Class: 6

The purpose of the lesson: to create conditions for the formation of ideas about the biosphere as a shell of the Earth inhabited by living organisms, its boundaries and the relationships of living organisms in the process of the biological cycle of substances.

Educational objectives of the lesson:

• Form concepts: biosphere, living matter, circulation of substances.
• To form knowledge about the boundaries of the spread of life in the spheres of the Earth.
• To develop the ability to compare the boundaries of the biosphere with the boundaries of other shells and explain the effect of factors that limit the spread of life in different areas.
• To develop the ability to identify the role of different groups of organisms in the transfer of substances based on the analysis of the biological cycle scheme.
• Develop the ability to extract information from different sources of knowledge, analyze it and make generalizations.

Planned learning outcomes:

Metasubject:

skills formation:

• define concepts;
• analyze and make generalizations based on various sources of information (in textual and graphical form);
• build logical reasoning, including the establishment of cause-and-effect relationships;
• expound your opinion, arguing it, confirming it with data;
• organize educational cooperation and joint activities with the teacher and peers; work individually, in pairs and in groups.

Subject:

students should know:

• boundaries of the biosphere;
• factors limiting the spread of life in various spheres;

students should be able to:

• reveal the essence of concepts: biosphere, living matter, circulation of substances;
• compare the boundaries of the biosphere with the boundaries of other shells;
• explain the relationship of living organisms in the process of the biological cycle of substances.

Personal:

• the formation of an emotional and value attitude to the environment;
• formation of ideas about the integrity of nature on the example of the biological cycle of substances.

Type of lesson: lesson learning new material.

Types of students' activities: individual, pair, group.

1. Stage of motivation.

2. The stage of updating knowledge.

The task. Our planet consists of several shells, or spheres (from the Greek sphaira - ball). The solid outer shell of the Earth is called the lithosphere (from the Greek lithos - stone), the air - the atmosphere (from the Greek atmos - steam). The waters of the Earth, which are in a liquid, solid and gaseous state, are combined into the hydrosphere (from the Greek hydor - water). The habitat of living organisms, including humans, is called the biosphere (from the Greek bios - life).

Explain what the name of each earthly shell says and what the names of all the shells of the Earth together mean.

The task. The main thing that distinguishes the Earth from other planets of the solar system is the presence of life. Explain why in solar system Does life only exist on planet Earth?

Students complete assignments. Build logical reasoning, establish causal relationships. State their opinion and justify it. Formulate general conclusions:

1. Our planet consists of several outer shells, or spheres, whose names indicate the substances of which they are composed.
2. The position of the Earth in the solar system, its size and mass allow it to have air and water shells, the composition of which favored the creation of conditions for the existence of life on it.

Students, together with the teacher, formulate the topic and determine the objectives of the lesson. The topic of the lesson is written in a notebook.

3. The stage of learning new material.

The biosphere arose much later than other earthly shells. Try to imagine what the Earth would look like without plants and animals. Instead of grass, forests, bushes - bare rocks. Instead of the noise of foliage, the rustling of grass, the singing of birds, there is complete silence.

The task. Scientists believe that the formation of the planet Earth took place about 4.5 billion years ago. The first living organisms appeared in the ocean about 3.5 billion years ago. The development of vegetation on land began 400 million years ago, birds and mammals - 50 million years ago. And human ancestors appeared only 2 million years ago.

Calculate how many years have passed:

• from the formation of the planet to the appearance of the first living organisms;
• from the appearance of the first living organisms to the appearance of vegetation on land;
• from the beginning of the development of birds and land mammals to the appearance of human ancestors.

What part of the time of the existence of the Earth is the time of the existence of a person on it?

Students complete the task individually. The results are recorded in a notebook. Present the results and discuss them with classmates.

Living organisms have not remained unchanged since their inception. The first living beings were very primitive. Hundreds of millions of years passed before the process of evolution formed the diverse organic world that exists today and forms a special shell on Earth - the biosphere.

The concept of "biosphere" was first mentioned in the book "Hydrology" (1802) by the French naturalist J.B. Lamarck. The term "biosphere" was introduced in 1875 by the Austrian geologist, President of the Vienna Academy of Sciences, Professor Eduard Suess. This earthly shell was singled out as an independent one and created the doctrine of the biosphere by one of the largest domestic researchers, academician V. I. Vernadsky (1863-1945).

The task. These scientists, living at different times, defined the biosphere in different ways. Analyze how the idea of ​​the biosphere has changed. Formulate your definition of the term "biosphere".

Eduard Suess defined the biosphere as “a thin film on earth's surface, which largely determines the appearance of the entire planet.

V.I.Vernadsky characterized the biosphere as “the area of ​​distribution of life, including, along with organisms, their habitat”.

Students analyze definitions formulated by scientists, detect changes. Formulate your own definition. Present the results to classmates.

According to Vernadsky, all living organisms on Earth form the living substance of the biosphere.

Living organisms on Earth are extremely diverse. Scientists can only roughly calculate that there are 3 million species, which are divided into four main kingdoms.

The task. Determine the representatives of which kingdom of wildlife in question? Complete the wildlife realm cluster. Give examples of organisms in each kingdom.

Students complete the task of completing the cluster individually in their notebooks. One of the students presents the results of the work on the board. Gives examples of organisms from different kingdoms.

The task. Listen to a classmate's message. Insert the missing words into the text. Discuss the results of your work with your partner. Present your results to your classmates.

Species diversity of animals ……….. than species diversity of plants. Among animals, the most common are …………, and among plants - …………… .. . Animal biomass ……….. plant biomass. The mass of the living matter of the land…………... the mass of the living matter of the World Ocean.

Student's message (approximate).

Life forms are very diverse. And if, for example, there are a little more than 4,000 different minerals on Earth, then the number of plant species is at least 500,000, and the number of animal species is 1.5 million. Among animals, insects predominate, among plants - flowering (angiosperms). In the animal kingdom, only 4% of vertebrates, of which only a tenth are mammals, including humans.

From total number species of organisms, 21% are plants, but in their mass they are almost 1000 times greater than the mass of animals.

Most organisms are concentrated on land. The total mass of living organisms - land biomass - exceeds the total biomass of the oceans by more than 200 times.

Based on the listened message, students restore the text. The results of the work are discussed in pairs and presented to classmates.

Work is organized in groups to complete the assignment on the boundaries of the biosphere. The task. Read the text and answer the questions.

The boundaries of the biosphere

The biosphere is the terrestrial space in which life exists. What are the boundaries of this space?
According to the theory of academician V.I. Vernadsky, the upper and lower boundaries of the biosphere are determined by the factors of the earth's environment, which make the existence of living organisms possible or impossible.
The physical limit for the propagation of life in the atmosphere is ozone layer, located on average at an altitude of 20 km from the surface of the Earth. The ozone layer limits the spread of life, as above its concentration of ultraviolet rays exceeds the allowable for living organisms. In the oceans, the lower limit of life reaches a depth of more than 10 km. According to the teachings of V.I. Vernadsky, in the lithosphere the lower boundary of the biosphere passes at a depth of 3-3.5 km below the earth's surface and has a fuzzy character. It is determined by the temperature of the earth's interior, at which life is impossible. For such a limit, Vernadsky took a temperature of +100 ° C.
Thus, the thickness of the biosphere is a little over 20 km. In the modern biosphere, life is mainly concentrated on the earth and close to it. Vernadsky called the densest accumulations of living matter "films of life." On land, this is, first of all, the soil and vegetation of our planet, its fauna, and in the World Ocean - the so-called plankton near-surface layer.

1. Determine the upper and lower boundaries of the biosphere in the atmosphere, hydrosphere, lithosphere.
2. The biosphere fills all shells. Explain why its boundaries do not coincide with the boundaries of other shells.
3. What factors limit the spread of life in different areas?
4. What will happen to living organisms on Earth if the ozone screen disappears?
5. The upper layers of the waters of the seas and oceans are densely populated in the hydrosphere. Why does the number of living organisms decrease with depth in the oceans?
6. The bulk of organisms living in the lithosphere is concentrated in the soil layer, the depth of which does not exceed several meters, why?
7. Explain why V.I. Vernadsky called the densest accumulations of living matter “films of life”.

Students, working in groups, extract information from the text, analyze it, answer questions. Formulate inferences and conclusions. According to the results of the work, one of the groups acts, the other groups act as opponents.

The total mass of living organisms of the Earth's biosphere is no more than 0.1% of the mass earth's crust. If the lithosphere is presented in the form of a stone bowl weighing 4 kg, then the hydrosphere would fit in this bowl and would have a mass of 400 g. The mass of the atmosphere would be equal to the mass of a copper coin, and the mass of living matter - postage stamp. However, for billions of years, from generation to generation, living organisms have processed the substance of the earth's shells. How are all living organisms connected?

The task. Review and analyze Fig. 214 on page 178 of the textbook. Comment on the scheme of the biological cycle of substances, indicating:

• what are the main links in this cycle;
• what role each group of organisms plays in the biological cycle;
• Will the biological cycle be carried out if at least one of its links is removed?

Students study and analyze the diagram, answer the questions posed. Present the results of the work.

4. Reflection

Questions for self-testing the assimilation of the studied material. Choose the correct answer:

1. The doctrine of the biosphere created ( BUT. J.B. Lamarck B. E. Suess IN. V.I. Vernadsky).
2. The totality of all living organisms on Earth forms ( BUT. living B. Non-living matter of the biosphere.
3. Among living organisms, the most diverse in terms of species composition ( BUT. Mushrooms B. Plants IN. Animals).
4. In terms of the mass of living matter among living organisms, they exceed ( BUT. Mushrooms B. R asthenia V. G animals).
5. The biosphere covers the lower part ( BUT. atmospheres B. hydrospheres IN. Lithosphere), upper part ( BUT. atmospheres B. hydrospheres IN. lithosphere) and all ( BUT. atmosphere B. hydrosphere IN. lithosphere).
6. The power of the biosphere is ( BUT. 6-7 km B. 20-25 km IN. 30-35 km).
7. The process of the circulation of substances begins with activity ( BUT. Animals B. Microorganisms IN. plants).

Students independently determine the level of achievement of their results, using the key and the grading scale.

Verification tool: key.

Based on the results of the work, the students conduct an analysis and determine the range of issues that caused difficulty.

Students formulate general conclusions:

1. The biosphere is the shell of the Earth inhabited by living organisms. The doctrine of the biosphere was created by V.I. Vernadsky.
2. The totality of all living organisms constitutes the living substance of the biosphere.
3. Living matter is characterized by its mass, habitat, species diversity and abundance of each species.
4. The biosphere covers the lower part of the atmosphere, the entire hydrosphere and the upper part of the lithosphere.
5. Each group of organisms plays a certain role in the biosphere. The living matter of the biosphere participates in the biological cycle of substances, which binds all parts of nature into a single whole.

5. Homework

Textbook by A.A. Letyagin. Geography. Initial course: 6th grade. §fifty. Compose cinquain "Biosphere".

Rules for compiling syncwine.

There are five lines in the syncwine, including:

1. Concept (one word, in our case, the biosphere).
2. Adjectives (two words).
3. Verbs (three words).
4. Sentence, phrase (of four words).
5. Noun, statement (one word).

Literature:

1. Geography. Starting course: Grade 6: student textbook educational institutions/ A.A. Letyagin; edited by V.P. Dronov. - 3rd ed., revised. and additional – M.: Ventana-Graf, 2011.
2. Geography: Grade 6: workbook No. 2 to A.A. Letyagin’s textbook “Geography. Initial course” / A.A. Letyagin, L.A. Gimbitskaya, T.V. Molokanova. – M.: Ventana-Graf, 2011.
3. Krylova O.V. Materials of the course “Implementation of the requirements of federal state educational standards basic general education in the teaching of geography”: Lecture 5-8. – M.: Pedagogical University“First of September”, 2013.
4. Pepelyaeva O.A., Suntsova I.V. Lesson developments on general biology: 9th grade. – M.: VAKO, 2006.

\ The documents \ For a geography teacher

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Development of a lesson in geography on the topic "Environmental problems in the biosphere"

Material sent by: Kolymagina Olga Mikhailovna, teacher of geography and economics, secondary school № 1, Alexandrovsk, Perm region

Topic: Environmental problems in the biosphere

Target: To form ideas and knowledge of students on a new topic

Tasks:

• "Introduce the concept of "environmental crisis"; reveal what environmental crises were in the history of mankind and the essence of the modern crisis of the biosphere; compare the problems facing humanity with environmental issues its edge.
• "To develop geographical thinking, the ability to analyze and draw conclusions
• To develop independence, responsibility, ability to work in groups

Lesson format: lesson - obtaining knowledge

Methodological features. Most of the lessons in this course held as a meeting of the geographical club. Club members (children) act as theorists, researchers, experts, etc. At the end of each meeting, the club makes some decisions, sums up the results of the work. In the lesson presented, the students are ecologists, i.e. people dealing with environmental problems.

Topic . Biosphere. Geographic patterns of distributionsoil, plants and animals. Influence economic activity man on the vegetation cover, the animal world of land and ocean. Biosphere protection.

Target lesson : to form students' primary knowledge about the biosphere, its boundaries, about organisms as components of nature; to develop the ability of students to work with a textbook and additional literature; stimulate development logical thinking students; to form information and communicative competence.

Equipment: scheme of conditional boundaries of the biosphere, atlases, textbooks, Handout(cards)

Lesson type : lesson learning new material.

During the classes

І . Organizing time.

ІІ . Updating the basic knowledge and skills of students.

Guys, let's remember from the course "Natural History" the topic "Conditions of Life on Earth" and answer the questions.

Blitz poll.

1. What is the difference between wildlife and non-living?

2. What plants you know can you name?

3. What conditions are necessary for the development of the plant world?

4. What animals you know can you name?

5. What conditions are necessary for the life of animals?

6. Is there a relationship between plants and animals?

7. Do the flora and fauna change under the influence of man?

ІІІ . Motivation of educational and cognitive activity of students

It is impossible to imagine our planet without the living organisms inhabiting it, living in the depths of the ocean, and on the tops of mountains, and even on the outskirts of the ice sheet of Antarctica. All processes occurring on the modern Earth are connected with life. All living things participate in the cycle of matter in nature. This is what we will talk about in today's lesson.

Announcement of the topic of the lesson, setting the goals of the lesson.

І V . Learning new material.

The performance of the student who received the lead task.

Learning tasks.

All organisms are grouped into four kingdoms of wildlife. Let's write their names in the form of a diagram.

organisms

Plants Animals Fungi Microorganisms

(about 500 thousand species) (about 1.5 million) (over 100 thousand)

2. What do you think the biosphere is? Make a conclusion.

Teacher's story.

The biosphere is the area of ​​life, the shell of the Earth inhabited by living organisms. The area of ​​distribution of living organisms determines the boundaries of the biosphere. In order to find out to what extent life exists in the biosphere, I suggest that you complete the following task.

Mini-workshop (work in groups)

Complete the chart using the text in the textbook.

Answer the questions.

1. What living organisms are common in the hydrosphere?

2. What living organisms are common up to a height of 3200 m? 900m?

14000 m?

3. Make a conclusion about the boundaries of the biosphere.

The biosphere includes the lower part of the atmosphere, the entire hydrosphere and

upper part of the lithosphere.

Creative laboratory (work in groups)

On land, as in the ocean, living organisms are distributed unevenly. How does the number of living organisms change from the poles to the equator? This question will be answered by group number 1 (task on the card)

Using the text of the textbook and the map of the atlas, fill in the table. Make a conclusion.

Climatic conditions

Plants

Animals

equatorial

tropical

Moderate

Arctic/

Antarctic

Our compatriot Academician V.I. Vernadsky - the founder

the doctrine of the biosphere - wrote: "On the earth's surface there is no force that is more constantly acting, and therefore more powerful in terms of final results, than living organisms taken as a whole."

The consequences of the activity of living organisms affected all the shells of the Earth.

How the biosphere interacts with other shells, I propose to consider the rest of the groups. After reading the text of the textbook, answer the questions on the card.

Group number 2.

"Biosphere - Atmosphere"

1. What is photosynthesis?

2. How do plants affect the composition of the atmosphere?

3. What natural area is called the "lungs of the planet"?

Group #3

"Biosphere - Lithosphere"

1. What is weathering?

2. What is the role of living organisms in weathering processes?

3. What rocks were formed from the remains of plants and animals?

Group No. 4

"Biosphere - hydrosphere"

1. Where did life originate?

2. How do living organisms affect the properties of ocean water?

3. why, unlike fresh water, in the ocean there are few calcium salts?

Group No. 5

"Man - biosphere"

1. Give examples of human interaction with the biosphere.

2. Why did some animals and plants disappear from the face of the Earth?

3. What measures does a person take to protect living organisms?

V . Consolidation of new knowledge and skills of students.

Testing (mutual verification)

1. The biosphere is:

a) the shell of life on Earth;

b) the shell in which plants grow;

c) the lower part of the atmosphere.

2. The composition of the biosphere includes:

a) the upper part of the atmosphere;

b) the upper part of the lithosphere;

c) the lower part of the atmosphere.

3. The upper boundary of the biosphere is at a height:

a) 20-25 km b) 25-30 km c) 15-20 km

4. The lower boundary of the biosphere in the hydrosphere reaches depths:

a) 11022 m b) 8850 m c) about 15 km d) about 3000 km.

5. The most populated part of the biosphere is:

a) hydrosphere b) atmosphere c) places of contact between the spheres of the Earth.

VI. Homework.

Read the text of the textbook

Make a crossword on the topic "Biosphere"

VII. Lesson summary

"Geographical shell" - Our planet consists of several shells-spheres. WHAT IS THE CAPACITY OF THE GEOGRAPHICAL SHELL? Geographic envelope properties. World water cycle. Hydrosphere. The geographic shell of the Earth is the sphere of interpenetration and interaction of all shells. The rhythm of the geographic shell is the repetition in time of natural phenomena.

"Geography of the Plains" - Plains in the shape of the surface. Flat. Residual (Kazakh uplands). The mountains. Primary Caspian lowlands. A.I. Soloviev. K.D.Balmond. lowlands (up to 200m) West Siberian Amazonian. Plains by origin. Hilly. plateaus (above 500m) Central Siberian Dean. Elevations (from 200 to 500m) Central Russian Valdai.

"Mountains of the World" - Mountain glaciers. Completed by: 6th grade student Mirzoev Aslanbiy. Mountains in Dagestan. Mount Aires - rock. Mountains on the coast of the Red Sea. Mountains in Antarctica. Mountains of the world. Alps. Australian Alps. Himalayas. Large watershed. Mountains of the Cordillera. middle Asia. View of Elbrus. The main Caucasian ridge.

"Geysers" - Methods and approaches. Project goals. Table of contents. South view. Visit restriction. Internet model. Foundation preparation. Areas of work. Project tasks. Chronology of the project. DEM 5 m + satellite image 0.5 m. Forecast. Ilya Kazansky (c) 2009. Landslide danger. natural heritage. View to the north. Receiving data.

"Mountains of land" - Mountains and plains on Earth. Ural - medium-altitude mountains. Mountainous areas occupy about 40% of the land surface. Highest point- Mount Narodnaya-1895m. In different parts of the Urals, there are an unequal number of mountain ranges. The main folding took place in the Urals in the Paleozoic era during the Hercynian folding.

MINISTRY OF SCIENCE AND EDUCATION, YOUTH AND SPORT OF UKRAINE

Specialized comprehensive school I - III steps No. 24 of the Simferopol City Council

Autonomous Republic of Crimea

Topic: Components of the biosphere. Geographic patterns. Interaction of components. Natural complexes

6th grade

Geography teacher Pronin Valentin Sergeevich

Simferopol, 2012

Educational goal: to form and systematize theoretical knowledge on the topic “Components of the biosphere. Natural complexes”, to teach how to use the thematic maps of the atlas, to consolidate the acquired knowledge and skills.

Development goal: develop interest in the study of the biosphere by creating positive emotions, develop the ability to generalize, observe, analyze, draw conclusions, create conditions for the development of creative and analytical skills students.

Educational goal: to cultivate a culture of educational work, diligence, accuracy, careful attitude to nature and the surrounding world, responsibility for committed actions.

Equipment: textbook, atlas, natural areas map, multimedia equipment.

Lesson plan

Organizing time. Greetings.

Setting goals and objectives of the lesson.

Analysis of results control work on the topic "Hydrosphere".

Updating of basic knowledge.

Learning new material:

4.1 The biosphere is the realm of wildlife.

4.1.1. Plants

4.1.2. Animals

4.1.3. Mushrooms

4.1.4. bacteria

Lesson summary

Organizing time. Setting goals and objectives of the lesson

Learning new material:

2.1. Natural complexes

2.2. Tale about grandfather Saveliy and hares

2.3. Geographic envelope

2.4. General patterns of the geographical shell

Geographic training

Lesson summary

Organizing time. Setting goals and objectives of the lesson

Learning new material:

2.1. Interaction and change of geographical envelope components

2.2. Zonal and azonal natural complexes (video material)

Game "Traffic Light"

Homework

Lesson summary

During the classes

Organizing time

Updating of basic knowledge

Learning new material

For billions of years, solar energy has reached the Earth. When living organisms appeared on the planet, some of them gained the ability to absorb solar energy to build organic matter in your body. In the process of evolution, living organisms improved and began to influence the environment. As a result, an integral biosphere of our planet was formed.

For the first time the concept of "biosphere" was used by the famous scientist Vladimir Ivanovich Vernadsky. It was he who, in the course of his research, determined that the inconspicuous inhabitants of the Earth, whose mass does not exceed 1% of the mass of soil, water and air, constitute a geographical shell and play an important role in its evolution, are able to change the surface of the planet and ocean water.

From lat. the word "bios" - life, "sphere" - a shell.

Biosphere - This is the shell of the Earth inhabited by living organisms.

In the entire history of the development of living organisms, there were about 500 million species. Now there are more than 2 million species, the rest have disappeared in the process of evolution. All living organisms are closely related and complement each other. Thus, the oxygen released by plants during photosynthesis is used for respiration.

Let's consider the scheme of wildlife.

Unlike other shells of the Earth, the biosphere does not have clear boundaries, but is located within other shells. The boundaries of the biosphere are determined by the zone of distribution of living organisms. Living organisms are able to adapt to various environmental conditions. Example: primitive living organisms have been found in the geysers of Iceland at a temperature of +93°; spores of individual bacteria remain viable at a temperature of -253°.

Bacteria are common even at an altitude of 20,000 meters above the Earth's surface. The inhabitants of the ocean are able to withstand the enormous pressure of water or the absence of sunlight.

The biosphere includes the lower part of the atmosphere, the entire hydrosphere, and the upper part of the lithosphere (the earth's crust); the most favorable conditions for life in the area of ​​​​contact of all shells.

Sometimes living organisms fall into conditions unsuitable for their existence due to human activities. Yes, on spaceships experiments were carried out with plants, although these plants do not live at such a height. Therefore, the concept of “technosphere” arose, i.e. artificial, man-made boundaries of the biosphere.

The distribution of living organisms, both on land and in the ocean, is very uneven. On land, their number of species gradually changes from the equator to the poles. It depends on the climate, namely on the amount of solar heat and humidity of the territory. Therefore, in the equator region, the greatest diversity of the species composition of plants, comprising more than 1000 species per 100 km 2, in the desert is only 300 species, in the steppe - 800-900 species, in the forest-steppe and broad-leaved forests - 700-800 species, in the taiga - 400-600 species, in the tundra - 200-300 species, and in the Arctic deserts does not exceed 50-100 species.

In the course of evolution, the flora and fauna of the Earth were dominated by one or the other groups of living organisms. Hundreds of millions of years ago, forests of tree-like ferns and horsetails were widely distributed on the planet. Now these plants are distributed in small forms.

And the dominant forms were flowering, which in the process of evolution occupied the expanses of the Arctic, and the sands of the Sahara, and the tropical swamps of the Amazon. Also animals: the era of reptiles has ended, in their place in modern world came birds and mammals, which are better than others can adapt to different climatic conditions.

Lesson Summary:

What is the biosphere?

What are the main components of the biosphere?

What is the reason for the diversity and heterogeneity of living organisms on the planet?

Organizing time

Learning new material

natural complex

This concept is necessary not only to know, but to understand how much interesting and important for a person is contained in it. So far, little meaningful words"Natural complex" means invisible at first glance, but extremely strong relationships that are carried out between the air of the atmosphere, the waters of the hydrosphere, rocks and the topography of the lithosphere, as well as soil and living organisms. They are connected by invisible threads.

Natural complex - it is the interconnection of all components of nature that interact with each other and the disappearance or violation of one leads to significant changes in the whole complex. And now, using the example of a short fairy tale, consider the most simple connections that exist in nature.

Tale about grandfather Saveliy and hares

Grandfather Savely lived in one city. It was surrounded by brick walls of houses, glass shop windows, asphalt sidewalks and roads. The air is dirty, everywhere is vanity, noise and din. He was tired of such a life and he decided to move to the village, where on the edge of the forest he had a house, a vegetable garden and a small garden.

He liked living in the forest very much. In the morning he woke up from the singing of birds, during the day he went to the forest, where he observed the life of squirrels, hedgehogs, hares and other forest inhabitants. And in the evening, grandfather liked to work in the garden - he planted trees, bushes, flowers and looked after them. The air is clean, transparent - like the sound of a guitar string. Peace and quiet. Health began to improve. Only one thing disturbed grandfather Savely: hares sometimes gnawed the bark from young trees, broke bushes. Grandfather decided to make a fence and isolate himself from hares. The fence turned out well, but, to the surprise of grandfather, during the winter almost all of his young plantations died. It turns out they were destroyed by mice. How did it happen? The fact is that the fence blocked the way not only for hares, but also for hedgehogs and badgers, which did not allow the mice to "roam" by regulating their number. The mice had no enemies - and they destroyed part of the plants. Grandfather Savely removed part of the fence and made sure that the hares had enough food in the forest. And now Grandpa Saveliy has a beautiful garden!

Questions:

What natural complexes are described in the fairy tale?

What caused the change in the natural complex?

Can you name your examples of changing natural complexes?

In this example, you were convinced that any changes in nature can be due to the movement of many “threads” that connect plants, animals, and humans.

Geographic envelope

As already mentioned, any natural complex consists of natural components: rocks, water, air, soils and living organisms that form an integral system.

Geographic envelope - it is the largest natural complex of the Earth. It includes all shells: atmosphere, hydrosphere, lithosphere and biosphere. A change in one of the shells by one measure or another will change the state of the other shells.

Example: Volcanic eruption is accompanied by emissions of gas, smoke and dust, lava outpourings. As a result of this phenomenon, which occurs in the lithosphere, the transparency of the atmosphere decreases. Water is released from the lava, which enters the world cycle. Large eruptions, which were accompanied by large masses of ash, caused a decrease in solar radiation on the earth's surface, which, in turn, affected plants and animals.

General patterns of the geographical shell

The geographical envelope has general patterns:

Integrity

Rhythm

Changes that are irreversible

Divided into more fractional natural components

The integrity of the geographic shell is determined by the interaction of its components. Each of them, developing according to its own laws, affects other components and depends on them. It is supported by the cycles of substances in nature.

Rhythmic are those phenomena that are repeated in the same sequence. Life on Earth takes place in accordance with various rhythms, the most important of which are well known to us. These are annual and daily rhythms. Daily rhythms affect the change in the thermal regime of the lithosphere, hydrosphere and atmosphere, and the viability of organisms.

The geographical shell lives and develops. The main driving forces of this process are solar energy and the internal energy of our planet. Development is manifested in a change in the composition of the atmosphere, the formation of rocks, the appearance and distribution of living organisms on Earth. Developing, the geographic envelope changes because its components change. Changing the geographical envelope is an irreversible process, i.e. it will never be in the state it was a hundred or a thousand or millions of years ago.

The heterogeneity of the earth's surface leads to the formation of natural complexes with different coverage areas. Any large natural complex has small complexes in its composition. They come in various sizes - from a clearing in the forest to natural areas, but the same patterns are characteristic of all.

Lesson summary

Geographic training

Prove that the geographic envelope is a natural complex.

Continue the chain of possible consequences of a large volcanic eruption. Emission of dust and smoke - reduction of atmospheric transparency - ...

Using a chain of cause and effect, talk about the possible consequences of deforestation.

Organizing time

Learning new material

Interaction and change of geographical envelope components

Can you remember exactly the same days that happened in your life? Similar yes, but exactly the same - no! Everything changes, both in life and in the geographical shell. Changing components can be observed constantly. This is most clearly seen in the example of the Earth's air envelope: changes in temperature, pressure, cloudiness, wind direction, etc. Changes in the upper part of the lithosphere are not so noticeable: vertical and horizontal movements of the earth's crust. Even the World Ocean is changing, because. its waters are in constant motion. The biosphere, the shell of life, is no less mobile, and this primarily concerns animals.

Scientists are sure that a change in one component will entail a chain of changes in other components. Imagine that natural ingredients are Construction Materials, and the natural complex is a house. Before you lie bricks, cement, sand, tiles. Until they create a single whole, so if we take away some of the bricks or sand, then nothing will happen to the cement. Now we will build a house. Can we take something away so as not to violate its integrity? Of course not.

It's the same in nature - you can't change one component without disturbing the whole system. Example: volcano ejection - atmospheric pollution - little sunlight and heat - death of animals and plants.

Zonal and azonal natural complexes

Geographical zones - the largest natural complexes that regularly change from the equator to the poles. They have the same name as the climatic zones, but their boundaries do not coincide.

Natural areas - smaller zonal complexes identified in each geographical zone. They differ in the ratio of heat and humidity and, as a result, the flora and fauna.

Azonal natural complexes - complexes formed primarily by the structure of the earth's crust and relief.

natural areas (video material)

Moist equatorial forests

Humid and hot climate. Evergreen vegetation - hevea, ficuses, palm trees, ferns. Animals: monkeys, parrots, snakes, crocodiles, tapirs.

Savannah and woodlands

Humid climate in summer and dry winter. Vegetation: baobabs, acacias, palm trees, herbs. Animals: zebras, buffaloes, rhinos, kangaroos, ostriches.

Deserts and semi-deserts

The climate is hot and dry. Vegetation: cacti, agaves, saxaul. Animals: antelopes, camels, hyenas, snakes, lizards.

Evergreen hardwood forests and shrubs

Warm and humid winters, hot dry summers. Vegetation: oak, laurel, myrtle, juniper. Animals: wyvera, fallow deer, antelope, porcupine.

Forest-steppe, prairie and steppe

The climate is warm and dry. Vegetation: feather grass, fescue, pine, oak. Animals: bison, coyote, fox, jerboa, hamster, bustard.

Coniferous, mixed and broad-leaved forests

Temperate climate. Vegetation: pine, spruce, fir, oak, beech, birch, maple. Animals: bison, deer, wild boar, wolf, woodpecker, owl, skunk.

Tundra and forest tundra

Low temperatures and high humidity. Vegetation: mosses, lichens, dwarf trees. Animals: reindeer, polar wolf, arctic fox, musk ox, partridges, sandpipers.

Arctic and Antarctic deserts

Very harsh climate. Vegetation: in some places mosses and lichens. Animals: polar bear, seals, seagulls; penguins, sea leopards.

The azonal natural zones include the altitudinal zonality of the mountains: the natural zones are replaced from the foot to the top. The change in altitudinal belts depends on the natural zone at the foot of the mountains and the height of the mountain system.

Lesson summary(game "Traffic light"; student assessment)

Game "Traffic Light"

The geographic envelope is the largest natural complex of the Earth. Violation of one of the components will not affect the shell in any way. Natural components include cars, telephones, and houses. Natural complexes are the interconnection of rocks, water, air, soils and living organisms. The totality of living organisms on the planet is called the biosphere. These include plants, animals, fungi and bacteria. Fungi produce oxygen. The entire geographic shell has common patterns, one of which is integrity. Integrity is the development of components independently of each other. The predominance of plants and animals in a certain area form natural zones. They change from west to east. The change in the species composition of living organisms in natural areas occurs from the equator to the poles. Significant changes in natural areas occur as a result of human activities.

Homework