Lesson summary: "Winter in the world of plants." Winter in the world of plants Questions about winter in the world of plants
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Slide captions:
Plants in the winter Shakurova Fanisa Tagirovna, primary school teacher, MBOU "Aktanyshskaya secondary school №1", Aktanysh, Republic of Tatarstan
Hello!
Icing
Snow cover
Snowflakes
Hoarfrost
Frost patterns
R E B E L I P A S O S N A T S I L V E N N I C L E SH I N A S AND N O A A N N A L A M I A N I K A L M E SZ
Plants in winter
Winter forest
Shrubs
Thanks for attention!
Preview:
Lesson topic: "Winter in the world of plants."
Lesson Type: a lesson in discovering new knowledge.
The purpose of the lesson: to form knowledge about the winter period in plant life.
Lesson Objectives:
To form universal educational actions of students;
To introduce life features of trees, shrubs and grasses in winter;
To develop students' speech;
- develop mental processes: voluntary attention, memory, imagination;
To form a positive motivation for learning;
Develop personal qualities: tolerance, mutual assistance, friendliness, observation;
Develop interest in the subject world around;
To educate the emotional perception of nature and emotional feelings, respect for nature.
Teaching methods: reproductive, problematic, programmed.
Forms of organization of cognitive activity: frontal, individual, group.
Means of education: the textbook “The World”, A. Pleshakov, crossword, phonogram “January” by P. Tchaikovsky, multimedia projector, presentation, herbarium, samples of winter tree branches, subject pictures, tree cuts, 3 types of cards, knowledge ladder.
During the classes:
1. Self-determination to activity.
Hello guys! I'm glad to see you! Take your seats, get comfortable. We, as always, are waiting for a lot of interesting things. So, smile at each other, start working.
2. Actualization of knowledge and fixing difficulties in activity.
Teacher. Let's remember what topic we are studying in the lessons of the world?
Children. Winter changes in nature.
Teacher. What is the duration of winter according to the calendar, according to the Sun and according to natural signs?
Pupils. According to the calendar, 3 months: December, January and February.
According to the Sun, or astronomical winter, it also lasts 3 months: from the winter solstice (December 22), when the shortest day and the longest night are until the vernal equinox (March 21), when day and night are the same.
Meteorological winter lasts from lowering the daily average surface air temperature below 0 to its rise above 0. In some years, winter in our latitudes lasts about 4 months, and in the northern latitudes - even longer, up to 6 months.
Teacher. What winter phenomena occur in inanimate nature?
Pupils. The air temperature changes, it became below 0.
The soil is frozen.
The nights have become longer. * slide depicting winter nature
Teacher. What is the name of the winter phenomenon that you see on the screen? * slide "Freezing"
Pupils. Ledostavit- the phenomenon of ice binding water bodies.
Teacher. What winter phenomenon on the next slide?
* slide "Snow cover"
Pupils. Snow cover. This is a non-melting layer of snow. It is not always the same: it is deep, fluffy, then compacted, covered with a crust of ice (infusion).
Teacher. What happens to the first snow?
Pupils. Most often, the first snow melts. Winter with deep fluffy snow comes later.
Teacher. And what is snowfall?
Pupils. The phenomenon of the fall of many snowflakes on the ground.
* Snowflakes slides
Teacher. How are snowflakes formed? How do they look? What shape do they have?
Pupils. In nature, water vapor rises high with air currents, where it enters the cold layers of air. There it turns into tiny ice crystals. The crystals are interconnected. Snowflakes are six-pointed, symmetrical, of different shapes.
* Snowflakes slides
Teacher. When do we observe snow flakes in the form of snow flakes?
Pupils. When it is not very frosty, snowflakes stick together and form snow flakes.
Teacher. And when is snowfall in the form of snow groats?
Pupils. If it is frosty and a strong wind blows, it breaks off thin
Rays of snowflakes and snow croup is formed.
Teacher. When does hoarfrost appear? * slide "Rime"
Pupils. On a frosty day, if a humid wind blows, you can observe this beautiful phenomenon. Tiny ice crystals appear on tree branches and other objects. Which formed from water vapor.
Teacher. And where can frosty patterns be observed?
* slides "Frosty patterns"
Pupils. They can be observed on glasses in vehicles, in houses. These intricate patterns are drawn by water vapor.
Teacher. What do frosty patterns resemble?
Pupils. They resemble a fabulous forest, plants.
Teacher. So what caused such changes in inanimate nature? Lowering air temperature, freezing of soil, water bodies, precipitation in the form of snow?
Pupils. Changes are associated with the Sun, its position in the sky.
3. Statement of the educational task.
Teacher. Guys, tell me, the phenomena occurring in inanimate nature affect living nature?
Answers students.
Teacher. Now we will solve the crossword puzzle where the topic of the lesson is encrypted.
* slide
Showing herbarium and making riddles.
1.Green, not meadow,
Bela, not snow
Kudryava, not the head(Birch tree)
2. What tree is rich in honey?(Linden)
3. I have longer needles than a Christmas tree,
Very straight, I grow tall.
If I'm not at the edge
Branches only on the crown(Pine)
4. Have a relative of the Christmas tree BEP З Z A
Non-spiky needles. L & PBUT
But unlike the Christmas tree WITH OC N A
Those needles fall(larch) L AND S T V E N N IC A
LESH AND N A
5. It grows very densely, O S ANDON
Slowly it blooms, M A LAND N A
And when the summer passes, ZE M LI N I K A
We eat his sweets,
Not in a piece of paper, but in a shell-
Take care, children, teeth!(hazel)
6. What kind of tree stands,
There is no wind, but the leaf is trembling?(aspen)
7 red beads hang
They look at us from the bushes.
These beads are very fond of
Children, birds and bears.(raspberries)
8. I have a bit of summer on a thin leg.
Weaving bodies and hammers out of me.
Whoever loves me is glad to bow
And my native land gave me the name(strawberries)
Teacher. Yes, we will talk about plants in the winter season.
* slide "Plants in winter"
Sounds music P. Tchaikovsky "January."
* slide depicting a winter forest
Teacher. Winter sorceress
Bewitched, the forest stands
And under the snowy fringe
Motionless, dumb
He shines with a wonderful life.
Guys, the music of the Russian composer P. Tchaikovsky sounded. And now let's enjoy the wonderful winter landscape, take a walk in the winter forest.
4. Fizminutka. * music, slide
Teacher. Let's remember what types of plants we know.
Crossword will help to remember.
Pupils. trees shrubs grassy
Birch hazel strawberry
Lipa raspberry
Larch
Pine
Aspen
5. The construction of a project out of difficulty.
Teacher. So, how do plants hibernate? Read the questions posed by the author of the textbook.
Questions. - What happened to herbaceous plants and shrubs before the onset of winter?
What shrubs hibernate under the snow without dropping leaves?
What are people doing to conserve winter crops?
Teacher. Based on your own observations, you can answer questions.
Students respond based on their own experience and observation.
Teacher. Not enough knowledge. Where can we find answers to questions?
Teacher. What did you learn? What plants are we talking about?
Pupils. We are talking about herbaceous plants and shrubs.
Teacher. How do grassy plants winter?
Pupils. They die off, leaving seeds under the snow if they are annual plants. In perennial herbaceous plants, bulbs and rhizomes are preserved in the soil.
Teacher. What happens to the bushes?
Pupils. They drop leaves in the fall, and in evergreen shrubs (cranberries, lingonberries) leaves do not change color and do not fall. These are evergreens.
* slide "Shrubs under the snow"
Teacher. In these shrubs, berries remain on the branches, which become sweeter from frost. And birds and animals find delicious berries under the snow.
Teacher. So what is the significance of snow cover for plants?
Pupils. Snow cover helps plants survive the harsh winter, covers them like a warm blanket.
Teacher. What are people doing to conserve winter crops?
The students find the answer: Special barriers are placed in the fields so that the wind does not sweep away the snow cover.
Teacher. Now we turn to the question of how do trees winter? In summer, you recognize trees by their leaves well. And in the winter? Based on my own experience and observations.
Pupils give answers.
Teacher. You will learn more fully from the textbook - our guide.
* slide "Birch". Herbarium.
Teacher. What is this tree?
Students respond and with the help of the teacher describe the characteristics of the tree.
The easiest way to recognize a birch is by the white bark. Large branches extend from the trunk at an acute angle, and young branches hang. The kidneys are small, there are earrings.
* slide "Chestnut". Herbarium.
Branches are thick, with large shiny kidneys.
* slide "Oak". Herbarium.
Powerful branches form a rounded crown. The bark in deep furrows is dark brown.
* slide "Willow". Herbarium.
The willow has a light yellow bark, thin branches descend to the ground.
* slide "Rowan". Herbarium.
It is easy to recognize by fruit, by a brown smooth trunk. If there are no fruits, birds gnawed them, remain on the branches of the stalk.
* slide "Linden". Herbarium.
It is also easy to recognize by the dark dense bark, which in small cracks, and on the branches, fruit-nuts with leaflets flying can hang.
* slide "Poplar". Herbarium.
The poplar has a light trunk, sticky buds. The genus of poplar has about 110 species. We have 16 species growing in Russia.
* slide "Maple". Herbarium.
A tree can be easily recognized by its seeds - helicopters. There are even more species of maple - about 150 species.
Teacher. What is the trunk of any tree covered with?
Pupils. The trunk of any tree is covered with bark. These are dead plant cells, they no longer receive water and nutrients.
Teacher. What is the function of the cortex?
Pupils. The bark has a protective function.
Teacher. Thaws are dangerous for trees in winter, when snow melts on a tree, cracks in the bark are filled with water. If there is frost after the thaw, then the water freezes. Destroy the bark. Deep crack-frost holes appear on it. To avoid damage to the bark, the trunks of fruit trees are whitened. White color reflects the sun's rays and the upper layers are slightly heated.
* slide “Whitewashing trunks and throwing snow on a tree trunk”
Teacher. How do trees grow? Based on your own experience, tell me what season is most favorable for tree growth?
Pupils respond.
Teacher. Does tree growth depend on air temperature and moisture, on soil fertility?
Pupils. In winter, it does not grow, the soil is frozen, little heat.
Pupils read an article from a textbook on tree growth.
Teacher. So what months do trees grow fastest?
Answers students.
Teacher. And when are the trees in deep dormancy?
Answers students.
* slide - in the winter
Teacher. All plants live by their clock. Pine, for example, wakes up in early March, no matter what the weather. What time of day do trees grow faster?
Pupils. In the morning and evening, and at night they rest.
Teacher. And just as a person has a passport, a tree also has a natural passport, which indicates its age. How to find out the age of a tree?
Pupils make their assumptions.
Teacher. More precisely, you will learn from the textbook.
Teacher. So, how to determine the age of the tree?
Pupils. On the annual rings.
6. Primary consolidation.
Group work (4 people each)
Teacher. Join in groups. At the desk, each group sawed a tree. Determine its age by tree rings.
Teacher. What can annual rings tell about?
Pupils. Annual rings can tell a lot: about the characteristics of the climate, about living conditions, whether there were enough nutrients and water for it, whether it grew in a clearing or in a dense forest. If the growth ring is wide, even - we can say that the year was favorable and the tree grew in an open place. If the tree grew in a clearing, the growth will be already on the north side, and on the south - wider.
* drawing on the board
7. Independent work with self-test according to the standard.
Work with test cards.
Teacher. And now we are working with test cards. Read the questions and mark the correct answers.
Self test. Children compare the result with the standard.
8. Reflection of activity.
Did you like the lesson?
What was easy? What was hard?
How many believes that you have expanded your knowledge about plant life in winter?
How many of you can tell you something interesting from the lesson at home?
And I guys want to praise you and say thank you, but the following guys (I call) had especially interesting and correct answers.
Draw a ladder of knowledge. What step do you put yourself in in this lesson?
Homework Information. * slide recording house. tasks
Application: presentation "Winter changes in nature"
... Not dead or alive ... In the winter enchantress Bewitched, the forest stands - And under the snowy fringe; Motionless, dumb. He shines with a wonderful life. And he stands bewitched, - Not dead and not alive, - Enchanted by a dream of magic. All shrouded, all shrouded in a light chain of down ... F. I. TYUTCHEV
Deciduous plants Many plants have a period of rest, mostly winter. Deciduous trees, such as birch, maple, aspen, etc., dump foliage in the fall, because at this time there is not enough sunlight to form nutrients in the leaves.
Winter flowers Thus, it remains to conclude that our spring plants have a remarkable ability to develop under snow in the winter. Leaving in the autumn under the snow with resting underground organs - rhizomes and tubers, they leave it already with developed stems, leaves and often even with colored buds. In the forest during a snowfall, young parts of spring plants make their way through the snow.
Winter preparations of medicinal plants Some plants gain maximum healing power in winter. That's what they will be discussed. Namely, it will be about pine and birch buds and alder cones. about pine and birch buds and alder cones.
Program - UMK “Perspective”, A. A. Pleshakov, M. Yu. Novitskaya, Grade 2
Theme: "Winter in the world of plants."
Lesson Type: Learning New Material
The purpose of the lesson: the formation of ideas about changes in the life of plants in the winter and familiarization with the methods for determining tree species in winter by external distinguishing features.
Expected Results:
1) Subject
formation of ideas about changing living conditions of plants in winter
to exercise in naming the most important distinguishing features of the studied plants and distinguishing tree species in winter according to individual characteristics.
horizons with additional information on the dependence of changes in plant life on weather conditions
Regulatory:
Define the purpose of learning activities
To control the method of solution and the result of the training task according to the previously drawn up plan
Cognitive:
development of the ability to establish causal relationships between the state of nature and changes in plant life
develop the ability to carry out analysis with the identification of essential features
develop the ability to build simple reasoning based on leading information
navigate in the textbook, search and highlight the necessary information
development of the ability to work with information presented in different forms (text, illustrations)
development of the ability to generalize, the ability to draw conclusions in the disclosure and systematization of the studied material
summarize the lesson on
Communicative:
- express your thoughts with sufficient completeness and accuracy
- form and argue your opinion when observing wildlife
- make out your thoughts in oral speech (make up a story from pictures)
3) Personal
To educate the emotional perception of nature and emotional feelings, respect for nature.
Develop personal qualities: mutual assistance, friendliness, observation;
Development of peer collaboration skills.
Means of education: textbook “World around” Pleshakov AA, Novitskaya M.Yu., crossword, phonogram, excerpt from the cartoon “Moroz Ivanovich”, multimedia projector, presentation, herbarium, samples of branches of winter trees, subject pictures, envelopes with task cards 6 pieces , stripes of yellow and red, yellow circle.
1. Org. moment.
Starting the lesson, I suggest you listen to music.
The teacher includes an audio recording and reads a poem. At this time, the winter forest slides are displayed on the screen.
EnchantressIn winter
Bewitched, forestis worth -
And under the snowy fringe
Motionless, dumb
He shines with a wonderful life.
And he stands, bewitched, -
Not dead or alive
A dream magical enchanted
All entangled, all entangled
Light chain downy ...
Does the winter sun mosque
On him, his ray slanting -
Nothing flutters in him
He will flare up and shine
Dazzling beauty.
What do you think our lesson will be about? (Winter, forest, winter forest)
Now you have seen many pictures of the winter forest. And what words does the poet F.I. Tyutchev drawing a forest? (Bewitched, bewitched, magic dream, bound, fascinated, ...).
2. Updating knowledge
What did the poet mean by saying:
And he stands, bewitched, -
Not dead or alive
Sleep fascinated by magic ...?
(The trees in the forest seem to be sleeping).
Indeed, it may seem that the trees in the forest are not alive. But actually it is not. In winter, they stop growing, eating, and are plunged into deep sleep).
How many knows how more trees adapt to the winter cold?
a) (In the fall they dropped the leaves).
That's right, leaves need a lot of heat. In winter, this heat will be very necessary for the tree, so they get rid of the leaves.
But there are trees that stay green all winter. What are these trees called? (Conifers). Their needles have a thick skin and are covered with a wax coating. The resin secreted by the trees protects them from freezing.
b) - And what threatens trees with winter? (Trees can freeze and die from severe frosts.)
But do not be afraid, trees have adapted to this. Under the skin of their trunk and branches, they have a special protective layer that does not release warm air from the tree and protects it from frost.
But here, what is surprising - winter colds for forest plants are simply necessary. It turns out that the buds of trees and shrubs can normally bloom only after winter colds.
Do you think that there, under the snow, the life of plants stops? Let's see an excerpt from cartoon "Moroz Ivanovich».
Watching a cartoon.
You are right, the plants are completely covered under the snow, like a warm feather bed. Snow, until spring, saves them from cold and frost.
And who do you think is easier to tolerate winter frosts undersized plants or trees, why? (Undersized because they are completely hidden under the snow.)
3. The problem statement and the goal of the lesson.
Guys, students of grade 2 were given the task to capture the beauty of winter nature by photographing different trees and determine what kind of tree it is. All coped with the task. Masha also photographed a tree, but could not determine what kind of tree it was.
On the screen, the teacher shows a photograph of the tree.
I suggest you help Masha do this. (Answers of children).
We can not. Why?
And so, did we also have a problem? What do you think? (We did not manage to recognize the tree).
The teacher hangs out a PROBLEM card on the board, and after the children answer, we CANNOT RECOGNIZE THE WINTER TREE
Knowing the problem, what goal can we set? (Learn to recognize trees).
The teacher hangs out the PURPOSE card on the board, and after the children have answered the card, LEARN TO LEARN THE TREES
To do this, we need to identify solutions. (Identify signs that will help identify trees).
The teacher hangs out on the board a card WAYS OF DECISION, and after the children have answered the card, DETERMINE THE BASIC EXTERNAL SIGNS OF A TREE
And of course, you need to perform a trial action. (Try to recognize the tree by these signs).
The teacher puts a TEST ACTION card on the board, and after the children answerRECOGNIZE A TREE BY THESE SIGNS
Have you guessed what our lesson will be about? (Answers of children).
4. Opening a new one.
Indeed, it is difficult to recognize a tree in the winter time because all the trees seem the same. This is easier to do in the summer. Why? (There are leaves on the trees in summer).
Yes, but the leaves are gone. But there were constant external signs by which we can determine the tree, i.e. solve the problem of.
If the children name the signs, the teacher asks: “Yes, but do we know what signs are characteristic of the Machine tree? (Not). So we don’t have enough information. ”
Let's turn to the tutorial.
Open the textbooks on page 20. Take simple pencils. When reading the text of the textbook, underline the words denoting any sign of a tree.
Children read the text of the textbook on their own.
What external signs have you found? (Bark).
Teacher hangs card CORA
Which trees are easier to recognize by bark? (Birch and aspen).
What other signs did you emphasize? (Remnants of leaves).
The teacher hangs out the LEAVES card
What trees do they stay on? (Answers of children).
From the leaves, what other trees can we recognize? (Spruce, pine, fir). What kind of trees are these? (Conifers). Why are they called that? (Instead of leaves they have needles).
Still? (Fruit)
The teacher hangs out a fruit card
By the word fruit we mean both seeds and cones.
What trees do they stay on? (Rowan, maple, linden, ash, elm).
And if neither the fruit nor the remaining leaves are visible on the tree. What is the basis for determining the tree then? (In silhouette).
The teacher hangs out a SILHOUETTE card
Right, but it's hard to do.
We have identified signs with you, knowing which we can recognize the trees. Let's try to do it.
We have identified with you the signs by which we can recognize the tree. Let's get back to our plan. And our next action? (Trial action). Now we must try to apply this knowledge.
On plates arranged: tree bark, seeds and cones, dry leaves.
Look what I brought.
Children get up, fit, feel.
Try to name the trees.
Did you manage to name all the trees? (No. We don’t know which tree has which seeds).
Where and where do we get this knowledge from? (From the encyclopedia. Ask adults. From the Internet).
Fizminutka.
Fir trees are standing outside the window
They look into the blue sky.
The branches stick out to the sides,
Squirrels are sitting on the branches.
The wind is blowing icy
And heaves a cloud of snow.
He is stern and powerful.
But the evil blizzard has subsided
The whole district became white.
Well, we will walk a little
And back to our home.
5. Application of new knowledge. Work in pairs.
BUT) - I suggest you work independently in pairs. Using the illustrations from the “Atlas - determinant” to recognize the plant. Get information on trees. And while working with tables, draw signs of your tree. Think about how you can tell the other guys about it so that they can recognize him.
Let's remember the rules of work in pairs. (Answers of children).
The teacher puts a card with the rules on the board.
Each pair has a leaf with a table, illustrations of trees, sheets from the “Atlas - determinant”. Children work in pairs. Write signs on the leaves. The teacher walks and helps them.
| Tree name | |
| Silhouette | |
| Bark | |
| Leaves | |
| Fruit |
1 row: 1 school desk: pine; 2 desks: spruce.
2 row: 1 school desk: linden; 2 desks: ash.
3 row: 1 school desk: willow; 2 desks: maple.
The work is done. Agree among yourself which of you will tell and who will help.
Children in a couple go out and talk.
B) - Let's look again at what lies on the plates. Try to name the trees. (Children name and explain).
Children are called, and the teacher shows the correct picture on the screen (bark: birch, aspen, pine; leaves: ash, mountain ash, poplar, aspen, pine, spruce; seeds: maple, ash, oak).
If we have time in time, then we guess the crossword puzzle in the lesson. If not, then give a home task.
AT)- Want to check yourself again? Let's try to solve a crossword puzzle?
Try to identify the tree by its appearance in the winter season.
Crossword. Work with a webcam. Plants are hung on the board:
1. BIRCH
2. ASPEN
3. PINE
4. POPLAR
5. FIR
6. MAPLE
7. willow
8. ROWAN
6. Summarizing the lesson.
Well done! Let us return to the problem that arose at the beginning of the lesson. We had to recognize the tree and help Masha. (We could not recognize the tree in winter).
Now we know why she could not identify and name the tree? (She lacked information containing information about the characteristics of this tree).
The teacher adds signs. This is maple.
We coped with the task we set in the lesson? (Yes).
What do we need to know for this? (What is the bark, leaves, fruits of each tree).
Your task: On the way home, try to recognize and name the trees that you will meet. And solve the crossword.
7. Reflection.
Our lesson has come to an end. Try to talk about what you learned in the lesson on the pattern:
Found out
I remembered
Smog
On my table are yellow and red stripes. If you liked the lesson and you learned a lot, attach a yellow strip to our sun, and if you don't learn anything new, red. I really liked our lesson and I will attach my yellow strip. Look how beautiful the sun we got. - Thank you guys for the good work in the lesson.
“Inanimate nature in winter” - Inanimate nature in winter. 2. January is a jelly. - The coldest time of the year. -Sun in winter takes the lowest position in the sky. -Set short days and long nights. -Freeze soil and water. -Frosts come. -Earth is covered with snow. Frost December January February. 1. Thaw 2. Glaze 3. Snowfall 4. Snowstorm 5. Rime.
“Changes in nature in winter” - Bear. Inanimate nature. Winter in the life of plants. Klest - friend ate. Squirrel. Snow on the fields, ice on the rivers, a blizzard walks. Winter. What can happen to animals in the forest if people cut down spruces. The hut is new, for everyone the dining room, calls for dinner, to taste the crumbs. How trees, shrubs and grasses winter.
"Journey to the winter forest" - Winter sings - he calls. Learn from them - from oak, from birch. Write down the sentence about the hare. I'm going. Quiet. Ringing is heard. An enchantress in the winter bewitched, the forest stands. Whose footprints are these. A wonderful picture of how you are dear to me. Write down the sentence about the squirrel. Journey. No wind is raging over the forest. White snow is fluffy. Journey to the winter forest.
"Winter Forest" - They Drive On Their Own! Sings winter - auka, Shaggy forest cradles Stozvon pine. Fox. Physical education. Hands-twigs. What do animals do in winter? Get to know the tree. Take care of your nose in great frost! Conversation about the winter forest. What kind of beast? Open everything, do not hide: you see - we are ours! Lesson to familiarize yourself with the outside world. Sleigh ride through mountains and forests - miracles!
"Winter Nature" - Along the trunk. Dropping foliage Turn yellow Going green under the snow. Shrubs of grass. How do trees winter? Conifers. Animal nutrition in winter. How do a winter bear, squirrel, wolf, fox, hedgehog? How do birds winter? Winter months. Training subjects: World around. House number 3 - animals that are looking for food. Internet, print media, multimedia application.
“Nature in winter” - How does the length of the day change? On a visit to winter. Inanimate nature in winter. Answer the questions: What is crust? How does the temperature change? Topic: Visiting the winter. Why is the snow loose? What are snowflakes made of? What does the sky look like? Shop school farm building airport hospital. Winter. Doctor Seller Pilot Teacher Milkmaid Crane operator.
There are 13 presentations in total
Lesson Objectives: to consolidate children's knowledge of winter weather phenomena and the state of nature in winter, obtained from previous lessons and excursions; repeat the methods for determining trees by their trunks and fruits; instill a love of winter nature.
Expected Results: remember the methods for determining tree species in winter from silhouettes and fruits.
During the classes
1. Org class
2. Introductory talk
In the opening remarks, the teacher reminds the children that on the tour they saw many pictures of winter nature in the park, and asks:
- And what does the forest look like after the snowfall? In what reproductions or photographs do we see this? (Draws the attention of children to pre-posted reproductions of paintings and photographs with views of winter nature. Children respond.) What is the mood in the images of a snowy forest? (Answers of the children.)
- Indeed, as in a fairy tale, as in a dream: quietly, calmly. Russian poets were very fond of singing such pictures of nature.
Stuck like an old woman
Leaning on a stick
And above the top of the head
Dolby woodpecker on a bitch. S. Yesenin
- What words do poets use when painting the fabulous forest after a snowfall? (Bewitched, bewitched, dream tale, magical, shackled, dozing, charmed, etc.) You see, even the words are chosen by the poets “fabulous”. ”
3. Work on the topic
The excursion material is repeated.
Distinguishing deciduous trees by their fruits is best done in the course of task No. 1 on p. 12 workbooks. Under the guidance of the teacher, the children determine which tree the fruit belongs to, combine the drawings of the fruits with the names of the trees and answer the question, which allows them to spread through the wind.
“Do you know why conifers remain green?” This is because the resin interferes with the freezing of tree trunks; juices are stored in them.
On the tour, we not only watched, but also sniffed the tree branches, trying to smell the winter forest. Do you like the smell of Christmas trees? What does it smell like? (New Year's holiday.) What mood does this smell create? Have you ever heard of volatile? It turns out that all plants secrete special substances - volatile, which have a detrimental effect on pathogenic microbes. For microbes, these are deadly poisons, but for humans they are useful. Champions for the allocation of volatile - coniferous trees. One hectare of coniferous trees releases 5 kg of phytoncides per day. It’s good for all people to breathe the air of coniferous forests, but this air is especially useful for people with respiratory diseases. ”
The teacher continues: “Remember how we distinguished spruce from pine. Why are cedar needles interesting? and the needles of larch? and fir needles? ”
It is advisable to distinguish conifers by their cones when performing task No. 2 on p. 12 workbooks. Children combine the images of cones with the names of the trees and answer the question of how coniferous seeds are distributed.
The study of the material ends with the children answering the question of which herbs and shrubs remain green under the snow.
4. Reflection Summarizes on the issues of "Check yourself" and reading the conclusion on p. 23.
5. Homework : theoretical material on p. 20-22 textbooks, assignments No. 3 and No. 4 on p. 13 workbooks; answer the question under the heading “Think!” on p. 23 textbooks.
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Lesson 35. WINTER HOLIDAYS
Lesson Objectives: to acquaint children with the general and various features of the Christmas holiday in Western countries and in Russia (in the past and present); introduce the origin and characteristics of the winter New Year's holiday; to consolidate the concept of the existence of two types of calendar - civil and Orthodox, which diverge from each other for 13 days; about following the winter holidays according to the Orthodox calendar and the modern civil calendar (first a Christmas holiday, then a New Year); about the custom of decorating a Christmas tree and leaving it until the New Year.
Expected Results: to know the peculiarities of folk customs of the Christmas holiday in the countries of the West and Russia; to understand that the custom of decorating spruce arose as a custom of the Christmas holiday, and then entrenched as a New Year's custom; be able to disassemble the manufacturing scheme of a Christmas tree toy and make it with your own hands.
During the classes
1. Org class
2. Introductory talk
- Guys, now I will read you a poem, and you guess what holiday the poet Sergei Kozlov is talking to us about.
The sun in the window freezes.
Knock-Knock!
Come in!
All in the snow came to me.
Immediately in the house it became crowded,
Creepy, fun, wonderful -
Like an entire huge forest
Climbed through the window!
- Which of you can name this holiday? It is important to draw the attention of children to the fact that this is the date of the New Year according to the modern civil calendar, which is used by people in many countries of the world, including Russia.
3. Work on the topic
Further, the teacher invites the children to learn the story of how much time Russia began to celebrate New Year in winter. Students alternately read the texts “Winter New Year” and “Old New Year” on p. 26-27 textbooks.
- Who established the New Year’s celebration in Russia during the winter? Let's find out more about this person on the “Pages of the Clever Owlet” (p. 122 of the textbook). As I read, peer into the portrait on s. 26 textbooks and try to remember what Tsar Peter Alekseevich looked like. With the images of Tsar Peter I you will have to meet often while studying at school. (The teacher reads a curriculum vitae about Peter I.) And now the next question: what is the old New Year? (If necessary, the teacher reads the passage again and repeats the question.) The Old New Year is the time of the New Year, set by Peter I, according to the Orthodox calendar, which is 13 days behind the modern civil calendar. Please note that during Peter I the whole country lived according to the Orthodox calendar, but there was no new calendar in Russia yet.
Look, next to the portrait of Peter I in the textbook, there is a reproduction of the Christmas-tree auction painting by Boris Mikhailovich Kustodiev. Who will answer when and how the arrangement of Christmas-tree trading (bazaars) began? View the picture. What is her mood? What helped the artist convey the expectation of the holiday in the picture? (Warm colors, the image of cheerful fuss, crowded.) Try to introduce yourself as buyers at this auction. Which Christmas tree would you choose for the holiday? The picture depicts a frosty winter. But can it not be said that the picture seems to warm us? (You can.) Why? How could the artist achieve this? Can this picture be compared with works of folk art: toys, scarves, paintings, lace, gingerbread cookies? What are the similarities? I wonder what kind of character a person should have who created such a festive, warm, joyful picture ... Let's listen to what the Clever Owlet hurries to tell us about this.
The teacher reads the text about B. M. Kustodiev on “Pages of the Clever Owlet” (p. 122-123 of the textbook) and, together with the children, draws a conclusion about the artist’s bright talent, which presented a joyful picture of the winter holiday being loved by children and adults. Students perform assignment number 3 on p. 15 workbooks in order to mentally decorate the fir tree selected at the Christmas market with old toys.
Then the teacher offers the children to reveal the secret of the emergence of the modern custom of decorating toys for the New Year holiday and says: “New Year is not the only and, one might say, not the main holiday of mid-winter. What other wonderful, good holiday do people meet with garland lights, decorated Christmas trees, Christmas-tree decorations? Of course, this is the Nativity of Christ! What word do you think the name of this bright holiday comes from? From the word "birth." The lights of Christmas trees, the sparkling toys on spruce branches have long welcomed the birthday of Jesus Christ, the holiday of all children and their parents, a family holiday, because the birth of every child is a celebration, joy and a great miracle. With the birth of every child, hope and love come to the world! The wife of Peter the Great, Catherine Catherine (German by birth), for her children in the royal family just dressed a spruce for the feast of the Nativity of Christ, observing the customs of her historical homeland. Gradually, all people began to adopt this custom in our country. So this custom has strengthened in Russia. "The Christmas tree was left in the house until the New Year, so after a while the image of the conifer, decorated with toys, nuts, sweets, firmly connected with the New Year's holiday."
- Christmas is celebrated in the countries of the West and Russia at different times, since in the West it is celebrated according to the new civil calendar, and in Russia according to the Orthodox calendar. Perhaps you already know this from your own family experience or from December television broadcasts. Now listen to what the textbook tells about the Christmas holiday. Be careful: you are waiting for questions about what you will hear now.
The teacher reads an excerpt from the text about how and when to celebrate Christmas in Western countries (p. 24 of the textbook), and asks questions:
- When abroad, in the countries of Western Europe, they celebrate Christmas? What words did you find incomprehensible in the story of festive European traditions? Try to explain for yourself what the word “nativity scene” means, and then we ask the Clever Owlet to give us explanations.
The teacher listens to the reasoning of the children, then supplements them by reading the text about the Christmas nativity scene on the “Pages of the Clever Owlet” (p. 121-122 of the textbook) and his comments: –– –Let's look at the figures of the den. Look at the Virgin Mary. What can be said about her? She is happy, full of love, tenderness for the newborn, as they said earlier - tenderness. What about Elder Joseph? In his figure, the master managed to combine male restraint with deep admiration for the Mother and the Baby. And what could you say about the magi? Try to describe their experiences, mood in front of the manger. In the old days they said - reverence. And you find modern, familiar words to you.
Continuing the discussion on the topic of the lesson, the teacher says: “Now, let's return to Russia. We celebrate Christmas in a new style on January 7, just in time for the New Year holidays. Is it before or after the New Year? (This is after the New Year according to the civil calendar, but before the old New Year according to the Orthodox calendar.) Who will be able to mark Christmas Day as a sticker on the calendar? In which calendar should this be done: the outgoing or the coming year? Why? (In the calendar of the next year, because Christmas according to the Orthodox calendar comes after the celebration of the New Year in the general calendar, which has already arrived in the year.)
Now we will talk about some ancient peasant traditions of the celebration of the Nativity of Christ in Russia, even before the customs that came to our country with Queen Catherine. First we read the text of the textbook, and then try to play what it says. ” The teacher reads the story "Christmas Holiday in Russia" on p. 25 textbooks. Further, students are selected from those wishing to be masters and carollers. Under the guidance of a teacher, a caroling scene is played. Then the children are divided into pairs and perform task number 1 on s. 14 workbooks. Carollers, and then all the children receive candy or any other small gifts from the dolls of the Boy and the Girl.
Teacher: “Unfortunately, the tradition of caroling and many other good, funny holiday traditions are not always present in the lives of modern families. Unfortunately, because traditions and customs make one holiday unlike the other, colorize the days of the year with new, bright colors, and help us remember the holiday. But each family has its own traditions of meeting the winter holidays of the New Year and Christmas. Tell us about how to celebrate these holidays in your family. How will you celebrate the winter holidays this school year? What gifts do you have for each other? What costumes do you make for yourself? ”
4. Reflection
At the end of the lesson, the teacher reports: “So the lesson on the winter holidays has come to an end. What is the most important thing you learned? Try to draw conclusions, each for himself. What did you find important, interesting, what surprised, delighted? Maybe someone didn’t understand something? ”The teacher gives the children the opportunity to speak, and then reads the conclusion on p. 27 textbooks.
5. Homework:
theoretical material on p. 24-27 textbooks, tasks number 2 and number 4 on p. 14-15 workbook.
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