home Water supply

Methodical piggy bank. Lyubokhon school. Methodical piggy bank IX. Homework

The origin of human history is covered in darkness for the philosopher, and already in the most ancient times such oddities are noticed that are incompatible with this or that philosophical system; therefore, many in despair chose to cut the knot and now see on earth only the ruins of former settlements, and in the human race - the remnants of the former humanity, who fled to the mountains or hid in caves while the whole planet was experiencing, in its previous situation, its own, as they say the day of the Last Judgment. The reason inherent in present-day humanity, the arts and traditions known to it - this is supposedly nothing more than saved booty - all this once belonged to the lost original world 1 *, and that is why in the reason, arts and traditions of people, on the one hand, a certain brilliance, explained by the fact that they are based on the experience of many millennia, and on the other hand, they cannot be fully clarified, because thanks to the people preserved from the past world, the culture of the two worlds is connected as if by the Isthmian Isthmus, and at the same time gets confused. If this opinion is true, then there can be no pure philosophy of human history, for our race and all its arts are simply slag left after the destruction of the world as it was before. Let's see now whether this hypothesis is sound, which turns both the earth and human history into chaos, into a tangle that is inaccessible to any unraveling.

In any case, this hypothesis is not based on the observation of the original structure of our Earth, because the first devastations and cataclysms that occurred on Earth do not imply the existence of humanity, which has outlived its time, but relate to the very circle of creation, thanks to which only the opportunity to live on Earth appeared 2*.

1* See, first of all, the thoughtful “Experience on the Origin of the Knowledge of Truth and Sciences.” Berlin, 1781 1. The hypothesis that our globe was formed from the ruins of another world is shared by many naturalists for a variety of reasons.

2* The facts confirming my judgments are scattered in various books on the natural history of the Earth, partly known from Buffon, so I will not frame each of my positions with quotes.

In ancient granite, which formed the inner core of our planet, no traces of dead organic beings are found, as far as this rock has been studied; granite does not contain them, and its constituent parts do not imply their presence. Probably, the tops of the granite rocks rose high above sea level, because they did not experience the influence of the water element, but on such bare rocks a person could not breathe, nor could he find food for himself. The air surrounding these shapeless rocks was not yet separated from water and fire, it was burdened with a wide variety of matters, which in various combinations and at various periods of time gradually descended onto the skeleton of the Earth and gave it shape, but such air could not yet give breath to itself complex creature of the Earth, nor to preserve his living spirit. Therefore, the first living creatures arose in water, and they arose with all the power of the first-creating force, which could not manifest itself in anything else, and therefore gave itself an organic structure only in myriads of mollusks - no one but them could live in this sea laden with births. The earth continued to take its shape, and the mollusks often died; their destroyed bodies served as the basis for the formation of more complex organic creatures. The more the primordial rock was freed from water, the more it was fertilized by sediments of the sea, that is, elements and organic creatures combined with water, the more hastened the plant creation to catch up in its development with water creatures, and on bare earth, on land, it now began to growth of everything that could grow. But even in the greenhouses of this zone of earth, land, not a single earthly animal could yet live. On the peaks where Lapland grasses now grow, fossilized plants from the hot zones of the Earth are found - clear evidence that a hot climate reigned in the fog that surrounded the Earth. But even such air, rich in vapors, should have already been purified to a significant extent, because huge masses of matter had already fallen to the ground and because the delicate plant requires air for itself; but since among all the imprints of plants there are no animals, much less human bones, it is very likely that neither animals nor humans existed on Earth then, because neither the material for their creation nor the food necessary to support them was ready life. And so on - the Earth experiences several more upheavals, and finally, in the upper layers of clay and sand we find the skeletons of elephants and rhinoceroses, because what was previously mistaken for human skeletons located in the deeper layers of fossils raises great doubts even among more accurate naturalists recognized as the remains of marine animals. And on Earth nature began with the formation of the hottest countries and, as it seems, with the most monstrous size of living creatures, just as in the sea nature began with mollusks covered with shells and with giant ammonites; at least, along with numerous skeletons of elephants, which were carried to one place by the flow of water and were often preserved along with their skin, snakes and sea animals were found, but not the bodies of people. And even

if they were found, then, without a doubt, they would belong to a much newer era compared to the ancient mountains, where there is nothing living of this kind at all. This is what the ancient book of the earth tells us with its layers of clay, slate, marble, limestone and sand; but what speaks here in favor of such a “re-creation” of the earth, which supposedly experienced one kind of people, supposedly giving rise to the people now living on Earth? Rather, everything that the book of Earth says indicates the following: having experienced a number of preliminary cataclysms. The Earth, from a chaotic mixture of matters and forces, under the influence of the life-giving heat of the creative spirit, turned into a special, original whole, and in the end, the crown of all creation could appear on Earth - man, a complex and subtle creature. So, systems that, instilling fear and horror in us, tell how just ten times all parts of the Earth and the poles changed places, just one hundred times the entire inhabited and cultivated world was turned over from head to toe, how people fled from country to country and found their grave under the rubble of rocks and at the bottom of the sea - all these systems contradict the structure of the Earth, or at least are not confirmed by its structure, although it cannot be denied that the Earth has undergone many upheavals and catastrophes. Fractures of ancient rocks, ore veins, collapsed piles of rocks do not indicate that the earth was inhabited even earlier - before the present earth arose, even if the ancient mass had suffered such a fate and was completely melted down, then, of course, , nothing living would remain from this former world. So, the Earth, the history of the living world inhabiting the Earth, as it has developed now, all this for the researcher is a continuous problem that awaits its solution. Let's come closer to this problem and ask.

21.08.2014 4604 0

Goals:

1. Systematize and generalize students’ ideas about the world around them from different points of view – through the eyes of an astronomer, geographer, historian, ecologist.

2. Develop children’s cognitive activity, the ability to work with additional literature, reason, and generalize.

EQUIPMENT: physical map of the world; travel map “Country” The world"; cards with words; drawings depicting constellations.

During the classes

I. Organizational moment. Communicate the topic and objectives of the lesson.

Great things will happen today,

The tasks are already prepared...

Get up together

It's time for us to go

A difficult road awaits us...

Teacher. Guys, today in class we are going on a trip around the country “The World Around us”. Look at the plan map and tell me which cities are on our way.

II. Working on the material covered.

Students. Our road goes through the city of Astronomy, the city of Geography, the city of History and the city of Ecology.

Teacher. Challenges await us in every city. The residents of these cities prepared a task for us. Only the smartest and most savvy will be able to overcome these difficulties of the road. And we take knowledge and skills with us on the journey. So, first test!

Cards on the board:

Teacher.Completed the task correctly. Now let's hit the road. And in front of us is the cityAstronomy. The residents of this city have prepared a crossword puzzle for us. You must solve it and read the highlighted word.

Questions for the crossword:

1. Planet of the solar system on which there is life. 2. A device that astronomers use in their work. 3. A planet named after the goddess of beauty. 4. A planet that is located between Saturn and Neptune. 5. Constellation by which you can test your vision. 6. The largest planet in the solar system. 7. The planet that bears the name of the god of the seas. 8. Baby planet.

Teacher. What does this word mean?

Students. This is the name of our Galaxy.

Teacher. What makes up the Solar System?

Students. Sun and 9 planets.

Teacher. What is their common name?

Students. Celestial bodies.

Teacher. What is a constellation called?

Students. This is a group of stars.

Teacher. What are these constellations and stars called?

Students.

1. Canis Major, Sirius.

2. Ursa Minor, Polar Star.

3. Ursa Major.

Teacher. Right. And now another city awaits us - Geography.

High mountains,

Big seas

Wide rivers

They meet you.

The people of this city call us to play.

Game "Navigators and Geographers"

The game is played on the map of the hemispheres in pairs. The navigator selects the beginning of the route, determines the route using a map of the hemispheres, applying a ruler to it. The geographer determines which parts of the world, continents and oceans they fly over.

The teacher calls two students to the board and plays the game. The rest of the students are passengers, checking the route.

The game is played 5–6 times.

Teacher. Well done! Residents of the city of Geography are very pleased with your answers. They wish you a good trip. And we move on...

And on the streets of this city we meet ancient coins, bast shoes, and a kerosene lamp. This is the city of History. A new test awaits us.

It is necessary to insert a word instead of dots for the statement to be true.

“The science that studies the past is called... (story). Document storage –… (archive). The science that learns about the past by studying ancient objects and structures found during excavations is ... (archeology). Recording events year after year -... (chronicle). A scientist who digs up amazing finds from the ground is... (archaeologist).

Students do the work independently. Then the teacher reads out one statement at a time, and the students look for answers in the fillword. Words in a fillword are read up, down, right, left, and even at an angle, but do not intersect.

The teacher opens a fillword on the board.

Students look for clue words.

Students do the exercises for the teacher.

A river flows from afar...

The river flows... The river flows...

How nice it is when the river

Both wide and deep!

Above her are more magnificent clouds,

Fresh breath of the breeze,

The forest above her is slimmer and taller,

And the coastal meadow is greener!

III. Repetition of covered material.

Teacher. Here we come to the next city - Ecology. There is a clean river, lush clouds, fresh air and green meadow.

Three students make messages. The rest hand in their work to the teacher.

Teacher. Well done! We went through all the main cities of the big country “The World Around us”.

So what is the world around us?

Students. The surrounding world is the Universe, our planet, past, present, celestial bodies of the Solar system, the surface of the Earth, historical sources, World Heritage, flora and fauna.

Teacher. Now, in order to return home, we must answer the questions on the Earth and Humanity test.

Students are given cards with test"Earth and Humanity".

1. The science that studies cosmic bodies and the systems they form and the Universe as a whole is called:

a) ecology; c) geography;

b) astronomy; d) history.

2. A conventional image of the Earth's surface on a plane is called:

a) globe;

3. The thermal zone passing through the equator is called:

a) polar;

b) moderate;

c) tropical.

4. We live in a thermal zone:

a) polar;

b) moderate;

c) tropical.

5. Valuable finds of antiquity are stored:

a) in the archives;

b) museums;

6. The “lungs” of our planet are called:

a) coniferous forests;

b) broad-leaved forests;

c) tropical forests.

7. In 1837, the first passenger road in Russia was built. What century is this?

a) XIII century; c) XVIII century;

b) XIX century; d) 20th century.

8. The "Giant Panda" emblem has:

a) Greenpeace;

b) World Wildlife Fund.

9. The historical center of St. Petersburg is:

a) natural heritage of Russia;

10. Lake Baikal is:

a) natural heritage of Russia;

b) cultural heritage of Russia.

Answers to the test: 1(b), 2(b), 3(c), 4(b), 5(a, b), 6(c), 7(b), 8(b) , 9(b), 10(a).

Teacher. Now you need to sign your tests like this:

Students hand in their work.

Teacher. Look how beautiful everything is

Look how spacious it is!

Like a mother bending down a willow tree,

And we returned home!

IV. Lesson summary. Grading.

Teacher. What is home for us?

Students. Planet Earth.

Teacher. How should each person relate to his home, to nature?

Homework.

Write a mini-essay “How I would like to see the world around us.”

Methodological development of a general lesson on the surrounding world in the section “Earth and humanity”, 4th grade

Sechko Olga Mikhailovna

primary school teacher

MKUOSHI "Myskamen boarding school

Secondary (complete) general education"

Lesson objectives:

1. Systematize and generalize students’ ideas about the world around them from different points of view - through the eyes of an astronomer, geographer, historian, ecologist.

2. To develop children’s cognitive activity, the ability to work with additional literature, reason, generalize, and draw conclusions.

Tasks:

Educational: lies in the purpose of the lesson.
Developmental: develop children’s cognitive activity, the ability to work with additional literature, reason, and draw conclusions.
Educational: love for the world around us, respect for classmates, helping one's neighbor.

Planned results

Subject:

Must know basic concepts studied in the section;

Be able to work with a geographical map and globe, identify the causes of environmental problems.

Metasubject:

Communicative UUD:

Communicate your position to others: draw up your thoughts in oral speech; express your point of view and try it justify , giving arguments;

Listen to others, try to accept a different point of view, be willing to change your point of view;

Regulatory UUD

Reflective skills: comprehend a practical problem for which existing knowledge is not sufficient.

Assessment skills: compare the results obtained with the task; evaluate your activities in the lesson, determine successes and difficulties.

Cognitive UUD:

General educational activities: the ability to construct an oral statement on issues; extract necessary information from text

Logical actions: process the information received: draw conclusions based on generalization of knowledge; ability to build a logical chain of reasoning

Personal: formation of positive self-esteem.

Lesson type: consolidation and repetition of what has been learned on the topic.

Type: business game.

Technology: on a situational (game) basis.

Required technical equipment:computer, projector, interactive whiteboard, physical map of the world, antiques, handouts for each game.

Progress of the game

1. Organizational moment. Communicating the theme and goals of the game.

Hurry up to work, hurry up to work!

Today we are waiting for a role-playing game.

And the roles have already been assigned.

Meet them, here they are!

The children are divided into four groups. The groups sit at different tables.

Each group receives one of the following signs:

ASTRONOMERS GEOGRAPHERS

ENVIRONMENTAL HISTORIANS

We are faced with an important question today. You must tell what the world around us is from your point of view - astronomers, geographers, historians, ecologists.

Stage 1 of the game

“Solve the crossword - find the keyword”

After completing the crossword puzzle, the group identifies a key word that represents what the world is from the group's point of view.

Crossword for astronomers

Constellation.
A device used by astronomers.
A planet named after the goddess of beauty.
Constellation by which visual acuity can be determined.
The sun is...
A planet that shimmers with a bluish color reminiscent of water.
Tiny planet.
American name for the profession of a person who flies into space.
The bluest planet.

Answers: 1. Bootes. 2. Pluto. 3. Neptune. 4. Telescope. 5. Star. 6. Venus. 7. Pleiades. 8. Astronaut. 9. Earth.

Keyword: UNIVERSE.

Crossword for geographers

The most extreme point of the globe through which the earth's axis passes.
The smallest continent.
Image of the earth's surface on a plane.
The thermal zone in which we live.
An imaginary line connecting the north and south poles.
An imaginary line that divides the globe into the northern and southern hemispheres.
The largest continent by area.

Answers: 1. Pole. 2. Australia. 3. Map. 4. Moderate. 5. Meridian. 6. Equator. 7. Eurasia. Keyword: PLANET.

Crossword for historians

Records that were kept year after year about the events of their time in Rus'.
Document storage.
History specialist.
The events that happened after the birth of Christ are...
Ten centuries.
The counting of years is called...
The science that learns about the past by studying ancient objects removed from the earth.

Answers: 1. Chronicle. 2. Archive. 3. Historian. 4. Our era. 5. Millennium. 6. Calculation of years. 7. Archeology. Keyword: PAST.

Crossword for environmentalists

International environmental organization.
The natural heritage of Russia is the lake.
The most outstanding sights of nature and culture - the World...

4. African National Park.

5. The science of the interaction of living organisms with each other and the environment in which they live.

6. It contains the rarest species of plants and animals that need protection.

7. Our planet depends on every person.

8. Moscow... - World Cultural Heritage

9. Tomb of King Mausolus from the Seven Wonders of the World

Answers: 1. Greenpeace. 2. Baikal. 3. Legacy. 4. Serengeti... 5. Ecology. 6. Red Book. 7. Future.

8. Kremlin. 9. Mausoleum.

Key word: REAL.

Stage II of the game

"Practical work"

ASTRONOMY

Give examples of celestial bodies:

Celestial bodies - …………………………………………………………………………………………………………………

Write down the names of all the planets in order of their distance from the Sun:

……………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………

Highlight the largest planet in red, green - the smallest, yellow - one of the rock planets, blue - one of the gas planets.

Answer the questions.

What device is used to observe the starry sky? ________________________________________

Where is the earth's axis located? ________________________________________

Is there day and night on other planets? __________________

____________________________________________________________

Where on the globe is day equal to night all year round? ______________________________________________________________

Who was the first astronaut on the planet? When did it happen?

_____________________________________________________________

GEOGRAPHERS

Using a map of the hemispheres, write down which continents are located in:

Western Hemisphere -…………………………………………………………………………………….

Eastern Hemisphere -………………………………………………………………………………….

…………………………………………………………………………………………………………………………….

Write down the names of all the oceans:………………………………………………………………..

……………………………………………………………………………………………………………………………

Fill the gaps:

The point on the map of the hemispheres where all the meridians converge is ___________.

Model of the Earth - ___________________.

The conventional line that divides the globe into the Northern and Southern Hemispheres is _________________________.

The ocean washing the shores of Africa, Eurasia and America - _______________________________________.

Circular lines on the map passing through the poles corresponding to the north-south direction are ___________________________________.

A conventional image of the earth's surface on a certain scale is _______________________.

The largest continent is __________________________.

The hemisphere in which South America is located is __________________________.

Circular lines on the map corresponding to the direction west - east - ________________________.

The coldest continent is __________________________.

The largest ocean on Earth is _________________________________.

HISTORIANS

Select antiquities from the proposed items:

Clay jug, electric lamp, coins, barn key, sandals, telephone receiver, electronic watch.

Determine in what century the invention appeared.

	Invention	Century
	The first alarm clock (water) was invented by the ancient Greek philosopher Plato 400 years BC.
	The oldest glasses were found in the tomb of the Egyptian pharaoh Tutankhamun, who reigned from 1400 to 1392 BC.
	The very first scissors in Eastern Europe were found near Smolensk, and they were made around 1000 AD.
	The first design of a sewing machine was developed back in 1496 by Leonardo da Vinci.
	The first bicycle was invented by Artamonov, a craftsman at Ural factories, in 1801.
	The first mention of chess dates back to around 570.

	The first mention of the cannon dates back to 1382, when it was used in the defense of Moscow from Khan Tokhtamysh.

ECOLOGISTS

Fill in the blanks (using the hemisphere map):

1. Statue of Liberty:

Mainland - …………………………

2. Kizhi, wooden churches:

Mainland - …………………………