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The lesson of the world around
on this topic:
"INVISIBLE THREADS IN THE SPRING FOREST"
Grade 2 "Perspective"
Prepared and conducted
teacher primary school
Sergeeva.G.V.
on the subject: INVISIBLE THREADS IN THE SPRING 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 spring forest on concrete examples.
Tasks:
Educational
Explain the concept of "invisible threads"
Systematize and expand 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 spring forest; learn to give examples invisible threads in the spring forest.
Equipment:
PC,
Projector, pencils, sheets of paper.
During the classes
1. Organizational moment.
Good morning, guys. In spite of bad weather let's smile and wish each other well.
2.Updating knowledge
1.Checking homework:
Work in pairs
Riabyata, I gave you tasks. You must answer the test questions as quickly and correctly as possible.
Underline the correct answer
What birds live in houses made for them by man?
Swifts Starlings
Woodpeckers Swallows
Which animals change coat color in spring?
Hares Squirrels
Beaver Bears
What animal wakes up in the spring after hibernation?
Hare Badger
fox elk
What birds arrive to us last?
Swallows Ducks
Starlings Rooks
What birds fly away from us in the spring to the north, to the taiga forests?
Rooks Oatmeal
Nightingale Waxwings
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)
How are oak and squirrel related? (student answers)
What do you guys think, what are we going to learn about today?
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 look at the board and set goals for ourselves (children choose goalsslide3)
In today's lesson, you will learn with specific examples what relationships exist in nature.
What do we refer to wildlife? (answers)
And what applies to inanimate nature? (answers)
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.(slide 4)
Name the wildlife in the forest.Slide5
What animals live in the forest?
- HowAre plants and animals related?slide6
What are the benefits of plants to animals?
What about animals and plants?
Summarize:
What do you think plants mean to animals and animals to plants??Slide 7
4. Work on the topic of the lesson.
Well done, we sat down neatly and worked with textbooks. Considerdrawing on p. 90 textbook --Who knew what kind of tree is drawn here? (willow)
On what basis did you determine that this is a willow? (for earrings)
What do wasps, bees and butterflies take away from the willow? (nectar)
How can you call a willow in relation to the wasp, bee and butterfly? (breadwinner)
How do bees, wasps and butterflies help the willow? (pollinate)
Students read the text on p. 90-91 textbook. The class then concludes, "The willow is the breadwinner for the wasp, the bee, and the butterfly."
Then the children look at the diagram on p. 91 textbooks(slide 8)
and the teacher asks questions: “Why are the arrows on the diagram double? What are the benefits of wasps, bees and willow butterflies? (Children's answers.)
- Guys, you are right, connections in nature are always mutual. These connections are of the following types:slide9
Not Live nature- Live nature
Let's try to give examples. (children's answers)
Fizkulminutka .
Well done, we've done a good job, we need some rest!
(physical minute under the video)
5. Consolidation of the studied material
- Now get into your teams. Look at the slide and install. What connections exist between spruce and squirrel, crossbill. woodpecker, mouse, hare (children discuss)
Slide 10
Which team is ready to respond?
So, invisible threads are connections that are everywhere in nature. .
And now, I will give you leaflets, listen carefully to the tasks!
Tasks for teams: think and give examples of connections between:slide 11
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 natureslide12
Let's see what examples of connections I have selected for you.Slides 13,14,15
slide 16 -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).
slide17 - 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.slide18
What do we call invisible threads?
What invisible threads can be found in autumn forest?
Who or what can destroy the "invisible threads"?
slide 15. Homework:
Let's write down our homework:theoretical material on p. 90-93 of the textbook, give 2 examples for each type of connection in nature.
7. Reflection
So, guys, you have emoticons on your table. If everything was clear to you in the lesson and you liked everything, raise green emoticons, if you still don’t understand, raise yellow emoticons, if you didn’t understand anything and you didn’t like it, raise red emoticons. (Ask some of them what they liked and what they didn’t like )
Thanks guys for the lesson!
ANIMALS PLANTS
HUMAN NATURE
ANIMALS ANIMALS
There are a lot of invisible threads in the spring forest.
The main ones are: living and inanimate nature; animals and plants; birds and insects; man and nature in general, etc. Here, one should not forget about other factors, such as the sun, water, air and earth.
You can make such examples of invisible threads in the spring forest:
oak - larvae - woodpecker;
leaves - caterpillar - bird;
sun - grass - hare - wolf - man.
Often, various kinds of connections that exist in nature between living beings, between living and non-living things, between a person and the surrounding world, are called invisible connections. These connections are everywhere and you just need to be able to find them. For example, for a spring forest, you can find the following connections: The sun heats the air and the ground more strongly, the snow melts, the first grass and flowers break through, the leaves on the trees bloom, insects come to life, which are attracted by the first flowers, the pollen of which they feed on, while pollinating plants. Birds come from warmer lands because insects and plants appear and now they don’t have to worry about their food. Animals are waking up from hibernation and will also have something to eat in the spring forest. The rivers are freed from ice and spawning of fish begins, which at this moment forest predators try to catch.
Well, you can schematically depict some types of invisible threads, for example, like this:
All nature is interconnected, thanks to invisible threads.
If we consider separately the nature of the spring forest, then we can refer to the following schemes of invisible threads:
As you can see, the food chains in the forest are quite long and overlap with each other.
For example, birds eat small insects that feed on foliage, tree bark. Bees collect nectar in flowers that cannot exist without the sun, fertile land, oxygen.
Invisible threads - this is the name of the connections that are everywhere, for example, between animate and inanimate nature, plants and animals, insects and birds, man and nature.
If we talk about the connection plants - animalsquot ;, then we can draw the following conclusion: plants are for animals, firstly, food, secondly, shelter, and thirdly, the material for their homes. And animals spread the seeds of plants, destroy pests.
And here is a clear example of the relationship between man and nature:
Here is the relationship between animate and inanimate nature:
Invisible threads are very clearly visible in the forest. All living and non-living things are interconnected to one degree or another, some to a greater extent, something to a lesser extent.
Here is a fairly simple and illustrative example:
Insects eat plants, insects are eaten by birds, birds are eaten by predators. All the waste products of life, the activities of everything and all of the above, nourish, saturate the earth. Not only the earth, but also water, air, and the sun participate in this. Everything is interconnected, one such invisible thread will break, the balance will be disturbed.
With the first rays of the sun, the spring forest is transformed: where there was a frozen, lifeless earth, the first sprouts are already breaking through, larvae, worms, insects appear out of nowhere: some loosen the ground, the second pollinate, the third - eat the young shoots that have appeared, the fourth - become food themselves . All these processes are interconnected by invisible, but very strong threads.
Insects are food for birds, some of them survived the harsh winter, the other part returned from distant wanderings, both of them are hungry, but determined to survive, find a mate, create offspring and ... be eaten by predators someday or insects.
In fact, the whole world around us is in balance due to those very invisible threads.
Each phenomenon or object of nature has an impact on some other object, which in turn has an impact on a third object.
Schematically, this relationship in the forest is as follows.
For example, the leaves on trees grow thanks to nutrients from the soil, air and the sun. The caterpillar eats the leaves on the trees. At the same time, birds feed on caterpillars.
First you need to understand what these invisible threads are, or as they are also called, invisible connections. This is a certain connection between events and generally what is happening in the forest. The simplest examples are plants that are pollinated and insects that feed on this same pollen, and at the same time help to pollinate. Probably, the following connection can also be attributed to the threads: the leaves on the trees are eaten by caterpillars, the birds themselves feed on the caterpillars, some birds can become the prey of predatory animals.
Invisible threads in the spring forest are made up of a chain
Animals - animals
Living nature - inanimate nature
Plants - animals people
Based on the above chain examples
Spring threads in the forest
Spruce - squirrel - marten.
The spruce gives food to the barbel beetle, which in turn serves as food for the woodpecker, and the woodpecker needs to be wary of the hawk.
Invisible threads in the forest are connected to each other, for example, by a food chain, who eats whom. So insects are associated with a flower, carry pollen from flower to flower. The squirrel carries the cones from the spruce and drops the cones along the way, a new Christmas tree grows. The sun is shining and the forest flowers are blooming.
You can take any inhabitant of the forest and draw a line connecting it with another representative of the flora and fauna, and you get an invisible chain.
And in the picture, look at the long invisible chains in the spring forest of several links. By the way, by making invisible chains, you can add a refuge for forest dwellers.
First, let's deal with the very concept of invisible threads. In general, invisible threads are present everywhere, they characterize the interactions in nature between animate and inanimate nature, between animals, between plants, between plants and animals, between man and animals, between man and plants.
"Invisible threads in the spring forest"
Lesson goals
Subject Results:
Give examples of invisible threads in the spring forest;
Identify connections in the spring forest with specific examples;
Metasubject results:
Talk about the relationship between plants and animals in the spring forest;
Extract information about relationships in nature from the text and illustrations of the textbook;
Analyze drawings and diagrams in the textbook;
Relate them to each other;
Compare different types schemes, including working in pairs;
Model connections in the spring forest using various types of diagrams;
Tell according to schemes (models) about invisible threads in the spring forest;
Use additional literature to write your own story about the cuckoo.
Personal results:
Recognize the importance of protecting the relationships between plants and animals.
During the classes:
IOrganizing time
slide 1
To become a friend of nature
Know all her secrets
Unravel all mysteries
Learn to observe
Together we will develop mindfulness,
And our curiosity will help to find out everything.
IIKnowledge update
1) Listen to "The Tale of the Artist Who Decided to Paint a Forest"
- What is a forest? the artist thought. Of course, trees!
He painted birches, firs, pines and aspens, oaks and lindens. Yes, they turned out so similar that the branches are about to sway. And in the corner, he painted an old forest man. I hung up the picture, and after a while, looking at it, I saw dry trunks.
What happened? – the artist was surprised. Why is my forest withered?
The artist painted grass, flowers, but the forest dried up again.
- Did you draw insects? – the voice of the woodsman was heard again.
The artist painted insects, but they covered all the trees.
“We need birds, and also bushes and berries,” the forester did not let up.
I finished drawing, but the forest still continued to wither.
- What does it mean to languish? (wither, die)
- Guys, if you were in the place of an artist, what would you do so that the forest does not wither?
- Draw a toad and a lizard, mushrooms! - said the woodsman.
“No,” said the artist.
They argued for a long time, and the artist agreed. I painted many different animals. It became dark, and the artist wanted to turn on the light, but suddenly there was a crackling of branches and someone's snorting.
- This is a real forest! - said the woodsman.
slide 2
Such a forest will not perish, because it contains everything: trees, bushes, herbs, flowers, mushrooms, animals, birds, insects. This is their home.
Do you agree with the words of the old man-forester? Tell me, are you interested in studying the world around you?
I wish you to learn more about the secrets of nature today at the lesson! And the old man-forester will help us.
2) The game "Living-non-living"
But to comprehend the secrets of nature, one must have knowledge. Are you ready to test them?
I suggest you play the game "Alive-non-living".
Jump to disk.
Listen to the task. Guess a riddle. Think about what nature you attribute this object to.(Moon, stars, clouds, plants, sun, mushroom, water, fish, snowflake, hedgehog, starling.)
And what does our guest think about your knowledge? (Well done!)
3) Watch the video clip. Meeting, what time of year will we have today? (Video "Music of Spring")
Guessed? (It is spring)
What changes occur in spring in living and inanimate nature? (…, the first flowers bloom)
IIIStatement of the learning task
1) Vanya will give you a riddle. What early flowering plant in question?
Flowering bushes from afar attract attention. Against the transparent background of the forest, bright yellow inflorescences stand out, covered with sticky pollen and emitting a delicate aroma. If you touch your finger, your finger will turn yellow, if you click it, the golden smoke will steam, if you smell it, honey.
Guessed? What's this? (willow)
slide 3
Who flies in the spring to the willow for a feast? (insects)
Do you think willow and insects, that is, plants and animals, are related? (Yes)
2) Guess what we will talk about in the lesson (about the relationship of plants and animals).
On the slide, the theme is "Invisible threads in the spring forest" (animation for the appearance)
Read the topic of the lesson. So, how can we call the bonds in nature? (invisible threads)
What invisible threads exist - connections in nature, you now have to find out.
IVDiscovery of new knowledge (stage of learning new knowledge)
1) You have envelopes on your desks. Get out of them cards with texts. Working in pairs, identify what kind of connections in nature are mentioned in your texts. Choose the correct answer.
1 group
about what connections in nature
There is a close relationship between inanimate and living nature. The sun serves as a source of heat and light for living beings. Living beings also need air and water.
1) between animate and inanimate nature
2) between plants and animals
3) between different animals
Read your text. What connections are you talking about? (On the connections between inanimate and living nature)
2 group
Read the text. Define, about what connections in nature it says. Choose the correct answer.
Swallows and swifts flew swiftly. On the fly, they caught insects: flies, mosquitoes, midges. An important rook walked around. He swallowed everything that he picked up edible: a snail, a beetle, a caterpillar. The heron, standing near the water, caught frogs, small fish, aquatic insects. And a mallard duck was swimming in the water. To eat, she turned upside down and rummaged along the bottom with her beak, collecting small aquatic animals.
We listen to your text. What invisible threads did you find? (Links between different animals)
Schematic on the slide. Remove rectangle - open arrows.
3 group
Read the text. Define, about what connections in nature it says. Choose the correct answer.
Plants are not only the main food, but also a refuge for many animals. In the thicket, forests hide from enemies and large animals - wild boars, elk - breed their offspring. The forest helps many animals to exist and reproduce. And animals help plants grow.
(Communication between plants and animals)
Scheme summary.
What conclusion can be drawn? What are the connections in nature? (Links between animate and inanimate nature, plants and animals, various animals).
These connections are called invisible. They are invisible at first glance, but they exist, are everywhere in nature. Everything in nature is connected with each other, as if by a thread).
Fizminutka
VPrimary fastening
Let's try to see these threads for ourselves.
1) Open your textbooks to page 90. Read the heading (“Whom the willow is friends with”).
Who do you think willow is friends with, what is the article about?
Read the text with buzz reading. Prepare to answer questions.
What willow in spring? (bright yellow)
Why do you think the plant chose this outfit? (to attract insects)
What insects feed on a flowering willow? (bumblebees, bees, butterflies).
Why did they choose willow as their friend? (honey plant)
This means that plants provide food for insects. Consider the diagram on page 91.
Move the chart to the slide.
Explain why the arrows on the diagram point in both directions? (beneficial for plants too)
Find a sentence that supports your answer.
Were our assumptions correct? You were right.
2) We have seen that insects are good for flowering plants. On the next page, another riddle has been prepared for you. Turn the page and read the title (“How Trees, Insects and Birds Are Connected”)
So not only plants and insects can be related, but also trees? What do you think?
Let us find proof of our assumptions in the text. Read the text with comments.
1 part of the text. Are there any threads in this part of the text? (yes, insects feed on bark, wood, tree leaves). Support your answer with a sentence. Read.
2 part. What connection did you read? (about the connection between birds and insects) How is this stated in the text? (and insects feed on birds)
3 part. What did you learn from reading this passage? (birds help trees by eating insects)
Work with the scheme on the slide.
slide 4
Go to the blackboard and show on the diagram how trees, insects and birds are related.
Do you think caterpillars that feed on leaves, flowers, and plant seeds are good for plants? (No)
What happens if there are too many caterpillars? (will cause great damage to trees)
Who can help the trees? (birds)
Birds, like predatory animals, play the role of nurses in the forest.
What bird is shown in the picture? (cuckoo)
Is it harmful or beneficial? (useful) Why? (she eats hairy caterpillars dangerous for the forest, which other birds cannot eat)
VI Independent work with self-test
1) Can you give an example of a connection yourself. For example, between animate and inanimate nature, plants or animals or various animals. (children's answers)
2) Open the workbooks on page 51, task. 3. Read it.
Can you complete this task? I want to offer my help.
slide 5
Read the poem and find an example of a connection.
In the frame, draw a diagram with the names. Complete the task yourself.
Checking the execution of the task.
Guys, what connection did we not talk about today in the lesson? (about the connection between man and nature) Can a person live without inanimate nature? Why? What gives him wildlife? Don't forget about it. Be friends with nature.
VIIHomework: in workbook page 50 1, additionally optional - ass. four.
VIIIReflection
Did you like the lesson?
What did you learn new?
What was difficult for you?
Summarize. We will evaluate your knowledge and your work in the lesson.
There are envelopes on the tables. Get out of them the sun, leaf and cloud.
slide 6
If you understood everything. I'm fine fellow! show the sun.
If you think that you did not succeed, but you tried! - Show me a piece of paper.
If you think you need to be careful! - show the cloud.
Thank you for the fruitful and active work at the lesson.
What changes are taking place in the life of birds? Mark the correct answer.
b) returning from warmer climes;
c) build nests and hatch chicks.
2. Which bird arrives first?
a) swallow; c) a lark;
b) rook; d) starling.
^
3. How can you tell from the behavior of wintering birds that spring is coming? Write.
^ 4. Who is it? Sign.
________________ _______________ _________________
^ 5. What changes occur in spring for most animals?
a) molt; c) hibernate
b) offspring appears; d) stock up for the winter.
6. What insects feed on a flowering willow?
a) bees c) mosquitoes;
b) bumblebees; d) butterflies.
^ Give an example of an invisible thread in a spring forest.
^ What do you think will happen in the forest if all the insects suddenly disappear? Write.
^ 9. Write down 3 rules of a young ecologist: how to behave in the forest in spring.
1. ________________________________________________
2. ________________________________________________
3. ____________________________________________________
^
Verification work on the topic "Nature protection in spring", "Red summer".
Explain the proverbs, how do you understand their meaning?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Is it true that in spring folk holidays, legends, songs different peoples reflected the tender love of people for nature, concern for the land-breadwinner? ___________________________________________________
The branches of what tree are often used in the rituals of spring holidays? Circle the correct answer.
b) willow; d) rowan.
^
4. Name the representatives of the Red Book:
Plant - ____________________________________
Animal - ___________________________________
Bird - ______________________________________
Fish - _______________________________________
^ 5. How can you participate in nature conservation in spring? Note what not to do.
a) to catch insects; c) build nests;
b) tear early-flowering plants; d) take care of the birds.
^
6. Write when is the day of the summer solstice?
_________________________________________________________
7. What gifts of nature are associated with three holidays in August to folk calendar? Circle the correct answer.
a) honey c) nuts;
b) apples; d) mushrooms.
^
8. June 22 is the day of the summer solstice, this is ...
the longest day of the year;
the shortest day of the year;
day equals night.
What time of the year do you like the most? Why? Write.
Lesson objectives: continue the formation of knowledge about relationships in nature; teach children to identify these connections in the spring forest with specific examples.
Planned results: learn about the relationship between plants and animals in the spring forest; learn to give examples of invisible threads in the spring forest.
During the classes
At the beginning of the lesson, the teacher checks the students' performance of assignments No. 2 and No. 4 on p. 48-49 of the workbook. If the children are having difficulty completing task #2, the teacher can help them by using their phenological observations and related notes. After checking the assignments in the workbook, several students act out a scene prepared at home from the spring life of animals.
The musical "visiting card" of the topic of this lesson, as well as previous lessons on environmental issues, is the first verse and chorus of I. Nikolaev's song "Tell me, birds." Uch. asks if you guessed what the lesson will be about.
In the introductory conversation, it is necessary to update the knowledge gained by children in the lessons on ecology in the autumn and winter time. This conversation can be conducted on the questions of the heading “Remember” on p. 90 textbook. If the children have forgotten the material, especially autumn material, the teacher helps them with leading questions or by referring them to the relevant pages of the textbook, including the 1st part (p. 102-105 of the 1st part; p. 36-38 of the 2nd part) .
The study of new material can be organized in different ways: 1) as a teacher's story using an interactive whiteboard; 2) as reading the text on p. 90-93 textbook with teacher's comments; 3) as a step-by-step presentation of information. This manual will briefly discuss the way of step-by-step submission of information.
The first step is for children to learn that plants with bright colors and nectar attract insects, which, feeding on nectar, carry out pollination of plants. Children, under the guidance of a teacher, consider the diagram on p. 91 textbooks and conclude that the benefits to plants and animals are twofold. Summarizing the children's answers, the teacher emphasizes that not only willow, but all plants with bright flowers, strong smell and nectar (lungwort, violet, poppy, dog rose, rose, fragrant tobacco, apple tree, cherry) have adapted to pollination by insects. Those plants that do not have this (quinoa, wormwood, birch, hazel, spruce, pine) are pollinated by the wind.
The material of the first part of the lesson is fixed when completing task No. 1 on p. 50 in RT,
Step II is devoted to the study of the food chain "plants insects birds". Children, under the guidance of a teacher, consider the diagram on p. 92 textbooks. AT this case The connection between a tree and a bird is not direct, but indirect, and it can be difficult for second-graders to understand it. The teacher asks the following questions, commenting on the children's answers: “We have just seen that insects (butterflies, bumblebees, bees) are useful for flowering plants, because, while feeding, they pollinate plants at the same time. But caterpillars that feed on leaves, flowers and seeds of plants are useful for plants? What happens if there are too many caterpillars? Who can help the trees? Take a look at the drawing. Who eats caterpillars? So birds are good for plants. Why do birds catch caterpillars? We know that the cuckoo is different from other birds. It turns out that people are wrong in believing that the cuckoo is a bad mother. Vice versa. She is the only bird that feeds on poisonous hairy caterpillars. But the chicks cannot eat them, so the cuckoo throws its eggs into the nests of other birds so that they feed the cuckoo with midges and edible caterpillars. It turns out that the cuckoo brings a double benefit. Thus, birds, like predatory animals, play the role of nurses in the forest.
The material of the second part of the lesson is fixed when completing task No. 3 on p. 51v RT. The material of the entire lesson is summarized through the children's answers to the questions of the headings on p. 93.
At the end of the lesson, the teacher or one of the students reads the conclusion of the lesson in the textbook.
Homework: theoretical material on p. 90-93 of the textbook, assignments No. 2 and No. 4 on p. 51 workbooks.
Lesson 52
Lesson objectives: to introduce children to the types of old women's and men's work in the spring, to compare them with modern views spring work in the village and the city, in gardens, vegetable gardens, fields, deepening in children the understanding of the importance of agricultural labor for people's lives at all times.
Expected results: to learn to distinguish between the features of spring labor for women and men in the old days; be able to explain the meaning of the proverbs “Spring day feeds the year”, “Who sleeps in spring, cries in winter”; learn how to make observations of the state of nature on May 6 and compare these observations with previously obtained weather data on March 14, focusing on folk omens these days.
During the classes
- Guys, do you remember how we met Maslenitsa? It was fun? After Maslenitsa, time passes and the “holiday holiday” comes - Easter. Then he calls two students. One of them puts a paper hoop with the image of a pancake on his head, the second - with the image of Easter cake. Children stand at some distance from each other. To each of them, the teacher gives one end of the ribbon, on which seven knots are tied along the entire length, and says: “How many weeks pass between Maslenitsa and Easter, you will find out by counting the knots on the ribbon.” The students count, name the number of weeks, sit down in their seats.
What are the seven weeks called? What happens in people's lives and in nature between these holidays? (Children offer their explanations.) We will learn the exact answer from the textbook. But before you start reading, look at the photo of the doll in the textbook near the title of our lesson (p. 94). She sweeps so carefully, as if she wants to drive something away with a broom. What is she chasing so carefully? You will also learn the answer from the text. The teacher reads the text on p. 94-95 of the textbook, distributing the order with the help of a magic ball. Then he asks: “So what is the doll driving away? (Shrovetide.) What is the name of the time between Maslenitsa and Easter? How long does it take great post? The teacher additionally reads or retells the text about Great Lent from the Pages of the Clever Owlet (p. 125 of the textbook). Then he again calls two students to the role of the personification of the holidays of Shrovetide and Easter. He asks the guys to take each other's hands in the form of a bridge and guess the riddle: "There is a bridge for seven miles, at the end of the bridge there is a golden mile." Discusses with children why Easter is compared to a verst. (Easter is celebrated for a whole week.)
Then the teacher continues the conversation with the children according to the text of the textbook: “The textbook said: “The time will come ...” And what did the start of field work depend on when their time came? (When the weather allowed.) Do you remember what folk signs of winter and spring days predict the weather? What concerns did women and men have in the old days? Do you think it was a shame then for men and women that some work was called male, and some - female? Of course not! After all, if there were no such division, then there would be confusion. Nobody could do anything. And many men's jobs are too much for women. No wonder men have always respected strength and endurance. In what kind of work could this be useful? And in women perseverance, accuracy, patience were valued. For what kind of work are these qualities important?
Now we will also work with you - we will guess riddles about spring labor. We will do the work carefully, carefully, diligently.” First, the children take turns reading the riddles on p. 95 textbook. Together with the teacher, they determine what signs the writers of riddles chose in the old days - appearance object or action. What helps to unravel: a description of the signs or drawings of the textbook? (Most likely, drawings, because in our time it is rare for anyone to often work with an ax, saw, hammer. And in the old days, it was not worth anything for children to remember the screech of a saw, the “bows” of an ax, the heavy (pound) “head” of a hammer.) Then children complete tasks No. 1 and No. 2 on p. 52 workbooks.
Teacher: “And now we will find out what kind of spring work the textbook tells us about. But first, think for yourself how the work of farmers has changed in our time compared to the old work. The children are talking. The teacher writes the proverbs on the board: “Spring day whole year feeds", "Who sleeps in the spring, cries in the winter" - and asks the students to explain what they mean.
Further, the teacher draws the attention of the children to the image of St. George the Victorious and says: “How resolutely St. George defeats the evil snake, just as boldly the day of his memory opens the way to spring pastures.” The teacher asks what spring work the children had to observe or do themselves. He suggests answering the questions: “On what day were domestic animals released to pasture for the first time in the old days? What kind of work is carried out in the field in the spring? What work is done in the gardens in the spring? How does the life of pets change in spring? What do they do with the arrival of spring in the garden?
Now let's try to solve another riddle. She is shown in the photo in task number 3 on p. 53 workbooks. This riddle requires both memory and knowledge about the spring features of nature. If the children cannot answer the question of the task, the teacher explains that the bleaching of linen cloths took place in the spring, when the sun shines especially brightly. After the students themselves offer their own versions of the composed line to the riddle, the teacher can read their options: “White in the sun” or “White on the field.”
How much we have learned today! They remembered something. Heard about something for the first time. Perhaps now we can accurately explain the meaning of the proverbs written on the board. Children give explanations. The teacher asks to support the statements with specific examples.
At the end of the lesson, students silently read the conclusion of the lesson on p. 97 textbooks. The teacher calls several students to retell it. Asks what everyone thinks is the most important information in this lesson.
Homework: theoretical material on p. 94-97 of the textbook, task number 4 on p. 53 workbooks.
Lesson 53
Lesson objectives: to introduce children to the folk customs of ancient spring holidays, to reveal their deep moral meaning associated with life-giving power spring nature; to compare with each other the traditions of attitude to birch in the culture of different peoples of Russia; to determine the moral meaning of legends and songs about birch in the culture of the peoples of the North.
Expected results: to be able to expressively pronounce popular wishes to children on Palm Sunday and newlyweds on Easter week; learn how to make frames for photos of your and a friend.
Equipment. The teacher has national dolls, Boy and Girl dolls in national costumes; willow branches or any twigs; lovebird dolls, made in advance according to the model in the textbook; Wall calendar; political map of Russia. Students have colored pencils or markers.
Preliminary work. On the lesson visual arts children draw two frames on the album sheet, using the ornamental motifs of the creativity of the peoples of their region. These frames are intended for a gift to each other on one of the spring holidays. In one frame, the child pastes his photo, in the other - a photo of his friend. During this lesson, the children will exchange gifts.
During the classes
The lesson can begin with the children's answers to the questions in the "Remember" section on p. 98 textbook.
Then the teacher plays out the spring rite, which was performed on the eve of Easter, on the last Sunday before the holiday - Palm Sunday. With a few willow branches or any other twigs, he easily taps the helper dolls, saying: “As the willow grows, so do you grow!”, And explains the meaning of the rite, retelling the text from p. 98 textbook.
Teacher: “Guys, what do you think, what kind of family can be called truly rich? What is the main wealth of the family? Then the children take turns reading the text on p. 98-99 of the textbook on the folk customs of willow lash and willow bazaars. After that, the teacher asks again: “What did it mean to pat children and animals with willow twigs? On what holiday did this happen? What is the main wealth of the family? How many children do you think a family should have? Then the teacher offers to complete tasks No. 1 and No. 2 on p. 54 workbooks. Children independently read the text about Easter customs on p. 99 of the textbook and write out the necessary lines from it in a workbook.
The teacher asks what Easter rite is depicted in the painting by N. A. Koshelev on p. 98 textbook. He explains to the children that if, having rolled down the tray, the egg touched the eggs already lying, then all the broken ones went to its owner. For large peasant, and even urban, families, such a win could be a good help, and for children - the joy of a fun activity. The teacher offers to consider the details of the picture and think about where the game takes place, to dream up what kind of children they are, whether they are from the same family or from different ones.
Then the teacher directs the children's attention to the photographs in the heading "Let's look at the family album" on p. 99 of the textbook and asks: “Which of these photos is old? How can this be determined? What moments of the holiday do these photos store?
Then the teacher puts helper dolls in national costumes on the table, joins them with other dolls from the class collection and says: “Here is our collection of folk dolls. Some we can see, hold in our hands. Others live in our memory. Which puppets from previous lessons do you remember? (Children answer.) And on this page a new doll joins our collection. You can see her in the photo above. 99 textbook. What makes it clear that this is an Easter doll? (Red color, willows, a bundle, obviously, with an Easter treat.) And here are the main guests! (The teacher drops the lovebird dolls.) These are "newlyweds"! And we have a real puppet wedding. Just for our "newlyweds" words of magnificence are suitable. The teacher pronounces words of greatness together with the children (from assignment No. 2 on p. 54 of the workbook) to the lovebird dolls on behalf of other dolls. Lovebird dolls bow in response, thank you.
Teacher: “After the Easter holiday, it’s time for weddings! And now let's get acquainted with the holiday that comes after the Easter holiday. Reads the text about the feast of the Holy Trinity on p. 100 textbook. Shows on the calendar how many it is 50 days. He asks questions: “Which tree was the main one at the feast of the Holy Trinity? Branches of what plants are used in the rituals of spring folk holidays?
Then the teacher invites the children to find out how birch is treated in the cultures of two other peoples of Russia - the Saami and the Yakuts. He points to political map Russia, the Komi Republic, where the Saami live, and Yakutia, reads the text on p. 100-101 textbook about the Saami and Yakut views on the relationship between nature and man. The teacher asks the children what thought is expressed by the Sami legend and the Yakut song about the birch. He asks to pick up a similar legend about plants in the works of the peoples of his region in order to discuss it later in the class. (The teacher should return to this topic at one of the next lessons and be sure to discuss the legends chosen by the children in the work of the peoples of their region.)
At the end of the discussion of the material on the feast of the Holy Trinity, the teacher invites students to complete task number 3 on p. 55 workbook.
At the end of the lesson, the teacher says: “So, guys, what old spring holidays did we learn in class today? What do you remember the most?" - and invites children to exchange in pairs pre-drawn frames with photographs as a gift to strengthen friendly relations.
Concluding the lesson, the teacher says: “Guys, will you agree with me if I say that the spring folk holidays, legends, songs of different peoples reflect the tender love of people for nature, concern for the land-breadwinner, for the welfare of all living beings in the world ?
Homework: theoretical material on p. 98-101 of the textbook, task number 4 on p. 55 workbook.
Lesson 54
Lesson Objectives: To introduce children to the rules of a healthy and safe lifestyle in spring period; to continue introducing children to the play culture of the peoples of Russia; to develop during the game the skills of benevolent communication of children with each other; correct shortcomings in the interpersonal relationships of children during the games.
Planned results: follow the rules healthy lifestyle life in the spring; know and be able to explain to a friend with the help of a scheme the rules of two or three folk games suitable for spring (from the textbook and from the repertoire of the playing culture of the peoples of their region); be able to control during the game their behavior in relation to their peers, observing the rules provided for by the game.
Equipment. The teacher has dolls Boy and Girl in national costumes, a magic ball, dolls in national costumes of the republics of Mari El and Tatarstan; photographs of nature and architecture of these republics; tape recorder, recordings of national melodies; enlarged scheme of the game "Running on the trail"; political map of Russia. Students have colored pencils or markers.
During the classes
The game part of the lesson can be spent on a walk or in a physical education lesson as a result of studying folk games throughout the year.
Teacher: “Guys, winter is over. Tell me, how much have you been sick this winter? Why do you think it happened? Who remembered the rules for maintaining and strengthening health in winter? Be sure to check them out next winter! But in the spring, and in the summer, do not forget about reasonable behavior. Strengthen the body, harden it is best to start in warm time years and little by little, consulting with adults. And what needs to be done in order to stay healthy and healthy in the spring, and work up plenty? The children answer. The teacher retells the text on p. 102 textbooks, and then asks: “What activity can be called best school health for children? (Folk games.) Winter Games what peoples of Russia do you know? What games are played in spring in our region? in your yard? What games or spring activities do you enjoy the most with your friends?” At the same time, the teacher shares with the children his childhood memories of yard or school games tells emotionally gripping stories from her childhood.
Teacher: "It's time to go on a new imaginary journey through our country for new, spring games. Lead us, magic ball! (The teacher rolls the ball on the floor or table.) Our first stop is in the Republic of Mari El, among the people called the Mari. The capital of the republic is the city of Yoshkar-Ola. The teacher tells the children how far this region is from their place of residence. Together with the students discusses how to get to it ( by water, by plane, by train, by bus). If possible, the teacher includes a recording of the Mari national melody, shows dolls in national costumes, photographs of nature and architecture of the Republic of Mari El. Shows the location of the republic on the political map of Russia.
The teacher continues: “The game that the children of Mari El give us is called “Rooster Fight”. Listen to the rules of this game." Reads on p. 103 textbook or retells the rules, then asks questions: “Why is it necessary to follow the rules during the game? What qualities do games with rules develop? Next, the teacher invites the children to play "Rooster Fight". Experience shows that the game should be played sequentially with the participation of one pair each time. The rest of the guys form a circle of spectators and carefully monitor the observance of the rules of the fight. With a favorable emotional climate, children themselves name their partner. The teacher focuses on the partner selection rule: “How are couples selected in the game?” He can name the pairs himself, since a game with pronounced rivalry can provoke aggression in the classroom, help consolidate the roles of “leader”, “rejected” among students, and adversely affect the self-esteem of individual students.
Teacher: “Next, our magic ball leads us to Tatarstan. (She rolls the ball again on the floor or table.) The capital of the republic is Kazan. The teacher talks about how long it takes to travel to this republic, shows photographs of nature and architecture, dolls in national costumes, includes a recording of the Tatar national melody. After that, read on p. 104 textbooks or retells the rules of the game "Running on the trail". Then the teacher clarifies the understanding of the rules by the children: “How are the winners determined in the Tatar folk game “Running on the Trail”?” Examines the enlarged scheme of the game with the children and discusses it. If the area allows, the teacher can draw a running route with chalk, and the children play the game “Running on the trail”.
After studying the rules of the Mari and Tatar folk games, you can invite children to complete tasks No. 1 and No. 2 on p. 56 workbooks.
At the end of the lesson, the teacher asks the children to name the games they would like to play. Teacher: “Imagine that correspondents from another republic have come to you. Explain the rules of the games so that journalists can clearly write about them in the newspaper.
Teacher: “Guys, you have many spring days ahead of you. Remind me again how to dress in spring to stay healthy?
Per spring will come and summer. I wish you to spend summer days in fun games with good friends, get stronger physically, strengthen in honesty, learn to negotiate with friends through conversation and good jokes. Some of you need to learn to give in. Someone has to learn how to win. The third must be able to lose. This is also a very important skill. Only know how to lose strong people! And most importantly, you always need to maintain good spirits. Tell me, which of the games that we learned about on our imaginary journeys will you play with your friends?
At the end of the lesson, the teacher reads the conclusion of the lesson on p. 105 textbook.
Regional component. Introduce children to the games of the peoples of your region, suitable for fun in the spring sometimes in different weather.
Physical education minutes in the form of the studied games.
Homework: theoretical material on p. 102-104 of the textbook, task number 3 on p. 57 workbook.
Recommendations for family activities. Tell your child about how you played in the spring as a child. If possible, organize these games with your child and his friends outside. Play at home with children board games, especially during the holidays rainy at times. Help your child complete task 3 on p. 57 workbook.
Lesson 55
Lesson objectives: to develop in children an aesthetic sense when perceiving the beauty of spring nature; build on this foundation careful attitude to nature, introducing children to the rules of its protection in the spring, with ways to protect and help animals and birds; continue studying the pages of the Red Book, noting the inadmissibility harmful influence people to nature in the spring (collecting primroses, setting fire to last year's grass, etc.).
Expected results: self-control during a walk in a park, square, forest (do not leave garbage, etc.).
Equipment. The teacher has dolls Boy and Girl in national costumes, a magic ball; tape recorder, recording the voices of the forest; bell; photographs of birch, primroses, insects (butterflies, bees, bumblebees); toy bird, toy dog; the book "The Giant in the Clearing"; children's edition of the work of N. A. Nekrasov "Grandfather Mazai and hares". Students have colored pencils or markers.
During the classes
Let's now listen to the voices of spring nature. Let's try to distinguish in its polyphony the words addressed to us. (The teacher turns on a recording of the voices of the forest, hangs a photograph of a spring birch on the board.) This is the first voice that we hear. What tree is this? Birches grow everywhere. For many, birch is a symbol of Russia. Birches are not only beautiful. One birch "drinks" about 50 buckets of water a day. This means that where these trees grow, there will be dry, non-marshy land. In one of the lessons we talked about healing properties birch. Everyone knows how useful birch sap is. There are special rules for collecting it so as not to harm the tree. But often, passing by birches wounded by people, it seems that the tree sings a song heard by the sensitive heart of the Yakut people. Remember her.
In order not to hear this plaintive song, let's not collect birch sap. Read about this advice in the textbook. The teacher asks one of the children who read well and emotionally to read the first paragraph of the text on p. 106 textbooks.
The teacher continues: “If we heed this advice, perhaps we will be lucky to hear a story about amazing inhabitants birch crown. What kind of story could this be, about whom? The children make their guesses. After that, the teacher reads the story “Pity the Birches” from the book “The Giant in the Clearing” (pp. 113-114) and discusses it with the children.
Then the teacher turns on the recording of the voices of the forest again, takes out a bell, rings it and says: “Here is a new voice. (Hangs up a photograph of a snowdrop on the board.) What is the name of this flower? Unfortunately, snowdrops are now easier to find in the Red Book of Russia than in wildlife. Do you remember which representatives of the Red Book of Russia we learned about in winter? Tell about them. (Children answer.) Now let's read about snowdrops. The teacher chooses a student who will read the text about the snowdrop on p. 108 textbook. After reading, the teacher reports that snowdrops are not the only spring flowers that “beg” people for mercy, and hangs pictures of other primroses on the board.
The teacher continues: “Who can always be found next to the flowers? (Insects - butterflies, bees, bumblebees.) (The teacher hangs photographs of insects on the board.) You can often see children mindlessly catching insects. Your dexterity and strength can be applied elsewhere. Insects are amazing creations of nature. Without them, beautiful and ugly, from a human point of view, the life of forests, meadows, rivers will be disturbed. Why, you will learn in high school. In the meantime, listen to their request. (One of the students reads the third paragraph of the text on page 106 of the textbook.) Some insects are in real danger. Their only hope is for the protection of the Red Book and the prudence of people. For example, bumblebees are well known to us. (The teacher shows a photograph of a bumblebee on the board.) Who remembers the sound made by bumblebees? Let us each imagine ourselves as a bumblebee flying to a flower. Let's buzz out loud. (Children get up from their desks, imitate the flight of a bumblebee, make a buzzing sound.) And here's what you can learn about bumblebees on the pages of the Red Book. The volunteered student reads the text about bumblebees on p. 108 textbook. Then the children turn to the “Clever Owlet Pages” and read the text about another insect, a representative of the Red Book, the stag beetle (p. 126 of the textbook).
The teacher turns on the recording of the voices of the forest again. He bends down, puts a toy bird on the floor and says: “Look, the chick has fallen out of the nest. Small, fluffy. What are we to do with it? What do you think? (Children express their guesses.) For now, we will postpone answering this question. Let's see what's going on with our old friend, the helper doll. She got a dog. She's just going for a walk with her." The teacher takes out a doll and a toy dog. Plays a scene: “Doll: “Tuzik, come to me! Let's go for a walk! I'll let you off the leash, you're running! Dog: "Wow! How I love to run! You feel like a real hunter! You chase after some trifle: it squeaks, runs away. You can't run from me! I'll definitely catch it! Fun!"
Teacher: “Such a trifle can be a chick that has fallen out of the nest, a hare. Guys, what do you think, is it possible to say that a dog that catches chicks, cubs, small animals is evil? Of course not. This is her nature. The dog cannot understand what hurts another being. Is the owner right to uncontrollably let his pet off the leash? Of course not. The task of the owner is to watch the dog so that it does not cause harm. nature and people. Now it's time to read the textbook, find out how he translated the requests of wildlife for us. The teacher reads the appropriate text on p. 107 textbook. Clarifies what "artificial nesting" means, why they are called artificial. The teacher adds: “If we follow these rules, maybe new inhabitants will not appear in the Red Book. Or maybe animals that are on the verge of extinction will be able to leave its pages. Such as the golden eagle and the Russian muskrat. We will read about them in the textbook. The teacher or well-read students read the text about the golden eagle and the Russian desman on p. 108-109 textbook. After that, the children complete task number 2 on p. 59 workbook.
The teacher continues: “Guys, who knows what they call stowaways? (Hares.) And once it happened that one boat was packed full of such stowaways. And the owner was not at all upset, he even helped them sit down. How many of you know the name of the work that describes this story? What is it about? Who wrote it? How did it happen that there were so many animals in the boat?” The teacher shows the children a children's edition of the work of N. A. Nekrasov "Grandfather Mazai and Hares", demonstrates illustrations.
Teacher: “Guys, it turns out that it’s enough to listen a little more carefully and carefully to the world around you, then you can discover so many new things for yourself! What representatives of the Red Book did we learn about in the lesson? What measures can be taken to protect them? How can we participate in nature conservation in the spring?” The teacher discusses the answers to these questions with the children.
Then the teacher invites the children to talk about the rules of nature conservation in the spring according to the drawings on p. 106-107 textbook.
At the end of the lesson, the teacher reads the conclusion of the lesson on p. 109 of the textbook and addresses the class: “I hope that after today’s lesson, once in the world of nature, you will not only admire the beauty, but also hear what the forest, field, river, animals are talking about with you, you will be able to truly make friends with them. What does true friendship mean? When they not only take for themselves, but also give care to others, protect. (Includes a recording of the voices of the forest.) Listen. What do you hear now in this polyphony?
regional component. Tell the children about the features of life in spring 2-3 rare wild animals and about early rare plants your edge.
Physical education minutes. Under the game words: “The baby walked along the forest,
I took, took a strawberry.
She pricked a leg on a cod 2.
It hurts, the leg hurts, but it doesn’t hurt” -
children jump first on one leg, then on the other. You can put your hand on the shoulder of the person in front of you.
Homework: theoretical material on p. 106-109 of the textbook, assignments No. 1 and No. 3 on p. 58-59 of the workbook.
Together with your child, take an active position in relation to those people who burn last year's grass in the spring, tear and sell primroses, destroy bird nests, etc.
Help your child complete task 3 on p. 59 workbook.
While walking with your child, take photos of spring nature that has revived your city (village). Compose a photo story on p. 60-61 of the workbook.
Read books about animals with your child: V. Bianchi "The First Hunt", "Like an ant hurried home", "Masters without an ax", N. Romanova "The Red Dot Ant", M. Sergeeva "The Tale of an absent-minded musician and a chipmunk - a singing teacher " and etc.
Lesson 56
Lesson objectives: to teach children to correlate the signs of summer in animate and inanimate nature, as well as events in people's lives in the summer with the meaning of the old names of the summer months in the language of the peoples of their region; to show the social and moral meaning and beauty of old summer sayings and customs; to develop the emotional and value attitude of children to nature and works of verbal and visual creativity; expand vocabulary younger students, teach them how to use means of expression mother tongue to describe beauty summer nature and works of art dedicated to this topic; introduce children to the artist A. I. Kuindzhi and main feature his artistic creativity; recall the main theme in the work of I. I. Shishkin.
Expected results: to learn to find signs of summer natural phenomena and features of people's life in summer in old names summer months; describe the beauty of summer nature and works of art dedicated to this topic, using the expressive means of the native language; name those features in the fate and works of artists that caused an emotional experience in each of the students.
Equipment. The teacher has a wall calendar, three stickers for displaying the following dates on the wall calendar: the day of the summer solstice, the day of the summer solstice, the day of Saints Peter and Paul.
Preliminary work. Make three stickers to display on the wall calendar for the days of the summer solstice and the summer solstice, the day of Saints Peter and Paul. To do this, on thick paper or cardboard of an oval or round shape, draw the symbols of these days. FROM reverse side stick pieces of double-sided tape on the badges.
During the classes
At the beginning of the lesson, the teacher says: “Guys, now I will read to you about one artist. I will not name his name. And you look at the reproductions of paintings in your textbooks on p. 110-111 and try to guess which one is the creator of the story. (The teacher reads the biography of A. I. Kuindzhi from the “Pages of the Clever Owl” (p. 126 of the textbook).) Have you guessed the author of which picture we are talking about? How did you get it? Indeed, Arkhip Ivanovich Kuindzhi is an unsurpassed master of light in paintings. There were times when the audience tried to look behind his paintings at exhibitions, wanting to make sure that there was no candle there, from which the light comes. What do you remember about the author of the second picture? We talked about it in previous lessons. Read his last name under the reproduction.
What do you think these pictures have in common? Why did they end up on the next pages of the textbook? Both are written by excellent masters - this is the first thing that unites them. What else? Hint: what do they show? Summer, summer landscape. How do we know that the pictures are summer? Summer is not mentioned in the names: „ Birch Grove' and 'Rye'. (Students explain.) Yes, the name of today's lesson is “Red Summer”. And again a mystery! How is summer called red, but in the pictures you can’t see the red color? Why is summer called red? The children answer.
Teacher: “Here we are met by the last part of the year-garden. For real, you will walk along it yourself during the school holidays. In the meantime, we'll take a walk in the imagination. What can meet us in this garden? So, what are the ridges-months prepared for us? What are the summer months called in modern Russian? Now let's read the names of the three summer months by the ancient Romans. (Children read the names in task No. 1 on page 62 of the workbook.) You have already had to translate from ancient Roman. So feel free to get down to business and next to the ancient names, in the second column, write the Russian translation. Children complete the task in the workbook.
