ASK QUESTIONS!
Subject results:
ask questions about the world around you;
get acquainted with the textbook and its characters, with the workbook, the “Let's test ourselves” notebook and the atlas-identifier “From Earth to Heaven.”
Meta-subject results:
engage in educational dialogue;
enjoy symbols textbook;
distinguish between ways and means of understanding the world around us;
evaluate the results of your work in class.
Personal results:
understand the need to study the world around us.
Equipment. At the teacher's- Ant and Turtle dolls (in the future they will not be indicated in the list of equipment, as they will become permanent characters); textbook, workbook, notebook “Let's test ourselves” (in the future they will also not be indicated in the list of equipment), atlas-identifier “From Earth to Sky”, books “Green Pages”, “Giant in the Clearing”. Students- textbook, workbook; cards with pictures various items, toys.
During the classes
Motivation and goal setting. At the beginning of the lesson, the teacher invites the children to look at the cover of the textbook and asks: “Who is shown on the cover? (Butterfly). What can you tell us about butterflies?” The teacher praises the children and says: “There are a lot of interesting and amazing things around us that we don’t know about yet. The textbook will help us find out all this “ The world"and its heroes."
Then the teacher asks: “What would you like to know about the world around you?” Children speak out. After listening to them, the teacher asks to look at the drawings on p. 3.
Teacher: “In order to find out something, you need to learn to ask questions, to ask. Set various questions about what is drawn here.”
Held teamwork on drawing up questions for the illustration on p. 3. Then the teacher asks you to think and say what words these questions begin with. Students call question words. In case of difficulties, the teacher helps: he repeats the questions of certain students for the whole class, emphasizing the question words. The teacher says: “These words are our helpers. Here's what one poem says about them:
I have six servants,
Agile, daring.
And everything I see around me
I know everything from them.
They are at my sign
They appear when necessary.
Their names are: How and Why,
Who, What, When and Where?
R. Kipling,
translation S. Ya. Marshak
If there are reading children in the class, the teacher asks to read aloud the question words on the right side of p. 3. If there are no reading children, the teacher reads himself. Then he asks: “How many helping words do we have in the textbook - six, like in the poem, or more?” One of the children counts the words and reports that there are nine of them in the textbook. The teacher asks you to come up with questions for the pictures with each of these words. He names the word (in the order the words are given in the textbook), and the children offer a question with this word, relating to any of the depicted objects or living creatures.
Next is carried out independent work. Every child has card with the image of any object or toy.Children make up and ask each other and the teacher questions about the drawn object, toy. At the same time, they say what helper words they used.
The teacher suggests looking at the photographs on page 4 and using them to answer the question: “How will we find answers to the questions?” Children express their guesses, and the teacher summarizes everything the children said and reads out the conclusions on page 4.
Having opened the textbook on p. 5, children look at the Ant and the Turtle. The teacher reads the text about them, shows them to the children Ant dolls And Turtle, who will become permanent characters in the lessons, greets the children on their behalf. The teacher asks: “What are the names of the heroes of our textbook? Why did Ant and Turtle come to school?”
Further, the teacher says: “Not only the Question Ant and the Wise Turtle will help us study the world around us. Books and notebooks will be our assistants. Which? Let's find out." Children get to know the village. 6-7 textbooks. Working with the textbook is accompanied by a demonstration by the teacher and children’s examination of the relevant teaching aids. In particular, the teacher says: “Not only the textbook will help us, but also workbook .» (Shows, gives general explanations about working with the notebook, children look at the notebook on their tables and complete task No. 1 on p. 3).
Teacher: “We also need notebook "Let's test ourselves" . (Shows the children looking at the notebook.) What do you think it will help us with? (It will help test our knowledge.) A special book, an atlas-identifier, will also be very useful to us.” The teacher shows atlas-determinant “From earth to sky” , reads aloud the first three paragraphs on p. 3, explains the meaning of the words “atlas” (a book in which drawings or maps are collected) and “identifier” (a book that helps determine that is, to find out titles what surrounds us). Books are also on display "Green Pages" And "Giant in the Clearing" .
Teacher: “Our assistants will also be conventional signs, which we will now get acquainted with. Open page 8 of the textbook and look at them.” After familiarizing yourself with the symbols from the textbook, complete task No. 2 in workbook(p. 3).
Conclusions and generalizations. At the end of the lesson, a summary is given. Teacher: “What did we learn to compose? (Questions.) What helping words did we use? For what? (To learn more about the world around us.) What other wonderful helpers will we have in our lessons?
On behalf of the Turtle, the teacher praises the children who have learned to ask questions and informs them that in the next lessons the children will learn to answer them.
Physical education minutes . Can be carried out in the form of a “Yes - No” game. The teacher names objects. If the named object is in the classroom, the children jump; if outside the classroom, the children turn around.
Consider with your child atlas-determinant “From earth to sky.” Let's take five large sections. Find them. Think about why the atlas is called “From Earth to Sky.” Read the preface to the atlas to your child (pp. 3-4). Try to identify something, such as a houseplant.
WHAT AND WHO?
WHAT IS HOMELAND?
Lesson objectives (planned student achievements):
Subject results:
know the names of our country and its capital, as well as the name of your hometown(villages);
know that Russia is the most big country a world inhabited by many peoples, that our country has a diverse nature, many cities and villages;
generalize existing knowledge about the nature and cities of the country, the occupations of residents;
know the state symbols of Russia.
Meta-subject results:
work with a picture map of Russia;
compare, distinguish and describe the coat of arms and flag of Russia;
talk about " small homeland"and Moscow as the capital of the state;
Personal results:
feel a sense of pride in your country while analyzing the words “Fatherland” and “Motherland”;
show respect for state symbols - anthem, flag, coat of arms - through respect for social accepted standards behavior.
Equipment. At the teacher's- slides, video clips about Russia, audio recordings of the Russian anthem, songs “I’ll take you to the tundra...”, “Under the wing of an airplane...”. Students- colored chips.
Preliminary work. An employee may be invited to the lesson local history museum. In this case, his “business card” is prepared in advance.
During the classes
Motivation and goal setting. The teacher tells the children the question included in the title of the topic and invites them to answer it. After listening to the children, the teacher thanks them for their statements and draws attention to the image of the Ant on p. 10, asks to look at the back title page textbook, what it means (“This is a conventional sign “what we will learn, what we will learn”). The teacher reads out the words on behalf of Ant and says that at the end of the lesson we will try again to answer the question “What is the Motherland?”
Teacher: “What is the name of our country? Tell us what you know about her. What is the name of our city (village)? What do we know about him?
Mastering new content and its application. After listening to the children, the teacher asks to open the textbook (pp. 10 – 11) and look at the picture showing our country, asking: “What do you see?” There is an exchange of impressions; the teacher summarizes what has been said: “We see how diverse the nature of our Motherland is, how much we have beautiful cities how varied are the occupations of people in different corners countries. Let's take a trip around the country. Let's start it from the farthest, coldest corner, where winter stays the longest. This part of the country is called the Far North.”
Children place a piece on the corresponding part of the picture, and then move it along the journey. The conversation is based on what the children already know and what was said at the beginning. The teacher asks clarifying questions and reports Additional information; Slides, video clips, song fragments can be used.
Teacher: “Why can we say that this is a cold area? What animals do you see? Polar bear and reindeer adapted very well to the cold. Thick long hair protects them in severe frosts. What is the person wearing? This clothing is made from deer fur. Made from deer skins local residents They also collect their dwellings - plagues. What do people drive? These sleds are called sleds. Loads are transported on sleds drawn by reindeer. Together with the reindeer team, we will quickly reach the seashore. (Children move the chip as the team moves. A fragment sounds songs:“We will go, we will race on reindeer early in the morning...”; at this point can be carried out physical education minute .)
The part of the country where we arrived is called the Far East. Who do we see in the picture? (Rybakov.) In the seas Far East they catch a lot of fish. She is delivered to the seaport. (Children move the chip to the drawing of the port city.) Many other cargoes from different countries. From seaport cargo is distributed throughout the country. We’ll fly deep into the country by plane.”
Demonstrated video clip or slide A bird's eye view of the taiga. A fragment of the song sounds: “Under the wing of an airplane, the green sea of the taiga is singing about something...”
Teacher: “Who knows what taiga is? (It's huge coniferous forest.) What trees grow there? (Children call pine, spruce.) What animals live in the taiga? (Squirrel, fox, bear, etc.) In these parts, people have been hunting for a long time. The underground wealth of this region is also great. For example, oil is extracted here. (Children move the piece first to the hunter, then to the oil storage facility.)
And so we arrived in the capital of our Motherland. What is the name of the capital of Russia? Let's look at it in the figure. (Children name familiar objects.)
And now from Moscow we will go by train to another wonderful city - St. Petersburg. What do we see here? (Children look at the drawing, name familiar objects, the teacher complements the children’s answers.)”
Teacher: “So, we looked into many corners of our country. Is our country big? Let’s say what it’s called again.”
Then the teacher or one of the reading children reads aloud the text on page 11 of the textbook. Other children follow along from the book.
After this, children get acquainted with the state symbols of Russia: the flag, coat of arms and anthem. Students look at the flag and coat of arms of Russia in the picture. Speaking about the Russian anthem, the teacher explains: when the anthem is played in a solemn atmosphere, it is listened to while standing. Children stand up and listen to the performance anthem(you can listen to the first two verses).
In order for children to better remember the colors of the flag, complete task No. 1 in workbook (p. 4).
Next, in pairs, complete task No. 2 in workbook (p.4). On its basis, a conversation is held about your city (village), it can be conducted by an invitee local history museum employee , who, at the end of the conversation, hands the children his "business card"
Conclusions and generalizations. When summing up the lesson, the teacher asks: “What is the Motherland? What do we know now about our country and our city (village)?”
Control and assessment of achievements. They are carried out using the block of questions on p. 11 of the textbook. Children use conventional signs, for the decoding of which (if they have forgotten) they again turn to p. 8 textbooks.
1. Read stories to your child about nature, peoples, and cities of Russia; play “travel” on the map of our country.
2. Tell your child about your city (village), read available fragments from local history literature.
WHAT DO WE KNOW ABOUT THE PEOPLES OF RUSSIA?
Lesson objectives (planned student achievements):
Subject results:
list some peoples living on the territory of the Russian Federation;
find information about the peoples of your region.
Meta-subject results:
understand the educational task of the lesson and strive to fulfill it;
look at textbook illustrations;
compare the faces and national costumes of representatives of different nations;
tell (from photographs and personal impressions) about national holidays;
discuss how the peoples of Russia differ and what binds them into a single family;
answer final questions and evaluate your achievements in class.
Personal results:
realize the importance of respectful attitude towards all peoples of Russia.
Equipment.
At the teacher's –
poster with images of the peoples of Russia. Students- glue, scissors for completing the workbook assignment.
During the classes
Motivation and goal setting. Teacher: “In the last lesson, Question Ant and I traveled around our country. Remember the name of our country and its capital?”
The teacher says that today Ant Question wants to ask one more question: “What do we know about the peoples of Russia?” Children speak out. The teacher thanks them, reads out the words on behalf of Ant (p. 12) and says that at the end of the lesson we will try again to answer the question posed.
Updating knowledge and skills. The teacher invites the children to name the peoples of our country known to them.
Mastering new content and its application. After listening to the children, the teacher asks to open the textbook (p. 12) and look at the drawings, which show representatives of some peoples of Russia. Teacher: “Who do you see? Compare people's faces and costumes. Think about what connects all the peoples of Russia with each other.” There is an exchange of opinions and impressions.
To consolidate the acquired knowledge, students complete task No. 1 in workbook (p. 5). Children work in pairs using the Workbook Appendix. Students need to independently identify, based on their national costumes, the representatives of the peoples inhabiting the territory of Russia, and correctly arrange them in the workbook. Then the students check the correctness of the assignment in the textbook and paste the pictures in the correct order.
The teacher suggests: “Name other peoples of Russia. Tell me what you know about them." Students list the peoples that were not represented in the drawings and tell what they know about these peoples.
Next, in pairs, children look at the photographs on p. 13 of the textbook, answer the question “What holidays are celebrated by the peoples of Russia?” and complete the corresponding tasks in the textbook. Children look at the photographs, determine the name of the holiday, and use the drawings and personal impressions to tell about the events and actions taking place in each photograph. Depending on the national composition class, you can dwell in more detail on any one holiday and consider its features and traditions associated with its celebration.
Next, the teacher suggests remembering what games the children participated in during the holidays. Schoolchildren share their impressions and tell the rules of the game. The teacher offers to play one of the games voiced by the children, or offers to learn a new game.
“The world around us” 2nd grade
Working programm in the subject “We and the world around us” was developed on the basis of the author’s program “The world around us” by N.Ya. Dmitrieva, A.N. Kazakov 2010 edition.
68 hours per year are allotted for studying the course, including 7 hours of practical work, 5 independent work, and 5 test work.
Educational and methodological kit:
1. N.Ya.Dmitrieva, A.N. Kazakov The world around us: textbook 2nd grade - Samara: Publishing House "Educational Literature" Publishing House"Fedorov", 2012.
2. N.Ya.Dmitrieva, A.N. Kazakov. Workbook “The world around us” 2nd grade - Samara: Publishing house “Educational Literature” Publishing house “Fedorov”, 2012.
Planned results (universal learning activities)
Personal universal learning activities
The student will have the following:
- positive attitude towards school and educational activities;
– an idea of the reasons for academic success;
– interest in educational material;
– knowledge of basic moral standards of behavior.
The student will have the opportunity to form:
– understanding the feelings of other people;
– ideas about one’s civic identity “I am a citizen of Russia”;
– understanding your ethnic background;
– feelings of belonging and pride in one’s Motherland and its people;
– internal position the student has a positive attitude towards classes and school.
Regulatory universal learning activities
The student will learn:
– accept and maintain a learning task that corresponds to the stage of learning;
– understand the guidelines for action in a new environment identified by the teacher educational material;
– evaluate the results of your actions together with the teacher or classmates and make appropriate adjustments;
– carry out educational activities in oral speech and in internally.
– in collaboration with the teacher and class, find several options for solving an educational problem;
– carry out educational activities in writing;
– adequately perceive the assessment of your work by teachers and comrades;
– accept established rules in planning and controlling the solution method;
– take a role in educational cooperation;
– understand the action guidelines identified by the teacher in the new educational material.
Cognitive universal learning activities
The student will learn:
– search for the necessary information in the textbook, teaching aids;
– use signs, symbols, models, diagrams given in educational literature;
– build messages in orally;
– carry out analysis of objects highlighting essential and non-essential features;
– carry out synthesis as composing a whole from parts;
– establish analogies;
– establish cause-and-effect relationships in the range of phenomena being studied;
– make comparisons, series and classification according to specified criteria.
The student will have the opportunity to learn:
– search for what you need illustrative material in additional literature sources recommended by the teacher;
– focus on the possible variety of solutions educational tasks;
– perceive the meaning of an educational text;
– draw analogies between the material being studied and own experience.
Communicative universal learning activities
The student will learn:
– take part in work in pairs and groups;
- admit the existence various points vision;
– construct statements that are understandable to the partner;
– use the rules of politeness in communication.
The student will have the opportunity to learn:
– ask questions appropriate to the given situation;
- transfer to partner necessary information as a guide for constructing action.
Introduction 6
Lesson 1. Ask questions 8
Lesson 2. What is the Motherland? 12
Lesson 3. What do we know about the peoples of Russia? 17
Lesson 4. What do we know about Moscow? 22
Lesson 5. What's over our heads? 27
Lesson 6. What's under our feet? 35
Lesson 7. What do they have in common? different plants? 40
Lesson 8. What grows on the windowsill? 44
Lesson 9. What grows in the flowerbed? 48
Lesson 10. What kind of leaves are these? 54
Lesson 11. What are needles? 60
Lesson 12. Who are insects? 64
Lesson 13. Who are fish? 68
Lesson 14. Who are birds? 74
Lesson 15. Who are the animals? 78
Lesson 16. What is a zoo? 84
Lesson 17. What surrounds us at home? 89
Lesson 18. What can a computer do? 93
Lesson 19. What can be dangerous around us? 98
Lesson 20. What is our planet like? 103
Lesson 21. How does a family live? 107
Lesson 22. Where does water come into our house and where does it go? 112
Lesson 23. Where does electricity come from in our house? 117
Lesson 24. How does a letter travel? 122
Lesson 25. Where do rivers flow? 129
Lesson 26. Where do snow and ice come from? 135
Lesson 27. How do plants live? 139
Lesson 28. How do animals live? 144
Lesson 29. How to help birds in winter? 148
Lesson 30. Where do chocolate, raisins and honey come from? 154
Lesson 31. Where does garbage come from and where does it go? 160
Lesson 32. Where does dirt come from in snowballs? 165
Lesson 33. When is learning interesting? 169
Lesson 34. When will Saturday come? 173
Lesson 35. When will summer come? 177
Lesson 36. Where do polar bears live? 185
Lesson 37. Where do elephants live? 189
Lesson 38. Where do birds winter? 196
Lesson 39. When did dinosaurs live? 201
Lesson 40. When did clothes appear? 208
Lesson 41. When was the bicycle invented? 214
Lesson 42. When will we become adults? 219
Lesson 43. Why does the Sun shine during the day and the stars at night? 227
Lesson 44. Why is the Moon different? 231
Lesson 45. Why does it rain and why does the wind blow? 236
Lesson 46. Why does the bell ring? 241
Lesson 47. Why is the rainbow multi-colored? 247
Lesson 48. Why do we love cats and dogs? 252
Lesson 49. Why don't we pick flowers and catch butterflies? 256
Lesson 50. Why will we keep silence in the forest? 262
Lesson 51. Why were they called that? 266
Lesson 52. Why do we sleep at night? 270
Lesson 53. Why should you eat a lot of vegetables and fruits? 276
Lesson 54. Why should you brush your teeth and wash your hands? 282
Lesson 55. Why do we need a telephone and a TV? 291
Lesson 56. Why are cars needed? 295
Lesson 57. Why are trains needed? 299
Lesson 58. Why are ships built? 305
Lesson 59. Why are airplanes built? 310
Lesson 60. Why do you need to follow safety rules in a car and train? 315
Lesson 61. Why do you need to follow safety rules on a ship and on an airplane? 318
Lesson 62. Why do people explore space? 321
Lesson 63. Why do we often hear the word “ecology”? 326
Appendix 329
Introduction
The methodological manual brought to your attention contains the development of all lessons on the course “The World Around us” (author A.A. Pleshakov) for 1st grade.
The educational and methodological set for the subject “The World around us” includes several mandatory aids that must be used in each lesson, and several books that are recommended for additional use.
Mandatory manuals include the following publications:
Pleshakov A.A. The world around us: Textbook for 1st grade four-year-old primary school. - M.: Education, 2011.
Pleshakov A.A. The world around us: Workbook for the 1st grade textbook of a four-year primary school. - M.: Education, 2011.
TO additional literature relate:
Pleshakov A.A. From earth to sky: Atlas-determinant for elementary school. - M.: Enlightenment.
Pleshakov A.A. Green Pages: Student Book primary classes. - M.: Enlightenment.
Pleshakov A.A., Rumyantsev A.A. The Giant in the Clearing, or First Lessons in Environmental Ethics: A Book for Primary School Students. - M.: Enlightenment.
Tikhomirova E.M. Tests on the subject “The world around us”: 1st grade: to the textbook by A.A. Pleshakov “The world around us”. - M.: Publishing House "Exam", 2011.
Required aids are not listed in the list of teaching aids required for the lesson. It is understood that every student should have them in all classes. Also, children should always have colored pencils with them.
The proposed lesson plans do not include physical education sessions. There should be two of them. Each teacher chooses the time to conduct them at his own discretion.
Some topics are presented in two lessons. This is done so that the teacher can plan an excursion to nature, devote
more emphasis on talking about seasonal changes in nature. If the number of hours does not allow for 2 lessons specified topics, then the teacher “collapses” the explanation and selects material for 1 hour.
If the teacher does not have enough time to complete some tasks from the workbook, then they can be offered to the children for homework. Also at home, students read the text of a paragraph in a textbook, prepare poems, mini-reports and others. creative tasks that the teacher can offer them.