TECHNOLOGICAL MAP OF LESSON No. 6
Lesson type : lesson “discovering new knowledge”
"Geographical discoveries of antiquity and the Middle Ages"Target
Content-based (formation of a system of concepts) – introduce the history of geographical discoveries of antiquity and the Middle Ages.
Activity (formation of skills in new ways of action) – ability to work with a contour map.
Tasks
Educational: form an idea of the development of geography through the history of geographical discoveries.
Educational: create conditions for the development of cognitive intereststo the subject.
Educational: formation of a culture of communication when working in the classroom.
Planned results
Subject:
- the student will learn: call the main ways to study the Earth in the past and at present;
call the most outstanding results of geographical discoveries and travels;show routes on the map;
- the student will have the opportunity to learn:
perceive and critically evaluate geographical information in popular science literature and the media.
Metasubject:
1) Regulatory: set educational tasks based on the correlation of what is already known and learned by students and what is still unknown; compare the results obtained with the expected ones.
2) Cognitive:
Brain teaser: solve educational problem problems, systematize information, identify cause-and-effect relationships.
General education : working with text and extra-textual components: transferring information from one type to another (text to table).
Sign-symbolic: work with illustrations, geographical maps.
3) Communicative: briefly formulate thoughts in written and oral form, develop cooperation skills, tolerant attitude towards other people’s opinions, master the basic social roles and rules.
Personal: formation of an emotional and value-based attitude to the topic being studied, awareness of the practical and personal significance of the material being studied.
Basic concepts and terms
Personalities: Herodotus, Pytheas, Eratosthenes, Marco Polo, Bartolomeo Dias, Vasco da Gamma.
Interdisciplinary connections
Geography, history, social studies.
Resources:
basic
additional
PC, presentation, interactive whiteboard, handouts, geography atlas, grade 5,electronic application, textbook “Geography. Beginner course" Authors: Barinova I.I., Pleshakov A.A., Sonin N.I.-M. : “Bustard”, 2014.
Lesson form
Forms educational activities : individual, group, frontal. Practical work №1.
Methods and techniques: conversation, teacher's story, independent work with a textbook, atlas, outline map
Technology
“Technology based on creating a learning situation.”
The learning situation is the completion of a task - practical work.
Didactic routing
Lesson stepsBasic lesson content
(Teacher’s activities, its content, forms and methods)
Educational-cognitive and educational-practical tasks
The activity component of the lesson at the level of educational actions
(Student activities, its content, forms and methods)
UUD
1 . Self-determination for activity.
Motivational
Greeting students. Getting into the business rhythm. Checking everything needed for the lesson.
Includes music with song"Merry Wind":
Come on, sing us a song, cheerful wind,
Cheerful wind, cheerful wind!
You have searched the seas and mountains, everything in the world
And I heard every song in the world.
Sing to us, wind, about the wild mountains,
About the deep secrets of the seas.
About bird talk
About blue spaces
About the brave and big people!
No science is as rich in exciting adventures as geography. The novels of Jules Verne, Mayne Reid, Alexandre Dumas pale before real stories great expeditions and discoveries. And how could it be otherwise if this science was not created by armchair scientists who spent their entire lives within the walls of laboratories. Among famous travelers You can find pirates and adventurers, bandits and scouts, brave and daring scientists. Of course, many went on trips and expeditions, driven by the desire to see and get to know the Earth on which they live.
Interact with the teacher during the conversation. Get involved in activities.
Personal: learning motivation,
meaning formation (“what is the meaning of the teaching for me”, and be able to find the answer to this question),
moral and ethical assessment.
Regulatory: volitional self-regulation as the ability to mobilize strength and energy.
2. Updating knowledge and recording difficulties in activities
1. Why do people study the Earth?
2. What geographical discoveries did people make in ancient times?
The development of new lands continued for more than one millennium. People explored their planet together. The memory of this is preserved on maps: many geographical objects are named in honor of travelers, sailors, explorers, and scientists.
People have made many amazing discoveries.
Formulate the topic of the lesson.
3. What would you like to know about the topic of the lesson?
4. What result do you expect?
They speculate about how people gradually learned to explain natural phenomena, based on experience and knowledge.
Go out with the help of the teacher on the topic “Geographical discoveries of antiquity and the Middle Ages ", write down in a notebook.
They express their assumptions.
They express their assumptions.
Personal: forming the boundaries of one’s own knowledge and “ignorance”.
Regulatory: set learning tasks based on the correlation of what is already known and learned by students and what is not yet known.
Cognitive: general education – mastering the initial forms of cognitive reflection.
Communicative: briefly formulate thoughts orally.
3. Staging educational task, problematic situation
1. What is the goal of the lesson?
2. To achieve the goal of the lesson, you must:
Considerthe most important discoveries of antiquity and the Middle Ages;
Mark on contour map travel routes of the Middle Ages.
Determine the purpose of the lesson -get acquainted withhistory of geographical discoveries of antiquity and the Middle Ages.
The tasks are called:
Explore
Define
Repeat
Compose...
Personal: nurturing culture in the classroom.
Regulatory: control of peers' responses.
Cognitive: general education – setting a goal, the ability to draw conclusions.
Communicative: production general solution, mutual assistance, expression of one's own opinion.
4. Project construction
way out of the problem
situations of difficulty
Organization of student activities, during which they build and justify new way actions: the teacher, together with the students, determines how knowledge will be acquired.
Included in independent activity to create new knowledge.
Regulatory: planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and
sequences of actions.
5.Implementation of the completed project
(learning new material)
Organizes student activities to work with new information.
The “School of Geographer-Pathfinder” begins to operate. Now we are setting out on a journey in the footsteps of travelers of antiquity and the Middle Ages.
First, let's define the time frame of antiquity and the Middle Ages:
- Ancient world: from the beginning of the Bronze Age until the deposition of the last Roman emperor in 476 AD);
- Middle Ages: 476-1492 - before the discovery of America.
Write it down in your notebooks.
We work in pairs: choose a vehicle, determine the name of your expedition.
Using § 5 of the textbook, fill out the logbook (table): “ Major discoveries antiquity and the Middle Ages."
Physical education minute.
The periods of antiquity and the Middle Ages are recorded.
Completing practical work No. 1.
Expedition name:_________________________
“The most important discoveries of antiquity and the Middle Ages”
"Discoveries of Antiquity"
Using the text of the textbook §5, fill out the table:
swam?
Reasons for traveling?
What geographical knowledge was formed?
Using the text of the textbook §5, fill in the gaps in the table by selecting the necessary dates and facts from the proposed list:
1. ?
(B)
He described many countries, the history and life of peoples, the climate of Egypt, and the floods of the Nile.
Ancient Greek scientist Pytheas
IV century BC.
(D)
Ancient Greek scientist Eratosthenes
3 ?
(IN)
(E)
Marco Polo
1721
Described climate features, customs different countries, their inhabitants, the architecture of cities,
Bartolomeo Dias
1487
(AND)
Vasco da Gama
6. ?
(A)
7. ?
(G)
A. 1498D . Found the way to Ireland and Great Britain
B. V century BC.E . Measured the length of the equator, calculated the dimensions
IN. II century BC. globe, identified the planet's climatic
G. Said to India
rounding Africa. belt, created a map of the populated part of the Earth, gave
The name of the science is “geography”.
AND. Reached the southernmost point of Africa,
which was named Cape of Storms.
Write down the numbers from 1 to 7 in a column;
Next to the number, write the letter of the correct answer chosen from the list;
Write the answer you receive in the appropriate cell.
A)
B)
IN)
HOW TO REGISTER COMPLETION OF A TASK?
Write down the letters from A to B in a column
Next to the letter write the name of the navigator whose route is shown in the picture.
Performing general impact exercises in accordance with SanPiN 2.4.2.2821-10
Personal: mutual assistance.
Regulatory: assessment of objective difficulties, formulation of conclusions.
Cognitive: mastering basic information about the essence and characteristics of objects, processes and phenomena of reality in accordance with the content of a specific educational subject.
Communicative:
Consciously build speech and
written statement;
Willingness to listen to the interlocutor and conduct a dialogue.
6. Primary consolidation educational material
1. What journeys did the Phoenician sailors make?
2. What is the merit of the ancient Greek scientist Eratosthenes?
3. Is it possible to say that only European peoples studied our planet?
Answer questions orally.
Regulatory: correction - making necessary additions.
7. Independent work (primary test of skills)
Organizes testing according to the standard of practical work.
Practical work is assessed by the teacher and compared with the student's assessment.
Using an individual form of work:
evaluating your independent work according to the algorithm:
1. What was the task? (Learning to remember the purpose of the task).
2. Did you manage to complete the task? (Learning to compare the result with the goal).
3. Was the task completed, correctly, or not quite? (Learning to find and admit mistakes).
4. Did you do it yourself or with someone’s help? (Learning to evaluate the process).
5. What mark will you give yourself? (Maximum 13 points:
6-9 points – “3”;
10-12 points – “4”;
13 points – “5”.
"Discoveries of Antiquity"From 1 point to 3 points
"The most important discoveries of the Middle Ages"
From 1 point to 7 points
"Travellers' Routes"
From 1 point to 3 points
Regulatory : the ability to evaluate your work.
8. Incorporating new knowledge into the system
and repetition
(reflection is meaningful)
Selects tasks in which the use of the studied material is practiced.
Composethose SMS text on behalf of a Phoenician or Middle Ages travelerabout interesting sailing events.
1. Inclusion of new knowledge into the knowledge system.
Communicative: building productive interaction and cooperation.
Cognitive: independent construction of new learning goals based on previously learned methods of action.
Personal: the formation of empathy as a conscious understanding of the feelings of other people.
9. Reflection on activity (lesson summary)
Reflection of emotional state
Let's remember what goals we set at the beginning of the lesson? Have we achieved them? Did we succeed? What interesting things did you learn?
2. What actions did you take during the lesson? to prove the following statement...
3. What sources of information did we use to find out (about the topic of the lesson)?
During the lesson I...(+ or -)
2. I am satisfied with my work in a group (pair)3. There was no suitable task for me
4. The lesson seemed short for me
5. I'm tired during the lesson
6. My mood has improved
7. I found the lesson material interesting
8. The lesson material was useful to me
9. I felt comfortable in class today
Ι. Updating knowledge.
* Mark the students who correctly formulated the topic of the lesson.
ΙΙ. Discovery of new knowledge.
* Mark students who worked well with the table.
ΙΙΙ. Application of new knowledge.
* Mark students who answered questions well and drew conclusions.
Students' answers.
Written reflection, in class I:
Place the caravels on the wall map.
Regulatory: assessment - identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation.
Communicative: ability to express one's
thoughts; formulate
own opinion and position.
Personal:
implementation of personal reflection when summing up.
10. Homework
1. Mandatory for everyone:
- §5, questions after §.
2.Additional (optional or optional):
A) Tasks electronic application and workbook;
B) Presentation (message) about the life of a traveler in the Middle Ages.
Determine the volume and content of homework related to the next stage of learning.
Write down the health in the diary.
Regulatory : plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan; take into account established rules in planning and controlling the solution method;
carry out final and step-by-step control based on the results.
LESSON PLAN
« Geographical discoveries of antiquity
and the Middle Ages».
Teacher: Menaylenko Inga Konstantinovna
Place of work: Temryuk district, Akhtanizovskaya station, MBOU secondary school No. 10
Item: geography.
Class: 5
Lesson topic No. 6: “Geographical discoveries of antiquity and the Middle Ages”
Basic tutorial: I.I.Barinova, A.A.Pleshakov, N.I.Sonin
The purpose of the lesson: Introduce the history of geographical discoveries.
Tasks:
subject–
1. Identify and know the history of geographical discoveries of antiquity and the Middle Ages
2. Know the names of the discoverers: Herodotus, Pytheas, Eratosthenes, Marco Polo, Bartolomeo Dias, Vasco da Gama.
meta-subject– The ability to work with a map of hemispheres, with contour maps, with the text of a textbook, to highlight the main thing in it.
personal– Demonstration of educational and cognitive interest in geographical science.
Lesson type– a lesson in “discovering” new knowledge.
Equipment: physical map of the hemispheres, electronic application
STRUCTURE AND PROGRESS OF THE LESSON
| Lesson steps | Teacher's actions | Student Actions | Subject results |
||
| 1. Motivation for learning activities. | Why do people study the Earth? What geographical discoveries did people make in ancient times? Slide 1. | Preparing the class for work. | Self-determination: the internal position of a schoolchild. | Regulatory: goal setting; communicative: planning educational cooperation va with the teacher and peers. |
|
| 2.Updating knowledge | Teacher's story The Phoenicians were the first to destroyed Africa. Herodotus left descriptions of many countries Pytheas found his way to the British Isles. Eratosthenes gave the name to science - “geography”, because measured the circumference of the Earth. Arab sailors Have you mastered the waters? Indian Ocean, visited India and China. Amazing journey with accomplished by the Venetian merchant Marco Polo. Barto- Lomeo Dias reached the southernmost point of Africa, and Vasco da Gama sailed to India. | They recall previously studied material, answer questions, offer their own versions of answers to questions related to mental activity | Formation of a responsible attitude towards learning, students’ readiness and ability for self-development based on motivation for learning and cognition | The ability to independently determine the goals of one’s learning, develop the motives and interests of one’s cognitive activity | Fundamentals of the scientific knowledge system. |
| 3. self-determination (goal setting) Learning new material | Goal setting exercise. Working with the textbook: Voyages of the Phoenicians. Write down the path of the Phoenicians in your notebook | Recorded in workbook | Self-determination: self-esteem and self-respect; meaningful tion: learning motivation. | Formation of the ability to define concepts | Subject and meta-subject actions with educational material. |
| 4.Organization and self-education of students to further master the material. Learning new material | So, Let's A) let’s name the great geographers of antiquity, their discoveries, using point 2 on page 28 B) Name the geographical discoveries of the Middle Ages using point 3 on page 28 | Student answers. Children read on pp. 27-28 Students recite and write down the conclusion in their notebook. Answer questions, offer their own versions of answers to questions Find the necessary information in the text. | Formation of a conscious, respectful and friendly attitude towards another person, his opinion; willingness and ability to conduct dialogue with other people and achieve mutual understanding in it Formation of readiness and ability for self-education. | Developing the ability to think logically and give examples Formulate, argue and defend your opinion; possession orally | Experience of “subject” activities to obtain knowledge. Mastering the basic skills of finding information |
| 5. Physical exercise | |||||
| 6. Checking the results obtained. Correction. | Teacher: Working with the electronic application "Test your knowledge" Practical work No. 1 The most important discoveries of antiquity and the Middle Ages 2. Label the names on the outline map all continents and oceans. Continents known in antiquity and the Middle Ages, highlight in green 3. Mark routes on the outline map travelers of the Middle Ages. | Formulate your answers in accordance with the teacher's requirements | Formation of ecological thinking. Awareness of the unity and integrity of the surrounding world. | Ability to use geographical knowledge in practice. | |
| 7. Reflection | What did you learn in the lesson? What interesting things did you learn? What do you remember? Sinkwine Today in class: | Carry out self-assessment of activities | Knowledge of the basics of self-esteem |
||
| 8. Evaluation of results | Summarizes the game and the lesson as a whole. Announces grades. | Give marks | |||
| 9. D/rear. | § 5, using the text from § 5 of the textbook, fill out the table ( Scientist, traveler Where did you go and when? Geographical discoveries) Eratosthenes Marco Polo Bartolomeo Vasco da Gama) | Students choose and write down assignments in a diary | Formation of cognitive culture, development of skills for independent work with books | Mastering the skills of independent acquisition of knowledge. | Creating a basis for generating interest in further geographical expansion Geographical discoveries of antiquity and the Middle Ages  1 . Why do people study the Earth? 2 . What geographical discoveries were made people in ancient times?  
 The Phoenicians lived on the east coast Mediterranean Sea, where they created the series trading cities- states from which best known Tire and Sidon .     Great geographers of antiquity. Herodotus(V century BC) A historian and traveler who described many countries, the history and way of life of peoples. He visited Scythia (South part Russia ), where the ski tribes lived Fov and Sarmatians. Described the climate Egypt , spill Nila .   Scythians - peoples who lived in the era of antiquity and the Middle Ages, both in the territory of Eastern Europe, and in Asia. The ancient Greeks called the country where the Scythians lived - Scythia  Pytheas In the 4th century. BC e. ancient Greek scientist and navigator Pytheas leaving the Mediterranean rya, he went around the shores Spain and France and reached Ireland And Great Britain . Then he visited the lands Germans , rich amber. Pytheas was the first to establish the relationship between geographical latitude and the length of day and night.  Travels of Pytheas Pytheas around 325 BC traveled along the coast Northern Europe, reached the shores of Ireland and Great Britain  Eratosthenes Eratosthenes first used the term "geography".  Eratosthenes Ancient Greek scientist Eratosthenes in the 2nd century BC e. measured the length of the equator and calculated dimensions of the globe, first isolated on our planet climatic zones Map drawn by Eratosthenes  3 . Geographical discoveries of the Middle Ages
 
renamed Cape Good Hope, as this is a discovery by gave hope for the opening of a sea route to India.   
(c. 1469-1524).   Eratosthenes
Herodotus Pytheas Phoenicians 
Marco Polo Pytheas  Restore the original text, choosing the names suggested after the text. Lost names (listed in alphabetical order): Herodotus, Marco Polo, Pytheas, Eratosthenes. Eratosthenes Geography is the science of the Earth. The name of this science was given by the Greek scientist _________. Outstanding travelers There were ancient Greeks ___________ and _________, who in their travels collected interesting information about peoples and described the nature of unknown countries. In 1271, across the Mediterranean Sea, along the valleys of the Tigris River to the Persian Gulf, through the deserts and mountains of Central Asia, _________ with his father and uncle laid out a trade route to China. But the real time of geography was the era of the Great Geographical Discoveries (late 15th - beginning of XVII V). Europeans were looking for sea route to the rich countries of the East. The expedition _________ set off in search of waterway to India around Africa. Herodotus Pytheas Marco Polo 
 TEST YOUR KNOWLEDGE 1. What journeys did the Phoenician sailors make? 2. What is the merit of the ancient Greek scientist Eratosthenes? 3. What is the merit of Herodotus? 4. What discoveries did Pytheas make? 5. What journey did Marco Polo make7 6.Who was the first to reach the southern point of Africa? 7.What was Africa called in ancient times? 8 Which navigator was able to circumnavigate Africa and reach India. Task No. 1. On the map on p. 54-55 show the route of the first Russian round the world expedition, indicate what, in your opinion, was its significance for science. This voyage made a significant contribution to the study of the Pacific and Arctic oceans. New islands were discovered, descriptions were compiled and little-studied and unexplored areas of the Pacific Ocean, the coast of the Far East, Alaska, and the Aleutian Islands were mapped. All this enriched geography and natural Sciences information about countries little known, and the description of the trip and the atlas were translated into many European languages. In addition, the significance for Russian geography and the fleet was that the attitude towards sea expeditions changed, making them continuous. Task No. 2. On the map on p. 54-55 show the travel routes of G. I. Nevelsky and E. V. Putyatin in the Far East. Note what you see as their significance. As a result of the expeditions of G.I. Nevelsky, it was established that Sakhalin is an island, the Tatar Strait separating it from the mainland was discovered, as well as a number of new territories. The possibility of ships entering the Amur was established and the city of Nikolaevsk-on-Amur was founded.
Task No. 3. On the map on p. 54-55 show the route of the round-the-world expedition of F. F. Bellingshausen and M. P. Lazarev. What world discovery was made by its participants? What is its significance? On January 16, 1820, the expedition discovered the sixth continent of the planet - Antarctica, which the great English navigator J. Cook had not been able to do before. During the voyage, the expedition circumnavigated the entire continent. Dozens of new islands were discovered and mapped, unique natural scientific and ethnographic collections were collected, as well as observational data on the waters of the World Ocean and the ice coverings of the new continent. Excellent sketches of Antarctic species and the animals living there were made.
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