The miracle under your feet, the world around you, workbook. Development of a lesson on the surrounding world on the topic “The miracle under your feet
Developing a lesson on the world around us
3rd grade, educational complex "Perspective"
Lesson topic: “A miracle under your feet”
Teacher:
Volkova Marina Valerievna
primary school teacher, Municipal Educational Institution Secondary School No. 1, Maloyaroslavets
TECHNOLOGICAL MAP OF STUDYING THE TOPIC
Lesson “discovering new knowledge”, built on the basis of an activity-based, research method
Subject
Miracle under your feet
Target
Determine the composition of the soil experimentally; cultivate a caring attitude towards the soil.
Planned result
Subject Skills
UUD
Characterize the composition of the soil. Know the terms soil, fertility, humus, mineral salts.
Mastering accessible ways to study nature (experimentally)
Personal:
- formation of a personal emotional attitude towards the soil (caring attitude towards soil fertility).
Regulatory:
- performing tasks in accordance with the goal and work plan, purposefully searching for an answer to the question posed.
Cognitive:
- during practical work, determine what is included in the soil.
Communicative:
- developing the ability to communicate in a group.
Meta-subject skills
Mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation. Mastering the logical actions of analysis, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts.
Organization of space
Forms of work
Resources
in groups
practical work
-Teacher The world around us, grade 3, part 1, page,
-Workbook on the world around us, part 1, pp. 50-51. - Methodological manual “Lessons on the world around us”, 3rd grade. M.Yu. Novitskaya, N.M. Belyankova, “Enlightenment” - M., 2010.
- Internet resources (musical composition “I look into the blue grain”, music by L. Afanasyev, Lyrics by I. Shaferan)
- Equipment for practical work
- Interactive voting system
- Interactive system MIMIO
Lesson stage
Lesson content
Characteristic
activities of students and teachers
UUD
Stage I. 10 minutes Motivation for activity
The goal is to motivate students to continue studying the topic “The Miracle Under Your Feet”
Organizational moment
Problem situation
Music sounds - the first verse of the musical composition “I look into the blue lakes” (music by L. Afanasyev, lyrics by I. Shaferan).
- What topic did we work with in the last lesson?
- What interesting things did you learn about this topic?
-Let's evaluate our knowledge. How do we do this?
- Using a test.
Children work through the test using a voting system.
Test.
1 Soil is
A) natural substance
B) the top fertile layer of soil
B) I find it difficult to answer
2 The main property of soil
A) soil is a home for animals
B) fertility
B) I find it difficult to answer
3 Soil science
A) soil science
B) soil science
B) soil science
4 Created the science of SOIL SCIENCE
A) V.V. Dokuchaev
B) K.E. Tsiolkovsky
B) V.I. Dahl
5 The composition of the soil includes:
A) land
B) water, air, humus, sand, clay, mineral salts
B) I find it difficult to answer
After the test, an analysis of the diagram of correct execution is carried out.
- Why do you think we didn’t pass the test 100%?
- What question caused you difficulty?
- Was it easy to answer the fifth question?
- How did you know the answer?
- Can we make sure that the soil contains water, air, humus, sand, clay, and mineral salts?
- Where should you go to find out the composition of the soil (to the laboratory)
- - Today we will be scientists from the laboratory.
- Which scientist will we get to? (To you. to Dokuchaev)
The teacher sets the children up for the desired wave of the lesson.
Students formulate the topic of the lesson by making assumptions, working in a group, and guessing a rebus.
Regulatory:
together with the teacher, discover and formulate an educational problem
Communicative:
Stage II. 25 minutes Intellectual and transformative activity
The goal is to develop in students the ability to self-organize in solving an educational problem
You named the main property of soil – fertility. Let's find out why the soil is fertile. What do you think needs to be done for this? (study the composition of the soil)
- We work in groups. Open the workbook on p.50.
- What do we have to do? (carry out practical work to study the composition of the soil)
- What is the purpose of our research? (determine what is included in the soil)
- Look at the equipment prepared for practical work on your desk. Do you know the name of these devices? After consulting with your neighbor, in your notebook, use an arrow to connect the picture of the equipment and its name.
Safety training
- Read the instructions for the first experiment carefully. How will you perform this experiment? (take a glass of water and throw a lump of dry soil into it, observe)
- What interesting things did you see? (bubbles rise upward - this indicates that there is air in the soil)
- Carefully read the instructions for experiment No. 2. How will you perform this experiment?
(pour a lump of fresh soil onto the glass, secure the glass in a holder, heat it evenly over the fire, hold the cold glass over well-heated soil)
- What are you observing? (droplets of water appeared on the glass - there is water in the soil)
- Well done! We record the conclusion in a notebook.
Fizminutka
- Experiment No. 3 is performed by group 1, No. 4 by the second group, No. 5 by the third group. You can argue and defend your point of view! Finish of work at the bell.
Children perform experiments, draw conclusions, and prepare their reports.
Group 1: when the soil was heated, they felt an unpleasant odor - there was humus in the soil.
Group 2: gray soil (no humus) was poured into a glass of water - first a red-colored substance settled to the bottom, and then a gray one. Conclusion - there is clay and sand in the soil.
Group 3: took a few drops of water from the first experiment, dripped it onto the glass and held it over the fire. The water evaporated, leaving a mark on the glass - there are mineral salts in the soil.
Each conclusion is recorded in a notebook.
- Based on the experiments done, try to draw your own conclusions about what is included in the soil. (The composition of the soil includes air, water, humus, sand and clay, mineral salts). Compare them with the findings in the appendix on p. 89.
- Fine! Us. 51 find the group assessment card for conducting practical work, fill it out.
We correctly named the equipment for the experiments
Our findings coincided with those in the appendix
We correctly determined the composition of the soil, but formulated the conclusions inaccurately
We made mistakes when determining soil composition
A representative from the group makes a conclusion about the work of the group
To make sure you have a good understanding of the topic, each group will make a soil diagram. To do this, you have paper and markers on your tables.
Groups work and post their diagrams on the board.
The eldest in the group comments on the diagram.
The check follows the diagram on the board.
13 SHAPE \* MERGEFORMAT 1415
During practical work, students determine what is included in the soil. At the same time, an algorithm is drawn up for performing the work for each experiment. They draw conclusions, record them in a workbook, and report on their experience and observations to the class. Fill out a group assessment card for conducting practical work.
The teacher helps children in drawing up an algorithm for performing the experiment and making inferences in the correct form.
The guys make a diagram from the proposed elements. Check your diagram against this example.
Regulatory:
- while working, check your actions with the goal and, if necessary, correct mistakes with the help of the teacher.
Cognitive:
- in the course of practical work, determine what is included in the soil, process the information received: draw conclusions based on generalization of knowledge.
Communicative:
- developing the ability to communicate in pairs and groups.
Communicate your position to others: express your point of view and try to substantiate it by giving arguments.
Regulatory:
-in dialogue with the teacher, develop evaluation criteria and determine the degree of success in performing your own work and the work of everyone, based on the existing criteria.
Regulatory:
- performing a task in accordance with the goal, purposefully searching for an answer to the question posed.
Personal:
- formation of a personal emotional attitude towards the soil (caring attitude towards the fertility of the soil, towards the animals that form the soil).
Cognitive:
-convert information from one form to another: present information in the form of text, tables, diagrams.
Stage III. 6 minutes Reflection activity
The goal is self-assessment of performance results, awareness of the limits of application of new knowledge Creating a situation of success.
- Our lesson ends. Evaluate your work in class. The assessment is carried out using an interactive voting system. After making a choice, children work with the “Result of Selection” diagram
A) excellent
B) good
C) today I didn’t succeed in everything
Children conduct self-assessment
give examples of applying the acquired knowledge in life.
General educational educational activities: reflection on methods and conditions of action, control and evaluation of the process and results of activity.
Stage IV. 2 minutes
Monitoring student activities. Homework
The goal is the use of a new method of action, individual reflection on achieving the goal.
So, homework. Textbook p. 77, answer the questions in the “Let’s test ourselves” section. You can choose to complete the task. Take cards according to your abilities.
Blue card - in the atlas or other source, find information about soil animals - moles and mole crickets. Write a short story about them.
Red card - in the book “The Giant in the Glade” read the story “Respect the Life of the Earthworm”. Answer the questions: What new did you learn from the story? How do you feel about earthworms? What can this story teach you?
Green card - scientists argue that soil cannot be classified only as inanimate or only as living nature. Inanimate and living nature seem to be united in it. Do you agree with this statement? Explain, give your examples.
The teacher gives instructions on preparing for the next lesson, offers the second part of the homework to choose from, and observes the children’s choices. Students choose a creative task they can do at home.
General educational learning activities: independent creation of ways to solve problems of a creative and exploratory nature.
GDZ for the second part of the workbook The world around us, grade 3 >>
Answers to assignments in the workbook on the subject The world around us for grade 3, part 1 of the workbook, authors Pleshakov and Novitskaya, Perspective program. The workbook will help you with your homework. The workbook is organized in the same style as for the previous 1st and 2nd grades (we also have the answers to them on our website), but the tasks, logically, are more complex, and it is becoming increasingly difficult to find answers to them. Our ready-made homework assignments will help you navigate the world around you and complete your homework easily and with an A plus!
If you have already completed the first part of the workbook, proceed to the second: GDZ to the second part of the workbook The world around us, grade 3 >>
Answers to tasks on the surrounding world, grade 3, part 1
Scroll through the pages to see the answers to them.
GDZ on the topic The Joy of Knowledge
Page 3-5. Light of knowledge
1. Select proverbs from the peoples of your region about the power of reason, knowledge, and skillful hands. Write them down.
As is the mind, so are the speeches.
As tall as you, but as smart as your body.
Learning is light and ignorance is darkness.
Repetition is the mother of learning.
It's not a shame not to know, it's a shame not to learn.
Skillful hands do not know boredom.
With prayer in your mouth, work in your hands.
You can’t even pull a fish out of a pond without difficulty.
A bad head has no rest for your feet.
Knowledge is the crown on your head.
2. ...Make and write down questions about what you would like to learn about in class at school.
Why does the wind blow?
Why does a bear hibernate in winter?
How does the solar system work?
Menzies's Pseudo-tsuga
3. Look at the corner of nature in the photo above. Tell us what you already know about this plant.
This is Menzies' Pseudotsuga. The second name of the plant is Douglas fir. This is an evergreen coniferous tree. It grows along the entire Pacific coast from British Columbia to California, in Montana, Colorado, Texas and New Mexico.
Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.
What are those red flowers on the branches? The red flowers are young buds.
How tall can this tree grow? Can grow above 50 meters in height.
4. Tell me from the photo on p. 5, what do you already know about Red Square in Moscow.
Red Square is located in the very center of Moscow. On it are located: St. Basil's Cathedral, a monument to Minin and Pozharsky, Lenin's Mausoleum, the Moscow Kremlin.
Make up and write down questions about what else you would like to know about the cultural monuments depicted in the photograph. Try to find answers to your questions.
What is the height of the Spasskaya Tower? 71 m.
What year was it built? St Basil's Church? The cathedral was built in 1555-1561 by order of Ivan the Terrible in memory of the capture of Kazan and the victory over the Kazan Khanate, which happened precisely on the day of the Intercession of the Most Holy Theotokos - in early October 1552.
Page 6-11. Answers to the lesson How to study the world around us
1. What ways do these students use to study the world around them?
From left to right: Identification of natural objects, observation, experience, modeling, measurement.
2. Practical work "Observation"
Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps of the work and take notes.
1. Purpose of observation: to find out which food fish like more, dry or live.
2. Observation plan: throw dry and live food into the aquarium at the same time, watch the fish, which food they eat first.
3. Observation results: We saw that the fish first ate the live food. They showed great interest in him.
4 Conclusions: Fish love live food more than dry food.
3. Practical work "Experience"
Carry out an experiment with a magnet. Think through the steps of the work and take notes.
1. Purpose of the experiment: to find out which items in the kitchen are made of iron.
2. Plan for the experiment: attach a magnet to objects, see if it sticks to them.
3. Results of the experiment: the magnet stuck to several objects.
4. Conclusions: using a magnet, we learned that there are iron objects in the kitchen: a refrigerator, a spoon battery, knives, forks, a sink.
5. Practical work "Measuring mass".
Add it.
A scale is a device for measuring mass.
6. Practical work "Measuring length".
Add it.
Ruler and tape measure are tools for measuring length.
Page 12-13. GDZ from 7 gurus to the lesson The book is a source of knowledge
1. Write down information about a popular science book that you especially liked:
Title: Hot facts about ice
3. Read statements about the importance of books and native language in a person’s life.
Marcus Tullius Cicero is an ancient Roman politician and philosopher, a brilliant orator. Information taken from the Internet, Wikipedia.
Konstantin Grigorievich Paustovsky is a Russian Soviet writer who wrote in the romanticism genre, best known as the author of short stories and stories for children. Information taken from the Internet, Wikipedia.
4. Come up with your own statement about the benefits of books and reading. Write it down.
By reading books, we learn a lot of new and informative things, and also develop our speech.
5. In what reference books can you find out what the ancient Greek city of Troy is famous for? Write it down.
In the encyclopedia, dictionary, guidebook, atlas.
Page 14-17. Answers site on the topic Let's go on an excursion
2. Give 1-2 examples.
Art museums: Tretyakov Gallery, Hermitage.
Museum-apartment, house-museum, museum-estate: Chukovsky House-Museum, L.N. Museum-Estate. Tolstoy.
Nature reserves, national parks: Caucasian Biosphere Reserve, Sochi National Park, Losiny Island (in Moscow).
4. On your own or with the help of additional literature, the Internet, determine which museums are shown in the photographs in the Appendix. Cut them out and paste them into the appropriate boxes.
Page 18-21. GDZ What the plan will tell you
A terrain plan is an accurate drawing of the area, made using conventional signs.
2. Sign the symbols of the plan yourself or with the help of a textbook.
city; Orchard; meadow and path; dirt road.
3. Cut out the symbols of the plan from the Appendix and paste them in the appropriate windows.
5. During the lesson, the teacher asked: “What does the scale of the plan shown in the textbook mean?” ... Who answered correctly? Check the box.
Answer: Ira is right.
6. Practical work "Tourist plans"
1. Look at the plan of the zoo in the textbook. Focus on the sides of the horizon and determine in which parts of the zoo they live:
a) tigers - in the northern part
b) lions - in the southern part
c) bullfinches and other birds - in the Western part
d) camels - in the Eastern part.
2. Consider a fragment of the Moscow plan in the textbook. What landmarks are depicted on it?
Answer: Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olympic Village.
3. Consider the plan of the central part of St. Petersburg. Determine how to get from Moskovsky Station to the Winter Palace. Write what you can see on this route.
Answer: You need to walk along Nevsky Prospekt to Palace Square. Along the way you can see: Anichkov Bridge, Kazan Cathedral, Alexander Column.
Page 22-23. Answers to the topic Planet on a piece of paper
1. Using the textbook, complete the definition.
A map is a reduced image of the earth's surface on a plane using symbols.
3. Color as indicated on the map:
water - blue, land: plains - green and yellow, mountains - brown.
4. Using the textbook, complete the definitions.
A continent is a huge area of land surrounded on all sides by water.
A part of the world is a continent or part of a continent with islands located nearby.
5. Write in the table the names of all continents and parts of the world.
Continents: Eurasia, Africa, North America, South America, Australia, Antarctica.
Parts of the world: Europe, Asia, Africa, America, Australia, Antarctica.
6. Using the textbook map, give examples.
Seas: Black, Yellow, Okhotsk, Laptev, Barents, Red.
Rivers: Ob, Lena, Yenisei, Volga, Mississippi, Amazon, Ganges.
Islands: Madagascar, Sri Lanka, Crete, Tasmania, Wrangel.
Page 24-25. GDZ on the topic Countries and peoples on the political map of the world
1. Rome is the capital of Italy. Neighbors (neighboring states) - Switzerland, France, Austria, Slovenia.
3. Look at representatives of different nations in traditional costumes. Write down the names of their countries and capitals.
Belarusians. Country - Belarus (Belarus), capital - Minsk.
Mexicans. Country - Mexico, capital - Mexico City.
Turks. Country - Türkiye, capital - Ankara.
Chinese. Country - China, capital - Beijing.
Page 26-27. By traveling, we explore the world
Make a plan to prepare a trip to your city.
If you are in Moscow, write about the local history museum “House on the Embankment”, in St. Petersburg - about the state local history museum “Nevskaya Zastava”. There is a local history museum in every city.
Purpose of travel: learn more about the history of our native land.
Travel destination: Regional Museum of Local Lore.
Sources of information about the place of travel: Internet.
Reference literature: official website of the museum.
Maps, diagrams, plans, guides: a city map to get to the museum.
Equipment: pen and notepad.
Weather forecast: doesn't matter.
Dress code: business suit.
My companion(s): parents.
The museum has a lot of interesting antiques; the guide told us in detail about the history of our city and region.
3. At the farm “On the Edges” of the Belgorod region we will learn the skills of a beekeeper. Cut out the drawings from the Appendix. Supplement the photo story with them, observing the order in the work of the working bees and in the concerns of the beekeeper.
Pages 28-31. Answers to the topic Transport
1. Draw an ancient means of transportation among the peoples of your region or paste a photo.
3. Project "Curious Passenger"
Project name: bus - aquarium.
Name of means of transport: bus.
Drawings, photographs and texts for decoration inside:
Texts: names of fish and their brief characteristics (where they live, what they eat)
Page 32-33. Media and communications
1. Come up with symbols to convey information. Draw them on the flags.
You can assign a fictitious symbol to each letter of the alphabet and write words using these symbols.
2. Letter to a friend..
Enter your details! Design example:
From whom Ivanova Ivana
Where Moscow, Nekrasova street 67-98
Departure index 105120
To Smirnov Sasha
Where to Moscow, Nekrasova St. 67-99
Destination index 105120
3. Place in a frame information from a local newspaper or magazine about natural phenomena or cultural events that interest you, or about the people of your region.
If you don't have a newspaper or magazine, find some interesting news on your city's news website and print it out.
4. Write down from memory the names of media and communications.
Answer: Television, radio, newspapers, magazines. Internet media.
Telephone, telegraph, mail - means of communication.
GDZ for the section of the workbook The world is like a home
Page 34-35. The natural world in folk art
1. The word “ekos” (oikos) translated from Greek means “house”, “dwelling”.
The word "logos" translated from Greek means "knowledge", "word".
The ancient Greeks used the word “oikoumene” to describe the land inhabited and developed by man.
2. Fragment of an ancient spinning wheel. Determine how many tiers of the Universe are depicted on it.
This fragment of an antique spinning wheel shows two tiers. The upper one is the kingdom of light and sun, as well as the middle tier - the tier where animals and people live.
In the ancient legends of many peoples of the Earth, a single world consists of three tiers. Here is one of the legends.
The lower tier is the abode of the serpent, the ruler of the underworld and water. The fairytale snake swallows the sun in the evening, when it goes to the west, and releases it in the morning - in the east.
The upper tier is the sky, the kingdom of light, sun, heavenly life-giving waters. From here the mighty luminary controls the order in the Universe.
Animals and people live in the middle tier. This tier is the meeting place of man with the vast Universe, with all the nature around. Man is inside, at the center of the world. Man is the middle part of a large whole.
3. Make up a chain of questions and answers based on the song “Where are you going, Thomas?”
- “Where are you going, Masha?” - "To the store." - “Why go to the store?” - "For products." - “Why do you need food?” - “Prepare lunch.” - “Why do you need lunch?” - "Feed the family." - “Why do you need a family?” - "Collect apples." - “Why do you need apples?” - "Bake the pie." - “Why do you need a pie?” - “Set the table, throw a feast!”
Page 36-39. What does everything consist of?
1. Find the extra photo in each row. Explain your choice.
Answer: in the top row there is a mug, since it is a human product, and everything else is natural objects. In the bottom row is a titmouse, since it is a natural object, and everything else is objects created by man.
2. Give examples of natural objects:
Objects of inanimate nature: stone, sand, water, air, cloud.
Wildlife objects: bird, fish, cat, spider, cactus, jellyfish.
3. Using the text and illustrations from the textbook, fill in the table.
Solids, liquids and gases.
Solids: stone, pencil, bed, watch, glass.
Liquids: water, milk, sunflower oil, juice, kerosene.
Gases: oxygen, hydrogen, carbon dioxide.
4. Find out the substances from the description and write their names in the boxes.
This substance is part of any living organism. 2/3 of the human body consists of this substance. - WATER
This substance is found in the form of stone underground, and is also dissolved in the water of the seas and oceans. It can be found in every home in the kitchen. SALT.
This substance is added to many products - sweets, pastries, cakes. In nature, it is found in plants. SUGAR.
This substance is our assistant in the kitchen because it burns well. But in the event of a leak, it can spread throughout the entire apartment, and this is very dangerous. NATURAL GAS.
These substances are created artificially. They are used to make household items, window frames, toys and many other products. PLASTICS.
5. Underline the names of solids with a blue pencil, and the names of substances with a green pencil.
Solids (in blue pencil): nail, horseshoe, wire, gasoline can, icicle, ice floe, candy, salt shaker.
Substances (in green pencil): salt, iron, aluminum, copper, plastic, gasoline, water, sugar.
Page 40-41. 7guru's answers to the lesson The World of Celestial Bodies
1. Using the information from the textbook, write the numerical data in the text.
Diameter of the Sun in 109 times the diameter of the Earth. Mass of the Sun in 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million kilometers. The temperature on the surface of the Sun reaches 6 thousand degrees Celsius, and in the center of the Sun - 15 million degrees Celsius.
2. Fill out the table.
Difference between stars by color.
White: Regulus, Deneb.
Blue: Sirius, Vega.
Yellow: Sun, Capella.
Red: Aldebaran, Cepheus.
3. Build a model of the solar system...
Take a sheet of black or blue cardboard and stick colored plasticine circles on it in accordance with the diagram of the Solar System:
4. Solve the crossword puzzle.
2. A planet with rings clearly visible in a telescope is SATURN.
5. The planet we live on is EARTH.
6. The planet is a neighbor of the Earth, located closer to the Sun than the Earth - VENUS.
7. The planet is a neighbor of the Earth, located further from the Sun than the Earth - MARS.
8. The planet located between Saturn and Neptune is URANUS.
5. Using various sources of information, prepare messages about a star, constellation or planet that you would like to know more about.
Mars is the fourth planet from the Sun. It is called the "red planet" because of its reddish color. Mars has two satellites - Phobos and Deimos. Scientists have been studying Mars for a long time. Currently, rovers are operating on the surface of the planet. Source - Wikipedia, Internet.
Page 42-43. GDZ from the site Invisible Treasure
1. In the text of the textbook, find the paragraph that explains the origin of wind. Please read it carefully. Come up with and draw a diagram of how wind occurs.
2. Label the diagram with the names of the gases that make up air. Test yourself using the textbook.
3. Study the properties of air and write down your conclusions.
1. Is the air transparent or opaque? - transparent.
2. Does air have color? No
3. Does the air have a smell? no4. What happens to air when it is heated and cooled?
This experiment shows that air expands when heated.
This experiment shows that air contracts when cooled.5. How does air conduct heat? Answer: Air is a poor conductor of heat.
4. What is the name of the equipment used in these experiments?
Page 44-45. The most important substance
Practical work "Investigation of the properties of water."
Experience 1. Dip a glass rod into a glass of water. Is she visible? What property of water does this indicate?
The stick is visible. This indicates that the water is clear.
Experience 2. Compare the color of the water with the color of the stripes shown on this page. What do you see? What does this mean?
Water has no color, it is colorless.
Experience 3. Smell the clean water. What property of water can be determined in this way?
Pure water does not smell, which means it has no odor.
Experience 4.
Place a flask with a tube filled with colored water into hot water. What are you observing? What does this indicate?
Conclusion: Water began to rise up the tube. This suggests that water expands when heated.
Experience 5. Place the same flask in a plate with ice. What are you observing? What does this indicate?
Conclusion: The water level drops, which means the water contracts as it cools.
General conclusion: water is transparent, colorless, odorless, expands when heated, and contracts when cooled.
Page 46-47. Answers to the workbook topic Natural elements in folk art
1. Cut out photos from the application. Label them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine arts of the peoples of your region.
Images of fire, water and air in the art of the peoples of your region.
2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region.
Riddles about fire, water and air in the works of the Russian people:
If you feed him, he lives; if you give him something to drink, he dies. (fire)
The red cow ate all the straw. (fire)
With a tongue, but does not bark, without teeth, but bites. (fire)
It flies to the bottom in droplets, to the top - invisible. (water)
No arms, no legs, but destroys the mountain. (water)
What can’t you roll up a mountain, carry in a sieve, or hold in your hands? (water)
It flows, it flows - it won’t leak out, it runs, it runs - it won’t run out. (river)
The peas are scattered along a hundred roads, no one will collect them: neither the king, nor the queen, nor the fair maiden, nor the white fish. (air)
The peas scattered over seventy roads; no one can collect it - not the priests, not the clerks, not us fools. (air)
3. Look at the patterns of folk embroidery. Identify the images of fire, water and air.
The image of water is the waves below, the image of air is a bird. The image of fire is usually depicted as a wheel or the sun. In the middle of the picture there is a sun - this is an image of fire.
Page 48-49. GDZ Storeroom lands
1. Complete the definitions yourself or with the help of a textbook.
Minerals are natural substances.
Rocks are natural compounds of minerals.
2. Practical work "Composition of granite"
Based on the research results, fill out the chart.
Composition of granite. Granite: feldspar, mica, quartz.
3. Do you know what is stored in the Earth's storerooms? Cut out photos from the application and paste them into the appropriate windows.
4. Write down the names of the minerals in your region: oil, marl, sand, clay, chalk, shale (Krasnodar region).
Page 50-51. GDZ for the lesson the world around us Miracle under our feet
Practical work "Study of soil composition"
Experience 1. Throw a lump of dry soil into the water. What are you observing? What does this mean?
Conclusion: The soil settles to the bottom, but not all of it. There is air in the soil.
Experience 2. Heat some fresh soil over a fire. Hold the cold glass over the soil. What are you observing? What does this mean?
Conclusion: The glass is fogged up. This indicates that there is water in the soil.
Experience 3. Continue to warm the soil. Wait for smoke and an unpleasant odor to appear.
Conclusion: The soil contains humus.
Experience 4. Pour the calcined soil in which the humus has burned into a glass of water and stir. Observe what settles to the bottom first, and what after a while. What does this experience say?
Conclusion: First, sand settled to the bottom, then clay. This means that the soil contains sand and clay.
Experience 5. Place a few drops of water on the glass in which the soil has been sitting for a long time. Hold the glass over the fire. What happened to the water? What happened to the glass? These are mineral salts. What does this experience say?
Conclusion: The water has evaporated, leaving a residue on the glass. This indicates that the soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, sand, clay, and mineral salts.
Page 52-55. World of plants
1. Find out the groups of plants by descriptions. Write the names of the groups in the boxes.
These plants have roots, stems, leaves, flowers and fruits in which seeds ripen. FLORAL
These plants do not have roots, stems, leaves, flowers or fruits. Their body is called a thallus. SEAWEED.
Plants in this group have stems and leaves, but no roots, flowers or fruits with seeds. MHI.
These plants have all parts except flowers and fruits. Their seeds ripen in cones. CONIFEROS.
Plants in this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits, or seeds. FERNES.
2. During the lesson, the teacher asked for examples of flowering plants. The children answered like this... Which of the guys answered correctly? Who made the mistakes?
Nadya has the correct answer, Seryozha has one mistake (incorrect answer - pine), Ira has two mistakes (seaweed, spruce), Vitya has three mistakes (thuja, larch, fern).
3. Identify these plants. Write the names of the plants and the groups to which they belong.
Answer: In the top row from left to right: fuchsia (flowering), salvia (flowering), toadflax (flowering), chicory (flowering). In the bottom row from left to right: bracken (fern), funaria (mosses), fir (conifers), cedar pine (conifers).
4. Using the book “Green Pages”, prepare a message about one of the plant species of any group. Write down the name of the species, group and brief information for your message.
Cedar pine is a coniferous plant (tree) that grows in Siberia and the North-East of the European part of Russia. People often call it Siberian cedar. The needles of this tree are collected in bunches of 5 pieces. Large cones ripen delicious seeds - pine nuts.
Page 56-57. GDZ Fertile land and plants in folk art
1. Color the pattern as we want. Second towel:
2. Draw an illustration for a fairy tale of the peoples of your region, in which the plant plays an important role in the development of the action.
Fairy tales in which plants are involved: The fairy tale “The golden comb cockerel and the miracle chalk” (a grain of a bean or an acorn sprouted in the house and grew to the sky), “Turnip”, “Rejuvenating apples”, “Wild swans” (the girl wove shirts from nettle).
Illustration for the fairy tale "Turnip"
3. Select and write down riddles and proverbs of the peoples of your region about the feeding land and plants.
Proverbs: The little land is black, but it produces white bread. The earth is a plate: what you put in is what you take out.
Riddles about the earth: It rains - she drinks everything, everything else turns green and grows. Everyone calls her mother, everyone runs after her.
Page 58-61. Answers to the lesson Animal World
1. Write the names of the groups of animals listed.
Frog, toad, newt - this is amphibians.
Earthworm, leech is worms.
Snail, slug, octopus, squid are shellfish.
Crayfish, crab, shrimp are crustaceans.
Starfish, sea urchin, sea lily are echinoderms.
Spider, scorpion, haymaker - this is arachnids.
Lizard, snake, crocodile, turtle are reptiles.
2. Identify the animals. Write the names of the animals and the groups they belong to.
On page 58 from left to right: amber snail (mollusk), goldfinch (birds), hay spider (arachnids).
On page 59 from left to right in the top row: otter (animals), king crab (crustaceans), rhinoceros beetle (insects).
On page 59 from left to right in the bottom row: burbot (fish), tree frog (amphibians), grass snake (reptiles).
3. Compare a frog and a toad in appearance. Tell (orally) what are their similarities and what are their differences.
First, about the differences. Toads are usually larger in size than frogs. Toads have a thick, wide body and shorter legs. Frogs do not have large parotid glands, which are located in the back of the head in toads. The skin of frogs is tender and moist, while that of toads is dry and covered with tubercles. The eggs of frogs are round, while those of toads look like long cords.
Similarities: both the toad and the frog are amphibians. They have bulging eyes. The hind legs are longer than the front legs. They move by jumping. They live more often near bodies of water. They feed on insects.
4. Cut out details from the application and build development models.
Models of development of fish, frogs, birds.
5. Come up with and write down 2-3 questions for the quiz “In the Animal World.”
How many days will it take for the chicken to hatch from the egg?
How is a frog different from a toad?
Does a hare feed her babies milk?
6. Using the book "Green Pages", prepare a message about one of the animal species of any group.
Pink salmon. Pink salmon are fish that usually live in the sea, but lay their eggs in rivers. The length of pink salmon reaches 50 cm. Pink salmon feeds on small fish and crustaceans. During spawning, pink salmon change color, and males develop a large hump on their back. Hence the name of the fish. Pink salmon is a valuable fish that needs protection and conservation.
Page 62-63. GDZ on the topic Our journey into the animal world
Page 64-65. Images of animals in folk art
1. Complete the carving design...
You can glue photos of towels with embroidered roosters, photos with a Dymkovo toy in the shape of a turkey, a horse, wooden decorations for the garden and home in the shape of animals.
3. Briefly write down the plot of a fairy tale from the peoples of your region, where magical animals help people.
Let's remember the fairy tales: "The Tale of Ivan Tsarevich and the Gray Wolf", "Little Little Khavroshechka", "Turnip", "Magic Ring", "Bull - Tar Barrel".
Ivan Tsarevich and the Grey Wolf.
The king had three sons. In his garden there was an apple tree with golden apples, and every night the apples began to disappear. The king sent his sons to see who was stealing the apples. The two sons fell asleep, but Ivan did not sleep; he saw that the Firebird was eating apples. The king ordered his sons to get the firebird. They went their separate ways. Ivan arrived at a fork where there was a post with an inscription. Whoever goes straight will be cold and hungry all the way. Whoever goes to the left will die, but his horse will live. And whoever goes to the right will remain alive, but the horse will die. Ivan went to the right. The Gray Wolf ran out of the forest, ate the horse, and then began to serve Ivan faithfully. That wolf helped Ivan get the firebird, his bride, and stay alive.
The Little Humpbacked Horse
The peasant had three sons. Their father sent them to guard the wheat. The two sons slept, and Ivan caught the horse. The horse gave him the Little Humpbacked Horse. The Little Humpbacked Horse helped his friend find the firebird, a ring and a beauty for the king. The king wanted to get married, but he had to bathe in boiling water. The Tsar called Ivan first to swim. The horse helped Ivan and he became handsome. And the king was boiled. Ivan and the Tsar Maiden got married. (Written by Maxim Egorov)
Page 66-67. GDZ from 7 gurus to the lesson Invisible threads in living nature
1. Read the text carefully. Underline the names of animals of different groups with different colors: green - herbivores, blue - predators, red - insectivores, brown - omnivores.
Summer is a bountiful time of year for a wide variety of animals. We often see swallows in the sky. They catch numerous flying insects in the air. Near the water, the frog hunts mosquitoes. In the forest they find their prey - small rodents - a fox and an owl. A rich table is laid here for the hare and moose- these are different twigs, leaves, bark. And for crows and wild boars, any food will do - both plant and animal.
Spiders - cross-worts - are the most skilled craftsmen - weavers. Their web is not only gray, but also silver and even golden. “Is it possible to weave fabric from it?” people thought more than once. And one day in China there was a master who wove silk fabric from spider webs. He put the spider in a cage, fed it flies, and the spider released a web, which the master wound on a reel. Then a fabric was woven from it, called the “Fabric of the Eastern World.” But there was not much of it, because it was difficult to get a web. And yet, in the 17th century, King Louis 14 of France (he was called the “Sun King”) sported stockings and gloves woven from cobwebs. Later in France they tried to get more spider webs to make fabric for a parachute. The web is light and transparent. But the weavers did not have enough patience. However, the spiders themselves use their webs as a parachute. Little spiders crawl onto a leaf, release a long web, the wind picks it up, and the spider flies like a little traveler.
Who is talked about in Shibaev’s poem “Friends Joined Hands”? One day we went for a walk in the dark forest in the evening. A stenographer, a topographer, a gardener, and a woodcutter and a mushroom picker. They scattered in the forest. Some treated themselves to tasty bark, some to fungus - a stenographer, a topographer, a gardener, and a woodcutter with a mushroom picker. But then a little birdie flew in, and into her mouth they went - entirely - a stenographer, a topographer, a gardener, and a woodcutter and a mushroom picker. About insects. Names given by scientists to some insects.
In R. Kipling's book "Mowgli" the Little People did not like the smell of humans. What kind of insects are hidden under this name? Remember why Mowgli rubbed himself with wild garlic? The Little People are wild bees. Mowgli rubbed himself with garlic to scare away the bees while he was running away from the red dogs.
Monuments to insects There are monuments to bees in Poland and Japan. The most unexpected monument stands in the USA, Alabama. This is a fountain depicting the goddess of fertility, Ceres. In her hand she holds a bowl with a bronze beetle - a weevil. And on the base there is an inscription explaining why the beetle was given such an honor. “As a sign of deep gratitude to the boll weevil for the indicated path to well-being, this monument was erected by the citizens of the city of Enterprise, Alabama, USA.” It turns out that many years ago, beetles rendered entire fields of cotton grown by local farmers unusable. The tortured farmers stopped poisoning their fields with pesticides, instead of cotton they began to plant peanuts, began to reap rich harvests and became rich. This is how the weevil helped farmers.
Page 17 of 26
THE MIRACLE UNDER YOUR FEET, pp. 50-51
Practical work "Study of soil composition"
Experiment 1. Throw a lump of dry soil into the water. What are you observing? What does this mean?
Conclusion: The soil settles to the bottom, but not all of it. There is air in the soil.
Experiment 2. Heat some fresh soil over a fire. Hold the cold glass over the soil. What are you observing? What does this mean?
Conclusion: The glass is fogged up. This indicates that there is water in the soil.
Experiment 3. Continue heating the soil. Wait for smoke and an unpleasant odor to appear.
Conclusion: The soil contains humus.
Experiment 4. Pour the calcined soil in which the humus has burned into a glass of water and stir. Observe what settles to the bottom first, and what after a while. What does this experience say?
Conclusion: First, sand settled to the bottom, then clay. This means that the soil contains sand and clay.
Experiment 5. Place a few drops of water on the glass in which the soil has been sitting for a long time. Hold the glass over the fire. What happened to the water? What happened to the glass? These are mineral salts. What does this experience say?
Conclusion: The water has evaporated, leaving a residue on the glass. This indicates that the soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, sand, clay, and mineral salts.
You named the main property of soil – fertility. Let's find out why the soil is fertile. What do you think needs to be done for this? (study the composition of the soil).
Work in pairs. Open the workbook on p.50.
What do we have to do? (carry out practical work to study the composition of the soil)
What is the purpose of our research? (determine what is included in the soil)
Consider the equipment prepared for practical work on your desk. Do you know the name of these devices? After consulting with your neighbor, in your notebook, use an arrow to connect the picture of the equipment and its name.
Safety training
Read the instructions for the first experiment carefully. How will you perform this experiment? (take a glass of water and throw a lump of dry soil into it, observe)
What interesting things did you see? (bubbles rise upward - this indicates that there is air in the soil)
Carefully read the instructions for experiment No. 2. How will you perform this experiment?
(pour a lump of fresh soil onto the glass, secure the glass in a holder, heat it evenly over the fire, hold the cold glass over well-heated soil)
What are you observing? (droplets of water appeared on the glass - there is water in the soil)
Well done! Let's write the conclusion in a notebook.
Now each group will receive a task - to complete an experiment. Name the algorithm (order) for performing the experiment. (we carefully read the task, select the necessary equipment, discuss the order of its implementation, clearly carry out the task according to the instructions, observe, draw a conclusion, prepare for the work report)
Experiment No. 3 is performed by group 1, No. 4 by the second group, No. 5 by the third group. You can argue and defend your point of view! Finish of work at the bell.
Children perform experiments, draw conclusions, and prepare their reports.
Group 1: when the soil was heated, they felt an unpleasant odor - there was humus in the soil.
Group 2: gray soil (no humus) was poured into a glass of water - first a red-colored substance settled to the bottom, and then a gray one. Conclusion - the soil contains clay and sand.
Group 3: took a few drops of water from the first experiment, dripped it onto the glass and held it over the fire. The water evaporated, leaving a mark on the glass - there are mineral salts in the soil.
Each conclusion is recorded in a notebook.
Based on the experiments done, try to draw your own conclusions about what is included in the soil. (The composition of the soil includes air, water, humus, sand and clay, mineral salts). Compare them with the findings in the appendix on p. 91.
Fine! Us. 51 find the group assessment card for conducting practical work, fill it out.
We correctly named the equipment for the experiments.
Our findings coincided with those in the appendix
We correctly determined the composition of the soil, but formulated our conclusions inaccurately. We made mistakes in determining the composition of the soil.
Physical education minute
Come on guys
Everywhere we live
Let's plant trees
Let's plant gardens!
There are many of us, guys.
May each of us
Even a bush for the garden,
He'll plant it now.
Guys, you told me that the soil turns out to be a home for many animals. Carefully look at the picture in the textbook on p. 74-75. Determine what animals live in the soil. (wood mouse, mole, mole cricket, worms, centipede,..)
What do animals of different groups, insects and animals living in the soil have in common? (similarity in the structure of the forelimbs - adaptation to life underground)
Express your guesses about how these animals affect soil fertility. (children's answers)
Whether you are right or not entirely, you can check yourself by listening to my story. Your task: listen carefully and, as my story progresses, draw up a diagram in front of you on your desk “What do plants get from the soil?” (each child has a set of words and pictures, from which a diagram is made - one or two children work at the board)
What do plants get from the soil? The roots of the plant breathe the air contained in the soil. They absorb water from the soil. Plants absorb dissolved mineral salts along with water. These salts are nutrients without which plants cannot live.
We saw that there is little salt in the soil. Plants could quickly use them up, but this does not happen. The supply of salts in the soil is constantly replenished thanks to humus. The humus slowly, gradually collapses, turning into salts. Therefore, the more humus in the soil, the more fertile it is.
Animals living in the soil make passages in it, where water and air easily penetrate. Animals also mix the soil and crush plant remains. This way they increase soil fertility.
We check those who worked at the board according to the model. We draw a conclusion from the table you get. (Plants receive air oxygen, water, humus from the soil; destroyed humus turns into salts, which together with water are called dissolved mineral salts)
Are your assumptions correct about the influence of animals living in the soil on its fertility? (children's answers)
