Technological map of the lesson in geography "tech". Technological map for a geography lesson

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Geography, grade 6, technological maps of lessons, Budarnikova L.V., 2015.

The manual presents technological maps of geography lessons in the 6th grade, compiled in accordance with the Federal State Educational Standards LLC, oriented to work on the textbook and workbook T. P. Gerasimova, N. P. Neyunokova, T. A. Kartasheva, S. V. Kurchin, members of educational system"Vertical".
Technological maps of lessons reflect modern views and forms of activity that contribute to the development cognitive activity, communicative competence, which encourage schoolchildren to carry out regulatory and evaluation functions, formulate educational and practical tasks and find ways to solve them.
Designed for teachers of geography, leaders of methodical associations.

TYPES OF IMAGES OF THE EARTH'S SURFACE (9 hours).
LOCATION PLAN (4 hours)
Lesson 2 SCALE
Lesson type
A lesson in learning new knowledge. Workshop

The goals of the teacher
Contribute to the formation of ideas about the types of images of the Earth on a plane, terrain plan; create conditions for the formation of skills to read the terrain plan, recognize objects using conventional signs, determine the distances between geographical objects using a named, numerical and linear scale

Educational Resources
Electronic supplement to the textbook: The concept of the terrain plan

Lesson plan
1. What is a site plan? Conventional signs.
2. Scale. Why is scale needed?
3. Numerical and named scales.
4. Linear scale. Scale selection
Methods and forms of education
Methods: visual, partially exploratory, practical, control. Forms: individual, frontal

CONTENT
Introduction
Introduction (1h)
Lesson 1 solar system
Types of images of the earth's surface (9 hours)
Terrain plan (4 hours)
Lesson 2 Scale
Lesson 3 Orientation
Lesson 4
Lesson 5
Geographic map(5 h)
Lesson 6 Geographic map
Lesson 7 degree network on the globe and maps
Lesson 8 Geographic latitude
Lesson 9
Lesson 10
The structure of the earth. Earth shells (21 h)
Lithosphere (5 hours)
Lesson 11 internal structure
Lesson 12 earth's crust. Volcanism
Lesson 13 The mountains
Lesson 14
Lesson 15
Hydrosphere (6 hours)
Lesson 16 Parts of the oceans. Properties of ocean waters
Lesson 17
Lesson 18 The groundwater
Lesson 19
Lesson 20
Lesson 21
Atmosphere (6 h)
Lesson 22
Lesson 23
Lesson 24 Wind
Lesson 25 Clouds and precipitation
Lesson 26
Lesson 27
Biosphere. Geographic envelope(4 h)
Lesson 28
Lesson 29
Lesson 30. natural complex
Lesson 31 Earth shells»
The population of the Earth (3 hours)
Lesson 32
Lesson 33
Lesson 34
Literature.

Routing

geography lesson in grade 5 MBOU "Rybinobudskaya secondary school",

given by the geography teacher Ivanova L.A.

Lesson topic_ Africa travel

Lesson type _ study and primary consolidation

Lesson objectives: Reveal the meaning of terms, learn to characterize the geographical location of the mainland, participate in the discussion of the nature of the mainland, be able to give examples of the natural "record holders" of the mainland. Explain the features of the nature and population of Africa. Determine the specifics of the nature and population of Africa on the test and maps. Name and show on the map geographic features on the subject of the lesson. Highlight the specific features of the nature of the mainland.

Ability to work with various sources of information. Highlight the main points in the text. Structure the learning material.

Teaching technologies: personality - oriented education, developmental education, health saving, information and communication, cooperation.

Teaching methods used in the lesson:

verbal, visual, practical;

methods of psychology - the development of mental operations: classification and systematization, comparison and generalization;

pedagogical methods - methods of organization and stimulation learning activities;

information methods - work with a map, textbook, additional literature.

Structural elements of the lesson: updating the students' basic knowledge necessary for the perception of the material; assimilation of the topic in the process of problematic dialogue and research; performance of tasks aimed at motivating, generalizing and differentiating the studied phenomena, at mastering ways to solve cognitive problems.

The planned learning outcome, including the formation of UUD: develop logical thinking; select entertaining material on the subject, build a message in oral and written form.

Cognitive UUD: to form the ability to work with information, with the text of the textbook, to perform logical operations to independently identify and formulate the cognitive goal of the entire lesson and a separate task.

Communicative UUD: to form speech activity, cooperation skills, find common decision, the ability to argue their proposal, mutual control and mutual assistance in the course of the task.

Regulatory UUD: formation of the ability to build life plans, predict, listen to the interlocutor, manage their activities, accept and save the learning task; show cognitive initiative in educational cooperation, set new educational tasks in cooperation with the teacher, show initiative and independence; evaluate. Correct knowledge;

Personal UUD: formation of the ability to self-determination, management healthy lifestyle life, to develop empathy, emotional and moral responsiveness based on the development of the ability to perceive the feelings of other people. Understanding the specific features of the nature and population of Africa. Awareness of the reasons for the unique nature and population of the mainland

Basic concepts: Africa, Sahara, Kilimanjaro, Nile, Congo, Niger, Zambezi, Victoria, Tanganyika, savanna, oasis.

During the classes

Lesson stage	Teacher activity	Student activities	Principles of the system-activity approach, formed by UUD.
1.Organizing time Target: motivating students to learning activities by creating an emotional environment;	Welcome speech of the teacher: Hello Dear friends I am glad to see you all at today's lesson. Let's find out with what mood we came to the lesson. Hanging on the board image of three faces : funny,neutral and sad, I ask you to attach your ray to the face, what mood is in your heart right now. (beautiful music playing), while the children attach their rays) Thank you very much for your honesty to tell us about your mood. And I hope that the sun that we got will shine on our journey.	Greetings teachers, They tune in to the lesson, psychologically prepare for communication.	The principle of psychological comfort. UUD: personal, communicative. The goal is to create a friendly atmosphere, motivation to study, and create a situation of success.
2.Updating knowledge	Today in the lesson we will continue our journey around the planet Earth. To get started, remember: Which continent is the largest in area? Which lake is the deepest in the world? Why is Vasco da Gama famous? Who are the Phoenicians? What travels did the Phoenicians make? Now look at the screen....	Dialogue with the teacher. Answer questions watching a clip from the cartoon "Doctor Aibolit" Working with information presented on the slide, in order to search and highlight the necessary information;	The principle of activity. UUD: regulatory (problem feed educational material). The principle of integrity. UUD: cognitive, regulatory (independent goal setting, planning, forecasting) PURPOSE: to create a problem situation, to predict upcoming activities.
3. Stage of learning new knowledge and ways of action Setting a learning goal. Search for information. Physical education	Let's define the topic of our lesson. So, the topic of our lesson is “Journey to Africa”. And we will go on a trip to Africa. (slide2) Think, what is the purpose of our journey? (slide 2) Do you think this knowledge will be useful to you in your future life? Write the topic of the lesson in your notebook. You will learn: (slide 3) On the nature of Africa. On the natural "record holders" of the mainland. On the patterns of change in nature on the mainland. About what an oasis is. About what people in Africa look like. We have to answer the main question: Is it cold in Africa? And so we begin our journey through Africa? True since Geographic location mainland. (slide 3) GP plan. 1. Dimensions. 2. Oceans and seas washing the mainland. 3. Neighboring continents We know the address of the mainland. Let's now get acquainted with the nature of the mainland. Tasks by groups: 1group - Features of the relief of the mainland Group 2 - Climate features 3rd group - Inland waters Africa Group 4 - Features of the flora and fauna of Africa. Oases. Group 5 - The population of the mainland. The floor is given to representatives from the groups. During the story of the 4th group, presentations by students: Gorillas, Baobab Let's get some rest. Gymnastics for the eyes North South West East. Move your eyes up and down, left and right. Squeezing your eyes shut, relieve tension by counting to ten. Let's make faces. Depict the faces of various animals living on the mainland. Nose drawing. Look at the contour of the mainland, island, sea, economic region. Close eyes. Draw an object in the air with its nose. Open your eyes, compare with the original. Coloring. Imagine the white outline of the mainland. Mentally color different color natural areas mainland. Color slowly, without gaps. A circle. Imagine a big circle. Circle his eyes first clockwise, then counterclockwise. In this case, you can mentally name the neighbors of the economic region or repeat coastline any mainland. After listening to all the messages, let's try to answer the main question of our lesson: Is it cold in Africa?	Goal setting. Answer questions Work with a physical map of the hemispheres and textbook. The student at the blackboard gives a description of the GP. Students mark oceans and seas on a map. Work with an atlas map. Obtaining information from the text of the textbook and additional (information distributed by the teacher.) A representative of each group answers at the blackboard, showing the necessary objects. Students mark them in k / cards. Ask additional questions. Do the exercises Trying to answer a question Formulate their own opinion and justify it.	The principle of activity. UUD: communicative, cognitive, regulatory (development of students' attention, monologue speech; creation of a favorable atmosphere of interest; work on the formation of logical skills: analysis, comparison, generalization, construction of chains of reasoning). OBJECTIVE: to develop the ability to apply new knowledge. UUD: regulatory (predict, listen to the interlocutor, the ability to express one's point of view). cognitive: to form the ability to work with information, with the text of the textbook. perform logical operations independently ... Communicative Regulatory UUD be proactive in learning collaboration PURPOSE: to create a problem situation, to activate existing knowledge.

4. Stage information about homework		P.22. Qp.119, Mark on contour map geographic features Optionally Compose crosswords on the topic "Africa"	Record d / z.
5. Stage of consolidation of the studied, generalization and systematization	1. What is the area of ​​Africa? 2. Part of what oceans are the seas washing Africa? 3. What is the name highest peak mainland? 5. Lakes champions? 6. Why is there a hot climate on the mainland? How does it change with distance from the equator? 7. What are creepers? 8. What is the name of the tropical steppes of Africa? 9What is an oasis? For what outward signs Can you tell an African from a European?			Answer questions		PURPOSE: to create a problem situation, to activate existing knowledge. Personal: formation of motivation Regulatory: goal setting, control (comparison of the result of an action with a standard) cognitive: analysis, synthesis.
6. Stage of debriefing	Grading a lesson
7. Stage of reflection	today I found out ... (slide 10) it was interesting… it was difficult… I purchased... I learned… gave me a lesson for life... I wanted…			Students verbally talk about the knowledge and skills acquired in the lesson. .		Regulatory UUD: to be aware of oneself as the driving force of one's learning, one's ability to overcome obstacles and self-correction.

Technological map of a geography lesson in the 9th grade

11/27/14 Geography teacher: Shevchenko T.N.

Lesson topic: Fuel and energy complex. Oil and gas industry .

Planned educational outcomes

subject

Metasubject

Personal

1. Knowledge of the purpose of oil and gas industry.

1. Ability to process statistical material.

1. Communication skills.

2. Knowledge of the features of each of the industries.

2. Ability to select and rank thematic material.

2. Culture of communication.

3. Knowledge of the geography of the oil and gas industries

3. Ability to calculate quality indicators.

3. Cooperation

4. Ability to work with cartographic sources of thematic information

4. Ability to work with Internet resources.

The main concepts studied in the lesson are the gas industry, oil industry, pipeline transport.

Type of ICT tools used in the lesson - presentation

Organizational structure lesson

The main stages of the lesson; tasks, the implementation of which will lead to the achievement of the planned results

Teacher activity

Student activities

Stage 1 - ORGANIZATIONAL . 1. Organization of updating the requirements for students from the side of educational activities.

2. Creation of conditions for the emergence of an internal need for inclusion in educational activities.

Checking the preparedness of the classroom;

Fixation of absent;

Organization of attention of schoolchildren; Disclosure of the general purpose of the lesson and the plan for its implementation;

Teacher greeting;

Officer's report;

Self-control of readiness for the lesson;

Stage 2 - motivational.

musicalgreeting (song by V. Vysotsky about Tyumen geologists)

Stage 3 - updating.

1. Actualization of existing knowledge, methods of action in new conditions.

2. Development of voluntary attention and memory.

Encouraging dialogue - questions (updating the subjective experience of students.):

Prove that the fuel and energy complex is the basis of the entire economy;

What do you need to know to complete this task?

They recall the previously studied material related to the formulation of the question.

They remember what knowledge they lack.

They suggest where and how to get them.

Stage 4 - goal setting.

1.Formation of reflective skills to determine the boundary between knowledge and ignorance.

2. Formation of cognitive motives for educational activities: acquire knowledge about the development of the oil and gas industry in our country.

Presentation of "conflict" material, creating readiness for future activities (diagrams "Dynamics of fuel production in Russia for 1990-2012", "Russia's share in world fuel reserves and production":

How can such dynamics of hydrocarbon production be explained?

What contradiction do you notice? What surprised?

Shows initiative.

Formulate heuristic questions.

Recognize the purpose of the upcoming activity.

Stage 5 - planning.

1. Determination of the content and sequence of actions to solve the problem.

2. Education of the culture of business communication.

3. Formation of the ability of each student to participate in group work.

The proposal to students themselves to draw up a plan for the study of these industries.

Group work.

Drawing up a plan for future activities, choosing the means necessary to obtain new knowledge (text of a textbook, diagrams, diagrams, atlas maps)

Stage 6 - learning a new topic.

1.Formation of the foundations of theoretical thinking.

2. Formation of the ability of each student to participate in group work.

Encourages students to theoretical study question.

Encourages the active participation of all children in search activities.

Formulates general questions:

What have we learned new?

What actions will lead us to solve the learning problem?

He proposes to come up with advanced tasks on this issue:

1. Start started.

2. Being a geologist is a calling

3. People-legends of the Tyumen region.

Discuss the issue in groups.

Detect patterns, draw up a performance plan:

Features of industries;

The main areas of production of hydrocarbon raw materials;

Transportation of oil and gas;

Problems and prospects for the development of industries;

Present the results of their work at the card;

Performances of students with interesting messages about the discovery of the Berezovsky field, about unusual people Tyumeniya, about Yu.G. Ervie.

Stage 7 - consolidation of new knowledge

Applying new knowledge to a new situation.

Proposes to determine the prospects for the development of the oil and gas industry by calculating the resource availability of the territory of Russia.

They calculate qualitative indicators according to the formula and formulate a conclusion about the prospects for the Russian economy.

Stage 8 - reflection.

Formation of the ability to objectively assess the measure of one's progress towards the goal of the lesson.

Offers to recall the topic and objectives of the lesson, correlate with the work plan and evaluate the measure of your personal promotion to the goal and success of the class as a whole.

They determine the degree of correspondence between the set goal and the results of the activity: they name the topic and tasks of the lesson, mark the difficult and most liked episodes of the lesson, and express value judgments. Determine how far you have progressed towards your goal.

Stage 9 - homework.

Formation of an idea of ​​the gap between the places of consumption and production of fuel raw materials in Russia, as well as the export significance of this raw material.

Offers and discusses a variable d / z, depending on the interests and level of training of students.

Assignments by options (optional)

1 var - t - designation on the map of oil and gas basins, indicating the rank of each of the provinces.

Option 2 - compiling a list of the largest deposits and their belonging to the largest companies.

3 var - t - designation on the c / c of oil and gas pipelines indicating their name, start date, volumes of the pumped product.

▫ Thank you!
▫ Good evening! Participation in school, city scientific conferences, distance learning, creating presentations for children, working with a digital microscope .... is an extracurricular activity of my students.
▫ - Do you feel? Around the spring Green thrill of expectation And incomprehensible desire She spilled in the air. “Listen, this is all a hoax, funny inventions of poets. What from it, as a result, to us? It doesn't matter spring and summer - You understand, in the spring I breathe as if in a different way I wander around the house in excitement, And I wonder what happened to me! - Probably beriberi Eat fruits, wake up later, or maybe it's from mimosas, be careful with allergies. - I am very happy about the spring And I feel its whirling, The warmth of the rays, the movement of the planets, Both day and night in a dream. - Do not score your brains, Think better about the salary, or drink a beer with anguish. And talk about it is enough We do not understand the world of a stranger - Everyone has their own mentality. But the air is filled with spring And this is the main reality! Petr Davydov 6056349-a1238795 Good evening, Ninochka! This is the first Moscow primrose, and we still have snowdrifts and sub-zero temperatures! Thank you for visiting my page my faithful friend! I'm sorry that I can't properly respond to your wonderful comments, it mercilessly throws me out of the portal
▫ Politics, of course! For example, state policy in the field of education. There are so many things - you will listen and your head will shake. From new and from introductions. From the flight, so to speak, of someone's thoughts and the fulfillment of someone's dreams. Through the prism, again, so to speak, of objective reality. Why not a theme for the pedagogical Portal? For example: liquidation educational institutions in Karelia. Here it is not necessary to complain - here `deeds` are announced! Network publicity sometimes confuses some drivers so much, it confuses them so much that they even begin to hide from reports. So it works! Network publicity is on! Or take, for example, religion. Why not discuss the themes of her and her adherents of coexistence in the world around us? There is no reason not to discuss. And reasons not to make public (if anyone does not remember - then in Russia there is freedom of speech. A constitutionally enshrined right, yes)) - reasons not to make public the essence and essence of the one whose `foundations` are studied in schools and not only. And even more: some really want it to be studied for a long time ... All school life! - Why? - That's why! - But... How so?! - That's how! Why not discuss the relevance of the stated goals - and the actual implementation of these `statements`, huh? It's interesting! This is right on the edge of the basic law of the Russian Federation! This, I would say, is the civic duty of all of us - to evaluate our existence through the prism of laws ... right? What about complaints about life? This is completely natural: people want to live normally, but here they are, take it out in the style of `Well, we wanted the best ... And someone else turned out, as always ...`. Any reason to complain? Why isn't there?! So they share sore - among the citizens of our society. So it’s absolutely wonderful that there is where, there is something and there is someone to say.