Presentation of plants and animals from different corners of the earth. Journey through natural areas of the earth. Arctic deserts and tundra

As a result of viewing the presentation, the children will learn about the patterns of changing natural zones with latitude, as well as get acquainted with the vegetation and animals characteristic of this NR. The presentation also includes video material.

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Natural zones of the Earth

Educational: specify the concepts of "natural zone", "latitudinal zonality", "altitude zonality"; form the concept of natural zones of the Earth as zonal natural complexes; to reveal the pattern of distribution of natural zones on Earth. Developing: to continue the formation of the ability to work with a geographical map, to compose complex characteristics of natural areas. Educational: to cultivate interest in the study of geography, to show the uniqueness of each natural area, to form a careful attitude towards the animal and plant world. Lesson Objectives:

The placement of most natural complexes on Earth is subject to the law of latitudinal zonality. The reason for zoning is the unequal amount of heat coming to different latitudes, due to the sphericity of the Earth. At the same time, at the same latitude on land, there can be wet coastal areas and inland dry ones, protected by mountains or open to all winds.

Natural zones are zonal natural complexes with different combinations of heat and moisture, regularly changing from the equator to the poles. Natural complexes regularly change in the mountains. The change of natural complexes in the mountains with height is called altitudinal zonality. Altitudinal zonality exists in the mountains of any natural zone. The temperature in the troposphere decreases with height. As we climb higher and higher into the mountains, we find ourselves in increasingly colder conditions.

5000 - Change of vegetation with height in temperate (right) and tropical (left) latitudes. The change of natural complexes in the mountains is clearly visible from the change in vegetation.

Natural zones - zonal complexes, combined with azonal. Azanol natural complexes are small (oasis, altitudinal belt). (oasis, altitudinal belts). (continents and their parts, oceans). Large Small

Equatorial forests are formed in a hot and humid climate. The vegetation forms several tiers. The animal world is very diverse. There are no seasons here. It is warm and humid all year round.

Monkeys, many birds live in the crowns of trees, snakes and lizards crawl. Crocodiles and hippos are found in high-water rivers. The most famous predator is the leopard.

Savannas are areas with grassy vegetation and individual groups of trees. There is a winter dry season and a summer rainy season. Tall grasses, thick bark of rare trees, like the African baobab, and small leaves, like the acacia, help store water.

Wild animals (antelopes, zebras) can run long distances in search of water and food, elephants step majestically. The most famous predators are lions, cheetahs.

A distinctive feature of the desert is the lack of moisture, high temperatures throughout the year and their large daily amplitudes, the scarcity of vegetation and wildlife. On the mainland of Africa is one of the greatest deserts of the planet - the Sahara, in the west of South America, the driest desert - Atacama. In the oases grows the queen of the desert - the date palm.

The fauna is represented by rodents (jerboas, gerbils), ungulates (antelopes, camels). There are snakes, lizards. Lots of insects - scorpions, spiders, ants.

Well, it's hot in the steppes. Relatively dry summers and harsh winters, fertile soils and rich herbaceous vegetation. The steppes have been greatly altered by man (mostly plowed and densely populated).

There is a wide variety of birds in the steppe zone. Many birds nest on the ground. Some feed on plants, others on plants and insects (bustard, little bustard, lark), others are predators (steppe eagle). There are rodents and predators here.

Forests of temperate latitudes - mixed and broad-leaved forest, taiga. Four seasons are clearly distinguished here: winter, spring, summer, autumn - a sufficient amount of precipitation falls.

In broad-leaved forests, the number of ungulates is increasing: deer, elk, roe deer. Much less often than before there are wolves, foxes, bears. The fauna of the taiga is rich in fur-bearing animals (sable, marten).

Distinctive features of the tundra are the lack of heat, long winters and short summers, frozen ground, and sparse, stunted vegetation.

In the tundra, the number of terrestrial animals is represented by a small number of their species: lemming, hare, wolf, arctic fox, snowy owl, reindeer.

The Arctic and Antarctic deserts are the realm of snow and ice. The animal world is mainly connected with the sea. Pinnipeds are common here - walruses, seals, elephant seals. The polar bear lives in the Arctic. In Antarctica, there are penguins.

Conclusions: A huge number of species of plants and animals live on the globe, the distribution of which depends on many factors, but the most important of them is the distribution of heat and moisture, which creates unequal conditions for the life of organisms in different latitudes. Territories with similar climatic conditions form natural zones.

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Goals: to form an idea of ​​the diversity of natural zones on Earth, to talk about how plants and animals adapt to living conditions in a natural zone, to consolidate the concept of "latitudinal zoning", to develop the creative abilities of students, the ability to work in a team, to cultivate a sense of collectivism and camaraderie.

Equipment: presentation "Natural zones of the Earth", fragments of video films about animals and plants of different natural zones (deserts, savannahs and light forests, equatorial forests), a map of natural zones of the world, a set of pictures of different animals and plants, guide sheets for each student, felt-tip pens, glue stick , sheets A3 with a background of different natural areas.

Key words and concepts: natural zones: arctic deserts, tundra, forest zone, steppes, deserts, savannahs, humid equatorial forests.

During the classes

Before the lesson begins, the teacher divides the students into two teams. Desks are made up for group work, pencils, glue, scissors and other accessories are laid out on the desks.

I. Learning new material

1. Setting lesson goals(5 minutes)

slide 1

Today we have an unusual lesson. In the last lesson, we got acquainted with the concept of "latitudinal zoning" and learned that there are many natural zones on Earth. Today we are going on an expedition to the natural zones of the Earth.

slide 2

We have to find out how natural zones are changing, to find out their climatic features, to get acquainted with the animal and plant world. Today we will be in the role of travelers.

But, like all travelers and researchers, during our expedition we will collect information about natural areas, take photographs and write in drafts, so that when we return back, process all the collected materials, view them, and then arrange them in the form of posters, thereby forever capture our journey.

To begin with, let's recall the important points that will help us understand the change in natural zones.

slide 3

Frontal survey

1. Is the climate the same everywhere on Earth? (Not) slide 4
2. What makes climate different? (On the amount of heat, temperature, about the angle of incidence of the sun's rays. The closer to the equator, the higher the temperature, the farther from the equator - closer to the poles, the lower the temperature.) slide 5
3. What is latitudinal zoning? (Change of natural areas with latitude)
4. How does latitudinal zonality change on Earth? (From the equator to the poles, by latitude)
5. What is a natural area? (A natural zone is a large area with similar climatic conditions, which has a certain flora and fauna). slide 6
6. What scientists have contributed to the study of the biosphere and natural zones of the Earth? (Vladimir Ivanovich Vernadsky and Alexander Humboldt)

Figure 1. Vernadsky Vladimir Ivanovich

Figure 2. Alexander Humboldt

Slide 7. The teacher distributes guide sheets to natural areas.

Table 1. Guide to natural areas

- Each of you receives guide sheets. These are your drafts, in which you can write down the names of animals, plants and climate features of different natural zones during our virtual trip (when viewing the presentation and in the course of my story).

We have divided into teams, so you have to work in a team.

- Do not forget that when working in a team, you need to help each other, listen to each other's opinions, each person of the team contributes his ideas and efforts to the common cause.

– So, we are going on a virtual journey through the natural zones of the Earth. After our return from the trip, each team will receive any three natural zones. And you have to, using your notes and "photos" that we will take during the trip, arrange these natural areas on posters and display flora and fauna in them. Therefore, be careful, write down the names of plants and animals in natural areas and climate features.

After the design of the work, you will consult and select team members who will demonstrate your posters and talk about the features of your natural areas.

Let's go on our journey!

2. Natural zones of the Earth(10 minutes)

View presentation and teacher's story

Slide 8 - 14

Arctic deserts and tundra

The Arctic desert zone is located in the Arctic Ocean, on islands covered with ice. Here among the plants there are mosses and lichens. The flora is very scarce, so there are predators among animals, since there is no food for herbivores here. Predators - polar bears that are engaged in fishing, are protected from the harsh climate by thick skin and fur, a subcutaneous layer of fat.

Bird markets are often found here - this is a large cluster of birds. Birds fly here and fly away when severe frosts come. Guillemots, puffins.

In the tundra zone, there are more plants, there are already dwarf birches and dwarf willows, as well as mosses and lichens, shrubs (cranberries, lingonberries, cloudberries) and mushrooms. Against the background of low vegetation, the mushrooms are clearly visible, and since the summer here is short and cool, the mushrooms are never wormy.

The animal world is richer than the vegetable world, since there is little vegetable food. Here there are deer that feed on lichens, rodents - lemmings that build holes in the ground, a lot of birds: ducks, swans.

Swamps are a characteristic feature of the tundra, as there is very strong humidity and low temperatures, so the moisture does not have time to evaporate.

slide 15.forest zone

The forest zone is found on the continents of Eurasia and North America.

Slide 16-18

In the forest zone there are various types of trees. If coniferous trees (cedar, larch, pine, fir) predominate in the forest zone, then this is a taiga zone, if there are both coniferous and deciduous trees (birch, aspen) - this is a zone of mixed forests.

There is a lot of vegetation in the forest zone, which serves as food for one animal - deer, elk, birds, squirrels, chipmunks, and other dwellings and shelters - wild boars, wolves, foxes.

Trees retain water with their roots when snow melts, moisture during rains, so there is sufficient moisture and a wide variety of plants and animals.

slide 19.steppe zone

Locate the steppe zone on the maps.

Slide 20–22

The steppe zone is a large area of ​​grassy vegetation. There is a lot of light here, so light-loving herbs grow. The most fertile soils are found in the steppes - chernozems, which are used in agriculture, so almost all the steppe zones are plowed up by people.

There are a lot of rodents here that dig holes in the ground, live in large groups, because in open space it is easy to become prey for birds of prey - eagles, hawks. Rodents feed on cereals and other plants. Bustard - a bird that runs fast, also lives in the steppe zone. Here you can meet snakes, hamsters, as well as fast-running antelopes, wild horses.

slide 23.desert zone

slide 24, 25

Watching the movie "Deserts"

There is very little precipitation here, sometimes precipitation does not fall for a whole year. Plants have adapted to obtaining water - a very long root system that goes to great depths. The leaves of some plants have turned into thorns to reduce the evaporation of water.

Animals are usually predators - lizards, spiders, scorpions, insects (beetles, ants), snakes. Animals lead a mobile nocturnal lifestyle, as the hot sand during the day makes them hide from the heat in shelters, burrow into the ground.

The famous "ships of the desert" - camels, store water in their humps and in water bags in the stomach, are able to travel hundreds of kilometers without water and food.

slide 26.savanna zone

Slide 27-29

Watching the movie "Savannas and woodlands"

There is no other place on Earth like the shroud, which is home to the greatest variety of predators and herbivores. A feature of the savannas is grassy plains, on which there are small groups of trees. Grass is eaten in large quantities by insects such as locusts. Herbivorous animals: antelopes, elephants, giraffes, rodents, predators: cheetah (record holder in running), leopards, birds of prey. Herbivorous animals travel long distances in search of water, keep in large groups, many run very fast to escape from predators.

slide 30.equatorial forest zone

Slide 31-32. Watching the movie "Equatorial Forests"

Equatorial forests are the zone of the warmest and most humid climate on Earth, so lush vegetation grows here, which serves as food and shelter for many animals, birds, and insects.

The equatorial forest is very dense, the trees have to fight for a place under the sun, so giant trees reach 50 - 60 meters.

Elephants, tigers, gorillas, monkeys live in the forests. A lot of insects - termites, ants. A wide variety of birds that feed on the fruits of trees, the nectar of flowers (nectaries).

slide 33.

3. Physical Minute(1 minute)

I walk in natural areas (walking in place),
I notice as I go
Like over a sea of ​​lush grasses
A giraffe extended its neck (arms up, sipping).
Above my head (tilts to the sides with raised arms)
The palm tree will rustle with foliage,
But you gotta squat (squat)
To get us mushrooms.
Here the fox ran (hold your hand from left to right)
Immediately the squirrel jumped (with the other hand, hold from right to left)
And a huge gray elephant (circle with hands)
Sends us a bow (leaning forward).
We will complete the walk (walking in place)
And let's hurry to the desks (sit down in their places).

II. Group work(12 minutes)

– We have returned from our trip and now we have to process and arrange all the information and materials that we have collected during our trip.

The teacher gives the teams cards with the names of natural areas.

1 team: arctic deserts and tundra, savanna and light forest zone, steppe zone.

2 team: forest zone, desert zone, equatorial forest zone.

– Each group gets their own natural areas for research.

- You have your guide sheets with notes that will help you, here we have photos that we took during the trip.

The teacher distributes photographs and drawings of animals and plants from different natural areas to the teams.

The task of each group is to collect material on their natural zones: appearance, climatic conditions, representatives of the flora and fauna, their adaptation to living conditions, etc.

You can divide the natural areas among yourself, you can work together, all this is at your discretion, but do not forget that you are one team and you need to help each other.

Students must select the appropriate material, arrange it on sheet A3. The sequence of reports corresponds to the order of location of natural zones on Earth in accordance with the law of latitudinal zonality.

Students receive drawings of animals and plants, posters with the background of natural areas and begin to make pictures of natural areas from drawings, drawing, coloring and decorating the picture.

- Now your task is to choose representatives who will demonstrate posters and talk about the features of your natural areas. Discuss who will speak and what needs to be said.

Students choose representatives and prepare them for the presentation.

Team performances(8 minutes)

From each team, students come out in turn, show their collected natural areas, talk about the features of the animal and plant world, climate. After the story, members of other teams can complete the answer.

Mystery

Somewhere a blizzard is raging
Somewhere a blizzard is blowing
Lasts for about six months
Long polar day.
Somewhere hot and sweltering
The rays of the sun are hot
That's how they heat the earth
It's like being in a hot oven.
Somewhere rivers, lakes,
Somewhere the edge of marshy swamps,
Somewhere from a clear sky
And a drop of rain does not fall.
Somewhere pines and firs,
Dense and shady forest
Somewhere mosses and lichens
The edge of the void around .

(Natural areas)

slide 34

- Why do different animals live in different natural zones and different plants grow?

(Different climatic conditions, relief, etc.)

III. Generalization and conclusion(3 minutes)

Before our journey, we set goals. Remember, guys, why did we go on a trip, for what purpose?

Students answer: consider the natural zones of the Earth, their flora and fauna, climatic features.

- Do you think we have achieved our goals?

So we have examined the natural areas and now we know their features, we can distinguish and identify them by the animals and plants that are characteristic of them.

- What do you think, in what natural area do we live? (In the forest, taiga zone).

- How do you think, do you need to know the features of each natural area and for what?

Students express their opinions and make assumptions.

- Do you think that only plants and animals are forced to adapt to different natural zones? Do people adapt to them and how?

(Housing, clothing, food, occupation or work)

- Indeed, in order to live in a certain natural area, you need to know its features. For example, in the northern regions of our country, completely different technologies are used in the construction of houses compared to the southern regions, in the south, windows are often open throughout the year, and in the north, triple glazing is used in houses. To build roads, gas pipelines, to extract minerals in the northern regions, you need to spend much more money and use special materials, since there are very harsh climatic conditions.

– Is it possible to interfere in the wild nature and change it without knowing how all plants and animals are interconnected in it and what this can lead to?

No. Before you change anything in nature, you need to find out how it is connected with animals, plants, climate, so as not to disturb the whole of nature.

For example, by cutting down the forest, we will destroy the dwellings of animals and birds, and with it their food.

IV. Homework(1 minute)

§ 47 paraphrase. Draw any natural area in a notebook.

Slide 35

The teacher assigns grades for the lesson to all students.

Used Books:

1. Gerasimova T. P., Neklyukova N. P. Geography. Initial course. 6 cells – M.: Bustard, 2008.
2. Nikitina N.A., Zhizhina E.A. Lesson developments in geography: Grade 6. – M.: VAKO, 2010.
3. Multimedia resource: 1C: School. Ecology. Tutorial. 10 - 11 cells.
4. Summary of the lesson "Lesson-workshop on the topic:" Mapping the natural zones of Russia: "Through the pages of the Red Book" rudocs.exdat.com/docs/index-364074.html.
5. Video film of the company BBC Series "Continents" - "Wild Africa. Savannah".
6. Video film of the company BBC Series "Continents" - "Wild Africa. Desert".
7. Video film of the company BBC Series "Continents" - "Wild Africa. Jungle".

Lesson Objectives:

• Tutorials: specify the concepts of "natural zone", "latitudinal zonality", "altitude zonality"; form the concept of natural zones of the Earth as zonal natural complexes; to reveal the pattern of distribution of natural zones on Earth.
• Developing: to continue the formation of the ability to work with a geographical map, to compose complex characteristics of natural areas.
• Educational: to raise interest in the study of geography, to show the uniqueness of each natural area, to form a careful attitude towards the animal and plant world.

The placement of most natural complexes on Earth is subject to the law of latitudinal zonality. The reason for zoning is the unequal amount of heat coming to different latitudes, due to the sphericity of the Earth. At the same time, at the same latitude on land, there can be wet coastal areas and inland dry ones, protected by mountains or open to all winds.

natural areas - zonal natural complexes with different combinations of heat and moisture, regularly changing from the equator to the poles. Natural complexes regularly change in the mountains. The change of natural complexes in the mountains with height is called - altitudinal zonality . Altitudinal zonality exists in the mountains of any natural zone.

With altitude in the troposphere

the temperature drops.

Rising higher and higher

in the mountains, we fall into everything

colder conditions.

Change of vegetation with altitude in temperate

(right) and tropical (left) latitudes.

Change of natural

complexes in the mountains is clearly visible by

vegetation change.

5000 –

Natural areas - zonal complexes , combined with azonal. Azanol natural complexes are

small

Large

(oasis, high-rise

belts).

(continents and

their parts

oceans).

Small (oasis, high-altitude

belt).

equatorial forests formed in hot and humid climates. Vegetation forms several

tiers. The animal world is very diverse.

There are no seasons here.

Warm and warm all year round

wet.

Monkeys live in the crowns of trees, many birds,

Snakes and lizards crawl. In high-water rivers are found

Crocodiles, hippos. The most famous predator

leopard.

Savannah are areas with grassy

vegetation and individual groups of trees.

A distinction is made between the winter dry season and the summer season.

rain. Tall grasses, thick bark of rare trees,

like an African baobab and small leaves like an acacia

help store water.

Wild animals (antelopes, zebras) can run through

long distances in search of water and food, majestically

elephants walk. The most famous predators are lions, cheetahs.

Distinctive feature desert - flaw

moisture, high temperatures throughout the year and their

large diurnal amplitudes, scarcity of vegetation

and the animal world. On the African continent is

One of the greatest deserts on the planet is the Sahara, in the west

South America's driest desert is the Atacama. In the oases

the queen of the desert grows

date palm.

The animal world is represented by rodents (jerboas,

gerbils), ungulates (antelopes,

camels). There are snakes, lizards. Lots of insects

scorpions, spiders, ants.

AT steppes roast. Relatively dry summers and harsh

winter, fertile soils and rich grassy

vegetation. The steppes have been greatly altered by man

(mostly plowed and densely populated).

There is a wide variety of birds in the steppe zone. many birds

nest on the ground. Some feed on plants, others on plants and insects (bustard, little bustard, lark),

the third are predators (steppe eagle). There are rodents here

predators.

Forests of temperate latitudes - mixed and broad-leaved

forest, taiga There are four distinct seasons here:

winter, spring, summer, autumn - a sufficient amount of precipitation falls.

In broad-leaved forests, the number of ungulates is increasing:

deer, elk, deer. Much less often than before there are wolves, foxes, bears. The fauna of the taiga is rich in fur

beast (sable, marten).

Distinctive features tundra - lack of heat, long winters and short summers, frozen soil, sparse, sparse vegetation.

In the tundra, the number of land animals is represented by

a small number of their species: lemming, hare, wolf,

arctic fox, polar owl, reindeer.

Arctic and Antarctic deserts is the realm of snow and ice. The animal world is mainly connected with the sea. Pinnipeds are common here - walruses, seals, elephant seals. The polar bear lives in the Arctic. In Antarctica, there are penguins.

Findings:

A huge number of species of plants and animals live on the globe, the distribution of which depends on many factors, but the most important of them is the distribution of heat and moisture, which creates unequal conditions for the life of organisms in different latitudes. Territories with similar climatic conditions form natural zones.

• tropical rainforest, common in areas with a humid, warm climate (2000-7000 mm of precipitation per year, air temperature + 25º C). In addition to excessive rainfall, tropical rainforests are characterized by a large number of animal species and a huge variety of flora.

• The largest tropical rainforests exist in the Amazon, in most of Central America (where they are called "selva"), in equatorial Africa in many parts of Southeast Asia from Myanmar to Indonesia and Papua New Guinea, in the Australian state of Queensland.

• Wet tropical areas are characterized by: a variety of flora, the presence of 4-5 tree tiers, the absence of shrubs, a large number of lianas. The upper tier consists of a small number of very tall trees reaching a height of 45-55 meters (rare species reach 60-70 meters). Most often the trees are evergreen, but some shed their foliage during the dry season.

• Such trees must withstand harsh temperatures and strong winds. This level is inhabited by eagles, bats, some species of monkeys and butterflies.

• The second tier is formed by the majority of tall trees, usually 30 - 45 meters high. This is the densest layer, the layer of foliage formed by neighboring trees. Flowers, and then fruits, are formed directly on the trunks and thick branches. Unusually thin (1-2 mm) bark of trees, sometimes covered with sharp spikes or thorns;

• In tropical rainforests, many animals live on trees: chain-tailed monkeys, pygmy and four-toed anteaters, opossums, chain-tailed porcupines, and sloths. A lot of insects, especially butterflies, (one of the richest fauna in world) and beetles (more than 100 species); many fish (as many as 2000 species - this is approximately one third of the world's freshwater fauna).

• vast expanses covered with herbaceous vegetation with sparsely scattered trees and shrubs. They are typical for the subequatorial climate with a sharp division of the year into dry and rainy seasons. In the dry season, the vegetation of the savannas freezes; savannahs turn yellow, and dried plants are often subjected to fires, due to which the bark of trees is usually scorched.

• Plants that have adapted to the conditions of the savannas are very tough. There are thousands of different herbs growing there. But trees, in order to survive, need some specific qualities to protect against drought and fire. For example, the baobab is distinguished by a thick trunk protected from fire, capable of storing water reserves, like a sponge. Its long roots suck up moisture deep underground.

• Savannah animals have been forced to adapt to survive in drought conditions. Large herbivores such as giraffes, zebras, wildebeest, elephants and rhinoceroses are able to travel great distances and, if it gets too dry in some place, they go to where it rains and where there is a lot of vegetation.

• Deserts are common in the temperate zone of the Northern Hemisphere, subtropical and tropical zones of the Northern and Southern Hemispheres. They are characterized by humid conditions (annual precipitation is less than 200 mm, and in some deserts there is no precipitation for decades. The average temperature in the summer months reaches + 30 ° C, maximum + 50 ° C. Groundwater is often mineralized. Soils are poorly developed

• The conditions of existence in deserts are very harsh: lack of water, dry air, strong insolation, winter frosts with very little or no snow cover. Therefore, mainly specialized forms live here (with adaptations both morpho-physiologically and in lifestyle and behavior).

• Deserts are characterized by fast moving animals, which is associated with the search for water (watering places are removed)). Due to the need for shelter from enemies and harsh climatic conditions, a number of animals have highly developed adaptations for digging in the sand / Desert fauna has a protective "desert" color - yellow, light brown and gray tones, which makes many animals hardly noticeable. Most of the desert fauna in the summer is nocturnal. Some go into hibernation

young gazelle

arrow snake

Scarab beetle

Phalanx

monitor lizard

• Steppe- a plain overgrown with grassy vegetation in the temperate and subtropical zones of the northern and southern hemispheres. A characteristic feature of the steppes is the almost complete absence of trees.
• Steppes are common on all continents except Antarctica. In Eurasia, the largest areas of steppes are located on the territory of the Russian Federation, Kazakhstan, and Ukraine.

• the steppe is characterized by high aridity, only slightly less than in the desert. Atmospheric precipitation from 250 to 450 mm per year
• Plants also adapt to adverse conditions. Many of them are drought-resistant or active in the spring, when there is still moisture after winter. Grasses that form a closed or almost closed carpet: feather grass, fescue, thin-legged, bluegrass, oats

• Various natural conditions in forest areas affect the nature of the vegetation. In the north, coniferous, taiga-type forests predominate, the main species are pine, spruce, larch, fir and cedar

• a type of natural zones lying beyond the northern limits of forest vegetation, spaces with permafrost soil that is not flooded by sea or river waters. The tundra is located north of the taiga zone.

• By the nature of the surface of the tundra are swampy, peaty, rocky.

The name comes from the Sami language and means "dead land".

• The main feature of the tundra is swampy lowlands in a harsh climate, high relative humidity, strong winds and permafrost.

Bibliography

• http://en.wikipedia.org/wiki/%D0%A1%D0%B0%D0%B2%D0%B0%D0%BD%D0%BD%D0%B0 - Natural area Savannah
• http://en.wikipedia.org/wiki/%D0%92%D0%BB%D0%B0%D0%B6%D0%BD%D1%8B%D0%B5_%D1%82%D1%80%D0 %BE%D0%BF%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B5_%D0%BB%D0%B5%D1%81%D0%B0 - Natural zone of Tropical rainforests
• http://ru.wikipedia.org/wiki/%D0%A1%D1%82%D0%B5%D0%BF%D0%B8 - Steppe Natural Zone
• http://en.wikipedia.org/wiki/%D0%9F%D1%83%D1%81%D1%82%D1%8B%D0%BD%D0%B8 - Desert Natural Area
• http://ru.wikipedia.org/wiki/%D0%A2%D1%83%D0%BD%D0%B4%D1%80%D0%B0 - Tundra natural area
• Teacher Panina Valentina Ivanovna

Branch of the municipal educational institution Sosnovskaya secondary school No. 2 in the village. Podlesnoye, Tambov region.