Target:
— formation of a holistic picture of the world and awareness of man’s place in it based on the unity of rational-scientific knowledge and emotional and value-based understanding of the educational personal experience of communicating with people and nature;
Tasks:
Subject
They will learn to distinguish between objects of living and inanimate nature.
They will have the opportunity to learn to understand the value of nature and the need to take responsibility for its conservation
Metasubject
Regulatory UUD:
Understand the learning objective of the lesson and strive to complete it;
Take into account the action guidelines identified by the teacher in the new educational material.
Cognitive UUD:
carry out analysis of objects highlighting essential and non-essential features
Construct a speech utterance; make comparisons; generalize i.e. highlight the general on the basis of essential features.
Communication UUD:
Construct statements that are understandable to your partner; to ask questions.
formulate your own opinion and position.
Personal
Educational and cognitive interest in new educational material;
The ability to self-assess based on the criterion of success in educational activities
Main activities of students
Understand the educational objectives of the section and this lesson, strive to fulfill them;
Classify natural objects according to essential characteristics;
Distinguish between objects of inanimate and living nature;
Establish connections between living and inanimate nature;
inanimate and living nature, seasonal phenomena;
give examples of inanimate and living nature phenomena, seasonal phenomena;
Talk (based on observations) about seasonal phenomena in the life of a tree.
Basic Concepts
Rocks. Minerals. Granite. Feldspar. Quartz. Mica. Minerals Coal. Peat.
Assignment for independent work
1.Fill out the diagram.
Composition of granite
2. In the diagram, fill in the rectangle with the name of the rock with a green pencil, and the rectangles with the names of minerals with a yellow pencil.
Minerals- these are riches that are extracted from the bowels of the Earth or its surface. Life in the modern world is impossible without useful tools. Some useful products are used in construction:
Geo-lo-gy- they study useful resources and search for their places of origin.
Place of Birth- these are places where, in the depths of the Earth and on its surface, useful industries lie.
Mining
Useful resources are used in different ways: some are in open cauldrons - quarries, others are in mines, deep wells, and in order to extract oil or gas from the Earth, people build drilling rigs and drill deep -bo-kie wells.
To make glass and make glass, you need special sand. Sand is a useful product. To make the soup salty, you need salt, salt is also a healthy use. To make a bowl for soup, you need a special white clay - ka-o-lin, and it is also useful.
Very interesting, although unnoticeable for us, natural objects are stones. When we say “stones,” we mean mountainous rocks and minerals. Mi-ne-ra-ly- these are natural substances, and rocks- these are natural compounds of mi-ne-ra-lovs. Some of them are used in construction, while others are used for decoration.
Granite- a very strong and beautiful stone. Granite lies deep in the ground and on the surface, where it occurs in the form of entire mountains. It would be grey, pink and red. Granite is a mountainous rock composed of grains of several minerals, mainly feldspar, quartz and mica. The colored grains are feldspar, the semi-transparent sparkling ones are quartz, the black ones are mica. The grain in la-you-ni is grano, from here and the name is granite.
Rice. 2. Granite
Mica- mi-ne-ral, consisting of plates, which are easily separated from each other, they are dark, but transparent and shine. Mica is included in the composition of granite and some other rocks.
Fig.3. Mica
Granite is a very durable stone, which is why it is used in construction. They build the foundations of houses from it, on the banks, for hundreds of memorials. Granite is good, go-fu-et-sya and li-ru-et-sya. It is used for covering the walls of buildings and metro stations.
If we look carefully at a ka-mu-shek found by the sea or in the mountains, we can notice that it often has a different color -nym, in full-society, spotty or with times. This is due to the fact that the found ka-mu-shek is made up of minerals on which they were left traces of natural processes.
Theme "Pantry of the Earth"(school preparatory group)
Software tasks: give an idea of soil as a component of nature, the cycle of substances, the relationship between soil and plants, and talk about soil fauna. To promote a caring attitude towards the world around us and the development of curiosity.
Material: different types of jars with soil (dense and loose), a basin of water, an alcohol lamp, glasses for experiments, a diagram “Soil in cross-section”, illustrations of an earthworm, a mole, factories and factories drain dirty water into rivers; jars with clean and dirty water, boxes with soil: fertile, sandy, clay, oat seeds, watering cans.
Progress of the lesson.
The teacher shows a jar of soil.
Guys, what is this in my jar? (earth, soil)
First, I will tell you about the difference between the words “earth” and “soil”. Earth is the globe, homeland, the name of our planet. Soil is what the earth is made of, the upper layer of the earth's crust. Today we will take a look into the Earth's pantry.
Here are the jars of soil. What is soil? (the top layer of our planet Earth).
And who lives in the underworld? (shows illustrations of earthworms, moles, etc.)
What do you think they breathe? (by air)
Is there air in the soil? Let's check it out: throw a lump of soil into a bowl of water. What did you see? (air bubbles).
The teacher shows two jars with dense and loose soil. Children look at the contents and compare.
Guys, what soil do you think is better for plants? (loose)
Dense soil does not have enough air and water for plants to grow well. Is there water in the soil? (children's assumptions)
Let's do another experiment: we heat loose soil over a fire, steam is formed, and it turns into droplets of water on a piece of glass. What means? (there is water in the soil)
If we continue to heat the soil, we will feel an unpleasant odor - the remains of dead plants and animals will burn in the soil. They are called humus. It is thanks to humus in the soil that plants can grow, and it is humus that gives the soil its black color.
So, we have found out that there is... (air, water, humus).
And what else does soil have? Let’s take a look at the “Soil in Section” diagram. There is a little sand and clay in the soil, and under its fertile layer there is a layer of sand, and then clay, then stones. There are also salts in the soil.
To prove that there are salts in the soil, we will conduct an experiment. Pour soil into a glass of water and let it stand. Let's take a few drops of water from this glass and place it on the glass. Heat the glass with water droplets. When heated, the water evaporates, leaving a white coating on the glass. These are the layers that were in the soil. What conclusion can we draw? (there are salts in the soil that dissolve in water).
This means that soil consists of air, water, humus, sand, clay, soluble salts, and all these substances make it fertile.
Physical education minute.
There had been no rain for a long time, and the plants had long since withered. First they lowered their heads - once - (lower your head), then leaves or two (quickly lower your arms along your body), and then the whole stem bent all the way to the ground (squat down).
Suddenly it started to rain and the plants began to come to life (stand up, raise hands, head).
And after the rain the wind blew, the stems swayed (raise their arms above their heads), make a noise (while shaking your arms, you need to take a calm breath without raising your shoulders and exhale for a long time while pronouncing the sound “sh”).
So, the wind blew and they made noise. The wind died down, the stems calmed down. (slowly, they lower their hands).
The teacher invites the children to look at the water in two jars - clean and dirty.
Guys, what do you think will happen to the soil if you water it with clean water? (children's reasoning)
What if it’s dirty? (children's reasoning)
That's right, in nature, as in a fairy tale, there is “living” and “dead” water. And a person who eats vegetables grown in dirty soil can get sick.
Where does “dead” water come from? (children's assumptions)
That's right, factories and factories drain it... (teacher shows illustrations) In many places on our planet, the soil is “sick”: plants and animals cannot live in it. And the soil is formed very slowly: a centimeter every 100 years, but it is destroyed very quickly: due to strong winds, rainfall, and improper cultivation.
How should you treat the soil? (people should take care of the soil, plow it, fertilize it, water it, they could grow vegetables and fruits.)
Right. Now we will plant oats in different soils: fertile, sandy, clay. And we will watch how the plants begin to grow.
Children are divided into three subgroups and plant oats in different soils and observe their growth.
Natalya Zinets
1. Organizational moment:
Target: Expand knowledge about nature. Develop curiosity, interest in a variety of natural resources.
Methods and techniques: reading an excerpt from a fairy tale by P. Bazhov "Mistress of Copper Mountain",
surprise moment (stone box,
musical accompaniment ( , M. Mussorgsky,
questions from the teacher (why are they called useful, what benefits it brings to people, looking at illustrations (photos depicting caves, stalagmites, stalactites, underground fossils).
Equipment: helmets, flashlights, sand, clay, peat, coal, oil, decorative stones in containers.
The teacher reads an excerpt from a fairy tale by P. Bazhov "Mistress of Copper Mountain". While reading, a calm melody sounds and a box appears.
The teacher draws attention to the box; it is a gift from the Mistress of the Copper Mountain. The teacher asks questions about the contents of the box. Listens to suggestions children.
He tries to open the box, but it doesn’t open. In order to open the box, the teacher suggests making a scientific expedition to the depths of Earth.
Offers to become scientists - researchers, go on a scientific expedition. The teacher clarifies the measures security: do not talk loudly, follow each other.
He suggests putting on helmets and taking flashlights.
Look at pictures depicting underground caves, stalactites, stalagmites, mineral, decorative stones.
A teacher's story about the underworld.
The teacher suggests leaving the cave to remove the equipment.
The teacher suggests looking at samples brought from the cave - clay, sand, oil, peat, coal.
Asks children a question: Why minerals called useful? (benefits people).
The teacher reminds the children that they are scientists and offers the children experimental activities to understand what benefits they bring to people - they go to the laboratory.
2. The main part of the lesson.
Target: Introduce children to minerals. Provide initial information about use minerals by man.
Methods and techniques:
experimental - experimental activity (oil was added to water, peat and coal were placed in water, squeezed in the hand, poured with water, examined under a magnifying glass, sand allows water to pass through well, but clay does not allow water to pass through well)
riddles about clay, sand, coal.
A game: "We are grains of sand"
Materials - glasses of water, pieces of coal and peat, magnifying glasses, oil in a bottle, sheets of paper, pencils, wet wipes, two bottles with the neck cut off, cotton wool placed in the neck, clay added to one, sand to the other, bowls of sand and chalk,
wet wipes.
Illustrations depicting oil production, coal, miners, tanker, clay, sand.
The teacher asks the child to make a riddle. A child makes a riddle about oil.
Experiment No. 1: The teacher drops a little oil into a bowl of water and invites the children to observe what happens. Oil spread over the surface of the water. Oil does not mix with water. This is harmful to living organisms living in water.
The demonstration of the experiment is accompanied by a story from the teacher about oil.
Conclusion: oil useful to people, but requires careful handling.
Experiment No. 2 The teacher sits with the children at the tables.
The teacher asks the child to make a riddle
The teacher asks the children question: Why does a person need coal?
Talks about coal.
The teacher suggests taking a piece of coal and examining it. Draw on a piece of paper. The teacher pays attention children, what a beautiful coal - black, shiny, sparkling in the sun.
A child makes a riddle about peat.
Take a piece of peat, examine and compare them. Children examine peat and coal under a magnifying glass.
Plants are visible in the peat - mosses, various twigs, leaves. It forms in swamps.
They will pour water: peat absorbs water, but coal does not, water flows off.
Offers to compare charcoal with a simple pencil. What common. The pencil core is graphite, also a relative of coal, a very soft stone. So soft that it leaves a mark on the paper.
Conclusion: peat and coal useful, and are important for humans.
The teacher invites the child to make a riddle about clay and sand.
The teacher talks about sand and clay.
Let's conduct experiment No. 3 “Sand drains water well, but clay doesn’t drain water well.”
funnels. Cotton wool was placed in each funnel. One contains sand, the other contains clay. Fill both funnels with water to the top. Children watch the actions of the teacher. Sand permeates water well, clay does not permeate water well. Sand is a free-flowing substance. Clay consists of small particles strongly bonded together. It has a binding property; raw clay almost does not allow water to pass through.
Conclusion: sand passes water well, but clay does not.
The teacher invites the children to play. Explains the course of the game.
A game: Children turn into grains of sand. Each one stands separately, not touching each other. The wind blew and the grains of sand scattered. (game participants run away).
Preschoolers depict particles of clay. They stand in groups, holding hands. The wind blew - the clay was in place. A strong wind blew, lumps of clay slowly moved. (children move in groups, do not unclench their hands).
The teacher asks a question children: Where is clay used?
The teacher summarizes that sand and clay are also important for humans.
The teacher invites the children to remember what they did in the laboratory, with what met? Listens to answers children. (got acquainted with natural resources, oil, coal, peat, sand and clay, we found out that all of them useful for humans.)
The teacher offers to go to the tables.
The teacher suggests doing creative work with sand and chalk.
Mix colored chalk with sand, the sand turns pink. On the tables children ready-made colored sand of different colors. The teacher suggests pouring sand into the bottle, alternating colors. Explains and shows.
Children do the work independently.
Conclusion: A bottle of colored sand looks like stones.
On the table are two identical bottles with the necks cut off, with
3. The final part of the lesson:
Target: Introduce children with the most common decorative stones and products made from them. Form an aesthetic perception of the environment.
Methods and techniques: conversation about decorative stones
Showing a collection of stones
Reading an excerpt from a fairy tale by P. Bazhov "Malachite Box"
Musical accompaniment “Dawn over the Moscow River” M. Mussorgsky
A surprise moment gift from the Mistress of the Copper Mountain.
The teacher talks about how there are also magic stones.
The teacher reminds the children about the stones brought from the cave. Invites you to examine and touch them, to pay attention to the color and shape of the stones. Are they smooth or rough? Offers to look at different pebbles. In ancient times, people made from such stones amulets: It was believed that this would protect them from harm and disease. People have long learned to make jewelry from these stones.
Children touch stones and determine how they feel to the touch - smooth or rough? The teacher suggests looking at a collection of stones and jewelry.
The stones are very beautiful, durable, and have an unusual shine.
Our ancestors endowed stones with supernatural powers. Primitive people depicted magical signs on them. They believed that such a stone protected a person, healed him, and helped him in difficult situations.
Later people appeared - jewelers. They made jewelry from stones - earrings, beads, rings, bracelets. The stone was considered not only a decoration, but also a talisman that brought good luck and happiness.
The teacher reminds the children that in the Altai Territory there is a plant for processing decorative stone; the products of this plant are exhibited in museums across the country.
The teacher reads an excerpt from a fairy tale, sounds music:
“Yes, we have my dad’s dear memento – a little-hit box. That's where the stones are! I could look at them forever. ... Tanya ran around a lot around the house and climbed into the hut to play with her father’s pebbles. She put on the headband, hung up the earrings... And the stones became even more beautiful. So they burn with different lights, and the light from them is like the sun.”
Pays attention children for that that the box has opened.
The teacher and children look at what is in the box.
The teacher gives the children a gift from the Mistress of the Copper Mountain - a colored pebble.
Publications on the topic:
Made by: additional education teacher Nadezhda Vasilievna Ukachkova, methodologist Alena Aleksandrovna Teryokhina Didactic game according to.
Final integrated lesson, “Mysteries of Spring” Goal: to identify children’s knowledge in educational areas Objectives - To promote children’s ability to connect seasonal changes in nature with the region of residence - To encourage children to express their assumptions.
Abstract of the educational activity "Pantry of the Kama region" Summary of educational activities for familiarization with the outside world in a group of children of senior preschool age. Teacher of the second qualification category:.
Preliminary work. We went to the library, to the monument to those who fell in the Great Patriotic War. We made the St. George ribbon. Equipment.
Golovina Ksenia Nikolaevna
Educational institution: State government educational institution "Volgograd boarding school No. 3"
Brief job description:
Publication date: 2019-12-09
Summary of an open lesson on the topic “Pantry of the Earth” Golovina Ksenia Nikolaevna State government educational institution "Volgograd boarding school No. 3" The lesson is aimed at expanding students’ knowledge in the field of ecology and natural history, developing logical thinking and attention skills, and developing caring attitude and respect for nature and the environment.
View certificate of publication
Summary of an open lesson on the topic “Pantry of the Earth”
Ecological quiz
"Pantry of the Earth"
Open lesson 7 "A" class
Goals:contribute to expanding students' knowledge in the field of ecology and natural history; develop logical thinking and attention skills; cultivate a caring attitude and respect for nature and the environment.
Tasks:
Develop creative activity and organizational qualities of students through participation in public events;
Summarize and expand children’s ideas about the state of the environment;
Strengthen children's knowledge about plants;
Develop observation skills and an aesthetic attitude towards nature;
Strengthen knowledge and skills of behavior in nature.
Equipment and materials for the quiz:
Projector; musical equipment; presentation;
Conversation
Introduction.
Look around: what a beautiful, amazing world surrounds us. (Demonstration of presentation). Forests, fields, rivers, seas, oceans, mountains, sky, sun, animals, birds - all this is the Earth's Pantry, this is our nature! She feeds us, gives us water, clothes us, gives us everything for life and in return demands very little - a careful, respectful attitude towards herself.
“However, sometimes both adults and children behave callously towards her. Some beautiful bodies of water are turning into sewers, rivers are drying up, the forest is choking with garbage, rare species of animals and plants are disappearing... But today we will talk about plants.
Let's watch the video. ( The video starts)
What did you see? (Awakening of nature...what time of year? Spring. A special period of time when you need to be extremely careful and attentive to nature. Don’t break a branch, don’t pick a newly blooming flower...you need to protect nature.
– How do you understand the expression “protect nature”? (children's answers)
– Each of us must take care of nature. And for this you need to learn some simple rules of behavior in nature. What are the rules? (Slide)(Children answer).
Teacher:
– It’s never too early and never too late to start a good deed. Don’t forget that you are responsible for the beautiful and rich future of our country’s nature.
- Let's check how well you know the names of plants. I'll tell you riddles:
1. Yellow eyes with white eyelashes,
For the joy of people, bees and birds.
They decorate the earth with themselves,
Sometimes they tell fortunes on their petals
Butterflies love them, insects love them
These flowers are called... – Daisies
2. I turn white like a fluffy ball in a clean field,
And the breeze blew - a stalk remained . - Dandelion
3. White peas on a fluffy stem. – Lily of the Valley
4. Not as a joke, but seriously
The bush is overgrown with thorns
pick some dark berries
What kind of bush? Blackberry
5. Everyone knows these berries
They are replacing our medicine
If you have a sore throat
Drink tea at night with... Malina
Quiz
– Now we will hold a series of competitions to test your knowledge about plants. (Students are divided into 2 teams, choose names and captains).
Nature spares nothing
Giving your priceless gifts.
And demands only one thing in return,
So that people would be kind to her.
1 competition. "Green Pharmacy"
Leading.In a natural pantry, like in a pharmacy, you can find the necessary medicines for colds, indigestion, and headaches. But in this peculiar pharmacy, all the medicines are without labels. To get them, you need to know and love nature well. In addition, in a “green pharmacy” you must behave in the same manner as in a real one. After all, we cannot replace nature’s medicines with anything.
I Task: Guess and name medicinal plants from the picture (Slides)
(chamomile, plantain, nettle, dandelion, celandine, clover.)
Competition No. 2 “The Third Wheel”
– Now we remember what medicinal plants are and their beneficial properties. Now we’ll see how well you know poisonous plants.
The picture shows plants, you need to identify and select the plant that belongs to the poisonous plants (Slide)(Whichever team answers correctly wins.)
3 competition. Solve the crossword puzzle .
Each team is given a crossword puzzle. The key words that they should be able to write out on the board are the key expression “Ecology and nature.”
4competition. Final. Blitz survey
1.Which medicinal shrub gave the name to sweets? Barberry
2. This plant is called “green bandage” Plantain.
3.Which wood are matches made from? (aspen)
4.Opium flower. (Poppy)
5.What plants gave the names to the shades of flowers? (Rose - pink, lilac - lilac, cherry - cherry, raspberry - raspberry, pistachio - pistachio, orange (French "orange") - orange, lemon - lemon, peach - peach, olive - olive, mustard - mustard, coffee - coffee, cornflower - cornflower, lettuce - light green, carrot - carrot)
6.Which tree has a white trunk? (near the birch)
7.With this plant Every day there is someone who likes to brush their teeth. It gives a pleasant smell and freshness to toothpaste.Mint.
8.From what parts of the plant are used to make medicinal raw materials? ?
(Roots, leaves, flowers, shoots, fruits, bark, buds.)
9.What time of day is it collected? medicinal plants ?
(In the morning, when the dew has dried.)
10. Where can you store it? medicinal raw materials ?
(In a dark, dry, cool place or at room temperature.)
5. Conclusion
Teacher:“We are the masters of our nature, and for us it is a storehouse of the sun with great treasures of life. Not only do these treasures need to be protected, they must be opened and shown. Fish need clean water - we will protect our water bodies. There are various valuable animals in the forests and steppes - we will protect our forests, steppes, and mountains. For fish - water, for birds - air, for animals - forest, steppe, mountains.
But a person needs a homeland. And protecting nature means protecting the Motherland.” These wonderful words belong to the true patriot, singer of his native land M. M. Prishvin.
And in conclusion, let's look at the most unusual and amazing plants.
(video clip starts)
– Thank you very much for your active participation, you are all great, you have proven yourself to be nature experts. Friendship won!!!
Crossword No. 2
- It grows along the paths.
It just doesn't bloom at all.
They can stop the bleeding.
What kind of weed? -... - The sisters are standing in the field:
Yellow eye, white eyelashes. - An effective folk remedy for warts.
- The berry is the darkest color. It is used as vitamins to improve vision.
- Panicle with grains
- Herbal freshener. Spice in toothpaste.
Crossword No. 1
Let's look into the Earth's storerooms
Rocks form the thickness of the Earth, and themselves consist of minerals.
View samples feldspar, quartz and mica. These are minerals, joining together, form granite rock
Examine a piece of granite. Find colored grains. This is the mineral feldspar. Find translucent grains. This is a mica mineral.
Fill out the diagram. Composition of granite.
In the diagram, fill in the rectangle with the name of the rock with a green pencil, and the rectangles with the names of minerals with a yellow pencil.
Copy examples of rocks from the text of the textbook.
Granite, sand, clay, limestone, chalk, marble, flint
Find additional information about granite, feldspar, quartz, and mica in the atlas-determinant “From Earth to Sky.” Prepare a message about 1 - 2 of these stones (of your choice). Write down brief information about them.
Granite
Granite comes in gray, pink, and red colors. It can often be seen in cities: the walls of some buildings are lined with granite, river embankments are built from it, and pedestals for monuments are made from it. Granite is a rock consisting of grains of several minerals. These are mainly feldspar, quartz, and mica. Colored grains are feldspar, translucent, sparkling grains are quartz, black mica. "Grain" in Latin is "granum". From this word the name “granite” appeared.
Feldspar
Feldspar is the most common mineral on the earth's surface. There are many varieties of feldspars known. Among them there are white, gray, yellowish, pinkish, red, green stones. Most often they are opaque. Some of them are used to make jewelry.
Quartz
Quartz is a mineral that is part of granite, but is often found on its own. There are quartz crystals ranging in size from a few millimeters to several meters! Transparent colorless quartz is called rock crystal, opaque white quartz is called milky quartz. Many people know transparent purple quartz - amethyst. There are pink quartz, blue quartz and other varieties. All these stones have been used for a long time to make various jewelry.
Mica
Mica is a mineral consisting of plates, thin leaves. These leaves are easily separated from each other. They are dark, but transparent and shiny. Mica is part of granite and some other rocks.
If you have your own collection of stones (for example, multi-colored sea pebbles or other stones), choose the most beautiful and interesting ones. Take photos and post them here. In your caption, try to convey your attitude towards the world of stones.
Looking at stones is a very exciting activity. When studying stones, you are sure to go into the distant past of our planet and the area where you live. There are countless different stones on Earth: beautiful and not so beautiful, of different colors and shapes. Looking at the stones, you think that each of them contains some kind of secret and many riddles. And not all of them have probably been revealed and solved. And how much these stones have seen in their lifetime! I would like to know what secrets they hide, how they differ from each other, what is the history of their appearance on Earth, and what benefits do stones bring to people?.