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1. Using the map in the textbook, fill in the forest areas on the contour map (pp. 36-37).
Map in the textbook
Distribute the work: let one of you paint over the taiga zone, the other - the zone of mixed and deciduous forests. To select a color, you can use the "key" below. At the end of the work, check each other.
It is necessary to paint over the areas marked in green.
It is necessary to paint over the areas marked in pale green.
It is necessary to paint over the areas marked in bright green.
It is necessary to paint over the areas marked in dark green.
At home, finish drawing the forest zones on the contour map. What zone, located between the tundra and the taiga, remained unpainted? Color her.
It is necessary to paint over the areas marked with light brown.
The contour map after painting over all the zones covered in the lesson.
2. Complete the tasks for group work.
1) Learn coniferous trees on twigs and cones. Number the drawings.
2) Learn deciduous trees by leaves and fruits. Number the drawings.
Check yourself with the textbook drawing.
3) In this picture, 7 animals of the taiga “hid themselves”. Find them and name them. Make a list of the animals that you managed to find in the picture.
Sable, Letyaga, Kudrovka, Brown bear, Lynx, Chipmunk, Capercaillie.
Check yourself with the textbook drawing.
3. In the atlas-determinant "From Earth to Heaven" read about conifers (p. 32). Pay attention to the differences in their needles. Draw the needles, showing the features of their shape and location on the branches (singly, in pairs, in bunches).
4. In the book "Green Pages" read about any plant or animal of the forest zones (of your choice). Write down 1-2 interesting facts.
Oak can live 500 years or more, some trees live up to 2000 years.
If you cut down an oak, the stump will begin to turn green.
Find out what other guys found interesting. Discuss the information received.
5. Make a diagram of the food chain characteristic of the taiga. Compare it with the scheme proposed by a neighbor on the desk. Use these diagrams to tell about ecological connections in the taiga zone.
6. As instructed by the textbook (p. 102), draw how you imagine different forests.
Draw how you imagine the taiga, mixed and broad-leaved forest.
Use these pictures to explain (orally) the differences between taiga, mixed forests and broadleaf forests.
7. Here you can make notes for your message on the assignment of the textbook (p. 102).
Using the Internet, prepare a story about one of the plants or animals shown in the picture.
Message subject: Chipmunk - a small caretaker
Message plan:
- Habitat for chipmunks
- Appearance of chipmunks
- The home of the chipmunks
- Chipmunk food
- Chipmunk lifestyle
- Little caretakers
Important information to report:
Chipmunk - a small caretaker
Chipmunks are small animals belonging to the squirrel family. Chipmunks live in forests northern hemisphere: in coniferous forests Canada, in the Siberian taiga, in deciduous forests England, as well as in other forests from the Arctic Circle to the Korean Peninsula and northern China.
In appearance, the animals resemble a squirrel, but chipmunks do not have a luxurious squirrel tail. But on the back of the animal there are very expressive stripes: five dark ones and white or gray separating them. It is by these stripes that a chipmunk can always be distinguished from other animal species.
Chipmunks live in "multi-room" burrows dug in thickets of bushes or under windbreaks and deadwood. In a hole, a chipmunk always has a chamber for a nest - a "bedroom", several large pantries for supplies and one or two toilets - dead-end branches of the hole. In the nesting room, the animals cover the floor with dry leaves and grass, so that it is soft to sleep at night and during hibernation.
Like squirrels, chipmunks are rodents. They mainly feed on plant foods: seeds, buds of trees and shrubs, herbs, berries, acorns, nuts and mushrooms. In addition, chipmunks with great pleasure eat buckwheat, corn, sunflower seeds, peas, as well as apricots, plums and cucumbers from fields and gardens.
Chipmunks are diurnal animals. They wake up very early and go in search of food with the first rays of the sun. AT warm time year they constantly fill their pantries. At the same time, interestingly, each type of product is stored separately - either in a separate pantry, or it is carefully separated by dry leaves and herbs from other stocks.
By hibernation, this small animal the size of a small apple can store up to 6 kilograms of food. That's probably why Latin name chipmunk “tamias” is translated as “house manager” or, as we often call people of this profession, “caretaker”.
Source(s) of information:Internet
1. Using the map in the textbook, fill in the forest areas on the contour map (pp. 36-37). Distribute the work: let one of you paint over the taiga zone, the other - the zone of mixed and broad-leaved forests. To select a color, you can use the "key" below. At the end of the work, check each other.
At home, finish drawing the forest zones on the contour map. What zone, located between the tundra and tay-goi, remained unpainted? Color her.
2. Complete the tasks for group work.
1) Learn coniferous trees by twigs and cones. Number the drawings.
2) Identify deciduous trees by their leaves and fruits. Number the drawings.
Check yourself with the textbook drawing.
3) In this picture, 7 animals of the taiga “hid themselves”. Find them and name them. Make a list of animals that you managed to find in the picture.
Check yourself with the textbook drawing.
3. In the atlas-determinant "From the earth to the sky" read about coniferous trees (p. 32). Pay attention to the differences in their needles. Draw the needles, showing the features of their shape and location on the branches (singly, in pairs, in bunches).
4. In the book "Green Pages" read about any plant or animal of the forest zones (of your choice). Write down 1-2 interesting facts.
When a birch is born, the bark of its tree is dark, and brightens over the years. This is the only tree with white bark in our country.
Find out what other guys found interesting. Discuss the information received.
5. Make a diagram of the food chain characteristic of the taiga. Compare it with the scheme proposed by a neighbor on the desk. Use these diagrams to tell about ecological connections in the taiga zone.
Grass - roe deer - lynx.
6. As instructed by the textbook (p. 102), draw how you imagine different forests.
Use these pictures to explain (orally) the differences between taiga, mixed forests and broadleaf forests.
7. Here you can make notes for your message on the assignment of the textbook (p. 102).
Message subject:
Message plan:
1) Who are voles?
2) Habitat, food.
3) The main enemies of voles.
Important information to report:
Voles include small mouse-like rodents with a body length of 7-50 cm. The tail is always shorter than the body - 2-15 cm. Voles weigh from 15 g to 4 kg. Outwardly, they resemble mice or rats, but in most cases they are well distinguished from them by a small muzzle, short ears and tail. The color of the top is usually monophonic - gray or brownish. Molar teeth in most species without roots, constantly growing, rarely with roots (in most extinct); on their chewing surface - alternating triangular loops. They have 16 teeth.
Source(s) of information:
Synopsis of the lesson of the world around us in grade 1 on the topic “What are needles?”
EMC "School of Russia"
Target: formation of ideas about deciduous and coniferous trees and their difference from each other.
Tasks:
to teach to distinguish between deciduous and coniferous trees;
teach how to describe a tree according to a plan;
identify trees using a determinant atlas;
During the classes
I. Organizational moment.
- As always, our assistants Ant Question and the Wise Turtle came to the lesson of the "World Around" us. I wish you successful work in the lesson.
II. Knowledge update.
- What question of the Ants did we answer in the last lesson?
How can trees be identified by leaves?
How are the leaves different? different trees?
What trees and shrubs grow near our school?
In the last lesson, we learned to recognize the leaves of different trees. Let's see how well you remember everything. The wise Turtle wants to check for herself how you learned to identify the leaves of trees.
III. Motivation learning activities
Today we will continue talking about trees. But first solve the riddles.
What is this girl
Not a seamstress, not a craftswoman,
Doesn't sew anything
And in needles all year round?
(Spruce.)I have longer needles than a Christmas tree
Very straight I grow in height.
If I'm not on the edge,
Branches only at the top.
(Pine.)These trees are different from all others. How? And what grows on their branches? Needles are called needles. But what are needles? We will learn about this in class today.
IV. Discovery of new knowledge.
Look at the illustration on page 30 of your textbook. Find an extra drawing. Why did you decide that he is redundant? (Birch, oak, maple are deciduous trees, but spruce is not.)
On the screen - images of pine and spruce.
All of you are well aware of these trees. What color are they? Are they always green? Do you remember if spruce and pine change color in autumn?
They stay green all winter. Does this mean that they are always the same and nothing changes with them? Do they have leaf fall? And where are their leaves? Let's try to figure it all out.
Xv about I am also leaves, only of a special shape - long and narrow. They are able to survive the winter because they are strong enough. These leaves live for several years. Then they turn brown and fall off. But not all at once, so the foliage always remains on the tree. That's where the name "evergreen" comes from.
– Turn to page 31 in your textbook. Consider general form pines and firs. Compare the arrangement of branches on these trees. Why do you think pine branches are raised high from the ground? Pine trees love light more than other trees, so their branches are raised high from the ground, they reach for the sun. The firs stand with their thorny branches almost to the ground.
- These coniferous trees differ not only in appearance. Let's compare their branches, needles and cones.
“Branches".
Children examine the branches of spruce and pine and determine that both have needles on them, but they are attached in different ways. In pine, two needles are attached to a branch, and in spruce, each needle.
“Needles".
Comparing the needles of both trees, students notice that the length of the needles of the trees is different. Pine needles are long, spruce needles are short.
. "Cones".
Children look at the cones and pay attention to the fact that pine cones are smaller than spruce cones and are rounder. Cones ate longer and elongated.
Then they complete task #3 on page 20 workbook.
- Well done! You all noticed correctly. The ant asks once again to explain to him how to distinguish a pine from a spruce.
Fizkultminutka.
Once again, consider the drawing of spruce and pine. Compare these trees. Orally describe according to the plan given in the textbook.
The name of the tree.
Deciduous or coniferous.
General view, location of branches.
Needle features.
Features of cones.
Listen to 2-3 descriptions.
– The wise Turtle has prepared a task for inquisitive students. Consider the tree shown on the slide. You see a general view of the tree and its branches in different times of the year. Can this tree be classified as coniferous? How are the needles located? How is this tree different from other conifers? Which trees shed their leaves for the winter? (deciduous.)
- Because of this feature, the coniferous tree got its name - larch.
I suggest that we get acquainted with other conifers by doing practical work.
Various coniferous trees are depicted on the screen. Consider them carefully. Find the names of these plants using the atlas - determinant. (spruce, pine, larch, cedar, fir).
What do all these branches have in common? (They almost all have needles, except for one). How are branches different? (Some have long needles, others are short and prickly. And one branch is completely bare or with yellowish needles). Consider cones. You need to find the cone of each plant.
V. Reflection of educational activity.
What kind of trees did we meet? For which two large groups is it possible to split all the trees? How do they differ? What are needles? How to distinguish spruce and pine? How is larch different from its “relatives”? Let's open the notebook to page 19 and do task 1. Exchange notebooks with a neighbor and check the work.
The world
Lesson topic: "What are needles?"
Goals and objectives of the lesson:
introduce children to coniferous trees, show their beauty; to teach to recognize pine and spruce by their general appearance, twigs, needles, cones;
to promote the development of skills of independent search for information, logical thinking, the ability to analyze, draw conclusions, trace causal relationships; to form the skills of primary research activity (observation, analysis, conclusion);
promote interest in learning natural phenomena, sense of beauty; contribute to the expansion and deepening of environmental knowledge.
Predicted results: first graders will learn to classify trees; recognize pine and spruce by their general appearance, cones, twigs, needles.
Means of education: textbook "World around" A.A. Pleshakova, “Workbook”, atlas - key, tree leaves, projector, presentation (illustrations with images of pine, spruce and larch), collections “Pine” and “Spruce” (which include tree branches and cones), colored pencils, magnifiers .
During the classes
I. Self-determination to activity (organizational moment).
– As always, our assistants Ant Question and the Wise Turtle came to the lesson of the “World around us”. I wish you successful work in the lesson. Wish each other good luck!
II. Knowledge update.
a)- What question of the Ants did we answer in the last lesson?
– How can trees be identified by leaves?
How are the leaves of different trees different?
What trees and shrubs grow near our school?
In the last lesson, we learned to recognize the leaves of different trees. Let's see how well you remember everything. I suggest you play the game.
The game "From which tree is the leaf?".
The class is divided into several groups. Each child has a box of leaves. The teacher shows a branch of a tree. On command: “One, two, three, from which tree show the leaf!” - all groups of students must find the right sheet and pick it up.
b) - The wise Turtle wants to check for herself how you learned to identify the leaves of trees.
On the screen, using a video projector, a test “What are these leaves?” Is carried out.
III. Motivation for learning activities
– Today we will continue talking about trees. But first solve the riddles.
What is this girl
Not a seamstress, not a craftswoman,
Doesn't sew anything
And in needles all year round?
(Spruce.)I have longer needles than a Christmas tree
Very straight I grow in height.
If I'm not on the edge,
Branches only at the top.
(Pine.)– These trees are different from all others. How? And what grows on their branches?
The question of our lesson is what are needles? ( The question is written on the board. Children are reading.)
IV. Discovery of new knowledge.
– Look at the illustration on page 30 of your textbook. Find an extra drawing. Why did you decide that he is redundant? (Birch, oak, maple are deciduous trees, but spruce is not.)
On the screen - images of pine and spruce.
– All of you are well aware of these trees. They are called evergreen or coniferous. Are they evergreen? Why conifers? Do you remember if spruce and pine change color in autumn?
They stay green all winter. Does this mean that they are always the same and nothing changes with them? Do they have leaf fall? And where are their leaves? Let's try to figure it all out.
Xv about I am also leaves, only of a special shape - long and narrow. They are able to survive the winter because they are strong enough. The waxy skin keeps them from drying out. They also provide the tree with a small amount of food in winter. These leaves live for several years. Then they turn brown and fall off. But not all at once, so the foliage always remains on the tree. That's where the name "evergreen" comes from.
– Turn to page 31 in your textbook. Consider the general view of pine and spruce. Compare the arrangement of branches on these trees.
Noisy pine forests
And the pines are slender, cast,
Like arrows of gold
They go like heaven.Pine trees love light more than other trees, so their branches are raised high from the ground, they reach for the sun. The firs stand with their thorny branches almost to the ground.
Fizkultminutka.
Practical work.
The class is divided into groups. Pupils are given collections “Pine” and “Spruce”.
– These coniferous trees differ not only in appearance. Let's compare their branches, needles and cones.
Observation 1. "Branches".
Children examine the branches of spruce and pine and determine that both have needles on them, but they are attached in different ways. In pine, two needles are attached to a branch, and in spruce, each needle.
Observation 2. "Needles".
Comparing the needles of both trees, students notice that the length of the needles of the trees is different. Pine needles are long, spruce needles are short.
Observation 3. "Bumps".
Children look at the cones and pay attention to the fact that pine cones are smaller than spruce cones and are rounder. Cones ate longer and elongated.
– Well done! You all noticed correctly. The ant asks once again to explain to him how to distinguish a pine from a spruce.
The children answer. Then they complete task number 3 on page 20 of the workbook, exchange notebooks, check each other's work.
Fizkultminutka.
Once again, consider the drawing of spruce and pine. Compare these trees. Orally describe according to the plan given in the textbook.
The name of the tree.
Deciduous or coniferous.
General view, location of branches.
Needle features.
Features of cones.
Listen to 2-3 descriptions.
– The wise Turtle has prepared a task for inquisitive students. Consider the tree shown on the slide. You see the general view of the tree and its branches at different times of the year. Can this tree be classified as coniferous? How are the needles located? How is this tree different from other conifers? Which trees shed their leaves for the winter? (deciduous.)
– Because of this feature, the coniferous tree got its name - larch. They even wrote a riddle about her.
A relative has a Christmas tree
Non-thorny needles.
But, unlike the tree,
Those needles are falling off.V. Reflection of educational activity.
– What trees do we meet? What two large groups can all trees be divided into? How do they differ? What are needles? How to distinguish spruce and pine? How is larch different from its “relatives”? What goals did we set at the beginning of the lesson? What have you achieved?
Read the conclusion on page 31.
Coniferous plants are the oldest existing plants on our planet. Their age is hundreds of millions of years. Evolution had little effect on anatomical structure needles and cones. When comparing the leaves of conifers, which are commonly called needles, with the leaves of flowering plants, one can notice that, with the relative uniformity of the needles, they have different shape, size, color, and in some species do not look at all like the usual needles.
The needles look like narrow needle-shaped leaves. Characterized by the presence of a dense skin, which is covered with a waxy substance. This is necessary to reduce the evaporation of moisture by gymnosperms. For example, spruce needles are tetrahedral, but often the edges are almost invisible, and the needles look flattened.
Picture. Cross section of Scotch pine needles
If you cut the needles, it has the shape of an irregular rhombus, with the flattest angle pointing down. Here is the median vein of the leaf. Along the other faces of the needle, white stripes are visible, formed by stomata - respiratory openings through which plants breathe. Also, stomata serve to evaporate moisture, which the tree absorbs from the ground even in severe cold. This explains the fact that spruces, like other conifers, cannot be transplanted in autumn, since the roots cannot take root firmly, and water practically does not rise along the stem to the needles, although respiration occurs in the same mode.
An important difference conifers from deciduous is that their petiole is firmly connected with the branch and remains on it, even after the needle dies. Needles fall off after 6-7 years. They are well protected from impact. adverse factors external environment with a thick layer of wax coating - the cuticle. Moreover, in many species, the plaque is so thick that the needles acquire a blue tint.
Conifers do not have true fruits and flowers. They belong to the gymnosperms.Their seeds are attached directly to the seed scales, and those that are collected in female cones are equipped with special wings. Leaving the cone, they glide on the wings, resembling small helicopters during rotation. This helps them move away from the mother plant.
The appearance of coniferous cones is varied and specific. They may differ in length, shape, placement in space, color, structure and shape of sporophylls, method of seed dispersal, etc. But the fundamental structure of the cones is the same. All cones at the base have an axis, which is isolated from the vegetative part of the tree and is a short shoot with spore-bearing leaves located on it - sporophylls.
There are female and male cones. The vast majority of conifers are monoecious. They have both female and male buds on the same plant. In most cases, male cones are concentrated in groups in the axils of the leaves, sometimes on the tops of lateral shoots. Female cones are distinguished by a compact arrangement, occasionally they are located one by one.
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