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Plants in winter Shakurova Fanisa Tagirovna, teacher primary school MBOU "Aktanysh secondary school No. 1", Aktanysh, Republic of Tatarstan
Hello!
Freeze up
snow cover
Snowflakes
frost
Frost patterns
R E B E L I P A S O S N A T S I L V E N I C L E SCH I N A S I N O A A I N A L A M I A N I C A L M E Z Z
Plants in winter
Winter forest
shrubs
Thank you for your attention!
Preview:
Lesson topic: "Winter in the plant world".
Lesson type: a lesson in discovering new knowledge.
The purpose of the lesson: to form knowledge about the winter period in the life of plants.
Lesson objectives:
To form universal learning activities of students;
To acquaint with the features of the life of trees, shrubs and grasses in the winter;
Develop the speech of students;
- develop mental processes: voluntary attention, memory, imagination;
To form a positive motivation for learning;
Develop personal qualities: tolerance, mutual assistance, friendliness, observation;
Develop interest in the subject the world;
To cultivate an emotional perception of nature and emotional feelings, careful attitude to nature.
Teaching methods:reproductive, problematic, programmed.
Forms of organization of cognitive activity:frontal, individual, group.
Means of education:textbook "The world around" Pleshakov A.A., crossword puzzle, soundtrack "January" by P. Tchaikovsky, multimedia projector, presentation, herbarium, samples of branches winter trees, subject pictures, tree cuts, cards of 3 types, a ladder of knowledge.
During the classes:
1.Self-determination to activity.
Hello guys! I am glad to see you! Take your seats, make yourself comfortable. We, as always, are waiting for a lot of interesting things. So, smile to each other, let's get to work.
2. Actualization of knowledge and fixation of difficulties in activity.
Teacher. Let's remember what topic we study in the lessons of the world around us?
Children. Winter changes in nature.
Teacher. What is the duration of winter according to the calendar, according to the Sun and according to natural signs?
Students. According to the calendar - 3 months: December, January and February.
by the sun, or astronomical winter, also lasts 3 months: winter solstice(December 22) when is the shortest day and longest night before the day spring equinox(March 21), when day and night are the same.
The meteorological winter continues from the drop in the average daily temperature of the surface air below 0 to its rise above 0. In some years, winter in our latitudes lasts about 4 months, and in the northern ones - even longer, up to 6 months.
Teacher. What winter phenomena take place in inanimate nature?
Students. The air temperature is changing, it has become below 0.
The soil is frozen.
The nights got longer. *slide with the image of winter nature
Teacher. What is the name of the winter phenomenon that you see on the screen? *slide "Freeze"
Students. Freezing is the phenomenon of shackling water bodies with ice.
Teacher. What winter phenomenon is on the next slide?
*slide "Snow cover"
Students. Snow cover. This is a non-melting layer of snow. It is not always the same: either deep, fluffy, or compacted, covered with a crust of ice (infusion).
Teacher. What happens to the first snow?
Students. Most often, the first snow melts. Winter with deep fluffy snow comes later.
Teacher. What is snowfall?
Students. The phenomenon of many snowflakes falling to the ground.
*slides "Snowflakes"
Teacher. How are snowflakes formed? How do they look? What shape do they have?
Students. In nature, water vapor with air currents rises high, where it enters the cold layers of air. There it turns into tiny ice crystals. The crystals are connected to each other. Snowflakes are six-rayed, symmetrical, of various shapes.
*slides "Snowflakes"
Teacher. When do we see snowfall in the form of snowflakes?
Students. When it is not very frosty, snowflakes stick together and form snow flakes.
Teacher. And when does it snow in the form of snow pellets?
Students. If it's cold and windy strong wind, it breaks off thin
Rays of snowflakes and snow groats are formed.
Teacher. When does frost appear? *slide "Hoarfrost"
Students. On a frosty day, if a damp wind blows, you can observe this beautiful phenomenon. Tiny ice crystals appear on tree branches and other objects. which are formed from water vapor.
Teacher. Where can you see frosty patterns?
* slides "Frost patterns"
Students. They can be observed on the windows in transport, in houses. These intricate patterns are drawn by water vapor.
Teacher. What do frosty patterns resemble?
Students. They remind fairy forest, plants.
Teacher. So what caused such changes in inanimate nature? Decrease in air temperature, freezing of soil, water bodies, precipitation in the form of snow?
Students. Changes are connected with the Sun, its position in the sky.
3. Statement of the educational task.
Teacher. Guys, tell me, do phenomena occurring in inanimate nature affect wildlife?
Student responses.
Teacher. Now we will solve the crossword puzzle, where the topic of the lesson is encrypted
* slide
I show the herbarium and make riddles.
1. Green, not a meadow,
Bela, not snow,
Curly, not a head(Birch)
2. Which tree is rich in honey?(Linden)
3. My needles are longer than those of a Christmas tree,
Very straight I grow in height.
If I'm not at the edge,
Branches only at the top(pine)
4. At a relative of the Christmas tree B E R YO Z A
Non-thorny needles. L I P BUT
But unlike the Christmas tree C O C N A
Those needles are falling(larch) L I S T V E N N ITS A
L E SCH I N A
5. It grows very thick, O S I ON THE
Imperceptibly it blooms, M A L I N A
And when the summer passes, Z E M L I am N I K A
We eat his candy
Not in a piece of paper, but in a shell -
Take care of your teeth, kids!(hazel)
6. What kind of tree is
There is no wind, but the leaf is trembling?(aspen)
7. Red beads hang,
They are looking at us from the bushes.
Love these beads
Children, birds and bears.(raspberry)
8. I am a drop of summer on a thin leg.
Weave boxes and baskets out of me.
Whoever loves me is glad to bow,
And the name was given to me by my native land(strawberry)
Teacher. Yes, we will talk about plants in winter time of the year.
*slide "Plants in winter"
The music of P. Tchaikovsky "January" sounds.
*image slide winter forest
Teacher. Enchanted winter
Bewitched, the forest stands
And under the snowy fringe,
Motionless, dumb
He shines with a wonderful life.
Guys, the music of the Russian composer P. Tchaikovsky sounded. And now let's admire the wonderful winter landscape, take a walk in the winter forest.
4. Physical Minute. *music, slide
Teacher. Let's remember what types of plants we know.
The crossword will help you remember.
Students. trees shrubs herbaceous
birch hazel strawberry
Linden raspberry
Larch
Pine
Aspen
5. Building a project to get out of the difficulty.
Teacher. So, how do plants winter? Read the questions posed by the author of the textbook.
Questions. - What happened to herbaceous plants and shrubs before the onset of winter?
What shrubs hibernate under the snow without shedding their leaves?
What do people do to save winter crops?
Teacher. Based on your own observations, you can provide answers to questions.
Students respond based on their own experiences and observations.
Teacher. Lack of knowledge. Where can we find answers to questions?
Teacher. What have you learned? What plants are we talking about?
Students. We are talking about herbaceous plants and shrubs.
Teacher. How do herbaceous plants overwinter?
Students. They die off, leaving seeds under the snow if they are annuals. Perennials herbaceous plants bulbs and rhizomes are stored in the soil.
Teacher. What's going on with the bushes?
Students. They shed their leaves in autumn, while in evergreen shrubs (cranberries, lingonberries) the leaves do not change color and do not fall off. These are evergreen plants.
* slide "Shrubs under the snow"
Teacher. Berries remain on the branches of these shrubs, which become sweeter from frost. And birds and animals find delicious berries under the snow.
Teacher. So what is the significance of snow cover for plants?
Students. Snow cover helps plants survive harsh winter covers them like a warm blanket.
Teacher. What do people do to save winter crops?
Students find the answerSpecial barriers are placed on the fields so that the wind does not sweep away the snow cover.
Teacher. Now let's move on to the question of how trees hibernate? In summer, you can recognize trees well by their leaves. And in winter? Based on my own experience and observations.
Students provide answers.
Teacher. You will learn more fully from the textbook - our guide.
* slide "Birch". Herbarium.
Teacher. What is this tree?
Students answer and with the help of the teacher describe character traits tree.
The easiest way to recognize a birch is by its white bark. Large branches depart from the trunk at an acute angle, and young branches hang down. The kidneys are small, there are earrings.
*slide "Chestnut". Herbarium.
The branches are thick, with large shiny buds.
*slide "Oak". Herbarium.
Powerful branches form a rounded crown. Bark in deep furrows dark brown colors.
*slide "Willow". Herbarium.
The willow has light yellow bark, thin branches descend to the ground.
*slide "Rowan". Herbarium.
It is easy to recognize by the fruits, by the brown smooth trunk. If there are no fruits, birds have pecked them, and the stems remain on the branches.
* slide "Linden". Herbarium.
It can also be easily recognized by the dark dense bark, which is in small cracks, and nut fruits with flying leaves can hang on the branches.
*slide "Poplar". Herbarium.
The poplar has a light trunk, sticky buds. The poplar genus includes about 110 species. We have 16 species growing in Russia.
*slide "Maple". Herbarium.
The tree can be easily recognized by its seeds - helicopters. There are even more species of maple - about 150 species.
Teacher. What is the trunk of any tree covered with?
Students. The trunk of any tree is covered with bark. These are dead plant cells, they no longer receive water and nutrients.
Teacher. What is the function of the cortex?
Students. The bark has a protective function.
Teacher. Thaws are dangerous for trees in winter, when the snow on the tree melts, the cracks in the bark fill with water. If after the thaw there is frost, then the water will freeze. Breaks down the bark. Deep cracks-frost cracks appear on it. To avoid damage to the bark, trunks fruit trees whiten. White color reflects Sun rays and the upper layers are slightly heated.
*slide "Whitewashing trunks and throwing snow on a tree trunk"
Teacher. How do trees grow? Based on your own experience, what time of the year is the most favorable for tree growth?
The students answer.
Teacher. Does tree growth depend on air temperature and moisture, on soil fertility?
Students. It does not grow in winter, the soil is frozen, there is little heat.
The students are reading a textbook article on tree growth.
Teacher. So which months do trees grow the fastest?
Student responses.
Teacher. And when the trees are in a state of deep dormancy?
Student responses.
*slide - in the winter
Teacher. All plants live according to their own clock. Pine, for example, wakes up in early March, whatever the weather. What time of day do trees grow fastest?
Students. Morning and evening, and rest at night.
Teacher. And just as a person has a passport, a tree also has a natural passport, where its age is indicated. How to find out the age of a tree?
Students give their guesses.
Teacher. More precisely, you will learn from the textbook.
Teacher. So how do you determine the age of a tree?
Students. By annual rings.
6. Primary fastening.
Group work (4 people each)
Teacher. Get into groups. On the desk of each group, a saw cut of a tree. Determine its age from the growth rings.
Teacher. What can annual rings tell us?
Students. Annual rings can tell a lot: about the climate, about living conditions, was it enough nutrients and water, whether it grew in a clearing or in dense forest. If the growth ring is wide, even, then we can say that the year was favorable and the tree grew in the open. If the tree grew in a clearing, the growth will be already north side, and from the south - wider.
* drawing on the board
7.Independent work with self-testing against the standard.
Work with test cards.
Teacher. And now we are working with test cards. Read the questions and mark the correct answers.
Self-test. Children compare the result with the standard.
8. Reflection of activity.
Did you like the lesson?
What was easy? What was difficult?
How many of you think that you have replenished your knowledge of plant life in winter?
Can any of you tell something interesting from the material of the lesson at home?
And I, guys, want to praise you and say thank you, but the following guys (I name) had especially interesting and correct answers.
Draw a ladder of knowledge. What step would you place yourself on in this lesson?
Information about homework.*slide with recording house. tasks
Annex: presentation "Winter changes in nature"
Program - EMC "Perspektiva", A. A. Pleshakov, M. Yu. Novitskaya, 2nd grade
Theme: "Winter in the world of plants."
Lesson type: learning new material
The purpose of the lesson: the formation of ideas about changes in plant life in winter and familiarization with the methods for determining tree species in winter by external distinguishing features.
Planned results:
1) Subject
the formation of ideas about the change in the living conditions of plants in winter
practice naming the most important hallmarks studied plants and distinguishing tree species in winter according to individual characteristics.
communication development additional information about the dependence of changes in plant life on weather conditions
Regulatory:
define a goal learning activities
Control the method of solving and the result of the educational task according to a previously drawn up plan
Cognitive:
development of the ability to establish causal relationships between the state of nature and changes in plant life
develop the ability to carry out analysis with the selection of essential features
develop the ability to build simple reasoning based on input information
navigate the textbook, search for and highlight the necessary information
development of the ability to work with information presented in different forms (text, illustrations)
development of the ability to generalize, the ability to draw conclusions when disclosing and systematizing the studied material
sum up the lesson on questions
Communicative:
- express your thoughts with sufficient completeness and accuracy
- form and argue your opinion when observing wildlife
- formulate your thoughts in oral speech (compose a story from pictures)
3) Personal
To cultivate an emotional perception of nature and emotional feelings, respect for nature.
Develop personal qualities: mutual assistance, friendliness, observation;
Development of skills of cooperation with peers.
Means of education: textbook "The world around" Pleshakov A.A., Novitskaya M.Yu., crossword puzzle, soundtrack, excerpt from the cartoon "Moroz Ivanovich", multimedia projector, presentation, herbarium, samples of winter tree branches, subject pictures, envelopes with task cards 6 pieces , yellow and red stripes, yellow circle.
1. Org. moment.
Starting the lesson, I suggest you listen to music.
The teacher turns on the audio recording and reads the poem. At this time, slides of the winter forest are shown on the screen.
Enchantressin winter
Bewitched, forestcosts -
And under the snowy fringe,
Motionless, dumb
He shines with a wonderful life.
And he stands, bewitched, -
Not dead and not alive -
Magically enchanted by sleep
All entangled, all bound
Light chain down...
Is the winter sun mosque
On him his ray oblique -
Nothing trembles in it
He will flare up and shine
Dazzling beauty.
What do you think our lesson will be about? (Winter, forest, winter forest)
Now you have seen many pictures of the winter forest. And what words does the poet F.I. Tyutchev drawing a forest? (Bewitched, bewitched, magical dream, chained, enchanted, ...).
2. Updating knowledge
What does the poet mean when he says:
And he stands, bewitched, -
Not dead and not alive -
Magically enchanted by a dream, ...?
(The trees in the forest seem to be sleeping).
Indeed, it may seem that the trees in the forest are not alive. But actually it is not. In winter, they stop growing, feeding, and fall into a deep sleep).
How many of you know how else trees adapt to the winter cold?
a) (In autumn they shed their leaves).
That's right, leaves need a lot of heat. In winter, this warmth will be very necessary for the tree, so they get rid of the leaves.
But there are trees that stay green all winter. What are these trees called? (Coniferous). Their needles have a thick skin and are covered with a wax coating. The resin that the trees secrete protects them from freezing.
b) - And what threatens winter trees? (From severe frosts trees can freeze and die.)
But fear not, the trees have adapted to this. Under the skin of their trunk and branches, they have a special protective layer that does not release warm air from the tree and protects it from frost.
But what is surprising is that winter cold is simply necessary for forest plants. It turns out that the buds of trees and shrubs can normally bloom only after the winter cold.
Do you think there, under the snow, plant life stops? Let's see an excerpt from cartoon "Moroz Ivanovich».
Watching a cartoon.
You are right, the plants are completely covered under the snow, like a warm feather bed. Snow, until spring, keeps them from cold and frost.
Who do you think is easier to bear? winter frosts stunted plants or trees, why? (Short because they are completely hidden under the snow.)
3. Statement of the problem and reaching the goal of the lesson.
Guys, 2nd grade students were given the task to capture the beauty of winter nature by photographing different trees and determine what kind of tree it is. Everyone did their job. Masha also took a picture of the tree, but could not determine what kind of tree it was.
On the screen, the teacher shows a photo of a tree.
I suggest you help Masha to do this. (Answers of children).
We can not. Why?
So, we also have a problem? What do you think? (We did not manage to recognize the tree).
The teacher hangs a PROBLEM card on the board, and after the children's answers, the card WE CAN'T RECOGNIZE THE TREE IN WINTER
Knowing the problem, what goal can we set? (Learn to recognize trees).
The teacher hangs a GOAL card on the board, and after the children answer, the card LEARN TO RECOGNIZE TREES
To do this, we need to identify solutions. (Identify signs that will help recognize trees).
The teacher hangs a card on the board WAYS OF SOLUTION, and after the answers of the children, the card DEFINE THE MAIN EXTERNAL SIGNS OF THE TREE
And of course, you need to perform a trial action. (Try to recognize the tree by these signs).
The teacher hangs a TRIAL ACTION card on the board, and after the children's answers, the cardRECOGNIZE A WOOD BY THESE FEATURES
Have you guessed what our lesson will be about? (Answers of children).
4. Opening new.
Indeed, it is difficult to recognize a tree in winter because all trees appear to be the same. It's easier to do this in the summer. Why? (Trees have leaves in summer).
Yes, but there were no leaves. But remained constant external signs, by which we can determine the tree, i.e. solve the problem of.
If the children name signs, the teacher asks: “Yes, but do we know what signs are characteristic of the Machine Tree? (Not). So we don't have enough information."
Let's go to the textbook.
Open your textbooks to page 20. Get some pencils. Reading the text of the textbook, underline the words denoting any sign of a tree.
Children read the text of the textbook on their own.
What external signs did you find? (Bark).
The teacher hangs out the KORA card
Which trees are easier to recognize by their bark? (Birch and aspen).
What other signs did you highlight? (Remains of leaves).
The teacher hangs out the LEAVES card
What trees do they stay on? (Answers of children).
By the leaves, what other trees can we recognize? (Spruce, pine, fir). What are these trees? (Coniferous). Why are they called that? (Instead of leaves, they have needles).
Yet? (Fruit)
The teacher hangs out the FRUIT card
By fruit, we mean both seeds and cones.
What trees do they stay on? (Rowan, maple, linden, ash, elm).
And if neither the fruits nor the remaining leaves are visible on the tree. By what sign then it is necessary to define a tree? (According to the silhouette).
The teacher hangs out the SILHOUETTE card
Right, but it's hard to do.
We have identified signs with you, knowing which we can recognize trees. Let's try to do this.
We have identified with you the signs by which we can recognize a tree. Let's get back to our plan. And our next action? (trial action). Now we must try to apply this knowledge.
On plates laid out: tree bark, seeds and cones, dry leaves.
Look what I brought.
Children get up, approach, feel.
Try to name the trees.
Did you manage to name all the trees? (No. We don't know which tree has which seeds.)
Where and from where can we get this knowledge? (From the encyclopedia. Ask adults. From the Internet).
Fizminutka.
Fir trees are standing outside the window,
They look at the blue sky.
Branches stick out to the side
Squirrels sit on branches.
The wind blows icy
And he lifts up a cloud of snow.
He is tough and powerful.
But the evil blizzard subsided,
The whole district became white.
Well, we'll walk a little
And we will return home.
5. Application of new knowledge. Work in pairs.
BUT)- I suggest you work independently in pairs. Using illustrations from the "Atlas - Identifier" to recognize the plant. Get to know information about trees. And working with tables, draw signs of your tree. Think about how you can tell the other guys about it so that they can get to know it.
Let's remember the rules of working in pairs. (Answers of children).
The teacher puts a card with the rules on the board.
Each pair has a sheet with a table, illustrations of trees, sheets from the Atlas - Identifier. Children work in pairs. Write down the signs on the sheets. The teacher goes and helps them.
| tree name | |
| Silhouette | |
| Bark | |
| Leaves | |
| Fruit |
1 row: 1 desk: pine; 2nd desk: spruce.
2 row: 1 desk: linden; 2nd desk: ash.
3 row: 1 desk: willow; 2nd desk: maple.
The work is done. Agree among yourselves which of you will tell and who will help.
Children in pairs come out and talk.
B)- Let's look again at what lies on the plates. Try to name the trees. (Children name and explain).
Children call, and the teacher shows the correct picture on the screen (bark: birch, aspen, pine; leaves: ash, mountain ash, poplar, aspen, pine, spruce; seeds: maple, ash, oak).
If we have time on time, then we guess the crossword puzzle in the lesson. If not, then we give homework.
AT) Do you want to test yourself again? Let's do a crossword puzzle, shall we?
Try to identify a tree by its appearance during the winter season.
Crossword. Webcam work. Plants are hung on the board:
1. BIRCH
2. ASPEN
3. PINE
4. POPLAR
5. spruce
6. MAPLE
7. IVA
8. ROWAN
6. Summing up the lesson.
Well done! Let's return to the problem that arose at the beginning of the lesson. We had to recognize the tree and help Masha. (We could not recognize the tree in winter).
Now we know why she couldn't identify and name the tree? (She lacked information containing information about the features of this tree).
The teacher adds signs. This is maple.
We coped with the task set by us in the lesson? (Yes).
What do we need to know for this? (What is the bark, leaves, fruits of each tree).
Your task: On the way home, try to recognize and name the trees that you will meet. And solve the crossword.
7. Reflection.
Our lesson has come to an end. Try to talk about what you learned in the lesson according to the scheme:
found out
I remembered
Smog
There are yellow and red stripes on my desk. If you liked the lesson and you learned a lot, attach to our sun yellow stripe, and if they didn’t learn anything new - red. I really liked our lesson, and I will attach my yellow stripe. Look what a beautiful sun we got. - Thank you guys for Good work on the lesson.
... Not dead and not alive ... Bewitched by the enchantress in winter, the forest stands - And under the snowy fringe; Motionless, dumb. He shines with a wonderful life. And he stands bewitched, - Not a dead man and not alive - sleep magically enchanted. All shrouded, all shackled With a light downy chain ... F. I. TYUTCHEV
Deciduous Plants Many plants have a rest period, mostly in winter. Deciduous trees, such as birch, maple, aspen, etc., shed their leaves in autumn, because at this time there is not enough sunlight for the formation of nutrients in the leaves.
Winter flowers Thus, it remains to be concluded that our spring plants have a remarkable ability to develop under the snow in winter. Leaving in the fall under the snow with dormant underground organs - rhizomes and tubers, they emerge from it already with developed stems, leaves, and often even with colored buds. In the forest during snowfall, young parts spring plants breaking through the snow.
Winter preparations medicinal plants Some plants gain maximum healing power just in winter. Here we will talk about them. Namely, we will talk about pine and birch buds and alder cones. about pine and birch buds and alder cones.
Let's remember
- How have they changed since autumn? deciduous trees and bushes?
- What do conifers look like in winter?
- Have you seen plants that winter green under the snow?
Without leaves, all trees and shrubs seem similar. But this is only at first glance. Plants have special "visiting cards" by which they are easy to recognize.
We recognize birch and aspen by the color of the bark. In birch it is white, in aspen it is greenish.
On some trees and shrubs, dry leaves remain in winter. Especially a lot of them on oak.
Often the "calling cards" are fruits. For example, red clusters of rowan fruits. There were fruits on maple, linden, ash, elm. During the winter, they gradually crumble and are carried by the wind.
Surprisingly beautiful in a snowy forest are pine and spruce, which are green. But larch is waiting for spring without its fluffy needles.
Coniferous trees can also be distinguished by cones. The seeds are hidden under the scales of the cones. At the end of winter, the scales of the cones open and the seeds spill out.
You can’t confuse a coniferous shrub - juniper - with anything in a winter forest.
Not only conifers, but also some herbs remain green for the winter. For example, strawberries, hoof. Snow, like a blanket, covers them and does not let them freeze.
Under the snow winter green and small shrubs - lingonberries and cranberries. In the midst of winter, you can even find berries on them, very tasty!
Learn more
Juniper
Here is how the remarkable Russian writer Ivan Sergeevich Sokolov-Mikitov spoke about juniper.
Beautiful green juniper bushes, pleasantly smelling of resin. Juniper grows along the edges of forests, along the slopes of deep ravines.
Where juniper grows, black grouse usually keep in winter. They feed on resinous fragrant "berries" of juniper, hanging on its branches all winter. From bush to bush, on the pure white snow, cruciform traces of black grouse intertwine in an intricate pattern.
In winter, when deep light snow falls, hares often lie down under the juniper bushes for the day.
In the villages, juniper branches hover tubs, in which cucumbers are salted for the winter and apples are wetted. The smell of juniper gives a particularly pleasant taste to homemade pickles.
Let's open the atlas-determinant
- Try to identify trees by their silhouettes. Use the atlas-determinant "From Earth to Sky". Test yourself on the Smart Owl Pages (6).
Let's think!
- How do the plants you learned about in the lesson feed animals in winter?
Let's check ourselves
- By what signs can birch and aspen be recognized in winter?
- What plants are easy to recognize in winter by their fruits?
- How to distinguish coniferous plants in winter?
- What plants overwinter under green snow? Why don't they freeze?
Let's draw a conclusion
In winter, trees and shrubs can be identified by the color of the bark, dry leaves on the branches, fruits, and also by the general silhouette. Some plants overwinter under the snow green.
MBOU "Arskaya primary comprehensive school Number 3"
Public lesson around the world
"Winter in the Plant World"
Spent teacher
primary school
Giniyatova G.T.
Topic
Winter in the world of plants.
Lesson Objectives
To form knowledge about the winter period in the life of plants.
be able to identify different types trees and shrubs by silhouettes, bark, fruits.
Develop visual and auditory memory; observation; cognitive interest; skills of self-control and mutual control.
Encourage students to respect nature.
Intersubject communications
Story, literary reading, music, art.
Resources
Computer, projector, presentation, microscopes, research material.
Planned result
Metasubject results:
Personal results:
list ways to identify tree species in winter by silhouettes and fruits;
call winter weather conditions and the state of nature in winter;
identify plants wintering under snow.
answer questions about winter changes in plant life;
extract from the text of the textbook information about the signs by which plants can be recognized in winter;
realize the importance of showing love for winter nature.
Technological map of the lesson "Winter in plant life"
Lesson stages
Teacher activity
Student activities
Formed UUD
1. Organizational moment.
- Hello guys! I am glad to see you! Take your seats, make yourself comfortable. We, as always, are waiting for a lot of interesting things. So, smile to each other, let's get to work.
Carry out self-assessment of readiness for the lesson.
Regulatory UUD: development of motives for learning activities. Communicative UUD: planning educational cooperation with the teacher and peers.
Personal UUD: self-determination.
2. Update
knowledge.
- Let's remember what topic we study in the lessons of the world around us? What time of year do we meet?
- What is the duration of winter according to the calendar, according to the Sun and according to natural signs?
- What has changed in nature with the onset of winter?
- What winter phenomena occur in inanimate nature?
- So what caused such changes in inanimate nature? Decrease in air temperature, freezing of soil, water bodies, precipitation in the form of snow? (changes are related to the Sun, its position in the sky)
- That's right guys. The sun does not rise so high, its rays glide over the earth and it no longer warms.
They answer the questions asked.
Determine the topic of the lesson.
Communicative UUD: the ability to formulate one's thoughts orally with sufficient completeness and accuracy of thought.
Cognitive UUD: the ability to find an answer to a question.
Regulatory UUD: the ability to express one's opinion.
3. Statement of the learning task.
Do you think that with the onset of winter, changes occur only in inanimate nature? (No). And today we will talk about how changes in inanimate nature have affected plant life in winter.
Determine the topic of the lesson.
They answer the question.
Regulatory UUD: the ability to express your opinion.
Personal UUD: the ability to recognize difficulties and the desire to overcome them
4. Solution of the educational problem.
a) Introductory talk.
b) Word drawing
c) Guessing trees and shrubs.
d) Work on the textbook.
And now, I invite all of you to an unusual excursion to the fabulous winter forest...
(Soundtrack by A. Vivaldi “Winter” sounds)
Close your eyes and imagine that you find yourself in a world of calm and special silence. This is a fabulous winter forest. All around is white, the trees are all covered with snow to the smallest knot. Only in the height the tops of birches turn black, their thin branches seem to be drawn in ink on the blue surface of the sky.
Sometimes the trees part, revealing cheerful sunny glades to us. And in this clearing, a small mountain ash with an openwork crown is merrily burning with its lights. In the middle of the clearing in white sparkling clothes stands an oak tree, huge and majestic. The trees seem to have parted respectfully to let him unfold in full force. Its lower branches spread like a tent over the clearing.
The winter forest is fabulously beautiful, but it's time for us to return. Open all eyes.
Did you enjoy this tour?
What feelings did you experience while walking through the fabulous winter forest?
- How did this forest appear before you? Tell us what you saw in the winter forest? What did you find unusual? What picture would you draw on this white piece of paper if you were an artist? Tell us.
- And here is how I imagined this fabulous forest. But I don’t understand what kind of trees grow in my forest. Help me figure it out guys.
- By what signs did you recognize the birch? oak? mountain ash?
- I also remembered. Here is the maple. It can be recognized by its winged propellers. And this is an aspen, you can recognize it by its greenish trunk.
Here we have examined the trees and shrubs. What other plants can be found in the forest?
- That's right guys. Let's try to guess what we would see if we lifted the winter "down" blanket. Let's open the textbooks on p.20 and see what plants can be found under the snow in the forest. (slide)
Yes, these are lingonberries, cranberries, wild hoof and strawberries. Why do you think these plants do not die from frost?
- Correctly. The snow, like a blanket, covers them and keeps them warm. Their root system is adapted in such a way that it is able to feed plants even in winter. On lingonberries and cranberries in the dead of winter, you can even find berries, very tasty!
Close your eyes, imagine a winter forest.
They talk about their ideas, orally draw a picture of a winter forest.
Trees are identified by their trunks, fruits.
Work with the textbook.
Regulatory UUD: goal setting.
Cognitive UUD: general educational - the formation of a cognitive goal; search and selection of the necessary information.
Communicative UUD:
Personal UUD:
5. Practical part.
You have microscopes on your desks. What are they used for? Correctly. With a microscope, we can see objects magnified. Now let's try to see a leaf of garden strawberries under a microscope. It is a close relative of the wild strawberry. We have already worked with microscopes and you are already familiar with the rules for handling it. There are ready-made preparations on the tables. Put them on the microscope stage, secure with clamps. Slowly turn the large screw until a clear image of the object appears. Do this carefully so as not to crush the preparation.
What did you guys see? What do you think these veins are for? Water and starch dissolved in it move along them. Where winters are warmer, starch remains starch all winter. Where frosts are harsher, starch is replaced by sugar. In spring, sugar crystals can be seen on birch leaves. We will make these observations in the spring.
Independent work with microscopes. Observations of students, answers to the question posed.
Regulatory UUD: ability to plan, build an algorithm of activities.
Cognitive UUD: formation of logical skills (synthesis analysis, comparison, hypotheses and their justification).
Communicative UUD: development of student attention.
6.Dynamic pause
It's good to walk in the woods!
It's good to walk in the woods!
Here is a tall pine
She reaches for the sun.
(sip - arms up)
Old oak above the glade
Spread the branches to the sides.
(sipping - arms to the sides)
It's good to walk in the woods!
But learning is fun!
(children sit at desks)
We sit down, we sit down
Legs are fully bent
To strengthen muscles.
One, two, three, four, five! ( squats)
77.Continuation
work on
material.
- Here we have visited mixed forest, considered deciduous trees and shrubs, grasses that remain green in winter. And now Islamia invites us to coniferous forest. She loves to draw and has prepared messages for you. And her mother helped her. Now let's listen to her.
- Thank you Islamia interesting story. Sit down. Once again, what is the difference coniferous trees from each other, how can they be distinguished?
In addition to coniferous trees, green juniper bushes can be found in the forest. We will read about this shrub from the textbook. Open with. 22. (read in chain)
What do you know about juniper? It turns out juniper can be used in homemade pickles. But there is another feature of this plant.
Scientists believe that the name ARCHA is based on the word "artysh" (translated into the Turkic language - archa - juniper). In the vicinity of Arsk, a lot of juniper grew, which the Bulgars considered sacred. And therefore it is believed that this is one of the versions of the origin of the name Arsk.
Presentation by a trained student on coniferous trees.
Communicative UUD: initiative cooperation in the search and selection of information, the ability to formulate one's thoughts orally with sufficient completeness and accuracy of thought.
Personal UUD: formation of moral and aesthetic values.
8. Fixing the material.
And now let's open the workbooks on p.13, find our topic
"Winter in the world of plants" and remember on what grounds
Can you identify deciduous and coniferous trees? In notebooks
connect the drawings and the names of the trees with lines.
Well done, correctly guessed all the trees.
Work in workbooks.
Cognitive UUD: General Skills:
the ability to consciously and voluntarily build a speech statement;
logical: definition of criteria for comparison.
Personal UUD: self-determination.
Regulatory UUD: control, correction.
Communicative UUD: interaction with a partner, initiative cooperation in the search and collection of information.
the ability to formulate their thoughts orally and in writing; listen to and understand the speech of others.
7. Reflection.
Here comes the end of our lesson. Did you like it?
What was easy? What was difficult?
What new did you learn in the lesson? How many of you think that you have replenished your knowledge of plant life in winter?
Children's answers.
Evaluation of your learning activities.
Communicative UUD: the ability to express one's thoughts with sufficient completeness and accuracy.
Regulatory UUD: self-esteem.
8. Homework.
While walking, try to spot a few trees and shrubs in their winter attire. In workbooks, write down the name of the plants and draw the signs by which you identified these plants.
I, guys, want to praise you, you worked very hard today, were attentive and active, but the following guys (I name) had especially interesting and correct answers.
I congratulate each of you, you have risen one more step of knowledge up. Well done! Thank you for the lesson.
