Ready-made project geography in literary works. Integrated project: geography and literature

Muse of wanderings - Africa.

(African theme in the poetry of N. Gumilyov).

1. Relevance.

2. Goals.

3. Objectives.

4. Introduction

5. Practical stage.

6. Creative work of groups.

7. The final stage of the project.

8. Application (presentations, slide shows, student work, photos and videos)

PROJECT TYPE: integrated,

creative,

research,

long-term

IMPLEMENTATION TIMELINE: since January 2015

PROJECT DURATION: 2 years

PROJECT PARTICIPANTS: 11th grade students,

subject teachers

PROJECT PRODUCT: lesson script,

presentations

slideshow

METHODS AND TECHNIQUES:1. Working with maps

2.questioning students

3. cards

5. analysis scheme

poems

6. drawing

Relevance of the project:

This project represents the integration - the binary nature of educational disciplines: geography and literature, creative search and scientific research of 11th grade students of the Majalis secondary school in the Kaitag region.

Our creative project consists of studying the geographical theme of Nikolai Gumilyov’s poetry, scientific research devoted to his travels across the Dark Continent, letters and personal diaries of the poet, and lyrical works from the “Tent” cycle. It is of interest to students and will help them prepare for the exam in literature and geography in the form of the Unified State Exam, as well as broaden their horizons and improve their cultural status. Studying the biography of the Acmeist poet of the Silver Age pushed us, the authors of the project, to the desire to see Africa through the eyes of a poet and traveler, as well as to the desire to involve students in search and co-creation. The project presents file documents, development of integrated lessons, presentations, videos and photographs.

It includes the following topics in literature and geography:

1.Africa is an ideal continent.

2.Poet and ethnographer Nikolai Gumilyov.

3.Africa through the eyes of a poet (through the prism of poems)

4. Gumilev’s contribution to the study of Africa.

Project goals:

summarize knowledge on the continent of Africa;

give an idea of ​​the personality of Gumilyov, a poet and geographer, and the peculiarities of his worldview;

introduce students to the “African Diary of a Poet” and the cycle of poems “Tent”;

show the exotic nature of Africa through the eyes of a romantic poet;

through Gumilyov’s poetry, reveal the features of life, traditions and culture of the peoples of the African continent; get acquainted with the features of the African continent, master the ability to identify the civil servant, and work with different maps. Get acquainted with the reasons for the appearance of African motifs in Gumilyov’s lyrics.

Project objectives :

introduce students to Gumilyov’s poetry dedicated to Africa;

combine a literary image with geographical images and concepts together, developing the emotional sphere of students;

develop a sense of beauty and creative abilities in students.

Based on basic knowledge, we will study the geographical location of Africa and the history of exploration of the continent. Let's get acquainted with some amazing features of the nature of the “ideal continent”.

Develop skills: overlaying maps of various subjects, determining coordinates, orienting on a map, working with additional sources of information.

Fostering such qualities as patriotism, collectivism, pride in the unique natural objects of the Earth, love for nature.

Equipment:

Physical world map;

Physical map of Africa;

Slideshow “Oh! This Africa!

Illustrations on the board;

Audio accompaniment “Sounds of the sea”, “African motives”;

Personal set (table “Records of Africa”, test card, atlas, outline of Africa, pencil, fountain pen, eraser, notebook) geographical maps,

exhibition of books by N. Gumilyov,

exhibition of creative works by students dedicated to Africa.

During the project, students are divided into two groups: literary scholars and geographers.

Introduction

Gumilev - poet of geography...
He perceives the Universe as a living map... he belongs to the Columbus dynasty, - words Yu. Aikhenvald’s works fully reflect the worldview of the poet and geographer. The personality of this person is interesting and extraordinary, his biography is fascinating. As for his work, it seems that his contemporaries were not Blok and Mayakovsky, but poets of previous centuries, because his poetry touches on themes far from modernity: the romance of travel, the wind of distant travels, love, chivalry and military valor. It was as if he was late to be born and was in no hurry to the future, remaining himself. He felt good in this world he himself created, which is why his poems are plot-driven and interesting to romantics and restless people, lovers and dreamers. Writer Alexander Ivanovich Kuprin compared him with "a wild and proud bird of passage" and asserted: “The knight errant, the aristocratic vagabond - he was in love with all eras, countries, professions and positions where the human soul blossoms in daring heroic beauty.” These words are the key to understanding the essence of the character of the poet, whose work we are getting acquainted with today But no one can say more about the poet than he does in his poems. The poetry of Nikolai Gumilyov is a whole independent world, which you can recognize if you read it, think about it, relate time and events, hear the voices of his contemporaries, understand the essence of his extraordinary. personality. This man was a self-made man. By nature he was ugly, awkward, painfully shy and constrained. But failures and sorrows did not bother him, and his character was strengthened in trials. Therefore, in his later photographs we see a significant face glowing with nobility. to build his life as he wanted. He managed to publish several collections of poetry, make many trips abroad (including dangerous African ones), became a recognized literary master, one of the creators of the “Workshop of Poets” and a new literary movement - Acmeism. He fought bravely at the front in 1914 and became a holder of two St. George's Crosses, which were given for exceptional courage. The world that those around him were content with was small and pale for Gumilyov; his soul demanded distances and impressions. Gumilyov's poetry was distinguished by the cult of masculinity; the hero of his poems perceives life as the struggle of a strong man with trials. Hence Gumilyov’s frequent trips to Africa, hunting, searching for dangers.

Africa healed all mental wounds, and Gumilyov always strove for it. Secretly from his parents, to whom the poet’s friends regularly sent prepared letters, he set off on his first African trip, planning to visit Istanbul, Izmir, Port Said and Cairo. Since then, Africa has occupied an extremely important place in his life and work. She filled his soul with new, unusually sharp impressions, strengthened his self-confidence, and gave him rare sensations and images. During his second trip (1908), Gumilyov visited Egypt, and on his third (1909) he reached Abyssinia.

The most significant was the last, fourth trip. In 1913, a fortunate opportunity arose: the Museum of Anthropology and Ethnography wanted to assemble an African collection. The purpose of the trip is to take photographs, collect ethnographic and zoological collections, record songs and legends. The day before departure, Gumilyov fell ill - they decided it was typhus: high fever, severe headache. But two hours before the train left, he asked for water for shaving, shaved, packed his things, drank a glass of tea and cognac and left. Alexei Tolstoy recalled: “Gumilyov brought yellow fever, beautiful poetry, a stuffed black jaguar he killed, and Negro weapons from Africa.”

The book of poems “Tent” is permeated with the spirit of this trip. The collection brought from Africa, according to experts, is in second place in its completeness after the collection collected by Miklouho-Maclay. It is located in the Museum of Anthropology and Ethnography.

I go there to touch savage things,
What I once brought from afar,
Smell their strange, familiar and ominous smell,
The smell of incense, animal hair and roses.

Practical stage of the project.

The student is divided into four creative groups, which work independently in accordance with the tasks indicated on the cards. It is important that the children are able to present a vivid story about the poet, read and analyze poetry in ten minutes, therefore, for the best result, responsibilities in the group must be distributed in advance.

GAME-QUIZ "Africa"

1. Whoever discovered the Cape of Good Hope circumnavigated the southern tip of the continent.

2. Who opened a new route to India.

3. A famous traveler, he traveled 6354 km from Central Africa to the west coast, and then to the east of the continent of Africa. The next journey was 1610 km long, which he undertook along the left bank of the Zambezi River. He gave a description of the “Rattlesmoke” waterfall, later he named it Victoria. He spent about 30 years in Africa, studying its nature.

4. Name a potentially active stratovolcano in northeastern Tanzania, the highest point in Africa above sea level (Kilimanjaro)

5. How many lithospheric plates is the continent located on? Are there areas of collision with other plates? How do you see the dependence of landforms on the structure of the continent’s crust?

6. A huge mountain range with chains around the mountains and many individual extinct volcanoes. The outlines of the highlands resemble a pear, tapering towards the north. The length to the south is about 1500 km, at its widest point the width of the highland is 900 km.

7. The main source of food for the existence of the population in oases. Provides shade, food, and a source of nutrition.

8. Cultivated plant. An evergreen shrub whose roots are rich in starch.

9. The most amazing plant of the Namib Desert. Called the octopus of the desert. Featured on Namibian stamps.

10. Name a lake that is located in the equatorial region. It is replenished with water evenly throughout the year due to constant rains and deep rivers flowing into it.

11. This river originates on the Lundi plateau, flows about 300 km through the territory of Angola to the west, suddenly turns sharply to the east and, making a huge loop, ends its run at the Indian Ocean, passing 2660 km from its source to its mouth. .

Individual tasks for a group of geographers:

1. Determine the geographical location of the continent: show Africa, extreme points, emphasize the distance from Russia, trace Gumilyov’s travel routes on the map.

2.Working with reference literature:

Using atlas maps and an encyclopedic dictionary, students determine that Abyssinia is the second name for the Ethiopian Highlands.

3.What mountainous country do you think these peaks belong to and what explains the presence of snow here?

.Practical work with atlas maps.

Using a physical map, students determine the geographical object - the Kilimanjaro volcano, its height, and using a climate map they determine the temperature in the area of ​​the volcano. Knowing about the change in temperature with altitude and carrying out calculations, they explain the presence of snow and ice cover on the top of the mountain.

8. What geographical features of the Sahara as a natural object did Gumilyov emphasize in these lines?

(Students, using previously acquired knowledge, give a physical and geographical description of the greatest desert in the world, while clarifying what features of nature Gumilev poetically depicted.)

9. Considering the inland waters of Africa, we will turn again to the poems of the poet and geographer Gumilyov. What are the waters of Africa like in the eyes of the poet?

Exercise: find in the text of the poem and write down the geographical characteristics of the named water bodies in a notebook.

(Independent work of students)

10.The fauna of Africa is rich and diverse, it amazes with unusual animals, bright, unprecedented birds that cannot be found anywhere else.

Group assignments (geography):

In the texts of the proposed poems, find references to animals belonging to various natural zones.

Individual tasks for a group of writers:

1.- how does the poet Gumilyov describe the relief in the poems “Abyssinia”, “Sudan”, “Sahara”?

(Students read and comment on excerpts from the named poems)

2.After his first trip to Africa, Gumilyov’s poems changed - they became deeper and purer. He strove there with all his being, because she alone could heal his wounds. The poet Sahara was especially impressed by the “eternal glory of sand.” Perhaps Sahara is the personification of passion and power. The poet describes it accurately and figuratively.

3. Assignments (literature):

Find comparisons and epithets in the text of the poem. Determine the color and sound perception of the Sahara by the author.

For the poet, the waters of Africa are not just vital objects, but also divine beauty, which is equally necessary for a person to be spiritually rich. The poet writes enthusiastically about her.

4. Poetry competition.

Creative work I study:

Eloquence competition (continue the phrase - make a statement on the topic “Poetry is ....”, Geography is ...”)

Creating a presentation about the deserts and lakes of Africa

Making a video about the fauna of Africa.

Creation of a video based on the poems “Giraffe”, “Rhinoceros”, “Red Sea”.

Defense of abstracts on the geographical location of Africa and the biography of the poet.

Drawing competition on the fauna and flora of Africa and the creation of illustrations for Gumilyov’s poems.

A reading competition with dramatization elements.

Poetry essay competition.

Trivia and games about Africa

Analysis of poems.

The final stage of the project.

While working on the project, we became convinced that Gumilyov was not only a wonderful poet, but also an inquisitive traveler who led expeditions to Africa. The world of Gumilyov's poetry is surprisingly colorful. The poet not only had a sensitive poetic soul and a rich imagination, but was also a remarkable master who masterfully mastered all the techniques of versification. Poet, traveler, geographer, ethnographer: His work allowed us to take a more imaginative look at the nature of this amazing continent, to see the world through the eyes of a romantic poet, noting the colorfulness and uniqueness of everything that he encountered during his trip to Africa. Indeed, “Gumilyov is a poet of geography: he perceives the universe as a living map: he belongs to the Columbus dynasty.” While traveling around Africa, Gumilyov in his poems described the interesting picturesque places that he passed by, the animals that he saw, and showed the amazing flora and fauna of the African continent. We can conclude: that the exotic in Gumilyov’s work was not just a recording of fleeting impressions, of which there were plenty: hunting wild animals, daily risk, rivers infested with crocodiles, that all this was a source of inspiration for the poet, but was also of a research nature. The expedition to Africa was organized by the Academy of Sciences, with the aim of studying the life and life of unexplored tribes, compiling collections of objects of African life. All these objects can be seen in the Museum of Anthropology and Ethnography in St. Petersburg.

Russian State Children's Library together with the State Museum of the History of Russian Literature named after. V.I. Dalya, the Russian Geographical Society, with the support of the Ministry of Culture of the Russian Federation, continues the All-Russian project “Symbols of Russia”.

This year the project is dedicated to the Year of Ecology and Specially Protected Areas in the Russian Federation and is carried out with the information support of the Ministry of Education and Science of the Russian Federation. The project consists of two parts: the All-Russian Literary and Geographical Competition “Symbols of Russia” and the All-Russian Literary and Geographical Olympiad “Symbols of Russia”.
Until October 20, 2017, the Russian State Children's Library will accept children's questions about natural objects and territories of Russia and their reflection in classical Russian literature. An authoritative jury will determine the best questions.
The authors of the best questions will receive not only diplomas and gift certificates from the Labyrinth online store, but will also become authors of the All-Russian Olympiad “Symbols of Russia”.
November 23, 2017 In each region, it is planned to hold the Olympics among schoolchildren in two age categories: from 8 to 10 years and from 11 to 14 years. The winners of the Olympiad will receive diplomas and book gifts.
Congratulations to the teaching community on their professional holiday! We hope that the literary and geographical project “Symbols of Russia” will be supported by you and your colleagues from educational and cultural institutions. We are confident that its successful implementation will allow us to build effective interdepartmental cooperation that will help attract children to reading and increase interest in the nature and literature of our country.

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Fiction is a creative reflection of human life, including many places that exist in reality. What a trembling feeling of delight is evoked by the lines of the work in which we find the name of our city with the exact indication of a street or some famous house!

There are places that everyone knows: for example, the Patriarch's Ponds or the Winter Palace, the Peter and Paul Fortress or the Griboyedov House. Much has been said and written about them, but interest in them still does not wane. But how many little-known or completely unknown toponyms are there in literature? Where do writers get them from? Maybe they just made them up? But our life is full of secrets: what if some of the streets, houses, squares, bridges depicted in books exist in reality? After all, this means that there are people who live not far from them or remember what they look like!

Of course, residents of capitals and big cities manage to come across places in works that actually exist much more often - moreover, they are located somewhere in the neighborhood. But other settlements often found their way onto the pages of books. The main thing is that they are real, recognizable and have their own history. It is interesting to know whether the author personally visited there - or maybe he only read or heard from friends about this or that estate, house, department, park... Nevertheless, these places are described in a literary work, which means they are worth study. We invite you to immerse yourself in this mysterious world.

First you need to decide what you will research. As a basis, you can take any building, house, street, bridge, square, prison - anything that actually exists or can be guessed under another name. Having decided on the author and the work, you write out an excerpt (or excerpts, if this text contains several descriptions of the object being studied), and then our investigation begins!

In what period did the author work? How accurately does his work depict the place being studied? You can reconstruct its history through sources of information such as text illustrations, old photographs, archival records, notes in popular science magazines, and much more.

You will try to recreate a historical picture, determine the possibility of a personal visit to the place described by the author, and find out how closely his fate is connected with this place. Trace all the changes that have occurred since the description, make inquiries in the archive or library - maybe you come across an old photograph or some interesting notes - and tell everyone about your scientific discoveries.

In conclusion, be sure to take a photograph of the object being studied - its current state is very important for the study. If for some reason it is impossible to take a photo yourself, you can take a photo from the Internet, just don’t forget to sign it.

It may happen that several questionnaires are filled out about the same place. This is simply wonderful - this approach will give our scientific research credibility.

Surkov Alexey Alexandrovich was born on October 1 (13), 1899 in the village of Serednevo, Rybinsk district, Yaroslavl region. From the age of 12, Surkov served “among the people” in St. Petersburg. Soon after the October Revolution he went to the front of the Civil War. Having been demobilized, he returned to the village. He worked in the volost executive committee, was a hut owner, a volost political education organizer, worked for a village newspaper and even wrote plays for a drama club. Subsequently, he was involved in party and Komsomol work in Rybinsk and Yaroslavl, and edited a Komsomol newspaper.

Surkov’s move to Moscow, where he was elected to the leadership of RAPP in 1928, had a beneficial effect on Surkov’s work. Here he graduated from the Faculty of Literature of the Institute of Red Professorship in 1934. In 1934 - 39 he worked in the magazine "Literary Studies".

Surkov's first poems were published in 1918 in the Petrograd Krasnaya Gazeta, but he considers the true beginning of his poetic activity to be 1930, when the first collection of poems, Zapev, was published. The greatest successes of this and subsequent collections relate to the depiction of the heroes of the Civil War. In the 30s Surkov participates in the work of Lokaf. His songs of these years gained great popularity - “Cavalry Song”, “Tersk Marching Song”, etc. In 1939 - 1945. Surkov is a war correspondent, a participant in the liberation campaign in Western Belarus, the war with the White Finns, and then the Great Patriotic War. In 1944 - 1946 was the executive editor of a literary newspaper. His songs of those years gained particular popularity: “The fire is beating in a cramped stove...”, “Song of the Brave” and a number of poems that were awarded the USSR State Prize in 1946. From 1945 to 1953 - executive editor of the Ogonyok magazine. Impressions from numerous travels and meetings were inspired by the poems included in the post-war collection “Peace to the World!”, published in 1950 and awarded the USSR State Prize in 1951. Since 1949 he was secretary of the Union of Writers of the USSR (from 1953 to 1959 - first secretary). In 1952 - 1956 was elected a member of the Central Audit Commission of the CPSU, and in 1956 - 1966. - candidate member of the CPSU Central Committee. Deputy of the Supreme Soviet of the USSR of the 4th - 8th convocations and of the RSFSR of the 2nd - 3rd convocations. Member of the World Peace Council and the Soviet Peace Committee.

Since 1962 - editor-in-chief of the "Concise Literary Encyclopedia". In 1965, a collection of literary critical articles and speeches by Surkov “Voices of Time. Notes on the margins of the history of literature. 1934 - 1965” was published. Translated poems by Ukrainian, Belarusian, Bulgarian, Polish, Czech, Slovenian, Serbian, Hungarian, Urdu and other poets. Many of Surkov's poems have been translated into foreign languages. In 1969 he was awarded the title of Hero of Socialist Labor. Died in July 1983.

« The volcanic world is gloomy, its colors are gray, dark blue, brownish black. Rare light spots (yellow, white, ocher) make the entire ensemble even more tragic. As for bright or dark red shades and light gold of molten lava, the excitement they cause is always accompanied by an unaccountable depression

A day spent in this kind of place, although, in general, leaves a strong impression, but still, after the third or fourth hour, the human being begins to feel uneasy; he wants to see water, plants...” - this is how Harun Taziev, a famous Belgian geologist and volcanologist, described his meeting with the mountains.

« We will sit down with you on one of those large stone slabs with which the surface of the glacier is strewn, and look around. In the shade under the canopy of rocks, where the rays of the sun have not yet peeked in the morning, there is the coolness of the night. The stones are cold as ice, and the fresh air permeates you. Here you can still feel how cold it was at night at these heights, how frosty these rocks were. But where the sun's rays fall, it is very warm.

Under their hot caress, you can sit on the surface of the glacier in just a light dress. How dazzling is the light of the sun in the clear air of the mountain peaks, how intensely its rays heat up the surfaces of stones and rocks! The sun is the source of powerful forces that perform the great work of transforming the face of our planet. Listen to what's happening around us

" - this is an excerpt from the book of the Soviet geologist V. A. Varsanofyeva “The Life of the Mountains.”

« When studying Eurasia, the teacher can offer students an excerpt from the book of the famous Russian painter and writer N.K. Roerich about the inexpressible greatness of the Himalayas:

Two worlds are expressed in the Himalayas. One is the world of earth, full of local charms. Deep ravines, intricate hills crowded to the edge of the clouds, the smoke of villages and monasteries smokes. ...Eagles argue in flight with multi-colored paper kites launched from villages. In thickets of bamboo and fern, the back of a tiger or leopard can glow with a rich, complementary tone.

Small bears hide on the branches, and a procession of bearded monkeys often accompanies the lone pilgrim. And all this earthly wealth disappears into the blue darkness of the mountainous distance. A bank of clouds covers the frowning darkness. ».

It is strange, amazingly unexpected to see a new structure above the clouds after this completed picture. Above the dusk, above the waves of clouds, bright snow shines. Blinding, inaccessible peaks rise infinitely richly. Two separate worlds, separated by darkness. In this grandiose scale there is a special inviting impression and grandeur of the Himalayas: “The Abode of Snows

Books help you find the necessary detail around which you can build a lesson. Attention to the teacher’s descriptive story can be attracted by various methodological techniques, one of which we will conditionally call “narrowing the topic.” So, for example, a story about Lake Baikal in a course on the physical geography of Russia can begin with the statement of L. S. Berg: ““- and further show students a whole range of such “relations” - size, depth, transparency of water, and at the same time show modern environmental problems.

When talking about the mineral wealth of the Urals, quote the words of P. P. Bazhov: “ Of course, you won’t find a place in all the land opposite our Ilmen storehouse. There’s nothing to argue about here, because it’s been written about in all sorts of languages: in the Ilmen Mountains there are stones from all over the world».

Let the passionate appeal of A.E. Fersman be heard during the lesson on the topic “Rocks that make up the earth’s crust”: “ I really want to captivate you into this world (of stone), I want you to begin to be interested in mountains and quarries, mines and mines, so that you begin to collect collections of minerals, so that you want to go with us from the city, further away, to the river flow, to its high rocky shores, to the tops of mountains or the rocky shores of the sea to where stone is broken, sand is mined or ore is blasted. There we will find something to do everywhere; and in dead rocks, sands and stones, we will learn to read the great laws of nature according to which the universe is built».

When introducing students to rocks, you can show them a real miracle: let them examine on a microscope slide... a grain of sand, one of many thousands in a pile of sand. And the children will discover a wonderful world of playing edges, colors hidden from the naked eye; the true beauty of an imperceptible, most prosaic grain of sand, an almost invisible fragment of a once powerful rock, brought by a glacier or raised from the bowels of the earth, will be revealed. Maybe this is how one can teach comprehension of a skill.

In one moment - see eternity,

A huge world in a grain of sand,

In a huge stone - infinity

And the sky is in the cup of a flower.

(W. Blake)

I regret that I did not see the face of the whole earth,

All its oceans, icy peaks and sunsets.

Only the sail of dreams guided my ships around the world,

Only in the glass windows did I meet albatrosses and stingrays.

I didn't hear Big Ben strike the hour in London,

I did not see how the stars are sliding lower and lower towards the fiords,

How the bitter snow of the Atlantic foam boils behind the stern

And at the beginning of spring, violets in Paris turn blue.

(V.S. Rozhdestvensky)

Studying the topic “Lithosphere”, sixth graders identify the role of volcanoes in the formation of the earth’s crust, water shell and atmosphere.

Among the various natural phenomena occurring on the globe, one of the most dangerous, but majestic, can be called a volcanic eruption. Streams of lava overflowed the wall, and a fiery river rushed to the shore at the Granite Palace. It was an indescribably terrible sight. At night it seemed as if the real Niagara of molten cast iron was falling: fiery vapors above, boiling lava below.».

Talking about the origin of the islands, we say that the islands, which arose as a result of volcanic eruptions, rise from great depths to a considerable height above the water surface and are distinguished by a characteristic shape reminiscent of a volcano. Volcanic islands may disappear. " ...on the night of the 9th, a huge column of smoke, more than three thousand feet high, rose from the crater amid the roar of deafening explosions. The wall of the Dakar cave apparently could not withstand the pressure of the gases, and the sea, penetrating through the central hearth into the fire-breathing abyss, turned into steam. The crater did not give this mass of steam a sufficiently spacious outlet. An explosion that could have been heard a hundred miles away shook the air. Mount Franklin was broken into pieces and crashed into the sea. A few minutes later, the waves of the Pacific Ocean covered the place where Lincoln Island was.».

In the lesson “Geographical coordinates” you can use lines from J. Verne’s novel “The Children of Captain Grant”. "».

On June 27, 1862, the three-masted ship Britannia, from Glasgow, was wrecked fifteen hundred leagues from Patagonia, in the Southern Hemisphere. Two sailors and Captain Grant reached Tabor Island... There, constantly suffering severe hardships, they threw this document at one hundred and fifty-third degrees of longitude and thirty-seven degrees of latitude, help them, or they will die

Sixth graders are interested in finding an island in the Pacific Ocean at the named coordinates. And they were interested in the call to help the heroes of the novel in search of Captain Grant.

«… Seventh-graders in the lesson “Life in the Ocean” listen to lines from J. Verne’s novel “20 Thousand Leagues Under the Sea”, find themselves in the underwater world and realize the importance of the ocean for human life.

“The sea,” he continued, not only feeds me, but also clothes me. The fabric from which your clothes are made is woven from the byssus of some seashells. It is colored, following the example of the ancients, with the juice of purpurea, and the purple hue is obtained using an extract from Mediterranean mollusks - aplysia. The perfume standing on the dressing table of the cabin assigned to you is a product of the dry distillation of certain sea plants. The mattress on your bed is made from the finest ocean herbs. The pen you will use to write is made from whalebone, and the ink is made from the secretions of cuttlefish glands. Everything I use now comes from the sea, and it will all come back to him someday.

- Do you love the sea, captain?

- Oh yes, I love him. The sea is everything. It covers seven tenths of the globe. Its vapors are fresh and life-giving. In its vast desert, a person does not feel lonely, because he always feels the breath of life around him. In fact, in the sea there are all three kingdoms of nature: mineral, plant and animal. The sea is a vast reservoir of nature. Life on the globe began in the sea, and who knows whether it will end in the sea? There is supreme peace at sea... »

When studying altitudinal zones, it is always good to listen to A.S. Pushkin’s poem “The Caucasus” at the end of the lesson. Before reading, I focus the children’s attention on the geographical patterns in this poem.

The Caucasus is below me. Alone on High

I’m standing above the snow at the edge of the rapids;

The eagle, from its separated peak, has risen,

Floats motionless along with me.

From now on I see birth streams

And the first movement of menacing collapses.

Here the clouds humbly move beneath me;

Waterfalls rush through them;

Beneath them the cliffs are naked masses;

Below there is skinny moss, dry bushes;

And there are already groves, green canopies,

Where the birds chirp, where the deer gallop.

And there people nest in the mountains...

What pattern is the poet describing? From what height above sea level did the poet observe the picture he described? Please provide approximate height.

(The poet stood above the border of the snow line. Its average height in the Caucasus is 2900 m. It rises to a height of 3500 m on the northeastern slopes and drops to 2700 m on the southwestern ones. Thus, the poet was approximately at an altitude of 3000 m from sea ​​level).

In the lesson “Natural areas of the world” we travel along a map of natural areas together with Nils and the wild geese. Little Nils from S. Lagerlöf’s fairy tale “The Wonderful Adventures of Nils with Wild Geese” flies on a goose to Lapland.

« The cherry orchards were the first to say goodbye to Nils.

- We can’t go any further! Do you think this is snow on our branches? No, these are flowers. We are afraid that the morning frost will catch them and they will fly around ahead of time... Then the arable lands fell behind, with them we stopped in place and sat down. After all, peasants live in villages. How can they get away from the fields where they grow grain?

The green meadows, where cows and horses grazed, reluctantly turned to the side, giving way to marshy, mossy swamps.

Where did the forests go? Until recently, Nils was flying over such dense thickets that the ground and the treetops were not visible. But now the trees seem to have quarreled. They grow randomly, each on its own.

Beeches have been gone for a long time.

So the oak stopped... The birches and pines were also afraid of the north. True, they didn’t turn back, but they crouched and bent down to the very ground ».

What natural areas did Nils fly over?

(Nils flew over zones of broad-leaved forests, mixed forests, taiga and forest-tundra; the transition zone from taiga to forest-tundra is characterized by open forests, crooked forests and small forests).

In the 9th grade, when studying the factors of location of ferrous metallurgy enterprises in the topic: “Inter-industry complexes”, an excerpt from the novel “The Mysterious Island” by J. Verne is successful.

«… The next day Cyrus Smith, accompanied by Harbert, went to look for ancient formations, from which he selected samples of ore. He discovered its deposits on the surface of the earth, near the sources of the Red Stream. This ore, abundantly saturated with iron, was ideally suited for the method of reduction that the engineer came up with. He wanted to use the Catalan method, introducing some simplifications into it... This method was probably used by the first metallurgists on Earth. What the first descendants of Adam succeeded in and gave good results in areas rich in ore and fuel could not fail for the inhabitants of Lincoln Island. Coal, as well as ore, was easily collected nearby directly from the surface of the earth" (Location of metallurgical plants near raw materials and fuel).