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Purpose: to form a holistic view of the world around students.
Tasks: to consolidate the concept of "living" and "inanimate" nature; to systematize and expand students' understanding of animals, plants of the forest and their way of life; analyze changes in autumn forest; systematize and enrich knowledge about natural relationships; cultivate respect for nature; develop the ability to analyze, compare, reason, evaluate your contribution to the overall result.
By the end of the lesson you should know relationships in nature and be able to find "invisible threads" in the forest.
Equipment: illustrations depicting objects of animate and inanimate nature, children's mini-reports, students' drawings, presentation "Ecological trip to the autumn forest", presentation.
During the lesson, forms of activity are used: students' reports about the life of animals in the fall, poems, riddles, work in groups, in pairs; teacher's conversation about animals and plants in the autumn forest and their relationships with each other. Students are invited to find "invisible" threads - natural connections.
I. Organizing time.
(writing on the board)
W. W. Bianchi wrote: “The whole vast world around me, above me and below me is full of unknown secrets. And I will open them all my life, because this is the most interesting. The most fun thing in the world."
Today we will also try to reveal the secret.
II. Presentation of the topic and objectives of the lesson.
U. Letters scattered on the board. Connect them by dots and get the topic name:
U. So, the topic: invisible threads.(writing on the board)
And where will we find them, you tell me by guessing riddles:
Cheerful in the spring
It's cold in summer
Gives mushrooms, berries,
Dies in autumn
Comes to life again in the spring.
U. What is the topic of the lesson?
D. Invisible threads in the forest. (on the board) Attachment 1
U. And at what time of the year, you will find out if you guess the riddle:
Came without paints and without a brush
And painted all the leaves.
U. So, formulate the topic of the lesson.
D. Invisible threads in the autumn forest. (on the board)
U. And what will we do in the lesson?
(On the desk)
D. To consolidate knowledge about animate and inanimate nature.
Set invisible threads in the autumn forest.
III. Knowledge update.
U.1. Name the natural phenomena of autumn.
To go to the forest, we must take luggage with us - a luggage of knowledge.
U. In a certain kingdom. In some state they lived, they were ... No. Each kingdom is special. They are around us. These are the kingdoms of nature. Which?
D. Animals, plants., bacteria, fungi, microorganisms.
Pictures with kingdoms are hung out.
U. And what about inanimate nature?
D. Water. Stones. Sun. Air, ... The scheme is a support on the board.
U. What invisible threads - connections in nature can be seen?
D. Animals - animals, living nature - inanimate nature., plants - animals - man.
The scheme is posted - a support.
VI. Fizkultminutka.
V. Work on a new theme.
W. So, luggage collected, we go to the forest. Representatives of what kingdoms of wildlife can be found?
U. What plants we will meet, we will learn from riddles. ( The student who guessed the riddle takes the plants hung around the class and attaches to the board)
Sticky buds, green leaves.
With a white crust, grow under a hill. (Birch)What kind of tree is
There is no wind, but the leaf is trembling. (aspen)Winter and summer in one color. (spruce)
I have longer needles than a Christmas tree.
Very straight I grow in height. (pine)Green in spring, tanned in summer.
In autumn, I put on red corals. (Rowan)
W. A title forest shrubs and shrubs you will find in the crossword puzzle. We work in pairs.
1-6-11 - hazel
4-7-9 - viburnum
2-8-16 - cranberries
10-15-16 - blueberry
3-5-12 - euonymus
U. What can you say about mushrooms? (children's stories prepared at home are heard).
U. Mushrooms are neither plants nor animals. Mushrooms grow together with the roots of plants and help them absorb water from the soil, and plants "share" nutrients with mushrooms. Mushrooms help plants rot.
U. And now let's name the animals that will meet in the forest.
U. Animals are written on the board on the poster.
Read and find the odd animal.
U. Into what groups shall we divide the animals? Name the characteristics of these groups.
D. Birds - have plumage, insects - 6 pairs of paws, animals - the body is covered with wool.
E. Among the animals that are throughout the class, find the birds and place them in our forest.
U. And now we find insects, animals.
U. What group of animals is missing?
U. Why?
E. They live in water and the body is covered with scales.
U. Finally, we are in our autumn forest. Does our forest look like a summer one? Name the differences.
D. The leaves have changed color, fewer birds, fewer insects, animals.
U. What is the reason for this?
D. With changes in inanimate nature: the sun is lower, the day is shorter, it is cooler outside. There is less food, preparations for winter are underway among the trees, among the animals.
D. What connection did we make?
D. Between wildlife and non-living.
U. And how will hedgehogs, bears, insects behave?
(children's abstracts)
U. What connection did you make?
(children's abstracts)
U. Let's find all the invisible threads in the forest.
Children come to the board, draw threads and name the type of connection.
U. And what are plants for animals ?
D. Home, shelter, food.
U. How do plants help animals?
D. Their seeds are settled by eating fruits or transferring them to wool.
U. What conclusion can be drawn?
D. Everything in nature is connected.
VI. Consolidation.
U.Now we will work in groups (differentiated groups).
Before you are objects alive and inanimate nature. You must:
- set threads and specify the type of connections;
- name the reasons why these ties can be broken.
Each group talks about their work.
U. Let's stand in a circle and hold hands. What can we show with this. (Children's answers)
Yes, the circle is a symbol of solidarity, friendship. It is the sun that gives us warmth and light. it animal world among which we live and we are all connected. This is our planet Earth and its problems are our problems.
U. What conclusion do we draw?
D. There is a connection between all objects of animate and inanimate nature. And if it is violated, then the threads will break in another place.
U. Are there more or less invisible threads in the autumn forest? Why?
U. What did we consider?
U. What do you remember?
VIII. Reflection.
U. Why do we need this lesson?
U. Before you is the Tree of CREATIVITY. And nearby there are fruits, leaves of different colors, flowers. If you think that the lesson was fruitful for you, with benefit, then attach the fruit, if it’s pretty good, a flower, if so-so, then a green leaf, and if the lesson is lost, then a yellow leaf.
U. We see that only fruits hang on our tree. So, the lesson was not in vain for us.
IX. Homework.
Find and draw those connections of the autumn forest that were not indicated in the lesson.
The lesson of the surrounding world was held in the 2nd grade on the topic "Invisible threads in the autumn forest" (textbook "The world around us" by A.A. Pleshakov). This lesson contributes to the development of the ability to find and see the connections between animate and inanimate nature, forms the ability to observe changes in animate and inanimate nature, and allows you to consolidate the concept of "forest floors".
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Lesson of the world around in grade 2
TOPIC : "Invisible threads in the autumn forest"
GOALS : - to promote the development of the ability to find and see the connections between animate and inanimate nature; develop the ability to observe autumn changes in animate and inanimate nature; to consolidate the concept of "forest floors";
Develop an aesthetic and poetic perception of nature, the ability to see and feel its beauty; to develop the cognitive activity of children, the ability to use the previously studied material in the work, the ability to reason, express their thoughts;
To form a careful, responsible attitude towards nature, an understanding of the importance of solving environmental problems.
EQUIPMENT: textbook "The world around us" (grade 2, part 1 - A.A. Pleshakov), cards with text for each student, a window with the word "Beauty", reproductions of paintings famous artists about autumn, pictures of oak, hazel, mountain ash, birds and animals, phonogram of P.I. Tchaikovsky “The Seasons” - “Autumn Song”, Lesovichok.
LESSON TYPE: combined
LESSON TYPE: correspondence tour
DURING THE CLASSES:
- Organization of the beginning of the lesson.
one). - Good afternoon!
I'm glad this new meeting
I'm interested in you, my friends!
Your answers are interesting.
I listen with pleasure.
We will watch again today
Draw conclusions and reason.
We will take a tour with you
To the world of nature, kindness, beauty.
And so that the lesson goes to everyone for the future,
Get active, my friend!
2) - Check the fit:
Legs? On the spot.
Arms? On the spot.
Elbows? At the edge.
Back? Straight.
For you and me to have good mood in class, I suggest you say something nice to someone in the class who needs your words.
I wish you all the best today.
II. STAGE OF PREPARING CHILDREN FOR ACTIVE AND CONSCIOUS ACTION.
one). Introductory conversation.
What unusual thing did you notice on the board? (WINDOW)
What is so mysterious waiting for us if we open this window?
(I open the window and read the word "Beauty")
What is "Beauty"?
What do we turn to if we do not know exactly the meaning of a given word?
(V.I. DAL'S DICTIONARY)
“BEAUTY is a set of qualities that give pleasure, pleasure to the eye, ear; everything beautiful, beautiful, pleasant. For example: The beauty of Russian nature.
You guys were right when you talked about beauty. What in life have you seen beautiful, what have you observed?
And can we observe beautiful deeds, communication with each other?
A man differs from an animal in that he sees the depth blue sky, reflection of the sun in transparent raindrops, delicate stalk. He sees and is amazed, and begins to create, to create new beauty himself. Stop, too, in amazement at beauty, and beauty will blossom in your heart too.
There are cards with text on your tables. Get to know its content. Try to see something beautiful in this text.
(CHILDREN READ THE TEXT)
... came to the forest. She painted all the leaves in bright colors. The forest has become very beautiful. Then they blew angry winds. They plucked yellow, red, brown leaves and threw them on the ground. Soon the forest was empty.
What beauty do you see in this text?
And when does it happen?
« … sad time! Oh charm!
Your farewell beauty is pleasant to me -
I love the magnificent nature of wilting,
Forests clad in crimson and gold…”
What time of year in question in a poem by A.S. Pushkin?
We know that autumn lasts 3 months. Is autumn always the same?
What autumn is now outside the window?
Let's part the curtains on our unusual window.
What autumn do we see outside the window?
(PUSHING THE CURTAIN)
Which one of you guys likes this time of year? What exactly?
(CHILDREN'S ANSWERS)
A lot of people like autumn, including great artists, poets, writers and composers. With the help of words, brushes and paints, with the help of music, they express their feelings, emotions. Look again at the paintings of artists already known to you, remember their names, authors.
On lessons literary reading we read poems about this wonderful time of the year. Let's remember one of them.
(STUDENT READS A VERSE. K. BALMONT "Autumn")
Cowberry ripens
The days became colder, and from the cry of a bird
The heart is only sadder.
Flocks of birds fly away
Away beyond the blue sea
All the trees are shining
In multi-colored attire.
III. ACQUAINTANCE WITH NEW MATERIAL.
I hope the same beautiful picture autumn nature We'll see you in class today.
On our correspondence tour, we will observe the autumn changes in the life of plants, recall the plants you already know, learn new ones and try to see and discern the beauty in everything. And we will also try to see the "invisible threads" in the autumn forest. And Lesovichok will help me conduct a tour. He invites you to take attention, focus and, of course, friendliness with you.
So, go! While Lesovichok and I are going to the forest, we will tell him what we already know about autumn. So, what changes have occurred in nature with the onset of autumn?
Describe the state of inanimate nature, plants.
(CHILDREN'S ANSWERS)
Lesovichek also has a question for you guys. Shall we answer it?
FOREST is a home for plants and animals, as for us people - apartments. And this house, like people's houses, is multi-storey. Only in the forest are these floors called tiers. Each tier has its own name. Give these floors names using the following descriptions.
- Perennial plants that have several hard stems extending from a common root. (SHRUBS)
- Perennial plants with large hard stems and strong roots. (WOOD)
- Plants with soft green stems. (HERBS)
Scientists call the floors of the forest tiers and arrange them in decreasing order. Arrange the tiers in this order.
FOREST TIERS
TREES SHRUBS HERBS
Lesovichok is pleased with your answers. Here we are in the forest clearing. Look how beautiful it is here!
IV. IMPROVING MINUTE FOR EYES.
Close your eyes and take a deep breath, exhale. How easy it is to breathe in the autumn forest. Open your eyes. Look up how clean blue sky just like summer. Look left. What beautiful dresses, as if embroidered with gold, autumn gave to birch trees. Look to the right. And autumn allowed the tall, slender firs to remain in their green outfits. Look down. How many multi-colored leaves under your feet, it’s even a pity to walk on such beauty.
V. CONTINUED NEW TOPIC.
Here in the forest clearing we are met by a tree. Guess what tree it is.
(THE OAK MESSAGE IS MADE BY A STUDENT)
It is covered with dark bark,
The sheet is beautiful, carved,
And at the tip of the branches
Lots and lots of acorns.
(ON THE BOARD - OAK)
Lesovichok also wants to tell you about the oak, his favorite tree. But he asks you to work with him in his notebooks. Open your notebooks and write down the number.
(DURING THE TEACHER’S STORY, THE CHILDREN MAKE A SCHEME IN THE NOTEBOOKS, THE TEACHER WITH PICTURES ON THE BOARD)
In autumn, fruits ripen on the oak - acorns. Inside each acorn is one large seed. Ripe fruits fall to the ground, and in spring new trees begin to grow from them.
But not all acorns remain until spring. Some of them are eaten in autumn and winter by different forest dwellers. These are squirrel, wild boar, forest mice and birds. Oak is their breadwinner! But animals not only eat acorns, some of them help the oak to settle. Jay and squirrel do it especially well. In autumn they hide acorns in reserve, and most often far from the oak. She eats part of the acorns in winter, but forgets about some. In the spring, young trees will grow from these acorns. So it turns out that the jay and the squirrel settle the oak. Wood mice and wild boars also spread acorns.
JAY
OAK PROTEIN
BOAR
MOUSE
IN WHAT LEVEL DOES OAK GROW?
And next to the oak you can often see this shrub. This is HAZEL. Hazel is a fairly tall shrub with many flexible stems. Hazel fruits are nuts. When ripe, they fall to the ground under a bush. The animals that eat them help the hazel to settle. Basically, these are squirrels and forest mice.
(WE MAKE A SCHEME)
SQUIRREL
HAZEL
MOUSE
In what layer does hazel grow?
VI. HEALTH MOBILE PHYSMINUTE
On the track, on the track
We jump on the right leg (jumps on the right leg)
And along the same path
We jump on the left leg. (Jumps on the left foot)
Let's run along the path
Let's run to the lawn (running in place)
On the lawn, on the lawn
We jump like bunnies. (jumping in place)
Stop. Let's get some rest.
And we'll walk home. (walking in place).
VII. CONTINUED THE TOPIC OF THE LESSON
(REPORT ABOUT ROWAN)
On page 60, read about who the mountain ash feeds and who helps it settle. Make a diagram in your notebooks. We work in pairs.
THRUSHES
ROWAN
Waxwing
In what tier does the mountain ash grow?
No matter how beautiful, no matter how good, how comfortable it is in the autumn forest, we need to return to the classroom. But something made our Lesovichok sad. It turns out that while we were reading about the mountain ash, Lesovichok listened and heard leaves with berries whispering on the mountain ash. “We are so small, defenseless. For our autumn beauty, we and our bunches of berries are plucked and broken. We are even afraid to turn yellow and blush. What do we do? How can we be?
Guys, how can we calm Lesovichka? Can we help them and how?
(CHILDREN'S ANSWERS)
Many plants are now rare. They are even listed in the Red Book. It is called “Red” because red is a danger signal. Is it worth ruining a plant because of a few days of beauty? Correctly. After all, they often say:
“I caught a butterfly - it died, I plucked a flower - it withered, and then it became clear - you can only touch beauty with your heart. By touching with our hands, we destroy beauty and nature!”
Tree, flower, grass and bird
They don't always know how to defend themselves.
If they are destroyed
We will be alone on the planet.
Being in nature, you can not pick flowers and beautiful branches of trees. You can collect bouquets only from those flowers that a person has grown.
I have to bend over the flowers
Not to tear or cut;
And to see their kind faces
And kind face show them!
If we truly, seriously take care of nature, only then will we become kinder.
Lesovichok says that it is necessary that every person, not in words, but in deeds, shows his kindness, care and love for plants.
VIII. LESSON SUMMARY.
1) - So our tour came to an end. We once again visited the autumn forest, admired its beauty, tried to see the invisible threads in the autumn forest. Did this tour teach you anything? What advice would you like to give to your friends?
Lesovichok says goodbye to you, it's time for him to return to his forest. And in memory of our meeting, he gives you these autumn leaves- bookmarks in your textbooks.
2) - Close your eyes, imagine that you are going home, meeting some acquaintance and telling what you learned in the lesson today, what was interesting and what was difficult? Get back to class.
What new did you learn today?
What was interesting?
3) Self-esteem on a scale.
4) Mood reflection (sticking your name on the “mood rainbow”).
IX. HOMEWORK.
pp.58 – 61.
For the story "Belkin's reserve" draw up a diagram of "invisible threads".
MBOU "Zverosovkhozskaya secondary comprehensive school»
The lesson of the world around
using Singapore structures
on the topic: "INVISIBLE THREADS IN THE AUTUMN FOREST"
Grade 2 "Perspective"
Prepared and conducted
teacher primary school
Kurbangalina E.Kh.
Lesson of the world around with the use of Singaporean structures
on the subject: INVISIBLE THREADS IN THE AUTUMN FOREST
Grade 2, "Perspective", according to the textbook by Pleshakov A.A.
Lesson objectives: continue the formation of knowledge about relationships in nature; teach children to identify these connections in the autumn forest on concrete examples.
Tasks:
Educational
Define "invisible threads"
Systematize and enrich children's knowledge of natural connections.
Developing:
The development of logical thinking, imagination.
Development of cognitive interest in the subject.
Ability to work in pairs and groups.
Developing a sense of responsibility.
Educational:
Instill a love for nature
Develop empathy for all living things.
Planned results:
learn about the relationship between plants and animals in the autumn forest; learn to give examples of invisible threads in the autumn forest.
Equipment:
PC,
Projector, pencils, sheets of paper.
During the classes
1. Organizational moment. Hi Five.
2.Updating knowledge
1.Checking homework:
Frontal survey
How do frogs, toads, snakes and lizards meet winter?
Why do animals molt in autumn?
Name the animals that store food and those that do not. Why?
Name the animals that hibernate, i.e. do not wake up to eat.
What animals fly away to warmer climes in autumn?
3.Self-determination to activity.
Solve riddles. (Slide2)
I got out of the barrel crumbs,
Roots started up and grew,
I became tall and mighty
I'm not afraid of thunderstorms or clouds.
I feed pigs and squirrels
Nothing that the fruit of my chalk. (oak)
The red one, the gray one. And the name is white. (squirrel)
Blue wings beauty cannot be seen in the forest.
It flutters briskly through the knots with a sharp hoarse cry ... (jay)
I will gnaw a crack in the house and make a mink for myself;
Well, summer is on the nose - I'm in the field and in the forest. (Mouse)
Do you think there are connections between the clues? (student answers)
Today in the lesson we will talk about relationships in nature. We will call them invisible threads. But before we get to the discussion new topic, let's remember what you already know about it. Students answer questions under the heading “Remember” p.102. textbook.
What is the importance of water in the life of plants, animals, humans?
What will happen to plants, animals and humans if the waters of rivers, lakes, seas, oceans are polluted with industrial waste?
What are the benefits of plants to animals? What are the benefits of mushrooms to plants? What about mushroom plants?
In today's lesson, you will learn with specific examples what relationships exist in nature.
What do we refer to wildlife?
What about inanimate nature? And how to determine what nature an object belongs to? Living things must:
1) be born 2) grow 3) breathe 4) give offspring 5) die,
and objects of inanimate nature do not have these signs.
Name the wildlife in the forest.Slide3
- HowAre plants and animals related?
What are the benefits of plants to animals?
What about animals and plants?slide4
To summarize: what does plants mean to animals and animals to plants?. slide 5
4. Work on the topic of the lesson.
Well done, we sat down neatly and worked with textbooks. Considerdrawing on p. 102 textbook --Who knew what kind of tree is drawn here? (oak)
On what basis did you determine that it is oak? (acorns)
What do squirrels and jays carry away from oak? (acorns)
What does a wood mouse eat under an oak tree? (acorns)
How can you call an oak in relation to a mouse, a squirrel and a jay? (breadwinner)
And what are acorns for oak?
A good reader reads the first three paragraphs of the text on p. 102 textbooks. The class then concludes, "The oak is the breadwinner for the mouse, the squirrel, and the jay."
Then the children look at the diagram on p. 103 textbooks, and the teacher asks questions: “Why are the arrows on the diagram double? What are useful mouse, squirrel and jay oak? Let's remember how these animals prepare for winter. (Children's answers.)slide 6
Fizkulminutka .
Mix-freeze groups. Children move around the class to the music and, after the music stops, they unite in groups according to a certain number person, number - the answer to the question.
How many legs do insects have?
How many legs do birds have?
How many seasons?
How many months in a year?
5. Consolidation of the studied material
Look at the slide and install. What connections exist between spruce and squirrel, crossbill. woodpecker, mouse, hareslide7
Fink - Wright - Round Robin.(think, write down, discuss in a team). Think about your answer and write it down as a team. One student answers.
Relationships between objects of what nature have we considered? (alive)
slide8 So invisible threads are connections that are everywhere in nature.
Simaltinius round table
Tasks for teams: think and name the connections between:
1) animals and plants - 1 team
2) man and nature - 2 team.
3) animals and animals - 3 team
. 4 team members do the work at the same time and pass each other in a circle a piece of paper with an example of communication written on it. Then one participant from the team is answered.
Think together and name examples of connections between inanimate and living nature
Let's see what examples of connections I have selected for you.Slides 9,10,11, 12
slide 13 -Guys, look at the screen, there are several photos in front of you. What do you see on them?
On the 1st photo everything is fine, but on the second and third everything has changed
Why do you think this happened? What is broken in nature? Communications are broken. Something affected the forest
What has affected the forest? ( natural phenomena, human)
Guys, what can we conclude? Who or what influences the bonds in nature?
(Communications in nature are influenced by man and nature).
slide14 - What will happen if somethingsew in this family: cut down trees or destroy all animals?
Will the forest live on or will it die?
6. Summing up the lesson.
Well done. Let's sum up the lesson.
What do we call invisible threads?
What invisible threads can be found in the autumn forest?
Who or what can destroy the "invisible threads"?
Slide 15. Homework:
theoretical material on p. 102-105 of the textbook, the second part of assignment No. 2 on p. 60 workbook, task number 3 on p. 61 workbooks.
Lesson topic: “Invisible Threads.
Invisible threads in the autumn forest.
The simplest ways of orientation.
GOAL:
- Interactions between the organisms that make up natural community;
- The nature and consequences of human intervention in the natural balance;
- Familiarize yourself with the simplest ways of orientation;
- Raising a love for nature careful attitude.
EQUIPMENT: compass, oak tree picture, oak fruit, basket of mushrooms, autumn pictures, multimedia slides.
DURING THE CLASSES.
- Organizing time.
- Checking homework.
1) Frontal survey.
a) Into what three groups can all plants be divided?
– Name distinctive features tree. Bush. Herbs.
What 2 groups can trees be divided into?
(table "Forest floors")
b) Name the groups of animals.
Name the distinguishing features of each group of animals.
c) "Collect a basket of mushrooms" (game)
King of mushrooms on a thick leg
The best for the basket.
He holds his head boldly
Because the mushroom is ... White.
Under the pine on the edge
Preyut red tops,
In fragrant moss two braids
They hide cunning ... Chanterelles.
As if oiled
We shine in the red sun.
Like forest preschoolers
Growing under a pine tree ... Butterflies.
Along forest paths
Lots of white legs
In colorful hats
visible from afar,
Collect, don't hesitate
This is ... Russula.
Near the forest on the edge
Decorating the dark forest,
Grew motley, like Parsley,
Poisonous ... Fly agaric.
Name some edible mushrooms you know.
(tables of edible and non-edible edible mushrooms)
3. Dramatization of the work by N. Sladkov
"The Ant and the Centipede".
That scared, Ant! Did you fall from the sky, or what?
From the sky, from the sky ... I fell from the rowan branch!
What were you doing there?
He did, he did ... Cows pastured!
What else?
What, what… Milking cows!
What else?
I drank sweet milk!
What else?
Here it is! Well, I dozed off a little, and rolled off the sheet! What do you mean, you have forty legs, and I have only six: I stand on two, I hold an aphid-cow with two, I collect decaying milk with two.
What did you find out?
4. Learning new material
1) Working with the textbook (p. 55, fig. 1)
a) - Who else collects decayed milk?
(thorny milk is a sweet liquid)
b) (fig.2)
What benefit does it bring?
c) (Fig. 3)
What benefit does it bring?
What invisible threads bind them together? (food)
2) Ecological forecast.
Slide 2(3)
You already know what a weather forecast is.
(This is a scientific assumption about the future state of the weather.)
But the forecast can also be ecological.
The story "Forest" (p.54-55).
"There is no forest without trees." But in order for the forest to grow well, it needs shrubs.
This story is about how in ancient times people decided to put things in order in one big forest.
The chief forester spoke thus. Forest is trees, everything else is superfluous. And by his order the bushes were cut down. It became clean and spacious in the forest ...
A year passed, two, three. And the chief forester sees that something is wrong in his clean, neat forest. Everywhere you look, dry, bare trees stick out everywhere. The forester thought: “What happened here? Why do trees dry up? And here's what happened. When the bushes were cut down, the birds flew away to other parts, nesting and hiding in the thickets. But for the beetles and caterpillars, which were eaten by birds, a free life began.
Divorced them apparently-invisibly. So the trees began to dry out because there were too many insects, some leaves are eaten, others gnaw at the roots. The forester regretted that he ordered the bushes to be cut down. If I had not cut them down, the birds would not have flown away, many insects dangerous for the forest would not have divorced.
3) Conclusion (page 55).
Invisible threads we called connections that are everywhere in nature. The inanimate and wildlife, plants and animals, various animals. Yes, and man is connected with the surrounding nature by thousands of threads.
4) The poem "About everyone in the world":
Everything, everything
Everything in the world
Needed in the world!
And midges in the world are needed,
Than Elephants.
Can't get by
Without absurd monsters,
And even without predators -
Evil and ferocious.
Everything in the world is tender!
Everything is needed -
Who makes honey
And who makes the poison!
bad deeds
A cat without a mouse
A mouse without a cat
No better deal!
And if we are with someone
Not very friendly
We are still very
We need each other!
And if we have someone
It seems redundant
That is, of course,
Seems like a mistake!
Everything, everything
Everything in the world is needed
And it's all kids
Must remember!
5) Introduction to the topic "Invisible threads in the autumn forest"
A) A poem by A.S. Pushkin.
Already the sky was breathing in autumn,
The sun shone less and less
The day was getting shorter
Forests mysterious canopy
With a sad noise she was naked,
Fog fell on the fields
Noisy geese caravan
Moved south! was approaching
Pretty boring time.
November was already at the yard.
B) Conversation about oak (picture)
I am high and mighty
I'm not afraid of thunderstorms or clouds.
I feed pigs and squirrels
Nothing that the fruit of my chalk. Oak
In autumn, acorns ripen on oak trees. Inside each acorn is a single large seed. Ripe acorns fall to the ground. In the spring, new trees begin to grow from them.
But not all acorns remain until spring. Some of them are eaten by various forest animals in autumn and winter. For these animals, oak is the breadwinner!
Do you think that animals only eat acorns and do nothing to help the oak tree? No, some of them help the oak to settle. The jay does it especially well.
In autumn, the jay hides acorns in reserve in the moss, under the roots of trees. She hides them almost always far from the oaks. In winter, the jay eats hidden acorns. But not all. She does not find many of them. In the spring, these acorns will give rise to young oak trees. So it turns out that the jay settles the oak.
Squirrels and forest mice also settle acorns.
c) The connection between oak and animals
Working with the textbook (p. 59).
d) How animals help plants.
Work with the textbook (pp. 60-61).
IV. LIFE SAFETY FUNDAMENTALS.
The simplest ways of orientation. Imagine that you and your friends went to the forest and suddenly got lost. Your actions?
If you get lost in the woods, the first and basic rule of safety: don't panic!
1. Do not immediately run wherever your eyes look.
2. Sit down, calm down and listen carefully for sounds coming from somewhere: the noise of cars and trains; the horns of ships from the river, the barking of dogs, the cries of domestic animals, birds and other sounds that speak in the vicinity of people.
3. Having caught the sound, turn to face it and walk in that direction. If the sound is getting closer, then you are on the right track.
4. If you have a compass, then before entering the forest, you need to determine the cardinal points by compass in order to know exactly in which direction you will need to return.
If there is no compass, then the cardinal directions can be determined by the sun.
The sun rises in the east and sets in the west.
- Therefore, if you face the sun in the morning, the north will be left hand, and south on the right.
- Entering the forest, remember in which eye the sun shines on you. And when it returns, it should shine into the other eye.
Many plants are compasses.
- Mosses and lichens love shade, so they grow mainly on the north side of tree trunks.
- The bark of trees is usually darker and rougher with north side. This is especially noticeable in birch, aspen and pine.
- In dry, hot weather, spruce and pine trees emit more resin from the south side.
- Ants arrange their dwellings usually on the south side of the nearest trees, stumps and bushes. The southern side of the anthill is flatter than the northern one.
1. Never forget your comrades. In the forest, you need to stick together and not lose sight of each other.
2. If you get lost, and on the way you have a river or a large stream, go downstream. The path downstream usually leads to housing.
In any case, before acting, you should first look around and correctly determine the situation.
And so that troubles of this kind do not happen to you, remember: you cannot go into the forest alone without adults.
VI. Summary of the lesson.
Frontal conversation.
What do we plant to save forests?
Masts and yards - to hold the sails,
Cabin and deck, ribs and keel -
Wander across the sea
In storm and calm.
What do we plant to save forests?
Light wings - fly to heaven.
The table at which you will write
Pen, ruler, pencil case and notebook.
What do we plant to save forests?
A thicket where a badger and a fox roam,
The thicket where the squirrel hides the squirrels,
A thicket where motley woodpeckers knock.
What do we plant to save forests?
The leaf on which the dew falls
Forest freshness, and moisture and shade -
Here's what we're planting today.
VII. Homework.
Textbook (pp. 54-61).
Lesson topic: "Invisible threads in the autumn forest."
Interaction between organisms that are part of the natural community;
The nature and consequences of human intervention in the natural balance;
Familiarize yourself with the simplest ways of orientation;
Raising a love for nature, for a careful attitude.
EQUIPMENT: compass, oak tree picture, oak fruit, basket of mushrooms, autumn pictures, multimedia slides.
DURING THE CLASSES.
Organizing time.
Checking homework.
1) Frontal survey.
a) Into what three groups can all plants be divided?
Name the characteristics of a tree. Bush. Herbs.
What 2 groups can trees be divided into?
(table "Forest floors")
b) Name the groups of animals.
Name the distinguishing features of each group of animals.
c) "Collect a basket of mushrooms" (game)
King of mushrooms on a thick leg
The best for the basket.
He holds his head boldly
Because the mushroom is ... White.
Under the pine on the edge
Preyut red tops,
In fragrant moss two braids
They hide cunning ... Chanterelles.
As if oiled
We shine in the red sun.
Like forest preschoolers
Growing under a pine tree ... Butterflies.
Along forest paths
Lots of white legs
In colorful hats
visible from afar,
Collect, don't hesitate
This is ... Russula.
Near the forest on the edge
Decorating the dark forest,
Grew motley, like Parsley,
Poisonous ... Fly agaric.
Name some edible mushrooms you know.
Inedible mushrooms.
(tables of edible and non-edible mushrooms)
3. Dramatization of the work by N. Sladkov
"The Ant and the Centipede".
That scared, Ant! Did you fall from the sky, or what?
From the sky, from the sky ... I fell from the rowan branch!
What were you doing there?
He did, he did ... Cows pastured!
What else?
What, what… Milking cows!
What else?
I drank sweet milk!
What else?
Here it is! Well, I dozed off a little, and rolled off the sheet! What do you mean, you have forty legs, and I have only six: I stand on two, I hold an aphid-cow with two, I collect decaying milk with two.
What did you find out?
4. Learning new material
1) Working with the textbook (p. 55, fig. 1)
a) - Who else collects decayed milk?
(thorny milk is a sweet liquid)
What benefit does it bring?
What benefit does it bring?
What invisible threads bind them together? (food)
2) Ecological forecast.
You already know what a weather forecast is.
(This is a scientific assumption about the future state of the weather.)
But the forecast can also be ecological.
The story "Forest" (p.54-55).
"There is no forest without trees." But in order for the forest to grow well, it needs shrubs.
This story is about how in ancient times people decided to clean up one big forest.
The chief forester spoke thus. Forest is trees, everything else is superfluous. And by his order the bushes were cut down. It became clean and spacious in the forest ...
A year passed, two, three. And the chief forester sees that something is wrong in his clean, neat forest. Everywhere you look, dry, bare trees stick out everywhere. The forester thought: “What happened here? Why do trees dry up? And here's what happened. When the bushes were cut down, the birds flew away to other parts, nesting and hiding in the thickets. But for the beetles and caterpillars, which were eaten by birds, a free life began.
Divorced them apparently-invisibly. So the trees began to dry out because there were too many insects, some leaves are eaten, others gnaw at the roots. The forester regretted that he ordered the bushes to be cut down. If I had not cut them down, the birds would not have flown away, many insects dangerous for the forest would not have divorced.
3) Conclusion (page 55).
Invisible threads we called connections that are everywhere in nature. Inanimate and living nature, plants and animals, various animals are interconnected. Yes, and man is connected with the surrounding nature by thousands of threads.
4) The poem "About everyone in the world":
Everything in the world
Needed in the world!
And midges in the world are needed,
Than Elephants.
Can't get by
Without absurd monsters,
And even without predators -
Evil and ferocious.
Everything in the world is tender!
Everything is needed -
Who makes honey
And who makes the poison!
bad deeds
A cat without a mouse
A mouse without a cat
No better deal!
And if we are with someone
Not very friendly
We are still very
We need each other!
And if we have someone
It seems redundant
That is, of course,
Seems like a mistake!
Everything in the world is needed
And it's all kids
Must remember!
5) Introduction to the topic "Invisible threads in the autumn forest"
a) A poem by A.S. Pushkin.
Already the sky was breathing in autumn,
The sun shone less and less
The day was getting shorter
Forests mysterious canopy
With a sad noise she was naked,
Fog fell on the fields
Noisy geese caravan
Moved south! was approaching
Pretty boring time.
November was already at the yard.
b) Conversation about oak (picture)
I am high and mighty
I'm not afraid of thunderstorms or clouds.
I feed pigs and squirrels
Nothing that the fruit of my chalk. Oak
In autumn, acorns ripen on oak trees. Inside each acorn is a single large seed. Ripe acorns fall to the ground. In the spring, new trees begin to grow from them.
But not all acorns remain until spring. Some of them are eaten by various forest animals in autumn and winter. For these animals, oak is the breadwinner!
Do you think that animals only eat acorns and do nothing to help the oak tree? No, some of them help the oak to settle. The jay does it especially well.
In autumn, the jay hides acorns in reserve in the moss, under the roots of trees. She hides them almost always far from the oaks. In winter, the jay eats hidden acorns. But not all. She does not find many of them. In the spring, these acorns will give rise to young oak trees. So it turns out that the jay settles the oak.
Squirrels and forest mice also settle acorns.
c) The connection between oak and animals
Working with the textbook (p. 59).
d) How animals help plants.
Work with the textbook (pp. 60-61).
IV. LIFE SAFETY FUNDAMENTALS.
The simplest ways of orientation. Imagine that you and your friends went to the forest and suddenly got lost. Your actions?
If you get lost in the woods, the first and basic rule of safety: don't panic!
1. Do not immediately run wherever your eyes look.
2. Sit down, calm down and listen carefully for sounds coming from somewhere: the noise of cars and trains; the horns of ships from the river, the barking of dogs, the cries of domestic animals, birds and other sounds that speak in the vicinity of people.
3. Having caught the sound, turn to face it and walk in that direction. If the sound is getting closer, then you are on the right track.
4. If you have a compass, then before entering the forest, you need to determine the cardinal points by compass in order to know exactly in which direction you will need to return.
If there is no compass, then the cardinal directions can be determined by the sun.
The sun rises in the east and sets in the west.
Therefore, if you face the sun in the morning, the north will be on your left, and the south on your right.
Entering the forest, remember in which eye the sun shines on you. And when it returns, it should shine into the other eye.
Many plants are compasses.
Mosses and lichens love shade, so they grow mainly on the north side of tree trunks.
The bark of trees is usually darker and rougher on the north side. This is especially noticeable in birch, aspen and pine.
In dry, hot weather, spruce and pine trees emit more resin from the south side.
Ants arrange their dwellings usually on the south side of the nearest trees, stumps and bushes. The southern side of the anthill is flatter than the northern one.
1. Never forget your comrades. In the forest, you need to stick together and not lose sight of each other.
2. If you get lost, and on the way you have a river or a large stream, go downstream. The path downstream usually leads to housing.
In any case, before acting, you should first look around and correctly determine the situation.
And so that troubles of this kind do not happen to you, remember: you cannot go into the forest alone without adults.
VI. Summary of the lesson.
Frontal conversation.
What do we plant to save forests?
Masts and yards - to hold the sails,
Cabin and deck, ribs and keel -
Wander across the sea
In storm and calm.
What do we plant to save forests?
Light wings - fly to heaven.
The table at which you will write
Pen, ruler, pencil case and notebook.
What do we plant to save forests?
A thicket where a badger and a fox roam,
The thicket where the squirrel hides the squirrels,
A thicket where motley woodpeckers knock.
What do we plant to save forests?
The leaf on which the dew falls
Forest freshness, and moisture and shade -
Here's what we're planting today.
VII. Homework.
Textbook (pp. 54-61).
