How geography studies the economy of a country. Lesson summary Housekeeping. Population and its main occupation. Summary of a geography lesson in a correctional school
Outline
geography lesson in 9th grade
on the topic “Asian Russia. general characteristics.
Eastern macro-region".
The purpose of the lesson: form general idea about the features of the Eastern macroregion of Russia.
Tasks:
Educational: introduce students to the problems and prospects for the development of the region.
Educational: continue to develop the skills and abilities of working with the atlas and textbook, continue training in intellectual techniques of independent cognitive activity (highlighting the main thing, structuring educational material, systematizing knowledge, drawing up conclusions).
Educational: cultivate love for your country; promote understanding of one’s own intellectual achievements as a successful characteristic of a modern person.
Methods of conducting the lesson: partially search based on the analysis of atlas maps, illustrative and verbal, reproductive
Lesson type: lesson in learning new material
Equipment: textbook V.P. Dronov, V.Ya. Rom, I.I. Barinova, A.A. Lobzhanidze “Geography of Russia. Economy and geographical areas”, task cards, atlases, wall maps: physical, administrative.
During the classes
Org moment.
Updating knowledge.
Let's start the lesson with the words of V.M. Lomonosov: “Russian power will grow in Siberia.”
A) Introductory speech by the teacher.
B) Frontal conversation.
Learning new material.
1) General characteristics of the economic and geographical position of the region.
In the lesson we will get acquainted with the Eastern macroregion of our state, its features, geographical location, resources, history and stages of development of its territory, we will find problems and prospects of this region. The territory of the VMR in the west borders the Urals and the European North, in the south there are state borders with Kazakhstan, Mongolia and North Korea, the northern and eastern outskirts are washed by the waters of the Arctic and Pacific oceans, and also have water borders with the USA and Japan. Area 12.8 million km 2, which prevails in size over large state Canada.
2) Characteristics of natural conditions and natural resources.
Natural conditions are unfavorable (they do not facilitate, but rather hinder the development of the territory). The harshness of nature and the remoteness of the territory from developed areas leads to an increase in the cost of work in the region by 2-5 times. The wages of workers in Sèvres are 1.5-3 times higher (northern coefficient). The region's territory has huge reserves of natural resources. The northern territories concentrate 80% of energy reserves, 80% of mature wood, 75% of water and 80% of hydro resources, and large reserves of chemical raw materials. Natural resources Western Siberia are actively used in the western regions. Oil and gas from Western Siberia transit to European countries. Transport ore, coal, timber from Far East it is economically unprofitable to go to the West.
3) Population, economy and stages of development of the macroregion.
In general, the region has a low population density and is poorly supplied with labor resources. The region's economy is based on local natural resources and is dominated by extractive industries. For many centuries, the population of Siberia and the Far East was engaged in nomadic cattle breeding: reindeer herding in the north and breeding sheep and horses in the steppe, fishing in the taiga and on the sea coast. Until the 19th century. After the abolition of serfdom and especially the Trans-Siberian railway Millions of peasants from the central provinces poured into the forest and steppe regions of Siberia. Through their efforts, Western Siberia was transformed into a large grain and livestock raising region. Eastern Siberia and the Far East still remained undeveloped; land development and use continued extensively. In the 30-50s, Stalinist repressions began. A large number of people were forcibly resettled to the territory of Siberia and the Far East. Thanks to them, cities, bridges, roads to hard-to-reach areas were built, development and mining were carried out. During the Great Patriotic War, most of the military enterprises were transferred to the cities of Western Siberia, located along the railway, which served as a further development industry of this region. In the 60s, oil and gas production began in the north of Western Siberia, which gave impetus to the development of the oil and gas industry. In the 70s, large transport construction was carried out (the Baikaloamur Mainline - BAM, the road to the West Siberian North, the Amur-Yakut Mainline - AYAM). These roads were led to the sites of mineral deposits in Siberia and the Far East, which served as the basis for the construction of villages and cities. All this contributed to the creation of large territorial production complexes based on efficient energy and raw materials resources. Although in general the transport and economic development of the territory remains low.
Practical work.
- Work on individual cards.
EGP
Task on the card:
1. Highlight the positive and negative aspects of the EGP of the Eastern macroregion:
washed by the waters of two oceans;
removed from the center;
lack of railways and roads in the northern regions;
has a large extent from north to south, from west to east;
large in area economic regions; (The area of the entire region is 75% of the country’s area (13 million km 2).
harsh climate and permafrost;
borders the Ural economic region;
lack of labor resources in certain territories of the Asian macroregion;
has huge reserves of mineral raw materials;
availability of large water resources;
has iron and highway connecting west and east.
2. Natural conditions
The nature of the earth's crust;
Waters - rivers, permafrost.
Task on the card:
1.Using atlas maps, assess the natural conditions of the Eastern macroregion:
3. Natural resources
Task on the card:
1. Using atlas maps, textbook text and statistical materials, assess the natural resources of the Eastern macroregion:
Fuel;
4. Population
Task on the card:
1. Using the text of the textbook and atlas maps, the map on the flyleaf of the textbook and statistical materials, characterize the population of the Eastern region:
Population size;
Population density;
Level of urbanization;
Migrations;
5. Household
Task on the card:
1. Using the map of the textbook, the map on the 2nd flyleaf of the textbook, atlas maps, appendix and statistical materials, find out the features of the economy of the Eastern macroregion:
Specialization of the macroregion (development factors);
Branches of specialization.
Reflection.
Conclusions:
The region occupies a vast territory, remote from Central regions Russia.
The Eastern region needs to develop external economic ties with the countries of East and Central Asia.
Poorly developed transport network Therefore, it is necessary to build new roads, especially in the north of the region, and develop river and air transport.
PU are unfavorable (they make it difficult to develop the territory).
PRs are the richest, but their development is more expensive than in the European part of the country.
The region's economy is based on local resources, but it is also necessary to develop knowledge-intensive industries.
Poorly developed infrastructure and difficult living conditions are the reasons for the low population density of the territory and lack of labor resources.
Homework.
Consider possible prospects for the development of the region. (Advanced tasks for the West Siberian region)
Using atlas maps and additional literature, characterize the key regions of Western Siberia.
Identify the main landforms and large water bodies of the West Siberian region.
Determine the main natural resources of the West Siberian region.
Have contour maps for the next lesson.
>>How geography studies economics
§ 46. How geography studies economics
Different aspects of the economy are studied various sciences. Has its own object of economic study and geography. Firstly, it studies the already established geography of the economy, that is, it answers the question “where?” This is a very important task, since it is impossible to develop a farm without having detailed information about where and what is already available. Secondly, geography examines the process of location of enterprises, which is very complex. It requires the use of a huge amount of varied information and gigantic calculations. But if we talk about the placement principle, it is quite simple. In order to correctly locate an enterprise in a specific territory, it is necessary to have two blocks of data: 1) a detailed description of the location conditions and 2) factors for locating a given enterprise.
Terms of accommodation- this is what a particular company has to offer territory: nature of the relief, climatic conditions, water resources, minerals, Population, features of resettlement, etc. Study and detailed description of accommodation conditions is one of important tasks geographical science.
Enterprise location factors- these are the demands that enterprises make to the territories claiming them. These requirements are determined on the basis of the technical and economic characteristics of production. They are mandatory and necessary conditions for normal work enterprises. For enterprises in different sectors of the economy, different factors are the most significant.
Geography, together with the economics of individual enterprises, also studies the factors of enterprise location. industries farms.
Thus, in the most simplified form, the process of locating enterprises can be represented as a comparison of conditions and factors of location in relation to a specific territory.
Thirdly, geography studies the territorial structure of the economy and the patterns of its formation and development. Enterprises and the population, without which it is impossible to run an economy, are unevenly distributed throughout the country. Under the influence of location factors, they are concentrated in certain areas and settlements, sometimes closely located, sometimes distant over long distances. These areas, cities and rural settlements united by transport routes and communication systems.
The combination, relative location and interrelationships of all territorial units of the economy (districts, settlements, communication systems) is called the territorial structure of the economy.
Questions and tasks
1. How do the conditions and factors for locating enterprises differ?
2. What are the differences in the factors of location of iron and steel and light industry enterprises?
3. What is territorial structure farms?
Geography of Russia: Nature. Population. Farming. 8th grade : textbook for 8th grade. general education institutions / V. P. Dronov, I. I. Barinova, V. Ya. Rom, A. A. Lobzhanidze; edited by V. P. Dronova. - 10th ed., stereotype. - M.: Bustard, 2009. - 271 p. : ill., map.
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There are a total of 30 presentations in the topic
Summary of a geography lesson in a correctional school
Lesson topic: Farming. Population and its main occupations.
Chapter: Steppe zone
Lesson type: combined.
Tasks:
* Correctional - educational
- Reinforce the concepts: about animals living in the steppe zone; their characteristics; nutrition; adaptation to life in the steppe.
Give concepts about the main lesson economic activity population of the steppe zone.
To form ideas about the leading industries in the steppe zone and the products produced at the enterprises.
* Correctional - developmental
Develop attention when working with tables and diagrams.
Development of memory – the ability to reproduce existing knowledge while answering questions on a covered topic
Developing the ability to establish cause-and-effect relationships when filling out the table “industrial sectors – manufactured products.” Answering questions and establishing the relationship between the occupation of the population and climatic conditions.
* Correctional and educational
Cultivate interest in studying this topic.
Cultivate restraint when responding to other students.
Cultivate a caring attitude towards demonstration material
Equipment:
Cards with names of geographical objects; map: physical map Russia, cards for each student; cards for individual completion of the task by each student (groups 2 and 3); textbook; notebook; pen; simple pencil; ruler, cards with a table “animals of the steppes” and a card with the names of animals.
Vocabulary work:
Breadbasket, agriculture, horticulture, horticulture, animal husbandry.
Lesson Plan.
| Lesson stage | Kind of activity |
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| Organizational moment | Establishing discipline. Checking the readiness of the workplace. Working with the nature calendar. |
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| 2. Checking homework. | *Filling out the table. "animals of the steppes" Students are given cards with the names of animals to fill out the table: 1. names in chaotic spelling for group 1; 2. the names are placed in subgroups, for group 2 - students must choose which animals are written on this card and rewrite them in the table; 3. Same as for group 2, just paste the required list into the desired table and read it. * Guessing riddles. Answers on questions: What do rodents, birds, and predatory animals eat? How did animals adapt to life in the steppe? |
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| 4.Communication of the topic and setting the purpose of the lesson. | The teacher writes the topic of the lesson on the board, and the students write it in their notebooks. |
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| 5.Learning new material. | Teacher's story on the topic. 1. - about the favorable climate; About the people and nationalities living in the zone; Working with the dictionary: finding the word granary. All students write down the definition in a notebook from the dictionary-1 gr; 2 gr – from cards, after being in the dictionary; 3 gr. – glues a card with the definition into the notebook. 2. A story about the main occupation of the population of the steppe zone. Drawing up a diagram: Occupation of the population agriculture gardening Wheat Apples Corn Pears Sugar Cherry Buckwheat Grapes Rice Apricots Livestock Industry * Mechanical engineering Agreecultural machines. Agreecultural equipment Harvesters Tractors Equipment for the food industry * Food Flour mills Oil presses Sugar refined Canning Meat and dairy Combines 3. A story about minerals mined in the zone. Working with the dictionary, finding the word mines (same as in the previous work with the dictionary) The teacher writes down the minerals that are mined in the zone, the students write them down in their notebooks. |
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| 6. Consolidation of new material. | Tasks on cards. Complete the sentences after reading the paragraph in the textbook. What animals are bred in the steppe zone? Using words for reference, write a story about the benefits of sheep farming. |
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| 7. Homework. | Answer questions: 3, 4. |
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| 8. Lesson summary. | Assessing students' work in class. Clarify what was studied in the lesson. |
Goals:Formulate the objectives of the course in economic and social geography of Russia. Show the importance of geography as a science in studying the surrounding world. To introduce scientific geographers of Russia. Arouse interest in studying the geography of the economy and population. Introduce students to the structural features of the textbook.
Equipment:Physical and political-administrative maps of the Russian Federation, portrait of N. N. Baransky.
During the classes
I. Organizing time
II.Introductory conversation
On the board are the words of geographer Yuri Konstantinovich Efremov:“I love and know. I know and love. And the more I love you, the better I know.”
-In 8th grade we got acquainted with the nature of our Motherland, the largest country in the world by area. A country with diverse natural resources and natural conditions.
In 9th grade we will get acquainted with the economy in Russia and its population. This part of geography is called socio-economic or public geography.
Find short dictionary terms on p. 376 (doc. D.) and p. 328 (study A.). There are many new terms in the course of economic geography that need to be understood, and a short dictionary of terms will help us with this. Find an explanation of the word enclave. This is part of the territory of a state, surrounded on all sides by other states and without a sea coast. If an enclave has a seashore, it is called a semi-enclave. Guys, what is the Kaliningrad region of Russia? (Semi-enclave.) Name other words from the dictionary that are not familiar to you.
In grade 9, we will also use digital reference (statistical) material, which is placed in the tables of the appendix (teacher A. p. 308), and by the authors Roma and Dronov in the text of the textbook (for example, on p. 338, table 69, on page 4, table 1).
In the textbook by A. I. Alekseev, before each paragraph there is a heading “You have to find out,” which highlights the main questions of the paragraph. At the end of the paragraph there are a number of questions: the first section is “Questions for self-assessment” - using them you can check the level of assimilation of the material in the paragraph. The questions in this section are answered in the textbook.
In the “My Point of View” section, you can think and express your point of view, your judgment on solving problems related to the Russian economy. Maybe your decision will be wrong, but in the future you will encounter Russian economic problems in your life and solving them will be very useful.
The textbook also has a section “Imagine that...”, which invites you to a discussion, models a situation, a dialogue in which you participate. You need to determine your position and convince your interlocutor that you are right or understand the position of the other person.
In the section “The problem awaits your solution,” you are asked to model a geographical process, make a forecast for the development of the region’s economy, or solve a problem facing the country’s territory.
The section “My land in the fate of Russia” will allow you to learn about the peculiarities of your small homeland: city, village, district, both in class and outside of class. And the “Sociocultural Workshop” will allow you to conduct research on your region: the economy, population, problems of your homeland.
Each part has a thematic summary “Let’s sum it up” with the headings “Assessment of your achievements” and “Exchange of values”, the questions of which allow you to summarize the studied part of the textbook.
Economic and social geography is not only a school discipline, but also a serious science, the founder of which is Nikolai Nikolaevich Baransky. (It is possible for one or more students to prepare a report on
N. N. Baransky, his biography and activities.)
Economic geography studies the economy of a country and is divided into branches: geography of industry, geography of agriculture, geography of transport, geography of population, etc.
We will study the geography of the population and economy of Russia.
And the first part of our course is the geography of the components of the economy and population. But, having studied the geography of transport, industry, Agriculture, it is very difficult to imagine the image of any separate part of the country; a comprehensive study of individual regions is also necessary: the economy of the Urals, the European North, Western Siberia, etc.
Currently, geography is concerned not only with description, but also with explanation, forecast, management and correct placement of new economic objects - roads, cities, hydroelectric power stations, factories, etc. On the board is a diagram showing the tasks of geography as a science:
[description)-»1explanation| -Prediction) ->[control| -> 1creation of new objects|
(The diagram is in Alekseev’s textbook, but not in Dronov’s or Roma’s textbook.)
In 9th grade we will get acquainted with the problems of the Russian economy: economic, social, environmental, and demographic. Having identified distinctive features territory (its economy, population, problems), we must assume and then reasonably explain (which is very difficult to do) what kind of future this territory has. For example, Siberia and the Far East are sparsely populated, there are no roads over large areas, and there are long distances between settlements. In the future, it is necessary to develop the richest natural resources here, build cities, factories, and roads. And in some cities of Siberia there are so many “dirty” enterprises (for example, in Kuzbass) that further construction is impossible from an environmental point of view.
Where and why were cities and factories, roads and ports, holiday homes and mines built in Russia? Why is the city of St. Petersburg, founded by Peter the Great, still thriving, but people are leaving Vorkuta? Why did thousands of villages and dozens of cities disappear? How to avoid making the wrong choice of place to create new objects? Now in Russia there are thousands of unfinished factories, roads, power plants, etc. This is the money of the country's population thrown away.
Geography should help society in solving economic problems and create for every resident of Russia an “image of the country,” “an image of a republic, a region, an image of a city,” “an image of a village,” that is, an image of his Motherland.
To understand the image of a territory, it is necessary to know how the economy (economy) of the territory developed historically, how the territory was populated, what natural resources she has. And, of course, knowledge about natural conditions Russia and its parts. We remember that people settle in areas with favorable conditions. These are: flat terrain; the presence of a river, lake, sea; warm summers and mild winters; sufficient moisture, lush vegetation, etc.
But this is not the case in Vorkuta, Norilsk, Novy Urengoy. These cities have cold and short summers, long and harsh winters, tundra and permafrost. Why do people live in such unfavorable conditions?
III.Reinforcement
-What does economic and social geography of Russia study?(Economy (farm) and population and their distribution on the territory of the country.)
-Who is the founder of Russian economic geography? (N.N. Baransky.)
-What are the main tasks of geography?(Description, explanation of the processes occurring in the country, prediction or forecast of changes that may occur under one or another human influence, management of geographical objects, creation of new objects, i.e. geography should help society solve certain specific problems, i.e. . perform practical vital tasks for the population and economy of the country.)
-Explain the words of Tsar Boris from A. S. Pushkin’s drama “Boris Godunov”:
Tsar. And you, my son, what are you doing? What's this?
Fedor. Drawing of the Moscow land; our kingdom From edge to edge. You see: here is Moscow,
Here is Novgorod, here is Astrakhan. Here is the sea.
Here are the Permian dense forests.
And here is Siberia.
Tsar. What is it
Is it a pattern here?
Fedor. This is Volga.
Tsar. How good! Here is the sweet fruit of learning!
How from the clouds you can suddenly survey the entire kingdom: borders, cities, rivers.
Learn, my son: science reduces our experiences of fast-flowing life - Someday, and soon, perhaps.
All the areas that you have now depicted so cunningly on paper will all fall to your hand. Study, my son, and you will comprehend the work of the sovereign easier and more clearly.
Homework
1.Answer the questions §1, study. A. s. 9 (self-assessment questions).
2.Answer the question: “What is the significance of geography for each person?” (Optional.)
3.Determine where the goods (clothing, food) came from using labels (3-5 types).
4.Draw on one piece of paper the “image of the world” - the image of Russia, a region or republic, a city, a village, using symbols.