World around 1 class.

What the world.

Lesson number 1.

Topic: What is the surrounding world.

Form of organization of classes (type of lesson): a lesson with elements of research and play activities.

Lesson type: introductory lesson, lesson on acquaintance with a new academic subject.

Lesson objectives:

Assimilation of the initial ideas about the academic subject "The World Around", about objects of animate and inanimate nature.

Creation of conditions for the formation and development of mental functions, abilities, motivational attitudes, creative research thinking through involvement in active educational and research activities

Formation of moral and volitional qualities, the ability to control their behavior in educational situations.

Basic concepts: the surrounding world: the natural world, the world of things, the world of people.

Metasubject connections: the world around, iso.

Resources: students' workbooks, textbooks, colored pencils, 3 pictures of the city, the underwater world and girls by the pond; wagons and objects of nature, things, people.

The planned learning outcome, incl. formation of UUD:

To have ideas about the world around, about objects of animate and inanimate nature, to give approximate answers to the question: "Why is it necessary to study the world around?",

Know the distinctive features of objects of animate and inanimate nature.

Be able to make simple observations, compare objects of animate and inanimate nature, give answers in the form of a small sentence to simple questions of a teacher or a fairy-tale character, be able to follow the teacher's instructions.

Be able to cooperate with comrades in the simplest role-playing games and have simple dialogues.

1. Personal UUD: the formation of interest in a new subject, determination of the need to study the world in which you live;

2. Regulatory UUD: organization of the workplace according to the instructions of the teacher; if possible, evaluate your own work and the work of a friend; define a plan for the task under the guidance of a teacher.

3. Cognitive UUD: navigate the textbook and workbook; compare objects, objects: find commonalities and differences; group items, objects based on essential features; reproduce what was heard, determine the topic of the lesson; draw conclusions under the guidance of a teacher.

4. Communicative UUD: participate in a dialogue in the lesson, answer the teacher's questions, formulate a question on the issue of interest; listen to and understand the speech of others.

7. Reflection. Personal UUD

Formed UUD

Teacher activity

Student activities

1.Organizational moment

Communicative UUD

The teacher greets the children, accepts their greetings with a smile, and relieves any tension with a little breathing exercise. Prepares children

TEACHER. Good morning, children! Let's get ready for the lesson together - raise our hands up, take a deep breath, hold our hands up for a few seconds, and then sharply lower them down, while making a slight forward bend and a deep exhalation. And now everyone will sit down as it will be convenient for him to work in the lesson.

The children happily greet the teacher, do breathing exercises and sit down in their workplaces. At the same time, they take a comfortable, but acceptable posture for study.

2. Actualization of basic knowledge.

Personal UUD

Speech warm-up. The teacher engages learners in a dialogue.

-Who do you think will be an assistant for you in the lesson?

Hint riddle.

Here is the very first assistant:
He's smart, he's loyal
The lesson will fall on the desk
Look through, he will tell you everything!

-What is our textbook called?

This is the name of the subject that we will study.

Acquaintance with the workbook.
.

Teacher, comrade, at home, mom.

It's a tutorial!

The world.

Children take it in their hands, examine the cover.

3. Goal setting and motivation.

Regulatory UUD

-Let's talk about what will be discussed in our first lesson in the world around us.

-What is the surrounding world?

-Why do you suddenly need to study it?

4.Discovery of new knowledge by children

Cognitive UUD

Personal UUD

TEACHER. Now, let's use our first helper - open the tutorial on the page. Let's take a close look at the illustration.
The teacher reads a poem.
TEACHER.
Look around, buddy!
You see the river, forest, meadow,
Flocks of birds, airplane,
That went on a flight.
Sky, wind, clouds,
The river again, the river meadow!
TEACHER. We are starting to study a new academic subject - "The World Around". Consider the picture again, look out the window, around, think and tell me, what is the world around you? What and who is part of the surrounding world?

STUDENTS. The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people.
TEACHER. Ok guys! Well done! And I would like you to learn to observe the world around you, to study and explore it.

In the lesson of the world around us, we will learn why the day is followed by the night? How many days in a year? Why are the seasons changing? How diverse is the flora and fauna of the Earth? Why is it very important for a person to live in a family? What miracles can human hands work?

The game is a journey.

1st row goes to the forest.

The 2nd row goes to the underwater world.

3 row for a walk around our city.

- List the objects of nature that you saw there?

-Once, two, three - returned from the trip. You guys turned out to be very observant, so you named a lot of objects of the surrounding world.

Let's summarize the first result.

-What does the subject "The World Around" study?

Students open textbooks and look at pictures.

The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people

Pupils can list several items around them.

1st row: girl, pond, duck with ducklings, trees, grass.

2nd row: sea ​​stars, vegetation, corals, bottom, water.

3rd row: building, square, flowers, trees.

The subject of the surrounding world studies the natural world, the world of things, the world of people.

5. Primary fastening.

Regulatory UUD

Communicative UUD

WORK on the textbook on p. 5Z

Assignment: Divide the drawings into two groups. Explain your decision. You can use a hint.

-List the items in the picture.

-What two groups would you divide them into? Why?

-Let's try to pronounce the full answer to the question: What is the world around us?

1 answer option: live and not nature.

Option 2: the world of nature, the world of people, the world of things.

According to the textbook: the world around us is what is around us: nature, people and everything that is created by man.

The answers of children who can more accurately reproduce this definition are evaluated.

6. Independent work.

Communicative UUD

Cognitive UUD

Personal UUD

WORK in workbooks on pages 4-5

Task 1 on page 4.

-Color what is related to wildlife.

Physical exercise for eyes and hands.
TEACHER. We did a good job with you and your eyes and hands deserve a little rest. We got up from their workplaces, left their desks, raise the handles up, lower them. We repeat three times. Now let's try to rotate with our hands: forward, backward. We stretched our arms to the side, bent at the elbows and rotate: back and forth, now spread our arms to the sides and rotate with our hands: back and forth. Now we put our hands down and shake our hands a little. Close your eyes, imagine that you are on the shore of a gentle warm sea, put your hands in warm water, take your brushes out of the water and try to shake off the drops. Well done! Now let's take a close look out the window at a big tree in the school yard, stop looking at the tree, count out loud to 10. Okay! Now close our eyes and count to 10 again.

Children follow the teacher's instructions: rotate their hands, rotate their arms bent at the elbows, rotate and shake their hands, close their eyes.

RUNNING on page 5. notebooks.

-Combine the drawings into two groups. Explain your choice.

GAME "Hitch trailers to the trains".

Living and inanimate nature.

I call two train students to the board. Children from their seats show their picture, the trains are assembling the trailers.

TEACHER. Well done boys! True, we can divide all objects found in nature into two large groups- objects of living nature and objects of inanimate nature.

Flowers, butterfly, spruce, mushrooms.

Work in pairs: "Ask your neighbor for advice."

Dishes - inanimate nature, the rest of the objects of living nature.

They are active on their own.

Control themselves and their comrades during the game.

Sample control on the board.

Communicative UUD -What new have you learned in the lesson?

–Who was it difficult for? Interesting? Assessment of your work.

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In my opinion, the concept of "the world around" is quite multifaceted and everyone presents it differently. As for me, I think the world that surrounds us is interesting and amazing, and I am happy that I live in it.

The world that surrounds us

What is the surrounding world? For one person it will be space that directly surrounds him, and for another - Universe... To put it simple language, this is all that is around us:

• everything that is created by humanity;
• nature;
• inanimate nature.

However, the world is not only amazing, it is more amazing than we can imagine... There is a huge number of animals, phenomena and plants, the existence of which most people do not even suspect.

Amazing in the world around

Madagascar lives completely amazing primate - ae... Due to its slightly strange appearance, the locals are very wary of it. Their beliefs associate this animal with evil spirits and evil spirits... There is a sign that if you meet this animal, then death will inevitably overtake within a year.

One of the most mysterious phenomena - creeping stones discovered at the bottom of a dry lake in the United States. Moving stones without assistance is beyond doubt, but no one saw how this happens - they move once every few years... Scientists suggest that this is possible due to the change temperature regime.

Coconut crab It is rightfully considered the largest representative of crustaceans - its length often reaches 35 centimeters. It lives on land, in burrows, where he arranges for himself a soft "feather bed" of coconut leaves.

The most amazing tree on the planet - baobab... The unique ability of this tree is vitality: if you remove the bark, then in as soon as possible a new one will grow. Barrel thickness often reaches 10 meters, and wood like a sponge absorbs moisture. It is believed that a tree can live for thousands of years, but in fact it is impossible to confirm this - there are no annual rings.

Ant-Panda has absolutely nothing to do with the spotted bear, except appearance... Actually, it's not even an ant, and the German wasp, sometimes called the "velvet ant" due to the many hairs that cover her body. Like any other wasp, this "ant" may well sting, and the discomfort will persist for several hours.

The subject "The World Around" in primary school lays the foundations for the development of children's cognitive interest in such natural and social sciences as geography and biology, physics and chemistry, history and social studies. This subject has become a rethinking and addition to the previous school course in natural history. It is designed to teach children to a holistic, rational comprehension of the very world around us in which we live.

This thematic section contains ready-made synopses of lessons, project activities, integrated lessons, extracurricular activities around the world in primary school. The range of topics presented is very wide. It covers the entire curriculum of the course and is not limited to it.

Examples of teaching lessons about the world around them - to help teachers.

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Critical thinking techniques in the lessons of the Russian language and the world around Reception of writing syncwines. The changes taking place in modern education, put forward as a priority the problem of using new technologies of teaching and upbringing. In Russian lessons, literary reading, the surrounding world, at the stage of mastering new knowledge, you can ...

Development of a lesson on the outside world in grade 4 "Life of the ancient Slavs in the time of Ancient Russia" Subject. The life of the ancient Slavs. In times Ancient Rus. purpose: educational: to form in students an idea about Ancient Russia, Russian princes, about the life of the ancient Slavs, their religion; developing: develop students' oral speech, imagination, fantasy, ability to work with ...

The world around us - "Travel to the country of road signs". Summary of the lesson of the surrounding world using game technology in 2.4 classes

Publication "Travel to the country of road signs". Summary of the lesson surrounding ... " Municipal educational institution "Staropolskaya secondary school" The world around us: a lesson with the use of game technology in grades 2, 4 Prepared and conducted by: primary school teacher Khozyainova EV Objectives: 1. To expand students' knowledge about the rules of behavior on the road. 2. Cultivate feeling respectful attitude to my...

Library of images "MAAM-pictures"

Summary of a lesson on the world around us in grade 3 "The Golden Ring of Russia" Lesson summary on the topic "The Golden Ring of Russia" Purpose: the formation of the foundations of civic identity, a sense of pride in their homeland. Objectives: 1. To expand the knowledge of children about the cities of the Golden Ring. 2. Learn to recognize the city by its main attractions and reproduce in ...

Test on the outside world "Wise choice", grade 4, the world around, UMK A. A. Pleshakova, M. Yu. Novitskaya ("Perspective") Test "Wise choice" 1. In what year did the baptism of Rus take place? a) in 862 b) in 1157 c) in 988 2. Great Kiev prince who baptized Russia. a) Prince Vladimir b) Prince Yuri Dolgoruky c) Prince Yaroslav the Wise 3. Day ...

Verification work on the surrounding world "The beginning of the Moscow kingdom", grade 4 UMK A. A. Pleshakova, M. Yu. Novitskaya Verification work"The beginning of the Muscovite kingdom" Surname _ 1. How was the grand prince's throne passed on? _ 2. Why did the Russian people fled to uninhabited areas - to the steppe, to the river islands of the Don, to the Volga Zhiguli mountains? _ _ 3. What was the name of the free ...

The world around us - Summary of a lesson on the outside world for class 1 "Useful products with your own hands"

Subject: " Healthy foods do it yourself "Purpose: - to promote the formation of children 's ability to conduct cognitive - research activities. Tasks: 1. Using research activities find out what benefits milk brings to the child's body. 2. Promote ...

Theoretical foundations of the formation of research competencies in the classroom on the subject "The World Around" The problem of educational research activity has deep roots. Foreign teachers (J.-J. Rousseau, I. Pestalozzi, F. Disterweg, G. Kershenshteiner, J. Dewey, S. Frene) expressed the idea of ​​encouraging a child to cognize the world through research and discoveries. In Russia, this position ...

Plan

1. Arctic deserts
2. Tundra
3. Forest zone
a) taiga
b) mixed forests
c) deciduous forests
4. Steppes
5. Desert
6. Subtropics

Arctic deserts

Arctic - This is a zone of islands lying near the North Pole. Here there is a long, cold winter, a short cold summer, and therefore the vegetation is scarce - mosses and lichens.

In the Arctic, the sun does not set for several months - the polar day continues. For several months it is light all day, but not warm. The temperature is only a few degrees above 0. In winter, the polar night sets in. It is dark and very cold. The darkness is illuminated by the moon, stars and the Northern Lights.

This is a very cold area. But this does not mean that there are no animals and plants on it.

Arctic - the kingdom of the polar bear. The lack of land does not bother him, the main habitat is the ice floes of the Arctic Ocean. Polar bear eats fish, hunts seals, seals, and baby walruses.

Numerous pinnipeds also live in the Arctic - seals, seals, walruses, elephant seals. The elongated streamlined shape of the body helps them to move in water at great speed.

On the coastal cliffs, numerous birds find shelter and nest in the summer, arranging "bird colonies" on the rocks - geese, seagulls, eiders, terns, waders. In the cracks of rocks, where a small amount of soil accumulates, in thawed areas of glacial deposits - moraines, mosses, lichens, some types of algae and even cereals and flowering plants settle near snowfields. Among them are bluegrass, cotton grass, polar poppy, sedge, dwarf willows, birches. During the cold polar summer, they manage to bloom and even bear fruit.

Unfortunately, due to the development of the Arctic by man, difficult ecological problems: pollution northern seas; destruction of commercial fish species; hunting for polar bears and seals. Hunting for rare animals in the Arctic is now prohibited. Some bird colonies have been taken under protection. Limited fishing... Reserves have been created, for example, the reserve "WRANGEL ISLAND"

Tundra

The tundra climate is harsh - winter lasts longer than the school year. All year round fierce winds blow and blizzard rages in winter. Even in summer, the ground practically does not thaw (only by 10 - 25 cm), and below the permafrost remains.Birch trees spread near the surface, hiding from the wind and cold in mosses and lichens.

The ptarmigan, white owl, gyrfalcon, reindeer, wolves constantly live in the tundra, geese and cranes arrive in summer.

The main occupation of the tundra population is reindeer herding. Extraction of minerals is still underway - oil and gas.

Environmental problems have arisen in the tundra:

disturbance of the soil from the caterpillars of tractors, all-terrain vehicles - plants die.
the area is polluted with oil during its production.
illegal hunting - poaching.
reindeer pastures are trampled down because the reindeer are not always driven to other places.

Forest zone

Taiga – coniferous forest, it occupies most of the zone.

Mixed forest - along with conifers birch, aspen, alder grow. Winter is milder in such a forest. Deciduous trees have medium-sized leaves, which they shed for the winter.

Broadleaf forest - replaces oak, linden, maple, ash, elm. These are heat-loving plants, so they have large leaves, shed their foliage for the winter, and multiply by seeds.

Through the fault of man arise ecological problems ... If earlier the forest was cut down as needed, now everything that is possible is cut down. Excessive hunting has led to the complete or almost complete extinction of some species of animals.

Steppes

The steppes stretch in a narrow continuous strip in the south of Russia from the western borders to Altai. Further to the east, the steppe areas have focal distribution.average temperature January at the start of -2 ° С, and in the east -20 ° С and below. Summer in the steppe is sunny and hot. The average July temperature is 22-23 ° C. Thaws often occur in the west of the zone, so the snow cover there is thin and very unstable. The predominant steppe soils are chernozems.

Natural plant communities are represented mainly by perennial, drought and frost-resistant grasses with a powerful root system. These are, first of all, cereals: feather grass, fescue, wheat grass, serpentine, thin-legged, bluegrass. In addition to cereals, there are numerous representatives of forbs: astragalus, sage, carnation - and bulbous perennials, such as tulips.

In the European steppes, narrow-leaved grasses form the basis: feather grass, fescue, bluegrass, fescue, thin-legged, etc.
In the more arid southern regions, in addition to cereals, wormwood, breast milk, and cinquefoil are common. There are many tulips in the spring. In the Asian part of the country, tansy and cereals predominate.

Ungulates are adapted to long-term movements across the endless expanses of the steppes. Due to the thinness of the snow cover, plant food is available in winter as well. Bulbs, tubers, rhizomes play an important role in nutrition. For many animals, plants are also the main source of moisture. Typical representatives of ungulates in the steppes are turs, antelopes, tarpans. However, most of these species result in economic activity people were exterminated or driven south. Saigas, which were widespread in the past, have survived in some areas.

Of the rodents, the most common are the ground squirrel, vole, jerboa, and others. Ferre, badger, weasel, and fox also live in the steppe.

Of the birds, typical for the steppes are the bustard, the little bustard, the gray partridge, the steppe eagle, the buzzard, and the kestrel. However, even these birds are now rare.

There are much more reptiles than in the forest zone. Among them, we single out the steppe viper, snake, common snake, nimble lizard, shitomordnik.

The wealth of the steppes - fertile soil ... This natural area almost completely developed by man and natural steppe landscapes are preserved only in reserves. Due to insufficient quantity atmospheric precipitation and frequent droughts in the steppe zone are built irrigation systems.

Steppes - a zone of developed animal husbandry. Cattle, horses and poultry are bred here. Various industries are developed: metallurgy, mechanical engineering, food, chemical, textile.

Desert

In Russia, the desert occupies a small area - along the shores of the Red Sea. Huge deserts are spread in other states: Kazakhstan, Turkmenistan, Uzbekistan. It's very hot in the desert.Typical soils of the semi-desert and desert zone are chestnut.

Most desert animals are small because they have nowhere to hide from predators. The most common reptiles are lizards, snakes, and turtles.

Birds - bustard, little bustard, larks.

Of the most large mammals we note the camel, the saiga; there are korsak, wolf.
Camel - he has many adaptations to live in the desert. Long, thick eyelashes protect the eyes from sand. Both toes on each foot are connected by a corpus callosum. Thanks to her, he does not fall into the sand.

The traditional occupation of the population is cattle breeding: sheep, camels, cattle are raised. As a result of overgrazing of livestock, the area of ​​unsecured scattered sands increases. One of the measures to combat the onset of the desert is phytomelioration - a set of measures for the cultivation and maintenance of natural vegetation.

People built canals to irrigate the land. It's good. But excessive irrigation led to the fact that there was a lot of salt in the soils. Poaching is also a problem.

The culprit of the created problems is a person. Now people are faced with a difficult task - to correct their mistakes.

Subtropics

This zone, which occupies the Black Sea coast of the Caucasus, is characterized by the smallest extent and area in Russia.Fertile red earth and yellow earth soils are widespread.

Subtropical vegetation rich and varied. Vegetable world represented by evergreen rigid-leaved trees and shrubs, among which we will name boxwood, laurel, cherry laurel. Oak, beech, hornbeam, maple forests are widespread. Thickets of trees intertwine with liana, ivy, wild grapes. There are bamboo, palms, cypress, eucalyptus.

Among the representatives of the animal world, we note the chamois, deer, wild boar, bear, pine and stone marten, Caucasian black grouse.

The abundance of warmth and moisture allows the cultivation of such subtropical crops as tea, tangerines, lemons. Large areas are occupied by vineyards and tobacco plantations.

Favorable climatic conditions, the proximity of the sea and mountains make this area a large recreational area of ​​our country. There are numerous tourist centers, rest houses, sanatoriums.

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