What is made of what? Lesson on the world around "What is made of" (Grade 2) How woolen things are made around the world 2
Examination homework
- What is an economy?
- What are the parts of the economy called?
- What sectors does the economy consist of?
- Are different parts of the economy connected to each other?
- Let's test your knowledge (take the test)
At this time, several students are doing a test in Excel on a computer.
Test on the topic " What is an economy?
1 . Complete the definition: "The economy is .."
a) concern for nature
b) the ability to make money
c) human economic activity
2. What branch of the economy gives us bread, milk, meat?
a) industry
b) agriculture
c) trade
3 . Which branch of the economy produces clothes, shoes, furniture?
a) industry
b) agriculture
c) trade
4. What branch of the economy helps us to buy products and things?
a) industry
b) agriculture
c) trade
5. Which branch of the economy delivers products and goods?
a) trade
b) transport
c) construction
6. What branch of the economy is building various buildings?
a) trade
b) transport
c) construction
All this is made by human hands from natural
materials - wood, metal, wool. But
to transform natural materials
in a variety of things, knowledge and great
people's labor.
How is a book born?
How is wool made?
Where do spoons, forks and knives come from?
In our time, a person from the very birth a person enters the world of things. We are already so accustomed to this that we do not think about how and from what the objects around us are made.
The game "Living - inanimate." Images of inanimate objects are displayed on the interactive whiteboard.
Divide objects into groups so that in each group all things are made of the same material.
Clay
If you meet on the road, Then your legs will get stuck a lot, And to make a bowl or a vase - You will need it right away.
The "skillful hands" of the potter can mold various objects from it.
How did the earthenware jug come about?
Clay is mined by excavators…
Products are fired in a special furnace
And now everything is ready!
The art of doing such things is called
ceramics
Porcelain was first obtained in 620 in China. It was made from white clay. But the Chinese achieved especially great success in this matter quite recently, in the 15th century, under the emperors of the Ming dynasty.
Chinese porcelain. XV century.
Chaining
Potter's wheel
mining in a quarry
Where does iron come from?
No one makes iron, it is created by nature itself, like water, clay, sand ... And people only mine it and turn it into cast iron or steel.
Most iron in iron ore.
How is ore mined?
An explosion crushes the earth and stones, the ore hidden under them opens
A walking excavator gets to work.
Scoop up the ore with a bucket, turn around - and a whole dump truck is loaded!
The ore goes to the plant...
A hot fire helps people here
The flame rages, ore settles, drops of metal gather in trickles, streams ... it turns out cast iron
Iron ore enters huge blast furnaces...
Now his way to the neighboring workshop
The metal is poured into molds and left to harden.
And here is the result!
Where did the paper for making notebooks and books come from?
Chaining
Iron ore
Where did the paper for the production of notebooks and books come from.
Today, paper is made in huge paper mills, where machines help people in everything. Machines are taken to help when the future paper grows in the forest.
To the gates of the workshop, logs float along the river or their
transported in special wagons. And here other machines come into play: the multi-saw machine
saws the logs into logs, and the bark machine peels off the bark from them.
Chaining
cellulose
Wool
Weaved thick grasses
Meadows curled up
Yes, and I myself am all curly,
Even the curl of the horn
Haircut Combing Wool washing
Drying Getting yarn from wool
Chaining
Now tell yourself...
… how bread came to the table
Lesson summary
Where does a person get materials for making various items?
What should people pay attention to when extracting in nature various materials?
Conclusion:
By extracting various materials, people change nature, often harming it. The quarry left from the extraction of clay is a wound on the surface of the earth. A cut forest is the destroyed "home" of many plants and animals. That is why natural wealth must be protected - after all, they are not unlimited.
You also need to remember that the knowledge and work of many people have been invested in every thing, so things must be treated with care!
>> What is made of
Around us are many objects made by human hands. For their manufacture, natural materials are needed: clay, metals, wood, limestone, granite and others.
What items do you need wood to craft? Cover them with green chips.
Cover metal objects with red chips.
What is made from clay? Cover with yellow chips.
Cover woolen things with blue chips.
In order for natural materials to turn into a variety of things, we need knowledge and great work of people. This is how clay is turned into a variety of products.
Tell from the drawings how vases, jugs and other objects are made from clay.
What other materials do people take from wildlife?
What is made from these materials?
Seryozha and Nadia's dad drew pictures for many books. He knows how a book is born and wants to tell you about it. But to tell not with words, but with the help of drawings.
Make up a story about how the book is made from these drawings.
What other materials do people get from plants? What is made from these materials?
Make up a story with the help of drawings about how woolen things are made.
What else do people get from animals?
Let's take a look at the cupboard where the dishes are. Here is your favorite cup - bright, colorful, with flowers and patterns. Here is a cup of mother, grandmother. All this is made of ordinary clay. It is even more surprising that the saucers, the sugar bowl, and thin, white, almost transparent porcelain cups of the most beautiful service are also made of clay. Although they do not look like clay at all.
If you live in a village, then of course you have seen more than once krinks in which milk is stored in the cellar, or pots in which cabbage soup is cooked in the oven. Both pots and pots are also made of clay. And the oven itself!
Many large houses in the city are made of bricks. But after all, bricks are also made at a brick factory from clay. Even the thick walls and tall towers of the Moscow Kremlin are also made of clay bricks!
Y. Arakcheev, L. Khailov
The birthplace of paper, without which our life cannot be imagined today, is Ancient China. At first, the Chinese wrote and drew on silk or bamboo tablets.
The first paper was obtained almost two thousand years ago from tree bark and old fishing gear. Paper pulp was boiled in special ovens in ancient China. Then sheets of paper were pressed. After thorough drying, the paper sheets were ready for writing.
Now paper is made from wood. And also from old paper, newspapers - waste paper. By handing it over for processing, we save the greenery of the forest.
According to G. Kublitsky
Think of questions for these stories.
Pleshakov A.A., The world around us, Proc. for grade 2 early school In 2 Ch 1 / A. A. Pleshakov. - 7th ed. - M. Enlightenment, 2006. - 143 s,; ill.
Calendar-thematic planning in natural history, tasks and answers for a student online, courses for a teacher in natural history download
Lesson content lesson summary support frame lesson presentation accelerative methods interactive technologies Practice tasks and exercises self-examination workshops, trainings, cases, quests homework discussion questions rhetorical questions from students Illustrations audio, video clips and multimedia photographs, pictures graphics, tables, schemes humor, anecdotes, jokes, comics parables, sayings, crossword puzzles, quotes Add-ons abstracts articles chips for inquisitive cheat sheets textbooks basic and additional glossary of terms other Improving textbooks and lessonscorrecting errors in the textbook updating a fragment in the textbook elements of innovation in the lesson replacing obsolete knowledge with new ones Only for teachers perfect lessons calendar plan for the year guidelines discussion programs Integrated LessonsPrimary school teacherGruzintseva Natalya Vitalievna,
Arkhangelsk region, Novodvinsk, MOU "Secondary School No. 2"
Open lesson on the world around in grade 2
Lesson topic: "What is made of what"
The purpose of the lesson: To introduce students to the natural materials from which various things are made, to give an idea about the production of paper, about the manufacture
Leni woolen and clay products.
Lesson objectives:1form ability to plan one's activities
the main thing, essential in information, is to model it in a drawing;
interact in a team, work in a group;
2. bring up careful attitude for things and respect for people
different professions;
3 develop interest in new information, to encourage the study of new
Materials and equipment: handout with samples
During the classes:
Good afternoon dear children and guests of our lesson.
Guys, before we start our lesson, get to work, let's plan
their actions. What do we always do at the beginning of the lesson?repeat
In any lesson, we learn something, we learn something, we know
Knowledge will not be strong, so you need it ...to fix
And also, any work is necessary ...check and evaluate
Well, now let's get to work. I hope everything works out for you.
1st stage of the lesson - repetition
In the last lesson, we learned that economic activities are carried out
People all over the country, each working in his place.
Think about the industrieseconomy our country?
(this is production, construction, transport, agriculture) In addition
There is also a service sector.
Project Theme this quarter - "the profession of our mothers, fathers, acquaintances .."
We will listen to several messages and try to figure out which industry
Economics belongs to this profession. Speeches of children on the topic of the project
/children present their parents' professions in the form of a written message
with photos/
Teacher: Tell me guys, is it possible to call some profession the most important?
(no, all professions are necessary in their own way and each is important for the common cause)
I will read you a poem, and you finish the last word:
Tractor drives - ... .. (tractor driver)
Electric train - ... .. (driver)
Will paint the walls - .... (painter)
Planed the board - ... (carpenter)
Held light in the house - .... (fitter)
In a hot forge - ... (blacksmith)
Who knows everything... (well done!)
Stage 2 of the lesson - new material
Great, now let's move on to new knowledge.
The topic of today's lesson is "What is made of"
There are many different things around us. And they are all made of something.
(on the salt laid out miscellaneous items, on the board pictures)
The purpose of our work is read from the textbook. A smart ant will tell us.
Reading from the textbook:
First, let's see how they doclay things.
Presentation slide 2, 3 Teacher's story with the help of children
You have envelopes on the tables. Take envelope #1. Make a production
Present your work Group 1. Describe the manufacturing steps
products. Find items that are made from clay at our craft show.
Now let's learn how to make a book.
Presentation slide 4, 5,6 Teacher's story with the help of children.
You have envelopes on the tables. Take envelope #2. Make a production
a chain of the proposed models. (group work)
Present your work Group 2. Describe the manufacturing steps
products. Find items that are made of wood at our craft show.
Physical education minute
Now let's find out how things are made of wool.
Presentation slide 7.8 teacher's story with the help of children.
You have envelopes on the tables. Take envelope #3. Make a production
A chain of the proposed models. (group work)
Present your work 3rd group. Describe the manufacturing steps
products. Find items that are made from wool at our product show.
And from what plants can a person still make fabric? Manufacturing Information
cotton and linen items. Showing samples of cotton and linen at various stages of its processing.
Stage 3 of the lesson - Work in a notebook - (reinforcement) p.
Peer review of notebooks.
Look at objects and pictures. What things and objects we did not show?
What are they made of? (brief information about objects made of glass and plastic)
Tell me, why do you need to know what a thing is made of? - children's answers, teacher's comments. And also we must remember that human labor is invested in every thing.
Therefore, it is necessary to take care of things, respect the work of people who
did this thing.
Stage 4 of the lesson - self-assessment of the work in the lesson
An evaluation sheet is posted on the board. Children are encouraged to evaluate
my job.
Goals: to acquaint with the natural materials from which various objects are made; to form elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; foster respect for natural resources.
Planned results: students will learn to classify objects according to the nature of the material; take care of things; draw conclusions from the studied material.
Equipment: a ball, an envelope with questions, various objects made of clay, wool, metal, wood; students - colored pencils, colored chips.
During the classes
I. Organizational moment
II. Knowledge update<
1. Conversation on questions
What new word did you learn in the last lesson? (Economy.)
— What does it mean? (household.)
- List the main sectors of the economy. (Industry, agriculture, transport, construction, trade.)
- How are industry and trade, transport and agriculture, construction, industry and transport interrelated? (Children's answers.)
What industries do your parents work in?
Why do you need money?
“Before, there was no money. How did people manage without them?
Is it possible to do without money today? Why? (Children's answers.)
- What new did you learn about the money of different countries from additional literature? (Children's answers.)
2. The game "Catch - tell"
(The teacher throws the ball and names one branch of the economy. The student who caught the ball talks about this industry and returns the ball.
You can use KIMs (test 23, p. 32).)
III. Self-determination to activity
The ant brought an envelope to the lesson today. Let's see what's there.
(The teacher takes out three question cards from the envelope.)
1. How is a book born?
2. How are woolen things made?
3. Where do clay pots come from?
Guess what we will talk about in class. (About how things are made.)
Read the topic of the lesson on p. 108 textbook. (What is made of.)
What educational goals will we set for ourselves? (Children's answers.)
- Read what the Ant says about this.
IV. Work on the topic of the lesson
— What is a man-made world? (What is made by human hands.)
(The teacher has various objects made of clay, wool, metal, wood on the table.)
- Divide all objects into groups so that in each group all things are made of the same material.
(Students select items from clay (vase, mug), from wool (sweater, scarf), from metal (spoon, pan), from wood (ruler, notebook).)
All of these items are familiar to you. Name them and explain what they serve.
What do all these items have in common? (They are made by human hands.)
2. Work on the textbook
- Read the task on p. 108. Take out the colored chips and complete the task.
(Check in pairs. Then the class is divided into groups and gets acquainted with the production of various products (texts, drawings, questions on pp. 109-111). Each group prepares one message and speaks to the class. Students evaluate the performances of their comrades, ask questions.)
V. Physical education
We clap our hands
Friendly, more fun.
Our feet are knocking
Friendly, more fun.
Let's hit the knees
Hush, hush, hush.
Our hands, rise
Higher, higher, higher.
Our hands are spinning
went down below,
Twirled, twirled
And they stopped.
VI. Continuation of work on the topic of the lesson
Completion of assignments in workbook No. 1 (p. 39).
(Independent performance. Check in pairs.) No. 2 (p. 40).
(Self-execution. Option 1 - clay, option 2 - wood.) No. 3 (p. 40).
(Self-execution.)
What chains did you make? (Iron ore, plant, scissors. Grain, mill, bread. Piece of wood, plant (machine), pencil.)
VII. Reflection
(Students answer textbook questions (p. 111, boxed).)
(Students take out one of the signs and explain their choice.)
VIII. Summing up the lesson
So, a person needs a variety of products. Where does he get the material for their manufacture? (In nature.)
- What should people pay attention to when extracting various materials in nature? (Get no more than you need, spend sparingly, plant new trees, restore land.)
By extracting various materials, people change nature, often harming it. The quarry left after the extraction of clay is a wound on the surface of the earth. A cut forest is the destroyed home of many plants and animals. Natural resources are not unlimited, they must be protected.
- What can the unreasonable, wasteful use of natural resources lead to? (There will be no forest, there will be no animals and plants, there will be no man. Our planet will become a lifeless desert.)
You also need to remember that the knowledge and work of many people have been invested in every thing, so things must be treated with care.
Homework
Workbook: No. 4 (p. 40).
Additional material
How did the earthenware jug come about?
In museums, of course, you have seen various vases, vessels, cups and dishes made from special clay. Products are molded while the clay is soft. They are then fired in kilns to harden them. The art of making such things is called pottery. For the manufacture of such products, in addition to clay, sand and crushed rocks are used.
Clay is mined by excavators. In its raw form, it is very plastic and elastic. Clay is mixed with water to form a thick paste, from which skillful hands they can fashion figurines, various vases, and pots. Drying, the clay hardens and becomes very durable. When heated to very high temperatures (about 450 ° C), chemical changes occur, after which the clay will never become soft and plastic, even when wetted.
Pottery making is one of the most ancient arts, as clay is found almost everywhere. Sherds made in prehistoric times were found. A well-fired pottery is very durable. It may break, but it will never rot or rust.
The ancient Chinese were wonderful potters. They invented a process for producing a very strong, translucent ceramic known as porcelain.
There are six main types of clay used to make pottery. Ordinary clay is not suitable for fine work. What is obtained from it is called earthenware (ceramic) dishes. The purest clay is kaolin, or "Chinese clay". It is used to make porcelain. When fired, it acquires the purest white color.
In ancient times, when there were no refrigerators, earthenware jugs were used to store cold water. The water in them remained cold because the liquid, seeping out through the thin pores of the jug, begins to evaporate, and this constant evaporation of moisture from the surface of the vessel helps the jug and its contents to remain cold.
Where does iron come from
Nobody makes iron, it is created by nature itself, like water, clay, sand. And people only mine it, turn it into iron or steel. Iron in the world is visibly invisible - it is in the sand (which makes it yellowish), and in reddish-brown clay, and in brown stone - flint. Iron is dissolved even in water.
It would seem that since iron is everywhere, it means that wherever you want, take it there, just don't be lazy. But that was not the case: sand, clay, and water contain so little iron that it is unprofitable to extract it from them. Most iron in iron ores. Sometimes iron ore is mined from the surface of the earth, like clay, with the help of excavators. It happens that ore layers are hidden deep in the earth, and then you have to build mines.
How is ore mined? Here you can not do without a huge, powerful steel scoop-scoop, a small paper "package" with a charge explosive and long wires. The miners will drill wells in the ground, plant explosives in them, and run electricity through the wires. Close your ears here. As the explosion roars, tons of earth, stones will rise into the air, scatter around, and the ore hidden under them will open. It happens that the ore itself has to be crushed by explosions. Finally, the explosions subsided. A walking excavator gets to work. The excavator scoops up the ore with a scoop, turns around - and a whole wagon or a giant dump truck is loaded.
So the ore gets to the plant. How can it be turned into iron? A hot fire helps people here. In huge, like high-rise buildings, furnaces - blast furnaces day and night the flame rages. Iron ore enters these blast furnaces. The flame rages, melts, ore settles, drops of metal gather in trickles, streams. Cast iron is heavy, it flows to the bottom of the furnace.
Finally, the master gives a signal: “Iron is ready! You can release melting. A minute, another - and, scattering fountains of sparks, illuminating everything around with a fiery glow, liquid metal will pour into a huge ladle. The path of this bucket is to the neighboring workshop. Here the cast iron is poured into moulds. In them, the liquid metal will solidify and take the form into which it was poured. We meet with cast iron every day: these are ordinary frying pans, cast irons, radiators.
From cast iron in special furnaces - open-hearth furnaces - steelmakers cook steel. In an open-hearth furnace, the flame is hotter than in a blast furnace. Next, the steel enters the rolling mill, and then the blacksmith-puncher will make knives, spoons, and blades from the sheet. To make any item - large or small, simple or complex - you need to work hard, work hard, masters of different professions: miners, metallurgists, steelworkers, blacksmiths.
How paper is made
Our ancestors, residents Ancient Russia- Slavs, wrote on the cheapest, most accessible material: on birch bark - birch bark. Good birch bark, but not suitable for books. They were written on expensive parchment. Parchment is specially crafted leather. It was very convenient to write on it, but too expensive. Such a book cost as much as a large piece of land with a house.
But from far away Eastern countries merchants and travelers began to bring amazing, white as snow thin sheets. It was paper. The first ancient paper was made from the bark of the mulberry tree. The Europeans marveled at the wonderful white paper.
AT different countries in their own way they talk about how the material for paper appeared. Here is one such story. Once, a very inquisitive person became interested: what wasps build a nest from? Began to watch. It turned out that the wasps pinch off pieces of wood, chew them properly, and then glue the walls of their dwellings with this wood gruel.
An inquisitive person looked at the unusual building material and gasped: “Yes, this is paper pulp! So people can make paper out of wood. As many as you like! There are plenty of trees all around."
So it was or not quite so, the main thing is that the same paper appeared on which newspapers and books, magazines and calendars, textbooks and notebooks are printed today. Today, paper is made in huge paper mills, where machines help people with everything. Machines are taken to work even when the future paper in the forest is growing. Electric saws cut down trees, timber tractors carry logs to the river, machines tie the logs into rafts, and the rafts float along the river to the gates of the shop.
Here other machines get down to business: a fast multi-saw machine cuts the logs into logs, a debarking machine strips off the bark from them, a chipper cuts the logs into chips, the chips go on a self-propelled path to the boiler. In a cauldron, in a special solution, ... porridge is cooked - wooden. This porridge, when it is ready, becomes paper.
Subject "World around"
Abstract open lesson on the topic “What is made of?” Grade 2 December 04, 2015
GEF, UmK "School of Russia" Lapina A.A. Teacher MBOU "Secondary School No. 37", Bratsk
The goals of the teacher
Target. To acquaint with the natural materials from which various objects are made; to form elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; foster respect for natural resources.
Tasks.
Tutorials:
To acquaint with the natural materials used in the manufacture of various items;
To acquaint with the simplest production chains in the manufacture of various items ;
Formation of ideas about the world around.
Developing:
Develop mental operations: synthesis, analysis, generalization;
Develop the ability to work in a group, in pairs.
Educational:
Raise interest in the subject through an understanding of the interaction between man and nature.
Cultivate a sense of camaraderie, accuracy, perseverance.
Lesson type
Setting and solving a learning problem
Planned
educational outcomes
subject (volume of development and level of competencies):
Learn to build the simplest production chains in the manufacture of various items
will have the opportunity to learn: find information (textual, graphic, visual) in the textbook, analyze its content.
Metasubject :
cognitive -- independently identify and formulate a cognitive goal,
Set a search problem;
Conduct analysis and synthesis when getting acquainted with the sectors of the economy;
Apply information retrieval methods (using computer tools);
Conduct a reflection of the results of activities;
evaluate their achievements, answer questions, correlate the concepts studied with examples;
communicative -- listen and engage in dialogue;
Participate in a collective (group) discussion of problems;
Manage the behavior of group members, correct and evaluate their actions;
be able to listen to the interlocutor and conduct a dialogue, master the dialogic form of speech, engage in verbal communication;
regulatory
Put learning task based on the correlation of known and learned material;
Correct the plan and method of action in case of discrepancy between the hypothesis and the real result;
organize your workplace under the guidance of a teacher, master the ability to understand the learning task of the lesson and strive to fulfill it.
Personal:
Orientation in interpersonal relationships when working in a group;
Acceptance and development social role student;
Development of motives learning activities, skills of cooperation with adults and peers in different social situations;
Formation of the personal meaning of the doctrine
Methods and forms of education
Methods and methodological techniques: explanatory and illustrative; verbal, visual, partially exploratory, practical, gaming.
Forms of work: frontal, group, individual.
Educational Resources
WMC "School of Russia": - Pleshakov A.A. "The world". Textbook for grade 2. Part 1. M.. Enlightenment, 2012.,
- Workbook for 2nd grade. Part 1. M.. Enlightenment, 2012.,
Book of tests for grade 2 M .. Education, 2012.
Presentation;
Cards - tests for an individual survey;
During the classes
Stage name, goal
Teacher activity
Student activities
UUD
1.Org. stage.
Good afternoon guys!
The bell has already rung.
The lesson starts.
We are not alone today
The guests came to class.
Turn around quickly
Welcome guests!
Guys! Repeat after me.
I am able to think and understand, I am able to listen and respond,
I could be wrong,
I am able to learn
I want to learn. (slide 1)
Let the motto of our lesson be the words: “You know yourself - tell another!” ( slide 1)
We will continue our journey into the world of knowledge. I hope that our communication today will bring you new knowledge, and, therefore, new joys.
Welcome teachers. Organize their workplace, check the availability of individual training supplies on the table
They greet each other.
Regulatory: anticipation of the result and level of assimilation of knowledge, awareness of what has already been assimilated and what needs to be assimilated, awareness of the quality and level of assimilation.
Personal: knowledge of basic moral norms, awareness of oneself as a member of society; educational and cognitive interest in the new learning material.
2. Checking homework
What section are we studying?
(slide2)
What is an economy?
What are the parts of the economy called?
What sectors does the economy consist of?
Let's remember what professions we called?
Name the occupations of your parents.
Let's check your knowledge with the help of tests (Book of tests for grade 2 M .. Enlightenment, 2015). (slide 3)
Without what the modern economy cannot work?
What do you know about them?
City and country life
This is the economic activity of people.
Industries
- Industry, transport, agriculture, trade, construction.
Milkmaid, shepherd, driver….
Children name the professions of their parents and say which branch of the economy it belongs to.
Perform a test, cross-check
- Without money
The child introduces the children to his mini-project "How money appeared"
Regulatory
Personal: Anticipation of the result and level of assimilation of knowledge, awareness of what has already been assimilated and what needs to be assimilated, awareness of the quality and level of assimilation, evaluation of the result
Communicative
3. Self-determination in activity
Tasks: develop logical thinking new research,
Name the items you see on the slide. (slide 4)
Determine which item is "extra"?
Why?
What is the name of what is made by human hands?
Socks, mittens, books, pots, fork, kettle, jug, shell.
The shell was created by nature, and the rest were made by man.
Handmade world.
Regulatory: volitional self-regulation, structuring knowledge, analysis of objects in order to highlight features, choice of grounds and criteria for classifying objects
Personal: Anticipation of the result and level of learning, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result
Communicative: planning educational cooperation with the teacher and with peers.
4.Updating knowledge,
1) problem statement.
2) Definition of the topic and objectives of the lesson
I propose to think about what the person made these objects from.
Guess what we will talk about in class?
Formulate the topic of the lesson. (slide 5)
What goals and objectives will we set for ourselves? Use our phrase for this:
I think I know….. (slide 6)
Let's open the textbook on page 108 and read the topic of the lesson again, what we will learn in the lesson .(slide 7)
What seems difficult and yet incomprehensible?
To do this, we will learn to think, reflect, reason, understand the meaning of what we heard and read, and also draw some conclusions for ourselves. And what can help us with this?
metal, wool,
From paper, from clay ...
We learn from what and how people make different products.
What is made of what?
Working with the textbook p.108
What does it mean to depict production chains.
Textbook, additional literature, internet, adults.
Regulatory: the ability to determine the purpose of the activity of the lesson, to navigate in the textbook, to analyze and classify according to the given criteria of holes; act according to the planned plan, as well as according to the instructions contained in the sources of information: teacher's speech, textbook.
Communicative:
Personal: a broad motivational basis for learning activities, including social, educational, cognitive and external motives;
Cognitive: independently find the necessary information in the materials of the textbook, in the mandatory educational literature, to carry out analysis, synthesis, comparison, classification of language material according to specified criteria
5. New material.
1) Fixing an individual difficulty in a trial action.
Purpose: To prepare students for the discovery of new knowledge, their performance of a trial educational action and fix their individual difficulty. 2) Identification of the place and cause of the difficulty.
Purpose: To restore the performed operations and fix the place - the step where the difficulty arose.
3) Building a project for getting out of difficulty
Purpose: setting the goal of the lesson and
choosing a method for solving a learning problem,
4) Implementation of the constructed project.
Purpose: students put forward hypotheses and build models of the initial problem situation.
Since ancient times, people have had to adapt to living conditions in various conditions. Tools of labor created by people, dwellings and household items, clothing, jewelry were made from the materials that were in that area.
- The most ancient are stone tools. Ancient people first used fragments of stones, branches and twigs of trees. Scientists believe that the very first tool made by an ancient man was a hand ax carved from stone.
In our time, a person from the very birth a person enters the world of things. We are already so accustomed to this that we do not think about how and from what the objects around us are made. (slide 8)
-Work in a group Exercise: Take the cards on the desks. Divide all items into groups, explain your choice. (slide 9)
- from clay (teapot, vase)
- wool (sweater, scarf),
- made of metal (spoon, bowl)
- from wood (ruler, cupboard, notebook and book) We check. (slide 10)
All of these items are familiar to you. Tell me again, what do all these objects have in common?
Let's now follow the path of manufacturing some products. Today in this work I will have assistants who will share their research on this topic.
1. Guess the riddle: (slide 11)
If you meet on the road
Then the legs get bogged down,
And to make a bowl or a vase-
She'll be needed right away.
Look at these items: dry clay and an earthenware cup. How do you get such durable dishes?
Alice did a little research and now she will tell you how clay items are made. (slide 12-18)
Can we make such dishes?
Why?
Alice introduced us to the procedure for making clay products.
The order in which an item is made is called the production chain. (slide 19)
Open the notebook and show the sequence of making clay dishes . (work in pairs) (slide 20)
Quarry - potter's wheel - kiln-cup.(slide 21)
- Look at the screen, I suggest you look again at how clay products are made. (slide 22)
PHYSMINUTKA (slide 23)
2. We continue to work(slide 24)
Every year young
Adds a ring.
Even ancient people made weapons and tools from wood. Whatever people did out of wood! From home for yourself to toys for children. And now folk art is simply unthinkable without wood products. Probably easier to ask - what can not be made of wood?
- It is clear that the ruler, the cabinet are made of wood. But how did the book and notebook end up in this group? (slide 25)
Diana has done research and now she will tell you how books are made. (slide 26-31)
In our city there are recycling points where they accept waste paper. Do not throw away paper, collect and take it to such points and you will save trees from being cut down.
- Working in pairs. Fill in the diagram in your notebook. - How is a book made of wood? (slide 32)
Wood - pulp - paper - book.
(slide 33)
- Look at the screen, I suggest you look again at how paper is made. (slide 34)
3. - In the next group we have objects made of metal. (slide 35)
My assistant Roman did the same research and now he will tell you how metal objects are made. (slide 36-41)
Let's make a production chain. - How does metal utensils come to our house? (slide 42)
Iron ore - cast iron - steel - utensils
- Look at the screen, I suggest watching an excerpt from the film, how objects are made from steel (slide 43)
4. Wool.
– Man has always taken care of his pets, and they gave people food and warmth. (slide 44)
Weaved thick grasses
Meadows curled up
Yes, and I myself am all curly,
Even a curl of a horn. (Sheep, ram)
How are warm mittens, a sweater and sheep connected? (slide 44)
So, we move on to the last group we have selected "Wool Products" (slide 45)
Open the textbook. Look at the drawings (p. 111) and tell us how woolen things are made. .(slide 46)
1.Sheep shearing;
2. Making wool yarn, winding on bobbins;
3.Production of woolen cloth;
4. Manufacturing according to patterns of clothing details.
Show in your notebook the sequence of making things from wool. ( pair work)(slide 47)
Sheep-yarn-cloth-product.
- There are other animals that are bred for wool - camels, angora rabbits and goats, llamas, vicuñas, musk oxen and even dogs. (slide 48)
Divide objects into groups explain their version of dividing objects into groups according to a certain attribute
They are made by human hands.
Clay
children's answers
No
Knowledge and work of many people are needed.
Notebook with. 70
Watching a movie
Wood
children's answers
Student's message (see appendix).
Notebook with. 70
Watching a movie
Student's message (see appendix).
We work collectively
Watching a movie
– In spring and autumn, people shear sheep with special scissors. Then wool is spun and socks and mittens are knitted.
Children from the pictures in the textbook tell p.111
Regulatory: the ability to determine the purpose of the activity of the lesson, navigate the textbook, act according to the plan, take into account the rule in planning the solution method, the ability to work according to the plan, control the process and results of their activities.
Communicative: participate in a dialogue, in a general conversation, performing adopted rules speech behavior, compose small oral monologues, "hold" the logic of the story.
Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature; communicate verbally and in writing.
Personal: educational and cognitive interest in new educational material;
The ability to self-assessment based on the criterion of success of educational activities.
6. Application of the acquired knowledge through the creation of a problem situation.
Independent work with self-testing against the standard. Target: independently perform tasks of a new type, carry out their self-test, step by step comparing with the standard, identify and correct possible errors.
So, we got acquainted with some materials from which a person can make the items he needs.
Group work according to the "Workbook" p.79 No. 2,3 (slide 49)
-#2 Write what people can turn these materials into.
-Number 3. Create production chains (slide 50)
clay- bricks, clay toys, vases, dishes
wool- mittens, sweater, carpets, scarf. hat…..
wood – furniture, paper, books, cardboard, houses, bridges……
iron ore-plant-scissors;
h erno-mill-flour-bread
clay- potter's wheel - kiln - vase
……..
Communicative: engage in educational cooperation with classmates, participate in joint activities; ask questions, answer the questions of others; evaluate the thoughts, advice, suggestions of other people, take them into account.
Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature; build messages verbally and in writing draw up a simple plan.
Regulatory: plan (in cooperation with the teacher, independently, with classmates) their actions to solve the problem; act according to the planned plan; to transform a practical task into a cognitive one. Assess your achievements. Structuring knowledge, analysis of objects in order to highlight features, choice of grounds and criteria for classifying objects, conscious construction of a statement in oral form
8. Physical culture break
Perform movements according to the text under the guidance of the teacher. Prevent fatigue. Focus on a healthy lifestyle
9. The result of the lesson.
– Where do people get materials for making various products?
What should people pay attention to when extracting various materials in nature for the manufacture of various products?
(slide 51)
– A person must use resources wisely. Natural wealth must be protected, because they are not unlimited.
(slide 52)
When making paper, a person cuts down forests, and they are the “lungs of our planet”, a home for animals and birds. After the extraction of clay, quarries remain that must be filled in, otherwise it is a wound on the surface of the earth. And if a person unreasonably uses natural resources, then what can this lead to?
Guys, remember that the knowledge and work of many people are invested in every thing, so things must be treated with care. (slide 53)
I did a great job at the lesson and enjoyed it!
I did a good job, but next time I will be even more active.
I am unhappy with my work in this lesson, but next time I will definitely succeed! (slide 54)
In nature.
1) Get no more materials than they are required.
2) Spend sparingly.
3) Plant new trees.
4) Restore land at the site of quarries.
Openly comprehend and evaluate their activities in the classroom
Communicative: enter into educational cooperation with classmates, participate in joint activities, provide mutual assistance, exercise mutual control, show a friendly attitude towards partners.
10. Reflection learning activities in the classroom.
Target: Fix the new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities
Reflection. Complete the sentence: - It was interesting to know that ...
I was surprised ... - It was difficult ...
Now I know that ... (slide 55)
Regulatory: fix the new content learned in the lesson and organize reflection and self-assessment by students of their own learning activities plan (in cooperation with the teacher, independently, with classmates) their actions to solve future problems.
11. Homework.
pp. 108-111, workbook p.70 №3, №4 (slide 56) , (slide 57)
Listen to the teacher's explanation. Make appropriate entries. accept learning task according to their level of development
Regulatory: act according to the planned plan; to transform a practical task into a cognitive one. Assess your achievements. Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature, carry out analysis, synthesis, comparison, classification of language material according to specified criteria.
