The main features of the nature of the earth. Test. (7th grade) What features of the nature of the earth do you know

Continuously revolving around its axis and around the Sun along with other planets, our Earth moves in the vastness of the Universe. The Universe is boundless, and the Earth is only its small particle, on which a thin shell of life has formed over billions of years. In the process of the evolution of life on Earth, a person has formed who is trying to comprehend, realize the world around him, preserve it for future generations.

The nature of the Earth and humanity constitute a single whole and at the same time represent great diversity.

In order to understand the reasons for the extraordinary diversity of the Earth's nature, we will continue to study the main features of the structure and interaction of its shells, natural complexes, as well as the history of human settlement on the continents.

Lithosphere and relief of the Earth

Here you will get acquainted with the structure of the lithosphere, with scientific assumptions of its development, with the peculiarities of the location on the Earth of large mountain ranges, plains, seismic belts; learn about the reasons for the diversity of the Earth's relief, get acquainted with the map of the structure of the earth's crust.

Remember from the 6th grade geography course:

1. What is the internal structure of the Earth?
2. What is called the lithosphere? What movements are taking place in it?
3. What groups are rocks divided into by origin? Give examples.

Section 1. The main features of the nature of the Earth

Lesson number 1 Composition and structure of the lithosphere

Lesson objectives:

To deepen knowledge about the structure of the lithosphere;

To acquaint students with hypotheses of the origin of continents and oceans,

the main provisions of the theory of lithospheric plates;

To teach the techniques of working with a map of the structure of the earth's crust.

DURING THE CLASSES

Homework check.

Homework check is carried out in the form of a frontal survey of students:

What are the methods of geographical research?

Which of the methods are most widely used in school geography? Why?

Give examples of the application of methods of geographical research.

STUDYING NEW MATERIAL.

The teacher's explanation of the new material is carried out based on the map, drawings

on chalkboard, textbook illustration. In addition, a heuristic conversation is conducted

based on map analysis.

To the features that distinguish the Earth from other planets of the Solar

system, includes the structure of its lithosphere.

Questions to the class:

What is the internal structure of the Earth?

What is called the lithosphere? What are the movements in it

happen?

Analysis of Fig. 8 on page 22, answers to questions.

Diagram of the structure of the earth's lithosphere

EARTH CRUST EARTH CRUST EARTH CRUST

CONTINENTAL TYPE OCEANIC TYPE CONTINENTAL TYPE

The teacher explains the theory of lithospheric plates in the form of an explanatory story.

Basic provisions:

1. The lithosphere consists of large plates, the boundaries of which approximately coincide with the mid-ocean ridges. (The teacher shows the boundaries of the plates on the wall map "Structure of the Earth's Crust" and names the seven largest plates.)

2. Plates move horizontally relative to each other. (During the story, the teacher pins cardboard arrows to the wall map, which indicate the average speed of movement of the plates. This allows students to clearly see the whole picture of the directions of movement.) The most essential processes occur along the boundaries of the plates:

a) in the zones of mid-oceanic ridges, plate divergence occurs; there, the material of the mantle rises along the faults, solidifies, and the earth's crust of the oceanic type is formed. (Using the overhead arrows, the teacher draws the students' attention to the rate of stretching of the seabed: in the Atlantic Ocean - 3.5 cm / year, in the Red Sea - 1.5 cm /year.

b) In the collision of plates, for example, oceanic and continental, the first plunges and goes into the mantle, as a result, deep-sea trenches are formed along the boundaries of the continents (Aleutian, Kuril-Kamchatka, Marian, Philippine). In parallel, they stretch volcanic island arcs (Aleutian and Kuril Islands) or volcanic ridges of continents

(coastal ridges of the Andes). When the continental plates collide, planetary compression belts are formed (mountain arcs of the Alps, Himalayas, etc.) (The Teacher shows examples of compression sites on the map with the help of overhead arrows.)

c) There are faults along which the plates slide without significant displacement, for example, faults in East Africa

Further, the teacher invites students, using the world map and the map "Structure of the Earth's crust", to determine which processes are confined to the lateral boundaries of the lithospheric plates. He reports that the zones of distribution of volcanoes and earthquakes are called seismic belts. Most of the active volcanoes and earthquake zones are located here.

Summing up the explanatory story, the teacher emphasizes that the final creation of the theory of lithospheric plates has yet to be decided by scientists. Knowledge about

the structure and history of the development of the lithosphere are of great practical importance for human economic activity.

Checking the assimilation of new material

- Why are there more faults in the ocean? (In the ocean, the earth's crust is thinner and more easily fractured.)

Why don't we see faults? (Because lava hardens and heals "wounds".)

US scientists have found that the Earth's crust is younger in the MOR region. Explain this fact. (The sections of lithospheric plates diverging in the MOR zones cause the growth of the ocean floor and contribute to the formation of young crust.)

Give examples of the divergence of lithospheric plates on land and in the ocean. (In the ocean, the African and South American, Pacific and Nazca plates diverge; on land, there are zones of divergence in eastern Africa.)

Practical work No. 3 Determination of directions of movement of lithospheric plates from maps and assumptions of the location of continents and oceans in millions of years.

Solution of geographic problems

Problem 1

Using a physical map of the world and a map of the structure of the earth's crust, give examples of mountainous countries that are located in the area of \u200b\u200bmodern boundaries of lithospheric plates.

1. What type of mountains do they belong to in height?

2. What natural phenomena occur in these mountains?

Problem 2

The ocean plate sinks under the mantle. How does the state of matter in the rocks that make up the slab change, and what processes occur during this?

Securing the material.

Compare the two types of crust and complete the table:

Earth crust type

Number of layers

Composition and order of occurrence (from bottom to top)

Homework: pp. 22 - 27. Mark the planet's seismic zones on a contour map.

LESSON No. 2. relief of the earth

LESSON OBJECTIVES:

Form an idea of \u200b\u200bthe placement of large landforms on the surface of the Earth;

Justify the reasons for the diversity of the relief as a result of the interaction of internal and external forces.

Improve the ability to establish connections, compare objects and phenomena, work with a map.

DURING THE CLASSES:

Organization of students for the lesson.

homework check:

Work on cards.

Card number 1

How did the earth's crust form?

Name the layers that make up the earth's crust.

Card number 2

What is the lithosphere?

Explain why the thickness of the lithosphere in the oceanic part (no more than 50 km) is significantly inferior in thickness to the lithosphere in the mainland (150-200 km).

Card number 3

What is the essence of the continental drift hypothesis?

What is the name of the two continents on which PANGEA was originally located?

Card№4

What are lithospheric plates? Where do the plate boundaries go, and what processes are typical for these territories?

What lithospheric plate is Russia within?

Oral survey.

What are the differences in the structure of the earth's crust, which composes the continents and troughs of the oceans?

What are lithospheric plates and what are the features of their boundaries?

Explain the location of seismic belts and volcanic regions on Earth.

STUDY OFnew material :

Explaining the topic of the lesson, the teacher relies on a map; conducts a conversation
about the variety of relief forms based on the analysis of paintings, comparison of maps in order to identify patterns of placement of large relief forms

The set of irregularities of the earth's surface, differing in
size, origin and age are calledrelief.

On the chalkboard, the teacher posts a diagram of inverted term cards. Pupils fill out the diagram in a notebook. Then the teacher turns over the cards in the diagram on the board, a check is carried out.

relief

Continents

Ocean troughs

Continents

the mountains

plains

hollowsyyyyy

COX

gutters

Island arcs

The interaction of internal and external forces is the main reason for the variety of relief.

Internal and external processes operate simultaneously. The relief is changing continuously and quite intensively.

The protrusions of the continents correspond to the continental crust, and in the areas of the distribution of the oceanic crust lie depressions filled with ocean water. The vast plains correspond to the ancient sites of lithospheric plates - platforms. Mountain folded areas, deep-sea trenches on the ocean floor are located at the boundaries of the lithosphere plates.

At the final stage of the lesson, it is advisable to once again draw the students' attention to the main patterns of placement of large forms of relief (this will be helped by a diagram that is advisable to sketch in a notebook) and to the position that modern relief is the result of the interaction of internal and external forces of the Earth. All these patterns have yet to be further consolidated and concretized using numerous examples in the study of each of the six continents of the Earth.

Placement patterns

large landforms of the Earth

Landforms

Platforms

Folded

Types of the earth's crust

The relief has a great influence on all components of nature.

The life of people is also associated with relief. Man has long settled on

plains or mountain valleys. Man affects the earth's crust,

changes the relief of the planet.

Fill in the table.

Interaction of internal and external processes

The processes influencing the formation of landforms

Causes

emergence

processes

Manifestation of the activity of these processes

The result of the actions of processes on landforms

HOMEWORK: pp. 25 - 27, in contour maps to designate large forms of relief of the planet.

IN THE PIGGY BOOK.

© The highest average elevation of the continent above sea level is in Antarctica with ice shelves - 2040 m.

® The average height of land over the World Ocean is 875 m.

© The average depth of the World Ocean is 3800 m.

® The greatest depth of the World Ocean - Mariana Trench - 11022 m

® The highest point of the Earth - Mount Chomolungma - 8848 m.

® The lowest point is the Dead Sea coast, which lies 405 m below sea level.

LESSON number 3. CLIMATE FORMING FACTORS

LESSON OBJECTIVES:

To form an idea of \u200b\u200bthe processes taking place in the atmosphere, of the uneven distribution of heat and moisture on the Earth's surface;

To reveal the significance of climate-forming factors and the reasons for the diversity of the Earth's climates;

Form the ability to analyze the climate map.

DURING THE CLASSES:

Organization of students for the lesson.

homework check:

Test work:

1.In the zone of collision of lithospheric plates, the following are formed:

a) mid-ocean ridges;

b) deep-sea trenches.

2.In the contact zones of lithospheric plates, the following are observed:

a) only earthquakes;

b) earthquakes and volcanism.

3. If the relief of the territory is mountainous, then at its base there are:

a) folded area;

b) platform.

4. If at the base of the territory there is a sedentary structure, on the surface of which rocks are located horizontally, then the relief will be:

a) flat;

b) mountainous.

5. Establish the correct sequence in the time of mountain formation:

a) Himalayas;

b) Ural; ,

c) Cordillera.

learning new material.

At the beginning of the study of a new topic, a heuristic conversation and a figurative story of the teacher about the role of the atmosphere are conducted.

The atmosphere is the uppermost and most mobile shell of the Earth.

Its role in the life of the Earth is enormous. The atmosphere has the selective property of transmitting solar radiation through itself. It delays most of the short-wave radiation, which is fatal to all living things. This role is played by the ozone layer. The amount of ozone fluctuates depending on the season: it increases in spring, decreases in autumn. The emission of hazardous chemicals by industry is particularly important in reducing the ozone layer. This is how ozone holes are formed.

The troposphere is of the greatest importance for life on Earth.

Clouds, rain, snow, etc. are formed here, i.e. the weather and climate change.

The teacher invites the class to remember such important concepts as weather and its elements, climate, light zones, the dependence of air temperature on geographical latitude, cloud formation, types of air masses.

namely, the role of each of the factors shaping the Earth's climates.

The teacher asks you to fill out the diagram, or he hangs out the cards with the terms himself, and the students arrange them in order.

Geographic latitude

Angle of incidence of sun rays

The amount of solar heat

Air temperature

Then the students work according to Fig. 20, page 32 of the textbook "Average annual air temperatures on Earth."

After students have realized that different latitudes receive different amounts of solar heat, they will have to think about the relationship between air temperature, atmospheric pressure and rainfall at different latitudes.

In the teacher's explanation, the elements of the story are combined with the conversation, and at the same time a graphical summary of the topic is created on the board and in notebooks. In the process of explanation, it is important to show precisely the relationship between air temperature, atmospheric pressure and precipitation amount and, finally, all three links in the chain of these dependencies.

By the end of the explanation, students should have a diagram similar to Fig. On page 33.

Then the teacher proceeds to study the next climate-forming factor - the movement of air masses. Plays a card on the board with the term "air mass" and invites students to formulate a definition. Students are able to determine the types of air masses for themselves.

Filling in the table "Types of air masses"

Air mass

Temperature

Humidity

Atmosphere pressure

The formation of air masses and constant winds. Analysis of Fig. 21, p. 33 "Air flow diagram" and fig. 22 on page 34 "Diagram of the distribution of atmospheric pressure belts, the main types of air masses and the formation of constant winds"

Role of the underlying surface in climate formation

Climate maps are helpful in studying the Earth's climate.

Analysis of the climate map of the world. Answers to questions in the textbook, p. 35.

FIXING.

Fill out the table and prove that these factors interact with each other.

CLIMATE FORMING FACTORS

HOMEWORK: pp. 28 - 34

In the summer of 1904, a strong tornado swept over Moscow. On his way, he uprooted perennial trees by the roots, upturned boulders, tore down iron roofs, destroyed many buildings and turned telegraph poles into chips. Passing over the Moskva River, he drew in so much water that the bottom was exposed under him. The pillar of the whirlwind turned black with dust and from a distance seemed like smoke from a fire. One fire brigade even rushed to extinguish the "fire". But when the firefighters approached the tornado, he picked up and scattered people and horses, unwound fire hoses, smashed barrels and carts into pieces.

LESSON No. 4. CLIMATE BELTS

LESSON OBJECTIVES:

-reveal patterns in selection

climatic zones of the planet;

To form an idea about the placement of belts, about the features of each belt.

DURING THE CLASSES:

Organization of students for the lesson.

Learning new material:

At the beginning of the lesson, a frontal conversation is held, during which the role of each of the factors that form the climates of the main and transitional climatic zones is revealed.

Uneven heating of the earth's surface

The difference in the Earth's climates

13 climatic zones

Try to formulate a definition of the term "climatic zone". Compare the definition of the term in the dictionary. (Latitudinal bands of the earth's surface, differing from each other in the intensity of heating by the rays of the Sun, in the features of the circulation of the atmosphere, in the seasonal change of air masses.

The role of air masses in the formation of the climate.

The movement of air masses by seasons, the formation of climatic zones.

Analysis of Fig. 23, p. 36 "Scheme of the movement of air masses by season and the formation of climatic zones."

On the earth's surface, there are 13 climatic zones: 7 main and 6 transitional.

The main climatic zones: correspond to the distribution of four types of VM;

the names of climatic zones correspond to their geographic location;

equatorial belt: predominance of equatorial air and low atmospheric pressure, high air temperatures all year round; large amount of precipitation throughout the year,

tropical belt: high pressure and dominance of tropical air; high air temperature in summer, cool in winter, rains are rare;

temperate zone: prevalence of moderate air and westerly winds; seasons are distinctly expressed: there is a lot of precipitation, but unevenly distributed;

arctic and antarctic belts: predominance of cold air masses, low air temperatures all year round, insignificant amount of precipitation.

Transitional climatic zones:

in the transitional zones, the VMs change according to the seasons; in the summer, the VMs of the main belt, lying under the transitional belt, come, and in the winter - above the transitional belt.

During the conversation, students fill out the table:

MAIN CHARACTERISTICS OF MAIN CLIMATE BELTS

Change to

Climatic zone

Pressure

VM

Temperature

Precipitation

eu

• Climate change over time:

  Natural and anthropogenic change.

Checking the understanding of what has been learned:

- What forces cause air masses to move? (Pressure difference.)

- What air masses dominate the tropical zone? (Tropical)

- What air masses prevail in the subequatorial belt? (equatorial in summer, tropical in winter)

FIXING.

- What climatic zone do you live in?

- What are the patterns of temperature distribution on Earth?

-Determine the type of climate: January temperature -10-15, July temperature 20 ... 25 C. Precipitation falls throughout the year, but with a summer maximum. Annual precipitation is 250-300 mm. On which continents is this type of climate represented?

HOMEWORK: pp. 35 - 38.

Drawing up the characteristics of each belt on a contour map.

ON THE PAGES OF INTERESTING GEOGRAPHY:

Here the sun does not set from autumn to spring to action and does not rise above the horizon for six months, but astronomical twilight is observed until mid-May and early August, when dawn appears in the sky. Where does it happen? (At the South Pole of the Earth)

LESSON № 5. The waters of the World Ocean. Surface currents.

LESSON OBJECTIVES:

To form knowledge about the world's oceans, its waters, their origin, temperature, features of its nature.

To give an idea of \u200b\u200bthe general scheme of surface currents, their role in the redistribution of heat on the planet.

DURING THE CLASSES:

Organization of students for the lesson.

Homework check:

Geographical dictation.

Insert gaps:

1. The atmosphere protects the Earth from harmful effects ...; from falling ...; during the day from ..., at night from ...; it is necessary for all living organisms for ...; thanks to the atmosphere happens .. in nature.

2. At an altitude of 20 - 30 km in the atmosphere there is a layer of gas that protects the Earth from ultraviolet radiation harmful to all living things. This layer consists of ...

H. What could happen as a result of a further increase in the amount of water vapor and carbon dioxide in the atmosphere?

4. In this part of the atmosphere, the bulk of the air is concentrated, clouds, precipitation of various types are formed here, the temperature decreases with height. This part of the atmosphere is called

5. Use the climate map to determine the highest temperature recorded in the area of \u200b\u200bTripoli (North Africa).

6.From the climate map, determine the lowest temperature recorded in the area of \u200b\u200bTripoli (North Africa)

7. The geographical latitude of the place is an important climate-forming factor, because the amount of ... coming to the surface of the Earth depends on latitude It decreases from ... to ... because the Earth has the shape of a ball.

8. The formation of constant winds in the general circulation of the atmosphere depends primarily on the distribution of the belts of low and high pressure on the Earth, and they are formed as a result ... of the distribution of quantity ... and under the influence of ... the Earth.

9. In the Sahara ... precipitation falls, because it is located in a belt ... of pressure, where ... currents of air prevail, which during ... is compressed and heated, ... saturation.

10. Between the temperate and arctic climatic zones is ... the climatic zone.

learning new material

The role of the ocean in the life of the Earth: (in the form of a heuristic conversation)

Scientists distinguish ocean waters into an independent shell, called the oceanosphere, where 97% of all the planet's water is concentrated;

The ocean maintains a constant gas composition of the atmosphere; the impact of the ocean on climate, soils, vegetation and terrestrial fauna;

the role of the ocean in human economic activity; the ocean's ability to cleanse itself.

The study and development of the ocean by humans:

knowledge of the ocean in ancient times; modern research

The origin of the waters of the World Ocean.

Ocean waters property:

1. Salinity

Many different gases, mineral and organic substances are dissolved in seawater.

Due to the presence of salts, ocean water has special properties: high heat capacity, low freezing point, increased boiling point.

Salinity of waters depends on the ratio of precipitation and evaporation.

Temperature

Surface water temperatures vary and depend on latitude.

Temperature also changes with depth. At first, its decrease is very significant, and then it slows down. At a depth of more than 3-4 thousand meters, the temperature usually ranges from + 2 ° C to 0 ° C.

Ice in the ocean

Sea water freezes at a temperature of - 2 ° С

Ice forms only in arctic and subarctic latitudes (winters are long and very cold), due to the mixing of waters in the rest of the planet's latitudes, which prevents ice formation.

Annual and perennial ice.

Water masses are large volumes of water formed in certain parts of the ocean, which differ from each other in temperature, salinity, density, transparency, the amount of oxygen dissolved in the water, and the presence of a certain organic world.

Surface water masses (up to a depth of 200 m): equatorial, tropical, temperate and polar.

Intermediate.

Deep.

Comparison of water masses, filling in the table

Types of water masses

Temperature

Salinity

Transparency

Equatorial

High

Low

High

Tropical

High

High

High

Moderate

Changes with the seasons

Low

Low

Arctic

Low

Average

Average

Interaction of water masses with the atmosphere.

The movement of waters in the ocean:

surface movements;

wave movements;

vertical movement.

At the next stage of the lesson, students consider the origin of sea currents, the general scheme of their distribution on the ocean surface. Here, it is most important to reveal to students the system of cause-and-effect relationships by building a diagram on the board:

Causal relationships of education

wind currents

uneven heating of the earth's surface by the sun

Thus, the teacher leads the children to understand that one of the main types of movement of surface water in the ocean is wind currents.

Oceanic surface currents are huge masses of water constantly moving for many thousands of kilometers.

The history of the discovery of surface currents.

Reasons for the existence of surface currents:

a) the movement of the VM of the atmosphere;

b) the deflecting force of the Earth's rotation

around its axis;

c) constant winds;

d) relief of the ocean floor,

e) outlines of the continents.

Warm and cold currents. The teacher proposes to consider on the map the area of \u200b\u200bdistribution of the most powerful drift current - the current of the West Winds and the most powerful warm current of the Gulf Stream, as well as the circular movement of surface waters using the example of the North Atlantic Ocean.

Analysis of the map of the oceans.

FIXING. Mark the main ocean currents on a contour map.

HOMEWORK: pp. 38-44

OVER THE PAGES OF THE TEXTBOOK OF GEOGRAPHY.

In all the seas of the world, water temperature decreases with increasing depth. The exception is the Red Sea, where the opposite phenomenon is observed. American oceanographers have found several "hot spots" in this sea at a depth of 1880 m, where the water temperature reaches 60 ° C.

LESSON №6. The ocean as a living environment. Interaction of the ocean with the atmosphere and land.

LESSON OBJECTIVES:

To reveal the interaction of the ocean with the atmosphere and continents as a result of the water cycle and air movement;

To deepen knowledge of the distribution of living organisms in the ocean.

DURING THE CLASSES:

Organization of students for the lesson.

studying new material (in the form of heuristic conversation).

The study of new material is carried out on the basis of the analysis of the zoogeographic map, systematizing tables on the diversity of marine organisms.

The ocean is the cradle of life on Earth.

A variety of forms of marine organisms.

a) benthic organisms - benthos;

b) nekton;

c) plankton;

The distribution of life in the ocean depends on:

Salinity;

Sveta;

Dissolved oxygen

Water temperature;

The presence of nutrients.

Life in the ocean is concentrated mainly on the continental shelf - the shelf.

Biological resources of the ocean.

The ocean is the breadwinner of man. Seafood is an important source of protein foods.

90% of all biological resources of the ocean are fish, the rest is sea animals, crustaceans, molluscs, algae;

marine organisms are raw materials for the chemical industry and pharmacology.

The role of VM in the interaction of the ocean with the atmosphere and continents:

(1) A large supply of heat in ocean waters has a significant effect on the properties of VMs formed over the ocean.

2.The difference between naval VMs and continental VMs:

a) humidity;

b) temperature.

3. Influence of mWM on the formation of the marine climate on the coasts of the oceans.

The importance of ocean currents in the interaction of the ocean with the atmosphere and land.

The role of the water cycle in the interaction of the ocean and land.

ANCHORING

Students fill out the table.

variety of marine organisms

Forms of marine organisms by lifestyle

Habitat

Representatives of flora and fauna

Human use and significance in nature

HOMEWORK: pp. 44 - 49 OVER THE PAGES OF THE TEXTBOOK OF GEOGRAPHY.

The largest structure created by living things on Earth is the Great Barrier Reef in Australia. Its architects and builders - coral polyps - erected this giant rampart 2000 km long and up to 150 km wide on the ocean floor. The height of the Great Barrier Reef reaches 2 km According to the estimates of the German explorer-submariner G. Hass, the size of the reef is 2000 times larger than the volume occupied by such a huge city like New York.

LESSON №7. Geographical envelope of the planet

LESSON OBJECTIVES:

Introduce the concept of a geographic envelope, reveal its main properties;

Show the relationship and interaction of all components of nature using the example of the geographic shell.

DURING THE CLASSES:

Organization of students for the lesson.

checking homework.

Work on options for 10 - 15 minutes

i option

1. What is called the World Ocean?

2. Does the average annual surface temperature of the World Ocean waters change with distance from the equator? If so, why?

II option

1.What zone of the ocean are the warmest waters? What is the reason for this phenomenon?

2. How does the water temperature change with depth? To what depth does the influence of seasonal changes in water temperature persist?

III option "

1What is the average salinity of the World Ocean? What is water salinity?

2. Explain the reason that the salinity of water in the equatorial zone (34% o) is lower than the mid-oceanic, in the tropical zone (36% o), on the contrary, is higher.

learning new material:

The teacher creates in children an idea of \u200b\u200bthe diversity of the nature of continents and oceans through verbal descriptions using visual means.

The role of the biosphere in the transformation of the Earth's shells

In the layer of closest contact of the outer shells of the Earth, a complex unified geographic shell arose.

The structure of the geographic envelope.

The shell of the Earth, within which the lower layers of the atmosphere, the upper parts of the lithosphere, the entire hydrosphere and the biosphere mutually penetrate and interact, is called a geographic shell. Geographic envelope boundaries. Its thickness is 55 km.

Geographic envelope properties:

the formation of organic substances from inorganic living organisms and plants;

substances in all 3 states of aggregation: liquid, solid, gaseous;

all processes in it occur under the influence of solar energy.

Threat to the geographic shell - large comets

The cycle of substances and energy.

All components of the geographic envelope are connected into a single whole through the circulation of substances and energy. For example, the water cycle, the air cycle, biological, etc.

The leading role belongs to the air circulation in the troposphere, which draws into the global circulation and the hydrosphere, forming the world water cycle. Biological circulation

The interrelation of cycles and the formation of a general global cycle of substances and energy, which forms the geographic envelope, ensuring its existence and development.

Stages of development of the geographic envelope:

The first stage is prebiogenic (3 billion years), in the atmosphere there is little oxygen and a lot of carbon dioxide;

The second stage - about 570 million years, the leading role of living organisms, the emergence of man.

The third stage is modern (it began about 40 thousand years ago), a large anthropogenic influence on all earthly shells, their change.

ANCHORING

Making forecasts for the development of GO under the influence of natural and anthropogenic factors.

HOMEWORK: pp. 50 - 54

IN THE PIGGY BOOK.

The droplets that make up fog are a million times smaller than raindrops. In other words, in order to fill a tablespoon with water, you need to collect 7 billion mist droplets in it; ... one bucket of water is enough to cover 270 km 2 with a layer of fog 15 meters thick.

LESSON number 8. natural complexes are components of the geographic envelope.

LESSON OBJECTIVES:

Show the role of climate in the formation of PC;

Form concepts: "Natural complex", "natural zone", "latitudinal zonality and altitudinal zonality".

DURING THE CLASSES:

Organization of students for the lesson.

checking homework.

Oral survey:

What are the boundaries of the distribution of living matter, energy sources, which are the driving force of the processes taking place on the surface of the Earth; properties of GO.

Using the diagrams, describe one of the cycles inherent in GO.

Explain the origin of the different rhythms in GO.

Make an approximate forecast of changes in GO under the influence of natural factors and human economic activity.

learning new material.

The study of new material is carried out in the form of a heuristic conversation based on the peculiarities of the PC of your area, using excursion materials.

Natural complex structure:

Analysis of Fig. 34 (p. 55);

Due to the large relief forms and the uneven supply of solar heat to the earth's surface, the geographic envelope is not uniform;

of

- PC formation is a long process.

Ocean pc:

It consists of water with gases dissolved in it, plants and animals, rocks and bottom relief. Ocean PC Dimensions:

a) large - oceans;

b) smaller ones - seas, bays, straits, etc.

Pc sushi:

PCs differ in size and formation.

Depending on the geographic latitude of the PC, land is divided into:

a) equatorial forests;

b) monsoon forests;

c) savannas and woodlands;

d) deserts and semi-deserts;

e) forest-steppe and steppe;

f) temperate forests;

g) tundra and forest-tundra;

h) arctic deserts

Place of PC land: ravine, lake, river valley, forest, etc.

Natural zoning:

natural area - this is a large PC, which has a common temperature and moisture conditions, soils, vegetation and fauna;

the main reason for the diversity of natural zones on Earth is the diversity of the climate.

Regularities in the placement of natural zones - geographic zoning:

analysis of the map of the natural zones of the planet;

latitudinal zoning - the change of natural zones from the equator to the poles as heat and moisture decrease;

latitudinal zoning is the basic law of geography.

Students fill out the table.

NATURAL ZONES OF THE WORLD

Natural area

Geographical position

Climatic features

Typical representatives of plants and animals

Altitudinal zonation - change of natural zones in the mountains, from the foot to the peaks:

The change in climatic conditions with height is the main reason for the existence of altitudinal zonation.

Changing natural zones at different heights are called altitudinal belts.

The lower altitudinal belt of mountains always corresponds to the natural zone in which the mountain is located.

The law of geographic zoning manifests itself in the mountains.

FIXING.

On a contour map, mark the boundaries of natural zones.

HOMEWORK: pp. 54 - 60.

OVER THE PAGES OF THE TEXTBOOK OF GEOGRAPHY.

Earth, air and water are what we see around us from birth and consider it a symbol of constancy, about which we say: "Kingdoms and generations change, but it remains - all this is just a link in a long chain of radical transformations."

The lithosphere, hydrosphere and atmosphere develop and change no less than the living creatures that inhabit the Earth

The territory of Moscow and the Moscow region has not always been the same as we see it now. This area was flooded by the seas three times, tropical forests grew on it, it was covered with thick ice. And for tens of thousands of years, this territory has a temperate continental climate, mixed forest, in which hares, foxes, and elks live. Will it always, this territory, be the way we see it now? Of course not, we have to repeat once again: "Everything flows, everything changes."

All natural elements of Moscow and the Moscow region, as well as any area of \u200b\u200bthe globe, are interconnected and form a single organism, a single natural complex, a change in one component of nature, which will invariably entail changes in the entire PC.

LESSON 9. The development of the Earth by man. Countries of the world

LESSON OBJECTIVES:

To give knowledge about human settlement on the continents; on the main types of economic activities of the population;

To acquaint with the position of countries on the political map of the world.

DURING THE CLASSES:

Organization of students for the lesson.

checking homework.

Geographical dictation.

1.The geographical envelope completely includes ...

2.In the geographic envelope, substances are in three states ...

3.Most of the processes occurring in the geographic envelope are due to energy ...

4. Natural zones on Earth are distinguished on the basis of climatic conditions, ..., soils, ....

5. The main reason for the change of natural zones in the plains is the change ...

6.One of the manifestations of latitudinal zoning on Earth is a change ...

7. Natural zones in the mountains change with height, as it changes with height ...

8.The lowest altitude belt in the mountain system, located in the natural zone of mixed forests, is ...

learning new material.

The lesson takes the form of an imaginary journey along the map.

Earth is a unique planet. Due to the special conditions of the geographic envelope, life arose and developed, and man appeared.

Humanity numbers about 6 billion.

Human settlement on the continents.

The ancient homeland of man is Africa and Southwest Eurasia.

Ways of human settlement. Analysis of Fig. 38, p. 62.

Main areas of settlement.

a) South Asia:

b) East Asia.

c) Western Europe.

d) Eastern part of North America.

Races.

The main types of economic activities of people.

With a lack of study time, the teacher gives the left column of the table ready-made, and the influence of economic activity on the PC is established by the students as they analyze the text of the textbook.

№ p / p

Types of economic activities

Features of the influence on the PC

1

Agriculture:

a) irrigated;

b) non-irrigated.

2

Pastoralism

3

Forestry (forestry)

4

Mining

5

Urban construction

6

Using a PC for organizing recreation of the population.

7

Extraction of marine animals, sea transport.

Analysis of a complex map.

• Countries of the world:

1. Ethnicity - people living in the same territory, speaking the same language and having a common culture.

2.Currently, there are over 200 countries on the political map of the world.

3.Country classification:

a) by the size of the territory;

b) by population size;

c) by geographic location;

d) according to the level of economic development.

ANCHORING

On the contour map, mark:

a) human settlement on the territory of the continents;

b) large countries of the world and their capitals.

HOMEWORK: pp. 61 - 65, messages about travelers, discoverers of Africa.

Think and answer!

What is the largest state in terms of area and the smallest? On which continents in which parts of the world they are located.

(Russia, Vatican)

Which states are located in different parts of the world?

Russia, Turkey - Asia and Europe;

Egypt - Asia and Africa;

Denmark - Europe and America

Routing. 7th grade. Section I. The main features of the nature of the Earth. Theme I. LITHOSPHERE AND EARTH RELIEF. The topic of the lesson is Lithosphere. Earth's crust. Goals and objectives of the lesson - to make out with students new terms, concepts and definitions; - to continue the formation of knowledge about the structure of the lithosphere; - to acquaint students with the peculiarities of the formation, structure and development of the earth's crust; - to give an idea of \u200b\u200bthe theories of the origin of the Earth and the development of the earth's crust / theory of drift of continents and lithospheric plates /; - continue the formation of the ability to work with geographical maps Educational-visual complex Physical map of the hemispheres, a map of the structure of the earth's crust, collections of rocks and minerals, the contours of modern continents, allowing to simulate their movement; diagrams, pictures, etc. -problematic presentation of hypotheses of the origin of the Earth; - acquaintance with new terms, concepts and definitions; -conversation: formation of knowledge about the structural features of various parts of the earth's crust, about stable platforms and mobile / seismic / parts of the earth's crust; -the teacher's story about the essence of the continental drift hypothesis and the theory of lithospheric plates; -practical work with new sources of information - a tectonic map and a diagram to form an idea of \u200b\u200bthe essence of the theory of lithospheric plates. Forms of the lesson. Terms and concepts Earth relief. - remember already known and make out new terms and concepts; - to continue the formation of knowledge about the lithosphere and relief of the Earth; - to substantiate the reasons for the diversity of the Earth's relief as a result of the interaction of external and internal forces; - to analyze the features of the placement of large landforms on the earth's surface; - continue to develop the ability to work with geographical maps. World maps - physical and tectonic, pictures, tables, reference material, etc. -conversation: the formation of knowledge about external and internal causes that change the relief of the Earth; - independent work of students with the text of the textbook and reference material for the lesson; - consolidation of new concepts, terms and their definitions; -determination of the features of the location of large landforms on the surface of the Earth; -practical work with a contour map and atlas maps "Revealing the dependence of the Earth's relief forms on its internal structure". Hypothesis, Earth's crust / continental and oceanic /, hypothesis Relief, slow vertical movements, continental drift, theory of lithospheric plates, lithospheric plates, horizontal movements, inner and outer mid-ocean ridges, deep-sea trenches, relief formation processes. platforms, seismic belts, hydrothermal fluids. Geographical features Disappeared oceans and seas: Tethys, Pangea, Laurasia and Gondwana. Plates: Eurasian, Indo-Australian, North American, South American, African, Pacific, Antarctic; Kuril Trench, Japanese Islands, Andes, Himalayas, Mediterranean Sea. Names A. Wegener, O.Yu. Schmidt Cordillera, Brazilian plateau, Amazonian lowland, East African plateau, East European plain, Central Siberian plateau, Deccan plateau, Appalachian mountains, Ural mountains, Alps, Caucasus. Reference material Basic geological theories / modern and historical /. Theory of Neptunism Plutonism The theory of contraction Fixism Who and when proposed A. Werner, German geologist, 1870s. D. Getton, Scottish geologist, 1795 J. Elie de Beaumont, French geologist, 1852. Mobilism / continental drift / A. Wegener, German geologist, 1912. The theory of plate tectonics. Mid-twentieth century. The essence of the theory The meaning of the theory All rocks of the Earth originated from Develops a historical approach to the study of the Earth. waters of the primary World Ocean. The leading role in the geological past represents the Earth as a system located in the Earth, played by internal forces. dynamic, mobile balance. As the Earth cools and shrinks, the earth's crust is crumpled into folds. Vertical tectonic movements played a decisive role in the development of the Earth; there were almost no horizontal ones Large areas of the earth's crust make horizontal movements Plates move along the asthenosphere in a horizontal direction due to the influx of mantle material Explains folding processes Substantiates the invariability of the position of continents on the Earth's surface Explains the dynamics of the development of the earth's crust and relief Develops the theory of continental drift Reference and information material Internal and external processes that form the earth's crust. Type of the process Manifestation in the relief Essence of the process I. Internal / endogenous / 1. Tectonic movements Formation of mountains, plains, troughs of the middle ridges Combination of vertical and horizontal movements of the lithosphere, the appearance of folds and faults 2. Earthquakes Formation of cracks, shears, landslides Shocks and surface vibrations, caused by ruptures and displacements in the lithosphere 3. Volcanism II. External / exogenous / 1. Weathering Formation of volcanoes, lava sheets Outpouring of magma on the Earth's surface Formation of talus, "stone rivers" Destruction of rocks 2. Wind action Formation of sand ridges, dunes, dunes Transfer of loose sediments by wind 3. Water action Formation of ravines, gullies, river deltas, moraines, landslides Transport or erosion of rocks by water Questions to test knowledge on the topic "Lithosphere and land relief". 1. Determine the correspondence between tectonic structure and landform. Designate a pair with a number and a letter. 1- East European Plain 2- Central Siberian Plateau 3- Amazonian Lowland 4- Great Plains 5- Andes 6- Himalayas 7- Alps 8- Kuril Trench 9- Peruvian Trench 10- Ethiopian Highlands a- Pacific seismic belt b- African-Arabian platform c- Russian platform d- Alpine-Himalayan seismic belt e- Siberian platform f- North American platform g- South American platform 2. Determine which of these objects are mountains and which are plains? 1- Alps 6- Great Chinese 2- Tibet 7- Himalayas a - plains 3- Central Russian 8- Scandinavian b - mountains 4- Andes 9- Caucasian 5- Arabian 10- Central Siberian 3. Specify the characteristics of the mid-ocean ridges: a- powerful uplifts at the bottom of the oceans; b- stretch along all oceans; в- connect with each other; d - total length 75 thousand km; d - are the central part of the lithospheric plates; e- are accompanied by deep faults. 4. What did the convergence of the Eurasian, Arabian and Hindustan lithospheric plates lead to? a - the Armenian Highlands and the Caucasus arose; b - the ancient ocean Tethys is destroyed; c - the highest plateau in the world, Tibet, arose; d - the mountain ranges of the Himalayas, Pamir and Karakorum arose. 5. Which of the following lithospheric plates are part of the modern continent of Eurasia? a- Australian b- Antarctic c- Eurasian d- Arabian d- Hindustan 6. Set the correspondence between platforms and landforms. 1- South American a- Deccan Plateau 2- Indian b- Central Plains 3- Sino-Korean c- Russian Plain 4- East European d- Amazonian lowlands, Brazilian Plateau 5- Siberian d- Great China Plain 6- North- American e- Central Siberian Plateau 7. Establish the relationship between the age and height of mountainous countries: 1- Andes from 30 million years to the present time 2- Appalachians from 460 million years to 230 million years 3- Cordillera from 160 million years to 70 million years a- 1000-3000 m b- more than 5000 m c- 500-1000 m Practical work on a contour map Revealing the dependence of landforms on the internal structure of the Earth. Purpose of the work: - to continue work on the study of the world map; - teach to compare information of cards of different content; - to reveal the dependence of the relief on the internal structure of the Earth. Work progress: 1. Sign the largest platforms / in red / using the map in the atlas "Structure of the Earth's Crust". 2. According to the "Physical map of the world", sign the flat landforms - lowlands, plains, plateaus / in green /. 3. Make a conclusion whether the flat landforms depend on the internal structure of the earth's crust and how? 4. Create your own conventional signs and show on the map the dependence of such relief forms as mountains on the structure of the Earth. Make a conclusion.

1. What statements about the earth's crust are true:

A) The earth's crust has the same structure under the continents and oceans

B) The oceanic crust is thicker than the mainland

C) Lithospheric plates slowly move along the surface of the mantle

D) There are seismic zones at the boundaries of the lithospheric plates

2. The lithosphere is ...

a) Solid shell of the earth, consisting of the earth's crust and the upper part of the mantle

b) The hard shell of the earth, consisting of the earth's crust

c) The upper part of the mantle.

3. The external forces that form the Earth's relief include:

A) Sinking of the Earth's crust B) Rising of the Earth's crust

B) Weathering D) Wind work

4. Set the correspondence:

A) Platform A) Low and medium mountains

B) Area of \u200b\u200bancient folding B) Plains

B) Seismic belt B) High mountains

D) New folding area D) Lithospheric plate boundaries

5. The layer of the atmosphere that plays the most important role for life on Earth:

A) Stratosphere B) Mesosphere

B) Troposphere D) Ionosphere

6. What data does the climate map contain?

A) About temperatures B) About precipitation

B) About the direction of the winds D) All answers are correct

7. Trade winds are:

A) Constant winds blowing from 30 latitudes to the equator

B) Winds blowing from the ocean to land in summer

C) Winds changing direction twice a year

8. The main climate-forming factor is:

A) The amount of solar heat B) The amount of precipitation

9. The southernmost climatic zone of the Earth:

A) Arctic B) Equatorial

B) Antarctic D) Tropical

10. The main climatic zones include:

A) Subequatorial B) Tropical

B) Equatorial D) Subtropical

A) The ocean has a strong influence on the Earth's climate

B) Currents in the oceans arise due to the bottom topography

C) Living organisms are unevenly distributed in the oceans

D) The water temperature in the oceans increases from the equator to the poles

12. The change of natural zones from the foot of the mountain to the top is called:

A) Natural complex B) Glaciation

B) Altitudinal zonality D) Biological circulation

13. At low temperatures, a natural zone is formed:

A) Taigi B) Mixed forests

B) Savannah and woodlands D) Wet equatorial forests

14. Set the correspondence:

A) Mainland A) Vatican

B) The largest number of inhabitants B) The homeland of mankind

C) "Dwarf country" C) Australia

D) Southeast Africa D) China

A) Africa, Australia

B) Turkey, France

C) America, Russia

Test for the section "The main features of the nature of the Earth"

1. option

1. Which statement about the lithosphere is true:

A) Earthquakes most often occur on platforms

B) The continental crust is more powerful than the oceanic

C) Mountains rise along the boundaries of the lithospheric plates

D) Most volcanoes are located at the boundaries of lithospheric plates

2. What forces form the relief:

A) Internal forces

B) External forces

C) Internal and external forces at the same time

3. The main cause of earthquakes is:

A) Influence of vigorous activity of people

B) The impact of cosmic forces

C) The movement of the Earth's crust

4. Set the correspondence "climatic zone - its characteristics":

A) Equatorial A) Little precipitation, high temperatures

B) Moderate B) Hot, dry and wet seasons alternate

B) Tropical B) Expressed in all seasons of the year

D) Subequatorial D) Humid and hot climate

5. A line connecting points with the same temperatures on the map:

A) Isotherm B) Isobath

B) Isobar D) Isohypsum

6. The air temperature decreases from the equator to the poles, as it changes:

A) The angle of incidence of the sun's rays B) The thickness of the troposphere

B) Air composition D) Direction of constant winds

7. How many climatic zones stand out on the surface of the Earth:

A) 7 B) 13

B) 10 D) 15

8. The main reason on which the amount of heat and light coming to the Earth depends:

A) Geographic latitude B) Wind direction

B) Terrain relief D) Terrain height

9. The northernmost climatic zone of the Earth:

A) Arctic B) Subarctic

B) Antarctic D) Moderate

10. Transitional climatic zones include:

A) Subantarctic B) Tropical

B) Moderate D) Subequatorial

11. Choose the correct statements:

A) The ocean accumulates and gives off heat to the atmosphere

B) Ice forms on the entire surface of the World Ocean

C) The study of the oceans is not important for humanity, since it is located on land

D) There are no living organisms at very great depths in the World Ocean

12. Natural zones replace each other on the Earth's surface due to:

A) Human activities B) Movement of air masses

B) Different amounts of heat and moisture D) Relief

A) Forest-steppe and steppes B) Mixed forests

B) Wet equatorial forests D) Taiga

14. Set the correspondence:

A) Buddhism A) Ethnicity

B) People B) High population density

B) South Asia B) Complex map

D) Human activities D) Religion

15. Select pairs that are states (countries):

A) Europe, China B) North America, Australia C) UK, Canada

Choose the correct statements:

A) Air masses transfer heat, cold, moisture from one latitude to another

B) The distribution of precipitation depends on the distribution of pressure

C) Hot and dry weather prevails at the equator

D) Cold air contains a lot of water vapor

Geography grade 7

Lesson topic: The main features of the nature of the Earth

The date of the…………….

Objectives:

To repeat, consolidate, generalize and systematize the knowledge gained in the section "The main features of the nature of the Earth."

Continue to develop skills: apply the acquired knowledge in practice; use different sources of geographic knowledge and information in the process of finding a solution; identify causal relationships; express your thoughts; defend your point of view; listen to the interlocutor; reasonably prove and explain their position.

Develop memory, spatial thinking and logic.

To foster a geographic culture and a culture of communication.

Equipment: map "Physical map of the world", atlases for grade 7

Lesson form:travel lesson.

Lesson type:generalization lesson and control of students.

During the classes

1. Organizational moment

Teacher: Guys, many of you love to travel. Therefore, after studying the main features of the nature of the Earth, let us take a short trip. And your knowledge gained while studying the section "The main features of the nature of the Earth" will help us overcome all obstacles on our way. I will be the captain of the ship, and you will be cabin boys. So, let's go! But I want to warn you that the cabin boy who completes the tasks most successfully will be awarded the sailor's medal. The one who earns the most medals will receive the order. So, who will be the best sailor on our ship "Earth Nature".

2. Generalization, systematization, correction and control of knowledge

Task 1. "Auction of terms"

Teacher:To get out of our harbor and sail further, you must complete the first task. You need to define the following terms. The cost of one term is 1 medal.

Platform;
Climate;
Isotherms;
Water masses;
Natural complex;
Latitudinal zoning;
Ethnos.

Task 2. "Explainers"

Teacher: The weather encourages us to think a little in order to pass all the tests and sail further. So "Explainers". The correct answer is 1 medal.

1. Why is the relief of the Earth very diverse?

2. Why is atmospheric precipitation on Earth unevenly distributed?

3. How do you understand the statement: "The sun is what drives the waters of the ocean"?

4. What is called a geographic envelope? Why is it called litho-, atmospheric-, hydro-, bio-?

5. Why is the Earth called a unique planet?

Task 3. "Find an extra word"

Teacher: Guys, remember, there is a giant ridge in the middle of the Atlantic Ocean. Our ship ran aground. For our salvation we will have to work hard, we have to cope with one more task. Each line contains an extra word, you need to find it and explain why it is superfluous.

1. Monsoons, breezes, trade winds, tsunamis, western.

2. Chinese, Japanese, Mongols, granites, Turkmens.

3. River, sea, bay, strait, ocean.

4. Washington, Moscow, Sydney, London, Paris.

5. Caucasus, Altai, Cordillera, Himalayas, Sahara, Andes.

Task 4. "Inference". "Test"

Teacher: In order to properly maneuver, I must be confident in your knowledge and skills. I offer you the following task. I need 4 of the most daring cabin boys. Think about these notes and make your conclusion. Time to complete - 6 minutes The rest must pass the qualification test of a young sailor. Time - 6 minutes, handouts on the students' desks. ( application)

Qualification test of a young seaman of the 7th class.

Surname, name ______________________________

Choose the correct answers from the following options and circle them.

1. The earth's surface is correctly depicted on:

a) the globe; b) physical map; c) political map.

2. The continents were discovered later than all:

a) Africa and Australia; b) Australia and Antarctica; c) America and Antarctica.

3. Winds blow from high-pressure belts to the equator:

a) monsoons; b) trade winds; c) breezes.

4. At the base of the East European Plain lies:

a) platform; b) folded belts.

5. The border areas between the lithospheric plates are called:

a) platforms; b) seismic belts; c) plates.

a) equatorial; b) arctic; c) tropical.

7. The largest amount of precipitation falls:

a) at the equator; b) at the poles; c) the tropics.

8. When moving from the poles to the equator, the surface water temperature of the World Ocean:

a) decreases; b) does not change; c) increases.

The teacher posts a table with the correct answers, the students do a self-test.

Teacher: Raise your hands, those who have no mistakes.

Task 5. "The most-most"

Teacher:Traveling, we visited various parts of our planet . And now let's see what is the "most-most" we met on the way? It is necessary not only to name, but also to show on the map.

1. The largest ocean on Earth? (Quiet)

2. The highest mountains in the world? (Himalayas)

4. The largest peninsula in the world? (Peninsula Arabia)

5. The highest waterfall on Earth? (Angel)

6. The deepest lake in the world? (Baikal)

7. The saltiest sea in the world? (Red)

8. The smallest ocean on Earth? (Arctic)

9. The largest island on Earth? (Greenland)

10. The largest continent by area? (Eurasia)

Task 6. "Device"

Teacher:While traveling across the Pacific Ocean, we were caught in a storm on the way, instruments fell from the shelves and got mixed up. Help bring everything in line, set the correspondence of devices and weather elements. Who is the bravest, help me soon.

Writing on the board:

A) Barometer 1. Temperature.
B) Rain gauge 2. Wind speed.
C) Thermometer 3. Amount of precipitation.
D) Weather vane 4. Wind direction.
E) Hygrometer 5. Atmospheric pressure.
6. Air humidity.

Execution time - 3 minutes.

3. Summing up

Teacher:So, our ship "Nature of the Earth" has come to the end point of our journey. Let's sum up the results of our voyage. Raise your hands for those with the most medals? Who gets the honorary order of the sailor?

Literature:

1. Korinskaya V.A. and other Geography of continents and oceans: Textbook for the VII grade of educational institutions. - M .: "Bustard". 2002.

2. Pyatunin VB "Control and verification work on geography." M .: "Bustard", 2000.

3. Pyatunin VB “Checking and Evaluating the Learning Outcomes of Geography: Method. Benefit. - M .: OOO "AST Publishing House", 2003.

4. I'm going to a geography lesson: physical geography of continents and oceans. (under the editorship of KS Lazarevich. - M .: Publishing house "September 1", 2000. - 272 p.