Okr world pleshakov novitskaya. Project "Journey to the Republic of Adygea"
This GDZ "The world around for grade 4 Pleshakov, Novitskaya" Very helpful in getting ready and doing homework. This is especially helpful if the child is doing homework by himself. The subject and the publishing house of the book approached very competently in the preparation of tasks and their solutions. The job numbers are in order, so you'll quickly get answers to your questions as you search for jobs.
IMPORTANCE OF THE SUBJECT
This subject is one of the most time-consuming, because it is often asked to do all sorts of crafts, prepare reports with research on those things and objects that surround us. In addition to the surrounding world, there are other items that should also be given attention. That is why our guide was created. GDZ around the world for grade 4 Pleshakov needed to check the correctness of the answers without downloading online. You should not just write off the answers, you should think for yourself and check the correctness of the solution.
STRUCTURE
The authors tried to build the solution in such a way that doing homework was not a burden. Also, the name of the solution was written taking into account what keywords are used by more people, for faster and more convenient access to answers online.
GDZ to the second part of the workbook World around 3rd grade >>
Answers to tasks in the workbook on the subject of the world around for grade 3, part 1 of the workbook, authors Pleshakov and Novitskaya, program Perspective. The guide will help you with your homework. The workbook is organized in the same style as for the previous grades 1 and 2 (the answers to them are also on our website), but the tasks, which is logical, are more complex, and it is becoming increasingly difficult to find answers to them. Our ready-made homework assignments will help you navigate the world around you and do your homework easily and for 5 plus!
If you have already finished working with the first part of the workbook, go to the second: GDZ to the second part of the workbook World around 3rd grade >>
Answers to tasks around the world Grade 3 Part 1
Scroll through the pages to see the answers to them.
GDZ to the topic Joy of knowledge
Page 3-5. Light of knowledge
1. Pick up the proverbs of the peoples of your region about the power of the mind, knowledge, skillful hands. Write them down.
As is the mind, so are the speeches.
Growth from you, and mind from the body.
Learning is light and ignorance is darkness.
Repetition is the mother of learning.
It's not a shame not to know, it's a shame not to learn.
Skillful hands do not know boredom.
With a prayer in your mouth, with work in your hands.
You can't even pull a fish out of a pond without difficulty.
There is no rest for the feet behind a bad head.
Knowledge is a crown on the head.
2. ...Compose and write down questions about what you would like to learn in the classroom at school.
Why does the wind blow?
Why does a bear hibernate in winter?
How is the solar system organized?
Pseudotsuga Menzies
3. Consider the corner of nature in the photo above. Tell her what you already know about this plant.
This is the Pseudo-Tsuga of Menzies. The second name of the plant is Douglas fir. It is an evergreen coniferous tree. It grows along the entire Pacific coast from British Columbia to California, Montana, Colorado, Texas and New Mexico.
Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.
What are the red flowers on the branches? Red flowers are young cones.
How tall can this tree grow? It can grow over 50 meters in height.
4. Tell about the photo on p. 5, what do you already know about Red Square in Moscow.
Red Square is located in the very center of Moscow. On it are located: St. Basil's Cathedral, a monument to Minin and Pozharsky, Lenin's Mausoleum, the Moscow Kremlin.
Compose and write down questions about what else you would like to know about the cultural monuments depicted in the photograph. Try to find answers to your questions.
What is the height of the Spasskaya Tower? 71 m
What year was built St. Basil's Cathedral? The cathedral was built in 1555-1561 by order of Ivan the Terrible in memory of the capture of Kazan and the victory over the Kazan Khanate, which happened on the day of the Intercession of the Most Holy Theotokos - in early October 1552.
Page 6-11. Answers to the lesson How to study the world around
1. What ways of studying the world do these students use?
From left to right: Definition of natural objects, observation, experience, modeling, measurement.
2. Practical work "Observation"
Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps and take notes.
1. The purpose of the observation: to find out which food the fish like more, dry or live.
2. Observation plan: throw dry and live food into the aquarium at the same time, observe the fish, which food they will eat first.
3. Observation results: We saw that the fish first ate the live food. They showed great interest in him.
4 Conclusions: Fish love live food more than dry food.
3. Practical work "Experience"
Experiment with a magnet. Think through the steps and take notes.
1. The purpose of the experiment: to find out which items in the kitchen are made of iron.
2. Plan for the experiment: attach a magnet to objects, see if it sticks to them.
3. Results of the experiment: the magnet stuck to several objects.
4. Conclusions: with the help of a magnet, we found out that there are iron objects in the kitchen: a refrigerator, a battery, spoons, knives, forks, a sink.
5. Practical work "Measurement of mass".
Add.
A scale is a device for measuring weight.
6. Practical work "Measurement of length".
Add.
A ruler and tape measure is a tool for measuring length.
Page 12-13. GDZ from 7 gurus to the lesson The book is a source of knowledge
1. Write down information about a popular science book that you especially liked:
Title: Hot Ice Facts
3. Read statements about the importance of books and native language in a person's life.
Mark Tullius Cicero is an ancient Roman politician and philosopher, a brilliant orator. Information taken from the Internet, Wikipedia.
Konstantin Grigorievich Paustovsky is a Russian Soviet writer who wrote in the genre of romanticism, best known as the author of short stories and novels for children. Information taken from the Internet, Wikipedia.
4. Make up your own statement about the benefits of books and reading. Write it down.
By reading books, we learn a lot of new and informative things, as well as develop our speech.
5. In what reference publications can you find out what the ancient Greek city of Troy is famous for? Write it down.
In encyclopedia, dictionary, guidebook, atlas.
Page 14-17. Answers site on the topic Let's go on a tour
2. Give 1-2 examples.
Art museums: Tretyakov Gallery, Hermitage.
Museum-apartment, house-museum, museum-estate: Chukovsky's house-museum, L.N. Tolstoy.
Reserves, national parks: Caucasian Biosphere Reserve, Sochi National Park, Losiny Ostrov (in Moscow).
4. On your own or with the help of additional literature, on the Internet, determine which museums are shown in the photographs in the Appendix. Cut and paste them into the appropriate boxes.
Page 18-21. GDZ What the plan will tell
A local plan is an accurate drawing of a locality, made with the help of conventional signs.
2. On your own or with the help of a textbook, sign the symbols of the plan.
city; Orchard; meadow and trail; dirt road.
3. Cut out the symbols of the plan from the Appendix and stick them in the appropriate boxes.
5. At the lesson, the teacher asked: "What does the scale of the plan depicted in the textbook mean?" ... Who answered correctly? Mark with a tick.
Answer: Ira is right.
6. Practical work "Tourist plans"
1. Review the plan of the zoo in the textbook. Orient yourself on the sides of the horizon and determine in which parts of the zoo they live:
a) tigers - in the northern part
b) lions - in the southern part
c) bullfinches and other birds - in the Western part
d) camels - in the Eastern part.
2. Consider a fragment of the plan of Moscow in the textbook. What sights are depicted on it.
Answer: Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olympic Village.
3. Consider the plan of the central part of St. Petersburg. Determine how to get from the Moscow railway station to the Winter Palace. Write what you can see on this route.
Answer: You need to go along Nevsky Prospekt to Palace Square. On the way you can see: Anichkov Bridge, Kazan Cathedral, Alexander Column.
Page 22-23. Answers to the topic Planet on a sheet of paper
1. Using the textbook, complete the definition.
A map is a reduced image of the earth's surface on a plane using conventional signs.
3. Color as indicated on the map:
water - blue, land: plains - green and yellow, mountains - brown.
4. Using the textbook, complete the definitions.
The mainland is a huge tract of land, surrounded on all sides by water.
Part of the world is the mainland or part of the mainland with islands located nearby.
5. Write in the table the names of all the continents and parts of the world.
Continents: Eurasia, Africa, North America, South America, Australia, Antarctica.
Parts of the world: Europe, Asia, Africa, America, Australia, Antarctica.
6. Use the textbook map to give examples.
Seas: Black, Yellow, Okhotsk, Laptev, Barents, Red.
Rivers: Ob, Lena, Yenisei, Volga, Mississippi, Amazon, Ganges.
Islands: Madagascar, Sri Lanka, Crete, Tasmania, Wrangel.
Page 24-25. GDZ on the topic Countries and peoples on the political map of the world
1. Rome is the capital of Italy. Neighbors (neighboring states) - Switzerland, France, Austria, Slovenia.
3. Consider representatives of different nations in traditional costumes. Write down the names of their countries and capitals.
Belarusians. Country - Belarus (Belarus), capital - Minsk.
Mexicans. Country - Mexico, capital - Mexico City.
Turks. Country - Turkey, capital - Ankara.
Chinese. Country - China, capital - Beijing.
Page 26-27. Traveling, discovering the world
Make a travel plan for your city.
If you are in Moscow, write about the local history museum "House on the Embankment", in St. Petersburg - about the state museum of local history "Nevskaya Zastava". There is a local history museum in every city.
Purpose of travel: to learn more about the history of the native land.
Place of travel: Regional Museum of Local Lore.
Sources of information about the place of travel: the Internet.
Reference literature: official site of the museum.
Maps, diagrams, plans, guides: city map to get to the museum.
Equipment: pen and notebook.
Weather forecast: doesn't matter.
Dress code: business suit.
My companion (companions): parents.
The museum has a lot of interesting antiques, the guide told us in detail about the history of our city and region.
3. On the farm "On the Edge" of the Belgorod region, we will learn the skill of a beekeeper. Cut out the drawings from the Application. Complete the photo story with them, observing the order in the work of working bees and in the worries of the beekeeper.
Page 28-31. Answers to the topic Transport
1. Draw an old vehicle for the peoples of your region or paste a photo.
3. Project "Inquisitive Passenger"
Project name: bus - aquarium.
Name of means of transport: bus.
Drawings, photos and texts for decoration inside:
Texts: names of fish and their brief description (where they live, what they eat)
Page 32-33. Means of information and communication
1. Come up with symbols to convey information. Draw them on the flags.
You can assign a fictitious symbol to each letter of the alphabet and write words with these symbols.
2. Letter to a friend..
Enter your details! Design example:
From whom Ivanova Ivana
Where Moscow, Nekrasov street 67-98
Departure index 105120
To Smirnov Sasha
Where Moscow, Nekrasova st. 67-99
Destination index 105120
3. Frame information from a local newspaper or magazine about natural phenomena or cultural events that interest you, about the people of your region.
If you don't have a newspaper or magazine, find some interesting news on your city's news site and print it out.
4. Write down from memory the names of the media and communications.
Answer: Television, radio, newspapers, magazines. internet media.
Telephone, telegraph, mail - means of communication.
GDZ to the section of the workbook World as a home
Page 34-35. The world of nature in folk art
1. The word "ekos" (oikos) in Greek means "house", "dwelling".
The word "logos" in Greek means "knowledge", "word".
The ancient Greeks called the word "oecumene" the land inhabited and mastered by man.
2. A fragment of an old spinning wheel. Determine how many tiers of the universe it depicts.
This fragment of an old spinning wheel shows two tiers. The upper one is the realm of light and sun, as well as the middle tier - the tier where animals and people live.
In the ancient traditions of many peoples of the Earth, a single world consists of three tiers. Here is one of the legends.
The lower tier is the abode of the serpent, the ruler of the underworld and water. The fairy-tale serpent swallows the sun in the evening when it goes to the west, and releases it in the morning - in the east.
The upper tier is the sky, the realm of light, the sun, heavenly life-giving waters. From here, the mighty luminary governs order in the universe.
Animals and people live in the middle tier. This tier is the meeting place of man with the vast Universe, with all nature around. Man is inside, in the center of the world. Man is the middle part of a larger whole.
3. Make a chain of questions and answers on the model of the song "Where, Thomas, are you going?".
- "Where, Masha, are you going?" - "To the store." - "Why go to the store?" - "For products." - "Why do you need food?" - "Dinner to prepare." - "Why do you want lunch?" - "Family to feed." - "Why do you need a family?" - "Pick apples." - "Why do you need apples?" - "Pie oven." - "Why do you want a pie?" - "Set the table, roll up the feast!"
Page 36-39. What is everything made of
1. Find an extra photo in each row. Explain your choice.
Answer: in the top row - a mug, since this is a human product, and everything else is natural objects. In the bottom row is a titmouse, since it is a natural object, and everything else is objects created by man.
2. Give examples of natural objects:
Objects of inanimate nature: stone, sand, water, air, cloud.
Wildlife objects: bird, fish, cat, spider, cactus, jellyfish.
3. Fill in the table using the text and illustrations of the textbook.
Solids, liquids and gases.
Solids: stone, pencil, bed, watch, glass.
Liquids: water, milk, sunflower oil, juice, kerosene.
Gases: oxygen, hydrogen, carbon dioxide.
4. Find out by the description of the substance and write their names in the boxes.
This substance is part of any living organism. The human body is 2/3 of this substance. - WATER
This substance is found in the form of a stone underground, and also dissolved in the water of the seas and oceans. It can be found in every home in the kitchen. SALT.
This substance is added to many products - sweets, pastries, cakes. In nature, it is found in plants. SUGAR.
This substance is our helper in the kitchen, because it burns well. But in the event of a leak, it can spread throughout the apartment, and this is very dangerous. NATURAL GAS.
These substances are artificially created. They are used to make household items, window frames, toys and many other products. PLASTICS.
5. Underline the names of solids with a blue pencil, and the names of substances with green.
Solids (in blue pencil): nail, horseshoe, wire, gas can, icicle, ice floe, candy, salt shaker.
Substances (in green pencil): salt, iron, aluminum, copper, plastic, gasoline, water, sugar.
Page 40-41. Answers 7gurus to the lesson The world of celestial bodies
1. Using the textbook information, write the numbers into the text.
Sun diameter in 109 times the diameter of the earth. The mass of the sun in 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million kilometers. The temperature on the surface of the sun reaches 6 thousand degrees Celsius, and at the center of the sun 15 million degrees Celsius.
2. Fill in the table.
The difference between stars by color.
White: Regulus, Deneb.
Blue: Sirius, Vega.
Yellow: Sun, Capella.
Red: Aldebaran, Cepheus.
3. Build a model of the solar system...
Take a sheet of black or blue cardboard and stick colored plasticine circles on it in accordance with the diagram of the solar system:
4. Solve the crossword.
2. A planet with rings clearly visible in a telescope - SATURN.
5. The planet we live on is EARTH.
6. Planet - a neighbor of the Earth, located closer to the Sun than the Earth - VENUS.
7. Planet - a neighbor of the Earth, located farther from the Sun than the Earth - MARS.
8. The planet located between Saturn and Neptune is URANUS.
5. Using various sources of information, prepare reports about a star, constellation, or planet that you would like to learn more about.
Mars is the fourth planet from the Sun. It is called the "red planet" because of its reddish color. Mars has two moons - Phobos and Deimos. Scientists have been studying Mars for a long time. Mars rovers are currently operating on the surface of the planet. Source - Wikipedia, Internet.
Page 42-43. GDZ from the site Invisible treasure
1. In the text of the textbook, find the paragraph that explains the occurrence of wind. Read it carefully. Imagine and draw a diagram of the occurrence of wind.
2. Sign in the diagram the names of the gases that are part of the air. Check yourself in the textbook.
3. Study the properties of air and write down your findings.
1. Is air transparent or opaque? - transparent.
2. Does air have color? No
3. Does the air have an odor? no4. What happens to air when it is heated and cooled?
This experience indicates that when heated, the air expands.
This experience indicates that when air is cooled, it compresses.5. How does air conduct heat? Answer: Air is a poor conductor of heat.
4. What is the name of the equipment used in these experiments?
Page 44-45. The most important substance
Practical work "Investigation of the properties of water".
Experience 1. Dip a glass rod into a glass of water. Is she visible? What property of water is this talking about?
The wand is visible. This means that the water is transparent.
Experience 2. Compare the color of the water with the color of the stripes shown on this page. What do you see? What does it say?
Water has no color, it is colorless.
Experience 3. Smell the clean water. What property of water can be established in this way?
Pure water does not smell, which means it has no smell.
Experience 4.
Immerse a flask with a tube filled with colored water in hot water. What are you watching? What does this indicate?
Conclusion: The water began to rise up the tube. This means that water expands when heated.
Experience 5. Place the same flask on ice. What are you watching? What does this indicate?
Conclusion: The water level drops, which means that the water contracts when it cools.
General conclusion: water is transparent, colorless, odorless, expands when heated, contracts when cooled.
Page 46-47. Answers to the topic of the workbook Natural elements in folk art
1. Cut out photos from the application. Stick them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine arts of the peoples of your region.
Images of fire, water and air in the art of the peoples of your region.
2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region.
Riddles about fire, water and air in the work of the Russian people:
Feed - live, give drink - die. (the fire)
The red cow ate all the straw. (the fire)
With a tongue, but not barking, without teeth, but biting. (the fire)
Droplets fly to the bottom, invisible to the top. (water)
No arms, no legs, but destroys the mountain. (water)
What can’t be rolled up the mountain, what can’t be carried away in a sieve, what can’t be held in your hands? (water)
Flows, flows - does not flow out, runs, runs - does not run out. (river)
Peas scattered along a hundred roads, no one will collect them: neither the king, nor the queen, nor the red maiden, nor the white fish. (air)
Peas scattered on seventy roads; no one can collect - neither the priests, nor the clerks, nor us fools. (air)
3. Consider patterns of folk embroidery. Define the images of fire, water and air.
The image of water is the waves below, the image of air is a bird. The image of fire is usually depicted as a wheel or the sun. In the middle of the picture there is a sun - this is the image of fire.
Page 48-49. GDZ Storage lands
1. Complete the definitions on your own or with the help of a textbook.
Minerals are natural substances.
Rocks are natural compounds of minerals.
2. Practical work "Composition of granite"
Fill in the diagram based on the results of the study.
composition of granite. Granite: feldspar, mica, quartz.
3. Do you know what is stored in the pantries of the Earth? Cut out photos from the application and paste them into the appropriate boxes.
4. Write down the names of minerals in your region: oil, marl, sand, clay, chalk, shale (Krasnodar Territory).
Page 50-51. GDZ to the lesson the world around The miracle underfoot
Practical work "Study of soil composition"
Experience 1. Throw a lump of dry soil into the water. What are you watching? What does it say?
Conclusion: The soil settles to the bottom, but not all. There is air in the soil.
Experience 2. Heat some fresh soil over a fire. Hold a cold glass over the soil. What are you watching? What does it say?
Conclusion: The glass is fogged up. This indicates that there is water in the soil.
Experience 3. Keep heating the soil. Wait for smoke and bad smell to appear.
Conclusion: The soil contains humus.
Experience 4. Pour the calcined soil in which the humus has burned down into a glass of water and stir. Watch what settles to the bottom first, and what after a while. What does this experience say?
Conclusion: First, sand settled to the bottom, then clay. This means that the composition of the soil includes sand and clay.
Experience 5. Place a few drops of water on the glass, in which the soil has been for a long time. Hold the glass over the fire. What happened to the water? What happened to the glass? These are mineral salts. What does this experience say?
Conclusion: The water evaporated, a residue remained on the glass. This indicates that the soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, sand, clay, mineral salts.
Page 52-55. plant world
1. Find out the groups of plants according to the descriptions. Write the names of the groups in the boxes.
These plants have roots, stems, leaves, flowers and fruits in which seeds ripen. FLOWER
These plants do not have roots, stems, leaves, flowers or fruits. Their body is called the thallus. SEAWEED.
Plants of this group have stems and leaves, but no roots, flowers, or fruits with seeds. MHI.
These plants have all parts except flowers and fruits. Their seeds ripen in cones. CONIFEROUS.
Plants of this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits, seeds. FERN.
2. In class, the teacher asked for examples of flowering plants. The children answered like this ... Which of the guys answered correctly? Who made mistakes?
Nadia has the correct answer, Seryozha has one mistake (the wrong answer is pine), Ira has two mistakes (seaweed, spruce), Vitya has three mistakes (thuja, larch, fern).
3. Identify these plants. Write the names of the plants and the groups they belong to.
Answer: In the top row from left to right: fuchsia (flowering), salvia (flowering), toadflax (flowering), chicory (flowering). In the bottom row from left to right: bracken (fern), funaria (mosses), fir (coniferous), cedar pine (coniferous).
4. Using the book "Green Pages", prepare a report about one of the plant species of any group. Write down the name of the species, group and brief information for your message.
Cedar pine is a coniferous plant (tree) that grows in Siberia and the North-East of the European part of Russia. In the people it is often called the Siberian cedar. The needles of this tree are collected in bunches of 5 pieces. Tasty seeds ripen in large cones - pine nuts.
Page 56-57. GDZ Fertile land and plants in folk art
1. We color the pattern as we want. Second towel:
2. Draw an illustration for the fairy tale of the peoples of your region, in which the plant plays an important role in the development of the action.
Fairy tales in which plants are involved: The fairy tale "The Golden Scallop Cockerel and the Miracle Melenka" (a bean or acorn seed sprouted in the house and grew to the sky), "Turnip", "Rejuvenating apples", "Wild swans" (the girl wove shirts from nettles).
Illustration for the fairy tale "Turnip"
3. Pick up and write down the riddles and proverbs of the peoples of your region about the land-nurse and plants.
Proverbs: The land is black, and white bread will give birth. Earth is a plate: whatever you put in, you take out.
Riddles about the earth: The rain pours - she drinks everything, everything else turns green and grows. Everyone calls her mother, everyone runs along her legs.
Page 58-61. Answers to the lesson Animal World
1. Write the names of the groups of animals listed.
Frog, toad, newt is amphibians.
An earthworm, a leech is worms.
Snail, slug, octopus, squid is shellfish.
Crayfish, crab, shrimp is crustaceans.
Starfish, sea urchin, sea lily is echinoderms.
Spider, scorpion, haymaker - this is arachnids.
Lizard, snake, crocodile, turtle is reptiles.
2. Identify the animals. Write the names of the animals and the groups they belong to.
On page 58 from left to right: amber snail (mollusk), goldfinch (birds), haymaker spider (arachnids).
On page 59 from left to right in the top row: otter (animals), king crab (crustaceans), rhinoceros beetle (insects).
On page 59 from left to right in the bottom row: burbot (fish), tree frog (amphibians), grass snake (reptiles).
3. Compare a frog and a toad in appearance. Tell (orally) what are their similarities and what are their differences.
First, about the differences. Toads are usually larger than frogs. Toads have a thick, broad body and shorter legs. Frogs do not have the large parotid glands found in toads at the back of their heads. The skin of frogs is tender and moist, while that of toads is dry and covered with tubercles. The eggs of frogs are round, while those of toads look like long cords.
Similarities: Both the toad and the frog are amphibians. They have bulging eyes. The hind legs are longer than the front. They move by jumping. They live more often near water bodies. They feed on insects.
4. Cut out the details from the application and build development models.
Models of development of fish, frogs, birds.
5. Think up and write down 2-3 questions for the quiz "In the animal world".
How many days will it take for a chick to hatch from an egg?
How is a frog different from a toad?
Does a hare feed her babies?
6. Using the Green Pages book, prepare a report about one of the animal species of any group.
Pink salmon. Pink salmon is a fish that usually lives in the sea but spawns in rivers. The length of pink salmon reaches 50 cm. Pink salmon feeds on small fish and crustaceans. During spawning, pink salmon change color, and males grow a large hump on their backs. Hence the name of the fish. Pink salmon is a valuable fish that needs protection and protection.
Page 62-63. GDZ to the topic Our journey into the world of animals
Page 64-65. Images of animals in folk art
1. Complete the carving ornament...
You can stick photos of a towel with embroidered roosters, a photo with a Dymkovo toy in the form of a turkey, horses, wooden decorations for the garden and at home in the form of animals.
3. Briefly write down the plot of the fairy tale of the peoples of your land, where magical animals help people.
Recall the fairy tales: "The Tale of Ivan Tsarevich and the Gray Wolf", "Tiny-havroshechka", "Turnip", "Magic Ring", "Goby - a tar barrel".
Ivan Tsarevich and the Grey Wolf.
The king had three sons. He had an apple tree in his garden with golden apples, and every night the apples began to disappear. The king sent his sons to trace who was stealing the apples. Two sons fell asleep, but Ivan did not sleep, he saw that the Firebird was eating apples. The king ordered his sons to get the firebird. They each went their own way. Ivan arrived at a fork on which stood a pillar with an inscription. Whoever goes straight will be cold and hungry all the way. Whoever goes to the left will die, but his horse will live. And whoever goes to the right will remain alive, but the horse will die. Ivan went to the right. The Gray Wolf ran out of the forest, ate the horse, and then began to serve Ivan faithfully. That wolf helped Ivan and get the firebird, and the bride, and stay alive.
The Little Humpbacked Horse
The peasant had three sons. Their father sent them to guard the wheat. Two sons overslept, and Ivan caught the horse. The horse gave him the Little Humpbacked Horse. The Little Humpbacked Horse helped a friend find a firebird, a ring and a beauty for the king. The king wanted to marry, but he had to bathe in boiling water. The king called Ivan first to bathe. Horse helped Ivan and he became handsome. And the king got screwed. Ivan and the Tsar Maiden played a wedding. (Written by Maxim Egorov)
Page 66-67. GDZ from 7 gurus to the lesson Invisible threads in wildlife
1. Read the text carefully. Underline the names of animals of different groups in different colors: green - herbivores, blue - predators, red - insectivores, brown - omnivores.
Summer is a generous season for a wide variety of animals. We often see swallows in the sky. They catch numerous flying insects in the air. Near the water, the frog hunts for mosquitoes. In the forest they find their prey - small rodents - fox and owl. A rich table is laid here for the hare and moose- these are different branches, leaves, bark. And for a crow and a wild boar, any food will do - both vegetable and animal.
World around 4th grade Pleshakov, Novitskaya perspective Education
Program fourth grade always very busy. It is aimed not only at repeating previous years, but also at learning new material. Such a "principle" is observed in almost every subject, and the world- not an exception. Children replenish their knowledge by studying the structure of the country, its nature; broaden their horizons. But sometimes a student cannot grasp the essence of what is written, understand the tasks. The topics “The Constitution of Russia” and “The State Structure of Russia” are especially difficult. Often fourth graders, seeing that they are not succeeding, they throw away their pen, textbooks and refuse to do their homework, being afraid to make a mistake. No problem! The online tutorial for the textbook can help him "The world around us 4th grade Textbook Pleshakov, Novitskaya Enlightenment Perspective".
What is the textbook
The manual is divided into chapters and their respective topics. At the end of the paragraphs, various tasks, exercises, workshops can be presented - they have problems. GDZ will give you the correct answers to all numbers - this means that you no longer have to worry, frantically checking your every step in unreliable sources!
How useful is a guide
In case of problems with the implementation of lessons, in case of misunderstanding, Reshebnik- the best way. Among its advantages:
- Availability and mobility;
- Less effort and time spent on homework;
- Opportunity to test yourself.
Each of us faced the problems of completing the lessons, but not everyone found a solution. Now you don't even have to look for it. GDZ always at your fingertips!
The second part of the workbook for the 4th grade on the subject "The World Around" by the authors Pleshakov, Novitskaya (Perspective program) is quite complicated, but the children are no longer small, able to understand both history and archeology. Basically, in this workbook, or rather in its second part, history is touched upon.
Fundamental here is the "river of time", which is being worked on throughout the second half of the school year. Apparently, at the lessons of the "surrounding world" the authors decided to prepare the children in advance for the lessons of history, which they will begin to study in the 5th grade.
At the end of the notebook, Pleshakov again turns to the topic of folk art, apparently trying to instill in his students patriotism, which he failed to instill from the first grade.
Answers to the 5th edition. Answers to tasks are checked and approved by the primary school teacher.
Click on the page numbers to view the GDZ for them.
Page 3
Answers to pages 3-5. JOURNEY ON THE RIVER OF TIME
1. With the help of additional literature or the Internet, find out about one of the heroes of the oral epic creativity of the peoples of your region. Write a short story about him.
Alyosha Popovich is a folk hero of the Russian epic epic. Alyosha Popovich, as the youngest, is the third in importance in the heroic trinity, along with Ilya Muromets and Dobrynya Nikitich. He defeated Tugarin, the hero of the enemy army, in battle. Alyosha Popovich is distinguished not by strength, but by prowess, onslaught, sharpness, resourcefulness, cunning.
Draw an illustration for one of the exploits of this hero.
2. Match the years and centuries. Fill in the table.
1861 19
74 1
1492 15
2000 20
988 10
1945 20
2015 21
3. Write down the years of birth of your grandparents, parents and the year you were born. Determine and write down which centuries these years correspond to.
Sample answers:
grandmother's birth - 1953 - 20th century
birth of grandfather - 1952 - 20th century
mother's birth - 1983 - 20th century
birth of the pope - 1976 - 20th century
my birth - 2008 - 21st century
Indicate on the "River of Time" diagram (p. 40-41) the centuries when these events took place. Cut out the tablets from the application, stick them on and indicate the corresponding eyelids with arrows.
Description of the "River of Time" scheme:
3rd-7th centuries BC - domination of the Scythians
5th c. BC. - 484-425 years. - Herodotus
9th c. - 862 - Calling Rurik to reign in Novgorod
10th c. - 988 - Baptism of Russia
12th c. - 1147 - The first mention of Moscow.
14th c. - 1380 - Battle of Kulikovo
15th c. - 1480 - The end of the Horde dominion over Russia
16th century - 1564 - Publication of the first Russian printed book
17th century - 1613 - End of the Time of Troubles
18th century - 1712 - St. Petersburg became the capital of Russia
19th century - 1812 - Patriotic War
19th century - 1861 - The abolition of serfdom in Russia
19th century - 1891 - Start of construction of the Trans-Siberian Railway
20th century - 1914 - The beginning of the First World War
20th century - 1917 - Revolutions and the beginning of the Civil War in Russia
20th century - 1941-1945 - The Great Patriotic War
20th century - Birth of my grandparents
20th century - 1961 - First manned flight into space
20th century - The birth of my dad and mom
20th century - 1991 - Formation of the Russian Federation
21st century - 200? g. - My birth *
21st century - 201? d. - Graduation from elementary school *
* You put down these dates on the "River of Time" yourself.
4. Using the text of the textbook, determine the age when the ancient Greek historian and traveler Herodotus lived. Mark this age on the diagram "River of Time"...
Answer: Herodotus lived in the 5th century.
5. Project "Calendar of Memorable Dates".
Start compiling a "Calendar of memorable dates." Collect calendar pages in a folder. Using the textbook material (p. 6), additional literature, the Internet, make a trial version of the first page of the calendar dedicated to Nestor the chronicler - the father of Russian history.
When preparing pages, use the following plan:
1. Memorial Day (day, month)
2. The name of the event or the name of an outstanding figure in history and culture.
3. Dates of birth and death of an outstanding figure.
4. His contribution to the history and culture of the country.
5. If the memorable date is dedicated to a significant event, write a short description of it.
(c. 1056 - 1114)
The chronicler Nestor was a monk and lived in the Kiev Caves Monastery. Based on oral traditions, he compiled the first book on the history of Ancient Russia and gave it the title "The Tale of Bygone Years".
This oldest historical document describes a period of history from biblical times to 1117. The dated part of the history of the Old Russian state begins with the reign of Emperor Michael (852).
Monuments to Nestor the Chronicler were erected in Kyiv and Vladimir.
Page 6-7. TRAVELING WITH ARCHAEOLOGISTS
1. Find on the map the location of the Scythian burial mounds on Russian soil. Mark them by sticking deer figurines from the Application.
Crimea, Krasnodar and Stavropol Territories, Voronezh and Belgorod Regions, Orenburg Regions, Altai.
2. Using the large deer figurine from the Appendix, mark the centuries of the Scythian domination on the "River of Time" diagram.
3. Using the textbook, make a page of the "Calendar of Memorable Dates" dedicated to A.P. Okladnikov.
Okladnikov Alexey Pavlovich (October 3, 1908 - November 18, 1981).
Okladnikov Alexey Pavlovich - Soviet archaeologist, historian, ethnographer. The main works of Okladnikov are devoted to studies of the history of primitive culture, Paleolithic and Neolithic art, the history of Siberia and the Far East.
Born in the family of a teacher. Even at school, he was fond of history and local history. In 1925, Okladnikov entered the University of Irkutsk, where he replenished his knowledge in the "Ethnology" circle of Professor B. E. Petri.
About Alexey Pavlovich Okladnikov they say that he had a unique capacity for work. The academician did not drink, did not smoke, and in life, except for science, nothing else attracted him. In archeology, he was a real ace. Only the list of works written by Okladnikov amounted to about 80 pages of the smallest text. However, he cannot be classified as an armchair scientist. Alexey Pavlovich's whole life was spent on archaeological expeditions, he traveled the Asian part of the former USSR up and down and often wrote his books, sitting by the fire.
He made scientific discoveries in passing, that is, he literally discovered them under his feet. For example, in 1949, Alexei Pavlovich was on an excursion next to the Egyptian pyramids as part of an international delegation. He, unlike his foreign colleagues who admired the beauty, immediately drew attention to the suspicious stones scattered around the pyramids. These stones had chips that only a man of the Stone Age could make. So he discovered the Egyptian Paleolithic, material evidence of which was searched in vain by scientists all over the world.
In Mongolia, this story repeated itself. The Americans spent huge amounts of money on an archaeological expedition to find traces of the presence of an ancient person there. They searched for several years, but to no avail. Aleksey Pavlovich had just managed to get off the plane when he discovered these traces. On the way from the airport to Ulaanbaatar, he collected a suitcase full of stone finds.
In 1928, Alexey Pavlovich drew attention to one of the most remarkable monuments of rock art in Siberia - the Shishkinsky rocks, the petroglyphs of which were first mentioned in the 18th century by the traveler Miller, and the artist Lorenius made several sketches. Okladnikov, as it were, rediscovered this monument of ancient art of the peoples of Siberia and spent decades conducting his research there, as a result of which he published two fundamental monographs.
In the 30s, Okladnikov headed the Angara archaeological expedition, which for three years explored the banks of the Angara for 600 kilometers - from Irkutsk to the village of Bratsk. The small funds allocated for the expedition did not allow at that time to launch excavations of any significant scale. Ancient monuments could only be fixed and, at best, briefly examined.
During the Great Patriotic War, Okladnikov worked in Yakutia on the Lena River. At the same time, he began excavating the remains of the camp of the Russian polar expedition on the northern island of Thaddeus and in the region of the Taimyr Peninsula (Sims Bay). The archaeologist managed to reconstruct the picture of the death of the earliest known expedition of Russian industrialists, who went east along the shores of the Arctic Ocean.
For more than half a century, every summer, Okladnikov went on expeditions to search for and study traces of the presence of an ancient man on the territory of our country. He has the honor of discovering a number of remarkable monuments of the distant past: sites and rock carvings, discovered and studied under his leadership on the Angara, Lena, Kolyma, Selenga, Amur and Ussuri, for the first time made it possible to accurately and fully present the history of the ancient inhabitants of Siberia and the Far East for many years. millennia.
In 1961, Okladnikov went to work at the Siberian Branch of the USSR Academy of Sciences (Novosibirsk, Akdemgorodok). He was appointed director of the Institute of History, Philology and Philosophy. He held this position until his death in 1981. Now Okladnikov's work is continued by his numerous students who work in every city where there is a history department at the university.
Source: Irkipedia
Answers to pages 8-9. ON THE PAGES OF THE CHRONICLE
1. Using the map of the textbook, color the places of settlement of the ancient Slavs on the map in the appropriate colors. Sign the names of the unions of the tribes of the Eastern Slavs.
See textbook.
2. Visit the local museum of local lore. Look at and draw some archaeological finds.
Write a short story about what these archaeological finds told you about the past of the region.
In the museum of local lore, I saw many archaeological finds that told me about the life of people many years ago. One of the finds is the pottery of ancient people. This means that many centuries ago people were able to make objects from clay and burn them.
Ancient people were also engaged in animal husbandry, hunting and fishing. This becomes clear thanks to other exhibits of the museum - iron household items. Among them are tips, fishing hooks and weights, harness for livestock.
The museum also has ancient weapons. This means that these people fought, or they had to defend themselves from enemies.
But the pagan figurines made of stone and clay speak of who the ancient people worshiped.
Page 10-11. ORIGINS OF ANCIENT RUSSIA
1. Using the map of the textbook, map the Dnepropetrovsk trade route ...
2. Using the text of the textbook, fill in the gaps.
AT 10 century in Russia was no less 25 cities. By the 12th century there were already more 300 .
3. Designate the century on the "river of time" diagram. when Rurik was called to reign in Novgorod.
See the picture above "The River of Time".
4. Match the texts on birch bark and fragments of their translation in the appendices. Paste the translation in each charter.
Page 12-13. WISE CHOICE
1. Designate on the river of time the age of the adoption of Christianity in Russia.
Calculate how much time has passed from the year of the baptism of Russia to the current year. Write down this number.
Answer: 2019 - 988 = 1031 years
2. Cut out photos from the application and paste them into the appropriate boxes.
3. Carefully read the Christian commandments on p. 21 textbooks. Remember your actions that are in accordance with these commandments, and give examples of them.
Answer: When I tell the truth, I fulfill the commandment "Do not lie." And if I do not envy another, then I act according to the commandment "Do not desire." When I obey my parents, respect them, then I fulfill the commandment "Honor your father and mother."
4. Match the dates of the days of memory and photos. Connect with lines.
5. Using the textbook and additional sources of information, compile a page of the "Calendar of Memorable Dates" dedicated to the creator of Slavic writing Cyril and Methodius, Princess Olga or Prince Vladimir the Holy (optional).
Cyril (827-869) and Methodius (815-885)
CYRIL AND METHODIUS - brothers from Thessalonica (Thessaloniki), Slavic enlighteners, creators of the Slavic alphabet, preachers of Christianity. Cyril and Methodius in 863 were invited from Byzantium by Prince Rostislav to the Great Moravian state to introduce worship in the Slavic language.
Our alphabet is now almost in the form in which it was brought to Russia by the brothers Cyril and Methodius. They translated many books, mostly religious, from Greek into Slavonic, introduced services in the Slavic language. They suffered a lot of persecution from the Roman Catholics for this: they did not want the Slavs to have their own script. To this the brothers answered: "Does not the sun shine for all, does it not rain for all, does not the Word of God's truth come to all, and in the language that man speaks?"
The chronicler reports that the first words written by the brothers in Slavic were from the Gospel of John: "In the beginning was the Word, and the Word was with God, and the Word was God."
On the basis of the Slavic alphabet there was an alphabetic prayer. "Az buki lead" in translation: I know (know) the letters. "Verb, good, eat, live" in translation: it's good to live kindly. "Kako, people, think" - this does not need to be translated. As well as "rtsy, the word, firmly," that is: speak the word confidently, firmly.
The day of the holy Thessalonica brothers Cyril and Methodius is celebrated just on the day when the last bell rings in our schools, May 24th. This day is a holiday of Slavic writing and culture.
Page 14-15. HEIR OF KIEVAN RUSSIA
1. Using the Internet, find out the years of foundation or the first mention of the cities of North-Eastern Russia. Fill the table.
2. Read a fragment from the Russian epic ... Write down parental instructions from the epic or the blessing of Vladimir Monomakh, which seem to you the most important in our time. You can write in your own words.
Do only good deeds
don't hurt the weak
help the poor, orphans, widows
do not break your oath, keep your promises
don't punish the innocent
3. Indicate with arrows which attractions are in Kyiv and which are in Vladimir.
4. Using the textbook and additional sources of information, make a page of the "Calendar of Memorable Dates" dedicated to Prince Andrei Bogolyubsky.
Andrei Yurievich Bogolyubsky (c. 1111 - 1174)
Andrei Bogolyubsky is the son of Yuri Vladimirovich (Dolgoruky) and the Polovtsian princess, the daughter of Khan Aepa Osenevich.
According to the report of the late "Life of Andrei Bogolyubsky" (1701), Andrei Yurievich received the nickname "Bogolyubsky" after the name of the city of Bogolyubov near Vladimir, his main residence.
Andrei Bogolyubsky was the most important political and spiritual figure in the history of Russia in 1160-1170, as he not only contributed to the creation of a powerful Vladimir-Suzdal principality (on the site of the former Rostov fiefdom of his grandfather, Vladimir Monomakh), but also turned the city of Vladimir-on- Klyazma to the center of the political and spiritual life of Russia.
During the reign of Andrei Bogolyubsky, the Vladimir-Suzdal principality achieved significant power and was the strongest in Russia, and later it became the core of the modern Russian state.
Andrei's father, the Suzdal prince Yuri Dolgoruky, sought to establish himself in Kyiv and waged endless feuds with his opponents. Andrei was forced for the time being to obey his father's will. During periods of short-term reigns of Yuri in Kyiv, he ruled in neighboring destinies - Vyshgorod, Turov, Pinsk (1149-1151, 1155). But he did not like reigning in the troubled southern lands, where his fate would depend on the mood of the squad and the veche decisions of the townspeople.
Power-hungry and capricious in character, Andrei wanted to give a dominant position among the Russian principalities to the Rostov-Suzdal land, to make it the center of state life in Russia. This prompted him in 1155 to flee to the Suzdal land against the will of his father.
The residence founded by the prince in Bogolyubovo became Andrei's favorite place of residence, who has since been nicknamed Bogolyubsky. In 1157, after the death of Yuri Dolgoruky, the people of Rostov and Suzdal unanimously proclaimed Andrei a prince. But he chose not Suzdal, but Vladimir, as the capital of the principality, where he launched stone construction on a grand scale.
Under Andrei, the Golden Gates, the Church of the Intercession on the Nerl, the Assumption Cathedral were built - world-famous masterpieces of ancient Russian architecture - many monasteries, temples, fortifications.
Bogolyubsky dispossessed and expelled four of his brothers, two nephews, dissatisfied with his autocracy of the boyars. These measures strengthened the princely positions, but at the same time increased the number of enemies.
However, Andrei's political interests extended far beyond the borders of North-Eastern Russia. The reason for one of the strife was the fact that the Kyiv prince Mstislav Izyaslavich - Andrey's longtime opponent - of his own free will sent his son Roman to reign in Novgorod.
In 1169, the united army of 11 princes, equipped with Bogolyubsky, moved to Kyiv. The devastated and plundered city forever lost its former significance as the center of Russia, and the leadership in the Russian lands finally passed to the city of Vladimir.
Page 16-17. MOSCOW - VLADIMIR'S SUCCESSOR
1. Indicate on the "river of time" diagram the century of the first mention of Moscow in the annals. (12th century)
2. Consider a reproduction of the painting. Use it to write a story about Moscow in the time of Ivan Kalita.
The reproduction of A. M. Vasnetsov "The Moscow Kremlin under Ivan Kalita" depicts ancient Moscow. It can be seen that this is a fortified city - a fortress and a fence were built around it. Almost all buildings are wooden, including the fortress and the towers on it. Only temples are built of stone.
Moscow began to be built on the banks of the river. On the reproduction we see that boats are standing at the pier. Probably, they brought some kind of cargo for the residents of Moscow or for the construction of the city.
It can also be noted that the roads in those days were very bad, and the movement was carried out with the help of horses. As you can see in the picture, horses are pulling carts with cargo. At the same time, there were already some devices for lifting the load, as can be seen in the lower right part of the reproduction.
3. Find songs, legends, proverbs and other works of art in the works of the peoples of your region, in which the dream of people about peace and harmony with each other is expressed.
To live in neighbors is to be in conversations.
What are the neighbors, such is the conversation.
Don't buy a yard, buy a neighbor.
Do not buy yourself a house, but buy a neighbor: you will buy a house, but you will not sell your neighbor.
Be friends with your neighbor, but hold on to your sword.
Be friends with your neighbor, and you are a city.
Neighborhood is mutual.
It's a bad thing to offend a neighbor.
What more to annoy a neighbor, if not with a tongue?
Thistles and sow thistles make their way from neighbor to neighbor under the tyn.
What is at home, do not go to the neighbor for that.
4. Designate on the "River of Time" diagram the century when the Battle of Kulikovo took place. (14th century)
5. Using the textbook and additional sources of information, make a page of the "calendar of memorable dates" dedicated to the Battle of Kulikovo.
The Battle of Kulikovo - the battle of the Russian regiments led by the Grand Duke of Moscow and Vladimir Dmitry Ivanovich and the Horde army under the command of Khan Mamai on September 8, 1380 on the Kulikovo field (currently located in the southeast of the Tula region), a turning point in the struggle of the Russian people against the yoke Golden Horde.
In 1380, Prince Dmitry Ivanovich sat on the Moscow throne. At that time, Russia was fragmented into principalities and was under the yoke of the Mongol-Tatars. Dmitry was well aware that in order to successfully fight the Mongol-Tatars, all Russian principalities must join their forces.
Prince Dmitry sent messengers throughout Russia with his letters and in 30 days gathered a huge army. Sergius of Radonezh, the founder of the Trinity Monastery, blessed the prince for the battle with the Mongol-Tatars. He gave Dmitry two monks, famous warriors - Peresvet and Oslyabya.
Dmitry led his troops towards the Mongol ruler Mamai. They met on the Kulikovo field, where the Nepryadva river flows into the Don.
Dmitry fought as a simple warrior along with his army. The battle lasted almost a whole day. The Mongols began to overcome, but an ambush regiment hit them in the rear - and the Mongols fled. So the Russian troops won.
In honor of the victory in this battle, the prince-commander was nicknamed Dmitry Donskoy. Although our troops won a victory on the Kulikovo field, Russia still had a hundred years of struggle against the Mongol-Tatar yoke ahead.
Page 18-19. THE BEGINNING OF THE MOSCOW KINGDOM
1. Designate on the scheme "River of Time" the age of the liberation of Russia from the Horde dominion. (15th)
2. Consider a reproduction of paintings. Compare Moscow under Dmitry Donskoy and Ivan III. Write down the main differences.
The main difference is that under Dmitry Donskoy, only the walls of the Kremlin (made of white stone) and the Assumption Cathedral were made of stone. All other buildings were wooden. Ivan III built the Kremlin from red brick and replaced many buildings in it with stone ones. Several new cathedrals (temples) appeared, and a royal palace was built.
3. Look at the photos. Check the Assumption Cathedral in Moscow.
Answers to page 20-21. RUSSIANS AND PAVELERS
1. Indicate on the "River of Time" diagram the century when the first Russian printed book was published. (16th century)
2. Imagine yourself as one of the first printers. Come up with your own sign and draw it. Explain what you mean by it.
My sign depicts an open book, the light of enlightenment emanates from it, because a book is a source of knowledge. Above is my monogram, i.e. initial letters of the first and last name.
3. Pick up proverbs and riddles about books, including those in the work of the peoples of your region.
Russian proverbs about books:
The book in happiness decorates, and in misfortune comforts.
Who knows more, and books in his hands.
The book is your best friend.
The book is not red in writing, it is red in mind.
From time immemorial, the book raises a person.
It is not good to read books when there are only a few inches in them.
The book is good, but the readers are bad.
Books don't tell, they tell the truth.
Read books, but don't forget things.
Reading books is not playing patty.
If you read books, you will know everything.
Choose a book the way you choose a friend.
A book is to the mind what warm rain is to seedlings.
Books do not like to be honored, but they love to be read.
The book is like water: the road will break through everywhere.
The book will help in work, help out in trouble.
One good book is better than any treasure.
A good book is a sincere friend.
A good book shines brighter than a star.
The book is food for the mind.
The book is your friend, without it it’s like without hands.
The book of the book is different: one teaches, the other torments.
The book is not an airplane, but it will take you to distant lands.
The book is not a hat, but choose according to your head.
In the book, look not for letters, but for thoughts.
Behind the book - move your mind.
Some book enriches, and another - from the path seduces.
Another book of the mind will add, another and the last will repel.
Another leads his eyes through the book, but his mind walks sideways.
To whom the book is entertainment, and to whom it is teaching.
Who knows az yes beeches, and books in his hands.
Wasted work - to fish without a hook and learn without a book.
One book teaches thousands of people.
To know books - to gain mind.
To live with a book is not to grieve for a century.
You will lead with the book - you will gain your mind.
A mind without a book is like a bird without wings.
You can't say smarter than a book.
Different from books, different from the valley.
There is not a single book in the house - the owner's kids are bad.
Russian riddles about the book:
She herself is small, but she gave her mind.
Not a bush, but with leaves,
Not a shirt, but sewn
Not a person, but tells.Not a tree, but with leaves,
Not a shirt, but sewn
Not a plant, but with a root,
Not a person, but with a mind.Who speaks silently?
4. Circle the route of Semen Dezhnev's travel on the map. Sign the names of the two oceans that "meet" at Cape Dezhnev.
Page 22-23. ON THE WAY TO UNITY
1. Pick up the proverbs of the peoples of your region about the need for friendship and unity. Write them down.
Proverbs:
You can live without a brother, but not without a neighbor.
A close neighbor is better than distant relatives.
The hostess did not save dinner, so, apparently, to push to the neighbor.
There is no greater problem than bad neighbors.
It’s bad to live if you don’t make friends with your neighbors.
Let the neighbor into the house, and go to the neighbors yourself.
The neighbor does not want to, and there will be no peace.
Neighborhood is mutual.
Then the neighbor is kind when the bag is full.
A good neighbor is the biggest relative.
It's good when the neighbor is close and the fence is low.
It's a bad thing to offend a neighbor.
2. Color the traditional costumes of the peoples of the Volga region - Mari, Mordovian, Tatar and Chuvash.
3. Identify from photographs the cities in which important events of the Time of Troubles took place. Connect with lines.
4. Using the textbook and additional sources of information, make a page of the "Calendar of Memorable Dates" dedicated to Kozma Minin and Dmitry Pozharsky.
Minin (late 16th century - 1616) and Pozharsky (1578 - 1642)
Kuzma Minin and Prince Dmitry Mikhailovich Pozharsky - leaders of the second people's militia during the Polish intervention in the Time of Troubles in 1611-1612.
At the beginning of the 17th century, Russian land was occupied by enemies - the Poles. Even in Moscow, the capital, there was a Polish garrison, and Novgorod was captured by the Swedes. Russia was threatened with the loss of independence.
In the autumn of 1611, in Nizhny Novgorod, the zemstvo headman Kuzma Minin began to gather the people's militia (army) to fight the enemies. One of the best military leaders of that time, Prince Dmitry Mikhailovich Pozharsky, was called to command the militia.
Militias from all over the country began to gather in Nizhny Novgorod. For almost a year, Russian people gathered forces, and finally, in July 1612, the militia of Minin and Pozharsky marched on Moscow. The battle took place on August 24, it was stubborn and bloody. The Polish garrison settled in the Kremlin and held out for about two months. In the end, hunger forced the enemies to come out. Soon, all Russian land was cleared of foreign invaders.
In Moscow, on Red Square, a monument was erected with the following inscription: "Grateful Russia to Citizen Minin and Prince Pozharsky."
Minin and Pozharsky
Since 2005, our country has celebrated National Unity Day in memory of the events of 1612, when the people's militia led by Kuzma Minin and Dmitry Pozharsky liberated Moscow from Polish invaders.
5. Designate on the scheme "River of Time" the age of the end of the Time of Troubles.
Answers to pages 24-25. THE BEGINNING OF THE RUSSIAN EMPIRE
1. Consider a reproduction of a painting. Write a short story about it.
HELL. Kivshenko. Military games of amusing troops of Peter I near the village of Kozhukhovo
Answer:
The artist Kivshenko depicted the military games of the young Peter I in his picture. Young Peter rides a horse with a saber in his hand, acting as the commander in chief. Next to the sovereign is a drummer, a rhythm beater and a trumpeter.
In the middle plan of the picture, several detachments of soldiers in military clothes of that time are visible. Each detachment (or regiment) has its own color of clothing, its own commanders. Soldiers of the "amusing" troops carry banners with the coat of arms of the Russian Empire - a double-headed eagle.
In the background of the picture, you can see the landscape of the area where the "funny" battles were held - the vicinity of the village of Kozhukhovo. A cannon is visible on the cliff, next to it are high fortresses, which, apparently, had to be stormed.
As is known from history, young Peter formed “amusing” troops from his peers and learned to fight. Foreign officers helped him to master military literacy. Later, from these amusing battalions, the Semenovsky and Preobrazhensky regiments were formed - the basis of Peter's guard.
2. Consider the monuments to Peter I in different cities of Russia. Write down why, in your opinion, the monuments to Peter I were erected:
in St. Petersburg- Peter founded this city, he bore and bears the name of St. Peter - the patron saint of the king.
in Petrozavodsk - in this city, on the orders of Peter, an arms factory was built.
in Arkhangelsk - in this city, Peter laid the foundation for shipbuilding, opened the first shipyard in Russia.
Do you know in what other cities of Russia there are monuments to Peter the Great? Write down the names of the cities.
Answer:
Moscow, Nizhny Novgorod, Sochi, Voronezh, Taganrog, Derbent (Dagestan), Azov, Kaliningrad, Makhachkala (Dagestan), Tula, Lipetsk.
3. Indicate on the diagram "River of Time" the century when St. Petersburg became the capital of Russia.
Page 26-27. "LIFE - TO THE FATHERLAND, HONOR - TO ANYONE!"
1. Find out from the guidebooks, reference books of your city (or the nearest city or village), which streets, squares, institutions are named after Lomonosov. Write down this information. Glue a photo of one of these places with a sign of the institution or a sign on the building.
In Russia, the most famous institution that bears the name of Mikhail Lomonosov is the Moscow State University. Lomonosov Moscow State University is one of the oldest and largest classical universities in Russia, founded in 1755 by I. I. Shuvalov and M. V. Lomonosov. Since 1940 it has been named after Mikhail Lomonosov.
2. Cut out portraits from the application and paste them into the appropriate boxes.
3. Read the story about the city of the Russian Empire - Sevastopol. In the text of the story, underline the names of peoples you know, the names of famous figures in history and culture.
Answer: the following words can be emphasized (they were encountered earlier in textbooks): Crimea, the Black Sea, Scythians, Greeks, Cyril, Methodius, Prince Vladimir, Suvorov, Ushakov, Lazarev, Empress Catherine the Great.
Answers to pages 28-29. PATRIOTIC WAR OF 1812
1. Designate on the "River of Time" diagram the century, the code was the Patriotic War of 1812. (19th century)
2. Read the text. Consider the figures of Kozma Minin and Dmitry Pozharsky, as well as the bas-relief on the pedestal.
Express your thoughts about the source of Russia's victories in the great wars. Write it down.
The strength and source of Russia's victories in great wars is in the unity of its people. When the Russian principalities united and all as one stood up to defend their homeland, they defeated the Mongol-Tatars. The cohesion of the Russian army helped to win the war of 1812. Another reason for victories is the brave and savvy generals. And, of course, such qualities of a Russian person as heroism, selflessness, love for the Motherland, love of freedom are important.
3. In St. Petersburg, in one of the halls of the Hermitage, there is a Gallery of Heroes of the Patriotic War of 1812. It contains more than three hundred portraits.
Using the textbook and additional sources of information, compile a page of the "Calendar of Memorable Dates" dedicated to the heroes of the Patriotic War of 1812.
Here you can write about such heroes as
Kutuzov, Field Marshal General
Bagration, General of Infantry
Barclay de Tolly
Vasilchikov, cavalry general
Wittgenstein, General of Infantry
Volkonsky, major general
Golitsyn, cavalry general
Gorchakov, lieutenant general
Davydov, Major General
Dorokhov, lieutenant general
Dokhturov, General of Infantry
Durova Nadezhda Andreevna
Yermolov, lieutenant general
Konovnitsyn, lieutenant general
Kostenetsky, lieutenant general
Kulnev, Major General
Gerasim Kurin, partisan
Seslavin, Major General
Platov, cavalry general
Orlov-Denisov, lieutenant general
Orlov, Major General
Neverovsky, lieutenant general
Miloradovich, General of Infantry
Likhachev, major general
Kozhina Vasilisa
Kutaisov, major general
Raevsky N.N.
Khrapovitsky, major general
Figner, Colonel
Uvarov, cavalry general
Tuchkov (1st), lieutenant general
Tuchkov (4th), major general
Page 30-31. GREAT WAY
1. Indicate on the diagram "River of Time" the century in which the construction of the Trans-Siberian Railway began. (19th century)
2. Look at photographs of fragments of the openwork pavilion presented at the World Exhibition in Paris in 1900. Write down in what century this exhibition took place: in the 19th. Using these patterns, draw your own versions of openwork casting to decorate the exhibition of modern achievements in Russia.
3. Project "My family in the history of Russia". Using the sample given in the textbook, make up a story about the participation of your ancestors in the development of Russian industry at the turn of the 19th and 20th centuries. Illustrate your story with photographs or drawings.
For this project, it is best to find some of the old family items and present them in front of the whole class and talk about them. Here are the items you can use in this project:
old newspapers and magazines
personal letters, envelopes, postcards
stamps dedicated to some event (40 years of Soviet power, 30 years of victory in the Second World War, etc.)
coins or paper money (can be bought cheaply at a flea market)
photos of great-grandparents, or a photo of their house
medals, orders, awards of relatives
certificate of a minor prisoner (to page 48)
old christmas decorations
old year books
icons
something from clothes or shoes, a pioneer tie, ribbons for braids, collars that were sewn to the uniform
household items (an old cast-iron iron or a watch, for example)
candy wrappers
documents (certificates, party card, VLKSM ticket, etc.)
certificates and laudatory sheets of a schoolchild, diaries, notebooks, albums of fathers and mothers
maps, globes from the USSR
toys, figurines
dishes (porcelain plates, cups, silver spoons - if parents allow)
jewelry: beads, brooches, etc.
Answers to pages 32-33. THE GOLDEN AGE OF THEATER AND MUSIC
1. Do you know Russian musical artists? Cut out portraits from the app and paste them into the appropriate boxes.
2. Listen to a piece of music by a Russian composer of the 19th - early 20th century. Write down your impressions.
Title of the work: Ballet "The Nutcracker".
Recording form of the work: recording on CD.
My impressions (key words): very beautiful music, fabulous and magical sound of the instruments, happy, enthusiastic, joyful, jubilant and tender music.
4. Based on the text of the textbook, make a plan for a story about Fedor Ivanovich Chaliapin.
1) The birth and childhood of Chaliapin.
3) Chaliapin becomes popular all over the world. The emergence of the Chaliapin school.
4) Tatarstan is the birthplace of the Chaliapin Festival.
5. Design a page of the "Calendar of Memorable Dates" dedicated to one of the figures of Russian musical and theatrical art.
Pyotr Ilyich Tchaikovsky (April 25, 1840 - October 25, 1893)
Tchaikovsky P.I. - Russian composer, conductor, teacher, musical and public figure, music journalist.
Considered one of the greatest composers in the history of music. Author of more than 80 works, including ten operas and three ballets. His most famous works are the ballets "Swan Lake", "Sleeping Beauty", "The Nutcracker", as well as "The Seasons" - a famous piano cycle. Pyotr Ilyich Tchaikovsky made an extremely valuable contribution to world musical culture.
The great composer was born in the family of an engineer in the village at the Kamsko-Votkinsky plant in the Vyatka province (now the city of Votkinsk, Udmurtia). He studied at the St. Petersburg Conservatory, then lived and worked in Moscow. The composer spent the last years of his life in the vicinity of the city of Klin, near Moscow, where his museum is now located.
Streets in many cities of Russia, conservatories and music schools, as well as a city in the Perm region are named after Tchaikovsky. And since 1958, an international competition named after P. I. Tchaikovsky has been held, in which talented musicians and vocalists take part.
Page 34-35. THE FLOWING OF ART AND LITERATURE
1. Consider a reproduction of a painting from the State Tretyakov Gallery in Moscow. Compare your impression of the spring landscape and Bunin's poem. Pick up lines in it to express your impression of the picture. Highlight them.
Wider, chest, open for acceptance
Feelings of spring - minute guests!
You open me, nature, hugs,
So that I merge with your beauty!
You, high sky, far away,
Boundless blue space!
You wide green field!
Only to you I aspire with my soul!
2. Consider a reproduction of a painting from the State Russian Museum in St. Petersburg. Read an excerpt from Nekrasov's poem "Who Lives Well in Russia". Underline in red the poetic lines that speak of the severity of agricultural labor, in green - the lines in which the poet's special respect for the peasant is expressed.
3. Design a page of the "Calendar of Memorable Dates" dedicated to A.P. Chekhov or your favorite writer of the 19th - early 20th century.
Chekhov Anton Pavlovich (1860 - 1904)
Anton Pavlovich Chekhov - Russian writer, prose writer, playwright. A recognized classic of world literature. Doctor by profession. Honorary Academician of the Imperial Academy of Sciences in the category of fine literature. One of the most famous playwrights in the world.
Over 25 years of creativity, Chekhov created more than 300 different works (short humorous stories, serious stories, plays), many of which have become classics of world literature.
His works have been translated into over 100 languages. His plays, especially The Seagull, Three Sisters and The Cherry Orchard, have been staged in many theaters around the world for over 100 years.
Answers to pages 36-39. IN SEARCH OF JUSTICE
1. Indicate on the "River of Time" diagram the century when serfdom was abolished in Russia. (19th century)
2. Consider the portraits of Russian emperors. Explain why Alexander II is called the Liberator.
Answer: Because he abolished serfdom, making the peasants free people.
Write what you know about these emperors.
Emperor Alexander II was born in 1818, he was the son of Nicholas I. His teacher was the Russian poet Zhukovsky. In 1861 the tsar abolished serfdom in Russia. He also carried out many reforms in Russia, participated in the Russian-Turkish war of 1877-1878. In 1881, Alexander II was killed by the Narodnaya Volya, in St. Petersburg, on the site of the assassination of the emperor, the Church of the Savior on Blood was erected.
Nicholas II - the last emperor of the Russian Empire. Born in 1868. During his reign, many events took place in the world and in Russia: the Russo-Japanese War of 1904-1905; Bloody Sunday; Revolution 1905-1907 in Russia; World War I; February Revolution of 1917 Nicholas II abdicated during the February Revolution of 1917 and was shot along with his family.
3. Read the poem ... Yesenin "The beggar", written in 1915. With pencils in contrasting colors, underline the lines and words, some of which describe suffering, grief, while others speak of carefree fun.
Crying little girl at the window of a large mansion,
And in the mansions laughter is cheerful and pours silver.
The girl is crying and getting cold in the wind of autumn thunderstorms,
And with a chilled hand wipes drops of tears.With tears she asks for a piece of stale bread,
From resentment and anxiety voice freezes.
But in the mansions this voice drowns out the noise of comfort,
And the little one is crying under cheerful, frisky laugh.
4. Mark on the "River of Time" diagram the century when the First World War, revolutions and civil war took place in Russia. (See answers to pages 3-5)
5. In your city, identify the streets, squares that received new names after the 1917 revolution. Write down the pre-revolutionary and post-revolutionary names of the same street side by side.
An approximate answer (these streets are in almost every city):
Lenin street - street ...
Dzerzhinsky street - street ...
6. Consider a map of the Soviet Union. Find and show on the map the republics that were part of the USSR. Use the map to name the capitals of the Union republics. Check each other out.
We look at the map and name the republics, they are highlighted in bright colors, the capitals are marked with dots.
Page 42-43. CENTURY OF TROUBLES AND VICTORIES
1. Consider secular posters of the 20-30s of the last century. Write in your own words what they call for.
The first poster is for children. He encourages them to choose their profession in childhood, to have a dream, a goal in life and strive for it. The second two posters are addressed to adults. They call for more study in order to be literate and work more for the good of the country.
2. Consider the diagram on p. 43. Compare it with the modern scheme of the Moscow metro, which you can find on the Internet. Write down what has changed.
On the diagram in the textbook, you can see a total of 13 metro stations (in 1935). Currently, there are 200 metro stations and there is a ring line that connects all branches (directions) of the metro. Some stations have changed their names. For example, Kirovskaya (old name) - Chistye Prudy (new name).
3. Project "My family in the history of Russia". Continue working on the project. Have your family preserved memories of life in the 20-30s of the last century, photographs, objects of those times? Write a short story.
This period is the childhood of the student's great-grandparents, or the time when the great-great-grandmothers and great-great-grandfathers lived. Tell about them.
Answers to pp. 44-45. "GET UP, THE COUNTRY IS HUGE!"
1. Designate on the "River of Time" diagram the century when the Great Patriotic War took place. (20th century)
2. Using the text of the textbook, make a table of the most important events of the Great Patriotic War.
Date Event
End of January 1943 The blockade of Leningrad was broken.
Summer 1943 Battle of Kursk lasted 50 days.
1944 Liberation of cities: Veliky Novgorod, Leningrad, Sevastopol, Petrozavodsk, Minsk.
Summer 1944 Belarus was liberated, Operation Bagration.
1945 Soviet troops liberated Czechoslovakia, Poland, Romania, Bulgaria, Yugoslavia.
3. Do you know the monuments dedicated to the Great Patriotic War? Cut out photos from the application and paste them into the appropriate boxes.
4. Design the page of the "Calendar of Memorable Dates" dedicated to the event, hero or veteran of the Great Patriotic War - to your countryman.
Everyone will have different answers depending on the city and area in which you live, because a COUNTRYMAN is someone who lives or lived in the same area as you.
Pages 46-47. LABOR FRONT OF RUSSIA
1. According to the text of the textbook, make a plan for a story about how those who remained in the rear worked during the Great Patriotic War.
All the people stood up for the defense of the Motherland.
The men are at the front. Old men, women and children work in the rear.
Military factories were evacuated to the east of the country.
It is necessary to provide the front with weapons, equipment, clothing and food.
Students work in construction teams - they build anti-tank ditches.
Children help adults: take care of the wounded, prepare Molotov cocktails.
Everyone contributes to the common defense of the country.
2. Using the information from the textbook, answer the questions in writing.
To which cities in Russia were many enterprises evacuated from the western regions of the country? Answer: To Kazan, Omsk, Novosibirsk.
What was necessary to provide the troops with equipment and weapons. ammunition, clothing, food? Answer: It was necessary that the railroad, sea and river transport, telephone, telegraph, post office and radio work without interruption. And also, so that plants, factories, collective farms work smoothly in the rear.
What facts indicate that students and children contributed to the defense of the Fatherland? Answer: The students dug anti-tank trenches and worked in factories and factories. Children helped adults on the field, looked after the wounded in hospitals, looked after the younger ones, while their mothers worked for the front.
3. Review the photos. What happened at the front - and what happened in the rear? Mark photos from the front in red, in the rear - in green.
Page 48-49. " THERE IS NO SUCH FAMILY IN RUSSIA"
The project "My family in the history of Russia. Continue working on the project. Do your family have memories of the Great Patriotic War, including its first and last days, as well as photographs, awards, letters, wartime items?...
If there are no things left from the war, you can write about your great-grandparents who fought, stick their photos.
Page 50-51. AFTER THE GREAT WAR
1. Using the text of the textbook, make a table of the achievements of your compatriots in recent years.
Date Event
May 12, 1945 Opening of the theater in Novosibirsk
December 1946 Europe's first nuclear reactor is launched.
1947 The Dnepropetrovsk hydroelectric power station was launched.
1945-1950 Many destroyed cities have been rebuilt.
End of 1947 Food rationing system abolished.
1949 General compulsory seven-year education introduced.
2. Design a page of the "Calendar of Memorable Dates" dedicated to your fellow countryman, who became famous in the post-war period for his achievements in science, technology, industry, agriculture, art, sports (optional).
Everyone writes about his countryman. For the Kurgan region, for example, you can take Terenty Maltsev. Muscovites can describe academician I.V.Kurchatov, since he lived in Moscow, about the physicist N.N.Semenov. The theme for Petersburgers is the composer V.P.Soloviev-Sedoy.
Answers to pages 52-53. ACHIEVEMENTS IN THE 1950-1970S
1. Using the textbook, sign the photographs of outstanding scientists of our country.
2. Do you know the first Soviet cosmonauts? Cut out photos from the Application and paste them into the appropriate boxes.
3. Designate on the "River of Time" diagram the century, the man first flew into space. (20th century)
4. Describe from photographs (orally) the opening and closing ceremonies of the XXII Summer Olympic Games in Moscow.
A lot of people attended the opening and closing of the Olympic Games in Moscow. There were many athletes from different countries. The icon of the Olympic Games was 5 connected hoops and an Olympic bear.
5. Project "My family in the history of Russia". Continue working on the project. Have your family preserved memories of the life of our country in 1950-1970, as well as photographs, objects of those years? Write a story based on the memories of older relatives.
This period is the childhood and adolescence of the student's grandmother. Tell us about her or your grandfather.
We are building the future of Russia
Page 54-57. MODERN RUSSIA
1. Using the map on p. 56-57 find out which independent states were formed after the collapse of the Soviet Union in 1991. Fill the table.
Name of states Capitals
Russian Federation Moscow
Ukraine, Kyiv
Belarus (Belarus) Minsk
Moldova (Moldova) Chisinau
Estonia Tallinn
Latvia, Riga
Lithuania Vilnius
Abkhazia Sukhum
Georgia, Tbilisi
Armenia Yerevan
South Ossetia Tskhinval
Azerbaijan, Baku
Kazakhstan, Astana
Uzbekistan Tashkent
Tajikistan Dushanbe
Turkmenistan Ashgabat
Kyrgyzstan Bishkek
2. Mark on the "River of Time" diagram the century when a new state appeared on the world map - the Russian Federation.
3. Think about what in your city (village) you would like to save for the future. And what would you like to change in your city (village) Write it down.
Sample answers:
I would like to preserve the forest on the outskirts of the gord, the park, the old house, the pond with ducks, etc.
I would like to make a change in my city: build a big new bridge across the river, repair the embankment, make bicycle paths on some street, plant new trees, build a new sports school with an ice palace, etc.
4. Take or pick up photographs showing the signs of the old and the new in your city (village). You can paste 1-2 photos here.
You can stick a photo of an old house or monument, and a new modern house in your city (village).
Pages 58-59. HEALTH OF RUSSIA
1. Consider the tablets representing some areas of the Belgorod region. Give examples of agricultural areas in your region (krai, republic).
Come up with and draw symbols for 1-2 agricultural areas of your region.
2. Write a story about the agricultural products of your region.
Corn is a tall annual herbaceous plant, reaching a height of 3 m. Corn is grown for cobs with edible grains, as well as corn oil. It is the most important grain after wheat and rice.
Wheat is one of the most important grain crops. The flour obtained from grains is used for baking white bread and the production of other food products; flour milling waste is used as feed for livestock and poultry.
Poultry farming is a branch of agriculture that specializes in the production of poultry meat and edible eggs. Poultry by-products are down and feathers, and production waste is used to make meat and bone meal.
Animal husbandry produces food (meat, milk and dairy products), raw materials for light industry, working animals for a number of agricultural and transport work.
3. If you live in a village... draw or photograph episodes of working together on the ground, taking care of pets.
Page 60-61. SMART POWER OF RUSSIA
1. With the help of additional literature, information from the Internet, plan a short story about an industrial enterprise in your region ...
Write about one of the enterprises in your city.
Answers to pages 62-63. BRIGHT SOUL OF RUSSIA
1. Find out what festive events related to the traditional culture of the peoples of your region are held in the spring. Write down the names and dates of these events.
An approximate answer (each city has its own events):
handicraft fair
exhibition of applied arts
festival of folk craftsmen
festival of folk choirs and ensembles
author's song contest
performance of artistic groups
Maslenitsa
Think up and draw symbols for these events.
2. Look at the photos on p. 63 With the help of a textbook, determine which art crafts these products belong to. Number them according to the list.
Page 64-68. BEGIN WITH YOURSELF!
1. On the River of Time chart (pp. 40-41), mark the date you are about to graduate from elementary school.
2. Come up with and draw a symbolic designation for your school, for those circles and studios in which you study additionally. You can sketch already existing emblems.
3. Write down the most interesting things in your life during the four years of elementary school.
Sample answers:
a trip to another city, to a resort, to a lake, abroad
hike in the forest, outing
excursion to a museum or a zoo, or a safari park
holidays with my grandmother in the village, picking mushrooms and berries, fishing
communication with animals (bought a dog, cared for, raised)
joint construction of a house with dad
working together in the garden
summer or winter camp, etc.
4. Evaluate your achievements during your elementary school years. Write down the ones you think are the most important.
Sample answer: In 4 years of elementary school, I
learned to read, write, count and solve problems
learned the multiplication table
learned to play chess
learned to swim
made friends with the guys in the class
learned to sing or play musical instruments
learned to draw
I learned how to pack my bag and go to school
started doing all the homework
began to help parents around the house
grew by 20 cm!
5. Think over and write down your plans for the coming year (what do you want to do, what to learn, where to go)
Sample answers:
For the coming summer:
I want to visit St. Petersburg (Moscow, Red Square)
I want to learn how to cook soup and borscht
I want to visit my grandmother who lives far away
i want to learn how to swim
I will help my dad build a house
In grade 5:
I want to start learning a second foreign language
I want to know the name of the stars and constellations in the sky
i want to learn how to draw
I want to know how my body works
Project I BUILD THE FUTURE OF RUSSIA
Option 1: Insect Zoo.
The purpose of the project: To acquaint everyone with rare and amazing insects, to teach people to take care of them.
1) Build a greenhouse, insulate it, plant different plants.
2) Buy live insects from all over the world, put them in the zoo.
3) Offer tours of the insect zoo to everyone, explain and tell the tourists how insects live and what they eat.
Description: I really want to have a special insect zoo in our city. In it, I want to collect insects from all over the world that you will not find in our forests. They would live among plants, butterflies would fly freely, in special terrariums one could trace the entire cycle of a butterfly: how a caterpillar turns into a cocoon, and then into a butterfly. Visitors could pick up non-dangerous insects. It is very interesting!
Option 2 - Build a new sports complex for children.
Option 3 - Open a nursery for homeless animals, where anyone who wants to can take an animal home.
Option 4 - Open a hiking club for the whole family - such trips would unite parents and children, make new friends and see many interesting places in our country.
A feature of the approach of the UMC "The World Around", proposed by A. A. Pleshakov and M. Yu. Novitskaya, is the harmonious combination of natural scientific information and the experience of the humanities. The leading idea of the course is to unite the world of nature and the world of culture. From this position, the surrounding world is considered as a natural and cultural whole, and man as a part of nature, as the creator of culture and as its product. The inclusion of culture components (norm, value, ideal) in the content of the course creates conditions for the formation of the child's personality, helps to understand and accept the humanistic values of society, determine their place in the world of nature and human existence. The culturological component of the course makes it possible to actively use literary works, folklore, artistic and musical heritage in the textbook. Thus, the "World around" as a subject can play an integrating role in the education system of a younger student and create a holistic perception of the world around.
The content of the course covers a wide range of issues, while nature, man and society are considered in their inseparable, organic unity. This provides a holistic perception of the surrounding world, creates conditions for the appropriation of new knowledge, the formation and awareness of the rules, duties and norms of interaction between man and nature, man and society. It is important to note that the authors create a system of perception of the surrounding world, the starting point, the center of which is the child himself. This technique allows you to activate the activity of the student in the lesson. Cognition of the surrounding world is carried out through the prism of each child's personal perception of images, colors and sounds of nature and culture. Observing and exploring the surrounding world, the student makes discoveries for himself of the many-sided connections between man and nature, the regular connections of animate and inanimate nature, the connection of all life on Earth. More deeply than the life experience of the child, the world of the near social environment is known: the role of the school, the inherent value of the family, family traditions and the cultural heritage of the people as constituting the spiritual wealth of a person.
The course "The World Around" uses a variety of methods and forms of teaching. Students conduct observations of natural phenomena and social life with the help of a teacher, parents or an educator of an extended day group, perform practical work and simple experiments. Conversations, didactic and role-playing games are held. This activity is supplemented by coloring, drawing, designing, viewing transparencies and video clips.
The world. Work programs. The subject line of textbooks of the "Perspektiva" system. 1-4 classes.
Work programs are developed in accordance with the requirements of the Federal State Educational Standard of the IEO for the completed subject line of textbooks "The World Around" of the system of textbooks "Perspective". The work programs define the goals and objectives of teaching the course around the world in elementary school, the general characteristics of the course, the place of the course in the curriculum, as well as personal, subject and meta-subject results of mastering the course. In addition, the programs offer approaches to the structuring of educational material and to the organization of students' activities, the main content of the course, thematic planning with a description of the main activities of students, and a description of logistics.
Pleshakov A.A., Novitskaya M.Yu. The world. Textbook. 1 class. In 2 parts (Part 1 - 96 p., Part 2 - 96 p.)
The material of the textbook allows students to comprehend the relationship and importance of nature and culture in human life and get acquainted with different areas of natural science and cultural knowledge. The textbook includes sections "We and our world", "Our class", "Our home and family", "City and village", "Native country" and "Man in the surrounding world". The topics of the sections show the role and importance of man in the world, introduces the cultural heritage of different peoples of Russia, health issues, and environmental problems.
The textbook is supplemented with a workbook and lesson developments for the teacher.
Textbook content and conventions:
Pleshakov A.A., Novitskaya M.Yu. The world. Workbook. 1 class. In 2 parts (Part 1 - 80 pp., Part 2 - 64 pp.)
The notebook contains tasks that contribute to the development of children's memory, thinking, the ability to observe, establish cause-and-effect relationships, independently draw conclusions and summarize the material. The manual will help the teacher to organize the educational process more effectively.
Pleshakov A.A., Novitskaya M.Yu. etc. The world around. Methodical manual with lesson developments. 1 class
The manual offers lesson notes for all topics of the textbook “The World Around. 1 class". Lesson notes are developed taking into account materials and tasks in workbooks on the world around and on the basics of life safety. In addition, the manual offers materials that facilitate the preparation of the teacher for the lesson, which indicate the goals, planned results, types of work, physical education, additional materials.
Anastasova L.P., Izhevsky P.V., Ivanova N.V. (Under the editorship of Pleshakov A.A.) The world around. Fundamentals of life safety. Workbook. Grade 1 (80 s.)
The notebook contains material on the basics of a healthy and safe lifestyle in accordance with the program of the textbook “The World Around. 1 class". Schoolchildren will learn about various dangerous and emergency situations, learn how to act competently if such a situation occurs, learn to anticipate and avoid danger (when a child is alone at home, when he uses public transport, crosses the street, etc.)
Content and conventions:
Izhevsky P.V. The world. Fundamentals of life safety. Toolkit. Grade 1 (80 s.)
Electronic application
Electronic application is an interactive multimedia component of the educational and methodological set “The World Around. Grade 1 "authors A. A. Pleshakov and M. Yu. Novitskaya. The app can be used in a variety of ways, from student work in the classroom with the teacher, to work by children at home.
The manual includes more than 500 multimedia resources of various types:
- theoretical material;
- training apparatus;
- Verification work;
- final test work.
The electronic application significantly expands and complements the information and educational space of the UMK. The application consists of 57 lessons corresponding to the topics of the textbook. All lessons are grouped into sections “We and our world”, “Our class”, “Our home and family”, “City and village”, “Native country”, “Man and the world around us”.
