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Mahomet E.N.
geography teacher
State Institution "Priozernaya Secondary School"
Geography lesson with assignmentsPISA.
The purpose of man is in rational activity.
Aristotle
Program for International Student Assessment (PISA) - An international study on the assessment of mathematical literacy and literacy in reading and science of 15-year-old students of organizations of general secondary, technical and vocational education is carried out in 3-year cycles. In each cycle, the main focus (two-thirds of the testing time) is given to one of the areas of study - reading, mathematics or science. The main objective of the PISA study is to determine whether 15-year-old students have the functional knowledge and skills needed in today's living conditions. More than 65 countries of the world participate in the study. The program is coordinated by the Organization for Economic Cooperation and Development (OECD).
In the National Action Plan for the Development of the Functional Literacy of Schoolchildren for 2012-2016, the main functional qualities of a person are indicated as follows:
initiative,
the ability to think creatively and find innovative solutions,
the ability to choose a professional path,
willingness to learn throughout life.
PISA has been conducted with a certain cycle since 2000. This year's survey focuses on science literacy. The previous study with this priority was conducted in 2006. It involved 57 countries. This time their number will reach 70. The progressive increase in the number of participating countries allows the PISA studies of subsequent cycles to talk about the assessment of "global competence" (Global Competence).
PISA 2015, like PISA 2012, has an additional, innovative goal, namely to assess the functional literacy of 15 year old students in an interactive environment.
Currently, the view on what should be the preparation of a graduate of a basic school is changing. Along with the formation of subject knowledge and skills, the school should ensure the development of students' skills to use their knowledge in a variety of situations that are close to real. In later life, these skills will contribute to the active participation of the school student in the life of society, will help him acquire knowledge throughout his life. The PISA study aims to test the availability of such skills, that is, preparing young people for "adult" life, which distinguishes it from other international studies, the main purpose of which was to test the subject knowledge and skills defined by school programs, mainly through the performance of educational tasks or completely unrelated to real life.
Unfortunately, the absolute majority of schoolchildren, especially at the middle stage of education, are trained by teachers to memorize the material, perform actions according to the model, and implement one-two-three-step algorithms. It has long been known that the implementation of arbitrarily complex algorithms does not develop the creative abilities of students, and in the worst case, it leads to the fact that even the student is not able to repeat these same algorithms. This is the reason for a quarter of the unsatisfactory grades in geography received annually in the unified national test, it is also the reason for the more than unsatisfactory results of the PISA test.
One of the ways to implement the competency-based approach is to compose and use tasks in the PISA format in the educational process. The specificity of the PISA tasks lies largely in the fact that the conditions and questions are set as independent ones, and at first glance they are not related to each other. Linking conditions and questions is the task of the student. For such a "binding" it is necessary to involve personal experience, additional information, work with the context is necessary. Hence the design of PISA tasks - they are most often a description of a situation taken from real life practice. Neither the conditions of the tasks, nor the form of the question are strictly tied to the subject situation. On the contrary, the translation of a life situation into an objective one is the difficulty of the assignments. Each task is a situation, a case requiring a solution. The question and conditions of the tasks are related to personal experience, additional information from other sections, therefore, the PISA tasks are integrated.
When compiling tasks in the PISA format, it is necessary to take into account the following features:
─ conditions that are not required to answer the question;
─ a lot of unnecessary details, and some of the necessary information may be missing, it is found, for example, in a question;
─ the necessary information is presented in different formats (text, graphs, tables, reference books, own knowledge);
─ the necessary information is given in the logic of referring it not to a specific subject (educational or scientific), but to a specific life situation;
─ the form of the required answer is not specified or is specified in a noisy form. The answer, according to the question, must meet the requirements, which were also not clearly formulated.
Separate tasks in the PISA format are used as cognitive tasks at various stages of the lesson in order to form research skills, independent thinking, and cognitive interest of students.
A set of tasks in the PISA format is used both as diagnostic and as training, as the student acquires new knowledge and new skills.
Tasks should contain questions of various types - with a choice of answers, with a short answer, with a detailed free answer. In the first case, the student must find the correct answer among the proposed answers; in the second, write down your answer without giving any explanation; in the third case, the student is required to write down his decision, give a justification, and give an argument. Sometimes these questions are interrelated, and in the process of their consistent implementation, students must notice patterns, reach some generalizations. Sometimes the questions are independent, and the answer to the next question is not determined by the correctness of the answer to the previous one. In the same task, questions of different types can often be presented: first, questions with a choice of answers, with a short answer, and at the end - questions with a detailed answer.
When performing competence-oriented tasks such as PISA, the main attention should be paid to the formation of students' abilities to use geographical knowledge in a variety of situations that require different approaches, reflections and intuition for their solution.
Tasks in the PISA test format allow the teacher to solve several problems at the same time:
─ assess the level of development of the written competence of students, i.e., how much the student is able to understand the text and get the necessary information from it;
─ assess the level of development of subject knowledge and skills;
─ assess the level of development of general educational skills and abilities (intellectual, cognitive, culture of written and oral speech, etc.).
─ evaluate the ability to independently acquire knowledge and choose the methods of activity necessary for successful adaptation in the modern world, that is, to act effectively in non-standard situations;
─ to form a cognitive interest in the subject through the development of research competence;
─ contribute to the comparison of the progress of students in relation to each academic subject and education in general;
─ identify ways to reduce differences between current and expected results.
The involvement of interdisciplinary information in the process of performing tasks such as PISA contributes to a deeper and more meaningful assimilation of program material, students acquire and improve practical skills to identify cause-and-effect relationships between phenomena and processes. At the same time, favorable conditions are created for a meaningful understanding of facts, theory, laws, concretization and deepening of previously acquired knowledge in geography, physics, chemistry, biology, and ecology.
The presence of interest in geography among students is a necessary condition for the learning process. The higher the interest, the more active the training is and the better its results. The lower the interest, the more formal the training, the worse its results. Lack of interest leads to low quality of learning, quick forgetting and even complete loss of acquired knowledge, skills and abilities. Therefore, it is very important to increase the level of students' interest in geography, to monitor its change, which is an integral part of the PISA study.
Literature:
2. Dahin A.N. Competence and competence: how many of them does a Russian student have? / A Dahin // Timely Thoughts. - 2004. - No. 2. - P.43-47.
3. Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education / I.A. Winter. - M.: Logos, 2004. - 208 p.
4. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education / A. Khutorskoy // Nar. education. - 2003. - No. 2. - S. 58-64.
5. Kholodnaya M.A. Psychology of intelligence: paradoxes of research. - Tomsk: Publishing House Vol. university - M.: Bars, 1997. - 392 p.
6. Modular competence-based professional education (guidelines). - M.: Ed. Center NOU ISMO, 2003. - 34 p.
7. Kovaleva G.S. A new perspective on literacy. Based on the materials of the international study PISA-2000.
Development of tasks using PISA technology
Economic and social geography. Grade 9
Lesson topic: Human resources
Option number 1
Read the text and answer the questions
Human Resources
Labor resources are the part of the population capable of working in the economy. They include three population groups, see the diagram on page 95 of the textbook:
A) working teenagers - who are 15 years old.
B) able-bodied people of working age - the largest part of the labor force (from 16 to 58 years old women and up to 63 years old men)
B) working pensioners
In the labor force, a group of people is distinguished, which is called the economically active population - these are working people and unemployed for some reason, but looking for work. Another group of labor resources is the economically inactive population, non-working people for various reasons. The distribution of the active population across the country is uneven: 2/3 of the workforce is concentrated in the south and north.
Issue 1: Human Resources
Who will be responsible for the workforce? Circle 'yes' or 'no' for each statement
| Our class students | |
| Women 65 years old | |
| Visually impaired 40 years old | |
| Man 30 years old |
Competence: analysis
Context: local
Level: 3
Expected answer: no, no, no, yes
Issue 2: Human Resources
Determine which group of professional and social structure your parents (teachers) belong to. Explain answer
Write the answer.
__________________________________________________________________
Competence: scientific interpretation of data
Context: personal
Level: 4
Expected answer: teachers - work in the tertiary sector, since education belongs to the non-productive sphere and employees, as they work in state institutions.
Question 3: Human Resources
| Economically active population | Including |
||
| Unemployed |
|||
| Kazakhstan | |||
Where is most of the workforce located, explain the reason
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Competence: interpretation
Context: local
Level: 4
Expected answer: The higher the population, the higher the number of labor resources and EAN, if the district has a high SP, then, consequently, the proportion of children is large, and this reduces the number of labor resources and EAN.
OPTION #2
Topic: Geographical research of Kazakhstan.
Text: Starting from the 16th century, geographical information about Kazakhstan began to be generalized in the official institutions of the Russian state. In connection with the establishment of Kazakh-Russian embassy relations, the tsarist authorities began to collect information about the Kazakh land through ambassadors, merchants and travelers. As a result, new data began to appear about the nature, people and borders of Kazakhstan. Using this information, the Kazakh Kadyrgali Zhalairi (late 16th-early 17th centuries), at the request of Tsar Boris Godunov, created the first historical work that has come down to us - "Collection of Chronicles" ("Jami at-tavarih"). This collection, in addition to information about the history of the formation of the Kazakh Khanate, contained extensive information about the cities, rivers, mountains and borders of Kazakhstan.
Schematic: geographical research of Kazakhstan.
Explanation: On this map, the routes of travelers-researchers of the territory of Kazakhstan are marked, where the path of each scientist is shown by symbols.
Question-1: What are the true reasons for scientific research on the territory of Kazakhstan?
Explanation: At the end of the 17th century, all cartographic materials about Kazakhstan and Central Asia were summarized by the outstanding Russian scientist S. Remezov. The result of the work of the scientist was the "Drawing Book of Siberia", containing historical and geographical information about the territory of Kazakhstan.
In the 18th century, Peter I paid special attention to the relations between Russia and Kazakhstan. He considered the territory of Kazakhstan "the key and the gate to all Asian countries and lands" and made plans to subjugate it to Russia. In this regard, the king, having equipped military expeditions to Kazakhstan, gives the task to explore the Caspian Sea and the outskirts of Siberia.
Answer: free.
Competence:
Context: global.
Level: 2
Expected response: In the 18th century, Peter I paid special attention to the relations between Russia and Kazakhstan. He considered the territory of Kazakhstan "the key and the gate to all Asian countries and lands" and made plans to subjugate it to Russia.
Question 2: Topic: Geographical studies of Kazakhstan
Name the names of researchers who contributed to the foundation and development of modern geography, to the study of the nature of Kazakhstan.
Answer: free.
Competence: explanation of the phenomenon from a scientific point of view.
Context: global.
Expected response: These are great travelers not only of the Russian Empire, but also of Portugal and England. Prominent scientists of that time P. S. Pallas, I. P. Falk, P. I. Rynkov and others participated in the work of this expedition. I. Muravin and A. I. Butakov conducted studies of the Aral Sea and the lower reaches of the Syr Darya, G. S. Karelin - the coast of the Caspian Sea. And the discoveries of P. P. Semenov-Tyan-Shansky, N. A. Severtsov, Sh. Sh. Ualikhanov, I. V. Mushketov, A. N. Krasnov, L. S. Berg and others, which were of particular importance for development of geographical thought of that time. N. A. Severtsov made a trip to the Aral Sea region and the lower reaches of the Syr Darya. In 1864 he explored the western and northern spurs of the Tien Shan, Zhetysu, Kyzylkum, Karatau, Ustyurt and Mugodzhary. I. V. Mushketov (1850-1902) - an outstanding Russian geologist and traveler. His research helped to establish patterns and causes of many natural phenomena. A. N. Krasnov (1862-1914) mainly studied the vegetation of the desert zones of the foothills of the Tien Shan and the coast of Lake Balkhash. V. A. Obruchev and V. V. Sapozhnikov in Zhungaria and the Tien Shan, N. I. Andrusov in Mangyshlak, S. S. Neustruev in South Kazakhstan took part in these studies. Thanks to them, the main patterns in the structure of the soil cover were determined and the main types of soils in South Kazakhstan were described. L. S. Berg (1876-1950), a well-known geographer and naturalist. He began his activities in Kazakhstan with the study of the salt lakes Teke, Kyzylkak, Seletteniz. In 1900-1903, he participated in the Aral expedition, described the types of the Aral coast and desert forms of the Aral region, coastal sands - Kyzylkum, Karakum, Big and Small Badgers.
Question 3: Topic: Geographical studies of Kazakhstan.
Based on the drawing and map of the research routes of research scientists, as well as the text of the textbook, answer the questions:
| № p/n | Questions | Answer: yes/no |
| Using the text of the textbook, determine the methods for researching the territory of Kazakhstan: | ||
| aerial photography | ||
| sketches | ||
| cartographic | ||
| observations | ||
| Which of the scientists gave a complete description of the Aral Sea and its coasts? | ||
| I.V. Musketov | ||
| A.N. Krasnov | ||
| P.F. Palass |
Competence: interpretation
Context: local
Level: 4
Expected answer: 1- B,C,D; 2-A
Option number 3
Physical geography of Kazakhstan, 8th grade
Subject:CLIMATE OF KAZAKHSTAN.
The purpose of the lesson: development of skills for solving educational problems of a non-standard developmental nature with their application in practical activities.
CLIMATE OF KAZAKHSTAN.
The position of the East Kazakhstan region in the central part of Eurasia, as well as the Altai Mountains located on its territory, determined its main climatic features. In general, it is a sharply continental climate with large seasonal and daily temperature fluctuations. Summers are hot and moderately dry, while winters are cold and snowy. The minimum January temperatures, according to Ust-Kamenogorsk, fluctuate from -27C° to -33C°. However, with the invasion of the Arctic air masses, the temperature can often drop to -52C °. Blizzards are a regular occurrence in winter. The maximum temperatures in July range from +32C° to +37C°. However, in the absence of rain, summer temperatures can reach +45C° or even +47C°, periodically causing steppe fires. The average annual precipitation is from 300 to 600 mm, in the mountains - about 900 mm.
Question 1. The climate of Kazakhstan.
What climate features are typical for the East Kazakhstan region?
| The climate of East Kazakhstan region is temperate | |
| Flat areas are not moist enough | |
| The amplitude of annual temperatures is less than 40° |
Correct answer: Yes, yes, no.
1. Competence - explanation
2.Context - local
4.Question Level -2
Question 2. The climate of Kazakhstan.
Analyze the diagrams of precipitation in Ust-Kamenogorsk and answer the question.
What type of precipitation prevails in this area?
V. Rain - from March to September, snow from October to February.
E. Rain from April to October, snow from November to March.
Correct answer: D.
1. Competence - description
2.Context -local
4.Question Level -3
Question 3. The climate of Kazakhstan.
What would you advise summer residents who moved to permanent residence from Shymkent to Ust-Kamenogorsk?
1. Competence - interpretation
2.Context -local
4.Question Level -4
Option number 4 (PISA)
Subject: "Forest-steppes and steppes"
map"Natural zones of Kazakhstan"
Text:
Question #1: Use paragraph 38 and this chart to determine the correct answer.
| № p/n | Questions | Answer: yes/no |
Explanation: Comparing the map of the location of natural areas with the text of the textbook and the existing knowledge from the 7th grade course, you can find the correct answer.
Competence: interpretation;
Context: local;
Level 2
Expected response: yes, no, yes, no
Question #2
Subject"Forest-steppes and steppes"
Explanation:
Scheme"Types of soils of Kazakhstan"
Question:
Answer: free
Competence: interpretation;
Context: local
Level 3
Expected response:
Question #3
Using paragraph 38 and the map "Agricultural land of Kazakhstan" to answer the question: For what economic activity are the soils of the forest-steppe and steppe zones suitable?
| Answers | Questions |
Competence: interpretation;
Context: local
Level 4
Expected response: A.
Question #4
To characterize the natural zones of the steppes and forest-steppes of Kazakhstan using a given plan:
Climatic conditions
Animal world
Household use
Answer: free
Competence: interpretation;
Context: local
Level 5
Expected response:
| № p/n | Response plan | Forest-steppe | steppes |
| The geographical position of the natural zone | |||
| Climatic conditions | January T – (-24) July T - (+24) Rainfall 500 mm | January T – (-24) July T - (+24) Rainfall 300 mm |
|
| Soil and vegetation cover | |||
| Animal world | |||
| Household use | |||
| Environmental problems and their solutions |
Option #5 (PISA)
Theme: Rivers Kazakhstan
Text:River- this is a watercourse of relatively large size, feeding on atmospheric precipitation from its catchment area and having a clearly defined channel formed by the stream itself. Approximately the same definition of the term river is given by other authors. Rivers usually include only watercourses with a basin area of at least 50 km 2. Smaller streams are called streams. However, there are rivers that can freeze or dry up for some short period of time. If the watercourse dries up for most of the year (as, for example, dry valleys in deserts - wadis and screams), then such a watercourse is not considered a river. Rivers do not include watercourses that do not have a catchment area (such as channels formed by currents during high tides or surges in coastal areas or on islands). Even large streams (straits) connecting lagoons with the sea are not rivers. Cannot be considered rivers and watercourses with an artificial channel (canals). Rivers are typified according to various characteristics: by size, by flow conditions, by sources (types) of food, by water regime, by degree of channel stability, by ice regime, etc. There are 85 thousand large and small rivers on the territory of Kazakhstan. The length of seven of them (Ertys, Esil, Tobol, Ural, Syr Darya, Ili, Chu) exceeds 1000 km. All rivers of the republic belong to the basin of the Arctic Ocean and the internal drainless basin. The first feature of the rivers of Kazakhstan is the difference in age. The river systems of the plain part are old, they are at a late stage of their development, therefore the valleys of the lowland rivers are well developed and wide. Deep erosion of these rivers is weak, and lateral erosion is strong. The rivers of the mountainous regions are younger in their geological history. They go through an early stage of their development. The longitudinal profile is poorly worked out, there are narrow and deep valleys, a large slope of the fall. The rivers are characterized by strong deep and insignificant lateral erosion.
The second feature of Kazakhstani rivers is their uneven distribution over the territory of the republic. In the plain-low-mountain part, the density of the river network decreases from north to south.
The forest-steppe and steppe zones, where more precipitation falls, are rich in rivers. The density of the river network in the north of the republic is on average 4-6 km per 100 km2, in the central semi-desert zone - 2-4 km, and in the southern desert zone - 0.5 km. The rivers of Kazakhstan mainly have different nutrition: snow, rain, glacial and groundwater. In Kazakhstan, there are about 7 thousand rivers, the length of which exceeds the 10-kilometer mark. In total, there are more than 39 thousand permanent and temporary watercourses in the republic. Among the largest rivers of the country are: Irtysh, Esil, Tobol, Ural, Syrdarya, Ili, Chu. The length of each of them significantly exceeds the mark of 1000 km. The Ural carries its waters to the Caspian Sea basin, the Syr Darya flows into the Aral, and the Irtysh, Esil and Tobol are water arteries that feed the Arctic Ocean.
Question number 1: Make a definition of the concept of "Small River":
| Answers | Definition |
| This is a river with a basin area of less than 2000 km 2, located within any one geographical zone, but its hydrological regime, under the influence of local conditions, can differ significantly from the regime characteristic of most rivers in a given geographical zone, and thus become azonal. |
|
| This is a river with a basin area of less than 2000 km 2, located within the forest-steppe and steppe zones, but its hydrological regime under the influence of local conditions can differ significantly from the regime characteristic of most rivers in this geographical zone, and thus become zonal. |
|
| This is a river with a basin area of less than 1000 km 2, located within any one geographical zone, but its hydrological regime under the influence of local conditions may differ significantly from the regime characteristic of most rivers in a given geographical zone, and thus become a zonal natural phenomenon . |
|
| This is a watercourse that is fed by groundwater from the entire catchment area and has a weakly expressed channel formed by the stream itself, the length of which is less than 1000 km. |
Competence: interpretation;
Context: local
Level 4
Expected response: A.
Question #2:
What determines the full flow of rivers?
| Answers | Definition |
| From the level of mixed nutrition |
|
| From rainfall and topography |
|
| From the climate |
|
| From latitudinal zonality and groundwater |
Competence: interpretation;
Context: local
Level 4
Expected response: WITH.
Question #3:
Determine the size of the rivers:
| Answers | Major rivers: |
| Esil, Irtysh, Tobol, Ural, Syrdarya, Bukhtarma, Chu |
|
| Tobol, Irtysh, Esil, Ural, Amu Darya, Ili, Chu. |
|
| Irtysh, Esil, Tobol, Ural, Syr Darya, Ili, Kama |
|
| Irtysh, Esil, Tobol, Ural, Syr Darya, Ili, Chu |
Competence: interpretation;
Context: local
Level 2
Expected response: D.
Topic: Rivers of Kazakhstan
Text: In Kazakhstan, there are about 7 thousand rivers, the length of which exceeds the 10-kilometer mark. In total, there are more than 39 thousand permanent and temporary watercourses in the republic. Among the largest rivers of the country are: Irtysh, Esil, Tobol, Ural, Syrdarya, Ili, Chu. The length of each of them significantly exceeds the mark of 1000 km. The Ural carries its waters to the Caspian Sea basin, the Syr Darya flows into the Aral, and the Irtysh, Esil and Tobol are water arteries that feed the Arctic Ocean.
Irtysh is the main tributary of the Ob. The total length of the river is 4,248 km, which is the second indicator among the rivers of the Asian region. The length of the Kazakh section of the Irtysh is 1835 km. The nutrition of the Irtysh is mixed: in the upper reaches it is snowy, glacial and less rainy; in the lower reaches snow, rain and soil. The nature of the water regime also changes significantly. The water of the river is fresh and soft. The mineralization of water varies depending on the season from 136-253 mg / cu. dm in high water up to 300-324 mg / cu. dm in winter, increasing along the length of the Irtysh from south to north to Ust-Ishim, outside the Omsk region it slightly decreases until it flows into the Ob. The salt composition of the Irtysh is hydrocarbonate calcium, rarely sodium. The source of the river is located on the eastern slopes of the Mongolian Altai ridge (border of Mongolia and China).
The section of the river, before flowing into the flowing lake Zaisan, is called the Black Irtysh. After the passage of the waters of the Irtysh through the Bukhtarma hydroelectric power station, the prefix "black" is changed to "white". It should be noted that in addition to Bukhtarminskaya, there are two more hydroelectric power stations on the Irtysh - Ust-Kamenogorsk and Shulbinskaya. They are also located on the section of the river below Lake Zaisan.
The Irtysh is navigable for 3784 km. Navigation on the river begins in April and lasts until November.
The Irtysh is rich in fish. It contains: sterlet, nelma, stellate sturgeon, sturgeon, pike, perch, crucian carp. Recently, carp, bream, pike-perch and Baikal omul were launched into the river.
The Irtysh has about 17 tributaries, the largest of which are the Tobol, Esil and Uba rivers.
Question #4:
Choose the correct river characterization plan:
| Answers | River description plan |
| 1. The source of the river; 2. The direction of the river flow; 3. The mouth of the river; 4. The length of the river; 5. Feeding the river; 6. The nature of the river flow depending on the relief; 7. Tributaries: left, right; 8.Economic use of the river. |
|
| 1. Source and mouth of the river; 2. The direction of the river flow; 4. The length of the river; 5. Feeding the river; 6. The nature of the river flow depending on the climate; 7. Tributaries: left, right; 8.Economic use of the river. |
|
| 1. The source of the river; 2. The direction of the river flow; 3. The mouth of the river; 4. The length of the river; 5. Feeding the river; 6. The nature of the river flow depending on the natural zone; 7. Tributaries: left, right; 8.Economic use of the river. |
|
| 1. The source of the river; 2. The direction of the river flow; 3. The mouth of the river; 4. The length of the river; 5. Feeding the river; 6. The nature of the river flow depending on the relief; 7. Tributaries: northern and southern; 8.Economic use of the river. |
Competence: interpretation;
Context: local
Level 3
Expected response: A.
Question number 5: Using the river description plan, characterize the rivers by groups: Tobol, Esil, Ural, Uba.
Answer: free
Competence: interpretation;
Context: local
Level 4
Expected response:
Tobol- length 591 km, basin area 426 thousand km². The source of the river is located on the border of the eastern spurs of the Southern Urals and the Turgai canteen of the country. Tobol is navigable at a distance of 437 km from the mouth.
The food is mainly snow, downstream the share of rain increases. High water from the 1st half of April to mid-June in the upper reaches and until early August in the lower reaches. The large tributaries of the Tobol include the rivers Uy, Iset, Tura, Tavda and Ubagan.
The river crosses the following cities: Lisakovsk, Rudny, Kostanay, Yalutorovsk, Kurgan, Tobolsk.
Yesil (Ishim)- flows through the territory of Kazakhstan and the Russian Federation, is the left and longest tributary of the Irtysh River. The total length of the Ishim River is more than 2450 kilometers, and the area of the catchment basin is about 177 thousand km2.
The source of the river is located in the low Niyaz mountain range. In the upper reaches, the river flows mainly to the northwest and west, flowing through a narrow valley, bounded by high rocky banks.
After Astana, the floodplain of the Ishim River expands significantly, and then begins to move to the southwest. Just above the city of Derzhavinsk, the river makes a sharp turn to the north; near the city of Petropavlovsk, the river turns to the northeast.
After that, the Ishim flows into the West Siberian Plain and flows through the flat Ishim Plain. Here the river forms a wide floodplain with a large number of oxbow lakes, in the lower reaches the river flows among the swamps and flows into the Irtysh near the city of Ust-Ishim. The river is navigable starting from Petropavlovsk and for 270 kilometers to the Sergeevskoye reservoir.
The Ishim River is mainly fed by melt water. Ice binds the river in the first half of November, and the opening occurs in April. The flood on the river falls on the period from May to June. In the lower reaches of the river during the flood period, it spills up to 15 kilometers.
The main tributaries are Zhabai, Koluton, Akkanburluk and Terisakkan. Sergeevskoe and Vyacheslavskoe reservoirs were built on the river. The cities of Sergeevka, Atbasar, Petropavlovsk, Astrakhanka, Esil, Ishim, Vikulovo, Astana, Derzhavinsk and Ust-Ishim are located on the banks of the river.
Uba- the right tributary of the Irtysh. The length of the river is 278 km, the basin area is 9850 km? Uba flows through the territory of the East Kazakhstan region. The river is formed as a result of the confluence of the Black and White Uba. In the upper reaches it is rapids, in the lower reaches it breaks into branches. Food is mixed, but snow prevails. High water - from April to mid-July. The average water consumption in 8 km from the mouth is 177 cubic meters. m/sec. It freezes in November - early December, opens in April - early May.
Uba, like other rivers of Rudny Altai - Ulba, Narym, Kurchum and Kalzhir, has clean clear water thanks to natural filters - a rocky channel, sandy shores and bottom.
Ural- originates on the slopes of the Kruglyaya Sopka peak (Uraltau ridge). The total length of the river is 2428 km (Kazakhstan section - 1082 km), the basin area is 231 thousand km². It should be noted that the Ural basin is the sixth largest in the world.
The mouth of the Urals is divided into several branches. The fall of the channel is 664 meters. Upper Ural - to the city of Ural flows through rocky terrain, and rifts are often encountered on the way. Only after the Sakmara River (one of the largest tributaries) flows into it, does it finally become a typically flat river. Here its channel is quite wide and winding. In the lower reaches, the valley widens, and the river forms many channels and oxbows. The Ural is a fairly fast river. There are no reservoirs here either.
The regime of the river is characterized by uneven flow. The difference in the total source in a low-water year can be 10 times less than in a high-water year. For 10 months a year, the Ural is a relatively small river, but in spring it turns into a powerful and raging stream that spills its waters for many kilometers. In spring, the width of the river reaches 36 km. During the short time of the spring flood in the Urals, up to 96% of the total annual runoff passes. The feeding mode of the river is mainly snow, the Urals receives very little from groundwater.
The tributaries of the Urals include: Big Kizil, Tanalyk, Guberlya, Sakmara, Gumbeika, Sununduk, Big Kumak, Or. In the upper reaches of the river The Ural is a natural water border between Asia and Europe.
The Verkhneuralskoye and Iriklinskoye reservoirs, as well as the Iriklinskaya hydroelectric power station, are located in the Urals.
The river is navigable. Sturgeon, stellate sturgeon, carp, catfish, pike perch, and bream are found in the river.
DEVELOPMENT OF A LESSON FOR PREPARING 8 GRADE STUDENTS
FOR THE INTERNATIONAL PISA COMPETITION.
Topic: Forest-steppes and steppes of Kazakhstan.
Target: to form the ability to solve educational problems of a non-standard developmental nature with their application in practical activities.
Lesson type: study lesson.
Equipment: thematic maps, task cards, group work scheme, evaluation sheets, wall tables "Plants and Animals of Kazakhstan", "Soil Types of Kazakhstan".
During the classes:
Org. moment. 2-3 minutes.
1. Formation of groups.
2. Separation of roles in groups.
Checking homework:
No. 1 - a card with the question: "Every plant community is an integral part of the landscape ...", - L.S. Berg. To characterize the flora of Kazakhstan.
No. 2 - a card with a question: What do you think: does altitudinal zonality affect the flora and fauna of mountainous areas. Justify your answer;
No. 3 - a card with the question: What climatic factors contribute to the formation of flora and fauna;
No. 4 - card - task for the "Criticists" group: to supplement or correct the answers of classmates of 1, 2, 3 groups of classmates;
No. 5 - card - task for the group of "Experts": Determine the level of correctness of the answers and, arguing, evaluate the work of the groups.
The study of new material on the topic "Forest-steppes and steppes of Kazakhstan"
Option number 4PISA
Subject " Forest-steppes and steppes»
map"Natural zones of Kazakhstan"
Text:
In 1696, the Russian government ordered the Tobolsk voivode A. Naryshkin "to make a drawing", that is, to draw up a geographical map of the Kazakh land. The voivode instructed the Tobolsk employee S.U. Remezov to complete the drawing. The order stated: “To write the steppes from Tobolsk to the Cossack hordes and to Bukhara Bolshaya and to Khiva and to Eik, and to Astrakhan, where closer and how far are the days along the way dry and watery, in summer and winter, and rivers in number and size and food for people and livestock would be scarce, and crossings would be transitional, and stone mountains would be passable, tracts would be known, and to make a drawing of three arshins of length across two, and sign it on the drawing.
Question #1
| № p/n | Questions | Answer: yes/no |
| Forest-steppes are located in the north of Kazakhstan and stretch from west to east | ||
| Forest-steppes are located in the west of Kazakhstan and stretch from south to north | ||
| The steppes are located south of the forest-steppe and stretch from west to east | ||
| The steppes are located in the Aral Sea basin and stretch from west to east |
Explanation: Use paragraph 38 and this chart to determine the correct answer.
Competence: interpretation;
Context: local;
Level 2
Expected response: yes, no, yes, no
Question #2
Subject"Forest-steppes and steppes"
Explanation: chernozem, gray forest soils are located in the forest-steppes of Kazakhstan; in the steppes - dry chestnut, chernozems.
Scheme"Types of soils of Kazakhstan"
Question: What factors contributed to the formation and distribution of these soil types?
Answer: free
Competence: interpretation;
Context: local
Level 3
Expected response: solar radiation, moisture, relief.
Question #3
Using paragraph 38 and the map "Agricultural lands of Kazakhstan" to answer the question: For what economic activity are the soils of the forest-steppe and steppe zones suitable?
| Answers | Questions |
| Development of crop production and animal husbandry |
|
| Cultivation of wheat, buckwheat, barley, sunflower |
|
| Breeding marals, cattle, horse breeding, sheep breeding |
|
| Creation of nature protection zones, hunting, fishing |
Competence: interpretation;
Context: local
Level 4
Expected response: A.
Question #4
To characterize the natural zones of the steppes and forest-steppes of Kazakhstan using a given plan:
The geographical position of the natural zone
Climatic conditions
Soil and vegetation cover
Animal world
Household use
Environmental problems and their solutions
Answer: free
Competence: interpretation;
Context: local
Level 5
Expected response:
| № p/n | Response plan | Forest-steppe | steppes |
| The geographical position of the natural zone | In the north of Kazakhstan, stretched from west to east | South of the forest-steppe zone stretched from west to east |
|
| Climatic conditions | January T – (-24) July T - (+24) Rainfall 500 mm | January T – (-24) July T - (+24) Rainfall 300 mm |
|
| Soil and vegetation cover | Chernozems, gray forest. Vegetation: birch pegs, alder, mountain ash, aspen, shrubs: hawthorn, wild rose, bird cherry. | Chernozems, dry chestnut. Vegetation: herbaceous (wormwood, feather grass, fescue), shrubs and trees along the river valleys. |
|
| Animal world | Foxes, moose, deer, wolves, hares, roe deer, ground squirrels, jerboas. In river valleys: beavers, muskrats, otters. | Foxes, wolves, hares, roe deer, ground squirrels, jerboas, snakes, lizards. |
|
| Household use | Logging, arable land - growing grain and industrial crops, pastures - cattle, deer breeding, horse breeding | Crop production - grain and industrial crops using irrigated, melon crops, on pastures - sheep breeding, cattle breeding, horse breeding |
|
| Environmental problems and their solutions | Problems: wind erosion on plowed soils, soil impoverishment, deforestation. Solutions: changing soil cultivation technologies, fertilizing, expanding the network of forest plantations and reforestation on cut plantations. | Problems: wind erosion on plowed soils, soil impoverishment. Solutions: change in tillage technologies, fertilization. |
Lesson summary:
Summing up the work in groups: filling in the evaluation sheets.
Reflection:
“In the lesson, I worked on “5”, “4”, “3”
“With my work at the lesson, I helped: ...”
“The lesson seemed to me…”
“I would like to have more…”
Homework: § 38, put natural zones of forest-steppes and steppes on the contour map.
Kolesnichenko Natalya Georgievna - teacher of Russian language and literature, secondary school No. 11 in Karaganda
Gafiyatullina Alla Mikhailovna - teacher of Russian language and literature, secondary school No. 11 in Karaganda
Tasks for the development of functional reading literacy of students under the international PISA program.
aim work is an assessment of students' possession of knowledge and skills necessary for full functioning in society.
"BANKNOTES OF KAZAKHSTAN"
Here is an image of the updated banknote of 5000 tenge, issued on December 30, 2011
Take a close look at the banknote. What phrase do you think is present on all banknotes of Kazakhstan?
Answer ______________________________________________________________________________________________________________________________________________________________________________________________________
Criteria for evaluation:
Correct answer: "Counterfeiting is punishable by law" - 1 point.
The other answer is 0 points.
Task number 2
What element depicted on the banknote is a symbol of peace and harmony?
A) the monument "Cossack Eli"
b) flying doves
C) the top of the Independence Monument
D) the mountains of the Trans-Ili Alatau
Criteria for evaluation:
The correct answer is B - 1 point.
The other answer is 0 points.
2 group
Based on the image of the banknote, fill in the table. Put a "+" sign in the appropriate column.
| Statement | right | wrong | No information in text |
| The banknote has security elements: a holographic ribbon depicting a flying bird, an apple and a denomination number. | |||
| The banknote of 5000 tenge is a store of value and therefore is not counterfeited as often as others | |||
| On the front and back of the banknote there is a mark for visually impaired people | |||
| You can feel to the touch that you have a banknote in front of you | |||
| 5000 tenge - the largest banknote of Kazakhstan | |||
| Kazakh banknotes win prizes at international competitions |
Criteria
5-6 correct - 1 point
Less than 5 - 0 points
3 group
The obverse is the front side of the banknote. Reverse - the reverse side.
Find a match
|
| reverse |
|
|
| obverse |
Criteria for evaluation:
obverse, 2- reverse.
Correct answer - 1 point.
The International Banknote Society (IBNS) is an association of banknote collectors, whose members are about 2,000 experts from more than 90 countries.
IN In May 2013, IBNS summed up the results of the international competition and recognized the Kazakhstani banknote of 5000 tenge as the “Best Banknote of 2012”. Do you agree with this choice and why?
Answer ______________________________________________________________________________________________________________________________________________________________________________________________________
Criteria for evaluation:
Task number 4
A banknote of the same denomination, issued in 1998, is now
out of active circulation, but is an object of interest to collectors.
Restore the dialogue between two collectors: the buyer and the seller of this banknote. Write your answer in the form of a chain.
| One boom still left! |
|
| LL 0056296 |
|
Criteria for evaluation:
Correct chain
Correct chain - 1 point.
Wrong chain - 0 points.
If you were a banknote designer, what would you change?
Justify your answer.
Criteria for evaluation:
If you made changes, but did not argue (1-2 arguments) - 1 point
If they didn’t change anything, but didn’t argue (1-2 arguments) - 1 point
Homework
1 group
Remember and write down proverbs, sayings, aphorisms, sayings about money
2 group
Write a mini-essay on the topic "Do not have a hundred rubles, but have a hundred friends"
3 group
Write a fairy tale "Tiynka's Journey"
View presentation content
"Mini Lesson"
Banknotes
KAZAKHSTAN
- Correct answer: "Counterfeiting is punishable by law" - 1 point.
- The other answer is 0 points.
Task number 2
- The correct answer is B - 1 point.
- The other answer is 0 points.
- 5-6 correct – 1 point
- Less than 5 – 0 points
- 1-obverse, 2-reverse.
Correct answer - 1 point.
Wrong answer - 0 points.
- The correct answer includes: design, degree of protection against forgery, national flavor, semantic load, aesthetics.
- If the student gave all the criteria - 2 points.
- If the student gave 3-4 criteria - 1 point.
- If the student gave 3-4 correct and several incorrect criteria - 1 point.
- If the student gave 1-2 or there is not a single correct criterion - 0 points.
Task number 4
- No, I'm not in a hurry. I highly doubt there is a cheaper one anywhere.
- Every year it is more and more difficult to find this bond in quality!
-- A good choice! Good series!
- Aren't there any Christmas sales?
- There's still one left!
Hello, Maxim. Reserve for me
-- Agree. The price is very good!
LL 0056296
Correct chain – 1 point
Wrong chain - 0 points.
- If they made changes to the banknote and argued these changes (3 arguments) - 2 points
- If they answered that they did not change anything and gave strong arguments (3 arguments) - 2 points
- If you made changes, but did not give reasons (1 -2 argument A ) - 1 point
- If nothing has been changed, but no arguments have been made (1 -2 argument A ) - 1 point
- If there are no arguments - 0 points
Homework
1 group
Remember and write down proverbs, sayings, aphorisms, sayings about money
2 group
Write a mini-essay on the topic "Do not have a hundred rubles, but have a hundred friends"
3 group
Write a fairy tale « Tiynki travel »
Well done!
Congratulations on your successful
completion of work!
France performs poorly in the PISA rankings. The country is in the middle of the list of countries of the OECD (Organization for Economic Cooperation and Development), the results of French students are not particularly impressive in mathematics.
Here are five of the fifty math problems offered to students.
lichen growth
One of the consequences of global warming is the melting of some glaciers. After twelve years, the ice disappears, and tiny plants - lichens - appear on the rocks. During growth, lichens form circles. The relationship between the diameter of the circle and the age of the lichen is approximately determined by the formula:
where is the diameter of the lichen in millimeters and is the number of years since the ice melted.
1.
Using the formula, calculate the diameter of the lichen 16 years after the ice has melted.
2.
In one year, the diameter of the lichen was 42 millimeters. How many years ago did the ice melt in this place? Give a solution.
1. Apply the formula for , that is:
After 16 years, the diameter of the lichen will be 14 mm.
2. By the same formula
After 48 years, the lichen reaches a diameter of 42 mm.
pizza price
The pizzeria serves two round pizzas of the same thickness but different sizes. The smaller one has a diameter of 30 cm and costs 30 money. The big one has a diameter of 40 cm and costs 40 money. Which of the two pizzas is more profitable to buy? Bring your reasoning.
The thickness of the two pizzas is the same, so let's calculate the area of each pizza, assuming it's a regular circle. The area of a circle is found by the formula
(where is a constant and is the radius of the circle, i.e. half of its diameter). Thus, for two given pizzas
Cm,
cm.
Let's find the cost of 1 cm of the surface of each pizza.
For a 30 cm pizza, it is money / cm,
For a 40 cm pizza, it is money/cm.
Buying a pizza with a diameter of 40 cm is more profitable.
Theft
On the air of one of the TV channels, a reporter showed this graph and said: “The graph shows that there was a sharp increase in the number of thefts between 1998 and 1999.” Do you think the reporter's statement correctly interprets this chart? Justify your answer.
The scale of the graph is misleading. The assertion that the number of thefts has increased, at first glance, is justified. But only the portion between 500 and 520 is shown on the vertical axis. Therefore, the difference between 507 thefts in 1998 and 516 thefts in 1999 seems much larger than that. If the graph is drawn completely, the difference becomes much less noticeable. Which is quite logical, since the increase in theft is actually
Space flight
The Mir space station remained in orbit for 15 years and circled the Earth about 86,500 times during its entire duration in space. The longest period of a cosmonaut's stay at the Mir station lasted approximately 680 days.
How many times did the astronaut fly around the Earth?
A. 110
b. 1100
C. 11000
D. 110000
Let us find the number of days in which the Mir station flew around the Earth. year = days; years days days in orbit. According to the condition, in 15 years the station circled the Earth 86,500 times, which is revolutions per day. The astronaut who spent 680 days on the station flew around the Earth
Lighthouse
A lighthouse is a tower with a lantern on top that helps ships find their way at night when sailing close to the shore.
The lighthouse emits light signals in a regular sequence. Each beacon has its own signal sequence. The figure below shows the signal sequence of one beacon. Flashes of light alternate with periods of darkness. This is a regular sequence. After a while, the sequence repeats. The time for a complete sequence before it begins to repeat itself is called a period. If you find the period of the sequence, it is easy to construct a circuit for time intervals of seconds, minutes, or even hours.
Which of the following periods can correspond to the sequence of this beacon?
A. 2 seconds
b. 3 seconds
C. 5 second
D. 12 seconds
How many seconds does the lighthouse emit light signals in a minute?
A. 4
b. 12
C. 20
D. 24
On the grid below, plot a possible sequence of beacon lights that are lit for 30 seconds every minute. The period of this sequence must be six seconds.
1. A period is the time between two identical events. Here is the sequence: the flashlight is off for two seconds, on for 1 second, off for 1 second, on for 1 second. Or a period of 5 seconds.
2. The beacon period is 5 seconds, so the beacon on and off sequence is repeated 12 times () every minute. In each period, the beacon burns for 2 seconds, in one minute it will be seconds.
It is required that the period of the beacon is 6 seconds and the beacon burns 30 seconds per minute.
One possible answer is an alternation of 3 dark seconds and 3 light seconds. The period is 6 seconds, within one minute the beacon burns for 30 seconds.
StudyPISA-2021 will test the mathematical literacy of Russian schoolchildren.
In 2021, the main focus of the PISA survey is math literacy.
What lies at the heart of the study can be found out now, as the new Concept of the "mathematical literacy" direction of the PISA-2021 study has been published (Scheme 1).
The PISA 2021 survey will measure how effectively countries' educational systems prepare students to use mathematics in all aspects of their personal, social and professional lives.
The concept explains the theoretical foundations of the assessment of mathematical literacy in the PISA study, and also includes the official definition of the concept of "math literacy".
PISA 2021 will use the following definition:
Mathematical literacy is the ability of a person to think mathematically, formulate, apply and interpret mathematics to solve problems in a variety of practical contexts. It includes concepts, procedures, and facts, as well as tools for describing, explaining, and predicting phenomena. It helps people understand the role of mathematics in the world, make well-informed judgments, and make decisions that should be made by constructive, active and reflective citizens in the 21st century.”
The definition of math literacy emphasizes the use of mathematics to solve practical problems in a variety of contexts.
In the mathematics concept of the PISA-2021 study, a key component of the concept of mathematical literacy is mathematical reasoning.
The ability to reason logically and formulate arguments persuasively is a skill that is becoming increasingly important in today's world. Mathematics is the science of well-defined objects and concepts that can be analyzed and transformed in a variety of ways, using mathematical reasoning to draw conclusions.
As part of the study of mathematics, students learn that, using the right reasoning and assumptions, they can get results that are trustworthy.
In general, the concept describes the relationship between mathematical reasoning and the three processes of the problem-solving cycle (formulation, application, interpretation, and evaluation).
Within this conceptmathematical contentdivided into four categories:
- Quantity
- Uncertainty and Data
- Change and dependencies
- Space and form
In addition, in the concept of mathematics were addedeight habits of the 21st century:
- Critical thinking
- Creativity
- Research and study
- Self-regulation, initiative and perseverance
- Use of information
- systems thinking
- Communication
- Reflection
The PISA study is conducted cyclically: once every three years. The Russian Federation has participated in all PISA cycles since the first cycle in 2000.
Each cycle focuses on one of three areas of study: reading literacy, math literacy, and science literacy.
Mathematical literacy was at the center of the study in 2003 and 2012.
PISA 2021 Mathematics Concept
Scheme 1. The concept of the direction "mathematical literacy" of the PISA-2021 study
