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Lesson 1 natural phenomena and the reasons for their occurrence. General characteristics of natural phenomena
The purpose of the lesson. To study the shells of the Earth and the processes occurring in the shells, as well as various natural phenomena that affect human safety. To acquaint students with the main natural phenomena of geological, meteorological, hydrological, biological and space origin, explain the main causes of their occurrence.
Issues under study
Shells of the Earth.
Causes of various natural yavle ny in the shells of the Earth.
The main natural phenomena at the place of their occurrence.
Natural phenomena of geological origin.
Natural phenomena of meteorological and hydrological origin.
Natural phenomena of biological origin.
Statement educational material
When studying the first question, it is necessary to draw on information from geography. Shells, or spheres of the Earth: core, lithosphere, atmosphere, biosphere
Continue studying the shells of the Earth, considering the cycles and movements in earth's crust(in the lithosphere), in the atmosphere, water cycles and cycles in the biosphere (biological cycles).
All these processes characterize the life of our planet. in the process of its development and are accompanied by various natural phenomena that have a significant impact on the safety of human life.
3. Natural phenomena according to the place of their occurrence are divided:
on geological (earthquakes, volcanic eruptions, landslides, landslides and snow avalanches);
meteorological (hurricanes, storms, tornadoes);
hydrological (floods, mudflows, tsunamis);
biological (forest and peat fires, epidemics, epizootics, epiphytoties);
space.
In conclusion of the lesson, it should be noted that more than 30 types of hazardous natural phenomena are observed on the territory of Russia. The most destructive of them are: floods, earthquakes, landslides, mudflows, snow avalanches, hurricanes, storm winds, tornadoes and other natural phenomena.
One fifth of the territory of the Russian Federation is occupied by seismic hazard zones (zones where there is a risk of earthquakes).
Floods are one of the most recurring natural disasters. In Russia, a territory with a total area of 400 thousand square meters is subject to flooding. km. About 50 thousand square meters are flooded annually. km.
Difficult fire situation constantly develops in the forests of the Russian Federation in the summer months.
4. Draw students' attention to the fact that the earth's crust, together with part of the upper mantle, is not a monolithic shell of the planet, but consists of several large blocks (plates) with a thickness of 60 to 100 km. In total, 7 huge slabs and dozens of smaller slabs are distinguished. Most of the plates are the foundation of both the continental and oceanic crust, that is, on these plates are the continents, seas and oceans.
The plates rest on a relatively soft, plastic layer of the upper mantle, over which they slowly move at a rate of 1 to 6 cm per year. Neighboring plates approach, diverge or slide one relative to the other. They float on the surface of the upper mantle, like pieces of ice on the surface of water.
As a result of the movement of plates in the bowels of the Earth, complex processes constantly occur. If there is a convergence of two plates of the continental crust, their edges, together with all the accumulated on them sedimentary rocks they close into folds, forming mountain ranges, and with the onset of critical overloads, they shift and tear. Breaks are happening
instantly, accompanied by a push or a series of pushes that have the character of blows. The energy released during the rupture is transmitted in the thickness of the earth's crust in the form of elastic seismic waves and leads to earthquakes.
The boundary regions between the lithospheric plates are called seismic belts. These are the most restless mobile areas of the planet. Most active volcanoes are concentrated here and at least 95% of all earthquakes occur.
Thus, geological natural phenomena are associated with the movement and changes taking place in the lithosphere. Geological hazards include earthquakes, volcanic eruptions, landslides, rock slides and snow avalanches.
5. Describe natural phenomena of a meteorological and hydrological nature and show their relationship
Meteorological natural phenomena are associated with various atmospheric processes, and above all with processes occurring in the lower layer of the atmosphere - in the troposphere. About 9/10 of the total air mass is in the troposphere. Under the influence of solar heat entering the earth's surface, the rotation of the Earth around its axis and the force of gravity of the earth, the air in the troposphere moves in horizontal and vertical directions. Strongly heated air near the equator expands, becomes lighter and rises. There is an upward movement of air. For this reason, low pressure forms near the Earth's surface near the equator. At the poles due to low temperatures the air cools, becomes heavier and sinks down. There is a downward movement of air. For this reason, near the Earth's surface near the poles, the pressure is high.
moving air masses and their interaction determine the weather in those places where these air masses come. The interaction of various air masses leads to the formation of giant vortices in the troposphere - cyclones and anticyclones.
Cyclone is an area reduced pressure in an atmosphere with a minimum in the center. The diameter of the cyclone is several thousand kilometers. The weather during the cyclone is overcast, with strong winds.
An anticyclone is an area of high atmospheric pressure with a maximum in the center. In an area of high pressure, air does not rise, but falls. The air spiral unwinds clockwise. The weather during the anticyclone is cloudy, without precipitation, the wind is weak.
With the movement of air masses, with their interaction, the appearance of dangerous meteorological phenomena, which can cause natural disasters. These are typhoons and hurricanes, storms, snow storms, tornadoes, thunderstorms, droughts, severe frosts and fogs.
Water on Earth is found in oceans and seas, in rivers and lakes, in the atmosphere in a gaseous state and in glaciers in a solid state.
All the waters on Earth that are not part of the rocks are united by the concept of "hydrosphere". The weight of all water on Earth is so great that it is measured not in kilograms or tons, but in cubic kilometers. A cubic kilometer is a cube with each edge measuring 1 km, completely filled with water. The weight of 1 km 3 of water is 1 billion tons. The Earth contains 1.5 billion km 3 of water, 97% of which is the World Ocean. At present, it is customary to divide the World Ocean into 4 separate oceans and 75 seas with bays and straits.
Water is in constant circulation, while closely interacting with the air shell of the Earth and with land.
The driving force behind the water cycle is solar energy and gravity.
Under the influence sun rays water evaporates from the surface of the ocean and land (from rivers, reservoirs, soil and plants) and enters the atmosphere. Part of the water immediately returns with rain back to the ocean, part is carried by winds to land, where it falls in the form of rain or snow. Getting on the soil, water is partially absorbed into it, replenishing the reserves of soil moisture and groundwater, and partly flows into rivers and reservoirs. Soil moisture not only passes into plants, which evaporate it into the atmosphere, but also flows into rivers. Rivers, fed by water from surface streams and groundwater, carry water to the World Ocean, replenishing its loss. Water, evaporating from the surface of the World Ocean, again finds itself in the atmosphere, and the cycle closes.
Such movement of water between all components of nature and all parts of the earth's surface occurs constantly and continuously for many millions of years.
In the process of the water cycle in nature, dangerous natural phenomena constantly arise that affect the safety of human life and can lead to catastrophic consequences.
Natural hazards of a hydrological nature include floods, tsunamis and mudflows.
6. Indicate that living organisms, including humans, interact with each other and the surrounding inanimate nature. In this interaction, there is an exchange of substances and energy, there is a continuous reproduction, growth of living organisms and their movement.
Among the most dangerous natural phenomena of a biological nature, which have a significant impact on the safety of human life, are:
natural fires;
epidemics;
epizootics;
epiphytoties.
At the end of the lesson, it is advisable to introduce students to
major space hazards.
The Earth is a cosmic body, a small particle of the Universe. Other cosmic bodies can have a strong influence on earthly life.
Everyone has seen “shooting stars” appear and go out in the night sky. it meteors- small celestial bodies. We observe a short-term flash of hot luminous gas in the atmosphere at an altitude of 70-125 km. It occurs when a meteor enters the atmosphere at high speed.
If during the time of movement in the atmosphere the solid particles of the meteor do not have time to completely collapse and burn out, then their remnants fall to the Earth. it meteorites.
There are also larger celestial bodies that the planet Earth can meet. These are comets and asteroids.
Comets- these are bodies moving rapidly in the starry sky solar system moving in highly elongated orbits. As they approach the sun, they begin to glow and they have a "head" and a "tail". The central part of the "head" is called the nucleus. The core diameter can be from 0.5 to 20 km. The core is an icy body of frozen gases and dust particles. The "tail" of a comet consists of gas molecules and dust particles that have escaped from the nucleus under the action of the sun; rays. The length of the "tail" can reach tens of millions of kilometers.
asteroids- These are small planets, the diameter of which ranges from 1 to 1000 km.
Currently, about 300 space bodies are known that can cross the Earth's orbit. In total, according to astronomers' forecasts, there are approximately 300 thousand asteroids and comets in space. The meeting of our planet with the big ones celestial bodies poses a serious threat to the entire biosphere.
test questions
What are the shells of the planet Earth?
What are the causes of various natural phenomena on Earth?
What natural phenomena affect the safety of human life?
What natural phenomena of geological origin most often occur on Earth?
What natural phenomena of meteorological and hydrological origin pose a danger to human life?
What natural hazards are natural phenomena of biological origin?
Homework
Study § 1.1, 1.2 of the textbook.
Select the natural phenomena that are most characteristic of your area. Describe the most dangerous consequences for the population and the natural environment of the natural phenomena that took place in your area.
A person constantly encounters light phenomena. Everything that is connected with the appearance of light, its propagation and interaction with matter, is called light phenomena. Vivid examples of optical phenomena can be: a rainbow after rain, lightning during a thunderstorm, the twinkling of stars in the night sky, the play of light in a stream of water, the variability of the ocean and sky, and many others.
Schoolchildren receive scientific explanation physical phenomena and optical examples in 7th grade when they start studying physics. For many, optics will be the most fascinating and mysterious section in the school physics curriculum.
What does the person see?
Human eyes are designed in such a way that he can only perceive the colors of the rainbow. Today it is already known that the spectrum of the rainbow is not limited to red on one side and purple on the other. Red is followed by infrared, and violet is followed by ultraviolet. Many animals and insects are able to see these colors, but unfortunately humans cannot. But on the other hand, a person can create devices that receive and emit light waves of the appropriate length.
refraction of rays
Visible light is a rainbow of colors, and white light, such as sunlight, is a simple combination of these colors. If you place a prism in a beam of bright white light, then it will break up into colors or into waves of different lengths that it consists of. First comes red with the longest wavelength, then orange, yellow, green, blue, and finally violet, which has the shortest wavelength in visible light.
If you take another prism to catch the light of the rainbow and turn it upside down, it will combine all the colors into white. There are many examples of optical phenomena in physics, let's consider some of them.
Why the sky is blue?
Young parents are often perplexed by the most simple, at first glance, questions of their little why. Sometimes they are the hardest to answer. Almost all examples of optical phenomena in nature can be explained by modern science.
The sunlight that illuminates the sky during the day is white, which means that, theoretically, the sky should also be bright white. In order for it to look blue, some processes with light are necessary at the time of its passage through the Earth's atmosphere. Here's what happens: some of the light passes through the free space between the gas molecules in the atmosphere, reaching the earth's surface and remaining the same white color as at the beginning of the journey. But sunlight hits gas molecules, which, like oxygen, are absorbed and then scattered in all directions.
The atoms in the gas molecules are activated by the absorbed light and again emit photons of light in different wavelengths, from red to violet. Thus, some of the light goes to the earth, the rest goes back to the sun. The brightness of the emitted light depends on the color. Eight photons of blue light are released for every photon of red. Therefore, blue light is eight times brighter than red. Intense blue light is emitted from all directions from billions of gas molecules and reaches our eyes.
colorful arch
Once upon a time, people thought that rainbows were signs sent to them by the gods. Indeed, beautiful multi-colored ribbons always appear in the sky from nowhere, and then just as mysteriously disappear. Today we know that the rainbow is one of the examples of optical phenomena in physics, but we do not cease to admire it every time we see it in the sky. The interesting thing is that each observer sees a different rainbow, created by rays of light coming from behind him and from raindrops in front of him.
What are rainbows made of?
The recipe for these optical phenomena in nature is simple: water droplets in the air, light and an observer. But it is not enough for the sun to appear during the rain. It should be low, and the observer should stand so that the sun is behind him, and look at the place where it is raining or just rained.
A sunbeam coming from distant space overtakes a raindrop. Acting like a prism, the raindrop refracts every color hidden in the white light. Thus, when a white ray passes through a raindrop, it suddenly splits into beautiful multicolored rays. Inside the drop, they hit the inner wall of the drop, which acts like a mirror, and the rays are reflected in the same direction from which they entered the drop.
The end result is a rainbow of colors arching across the sky - light bent and reflected by millions of tiny raindrops. They can act like small prisms, splitting white light into a spectrum of colors. But rain is not always necessary to see a rainbow. Light can also be refracted by fog or fumes from the sea.
What color is the water?
The answer is obvious - water has a blue color. If you pour clean water into a glass, everyone will see its transparency. This is because there is too little water in the glass and its color is too pale to see it.
When filling a large glass container, you can see the natural blue tint of the water. Its color depends on how water molecules absorb or reflect light. White light is made up of a rainbow of colors, and water molecules absorb most of the red to green colors that pass through them. And the blue part is reflected back. So we see blue.
Sunrises and sunsets
These are also examples of optical phenomena that a person observes every day. When the sun rises and sets, it directs its rays at an angle to where the observer is. They have a longer path than when the sun is at its zenith.
The layers of air above the Earth's surface often contain a lot of dust or microscopic moisture particles. The sun's rays pass at an angle to the surface and are filtered. Red rays have the longest wavelength of radiation and therefore make their way to the ground more easily than blue rays, which have short waves that are beaten off by particles of dust and water. Therefore, during the morning and evening dawn, a person observes only a part of the sun's rays that reach the earth, namely red ones.
planet light show
A typical aurora is a multi-colored aurora in the night sky that can be observed every night at the North Pole. Shifting in bizarre shapes, huge streaks of blue-green light flecked with orange and red sometimes reach over 160 km in width and can stretch for 1,600 km in length.
How to explain it optical phenomenon representing such a breathtaking sight? Auroras appear on Earth, but they are caused by processes occurring on the distant Sun.
How is everything going?
The sun is a huge ball of gas, consisting mainly of hydrogen and helium atoms. They all have protons with a positive charge and electrons with a negative charge revolving around them. A halo of hot gas constantly spreads into space in the form of the solar wind. This countless number of protons and electrons are rushing at a speed of 1000 km per second.
When solar wind particles reach the Earth, they are attracted by a strong magnetic field planets. The Earth is a giant magnet with magnetic lines that converge at the North and South Poles. The attracted particles flow along these invisible lines near the poles and collide with the nitrogen and oxygen atoms that make up the Earth's atmosphere.
Some of the earth's atoms lose their electrons, others are charged with new energy. After colliding with the protons and electrons of the Sun, they give off photons of light. For example, nitrogen that has lost electrons attracts violet and blue light, while charged nitrogen shines dark red. Charged oxygen gives off green and red light. Thus, the charged particles cause the air to shimmer with many colors. This is the aurora borealis.
Mirages
It should immediately be determined that mirages are not a figment of human imagination, they can even be photographed, they are almost mystical examples of optical physical phenomena.
There is a lot of evidence of the observation of mirages, but science can give a scientific explanation for this miracle. They can be as simple as a patch of water amid hot sands, or they can be stunningly complex, constructing visions of pillared castles or frigates. All these examples of optical phenomena are created by the play of light and air.
Light waves are bent as they pass first through warm, then cold air. Hot air is more rarefied than cold air, so its molecules are more active and diverge over greater distances. As the temperature decreases, the movement of molecules also decreases.
Visions seen through the lenses of the earth's atmosphere can be highly altered, compressed, expanded, or inverted. This is because light rays bend as they pass through warm and then cold air, and vice versa. And those images that a light stream carries with it, for example, the sky, can be reflected on hot sand and seem like a piece of water, which always moves away when approached.
Most often, mirages can be observed at great distances: in deserts, seas and oceans, where hot and cold layers of air with different densities can simultaneously be located. It is the passage through different temperature layers that can twist the light wave and end up with a vision that is a reflection of something and presented by fantasy as a real phenomenon.
Halo
For most optical illusions that can be seen with the naked eye, the explanation is the refraction of the sun's rays in the atmosphere. One of the most unusual examples of optical phenomena is solar halo. Basically, a halo is a rainbow around the sun. However, it differs from the usual rainbow both in appearance and in its properties.
This phenomenon has many varieties, each of which is beautiful in its own way. But for the occurrence of any kind of this optical illusion, certain conditions are necessary.
A halo occurs in the sky when several factors coincide. Most often it can be seen in frosty weather with high humidity. At the same time, there are a large number of ice crystals in the air. Breaking through them, the sunlight is refracted in such a way that it forms an arc around the Sun.
And although the last 3 examples of optical phenomena are easily explained by modern science, for an ordinary observer they often remain mystic and a mystery.
Having considered the main examples of optical phenomena, it can be safely assumed that many of them are explained by modern science, despite their mysticism and mystery. But ahead of scientists there are still a lot of discoveries, clues to the mysterious phenomena that occur on planet Earth and beyond.
1. What kind of contacts can exist between lithospheric plates? 2. What is the origin of Lake Baikal? 3. Name the largest seismicchesky belts of the Earth.
4. Describe or draw the processes that occur when two sections of the continental crust collide.
5. Describe or draw the processes that occur when sections of the continental and oceanic crust collide.
6. What geological processes are associated with the interaction of lithospheric plates? How do these processes affect people's lives?
1. How does latitudinal zonality and altitudinal zonality manifest itself on Earth? What is the lithosphere? Composition and structure of the earth's crust. Minerals.2. Tell us about the typical weather of the equatorial climate and tropical climate. How is the relationship between air temperature, humidity, type and amount of precipitation manifested? How does this affect the nature of the mainland?
3. Lithospheric plates and their movement. Name the main provisions of the theory of lithospheric plates and illustrate them with examples.
4. Rivers and lakes of mainland Africa. Features of river valleys and water regime
5. Distribution of air temperature, atmospheric pressure and precipitation at the Earth's surface.
6 Australia GP, relief and minerals, climate, nature. In what ways is the nature of Australia different from the nature of Africa?
7. Antarctica. GP, relief, climate, nature, water. Name at least five signs by which one can say about Antarctica: "Antarctica is the most, the most ...".
8. North America. Inland waters, nature. How is their position in different climatic zones reflected in the nutrition and regime of rivers? Give examples.
9. Air masses. Trade winds. Western winds. Types of air masses.
10. South America. Tell us about the minerals of the mainland. How is the origin of minerals and the structure of the mainland related?
11. Using the example of South America, tell us about the role of the relief, prevailing winds and sea currents in the formation climatic conditions.
12. Pacific Ocean, Indian Ocean. Atlantic Ocean. Arctic Ocean GP, bottom topography, climate, currents, natural resources.
13. North America. Plain East. Mountain West. Minerals.
14. Main climate-forming factors. Tell us about one of the natural zones of North America. Give examples of adaptations of plants and animals to natural conditions this zone.
15. Eurasia. Relief diversity, its causes (internal and external). Useful minerals.
16. What climatic factors shape the climate of Eurasia? How is the influence of each of them manifested?
17. World Ocean. Properties of the waters of the oceans. surface currents.
18. Africa. Geographical position, relief, climate, natural areas.
19. Geographical shell. Circulation of matter and energy.
20. Natural complexes. Geographic zonation
21. natural areas Eurasia. What living organisms have adapted to the natural conditions of Eurasia
22. What continents lie only in the northern hemisphere, in the southern, and in the southern and northern?
What are natural phenomena? What are they? You will find answers to these questions in this article. The material can be useful both for preparing for the lesson the world and for general development.
Everything that surrounds us and is not created by human hands is nature.
All changes occurring in nature are called phenomena of nature or natural phenomena. The rotation of the Earth, its movement in its orbit, the change of day and night, the change of seasons are examples of natural phenomena.
The seasons are also called seasons. Therefore, natural phenomena associated with the change of seasons are called seasonal phenomena.
Nature, as you know, is inanimate and alive.
Inanimate nature includes: the Sun, stars, celestial bodies, air, water, clouds, stones, minerals, soil, precipitation, mountains.
Wildlife includes plants (trees), fungi, animals (animals, fish, birds, insects), microbes, bacteria, humans.
In this article we will look at winter, spring, summer and autumn phenomena nature in animate and inanimate nature.
Winter natural phenomena
| Examples of winter phenomena in inanimate nature | Examples of winter phenomena in wildlife |
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Spring natural phenomena
| Titles spring phenomena in inanimate nature | Names of spring phenomena in wildlife |
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Summer natural phenomena
| Summer natural phenomena in inanimate nature | Summer natural phenomena in wildlife |
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Autumn natural phenomena
| Autumn phenomena in inanimate nature | Autumn phenomena in wildlife |
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Unusual natural phenomena
What natural phenomena still exist? In addition to the seasonal natural phenomena described above, there are several more that are not associated with any time of the year.
- Floodcom called a short-term sudden rise in the water level in the river. This sharp rise may be the result of heavy rains, the melting of a large amount of snow, the discharge of an impressive volume of water from the reservoir, and the descent of glaciers.
- Northern lights- the glow of the upper layers of the atmospheres of planets with a magnetosphere, due to their interaction with charged particles of the solar wind.
- Ball lightning- a rare natural phenomenon that looks like a luminous and floating formation in the air.
- Mirage- an optical phenomenon in the atmosphere: the refraction of light streams at the boundary between layers of air that are sharply different in density and temperature.
- « Shooting star"- an atmospheric phenomenon that occurs when meteoroids enter the Earth's atmosphere
- Hurricane- extremely fast and strong, often of great destructive power and considerable duration, air movement
- Tornado- an ascending whirlwind of extremely rapidly rotating air in the form of a funnel of great destructive power, in which moisture, sand and other suspensions are present.
- Ebb and flow- these are changes in the water level of the sea elements and the World Ocean.
- Tsunami- long and high waves generated by a powerful impact on the entire water column in the ocean or other body of water.
- Earthquake- are tremors and vibrations of the earth's surface. The most dangerous of them arise due to tectonic displacements and ruptures in the earth's crust or the upper part of the Earth's mantle.
- Tornado — atmospheric vortex, arising in a cumulonimbus (thunderstorm) cloud and spreading down, often to the very surface of the earth, in the form of a cloud sleeve or trunk with a diameter of tens and hundreds of meters
- Eruption- the process of ejection by a volcano onto the earth's surface of incandescent fragments, ash, an outpouring of magma, which, having poured onto the surface, becomes lava.
- floods- flooding of the territory of the earth with water, which is a natural disaster.
OBZH, Grade 7
Lesson 1. Various natural phenomena and their causes. General characteristics of natural phenomena
The purpose of the lesson. To study the shells of the Earth and the processes occurring in the shells, as well as various natural phenomena that affect human safety. To acquaint students with the main natural phenomena of geological, meteorological, hydrological, biological and space origin, explain the main causes of their occurrence.
Issues under study
- Shells of the Earth.
- Causes of various natural yavle ny in the shells of the Earth.
- The main natural phenomena at the place of their occurrence.
- Natural phenomena of geological origin.
- Natural phenomena of meteorological and hydrological origin.
- Natural phenomena of biological origin.
Presentation of educational material
- When studying the first question, it is necessary to draw on information from geography. Shells, or spheres of the Earth:core, lithosphere, atmosphere, biosphere
- Continue studying the shells of the Earth, considering the cycles and movements inthe earth's crust (in the lithosphere), in the atmosphere, water cycles and cycles in the biosphere (biological cycles).
All these processes characterize the life of our planet. in the process of its development and are accompanied by various natural phenomena that have a significant impact on the safety of human life.
3. Natural phenomena according to the place of their occurrence are divided:
- on geological (earthquakes, volcanic eruptions, landslides, landslides and snow avalanches);
- hydrological (floods, mudflows, tsunamis);
- biological (forest and peat fires, epidemics, epizootics, epiphytoties);
- space.
In conclusion of the lesson, it should be noted that more than 30 types of hazardous natural phenomena are observed on the territory of Russia. The most destructive of them are: floods, earthquakes, landslides, mudflows, snow avalanches, hurricanes, storm winds, tornadoes and other natural phenomena.
One fifth of the territory of the Russian Federation is occupied by seismic hazard zones (zones where there is a risk of earthquakes).
Floods are one of the most recurring natural disasters. In Russia, a territory with a total area of 400 thousand square meters is subject to flooding. km. About 50 thousand square meters are flooded annually. km.
Difficult fire situation constantly develops in the forests of the Russian Federation in the summer months.
4. Draw students' attention to the fact that the earth's crust, together with part of the upper mantle, is not a monolithic shell of the planet, but consists of several large blocks (plates) with a thickness of 60 to 100 km. In total, 7 huge slabs and dozens of smaller slabs are distinguished. Most of the plates are the foundation of both the continental and oceanic crust, that is, on these plates are the continents, seas and oceans.
The plates rest on a relatively soft, plastic layer of the upper mantle, over which they slowly move at a rate of 1 to 6 cm per year. Neighboring plates approach, diverge or slide one relative to the other. They float on the surface of the upper mantle, like pieces of ice on the surface of water.
As a result of the movement of plates in the bowels of the Earth, complex processes constantly occur. If there is a convergence of two plates of the continental crust, their edges, together with all the sedimentary rocks accumulated on them, close into folds, forming mountain ranges, and with the onset of critical overloads, they shift and tear. Breaks are happening
instantly, accompanied by a push or a series of pushes that have the character of blows. The energy released during the rupture is transmitted in the thickness of the earth's crust in the form of elastic seismic waves and leads to earthquakes.
The boundary regions between the lithospheric plates are called seismic belts. These are the most restless mobile areas of the planet. Most active volcanoes are concentrated here and at least 95% of all earthquakes occur.
Thus, geological natural phenomena are associated with the movement and changes taking place in the lithosphere. Geological hazards include earthquakes, volcanic eruptions, landslides, rock slides and snow avalanches.
5. Describe natural phenomena of a meteorological and hydrological nature and show their relationship
Meteorological natural phenomena are associated with various atmospheric processes, and above all with processes occurring in the lower layer of the atmosphere - in the troposphere. About 9/10 of the total air mass is in the troposphere. Under the influence of solar heat entering the earth's surface, the rotation of the Earth around its axis and the force of gravity of the earth, the air in the troposphere moves in horizontal and vertical directions. Strongly heated air near the equator expands, becomes lighter and rises. There is an upward movement of air. For this reason, low pressure forms near the Earth's surface near the equator. At the poles, due to low temperatures, the air cools, becomes heavier and falls down. There is a downward movement of air. For this reason, near the Earth's surface near the poles, the pressure is high.
The movement of air masses and their interaction determine the weather in those places where these air masses come. The interaction of various air masses leads to the formation of giant vortices in the troposphere - cyclones and anticyclones.
A cyclone is an area of low pressure in the atmosphere with a minimum in the center. The diameter of the cyclone is several thousand kilometers. The weather during the cyclone is overcast, with strong winds.
An anticyclone is an area of high atmospheric pressure with a maximum in the center. In an area of high pressure, air does not rise, but falls. The air spiral unwinds clockwise. The weather during the anticyclone is cloudy, without precipitation, the wind is weak.
With the movement of air masses, with their interaction, the appearance of dangerous meteorological phenomena is associated, whichcan cause natural disasters. These are typhoons and hurricanes, storms, snow storms, tornadoes, thunderstorms, droughts, very coldy and fogs.
Water on Earth is found in oceans and seas, in rivers and lakes, in the atmosphere in a gaseous state and in glaciers in a solid state.
All the waters on Earth that are not part of the rocks are united by the concept of "hydrosphere". The weight of all water on Earth is so great that it is measured not in kilograms or tons, but in cubic kilometers. A cubic kilometer is a cube with each edge measuring 1 km, completely filled with water. Weight 1 km 3 water is equal to 1 billion tons. The Earth contains 1.5 billion km 3 water, 97% of which is the oceans. At present, it is customary to divide the World Ocean into 4 separate oceans and 75 seas with bays and straits.
Water is in constant circulation, while closely interacting with the air shell of the Earth and with land.
The driving force behind the water cycle is solar energy and gravity.
Under the action of sunlight, water evaporates from the surface of the ocean and land (from rivers, reservoirs, soil and plants) and enters the atmosphere. Part of the water immediately returns with rain back to the ocean, part is carried by winds to land, where it falls in the form of rain or snow. Getting on the soil, water is partially absorbed into it, replenishing the reserves of soil moisture and groundwater, and partly flows into rivers and reservoirs. Soil moisture not only passes into plants, which evaporate it into the atmosphere, but also flows into rivers. Rivers, fed by water from surface streams and groundwater, carry water to the World Ocean, replenishing its loss. Water, evaporating from the surface of the World Ocean, again finds itself in the atmosphere, and the cycle closes.
Such movement of water between all components of nature and all parts of the earth's surface occurs constantly and continuously for many millions of years.
In the process of the water cycle in nature, dangerous natural phenomena constantly arise that affect the safety of human life and can lead to catastrophic consequences.
Natural hazards of a hydrological nature include floods, tsunamis and mudflows.
6. Indicate that living organisms, including humans, interact with each other and the environment inanimate nature. In this interaction, there is an exchange of substances and energy, there is a continuous reproduction, growth of living organisms and their movement.
Among the most dangerous natural phenomena of a biological nature, which have a significant impact on the safety of human life, are:
- natural fires;
- epidemics;
- epizootics;
- epiphytoties.
At the end of the lesson, it is advisable to introduce students to
major space hazards.
The Earth is a cosmic body, a small particle of the Universe. Other cosmic bodies can have a strong influence on earthly life.
Everyone has seen “shooting stars” appear and go out in the night sky. it meteors - small celestial bodies. We observe a short-term flash of hot luminous gas in the atmosphere at an altitude of 70-125 km. It occurs when a meteor enters the atmosphere at high speed.
If during the time of movement in the atmosphere the solid particles of the meteor do not have time to completely collapse and burn out, then their remnants fall to the Earth. it meteorites.
There are also larger celestial bodies that the planet Earth can meet. These are comets and asteroids.
Comets - these are the bodies of the solar system moving rapidly in the starry sky, moving in highly elongated orbits. As they approach the sun, they begin to glow and they have a "head" and a "tail". The central part of the "head" is called the nucleus. The core diameter can be from 0.5 to 20 km. The core is an icy body of frozen gases and dust particles. The "tail" of a comet consists of gas molecules and dust particles that have escaped from the nucleus under the action of the sun; rays. The length of the "tail" can reach tens of millions of kilometers.
asteroids - These are small planets, the diameter of which ranges from 1 to 1000 km.
Currently, about 300 space bodies are known that can cross the Earth's orbit. In total, according to astronomers' forecasts, there are approximately 300 thousand asteroids and comets in space. The meeting of our planet with large celestial bodies poses a serious threat to the entire biosphere.
test questions
- What are the shells of the planet Earth?
- What are the causes of various natural phenomena on Earth?
- What natural phenomena affect the safety of human life?
- What natural phenomena of geological origin most often occur on Earth?
- What natural phenomena of meteorological and hydrological origin pose a danger to human life?
- What natural hazards are natural phenomena of biological origin?
Homework
- Study § 1.1, 1.2 of the textbook.
- Select the natural phenomena that are most characteristic of your area. Describe the most dangerous consequences for the population and the natural environment of the natural phenomena that took place in your area.
Lesson 2 natural character
The purpose of the lesson. To form a holistic view of students about dangerous and emergency situations of a natural nature, about natural disasters and their possible consequences. To draw the attention of trainees to what is the fundamental difference between a dangerous and an emergency situation.
Issues under study
- Dangerous situations of a natural nature.
- Natural disasters.
- Natural emergencies.
1. Draw students' attention to the fact that natural phenomena are inevitable, since they are associated with natural processes occurring on Earth. However, not every natural phenomenon and not in all cases leads to tragic consequences - a certain role in this belongs to man. Therefore, knowledge of the causes and possible consequences of natural phenomena of a geological, meteorological, hydrological and biological nature is necessary in order to take preventive measures in advance and reduce the level of dangerous consequences.
- Explain the concept of "natural disaster". Emphasize that during natural disasters, a person is not able to influence the course of events. Often they happen suddenly, and their consequences are unpredictable, as they depend on the power of the natural phenomenon (earthquake, flood, hurricane) that caused it. The only correct actions of the population in case of natural disasters are the implementation of preventive measures provided for in the region in the event of a natural disaster, and the ability to act correctly and use the recommendations of specialists in accordance with the specific situation that develops during a natural disaster.
- Define the term "natural emergency".
Note that natural emergencies, depending on the causes of their occurrence, are divided into:
- on geological (earthquakes, volcanic eruptions, landslides, landslides);
- meteorological (hurricanes, storms, tornadoes);
- hydrological (floods, tsunamis);
- biological (forest fires, epidemics, epizootics, epiphytoties).
At the end of the lesson, it is necessary to emphasize once again that when dangerous natural situations arise, the person himself is often to blame for their tragic outcome ( human factor), if he misjudged the situation and made mistakes in his behavior.
test questions
- What is a dangerous situation?
- What is a natural disaster?
- What is a natural emergency;
- What is the fundamental difference between a dangerous situation and a natural emergency?
Homework
Study § 1.3 of the textbook.
Lesson 3 Causes of an earthquake and its possible consequences. Protection of the population from the consequences of earthquakes
The purpose of the lesson. To acquaint students with a natural phenomenon of geological origin - an earthquake, explain the causes of an earthquake and the procedure for assessing its intensity. To acquaint trainees with seismically dangerous areas on Earth. To introduce students to the organization of protection of the population from the consequences of earthquakes. Analyze the main activities carried out in our country to protect the population from earthquakes. To acquaint students with the recommendations of the specialists of the Ministry of Emergency Situations of Russia on how to prepare for an earthquake, how to behave during and after an earthquake in order to ensure personal safety and the safety of others.
Issues under study
- Earthquake and its causes.
- Factors affecting the strength of an earthquake.
- Seismically dangerous regions on Earth.
- Earthquake forecast.
- Education and public awareness.
- Organization of rescue operations.
- How to prepare for an earthquake.
- How to behave during an earthquake.
- What to do after an earthquake.
1. Emphasize that earthquake - This is a natural phenomenon associated with geological processes occurring in the Earth's lithosphere. Define the concepts of sudden shifts and breaks in the earth's crust or in the upper part of the mantle. These displacements and ruptures are due to deep processes occurring in the lithosphere and associated with the movement of lithospheric plates. In mountain belts and near them, intra-earth stress increases until it exceeds the resistance of rocks, as a result, rocks are ruptured and displaced. Intraterrestrial tension drops abruptly. Potential strain energy is converted into kinetic energy, which is dissipated in different sides from the rupture site in the form of seismic waves. Seismic waves shake the earth. A seismic rupture of the earth's crust always originates at a depth. It very rarely happens when the rupture depth does not exceed 3-5 km, most often it occurs at a depth of 10-15 km. It has been established that weak tremors usually occur at depths up to 5 km, powerful earthquakes originate at a depth of 40-60 km. The place of destruction of the rock is called "earthquake focus, or hypocenter", "earthquake epicenter". Seismic waves can be different types- longitudinal, transverse and superficial. They have different speeds of movement, energy and force of impact. The farther the wave is from the epicenter, the weaker the earthquake.
2. Draw students' attention to the fact that an earthquake shock occurs inside the earth's interior, while highlighting kinetic energy, which is measured in magnitudes. The strength of an earthquake depends on the magnitude and distance of a certain point on the Earth's surface from the source of the earthquake (hypocenter).
With the same magnitude of the earthquake (with the same energy released during the fracture of rocks), the strength of the earthquake can be different depending on the depth of the earthquake source.
3. Using a geographical map, tell in which regions of the Earth earthquakes occur more often.
In conclusion of the lesson, it is advisable to note that earthquakes with an intensity of 5-6 points occur on Earth on average 5-7 thousand times a year; 7-8 points - 100-150 times; destroying earthquakes with an intensity of 9-10 points - 15-20 times. According to statistics, strong, catastrophic earthquakes of 11-12 points occur 1-2 times a year.
4. Explain to students that protecting the population from the consequences of earthquakes is one of the tasks of the Unified State System for the Prevention and Elimination of Emergencies (RSChS). Tell about the activities carried out by state authorities and local governments at all levels, and about measures to protect the population from earthquakes.
At the same time, we will dwell in more detail on the organization of earthquake forecasting.
5. Emphasize that special attention in organizing the protection of the population from the consequences of earthquakes is given to teaching the population the rules of behavior in the event of an earthquake, during an earthquake and after it. Rules safe behavior population will be discussed in the next lesson, and here we should dwell on the importance of timely notification of the population.
6. Explain to students that special emergency services and formations have been created to help people in trouble, localize and eliminate various emergencies. Tell about the features of their activities.
In conclusion, it should be noted that for the population living in seismically hazardous areas, it is necessary to know that a fairly accurate means of short-term earthquake prediction can bebehavior of domestic animals when an earthquake approaches. ATJ. Palkevich's book "Survive in the City" provides examples of animal behavior before an earthquake.
With a known medium-term forecast of the possibility of an earthquake in a certain area, observation of the behavior of animals will make it possible to learn in time about its approach.
7. To acquaint students with the recommendations of the specialists of the Ministry of Emergency Situations of Russia on the rules of safe behavior during an earthquake. At the same time, it should be emphasized that these recommendations are not universal for all cases of occurrence
earthquakes. They can be considered as the basis of an individual plan of behavior in such situations.
Talking about preparing for an earthquake, it should be emphasized that the specialists of the Ministry of Emergency Situations of Russia recommend having a well-thought-out plan of action during an earthquake when you are at home, in a public place, on the street, in transport; it is important to have a list of telephone numbers: the city administration, the civil defense and emergency department, the fire service, the search and rescue team, the ambulance station; prepare everything you need in advance and store these things in a place known to all family members.
8. Explain to students that during an earthquake, the main thing is not to panic (from the moment you feel the first tremors to vibrations that are dangerous for the building, you have 15-20 seconds). Quickly exit the building, taking documents, money and essentials.
Next, you should tell how to behave on the street, indoors, if you did not have time to leave it. Particular attention should be paid to the behavior of a person who finds himself under the rubble of a building: breathe deeply, do not let yourself be defeatedfear and lose heart, you must try to survive at any cost, assess the situation and study what is positive in it.
A person is able to endure thirst and especially hunger for a sufficient number of days if he does not waste energy.
Believe that help will definitely come, adapt to the situation and look around, look for a possible way out, discard sad thoughts, focusing on the most important; if the only way out is a narrow hole, you must squeeze through it. To do this, it is necessary, after relaxing the muscles, to gradually squeeze through, pressing the elbows to the sides and moving the legs forward, like a turtle.
9. Behavior after an earthquake is an equally important topic for discussion.
Provide first aid to those in need. If you can, free those caught in easily removable blockages. Be careful! Don't pick up the phone unless absolutely necessary. Turn on the radio. Obey directions local authorities, disaster relief headquarters.
Do not approach obviously damaged buildings, do not enter them.
Be prepared for strong aftershocks, as the first 2-3 hours after an earthquake are the most dangerous.
At the end of the lesson, it is advisable to bring students to a general conclusion: there are no unambiguous recommendations acceptable for all cases of an earthquake. They all wear general character and take into account the most frequently occurring situations. However, knowing these recommendations well, each person will be able to quickly assess the current situation, their capabilities and choose the most rational way of behavior to ensure personal safety and the safety of others.
test questions
- What is an earthquake and what causes it?
- What is the magnitude of an earthquake?
- How is the intensity of an earthquake measured?
- What is the relationship between the magnitude of the earthquake, the depth of the hypocenter and the intensity of the earthquake.
- What measures does the organization of protection of the population from the consequences of earthquakes include?
- What features of natural phenomena occurring in the earth's crust are taken into account when developing earthquake forecasts?
- How do pets react to an approaching earthquake?
- What is the purpose of rescue operations?
Homework
Study § 2.1, 2.2, 2.3 of the textbook.
Lesson 4 Consequences of volcanic eruptions. Protection of the population.
The purpose of the lesson. To summarize students' knowledge about volcanoes, the reasons for their eruption, to analyze what volcanoes exist and where they are located on Earth. To acquaint students with the dangerous phenomena that occur during volcanic eruptions. Use historical examples to show the consequences of a volcanic eruption. Discuss the measures that are being taken to protect the population from the consequences of volcanic eruptions.
Issues under study
- Volcanoes, volcanic eruptions.
- Types of volcanoes.
- Where are volcanoes found on Earth?
- Dangerous phenomena that occur during a volcanic eruption.
- Consequences of volcanic eruptions.
- Protection of the population.
Presentation of educational material
1. Give definitions to the following concepts: "volcano", "volcanic eruption", "magma". Describe the types of volcanic eruptions.
- If gases are released from the magma relatively quietly, then it pours out to the surface, forming lava flows. This eruption is called effusive.
- If the gases are released rapidly, the magmatic melt seems to flash up instantly, and it is torn apart by expanding gas bubbles. There is a powerful explosive eruption, which is called explosive.
- If the magma is very viscous and its temperature is low, then it is slowly squeezed out to the surface. Such an eruption is called extrusive.
2. Explain to students the features of volcanoes of the central type, linear or fissure.
Volcanoes are also divided into active, dormant and extinct.
Volcanoes that erupted in historical time are active volcanoes.
Dormant volcanoes include volcanoes, about which eruptions are not known, but they have retained their shape. Under them occur local earthquakes.
Extinct volcanoes include volcanoes that do not show volcanic activity.
3. Summarize the issues studied earlier, emphasize that most volcanoes are located in zones of intense tectonic activity in the Earth's lithosphere. These are the outskirts of the continents “crawling” onto the oceans (the coasts Pacific Ocean, Mediterranean, Caucasus), as well as the places where the continents are split by giant cracks - rifts (East Africa).
4. Briefly introduce students to the main products of volcanic eruptions that pose a danger to humans and the environment. Give a description of each product, revealing such concepts as "lava", "volcanic bomb", "volcanic ash", "volcanic gases", "fumaroles".
5. Consider examples that describe the consequences of volcanic eruptions.
Example 1
Arecas volcano is located in the Colombian Andes in the north of South America, 150 km northwest of the capital of Colombia, Bogotá. It last erupted in 1595. and considered dormant. On November 13, 1985, the volcano suddenly woke up. The explosions that began during its eruption caused the rapid melting of snow and ice in the crater of the volcano. Huge masses of water, mud, stones and ice rushed into the valley of the Lagunilla River, sweeping away everything in their path.
Approximately 40 km from the volcano, in the river valley, there was the town of Armero with a population of 21 thousand people, and in the surrounding de 25 thousand more people lived in jealousy. On November 13 at 11 p.m., a stream of mud covered the city with a 5-6-meter layer and 20 thousand people almost instantly died in a raging mess of mud. Only those who, having heard the approaching roar, managed to escape, you jumped out of the house and ran to the nearest hills.
Example 2
The eruption of the Mont Pele volcano on the island of Martinique (Lesser Antilles) occurred in May 1902. At 7:50 am, tremendous explosions rocked the volcano and powerful ash clouds shot up to a height of more than 10 km. Simultaneously with these explosions, which followed continuously one after the other, a black cloud burst out of the crater, sparkling with crimson flashes. At a speed of more than 150 km / h, she rushed down the slope of the volcano to the city of Saint-Pierre, located in10 km from Mont Pelee volcano. This heavy hot cloud pushed a dense clot of hot air in front of it, which turned into a gust of hurricane wind and flew over the city a few seconds after the start of the volcanic eruption. And after another 10 with a cloud covered the city. A few minutes later, 30 thousand inhabitants of the city of Saint-Pierre were dead. The scorching cloud of the Mont Pele volcano wiped out the city of Saint-Pierre in the blink of an eye.
6. Tell students that in order to protect the population from the consequences of volcanic eruptions, constant monitoring of the precursors of this phenomenon is organized: volcanic earthquakes, changes in the slope of the earth's surface near volcanoes, etc.
In areas of active volcanism, special stations and points have been set up at which dormant volcanoes are continuously monitored.
In conclusion of the lesson, it should be emphasized that the most reliable way to protect the population from the consequences of a volcanic eruption is evacuation. Therefore, residents of cities located in close proximity to volcanoes should know the places and procedures for evacuation. If you receive a signal about the threat of a volcanic eruption, you must immediately leave the building and arrive at the evacuation point.
test questions
- What is a volcano and what causes its eruption?
- What is a volcanic eruption and what are the precursors of an eruption?
- What are volcanoes?
- Where are volcanoes found?
- What are the most dangerous phenomena for humans and the environment arise from volcanic eruptions?
- What phenomena in the area of the volcano indicate the possibility of its eruption?
- What measures are being taken in our country to protect the population from the consequences of volcanic eruptions?
Homework
Study § 2.4, 2.5 of the textbook.
Lesson 5. Landslides, their consequences, protection of the population. Landslides and snow avalanches.
The purpose of the lesson. To give students a general idea of landslides and their causes; acquaint with the consequences of a landslide; reveal the organizational basis for protecting the population from the consequences of landslides. To acquaint students with collapses and snow avalanches, the causes of their occurrence; to analyze the main measures taken to protect the population from the consequences of landslides and snow avalanches.
Issues under study
- Landslides and their causes.
- Possible consequences of a landslide.
- Protection of the population from the consequences of landslides.
- Collapses, their causes, possible consequences.
- Snow avalanches, their causes, possible consequences.
- Protection of the population from the consequences of landslides and snow avalanches.
1 . Define a landslide and reveal the causes of its occurrence (natural and artificial).
It is known that most of the Earth's surface is slopes.
Slopes include surface areas with slopes greater than 1°. Slopes occupy at least 3/4 of the land area.
Natural causes include: the magnitude of the steepness of the slopes; occurrence on the slope of clay rocks, especially if they are highly moistened; erosion of the base of the slopes by sea and river waters, as well as seismic tremors (earthquakes).
Artificial causes include: destruction of slopes during the construction of roads; excessive removal of soil; deforestation; unwise farming on the slopes.
Landslides come down at any time of the year, but especially vigorously in spring or during summer rains. On the shores of the seas, landslides develop after severe storms.
In Russia, landslides quite often occur in the Volga region - in Saratov region, near Volgograd; on the banks of the Don, the Tsimlyansk reservoir, in the Kuban valley, in many regions of Siberia and the North Caucasus.
2. Draw students' attention to the fact that when a significant mass of rock is moved due to landslides, emergency situations can be created. Landslides can destroy individual objects and endanger entire settlements, destroy agricultural land, create a danger in the operation of quarries, damage communications, tunnels, pipelines, telephone and electrical networks, and lead to death of people.
What has been said can be supported by examples.
On January 23, 1984, as a result of an earthquake in the Gissar region of Tajikistan, a landslide 400 m wide and 4.5 km long occurred. Huge masses of earth covered the village of Sharora. 50 houses were buried, 207 people died!
In 1989, landslides in Ingushetia caused destruction in 32 settlements, and 2,518 houses were damaged.
In the spring of 1994 in Kyrgyzstan, after an unusual snowy winter huge landslides occurred in many areas, destroying hundreds of houses and causing loss of life.
3. To acquaint students with the main activities carried out in the country to protect the population from the consequences of landslides: control over landslides and their forecast; conducting
anti-landslide measures.
If a landslide cannot be prevented, then the population is notified of the threat, and evacuation is organized.
At the end of the lesson, it is advisable to discuss with students the recommendations of the specialists of the Ministry of Emergency Situations of Russia on actions in case of a threat of a landslide: to know the warning signals about the threat of a landslide, as well as the procedure for receiving this signal (turn off electrical appliances, gas appliances and water supply, prepare for immediate evacuation).
The following landslide speeds are distinguished:
- exceptionally fast - up to 3 m/s;
- very fast - 0.3 m/min;
- fast - 1.5 m/day;
- moderate - 1.5 m / month;
- very slow - 1.5 m/g;
- extremely slow - 0.06 m/g.
After the displacement of the landslide in the surviving buildings and structures, check the condition of the walls, ceilings, identify damage to the electricity, gas and water supply lines. If you are not injured, then, together with the rescuers, remove the victims from the rubble and provide assistance to them.
4. Define the concept of "collapse", show the main causes and possible consequences of the collapse.
Landslides are observed in the mountains, on the seashores and on the cliffs of river valleys.
In the mountains, landslides are more often formed in areas with a strongly dissected topography, with steep, steep mountain slopes.
Collapses on sea coasts and on the cliffs of river valleys occur due to erosion and dissolution of rocks on the coasts of seas and rivers.
Collapses can destroy and damage bridge supports, power lines, threaten the safety of railway trains and other land transport. For example, Railway Tuapse - Sukhumi goes along the very coastline of the Black Sea. On the one hand, it is threatened by the occurrence of a collapse of rocks eroded by the waters of the sea, on the other hand, cliffs of mountains hang over the railway track.
5. Define the concept " snow avalanche”, analyze the causes of avalanches and their possible consequences, give examples of the tragic consequences of avalanches for tourists that have taken place.
The occurrence of avalanches is possible in all mountainous areas where snow cover is established. Avalanche-prone areas in Russia are the Kola Peninsula, the Urals, the North Caucasus, Eastern and Western Siberia, Far East.
The impact force of a descending snow avalanche can reach from 5 to 50 tons per square meter. Descending snow avalanches can cause the destruction of buildings, engineering structures, cover roads and mountain trails with snow. Residents of mountain villages, tourists, climbers, geologists and other people who find themselves in the mountains and are captured by an avalanche can be injured and find themselves under a layer of snow.
6. Great importance to protect the population from the consequences of landslides and snow avalanches, it has their forecasting (a special monitoring system). On the basis of the received forecasts, preventive actions.
Under conditions of the threat of avalanches, control over the accumulation of snow in avalanche-prone directions is organized, artificial descent of emerging avalanches is caused during the period of their least danger. Protective structures are being built in avalanche-prone directions, rescue equipment is being prepared and rescue work is being planned. The population is being warned about the danger of avalanches.
At the end of the lesson, we should discuss the recommendations of the specialists of the Ministry of Emergency Situations of Russia to the population living in avalanche zones.
test questions
- What natural phenomena is called a landslide and what are the reasons for its occurrence?
- What are the consequences of landslides?
- What measures are taken to protect the population from the consequences of landslides?
- What is collapse and what causes it?
- What is an avalanche and what causes it?
- What measures are being taken to protect the population from landslides and snow avalanches?
- Why is it necessary to follow the rules of safe behavior in avalanche areas?
Homework
- Study § 2.6, 2.7 of the textbook.
Lesson 7 Protection of the population from the consequences of hurricanes and storms
The purpose of the lesson. Introduce students to the most dangerous natural phenomena meteorological origin- storms and hurricanes; with their causes and possible consequences.
Build students' understanding ofdangers of hurricanes and storms for human life. Provide information on the main measures taken in the country to protect the population from the consequences of hurricanes and storms.
Issues under study
- Hurricanes and storms, their causes.
- Consequences of hurricanes and storms.
- Determining the strength of the wind at the surface of the Earth.
- The danger of hurricanes and storms for human life.
- Organizations for the protection of the population from hurricanes and storms.
- Recommendations to the population of specialists of the Ministry of Emergency Situations of Russia on safe behavior during hurricanes and storms.
Presentation of educational material
1. Note that the most dangerous natural phenomena of meteorological origin are associated with high speed movement of air masses. These are hurricanes and storms. The reason for their occurrence is the formation of cyclones in the atmosphere.Next, give definitions of the concepts "hurricane", "storm", "cyclone", mark them characteristics and types.
- Emphasize that hurricanes and storms cause significant damage, cause great material damage, and lead to human casualties.
- The Beaufort scale is used to determine the strength of the wind at the Earth's surface. In the Russian Federation, hurricanes most often occur in the Primorsky and Khabarovsk Territories, on Sakhalin, Kamchatka, Chukotka and the Kuril Islands.
On the territory of Russia, hurricanes and storms can occur at any time of the year. Forecasters classify hurricanes and storms as extreme events with a moderate propagation speed. Therefore, it is possible to announce a storm warning in advance and prepare for a natural disaster in order to reduce its negative consequences.
- Give a general picture of the threats of hurricanes and storms to human life.
Hurricane wind destroys buildings, devastates sown fields, breaks wires, knocks down poles of power lines and communications. There are cases when hurricane winds destroyed dams and dams, threw trains off the rails, tore off bridge supports, and threw ships onto land. A great danger during hurricanes is the heavy downpours accompanying them, which can cause mudflows and landslides.
On the coast of the seas and oceans, hurricanes are accompanied by the formation of storm waves that reach a height of several meters, fall on coastal land, destroying everything that is in their path.Storms are characterized by lower wind speed and duration than hurricanes.
- To note that the protection of the population from the consequences of hurricanes and storms is carried out within the framework of the functioning of the Unified State System for Warning andliquidation of emergency situations (RSChS): continuous monitoring of the state of the atmosphere is carried out; a forecast of the occurrence of cyclones is made, the direction of their movement and possible consequences are determined; preventive measures are taken to protect the population.
Of particular importance is the warning of the population about the threat of hurricanes and storms. It is carried out in advance according to the established scheme.
- Discuss with students the recommendations to the population of specialists from the Ministry of Emergency Situations of Russia on the rules of conduct during a hurricane and storm.
To conclude the lesson, it should be emphasized that all who live in places prone to hurricanes and storms need to be aware of the signs of their approach. This is an increase in wind speed and a sharp drop in atmospheric pressure; heavy rainfall and storm surge from the sea; heavy snowfall and ground dust.
test questions
- What is a hurricane and a storm, what is their difference?
- What are the causes of hurricanes and storms?
- What is the destructive power of the wind? How is wind strength measured?
- What danger to human life are hurricanes and storms?
- What measures to protect the population from hurricanes and storms are considered in advance?
- What measures to protect the population from hurricanes and storms are operational and protective measures?
Lesson 8
The purpose of the lesson. To form students' ideas about the danger of the consequences of a tornado for the safety of human life. Discuss recommendations for actions under threat and during a tornado.
Issues under study
- Tornado as a dangerous natural phenomenon of meteorological origin.
- The scale of destruction caused by a tornado.
- Recommendations for actions in case of a threat and during a tornado.
Presentation of educational material
1. Define the concept of "tornado" and briefly describe it. Show the structure of a tornado: vortex (thrombus), core, funnel.
The time of formation of a vortex is usually calculated in minutes. The total time of existence of a tornado is also calculated in minutes, but sometimes in hours. The total length of a tornado's path can be hundreds of kilometers. The average width of the destruction zone is 300-500 m.
2. To assess the destructive power of tornadoes, a special scale has been developed that includes six classes of destruction depending on wind speed.
3. Discuss with students the recommendations to the population of specialists from the Ministry of Emergency Situations of Russia on actions in case of a threat and during a tornado. It should be noted that catastrophic tornadoes are extremely rare, so their forecast is difficult. Usually they are guided by the fact that tornadoes can occur in any of those areas where they have already occurred before. Therefore, general measures to reduce damage from tornadoes are taken the same as from hurricanes and storms.
At the end of the lesson, emphasize thatOn the territory of Russia, tornadoes most often occur in the central regions, the Volga region, in the Urals, in Siberia, on the coasts in the waters of the seas. The most dangerous areas in terms of the risk of tornadoes are the Black Sea coast, the Central Economic Region, including the Moscow region.
test questions
- What is a tornado as a meteorological phenomenon?
- What danger does a tornado pose to human life?
- What is a scale for assessing the destructive power of tornadoes?
Homework
- Study § 3.3 of the textbook.
- Formulate rules for personal safety in case of a tornado, taking into account local conditions.
Lesson 9-10. Floods. Types of floods and their causes. Protection of the population from the consequences of floods.
The purpose of the lesson. To acquaint students with a dangerous natural phenomenon of hydrological origin - a flood, with the types of floods and the causes of their occurrence. To acquaint students with the main measures to protect the population from the consequences of floods. To acquaint students with the main recommendations of the specialists of the Ministry of Emergency Situations of Russia on safe behavior, developed for the population living in hazardous areas.
Issues under study
- Flood.
- Characteristics of floods by their causes.
- Characteristics of floods in terms of their scale and material damage.
- The danger posed by floods to human life.
- General preventive measures to protect the population from flooding.
- Operational measures for carrying out rescue and other urgent work in the emergency area.
- Flood preparation rules.
- Rules of conduct during a flood.
- Rules of conduct after the flood.
Presentation of educational material
- Define flood. Show the difference between a flood and a flood of a river, lake or reservoir.
- Floods can be caused by various reasons related to the characteristics of the river runoff and its changes at different times of the year. Consider concepts such as "flood", "flood", "congestion", "zazhor".
3. All floods, depending on their scale and material damage, are divided into low, high, outstanding and catastrophic.
Low (small) floods are observed mainly on flat rivers. The frequency of their repetition is approximately once every 5-10 years. These floods cause minor material damage and almost no disruption to the lives of the population.
High (large) floods are accompanied by significant flooding, cover large areas of river valleys and disrupt the livelihoods of the population. In densely populated areas, floods often lead to the need for partial evacuation of people and cause significant material damage. The frequency of recurrence of large floods is approximately once every 20-25 years.
Outstanding floods cause flooding of vast territories, paralyze the economic activity of the population, and cause great material damage. In this case, there is a need for mass evacuation of the population from the flood zone. Such floods occur approximately once every 50-100 years.
Catastrophic floods cause flooding of vast areas within one or more river systems. In the flood zone, human life is completely paralyzed. Such floods lead to huge material losses and death of people. They occur about once every 100-200 years.
At the end of the lesson, emphasize that, according to the Ministry of Emergency Situations of Russia, floods in terms of frequency, area of distribution, and total average annual damage rank first in Russia among known natural disasters. In terms of the number of human casualties, they rank second after earthquakes.
On the territory of Russia, floods threaten almost 40 cities and several thousand other settlements. The frequency of floods on average ranges from once every 5-10 years to once every 15-20 years. But there are cities where floods are observed once every 2-3 years (Ufa, Orsk, Kursk and a number of others).
The scale of the consequences of a flood depends on the height and duration of dangerous water levels, the speed of the water flow, the area of flooding, the time of year and the population density in the flooded area.
In Russia, vast territories are annually flooded, the area of which is about 15 million hectares. The population living in these territories is about 4.5 million people. Dwellings, industrial and agricultural facilities are flooded, buildings and structures are destroyed.
4. Protection of the population from the consequences of floods includes, first of all, a set of preventive measures: forecasting, identifying areas of catastrophic flooding, protection against flooding, including with the help of engineering structures. An example is the dam connecting the island of Kotlin, on which the city of Kronstadt is located, with the shores of the Gulf of Finland. The dam is designed to protect the city of St. Petersburg from surge floods.
Along with long-term methods of protecting the population from the consequences of floods, seasonal anti-flood measures are also carried out.
Every year at the end of February, the issue of organizing the protection of the population from spring floods is considered in the constituent entities of the Russian Federation and at the federal level.
5. The system of preventive measures does not always guarantee the complete exclusion of an emergency. In this case, the system for conducting rescue measures in the emergency area comes into effect. It is expedient to analyze a specific example of liquidation of the consequences of a flood that took place in the city of Lensk in the spring of 2001.May 17 at 24.00 Lenk was completely flooded with water, all buildingswere flooded on average to the level of the first floor. By the morning of May 18, the water level in the Lena River rose to a height of 20 m 12 cm. Sappers and aviators constantly undermined the ice jam, but only on May 18 they managed to break through a many-kilometer ice plug - the water began to decrease. An urgent evacuation of residents was carried out, almost all women and children were taken out of their homes to safe places.
At the end of the lesson, summarize that in order to protect the population from the consequences of floods, within the framework of the Unified State System for the Prevention and Elimination of Emergencies (RSChS), preventive and operational measures are provided and implemented (forecast of the occurrence of a flood and its consequences for the population, warning the population of the threat of flooding, evacuation of the population , engineering protection, rescue and other urgent work in the flood area and a number of other events).
At the same time, it must be emphasized that each person must take care of his own safety in the event of a threat of occurrence and during a flood. To do this, it is necessary to know well the recommendations of the specialists of the Ministry of Emergency Situations of Russia on the rules of conduct in case of flooding.
7. How to Prepare for a Flood
If your area is prone to frequent flooding, study and remember the boundaries of possible flooding, as well as elevated, rarely flooded places located in the immediate vicinity of your home, and shortcuts to them. Remember the places where boats, rafts and building materials for their manufacture are stored. Prepare in advance a list of documents, property and medicines taken out during the evacuation. Put in a special suitcase or backpack the necessary warm clothes, a supply of food and medicine.
8. How to act during a flood
Upon a flood warning and evacuation signal, immediately leave (leave) the danger zone to the designated safe area or to elevated areas of the area, taking with you documents, valuables, necessary things, a two-day supply of non-perishable food. Register at the final evacuation point.
Before leaving the house, turn off the electricity and gas, put out the fire in the heating stoves, secure all floating objects that are outside the buildings, or place them in utility rooms. If time permits, move valuable household items to the upper floors or attic of a residential building. Close windows and doors, if necessary and have time, board the windows and doors of the first floors.
If evacuation has not been arranged, wait for the arrival of help or for water to subside on the upper floors and roofs of buildings, on trees or other towering objects. At the same time, constantly give a distress signal: during the day, hanging a banner or waving a clearly visible banner nailed to a pole, and in the dark, a light signal and a voice. When the rescuers approach, calmly, without panic and fuss, with safety precautions, get into their boat, following the requirements of the rescuers and not allowing the boat to be overloaded. While driving, do not leave your seat, do not get on board, strictly follow the requirements of the crew.
You can get out of the flooded area on your own only in hopeless situations- when one of the victims needs medical help, when the water rises and there is no hope for rescuers. Jumping into the water with improvised means is possible only in the most extreme case, when there is no hope of salvation and the hill is completely flooded.
Getting out of the flood zone on your own, do not stop giving a distress signal.
9. How to act after a flood
Be careful before entering the building: you may be in danger of collapsing or falling of any object. Ventilate the room (to remove accumulated gases). Wait for the check of the electrical wiring, gas supply pipelines, water supply and sewerage. To dry the premises, open all doors and windows, remove dirt from the floor and walls, pump out water from the basements. Do not eat foods that have been in contact with water. Do not use water from wells until they are cleaned.
To conclude the lesson, remember that floods are different from other types of natural disasters in that they can be predicted. This makes it possible to determine in advance the time, nature and extent of the flood and take measures to reduce the consequences of the flood.
It should be noted that serious floods occur regularly in Russia, they take the second place in terms of the number of victims and are among the top three in terms of material damage. Therefore, residents of areas where floods recur regularly must be prepared in advance for danger and be able to act in case of a threat and during a flood.
test questions
- What is a flood?
- How are floods classified according to the causes that caused them?
- How are floods divided by power and material damage?
- What is the place of floods in terms of danger to humans among natural disasters?
- What measures to protect the population from the effects of floods are carried out in advance?
- What measures are taken to protect the population during floods?
- For what purpose and by what means is flood forecasting carried out?
- What needs to be done to prepare for a flood?
- How to act on a flood alert?
- In what cases is it recommended to get out of the flooded area on your own?
- What precautions should be taken to enter a house after a flood?
Homework
- Study § 4.1-4.3 of the textbook.
- Select examples of floods that took place on the territory of Russia, indicate their consequences.
Lesson 11
The purpose of the lesson. To acquaint students with a dangerous natural phenomenon of biological origin - forest fires, to show the main causes of forest fires, to emphasize that in 80% of cases forest fires are caused by humans.
Issues under study
- Characteristics of forest fires and the main causes of their occurrence.
- Classification of forest fires.
- Consequences of forest fires.
Presentation of educational material
- To define a forest fire as a natural phenomenon, to focus on the analysis of the causes of forest fires associated with the human factor.
- Define the terms: "ground fire", "top fire", "underground or peat fire", "sustainable fires" and "runaway fires".
Depending on the area covered by fire, forest fires are divided into six classes.
- sunbathing - this is an uncontrolled burning of vegetation in a forest on an area of 0.1-0.2 hectares.
- small fire - this is a fire on an area of 0.2-2 hectares.
- small fire - this is a fire on an area of 2.1-20 hectares.
- Medium fire - this is a fire on an area of 21-200 hectares.
- major fire - this is a fire on an area of 201-2000 hectares.
- catastrophic fire- a fire on an area of more than 2000 hectares.
3. Emphasize that forest fires are the worst enemy of the forest. According to experts, the annual area of forest fires can range from 2 to 5.5 million hectares. Ground fires account for up to 98% of the total number of fires,riding - 1-2%; underground (peat) - 1-0.2%.
Forest fires destroy the forest fund of Russia, and in dry years they pose an extreme danger topopulation. There is an immediate threat of destruction by fire of settlements and economic facilities located in forest areas. Forest fires lead to strong smoke and gas contamination of the atmosphere in areas far from the edge of the forest.
At the end of the lesson, it is necessary to draw the attention of students to the fact that forest fires occur annually in the forests of Russia over vast areas and often take on the character of a natural disaster, leading to emergency situations. According to the Ministry of Emergency Situations of Russia, on the territory of the forest fund of the Russian Federation, from 10 to 30 thousand forest fires are recorded annually, covering areas from 0.2 to 2.5 million hectares.
test questions
- What are forest fires?
- What are the main causes of forest fires?
- How are forest fires classified?
- What is the threat to human life from forest fires?
Homework
- Study § 5.1 of the textbook.
- Based on examples from newspapers and on your own experience, formulate the proof of the following statement: “Compliance with fire safety measures in the forest by the entire population of the country is the basis for the prevention of forest fires.” Write down your findings in a safety diary.
Lesson 12
The purpose of the lesson. To form in students the conviction that the best prevention of forest fires is the observance by each person of the rules of fire safety in the forest. To acquaint them with the forest protection system that exists in our country. Discuss the rules of safe behavior in case of fire in the forest.
Issues under study
- Preventive measures to prevent the occurrence of forest fires.
- Forest protection system.
- Rules of conduct in case of fire in the forest.
Presentation of educational material
1. The main cause of forest fires is the irresponsible behavior of people who do not exercise due caution when using fire in the forest and violate fire safety rules. Therefore, preventive measures should be aimed at mastering the rules of behavior in the forest.
During the fire season in the forest it is prohibited:
- throw burning matches on the ground - falling into dry grass or moss, they will cause them to ignite;
- leave bottles or pieces of glass in a sunlit forest clearing, which, by focusing the sun's rays, like lenses, can cause dry grass to ignite;
- burn grass under trees, in forest clearings, clearings and meadows, as well as stubble in fields;
- make fires in young coniferous forests, peat bogs, cutting areas with logging residues, in places with dried grass.
It is necessary to follow the rules of making a fire in the forest.
2. To protect the population from the consequences of forest fires and reduce material damage from massive forest fires in our country, there is aforest protection system.
The main elements of this system in the Russian Federation are: a specialized aviation forest protection service (avial forest protection), forest fire departments, personnel and technical means forestries (ground forest protection); personnel and technical means of other enterprises and organizations involved in fighting fires in conditions of high and extreme forest fires.
To protect the population from the consequences of forest fires, advance measures are also taken to limit the spread of forest fires. Planted along the edges of forests and along roads hardwoods trees. In the forests, clearings and dirt strips are laid with a width of 5-10 m in mixed forests and up to 50 m in coniferous forests. Forests are cleared of debris, dead and wind-blown trees, and sanitary felling is carried out. In settlements, ponds and reservoirs are dug, the capacity of which is determined at the rate of at least 30 m 3 per 1 hectare of the area of the village or locality. On the borders of the forest with agricultural land, along railways and general roads, fire protection belts are created.
3. Considering the content of the third question, it is advisable to discuss with the trainees the rules of behavior in the forest in case of fire.
If a fire broke out - dry grass caught fire from the fire, and the fire ran through it, at the very beginning such a fire can be extinguished without having special means for this. The fire must be overwhelmed, sweeping it towards the fire, using a broom of green branches, a young tree, burlap or even clothes for this. Small pockets of flame can be trampled under foot. You can throw earth on the edge of the fire if you have a shovel at hand.
If you cannot fight fire, you must get away from it. The speed of propagation of a ground fire is 1-3 m / min. Human movement speed:
- with calm walking - 4 km / h, this is 66 m / min;
- with a fast step - 6 km / h, this is 100 m / min;
- when running - 12 km / h (1 km in 5 minutes), this is 200 m / min.
It is necessary to go towards the wind, perpendicular to the edge of the fire, choosing forest clearings, roads, banks of streams and rivers for this. In case of strong smoke, cover your mouth and nose using the means available to you (wet cotton-gauze bandage, wet towel, handkerchief, headdress, clothes).
If it is impossible to get away from the fire, go into a reservoir or cover yourself with wet clothes, breathe the air lying near the ground - it is less smoky there.
After leaving the fire zone, report the location, size and nature of the fire to the administration of the nearby settlement, the forestry or the fire service.
At the end of the lesson, it should be emphasized that last years In our country, there has been a trend towards an increase in the number of forest fires. The most common sites of forest fires are fishermen's camps; places visited by hunters and tourists; places of traditional recreation of the population; roadsides of public roads; logging sites, including roads used for hauling timber.
test questions
- Name the main causes and locations of forest fires.
- What are the basic fire safety measures that every person should know and follow when in the forest?
- List the fire safety rules for making a fire in the forest.
- How is the population protected from the consequences of forest fires in our country?
- What measures can be taken in advance to protect the population from the consequences of forest fires?
Homework
- Study § 5.2 of the textbook.
- You are going to the forest (on a hike, to pick berries, to rest). Think over and write down in a safety diary: the fire safety measures that you need to follow in the forest, depending on the weather conditions and the purpose of your trip to the forest.
Lesson 13
The purpose of the lesson. Provide students with an overall understanding of infectious diseases and the ways in which infection spreads. To acquaint them with the concepts of "epidemic" and "pandemic", with anti-epidemic measures to protect the population.
Issues under study
- Infectious diseases and ways of spreading infection.
- Epidemics and pandemics.
- Anti-epidemic measures and protection of the population.
Presentation of educational material
1. Define the concept of "infectious diseases", classify infectious diseases depending on the method of transmission of the infection and on the source of the infectious agent.
Consider the causes of infectious diseases and ways of spreading the infection.
2. Infectious diseases among people can manifest themselves in isolated cases, there are also cases of a simultaneous short-term increase in the number of cases of a certain infectious disease (in a team or in a small area).
If the disease covers a large number of the population, the incidence rate exceeds that usually recorded in the area. Such a phenomenon is called epidemic.
Influenza epidemics occur every year (usually in the autumn-winter period) and affect up to 15% of the world's population.
3. Analyzing the content of the third question, consider a set of anti-epidemic measures.
The emergence of infectious diseases among people is possible only in the presence of three factors:
- source of the infectious agent (pathogenic bacteria, viruses, fungi);
- the mechanism of transmission of infection from a sick person, animal or other carrier of infection (insects: mosquitoes, flies, ticks, etc.) to a healthy one;
- people susceptible to this infection.
The fight against infection is carried out in relation to all three factors of the epidemic process and includes measures to neutralize the source of the infectious agent, suppress the transmission of infection and increase the population's resistance to infectious diseases.
It should be noted that for various infectious diseases, the significance of individual anti-epidemic measures is not the same.
For example, when a focus of diphtheria or measles is eliminated, first of all, immunization (vaccination) is carried out for all children in a given locality.
In intestinal infections, general sanitary measures are more effective to prevent the transmission of infection. So, in the event of dysentery, urgent measures are taken to identify all patients and carriers of the infection in the focus of the infection in order to isolate and treat them.
Anti-epidemic measures in the focus of the disease are carried out during the entire period of detection of infectious patients. These events are carried out by specialists of the institution of state sanitary and epidemic surveillance and doctors of the infectious disease cabinets of polyclinics.
At the end of the lesson, give more detailed information about influenza and its prevention.
test questions
- What human diseases are called infectious?
- How is the infection transmitted?
- What is an epidemic and a pandemic?
- What are the features of the flu and why is it dangerous for humans?
Homework
- Study § 5.3. 2. Think about your plan of behavior for the prevention of influenza at different times of the year.
Lesson 14 - 15
The purpose of the lesson. Provide students with an overall understanding of infectious diseases and the ways in which infection spreads. To acquaint them with the concepts of "epizooty" and "epiphytoty", with anti-epidemic measures to protect the population.
Issues under study
- Epizootics.
- Epiphytotics.
- Anti-epizootic and anti-epiphytotic measures.
Presentation of educational material
1. Introduce students to infectious animal diseases and ways of transmission. There are several ways of transmission of infection to animals:
- through soil, feed, water ( anthrax, foot and mouth disease, glanders, brucellosis);
- by airborne droplets (sheep and goat pox, canine distemper, etc.);
- through arthropod blood-sucking insects (tularemia, etc.);
- through the outer covers (tetanus, rabies, cowpox);
- unknown routes of infection. Define the term epizootic.
2. Give brief information about infectious diseases of plants, to consider the phenomena of epiphytoty, panphytoty.
Most dangerous diseases plants are wheat stem rust, rye, wheat yellow rust, potato late blight.
3. Briefly introduce students to anti-epizootic and anti-epiphytotic measures: veterinary and sanitary supervision of domestic animals, the quality of food and technical raw materials of animal origin.
To protect plants from infectious diseases, it is important to comply with the rules of agricultural technology at all stages of agricultural work related to crop production. The following events are also held:
- development of disease-resistant varieties of agricultural plants;
- destruction of foci of infection;
Chemical treatment of crops, seed and planting material.
At the end of the lesson, it should be noted that infectious diseases of animals and plants are dangerous situations of biological origin, which, under certain conditions, can lead to natural emergencies.
test questions
- What is an epizootic and what are its features?
- What is epiphytosis and how does it manifest itself?
- What control measures are used against epizootics and epiphytotics?
Homework
- Study § 5.4 of the textbook.
- If your family has country cottage area, describe the most common plant diseases that grow there. Describe the control measures your parents take to control plant diseases.
Lesson 16
The purpose of the lesson. To form in students an integral idea of human health as an individual and social value, drawing their attention to the main indicators that characterize the level of health. Bring them to the understanding that human health is inseparable from his life.
Issues under study
- Human health and the main indicators characterizing its level.
- Definition of health.
- Human health as an individual and social value.
Presentation of educational material
1. Emphasize that health is among life values man has always occupied and occupies a leading place. Health is an indispensable condition for human happiness, and therefore it is the business and concern of everyone.
In a generalized form, three blocks of indicators can be distinguished that characterize the level of health:
- objective indicators (body temperature, blood pressure, pulse rate, percentage of hemoglobin content and the number of leukocytes in the blood, sugar content and many others);
- subjective indicators (well-being, mood, appetite, sleep, etc.);
- "The amount of health", which is measured by the limiting ability of the body to endure external stresses (physical, mental, hunger, cold, stress, etc.) without changes in state, i.e. without residual consequences.
2. Give the definition of health, which is given in the charter World Organization Health (WHO): “Health is a state of complete physical, mental and social
well-being, and not merely the absence of disease and infirmity.
Human health is inseparable from his life activity and is an indispensable condition for its effectiveness.
3. Emphasize that the health of each person is not only an individual value, but also a public value, since public health ultimately consists of the health of all members of a given society. Public and individual health of each person are interconnected, and one depends on the other.
At the same time, public health is a social, socio-political and economic category that characterizes the vital activity of the whole society as a social organism.
The lesson can be concluded with the statement of the German philosopher A. Schopenhauer (1788-1860): “In general, 9/10 of our happiness is based on health. With him, everything becomes a source of pleasure, while without him absolutely no external good can give pleasure; even subjective benefits: the qualities of the mind, soul, temperament - weaken and freeze in a diseased state. It is by no means without reason that we first of all ask each other about health and wish it to each other - this is truly the main condition for human happiness.
test questions
- Why does the health of each person depend primarily on himself?
- What are the indicators that characterize the levelhuman health?
- What is the definition of health in the constitution of the World Health Organization?
- Why is human health considered an indispensable condition for its effective life?
- Why is the individual health of each person not only an individual but also a social value?
Homework:Study § 7.1 of the textbook.
Lesson 17
its physical, spiritual and social essence
The purpose of the lesson. To introduce students to the basic concepts of individual health and its spiritual, physical and social components. To form in them a whole idea of the main elements of a person's lifestyle that influence the formation of his spiritual, physical and social well-being, as well as the belief that each person is responsible for his health and well-being.
Issues under study
- The main components of individual human health.
- Some elements of a person's lifestyle that ensure his spiritual, physical and social well-being.
- Leading factors influencing human health.
Presentation of educational material
1. To introduce students to the concept of individual health and its main components. Note that well-being as the main component of health concerns all aspects of human life.
It is impossible to get a complete picture of human health without taking into account the degree of influence on him of mental, biological and social processes occurring in Everyday life and his ability to adapt to them. No disease is limited to only the body or only the psyche. Man, unlike the animal world, is endowed with a creative mind and is a social being, which means that he has biological (physical), spiritual and social health. At the same time, the basis of health is its spiritual component.
2. Draw students' attention to the fact that the physical, spiritual and social health of a person is associated with his lifestyle and is ensured by his behavior.
Physical health depends on physical activity, rational nutrition, hardening; spiritual health - from the process of thinking, knowledge of the surrounding world and orientation in it; social health - from the ability of a person to adapt to natural, man-made and social environments.
3. Emphasize that a number of factors influence the health and well-being of a person: heredity, the state of the environment, and an attitude towards a healthy lifestyle.
In conclusion of the lesson, it should be noted that each person is responsible for his own health and well-being. Achievement good level health and well-being is a continuous process in a person's life, in which certain attitudes and daily behavior are implied. To achieve a high level of individual health, everyone should strive to develop a number of the most necessary qualities that contribute to the preservation and strengthening of health. This is, first of all, a conscious desire to comply with the norms of a healthy lifestyle, the constant improvement of one's physical and spiritual qualities, respect for the natural environment and its preservation to the best of one's ability, cultivating the conviction that the health of each person depends on the health of the natural environment. environment.
test questions
- What are the components of a person's overall health?
- What are the main factors affecting human health?
- What is the role of physical factors in relation to human health?
- What is the role of social factors in relation to the state of human health?
- What is the role of spiritual factors in relation to the state of human health?
Homework
Study § 7.2 of the textbook.
Lesson 19 healthy image life as a prerequisite
preservation and promotion of health
The purpose of the lesson. To form a holistic idea among students that a healthy lifestyle is an individual system of human behavior that provides him with physical, spiritual and social well-being, that its formation requires a steady desire and desire to be healthy, constant own efforts are needed, and considerable ones.
Issues under study
- A healthy lifestyle is an individual system of human behavior that promotes the strengthening and preservation of health.
- The main factors influencing human health.
- The main directions of the formation of an individual system of a healthy lifestyle.
Presentation of educational material
1. Expanding the content of the first question, it should be noted that a healthy lifestyle is an individual system of human behavior that provides him with physical, spiritualphysical and social well-being in real life environment(natural, technogenic and social), as well as reducing the negative impact on life and health of the consequences of various hazardous and emergency situations.
To preserve and strengthen their health, each person creates his own way of life, his own individual system of behavior, which the best way provides him with the achievement of physical, spiritual and social well-being.
Further, it must be emphasized that a healthy lifestyle is a dynamic system of human behavior based on deep knowledge of various factors that affect human health, and the choice of a style of one's behavior that maximizes the preservation and promotion of health, constant adjustment of one's behavior, taking into account the acquired experience and age characteristics.
2. Dwell on a number of factors that have a positive and negative impact on human health.
Factors that positively affect health:
- compliance with the daily routine;
- balanced diet;
- hardening;
- lessons physical education and sports;
- good relationships with other people. Factors that negatively affect health:
- smoking;
- use of alcohol, drugs;
- emotional and mental tension when communicating with others;
- unfavorable ecological situation in the places of residence.
3. Draw students' attention to the fact that maintaining health requires purposeful and constant work from each person. Creation of an individual system of healthy
lifestyle involves following certain life guidelines. These include:
- a clearly formulated goal of life and the possession of psychological stability in various life situations;
- knowledge of the forms of their behavior that contribute to the preservation and promotion of health;
- the desire to be the master of your life, the belief that the right way of life will give positive results;
- developing a correct attitude towards life, striving to receive at least small joys from every day lived;
- development of a sense of self-esteem, the realization that you do not live in vain, that you are able to solve all the tasks facing you and know how to do it;
- constant observance of the mode of motor activity (the lot of a person is to move forever; there are no means that would replace movement);
- observance of hygiene and nutrition rules;
- compliance with the regime of work and rest;
- feeling of optimism.
In conclusion of the lesson, it should be noted that a healthy lifestyle is an integral, logically interconnected, thoughtful and planned system of human behavior, which is observed by him not under duress, but with pleasure and confidence that it will give positive results in maintaining and strengthening his health.
test questions
- What is meant by a healthy lifestyle?
- Why should a healthy lifestyle be considered an individual system of human behavior?
- What factors have a positive impact on health?
- What factors have a negative impact on health?
- What habits of life can contribute to the preservation and promotion of health?
Homework
- Study § 7.4 of the textbook.
- Analyze your lifestyle, assess which of your habits do not contribute to health promotion. Make certain changes to your lifestyle. Determine a lifestyle system that is acceptable to you that would satisfy your life demands and needs.
Lesson 20
The purpose of the lesson.To acquaint students with the main non-communicable diseases, their causes, their impact on human health.
Issues under study
- Major non-communicable diseases and their impact on human health.
- The main causes of non-communicable diseases.
- General measures for the prevention of non-communicable diseases.
Presentation of educational material
1. Explain to students which diseases are considered the main non-communicable diseases:
diseases of the circulatory system (for example, ischemic heart disease, characterized by abnormalities in the work of the heart, and hypertension - a disease with a persistent increase in blood pressure);
- malignant tumors (cancer);
- diseases of the gastrointestinal tract (for example, peptic ulcer - a chronic disease characterized by the formation of a stomach or duodenal ulcer, the causes of which are mainly neuropsychic overload or physical overstrain).
When analyzing the causes of mortality in the Russian population, there is a clear trend towards an increase in mortality from non-communicable diseases, which constitute80% cases, including diseases of the circulatory system - more than 53%, and malignant tumors - about 18%.
According to the definition of the World Health Organization (WHO), the main indicator of the state of health of the population is life expectancy.
2. Consider the causes of non-communicable diseases:
- high load on nervous system, stress;
- low physical activity;
- irrational nutrition;
smoking, alcohol and drug use.
Further, it should be noted that life requires a person to be able to adapt to a constantly changing environment and regulate his behavior in accordance with it. The ability to manage one's emotions, resist the effects of severe stress, develop emotional stability and psychological balance in behavior in various life situations is the best prevention of the occurrence of non-communicable diseases.
3. Discuss with students recommendations for the prevention of non-communicable diseases: regularly engage in physical education and sports; set yourself feasible tasks; eat right; get enough sleep.
At the end of the lesson, it should be noted that the abilitymanage your emotions and maintain a psychologicalbalance in any life situation will provide you with a good mood, high performance, respect for the people around you, and hence spiritual, physical and social well-being, which will significantly reduce the risk of non-communicable diseases.
test questions
- What are the main non-communicable diseases?
- What factors contribute to the emergence of major noncommunicable diseases?
- What role does lifestyle play in the prevention of major noncommunicable diseases?
- What is stress and how does it affect a person's health?
- What lifestyle interventions help reduce severe stress to an optimal level?
HomeworkStudy § 7.5 of the textbook
Analyze what factors cause you a strong emotional burden in everyday life. Make changes to your daily lifestyle to reduce their impact on your condition and increase your confidence in your abilities.
Lesson 21
The purpose of the lesson.To form the trainees' belief that the so-called bad habits are equated with a serious disease that is difficult to treat. To acquaint students with the biological mechanism of the formation of drug addiction and its consequences.
Issues under study
- General concepts of bad habits.
- The biological mechanism of the formation of drug addiction.
- Consequences of bad habits.
Presentation of educational material
1. You can start a conversation with students with the statement of Academician N. M. Amosov (1913-2002) that the safety margin of a person’s “construction” has a coefficient of about 10, i.e., his organs and systems can carry out loads and withstand stress of about 10 times greater than those that a person has to deal with in everyday life.
Further, it must be emphasized that the realization of the possibilities inherent in a person depends on his lifestyle, everyday behavior, habits acquired by him, the ability to reasonably manage the potential health opportunities for the benefit of himself, his family and the state.
A number of habits that a person acquires during his school years and which he then cannot get rid of throughout his life, seriously harm his health. These habits are called bad habits. However, it is more correct to call them not habits, but addiction.
Currently, according to health professionals, addiction to smoking and drinking alcohol is considered a kind of drug addiction, since the mechanisms of addiction and the consequences of use are similar to the mechanisms and consequences of drug use. Moreover, it is noted that alcohol and smoking act as catalysts (accelerators) in the formation of drug addiction.
- Emphasizing that drug addiction is an irresistible human need to take a drug, outline the biological mechanism for the formation of drug addiction. As a result of drug use, the body, as it were, tunes in to receive them and includes them in its biochemical processes. Gradually, a number of body functions, which before taking drugs were provided by substances produced by the body itself, begin to perform drugs.
- Note that the consequences of bad habits can be the most detrimental. Provide statistical evidence to support this.
At the end of the lesson, emphasize that real measures are currently being taken in our country to control the distribution and advertising of narcotic substances, including beer and tobacco. But all these measures will be ineffective if a culture of “life without drugs” is formed among adolescents and young people.
test questions
- What are bad habits?
- What is addiction and drug addiction?
- How does drug addiction develop?
- Why is addiction to alcohol considered a drug addiction?
- What are the consequences of smoking, drinking alcohol and drugs?
Homework
Study § 7.6 of the textbook.
Lesson 22
The purpose of the lesson.To acquaint students with the regulatory framework for the prevention of drug addiction in our country. Discuss the four No to Drugs rules.
Issues under study
- Legal and regulatory framework for the prevention of drug addiction.
- Three Fundamental Truths for Addiction Prevention.
- Four rules "No to drugs!".
Presentation of educational material
In the introductory part of the lesson, it is necessary to emphasize once again that such habits as smoking, drinking alcohol and beer are a kind of drug addiction, and drug addiction is a disease that a person acquires voluntarily by starting to use drugs.
1. Emphasize that the fight against drugs is going on all over the world. In our country, in 1998, the Federal Law "On Narcotic Drugs and Psychotropic Substances" was adopted, which establishes a ban on taking drugs without a doctor's prescription.
2. In adolescence, the desire to take the drug initially arises, as a rule, in the company of peers. Drug dealers make extensive use of this, they have developed a peculiar tactic of dragging teenagers into drug networks. In schools, at the entrances of houses, in places of mass gatherings of teenagers, they sell drugs at ultra-low prices in order to introduce as many children as possible to them. Then, of course, the price rises, and the gullible buyer becomes addicted to the drug and, therefore, the drug dealer.
Almost free distribution of drugs is now widely used in discos, concerts of popular artists.
- Drug addiction is an intractable disease that a person acquires voluntarily by starting to use drugs.
- Drug addiction as a disease begins to develop, as a rule, after the first use of a narcotic substance.
- The person who offers you a drug is the enemy of your health, since he takes away your health for the sake of his own profit for your own money.
3. Discuss the four No to Drugs rules.
Rule one.Constantly develop in yourself a firm “No!” any drugs in any dose, no matter how small, in any setting, in any company.
Rule two.Look for sources of joy in doing everyday things.
Rule three.Know how to choose your friends and comrades among your peers. Develop a firm attitude: “No!” - for those peers and the company where taking drugs is a common thing.
Rule four.Say a firm "No!" his shyness and instability when offered to try the drug. Remember: life is more precious!
test questions
- Why is prevention of the first use of the drug the most effective for the prevention of drug addiction?
- What measures are provided in our country against the illegal distribution of drugs?
- What are the main reasons for the increase in drug addiction among adolescents and young people?
- What are the basic facts that every person needs to firmly understand in order to consciously resist drug addiction?
- What qualities must be constantly formed in oneself in order to protect oneself from initiation to the use of narcotic substances?
HomeworkStudy § 7.7 of the textbook.
Lesson 23 General rules first aid
The purpose of the lesson.To acquaint students with the general rules for providing first aid; discuss situations in which it is necessary to call " ambulance».
Issues under study
- First aid and its purpose.
- General order in the provision of first aid.
- Situations in which it is necessary to call an ambulance.
- Define first aid and define the situations in which it is provided.
- The general procedure for providing first aid:
- determination of an emergency situation and the need for first aid;
- making a decision on the provision of first aid;
- call for emergency medical assistance;
- provision of first aid to the victim until the arrival of the ambulance team.
- Discuss the situations in which it is necessary to call an ambulance:
- the victim is unconscious;
- the victim has difficulty breathing or is not breathing;
- the victim has persistent chest pain or a feeling of pressure in the chest;
- the victim is bleeding heavily;
- the victim has severe abdominal pain;
- the victim has poisoning and other emergency conditions.
To conclude the lesson, it should be emphasized that the primary purpose of first aid is to help a person injured or suffering from a sudden onset of illness until qualified medical assistance, such as an ambulance, arrives.
test questions
- What is first aid and who provides it?
- What are the general rules for providing first aid?
- In what cases is it necessary to call an ambulance?
Homework
Study § 7.1 of the textbook.
Lesson 24
The purpose of the lesson.To develop in students the ability to provide first aid for external bleeding.
Practiced Skills
- Providing first aid for minor wounds.
- Providing first aid for severe bleeding.
Organization of the lesson
List the sequence of actions when providing first aid for minor wounds, with severe bleeding.
In practice, practice the ability to apply a bandage, tourniquet, pressing the artery.
At the end of the lesson, it should be emphasized that in case of severe bleeding, it is necessary to call an ambulance (by phone 03). The dispatcher should be told:
- the exact scene of the incident, street name, house and apartment number, floor, characteristic landmarks;
- the phone number from which the call is made;
- surname, name and patronymic of the victim;
- the essence of what happened and the condition of the victim.
Homework
Study § 7.2 of the textbook.
Lesson 25
The purpose of the lesson.To develop in students the ability to provide first aid for bruises and fractures.
Worked out questions
- Providing first aid for injuries.
- Providing first aid for fractures.
- Providing first aid for injuries to the forearm and ankle joint.
Organization of the lesson
General rules for first aid for bruises, fractures.
Bandages for fractures:
1 - collarbone and shoulder blades; 2 - ribs; 3- femur; 4 - pelvic bones.
First aid for forearm injury (imposition of supporting and fixing bandages, soft splint).
Homework
Study § 7.3 of the textbook.
Lesson 26
The purpose of the lesson.review the rules and
Issues under study
- General recommendations for the transportation of the victim.
- Ways to transport the victim.
Presentation of educational material
1. Draw trainees' attention to a number of factors that must be considered when transporting a casualty.
Usually the scene of the incident is dangerous for the victim (fire, poisonous gases, etc.). However, before moving the victim to another location, consider the following factors:
- physique of the victim;
- your physical abilities;
- the possibility of getting help from others;
- the condition of the victim.
When transporting the victim, try to adhere to the following rules:
- move the victim only if you are sure you can handle it;
- when transporting the victim, step carefully, taking small steps;
- if possible, move forward with your face, not your back;
- always look in the direction of where you are going.
2. Train students in various ways of transporting casualties.
Ways to transport the victim.
Homework
Study § 7.4 of the textbook.
