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A project on what it means to protect a surface. &25

If you saw a ravine during the excursion, tell us about it. Are there many ravines in your area? Are there beams in your area? Tell us about the one you saw on the excursion.

Answer. There are quite a lot of ravines in our region. A ravine is a landform in the form of relatively deep and steeply sloped hollows formed by temporary watercourses. Gullies occur on elevated plains or hills composed of loose, easily eroded rocks, as well as on the slopes of gullies. The length of the ravines ranges from several meters to several kilometers. There are young (intensively developing) and mature ravines. The ravines are most common within the forest-steppe and steppe zones. Gullies cause great harm to agriculture, dismembering and destroying fields. To combat ravines, dams, retaining walls, etc. are used, and vegetation is also planted, which retards soil erosion. There are also many beams in our region. Balka is a valley with gentle overgrown slopes. During snowmelt and heavy rainfall, a temporary watercourse may move along the bottom of the gully. Especially many in the steppe zone.

Think about where it is easier to build cities, villages, lay roads, cultivate the land - on the plain or in the mountains. How do people use the surface in your area?

Answer. There is little land suitable for farming in the mountains, which means that mining, hunting and cattle breeding will predominate in the mountains. In the vast plains, if there are good soils and sufficient moisture, there is agriculture; in arid climates, there is cattle breeding.

The settlement of people and their way of life are greatly influenced by the terrain and the wealth of mineral resources. Most of humanity lives on the plains, where it is easier to build cities, lay roads, and farm. In the mountains there is a danger of earthquakes and other natural phenomena that do not occur on the plains.

However, in the mountains natural conditions more diverse and resource base richer than on the plains.

In our region, most of the population lives on the plain, where cities, industrial enterprises, and mines are built. In villages, people are engaged in agriculture and cattle breeding. In the mountains there are small industrial cities associated with the extraction and processing of minerals. There is no agriculture in them. But tourism is well developed.

What cases do you know of people’s irresponsible attitude towards the surface of their region? Is it possible to compensate for the damage caused to nature in these cases? How to do it?

Answer. There is a problem with abandoned mines in our region. For example, in the city of Kopeisk Chelyabinsk region in the center of the city there is the most dangerous mine in the Chelyabinsk region. It receives 250 cubic meters of water every hour, which can reach the surface of the earth at any moment. When the water fills the abandoned mine to the brim, part of the engineering plant and hundreds of residential buildings will slide into the quarry. The problem is very serious, since there are more than one such mines around the city. The problem can be solved by reclaiming the mines, although this costs a lot of money.

check yourself

1. Tell us about the surface of your edge.

Answer. The relief of the Southern Urals is very diverse. It was formed over millions of years. Within the Chelyabinsk region there are various shapes relief - from lowlands and hilly plains to ridges whose peaks exceed 1000 m.

A mountainous section of the conventional “Europe-Asia” border passes through the territory of the region: along the Ural-Tau and the Ural ridge. The longest ridge in the Chelyabinsk region is Urenga, its length is about 65 km. The ridge is decorated with ten peaks over 1000 m high.

2. How is the surface used in your area?

Answer. In our region, most of the population lives on the plain, where cities, industrial enterprises, and mines are built. In villages, people are engaged in agriculture and cattle breeding. In the mountains there are small industrial cities associated with the extraction and processing of minerals. There is no agriculture in them. But tourism is well developed.

3. What does it mean to protect the surface?

Answer. This means we need to minimize the harm that causes environment mining, it is necessary to more fully extract everything useful from already extracted raw materials. This will ensure that you receive more of the necessary substances and reduce the accumulation of unnecessary ones.

To restore lands disturbed by quarries and waste rock dumps, special work is carried out - reclamation. To do this, the dumps are leveled, soil is poured on top and trees and bushes are planted. Quarries are turned into stakes, on the banks of which recreation areas are created.

To reduce the negative impact of farming on the surface, it is necessary to carefully cultivate it. The growth of ravines is stopped by planting plants on their slopes.

4. How can schoolchildren take part in protecting the surface of their region?

Answer. Protecting the surface means fighting ravines, planting their slopes with vegetation, and informing the settlement administration about discovered abandoned quarries and landfills. Take part in environmental cleanups.

Homework assignments

1. Write in the dictionary: ravine, beam.

A ravine is a landform in the form of relatively deep and steeply sloped hollows formed by temporary watercourses.

A beam is a depression with gentle slopes overgrown with plants.

2. Draw what the surface of your edge looks like. You can sculpt a model of some part of it (hill, ravine, mountain range) from plasticine, clay or raw sand.

3. If there is a ravine in your area, ask adults how long it has existed, how it has changed during this time, what people are doing to stop its growth. Think about how you can help adults.

Answer. We have several ravines. They have been around for a long time. Gullies cause great harm mainly to agriculture, dismembering and destroying fields. To prevent the growth of ravines, obstacles are made that delay the flow of water into the ravine, perennial plants are sown on the slopes, and if necessary, some slopes are covered with earth. In our region, ravines are constantly monitored. Thanks to this, the growth of ravines almost does not occur.

Remember what seas, lakes, and rivers there are in Russia. What do you know about the water resources of your region?

There are a lot of seas, lakes and rivers in Russia. Seas: Black, White, Baltic, Okhotsk, Laptev, Azov and others. Lakes: Caspian Sea, Baikal, Ladoga, Onega. Rivers: Volga, Yenisei, Lena, Oka, Irtysh, Amur.

Our region has significant reserves water resources, most of which are lakes and ponds. We also have rivers. And reservoirs.

Most of the names of the lakes come from the Tatar and Bashkir languages. In the names of reservoirs, the word “kul” is often found, which means “lake”. These are, for example, the names of lakes Abatkul, Big Kremenkul, Tabankul, Big Terenkul, Zyuratkul. The largest lakes in the region: Uvildy, Turgoyak, Bolshoi Kisegach, Itkul, Irtyash.

Lake Uvildy is the largest lake located at the foot of the Ural Mountains. The water in it is slightly mineralized, very clean and transparent. Due to the unusual shade of the water, the lake is called the blue pearl of the Urals.

Another beautiful lake in the Southern Urals is located near the village of Turgoyak, north of the Miass station. This large and deep Lake Turgoyak, surrounded by mountains and pine forests, has an area of 25 square kilometers. Lake Big Kisegach is located 8 kilometers northeast of the city of Kasli, and is of tectonic origin. The source of the lake is considered to be the Chartonyshka River.

Many lakes are recreational places and are used as fishing grounds.

Let's remember: What is the lithosphere? Earth's crust? What rocks does the earth's crust consist of? Give examples. What minerals do you know? How and where are they used?

Keywords: earth's crust, minerals, subsoil protection, land reclamation, waste heaps.

1. Protection of the riches of the lithosphere. Every year on globe A huge variety of minerals are mined. USEFUL AND FOUNDATIONS- these are natural mineral formations that occur and are mined by people from earth's crust. Among them are flammable, metallic and non-metallic. Minerals are necessary for human life, the development of industry, agriculture, and transport.

Beneficial substances are not always completely extracted from extracted minerals. For example, at some enterprises copper was extracted from the mined ore, and the remaining rock was considered unusable, empty, and was thrown away. Upon analysis, it turned out that this rock, in addition to copper, contains significant amounts of zinc, gold, silver, lead and other valuable metals. The introduction of new methods of processing minerals will make it possible to extract valuable substances from ore almost without loss.

Each of you will agree that you need to take care of mineral resources. However, how can this be done if huge quantities of them are extracted from the lithosphere all over the world every year? The surface of the Earth is cut up by large quarries - huge pits, rock workings. The quarry is like a huge wound in the body of the lithosphere. The wind carries dust from here, which covers the fields for many kilometers. Around rock openings, such as coal mines, large cone-shaped mountains - waste rock dumps - are often formed, which are called T e r r i k o n a m i. In Belarus, examples of such human activity are waste from the extraction of potassium salt in the Soligorsk region and the production of phosphate fertilizers in the Gomel region. Millions of hectares of fertile land are occupied by such dumps in many countries. Mine dumps fill up arable land. What to do? Maybe stop mining? What would you do?

Underground treasures should not be treated wastefully. We need to use these riches wisely. Minerals are not renewed, like, for example, a forest after cutting down. This means that the time may come when deposits of oil, coal, and various metal ores will dry up. Indeed, according to experts, the world's oil reserves may now last for approximately 50 years, and coal reserves for 500. There is something to think about.

It is necessary to carefully extract and use minerals sparingly. When extracting oil, for example, up to half of its total quantity remains in the bowels of the Earth. A lot of coal and various ores are also lost.

When developing deposits, all rocks should be used. In quarry dumps, for example, a lot of clay, sand, and chalk are lost. Therefore, the laws of many countries oblige enterprises for the extraction and processing of minerals to conduct production in such a way as to extract all the useful substances contained in this type of natural raw material.

When forests are cut down and natural vegetation is destroyed, soil loss increases and the formation of ravines begins. They cause great harm to agriculture, so they are being fought against.

2. Recultivation of disturbed lands. To restore lands disturbed by human economic activity, special work is carried out - R e c u l t i v a t i u . Thus, the surface of dumps formed during open-pit mining of minerals is leveled. Soil is poured onto the leveled surface. After this, bushes and trees are planted, herbs are sown, and agricultural crops are grown. Sometimes the slopes of waste heaps are landscaped.

In open-pit mining, quarries are dug. After mining, large quarries are flooded with water, turned into artificial reservoirs - ponds, and their banks are landscaped. Recreation areas are being created. In addition, fish and waterfowl can be raised in reservoirs.

The rocks that make up waste heaps are used to make building materials and produce fertilizers. Until recently, mountains of slag rose around metallurgical plants, which occupied large areas of land. Nowadays, metallurgical slag is used to produce an excellent building material - slag concrete.

Protect earth's surface- this means constantly fighting against ravines, economically allocating land for the construction of cities, factories, factories, railways and highways.

1. What should be taken into account when mining and processing minerals? 2. How does the recultivation of dumps, abandoned quarries and waste heaps take place?

Sections: Primary School

Class: 4

Lesson type: Lesson on learning new material .

Lesson objectives:

Educational: To form students’ idea of the surface native land.

Developmental: Develop the ability to work with geographical map and other sources of information. Develop cognitive activity, observation, the ability to compare, analyze and draw conclusions. Develop critical thinking.
Educational: To instill in students the need for knowledge, to provide close connection learning with life. To foster patriotism, responsibility, and initiative through the formation of one’s own judgments. Contribute to the development of a culture of behavior in the classroom.

Teaching methods: verbal, visual, practical.

Forms educational activities: frontal, individual, group.

Lesson equipment: textbook, computer, multimedia projector, lesson presentation, atlases, physical map of Russia, task cards.

During the classes

1. Challenge stage.

Teacher: Guys, look at the physical map of Russia. What are the main landforms you see? (On the territory of Russia there are: mountains and plains).

Teacher: Using the atlas map, give examples of mountains in Russia. (Ural, Caucasian).

Teacher: Do you remember what height mountains are? (High, medium, low).

Teacher: Using the atlas map, give examples of plains. (East European, West Siberian).

Teacher: How do plains differ in height? (Lowlands, hills, plateaus).

Let's systematize this information. We use the "Cluster" technique.

Exercise. Make a cluster in your notebook, fill in the empty cells . (Students independently complete the task in the notebook).

Cluster.

One student builds a cluster on the board.

Checking the completion of the task.

Teacher: What color are the mountains on the map, and what color are the plains? (Mountains are brown and plains are green).

Teacher: What color does the atlas map indicate the territory in which we live? (Mostly green, but there is also brown).

Teacher: So, what is the surface of our edge? - This will be the topic of the lesson.

1. Stage Understanding.

Learning new material.

Teacher: So, we have determined that the territory in which we live is mainly indicated in green.

Conclude what kind of territory this is: mountainous or flat? (Plain)

Teacher: Using physical card Russia, find the name of the plain on which our district is located. (West Siberian Plain)

Referring to the map's elevation scale, we determine that the West Siberian Plain is a lowland. The height of the lowlands is 0-200 m, the heights are 200-500 m, the plateaus are 500-800 m.

Teacher: Compare the East European and West Siberian Plains on the map, how do their images differ? (The West Siberian Plain is all green, and the East European Plain is green with spots of yellow)

Teacher: What does this mean? (Children’s assumptions: this means that the West Siberian Plain is all flat, but there are elevations on the East European Plain)

Teacher: Absolutely right. The elevations on the plain are hills.

Guys, hills are elevations. And the mountains also rise above the earth's surface. Can we conclude that these are the same thing? (Children face difficulty)

The "Pivot Table" technique is used. Children are presented with an image of a mountain and a hill on presentation slides. Exercise. Look at the mountains and hills and compare them with each other. Enter the comparison results in the table. ( ).

Teacher: Draw a conclusion: What are the similarities and differences between a hill and a mountain? (Similarity: they rise above the earth’s surface, have the same parts: base, slopes, top. Difference: a hill and a mountain differ in height, mountains are above 200 m, a hill is up to 200 m.)

Teacher: Guys, let's turn again to the physical map of Russia. What mountains are located in the west of our district? (Ural Mountains)

Find the Caucasus Mountains on the map. Compare how the image of the Ural Mountains and the Caucasus differs? (The Caucasus Mountains on the map are shown in a darker color than the Urals)

We turn to the height scale of the map and determine that the Ural Mountains are low. Low mountains - up to 1000 m, medium - 1000 - 2000 m, high - above 2000-3000 m.

Let's systematize the information received. We return to the cluster started at the call stage (we supplement it). ( Students independently complete the task in their notebooks). One student completes the cluster on the board.

Cluster.

Checking the completion of the task.

Physical exercise.

The class raises its hands - this time,
The head turned - that's two.
Hands down, look forward - that's three,
Turn your arms wider to the sides by four,
Pressing them forcefully to your shoulders is five.
All the guys sit down quietly - that's six.

Continuation of discussion of a new topic.

Reception "Fishbone" (fish skeleton).

Teacher: When farming, people use the surface of the earth. Continuing our work in class, we will fill out the diagram. (Work in a notebook). Write the question in the upper triangle (head): What are the consequences of human use of the earth's surface? On the left branches we will write: how a person uses the surface of the earth. And on the right: what does this lead to?

Demonstration of photographs on presentation slides (ravines, beams, quarries, landfills, waste heaps). Work with the text of the textbook, conversation with students. (In the course of working with the textbook and during the conversation, the formation of concepts occurs: ravine, beam, waste heap).

During the work, students enter into the diagram:

Left branches:

1. Mining

2. Construction of houses and buildings

3. Plowing plains (slopes)

Right branches:

1. Quarry, waste heap

3. Destruction of soil, potholes, ravines, beams.

Teacher: How does a person use the surface of our region? What are the consequences of the development of oil and gas fields in the district? (Children's answers)

Teacher: What conclusion can be drawn after filling out the chart?

Output (tail) students formulate: Using the surface of the earth, people cause damage to nature.

Teacher: It turns out that the surface must be protected as carefully as water and air, plants and animals.

What does it mean to protect the surface? (Children's answers)

How can you participate in this? (Children's answers)

Teacher: I really hope that when you grow up, you will try to do everything to make our native land even more beautiful, and there will be no such places that cause pain and resentment in the soul!

2. Stage Reflection.

At the “Reflection” stage we organize group work. One group receives drawings (or photographs) depicting the earth's surface.

Task for the group:

Determine which picture shows the surface of our edge. Explain your choice. Indicate how you determined this.
Another group receives drawings that depict examples of the positive and negative impacts of humans on the surface of the Earth.

Task for the group:

Look at the pictures. Divide them into two groups. Explain how you divided the pictures.

Report on the work of groups. (If the class is large, then several groups can be formed)

3. Homework.

Teacher: Guys, answer the question. How should a person use the surface of his edge? A creative assignment is offered as homework. (this will be the answer to the question posed by the teacher): Write an appeal to the residents of the district about how they should use the surface of our region to preserve it for future generations.

Nature lesson. 5th grade

Subject. The surface of our region.

Lesson type: Lesson on learning new material .

Lesson objectives:

Educational: To form in students an idea of the surface of their native land.

Developmental: Develop the ability to work with a geographical map and other sources of information, cognitive activity, observation, ability to compare, analyze and draw conclusions. Develop critical thinking.

Educational: To instill in students the need for knowledge, to ensure a close connection between learning and life. To foster patriotism, responsibility, and initiative through the formation of one’s own judgments. Contribute to the development of a culture of behavior in the classroom.

Teaching methods: verbal, visual, practical.

Forms of educational activities: frontal, individual, group.

Lesson equipment: textbook, computer, multimedia projector, lesson presentation, atlases, physical map of Russia, task cards.

During the classes.

1. CHALLENGE STAGE.
1) Updating knowledge. Mood.
The lesson begins.
So that it will be useful to the children,
Compass, pencil and map -
Everything should be on the desk.
Plus a little effort
And great attention.
Guys, any athlete, coming to training, does not grab the barbell without warming up. So now we will do a little warm-up, we will solve a crossword puzzle, and the result of the warm-up will be a word that directly relates to the topic of the lesson. When solving a crossword puzzle, you can use atlases and a physical map.
Ready? Then go ahead!

1. Name a state located in two parts of the world? (Russia)
2. I, Siberian river,
Wide and deep.
Change the letter “e” to “u” -
I will become a satellite of the Earth. (Lena - Moon).
3. The Great Russian River. (Volga)
4. The highest peak of the Caucasian ridge. (Elbrus)
5. A city that “flies”. (Eagle).
6. Shape of the Earth. ( Sphere)

Keyword RELIEF

2)Working with the map.
Guys, what do you understand by the word RELIEF? (Irregularities of the earth's surface)
Using a physical map, name the irregularities of the earth's surface. (Mountains, plains, ravines, hills).

3) Creation of a cluster.
Try to identify two types of large landforms yourself.
Exercise . Make a cluster in your notebook and fill in the empty cells. (Students independently complete tasks in their notebooks).

Teacher: What color are the mountains on the map and what color are the plains? (Mountains are brown and plains are green).
Teacher: What colors on the atlas map indicate the territory in which we live?
(Mostly green, but there is also brown).
Teacher: So, what is the surface of our region? - This will be the topic of the lesson.

On the board and in notebooks there is a note: “The surface of our region.”

Is there enough knowledge on this issue?

1. Stage Understanding.

Learning new material.

Teacher: So, we have determined that the territory in which we live is mainly indicated in green.

Conclude what kind of territory this is: mountainous or flat? (Plain)

Teacher: But the territory is painted not only with green, but also with shades of brown. What does this mean? (There are mountains and hills on our territory"

Teacher: Guys, let's turn again to the physical map of Russia. What mountains are located in our district? (Ural Mountains, Blue Mountains, Melovsky Mountains)

The "Pivot Table" technique is used. Children are presented with an image of a mountain and a hill on presentation slides.

Exercise. Look at the mountains and hills and compare them with each other. Enter the comparison results in the table. (Students independently complete the task in their notebooks).

Hill	Comparison lines	Mountain
	1. Outsole
	2. Slopes
	3. Top
up to 200 m.	4. Height	over 200 m.

Reception "Fishbone" (fish skeleton).

Teacher: When farming, people use the surface of the earth. Is it necessary to protect the surface of the earth? This question may sound strange. You and I know about the protection of rare plants and animals, about the protection of water and air. How important is surface protection?

Continuing our work in class, we will fill out the diagram. (Work in a notebook). Write the question in the upper triangle (head): What are the consequences of human use of the earth's surface? On the left branches we will write: how a person uses the surface of the earth. And on the right: what does this lead to?

During the work, students enter into the diagram:

Left branches:

1. Mining

2. Construction of houses and buildings

3. Plowing plains (slopes)

Right branches:

1. Quarry, waste heap

2. Landfills

3. Destruction of soil, potholes, ravines, beams.

Teacher: How does a person use the surface of our region? What are the consequences of the development of oil and gas fields in the district? (Children's answers)

Teacher: What conclusion can be drawn after filling out the diagram?

Output (tail) students formulate: Using the surface of the earth, people cause damage to nature.

Teacher: It turns out that the surface must be protected as carefully as water and air, plants and animals.

What does it mean to protect the surface? (Children's answers)

How can you participate in this? (Children's answers)

Teacher: I really hope that when you grow up, you will try to do everything to make our native land even more beautiful, and there will be no such places that cause pain and resentment in your soul!

“See and know your land

you can either with your own eyes,

or with the help of a book"

Teacher: Guys, how do you understand this statement? What will we need for the next stage of the lesson?

(Photos of the native land and area, books, map, dictionary, etc.)

Students look at photographs that depict the most beautiful corners of their native land).

Reflection. Creative work in groups on composing syncwine
Using the Sinkwine technique.
- Let’s compose a syncwine about our native land as a reminder of our lesson.

1 word: topic (noun)

2 words: signs of the topic (adj.) (If I don’t have time, go home)

3 words: topic actions (verbs)

4 words: sentence on this topic

1 word: synonym for topic

For example: Edge!

Unique, Saratov

It makes me happy, it develops, it grows.

We admire your beauty!

Motherland!

edge
Steppe, dear
Pleases, excites, inspires
My little homeland
Steppe

6. Lesson summary

Did you enjoy traveling around your native land and exploring it?

What was most memorable or interesting?

Of course, in the lessons of the surrounding world, you have so far received only the most basic information about your native land, but in our area there are still many secrets and mysteries that have not been discovered by you. You can find answers to all your questions in additional local history literature.

Homework will be to write an ESSAY on the topic: “Tomorrow of my land.”

I would like to end the lesson with the words of the writer Yu.K. Efremov:

And I will proudly tell my native land:

“I love and know. I know and love.

And the more deeply I love you, the more deeply you know.”

Continue to explore your region, your small homeland. Love her, protect her and remember that it depends on you what our Saratov region will be like in the future.

Lesson over, thank you.

http://nsportal.ru/sites/default/files/poverhnost_nashego_kraya.doc

Lesson type: combined

Target

- formation of a holistic picture of the world and awareness of man’s place in it based on the unity of rational-scientific knowledge and the child’s emotional and value-based understanding of his personal experience of communicating with people and nature;

Characteristics of student activities

Understand educational objectives of the lesson, strive to fulfill them.

Describe according to his observations of the shape of the earth's surface of his native land, find on the map of the region the main forms of the earth's surface, large ravines and gullies, extract from local history literature information about the surface of the region. Discuss measures to protect the surface of their region. Formulate conclusions from the studied material, reply to final questions and evaluate achievements in the lesson

Planned results

Subject

Know the concepts of “ravine”, “beam”.

Be able to show mountains, plains, rivers on a map, globe, distinguish between natural objects and products, objects of living and inanimate nature.

Metasubject (Regulatory. Cognitive. Communicative)

P. - construct messages orally, analyze objects highlighting essential and non-essential features.

R. - take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher. Learn to express your guess.

K. - ask questions, seek help.

Personal results

A feeling of love for one's country, expressed in interest in its nature.

Cooperation skills in different situations, the ability to avoid creating conflicts and find a way out of controversial situations.

Basic concepts and definitions

"ravine", "beam".

Preparing to learn new material

Based on your observations, as well as using a map of the region and local history literature, describe the main forms of the earth’s surface in your region. Don't forget that plains can be flat or hilly, and mountains can be of different heights.

Learning new material

You already know that on the plains there are ravines. They have steep, crumbling slopes. There are usually almost no plants on the slopes of ravines

The formation of a ravine begins with a small pothole on the surface of the soil. Streams of melt and rainwater erode it, and therefore the ravine gradually increases in size. At the same time, it destroys large areas of fertile soil.

Over time (after many years), the slopes of the ravine become gentle, overgrown with grass, shrubs, and trees. The ravine stops growing. So he turns into beam. A beam is a depression with gentle slopes covered with plants.

If you saw a ravine during the excursion, tell us about it. Are there many ravines in your area? Are there beams in your area? Tell us about the one you saw on the excursion.

Comprehension and understanding of acquired knowledge

Think about where it is easier to build cities, villages, lay roads, cultivate the land - on the plain or in the mountains. How do people use the surface in your area?

DO YOU NEED TO PROTECT... THE SURFACE?

This question may seem strange. It is necessary to protect plants, animals, purity of air and water. And what about the surface of the edge?.. Is there any threat to it? Let's speculate.

During your excursions, you probably noticed the beauty of the surrounding area. How do you feel when you go out into an open place where you can see far away? You probably feel joy and pride for your native land. How beautiful she is!

But it also happens that instead of these feelings you experience bitterness and resentment. For example, at an abandoned quarry. Once upon a time, sand, clay or coal were mined here. Now the quarry is a wound on the surface of the earth. But people had to fill it up and plant a forest in this place or turn the quarry into a fish pond.

And in another place, builders erected new houses and left a large landfill. There are broken bricks, shards of glass, and much more. The people who worked at this construction site violated the law, which prohibits throwing out garbage anywhere. And how many such landfills disfigure the surface of our earth!

A tractor driver is not acting like a business owner if he plows the ground on a slope so that the furrows go down along the slope. After the first rain, streams of water will flow along these furrows - this is the beginning of the ravine! Plowing can only be done across slopes. And steep slopes cannot be plowed at all.

To stop the formation of a ravine, small potholes are dug in and grass is sown in this place. Across a small ravine there are low fences made of willow stakes and twigs. Over time, the stakes will take root, and a reliable living barrier will form for water flows. Trees and bushes are planted along the edges and slopes of the ravine.

Correct and incorrect plowing of slopes

You too can participate in protecting the surface of your region. Explore the surroundings of the city and village together with adults. If you find an abandoned quarry, an illegal dump, plowing along the slopes, or a pothole that can turn into a ravine, report it to the Nature Conservation Society. Take part in garbage collection, in the fight against ravines

So it turns out that the earth’s surface must be protected no less carefully than water and air, plants and animals.

Let's discuss!

What cases do you know of people’s irresponsible attitude towards the surface of their region? Is it possible to compensate for the damage caused to nature in these cases? How to do it?

Independent application of knowledge

check yourself

1.Tell me about the surface of your edge. 2. How is the surface used in your area? 3. What does it mean to “protect the surface”? 4. How can schoolchildren take part in protecting the surface of their region?

Mountains that shouldn't exist

In some areas of our country, where many minerals are extracted from the depths of the earth, mountains have grown - waste heaps. They did not grow by themselves, people poured them in. When extracting minerals and processing them, they dumped all the waste - waste rock - into heaps. The heaps grew and grew... And it turned out that people, living on the plain, ended up... in the mountains.

Terricons are not at all harmless. After all, under them there were huge areas of fruit native land taken away from agriculture. The waste heaps themselves spread clouds of dust around themselves, which pollutes the air. It happens that waste heaps catch fire, spreading acrid smoke. And the polluted water flowing from them after rains poisons the soil and water bodies.

People are fighting waste heaps. Somewhere they are leveled, soil is brought in and plants are planted. In some places they have learned to extract valuable substances from waste heap rock. So the mountains created by people are gradually disappearing.

Yes, these mountains did not exist before. We must try very hard to ensure that they do not remain in the future.

Terricons

Conclusion

When doing housework, people use... the top of its edge. This must be done carefully so as not to disturb the beauty of our native land and to prevent the formation of ravines and illegal landfills.

Homework assignments

1.Write in the dictionary: ravine, beam.

2.Draw what the surface of your edge looks like. You can sculpt a model of some part of it (hill, ravine, mountain range) from plasticine, clay or raw sand.

3. If there is a ravine in your area, ask adults how long it has existed, how it has changed during this time, what people are doing to stop its growth. Think about how you can help adults.

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Information sources:

A. A. Pleshakov textbook, workbook The world around us, grade 3 Moscow

"Enlightenment" 2014

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