&25. Protection of the earth's interior and land surface. The surface of our land A project on the topic of what it means to protect the surface

If you saw a ravine during the tour, tell us about it. Are there many ravines in your area? Are there beams in your area? Tell me about the one you saw on the tour.

Answer. There are a lot of ravines in our region. A ravine is a relief form in the form of relatively deep and steeply sloping hollows formed by temporary streams. Ravines occur on elevated plains or hills composed of loose, easily eroded rocks, as well as on the slopes of gullies. The length of the ravines varies from several meters to several kilometers. There are young (intensively developing) and mature ravines. The ravines are most within the forest-steppe and steppe zones. Ravines cause great harm to agriculture, dismembering and destroying fields. Dams are used to control ravines, retaining walls and others, as well as planting vegetation, which delays the erosion of the soil. Also in our region there are many beams. Balka is a valley with gentle overgrown slopes. During snowmelt and heavy rains, a temporary watercourse can move along the bottom of the beam. Especially many in the steppe zone.

Think about where it is easier to build cities, villages, lay roads, cultivate the land - on the plain or in the mountains. How do people use the surface in your area?

Answer. There is little land suitable for agriculture in the mountains, which means mining, hunting and cattle breeding will prevail in the mountains. In the open spaces of the plains, if available good soil and sufficient humidity - agriculture, in an arid climate - cattle breeding.

The resettlement of people, their way of life is greatly influenced by the terrain, the richness of the subsoil with minerals. Most of humanity lives on the plains, where it is easier to build cities, lay roads, and farm. In the mountains there is a danger of earthquakes and other natural phenomena that are not found on the plains.

However, in the mountains, natural conditions are more diverse and the resource base is richer than on the plains.

In our region, most of the population lives on the plain, where cities, industrial enterprises, and mines are being built. In the villages, people are engaged in agriculture and cattle breeding. In the mountains, these are small industrial cities associated with the extraction and processing of minerals. They do not have agriculture. But tourism is well developed.

What cases of irresponsible attitude of people to the surface of their region do you know? Is it possible to compensate for the damage done to nature in these cases? How to do it?

Answer. There is a problem with abandoned mines in our region. For example, in the city of Kopeysk, Chelyabinsk Region, the most dangerous mine in the Chelyabinsk Region is located in the center of the city. Every hour, 250 cubic meters of water arrives in it, which at any moment can come to the surface of the earth. When water fills the abandoned mine to the brim, part of the machine-building plant and hundreds of residential buildings will slide into the quarry. The problem is very serious, as there are many such mines around the city. The problem can be solved by recultivating the mines, although this costs a lot of money.

check yourself

1. Tell us about the surface of your region.

Answer. The relief of the Southern Urals is very diverse. It has been formed over millions of years. Within the Chelyabinsk region there are various forms of relief - from lowlands and hilly plains to ridges, the peaks of which exceed 1000 m.

A mountain section of the conditional border "Europe-Asia" passes through the territory of the region: along the Ural-tau and the Ural ridge. The longest ridge in the Chelyabinsk region is Urenga, its length is about 65 km. The ridge is decorated with ten peaks over 1000 m high.

2. How is the surface used in your area?

Answer. In our region, most of the population lives on the plain, where cities, industrial enterprises, and mines are being built. In the villages, people are engaged in agriculture and cattle breeding. In the mountains, these are small industrial cities associated with the extraction and processing of minerals. They do not have agriculture. But tourism is well developed.

3. What does it mean to protect the surface?

Answer. This means minimizing the harm caused by environment extraction of minerals, it is necessary to more fully withdraw everything useful from the raw materials already mined. This will provide more necessary substances and reduce waste dumps.

To restore lands disturbed by quarries and waste rock dumps, special work is carried out - reclamation. To do this, the dumps are leveled, soil is poured on top and trees and bushes are planted. Quarries are turned into stakes, on the banks of which recreation areas are created.

To decrease Negative influence agriculture to the surface, it is necessary to carefully cultivate it. The growth of ravines is stopped by planting plants on their slopes.

4. What participation can schoolchildren take in protecting the surface of their region?

Answer. Protecting the surface means fighting against ravines, planting vegetation on their slopes, informing the administration of the settlement about abandoned quarries and dumps discovered. Take part in environmental cleanups.

Homework assignments

1. Write in the dictionary: ravine, beam.

A ravine is a relief form in the form of relatively deep and steeply sloping hollows formed by temporary streams.

Beam - a depression with gentle slopes overgrown with plants.

2. Draw what the surface of your edge looks like. You can fashion a model of some of its sections (hill, ravine, mountain range) from plasticine, clay or raw sand.

3. If there is a ravine in your area, ask adults if it has existed for a long time, how it has changed during this time, what people are doing to stop its growth. Think about how you can help adults.

Answer. We have several ravines. They have been around for a long time. Ravines cause great harm mainly to agriculture, dismembering and destroying fields. To prevent the growth of ravines, they make obstacles that delay the flow of water into the ravine, sow on the slopes perennials, if necessary, some slopes are covered with earth. In our region, the ravines are constantly monitored. Due to this, the growth of ravines almost does not occur.

Remember what seas, lakes, rivers there are in Russia. What do you know about the water resources of your region?

There are a lot of seas, lakes and rivers in Russia. Seas: Black, White, Baltic, Okhotsk, Laptev, Azov and others. Lakes: Caspian Sea, Baikal, Ladoga, Onega. Rivers: Volga, Yenisei, Lena, Oka, Irtysh, Amur.

Our region has significant reserves of water resources, most of which are lakes and ponds. We also have rivers. And reservoirs.

Most of the names of the lakes come from the Tatar and Bashkir languages. In the names of reservoirs, the word “kul” is often found, which means “lake”. Such, for example, are the names of the lakes Abatkul, Bolshoi Kremenkul, Tabankul, Bolshoy Terenkul, Zyuratkul. The largest lakes of the region: Uvildy, Turgoyak, Big Kisegach, Itkul, Irtyash.

Lake Uvildy is the largest lake located at the foot of the Ural Mountains. The water in it is slightly mineralized, very clean and transparent. Behind unusual shade The waters of the lake are called the blue pearl of the Urals.

Another beautiful lake in the Southern Urals is located near the village of Turgoyak, north of the station of the city of Miass. This large and deep lake Turgoyak, surrounded by mountains and coniferous forests, has an area equal to 25 square kilometers. Lake Big Kisegach is located 8 kilometers northeast of the city of Kasli, and has a tectonic origin. The source of the lake is the river Chartonyshka.

Many lakes are places of recreation, used as a place for fishing.

Sections: Primary School

Class: 4

Lesson type: Lesson learning new material .

Lesson Objectives:

Educational: To form in students an idea of the surface of their native land.

Developing: Develop the ability to work with geographical map and other sources of information. Develop cognitive activity, observation, the ability to compare, analyze and draw conclusions. Develop critical thinking.
Educational: To educate students in the need for knowledge, to ensure a close connection between learning and life. To cultivate patriotism, responsibility, initiative through the formation of one's own judgments. Contribute to the development of a culture of behavior in the classroom.

Teaching methods: verbal, visual, practical.

Forms learning activities: frontal, individual, group.

Lesson equipment: textbook, computer, multimedia projector, presentation for the lesson, atlases, physical map of Russia, task cards.

During the classes

1. Stage Challenge.

Teacher: Guys, look at the physical map of Russia. What are the main landforms you see? (On the territory of Russia there are: mountains and plains).

Teacher: Using the atlas map, give examples of mountains in Russia. (Ural, Caucasian).

Teacher: Remember what mountains are in height? (High, medium, low).

Teacher: Using the atlas map, give examples of plains. (East European, West Siberian).

Teacher: How do the plains differ in height? (lowlands, uplands, plateaus).

Let's organize this information. We use the "Cluster" method.

Exercise. Make a cluster in your notebook, fill in the empty cells . (Students complete the task in the notebook).

Cluster.

One student builds a cluster on the board.

Checking the execution of the task.

Teacher: What color are the mountains on the map, and what are the plains? (Mountains in brown and plains in green).

Teacher: What color on the atlas map indicates the territory in which we live? (Mostly green, but there is also brown).

Teacher: So, what is the surface of our edge? - This will be the topic of the lesson.

1. Stage Comprehension.

Learning new material.

Teacher: So, we have determined that the territory in which we live is mainly marked in green.

Make a conclusion, what kind of territory is it: mountainous or flat? (Plain)

Teacher: Using the physical map of Russia, find the name of the plain on which our district is located. (West Siberian Plain)

Turning to the scale of the heights of the map, we determine that the West Siberian Plain is a lowland. The height of the lowlands is 0-200 m, the heights are 200-500 m, the plateaus are 500-800 m.

Teacher: Compare the East European and West Siberian plains on the map, how does their image differ? (The West Siberian Plain is all green, and the East European Plain is green with yellow spots)

Teacher: What does that mean? (Assumptions of children: it means that the West Siberian Plain is all flat, but there are elevations on the East European Plain)

Teacher: Absolutely right. Elevations in the plain are hills.

Guys, hills are elevations. Mountains also rise above the earth's surface. Can we conclude that they are the same? (Children face difficulty)

The "Pivot Table" technique is used. Children are offered an image of a mountain and a hill on presentation slides. Exercise. Consider mountains and hills and compare them with each other. Record the results of the comparison in the table. ( ).

Teacher: Draw a conclusion: What are the similarities and differences between a hill and a mountain? (Resemblance: they rise above the earth's surface, have the same parts: sole, slopes, top. Difference: hill and mountain differ in height, mountains above 200 m, hill up to 200 m.)

Teacher: Guys, let's turn to the physical map of Russia again. What mountains are located in the west of our district? (Ural Mountains)

Locate the Caucasus Mountains on the map. Compare how the image of the Ural Mountains and the Caucasus differs? (The Caucasus Mountains on the map are shown more than dark color than Ural)

We turn to the scale of the heights of the map, we determine that the Ural Mountains are low. Low mountains - up to 1000 m, medium - 1000 - 2000 m, high - above 2000-3000 m.

Let's systematize the received information. We return to the cluster started at the call stage (we supplement it). ( Students complete the task on their own). One student completes the cluster on the board.

Cluster.

Checking the execution of the task.

Fizminutka.

The class raises its hands, this is the time
The head turned - it's two.
Hands down, look ahead - these are three,
Hands spread to the sides wider by four,
Pressing them against your shoulders with force is five.
All the guys sit down quietly - it's six.

Continuation of the discussion of the new topic.

Reception "Fishbone" (fish skeleton).

Teacher: Being engaged in farming, people use the surface of the earth. Continuing the work in the lesson, we will fill in the diagram. (Work in a notebook). Write in the upper triangle (head) the question: What are the consequences of human use of the earth's surface? On the left branches we will write: how a person uses the surface of the earth. And on the right: what does it lead to.

Demonstration of photographs on presentation slides (ravines, beams, quarries, landfills, heaps). Working with the text of the textbook, talking with students. (In the course of working with the textbook and in the process of conversation, the formation of concepts takes place: a ravine, a beam, a waste heap).

During the work, students enter into the diagram:

Left branches:

1. Mining

2. Construction of houses, buildings

3. Plowing plains (slopes)

Right branches:

1. Quarry, waste heap

3. Destruction of soil, potholes, ravines, beams.

Teacher: How does a person use the surface of our region? What are the consequences of the development of oil and gas fields in the district? (children's answers)

Teacher: What conclusion can be drawn after filling out the diagram?

Conclusion (tail) students formulate: Using the surface of the earth, people cause damage to nature.

Teacher: It turns out that the surface must be protected and as carefully as water and air, plants and animals.

What does it mean to protect the surface? (children's answers)

What part can you take in this? (children's answers)

Teacher: I really hope that when you grow up, you will try to do everything so that our native land becomes even more beautiful, and there are no such places that cause pain and resentment in the soul!

2. Stage Reflection.

At the stage of "Reflection" we organize group work. One group receives drawings (or photographs) depicting the earth's surface.

Task for the group:

Determine which picture shows the surface of our edge. Explain your choice. State how you determined this.
The other group receives drawings that show examples of positive and negative human impact on the Earth's surface.

Task for the group:

Review the drawings. Divide them into two groups. Explain how you divided the drawings.

Report on the work of groups. (If the class is large, then several groups can be formed)

3. Homework.

Teacher: Guys, answer the question. How should a person use the surface of his edge? As a homework, a creative task is offered (this will be the answer to the question posed by the teacher): Write a message to the residents of the district about how they should use the surface of our land in order to preserve it for future generations.

Lesson type: combined

Target

- the formation of a holistic picture of the world and the awareness of a person's place in it on the basis of the unity of rational-scientific knowledge and the child's emotional and valuable understanding of personal experience of communication with people and nature;

Characteristics of students' activities

Understand learning objectives of the lesson, strive to fulfill them.

Describe according to his observations of the shape of the earth's surface of his native land, find on the map of the region, the main forms of the earth's surface, large ravines and gullies, extract from local history literature information about the surface of the region. Discuss measures to protect the surface of its edge. Formulate conclusions from the studied material, reply for final questions and evaluate achievements in the lesson

Planned results

subject

Know the concepts of "ravine", "beam".

Be able to show mountains, plains, rivers on a map, globe, distinguish between natural objects and products, objects of animate and inanimate nature.

Metasubject (Regulatory. Cognitive. communicative)

P. - to build messages in oral form, to analyze objects with the allocation of essential and non-essential features.

R. - take into account the guidelines of action selected by the teacher in the new educational material in collaboration with the teacher. Learn to speak your mind.

K. - ask questions, seek help.

Personal Outcomes

A feeling of love for one's country, expressed in interest in its nature.

Skills of cooperation in different situations, the ability not to create conflicts and find a way out of controversial situations.

Basic concepts and definitions

"ravine", "beam".

Preparing for the assimilation of new material

Based on your observations, as well as using a map of the region and local history literature, describe the main forms of the earth's surface in your region. Do not forget that the plains are flat and hilly, and the mountains are of different heights.

Learning new material

You already know that on the plains there are ravines. They have steep, crumbling slopes. There are usually almost no plants on the slopes of ravines.

The formation of a ravine begins with a small rut in the soil surface. Streams of melt and rain water wash it away, and therefore the ravine gradually increases. At the same time, it destroys large areas of fertile soil.

Over time (after many years) the slopes of the ravine become gentle, overgrown with grass, shrubs, and trees. The ravine stops growing. So he turns into beam. A beam is a depression with gentle slopes overgrown with plants.

If you saw a ravine during the tour, tell us about it. Are there many ravines in your area? Are there beams in your area? Tell me about the one you saw on the tour.

Comprehension and understanding of the acquired knowledge

Think about where it is easier to build cities, villages, build roads, work the land - on the plain or in the mountains. How do people use the surface in your area?

SHOULD THE SURFACE BE PROTECTED?

Maybe this question will seem strange. It is necessary to protect plants, animals, purity of air and water. And what about the surface of the edge?.. Does anything threaten it? Let's discuss.

During the excursions, you probably paid attention to the beauty of the surrounding area. What do you feel when you go out into the open, from where you can see far around? You probably feel joy and pride for your native land. How beautiful she is!

But it also happens that instead of these feelings you experience bitterness and resentment. For example, at an abandoned quarry. Once sand, clay or coal was mined here. Now the quarry is a wound on the surface of the earth. But people had to fill it up and plant a forest on this place or turn the quarry into a fish pond.

And in another place, the builders erected new houses and left a large dump. Here are broken bricks, and glass fragments, and much more. The people who worked at this construction site violated the law that forbids throwing garbage anywhere. And how many such dumps disfigure the surface of our earth!

The tractor driver does not behave in a businesslike manner if he plows the land on a slope so that the furrows descend along the slope. After the first rain, streams of water will flow along these furrows - this is the beginning of the ravine! Plowing can only be done across slopes. And steep slopes cannot be plowed at all.

To stop the formation of a ravine, small potholes are dug in and grass is sown in this place. Across a small ravine, low wattle fences are made of willow stakes and twigs. Over time, the stakes will take root, and a reliable living barrier will form for water flows. Trees and shrubs are planted along the edges and slopes of the ravine.

Correct and incorrect plowing of slopes

You, too, can participate in protecting the surface of your region. Explore with adults the surroundings of the city, village. If you find an abandoned quarry, an illegal dump, plowing along slopes, a pothole that can turn into a ravine, report it to the nature conservation society. Take part in garbage collection, in the fight against ravines

So it turns out that the earth's surface must be protected no less carefully than water and air, plants and animals.

Let's discuss!

What cases of irresponsible attitude of people to the surface of their region do you know? Is it possible to compensate for the damage done to nature in these cases? How to do it?

Independent application of knowledge

check yourself

1. Tell us about the surface of your region. 2. How is the surface used in your area? 3. What does it mean to "guard the surface"? 4. What participation can schoolchildren take in protecting the surface of their region?

Mountains that shouldn't be

In some regions of our country, where many minerals are mined from the bowels of the earth, mountains have grown - waste heaps. They did not grow by themselves, they were poured by people. Extracting minerals, processing them, they dumped all the waste - waste rock - into heaps. The heaps grew, grew... And so it turned out that people, living on the plain, ended up... in the mountains.

Terricons are not at all harmless. After all, under them were huge areas fertile land taken from Agriculture. The waste heaps themselves spread clouds of dust around them, which pollutes the air. It happens that ter-rikons light up, spreading acrid smoke. And the polluted water flowing down from them after the rains poisons the soil and reservoirs.

People are fighting with heaps. Somewhere they are leveled, soil is brought in and plants are planted. In some places, they learned how to extract valuable substances from waste heaps. So the mountains created by people are gradually disappearing.

Yes, these mountains did not exist before. It is necessary to try very hard so that they do not remain in the future.

Waste heaps

Conclusion

When doing housework, people use the top of its edge. This must be done carefully so as not to violate the beauty of the native land, to prevent the formation of ravines and illegal dumps.

Homework assignments

1. Write in a dictionary: ravine, beam.

2. Draw what the surface of your edge looks like. You can fashion a model of some part of it (hill, ravine, mountain range) from plasticine, clay or raw sand.

3. If there is a ravine in your area, ask adults if it has existed for a long time, how it has changed during this time, what people are doing to stop its growth. Think about how you can help adults.

Kirov: SecretsEarthVyatka

Vyatkaravines

Razderikhinskyravine

hidden treasuresVyatka - Podchurshinskysettlement

ancientdumpsAndwaste heapsBashkiria

Planet Earth is a giant worked-out quarry?

Information sources:

A. A. Pleshakov textbook, workbook The world around Grade 3 Moscow

"Enlightenment" 2014

Presentation Hosting the world

Nature lesson. 5th grade

Subject. The surface of our region.

Lesson type: Lesson learning new material .

Lesson Objectives:

Educational: To form in students an idea of the surface of their native land.

Developing: To develop the ability to work with a geographical map and other sources of information, cognitive activity, observation, the ability to compare, analyze and draw conclusions. Develop critical thinking.

Educational: To educate students in the need for knowledge, to ensure a close connection between learning and life. To cultivate patriotism, responsibility, initiative through the formation of one's own judgments. Contribute to the development of a culture of behavior in the classroom.

Teaching methods: verbal, visual, practical.

Forms of educational activity: frontal, individual, group.

Lesson equipment: textbook, computer, multimedia projector, presentation for the lesson, atlases, physical map of Russia, task cards.

During the classes.

1. CHALLENGE STAGE.
1) Updating knowledge. Mood.
The lesson starts.
So that he goes to the children for the future,
Compasses, pencil and map -
Everything should be on the table.
Plus a little effort.
And great attention.
Guys, any athlete, having come to training, does not grab the barbell without a warm-up. So we will now do a little warm-up, we will solve a crossword puzzle, and the result of the warm-up will be a word that directly relates to the topic of the lesson. When solving a crossword puzzle, you can use atlases, a physical map.
Ready? Then go ahead!

1. What is the name of the state located in two parts of the world? (Russia)
2. I, the Siberian river,
Wide and deep.
Change the letter "e" to "y" -
I will become a satellite of the Earth. (Lena - Moon).
3. Great Russian river. (Volga)
4. The highest peak of the Caucasian ridge. (Elbrus)
5. City that "flies". (Eagle).
6. Shape of the Earth. ( Sphere)

Keyword RELIEF

2) Work with the map.
Guys, what do you understand by the word RELIEF? (Irregularities of the earth's surface)
Using a physical map, name the irregularities of the earth's surface. (Mountains, plains, ravines, hills).

3) Compiling a cluster.
Try to distinguish two types of large landforms for yourself.
Exercise . Make a cluster in your notebook, fill in the empty cells. (Students independently complete tasks in a notebook).

Teacher: What color are the mountains on the map, and what color are the plains? (Mountains in brown and plains in green).
Teacher: What colors on the atlas map indicate the territory in which we live?
(Mostly green, but there is also brown).
Teacher: So, what is the surface of our region? - This will be the topic of the lesson.

On the board and in notebooks there is an inscription: "The surface of our region."

Is there enough knowledge on this subject?

1. Stage Comprehension.

Learning new material.

Teacher: So, we have determined that the territory in which we live is mainly marked in green.

Make a conclusion, what kind of territory is it: mountainous or flat? (Plain)

Teacher: But the territory is painted over not only in green, but also in shades of brown. What does it say? (There are mountains and hills in our territory”

Teacher: Guys, let's turn to the physical map of Russia again. What mountains are located in our district? (Ural Mountains, Blue Mountains, Chalk Mountains)

The "Pivot Table" technique is used. Children are offered an image of a mountain and a hill on presentation slides.

Exercise. Consider mountains and hills and compare them with each other. Record the results of the comparison in the table. (Students independently complete the task in a notebook).

Hill	comparison lines	Mountain
	1. Outsole
	2. Slopes
	3. Top
up to 200 m	4. Height	over 200 m.

Teacher: Conclude: What are the similarities and differences between a hill and a mountain? (Resemblance: they rise above the earth's surface, have the same parts: sole, slopes, top. Difference: hill and mountain differ in height, mountains above 200 m, hill up to 200 m.)

Reception "Fishbone" (fish skeleton).

Teacher: In farming, people use the surface of the earth. Should the surface of the earth be protected? Perhaps this question sounds strange. We all know about the protection of rare plants and animals, about the protection of water and air. How important is surface protection?

Continuing the work in the lesson, we will fill in the diagram. (Work in a notebook). Write in the upper triangle (head) the question: What are the consequences of human use of the earth's surface? On the left branches we will write: how a person uses the surface of the earth. And on the right: what does it lead to.

During the work, students enter into the diagram:

Left branches:

1. Mining

2. Construction of houses, buildings

3. Plowing plains (slopes)

Right branches:

1. Quarry, waste heap

2. Landfills

3. Destruction of soil, potholes, ravines, beams.

Teacher: How does a person use the surface of our region? What are the consequences of the development of oil and gas fields in the district? (children's answers)

Teacher: What conclusion can be drawn after completing the scheme?

Conclusion (tail) students formulate: Using the surface of the earth, people cause damage to nature.

Teacher: It turns out that the surface must be protected and as carefully as water and air, plants and animals.

What does it mean to protect the surface? (children's answers)

What part can you take in this? (children's answers)

Teacher: I really hope that when you grow up, you will try to do everything to make our native land even more beautiful, and there were no such places that cause pain and resentment in the soul!

"See and know your land

you can either with your own eyes,

or with a book

Teacher: Guys, how do you understand this statement? What will we need for the next stage of the lesson?

(Photos of the native land and locality, books, map, dictionary, etc.)

Students look at photographs that show the most beautiful corners of their native land).

Reflection. Creative work in groups on composing syncwine
Using the Sinkwine technique.
- Let's compose a cinquain about our native land as a keepsake of our lesson.

1 word: theme (noun)

2 words: signs of the topic (im. adj.) (If I don't have time - at home)

3 words: topic actions (verbs)

4 words: sentence on this topic

1 word: synonymous with topic

For example: Edge!

Unique, Saratov

Pleases, develops, grows.

We admire your beauty!

Motherland!

edge
Steppe, native
Pleases, excites, inspires
My small motherland
Steppe

6. Summary of the lesson

Did you enjoy traveling native land and study it?

What was especially memorable, interesting?

Of course, in the lessons of the world around you, so far you have received only the most basic information about your native land, but in our area there are still a lot of secrets and mysteries that you have not discovered. You can find answers to all your questions in additional local history literature.

Homework will be writing an ESSAY on the topic: "Tomorrow of my land."

I would like to end the lesson with the words of the writer Yu.K. Efremov:

And with pride I will say to my native land:

“I love and know. I know and love.

And the more I love, the deeper I know.

Continue to study your land, your small homeland. Love her, protect her and remember that it depends on you what our Saratov region will be like in the future.

Lesson over, thanks.

http://nsportal.ru/sites/default/files/poverhnost_nashego_kraya.doc

We remember: What is the lithosphere? Earth's crust? What are the origins of the earth's crust? Give examples. What minerals do you know? How and where are they used?

Keywords: earth's crust, minerals, subsoil protection, land reclamation, waste heaps.

1. Protection of the wealth of the lithosphere. Every year, a huge amount of a wide variety of minerals is mined on the globe. Useful minerals- These are natural mineral formations that occur and are mined by people from the earth's crust. Among them are combustible, metallic and non-metallic. Minerals are necessary for human life, the development of industry, agriculture, and transport.

Useful substances are not always fully extracted from mined minerals. So, for example, at some enterprises, copper was extracted from the mined ore, and the remaining rock was considered unusable, empty and thrown away. During the analysis, it turned out that this rock, in addition to copper, contains a significant amount of zinc, gold, silver, lead and other valuable metals. The introduction of new methods of processing minerals will allow extracting valuable substances from ore almost without loss.

Each of you will agree that it is necessary to carefully treat minerals. However, how can this be done if a huge amount of them is mined from the lithosphere all over the world every year? The surface of the Earth is indented by large quarries - huge pits, workings of rocks. A quarry is like a huge wound in the body of the lithosphere. The wind carries dust from here, which covers the fields for many kilometers. Around mine workings, such as coal mines, large cone-shaped mountains often form - waste rock heaps, which are called t e r r i k o n a m i. In Belarus, examples of such human activities are the waste from potash mining in the Soligorsk region and the production of phosphate fertilizers in the Gomel region. Millions of hectares of fertile land are occupied by such dumps in many countries. Plowlands are covered with dumps of mine workings. What to do? Maybe stop mining? What would you do?

Underground treasures should not be treated wastefully. We need to make good use of these resources. Minerals are not renewed, like, for example, a forest after cutting down. This means that the time may come when the deposits of oil, coal, ores of various metals will dry up. Indeed, according to experts, now oil reserves around the world can last for about 50 years, and coal - for 500. There is something to think about.

It is necessary to carefully extract and economically use minerals. When oil is extracted, for example, up to half of its total amount remains in the bowels of the Earth. A lot of coal and various ores are also lost.

When developing deposits, use all rocks. In dumps of quarries, for example, a lot of clay, sand, chalk is lost. Therefore, the laws of many countries oblige enterprises for the extraction and processing of minerals in such a way to conduct production in order to extract all useful material contained in this type of natural raw material.

When deforestation, the destruction of natural vegetation, soil erosion increases and the formation of ravines begins. They cause great harm to agriculture, so they are being fought.

2. Cultivation of disturbed lands. To restore lands disturbed by human activities, special work is carried out - r e c u l t i v a c and y. Thus, the surface of dumps formed during open-pit mining is leveled. Soil is poured onto the leveled surface. After that, bushes, trees are planted, grasses are sown, crops are grown. Sometimes the slopes of waste heaps are greened.

Quarries are dug in open pit mining. After the development of fossils, large quarries are flooded with water, turned into artificial reservoirs - ponds, their banks are greened. Recreation areas are being created. In addition, fish and waterfowl can be bred in reservoirs.

The rocks that make up the waste heaps are used for the manufacture of building materials and for the production of fertilizers. Until recently, mountains of slag towered around metallurgical plants, which occupied large areas of land. Now, from metallurgical slag, an excellent building material is produced - slag concrete.

Protecting the earth's surface means waging a constant struggle against ravines, economically allocating land for the construction of cities, factories, factories, railways and highways.

1. What should be considered when extracting and processing minerals? 2. How is the cultivation of dumps, abandoned quarries and waste heaps carried out?