I think I even remember the first time I wondered, what can be considered a living being. I’m about five years old, I’m sitting on a bench near the store and, out of boredom, I’m stripping leaves from a boxwood bush growing nearby. And my mother, slapping my hands: “Don’t touch, the bush is alive, it hurts!” True, I tried to understand it meaningfully much later, when I was twelve years old.
Living and inanimate nature: how they differ
Main difference between living and nonliving is that Not Live nature static, unchanged. Water, stone, air, igneous rocks - they change solely under the influence external environment, but their internal structure remains unchanged.
Life assumes constant development- moreover, it manifests itself not only externally, but also involves a change in the very structure of the body. Any life on Earth develops in the form of various chains of molecules consisting of nucleic acids. These chains are DNA- are a kind of program, according to which atoms are formed not into a dead static element of nature, but into a living organism capable of existing, developing, and passing on the accumulated experience.
How can you identify a living being?
Thus, scientists have found several signs that help to understand what is inanimate and what is living?. There are five signs that only representatives of “life” have:
- Metabolism occurs in any living organism, or, scientifically, metabolism(which manifests itself in breathing, digestion, sleep, growth).
- They have more complex internal structure than objects inanimate world.
- Unlike inanimate things, living nature reacts vividly to any changes in the external environment; it is capable of evolve.
- Any Living being goes through several mandatory stages: embryonic (or other, occurring before separation from the “parent”) development; birth; height; reproduction; And death. By the way, even the simplest can divide on their own kind single-celled organisms- For example, viruses, amoebas.
- And finally, in a living organism there is always some unevenness in body structure- stripes on the fur, moles, unequal number of suckers on the tentacles... While elements of the inanimate environment are always perfectly symmetrical(look at a snowflake, a drop of water or a grain of sand under a microscope).
Examples of inanimate nature
Everything that does not have “life” can be divided into three categories:
- Components inanimate nature (atmosphere, water, lithospheric plates, snow, etc.);
- objects in which metabolic processes have stopped(dead animal, dried plant);
- And synthetic substances created by people (plastic, polyethylene, asphalt).
The most curious thing is that many minerals (for example, oil) can be attributed to two types at once! After all, these are, according to geologists, the decomposed remains of ancient animals, which turned into a flammable substance under the influence of pressure and enormous temperatures.
Subject: Living and inanimate nature. The wealth of living and inanimate nature.
Target: To form in children an idea of the inextricable connection between man and nature (man is part of nature) and introduce the basic natural ingredients and their connections.
Tasks:
Teach students to distinguish between objects of living and inanimate nature and introduce students to the concepts of “natural resources”.
Develop the ability to observe and highlight the main thing, classify natural resources, dividing them into living and non-living, think creatively, generalize and analyze knowledge.
Develop skills of observation, attention, accuracy, curiosity.
Develop the ability to record UD steps, train mental operations: comparison, analysis, generalization, classification.
Bring up careful attitude to the riches of living and inanimate nature, to the environment.
Material for the lesson:
Demo material:
1. a) pictures of a mushroom, a car, a dandelion plant, a book, an animal - a squirrel, a table, the Moon;
b) Elephant, bus, bicycle, traffic light, tree - for riddles.
2. Standards for the characteristics of living objects: THEY ARE BIRTH, BREATHE, EAT, GROW, MOVE, CHILDREN APPEAR, DIE.
3.Textbook The world 1st grade 30 -32 pp.
4. A glass of water;
5. Standards: living natural resources, inanimate natural resources.
Handout:
1.Envelopes with pictures of living and inanimate nature;
2. Cards with a task for work, on which living and inanimate nature are drawn.
3.Sun for the reflection stage.
During the classes
I . Motivation to educational activities.
Creating an emotional mood.
Good afternoon, dear guys. Let's start our lesson. Think about whether you have everything ready for successful work? (Students check that their school supplies are ready for the lesson.)
What's your mood now? Smile at each other, smile at me. I'm glad you have great mood. I hope that the lesson will pass interesting and exciting good mood will help us rise to the next step in understanding the world around us.
II . Updating knowledge and fixing difficulties in a trial action.
Look, my dear friend,
What's around?
The sky is light blue,
The golden sun is shining,
The wind plays with the leaves,
A cloud floats in the sky.
Field, river and grass,
Mountains, air and foliage,
Birds, animals and forests,
Thunder, fog and dew.
Man and time of year.
It's all around... (nature)
You are familiar with the word "nature". What does it mean?
Yes, it's nature. Why do you attribute these objects to nature?
What cannot be called nature? (Something made by human hands.)
Let's think together. Compare a house and a tree. Which one is nature and why?
Who built the house? – builder, i.e. Human. What objects does a person make with his own hands? (books, cars, houses, ...).
A natural objects a tree, the sun, stars, mountains, clouds - can a person make it with his own hands? (No)
NATURE- this is everything that exists without human help. Everything that is made and created by human hands does not belong to nature.
Can a man make the sun? - No.
Stones? - No.
Are nature and things made by man related? (Answers)
Yes, all things were once part of nature and taken from it by man.
We cannot create nature, but we use it.
2.Work in pairs.
Guys, now let's work in pairs. Let's remember what rules we know when we work in pairs in order to work quickly and, most importantly, effectively.
We listen carefully to the opinion of our comrade, we do not interfere with each other, we express our opinion to our comrade, we work together.
How do we get the job done? Sami.
And if the question arises, what are we doing? We raise our hand.
There are envelopes on your desks. There are pictures in the envelopes. They should be divided into 2 groups.
What is the purpose of this work - should be divided into 2 groups.
And I will invite two to the board. They will work at the board. But one condition. No one looks at the board, but we work independently in pairs.
- So, let's see what we got, whether everything is correct. Look at the board, there is a standard for you - a sample for testing. Check.
What groups have you identified?
1 group– car, book, table - objects that are made by human hands;
2nd group– objects of nature .
III . Identifying the location and cause of the problem.
You worked in pairs and recorded agreements and discrepancies with the sample. Raise your hands if all the answers coincided with the standard - sample. Which pair has errors, we correct them according to this standard.
Could not divide into 2 groups;
We didn't know which 2 groups we needed to divide into.
Now the pictures were put back into the envelope and placed on the edge of the desk.
2. Problematic question:
Guys, what is this? - Moon.
How do you think she relates to nature? Yes.
Does anyone live on the moon?
We don't know for sure whether someone lives or not.
But today a visitor fell to us from the Moon. His name is Luntik. Look, Luntik is thoughtful for some reason. He has a letter in his hand, some kind of message. This is probably for us. Let's read it together. (Letter on screen.)
LETTER: Hello dear guys. My name is Luntik. I came to your planet to get to know it better. I was walking along the path and saw an iron bird flying high in the sky, but not flapping its wings, and another bird that was flapping its wings. And I wondered which one of them is alive? Help me to understand. (on the screen there is an airplane and a bird)
Guys, what birds are we talking about? we're talking about? Children's answers
Let's try to help Luntik? Yes.
What do you guys think, what is an iron bird? - airplane.
Is he alive or not? How to distinguish living objects from “non-living” ones? (children's answers)
IV . Problematic explanation of new knowledge.
Let's check it with an example. I take the girl to the board (girl).
Is born- yes, she is born - her mother gave birth to her. (There is a birthday)
Breathes- yes, he breathes, show how you breathe;
Feeds- yes, he eats;
Growing(growth) - yes, it is growing. At first she was little, and then she will become a girl, aunt.
Movement– yes, she moves;
Will there be children?(Reproduction)– when she is big and has children.
Dies- sooner or later, all living things die.
Guys, what about suits nature speech? (Oh alive).
And that means, They are all born, breathe, eat, grow, move, they all have children, sooner or later all living things die.
Standard on the board:
BORN |
EATING |
MOVE |
CHILDREN APPEAR |
V . Primary consolidation with commenting in external speech.
Born - yes, from eggs.
Breathing?- Yes;
Eating?- yes, he pecks grains;
Growing?- Yes;
Moving?- yes, it flies and jumps from branch to branch;
Are there any children?– yes, babies hatch from eggs.
Dies?- Yes. So, what nature does the bird belong to? Towards living nature.
I point to the signs and ask:
Born?– no, it is made by a person, i.e. made by human hands.
Breathing?- NO;
Eating?- NO;
Growing?- NO;
Moving?- YES, it flies; with what? Engine.
Are there any children?- NO.
Dies?- NO. It breaks. Why does it break because it is made by human hands. So, is the plane alive or “non-living”? "Unliving."
CONCLUSION: So what 2 groups can nature be divided into?
LIVING AND NON-LIVING.
Wildlife is animals, plants;
Inanimate nature is the sun, air, water, mountains.
Physical exercise.
A game "Living and inanimate nature"
I call objects of nature. If it is an object of living nature, then you show how it moves, and if it is an object of inanimate nature, you stand still.
Crow, snow, rain, squirrel, mountain, birch leaf, thunder, Sun, bear, monkey, cloud, heron, kangaroo, grasshopper, MONEY. Well done. You completed the task and rested.
Money- let's think, is this nature or not?
No, money does not belong to nature, it is made by human hands.
How do we say money differently? Wealth, value, paper.
And who has a lot of money, what kind of people are they? Rich.
This means money is wealth. Girls, do your mothers have rings and earrings? Can these things be considered wealth? Yes. Can health be considered wealth? Health is the most important thing, a huge wealth of a person. Who looks after our health? We are OURSELVES! Wealth is what we value, store and protect.
What do I have in my hands? (Glass of water)
Is water wealth? ( Yes, no - if they answered like that)
Can we live without rings, without gold?
Can we do it without WATER?
No. Neither plants, nor animals, nor any living soul can live without water. Water is for everyone natural wealth.
Our nature is very rich. Nature is our generous friend and has a variety of riches. She gives us her riches.
What two groups are nature divided into? Living and non-living. This means that all natural resources can be divided into the following groups: Standard on the board:
- living natural resources
- inanimate natural wealth
Let's check BY REFERENCE:
What nature is the sun? (I hung the drawing of the sun on the board)
Let's look at the signs of living organisms: is the sun growing? No. Are the kids showing up? No. So what kind of wealth? The sun is an inanimate natural resource.
Can we do it without the sun?
No. It warms the earth, gives us light and warmth.
What nature does a tree belong to? (I hung a drawing of a tree on the board)
What's the problem?(We don't know where the tree belongs.)
We need to sort it out according to the following characteristics:
Is a tree a living or “non-living” natural resource? Let's look at the benchmark. Let's look at the signs:
Tree is born- yes, from the seeds it was a bush, then a tree.
Tree breathes- tree leaves breathe, if we cover them under film, the tree will die;
Tree eats- Yes, we water them, apply fertilizers;
Tree growing- yes, at first it is small, then big;
Tree moves- yes, it doesn’t walk, but all plants can turn their leaves in the right direction. If the sun is on the left, then they are in left side look, if on the right, then in right side turn around. This is what is called movement.
Tree ( - yes, the seeds fell and new trees appeared;
Tree dies?– yes, if you don’t take care of it.
This means that we have proven that the tree is living, and the sun is a non-living natural resource.
Means, what conclusion do we draw? Both living and inanimate nature are our natural wealth!
What do you think is more important for us? wealth of wildlife or wealth of inanimate nature?
Inanimate nature is also our wealth. Without the sun, without wind, without clouds, without stars there will be no life. We need both wealth, since in nature everything is interconnected. A person uses all natural resources in his life and receives useful things.
(on separate sheets of paper)
Now we know what living and inanimate nature is? (Yes)
Which step will you move to? (You must complete independent work and consolidate what we have learned)
Why is this step important? (To learn to apply new knowledge.)
Prepared blue and green pencils. In front of you lie leaves on which the wealth of living and inanimate nature is drawn. You must green circle the riches of living nature, and circle the riches of inanimate nature in blue. (Tree, sun, cloud, fox, person, star or planet).
Self-test against the standard.(carried out after the work is completed). On the slide
If errors are identified, corrective work is carried out.
We finished the job, well done. We checked everything together. If something is wrong, we correct it. How can you check your results? - According to the standard.
− What conclusion can you draw? (We opened everything correctly.)
(Yes.)
− What is your next step in the lesson? (Learn to apply a new standard.)
- Work according to the textbook.
(You need to do your own work.)
Let's look at the table in the textbooks page 32.
What living natural resources do people use to obtain useful things? We work with simple pencils.
− Useful things need to be connected to the desired object. 2–3 minutes are allotted to complete the task.
− We check against the STANDARD.
The teacher opens a standard - a sample - on the board.
− Who has mistakes? What are they? (Students correct their mistakes.)
And now the textbooks were closed and put away on the edge of the desk.
Now I will tell you riddles. And you will find the answers on my table. You need to find the answer and determine: this is - living natural wealth or inanimate natural wealth and place them in the right place.
1. At the zoo,
Believe it or not,
Resides
Wonder beast.
He has a hand in his forehead
It looks so much like a pipe!
2. The house goes down the street,
Takes everyone to work
Not on chicken thin legs,
And in rubber boots.
3. This horse does not eat oats,
Instead of legs there are two wheels.
Sit on horseback and ride it,
Just steer better.
4. Standing from the edge of the street in a long boot
Three-eyed stuffed animal on one leg.
Where the cars move, where the paths meet,
Helps people cross the street.
5. Spring is fun,
It's cold in the summer,
Nourishes in autumn
Warms in winter. (Tree
VIII . Reflection on learning activities at the lesson.
? (to summarize our work)
- what are the two main steps? completed (we found out what we don’t know and discovered a new method ourselves)
1. Have we learned what NATURE is? According to the standard
2. What 2 groups can nature be divided into?
3. What signs of living nature do we know?
4. Name the wealth of living nature;
5. Name the wealth of inanimate nature;
6. Is living and inanimate nature our wealth? (children's answers)
What was the goal?(learn the riches of living and inanimate nature and distinguish between objects of living and inanimate nature.)
Have we reached our goal?(Yes) -
(carried out a practical task on identifying living and inanimate nature, worked in pairs and using a textbook)
Who still has difficulties?
Analyze your work. How do we evaluate our work? Excellently!
So we helped Luntik figure out what living and nonliving things are. He will never make a mistake now.
Luntik left you riddles and gifts - suns. The teacher hands out suns to students.
Guys, let's remember what nature it belongs to Human: to living or non-living? Yes, man is part of living nature. And since man is himself a part of nature, he cannot live without nature and without its riches. Who should a person be in relation to nature: a master or friend?
For nature to give us its riches, we must love and take care of it. Man needs to take care of nature.
The earth is ours common Home. The sky, rain, wind, ocean and quiet stream, forest and small blade of grass, animal and bird, fish and insect - everyone needs love and understanding. Everyone must live. But life won't be complete if we People, we will only take from nature. That is why it is so important to take care of her, protect her, and help her.
REMEMBER this rule:
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Subject: Environment
Class: 1 D
Lesson type: OZ
Subject : Living and inanimate nature. The wealth of living and inanimate nature.
Target: To form in children an idea of the inextricable connection between man and nature (man is part of nature) and to introduce the main natural components and their connections.
Tasks:
Teach students to distinguish between objects of living and inanimate nature and introduce students to the concepts of “natural resources”.
Develop the ability to observe and highlight the main thing, classify natural resources, dividing them into living and non-living, think creatively, generalize and analyze knowledge.
Develop skills of observation, attention, accuracy, curiosity.
To develop the ability to record the steps of a decision making process, to train mental operations: comparison, analysis, generalization, classification.
To cultivate a caring attitude towards the riches of living and inanimate nature, towards the environment.
Material for the lesson:
Demo material:
1. a) pictures of a mushroom, a car, a dandelion plant, a book, an animal - a squirrel, a table, the Moon;
B) Elephant, bus, bicycle, traffic light, tree - for riddles.
2. Standards for the characteristics of living objects: THEY ARE BIRTH, BREATHE, EAT, GROW, MOVE, CHILDREN APPEAR, DIE.
3. Textbook, The world around us, grade 1, 30 -32 pages.
4. A glass of water;
5. Standards: living natural resources, inanimate natural resources.
Handout:
1.Envelopes with pictures of living and inanimate nature;
2. Cards with a task for work,on which living and inanimate nature are depicted.
3.Sun for the reflection stage.
During the classes
I. Motivation for educational activities.
Creating an emotional mood.
Good afternoon, dear guys. Let's start our lesson. Think about whether you have everything ready for successful work? (Students check that their school supplies are ready for the lesson.)
What's your mood now? Smile at each other, smile at me. I'm glad you're in a great mood. I hope that the lesson will be interesting and exciting, a good mood will help us rise to the next step in understanding the world around us.
II. Updating knowledge and fixing difficulties in a trial action.
Look, my dear friend,
What's around?
The sky is light blue,
The golden sun is shining,
The wind plays with the leaves,
A cloud floats in the sky.
Field, river and grass,
Mountains, air and foliage,
Birds, animals and forests,
Thunder, fog and dew.
Man and time of year.
It's all around...(nature)
1.Where do we start our work?
You are familiar with the word "nature". What does it mean?
Children express their assumptions about what nature is. Examples are given: sun, air, water, plants, animals, birds.
Yes, it's nature. Why do you attribute these objects to nature?
What cannot be called nature? (Something made by human hands.)
Let's think together. Compare a house and a tree. Which one is nature and why?
Who built the house? – builder, i.e. Human. What objects does a person make with his own hands? (books, cars, houses, ...).
Can a person make natural objects like a tree, the sun, stars, mountains, clouds with his own hands? (No)
NATURE - this is everything that exists without human help. Everything that is made and created by human hands does not belong to nature.
Can a man make the sun? - No.
Stones? - No.
Are nature and things made by man related? (Answers)
Yes, all things were once part of nature and taken from it by man.
We cannot create nature, but we use it.
2.Work in pairs.
Guys, now let's work in pairs. Let's remember what rules we know when we work in pairs in order to work quickly and, most importantly, effectively.
We listen carefully to the opinion of our comrade, we do not interfere with each other, we express our opinion to our comrade, we work together.
How do we get the job done? Sami.
And if the question arises, what are we doing? We raise our hand.
There are envelopes on your desks. There are pictures in the envelopes. They should be divided into 2 groups.
What is the purpose of this work -should be divided into 2 groups.
And I will invite two to the board. They will work at the board. But one condition. No one looks at the board, but we work independently in pairs.
There are drawings on the board; they need to be divided into 2 groups. Mushroom, car, dandelion, book, squirrel, table, Moon. Students complete the task independently.
Two perform on the board. The completed task will be the standard and children check their work against this standard.
- So, let's see what we got, whether everything is correct. Look at the board, there is a standard for you - a sample for testing. Check.
What groups have you identified?? Answers from children working at the blackboard.
1 group – car, book, table -objects that are made by human hands;
Group 2 – mushroom, dandelion, squirrel, Moon - objects of nature.
III. Identifying the location and cause of the problem.
You worked in pairs and recorded agreements and discrepancies with the sample. Raise your hands if all the answers coincided with the standard - sample. Which pair has errors, we correct them according to this standard.
1.What caused you difficulty?
Could not divide into 2 groups;
We didn't know which 2 groups we needed to divide into.
Now the pictures were put back into the envelope and placed on the edge of the desk.
2. Problematic question:
Guys, what is this? - Moon.
How do you think she relates to nature? Yes.
Does anyone live on the moon?
We don't know for sure whether someone lives or not.
But today a visitor fell to us from the Moon. His name is Luntik. Look, Luntik is thoughtful for some reason. He has a letter in his hand, some kind of message. This is probably for us. Let's read it together. (Letter on screen.)
LETTER: Hello dear guys. My name is Luntik. I came to your planet to get to know it better. I was walking along the path and saw an iron bird flying high in the sky, but not flapping its wings, and another bird that was flapping its wings. And I wondered which one of them is alive? Help me to understand. (on the screen there is an airplane and a bird)
Guys, what birds are we talking about? Children's answers
Let's try to help Luntik? Yes.
What do you guys think, what is an iron bird? - airplane.
Is he alive or not? How to distinguish living objects from “non-living” ones? (children's answers)
IV. Problematic explanation of new knowledge.
Let's check it with an example. I take the girl to the board (girl).
Is born - yes, she is born - her mother gave birth to her. (There is a birthday)
Breathes - yes, he breathes, show how you breathe;
He eats - yes, he eats;
Growing (growth) - yes, it is growing. At first she was little, and then she will become a girl, aunt.
Movement – yes, she moves;
Will there be children? (Reproduction) – when she is big and has children.
Dies - sooner or later, all living things die.
Guys, what kind of nature are we talking about? ( Oh alive).
And that means This happens to all living beings.They are all born, breathe, eat, grow, move, they all have babies, sooner or later all living things die.
Standard on the board:
BORN |
BREATHE |
EATING |
GROWING |
MOVE |
CHILDREN APPEAR |
DIE |
V. Primary consolidation with commenting in external speech.
Now let's go back to our bird and look at it according to the standard (bird slide).
Born - yes, from eggs.
Breathing? - Yes;
Eating? - yes, he pecks grains;
Growing? - Yes;
Moving? - yes, it flies and jumps from branch to branch;
Are there any children? – yes, babies hatch from eggs.
Dies? - Yes. So, what nature does the bird belong to? Towards living nature.
Now let's look at the plane (plane slide)
I point to the signs and ask:
Born? – no, it is made by a person, i.e. made by human hands.
Breathing? - NO;
Eating? - NO;
Growing? - NO;
Moving? - YES, it flies; with what? Engine.
Are there any children? - NO.
Dies?- NO. It breaks. Why does it break because it is made by human hands. So, is the plane alive or “non-living”? "Unliving."
CONCLUSION: So what 2 groups can nature be divided into?
LIVING AND NON-LIVING.
Wildlife is animals, plants;
Inanimate nature is the sun, air, water, mountains.
Physical exercise.
A game "Living and inanimate nature"
1. Application of knowledge in practice.
I call objects of nature. If it is an object of living nature, then you show how it moves, and if it is an object of inanimate nature, you stand still.
The teacher names objects of living nature - children move, inanimate - they stand still. Crow, snow, rain, squirrel, mountain , birch leaf, thunder, sun, bear, monkey, cloud , heron, kangaroo, grasshopper, MONEY. Well done. You completed the task and rested.
Money - let's think, is this nature or not?
No, money does not belong to nature, it is made by human hands.
How do we say money differently? Wealth, value, paper.
And who has a lot of money, what kind of people are they? Rich.
This means money is wealth. Girls, do your mothers have rings and earrings? Can these things be considered wealth? Yes. Can health be considered wealth? Health is the most important thing, a huge wealth of a person. Who looks after our health? We are OURSELVES! Wealth is what we value, store and protect.
What do I have in my hands?(Glass of water)
Is water wealth? ( Yes, no - if they answered like that)
Can we live without rings, without gold?
Can we do it without WATER?
No. Neither plants, nor animals, nor any living soul can live without water. Water is for everyonenatural wealth.
Our nature is very rich. Nature is our generous friend and has a variety of riches. She gives us her riches.
What two groups are nature divided into? Living and non-living. This means that all natural resources can be divided into the following groups: Standard on the board:
- living natural resources
- inanimate natural wealth
Let's check BY REFERENCE:
What nature is the sun? (I hung the drawing of the sun on the board)
Let's look at the signs of living organisms: is the sun growing? No. Are the kids showing up? No. So what kind of wealth? The sun is an inanimate natural resource.
Can we do it without the sun?
No. It warms the earth, gives us light and warmth.
What nature does a tree belong to? (I hung a drawing of a tree on the board)
What's the problem?(We don't know where the tree belongs.)
What task did you have to complete?We need to sort it out according to the following characteristics:
Is a tree a living or “non-living” natural resource? Let's look at the benchmark. Let's look at the signs:
A tree is born - yes, from the seeds it was a bush, then a tree.
The tree breathes - tree leaves breathe, if we cover them under film, the tree will die;
The tree feeds - Yes, we water them, apply fertilizers;
The tree grows - yes, at first it is small, then big;
The tree is moving - yes, it doesn’t walk, but all plants can turn their leaves in the right direction. If the sun is on the left, then they look to the left; if it is on the right, then they turn to the right. This is what is called movement.
Tree ( reproduces) - does he have children?- yes, the seeds fell and new trees appeared;
Is the tree dying? – yes, if you don’t take care of it.
Okay, you were able to identify your problem.? Yes
This means that we have proven that the tree is living, and the sun is a non-living natural resource.
Means, what conclusion do we draw?Both living and inanimate nature are our natural wealth!
What do you think is more important for us?wealth of wildlife or wealth of inanimate nature?
Inanimate nature is also our wealth. Without the sun, without wind, without clouds, without stars there will be no life. We need both wealth, since in nature everything is interconnected. A person uses all natural resources in his life and receives useful things.
VI. Independent work with self-test according to the standard.(on separate sheets of paper)
Now we know what living and inanimate nature is? (Yes)
Which step will you move to? (We need to do independent work and consolidate what we have learned)
Why is this step important? (To learn to apply new knowledge.)
Prepared blue and green pencils. In front of you lie leaves on which the wealth of living and inanimate nature is drawn. You must circle the riches of living nature in green, and circle the riches of inanimate nature in blue. (Tree, sun, cloud, fox, person, star or planet).
Self-test against the standard.(carried out after the work is completed). On the slide
If errors are identified, corrective work is carried out.
We finished the job, well done. We checked everything together. If something is wrong, we correct it. How can you check your results? - According to the standard.
− What conclusion can you draw? (We opened everything correctly.)
- Have we overcome the difficulty?(Yes.)
− What is your next step in the lesson? (Learn to apply a new standard.)
VII. Inclusion in the knowledge system and repetition.
- Work according to the textbook.
How can you make sure that you understand the new knowledge well?(You need to do your own work.)
Let's look at the table in the textbooks page 32.
What living natural resources do people use to obtain useful things? We work with simple pencils.
− Useful things need to be connected to the desired object. 2–3 minutes are allotted to complete the task.
− We check against the STANDARD.
The teacher opens a standard - a sample - on the board.
− Who has mistakes? What are they? (Students correct their mistakes.)
And now the textbooks were closed and put away on the edge of the desk.
Now I will tell you riddles. And you will find the answers on my table. You need to find the answer and determine: this is -living natural wealth or inanimate natural wealthand place them in the right place.
2.Riddles. (we post the pictures on the board)
1. At the zoo,
Believe it or not,
Resides
Wonder beast.
He has a hand in his forehead
It looks so much like a pipe!(Elephant is a living natural resource)
2. The house goes down the street,
Takes everyone to work
Not on chicken thin legs,
And in rubber boots.(A bus is an inanimate natural resource)
3. This horse does not eat oats,
Instead of legs there are two wheels.
Sit on horseback and ride it,
Just steer better.(A bicycle is an inanimate natural resource)
4. Standing from the edge of the street in a long boot
Three-eyed stuffed animal on one leg.
Where the cars move, where the paths meet,
Helps people cross the street.(Traffic light is inanimate natural wealth)
5. Spring is fun,
It's cold in the summer,
Nourishes in autumn
Warms in winter.(Tree - living natural wealth)
VIII. Reflection on learning activities at the lesson.
What needs to be done at the end of the lesson? (to summarize our work)
What are the two main steps?completed (we found out what we don’t know and discovered a new method ourselves)
1. Have we learned what NATURE is? According to the standard
2. What 2 groups can nature be divided into?
3. What signs of living nature do we know?
4. Name the wealth of living nature;
5. Name the wealth of inanimate nature;
6. Is living and inanimate nature our wealth?(children's answers)
What was the difficulty and why did it arise?
What was the goal?(to know the wealth of living and inanimate nature and distinguish between objects of living and inanimate nature.)
Have we reached our goal?(Yes) -
What did we use to achieve our goal?(carried out a practical task on identifying living and inanimate nature, worked in pairs and using a textbook)
Who still has difficulties?
Analyze your work. How do we evaluate our work? Excellently!
So we helped Luntik figure out what living and nonliving things are. He will never make a mistake now.
(Luntik’s slide is smiling, joyful, then immediately remove the slide so that the children are not distracted).
Luntik left you puzzles and gifts - suns. The teacher hands out suns to students.
Guys, let's remember what nature it belongs to Human: to living or non-living? Yes, man is part of living nature. And since man is himself a part of nature, he cannot live without nature and without its riches. Who should a person be in relation to nature: a master or friend?
For nature to give us its riches, we must love and take care of it. Man needs to take care of nature.
The earth is our common home. The sky, rain, wind, ocean and quiet stream, forest and small blade of grass, animal and bird, fish and insect - everyone needs love and understanding. Everyone must live. But life won't be complete if we People , we will only take from nature. That is why it is so important to take care of her, protect her, and help her.
REMEMBER this rule:
“Do towards nature as you would like to be treated towards you.”
You already know what a word is. Each word describes a particular object, indicates its location and gives it a name. However, words in Russian do not exist by themselves. They are combined into a syntactic structure called a sentence.
What is a proposal, introduction to the proposal
A sentence is a set of words that are related to each other in meaning. For example: Dasha went to the store. Vitya was fishing. Flowers grew in the garden. Thanks to the sentence, we can not only recognize the action that is being performed or will be a completely specific object, but we can also fully express our thoughts and convey information.
After all, when you tell your mother about your school friends, talk to a teacher at school, or communicate with classmates, you use sentences in your speech. Sentences are also used in writing.
In writing, the letter with which a sentence begins should be written in capital. For example: Correct writing: The girl was reading a book. Squirrel barely tasty nuts. We see that the words “girl” and “squirrel” in the sentence are written with a capital letter.
What is living and inanimate nature
You have probably heard the expression “living and inanimate nature” many times. Let's figure out what this expression means. Nature is everything that surrounds people, and what they themselves did not make. Nature consists of two components: living and inanimate nature.
Live nature- these are those objects that can breathe, grow and die, just like a person. Living nature includes fungi, plants, animals, bacteria and humans themselves. Inanimate nature- these are those objects of nature that do not grow. They are always in the same state. These are water, sky, stones, soil, rainbow, wind, rain.
Also included in inanimate nature are the celestial bodies – the Moon and the Sun. Living and inanimate nature are interconnected. Inanimate nature contributes to the life of living nature. For example, we all know that fish live in water.
Water is inanimate nature and fish is living. If there was no water, the fish would not be able to live. Plants live thanks to sunlight. The sun is inanimate nature.
Proposals with objects of living and inanimate nature
Let's try to make sentences and describe living and inanimate nature in them.
Cucumbers and tomatoes grew in the beds. Cucumbers and tomatoes are plants (living nature) growing on the soil (inanimate nature).
A proud falcon flew in the sky. Falcon is a bird (wild nature), the sky is inanimate nature.
Masha was swimming in the pond. Masha is a person (living nature), the pond is inanimate nature.
The bunny was eating green grass. Bunny – animal (wildlife), grass – plant (wildlife)
Water covered the stones on the shore. Water is inanimate nature, stones are inanimate nature.
Grandmother looked at the sun. Grandmother is a person (wildlife), the Sun is celestial body(inanimate nature)
The purpose of the lesson: introduce children to living organisms and their properties.
Tasks:
- develop the ability to observe, think logically and creatively,
- cultivate a caring attitude towards all living things around us,
- contribute to the formation in the minds of students of a single, holistically colored image of the world around them as home, their own and common to all people, to all living things,
- carry out systematization and expansion of children's ideas about living and inanimate nature, developing interest in their knowledge, enriching moral experience, nurturing love for the surrounding nature.
Equipment:
- painting depicting a children's playground
- containers with soil, sprouted bean seeds
- newspaper "We and Nature"
During the classes.
1. Organizational moment
2. Self-determination for educational activities. Statement of a problematic question.
There is no person who has not heard or uttered with admiration the phrase “What nature! Beauty!”, “I was in nature.” What is it nature? Let's try to answer this question.
Let's mentally go out into the yard (a picture depicting a children's playground is attached to the board). In front of us is a children's playground. Look carefully at this picture. Name what is created by human hands and what exists independently of us.
(in accordance with the children’s answers, the teacher writes down the named objects in the columns “Created by human hands”, “Objects of nature”).
So, what do we consider natural objects? What is nature?
Conclusion: Everything that is not created by human hands, and we ourselves are called nature.
3. Updating knowledge
What can we attribute to nature?
(the teacher sets the hourglass and the children express their opinions for 1 minute, which the teacher records on the board)
4 . Design and recording of new knowledge.
Now let's test ourselves!
(the teacher opens a board with a table of living nature objects; the teacher comments on each section, and the children say which of the above applies to each section.)
First of all, nature refers to:
- Human
- animals (animals, birds, insects, fish)
- plants (trees, shrubs, flowers, herbs)
- mushrooms (those growing on the ground and trees, single-celled mushrooms that are used, for example, in baking, and lactic acid mushrooms)
- microorganisms that can be seen, for example, in a drop of water. These include bacteria, microbes, and viruses.
- rocks that exist for millions of years, minerals
- air is a mixture of invisible gases, it consists of the earth’s atmosphere and water (it is everywhere: in the oceans, seas, rivers, lakes, in the soil, there is a lot of water in the atmosphere)
- nature includes the Sun, the Moon-satellite of the Earth, the Earth, stars and planets
The diversity of nature amazes and delights people. To understand it, people classify all natural objects. Nature is divided into living and nonliving.
(Open the board with a table of natural objects.)
Let's think about what natural objects we can classify as living and what as inanimate nature.
By what criteria were we able to combine objects of living nature into one group, what do they have in common?
During the discussion, children find out the signs of living organisms, which the teacher writes on the board:
- nutrition
- breath
- reproduction
5. Physical education minute
Please rise from your seats. I will ask riddles. If the answer relates to living nature, then you crouch, and if it relates to inanimate nature, then you clap.
We all like it
Without him we cry
And as soon as it appears -
We look away and hide:
It's very bright
And it's hot! (Sun)Is this a bump?
No, not a bump.
Is this a barrel?
No, not a barrel.
Maybe a pumpkin with a tail
Came to visit us
Snuck under the porch
And pretty grunted? (piggy)The flower is fragrant
A flying flower sat down. (butterfly)Over forests, cities,
Over the expanses of fields
Caravans are passing by
Unprecedented ships.
Heading around the earth
These miracle ships. (clouds)Alena stands:
Green scarf,
Slim figure
White sundress (birch)Strange star
Fell from the sky.
It lay on my palm -
And disappeared. (snowflake)
6. Updating knowledge
Can living organisms turn into non-living ones?
Every living organism exists for a certain time, and then it dies, and new ones appear in its place. But if we do not take care of plants and animals, they may die before their time, so we must always remember that nature is our generous friend, she creates everything the necessary conditions for our life, in return we must protect and increase its wealth. And how to do it? How can we show care for nature?
7. Practical experience.
Today we will try to increase natural resources by planting the bean seeds that we sprouted in one of the previous lessons. If we do this correctly, with love and care, then the sprouts that appear will help us understand the topic of the next lesson “Plants and Animals” (children plant sprouts in the ground)
8. Consolidation of what has been learned.
What is nature? Answer the question using the reference chart on the board.
(Everything that existed, exists and will exist regardless of man and his efforts is called nature.)
What objects of living and inanimate nature can you name?
What signs of living nature objects have you learned?
Man is also a part of nature. The creative group of our class prepared a photo newspaper “We and Nature.”
(Students hang a newspaper on the board)
The main task of man is to preserve and increase natural resources. After all, nature is ours big friend! Let's save nature!
9. Reflection on learning activities in the lesson.
When you come home and your parents ask you what you learned in class, what will you tell them?
Let's fill our mood screen - today is a tree. If you didn’t like the lesson, you will glue a yellow leaf on the tree, if you liked it, then a green one, and if you really liked it, then glue a flower.
Most people played “living and non-living” games in childhood. Game details in each special case may differ, but the gist is that the presenter names the item, and the players must decide which group to assign it to. However, is everything so simple in assigning status to one or another object?
This article, with visual pictures and examples, as well as tasks for self-preparation and self-test, will help you understand the concepts of “object” and “natural phenomenon”, their classification and what characteristics they have, and will also help you remember once and for all the differences between the words “living” " and "non-living".
Lesson topic: “Objects of living and inanimate nature”
Everything that surrounds us, but was not made by human hands, that is, what was created without his participation, all organic and inorganic components of the Universe are called nature. The science in which scientists have collected basic knowledge about objects and phenomena on Earth is called natural science.
Educational pictures for children
Live nature
Living is something that breathes, eats, grows and reproduces, such as insects, plants, fungi, animals and man himself.
Examples in pictures
Signs of wildlife
The main characteristics of living objects are:
- birth, development and growth;
- reproduction;
- nutrition;
- breath;
- movement;
- death.
Thus, after birth, any organism eventually grows into an adult (from a seed/kitten/chick/baby to a tree/cat/bird/adult) capable of producing offspring.
Throughout life cycle living things need food (water for plants, plants for herbivores, meat for carnivores) and air environment, necessary and suitable for breathing (to absorb the necessary gas-air mixture from water, fish and other inhabitants of aquatic spaces have gills, land animals and humans pass air through their lungs, and plants have special cells for absorbing carbon dioxide).
Living organisms have the ability to move: for example, a person has legs, animals have paws, fish have fins and a tail, and plants turn their leaves towards the sun, thereby moving, like it, from east to west during the day).
The life cycle ends with death, when the body stops breathing, moving, and absorbing food.
Inanimate nature
Objects such as air, wind, clouds, water, snow, mountains, sand, fallen leaves are classified as inanimate objects nature. And although there are objects that are capable of movement (waterfall, snowfall, leaf fall) or growth (mountains), they cannot breathe, feed and reproduce, unlike living objects.
Examples in pictures
Signs of inanimate objects of nature
Unlike objects of living nature, inanimate bodies do not grow, do not eat, do not breathe, and so on. So they are different:
- sustainability;
- low variability;
- inability and lack of need to eat and breathe;
- inability to reproduce;
- inability to move and grow.
For example, a mountain, having once appeared on Earth, will not disappear or die, it can only change its state (for example, collapse and gradually turn into dust under the influence of precipitation or winds); the sea also cannot die, since the water only changes its state of aggregation(can be in the form of water, steam or ice depending on atmospheric conditions, such as temperature or pressure), so the evaporation of water from a reservoir leads to the formation of clouds and clouds that rain. The so-called “growth” of a mountain or lake also cannot be attributed to a sign of living nature, since this does not occur due to the formation of new cells, but due to the addition of new ones to existing parts of objects.
Connection of natural objects
Without inanimate objects, the existence of living organisms would be impossible. So, the most important are soil, water, air and sun.
- The soil is extremely important environment, since it protects living organisms from toxins, neutralizing them, significant physical and chemical processes: Dead animals and plants decompose and form minerals and natural fertilizer for plants.
- Air is necessary for the respiration of living organisms, as well as for the formation of nutrients in other environments.
- Water is also necessary for all life on Earth. Without it, life on the planet could not appear and exist. For some animals and plants, water is their home, for others it is an integral part of their diet.
- The sun produces the heat and energy necessary for the emergence and maintenance of life, and is also part of the process of photosynthesis in plants, which allows the transformation carbon dioxide(a product of animal and human respiration) into oxygen necessary for life and breathing.
Thus, natural objects are closely related. Moreover, this dependence works in both directions. Thus, the rotting of dead creatures enriches the soil with necessary substances and microelements, ground and underwater plants change the composition of environments due to photosynthesis, and fish living in reservoirs maintain physicochemical characteristics water.
Schemes of object interaction
The interaction of living organisms with each other, with groups of other earthly creatures, as well as with their habitat, is studied by the science of ecology. The diagrams below represent models of the relationships between living and inanimate objects on the ground.
Concept of natural phenomenon
Concept of natural phenomenon
Changes in nature that occur independently, not by the will of man, are called natural phenomena. Most of them depend on the changing seasons and are called seasonal weather (natural) phenomena. Since nature is divided into living and nonliving, phenomena are also divided according to the same principle.
Examples of natural phenomena
- Winter
It would seem that in winter nature “sleeps”. However, most animals give birth to offspring in their cozy, specially prepared houses in winter. By spring, the kids will have grown up and will be ready to enter a new big world for them.
- Spring
In spring, nature “comes to life” after winter. Animals emerge from their burrows and raise a new generation. Many animals shed their winter coats and change color from winter white to summer gray or brown.
Young plants begin to appear from under the melted snow, green grass, the buds on the trees swell and bloom. Gradually, the bare branches of the trees become overgrown with bright green foliage, and the blossoming flowers begin to emit pleasant aromas, thereby attracting the attention of insects. Insects pollinate flowers, collecting food for their large families and allowing the first fruits to set.
- Summer
Flowering and pollination, as well as fruit ripening, which began in the spring, continue throughout the summer.
- Autumn
Autumn is the time of harvests and preparations. Birds and animals begin to stock up on ripe fruits for the winter, setting up their houses so that they can feel warm and comfortable when raising their offspring.
Plants dry out, leaves on trees turn bright red and yellow, and then fall off.
Examples of inanimate phenomena
- in winter
Winter is always associated with a drop in temperature. This occurs due to the fact that the sun's rays either do not reach the ground due to increased cloudiness, or are reflected from snow and ice.
Most characteristic phenomena for winter are snowfall (fall of frozen particles of water in the form of snow on the ground), blizzard (transfer of falling snow over long distances due to strong wind) and freeze-up (covering the surfaces of reservoirs with a crust of ice).
- in spring
Under influence solar energy the air and soil warm up, and temperatures rise. Snow and ice begin to melt, streams flow along the ground, broken ice floes float along rivers, snowfall gives way to rain.
Frequent spring a natural phenomenon- thunderstorm (discharges of electricity in the atmosphere).
- In summer
Rain and thunderstorms occur throughout the summer. Heat also adds to the summer phenomena ( high temperatures air).
The brightest weather phenomenon- a rainbow that appears after rain or shower as a result of refraction sun rays in water droplets and separation white to the spectrum.
- in autumn
Most notable autumn phenomenon can be called defoliation (the process when trees shed their leaves on the eve of winter).
Also in autumn, prolonged rains, fogs, decreased temperatures and frosts are common.
Self-test tasks
- Determine what in the picture is a living object and what is an inanimate one. Why?
- Compose a report with a presentation on the topic “The main differences between living and inanimate nature. Examples."
- Prepare a drawing diagram with objects of living and inanimate nature.
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