THE INTEGRATED LESSON OF THE THEME "FRICTION"
In this article given integrated lesson`s plan for theme»Friction» with participation of teachers of natural-sciencedisciplines. For the successful solution of a goal and problems of theintegrated lesson provided systematic data on the regularities and thephenomena showing communication between objects as physics, mathematics andbiology. Consideration of the nature of friction force and its value in life, activityof live organisms from positions of various sciences is the key of assimilationtheme of lessons by pupil, increase their functional literacy, establishment ofcross-disciplinary communication and integration of scientific views. Teachers of physics, mathematics and biology are making conclusion of lesson. They are answering to questions of learners, paying attention to the meaning and role of friction, technique and science, they are listening other additional materials of students` self work. Systematic usage of this kind of integrated learning increases interest of learners for subjects, for science and develops their research skills. Connection between different spheres of science can be effectively realized in practice by connecting different subjects mutually and systematically which are taught at schools. In this case, there is a huge meaning of using integrated learning between different subjects in order to solve given issues successfully. Aims and outcomes of integrated learning and methodological problems in process are broadly given on pages of different publications. Also can be given systematic evidence of legitimacy and existence which show connection between subjects as physics, mathematics and biology in the teaching process. We will introduce you with the process of integrated learning on topic `Friction` below. Choice of teaching method and its development depend on teacher`s pedagogic skills.