Solar system. natural bodies and natural phenomena

The world around us 3rd grade

Lesson 2 Natural bodies and phenomena

Completed the presentation

MAOU secondary school No. 1

Kungur, Perm region

The fidget is motley,

Long-tailed bird,

Talkative bird

The most chatty one.

The tail is fluffy,

Touch, just touch -

You withdraw your palm:

Golden fur,

Lives in the forest

The grass burns

He steals chickens from the village.

Like fire.

Well, which one of you will answer:

It’s not fire, but it burns painfully,

Not a lantern, but shining brightly,

And not a baker, but a baker?

What kind of girl is this?

In this white chest

We store food on the shelves.

Not a seamstress, not a craftswoman,

She doesn’t sew anything herself,

It's hot outside,

And in needles all year round.

There are refrigerators in the chest.

Runs in the summer

And in winter it’s worth it.

Answer

Draw conclusions

Testing hypotheses

They make assumptions

Watching

How scientists study nature

Formulate the laws of nature

A separate object in space,

as well as part of the subject

Bodies are living and non-living

Do not reproduce

Eating

Reproduce

Unable to grow and develop

Don't need food

Wildlife bodies

Unable to move

Grow and develop

Able to move

Found underwater

Inanimate bodies

Bodies of nature

snowflake

sand beach

icicle

check yourself

Divide the bodies of nature into living and nonliving

Natural and artificial bodies

Natural

Artificial

Divide the bodies of nature into natural and artificial

Notebook page 4 No. 4.5

Bodies are made up of substances

Substance: water

Substance: iron

Definition. Substances are what bodies are made of.

Bodies are made up of substances

Bodies can

Bodies can

to consist of

to consist of

several

one substance

Bodies of several substances

Meat grinder

Physicists have named any objects around us - bodies , and the changes taking place in the world - phenomena

The serpent will soar above the rooftops.

The sun in the sky will laugh,

He will say to the cloud: “Here is a letter

It’s flying towards us from the ground itself!”

Kite

body

Across the blue sky

The sleigh raced by

Only traces

What's left of the runners.

Airplane tracks

phenomenon

Red, blue, cyan,

Weightless, inflatable,

Not a living bird,

strives to fly away

Balloon

body

Thousands of different bouquets

Light up the sky on holiday!

In the dark these bouquets Suddenly they explode:

They bloom with all colors -

Blooming...

And the minutes don’t live -

They are crumbling.

Firework

phenomenon

The red dawn lit up

In the dark blue sky,

The lane appeared clear

In its golden shine.

S. Yesenin

To the mountains in the darkness of the night,

On the gray cloud of sunset,

Like a brush, I use this ray

I'll throw on some blush and gold.

A. Fet

Check your findings

Any objects and living beings are called bodies. For example, the sun, a house, a stone, a tree, a squirrel, a pencil.

A thunderstorm, a volcanic eruption, falling leaves are examples of natural phenomena.

Some phenomena are admired, while others pose a danger to nature and humans.

Homework

T. pp. 5-6 No. 6-9

The presentation was made by:

primary school teacher E.V. Shutyomova

MAOU secondary school No. 1

Kungur, Perm region

Date of: 09/12/2016

UMK: "Elementary SchoolXXIcentury"

Program: The world. 3rd grade Author: Vinogradova N.F.

Subject : Section: “The Earth is our common home” Lesson on the topic: second.Natural bodies and natural phenomena. solar system

Lesson type: lesson in discovering new knowledge

Forms of work: frontal, group

Equipment: cards depicting various natural and artificial bodies,

The purpose of the lesson: to form an idea about the largest body of inanimate nature - the Sun and about the solar system

Tasks:

Educational: clarify knowledge about natural bodies and artificial bodies; train children to distinguish between objects related to living and inanimate nature;

Developmental: development of the ability to classify, generalize, draw conclusions;

Educational : cultivate a culture of communication, the ability to listen to the opinions of group members;

During the classes

Motivation for educational activities (organizational moment)

Hello guys, please sit comfortably. Rub your palms. Did you feel the warmth?

Touch your palms to each other and pass it on. Let our lesson be just as warm and cozy. Now let's get to work!

Children perform actions...

Updating knowledge

Let's start the lesson with the game "Recognize and name"

Game task: on command, 2 people take 8 pictures from the table and within one minute they need to be sorted into groups

The world that surrounds us is so huge, but it turns out that everything that surrounds us can be divided into 2 groups:

Guess why these items belong to the same group:

1) house bicycle, hat, briefcase, table, car, plane, coat, watch, toys

2) mountain, crystal, sea, stone, as well as forest, ocean, birds, beetles, fields, clouds

-Come up with a name for 1 group

- Objects of nature can also be divided into 2 groups

Working with the textbook (p. 11) Look at the diagram. What is the name of the table? What is shown in the first column of the table? In the second?

- Name the signs by which some bodies differ from others

Give examples of natural phenomena

The players explain how many groups there are and on what basis they are divided

In the first group, objects are made by man, and in the second - objects and creatures that exist independently of man

Things or artificial bodies

Living and inanimate nature

The bodies of living nature breathe, move, grow, die, reproduce, feed...

Independent application of knowledge (work in pairs)

Remove the extra word. Justify

Snow, ocean, island, earth, house, stars

Clothes, toys, flowers, TV, books, rails,

Raspberries, apples, beetle, hare, crocodile, water, cat

Birch, pike, grass, fox, rowan, book, shark

Water, hole, lake, air, chair, stone

Physical education minute

Round 1 I call an object of living nature you clap your hands, an object of inanimate nature you squat

Round 2 I will add artificial objects - jump

Creating a problematic situation

Work in notebooks p.4

Name the bodies of inanimate nature that you wrote down in the “huge” section.

Is there something even more? Such bodies are often called not just huge, but gigantic.

What would you like to know about the Sun?

Sun

Discovery of new knowledge

Working with the textbook p. 14

What questions were answered in the textbook, and what remained unclear?

Watch the video clip “Solar System”

What did you learn from the video?

Finding answers to questions in the textbook

Lesson summary. Reflection

So, the lesson has come to an end.

Let's return to the questions that were discussed at the beginning of the lesson, based on the self-assessment algorithm

Let's return to the questions that were discussed in the second part of the lesson...

Complete the sentences:

I found out…

I learned…

I like it…

Will the knowledge gained in this lesson be useful to me in life?

D.Z. pp. 4-5 (task 5-7), Creative task to compose a mouth

Solar system. Natural bodies and natural phenomena.
Natural and artificial bodies

Lesson type: learning new material.

The purpose of the teacher's activity: teach to distinguish between objects related to living and inanimate nature.

Subject results: distinguish between natural bodies and natural phenomena; compile characteristics of different bodies; classify bodies on the basis of “natural and artificial bodies”.

Stage

lesson

Pedagogical
tasks

Planned

results

Contents of the lesson stage

teacher activity

student activities

I. Updating of background knowledge and problem statement

Identify the level of required knowledge of students;

activate previously acquired knowledge; create a problematic situation with difficulty

Be able to summarize the concept; perform analysis of objects, identifying essential features; fix the problem; distinguish the new from the already known.(Cognitive UUD.)

Be able to accept and maintain a learning task.(Regulatory UUD.)

Be able to formulate your own opinion and position.(Communicative UUD.)

A game“Call it in one word.”

1) Cube, machine, doll, pyramid.

2) Hat, coat, jacket, skirt, dress.

3) Catfish, bream, perch, pike.

4) Butterfly, caterpillar, beetle, ladybug.

5) Thunderstorm, hail, rain, snow, fog.

6) Lion, bear, wolf, hare.

7) Sun, Moon, Venus, Earth, comet.

– A word that combines a group of words is calledconcept .

(Cards with concepts are hung on the board“toys”, “clothing”, “fish”, “insects”, “natural phenomena”, “animals”, “celestial bodies”. )

– What groups can these concepts be divided into?

Organizes problem solving in groups:

– Here are pictures depicting a wild tulip and selective tulips bred by man.

– Determine which groups (natural or artificial) they belong to

– Toys.

– Cloth.

– Fish.

– Insects.

– Natural phenomena.

– Animals.

– Celestial bodies.

– Living and non-living.

– Man made and natural

II. Formulation
lesson topics, setting tasks. Collaborative discovery of knowledge

To teach how to formulate an educational problem in the form of a lesson topic and solve an educational problem

Be able to listen and understand the speech of others; draw conclusions based on observations; compare and analyze objects, highlighting essential and non-essential features.(Cognitive UUD.)

Be able to identify and formulate tasks in the lesson with the help of a teacher, plan your action in accordance with the task.(Regulatory UUD.)

Be able to express your thoughts orally; collaborate in joint problem solving; express your point of view and try to justify it.(Communicative UUD.)

Organizes the formulation of the lesson topic by students.

Organizes the setting of lesson objectives by students.

Offers to name the signs of living
and inanimate nature.

Organizes a comparison of signs of living and inanimate nature.

– For what purpose does a person carry out plant breeding?

Conducts a conversation about the role of man in the creation of new species of plants and animals

Formulate the topic of the lesson.

– Learn to distinguish between living and inanimate objects.

They come to the conclusion that all tulips are
to living nature.

– It was not nature, but man who changed their appearance

III. Primary consolidation with pronunciation

in loud speech

Teach how to solve a learning problem

Be able to draw conclusions based on observations.(Cognitive UUD.)

Be able to leave a plan for solving a problem together with the teacher; working according to plan, check your actions with the goal and, if necessary, correct errors
with the help of the teacher.(Regulatory UUD.)

Be able to formulate your thoughts

orally and in writing;
respect the other person's position.(Communicative UUD.)

Organizes work in pairs according to plan
with further pronunciation in loud speech:

1. Distribute the words into groups: natural bodies - artificial bodies.

Tree, boat, cabinet, bush, pencil.

2. Draw the body of living nature on the right, and inanimate nature on the left.

3. Underline the “extra” word:

River, continent, island, rain, building

1. Natural bodies: tree, bush.

Artificial bodies: boat, wardrobe, pencil.

3. “Extra” word: building –
artificial body

IV. Independent work with self-test

according to the standard

Learn to apply new knowledge in practice

Be able to accept and maintain a learning task; carry out final and step-by-step control based on the results; make necessary adjustments to the action after its completion.(Regulatory UUD.)

Be able to demonstrate ability
to self-assessment based on the criterion of success of educational activities.(Personal UUD.)

Organizes students’ performance of independent work – a test with a choice of difficulty level and volume.

(See Resource Material (RM).)

Organizes self-testing of work
according to the standard, self-analysis and self-esteem
work.

Reference: A1 – 2, A2 – 1, A3 – 1, A4 – 3, A5 – 2

Carry out independent work and self-examination of the work according to the sample, analyze (aloud if desired) their work.

Perform self-assessment
your work

V. Incorporation of new knowledge into the knowledge system

Learn to apply new knowledge in practice

Be able to carry out synthesis as composing a whole from parts; work with information presented in the form of a picture.(Cognitive UUD.) Be able to accept and retain educational
task.(Regulatory UUD.)

Be able to negotiate and come to a common decision in joint activities.(Communicative UUD.)

Organizes work in groups.

– Imagine yourself as a breeder: develop a new plant variety (watermelon, tomato)

Determine what qualities a new plant may have

VI. Reflection on learning activities
at the lesson

Learn to record new lesson content; organize
reflection and self-assessment of learning activities by students; promote students' awareness of learning activities; teach self-assessment of performance results

Be able to evaluate the correctness of an action.(Regulatory UUD.)

Be able to express your thoughts orally.(Communicative UUD.)

Demonstrate the ability to self-assess based on the criterion of success in educational activities.
(Personal UUD.)

Organizes recording of new content, reflection, and self-assessment of educational activities.

Conducts student assessments.

Homeworkoptional: read the textbook article “Natural bodies and natural phenomena. Natural
and artificial bodies", workbook: No. 7, 8 (p. 5)

Answer the teacher's questions.

Name the main positions of the new material and how they learned them
(what happened, what
it didn’t work and why).

Doing a job analysis
self-assessment of your work.

Notice your emotional state