Elective in geography “Modern methods of studying the geography of Russia. Elective in geography "entertaining geography" Topics of elective courses in geography

Elective in geography, 6th grade: Program. Amazing planet earth

1. EXPLANATORY NOTE
Every society needs gifted people, and the task of society is to consider and develop the abilities of all its representatives. The task of the family is to see and discern the child’s abilities in time, while the task of the school is to support the child and develop his abilities, to prepare the ground for these abilities to be realized. It is at school that the foundations for the development of a thinking, independent, creative personality should be laid. The thirst for discovery, the desire to penetrate into the most intimate secrets of existence are born at school. Therefore, it is so important at school to identify everyone who is interested in various fields of science and technology, to help bring their plans and dreams to life, and to help them fully reveal their abilities.
Among the numerous work methods aimed at the intellectual development of schoolchildren, subject electives occupy a special place.

Geography electives allow you to activate the creative and cognitive abilities of students and identify talented children focused on studying geography.
Working on extracurricular assignments helps children not only strengthen their learning skills, but also develop a critical approach to information.
The main goal of the course: increasing interest in the study of geography, expanding and deepening knowledge in the subject, targeted and high-quality preparation of students for competitions and olympiads at various levels.
Course objectives:
- increase the subject competence of students;
- to form and develop the dialectical-materialistic worldview of students, leading them to a deeper understanding of ideological ideas of development, integrity, interconnection in the nature of the Earth, and to increase their scientific knowledge.
- equip students with a system of knowledge and skills for working with maps of various topics and contents, statistical materials and reference books, perform simple statistical calculations and compile complex characteristics.
- promote the development of geographical thinking, the use of cartographic and statistical methods in work.

The course is designed to deepen knowledge. It expands students' knowledge about the shells of the Earth, about the features of the continents and oceans, about the nature of Russia, and makes it possible to gain more complete knowledge about maps and how to work with them, and to apply the acquired knowledge in practice.
The content of the program includes theoretical knowledge on the most complex topics of the geography course (geographic coordinates, relief and tectonic structure of the territory, weather and climate) and a practical part.
The program of this course is relevant because... equips students with basic knowledge of physical geography, introduces them to the extraordinary and mysterious in the nature of our planet. At the same time, it will enrich students’ knowledge about the explorers and geographical discoveries of our time, about the wonders of nature, flora and fauna, as well as about the as yet unsolved mysteries left by ancient civilizations, and in the process of conducting practical classes, students will form and develop such important, skills necessary for every person, such as orienteering in unfamiliar terrain, observing and explaining changes occurring in the surrounding nature, using a terrain plan.
The content of the program involves working with different sources of information.
The classes involve the use of various types of educational and cognitive activities:
- work with statistical materials,
- construction and analysis of graphs, diagrams, profiles,
- drawing up a site plan and working with it,
- preparation of oral communications using various sources of information - literary sources, periodicals, INTERNET information resources).
The work program of the course is focused on the main provisions and content of the federal program “Gifted Children”.
This program reveals the content of the basic theoretical concepts and provisions of the subject preparation system, as well as the content of basic methodological practices that help increase the efficiency of the educational process and develop the intellectual abilities of schoolchildren.
The course program is designed for 35 hours, at the rate of 1 hour per week.
Currently, the logic of the development of universal educational actions is built according to the formula: from action to thought. The real significance is not the knowledge itself, but the personal development that the child receives in the process of learning it.
Personal development in the education system is ensured, first of all, through the formation of universal educational activities. Students' mastery of universal learning activities creates the opportunity to independently acquire new knowledge, skills and competencies, including the organization of assimilation, i.e. learning skills.
The following methods will be used during the course:
testing and self-testing;
trainings;
group and pair work;
brainstorm;
analysis of olympiad materials
The goals that I set for myself when working with children:
1. Take into account the degree and extent of students’ self-disclosure;

2. Satisfy their needs for information.
A measure of the level of student preparation can be:
creating thematic presentations;
generalizing questions and tasks;
tests, problem solving.
Carrying out practical work.
Studying by schoolchildren the optional course “The Amazing Planet Earth” will contribute to the development of their basic key competencies:
Educational and cognitive:
- skills and abilities of planning educational activities: independently organize your cognitive activity: set a goal, define tasks to achieve it, choose ways to solve these problems;
- abilities and skills of mental activity: highlighting the main thing, analysis and synthesis, induction and deduction, classification, generalization, constructing an answer, speech, formulating conclusions;
- skills and abilities to evaluate and comprehend the results of one’s actions: organization of self- and mutual control, reflexive analysis.

Informational:
- the ability to independently search, select, analyze and save information on a given topic using real objects and information technologies;
- ability to ask and answer questions on studied topics with understanding and to the point.
Social - communicative:
- ability to work in a group: listen and hear others, take into account other people’s opinions and the ability to defend one’s own, organize joint work on the basis of mutual assistance and respect;
- ability to lead a discussion and defend one’s point of view;
- the ability to exchange information on course topics and record it in the communication process;
- the ability to analyze one’s own professional inclinations and capabilities.
Introduction(1 hour)
Goals and objectives of the course. Features of tasks. Equipment for classes.
1 section Geographical openings and closures (4 hours)
Discoveries in the quiet of offices. In the wilds of the island of New Guinea, “The Last of the Mohicans” of the Stone Age. The island glorified by Alexandre Dumas. Geographical closures.
Section 2 Mysteries of the globe. (10 hours)
This famous unknown Christopher Columbus. Glowing circles in the Indian Ocean. Mysterious wanderers of the World Ocean. Tunguska miracle. "Lost Worlds" of the Amazonian jungle. Atlantis: legends or reality?. What are the giants of Rapa Nui island silent about? The phenomenon of the Dogon tribe. Stranger from the Burning Mountain. Mysterious natural refrigerators.
Section 3 Wonders of nature. (5 o'clock)
A sea without shores. Freshwater wells of the oceans. Amazing giant craters. Life of amazing lakes. The country is the opposite. Working with a contour map. Determination of the specified territories, designation of geographical objects on the contour map.

Section 4“In the world of amazing plants and animals” (5 hours)
Green skyscrapers. Plants are paradoxes. “Candy” and “cake” trees, Trees - “bakery factories”. "Milk" forests and "butter" groves. Poisonous inhabitants of the oceans. Feathered “architects.” A familiar stranger. Bird with hands
5 What geographical names tell us about. (5 hours).
The name on the map. Geographical names: Gullivers and Lilliputians. The names warn and caution. Geographical names - advertisements and gifts Geographical names are around us.
6. Errors and misunderstandings on a geographical map. (5 hours). “I don’t understand you.” Names are misunderstandings. Geographical names that “tell” and “deceive”, “Oil” on a geographical map. History with geography. Atlas of mysterious, amazing and non-existent lands.

4. REQUIREMENTS FOR THE LEVEL OF PREPARATION OF STUDENTS
Students should know/understand:
- basic laws and regulations in the field of geography;
- methods for solving geographical problems.
When working with the program, the following skills are developed:
- during a brainstorming session - constructively discuss the problem in a group, listen and hear each other, use the algorithm, correctly distribute roles in the team, and also independently organize a search for a solution to the problem;
- when speaking - express your thoughts clearly and constructively;
- when discussing a task - evaluate your work in the group, perceive new information, conduct dialogue, develop a culture of argument.
Students should be able to:
- be able to establish cause-and-effect relationships and characterize the main objects (facts, phenomena, processes) from a scientific point of view;
- search for information presented in various sign systems (text, diagram, table, diagram, audiovisual series); extract knowledge on given topics from original texts; systematize, analyze and summarize unorganized information; distinguish between facts and opinions, arguments and conclusions;
- reveal the studied theoretical principles and concepts using examples;
- formulate your own judgments and arguments on certain problems based on acquired knowledge;
- express your point of view on geographical problems and propose ways to solve these problems;
- be able to quickly make collective decisions;
- work in a group.

5. REFERENCES
1) Scarloto G.P. Entertaining geography for children and adults. Kiev. "Alterpres" 1996
2) Bezrukov A. Interesting geography. - M.: AST-PRESS, 2001.
3) Geography: Entertaining materials for lessons and extracurricular activities in grades 6-8 / Comp. ON THE. Kasatkina. - Volgograd: teacher, 2004.
4) Krylova O.V. An interesting geography lesson: book. for the teacher. - M.: Education, 2000.
5) Scarlato G.P. Geography: secrets and discoveries. Moscow 1997
6) Maksimov N.A. Behind the pages of a geography textbook. M: Enlightenment 1988
7) Rezko I.E. Encyclopedia of secrets and sensations. Minsk. Literature, 1997.
8) Shnyrev V.V. and others. Two hundred questions and three hundred answers on geography Samara 2011
9) Pivovarova G.P. Through the pages of entertaining geography. Education 1999.
10) Akimushkin I.V. Freaks of nature. M.: Mysl, 1991.
11) Gangus A.N. Secrets of earthly catastrophes. M.: Thought 1995.
12) Litenetsky I.B. The inventor is nature. M.: Knowledge, 1985.
13) Chekurov M.V. Mysterious expeditions. M.: Thought 1985.
14) Website of the Russian Geographical Society
15) Website of the oldest travel and adventure magazine in Russia.
16) World Geography website.

Explanatory note

This program is designed to provide training to students in the basics of geographic knowledge.

How to increase students' interest in studying a school geography course? This question worries many teachers. One of the ways to solve this problem is extracurricular work, which is an integral component of the educational process.

Well-organized and interestingly conducted classes of the “Entertaining Geography” club help enrich children’s knowledge, contribute to the development of individual qualities, and the discovery of talents.

The participation of schoolchildren in club classes opens up wide opportunities for developing practical skills in working with a map, book and other sources of information, and collective work on creative projects and research is an important aspect of this activity, it helps to more easily master and remember scientific information well, forms a team of like-minded people, teaches children communicate with peers, defend their point of view.

The circle is based on the method of student project activity. The project method is: personality-oriented education, individual approach, creativity, development of competencies, i.e. application of knowledge and skills in practical activities, ability to navigate the information space, development of students’ cognitive interest.

Activity students may be:
- individual;
- steam room;
- group.

Goals and objectives of the program:

1. Expanding and deepening students’ knowledge of geography.

2. Development of students’ interest in the subject, curiosity, and creative abilities.

3. Development of practical skills in working with various geographical maps.

4. Formation of skills to independently obtain knowledge using various geographical sources.

Basic didactic purposes course:

Satisfying the individual educational needs of circle participants;

Developing interest in studying geography;

Expanding students' horizons in the field of geography;

Fostering a sense of collectivism and responsibility through play and competition;

Preparing students for self-education in the field of geography and related sciences.

The “Entertaining Geography” program is designed for 68 hours, based on 2 hours per week. The elective program is designed for 9th grade students.

GOALS OF THE CIRCLE “Entertaining Geography”

Additional education at school is aimed at achieving the following goals:

mastering knowledge about basic geographical concepts, geographical features of nature, population and economy of different territories; about your Motherland - Russia in all its diversity and integrity; about the environment, ways of its conservation and rational use;

mastery of skills navigate the terrain; use one of the “languages” of international communication - a geographic map, statistical materials, modern geographic information technologies to search, interpret and demonstrate various geographic data; apply geographical knowledge to explain and evaluate a variety of phenomena and processes;

When organizing a geography subject group in a primary school, it is necessary to pay special attention to the general educational significance of the subject. The study of geography forms not only a certain system of subject knowledge and a whole range of special geographical skills, but also a set of general educational skills necessary for:

- knowledge and study of the environment; identifying cause-and-effect relationships;

- comparison of objects, processes and phenomena; modeling and design;

- orientation on the terrain, plan, map; in INTERNET resources, statistical materials;

- compliance with environmental standards; evaluating their activities from the point of view of moral, legal norms, and aesthetic values.

Objectives and main ideas course:

The objectives are aimed at implementing activity-based, practice-oriented and person-oriented approaches; students' mastery of intellectual and practical activities; mastering knowledge and skills that are in demand in everyday life, allowing one to navigate the world around them, and that are significant for preserving the environment and one’s own healthincreasing interest in natural science subjects and geography in particular;

development cognitive interests, intellectual and creative abilities in the process of observing the state of the environment, solving geographical problems, independent acquisition of new knowledge; develop the ability to work in a group;

upbringing curiosity, love for one’s locality, one’s region, one’s country, expanding the general horizons of students, mutual understanding with other peoples; ecological culture, positive attitude towards the environment;

formation of ability and readiness to the use of geographical knowledge and skills in everyday life, conservation of the environment and socially responsible behavior in it; adaptation to living conditions in a certain territory; independent assessment of the level of environmental safety as an area of life.

to form in students an idea of the “wonderful” objects of their country and the world;

Predicted learning outcome:

As a result of studying in the circle classes, students will acquireknowledge about natural and man-made attractions of the world and Russia:

The stories of their origins,

Their architecture

Their geography;

will acquire practicalskills :

Working with a map

Work with reference books, popular science literature, Internet resources,

Group work organization skills.

Cognitive activity:

the use of various natural scientific methods to understand the surrounding world: observation, measurement, experiment, modeling;

developing the ability to distinguish between facts, hypotheses, causes, consequences, evidence, laws, theories;

mastery of adequate methods for solving theoretical and experimental problems;

acquiring experience in putting forward hypotheses to explain known facts and experimentally testing put forward hypotheses.

Information and communication activities:

mastery of monologue and dialogic speech, development of the ability to understand the point of view of the interlocutor and recognize the right to a different opinion;

use of various sources of information to solve cognitive and communicative problems.

Reflective activity:

possession of skills to monitor and evaluate one’s activities, the ability to put forward possible results of one’s actions;

organization of educational activities: goal setting, planning, determining the optimal ratio of goal and means.

During the course of the “Development of Student Research Activity” program, students must:

Know:

Contribution of Great Scientists to the development of science;

The main features of the shape, size, nature of the Earth’s rotations and their geographical consequences;

Natural records on continents and oceans;

Features of the countries of the world and population;

Techniques for working with sources of geographic information;

Geographical terminology.

Be able to:

Carry out measurements using various techniques and instruments;

Conduct research based on accumulated facts;

Solve geographical problems.

Use acquired knowledge and skills in practical activities and everyday life For:

Orientation in the flow of geographic information;

Ability to solve geographic problems

Improving your own geographic culture.

The main form of organizing extracurricular activities is class-lesson. The program includes extracurricular activities (library classes). During the implementation of the elective program, individual consultations with students are planned.

To implement the objectives of the elective program “Entertaining Geography”, technologies of student-oriented and problem-based learning are used. The main methods are partially search, research, reproductive.

p.p.

List of topics and

sections

Number of hours

1 hour

4 hours

5 hours

Location orientation

4 hours

5 hours

World Ocean

4 hours

water sushi

4 hours

Nature of the Earth

15:00

Earth's atmosphere.

4 hours

Countries of the world

7 hours

Russia

8 hours

5 hours

Final lesson

2 hours

CONTENT OF OPTIONAL CLASSES

Topic name

Introduction. Elective program.

1 hour

Organization of classes on the topic of electives. Job requirements. Determining the requirements for the educational organization of students during the implementation of the elective program

Demos: elective program “Entertaining Geography”

Earth is a planet of the solar system

4 hours

Additional information about:

Universe

solar system

Neighbors of the Earth

Hypotheses about the origin of our planet

Demonstrations: solar system model, earth model (globe).

Sources of geographic information. The map is the greatest creation of mankind.

5 hours

Main sources of geographic information: globe, reference books, geographic sites. The map is the greatest creation of mankind. Types of geographical maps. Geographical map in professions. History of a geographical map, globe. Great scientists of ancient and modern times who contributed to the development of the science of geography.

Demos: atlas, geographical maps, portraits of scientists - geographers.

Location orientation.

4 hours

Material by:

History of the invention of the compass

Exercises and movement on the ground with and without a compass

Determination of directions, distances according to the terrain plan and map

Orientation based on local characteristics

Demonstrations: compass, geographical map, area plan.

Travel across continents and oceans. Records of the planet.

5 o'clock

Interesting material on the continents (Eurasia, Africa, North America, South America, Antarctica and Australia). Records of each continent in the category “the most, the most, the most.” Drawing up business cards of the continents. Constructing a profile of each continent. Oceans of the Earth: features of relief and nature.

Demonstrations : presentations “Continents and oceans of the Earth”, video material “This amazing planet”, encyclopedias

World Ocean.

4 hours

Interesting material on the seas and oceans:

Modern methods of studying the seas and oceans.

Waterspouts, storms and hurricanes at sea.

Parts of the world's oceans.

Flora and fauna of the oceans and seas.

Ecological problems of the World Ocean.

Demonstrations: geographical map, atlas, encyclopedia, video material on environmental issues.

Sushi waters.

4 hours.

Additional material on the study of the Earth's water resources.

The largest rivers on Earth.

The largest lakes on earth, lakes of wonder.

Mineral springs, their origin

Karst phenomena, caves, underground rivers and lakes.

Crystallization

The waters of the land of your land.

Demonstrations: geographical maps, atlas,

video material about rivers.

Nature of the Earth

15 hours

The amazing diversity of the Earth's nature. Scientific explanation of the diversity of Earth's climates. Geological past of the planet. Problems of climate change and, as a consequence, the nature of the planet. Diversity of natural zones and complexes of the Earth. Eurasia, as an example of a complete picture of the nature of the Earth. The importance of Antarctica and the oceans in the Earth's climate.Demos: video material “Natural zones of the Earth”, “History of the development of life on planet Earth”, encyclopedias, reference books, anthologies.

Earth's atmosphere.

4 hours

Interesting material about:

Modern method of studying the atmosphere.

Processing and registration of weather observation results.

Terrible phenomena in the atmosphere.

Local signs and signs for weather forecasting

Observations

The climate of your area.

Demonstrations: video of weather forecasts, reference book.

Countries of the world

7 o'clock

Diversity of countries around the world. Differences in territory, geographical location, population, nature and economic activity. The history of the formation of the political map of the world. Changes on the world map. Disputed territories. Country records “The most, the most, the most.” problems and prospects for the country's development.

Demonstration: political map of the world, Directory “Countries of the World”, Encyclopedia.

Russia

8 ocloc'k

Study of the territory of Russia, geographical location, population, nature and economic activity. The history of the formation of Russian territory on the political map of the world. Russia is the largest state in the world:

Demonstrations: political map of the world, encyclopedia.

The nature of your region with elements of meteorology.

5 o'clock

Studying the nature of your region

PC of your area.

Meteorological workshop

Anthropogenic impact on PC.

Demonstrations: atlas, area plan.

Final lesson

2 hours

Generalization and control of assimilation of material according to the elective program. Final testing of students. Self-analysis of students on elective work.

Predicted results.

As a result of the program, it is planned to increase geographical knowledge, skills and abilities. The program involves increasing students' interest in the subject.

Testing of knowledge, skills and abilities is carried out through school-wide events, school Olympiads, participation in competitions, exhibitions and conferences.

List of used literature.

For the teacher:

N. M. Klyushnikova “Extracurricular work in geography, - “Corypheus”, Volgograd, 2000

Geography teacher's handbook. / Compiled by N.N. Petrova, V.I. Sirotin. M.: Astrel Publishing House LLC. 2002-302 pp.: ill/

V.A. Nizovtsev “Geography. School Olympiads", Moscow, Iris - Press, 2006

Naumov A.S. “Based on materials from the OlympiadsNationalGeographicand All-Russian Olympiad", Moscow, Ast-Astrel, 2007

Selishchev E.N. “Geography for the curious or what you won’t learn about in geography lessons”, Yaroslavl, Academy of Development, 2006

Andreev A. A. Knowledge or competencies // Higher education in Russia. - 2005. - No. 2. - P. 3-11.

Bolotov V.A., Serikov V.V. Competence model: from idea to educational program // Pedagogy. - 2003. - No. 10. - P. 8-4

Methodical collection “Development of research activities of students”, Moscow, “National Education”, 2001.

4. Geography:\"Early child development\" - Geography for children
Website:http://www.danilova.ru

5. Geography:Everything for a geography teacher
Website:http://geo.1september.ru

6. Geography:Encyclopedic library.
Website:http://megacollection.ru

For students:

1. Molodtsova Z.V. Interesting geography. – Novosibirsk: NIPKi PRO, 1997.

2. Pivovarova N.N. Behind the pages of a geography textbook - M: Education, 1997.

3. Zapartovich B.B. With love for nature. – Moscow: Pedagogy, 1976.

4. Lyakhov P.R. Encyclopedia “I explore the world. Geography" - M: LLC "AST Publishing House" 2002

5. Lyakhov P.R. Encyclopedia “I explore the world of Animals.” - M: LLC “AST Publishing House” 2002

Calendar-thematic plan

p.p.

List of topics and

sections

Number of hours

date

According to plan

In fact

Introduction. Elective program.

1 hour

Earth is a planet of the solar system

4 hours

Earth – planet of the solar system Universe

solar system

Neighbors of the Earth

Hypotheses about the origin of our planet

Sources of geographic information. The map is the greatest creation of mankind.

5 hours

Sources of geographic information. The map is the greatest creation of mankind. Main sources of geographic information: globe, reference books, geographic sites.

The map is the greatest creation of mankind.

Types of geographical maps. Geographical map in professions.

History of a geographical map, globe.

Great scientists of ancient and modern times who contributed to the development of the science of geography.

Location orientation

4 hours

History of the invention of the compass

Exercises and movement on the ground with and without a compass

Determination of directions, distances according to the terrain plan and map

Orientation based on local characteristics

Travel across continents and oceans. Records of the planet.

5 hours

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

Records of each continent in the category “the most, the most, the most.”

Drawing up business cards of the continents.

Constructing a profile of each continent.

Oceans of the Earth: features of relief and nature.

World Ocean

4 hours

modern methods of studying the seas and oceans. Waterspouts, storms and hurricanes at sea.

Flora and fauna of the oceans and seas.

Parts of the world's oceans.

Ecological problems of the World Ocean.

water sushi

4 hours

The largest rivers and lakes on Earth.

Mineral springs, their origin

Karst phenomena, caves, underground rivers and lakes.

The waters of the land of your land.

Nature of the Earth

15:00

28 - 29

The amazing diversity of the Earth's nature.

Scientific explanation of the diversity of Earth's climates.

31-32

Geological past of the planet.

Problems of climate change and, as a consequence, the nature of the planet.

34 - 39

Diversity of natural zones and complexes of the Earth.

40-41

Eurasia, as an example of a complete picture of the nature of the Earth.

The importance of Antarctica and the oceans in the Earth's climate.

Earth's atmosphere.

4 hours

Modern methods of studying the atmosphere

Processing and registration of weather observation results.

Local signs and signs for weather forecasting

The climate of your area.

Countries of the world

7 hours

Diversity of countries around the world.

48-49

Differences in territory, geographical location, population, nature and economic activity.

Changes on the world map.

The history of the formation of the political map of the world.

Disputed territories.

Country records “The most, the most, the most.”

Russia

8 hours

Territory and geographical location.

55-56

Climatic zones and natural zones

57-58

Nature and economic activity on the territory of Russia.

Peoples of Russia.

History of the formation of the territory of Russia

Russia – as the largest state in the world: problems and prospects for the country’s development.

The nature of your region with elements of meteorology

5 hours

studying the characteristics of the nature of their region - the Tambov region.

PC of your area.

64-65

meteorological workshop

Anthropogenic impact on PC.

Final lesson

2 hours

67-68

Generalization and control of assimilation of material according to the elective program. Final testing of students.

28.10.2015 3912 484 Boribaeva Meiramgul Samatkyzy

Explanatory note

The elective course “Geographical Kaleidoscope” provides a detailed study of the most important geographical knowledge and skills related to the physical geography of Kazakhstan. The program is designed for 34 hours, addressed to 8th grade students, as they are already familiar with the basic practical knowledge of geographical laws. Each lesson is accompanied by practical work on the topic.

This course will expand and clarify knowledge about the mathematical basis of geography, and will also continue to develop the intellectual, cognitive and creative abilities of students. This will provide an opportunity to more fully prepare students for Olympiad assignments in the subject.

secondary education practical work and assignments, which in this course are the result of the teacher’s work to develop students’ ability to use a variety of geographical information. The practical assignments included in the course encourage students to write various types of project and research papers. In accordance with this, practical work of varying levels of complexity is expected:

· creative design;

geographic information technologies .

All tasks are of a recommendatory nature and are designed for their creative use by the teacher, taking into account:
- available teaching time;
- equipping the educational process with the necessary materials;
- general and individual training of students;
- own professional techniques and methods of work.

Purpose and objectives of the course :

Basic purpose The course is to form in schoolchildren complete ideas about the study of the most important geographical knowledge and skills.

To achieve this goal, it is necessary to solve the following educational and methodological tasks:

· Formation of versatile and deep knowledge of students about the mathematical basis of geography and cartography;

· Develop cognitive interest, intellectual and creative abilities through a more detailed acquaintance with outstanding geographical discoveries and travels;

· Contribute to the development of personal qualities in schoolchildren: patriotism, respect for geographic culture;

· Continue developing cartographic literacy among schoolchildren;

· Expand the ability to extract information from various sources of knowledge.

Expected Result

Studying the optional course “Geographical Kaleidoscope” contributes to the active formation of geographical thinking in schoolchildren and develops their interest in the subject. This course helps to develop knowledge more deeply about the mathematical basis of geography.

Forms of conducting classes

This course uses various forms of organizing and conducting classes: frontal questioning, independent work of students, practical work, information computer technologies.

Practical work contributes to the deepening and development of theoretical knowledge and skills (independent use of a textbook and additional literature, maps, statistical materials, visual aids, geographical instruments, etc.). Practical work prepares students to perform independent work of a creative nature, to independently search for new knowledge and master new skills.

Information computer technologies allow schoolchildren to study with interest, find sources of information, foster independence and responsibility in acquiring new knowledge, and develop the discipline of intellectual activity.

Teaching methods

To achieve the goal of the elective course, methods are used that include elements of research: partial search, independent acquisition of knowledge, work with documents and literature, analysis of geographical sources of knowledge and statistical materials. Multimedia computer technologies are used in context with the material in this elective course. The use of demonstration presentations in the classroom develops imagination, abstract thinking, and increases interest in the material being studied. Multimedia presentations are created by students themselves using the Internet. Preparing presentations allows students to develop their horizons, make plans for the future and see the prospects for their own development, and accordingly, strive for their implementation.

The methods listed above develop in students the ability to apply them in new conditions and situations.

Introduction. Features of the geographical location of Kazakhstan

Types of geographical location of Kazakhstan: physical-geographical, mathematical-geographical, economic-geographical, transport-geographical, geopolitical, ethnocultural and ecological-geographical location. Levels (scales) of geographical location. Comparison of the geographical location of Kazakhstan and the position of other states

Kazakhstan on time zone map

Local, zone, maternity leave, their role in the economy and people’s lives.

Practical work . 1. Characteristics of the geographical location of Kazakhstan. Comparison of Kazakhstan's GPs with GPs of other countries. 2. Determination of standard time for various points in Kazakhstan.

Stagesgeographical study of the territory Kazakhstan.

Periods of exploration of the territory of Kazakhstan from ancient times to the new period.

Geological history and geological structure of the territory Kazakhstan. Relief of Kazakhstan . Basic forms of relief, their connection with the structure of the lithosphere . Mountains and plains. The influence of the lithosphere and relief on other components of nature. Natural natural phenomena in the lithosphere.

Geological history and geological structure of the territory of Kazakhstan. Stable and mobile areas of the earth's crust. The main stages of the geological history of the formation of the earth's crust on the territory of the country. Main tectonic structures.

Relief of Kazakhstan: main forms, their connection with the structure of the lithosphere. Mountains and plains. The influence of internal and external processes on the formation of relief. Movement of the earth's crust. Areas of modern mountain building, earthquakes and volcanism. Modern relief-forming processes and dangerous natural phenomena. Ancient and modern glaciations. Natural natural phenomena in the lithosphere. The influence of the lithosphere and relief on other components of nature. Man and the lithosphere. Patterns of distribution of mineral deposits. Mineral resources of the country and problems of their rational use. Changes in relief by humans. The influence of the lithosphere on human life and economic activity.

Demonstration of the patterns of relief formation and its modern development using the example of your region and your locality.Relief and minerals of the Aktobe region.

Practical work. Explanation of the dependence of the location of large landforms and mineral deposits on the structure of the earth's crust using the example of individual territories.

Factors determined Key features of the climate of Kazakhstan . Solarradiation. Patterns of heat and moisture distribution in the territory Kazakhstan.Types of climatesKazakhstan.Climate and people.

Factors determining the climate of Kazakhstan: the influence of geographic latitude, underlying surface, circulation of air masses. Cyclones and anticyclones. Patterns of distribution of heat and moisture throughout the country (average temperatures in January and July, precipitation, evaporation, evaporation, humidification coefficient). Seasonality of climate.

Types of climates in Kazakhstan. Comfort (discomfort) of climatic conditions. Climate change under the influence of natural factors.

Climate and people. The influence of climate on a person’s life, his home, clothing, methods of transportation, health. Dangerous and unfavorable climatic phenomena. Methods for studying and forecasting climate phenomena.

The climate of your region.

Practical work. 1. Determination of patterns of distribution of solar radiation and radiation balance using maps. Identification of features of the distribution of average temperatures in January and July, annual precipitation throughout the country. 2.Determination of the moisture coefficient for various points. 3. Assessment of the main climatic indicators of one of the country’s regions to characterize the living conditions and economic activities of the population.

Radiversity of inland waters of Kazakhstan . Rivers. Lakes. The groundwater. Glaciers. Permafrost.

The special role of water in nature and economy. Types of land waters in the country. Main river systems, watersheds, basins. Distribution of rivers across ocean basins. Nutrition, regime, flow, annual river flow, ice regime. Hazardous phenomena associated with water (floods, floods, avalanches, mudflows), their prevention. The role of rivers in the development of territory and the development of the economy of Kazakhstan.

The most important lakes and their origin. The groundwater. Glaciers. Permafrost.

Water resources and people. Uneven distribution of water resources. Increase in their consumption and pollution. Ways to preserve the quality of water resources.

Inland waters and water resources of your region and your locality.

Practical work. 1. Compilation of characteristics of one of the rivers using thematic maps and climatograms. Determining the possibilities of its economic use. 2. Explanation of the patterns of distribution of different types of land waters and associated dangerous natural phenomena on the territory of the country, depending on the relief and climate.

Soil is a special natural body. Soil formation and diversity. Patterns of soil distribution. Main soil types Kazakhstan.Soil resources Kazakhstan.

Soil is a special component of nature. V.V. Dokuchaev is the founder of soil science. Soil is a national wealth. Factors in soil formation, their main types, properties, differences in fertility. Diversity and patterns of soil distribution.

Man and soil. Soil resources of Kazakhstan. Changes in soils during their economic use. Land reclamation and soil conservation: combating erosion and pollution.

Features of the soils of your region and your area.

Practical work. Identification of the conditions for soil formation of the main land types of soil (amount of heat, moisture, relief, nature of vegetation) and assessment of their fertility. Get acquainted with soil samples from your area.

Vegetableand faunaKazakhstan.Biological resources and their rational use. Protection of the organic world.

Flora and fauna of Kazakhstan: species diversity, factors determining its appearance. Features of flora and fauna of natural zones of Kazakhstan.

Biological resources, their rational use. Measures to protect flora and fauna. The flora and fauna of your region and your area.

Practical work. Drawing up a forecast of changes in flora and fauna under given conditions of changes in other components of the natural complex.

Natural areas of Kazakhstan.

Natural area as a natural complex: interconnection and interdependence of its components. The role of V.V. Dokuchaev and L.S. Berg in the creation of the doctrine of natural zones. Characteristics of forests, forest-steppes and steppes, semi-deserts and deserts. Altitudinal zone. Natural resources of the zones, their use.

Practical work. Identification of dependencies between the components of nature using maps using the example of one of the natural zones.

Territories that are environmentally favorable and unfavorable for human existence. Reserves.

Ecological problems. Reserves. Specially protected natural areas. World Natural Heritage Monuments.

Natural area of its area. Its environmental problems.

Review of the elective course program for 8th grade students “Geographic Kaleidoscope”, prepared by the geography teacher of the secondary school named after Zh. Kereev B Oribaeva M. WITH.

In the course of study, schoolchildren consolidate their skills: compose brief geographical descriptions and characteristics of territories based on various sources of geographical knowledge; highlight and describe the essential features of geographical objects; find and analyze information from different sources; and also continue to develop their skills in writing project and research papers.

Students can subsequently use the acquired knowledge, skills and abilities in practical activities and everyday life: to conduct an independent search for geographic information from various sources (including maps, information systems and Internet resources).

The proposed program is developed in accordance with the requirements for the school component of generalsecondary education Republic of Kazakhstan. All sections of the program are equipped with a fairly extensive listpractical work and assignments, which in this course are the result of the teacher’s work to develop students’ ability to use a variety of geographical information. The practical assignments included in the course encourage students to write various types of project and research papers. In accordance with this, practical work of varying levels of complexity is expected:

· tasks for traditional independent work;

· creative design;

· work performed usinggeographic information technologies .

The material on the physical geography of Kazakhstan is grouped into several stages and periods, differing from each other in the breadth of spatial horizons, the amount of geographical knowledge, methods and methods of research.

History and Geography Teacher

Secondary school named after Zh. Kereev Vinogradov V.P.

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Participation of students in clubs and optional special courses

	2008-2009	2009-2010	2010-2011
"Journey through countries and continents"
"My Russia: big Adventure"
"Discover your land"
According to geographical profile in MDOU
Total students:	(4,7%)	(28,8%)	(33,1%)

PROGRAMS OF OPTIONAL CLASSES IN GEOGRAPHY

INTERESTING GEOGRAPHY:

TRAVEL ACROSS COUNTRIES AND CONTINENTS

Entertaining geography: a journey across countries and continents. Academic discipline program for students in grades 7-8 of schools with in-depth study of foreign languages. Baskevich I.A. Perm, Perm. University, 2006. 12 p.

I. Explanatory note

1. Relevance of studying the course “Entertaining Geography. Traveling across countries and continents."

In-depth study of foreign languages is accompanied by close acquaintance with the countries of the world, with the peoples inhabiting them, their culture, traditions, way of life, and attractions. The need to study regional geographic material in such a volume in a foreign language requires preliminary familiarization with it in the native language. However, the federal curriculum for the 7th grade of secondary school does not provide for the study of regional studies material to such an extent. The federal curriculum is aimed at studying the nature of our planet in general, the features of discovery, study, natural conditions of the continents and oceans in particular.

In this regard, the formation in students, already at the initial stage of studying geography, of geographical ideas about the world in general and images of individual countries in particular, is very relevant.

The opportunities to travel that have opened up in recent decades make it possible to apply the knowledge acquired by students in practice. Therefore it is obvious that this course in schools with in-depth study of foreign languages is relevant and necessary for studying.

2. Features of the course.

The course “A Great Journey Across Continents and Oceans” with a total volume of 32 teaching hours is designed for students in grades 7-8 of schools with in-depth study of foreign languages.

This course:

1) forms a holistic idea of the diversity of the modern world;

2) provides knowledge about nature, people and their economic activities in various regions and countries of the world;

3) reveals the complex relationships between society and the environment.

Within the framework of this course, comprehensive regional studies, humanistic and cultural approaches to the disclosure of educational material are strengthened. So, in particular, the regional approach allows students to explore any territory, including the country of the language they are learning, as a whole. The humanization and cultural components of this course allow students to expand their knowledge about man, his settlement, races, languages, adaptation to the environment, material and spiritual culture, features of the everyday way of life, and the religious features of a particular people.

The course program “A Great Journey through Countries and Continents” meets the goals of pre-profile training in the field of foreign languages and regional studies, gives students the opportunity to become more familiar with the sights of the countries of the language being studied in particular and the world in general, and is new for students.

Traveling through countries and continents as part of the course through the imaginative stories of the guide-teacher or colorful videos, students will be interested in already familiar images - the lifeless deserts of Egypt, Niagara Falls, and completely new, but beautiful creations of human hands - the Taj Mahal Mausoleum in Agra in India, Egyptian pyramids in Giza, Stonehenge in the UK, St. Peter's Basilica in the Vatican, the Sydney Opera House, mosques in Morocco and other attractions.

During the course, students master the following: activities, such as project assignments, press conferences, work with statistical material, correspondence and face-to-face excursions, multimedia lessons, work with geographic information systems.

The result of successful completion of the program can serve as participation in geographical and regional studies quizzes, olympiads, and intellectual games in geography. The geographical knowledge obtained as part of this course can later serve as the basis for preparing students to choose certain professions related to with tourism and service, international services, excursion activities.

Students should know (explain):

history of the study and development of continents;
countries and capitals;
famous and most interesting sights of the world;
features of the material and spiritual culture of peoples in various regions of the globe.

Students should be able to (name, show):

talk freely about the diversity of natural conditions on various continents and countries located on these continents;
work with various sources of geographic information;
use the latest geoinformation programs and technologies, Internet resources; search for information about countries and continents on the Internet;
talk freely about the natural and cultural attractions of different countries of the world.

Course success assessment system

In the process of studying this course, you will complete two credits(intermediate) practical work and one final- at the last lesson. On the academic work The student plays the role of a tour guide on one of the continents. Final test work– project activities in groups of 2-3 people on objects of natural and cultural heritage of the world. After completing practical work, a grade of “pass” or “fail” is given.

3. General goals of the program:

call interest To subject "Geography of continents and oceans" desire to get acquainted with countries of the world in the future;
expand the geographical horizons of students, prepare them for the compulsory academic discipline “Socio-economic geography of the world”;
while studying the course, introduce students to various modern technologies, methods and forms of presenting geographic information;
in the process of studying course topics are developing capabilities to self-determination, it is possible to determine the future profile of a profession related to geography.

4. General objectives of the program:

get acquainted with the history of planet Earth and the features of the geographical shell;
expand students’ understanding of the diversity of natural conditions of the continents and oceans of the globe.
arouse interest in countries of the world and cultural heritage through acquaintance with cultural and natural attractions;
expand knowledge about the capitals and largest cities of the world;
get acquainted with the UNESCO Program for the protection of World Heritage Sites;
to cultivate respect for people of another nation, for the peculiarities of their life.

5. Information support for the course. This course is provided with the following information materials:

· a set of scientific and popular science videos about natural conditions, sights of different countries of the world,

· popular science books, articles and other materials about the sights of the world and Russia, including modern directories “Countries of the World”, “Capitals of the World”.

· Google Earth 5.1 program.

· Internet resources.

II. Contents of the course “Entertaining geography. Traveling across countries and continents"for 7th grade (32 hours).

Topic 1. Africa (5 hours).

Lesson 1. Interesting facts from the history of African exploration. Spaniards and Portuguese: catch up and overtake each other. Junker: in the wilds of Africa.

Lesson 2. Tassil-Ajer: the mystery of the Sahara. Ahaggar Highlands. Egypt. Egypt is the “gift” of the Nile. Cairo: "Capital" of Africa. Pyramids at Giza. Temples of Karnak and Luxor. Tunisia: the legacy of Carthage. Morocco: “red” city, Dades Gorge. Algeria: oasis of Oulad Said. Ethiopia: Lake Asal, Danakil - “land of horror, hardship, death”, Erta-Ale.

Lesson 3. Kenya: Lake Rudolph, alkaline lakes of East Africa. Congo: Rwenzori - “Mountain Mountains” of Africa, “mighty river”. Ghana: the “golden” coast of Africa. Zambia: Victoria Falls.

Lesson 4. Tanzania is a protected country: Ngoro-ngoro - a “living laboratory”, the Ol Doinyo-Lengai volcano - “Mountain of God”, the Serengeti plateau. Namibia: Coast of Skeletons, Etosha Basin - “Lake of Mirages”. Botswana: Kalahari Desert, Okavango - a refuge of life. Zimbabwe: Matopo Hills - “granite grave”, Victoria Falls - “Smoke that thunders”.

Lesson 5. South Africa: Mont aux Sources - Devil's Tooth, Table Mountain, Cango Caves, Blyde River Canyon. Seychelles. Aldabra Atoll. Lost Worlds of Madagascar: Lands of the Tsingi. Kilimanjaro is a “sparkling” mountain.

Topic 2. Australia and Oceania (5 hours).

Lesson 6. " Terra astraulis incognita." Interesting facts from the history of discovery and exploration of Australia. Three discoveries of Australia. How did the name "kangaroo" come about?

Lesson 7. Western Australia. The Pinnacles Desert is an enchanted legion. Hamersley Gorges. Hillier is a “pink” lake. Striped rocks of Bungle Bungle.

Northern Territory. Goss Bluff is a mysterious crater. Ayers Rock is a “fiery” rock, Olgas is a mysterious dome. The wilderness of Kakadu National Park. Around the billabong. Darwin.

Lesson 8. South Australia. The Simpson Desert is the “dry heart” of Australia. Lake Eyre: pelican nursery. Victoria. Port Campbell: Twelve Apostles, London Bridge.

Lesson 9 Queensland. Fraser is an island of sand. The Great Barrier Reef is the pearl of Australia. Great Dividing Range. Australian Alps. Breadknife - "Bread Knife" in the Warrumbungles Mountains. Wollaman Falls: sheer drop. Ball's Pyramid. Sydney.

Canberra - Australian Capital Territory.

Lesson 10. New Zealand. Rotorua is a land of steam, fire and volcanic eruptions. Milford Sound: green tears, rain forest, Anita Bay, Miter Peak, Sinbad Gorge, Sutherland Falls. Mount Egmont. Volcanoes of Tongariro.

Oceania. Bora Bora Lagoon is the pearl of the coral reefs of the Pacific Ocean.

Topic 3. Antarctica (1 hour).

Lesson 11. Antarctica is the coldest continent on the planet. Pages of Antarctica's past. Interesting facts from the history of the discovery of the continent. J. Cook's unfulfilled prediction. Russian discovery of Antarctica. Captain Ross. Robert Scott - “Struggle and seek, find and not give up.” Conqueror of the South Pole. Dry valleys of Antarctica: Erebus, Terror, Ice Pillar.

What are people doing in Antarctica? International scientific stations.

Topic 4: South America (5 hours).

Lesson 12. Interesting facts from the history of research. Columbus's mistake. How the rivers of South America got their names. "Big Foot" or giants of South America. Tierra del Fuego, the Strait of All Saints and the feat of Captain Drake. On the brink of death: French mathematicians in the wilds of South America.

Lesson 13. In the wilds of the Amazon. The Pantanal is the vast swamp of South America. Land of the “Holy Cross”: Rio de Janeiro – “magic city”, Brasilia. Rubber fever. Ecuador. Galapagos Islands.

Columbia: Butterfly Park and Gold Mountain, on Columbus Peak. Gold Museum, Salt Cathedral. Stone idols of San Augustin.

Lost Worlds of Venezuela. 100 mesas of the Guiana Plateau. The steep slopes of Autana. Roraima is a “floating” plateau. Angel - "The Devil's Mouth"

Lesson 14. Peru. Lima is the capital of the conquistadors. Cusco: in the footsteps of the Inca Empire. Machu Picchu: city of a lost civilization. Mysterious Nazca Lines. Following the footsteps of the Chimu and Moche civilizations in the city of Spring. Lake Titicaca: Island of the Sun. Kolka Canyon. Blooming "candelabra".

Lesson 15. Chile. Salt lakes of the Andes: Laguna Colorada, Laguna Verde, polygonal salt marsh. Atacama: garua or 400 years without rain. Smoking Mountain. Paine Mountains. Penitentes - “penitent sinners” of the Andes. Easter Island: mysteries of history.

Lesson 16. Argentina: Iguazu and the Devil's Throat. Los Glaciares National Park: Moreno and Uppsala glaciers, Lake Lago Argentino. Buenos Aires. Secrets and mysteries of Tierra del Fuego: Ushuaia.

Topic 5. North America (5 hours).

Lesson 17. Interesting facts from the history of North American exploration. Hernando Cortez in search of Eldorado. Hudson's drama. Mackenzie's feat. The Voyage of Lewis and Clark.

Lesson 18. Canadian Arctic Archipelago. Ice deserts of Ellesmere Island.

Canada: Mackenzie Delta, Pingo - Canada's evergreen islands. Nahanni River – “double thunder”. Western Brook. Banff Lake District: Alpine gem. Niagara - "Thundering Water".

USA. Glacier Bay: green fjords and endless ice of Alaska. Brooks Range. Smoke, ash and explosions of Katmai.

Lesson 19. Yosemite Valley is a wonderland. What does Yosemite mean? Purple shadows of Half-Dom. Giant rock. Dancing Water: Upper Yosemite and Lower Yosemite Cascades.

Yellowstone is a visual aid to geology. Grand Prismatic. Obsidian Cliff is a “glass” mountain. Old Faithful: a reliable geyser. "Terraces of Minerva" Trees turned to stone. Devil's Tower.

Lesson 20. Arches and rock rainbow of the Utah desert. Red pillars of Bryce Canyon. The Great Stepped Path. Lechuguilla Cave is a dangerous path. Grand Canyon. Bisti Wilderness: moonlit landscape.

Arizona Crater and Monument Valley. Canyon De Chelly. Crater: volcano lake. Death Valley. White Sands: Gypsum Desert. Mono Lake: Double the Splendor.

Mammoth Cave: underground landscape. Everglades - "grassy waters". Florida Mangrove Maze.

Lesson 21. Hawaiian volcanoes. Central America. Mexican Cobre Canyon. Costa Rica: Poas Volcano.

New York and Washington: symbols of freedom. American Dream: Myth or Reality?

Topic 6. Europe (5 hours).

Lesson 22. Northern Europe. Finland. Lake Inari. Sweden. Norway. The beauty and charm of the fjords: Sognefjord, Hardangerfjord. Trolshaugen. Bergen is the rainiest city in Europe. Monuments of Medieval Europe. Vikings. Denmark. Iceland. Vatnadjökull: both ice and fire. Great Geyser and Strokkur.

Benelux countries. Belgium: Brussels, Bruges. Netherlands. Polders, dam, tulip paradise. Luxembourg.

Lesson 23. Western Europe. Great Britain. England and Wales: under one crown. East Water: England's deepest lake. London: a “world” city at all times. Stonehenge. Great Glen Valley. Old Man of Storr: The Old Man of Storr. Gibraltar. Ireland: the giant's path or 40,000 basalt columns. Cliffs of Moher: silence in the sound of the wind. Benbalbin: the story of a mountain in Western Ireland.

France. Paris is the pearl of Europe. A holiday that is always with you. The Louvre is a collection of kings. Eiffel Tower. Castles of the Loire: history etched in stone. Chambord Castle. The deepest gorge in Europe is the Verdon. Mer de Glace is an icy sea. Mont Blanc. Monaco.

Germany. To Berlin through the Brandenburg Gate. Palaces and parks of Potsdam and Berlin. The Sanssouci Museum is a monument to the former power of the Prussian kings. Cologne Cathedral. Dresden Gallery. Elbe Valley. Austria. Vienna is the music capital of the world. Eisriesenwelt is a wonderland of the Austrian Alps. The Matterhorn is an overhanging peak. Switzerland – through the prism of the Alps. Liechtenstein is a “fortress city”.

Lesson 24. Southern Europe. Portugal is a “forge of travelers”. Spain: the birthplace of flamenco and matadors. Sunny pier. In the heart of the Pyrenees: Ordesa. Coto de Doñana: marshes and forests of southern Spain. The Alhambra is the pearl of Granada. The Alcazar Castle is the symbol of Toledo. Andorra. Italy. Rome: the eternal city. St. Peter's Basilica in Rome. The greatness of bygone eras. Venice is a “sinking” city. Leaning Tower of Pisa. Vatican: city-state. Ritten idols. Dolomites. Mount Etna. San Marino. Greece. Athens Acropolis. Mount Athos. Samaria Gorge. Malta.

Balkan countries. Serbia. Kosovo. Bosnia and Herzegovina. Montenegro. Macedonia. Croatia: near the Adriatic Sea. Slovenia. Albania.

Lesson 25. Eastern Europe. Czech Republic. Slovakia. Hungary: royal city on the banks of the Vltava. Romania. Moldova. Bulgaria. Poland. Belarus. Belovezhskaya Pushcha. Ukraine.

Baltic countries. Lithuania. Latvia. Estonia.

Topic 7. Asia (5 hours).

Lesson 26. Southwest Asia. Persia is a country of “gardens of magic”. Syria. Umayyad Mosque in Damascus. Saudi Arabia: Holy Kaaba. Kuwait. United Arab Emirates. Qatar. Bahrain. Lebanon. Yemen. Jordan. Dead Sea: salt expanse. Oman. Lebanon. Israel. Jerusalem: Holy City. Cyprus. Türkiye. Top Cape is the symbol of Istanbul. Cones of Cappadocia. Pamukkale: “castle – cotton fortress”. Iraq. Iran. Kopetdag - Moon Mountains. Afghanistan: cold lakes of Bandi Amir.

Lesson 27. Republics of Transcaucasia. Azerbaijan. Georgia. Armenia.

Lesson 28. South Asia. India. Sun Temple in Konark. Temples of Khajuraho. Treasures of Agra (Taj Mahal). Amber Fort is a palace-fortress. Indus Valley: Lion River. Nepal. Kathmandu Valley. Kali Gandak: The river that rises from the roof of the world. Chomolungma: Goddess of mountain snows. Butane. Pakistan. Bangladesh. Sri Lanka. Maldives.

Lesson 29. Central Asia. Kyrgyzstan. Tien Shan - “Heavenly Mountains”. Issyk-Kul - “salt lake”. Kazakhstan. Uzbekistan. Turkmenistan. Tajikistan.

Lesson 30. East Asia. China. Spring Festival, or Chinese New Year. Gardens of Lion Grove, Master of Fishing Nets, Incapable Manager, Blessed Shadow. Beijing is the northern capital. Gugun is a “forbidden” city. The great Wall of China. Jantza gorges: eastern mystery, staircase in the rock. Huangshan - Yellow Mountain. Guilin Hills: the charm of Chinese landscape. Along the Great Silk Road. Taklamakan: “Enter and you will not return.” Lunan - Stone Forest. Mongolia. Gobi – 1 million sq km of sand and stones. Japan. At the foot of Fuji: in pink tones. Kyoto is a treasure trove of Japanese arts and traditions. DPRK. The Republic of Korea.

Lesson 31. Southeast Asia. Taiwan. Taroko Gorge. Myanmar. Vietnam. Laos. Cambodia. Thailand. Phang Nga Bay. Malaysia. Philippines. Chocolate Hills. Indonesia. Krakatoa: life returns. Keli Mutu: chameleon of the island of Flores. Brunei. Mulu Caves: a karst wonder in the rain forest. Singapore.

Topic 8. Tourist and recreational potential of the globe (1 hour).

Lesson 32. Summary final lesson.

III. Lesson-thematic course planning

“Interesting geography. Traveling through countries and continents" for 7th grade. (32 hours).

	Lesson topic.	Number of hours	Practical work	Form of control
Topic 1. Africa (5 hours).
1.1.	Interesting facts from the history of African exploration. Spaniards and Portuguese: catch up and overtake each other. Junker: in the wilds of Africa. Africa's calling card: Kilimanjaro – the “sparkling” mountain.		Practical work N 1. Map the travel routes of Portuguese and Spanish navigators, Juncker, Livingston.	Test
1.2.	Tassil-Ajer: the mystery of the Sahara. Ahaggar Highlands. Egypt. Egypt is the “gift” of the Nile. Cairo: "Capital" of Africa. Pyramids at Giza. Temples of Karnak and Luxor. Tunisia: the legacy of Carthage.		Morocco: “red” city, Dades Gorge. Algeria: oasis of Oulad Said. Ethiopia: Lake Asal, Danakil - “land of horror, hardship, death”, Erta-Ale. N Practical work	2. Comparative characteristics of the peoples of North Africa.
1.3.	Quiz		Practical work N Kenya: Lake Rudolph, alkaline lakes of East Africa. Congo: Rwenzori - “Mountain Mountains” of Africa, “mighty river”. Ghana: the “golden” coast of Africa. Zambia: Victoria Falls. Tanzania is a protected country: Ngoro-ngoro - a “living laboratory”, the Ol Doinyo-Lengai volcano - “Mountain of God”, the Serengeti plateau. Namibia: Coast of Skeletons, Etosha Basin - “Lake of Mirages”. Botswana: Kalahari Desert, Okavango - a refuge of life. Zimbabwe: Matopo Hills - “granite grave”, Victoria Falls - “Smoke that thunders”.
	3. Characteristics of one of the reserves or national parks according to the plan in the form of an electronic presentation.			Test
South Africa: Mont aux Sources - Devil's Tooth, Table Mountain, Cango Caves, Blyde River Canyon.
2.1.	Seychelles. Aldabra Atoll. Lost Worlds of Madagascar: Lands of the Tsingi.		Practical work N Topic 2. Australia and Oceania (5 hours).	"Terra astraulis incognita". Interesting facts from the history of discovery and exploration of Australia. Three discoveries of Australia. How did the name "kangaroo" come about?
2.2.	Western Australia. The Pinnacles Desert is an enchanted legion. Hamersley Gorges. Hillier is a “pink” lake. Striped rocks of Bungle Bungle.		Practical work No. 2. Studying the mineral resources of Australia.	Oral survey
2.3.	Northern Territory. Goss Bluff is a mysterious crater. Ayers Rock is a “fiery” rock, Olgas is a mysterious dome.		The wilderness of Kakadu National Park. Around the billabong. Darwin. South Australia. The Simpson Desert is the “dry heart” of Australia. Lake Eyre: pelican nursery. Victoria. Port Campbell: Twelve Apostles, London Bridge.	Test
2.4.	Research on the topic “Causes of cry formation in Australia”		Queensland. Fraser is an island of sand. The Great Barrier Reef is the pearl of Australia. Great Dividing Range.	Australian Alps. Breadknife - "Bread Knife" in the Warrumbungles Mountains. Wollaman Falls: sheer drop. Ball's Pyramid. Sydney. Canberra - Australian Capital Territory.
2.5.	Excursion to the exhibition “Exotic inhabitants of the oceans of tropical latitudes”		Credit by card	New Zealand. Rotorua is a land of steam, fire and volcanic eruptions. Milford Sound: green tears, rain forest, Anita Bay, Miter Peak, Sinbad Gorge, Sutherland Falls. Mount Egmont.
Volcanoes of Tongariro. Oceania. Bora Bora Lagoon is the pearl of the coral reefs of the Pacific Ocean.
3.1.	Creative work on the topic “Pacifida, Lemuria, Mu” - we are looking for evidence of the existence of the seventh continent east of Australia		Reports with presentations Topic 3. Antarctica (1 hour).	Test
Antarctica is the coldest continent on the planet.
Pages of Antarctica's past. Interesting facts from the history of the discovery of the continent. J. Cook's unfulfilled prediction. Russian discovery of Antarctica.
4.1.	Captain Ross. Robert Scott - “Struggle and seek, find and not give up.”		Reports with presentations Conqueror of the South Pole. Dry valleys of Antarctica: Erebus, Terror, Ice Pillar. What are people doing in Antarctica? International scientific stations.	Oral survey
4.2.	In the wilds of the Amazon. The Pantanal is the vast swamp of South America. Land of the “Holy Cross”: Rio de Janeiro – “magic city”, Brasilia. Rubber fever. Ecuador. Galapagos Islands. Columbia: Butterfly Park and Gold Mountain, on Columbus Peak. Gold Museum, Salt Cathedral.		Stone idols of San Augustin. Lost Worlds of Venezuela. 100 mesas of the Guiana Plateau. The steep slopes of Autana. Roraima is a “floating” plateau.	Test
4.3.	Angel - "The Devil's Mouth"		Practical work No. 2.	Peru. Lima is the capital of the conquistadors. Cusco: in the footsteps of the Inca Empire. Machu Picchu: city of a lost civilization. Mysterious Nazca Lines. Following the footsteps of the Chimu and Moche civilizations in the city of Spring. Lake Titicaca: Island of the Sun. Kolka Canyon. Blooming "candelabra".
4.4.	We are carrying out research on the topic “Uncovering the secrets of the origin of the mysterious Nazca Lines”		Electronic presentation Chile. Salt lakes of the Andes: Laguna Colorada, Laguna Verde, polygonal salt marsh. Atacama: garua or 400 years without rain. Smoking Mountain. Paine Mountains. Penitentes - “penitent sinners” of the Andes. Easter Island: mysteries of history. Practical work No. 2. Create using	Australian Alps. Breadknife - "Bread Knife" in the Warrumbungles Mountains. Wollaman Falls: sheer drop. Ball's Pyramid. Sydney. Canberra - Australian Capital Territory.
4.5.	Google Earth		interactive map of tourist attractions in South America.	Argentina: Iguazu and the Devil's Throat. Los Glaciares National Park: Moreno and Uppsala glaciers, Lake Lago Argentino. Buenos Aires. Secrets and mysteries of Tierra del Fuego: Ushuaia.
Practical work No. 3. Creating an interactive map of tourist attractions in South America.
5.1.	Working with the map		Reports with presentations Topic 5. North America (5 hours)	Peru. Lima is the capital of the conquistadors. Cusco: in the footsteps of the Inca Empire. Machu Picchu: city of a lost civilization. Mysterious Nazca Lines. Following the footsteps of the Chimu and Moche civilizations in the city of Spring. Lake Titicaca: Island of the Sun. Kolka Canyon. Blooming "candelabra".
5.2.	Interesting facts from the history of North American exploration. Hernando Cortez in search of Eldorado. Hudson's drama. Mackenzie's feat.		The Voyage of Lewis and Clark. Mexican Cobre Canyon. Costa Rica: Poas Volcano. Hawaiian volcanoes.	Test
5.3.	We are creating a tourist guide for the mainland of South America.		Canadian Arctic Archipelago. Ice deserts of Ellesmere Island. Canada: Mackenzie Delta, Pingo - Canada's evergreen islands.	Nahanni River - “double thunder.” Western Brook. Banff Lake District: Alpine gem.
5.4.	Yosemite Valley is a wonderland. What does Yosemite mean? Purple shadows of Half-Dom. Giant rock. Dancing Water: Upper Yosemite and Lower Yosemite Cascades. Yellowstone is a visual aid to geology.		Grand Prismatic. Obsidian Cliff is a “glass” mountain. Old Faithful: a reliable geyser. "Terraces of Minerva" Trees turned to stone. Devil's Tower.	Practical work No. 3.
5.5.	We study the phenomena of “false geology” of Yellowstone.		Identification of minerals from samples	Test
Arches and rock rainbow of the Utah desert. Red pillars of Bryce Canyon. The Great Stepped Path. Lechuguilla Cave is a dangerous path.			Grand Canyon. Bisti Wilderness: moonlit landscape. Arizona Crater and Monument Valley. Canyon De Chelly. Crater: volcano lake. Death Valley.
White Sands: Gypsum Desert. Mono Lake: Double the Splendor.
6.1.	Round table meeting on the topic “Is it possible in Russia to transition from state reserves to national commercial parks based on the US experience?”Test lesson on the topics of South and North America. Benelux countries Development of a tourist route along one of the studied continents.		Reports with presentations
6.2.	Topic 6. Europe (5 hours).Northern Europe		Reports with presentations . Finland. Lake Inari.
6.3.	Sweden. Norway. The beauty and charm of the fjords: Sognefjord, Hardangerfjord.			Test
6.4.	Germany. To Berlin through the Brandenburg Gate.		Stone idols of San Augustin. Lost Worlds of Venezuela. 100 mesas of the Guiana Plateau. The steep slopes of Autana. Roraima is a “floating” plateau.
6.5.	Palaces and parks of Potsdam and Berlin. The Sanssouci Museum is a monument to the former power of the Prussian kings. Cologne Cathedral. Dresden Gallery. Elbe Valley. Austria. Vienna is the music capital of the world. Eisriesenwelt is a wonderland of the Austrian Alps. The Matterhorn is an overhanging peak. Switzerland – through the prism of the Alps. Liechtenstein is a “walled city”.Southern Europe
. Portugal is a “forge of travelers.” Spain: the birthplace of flamenco and matadors. Sunny pier. In the heart of the Pyrenees: Ordesa. Coto de Doñana: marshes and forests of southern Spain. The Alhambra is the pearl of Granada. The Alcazar Castle is the symbol of Toledo. Andorra. Italy. Rome: the eternal city.
7.1.	St. Peter's Basilica in Rome. The greatness of bygone eras. Venice is a “sinking” city.Leaning Tower of Pisa. Vatican: city-state. Ritten idols. Dolomites. Mount Etna. San Marino. Greece. Athens Acropolis. Mount Athos. Samaria Gorge. Malta.		Topic 7. Asia (5 hours).	Argentina: Iguazu and the Devil's Throat. Los Glaciares National Park: Moreno and Uppsala glaciers, Lake Lago Argentino. Buenos Aires. Secrets and mysteries of Tierra del Fuego: Ushuaia.
7.2.	Southwest Asia.Persia is a country of “gardens of magic”. Syria. Umayyad Mosque in Damascus. Saudi Arabia: Holy Kaaba. Kuwait. United Arab Emirates. Qatar. Bahrain. Lebanon. Yemen. Jordan. Dead Sea: salt expanse. Oman. Lebanon. Israel. Jerusalem: Holy City. Cyprus. Türkiye. Top Cape is the symbol of Istanbul. Cones of Cappadocia.		Stone idols of San Augustin. Lost Worlds of Venezuela. 100 mesas of the Guiana Plateau. The steep slopes of Autana. Roraima is a “floating” plateau. Pamukkale: “castle – cotton fortress”. Iraq. Iran. Kopetdag - Moon Mountains.	Test
7.3.	Afghanistan: cold lakes of Bandi Amir.Practical work No. 1. Creating an interactive map of Marco Polo’s travel route South Asia. India. Sun Temple in Konark. Temples of Khajuraho. Treasures of Agra (Taj Mahal). Amber Fort is a palace-fortress. Indus Valley: Lion River. Nepal. Kathmandu Valley.		Stone idols of San Augustin. Lost Worlds of Venezuela. 100 mesas of the Guiana Plateau. The steep slopes of Autana. Roraima is a “floating” plateau. Pamukkale: “castle – cotton fortress”. Iraq. Iran. Kopetdag - Moon Mountains.	Kali Gandak: The river that rises from the roof of the world. Chomolungma: Goddess of mountain snows. Butane. Pakistan. Bangladesh. Sri Lanka. Maldives.
7.4.	We are creating a game “Peoples of Asia”.. China. Spring Festival, or Chinese New Year. Gardens of Lion Grove, Master of Fishing Nets, Incapable Manager, Blessed Shadow. Beijing is the northern capital. Gugun is a “forbidden” city. The great Wall of China. Jantza gorges: eastern mystery, staircase in the rock. Huangshan - Yellow Mountain. Guilin Hills: the charm of Chinese landscape. Along the Great Silk Road. Taklamakan: “Enter and you will not return.”		Lunan - Stone Forest. Mongolia. Gobi – 1 million sq km of sand and stones. Japan. At the foot of Fuji: in pink tones. Kyoto is a treasure trove of Japanese arts and traditions. DPRK. The Republic of Korea.	Test
7.5.	Practical work No. 3. Creating a game “Flags of the World”Southeast Asia		. Taiwan. Taroko Gorge.	Oral survey
Topic 8. Myanmar. Vietnam. Laos. Cambodia. Thailand. Phang Nga Bay. Malaysia. Philippines. Chocolate Hills. Indonesia. Krakatoa: life returns..
8.1.	Keli Mutu: chameleon of the island of Flores. Brunei. Mulu Caves: a karst wonder in the rain forest. Singapore.		Practical work No. 4. Using the project method, we create
	Tourist and recreational potential of the globe (1 hour)

Summary final lesson.

Project activities in groups of 2-3 people on the topic: “Tourist and recreational potential of the globe.”
Total hours:
IV. Bibliographic list.
Alekseev A.I. Course program “Geography of Russia” (grades 6 – 7). 2005.
The whole world: Countries. Flags. Coats of arms. – Mn.: Harvest, 1999. (encyclopedic dictionary)
Geography. Weekly methodological newspaper for teachers of geography, ecology and natural history of the Publishing House “First of September”. No. 19, No. 20, No. 42 – 2004.
I.V.
Dushina, T.L. Smoktunovich. Geography. 7th grade. Continents, oceans, peoples and countries: Regional studies. M.: Ventana-Graf, 2007, 288 p.
I.V.
Dushina, T.L. Smoktunovich. Peoples of the world. Geography reading book. M.: Balass, 2004, 272 p.
Kuznetsov A.P. Reader on the economic geography of foreign countries. 2004.
Kuznetsov A.P. Geography: Earth and people. M.: “Enlightenment”, 2007. 175 p.
Maksakovsky V.P. Geographical picture of the world. Yaroslavl: Upper Volga, 1998.
Tomilin A.N. How people studied their Earth. M.: Education, 2008. 160 p.
Williams L. Earth Sciences without Secrets. M.: Eksmo, 2009. 432 p.
Encyclopedia of natural wonders. M.: ZAO Reader's Digest Publishing House, 2000, 456 p.
http://www.krugosvet.ru
http://www.geografia.ru
http://www.carib.ru
http://www.vokrugsveta.ru
http://www.skitalets.ru
http://www.rgo.ru
http://www.glossary.ru
http://www.rcio.rsu.ru

MY RUSSIA: A GREAT JOURNEY

My Russia: a great journey. Academic discipline program for students in grades 8-9 of schools with in-depth study of foreign languages. Baskevich I.A. Perm, Perm. univ., 2007. 12 p.

A number of factors over the past decade have contributed to a decline in interest and popularity in geography. In particular, unfortunately, the idea of nature as a single whole was lost; a complex and essentially indivisible complex of natural phenomena was artificially dismantled and separated. The transition from live communication and discussions during the exam to the Unified State Examination form. The subsequent abolition of the Unified State Examination in Geography as an entrance exam for a number of popular specialties in universities significantly reduced students’ motivation to master the mandatory minimum.

In these conditions, it is necessary to re-develop interest in geography, to make geography “alive”. However, this is not always possible to implement within the compulsory curriculum for a number of reasons.

In particular, while studying the course “Physical Geography of Russia,” students receive a general idea of the entire territory of Russia. But a general idea is very often not enough. It is impossible to understand the nature of any country by studying it only in its individual components. To put it figuratively, you “can’t see the forest for the trees”; behind the random – the natural. But one of the main tasks of geography today is to connect the most important departments of modern natural science with man and society. Therefore, a significant role within the framework of this course is given to the creation of figurative ideas among students that characterize the appearance of the cities of our country, the cultural customs and traditions of the peoples inhabiting it, life, living conditions, economic activities, etc.

The development of domestic tourism over the past decade gives us the opportunity to travel throughout the country, including to the most remote corners. A trip with a class, a trip with parents by car in one’s own region or beyond – this is only a partial list of opportunities for a student today. The possibility of using the most modern navigation aids and geographic information systems on such trips is dictated by the need for training and development of skills in working with such technologies. In this regard, this course introduces students to the above-mentioned technologies.

2. Features of the course.

The purpose of the course “My Russia. Big Journey” - developing students’ geographical horizons, increasing interest in the geography of their native country.

The course “My Russia: A Great Journey” (with a total volume of 32 academic hours) is designed for students in grades 8-9 of schools with in-depth study of foreign languages.

The course program “My Russia: A Great Journey” meets the goals of pre-profile training in the field of foreign languages and regional studies, gives students the opportunity to become more familiar with the sights of their native country, and is new for students. The novelty lies in the fact that this course is not studied in the school curriculum.

The modern world is very interesting and attractive because meeting it is an acquaintance with the beautiful and the unknown. Each student discovers something new for himself. Traveling as part of the course through the regions of Russia through the imaginative stories of the guide-teacher or colorful videos, students will be interested in already familiar images - the Moscow Kremlin, the Volga, and completely new, unknown sights of Russia - unique corners of protected nature.

During the course, students may experience the following: activities, such as project assignments, press conferences, work with statistical material, correspondence and full-time excursions, multimedia lessons, work with interactive electronic maps.

The result of successful completion of the program participation in geographic quizzes, olympiads, and intellectual games on the geography of Russia can serve. The geographical knowledge obtained as part of this course can later serve as the basis for preparing students to choose certain professions related to with tourism and service, excursion activities.

Students should know (explain):

history of the study and development of Russian territory;
natural features of Russian regions;
famous and most interesting sights.

Students should be able to (name, show):

talk freely about the diversity of natural conditions in Russia;
work with various sources of geographic information;
navigate by map;
talk freely about the sights of various regions of Russia.

Course success assessment system

In the process of studying this course, you will complete 2 credits(intermediate) practical work and 1 final- at the last lesson. Test work– the role of a tour guide in one of the regions of Russia. Final test work– participation in a presentation on the sights of Russia at the student’s choice. After completing practical work, a grade of “pass” or “fail” is given.

3. General goals of the program:

call interest To subject "Physical Geography of Russia" desire to study this topic in the future.
expand the geographical horizons of students, prepare them for the compulsory academic discipline “Socio-economic geography of Russia”.
while studying the course, introduce students to various modern technologies, methods and forms of presenting geographic information
in the process of studying the topic are developing capabilities to self-determination, it is possible to determine the future profile of a profession related to geography.

4. General objectives of the program:

get acquainted with the peculiarities of the physical and geographical position of Russia and the history of the development of their native country;
expand students’ understanding of the diversity of natural conditions in Russia;
arouse interest in the native country, natural and cultural heritage of Russia through acquaintance with cultural and natural attractions;
expand knowledge about the capital of the Russian Federation and the largest regions of Russia;
get acquainted with the UNESCO Program for the protection of World Heritage Sites in Russia;
cultivate respect for the native country and people of other nationalities living in Russia.

5. Information support for the course. This course is provided with the following information materials from the funds of the Department of Tourism, Faculty of Geography, Perm State University :

· a set of videos about natural conditions, sights of different countries of the world,

· popular science books, articles and other materials about the sights of Russia, including modern reference books.

All information material forms the basis for studying this elective course.

II. Contents of the course “My Russia. Big trip" for 8-9th grades.

(32 hours).

Topic 1. Russia's calling card: territory, nature, population (1 hour).

Russia on the world map. State territory of Russia. What place does Russia occupy among other countries of the world? The size and configuration of the territory of Russia, their influence on the life and activities of people. Borders of Russia. What is Russia's place in Europe and Asia?

Topic 2. Russian spaces: issues and problems (1 hour).

Territory and waters of Russia. What regions is the territory of Russia divided into? Geographical zoning of Russian territory. The role of nature in the formation of the Russian state. Natural areas of Russia. Economically active area. Economic regions of Russia. Russian Northern Zone and problems of its development.

Topic 3. Administrative-territorial structure of Russia (1 hour).

What is administrative-territorial division? Russia is a federal state. Features of the administrative-territorial structure of Russia. Subjects of the Federation and their diversity. Federal districts. Cities of federal significance.

Topic 4. Cities of Federal significance (2 hours).

Moscow: through the prism of times. Kremlin. China town. Boulevard Ring. Garden Ring road. Zamoskvorechye. Museums of Moscow and Moscow region.

Saint Petersburg: touches to the biography. Northern Palmyra. Peter-Pavel's Fortress. Admiralty and St. Isaac's Cathedral. Palace Square and the Hermitage. Alexander Nevsky Lavra. Spit of Vasilyevsky Island. Bridges, canals and embankments of St. Petersburg. Summer Garden, Field of Mars, Mikhailovsky Castle, Arts Square. Strelna. Peterhof. Pushkin. Pavlovsk. Kronstadt. Shlisselburg.

Topic 5. Central Russia (2 hours).

Along the Golden Ring of Russia. Spiritual shrines of Russia. Vladimir. Suzdal. Gus-Khrustalny. Sergiev Posad. Pereslavl-Zalessky. Rostov the Great. Yaroslavl. Uglich. Kostroma. Ples.

Pearls of nature of the Valdai Upland: in the upper reaches of the Volga, lakes Valdai, Ilmen, Seliger. Rybinsk Reservoir. Meshchera is a wilderness area in the center of Russia.

Topic 6. Russian North (2 hours).

Kola Peninsula and Khibiny Mountains.

Karelia is a land of water and stone. Petrozavodsk. Ladoga. Lake Onega. Kizhi. White Sea.

The purity and light of Vologda and Arkhangelsk. Kholmogory. Kargopol and surroundings. Kotlas and Solvychegodsk. Solovetsky Islands. Belozersk. Veliky Ustyug is the “homeland” of Father Frost.

The beauty of the northern rivers - Northern Dvina, Sukhona, Onega, Pinega.

Topic 7. Russian Baltics (1 hour).

Curonian Spit. Zelenogradsk Curonian National Park. Lakes Chaika and Emerald. Dune Nut. Kaliningrad.

Topic 8. Volga region (1 hour).

National parks of the Volga region. Mari Chodra. Lower Kama. Nechkinsky. Smolny. Chavash Varmane. Samara Luka. Khvalynsky.

Topic 9. South of Russia and the southern Russian substeppe (2 hours).

Island forests of the Central Russian Upland. Prioksko-Terrasny Biosphere Reserve. Central Chernozem Reserve.

Divnogorye: the pearl of the middle Don, cave temples of the Big and Small Divas. Galichya Mountain. Reserve "Black Lands" in Kalmykia.

Topic 10. Northern Caucasus (2 hours).

North Caucasus. Geographical position. The highest and youngest mountains of Russia. Altitudinal zone of the Caucasus. Natural resource potential of the North Caucasus.

Caucasian Biosphere Reserve. High mountain nature reserves of the Caucasus: Teberdinsky, Kabardino-Balkarian, North Ossetian. Krasnaya Polyana.

Elbrus. Natural park Elbrus region.

Black Sea coast of Russia: from Novorossiysk to Adler.

Topic 11. Ural (2 hours).

The Urals are the stone belt of the Russian land. Geological history of the Ural Mountains. In the underground storerooms of the Urals. Cities of the Urals: Perm, Yekaterinburg.

Natural uniqueness of the Urals from Pai-Khoi to Mugodzhar. Polar Urals: from Konstantinov Stone to the sources of Khulga. Subpolar Urals: Placer of stones, Trade Lake, edge of glaciers. Northern Urals: Manpupuner plateau, Vishera reserve, Tulymsky stone, Kvarkush plateau. Middle Urals: Mount Kolpaki, Basegi Nature Reserve. Southern Urals: Ilmensky Nature Reserve.

Topic 12. Western Siberia (4 hours).

Features of the geographical location. Specific nature of the region. History of development. Natural resources of the West Siberian Plain.

Ugra is an ancient land. Khanty-Mansiysk and surroundings. Park "Samarovsky Chugas". Ob. Nizhnevartovsk: Lake Samotlor. Samotlor field.

Tyumen region. Tobolsk - dear to the Decembrists.

Yamalo-Nenets Autonomous Okrug. Nenets beliefs. Reindeer Herder's Day. Protected areas. Mangazeya. The northern twin of the BAM is the Transpolar Mainline. Salekhard - Labytnangi - Nadym.

Omsk region: Gustav Gasfort, Omsk fortress, “five lakes”.

Novosibirsk region. Novosibirsk is a “science city” of Russia. Barabinskaya plain. Umrevinsky prison. Paleolithic site "Wolf's Mane". Lakes: Ubinskoye, Chany, Karachi.

Tomsk region: Talovskie Bowls. Ob-Yenisei waterway.

Topic 13. Central Siberia (4 hours).

Features of the geographical location, history of development of the region. The specifics of nature: from the heights of the Central Siberian Plateau, the land of great rivers and the “sea of taiga”.

Krasnoyarsk region. Krasnoyarsk is the largest city in Eastern Siberia. Steamboat-museum "St. Nicholas". State Nature Reserve "Krasnoyarsk Pillars". "Pallas Iron" is a famous stony-iron meteorite. Sayano-Shushenskaya hydroelectric power station. Lake Tiberkul. Along the Yenisei.

Evenki Autonomous Okrug. Lake Vivi is the geographical center of Russia. Khatanga is the “gate” to the North Pole.

Taimyr (Dolgano-Nenets Autonomous Okrug). Dudinka. Norilsk. Mammoth Museum. Dixon Island. Taimyr Nature Reserve. Putorana plateau: Talnikovy waterfall. Heiro is the festival of the Sun.

Topic 14. Mountains of Southern Siberia (2 hours).

Features of the nature of the mountain belt of Southern Siberia. Lake Baikal is the pearl of Siberia. Reasons for the uniqueness of Baikal. The importance of Baikal resources. Ecological problems of Lake Baikal. Baikal State Biosphere Reserve.

Altai region. Barnaul. Biysk Altai Republic. Gorno-Altaisk. Lake Teletskoye and Mount Belukha.

Topic 15. North-Eastern Siberia (2 hours).

Eastern Siberia: the grandeur and severity of nature. History of the development of the region.

Features of the nature of North-Eastern Siberia. Eastern Siberia is the land of the future.

The Wrangel Island Nature Reserve is a corner of unique Arctic nature.

Topic 16. Far East (2 hours).

The Far East is a land of contrasts. The unique natural resource potential of the Far East. Features of the natural conditions of the Far East. Natural phenomena: volcanoes, earthquakes, tsunamis.

Kamchatka. Volcanoes and geysers of Kamchatka. Primorsky Krai: on the shores of the Sea of Japan. Sakhalin. Kurile Islands. Far Eastern Marine Reserve. Cruise on the Amur.

Final project work (1 hour).

III. BIBLIOGRAPHICAL LIST

1. Alpatiev A.M., Arkhangelsky A.M. Physical geography of the USSR, part III. M., 1976. 348 p.

2. Botvinnikov V.I. Mineral resources of Siberia and the Far East. M., 1975.

3. Gvozdetsky N. A. Soviet geographical research and discoveries. M., 1967.

4. Davydova M.I., Rakovskaya E.M., Tushinsky G.K. Physical geography of the USSR. T. 1. M., Education, 1989

5. Milkov F.N., Gvozdetsky N.A. Physical geography of the USSR. General review. European part. Caucasus. M., Education, 1986

6. Rakovskaya E.M., Davydova M.I. Physical geography of Russia. Part 1-2. M., Vlados, 2001

7. The most beautiful and famous places in Russia. Ed. O.E. Eliseeva. M.: Avanta, 2006. 184 p.

8. The most beautiful and famous places in Moscow. Ed. I.P. Merkina. M.: Avanta, 2009, 180 p.

9. Russian churches. M.: Avanta, 2010, 188 p.

10. “Physico-geographical zoning of the USSR.” M., 1986.

11. V.E. Shanin, V.A. Agronsky. Seven wonders of Russia and 42 more attractions that you need to know. M.: Eksmo, 2009, 224 p.

FUN GEOGRAPHY.

Interesting geography. Academic discipline program for students6th grade schools with in-depth study of foreign languages. Baskevich I.A. Perm, Perm. Univ., 2006. 8 p.

I. Organizational and methodological section

1. Purpose of the course

The main goal of the course is to introduce students to the features of the science of geography; identify the most important concepts related to geography; characterize the main directions of development of the science and practice of geography.

2. Course objectives

1. Define the concept of “geography”.

2. Trace the history of the development of people’s knowledge about the Earth.

3. Find out the history of the origin and formation of the Earth as a planet and its individual shells.

4. Trace the evolution of the development of living organisms on Earth.

5. Reveal the role of geography in modern society.

3. Requirements for the level of mastery of course content

Students must get an idea of the basic concepts in the field of geography, understand the essence of the main sections of geography, and understand the connection between geography and the possibility of solving life problems with its help.

II. Contents of the course “Entertaining Geography”, 6th grade (32 hours).

Topic 1. How people discovered the Earth.

1.Who are geographers? From patrolmen to topographers.

2.What did the ancients know about our world? Interesting facts.

3. How in ancient times different peoples imagined our planet: three elephants and a turtle.

4.Geography in the Middle Ages. Swim to the edge of the Earth. Interesting facts.

5.What did the Age of Great Geographical Discoveries give to humanity? Cape of Storms or Cape of Good Hope?

6.How were all the continents discovered and explored?

Topic 2. Images of the earth's surface and their use.

1.How did the globe appear?

2. Making a model of the Earth - a globe.

3. Familiarity with the area plan. Search for treasure.

4. Constructing a plan of the area around the school.

5.Map is the “language” of geography. The history of the appearance of cards. Ancient (Ptolemy's map, ancient Greek maps) and modern maps.

6. Interesting geography. Colors and lines on relief maps.

7. Let's get acquainted with the coordinate grid.

Topic 3. We and the Solar System?

1. We and our neighbors in the Universe.

2.Stars and constellations.

3. The sun is a familiar and unknown star.

4.How does the solar system work?

5. How does our planet work?

6.Sunlight on Earth.

Topic 4. What do we know about the shape of our planet today?

1.Modern geographical science.

2. Is the “globe” a sphere?

3.Tangerine or orange? The English and French argue about the shape of the Earth.

4.How geographers in the wilds of South America invented a unit of measurement - the meter.

5.What is a geoid?

Topic 5. What do we know about the planetary properties of the Earth?

1.What properties can a planet have?

2.What would happen if...

3. How the law of universal gravitation was discovered.

4.In search of the gravitational constant.

Topic 6. Why is the Earth a magnet?

1.Where is the earth's magnet hidden?

2. Experiences of Dr. Gilbert, the Queen’s physician.

3.Can a magnetic field be seen?

4. How the compass appeared. Interesting facts.

Topic 7. In the bowels of the Earth.

1. How to study the internal structure of the Earth.

2. “Journey” to the center of the Earth.

3.What does the Earth’s mantle consist of?

4. Model of our planet.

5.Core: secrets of the “heart” of the Earth.

6.12 steps into the kingdom of Pluto.

Topic 8. The earth is the nurse.

1.Where do rocks and minerals come from?

2. Rocks, minerals and lithospheric plate boundaries.

3.What are minerals? One of the earliest treasures of the Earth that people became acquainted with.

4. How ores are born. Ores on the ocean floor.

5.Rare minerals and rocks. Precious and semi-precious stones.

6. Pantry of the Urals.

Topic 9. The atmosphere is the air shell of the Earth.

1.What is weather and climate. Interesting facts.

2. How the atmosphere appeared. Proof of the existence of air.

3. Hottest, coldest, wettest, etc.

4. Amazing meteorological phenomena: rainbow. Working with photographs.

5.How the weather is predicted.

6.Climatic epochs on Earth. Glacial period.

7.How cities influence the Earth's climate. Greenhouse effect. Global warming.

8.Ozone layer.

Topic 10. Hydrosphere - the water shell of the Earth.

1.The world's oceans. Seas. Interesting facts.

2. Tsunami.

3.Black Sea: interesting facts, flora and fauna.

4.Rivers. The longest rivers in the world.

5.Famous waterfalls of the world.

6. Lakes and swamps.

7.Glaciers and permafrost.

Topic 11. The biosphere is the living shell of the Earth.

1. Why did life arise on Earth? Is there life on Mars?

2. Amazing animals of planet Earth.

3. Amazing plants of planet Earth.

4.Environmental problems. Acid rain. Deforestation of the Amazon rainforest.

5.Rare and endangered animals and plants.

III. Bibliographic list.

1. Alekseev A.I. Course program “Geography of Russia” (grades 6 – 7). 2005.

2. The whole world: Countries. Flags. Coats of arms. – Mn.: Harvest, 1999. (encyclopedic dictionary)

3.Geography. Weekly methodological newspaper for teachers of geography, ecology and natural history of the Publishing House “First of September”. No. 19, No. 20, No. 42 – 2004.

4.Kuznetsov A.P. Reader on the economic geography of foreign countries. 2004.

5. Kuznetsov A.P. Geography: Earth and people. M.: “Enlightenment”, 2007. 175 p.

6.Maksakovsky V.P. Geographical picture of the world. - Yaroslavl.: Upper Volga, 1998.

7.Maksakovsky V.P. Economic and social geography of the world. - M.: Education, 2001.

8.Maksakovsky V.P. Development and geography of international tourism. / Geography at school.

9. Nekrasova A. Geography of the “Golden Ring” of Russia. Course work. 2006.

10. Ovchinnikov N. Sights of the countries of the former republics. Course work. 2007

11.Rodin I.O., Pimenova T.M. All countries of the world. – M.: Veche, 2003.

12.Tomilin A.N. How people studied their Earth. M.: Education, 2008. 160 p.

"KNOW YOUR LANDSCAPE"

Find out your region. Academic discipline program for students in grades 8-9 of schools with in-depth study of foreign languages. Perm, Perm. univ., 2009. 10 p.

I.Organizational and methodological section

The course “Get to know your region” is designed for students in grades 8-9 of secondary schools and implements a local history approach to teaching geography. The frequency of classes is one hour per week, or 32 hours (accounting for the regional component or the component of the educational institution). It is possible to study the course in 10th grade - 1 hour per week, or 32 hours (counting the regional component in economics). This program is a modification of the program “Physical and socio-economic geography of the Perm region”, developed by G.I. Kotelnikova, senior methodologist of PKIPKRO.

For this course, the teacher can use an educational and methodological complex, which includes:

Head's textbook Department of Physical Geography PSU Nazarova N.N. “Geography of the Perm region”;

Atlas of the Perm region;

Workbook with a set of contour maps.

The course program corresponds to the age characteristics of students. It reflects the specific range of issues that make up its content, the sequence of its study, and its distribution in time within the academic subject. The program provides for the repetition of well-known general geographical concepts that are necessary for understanding and consciously mastering the socio-economic geography of the native land. Known concepts are specified, clarified and enriched with new content.

This course is primarily of an applied nature. Main objectives of the course:

Formation in students of a geographical image of their small homeland;

Development of skills and abilities, methods of educational, cognitive, communicative, practical, creative activity of students, their gaining experience of this activity;

Preparing students to use the experience gained in school in real life to solve practical problems;

Affirmation of the values of civil society and the rule of law democratic state;
Formation of the student's personality.

To implement the target, the main emphasis is on understanding the characteristic geographical features of the Perm region. Using specific examples from their region, students should see the connection between natural conditions and resources and the economic activities of the population, identify how rational the use of natural resources is, and what impact enterprises have on the environment. When studying a region (city, town, village), one must remember that these territorial-economic units do not develop in isolation, but are connected by numerous threads with various settlements, administrative districts, regions of Russia, and other states. This leads to an understanding of the relationship between global and regional processes.
Working with the textbook “Geography of the Perm Region”, a workbook with a set of contour maps provide the teacher with great opportunities for organizing a variety of student activities in the lesson, in choosing methods and means of teaching.

Working with a textbook involves studying the main text of the paragraph. Material designated under the heading “This is interesting” is studied by students, but is not subject to control. To test basic knowledge, students are offered questions and tests at the beginning of the paragraph, and newly acquired knowledge - at the end of the paragraph. The development of logical thinking of schoolchildren is facilitated by questions in the text of the paragraph as the topic is presented. The tasks under the heading “Think and Answer” are aimed at solving these problems.

Many practical tasks placed in the textbook involve the analysis of statistical tables, charts, graphs, as well as physical and socio-economic maps of the Atlas of the Perm region. These tasks, which require answers to the questions “How?”, “Why?”, “Why?”, “What does this indicate?”, teach schoolchildren to analyze, reason, require an assessment of certain socio-economic processes and phenomena, their influence on the prospects for the development of the regional economy. This should be the main focus.

The workbook contains tasks, the completion of which involves filling out tables, contour maps, solving problems, constructing graphs, and writing answers. There are materials for current and final testing.

The course program devotes 4 hours to a comprehensive economic and geographical description of the place of residence (city, town, village). The workbook contains diagrams of the economic and geographical characteristics of the city (urban settlement) and rural settlement, which students must use when doing their work.

The methods for studying the economic and social geography of one’s locality are varied. Collection of information for a comprehensive description of economic and geographical objects includes independent work with textbooks, scientific, journalistic and fiction literature, periodicals, analysis of various physical and socio-economic maps of the Atlas of the Perm region. When characterizing the population and economy, it is necessary to use the latest statistical data, which, as part of the study of this course, students access through the database of the Federal State Statistics Service.

This course allows not only to acquire knowledge, consolidate and develop skills, abilities and methods of activity of students, but also to teach how to use them in practical activities and everyday life, to contribute to the development of the student’s personality. The use of English versions of the Google Earth, In Design software allows you to apply the linguistic competencies acquired during in-depth study of the English language in practice in a geographic subject area.

Studying your native land involves becoming familiar not only with economic successes, but also with problems and possible ways to solve them. This is for schoolchildren, most of whom, after graduating from school, remain to work in their hometown (town, village), a kind of setting professional goals for the future. Studying the geography of their locality should make them proud of the economic successes of their small homeland, saddened by failures and, most importantly, a desire to work for its benefit. This is where love for one’s Fatherland, for one’s native land is expressed.

As a result of studying the course, students should:

Know/understand:

Basic geographical concepts and terms;

Physiographic location and features of the natural conditions of the territory;

The specifics of the economic and geographical position, area, borders and administrative-territorial division of the region;

The importance of the Perm region in the Russian economy;

Features of the placement of natural resources;

Population size, features of its natural and mechanical movement, gender and age structure, national composition, distribution of urban and rural populations.

Labor resources, standard of living of the population;

The importance of industry in the economy, the development and location of industrial production sectors;
Level of development and geography of non-production sectors of the economy;

Features of external economic relations of the Perm region, structure of exports and imports, main trading partners;

Differences in economic development, the relationship between geographical location, natural conditions, resources and economy of individual areas.

Be able to:
Work with the text of the textbook, with physical and socio-economic maps of the Atlas, with statistical materials;

Execute and analyze graphs, diagrams, charts, diagrams and maps;

Identify cause-and-effect relationships between phenomena and processes;

Give examples, argue, draw conclusions and generalizations;

Compare, classify, rank economic and geographical objects;

Assess the significance of the issues under consideration for people’s lives and their economic activities;
Identify problems and possible solutions;

Practically master the elements of analysis and forecasting of geographical situations in the region (city, town, village).

Use acquired knowledge and skills in practical activities and everyday life to:

Reading cards of various contents;

Analysis of statistical and graphic materials of economic and geographical content;

Independent collection, systematization and creative processing of geographic information from various sources (statistical, cartographic, text, etc.);

Geographical interpretation of natural, economic and social phenomena and processes on the territory of the Perm region using different forms of their presentation;

Understanding the geographic specifics of individual regions of the region;

Preservation of the environment and socially responsible behavior in it;

To adapt to the constantly changing socio-economic environment.

II.Thematic course planning

Topic 1. Physico-geographical position of the Perm region (2 hours).

Territory, borders and geographical location. General characteristics of the nature of the Perm region. Business card of the Perm region.

Practical work N 1 . Drawing on a contour map of the borders of the Perm Territory, extreme points, their coordinates, border subjects of the Russian Federation, administrative regions of the Perm Territory, their centers. Assessment of the influence of geographical location on the natural conditions of the region.

Topic 2. Zoning of the territory of the Perm Territory (2 hours).

Physico-geographical zoning: the Urals and the Cis-Urals. Administrative-territorial structure of the Perm region. From the history of the formation of the Perm region and the Komi-Permyak Autonomous Okrug.

Topic 3. Features of the geological structure of the territory of the Perm Territory (4 hours).

History of geographical development. Geochronological scale. R.I. Murchison and the Permian period. History of the development of nature in the Cis-Urals and Urals. Museum of Perm Antiquities. Permian lizards. Geography of the Perm Sea.

Topic 4. Relief of the Perm Territory and its features (4 hours).

Cis-Urals. Northern Uvaly. Verkhnekamsk Upland. Tulvinskaya Upland. Ufa plateau. Kondasskie and Ksenofontovskie Uvals. Usinskaya Upland. Veslyanskaya, Yazvinsko-Visherskaya and Sredne-Kosvinskaya lowlands.

Ural. Low mountains of the Middle and Northern Urals. Middle mountains of the Northern Urals. Characteristics of orographic regions of the Urals.

Small forms of the earth's surface. Karst. Famous “stones” of the Urals. Caves of the Kama region.

Practical work No. 2. Drawing on a contour map the names of the main relief forms. Establishing patterns of their placement based on map analysis.

Topic 5. Mineral resources of the Perm region (6 hours).

Mineral resources: what is the Perm region rich with.

Combustible minerals. Kizelovsky coal basin. History of the discovery of Prikamsk oil. Verkhnechusovsky towns are “the second Baku”.

Ore minerals. History of the development of the Gornozavodsk Urals: from Peter’s times to the present day. Through ancient Ural factories.

Non-metallic minerals. Silvinite is a Prikamsk miracle. Perm region and Uralkali: role, significance in the Russian potash industry. Volkonskoite and paleontological finds in Ocher.

Gems of the Kama region. Quartz storehouses of the Perm region. History of the diamond and gold mining industry of the Urals.

Practical work No. 3. Establishment of patterns of distribution of minerals based on map analysis (in the atlas and textbook). Development of an electronic map of mineral resources of the Perm region.

Practical work No. 4. Creation of a virtual museum of mineral resources of the Perm region.

Topic 6. Climate (2 hours).

Climate formation factors. Features of the climate. Climate resources. Resort areas. Climatic and meteorological natural phenomena.

Practical work No. 5. Determination of the main climatic indicators from the climate map, establishing patterns of their change. Assessment of climatic conditions and their impact on agricultural development.

Topic 7. Water (2 hours).

Surface and underground waters. Kama is the water artery of the region. Mineral springs. Small and medium rivers of the Perm region.

Water resources. Hydrological natural phenomena.

Practical work No. 6. Drawing on a contour map of the most important objects of the region. Evaluation of their use. Characteristics of the river in your area. Drawing up an action plan for its protection.

Topic 8. Soils, vegetation, fauna (4 hours).

Soils. Their types, types on the flat and mountainous parts of the region. Formation conditions. Measures for soil protection and conservation. Land resources.

Vegetation. Types of forests. Kungur forest-steppe.

Animal world. Changes in flora and fauna as a result of human economic activity.

Forestry, fishing and hunting resources. Measures for their protection and renewal. Red Book of the Middle Urals. Soils, vegetation, fauna of your area.

Practical work No. 7. Drawing up a reminder for a tourist going on a hike in his region. Development of a virtual tourist route in the Perm region and its certification.

Topic 9. Protected natural areas of the Perm region (2 hours).

Reserve "Vishersky". The pearl of the Krasnovishersky district of the Perm region. General characteristics of natural conditions. Flora and fauna of Vishera. Vishera nature calendar. Citrine and Olkhovka deposits.

Reserve "Basegi". Basegi is the calling card of the Middle Urals. From the history of the organization of the reserve. General characteristics of natural conditions. Flora and fauna.

Practical work No. 8. Development of a video tour “Pearls of the Northern Urals” based on the use of software Google Earth. Drawing up a reminder for a tourist going on a hike in his region.

Topic 10. Social and economic characteristics of the Perm region (4 hours).

Geography of intersectoral complexes and industries of the Perm region. FEC. NGDU "Lukoil-Permneft" and oil and gas production in the region. Oil refineries of the region: Permnefteorgsintez.

TO complex for the production of structural materials in the Perm region. Ferrous and non-ferrous metallurgy. Mechanical engineering. Chemical industry of the Perm region on the example of enterprises in the cities of Solikamsk and Berezniki OJSC Uralkali and OJSC Silvinit. Timber industry complex.

Complex for the production of food and consumer goods. Light industry. Food industry. Agro-industrial complex.

Population of the Perm region. Settlement and economic development of the Ural Kama region. Number, density, national composition of the population, religions of the peoples of the region. Population structure.

Practical work N 9. Drawing cities on a map, ranking their population by size. Explanation of the reasons for the current distribution of cities in the region.

III.Bibliography

1. Atlas of the Perm region. Ed. Nazarova N.N. Perm, Perm Book Publishing House, 2005, 48 p.

2. Atlas of the Perm region. Geography. Story. Educational edition. M., Publishing house "DIK", 1999 48 p.

3. Nazarov N.N., Sharygin M.D. Geography. Perm region. / Tutorial. Perm, “Book World”, 1999, 248 p.

4. Tourism in the Perm region. Perm: Raritet-Perm LLC, 2004, 348 p.

5. Tourism in the Perm region. Perm: Raritet-Perm LLC, 2002 336 p.

6. Khlyupina T.L. Geographical dictations for the course “Geography of the Perm Region” for grades 7-9. Perm, PKIPKRO, 2007, 36 p.

Municipal budgetary educational institution
"Secondary school No. 24" of the city of Smolensk
REVIEWED
Head of ShMO
Skorobogatova V.M. /_______/
Protocol
from "__" ________201
No. ______ AGREED
Deputy Director
Anisimova A.V. /______/
"__" ________201 REVIEWED at
Pedagogical CouncilProtocol
from "__" ________201
No. ______ APPROVED
Director of MBOU "Secondary School No. 24"
Botuleva E.V. /__________/
Order No. ______ -OD
from "__" ________201
WORKING PROGRAMM
elective course
"Entertaining Geography"
in 7 a, b, in classes
for the 2016/2017 academic year
Compiled by a geography teacher
Demenkova Elena Viktorovna
Smolensk

Explanatory note
Regulatory documentation
1. Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273
2. Federal state educational standard of basic general education, approved by order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 (as amended by Order dated December 31, 2015 No. 1577)
3. Approximate program of basic general education in geography
4. Program L.N. Khomutova "The World of Geography"
5. The main educational program of basic general education of MBOU “Secondary School No. 24”.
6. Curriculum of MBOU “Secondary School No. 24” for the 2016/2017 academic year.
The rich content of the geography course provides great opportunities for organizing a variety of activities, both in class and outside of class. Extracurricular activities help improve educational motivation and develop the cognitive interests of students. The combination of practical and intellectual activities promotes the mental development of students, is a means of promoting health and rational use of free time, and fosters a culture of intellectual work. Children develop a need to apply knowledge in everyday life.
Purpose of the course:
Nurturing a creative personality capable of successful self-realization in the modern world through targeted exposure to geographic culture.
Course objectives:
1.Creating conditions for students to master the skills of independent creative activity when completing tasks of an increased level of complexity.
2.Formation of schoolchildren’s ability to work with sources of geographic information;
3. Formation of skills in research activities when solving problematic issues of geography;
4. Education of geographical culture of schoolchildren.
General characteristics of the subject
The structure of this program fully reflects the main ideas and subject topics of the standard of basic general education in geography.
The elective allows all participants in the educational process the opportunity to obtain vivid mental images of geographical objects, phenomena, and the territory being studied, to interest them in geography and thereby contribute to a deeper understanding and assimilation of the program material.
The content of basic general education in geography reflects an integrated approach to the study of the geographic environment as a whole and its spatial differentiation in the conditions of different territories and water areas of the Earth.
This approach allows us to consider the natural, economic and social factors that shape and change the environment in their equal interaction. This is the most effective way to form a system of geo-ecological, geo-economic, socio-cultural views, values, and relationships of students not only on an emotional, but also on a rational level.
This program assumes a more in-depth acquaintance with the geography of Africa, Australia and Oceania, Antarctica, South and North America, Eurasia, the World Ocean and its individual parts.
For thousands of years, the nature of our planet has been influenced by human activity, and this influence has spread to most of the land and has intensified so much that it must be taken into account when studying the continents. At the same time, nature conservation is now one of the global problems. In many countries, solving this problem is a state matter. Therefore, this program provides for consideration of such issues as solving environmental problems in some countries, what attempts are being made in this direction, and what difficulties arise when solving environmental issues. Pedagogical synthesis of general geological and regional studies foundations of the subject makes it possible to organize the activities of students in the development, change and transformation of the environment based on the idea of reasonable, harmonious interaction between nature and society, the social responsibility of each person for the preservation of life on Earth, at the same time, forms a careful attitude towards natural resources , history and culture of their Fatherland.
The study of geography forms not only a certain system of subject knowledge and a whole range of special geographical skills, but also a set of general educational skills necessary for:
- knowledge and study of the environment; identifying cause-and-effect relationships;
- comparison of objects, processes and phenomena; modeling and design;
- orientation in statistical materials;
- compliance with environmental behavior standards; evaluating their activities from the point of view of moral, legal norms, and aesthetic values.
The main form of organizing extracurricular activities is class-lesson. During the classes, students perform practical tasks on contour maps, study additional literature, watch videos and presentations. Classes are conducted in the form of a geographical game and quiz. During the implementation of the elective program, individual consultations with students are planned.
To implement the objectives of the elective program “Entertaining Geography”, technologies of student-oriented and problem-based learning are used. The main methods are partially search, research, reproductive.
Description of the place of the subject in the curriculum
The work program “Entertaining Geography” is designed for 34 hours (1 hour per week) instead of 35 hours in the original program, which is associated with 34 academic weeks in accordance with the current basic curriculum.
Personal, subject and meta-subject results
Personal results:
mastery at the initial level of geographical knowledge and skills, skills of their application in various life situations;
awareness of the value of geographical knowledge as an essential component of the scientific picture of the world;
formation of behavior in the geographic environment - the habitat of all living things, including humans;
understanding the meaning of your activities.
Meta-subject results:
set a learning task under the guidance of a teacher;
plan your activities under the guidance of a teacher;
identify cause-and-effect relationships;
determine criteria for comparing facts and phenomena;
ability to work with different sources of geographic information: find geographic information in various sources (textbook text, popular science literature, dictionaries and reference books), analyze and evaluate information, convert information from one form to another;
the ability to adequately use verbal means for discussion and argumentation of one’s position, compare different points of view, argue one’s point of view, defend one’s position;
Subject results:
Know:
contribution of Great Scientists to the development of science;
the main features of the shape, size, nature of the Earth’s rotations and their geographical consequences;
natural records on continents and oceans;
features of the countries of the world and population;
techniques for working with sources of geographic information;
geographical terminology.
know about cartography, the science of geographical maps: methods of creating and working with them, about the terrain plan and its differences from the map, about scale, types of scales, about basic topographic and geodetic instruments (theodolite, level), about azimuth, about the mathematical basis of maps, methods and signs of cartographic images, map legends, types of maps.
be able to use a variety of sources of geographic information: maps, statistical materials, additional literature, PC geographic information systems;
be able to use instruments to determine azimuth and distance, as well as draw up geographical characteristics of different territories;
be able to apply your knowledge in practice;
be able to measure distances using different types of scales, walk in azimuth, analyze and describe maps, draw conclusions and generalizations, discuss the results.
Subject content
Topic 1.Introduction. Elective program
Organization of classes on the topic of electives. Job requirements. Determining the requirements for the educational organization of students during the implementation of the elective program
Demonstrations: elective program “Entertaining Geography”
Topic 2. Sources of geographic information. The map is the greatest creation of mankind
Main sources of geographic information: globe, reference books, geographic sites. The map is the greatest creation of mankind. Types of geographical maps. Geographical map in professions. History of a geographical map, globe. Great scientists of ancient and modern times who contributed to the development of the science of geography.
Demonstrations: atlas, geographical maps, portraits of scientists - geographers.
Topic 3. Travel across continents and oceans. Planet records
Interesting material on the continents (Eurasia, Africa, North America, South America, Antarctica and Australia). Records of each continent in the category “the most, the most, the most.” Drawing up business cards of the continents. Constructing a profile of each continent. Oceans of the Earth: features of relief and nature.
Demonstrations: presentations “Continents and Oceans of the Earth”, video material “This Amazing Planet”, encyclopedias
Topic 4. Nature of the Earth
The amazing diversity of the Earth's nature. Scientific explanation of the diversity of Earth's climates. Geological past of the planet. Problems of climate change and, as a consequence, the nature of the planet. Diversity of natural zones and complexes of the Earth. Eurasia, as an example of a complete picture of the nature of the Earth. The importance of Antarctica and the oceans in the Earth's climate. Demonstrations: video material “Natural zones of the Earth”, “History of the development of life on planet Earth”, encyclopedias, reference books, anthologies.
Topic 5. Countries of the world
Diversity of countries around the world. Differences in territory, geographical location, population, nature and economic activity. The history of the formation of the political map of the world. Changes on the world map. Disputed territories. Country records “The most, the most, the most.” Russia – as the largest state in the world: problems and prospects for the country’s development.
Demonstration: political map of the world, Directory "Countries of the World", Encyclopedia.
Topic 6. Final lesson) Generalization and monitoring of the assimilation of material according to the elective program. Final testing of students. Self-analysis of students on elective work
Thematic planning with definition of UUD
Educational and thematic planning
No. Names of sections and topics Number of hours
1. Introduction. Elective program 1
2. Sources of geographic information. The map is the greatest creation of mankind 5
3. Travel across continents and oceans. Planet Records 5
4. Nature of the Earth 15
5. Countries of the world 7
6. Final lesson 1
Total: 34
Scheduling
No. Lesson topic
the date of the
plan fact
1. Introduction. Elective program. 2 Sources of geographic information. 3 The map is the greatest creation of mankind. 4 Main sources of geographic information: globe, directories, geographic sites. 5 Types of geographical maps. Geographical map in professions. History of a geographical map, globe. 6 Great scientists of ancient and modern times who contributed to the development of the science of geography. 7 Travel across continents and oceans. 8 Records of each continent in the category “the most, the most, the most.” 9 Continents and oceans of the Earth 10 Business cards of the continents 11 Profiles of the continents 12 The amazing diversity of the Earth’s nature. 13 The amazing diversity of the Earth's nature. 14 Scientific explanation of the diversity of Earth's climates. 15 Scientific explanation of the diversity of Earth's climates. 16 Geological past of the planet. 17 Geological past of the planet. 18 History of the development of life on planet Earth 19 History of the development of life on planet Earth 20 Problems of climate change and, as a consequence, the nature of the planet. 21 Problems of climate change and, as a consequence, the nature of the planet. 22 Problems of climate change and, as a consequence, the nature of the planet. 23 Diversity of natural zones and complexes of the Earth. 24 Diversity of natural zones and complexes of the Earth. 25 Eurasia, as an example of a complete picture of the nature of the Earth. 26 The importance of Antarctica and the oceans in the Earth's climate. 27 Diversity of countries in the world 28 Differences in territory, geographic location, population, nature and economic activity 29 History of the formation of the political map of the world. 30 Changes on the world map. 31 Disputed territories. 32 Country records “The most, the most, the most.” 33 Russia – as the largest state in the world: problems and prospects for the country’s development. 34 Final lesson Description of logistics
For students
1.Domogatskikh E.M., Alekseevsky N.I. Geography. Continents and oceans: at 2 o’clock: textbook for 7th grade of general education organizations - M.: “Russian Word”, 2015.
2.Atlas. "Geography. Continents and oceans. 7th grade”, authors-compilers S.V. Bannikov, E.M. Domogatskikh–M.: “Russian Word”.
3. Contour maps “Geography.” Continents and oceans. 7th grade”, authors-compilers S.V. Bannikov, E.M. Domogatskikh – M.: “Russian Word”.
4. Kuprin A.M. Interesting topography. M.: Education, 1990
5. Andreev N.V. Fundamentals of topography and cartography: a manual for students in an elective course. – M.: Education, 1982
6. Geography: reference materials: a book for middle and older students. Ed. Maksakovsky V.P. – M.: Education, 1989.
7. Bannikov S.V., Domogatskikh E.M. Atlas. Geography. Beginner course. 7th grade.
8. Bannikov S.V., Domogatskikh E.M. Contour maps. Geography. Beginner course. 7th grade.
For the teacher
1. Domogatskikh E.M., Alekseevsky N.I. Geography. Continents and oceans: at 2 o’clock: a textbook for the 7th grade of general education institutions. - M.: LLC "Russian Word" - textbook", 2013. - 224 p.: ill. - (Federal State Educational Standard.Innovation School).
2. Aksakalova G.P. And others. Optional classes in geography. M.: Education, 1985
3. Bolotnikova N.V. Collection of programs for elective courses. Geography 9th grade. Pre-profile preparation. Volgograd: Teacher, 2007
4. Selishchev E.N. “Geography for the curious or what you won’t learn about in geography lessons,” Yaroslavl, Academy of Development, 20065. Barinova I.I. Independent and practical work on physical geography. – M.: Education, 1990.
6. Sirotin V.I. Practical work on geography and methods of their implementation (6-10 grades): a manual for teachers. – M.: ARKTI, 1998
Internet resourcesList of sites
http://www.prosv.ru - website of the publishing house "Prosveshchenie" (section "Geography")
http:/www.drofa.ru - website of the Drofa publishing house (section “Geography”)
http://www.center.fio.ru/som - methodological recommendations for subject teachers (all school subjects are presented). Materials for independent development of profile tests and activation of the learning process in high school.
http://www.edu.ru – Central educational portal, contains regulatory documents of the Ministry, standards, information about the experiment, information support server for the Unified State Exam.
http://www.internet-scool.ru - Internet school website of the publishing house Enlightenment. The curriculum was developed on the basis of the federal basic curriculum for general education institutions of the Russian Federation. The website provides online lessons on geography, including preparation for the Unified State Exam.
http://www.intellectcentre.ru – website of the Intellect-Center publishing house, where you can find educational and training materials, demo versions, a bank of training tasks with answers, methodological recommendations and sample solutions.
Technical training aids:
1.Teacher’s laptop computer (laptop) RAYbookSi 152 with pre-installed additional anti-virus software ESET SmartSecuriti and MS OfficeStandart 2010 RUS.
2. Multimedia projector Hitachi CP-A222NM.
3. Topographic and geographical maps
4.Barometer, compasses
5.Globes, atlases.
Planned results of studying the subject
Students will learn:
- use a variety of geographic sources of information - maps, statistical materials, additional literature, PC geographic information systems;
-use instruments to determine azimuth and distance, as well as draw up geographical characteristics of different territories;
- describe and explain natural phenomena by analyzing data from various maps;
-give examples;
-use a variety of geographic sources of information - maps, statistical materials, additional literature, PC geographic information systems;
compose geographical characteristics of different territories of the Earth;
-apply your knowledge in practice, draw conclusions.
- apply your knowledge in practice;
Use acquired knowledge and skills in practical activities and everyday life to:
Orientation in the flow of geographic information;
Ability to solve geographic problems
Improving your own geographic culture.

Elective in geography “Modern methods of studying the geography of Russia. Elective in geography "entertaining geography" Topics of elective courses in geography

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