"Resources of the World Ocean"- Biological resources. Cu. Sea water is also a resource of the World Ocean. Problems of the World Ocean. Ag. Studying. What are biological resources?
"Movement of water in the ocean"- To the Hebrides, to Bermuda - PILES OF DARK HERBS RUSH FROM THE SEA FIELDS. The water cycle in nature. Contents: From plankton to benthos! Blue Planet! Movement of water in the ocean. It cannot be said that you are necessary for life: you are life itself. Water! Life in the ocean. World Ocean.
"Relief of the bottom of the World Ocean"- Research by Jacques-Yves Cousteau. Poster demonstration. Slope. Depths, m. The lesson is taught by: Anna Ivanovna Krylova, geography teacher, Secondary School No. 77. Kotloviny. Mainland island. Continental slope. Volcanic islands. Gutter Formation of coral islands - atolls. Soh.
"Lesson Pacific"- analyze the textbook, atlas and determine the area of the Pacific Ocean. Archipelago. Transport routes. The Pacific Ocean is the deepest. Mastery by man. The highest waves. Geographical position; Features of nature; Natural resources; Economic development. Pacific Ocean. +28. Strait. S = 179.7 million km2, 49% of the water surface of the Moscow Region, V 710 million km3.
"Waters of the World Ocean"-Which ocean is the warmest? Properties of the waters of the World Ocean. in the Atlantic Ocean +16.9 °C, in the Indian Ocean +17.1 °C, in the Pacific +19.1 °C. Sp. Why? Salinity. 90° N -1.7° 60° N +4.8° 30° N +21.0° 0°(eq.) +27.0° 30° S. +19.0° 60° S 0.0° 70° S -1.3°. Temperature. 1 l. 0m +16.0° 200 m +15.5° 1000 m +3.8° 2000 m +3.1° 3000 m +2.8° 5,000 m +2.5°.
"The World Ocean and Its Parts"- Kamchatka Peninsula, Arabian. Part of the Russian coastline. Somalia Peninsula. North America. Gulf of Mexico. Parts of the World Ocean. Strait of Gibraltar. O. Sri Lanka. Islands. The relationship between land and ocean. Parts of the world's oceans. Europe. The world ocean is the continuous water shell of the Earth. The world's oceans = all the Earth's oceans combined.
There are 15 presentations in total
state budgetary educational institution of the Penza region “Evening (shift) secondary school
Lesson on the topic:
"Resources of the World Ocean"
Developed by: geography teacher – Kuzina O.N.
Penza 2015
Lesson notes.
Teacher Kuzina Olga Nikolaevna
Item geography
Class 10 "Z"
Topic of the lesson: “Resources of the World Ocean.”
Target: give an assessment of the natural resources of the World Ocean, lead to an understanding of the problem of humanity’s dependence on the ocean in the future.
Tasks:
Educational: develop the ability to work with maps, prepare messages on a topic, select information, work in a mini-team.
Developmental: develop motivation and interest in learning, memory, attention; communication skills.
Educational: to form an understanding of the interdependence of man and nature, the need for a careful, rational attitude towards natural resources; to cultivate the speech culture of students. Continue to develop students’ ability to speak competently and correctly use the time allotted by regulations.
Equipment: maps: “Political Map of the World”, “Natural Resources of the World”, textbooks, atlases, electronic presentation “Resources of the World Ocean”, projector, computer.
Type of lesson: combined
Methods: story, conversation, partially search,
Forms of organizing educational activities of students: frontal survey, work in groups, testing, student reports, independent work with the textbook, presentation materials.
Progress of the lesson :
| Semantic blocks | Time | Activity teachers | Activity students |
| Org. moment. | Greetings to the class. Marking absentees. Checking the class's readiness for class. | Greetings from the teachers. Getting ready for class. |
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| Checking d/z. | I am testing on the previous topic. Map task: Show the countries leading in the world in oil reserves. Show the countries leading in the world in natural gas reserves Show the most forested countries in the world. | Students answer questions in writing. Show countries on the map: Saudi Arabia, Iran, Iraq, UAE, Qatar Kuwait, Venezuela, Russia, USA, Libya. Russia, Iran, Qatar, Saudi Arabia, UAE, USA, Nigeria, Algeria, Venezuela. Suriname, Guyana, Gabon, Russia, Finland, Sweden. |
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| Goal setting and motivation. | I organize independent work on formulating the topic of the lesson, using the outline of the topic “Geography of the world’s natural resources. Pollution and environmental protection” (textbook, p. 26.). – Set goals for yourself. I analyze the students’ answers, formulate the topic and goals of the lesson (slide No. 1, No. 2). I draw attention to the importance of the positive results of each student. I create an emotional mood for learning new material. | Analyze the outline of the topic in the textbook, independently formulate the topic and tasks after discussion with the teacher. Write down the topic of the lesson in your notebook. |
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| Learning new material. Independent work. Messages from students (based on presentation slides). 1. “Sea water” (slide number 5). 2. “Mineral resources of the World Ocean.” (slide No.: 6) 3. “Biological resources World economic use." (slide No. 7, No. 8) 4. “Energy resources World Ocean". (slide No. 9) 5. “Pollution and protection of the World Ocean.” (slide number 10). 6. “Recreational resources of the Moscow Region.” (slide No. 11) | Introductory words from the teacher: Let us remember the words of the great explorer of the World Ocean, Jacques Yves Cousteau: “The future of humanity lies beyond the ocean.” (slide number 3). Today we have to find out the essence of the words of the great traveler, we will continue to get acquainted with other types of natural resources, the resources of the World Ocean. You've probably heard that in recent decades, as a result research by oceanographers around the world and people unraveled the mysteries of the World Ocean. It has been proven that the ocean is a huge storehouse of natural resources (Slide No. 4). I organize the search work of students. And now we will hear reports from students on each type of M.O. resource. - Exercise: Based on student reports, give a brief description of the types of resources and fill out the table in your notebook. Use it to prove the point that the World Ocean is a storehouse of various natural resources. According to the scheme: 1 type of resource 2 brief description. 3.Meaning I organize students to work in groups. I supervise the execution of the work. I organize mutual verification of the task, encourage them to express their opinions, and lead students to a conclusion (standard on slide No. 12). | The teachers are listening. Perform independent work. Give messages. Listen to messages. Fill out the table (work in groups). They share their impressions of the riches of Moscow Region. Express their opinion on the further use of MO resources. Carry out mutual verification. They draw a conclusion. |
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| Primary consolidation of knowledge. | Conducting a frontal survey 1. What groups of natural resources belong to the concept of “resources of the World Ocean”? 2. Why has the study of the natural resources of the World Ocean and their protection acquired special importance since the second half of the 20th century? 3. Why is oil the main pollutant of the World Ocean? 4.What ways can you suggest to eliminate the threat to life in the World Ocean? I am making a generalization: Being a huge storehouse of mineral, energy, plant and animal resources, which, with their rational consumption and artificial reproduction, can be considered practically inexhaustible. The ocean is capable of solving some of the most pressing problems: the need to provide a rapidly growing population with food and raw materials for developing industries, the danger of an energy crisis, and a lack of fresh water. (slide No. 13) | Answer questions orally. Write it down in a notebook. |
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| Summing up the lesson and reflection. | I organize the conversation, connecting the results of the lesson with its goals. Remember the goals and objectives that were defined at the beginning of the lesson. (slide No. 2) Were you able to complete them? What knowledge and skills will be useful to you in the future? Are you satisfied with the results of your work? (slide No. 14). (I analyze the success of learning the material and the students’ activities). I give ratings. | They express their opinions, carry out a preliminary assessment of their work in the lesson (what worked, what didn’t work and why). |
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| I provide information and instructions on homework. 1. To consolidate knowledge: Topic No. 2, pp. 26-38 2.to deepen knowledge: task 7 on page 51 3. creative: creating a poster on the topic: “Protecting the resources of the World Ocean from pollution.” | Record d/z |
Appendix No. 3
Message#1
Sea water.
The reserves of sea water on our planet account for 96.5% of the total volume of the hydrosphere. For every inhabitant of the planet there are 270 million. m/cub. ocean water. Sea water contains 75 chemical elements from the periodic table. In every cubic km. sea water contains 37 million tons of dissolved substances, including 20 million tons of chlorine and sodium salts, 9.5 million tons of magnesium, 6 million tons of sulfur, a lot of iodine, bromine, uranium, aluminum, copper, potassium, gold, silver . There is 8-10 million gold dissolved in it alone. tons or approximately 1.5 kg. for every inhabitant of the Earth.
Message#2
Mineral resources of the World Ocean.
(Slide 6) In addition to seawater itself, the mineral resources of the World Ocean are also represented by the minerals of its bottom. - On the continental shelf there are coastal placer deposits - gold, platinum; There are also precious stones - rubies, diamonds, sapphires, emeralds. - “Phosphorites can be used as fertilizers, and the reserves will last for the next few hundred years.
The most interesting type of mineral raw materials in the World Ocean are the famous ferromanganese nodules, which cover vast underwater plains. Nodules are a kind of “cocktail” of metals: they include copper, cobalt, nickel, titanium, vanadium, but, of course, most of all iron and manganese, but the results of the industrial development of ferromanganese nodules are still very modest. Deposits are being developed on an especially large scale in the Persian, Venezuelan, Gulf of Mexico, and the North Sea; oil platforms stretch off the coast of California, Indonesia, in the Mediterranean and Caspian Seas.
Message #3
Biological resources and economic use of the World Ocean.
The World Ocean is home to 140 thousand species of animals (fish, mammals, mollusks, crustaceans) and plants. Scientists believe that the ocean's biological resources are enough to feed 20 billion people. Among the most productive waters of the World Ocean, V.I. Vernadsky included the seas located in northern latitudes - Norwegian, Northern, Barents, Okhotsk, and Japanese. However, most commercial fish require protection. Recently, the cultivation of certain species of organisms (for example, mollusks) on artificially created marine plantations and farms has become more widespread throughout the world. These fisheries are called mariculture (Japan, China, USA, Holland, France, Australia). In Russia, kelp-seaweed is grown in the Far Eastern seas and the White Sea. Mariculture is part of aquaculture - the artificial cultivation of aquatic organisms in sea and fresh water. The birthplace of aquaculture is China (more than 4 thousand years ago).
Appendix No. 4
Message #4
Energy resources of the World Ocean.
The greatest progress has been made in the use of tidal energy. Tidal power plants are built on this principle, the turbines of which rotate in one direction when the tide is high, and in the other when the tide is low (Russia, France, USA, Norway). Much attention is paid to the use of tidal energy in Russia. In terms of potential reserves of tidal energy, Russia occupies one of the first places in the world; they are especially large on the coasts of the White, Barents and Okhotsk seas. Their total energy is estimated at 200-300 billion kWh, which exceeds the energy generated today by hydroelectric power plants
Message #5
Pollution and protection of the World Ocean.
Unfortunately, along with the exploitation of the rich natural resources of the World Ocean, man still uses it as a global “garbage pit”. Every year, 1 million tons of oil fall into it (from tanker and drilling platform accidents, oil discharge from contaminated ships). When in 1947 the famous Norwegian scientist and traveler Thor Heyerdahl sailed on the raft “Kon-Tiki”
across the Pacific Ocean, he did not encounter any pollution on his way. And in 1969, crossing the Atlantic Ocean on the papyrus boat “Ra,” he noted that even in its central part, for 1,400 miles, the water was covered with an oil film. American scientists have found that in the North Pacific Ocean alone in the early 80s, millions of plastic bottles floated. If we fail to protect the ocean, we are unlikely to be able to protect the land.
What are the ways to solve the environmental problems of the World Ocean?
1. It is necessary to develop and adopt a system of environmental, technical and social measures simultaneously.
2. It is necessary to adopt international agreements on the World Ocean.
Message #6
Recreational resources of the World Ocean.
The world's oceans have enormous recreational resources. Even the ancient Greeks and Romans highly valued sea bathing and swimming. Just being by the sea and on the sea has a beneficial effect on a person’s health and mood. The most visited are the Mediterranean, Caribbean and Red Seas. The ocean, being a storehouse of various riches, is also a free and convenient road that connects continents and islands distant from each other. Maritime transport accounts for almost 80% of transport between countries, serving the growing global production and exchange.
Appendix No. 1
Test .
Option No. 1.
1Most of the world's oil reserves are concentrated:
A.) in the northern hemisphere
B). in the southern hemisphere
2. The amount of arable land per capita in the world as a whole:
A) increases
B) does not change
B) decreases
3. Arrange the lands in order of decreasing their share in the areas of the world land fund:
A.) forests and shrubs
B) cultivated land
B) meadows and pastures
4. The main causes of humanity’s water problem are:
A) water pollution
C) uneven distribution of water resources across the planet
Appendix No. 2
Test .
Option No.2
1Most of the world's gas reserves are concentrated:
A.) in the northern hemisphere
B.) in the southern hemisphere
2. The main reason for the decrease in agricultural land in the world is:
A) soil erosion
B) waterlogging, salinization
B) desertification
3.Rank the lands in order of increasing their share in the areas of the world land fund:
A.) forests and shrubs
B) cultivated lands (arable land, gardens, plantations).
B) meadows and pastures
4. The main reason for the exacerbation of humanity’s water problem are:
A) uneven distribution of water resources across the planet
B) an increase in consumption with a constant volume of water resources
B) water pollution
Appendix No. 5.
Slide No. 1.
Slide number 2.
Appendix No. 6
Slide number 3.
Slide number 4.
Appendix No. 7
Slide number 5.
Slide number 6.
Appendix No. 8
Slide number 7.
Slide number 8.
Appendix No. 9
Slide number 9.
Slide number 10.
Appendix No. 10
Slide number 11.
Slide number 12.
Appendix No. 11
Slide number 13.
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Extraction of magnesium from sea water Sea water contains approximately 0.13% Magnesium was first obtained from sea water in England (Armstrong, Miall, 1946), but the first large enterprise for extracting magnesium from sea water was built near Freeport in early 1941. "Ethyl Dow Chemical". As a result of the reaction of lime milk with magnesium compounds, a liquid sludge-like sediment of insoluble magnesium hydroxide is formed, which is then pumped into settling tanks. The sediment makes up approximately 2% of the total volume of sea water. The choice of site for the construction of a magnesium plant is determined by less stringent requirements, rather than a plant obtaining bromine from sea water.One of the inherent advantages of the process under consideration is that the low cost of raw materials can be further reduced if these materials are fed directly into the process line by pumping them.
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General view of the magnesium processing plant at the Ethyl Dow Chemical Company plant, Freeport (Texac)
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Obtaining bromine from sea water Bromine was first isolated from sea water in 1926 in California during the treatment of water obtained during the salt extraction process. In an extensive search for additional sources of bromine, the Ethyl Corporation developed a process for direct precipitation of bromine directly from seawater. The choice of location for the construction of a bromine extraction plant should be made with particular care. In this case, it is necessary to exclude in advance the possibility of dilution of sea water consumed by the plant with rainfall. Here the Ethyl Dow Chemical Company built a plant with a capacity of 3 thousand tons of bromine per year. In 1938, the capacity of this enterprise was increased to 20 thousand tons of bromine per year (Shigley, 1951). In 1937, this process was slightly modified.
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Fish production - 80% Fish production - 80% Invertebrates - 10-12% Invertebrates - 10-12% Marine mammals and algae - 8-10% Marine mammals and algae - 8-10% The world's oceans annually produce more than 500 billion tons of organic matter substances. Humans use less than 2% of this amount.
Miraculture products annually account for up to 60% of all gastropods and bivalves produced in the world, more than half of all produced algae and more than 16 thousand tons of shrimp. Miraculture products annually account for up to 60% of all gastropods and bivalves produced in the world, more than half of all produced algae and more than 16 thousand tons of shrimp.
Currently, global mariculture production exceeds 6 million tons per year, Asia - 84% (5.4 million tons) Asia - 84% (5.4 million tons) Europe - 13.2% (0.8 million tons) tons) Europe - 13.2% (0.8 million tons) Africa - 1.7% (0.1 million tons) Africa - 1.7% (0.1 million tons) South America - 1.1 % (0.07 million tons) South America - 1.1% (0.07 million tons)
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