Everything about the mountains is the main message. Message about the mountains. Interesting facts about mountains for children
Our planet Earth was once a hot ball that gave off its heat into interplanetary space and gradually cooled. The Earth contained various chemical elements, and as it cooled, the heavier ones sank down. Lighter elements floated to the surface, they were the first to undergo cooling, and hardened faster. As a result of this process, three main shells of the Earth were formed: a frozen shell of granites and basalts; an ore shell of light metals and, finally, the core of the Earth, formed by heavy metals. The Earth's crust did not form immediately. During the solidification, violent processes took place; entire seas of molten mass broke through the solidifying crust. This mass also subsequently solidified, the resulting depressions were filled with water, and continents and oceans emerged.
The earth continued to cool. Its inner part decreased in volume, and the outer stone shell, under the influence of gravity, sank and wrinkled. On earth's surface large folds formed. These folds, sometimes reaching enormous heights, are mountain ranges of folded origin. During this formation of folds, the earth's crust cracked, and in some places molten masses erupted again. In such places, huge cones of ejected materials were piled up, and mountains of volcanic origin were formed.
Mountain-building processes did not occur everywhere and not always with the same intensity and at the same time. Mountains have their age. The youngest mountain ranges are the Alps, the Caucasus and the Himalayas. The Urals arose earlier than these mountains, and the Donetsk Ridge is even more ancient.
And today the earth's crust is not at rest. Some parts of it slowly rise, others fall.
Along with mountain-forming processes, processes of mountain destruction occurred and are occurring. Destructive factors are: wind, temperature changes and water.
The study of the outer shell of the Earth has shown that the rocks that make it up can be divided into three main groups: sedimentary rocks, igneous rocks, metamorphic (altered) rocks.
The products of rock destruction, dumped into the sea, and the remains of marine animals are deposited on the bottom of oceans and seas for many thousands of years, forming thick layers of sediment. Thanks to the movement earth's crust these layers rise from depths of the sea, sediments become compacted and sedimentary rocks form. The main characteristic of sedimentary rocks is their layering and homogeneity; All sedimentary rocks are relatively weak in strength. Examples of such sedimentary rocks are sandstones, limestones, pebbles and clays.
Igneous rocks were formed when a molten mass solidified. These are very strong, monolithic rocks that lack any signs of layering. These include granites, porphyries and basalts.
Metamorphic, or altered, rocks are formed when sedimentary rocks are altered by high pressure and high temperature. From this group we can name: shales (modified clays), marbles (modified limestones). They still show signs of layering. Their strength is less than that of igneous rocks. Many of these rocks flake quite easily.
The processes of mountain building and destruction create the relief of mountains. In any mountain range or individual mountain we distinguish: foot, slope, ridge and peak. Sometimes several ridges meet at the top. The part of the ridge enclosed between two peaks is called a saddle; if there is a path through the saddle or even a path from one slope to another, such a saddle is called a pass.
The ridges are very often used as a route to the top, since they are the safest from avalanches and rockfalls. A steep mountainside is called a wall. Individual rock towers blocking the path along the ridge are called gendarmes.
On mountain slopes there may be excavations and trenches of varying depths. Wide openings are called couloirs and are often filled with snow or small glaciers. Narrow couloirs are called gutters. A wide vertical crack in a rock or ice slope is called a chimney. A narrow, inclined or vertical crack is called a crevice. From the slopes of mountains and from wide couloirs, sometimes entire “rivers” flow down from large and small fragments of rocks breaking off from the mountain slopes; these stone rivers are called screes.
Mountain ranges are separated from each other by gorges or valleys. If there were glaciers in these valleys, the bottom of the valleys is relatively flat, the valleys are filled with moraines - high ridges of large and small fragments cemented with sand or clay.
Map
A map is a distorted image on paper of the entire earth's surface or part of it. The distortion occurs due to the fact that a spherical convex surface, the example of which is the surface of the Earth, cannot be expanded on a plane without breaking, just as, for example, the surface of a ball cannot be stretched on a plane without tearing it. The exception is when the map shows a very small part of the earth's surface, which we can consider almost flat.
Maps vary in content and scale. According to the content of the map, there can be: economic, physical, topographical, maritime and special. The map scale is a ratio indicating how many units of length on the earth's surface correspond to a unit of length on the map. For example, a scale of 1: 100,000 indicates that 1 cm of the map corresponds to 1 km on the earth's surface. According to the accepted scales, maps (1: 500,000, 1: 250,000, 1: 100,000, 1: 50,000) and plans (1: 25,000, 1: 20,000, 1: 15,000 and 1: 10,000) are distinguished.
A topographic map also gives us an idea of the terrain, which is conventionally depicted by shading or contour lines. In the first case, places with different heights are painted in different shades of green and brown. More in a convenient way are horizontal lines that make it possible to accurately determine the angle of inclination of the earth's surface. Horizontals are the projection onto a plane of lines connecting points that have the same height above sea level.
In order to distinguish a depression from a peak on a map, they use conventional dashes - berg strokes, which indicate the direction of the slope. Each horizontal line has its relative or absolute mark (height above sea level). This makes it possible to understand the relief without berg strokes. Knowing the distance between two horizontal lines and the excess of one of them over the other, you can graphically determine the angle of inclination of the surface.
Using a map, we can judge the terrain, determine our location and choose the right path. To do this, we need to orient the map according to the cardinal points and determine the direction to the peaks of interest to us or another destination of the path. Orientation to the cardinal points is done using a compass. As you know, the magnetic needle is located approximately in the plane of the meridian, pointing one end to the north and the other to the south. When the needle stops, you need to turn the map so that the northern part of the map coincides with the northern end of the magnetic needle. (Usually on a map, north is at the top, south is at the bottom, east is on the right and west is on the left.) Any direction on a map or on the earth's surface is determined by azimuth. This is the name of the angle between any direction and the northern end of the meridian; this angle is counted clockwise, varying from 0 to 360°.
On a map, azimuth is determined by measuring the angle from the plotted coordinate grid, and on the ground by a compass. How can you now determine your location on the map? To do this, you need to see at least two peaks known to you, which are also shown on the map. Having determined the direction to these vertices, you can calculate the azimuths from these vertices to you. Having plotted these azimuths on the map with a pencil, you will find your place at the intersection of the two drawn directions. If you need to put some vertex on the map, to do this you need to solve the problem inverse to the one stated above. To do this, you need to observe the vertex from two points, plotting the azimuths determined from the two points from the corresponding vertices on the map, at the intersection point you will get the desired vertex. Using the same method, you can determine the distance to a point that is inaccessible for some reason. Knowing how to solve the two described problems, it is easy to draw up a rough sketch of the area.
A climber must be able to use a compass and map in fog. Often he has to travel in conditions where the destination is obscured and he has to navigate by compass. We have already said above that one point does not determine the direction in space, therefore, when moving in the fog, a group of climbers should be lined up along a given course and the compass should be handed over to the last one. The trailing one, observing the entire chain using a compass, will ensure progress in the given direction. You should use the compass in the same way at night.
Brief information on meteorology
Due to the fact that the Earth's axis of rotation is not perpendicular to the plane of the Earth's rotation around the Sun, average height The sun's height above the horizon is not the same for different points on the globe. For example, in the polar regions the Sun makes its visible path relatively low above the horizon compared to regions near the equator. The higher the Sun stands, the greater the amount of heat coming from the Sun. Therefore, polar regions receive less heat per year than equatorial regions. The sun's rays, penetrating through the atmosphere, hardly heat it, but greatly heat the surface of the Earth. As a result, the atmosphere is heated from below. As numerous observations show, temperature decreases with altitude by about 5-6° per 1 km. At a certain altitude above sea level, conditions are created that the heat that comes during the summer is not enough to melt the snow that has fallen during the winter. As a result of this, snow masses accumulate, forming a strip of eternal snow. The height at which the heat balance is zero is called the snow line. The closer the mountain region is to the pole, the lower the snow line lies.
The climate in any area is determined by the totality of weather throughout the year; in turn, the weather is determined by a combination of such meteorological elements as cloudiness, wind, rain, snow, hail, blizzard, thunderstorm.
Air masses of different temperatures and humidity move over the earth's surface. At the junctions of these masses, all meteorological elements are especially strongly developed. This division of air masses is called a meteorological front. A front always brings with it a change in weather.
In order to roughly say what kind of weather we should expect in the coming days, it is necessary to keep in mind that any intense movement in the atmosphere indicates the instability of a given air mass, which, therefore, we must wait for a change in these masses, the arrival of a front, and with it changes weather.
When determining the nature of the phenomena occurring, it is very important to establish whether these phenomena are local, indicating the stability of the weather, or whether they are of a general nature and associated with the general movement of air masses. Essentially speaking, all weather signs are indicators of local or general processes.
If in mountainous areas there is a mountain breeze, in the morning and evening a light wind blows from the mountains to the valleys, and in the afternoon it blows from the valleys to the mountains, this is a sign of stable weather. Stable weather is also indicated by the appearance of fog and dew in the valleys in the evenings. In a stable mass of air under clear skies, the atmosphere is cooled from below due to nighttime radiation from the earth's surface, and the temperature begins to increase with height in some cases. You can notice this sign and thereby determine stable weather by climbing the slopes and directly observing temperature changes. The same temperature distribution is indicated by the appearance of haze in the gorges in the evenings, as well as cumulus clouds floating at the same height during the day with slightly smoothed tops.
Any advance of the front indicates a change and worsening weather. A gradual decrease in atmospheric pressure is a sign of the approach of a front, bringing with it clouds, precipitation and increased wind. The advance of a bank of high clouds is also a sign of approaching bad weather. At night, the approach of a front can be determined by the crown around the moon. In the mountains, the approach of bad weather is often determined by the appearance of standing clouds over the peaks.
Any strong movement in the high layers of the atmosphere indicates instability of the air mass. These winds in high layers can be identified by the appearance of cumulus clouds (wings), and at night - by the increased twinkling of stars. Powerful cumulus clouds with blurry tops usually herald a thunderstorm.
Glaciers
We have already said that above the snow line there is a continuous accumulation of snow. At the same time, the peaks are unloaded from snow and ice. This unloading is carried out by falling avalanches and glacial runoff.
Avalanches and snow slides falling from ridges and peaks usually accumulate in circuses and depressions surrounded by a number of ridges. These cirques are the origins of the glaciers. The snow that accumulates in circuses gradually turns under the influence of meteorological factors and under the influence of its own gravity into firn-grained dense snow. Further compaction leads to the formation of firn ice, consisting of individual crystals. Individual crystals are soldered together, forming continuous glacier ice, already devoid of signs of crystals. Under the pressure of snow masses, ice flows into gorges, forming a glacial river. The speed of glacier movement depends on the amount of snow and ice in the cirque and ranges from 25 mm to 1.25 m per hour. Descending along the gorge, the glacier destroys rocks, smoothes the bottom of the gorge, and carries with it stones falling onto it from the ridges and from the surrounding peaks. The glacier carries all destruction products down and, having reached the melting strip, deposits them in the form of lateral and end moraines.
Irregularities in the bed along which the glacier moves cause the glacial mass to crack. In places where the glacial mass flows through ridges running across the bed, cracks are formed, widening upward, and widening downwards above the depressions. These cracks are located across the flow of the glacier and are called transverse. If a glacier flows into a wider part of its bed, longitudinal cracks form in these places due to the spreading of the ice mass. The different speeds of ice movement in the middle of the current and near the banks of moraines cause the appearance of edge cracks directed at an angle to the banks. In the mountains, a climber has to overcome two more types of cracks: bergschrunds and randklufts. The Bergschrund is a large crack that separates the actual flowing glacier from its cirque. Rantklufts are formed near the shores of a glacier due to different heating of the coastal rocks and the ice itself by the sun's rays. In those places where the slope of the glacier is especially steep, the ice masses, breaking apart, pile up in blocks and form icefalls.
The upper part of the glacier, above the snow line, is usually covered with snow. The snow covers the cracks, forming snow bridges underneath them. Below the snow line, the glacier is exposed, and numerous streams flow along it. These streams then gather into one stream and, flowing from a grotto, usually located at the tongue (end) of the glacier, form a mountain river. Glaciers are divided into three main groups: valley glaciers, hanging glaciers and glaciers, which have a break in their flow.
Many poems and songs are dedicated to mountains. They attract not only writers, but also artists and filmmakers - no one is alien to romance. Here are some interesting facts about the mountains.
The peak of the highest mountain on Earth, Everest, is located at an altitude of 8848 meters above sea level. The first climbers reached this peak at half past twelve in the morning on May 29, 1953. They were Edmund Hillary from New Zealand and Tenzing Norgay, his Sherpa guide. Tenzing later stated that it was Edmund Hillary who was the first to reach the top of the mountain.
In the Khabarovsk Territory there is the Konder mountain range, unique in that it has the shape of an almost perfect ring. Interestingly, this is not a crater extinct volcano, but the result of magmatic intrusion. In this process, igneous rock emerges from the deep layers of the earth.
The highest point in Africa is Mount Kilimanjaro. Its height is 5895 meters above sea level.
When talking about interesting facts about mountains, we should mention the Austrian Lake Grüner, surrounded by mountains. In winter, the depth of the lake does not exceed two meters. There is a nice park around the lake. In spring, the snow in the mountains begins to melt, feeding the lake with new water. By May, the depth of the lake increases to 12 meters and water covers benches, paths and even tree crowns. Thanks to the crystal clear water, the lake with its flooded park turns into a popular diving spot.
Angel Falls (meaning "angel"), falling from the top of Mount Auyantepui, is considered the highest in the world. The mountain that gives it its origin is translated from the dialect of the local Indians as “the devil’s mountain.”
The well-known heads of American presidents carved from stone were the result of the work of sculptors in the period 1925-1941. The original monument to Washington, Lincoln and Theodore Roosevelt was designed by sculptor Gotsum Borglum. After his death, his son continued the work, but soon the project was completely stopped due to a stop in funding. The Presidential Monument was declared complete, despite the original intention of depicting the nation's leaders from the waist up.
The Austrian part of the Alps occupies 62% of the total land area of this European country.
Mount Ararat, considered the symbol of Armenia and depicted on the coat of arms of this country, is not located in Armenia. Part of the territory of Armenia with the mountain in 1921 went to Turkey.
The first scientific measurement of the height of Mount Everest was carried out in 1856. The result was exactly 29 thousand feet (equivalent to 8,839 meters). Considering that round numbers are rarely found in nature, and wanting to avoid accusations that the measurements taken were approximate, scientists declared 29,002 feet as the height of the mountain.
There are many mysteries associated with mountains. The height of Mount Kailash is 6666 meters. The distance from this mountain to the English monument Stonehenge is 6666 km. People living near Kailash age much faster (12 hours is equal to two weeks). Evidence of this is the growth of nails and hair. The mountain has two huge ridge-cracks, the shadows of which, especially in the evening, form an image of a huge swastika.
In some areas of Indonesia, China and the Philippines, burials in the form of coffins nailed to rocks are found. One of the Chinese national minorities, the Bo people, considers mountains the most suitable place for burials. This is explained by their beliefs that mountains represent a ladder leading from the earthly to the heavenly world.
The entrance to the Lemaire Channel in Antarctica is marked by a rock with two peaks, officially designated on maps as Una's Tits, translated as “Una's breasts.” The peaks received their name in honor of an employee of one of the British Antarctic expeditions. This native of the Falkland Islands bore name Una.
Interesting video. Noah's Ark found on Mount Ararat:
Mountains occupy about 24% of all land. The most mountains are in Asia - 64%, the least in Africa - 3%. 10% of the world's population lives in the mountains. And it is in the mountains that most rivers on our planet originate.
Characteristics of mountains
By geographical location mountains are united into different communities that must be distinguished.
. Mountain belts- the largest formations, often stretching across several continents. For example, the Alpine-Himalayan belt passes through Europe and Asia or the Andean-Cordilleran belt, stretching through North and South America.
. Mountain system- groups of mountains and ranges similar in structure and age. For example, the Ural Mountains.
. Mountain ranges- a group of mountains stretched in a line (Sangre de Cristo in the USA).
. Mountain groups- also a group of mountains, but not stretched out in a line, but simply located nearby. For example, the Bear Pau Mountains in Montana.
. Single mountains- unrelated to others, often of volcanic origin (Table Mountain in South Africa).
Natural mountain areas
Natural areas in the mountains they are arranged in layers and change depending on the height. At the foothills there is most often a zone of meadows (in the highlands) and forests (in the middle and low mountains). The higher you go, the harsher the climate becomes.
The change of zones is influenced by climate, altitude, mountain topography and their geographical location. For example, the continental mountains do not have a belt of forests. From the base to the summit, the natural areas vary from deserts to grasslands.
Types of mountains
There are several classifications of mountains according to various criteria: structure, shape, origin, age, geographical location. Let's look at the most basic types:
1. By age old and young mountains are distinguished.
Old are called mountain systems whose age is estimated at hundreds of millions of years. Internal processes in them have calmed down, but external processes (wind, water) continue to destroy, gradually comparing them with the plains. The old mountains include the Ural, Scandinavian, and Khibiny mountains (on the Kola Peninsula).
2. Height There are low mountains, middle mountains and high mountains.
Low mountains (up to 800 m) - with rounded or flat tops and gentle slopes. There are many rivers in such mountains. Examples: Northern Urals, Khibiny Mountains, spurs of the Tien Shan.
Average mountains (800-3000 m). They are characterized by a change in landscape depending on the height. These are the Polar Urals, the Appalachians, the mountains of the Far East.
High mountains (over 3000 m). These are mostly young mountains with steep slopes and sharp peaks. Natural areas change from forests to icy deserts. Examples: Pamirs, Caucasus, Andes, Himalayas, Alps, Rocky Mountains.
3. By origin There are volcanic (Fuji), tectonic (Altai mountains) and denudation, or erosion (Vilyuisky, Ilimsky).
4. According to the shape of the top mountains can be peak-shaped (Communism Peak, Kazbek), plateau-shaped and table-shaped (Amba in Ethiopia or Monument Valley in the USA), domed (Ayu-Dag, Mashuk).
Climate in the mountains
The mountain climate has a number of characteristic features that appear with altitude.
Decrease in temperature - the higher it is, the colder it is. It is no coincidence that the peaks of the highest mountains are covered with glaciers.
Atmospheric pressure decreases. For example, at the top of Everest the pressure is two times lower than at sea level. This is why water boils faster in the mountains - at 86-90ºC.
The intensity of solar radiation increases. In the mountains, sunlight contains more ultraviolet radiation.
The amount of precipitation is increasing.
High mountain ranges trap precipitation and influence the movement of cyclones. Therefore, the climate on different slopes of the same mountain may differ. On the windward side there is a lot of moisture and sun, on the leeward side it is always dry and cool. A striking example is the Alps, where on one side of the slopes there are subtropics, and on the other, a temperate climate prevails.
The highest mountains in the world
(Click on the picture to enlarge the diagram in full size)
There are seven highest peaks in the world that all climbers dream of conquering. Those who succeed become honorary members of the Seven Peaks Club. These are mountains such as:
. Chomolungma, or Everest (8848 m). Located on the border of Nepal and Tibet. Belongs to the Himalaya mountain system. It has the shape of a triangular pyramid. The first conquest of the mountain took place in 1953.
. Aconcagua(6962 m). This highest mountain in the southern hemisphere, located in Argentina. Belongs to the Andes mountain system. The first ascent took place in 1897.
. McKinley- the highest peak in North America (6168 m). Located in Alaska. First conquered in 1913. It was considered the highest point in Russia until Alaska was sold to America.
. Kilimanjaro- the highest point in Africa (5891.8 m). Located in Tanzania. First conquered in 1889. This is the only mountain where all types of Earth's belts are represented.
. Elbrus — highest peak Europe and Russia (5642 m). Located in the Caucasus. The first ascent took place in 1829.
. Vinson Massif- the highest mountain in Antarctica (4897 m). Part of the Ellsworth Mountains system. First conquered in 1966.
. Mont Blanc — highest point Europe (many attribute Elbrus to Asia). Height - 4810 m. Located on the border of France and Italy, it belongs to the Alps mountain system. The first ascent in 1786, and a century later, in 1886, Theodore Roosevelt conquered the top of Mont Blanc.
. Pyramid of Carstens- the highest mountain in Australia and Oceania (4884 m). Located on an island New Guinea. The first conquest was in 1962.
At the beginning of the riddle, children look at the globe and find mountains. They are shown and named. The teacher reads A.S. Pushkin's poem "The Caucasus". The children tell how the poet saw the mountains. Then the teacher invites the children to visit an exhibition of photographs depicting mountains. Children look at photographs showing both waterfalls and mountain lakes, and forests. The teacher invites the children to assemble a puzzle picture “Mountains”. Then the children listen to the music of Edvard Grieg “In the Cave of the Mountain King” and talk about their impressions and fantasies. The teacher shows the children a letter sent by the Mistress of the Copper Mountain. Children find the package and guess the contents of the package using a riddle. The parcel contained various stones. The teacher invites children to become research geologists. Each child takes one stone, sits at the table and examines the stone. The research results are recorded in a table. Then, based on their research, several children talk about their stone. Dynamic pause - active game - "Wind, rain, stone and mountain." To the music, the Mistress of the Copper Mountain comes to the children and brings as a gift various gems, which the children use in productive activities. Children decorate vases they made in advance with stones.
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Preview:
LMDOU No. 6 “SOLNYSHKO”
LESSON SUMMARY ON ECOLOGY
IN THE PREPARATORY GROUP
ON THE TOPIC OF:
“WHAT DID THE MOUNTAINS SAY ABOUT?”
COMPLETED BY THE TEACHER:
SHTATNOVA E.V.
2010
TARGET:
1. Continue introducing children to inanimate nature, give basic information about mountains: what mountains are like, who lives in the mountains, what grows, what mountains are made of;
2. Continue to introduce children to the properties of stones (strong, hard, smooth, etc.);
3. Develop cognitive interest, the ability to analyze, compare, generalize, and draw simple conclusions;
4. Learn to work with a table and record the results of the examination;
5. Improve your composition skills short story about stones using a table;
6. Clarify children’s knowledge about the use of stones (construction of buildings, bridges, roads);
6. Show children products made from precious stones;
7. Develop fine motor skills of the hands;
8. Nurture aesthetic feelings: teach to see the beauty of the mountains and teach to admire it;
9. Repeat the rules of behavior in nature.
VOCABULARY WORK:
1. Introduce children to a new word - geologist;
2. Activate children's vocabulary using words: rough, low, flat, steep, snowy.
MATERIAL FOR THE CLASS:
1. Globe;
2. “Box of sensations”;
3. Vessels with water;
4. Stones for each child;
5. Napkins;
6. Illustrations depicting mountains;
7. Cut-out picture of a mountain;
8. Plasticine vases;
9. Casket with items made of precious stones;
10. Letter in an envelope from the Mistress of the Copper Mountain;
11. Riddles about stones and the globe;
12. Tables for studying stones;
13. Musical recording: Edvard Grieg “In the Cave of the Mountain King”;
14. Box with stones for crafts;
15. Hero – “Mistress of the Copper Mountain.”
PRELIMINARY WORK:
Examination of stones in class and in free time;
Collecting a collection of stones;
Creation of an exhibition of stone crafts;
Reading Bazhov’s tales “The Mistress of the Copper Mountain”;
Excursion to the library;
Conversations on the topics: “What types of stones are there?”, “What are mountains?”, “How do people use stones”;
Watching a film based on P. Bazhov’s fairy tale “The Stone Flower”;
Playing games: “Remember the fairy tale”, “What disappeared?”, “Find your stone”;
Listening to Grieg's music “Procession of the Dwarves”, “In the Cave of the Mountain King”.
PROGRESS OF THE CLASS.
The teacher and the children enter the hall.
The teacher asks a riddle:
Stands on one leg
Twists, turns his head,
Shows us countries
Mountains, rivers, oceans.
What is this? (Globe).
Educator:
Right. Let's come and look at the globe. Why is the globe painted in different colors? (Brown are mountains, blue are seas, rivers, green are forests, fields, yellow are deserts).
That's right, well done. Who will show us the mountains on the globe? (The child shows mountains on the globe).
Tell me, can mountains tell us something about themselves? (Children's answers).
Today we will find out what the mountains can tell us. And poets and writers, photographers and composers will help us with this. Which one of you can name the mountains? (Ural, Caucasus).
Educator:
Well done, and there are also the Himalayas, Altai, and Alps. Guys, mountains have always attracted people. Poets composed poems, artists painted pictures, composers wrote music, writers composed fairy tales. Listen to A.S. Pushkin’s poem called “Caucasus”:
...Here the clouds humbly move beneath me;
Waterfalls rush through them;
Beneath them the cliffs are naked masses;
Below there is skinny moss, dry bushes...
Educator:
Guys, how does the poet describe the mountains? What did he see? (He sees clouds, waterfalls, cliffs, dry bushes and moss).
Educator:
Yes, guys, this is how A.S. Pushkin saw the mountains and told us about them.
Now let's go to our photo exhibition.
Looking at photographs. The teacher comments on the examination.
What a beauty. Look what mountains there are? (Big and small, with snowy peaks, with waterfalls, covered with forests, spewing fire and stones).
Educator:
Did you like the photos? (Yes).
Guys, can you name the animals that live in the mountains? (Sheep, goats, eagle, hawk).
Well done, what grows in the mountains? (Moss, shrubs, trees).
And in the mountains there are clean lakes and rivers. Guys, I have a puzzle picture. Let's put it together and see what we can come up with. Now everyone will take a fragment of the picture and try to put it together.
Children put together a picture puzzle.
Educator:
What did we get? (Mountains and lake).
Educator:
But composers saw and depicted mountains in their own way. Sit down on the carpet. Now you will hear music written by composer Edvard Grieg. It's called "In the Cave of the Mountain King." Close your eyes and think about what you can imagine while listening to this music.
After listening, the children stand up and share their thoughts.
Educator:
Well done, what visionaries you are. And I have one surprise for you.
The teacher shows the letter to the children and says:
You know, I was given a letter today, but how can I find out who it is addressed to?
Children:
You need to look at the address written on the envelope.
Educator:
Right. Who knows the address of our kindergarten?
(Children's answers).
The teacher reads aloud the address on the envelope:
City Losino-Petrovsky, Stroiteley Street, building 7, preparatory school group No. 5. Exactly, the letter was written for us.
The teacher opens the letter and reads it aloud:
- “Hello, dear children. I know you love to explore, so I'm sending you a package. It is square, burgundy, with a lock, and tied with a ribbon. I know that the package was delivered to you, you need to find it. Mistress of Copper Mountain". And who is the Mistress of the Copper Mountain? (She lives in the mountain, guards the mountains and takes care of them. She is from a fairy tale).
Educator:
Yes, guys. The Mistress of the Copper Mountain gave us a task. Well, we need to look for the package.
The children find the package and give it to the teacher.
Children:
And here's another note.
Educator:
Yes, guys. There's another note here.
- “You can open the package if you guess the riddle:
It burns with fire in my mother’s earrings.
It lies useless in the dust on the road.
It changes shape, it changes color,
And in construction it is good for a thousand years.
Heavy, big - can’t be lifted by one,
Or it can be light - lie in the palm of your hand.
Who, children, guessed my riddle?
Who recognized this object by signs?”
Children:
This is a stone, different stones.
Educator:
Let's check if you guessed the riddle correctly.
The teacher opens the box:
Look, there are stones here. This means we guessed the riddle correctly. Thanks to the Mistress of the Copper Mountain. This is a gift. Guys, do you know where there are a lot of stones? (In the mountains).
Educator:
- Of course, most of the stones are in the mountains. After all, mountains are made of stones.
Educator:
Guys, who looks for stones and examines them? (Geologists).
That's right, now we will turn into geologists for a few minutes and examine the stones. Take each one a pebble and sit down at the tables. You have a table on your table in which we will record the results of the study of stones.
The stones are being examined and the results are being recorded in a table.
Educator:
Well done, are you done? Who wants to talk about their stone?
Story by 2-3 children.
CONCLUSION:
What conclusion can we draw? What have we learned about stones? (There are big and small, smooth and rough, light and heavy, different colors, but they are all stones).
Educator:
Guys, do you know that scientists can learn a lot about mountains from stones: what mountains are made of, when the volcano will erupt, when the mountains were formed and what destroys them. Do you know what destroys mountains? (Rain, wind).
And you and I know the game “Wind, Rain, Stones and Mountain”. Let's play. Be careful.
Attention game “Wind, rain, stone and mountain.”
Educator:
You were all very attentive. And your mountain turned out to be high and steep. Let's take our seats.
The children sit at the tables.
Educator:
Guys, we looked at the photos and listened to the music. Who can tell me which writer wrote fairy tales about mountains? (Bazhov)
- That's right, Pavel Bazhov. He wrote stories. What are tales? (Fairy tale and truth).
That’s right, a skaz is both a fairy tale and a true story. What mountains did Bazhov write about? (About the Ural),
Right. Let's remember which tales of Bazhov you know? (Stone Flower, Malachite Box, Silver Hoof, Mistress of the Copper Mountain).
Music sounds and the Mistress of the Copper Mountain enters. She holds a malachite box in her hands.
Hello guys. You recognized me? (Yes, Mistress of the Copper Mountain).
That's right, well done. I heard what you were saying about my treasures, and I could not sit in the stone mountain. Have you guessed my riddle? (Yes, these are stones).
Mistress of Copper Mountain:
Well done. Do you know where stones are used? (For building roads and houses, for making jewelry).
Right. I brought you my gems, look how beautiful they are. People learned to process stones and began to make jewelry from them.
The guest shows the children jewelry made from stones.
Mistress of Copper Mountain:
I have a lot of different stones in my mountains. And I brought you beautiful stones that you can use to decorate some crafts. Here they are.
The guest shows the children colorful pebbles.
Educator:
Thank you, but we just need stones to decorate the vase that the children made yesterday.
The hostess of the Copper Mountain gives the teacher a tray on which there are rosettes with stones. The teacher places sockets on the children's tables.
Educator:
Guys, let's decorate our vases with these stones.
The children get to work.
The guest watches the children's work.
Educator:
Guys, we're finishing up.
The guest examines all the vases and praises the children:
How beautiful it turned out, well done. You made me happy. I would like to thank you for your knowledge and handicraft. I have another gift for you, magical edible stones. Here he is. I will give them to Elena Viktorovna, and she will treat you to them in the group.
The guest hands the teacher a vase with candy stones.
It's time for me to go. Goodbye, see you again.
Says goodbye and leaves.
Educator:
Guys, did you like our trip to the mountains? (Yes).
What did the mountains tell us? (Mountains are different: high and low, steep and flat, with snowy peaks and green forests, different animals and birds live in the mountains; there are rivers and lakes in the mountains; in the mountains there are very fresh air and clean water).
Guys, today we talked a lot about mountains. Do you know that the mountains do not forgive a person’s inattention and carelessness. Can you tell me how to behave in the mountains? (Do not make noise, otherwise there may be a collapse and be covered with stones; look carefully to see if there is a cliff and whether it is possible to walk along the path; if a fire is lit, it must be extinguished; do not litter).
Well done. Today you learned a lot of new things and remembered what you knew. This knowledge will be useful to you at school.
The children leave the hall.
Mountain system in the Urals, located between the East European and West Siberian plains. The Ural Mountains are located on the territory of Russia and Kazakhstan and are unique geographical object, dividing the continent of Eurasia into two parts.
In ancient sources, the Ural Mountains were called Riphean or Hyperborean. Russian pioneers called them “Stone”. The toponym “Ural” was most likely taken from the Bashkir language and means “stone belt”.
Length more than 2000 km, width from 40 to 150 km.
Altitude: 1,895 m.
Area: 781,100 km2
The formation of the Ural mountain system began about 350 million years ago and ended about 200 million years ago.
The mountains originate from the shores of the Arctic Ocean and end in the sultry deserts of Kazakhstan.
Minerals of the Ural Mountains
In the depths of the Urals are hidden countless riches known to the whole world. This includes the famous malachite, and semi-precious stones, colorfully described by Bazhov in his fairy tales, asbestos, platinum, gold and other minerals. Of the 55 types of important minerals that were developed in the USSR, 48 are represented in the Urals.
Nature of the Ural Mountains
Glorious is this region incredible beauty nature. People come here to look at the amazing mountains, plunge into the clear waters of numerous lakes, go down into caves or raft down the stormy rivers of the Ural Mountains.
The beauty of these mountains is best seen in natural parks and reserves. Once in Sverdlovsk region, you definitely need to visit Oleniye Ruchiye. Tourists come here to see the drawings of ancient people painted on the surface of the rock. Scientists discovered in Kapova Cave cave drawings, which are more than 14 thousand years old. In total, about 200 works by ancient artists were found in its vastness. In addition, you can visit numerous halls, grottoes and galleries, located on three levels, and admire the underground lakes.
Fauna of the Ural Mountains
No less varied is the animal world"Earth Belt". A predominant position in the local fauna is occupied by forest animals, whose habitat is coniferous, broad-leaved or mixed forests. Thus, squirrels live in coniferous forests, the main diet of which is spruce seeds, and in winter these cute animals with a fluffy tail feed on previously stored pine nuts and dried mushrooms. The marten is widespread in local forests, the existence of which is difficult to imagine without the already mentioned squirrel, which this predator hunts.
But the real wealth of these places is the fur-bearing game animals, the fame of which extends far beyond the region, for example, the sable, which lives in the forests of the Northern Urals. It, however, differs from the dark Siberian sable in its less beautiful skin of a reddish color. Uncontrolled hunting for valuable furry animals is prohibited by law. Without this ban, it would probably have been completely destroyed by now.
The taiga forests of the Ural Mountains are also home to the traditional Russian wolf, bear and elk. Roe deer are found in mixed forests. On the plains adjacent to mountain ranges, the brown hare and the fox feel at ease. We did not make a reservation: they live precisely on flat terrain, and for them the forest is just a shelter. And, of course, the tree crowns are well inhabited by many species of birds.