Goals: to form an idea of what nature is; teach to distinguish between objects of nature and objects of the man-made world, to classify them.
Planned results: students will learn to evaluate their own attitude to the world around them; distinguish between natural objects and man-made objects; draw conclusions from the studied material.
Equipment: pictures depicting objects of nature and objects of the man-made world, presentations “Types of nature”, “Creations of man” (video clips, pictures, photographs are possible); Students have colored chips.
During the classes
II. Updating knowledge
— What do you know about your city or village?
— State your address.
— On what street is your house located?
— Who found out how old your house is?
— What decorates your home, creates comfort and warmth?
(Drawing competition “My House”. You can use CMMs (tests 2, 3, pp. 7-8).)
III. Self-determination for activity
(On the board there are pictures depicting objects of nature and objects of the man-made world.)
— Guys, look carefully at the board. What two groups would you divide these items into? (What is in nature and what is made by man.)
- What do you think is the topic of our lesson today? (Children's answers.)
- Read the topic of the lesson on p. 14 textbooks. (Nature and the man-made world.)
— What educational tasks will we set for ourselves? (Find out what belongs to nature and what to the man-made world.)
- Read the lesson objectives in the textbook.
IV. Work on the topic of the lesson
1. Conversation, work from the textbook
- Guys, look around. How many objects surround us! Think about what we classify as nature and what does not belong to nature. (Children's answers.)
Nature is the entire diverse world that surrounds man and exists without his participation. We consider plants, animals, mushrooms, bacteria to be living nature, and stones, water, air, etc. to be inanimate. Some of the objects around us were created by man himself - these are artificial objects, products or things. These include cars, clothing, dishes, furniture, buildings, etc.
— Look at the photographs on p. 14-15. Cover what is natural with green chips, and what is man-made with yellow. Check with each other that the task is completed correctly.
— How did you understand what a man-made world is? (That which is made by human hands.)
2. Completing the task in the workbook
- Play word games with your desk neighbor: one names objects of nature, and the other names objects of the man-made world (one at a time). Who can say more words? Then switch.
- Fill the table.
V. Physical education minute
Game “Nature is not nature”
(The teacher names the object or shows a drawing with its image. If the object is related to nature, the children clap; if it was created by man, they stomp.)
VI. Continuation of work on the topic of the lesson
(The teacher shows presentations “Views of nature”, “Creations of man”. If there are no presentations, you can show video clips, photographs or pictures.)
— How does what you see make you feel? (Admiration, surprise at nature, pride in man.)
Now let's talk about man's attitude to this beauty, to the world around him.
(The class is divided into groups.)
- Look at the pictures on p. 16-17 textbook. Discuss in groups a person’s attitude towards himself and other people, towards nature, and the man-made world.
— Answer the questions about the pictures.
(Discussion in groups. Then each group answers one question.)
- What conclusion can be drawn from all that has been said? (Children's answers.)
- Read what the Turtle concluded.
VII. Reflection
(Students answer the questions in the textbook (p. 17, in the box).)
(Students take out one of the signs and explain their choice.)
VIII. Summing up the lesson
- Read the lesson objectives again. Check if we have completed everything.
Homework
2. Workbook: No. 2 (p. 5).
Dudalova Ekaterina
Lesson “Nature and the man-made world”
Outline lesson
Teacher: Ours is with you lesson I want to start with a poem by V. Krivosheev « Good morning» :
Invented by someone
Simple and wise
Say hello when meeting:
Good morning!
Good morning!
Sun and birds.
Good morning!
Smiling faces.
And everyone becomes
Kind, trusting.
May good morning
Lasts until evening!
Let's stand up straight, get ready for work and smile at each other. Well done! Have a seat.
Teacher: Guys, today I'm at lesson brought various items with her. Guys, try to divide these items into two groups: Place one group on the left side of the table, and a second group on the right side of the table. So who wants to try?
(Students guess how to divide into groups, then divide and lay out two groups on the table)
Explain why you divided it this way? (Can be divided some other way)
(Students: The first group includes nature, and to the second, what a person did with his own hands).
Teacher: Well done! You have divided the items correctly!
Guys, what do you think we will talk about today at lesson? Who can formulate the theme of our lesson?
(Students: Our theme lesson« Nature and the man-made world» .)
Teacher: Absolutely right. Guys, we have determined the topic of our lesson, let's now try to define the tasks of our lesson. What would you be interested to know? (Motivate with questions)
Teacher: Guys, let's take a look around. Tell me the objects that surround us in the classroom? So, of the named items can be attributed to nature? So. Guys, how do you understand the word « nature» ? What is this?
Students: (Assume and define) Nature is that that surrounds us, not created by man.
Teacher: Well done! Who else thinks? Be brave guys! Let's check our assumptions. I displayed the definition nature. Who wants to voice it to us? So guys, your assumptions turned out to be correct. (or incorrect).
nature. Now tell me what happens nature? Guys, why, there is living and non-living nature, by what signs can one distinguish a living nature from inanimate nature? (Movement, growth, nutrition, reproduction, death) .
Guys, let's complete the task of identifying living and nonliving things. nature. I placed pictures on the slide, and in front of you there is a piece of paper on which it is written « Nature» and is divided into living and nonliving nature. Get into pairs and sign your names. Identify and write down those items that are living nature, and those objects that belong to inanimate nature. (Walk through the rows, look). How to exchange?*
Guys, now I suggest you exchange your work on your desks and check each other. (Evaluation criteria). At the end lesson Give me your work so I can grade it.
Guys, we have determined that there is living and nonliving nature, do you think there is a connection between them? Does non-living matter affect nature alive? If so, how? Can you give an example? *The sun serves as a source of heat and light for all living things. In autumn it does not rise above the ground as high as in summer. The closer to winter, the lower the Sun. The length of the day is decreasing and it is getting colder. The Earth receives less and less heat and light. *
Let's now talk about man-made world. Guys, how do you understand the phrase « man-made world» ? Why « man-made» ? How is this word formed? What words are hidden with this word?
So, let's now formulate definition: "What's happened man-made world?»
Guys, we found out what it is « man-made world» , now let's execute exercise: in front of you is a piece of paper on which objects are presented natural and man-made world. Think about what connection there might be between these objects and make pairs. Sign the number of the object man-made world to a natural object or connect with arrows. (Come on, have a look)
Let's check what you got. (Check with slide)
Guys, now do it yourself work: in front of you is a tablet that needs to be filled with items that relate to nature and the man-made world, relying on description: For example, shines: sun (refers to nature, bulb (refers to man-made world) . Did you all manage? Or is someone having difficulty?
Guys, who wants to show the completed sign and tell me what examples you entered? Be brave! (Put a rating)
Guys, would like to try to transform an object nature into an object of the man-made world?
To work we need the following materials:
Pumpkin seeds;
Plasticine;
Thin branches;
A little imagination and perseverance.
Flower making process next:
Roll a ball out of plasticine and form the center of the flower. We fix it on a branch. Next, we fix the pumpkin seeds in the middle, forming a flower.
Guys, we have seen how it is possible natural turn objects into man-made world.
Guys, turning natural world into man-made, we must remember one thing important rule. Which one do you think? ( "Do no harm")
Let's talk about our attitude towards nature: Look at the picture on the slide and tell me, are the guys behaving correctly? Explain why? Based on the drawings, formulate and write down on a piece of paper the rules for caring for nature.
Teacher: Guys, you are great! We completed the task! Our the lesson has come to an end! thanks for lesson!
Publications on the topic:
Integration: the child and the world around him, ecology, verbal communication, native nature. INTEGRATION: child and the surrounding world, ecology, verbal communication, native nature. senior preschool age Topic: "My motherland" Target:.
Summary of an integrated lesson on speech development in the middle group “Man-Made World” Integration educational areas: “Communication”, “Socialization”, “Cognition” (formation of a holistic picture of the world). Types of children's activities:.
"A lesson in kindness." Lesson notes for the senior group on the “Kind World” program Lesson notes in senior group by program " Good world"on the topic: “A lesson in kindness.” Goal: spiritual and moral development of the child in context.
KVN for parents and children “The world around us. Fauna and flora" KVN “The World Around Us” Goal: to update the knowledge of parents and children about animals and flora Presenter: - Hello, children! Hello,.
The world surrounding a child is, first of all, the world of nature."The world surrounding a child is, first of all, the world of nature, with a boundless wealth of phenomena, with inexhaustible beauty. Here, in nature.
The world around us is beautiful and unique. Everything that surrounds us and is not created by human hands - trees, mountains, sky, rivers and earth - belongs to nature. It existed from the very beginning of the creation of the planet, while the man-made world appeared with the development of the human race.
What is nature?
Nature has existed on Earth from the very beginning of the planet's existence. It is represented by objects of living and inanimate nature, which interact most closely with each other.
Wildlife objects include:
- microorganisms;
- plants;
- animals;
- Human.
Rice. 1. Plants are objects of living nature.
However, they could not exist without objects of inanimate nature, which include:
- celestial bodies;
- the soil;
- air;
- water;
- minerals.
The emergence of the man-made world
Nature has always existed on the planet, while the man-made world was created relatively recently - when primitive I thought of sharpening a stick and making a tool out of it. Since then, this has been the case: people created new objects and improved old ones, becoming more and more immersed in the world of things or the man-made world.
TOP 4 articleswho are reading along with this
As a result of human activity, the world around us has increasingly changed, because the main goal of man is to make his life as comfortable as possible, even to the detriment of nature. To protect nature, an important document was developed - the Red Book, which lists all types of plants and animals that need the most careful treatment.
Rice. 2. Red Book.
Objects of the man-made world include:
- Clothing that made frosts and other weather phenomena less scary.
- Houses and other structures in which you can hide from bad weather, predators and ill-wishers.
- Agriculture and livestock farming. The domestication of wild animals and the plowing of virgin lands for planting crops made it possible to forget about hunger.
- Asphalt roads that replaced green paths and off-road roads.
At first, human influence on nature was insignificant and did not cause much harm. The situation has changed dramatically with the development of scientific and technological progress. Deforestation, plowing of steppes for needs Agriculture, construction large quantity factories and factories had the most negative impact on the state of the planet.
Rice. 3. Environmental pollution.
Interaction between natural objects and the man-made world
Objects of nature and the man-made world are in constant interaction with each other. The natural world has a remarkable quality - the ability to develop and recover. This means that nature is able to live without human intervention, but man cannot live without nature.
A person constantly has an impact on the world around him, which most often turns out to be negative. Swamps are drained, rivers are turned back, dams are built - such “improvements” never lead to anything good, because nature is in amazing harmony with itself.
Only careful attitude to the surrounding world is capable of preserving all its riches so that our descendants can take full advantage of them.
What have we learned?
When studying the topic “Nature and the man-made world” according to the 2nd grade program of the surrounding world, we learned what the difference is between nature and the man-made world. We found out that all their objects are in close interaction, and also understood how important it is to protect nature.
Test on the topic
Evaluation of the report
Average rating: 4.1. Total ratings received: 201.
Technology lesson notes.
The date of the___________.
Subject:Man-made andnatural world of the city andvillages.
Target: Introduce the new textbook, its features, reveal the content of the concepts “technology”, “ symbols", get acquainted with the symbols, give an idea of the connection between man and nature and the objective world.
Lesson type: A lesson in discovering new knowledge.
| Planned results |
||
| Subject | Metasubject | Personal |
| They will learn to observe human connections with nature and the objective world. | Cognitive: be aware of the cognitive task; acquire new knowledge: extract information presented in the form of text and illustrations in the textbook. Communicative: develop speech skills: follow the rules of speech behavior; share your thoughts and impressions. Regulatory: understand the meaning of the teacher’s instructions and accept the learning task; understand the prospects for further educational work. | Forming a desire to carry out educational activities and acquire new knowledge; show interest in the content of the technology subject; development of motives for educational activities; formation of personal meaning of teaching, caring attitude towards the surrounding world |
During the classes:
Organizing time.
Introduction:
- Guys, you have another new textbook on your desk.
- Who will read its title?
That's right, this is a textbook on technology.
What can the cover of a textbook tell us? Looking at the illustrations, guess what we will do in technology lessons.
- (after the children’s answers) During the lessons we will get acquainted with materials and tools, learn their properties, and master the simplest technological techniques.
This textbook was compiled for you by Lutseva Elena Andreevna and Zueva Tatyana Petrovna.
- open page 3 of the textbook. Listen to the textbook authors' address to schoolchildren. ( Reading the text “Dear friend!”
Collective work: acquaintance with a new subject, a textbook and a system of symbols (textbook, p. 4).
Motivation and goal setting.
Demonstration of objects and subject pictures.
What do we see around us? ( Children's answers).
Everything you mentioned can be divided into 2 groups. Which ones do you think?
(children's assumptions)
We will find the answer to this question in the title of the lesson topic. Let's open the textbook, read the title of the topic, the target settings.
Forecasting the content of the section “Nature workshop” (textbook, with
. 5).
- Who is depicted on p.5? (This is the master beaver).
-
Together with him you will learn:
What materials does the master use in his natural workshop?
What can be made from these materials;
What tools does the master use to make products?
Physical education (Musical).
Updating knowledge and skills.
Working with the textbook on pp. 6-7.
R looking at photographs in a textbook, educational dialogue.
-
What do you see in the photo? ( City, TV tower, lights, cars, mountains, houses, trees).
-What is captured in the next photograph? ( Village, countryside, horses, houses, electrical poles, haystack, tractor, forest, trees).
Statement of a problem situation.
-
Find in the photographs everything that was created by nature.
- Now list what is created by man.
(Give answers and explain their assumptions).
Mastering new content and its application.
Teacher's word:
Man creates objects, products necessary for his existence. All things around us are made from materials and with the help of tools. People produce everything they need for their lives by changing and transforming what nature gives them, using a certain method of action - technology. Technologies are constantly developing and improving. Modern man can do a wide variety of things!
Physical education minute
The horse is waiting for me on the road
Hoofs at the gate,
(Turns the body left and right,
feet shoulder width apart)
Mane plays in the wind
Lush, fabulously beautiful.
(Head tilts left and right)
I’ll quickly jump onto the saddle.
(Squats)
I won't go, I'll fly.
Clack-clack-clack-clack.
(Alternating high knee raises
with simultaneous clicking of the tongue)
There beyond the distant river
I'll wave to everyone.
5. Consolidation and generalization of the material.
Game "Man-made - natural"
(textbook p.7);
(Two teams call objects of the man-made and natural world. The team that makes the fewest mistakes wins.)
Didactic game “Natural world - man-made world.”
(
Work in groups: children receive envelopes with subject pictures. Assignment: find an extra object, explain its origin).
Summarizing.
What tasks in the lesson were interesting to you?
What textbook conventions (helping signs) do you remember?
What can you learn in technology lessons?
Municipal budgetary educational institution
“Secondary comprehensive Tatar-Russian school No. 80 with in-depth study of individual subjects” in the Vakhitovsky district of Kazan
Lesson summary on the world around us
in 2nd grade
Nature and the man-made world
prepared
teacher primary classes
Gainullina Albina Shavkatovna
Kazan 2016
Nature and the man-made world
(lesson summary on the world around us in 2nd grade)
Gainullina Albina Shavkatovna,
primary school teacher
MBOU "Secondary general education
Tatar-Russian school No. 80 with in-depth
studying individual subjects"
Vakhitovsky district of Kazan
Target:clarify students' ideas about characteristic features nature and the man-made world.
Tasks
Educational: systematize students’ ideas about the world around them; develop the ability to compare natural objects and objects of the man-made world and name the distinctive features of each of them, highlight the main features, form conclusions;
Educational: develop cognitive activity and creative abilities of students; develop communication skills during collective and group work with classmates; develop observation, the ability to critically evaluate one’s work and oneself - the ability to reflect;
Educational: to develop in students a caring attitude towards nature and objects created by other people; to cultivate learning activity, accuracy, perseverance, diligence, curiosity and inquisitiveness in the learning process.
Planned results:
Subject: Learn to evaluate their own attitude to the world around them; distinguish between natural objects and man-made objects. They will have the opportunity to learn to recognize the value of nature and the need to bear responsibility for its conservation.
Metasubject (UD):
Regulatory UUD: Understand and retain the learning task; take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher; adequately perceive the teacher's assessment.
Cognitive UUD: Search for the necessary information to complete educational assignments; construct a speech utterance orally.
Communication UUD: Take into account different opinions and strive to coordinate different positions in cooperation; construct statements that are understandable to your partner; to ask questions; control your actions and the actions of your partner
Personal: acceptance and development social role student, development of motives educational activities and the formation of personal meaning of learning.
During the classes:
1) Class organization
Teacher: I want to start our lesson with you with V. Krivosheev’s poem “Good Morning”.
Invented by someone
Simple and wise
When meeting, say hello:
Good morning!
Good morning!
Sun and birds.
Good morning!
Smiling faces.
And everyone becomes
Kind, trusting...
May good morning
Lasts until evening!
Greeting game “Hello!”
Teacher: Let's get ready for work and smile at each other. I suggest playing a greeting game: turn to face your neighbor and prepare your palms. Touching the fingers of the same name one by one, starting with the thumb, we say a greeting.
Students take turns touching their neighbor’s fingers of the same name, starting with the thumbs, and say:
– I wish (thumbs touching);
– success (indicative);
– large (medium);
– in everything (unnamed);
– and everywhere (little fingers);
- Hello! (touch with the entire palm of the hand).
The students repeat the actions a second time, but after the little fingers “meet” the fingers intertwine and the phrase “Good luck to you in the lesson” is said.
2) Updating previously acquired knowledge and skills (repetition)
Teacher: Guys, look at the screen. What do you see?
Pictures of villages and towns on the screen
Students: There are two pictures on the board
Teacher: What is depicted on them?
Students: One shows a city, the other a village.
Teacher: Why do you think I took these particular paintings?
Students: We covered these topics in the last lesson
Teacher: We will check how well you understand this topic; on your table you have 2 pieces of paper - these are tests. Why are there 2 of them and are they different colors?
Students: Because they have 2 types of tasks: one difficult, the other simple
Teacher: Choose a suitable task for yourself and complete it within two minutes
Children complete the test by choosing the appropriate difficulty level for themselves. Appendix 1.
3) Formation of new knowledge and skills (setting educational task)
Teacher: Well done, now let’s collect these works and pay attention to the board.
Objects on the board: Horse, leaf, river, TV, table, chair, carrot, etc.
Teacher: We need to divide these subjects into groups
(If children say that the objects they see in the village and in the city, note that now there is also a TV and a table in the villages)
Students: The first group includes nature, and the second is what a person made with his own hands.
Teacher: What man made is called differently - a man-made world
Teacher: Who will name the topic of our lesson?
Students: The topic of our lesson is “Nature and the man-made world”
Teacher: In our textbook on p. 14 above the red line, read the tasks of our lesson. Say in your own words what you will learn by the end of the lesson.
Children read to themselves and draw conclusions.
Students:
Let's find out what nature is
Let's learn to distinguish between objects of nature and the man-made world
Let's think about what our attitude to the world around us should be.
4) Discovery of new knowledge
Teacher: Name the objects that surround us in the classroom
Students: Desk, board, flower, people.
Teacher: Which of this applies to the man-made world?
Students: Desk, blackboard
Teacher: How to explain what a man-made world is?
Students: The man-made world is what surrounds us, created by human hands
Teacher: What is related to nature in the class?
Students: Air, flowers, people
Teacher: How do you understand the word nature?
Students: Nature is what surrounds us, not created by man
Teacher: Let's check our assumptions. Let's read in the textbook on p. 15 about what nature and the man-made world are.
Students read the textbook on p. 15
5) Primary consolidation.
Teacher: Can you determine what is made by human hands and what is not? Let's play the game "Fourth Wheel". Before you are pictures that show four objects; you need to name the extra one and explain why.
Children determine which item is the odd one out in the group and justify their answer.
Teacher: Well done, guys. Now let's try to do the work in the workbook.
Work in pairs
Teacher: Open p. 14 of the workbook “ The world" Reading task number 1.
Students: Task No. 1. Use a green pencil to highlight objects of nature, and red - objects of the man-made world.
Teacher: Option 1 prepares a green pencil, option 2 – red. Mark your group, then exchange notebooks.
Students do the work, then check.
6) Physical exercise
Teacher: You worked well, you can rest.
The teacher turns on the physical exercise “Dance of Friends.” Students perform the movements they see on the screen
7) Independent work with self-test against the standard. Self-analysis and self-control
Teacher: While we were dancing, a parrot flew to our page. We read it in task No. 3 in the workbook.
Students: Task 3. You need to fill out the table
| What or who? | Refers to nature | Man made |
Students fill out the table, then check their answers against the table they see on the screen:
| What or who? | Refers to nature | Man made |
| Bulb |
||
| Rattle, dishes |
||
| Lake, ice | Mirror, glass |
|
| Ship, boat |
||
| Airplane, helicopter |
8) Incorporation of new knowledge into the knowledge system and repetition.
Group work
Teacher: Well done! We completed the task. Now let's work in a group. In front of you are 2 sheets: a green leaf and a red leaf. And also in the envelope there are photographs of objects of nature and the man-made world. You must stick them in groups, then nominate one person who must protect your work.
Students do the work, then a group representative comes out and announces the decision.
Teacher: Well done, guys. You are actively working. Which beautiful drawings pasted. Agree, the world around us is beautiful. Who decides whether he will continue to be like this or not?
Students: The beauty of nature depends on us.
Teacher: Tell us, using pictures, how will you protect the beauty of our world?
Students give their answers.
9) Reflection on activity (lesson summary).
Teacher: Our lesson is coming to an end, let's remember what tasks we wanted to complete in our lesson.
Students: They wanted to know what nature is
Teacher: So, what is nature?
Students: Nature is what surrounds us and is not made by human hands.
Students: Wanted to learn to distinguish between objects of nature and the man-made world
Teacher: Have you learned? Give examples of nature, man-made world
Students give examples
Students: wanted to think about what our attitude to the world around us should be
Teacher: What should be the attitude towards our world?
Students: We must protect our nature, everything that surrounds us.
Teacher: Prepare a red pencil, green and blue. Think about how you think you have completed all the tasks of the lesson. Evaluate your work in class. If yes, then pick up the red pencil, if not all, then pick up the green one, and if you haven’t completed a single task and you need additional help from the teacher, then pick up the yellow one.
