, east and west.

Determining the sides of the horizon on the ground can be done by the sun and the clock. This method is less accurate than the first (since our watches do not show local time, but zone time), but for the practice of orienteering on the ground it is quite acceptable. In addition, it is necessary to remember that in Russia the clock hands are moved 1 hour forward and noon (the time when the sun is in the south) for residents of the Northern Hemisphere occurs not at 12 o'clock, but at 1 o'clock in the afternoon (13 o'clock).

Taking this into account, the sides of the horizon based on the sun and the clock are determined in the following sequence: the clock is held horizontally so that the hour hand is directed towards the sun; mentally divide the angle formed between the hour hand and the direction from the center of the dial to the number 1 in half, i.e., draw the bisector of this angle. The line dividing this angle in half will indicate the direction to the south.

The sides of the horizon can be approximately determined by the sun and the clock in another way.

From your geography course, you know that the Earth makes a full revolution of 360° in 24 hours. This means that the sun moves along the horizon from east to west by 15° in 1 hour. Thus, if the sun at noon in the Northern Hemisphere is in the south, what corresponds to 180° on the compass scale, then at 17:00 it will be in the southwest: (17:00 - 14:00) x 15° = 45°; 180° + 45° = 225° - on a compass this corresponds to the southwest direction. At 20 o'clock the sun will move by 90° and will be in the west (180° + 90° = 270°). Thus, by looking at the sun and the clock, you can approximately determine the sides of the horizon.

The sides of the horizon can also be determined by some local objects, including the direction of the clearings and digitization on quarter posts. Clearings in the forest are usually cut almost strictly along the lines north-south and east-west. At the ends of the pillars installed at the intersections of the clearings, the blocks are numbered from west to east (from left to right). Thus, the smallest number is located on the northwest section of the pillar, and the next in order is on the northeast. These two numbers indicate the north direction.

When orienting by local objects, you can use the following characteristics: on the northern side, the bark of single trees is rougher than on the southern side; the trunks of the pine trees turn black from the north after the rain; mosses and lichens cover the northern side of trees, stones, and stumps more abundantly; resin on coniferous trees protrudes more strongly on the south side; The northern part of the anthill is located on the southern side of the trees.

Determining the sides of the horizon at night Determining the sides of the horizon by quarter posts

The easiest way to determine the sides of the horizon at night is to determine by the North Star, which indicates the direction north. To navigate by the North Star, you first need to find the constellation Ursa Major in the sky - these are seven bright stars located in the sky in the form of a large bucket. Mentally draw a straight line through the two outermost stars of the bucket of the Ursa Major constellation, on which mentally set aside from the end of the bucket a segment equal to five distances between these stars. At the end of the segment you will see a bright star, which is located in the constellation (also a bucket) Ursa Minor. This is the North Star. If you stand facing it, then in front there will be a direction to the north, behind - to the south, on the right - to the east, on the left - to the west.

However, even at night, the most reliable way to determine the sides of the horizon is with the help of a compass. When determining the sides of the horizon, it is better to use several methods to avoid mistakes.

Test yourself

☛ Why is it necessary to be able to navigate the terrain? ☛ What are the main elements of terrain orientation? ☛ What is the procedure for determining the sides of the horizon using a compass? ☛ What signs of local objects will help determine the sides of the horizon? ☛ How can you determine the sides of the horizon by the sun and the clock?

Use a compass to determine which direction of the horizon the windows of your apartment (house) face.

In the schoolyard or on a walk, determine the sides of the horizon based on signs of local objects, the sun and the clock, and then compare the results obtained with compass readings and determine the errors of the first two methods

Globe application

Globe is the name of a reduced model of the Earth. It is made in the shape of a ball. Continents, water bodies and the relief of the territory are depicted on it in an undistorted form. The scale is always constant and is 1:50000000. This means that 1 cm contains 500 km.

The entire surface of the globe is covered with meridians and parallels . They are necessary to find the coordinates of any point on the globe. To do this, concepts such as latitude and longitude are used.

Latitude is the angle formed by two lines. One represents the radius of the equator, and the second connects the center of the Earth to a defined point. Depending on the hemisphere, it is northern and southern.

Longitude is the angle formed by two planes. Both pass through the entire axis of the Earth. One of them cuts the planet through the prime meridian, and the second - the one on which the desired point is located. The location of the Greenwich Observatory is conventionally accepted under the prime meridian. It is located near London. Longitude can also be north or south.

The same degree grid is used on maps.

Site plan

Unlike a map, a plan is drawn up for a small area of the area. It may highlight a small object with its surrounding area. Externally, it represents a diagram of a village, collective farm or state farm. Due to the small area, the curvature of the earth's surface is not taken into account.

On the plans, all existing objects are drawn to a given scale. No passes are allowed. Plans can be created manually or using aerial photographs.

There is no degree grid on the plans . The north direction is at the top of the picture.

Possessing such knowledge, you can always get out of a difficult situation if you find yourself in an unfamiliar area. Moreover, it does not matter where she is and what time of day it is at the moment.