Geographical expeditions of the 18th-19th centuries. Nowadays, the world has become very small

The great Russian travelers, whose list is quite large, pushed the development of sea trade, and also raised the prestige of their country. The scientific community learned more and more information not only about geography, but also about animals and flora, and most importantly - about people who lived in other parts of the world, and their customs. We will trace in the footsteps of the great Russian travelers geographical discoveries.

Fyodor Filippovich Konyukhov

The great Russian traveler Fyodor Konyukhov is not only a famous adventurer, but also an artist, an honored master of sports. He was born in 1951. From childhood, he could do what would have been quite difficult for his peers - swimming in cold water... He could easily sleep in the hayloft. Fedor was in good physical shape and could run long distances - several tens of kilometers. At the age of 15, he managed to swim across the Sea of ​​Azov using a rowing fishing boat. Significantly influenced Fedor and his grandfather, who wanted the young man to become a traveler, but the boy himself strove for this. Great Russian travelers often began to prepare in advance for their campaigns and sea voyages.

Konyukhov's discoveries

Fedor Filippovich Konyukhov took part in 40 voyages, repeated the Bering route on a yacht, and also sailed from Vladivostok to the Commander Islands, visited Sakhalin and Kamchatka. At 58, he conquered Everest, as well as the 7 most high peaks in a team with other climbers. He visited both the North and South Poles, on account of his 4 round-the-world sea voyages, he crossed the Atlantic 15 times. Fyodor Filippovich reflected his impressions with the help of drawing. Thus, he painted 3 thousand paintings. The great geographical discoveries of Russian travelers were often reflected in their own literature, and Fyodor Konyukhov left behind 9 books.

Afanasy Nikitin

The great Russian traveler Afanasy Nikitin (Nikitin is the merchant's patronymic, since his father's name was Nikita) lived in the 15th century, and the year of his birth is unknown. He proved that even a person from a poor family can travel so far, the main thing is to set a goal for himself. He was an experienced merchant who, before India, visited the Crimea, Constantinople, Lithuania and the Moldavian principality and brought overseas goods to his homeland.

He himself was from Tver. Russian merchants traveled to Asia to establish contacts with local merchants. They themselves brought there mainly furs. By the will of fate, Athanasius ended up in India, where he lived for three years. Upon returning to his homeland, he was robbed and killed near Smolensk. Great Russian travelers and their discoveries will forever remain in history, because for the sake of progress, brave and courageous lovers of wandering often died on dangerous and long expeditions.

Discoveries of Afanasy Nikitin

Afanasy Nikitin became the first Russian traveler to visit India and Persia, on the way back he visited Turkey and Somalia. During her travels, she made notes "Walking the Three Seas", which later became a guide for studying the culture and customs of other countries. Medieval India in particular is well depicted in his writings. He swam across the Volga, the Arabian and Caspian Seas, the Black Sea. When merchants were robbed by the Tatars near Astrakhan, he did not want to return home with everyone and get into a debt hole, but continued his journey, heading to Derbent, then to Baku.

Nikolay Nikolaevich Miklukho-Maclay

Miklouho-Maclay comes from a noble family, but after the death of his father he had to learn what it means to live in poverty. He had a rebel nature - at the age of 15 he was arrested for participating in a student demonstration. Because of this, he not only found himself under arrest in the Peter and Paul Fortress, where he spent three days, but was also expelled from the gymnasium with a further ban on admission - so he lost the opportunity to get higher education in Russia, which he later did only in Germany.

A well-known natural scientist, drew attention to an inquisitive 19-year-old boy and invited Miklouho-Maclay to an expedition, the purpose of which was to study the marine fauna. Nikolai Nikolayevich died at the age of 42, and his diagnosis was "severe deterioration of the body." He, like many other great Russian travelers, sacrificed a significant part of his life in the name of new discoveries.

Miklouho-Maclay's discoveries

In 1869 Miklouho-Maclay, with the support of the Russian Geographical Society, left for New Guinea. The shore where he landed is now called the Maclay Coast. After spending the expedition more than a year, he discovered new lands. The natives learned from a Russian traveler how pumpkin, corn, beans are grown, and how to care for fruit trees. He spent 3 years in Australia, visited Indonesia, the Philippines, the islands of Melanesia and Micronesia. He also convinced local residents not to interfere with anthropological research. For 17 years he studied the indigenous population of the Pacific Islands, Southeast Asia. Thanks to Miklouho-Maclay, the assumption that the Papuans are a different kind of man was refuted. As you can see, the great Russian travelers and their discoveries allowed the rest of the world not only to learn more about geographical research, but also about other people who lived in new territories.

Nikolay Mikhailovich Przhevalsky

Przewalski was favored by the emperor's family, at the end of his first trip he had the honor to meet Alexander II, who donated his collection to Russian Academy sciences. His son Nikolai really liked the works of Nikolai Mikhailovich, and he wanted to be his student, he also contributed to the publication of stories about the 4th expedition, donating 25 thousand rubles. The Tsarevich always looked forward to letters from the traveler and was glad even for a short news about the expedition.

As you can see, even during his life, Przhevalsky became quite famous person, and his works and deeds received great publicity. However, as sometimes happens when great Russian travelers and their discoveries become famous, many details from life, as well as the circumstances of his death, are still shrouded in mystery. Nikolai Mikhailovich did not have descendants, because having understood in advance what fate awaited him, he would not allow himself to condemn his beloved to constant expectations and loneliness.

Przewalski's discoveries

Thanks to Przewalski's expeditions, Russian scientific prestige received a new impetus. During 4 expeditions, the traveler covered about 30 thousand kilometers, he visited Central and Western Asia, on the territory of the Tibetan plateau and the southern part of the Taklamakan desert. He discovered many ridges (Moscow, Zagadochny, etc.), described the largest rivers in Asia.

Many have heard of (subspecies, but few people know about the richest zoological collection of mammals, birds, amphibians and fish, a large number records of plants and herbarium collection. In addition to flora and fauna, as well as new geographical discoveries, the great Russian traveler Przhevalsky was interested in peoples unknown to Europeans - Dungans, Northern Tibetans, Tanguts, Maginians, Lobnors. He created the work "How to travel around Central Asia”Which could serve as an excellent guide for researchers and the military. Great Russian travelers, making discoveries, always gave knowledge for the development of sciences and the successful organization of new expeditions.

Ivan Fedorovich Kruzenshtern

The Russian navigator was born in 1770. He happened to become the head of the first round-the-world expedition from Russia, he is also one of the founders of Russian oceanology, an admiral, a corresponding member and an honorary member of the Academy of Sciences in St. Petersburg. The great Russian traveler Kruzenshtern also took an active part in the creation of the Russian Geographical Society. In 1811 he happened to teach at the Marine cadet corps... Subsequently, becoming a director, he organized the highest officer class. This academy then became naval.

In 1812 he set aside 1/3 of his fortune for people's militia(the Patriotic War began). Until that time, three volumes of the books "Travels Around the World" were published, which were translated into seven European languages... In 1813 Ivan Fedorovich was included in the English, Danish, German and French scientific communities and academies. However, after 2 years, he went on indefinite leave due to a developing eye disease, complicated the situation and difficult relations with the Minister of the Navy. Many famous seafarers and travelers turned to Ivan Fedorovich for advice and support.

Kruzenshtern's discoveries

For 3 years he was the head of the Russian expedition around the world on the ships "Neva" and "Nadezhda". During the voyage, the mouths of the Amur River were to be explored. For the first time in history, the Russian fleet crossed the equator. Thanks to this trip and Ivan Fedorovich, for the first time the eastern, northern and northwestern shores of the Sakhalin island appeared on the map. Also, due to his writings, the Atlas of the South Sea will be published, supplemented with hydrographic notes. Thanks to the expedition, nonexistent islands were erased from the maps, the exact position of other geographic points was determined. Russian science learned about the inter-trade countercurrents in the Pacific and Atlantic oceans, the water temperature was measured (depths up to 400 m), it was determined specific gravity, color and transparency. Finally, the reason for the glow of the sea became clear. Also appeared data on atmospheric pressure, ebb and flow in many areas of the oceans, which were used by other great Russian travelers in their expeditions.

Semyon Ivanovich Dezhnev

The great traveler was born in 1605. A navigator, explorer and trader, he was also a Cossack chieftain. He was originally from Veliky Ustyug, and then moved to Siberia. Semyon Ivanovich was known for his diplomatic talent, courage and ability to organize and lead people. Geographical points (cape, bay, island, village, peninsula), prize, icebreaker, passage, streets, etc. bear his name.

Dezhnev's discoveries

Semyon Ivanovich, 80 years before Bering, passed the strait (named Bering) between Alaska and Chukotka (completely, while Bering passed only part of it). He and his team opened a sea route around the northeastern part of Asia, reached Kamchatka. No one before that knew about that part of the world where America almost converged with Asia. Dezhnev crossed the Arctic Ocean, bypassing the northern coast of Asia. He mapped the strait between the American and Asian coasts, and also After the ship was shipwrecked, his squad, having only skis and sledges, traveled 10 weeks to (while losing 13 people out of 25). There is an assumption that the first settlers in Alaska were part of Dezhnev's team, which separated from the expedition.

Thus, following in the footsteps of the great Russian travelers, one can see how the scientific community of Russia developed and rose, knowledge about the outside world was enriched, which gave a huge impetus to the development of other industries.

The answer left the guest

Key dates.Traveler's name.His contribution to the development of geographical knowledge about the territory of Russia.
1.1620-1623 (way to the East) - to Chukotka and Kamchatka.Pantelei Demidovich Penda.Discoverer of the Lena River. Penda climbed the Yenisei from Turukhanskado of the Lower Tunguska, then for three years walked to its upper reaches. I reached the Chechuysky portage, crossing the portage, sailed down the Lena River to the city of Yakutsk, to the mouth of the Kulenga, then the Buryat steppe to the Angara, where, having embarked on ships, through Yeniseisk arrived in Turukhansk.
2.1639-1640 Ivan Moskvitin.He was the first of the Europeans to reach the Sea of ​​Okhotsk, and the first to visit Sakhalin. The coast of the Sea of ​​Okhotsk was discovered and surveyed for 1300 km, the Udskaya Bay, the Sakhalin Bay, the Amur Estuary, the Amur estuary and the Sakhalin Island.
3.1628-1655Pyotr Beketov.Voivode, explorer of Siberia. Founder of a number of Siberian cities such as Yakutsk, Chita, Nerchinsk. In 1628-1629 he took part in the expeditions along the Angara. I went to Lena's inflows a lot. He founded several sovereign stockades on the Yenisei, Lena and Transbaikalia.
4.1641-1652 Mikhail Vasilievich Stadukhin.Russian explorer,explorer of North-Eastern Siberia, one of the first to reach the rivers Kolyma, Anadyr, Penzhina and Gizhiga and the northern part of the Sea of ​​Okhotsk. He was the first to cross the Oymyakon plateau.In the early summer of 1643, Stadukhin descended the Indigirkek Sea and headed east. In July 1643 he opened the mouth of the Kolyma and going up the river to the middle course, he revealed the Kolyma lowland.
5.1630-1635 Vasily Ermolaevich Bugor.B1630-1635 Vasily Bugor discovered new lands in Siberia and Far East, identified a significant part of the Lena basin, traced all (4400 km) of its course, as well as a number of tributaries.
6.1633-1634 Ivan Rebrov.In 1633-1634 explorers led by Ivan Rebrovwent along the Lena River to the Arctic Ocean. Expedition Rebrova was the first to descend to the mouth of Lenaby opening the Oleneksky Baywith the river Olenok (1634)
7.1643-1646 Vasily Poyarkov.Russian explorer, Cossack. Discoverer of the Middle and Lower Amur. In 1643-1646, he led a detachment that was the first of the Russians to penetrate the Amur River basin, discovered the Zeya River, the Zeya Plain. Collected valuable information about the nature and population of the Amur region.
8.1649-1653 Erofey Khabarov.In 1649-53 made a trip along the Amur, diverting the Urka river into it to the very lower reaches. As a result of his expedition, the Amur indigenous population took Russian citizenship. Often he acted by force, which left him with a bad reputation among the indigenous population.
9.1648-1649 Semyon Dezhnev.Cossack chieftain, pathfinder, traveler, sailor, explorer of Northern and Eastern Siberia. Participated in the opening of the Kolyma as part of the Stadukhin detachment. From the Kolyma to the kochakh I walked along the Arctic Ocean along the northern coast of Chukotka. 80 years before Vitus Bering, the first European in 1648 passed the (Bering) Strait separating Chukotka and Alaska.
10.1648 g.Popov Fedot Alekseevich.Russian merchant, organizer and participant of the expedition1648, which discovered the Strait (Bering Strait) between Asia and North America , from the North Arctic Ocean to Quiet.
11. 1696-1697 Vladimir Atlasov.Experienced polar explorer. O organized an expedition to explore Kamchatka at the beginning of 1697. Atlasov was not the discoverer of Kamchatka, but he was the first Russian who passed the entire peninsula from north to south and from west to east. He made a detailed map of his journey. His report contained detailed information about the climate, flora and fauna. For the annexation of Kamchatka to Russia, Vladimir Atlasov, by decision of the government, was appointed there as a salesman.

Test tasks.

1. Fernand Magellan was

a) a Spaniard in the service of the King of Portugal

b) a Portuguese in the service of the King of Spain

c) an Italian in the service of the King of Spain

d) a Frenchman in the service of the King of Portugal

2. The strait connecting Atlantic Ocean with Quiet, Fernand Magellan called

a) Drake Passage

b) Strait of Magellan

c) the Strait of All Saints

d) Bering Strait

3. Expedition Fernand Magellan circled the globe, moving all the time

a) from west to east

b) from east to west

c) from right to left

d) left to right

4. The first circumnavigation continued

a) 3 years

5. The captain, who was the first to sail his ship around the world, was called

a) Fernand

d) Alvarez

6. List the geographic features in the order they were reached by Fernand Magellan's expedition. Put the corresponding letters in the table.

a) Indian Ocean

b) Philippine Islands

c) equator

d) Pacific Ocean

Thematic workshop.

Here are five excerpts from the recordings of Magellan's companion Antonio Pigafetta, which he made in the form of a letter to his patron, Signor Philippe de Villiers Lille Adan. Arrange them in the right order and answer the questions.

a) On Wednesday, November 28, 1520, we got out of this strait and loaded into the vastness of the Pacific Sea. For three months and twenty days we were completely deprived of fresh food. We ate breadcrumbs, but that were no longer breadcrumbs, but breadcrumbs mixed with worms. We often ate sawdust.

b) We got to Mactan three hours before dawn. As soon as morning came, forty-nine of our people threw themselves into the water, which reached their thighs. I had to swim a distance of more than two shots from a crossbow before reaching the shore. Because of the underwater rocks, the boats could not come closer to the shore. When we reached the coast, the natives, numbering over 1,500, lined up in three detachments. Seeing us, they rushed at us with incredible shouts, two detachments fell on our flanks, and one from the front.

c) The captain fell face down, and immediately they showered him with iron and bam-beech spears and began to strike with cleavers until they killed the true leader. He kept turning back and forth to see if we all had time to board the boats. Believing that he was dead, we, the wounded, retreated as soon as possible to the boats, which immediately set out.

d) Your Excellency, the glory of such a noble captain is not erased from memory in our days. Among other virtues, he was distinguished by such steadfastness in the greatest vicissitudes, which no one had ever possessed. He endured hunger better than all others, more faultlessly than anyone else in the world, he knew how to understand
in navigation charts. And the fact that this is indeed the case is obvious to everyone, for no one else possessed such a gift and such thoughtfulness in the study of how to make a round-the-world voyage, which he almost did.

e) Hearing that a detachment of five ships was equipped in the city of Seville for the extraction of spices in the Moluccas under the command of Captain-General Fernand di Magallanche (Magallan), I set off there from the city of Barcelona, ​​taking with me a lot of goodwill - special letters. I spent three whole months in Seville, waiting while the said fleet was preparing to sail, and when at last the time of departure came, the journey began with extremely happy omens.

d

a

b

v

G

1. How many times did Magellan's expedition cross the equator?

The voyage was around the world, crossed the equator 4 times.

2. What in the above passages gives grounds for considering the assessment given by Pigafetta to Fernand Magellan as fair?

He was a famous soldier and sailor. Portuguese, managed to win the favor of the Spanish king. Which allowed to collect a round-the-world expedition. The money for the expedition was given by Spanish merchants, believing Magellan that the trip would be profitable. Suppressed the revolt of the Spanish captains. He had authority among all the sailors of the expedition. Managed to calculate the path across the ocean. Found the strait connecting the Atlantic and Pacific oceans... He fought bravely and died in battle with the natives. The expedition brought in huge profits, many times higher than the costs.

The Strait of Magellan is the strait separating the Tierra del Fuego archipelago and continental South America.

4. How many days did you sail across the Pacific Ocean?

Almost 4 months, about 111 days. On November 28, he went with 3 ships to an unknown ocean (he called it Tikhim because of the weather), and on March 15, the expedition approached the large Philippine archipelago.

Cartographic workshop.

Trace the route of Fernand Magellan's expedition on the map and name the geographical objects through which he passed.

2 - Atlantic Ocean.

4 - The Spilling of All Saints.

5 - Pacific Ocean.

6 - Philippine Islands.

9 - Indian Ocean.

Office of Education Administration

Zernograd district Rostov region

Municipal budgetary educational institution

Lyceum of the city of Zernograd

N.A. Yezerskaya

COLLECTION

PRACTICAL WORKS

BY GEOGRAPHY

(5-6 grade)

Methodical development

for geography teachers

2nd edition, revised

Resource center

2016

Ezerskaya N.A.

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

Reviewer: Ovcharenko Elena Nikolaevna, candidate of pedagogical sciences

The methodological development was considered at a meeting of the regional methodological association of teachers of geography, minutes of 10/14/2016 No. 2

Geographic skills are developed over a long period of time during learning activities in the classroom and practical work. The specifics of geography as an academic subject presupposes compulsory practical activity in the lesson, at any stage of it - when studying new material, repetition, consolidation, generalization - and is an integral part of the educational and cognitive process. The program and thematic planning provide for practical work.The teacher has the right to choose the number and nature of practical work to achieve the planned results, the subject of which is written to the log. This takes into account the requirements for the normalization of the study load, the characteristics of the educational institution, class. Practical work can be assessed both selectively and frontally. This is due to the specifics of the subject.

Resource center

Municipal budgetary educational institution

Lyceum of Zernograd, Rostov Region

2016

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

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

Grade 5 …………………………………………………… ... 7

Section 2 Practical work on the course “Geography. Initial course "

Grade 6 …………………………………………………… .16

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

References ………………………………………………………… ..26

Introduction

Modern requirements for the educational process orient teachers to test knowledge, abilities and skills through the activities of students. V this moment there is an acute issue of teaching aids to help organize the educational process in this direction.

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

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

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

The system of practical work is incorporated in the program of studying geography, but every teacher must approach the practical work creatively, using the entire arsenal methodological literature on this issue and our own developments.

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

In the course of studying the course, students master new maps: the structure of the earth's crust, soil, climatic, complex. When performing some work, students develop the ability to impose one card on top of another, using several cards at once. Many practical works of this course form the students' ability to compare the geographical features of individual territories, continents as a whole. It is difficult to overestimate the importance of such works for the development of students' thinking. For the first time, schoolchildren develop the ability to show the interrelationships that exist between the natural features of territories, the way of life of the population, and economic activities.

When studying the course “Geography of Russia. Nature "," Population and Economy of Russia "students must show the influence of natural features on the life of the population, its economic activity... For example, the influence of interconnections tectonic structure and relief, as well as minerals and industries. Definition total radiation, the moisture coefficient, it is important to link the comparison of these indicators for different regions of the country with differences in the nature of vegetation, with the characteristics of agricultural production. Practical work to identify the relationship between the components of nature in natural area it is also impossible without attention to environmental problems.

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

Practical work at the senior level provides for the independent use of the economic maps of the atlas by students, independent work with statistical materials from the textbook attachment, and work with the text. Often, when performing practical work, a whole complex is used various sources information. For example, when characterizing a transport highway, physical and economic maps, textual characteristics, statistics, periodicals... It is inexpedient to complicate practical work on the course "Population and Economy of Russia".

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

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

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

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

Ability to make diagrams, schematic maps by ourselves, to model maps of new content;

Ability to compose geographic descriptions, characteristics, to assess geographic phenomena and processes.

The work used data from thematic literary sources, normative documents, electronic sources of information; and also took into account the experience of the teacher.

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

SECTION 1

PRACTICAL WORKS

BY COURSE

"Geography. Introduction to Geography "

Grade 5

Science geography

Practical work No. 1

Theme of work: "Drawing up a diagram of the sciences of nature"

Purpose of work: Learn how to draw up the simplest schemes.

Sources of information: textbooks geography and biology for grade 5; a notebook for practical work; ruler; pencil; colored pencils (optional).

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

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

2. Find out which sciences study nature.

3. Make a diagram. 4. Make a conclusion.

Read the practical assignment carefully.

Make a work plan for the implementation of the practical work.

Determine the list of sources of information needed to carry out the practical work.

Analyze the sources of information.

Choose from your range of information that which is directly related to the assignment of practical work.

Convert the information to the form required by the condition of the task.

Submit the work to the teacher for review . An approximate option for performing the work:

Conclusion: different sciences study nature and interact with each other.

Earth and its image

Practical work number 2

Theme of work: "Organization of observations of the weather."

Exercise 1: in the calendar daily record the indicators of weather changes. To do this, it is necessary to note the air temperature using an outdoor thermometer 3 times a day at approximately the same time. As a result, the differences between the observed average daily and average monthly air temperatures will be established.

Results of observations:

Warmest day___________

Coldest day _________

Days with precipitation ______________

Types of precipitation ________________

Changes in wildlife ___________________________________

Assignment 2: On September 20, measure the length of the shadow at 12 o'clock from a place with a height of 1 m.

Summarize the results of observations at the end of the month.

Earth and its image

Practical work number 3

Topic: "Comparative characteristics of images earth surface».

Exercise: Make a comparative description of the image of the earth's surface. Based on the comparison results, fill in the proposed table.

Output:

Practical work number 4

Topic: "Determining the sides of the horizon with the help of a compass."

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

N-W N-B

З В

S-W

Yu Yu-V

Task 2. Decipher the listed abbreviations of the sides of the horizon. Enter the results of the work in the table.

Task 3. Consider the images of the compasses presented in Figure 18 of the tutorial (page 31). Identify the features of their similarities and differences. Based on the results of the work, fill in the proposed table.

Task 4. ( performed on the street, during an elective ) Conduct not a small study of the school territory, according to the following algorithm.

Work algorithm:

Choose your vantage point.

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

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

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

Fill in the results obtained in the table.

Practical work number 5

Topic: "Designation on the contour map of travel routes, designation geographic sites».

Exercise 1. (§ 7). (workbook, p. 21).

Task 2. (§ eight). Trace the route of the Phoenicians' voyage around Africa on the map and name the geographical objects through which it passed.(workbook, pp. 23-24).

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

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

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

Task 6. (§ 12). Trace the route of Vasco da Gama's voyage on the map and name the geographical objects through which he passed(workbook, p. 35).

Task 7. (§ 13). Use atlas maps to find geographical names associated with the name of Christopher Columbus(workbook, p. 37).

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

Assignment 9 ... (§ 15). Name the geographical objects shown on the map, with which J. Cook's round-the-world travels are associated(workbook, pp. 43-44).

Assignment 10 ... (§ 16). Draw on the contour map the numerical designations of the listed geographic objects(workbook, p. 46).

History of geographical discoveries

Practical work number 6

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

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

Vitus Bering

Semyon Dezhnev

I.F. Kruzenshtern

Yu.F. Lisyansky

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

Travel around the planet Earth

Practical work number 7

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

Exercise 1. Glue the outline map into your practice book.

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

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

Oceans: Quiet, Atlantic, Indian, Arctic.

Travel around the planet Earth

Practical work number 8

Topic: "Designation on the contour map major states mainland Eurasia ".

Exercise 1. On the contour maps of the regions of Eurasia, draw the states indicated by numbers. Enter the names and capitals of the designated states in the table. Trace the chart into your practice book. Indicate the name of the part of the world, the states that are represented on the contour map

Algorithm for completing the task:

find on political map the given state of the world;

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

apply a background color, indicating the territory of a given state (the color scheme is chosen based on the discrepancy between the colors of neighboring states);

sign the name of the state (the names of all states are signed with the same font and color);

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

Part of the world name: __________________________________

Nature of the earth

Practical work number 9

Theme of work: "Organization of phenological observations in nature".

Exercise 1. Read carefully in the text of § 27 the story about a walk in the vicinity of the settlement. Write down the objects live and inanimate nature by filling in the proposed table.

Answer the questions .

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

Why was there no place for them in the table?

Task 2. Read carefully in the text of § 27 the story about a walk in the vicinity of the settlement, distribute the objects of nature mentioned in the text according to the corresponding columns of the table.

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

SECTION 2

PRACTICAL WORKS

BY COURSE

"Geography. Initial course "

6th grade

Practical appraisal work

job title

1

Image of a school building to scale.

2

Determination of directions and azimuths according to the terrain plan.

3

Determination of the geographic coordinates of objects and objects by their geographic coordinates

4

Description of landforms

5

Drawing up a description of inland waters.

6

Plotting the temperature course and calculating the average temperature.

7

Building a wind rose.

8

Building a diagram of the amount of precipitation based on long-term data

9

Compilation of the characteristics of the natural complex.

10

Observation of the weather, phenological phenomena; measuring the height of the sun above the horizon.

Practical work No. 1

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

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

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

Exercise: Draw the building of the lyceum to scale.

Progress:

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

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

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

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

Sign the numerical and named scale.

Types of images of the Earth's surface,

Practical work No. 2

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

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

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

Equipment : compass, tablet, pencil, reticle, rangefinder;

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

Determine which edge of the area plan is north.

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

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

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

Submit the work and hand it over to the teacher.

Option 2:

Execution plan

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

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

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

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

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

6. Objects are represented using conventional symbols.

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

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

Types of images of the Earth's surface

Practical work No. 3

Work theme: "Determination of the geographic coordinates of objects and objects by their geographic coordinates."

Target: learn to determine geographic coordinates and objects by their geographic coordinates.

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

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

Task 3. Determine which direction the object is in using

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

Types of images of the Earth's surface

Practical work No. 4

Theme of work: "Description of relief forms".

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

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

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

Plains description plan

Mountain description plan

Where is.

In what part of the mainland.

Dimensions.

In which direction they are stretching.

Hilly or flat.

Sizes, age.

Differences in height.

Highest height.

What rivers flow.

Neighboring objects.

Option 1 - Russian Plain.

Option 2 - West Siberian Plain.

Option 1 - Caucasus.

Option 2 - Ural.

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

Practical work No. 5

Theme of work: "Drawing up a description of inland waters."

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

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

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

In which part of the mainland it flows.

Where it begins, where it flows.

Which direction it flows in.

The nature of the flow.

Power supplies.

River mode.

Human use of the river.

Assignment 2: Lake characteristics plan

1. Geographical position:

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

B) between what parallels and meridians.

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

3. The greatest depth.

4. Sewage or closed drainage.

5. Type of banks.

6. Human use.

Work on the contour map: designate the Don River, sign adjacent objects, determine where it flows.

Summing up the results of the work.

Hand over the work to the teacher.

The structure of the Earth. Earth shells

Practical work No. 6

Work theme: " Plotting the temperature course and calculating the average temperature ».

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

Equipment : pencil, ruler, pen, notebook.

Progress:

Using the data from your diary of observations of the weather, build a graph of the monthly course of air temperature.

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

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

Students note the moments of the onset of spring, bright signs of improving weather, try to predict it based on local signs.

The structure of the Earth. Earth shells

Practical work No. 7

Work theme: "Building a wind rose".

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

Exercise: build a wind rose

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

Cloudiness indicators:

It's clear

Cloudy

Partly cloudy

Total days

Plot the wind rose and cloud diagram as shown in the figure using the plotting method given in the tutorial on p. 117 (Rose of winds for the city of Vladivostok).

Conclusion of students.

The structure of the Earth. Earth shells

Practical work No. 8

Work theme: " Building a rainfall diagram

according to long-term data ».

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

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

Progress:

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

Build a rainfall chart for your area.

Determine in which season of the year there is the most precipitation, in which season of the year the least amount.

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

The structure of the Earth. Earth shells

Practical work No. 9

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

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

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

Exercise: students work in groups:

1st group: Exploring the river:

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

2. What is it in origin: natural or artificial?

3. Determine the water temperature, transparency.

4. Check the water for odor.

5. Water pollution, its protection.

2nd group : Description of the current weather:

1. Measure the air temperature.

2. Determine the atmospheric pressure with the barometer.

3. Determine the relative humidity with a hygrometer.

4. Determine the direction and strength of the wind with the help of a weather vane.

5. Make a conclusion about the type of weather.

Group 3: Description of the natural complex of the meadow:

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

2. Features of the meadow components.

3. The shape of the relief.

4. Rocks.

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

4 group: Description of the slope of the ravine.

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

2. What is its height?

3. What breeds does it consist of?

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

5. How you can use it for economic purposes.

Draw conclusions from your work.

The structure of the Earth. Earth shells

Practical work No. 10

Work theme: " Organization and training in techniques educational work: observation of the weather, phenological phenomena; measuring the height of the sun above the horizon, orientation by the sun».

Observation of weather and other natural phenomena

For observations, you must take a notebook in a cage and sign the "Weather Diary for 20__ year"

Draw "Weather Symbols" on the first page. On the spreads of the second and third pages, draw the form for the daily entries.

date

Watch

Temperature, ˚С

Atmospheric pressure, mm Hg Art.

Wind

Cloudiness

Types of clouds

Precipitation type

Conclusion about the weather

per day

Other phenomena in nature

Notes (edit)

watching

given

average

Direction

Strength in points

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

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

The state of cloudiness is observed in an open area: by examining the entire sky, determine the type of clouds and the approximate part of the sky occupied by clouds. Note the type of precipitation that fell during the day.

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

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

Conclusion .

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

It's time for every teacher to figure out what new he should be open to, what he needs to do in a new way. Reconsideration is possible only on the basis of the teacher's analysis of his teaching activities and comparing its results with those established by the new standard.

A practice-oriented approach to school geography, and in the traditional educational paradigm played a very noticeable role, in the conditions of the Federal State Educational Standard, the role of practice-oriented methods is still strengthening and becoming one of the key ones, and a modern teacher, of course, must master them perfectly.

Obviously, the inculcation of practical skills can be seen in all courses of geography, and the success of the assimilation of both theoretical knowledge on the subject and practical skills depends on how they are organized by the teacher. Practice shows that students always need the help of a teacher.

Bibliography

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

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

Kondakov A. M... and others. The concept of federal state educational standards for general education. - M .: Education, 2012.

Kotlyakov V.M. Geography in a Changing World. - M., 2016.

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

Nikitina N.A. Lesson development in geography, class 6. - M .: Vako, 2015

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

Yalalov F.G. Activity-Competence Approach to Practice-Oriented Education //Internet magazine "Eidos". - twenty 15

Internet resources:

Http://www.rusngo.ru

- w... national-geographic.ru

Http://www.eidos.ru

Http://geo.metodist.ru

Http://my-geography.ru

Http://nsportal.ru

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

Geography grade 5

Geography teacher, MKOU Cherchet secondary school Ogorodnikova G.I.

Topic: Great geographical discoveries

The purpose of the lesson : Creation of conditions for the formation of an idea of ​​the great geographical discoveries of the 15-17 centuries.

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

Planned results :

Personal:

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

Awareness of the value of geographical knowledge as an essential component of the scientific picture of the world.

Subject:

- know great travelers and name geographical objects, etc.render the routes of their travels their routes on the map.

Name the main results of outstanding geographical discoveries and travels;

Metasubject:

Personal UUD

Respect for history, culture, national characteristics, tolerance

Cognitive UUD:

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

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

Ability to conduct an independent search, analysis, selection of information, its transformation, storage, transmission and presentation using technical means.

Regulatory UUD:

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

Ability to independently acquire new knowledge and practical skills;

Ability to manage your cognitive activity;

Ability to organize their activities;

Determine its goals and objectives;

Choose tools and apply them in practice;

Evaluate the results achieved.

Communicative UUD:

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

Organize educational interaction in a group independently (define common goals, assign roles, negotiate with each other)

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

Implemented aspects

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

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

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

Organization of space: frontal work, work with a map, work with a contour map, work with video material, individual, in groups.

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

During the classes:

Lesson stage,

forms of work organization.

Teacher activity

Student activities

1. Organizational stage.

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

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

Greet each other

2. Determination of the topic of the lesson.

Statement of the goal and objectives of the lesson.

In ancient times, knowledge about the Earth was limited, but already ancient scientists assumed that the planet was spherical and calculated its size.

The great geographical discoveries of European end travelersXv- middleXviicenturies were the result of the rapid development of productive forces in Europe, the growth of trade with the countries of the East, the shortage of precious metals in connection with the development of trade and monetary circulation.

And today we will continue our conversation about travelers.

Answer the question:

About travelers.

They write it down in a notebook.

Assume: who made what trips, the route to follow.

3. Motivation of educational activities of students.

We will take a trip.

For this you have a travel journal.

Working with a travel journal.

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

4. Primary assimilation of new knowledge.

Chatting and working with the map.

Organization of work in groups.

Initial test of understanding.

Chatting and working with the map.

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

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

Exercise:

1.When did the first trip around the world start?

2. By whom was it organized?

3. Which ocean was named? Why - guess?

4. When did it end?

5. Did the travel organizer manage to complete it?

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

EXERCISE MINUTE

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

3.Opening of Australia.

Group # 1.

Using a textbook, a map of the Great Geographical Discoveries atlas, an encyclopedia, a slide, answer the questions:

1.What was supposed about Australia before its discovery?

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

3.Was thereopen mainland Australia together with Fr. New Guinea.

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

4.Discovery of Antarctica.

Using a textbook, a map of the Great Geographical Discoveries atlas, an encyclopedia, a slide, answer the questions:

Group number 2.

1.Who discovered Antarctica and when?

2. What were the names of the ships?

3. What difficulties did you face?

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

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

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

Show the route and answer questions.

Take short notes.

Work with contour maps: to mark the paths of travelers in different colors, guided by the degree grid along the contours of the continents.

They work in groups and complete assignments.

They report on the work done.

5. Secondary anchoring.

Were we able to achieve our goals.

Express their opinion.

6. Information about homework, instructing on its implementation

Prepare a message or presentation about one of the travelers.

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

Explore § 2

Make diary entries.

7. Reflection (summing up the results of the lesson)

Grading.

Analyze their work in the lesson and evaluate themselves.

Physical minutes in the lessons in verse

Physical minutes for the eyes

***

One to the left, two to the right,
Three up, four down.
And now we look in a circle,
To see the world better.
We will direct our eyes closer, further,
By training the muscle of the eyes.
We'll see better soon
Make sure you now!
Now let's press a little
Points near their eyes.
We will give them a lot, a lot,
To amplify a thousand times!

***

"Rain"

The first drop fell - a drop! (Above with a finger they show the trajectory
And the second came running - drip!movement of the drop, eyes up.)
We looked at the sky (They look up.)
Droplets "drip-drip" sang,
Wet their faces
We wiped them off. (Wipe "your face with your hands.)
Shoes - look -
Steel wet. (They point their hands down and look down with their eyes.)
Let's take our shoulders together
And shake off all the droplets. (Shoulder movements.)
Let's run away from the rain
Let's sit under a bush. (Squat, blink.)

***

"Vegetables"

The donkey walks, chooses,
He doesn't know what to eat first. (Look around the circle.)
A plum has ripened upstairs,
And nettles grow below
Left - beets, right - rutabagas,
On the left is a pumpkin, on the right is a cranberry,
Below is fresh grass
Above - juicy tops.
Couldn't select anything
And he lay down on the ground without strength. (Close your eyes, then blink 10 times)

***

"Barbara"

Curious Barabara
Looks to the left ...
Looks to the right ...
And then forward again.
Here he will rest a little;
Neck is not tense
And relaxed ...

And Varvara looks up!
Above all, farthest!
Coming back -
Relaxation is nice!
Neck is not tense
And relaxed ...

Now let's look down -
Neck muscles tensed!
We go back -
Relaxation is nice!
Neck is not tense
And relaxed ...

***

The eyes need to rest.(Guys close their eyes)
Take a deep breath.(Deep breath. Eyes still closed)
The eyes will run in a circle.(Eyes open. Movement of the pupil in a circle clockwise and counterclockwise)
Will blink many, many times(Frequent blinking of eyes)
The eyes felt good.(Lightly touching closed eyes with fingertips)
Everyone will see my eyes!(Eyes open. A wide smile on his face)

***

The lesson drags on
You've read a lot.
The call will not help here,
Once the eyes are tired.
The eyes need to rest
Everyone should know about it.
Exercises exactly five,
It is important to remember everything.
Exercise one -
Slide the books to the edge of the desk.

Exercise two
Repeat easily after me.
Close up and cannot be opened,
Train your eyes.

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

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

Repeat five times
Relaxing the muscles of the eyes.
Exercise four
There is no harder in the whole world.
We begin with attention
And we strictly follow
(Sitting, look in front of you, look at the chalkboard for 2-3 seconds. Extend your left finger along the midline of the face at a distance of 5-20 cm from the eyes. Move your gaze to the end of the finger and look at it for 3-5 seconds, after which the hand lower.)

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

***

"Rainbow"

Oh, how long have we been writing
The eyes of the guys are tired.(Blink your eyes.)
Look out the window(Look left-right.)
Oh, how the sun is high.(Look up.)
We'll close our eyes now(Close your eyes with your palms.)
Let's build a rainbow in the class,
Let's go up the rainbow(Look in an up-right and up-left arc.)
Turn right, left,
And then we'll roll down(Look down.)
Blink tightly, but hold on.(Close your eyes, open and blink them.)

***

"Butterfly"

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

***

"Magical dream"

The cilia descend ...
Eyes are closing ...
We are resting calmly ...
We fall asleep magically ...
Breathing easily ...
Exactly ... deep ...
Our hands are resting ...
Resting ... Falling asleep ...
Neck is not tense
And relaxed ...
The lips are slightly parted ...
Everything relaxes wonderfully ...
Breathing easily ... evenly ... deeply ...
(Pause.)
We are resting calmly ...
We fall asleep magically ...
(Louder, faster, more energetic.)
It's good for us to rest!
But it's time to get up!
We squeeze the cams tighter.
We raise them higher.
Stretched out! Smiled!
Everyone open their eyes and stand up!

***

"Merry week"

All week in order
The eyes are doing exercises.
VMonday how they wake up
The eyes of the sun will smile
Down will look at the grass
And back up high.
(Raise your eyes up; lower them down, the head is motionless)

InTuesday watch-eyes,
They look here and there,
Walk left, walk right
Never get tired.
(Turn your eyes to the right side, and then to the left, the head is motionless)

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

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

Vfriday we didn’t yawn
The eyes ran in a circle.
Stop, and again
Run in the other direction.
(Raise your eyes up, right, down, left and up; and back: left, down, right and up again)

At least insaturday day off,
We are not lazy with you.
Looking for corners with a glance
For pupils to run.
(Look to the upper right corner, then to the lower left; look to the upper left and lower right)

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

***

"Bridge"
We close our eyes, these are the miracles(Close both eyes)
Our eyes are resting, exercises are being performed(Continue to stand with their eyes closed)
And now we will open them, we will build a bridge across the river.(They open their eyes, draw a bridge with their eyes)
Let's draw the letter "O", it's easy(They draw the letter "O" with their eyes)
Lift up, look down(Eyes up, down)
Turn right, left (Eyes move left and right)
Let's start working again.(Eyes look up and down)

***

"Dragonfly"
That's what a dragonfly is like pea eyes.(They make glasses with their fingers.)
Left-right, back-forward-(Eyes look left and right.)
Well, just like a helicopter.(Circular eye movements)
We're flying high.(They look up.)
We're flying low.(They look down.)
We fly far away.(They look ahead.)
We're flying close.(They look down.)

***

"Hare"
Lift the carrot up, look at it.(They look up.)
Look only with your eyes: up and down, left and right.(Eyes look up and down, left and right.)
Hey, hilarious, skillful! Blinking eyes.(They blink their eyes.)
Closes his eyes.(Eyes close.)
The bunnies took the carrots and danced merrily with them.(We jump like bunnies).

***

"Cat"
Here the window was thrown open,(They spread their arms to the sides.)
The cat went out onto the cornice.(Mimics the soft, graceful gait of a cat.)
The cat looked up.(They look up.)
The cat looked down.(They look down.)
She turned to the left.(They look to the left.)
I watched the flies go.(Look at the "fly" from the left shoulder to the right.)
Stretched, smiled
And she sat down on the cornice.(Children squat.)
She turned her eyes to the right,
She looked at the cat.(They look straight.)
And closed them in purrs.(They cover their eyes with their hands.)

***

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

***

« In the woods"
The sun goes in a circle(Rotational eye movements)
The deer is asleep.(Eyes closed)
We walk with you through the meadow quietly, quietly.(Open eyes)
We walk along the edge and find a path.(Look down)
Here's a magpie at the top(Look up)
Cleans the back with its beak.

***

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

***

Oh, how long have we been writing

The eyes of the guys are tired. (Blink your eyes.) Look at the window, (Look to the left - to the right.) Oh, how high the sun is. (Look up.) We will close our eyes now, (Close our eyes with our palms.) We will build a rainbow in the classroom, Let's go up the rainbow, ( Look in an arc up to the right and up - to the left.) To the right, to the left we turn, And then we will slide down, (Look down.) Squint tightly, but hold on. (Close your eyes, open them and blink them.)

***

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

***

« Artists"

We will conjure with our eyes.
Let's draw a huge circle!
We will draw a window
And a tremendous log.
Let's draw an elevator running:
Eyes down, eyes up!
Everyone closed their eyes: one or two!
Head is spinning.
We blinked our eyes
In an instant, the garlands sparkled.
We look straight ahead and forward -
This is an airplane rushing ...
Blinked once, blinked twice -
Our eyes rested!

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

turn your eyes down, turn your eyes up

close your eyes tightly (3-5 sec.)

blink eyes 3-5 sec.

look straight ahead

blink eyes 3-5 sec.

Physical minutes for fingers. Finger motor skills

***

"My friends"

All are friends in our class. (Rhythmically knocking fists against each other)

The youngest is me. (They open their fingers, starting with the little finger)

This is Masha,

This is Sasha,

This is Yura,

This is Dasha.

***

"At Matreshina's sister ..."

Matreshina's sister

(Rhythmic beats with the fingers of the right hand, starting with the index finger, along the left palm.)

In the village of fables:

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

A duck walks in a skirt

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

In a warm sheepskin coat,

The chicken is in a vest,

Cockerel - in a beret,

Goat - in a sundress,

Zainka - in a caftan,

And all of them are worthy

Rhythmic alternating hand claps and fist bumps.

A cow in a mat.

**

"Cabbage"

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

We mimic cabbage, ("mash cabbage")

We salt-salt the cabbage, ("take" a pinch of salt and "salt")

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

***

"To the garden for plums"

(Bend fingers alternately)

A fat finger and a thumb went into the garden for plums,

The index from the doorway showed him the way.

The middle finger is the most accurate, it knocks plums off the branch.

The nameless one collects, and the little finger is the lord

Throws bones into the ground.

***

"Rain"

Rain, rain (They knock their fingers alternately)
All day
Drumming into glass.
All the earth (fists clenching and unclenching)
The whole earth
Soaked from the water ...

***

"Mushrooms"

(Alternately unclench the fingers of the fist)

This finger went to the forest,

This finger found a mushroom

I began to clean this finger,

This finger began to fry,

This finger sat down and ate

That's why he got fat.

***

"My family"

(Clench your hand into a fist, alternately unclench your fingers, starting with the thumb.)

This finger is a grandfather

This finger is a grandmother

This finger is a daddy

This finger is mommy

This finger is me.

That's my whole family

(Vigorously make a fist several times.)

**

This little finger is a very small finger.
The nameless ring wears, will never leave it.
This finger is the longest, it stands in the middle.
This one is an index finger, a wonderful one.
This finger is what is called a big one.

***
We shake our palm
Stretch each finger.
One, two, three, four, five
We will start writing again.

***

To write beautifully
I need to stretch my fingers
One, two, three, four, five
We'll get five for the letter!

***

"Friendship"

Friends in our group

Girls and boys.

We will make friends

Little fingers.

One, two, three, four, five.

We have finished counting.

***

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

"House"

One, two, three, four, five.

Fingers went out for a walk.

One, two, three, four, five.

They hid in the house again.

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

***

We shake our palm
Stretch each finger.
One, two, three, four, five
We will start writing again.

To write beautifully
I need to stretch my fingers
One, two, three, four, five
We get five for the letter.

Physical minutes for the formation of correct posture

My back is straight

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

I'm not afraid of bending: (Leaning forward.)

Straighten, bend, (Bend back, straighten.) Turn. (Turns of the torso.)

One, two. three. four.

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

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

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

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

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

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

I can also bow. (Bow and straighten up.)

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

Turn this way - this way! (Turns the torso to the right and to the left.) Oh, a straight back! (Bend forward and straighten up.)

***

Once. two. three. four

(Turns of the torso.)

Three. four times. two.

We bend over with cotton.

We bend over with cotton.

And then we get up with a clap.

Down and up, down and up.

Come on. clap the loudest!

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

We ride on one leg.

Like an elastic ringing ball.

On the other, too.

We can jump for a very long time.

(Jumping on one leg.)

We rotate the head smoothly.

Looking left, looking right

(Turning the head to the right and left.)

And we will walk a little.

(Walking in place.)

And back to the lesson again.

(Children sit at their desks.)

***

We tried, we studied.

We tried, we learned

And we got a little tired.

We must now do

Exercise for the back.

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

We work with our hands.

We are flying under the clouds.

Hands down and hands up.

Who flies the fastest "?

(Children imitate wing movements.)

So that my legs do not hurt.

One - sat down, two - sat down.

Three. Four. Five and six.

Seven and eight. Nine ten.

(Squats.)

We go next to the party,

(Walking in place.)

And then we sit down.

(Children sit at their desks.)

***

All the guys stood up together

(Straighten up)

And they walked on the spot.

(Walking in place.)

They stretched on their toes.

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

We sat down like springs

(Sit down.)

And they sat down quietly at once.

(Straighten up and sit down.)

For starters, you and me

We only twist our head.

(Head rotation.)

We rotate the body too.

Of course, we can do that.

(Turns left and right.)

Finally stretched

Up and to the sides.

Have caved in.

Warm-up blushed

And they sat down at the desks again.

(Children sit at their desks.)

Physical minutes for all muscles of the body

Russian language, literary reading

***

We will show the letter A,
(everyone smiled at first!)
Legs to the sides with a jump,
Hands up with a hut ...
Before us is the letter A:
Once they sat down, got up - two!

**

smile at each other

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

I'll stand on my toes
I’ll stretch well.
One - tilt, two - tilt,
Like the letter "O" will curl up.
And I will jump a little,
And I'll twirl my hands
I stand on my right leg
And I'll turn my head ...
I'll sit quietly, smile
And I'll get to work!

stand on tiptoes, stretch

perform 2 forward bends
reach the toes of the feet with your hands (2-3 times)
jumping on two legs 3-4 times
rotate hands 3-4 times
standing on the right leg (2-3 sec.)
head tilts to the right and left (4-6 times)
sit down

. ***

We hit with a hammer
According to words, according to words.
The vowel O is now percussive,
Or A, or a!
Let's hit it with an accent
In the words, in the words ...

children clench their hands into fists,
hitting fist on fist,
alternately changing hands

***

Suffix walks along the track
And plays the accordion ...
Here is the little house. This is a house.
This is home. A gnome lives here.
Here is the house of the giant
The Giant Image ...
They ran away from him
so as not to touch anyone !!!

walking in place for 3-4 sec.
hands in front of the chest, jerking with hands
sit down, rise up
stand up
climb on toes, hands up,
stretch out
running in place for 2-3 seconds.

Maths

QUICKLY all the guys got up
Hands raised QUICKLY up.
FAST slammed 5 times.
And now the blinking eyes:
FAST QUICKLY blinked
And ... they knocked with their feet.
FAST left leaned
And now they straightened up!
Left-right 10 times -
The tired class rested ...
How the penguins flew
And they sat down quietly at the desks!

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

blink eyes 3-4 sec.
stomp your feet for 3-4 seconds.
tilt to the left
stand up straight
tilts left-right 5 times
in each direction
jogging in place, waving hands
sit at desks

***

So many times, friends, sat down
How many days we have in a week!
We'll jump so many times
How many eyes does Three-Eyes have.
So many bends
How many green trees.
And we'll stomp so many times
How many girls do we have;
And we'll slam it so many times
How many boys do we have! ..

sit down 7 times

jumping on two legs 3 times

tilts left and right 4 times

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

how many boys are there in the class

Hands are locked:
One is a jump, two is a jump!
This is round Mr. Zero -
Our good-natured king!

hands folded into the lock - this is the "belly"
Zero;
jumping on two legs (6-8 times)

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

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

Mr. Zero went on a hike:
One - back, two - forward! ..

walking in place (3-5 sec)

The world

« Flight to the moon"

Flew to the moon -
One hand to the side.
And they lifted the second up,
As if wings were flapping.
We jumped high -
Here is the moon, not far!
Stretched out - here it is
The whole MOON is on the palms!

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

***

In the morning at the forest edge
The little animals are gathering.
Everyone is accustomed to order:
Do exercises together!

walking in place throughout

reading the first four lines

Squirrels and hares are jumping -
1-2-3, 1-2-3…
They jump, jump on the lawn -
Look, look!
They got up - sat down, got up - sat down,
We looked to the right and to the left.

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

Amicably make bends
Black-browed crows.
And the toothy beavers
We took axes in our paws.
Get used to everything in order:
Start your day by exercising!

tilts forward and backward 4-6 times
exercise "ax" 6-8 times

***

Raised their shoulders -
Grasshoppers are jumping!
10 times on two legs
In multi-colored boots!
And now on the right leg
We galloped along the path!
And now on the left leg
We galloped along the path!

raise your shoulders

10 jumps on two legs

10 jumps on the right leg

10 jumps on the left leg

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

take a deep breath, hold
breath at the expense of 1-2-3
jumping on two legs 5-6 times

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

tilts forward 4-5 times
slow walking, high
lifting legs

Physical minutes at any stage of the lesson

Get ready to warm up! To the right - to the left, spin, Count turns, One-two-three, do not lag behind.(Rotation of the trunk to the right and left.) We begin to squat - One, two, three, four, five. The one who does exercises, Can we dance squatting.(Squats.) Now let's raise the handles And lower them with a jerk. As if we were jumping from a steep On a sunny summer day.(Children raise straight arms above their heads, then with a sharp movement lower them and take them back, then with a sharp movement up again, etc.) And now walking is in place, Left-right, stop, one-two.(Walking in place.) We'll sit down at our desks, together we'll get down to business again.(Children sit at desks or tables.)

***

Get started charging! Up hand, the other down!(One straight arm up, the other down, jerkly change hands.) We repeat the exercise, We make the movements faster. One - we will bend forward, Two - we will bend back. And the slopes to the sides We will undertake to do.(Bends forward, backward, and sideways.) Squats again We will do it together. One, two, three, four, five, Who started to lag behind there?(Squats.) We will switch to walking,(Walking in place.) And we'll start the lesson again.(Children sit at tables.)

***

Raise the handles higher, Lower the handles down. First, get the roof, then touch Paul. (Stretch your arms up, then sit down and touch the floor with your hands.) We perform three tilts, we bend to the floor,(Leaning forward.) And then let’s bend at once Deep back three times.(Bends back.) Perform jerks with your hands - One, two, three, four, five.(Jerking with hands.) And now we squat to become stronger and stronger.

***

To begin with, you and I Twist our head only.(Head rotation.) We rotate the body too. Of course, we can do that.(Turns left and right.) Finally, we reached up and to the sides. Have caved in.(Stretching up and to the sides.) Warm-up blushed And sat down at the desks again.

***

Let's get started. To begin with, only rotate the body. Repeat the exercise, All familiar movements.(Rotation of the trunk to the right and left.) We knead our shoulders, We move our hands towards: One hand is flying up, And the other is down for now.(One hand up, the other down, jerking hands change.) One, two, three, Turn the body to the left. And help with your hands, knead your loin.(Turns the torso to the sides.) And now we have jumping. After the jump - another jump, P burp and jump, jump and jump.(Jumping.) Let's work with our hands, and elbows, and shoulders.(Hands in front of the chest, jerking with hands.) We will stop and again We are ready for classes

,
***

Little white bunny is sitting
And wiggles his ears.
Like this, like that
He wiggles his ears.

***
In the morning the gander got up on its paws
Prepared to charge
Turned left, right
Squats done well
I cleaned the fluff with a beak
And again at the desk - splash!

***

A sunflower grew in the garden
Like this, like this!
A sunflower grew in the garden
With a bright yellow head.
He turned his head,
I wanted to see everything myself.
What a sunflower saw there
He will now tell us.

***

- And now everyone has quietly got up ...
- And now we will go to the forest ...
- And now everyone has quietly got up,
Together they raised their hands up,
Sideways, forward, backward,
Turned right, left
They sat down quietly, back to work.
We are little bunnies
They rode in the clearing.
Jumped, jumped,
They ran to school.
Behind the desks quietly gallop
And we will continue our lesson.

***

We walked along the path, walked
They found many pebbles.
Sat down, collected
And then we went.

***

We're kicking top-top
We clap-clap with our hands
And then jump-jump
And one more time.,
And then squat down,
And again - in order.
We will run along the path
One two Three!
And clap your hands
One two Three!
And shake our heads
One two Three!
Everybody dance with us
One two Three!

***

Cha, cha, cha (3 claps on the thighs)
The stove is very hot (4 jumps on two legs)
Chi, chi, chi (3 claps over your head)
Oven bakes rolls (4 squats)
Chu, chu, chu (3 claps behind the back)

***

Raise our hands up
And then we let them go.
And then we will deploy them
And we will quickly press to ourselves.
And then faster, faster
Clap, clap more fun.

***

We stamp our feet
We clap our hands
We nod our heads.
We raise our hands
We put our hands down
And let's start writing again.

***

Here are my assistants,
Turn them as you like.
One, two, three, four, five.
Knocked, turned
And they wanted to work.
Quietly everyone sat down.

***

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

. ***

The ducks went out to the meadow
Quack, quack, quack.
Green beetle flew
F - f - f.
Geese arching their necks
The feathers were straightened with their beak.
The reeds rustled in the pond
W - w - w
And again there was silence.

***

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

***

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

***

"Buratino"

Pinocchio - stretched

Once - bent down,

Two - bent down,

He spread his arms to the sides,

Apparently, he didn’t find the key.

To get us the key

We need to stand on our toes.

***

"Tree"

The wind is blowing in our faces, (movements of the hands towards ourselves)

The tree swayed (swaying with raised hands)

The breeze is getting quieter - quieter - (gradual squatting)

The tree is getting higher, higher, (stand up, stretch on tiptoes)

***

"We went out to the forest lawn"

We went out to the forest lawn, (walking in place)
Raising my legs higher
Through bushes and bumps, (jumping in place)
Through branches and stumps.
Who walked so high ─ (claps)
Did not stumble, did not fall.

***

"In winter"

We'll warm up a little (Rub our shoulders)

We clap our hands (clap our hands)

We stomp with our feet (we stomp in place)

And we will pat ourselves. (Clap your knees)

References:
1. Kulnevich S.V., Lakocenina T.P. Unconventional lessons in elementary school. - Rostov-on / D., TC "Teacher", 2002.
2. Tsvyntarniy V.V. We play with our fingers and develop speech. - S-Pb., 1997
3.