Nature is an amazing, mysterious external world, subject to laws that have formed over many millions of years. The definition of the word “nature” is interpreted by scientists in different ways, but its essence is primary. Nature was not created by man, and it should be taken for granted. And even more briefly, nature is an amazing and multifaceted world around us.
How do stones break down and why does this happen? The answers to these questions can be found by reading this article.
General information
Most changes in the surrounding landscape are not immediately noticeable. The destruction process in natural conditions happens very slowly, but it definitely exists. What happens in nature! The processes are the most amazing and varied, some of which are inexplicable.
In nature, over time, literally everything collapses, including stones, which seem to be such strongholds. As a result, everything turns into a completely different state and into other forms.
About stones
Before the answer to the question of why stones are destroyed, you should know what a stone is and what properties it has.
Rocks are solid bodies. They are scattered everywhere and can be seen everywhere. Moreover, there are stones small and large, regular in shape and indefinite, smooth and with a rough surface. They cover almost everything, including the underwater part.
Impact on environmental stones
- On warm sunny days the stones heat up, and at night they cool down. Accordingly, they periodically expand and contract. Moreover, in some places the heating occurs strongly, in others - less. It turns out that both expansion and contraction are uneven. For these reasons, cracks appear in the stones, where water gets in, freezes in cold weather, and expands even more. The ice presses on the walls of the cracks with enormous force, and the stones split into smaller pieces, in which the same process is repeated. Under the influence of this factor, stone destruction most often occurs.
- How are rocks destroyed by wind? Wind, especially strong, can blow small particles from the surface of hard stones. During periods of strong storms, the wind carries with it a huge number of small particles of sand, which, hitting the stones, treat their surface like sandpaper. Also, plant seeds can get into the cracks and eventually grow right into them. The growing roots further widen the existing cracks and break the stones. After many hundreds and thousands of years, placers of smaller stones appear at the very foot of huge rocks. All this is the result of wind erosion. Wind exposure is the weakest factor influencing the destruction of stone.
- How are rocks destroyed by water? After rains and melting snow, and in rivers and streams, streams of water pick up stones and roll them over, carrying them to different distances. The stones are ground together and on the ground and crushed. They can gradually turn into both clay and sand.
Other processes affecting the destruction of stones
How are stones destroyed under the influence of other natural phenomena? Chemical weathering also exists in nature - reactions that occur between chemical elements which can damage the stones. The main force is water and oxygen, formed by the interaction of alkali and acid.
There is also biological weathering. It is caused by the action of animals and plants. They, either through personal participation (for example, eating a sprout breaking through a stone), or through the participation of the products of their metabolism (chemically active substances are added, and their subsequent action falls under another definition - chemical weathering) influence the rate of destruction of stones.
Conclusion
How are rocks destroyed? All this happens due to the action of water, sun, wind, temperature changes, plants and other biological and chemical substances.
Absolutely everything in nature is affected by the above phenomena. Mountains, rocks, cliffs, boulders, stones and even sand change shape and size over time. But the most destructive thing in nature is still time. Only it has power over all this, and the forces of nature are only a tool. Of course, one cannot exclude economic activity humans, which is the main artificial cause of the destruction of rocks, including stones.
It is enough to delve into the essence of scientific definitions or ask obvious questions to scientists to understand how imaginary and contradictory the current scientific picture of the world is...
Why did I decide to write this article? And is there any relevance to this? - Yes, I have. And it lies, first of all, in the fact that identifying and even simply drawing attention to contradictions in the scientific picture of the world is important in itself. This is necessary, first of all, in order to follow the right path of knowledge.
Correct ideas about the nature of things and phenomena make it possible to control them. Wrong ideas about nature will inevitably lead to an environmental disaster (which we are in now). And constant further ignoring of obvious errors of science will lead to the death of civilization itself.
One of the main “stumbling blocks” that pulls science and knowledge into the abyss is the very existing principle of knowledge. Let's look at it in a little more detail.
1) Over-postulation. As science develops, postulates (concepts accepted without proof) are introduced. Naturally, a person could not explain this or that before natural phenomenon- for this, he introduced first one postulate, then another, in order to rise to a higher level of understanding and, from a new, higher point of view, close the old postulates. Accordingly, as science develops, the number of postulates should decrease. But at the moment there are hundreds of them, and this number is not even decreasing, but rather growing - which, in itself, should be alarming. As a result, we have many unclosed white spots in the foundation itself.
2) The next wrong approach to knowledge itself is the absolutization of our senses. The organs of perception that a person uses in his knowledge of nature do not give him such an opportunity for one simple reason. Nature did not create human senses so that he could know her. The sense organs of man, and indeed of all animals, arose and developed as a mechanism for adaptation and adaptation of each type of living being to the ecological niches that they occupy (and which consist of physically dense matter. And everything else is 90% of the matter of the Universe - “ “dark matter” (“dark matter”) AND ONLY 10% of all matter is physically dense, which, in principle, is the tip of the iceberg...)
The senses record only what they are adapted to. And they give ideas about four states of aggregation physically dense matter - solid, liquid, gaseous and plasma, as well as about the optical range of longitudinal-transverse waves and the acoustic range of longitudinal waves.
Eyes react only to the optical range electromagnetic radiation[(4…10)10-8 m]. Which is LESS than 1% of all types of electromagnetic waves that are currently known to science!
Therefore, having only five senses, even expanded with the help of instruments, it is simply impossible to describe and create a complete picture of the universe. In order to create a complete picture, it is necessary to be able to simultaneously observe both the surface and underwater parts of the “iceberg” of the universe, which is only possible with the appearance of additional senses to the five existing ones.
3) Next in line is another problem - the use of mathematics - an abstract science - to explain natural phenomena. After all, you can’t just take a natural phenomenon, multiply it by another natural phenomenon, and get a pattern and formula. The understanding of the universe should be based on philosophical rethinking, and not on abstract, numerical science.
We have always been told that, for example, biology is based on chemistry, chemistry is based on physics, but physics is based on mathematics. But, when you think about such a strange hierarchy and analyze physical formulas, the question involuntarily arises: what relation do numbers and abstract laws of mathematics have to the real phenomena of nature, in which the function of mathematics lies only in quantitative calculations? And then, we must take into account that behind the numbers there are real objects - and not just numbers. As a calculation, let’s take, for example, the number of apples. There were 6 in total, divided equally among 3 people - therefore, each person would get 2 apples. No one will doubt that mathematically it will look like this: 6: 3 = 2 or 6 - 2 - 2 - 2 = 0. But we must understand that apples also differ in weight, taste, quality... This is discarded. Or, if we add a banana and an apple, mathematically there will only be a calculation of the category of the fruit itself and will be written as 1 + 1 = 2. But a banana is one thing, an apple is completely different. These are units of different qualities. Let me give you the following case... A simple example: 2 x 0 = 0. Now let's think about it - how can this be? If we project onto reality, then by multiplying one car by nothing, will we really get 0 cars? But this is just something else... Can you imagine when 2 + 2 = 4 and at the same time 2 + 2 = 0? In mathematics there is the concept of “imaginary unit”, denoted as i = √-1. By “i” we mean a radical negative number, which, in principle, according to all the rules of mathematics, cannot exist. But in the end, in equations where they get answers with a negative value under the root, they simply replace it with the letter “i”. This is a customization of the answer. And there are DOZENS of such contradictions, but for most people it will be uninteresting to analyze mathematics, so I will continue... By the way, in mathematical physics they also adjust equations to the results of research, discarding unnecessary terms...
This is where so many imaginary contradictions arise in the interpretation of physical processes. The foundation itself is outrageously flawed, as it rests on abstract information and a whole series of unproven assumptions. At the same time modern science has accumulated a huge amount of FACTS, but due to an incorrect basis, there is absolutely no understanding of them, and moreover, these same facts break all the fundamental theoretical concepts in all sciences... About this - in the next article.
4) Using terms without a clear explanation of what is behind them. To make it clearly visible, it is enough to ask ordinary, even childish questions from the scientific elite. They will answer you with a smart look in accepted terms, but if you dig deeper and ask what this concept means, what this means... Very often they will not answer anything intelligible. As a result, it turns out that instead of candy (understanding), they give you a beautiful wrapper (terminology): There is nothing behind the terms and one gets the impression that they are needed simply to avoid answering. For example - what is electric current? The official definition of this concept is as follows:
“Electric current” is the directed, ordered movement of charged particles from “+” to “-”...
But then:
1) What is an electron and why does it exhibit dual properties like particles and waves?
2) What is “-”?
3) What is “+”?
4) Why does the electron move from “+” to “-”?
4 fundamental concepts are not explained (and are never explained).
Naturally, such a situation in science cannot be an accident. It's simple: those who have true knowledge, or at least fragments of it, have advantages and levers for control. Also, we must not forget that science is business as usual... If it had developed correctly, gravity control would have been mastered long ago, there would be fuel-free technologies for moving in space, unlimited energy sources and much, much more! If all this is implemented, all oil companies will go bankrupt...
Mikhail Selyagin
Objective of the lesson:Familiarize students with the reasons for the destruction of stones.
Equipment:two dynamic diagrams made of colored cardboard for playing meteorologists: clouds, rain, 2 suns, arrows, cards with numbers; fragments of stones in the box; a disc with a recording of the melody “Weather Forecast” (screensaver from the program “Time”: Frank Pourcel, “Manchester - Liverpool”); master's cap; mantle.
Design:writing fragments of poems about autumn on the board.
Lesson progress
I. Organizational moment.
Teacher: Guys, we will start today’s lesson with the weather forecast, see what messages you have prepared at home, and then move on to studying new topic. But I won’t say the name of the topic right away, you will help me formulate it.
II. Weather observations.
Game of weather forecasters
The music “Weather Forecast” plays. Two students come to the board and use the prepared cards to create a weather diagram for that day: a cloud, rain, part of the sun, approximate temperature, an arrow indicating the direction of the wind. Take turns commenting on their diagrams.
Teacher: Guys, which scheme, in your opinion, is more accurate?
Which poem most accurately reflects the state of today's weather? Why?
Boring picture!
Endless clouds
The rain keeps pouring down
Puddles by the porch... (A. Pleshcheev)
There is in the initial autumn
A short but wonderful time -
The whole day is like crystal,
And the evenings are radiant...
The air is empty, the birds are no longer heard,
But the first winter storms are still far away
And pure and warm azure flows
To the resting field... (F. Tyutchev)
III. Checking homework.
Teacher: What was the homework assignment? (Draw a poster “Save water!”)
So, imagine that you and your work have been invited to a very important congress of environmentalists. And now your task is to use posters to tell everyone why it is so important to protect water from pollution and how to do it.
So we are listeners and spectators. And the floor is given... (the teacher invites the student to the board).
The guys coming to the board put on a robe and a master's cap.
Which message impressed you the most? Why?
IV. Preparing to study new material. Formulation of the topic and goals.
Teacher: Now you have to determine the topic of our lesson. First, I ask you to carefully listen to a short fragment of Arkady Gaidar’s story. I will read the text, and I will replace the main word with the word SUBJECT. Your task is to guess what subject we are talking about.
Fragment from Arkady Gaidar’s story “Hot Stone”:
Out of shame for Igor, Ivashka wandered into the forest, got lost and ended up in a swamp. Finally he got tired. He landed on a blue OBJECT sticking out of the moss, but immediately jumped up with a scream, because it seemed to him that he had sat on a forest bee and it had stung him painfully through the hole in his pants.
However, there was no bee on the OBJECT. This OBJECT was hot, like coal, and letters covered with clay appeared on its flat surface.
It is clear that the OBJECT was magical! - Ivashka realized this immediately. He kicked off his shoe and hastily began to beat the clay off the inscriptions with his heel in order to quickly find out what use and benefit he could get from this OBJECT.
And so he read the following inscription:
WHO WILL TEAR THIS ONE? ITEM ON THE MOUNTAINAND THERE WILL BREAK HIM INTO PIECES, HE WILL RECOVER HIS YOUTH AND START LIVING AGAIN.
Teacher: So what is the story about? (About the stone). Has anyone read this story? (Students' answers). This work is called “Hot Stone”. Author - Arkady Gaidar.
You can find out what Ivashka did by reading this story, if you are not already familiar with him. And I also found this magic stone and guess what I brought you.
The teacher shakes a closed box with stones. The students answer that these are stones.
Teacher: Yes, I brought you magic stones, they will not make you younger, but they will definitely bring you good luck today. (The teacher distributes stones to the children.)
Touch them, examine them. Describe the properties and appearance.
Now try to determine the topic of our lesson.
Students' answers.
State the topic and purpose of the lesson.
Teacher: So, the topic of our lesson: How are stones destroyed?
What goal will we set for ourselves?
Students' answers.
V. Working with new material.
Teacher: Guys, look again at the stone fragments that I gave you. How do you think I managed to split the stone? Can a stone be destroyed under the influence of natural phenomena, i.e. without human intervention?
Students' answers.
Teacher: Now I will demonstrate the experience to you. Look carefully.
Demonstration of an experiment from a textbook: two nails are driven into a board, the teacher puts a coin between the nails. Shows that the coin fits easily between these nails. Heats up the coin: the coin does not fit into the gap between the nails.
Teacher:What conclusion can be drawn from this experience?
Students: When heated, solids expand; when cooled, they contract.
Teacher: What does this experience have to do with our lesson?
Students' answers.
Teacher: We will learn more about how the destruction of stones occurs from the textbook.
Working with the textbook.
Reading the text (p. 63) in a chain.
VI. Consolidation of what has been learned.
Questions from the textbook:
1. What happens to solids when heated and cooled?
2. Why do cracks form in stones due to temperature changes?
3. What role does water play in the destruction of rocks?
4. What role does wind play in the destruction of rocks?
5. Why can plants speed up the breakdown of rocks?
Physical education minute.
Teacher:I suggest you return to the fragment of the story “Hot Stone”.
Now I will re-read a few lines again, and you try to depict with actions what you hear.
“...Out of shame and grief, Ivashka wandered into the forest...”
“...Finally he was tired. He landed on a blue stone sticking out of the moss, but immediately jumped up with a scream...”
Repeat actions 3 times.
Teacher: Well done, you were good artists.
Messages about stones.
Teacher: There are different stones. What stones do you know?
Students' answers.
Teacher: Your classmates have prepared short reports about precious and semi-precious stones.
1st student:AQUAMARINE (from the Greek “aqua” - water, “mare” - sea. According to legend, due to its mystical relationship with sea water(and in reality - color similarity), aquamarine amulets protected sailors during voyages. The weight of one of the largest aquamarine crystals reaches more than 110 kg.
2nd student:DIAMOND (from the Greek “adamas” - irresistible, unsurpassed). Has the highest hardness compared to others natural stones. The largest diamonds have a name. The richest deposits are in Africa. In our country, Yakutia is famous for them.
3rd student:GYPSUM (Greek “gypsos” - chalk, lime). Since ancient times, gypsum has been used as an ornamental and decorative stone. Openwork vases, stands, lamps, figurines, and ashtrays are cut out of it.
Gypsum is used as cement and modeling material, in medicine, as a fertilizer. Deposits with decorative varieties are located in the Arkhangelsk region, the Kama region, the North Caucasus and the Urals.
4th student:PEARL. In order to discover a pearl, you have to examine the shells of many mollusks, while destroying their inhabitants; A lot of waste is generated, and considerable damage is caused to nature.
5th student: RUBY (from the Latin “ruber” - red) - a precious stone. Rubies were valued higher than emeralds and diamonds of equal size. It was these stones that were first called eastern. This meant: magnificent, the best of those found in other parts of the earth, absorbing all the beauty and brightness of the legendary East.
6th student:ROCK CRYSTAL - colorless and completely transparent crystals.“Crystal” is the Russian form of the Greek word “kristallos” - ice. A rock crystal crystal with two-story house, its weight is 70 tons.Glass quickly warms up, but rock crystal remains cold. IN Ancient Rome Rich patricians used large crystal balls to cool their hands in the heat. What is this, self-deception or the wonderful quality of the stone?
Scientists have found the answer. It turned out that rock crystal, unlike glass, easily conducts heat. It seems to “take away” heat from the body, “absorb” it with its entire mass. And glass quickly heats up from the surface, although the inside may remain cold.
VII. Lesson summary.
Test work.
There are two correct answers possible.
1. Stones are:
a) artificial objects created by man;
b) solids;
c) layer of earth.
2. Which statement is true?
a) The destruction of hard rocks is caused by: temperature changes, the action of water, wind, plants.
b) The destruction of hard rocks is caused by: temperature changes, the action of water, wind
c) Hard rocks are not subject to destruction.
3. Due to temperature changes, cracks form in stones because:
a) stones tend to melt;
b) stones expand;
c) uneven expansion and contraction of stones occurs.
4.The wind destroys rocks because:
a) it cools them;
b) brings plant seeds into cracks;
c) blows grains of sand from the surface of rocks.
5. Water can destroy stones because:
a) streams of water grind stones against each other and crush them;
b) in winter, getting into cracks, it freezes and expands;
c) contains pollutants.
Analysis of test work.
VIII. Homework.
Prepare a message of your choice:
a) about any stone;
b) about the mountain or mountains of Russia.
Used literature:
1. Balandin R.K. Encyclopedia precious stones and minerals. M.: Veche. 2000
2. Gaidar A. Collected works in three volumes. Volume 2. M.: Pravda Publishing House, 1986.
3. Pleshakov A.A. The world around us, 3rd grade. M.: Enlightenment. OJSC "Moscow Textbooks", 2011
Elvira Yafarova, teacher of cadet school No. 1785, Moscow
Teacher primary classes, Baranova Irina Alekseevna.
Slide 2
Slide 3
Repetition
1. What happens to gases when heated and cooled?
2. What happens to a liquid when it is heated and cooled?
3. What happens to water when it turns into ice?
Slide 4
"This man is solid as a rock"
Who are they talking about?
- Why is he compared to a rock?
Slide 5
From Ozhegov's dictionary
“is a solid rock in pieces or a solid mass, as well as a piece, a fragment of such rock.”
Slide 6
Problematic question
Can rocks erode?
Slide 7
Experience
How do solids behave when heated and cooled?
Slide 8
Conclusion:
Solids expand and contract when heated and when cooled.
Slide 9
Assignment: R.t. p.26 No. 1
- Based on the experimental data, draw how the particles are arranged solid when heated and when cooled.
- Examination
Slide 10
Fizminutka
The wind blows in our faces
The tree swayed.
The wind is quieter, quieter, quieter.
The tree is getting higher and higher.
Slide 11
Breaking stones
On warm sunny days the rocks heat up.
At night the rocks cool down.
Slide 12
What force influences the destruction of stones?
Temperature. The warmth of the sun.
Well, which one of you will answer:
It’s not fire, but it burns painfully,
not a lantern, but shining brightly,
and not a baker, but a baker?
Slide 13
When water freezes, it turns into ice.
I am both a cloud and a fog,
I am the river and the ocean.
I fly and run
And I can be glass.
Slide 14
Plants.
Slide 15
It is unknown where he lives
It swoops down and bends the trees,
He whistles and the river trembles,
You're a mischief maker, but you won't stop.
Slide 16
Water. Rivers, melt water streams.
Slide 17
The stones gradually turn into sand and clay.
Slide 18
Work from the textbook pp. 62 – 63
- Find in the text the reasons for the destruction of stones.
- Fill out the diagram of the destruction of stones (mountains).
Slide 19
Scheme of destruction of stones (mountains)
Slide 20
Test yourself!
1. What happens to water when it turns into ice?
c) expands;
n) shrinks;
j) nothing happens.
Slide 21
2. What happens to stones when heated?
o) expand;
y) shrink;
e) nothing happens.
Slide 22
3. What causes cracks to form in rocks and stones?
n) due to heating of rocks and stones on warm sunny days;
e) due to the cooling of rocks and stones at night;
h) due to uneven expansion and compression of rocks and stones.
Slide 23
4. Which representatives of wildlife accelerate the destruction of rocks?
p) animals;
c) plants;
m) mushrooms and microbes.
Slide 24
5. What is formed when rocks and stones are destroyed?
i) water and gas;
s) marble and granite;
a) sand and clay.
Sections: Primary school
Class: 3
Lesson objectives:
- Introduce children to new material: “What is soil.”
- Introduce the concepts: soil, humus, fertility.
- Identify the basic properties of soil, soil composition.
- During the experiments and practical classes, develop thinking, observation, curiosity of children.
- Find out about the prevailing soils in your native region.
- Foster a caring attitude towards the soil and a sense of protecting soils from destruction.
Equipment:
- model of soil outcrop; collection of local soils;
- drawing “Soil exposure”;
- sand, clay, soil;
- picture of soil types (podzolic, chernozem, peat);
- for experiment: soil, calcined soil, glass rods, test tubes, alcohol lamp, tin jar, tripod with mesh.
Lesson progress
I. Organizational moment
II. Homework survey. Test on the topic “How rocks are destroyed”
Test “How rocks are destroyed”
What happens to water when it turns into ice?
a) Water expands when it turns into ice;
b) Water, turning into ice, is compressed;
c) Nothing happens to water when it turns into ice.
What happens to stones when heated?
a) Stones expand when heated;
b) Stones shrink when heated;
c) Nothing happens to the stones when heated.
What causes cracks to form in rocks and stones?
a) By heating rocks and stones on warm sunny days;
b) Due to the cooling of rocks and stones at night;
c) Due to uneven expansion and contraction of rocks and stones.
What types of wildlife accelerate the destruction of rocks?
a) Animals;
b) Plants;
c) Fungi and microbes
What is formed when rocks and stones are destroyed?
a) Sand and clay
b) Marble and granite;
c) Water and gas.
III. Introduction to the topic
a) The lesson begins by reading the article “The Wonderful Pantry.”
Wonderful pantry
There is a wonderful pantry in the world. You put a bag of grain in it, and in the fall you look: instead of one, there are already twenty in the pantry. A bucket of potatoes in a wonderful pantry turns into twenty buckets. A handful of seeds is made into a large pile of cucumbers, radishes, tomatoes, carrots.
Have you ever seen a seed with two wings? You blow on it and it flies away. And such a seed ends up in a wonderful storeroom, lies there - you look, where the winged seed was, there is a branchy tree, so big that you can’t grasp it.
This is not a fairy tale. There really is a wonderful pantry. You must have already guessed what it is called. (M. Ilyin)
What miracle happens in the pantry?
b) The topic of the lesson is determined; setting lesson objectives.
Solve the crossword puzzle and you will find out the name of the pantry. (Soil)
1. A bulk substance that is obtained as a result of the destruction and crushing of stones. (Sand)
2. The part of the plant that is deep in the ground. (Root)
3. A formation on a branch from which a leaf or flower emerges. (Bud)
4. A substance that is necessary for every plant. (Water)
5. An animal that has eight legs. (Spider)
What is the name of the pantry? (Soil)
Have you ever seen the side of a large cliff? The wall of a large pit? Where? What does a cliff consist of? (Made of clay, sand, stones)
What color is the top layer of soil usually? (Dark)
c) Examination of the soil (Remains of roots, plant stems, remains of leaves, parts of insects, etc.)
This is the soil. So, the top, dark, loose layer of earth where plants grow and can grow is soil.
On the board: Soil is the top, dark layer of the earth.
Guys, try to name the main property of soil.
The main feature of soil is its fertility.
Why is the soil fertile? What does it consist of and what does it contain? Experiments will help us answer these questions:
IV. Observation of experiments. Soil composition.
Throw a lump of soil into a glass of water. (Air bubbles come out of it) - there is air in the soil.
Warming of the soil metal lid while simultaneously holding glass over it - the glass “fogs up” - there is water in the soil.
Further heating of the soil leads to the appearance of smoke and a pungent odor - the remains of plants and animals burn.
Stirring highly calcined soil in water and observing the sediment - sand settles first, then clay - there is sand and clay in the soil.
Filtering water through sand, clay - soil passes water better than clay, but worse than sand.
How else does soil differ from sand and clay?
Color composition, ability to pass water, and what else?
Who guessed?
Do plants grow well on sand, clay and rocks?
All plants grow on soil much better than on clay and sand, stones, that is, the soil is fertile - or the soil has fertility, a property that sand, clay, and stones do not have.
Bottom line
Soil is the top loose layer of dark earth.
The soil consists of sand, clay, pebbles, plant and animal remains.
Soil contains water and air.
The soil drains water better than clay, but worse than sand.
The main property of soil is its fertility.
V. Teacher's story
Why is the soil dark? What does its color depend on?
In the soil we found remains of plants and animals. They rot, and when they rot, humus is formed in the soil - a product of their decay. This is what humus gives to the soil dark color, the more humus, the thicker and darker the soil layer.
When humus rots, it turns into mineral salts, which are very necessary for the plant. Water entering the soil dissolves mineral salts, and the roots and water absorb them into the plants and supply them with water to the leaves. In the leaves exposed to light during the warm season, it forms living matter and in the form of juice through the bark it enters the branches, trunk, roots - from this the plants grow. Mineral salts are plant food.
When plants die, they rot, forming humus, and the humus turns back into mineral salts.
The circulation of substances in nature is improved (from nonliving to living and back again).
Bottom line
The remains of dead plants and animals form humus. Humus gives the soil a dark color. Humus forms mineral salts - plant food.
Additional material
Soil in nature forms very slowly: in 100 years - 1 cm.
VI. Physical education minute
VII. Soil types
Guys, the soils of our country are diverse.
Demonstration:
*Chernozem soil.
*Podzolic soil.
*Peat soils.
a) - Which of these soils do you think is the most fertile? (chernozem)
How did you guess? (By the thickness and color of the soil - by the amount of humus in it)
There are many chernozem soils in Russia and the thickest chernozems reach 2 meters, and 200 years ago, chernozem up to 6 m thick was found near Voronezh.
During the Great Patriotic War 1941-1945 The Nazis exported Russian black soil to Germany.
b) – Podzolic soils are located in the forest zone, especially coniferous ones. Look at the color of these soils in the picture and try to guess why it is called that (for its ash-like color)
Podzolic soil is not very fertile, since there is little humus in it, but if you add manure to it, it will give a good harvest - manure, rotting, increases the amount of humus in the soil.
Peat soils - brown, but they contain a lot of water and because of this, plant remains rot badly. To improve the fertility of peat soils, they are drained and mineral fertilizers are applied.
Bottom line
The soils are chernozem, podzolic, peat - swamp. The richest soils are chernozem, they contain a lot of humus.
c) Work on the soil map of Tatarstan.
VIII. The benefits of soil for humans
What role does soil play in our lives?
We grow grain crops (bread, cereals, flour) + vegetables + fruits + industrial crops: flax, cotton, mustard, sunflower, beets; this one contains fabrics, butter, sugar, flowers and honey.
Animal feed grows on the soil: grass, hay, silage, grain. And animals give you milk, meat, butter, wool, animal skin - for shoes and clothes.
They grow on the soil medicinal plants, from which medicines are made.
On the soil grow trees from which we make furniture, houses, building materials, paper, flowers - decorating our land and life.
Bottom line
Soil is our main wealth; it gives us all food, clothing, medicine, and building materials.
Without soil, life will perish.
IX. Protection of soils from destruction
a) Working with the textbook from 68
Fighting ravines.
Combating soil destruction by wind.
The soil is severely destroyed by water, wind and improper cultivation. To protect soils, it is necessary to fight ravines, protect the soil from the wind with forest belts, properly cultivate the soil and apply fertilizers to it
The best fertilizer is manure.
Worms are useful animals; they improve the soil.
It is very difficult, and sometimes impossible, to restore damaged soil.
X. Fastening the material (according to the table)
XI. Homework
Page 65-70 retell, answer questions.