Lesson summary on how plants live. Summary of the lesson on the world around "How plants live" (grade 1)
Municipal budgetary educational institution
"Secondary school No. 2 of the city district
city of Volgorechensk, Kostroma region
Outline of the lesson of the world around
on this topic:
"How Plants Live"
1 class
EMC "School of Russia"
Completed by: Katargina Olga Nikolaevna,
teacher primary school,
MBOU "Secondary School No. 2", Volgorechensk
Kostroma region
year 2014
Lesson type: study lesson
Lesson topic : How do plants live?
Target :
- Get to know the terms plant life, With life cycle plants;
- Develop logical thinking, skills of monologue and dialogic speech;
- Cultivate respect for plants.
Equipment : multimedia presentation, cut cards for work in a workbook, test cards, glue, colored pencils, indoor plant samples (live and dead).
During the classes
I. Organizational moment.
The bell rang for us
The lesson starts.
to us without delay
Come diligence.
Help us to work hard
We came here to study.
II. Repetition.
Teacher: - In the last lesson, we carried out practical work on the study of the properties of snow and ice. Let's see how you got them. We will conduct a test game “Agree-disagree”.(slide 2) If you agree with my statement and consider it true, then put the “+” sign in the first cell of the test card, otherwise - “-”, etc.
1. Snow melts into water.
2. If water freezes, it turns into ice.
3. Snow is colorless.
4. Ice is transparent.
5. A snowflake has five rays.
6. Snow is loose.
7. Ice is loose.
8. Snow is opaque.
9. All snowflakes are the same.
10. Snow is white.
Teacher: - Well, paint over all the cells with a “+” sign with a red pencil. You will get a pattern in the form of a carpet. Compare it to mine. Who got the same pattern - stand up. Well done.(slide 3)
III. Working on a new theme.
- Conversation.
Teacher: - What will the conversation be about today, you try to tell me yourself.(Slide 4).
Guess the riddles:
- You can always find her in the forest -
Let's go for a walk and meet:
It is prickly, like a hedgehog,
In winter in a summer dress.
(spruce)
- Not caring about the weather
He walks in a white sundress,
And on one of the warm days
May gives her earrings.
(Birch)
- Red beads hang
They are looking at us from the bushes.
Love these beads
Children, birds and bears.
(raspberry)
- On a green fragile leg
The ball has grown by the track.
The breeze rustled
And dispelled this ball.
(dandelion)
Teacher:
Birch and spruce - what is it? How to say in one word?(Trees).
What about raspberries? (Bush).
To which group do we classify the dandelion? What is under our feet?(Grass).
Trees, shrubs and grass - how can we call them in one word?(Plants).
To which group do you classify those plants that grow on the windowsill?(Room).
So what will we talk about in our lesson today?
Today we will talk about how plants live, what happens to them, in order to know how to treat them and whether they need to be looked after.
What other plants do you know?(children's answers)
Look at the variety of plants that surrounds us in nature and at home.
- Fizkultminutka. (slide 5)
The wind blows in our face
The tree swayed.
The wind is quieter, quieter, quieter.
The tree is getting higher and higher.
Hands bent, brushes shaken,
The wind breaks the dew.
To the sides of the hand, gently wave -
The birds are flying towards us!
How they sat down - we will also show,
Wings folded back!
- Continued work on the topic.
Teacher: - How do you think of what common things can be distinguished from all plants? Look at the slide(slide 6) and answer. (Root, stem, leaves, flower, fruit).
With so much in common, how do these beautiful creatures of nature live? Let's find answers to two questions: can plants be called alive and what conditions are necessary for life to grow, bloom and delight us?
Do you think plants are alive?(Slide 7) Explain your point of view and why you think so.(Answers of children).
Conclusion : All plants live, reproduce and eventually die. There are plants that live six months, and there are plants that live hundreds of years. Of course, plants are alive.
- Textbook work.
Teacher:
Who knows where plant life begins?(Children's answers) (slide 8)
Listen to the riddle. Guess what we're talking about?
Into this sleek box
Bronze color
Hidden little oak tree
Next summer.
(acorn)
The acorn is the fruit of the oak tree. The seed is hidden in it.
Let's open the textbooks on page 50. Look at the picture and make up a short story about how the life of an oak tree begins with an acorn. We work in pairs.
(The student is listening to the blackboard)
Guys, why do you think one tree withered? (Answers of children).
Walking in the yard or in the park, we sometimes break tree branches or tear flowers, not thinking about the fact that the plants are in pain at this moment and it may die. Imagine that it will take 10 years for an acorn to become a young tree.
- Work in the Workbook. (page 21)
How does a spikelet appear from a grain? Arrange and glue the pictures in the correct order. Show what you've got. Well done.
- Fizkultminutka. (slide 9)
Homka, Homka, hamster -
striped barrel,
Hamster gets up early
Washes cheeks, rubs neck.
Homka sweeps the hut
And goes to charge
One-two - above the head.
Three or four - arms wider.
Five or six - sit quietly.
Seven-eight - let's discard laziness.
- Continuation of work on the topic of the lesson.
(slide 10)
Teacher:
At home, you germinated pea seeds, beans in two jars. Tell us about your results.(Experiment. Observations of children)(slide 11)
Conversation.
What caused the seeds to germinate?(Water and heat) (slide 12)
Where do plants get their water and heat from in nature?(Water from the rain, heat from the sun)
If the seeds remain in the jar, will the plant be able to develop further?
Why?
If we plant germinated seeds in a box, where should it be placed?(On the windowsill)
Why?
Let's summarize. What conditions are necessary for plant life? (Water, heat, air, light).
Teacher:
If in nature the sun, wind, rain take care of plants, then who takes care of indoor plants? What conditions do they need for life, in order to live and please a person?(slide 13)
Look at the first picture. Why water indoor plants?
Why are they placed close to the window?
What is the girl in the next picture doing?
What happened to this plant and why?
Conclusion:
And indoor plants need water, heat, air and light. Otherwise, this may happen ... (the teacher shows a dead plant).
8. The result of the lesson:
We traced how plants live and what conditions are necessary for life. Remember what conclusions we made during the lesson? The wise turtle will accept them.(slide 14)
Let's do a little test test (slide 15). Mutual verification.
9. Reflection.
Our lesson ends. What can you praise yourself or your classmate for today.
What surprised you in the lesson?
WHAT DO ALL PLANTS HAVE IN COMMON? leaves root stem flower, fruit
PLANTS GROW GROW LIVES DIE
In this smooth kolobok of Bronze color Hidden is a small oak of Future Summer. Acorns are the fruit of the oak tree. Each stomach contains one large seed. The life of an oak begins with an acorn.
Homka, Homka, hamster - Striped barrel, Homka gets up early, Washes his cheeks, rubs his neck. Homka sweeps the hut And goes out to exercise, One or two - head up. Three or four - arms wider. Five or six - sit quietly. Seven-eight - let's discard laziness.
What do plants need to live?
LIFE CONDITIONS FOR PLANTS LIGHT WATER HEAT AIR EARTH
PLANTS ARE LIVE: THEY GROW, REPLACE, DIE PLANTS NEED WATER, AIR, LIGHT AND HEAT TO LIFE.
CHECK YOURSELF
http://s53.radikal.ru/i139/0903/e4/c84f40564acf.jpg http://s56.radikal.ru/i153/0903/04/f835f525e070.jpg http://www.hitz.ru/data/ media/25/hitz.ru_32.gif http://www.plantarium.ru/dat/img/857_f458a96b.jpg http://www.fotoplex.ru/photos/dwi63/Schatura/i-134125.jpg http:/ /ekater-us.narod.ru/gibiskus.gif http://greenhome.org.ua/wp-content/uploads/2008/11/calathea4.jpg http://cveti.ucoz.ua/cveti442.jpg http: //www.kleo.ru/img/items/fengshui_4.jpg The presentation was prepared by Olga Nikolaevna Katargina
municipal budgetary educational institution
"Secondary school No. 2"
Chuguevka village, Chuguevsky district, Primorsky Territory
Topic: How do plants live?
Compiled and conducted
Kadchik Anna Petrovna,
primary school teacher
s. Chuguevka 2016
Routing lesson
How do plants live?Type of goal-setting lesson:
Lesson-discovery of new knowledge
The purpose of the lesson:
Get to know the living conditions of plants
Lesson objectives:
Expand ideas about the life and growth of plants; to promote the formation of skills to analyze, observe, compare, draw conclusions; to teach the application of the acquired knowledge;
Develop visual memory, logical thinking. oral speech, communication skills; ability to work with interactive teaching aids;
To cultivate a friendly attitude of children towards each other, respect for nature.
Planned results:
-personal
- subject
- metasubject
Personal – formation of a holistic, socially oriented view of the world in its limited unity and diversity of nature; development of skills of cooperation with adults and peers in different social situations;
subject - mastering the methods of studying plant life (observation, recording, experience, comparison), the development of skills to establish and identify cause-and-effect relationships in the surrounding world;
Metasubject - definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others.
Cognitive UUD - formation of ideas about the plant world, about the conditions of plant life;
Regulatory UUD - the formation of the ability to set a goal, plan their activities, exercise self-control, perform tasks in accordance with the goal.
Communicative UUD - developing the ability to communicate with friends, cooperating in a group.
Space organization
The desks in the office are in the usual order
Lesson rules (if they exist)
Rules for working in pairs
Types of assessment used
Three color signals
Intersubject communications
Forms of work
Frontal, individual, pair work
Hardware and software, network services
Projector, interactive whiteboard
Resources used:
-literature;
Material prepared in the board program
Textbook "The world around" M. Pleshakov Grade 1
Workbook on the world aroundM.Pleshakov
Tests
Greets students, organizes their attention. Checks readiness for the lesson.The bell rang and hushed. The lesson starts. Everything is in place, everything is in order: books, pens and notebooks.
All together "LISTENING CAREFULLY, WORKING DIFFERENTLY"
With us in the lesson are our regular guests: Ant Question and the wise Turtle. They have prepared many interesting tasks for you.
You have flowers on your desk. On one draw your mood. Set the flowers aside. Smile at each other.
Welcome teachers.
Wish success to each other.
2.
Knowledge update
Now we will play the game "Yes-no". If you agree, clap your hands; if not, shake your head.
Game "Yes - No"
Snow melts into water. (Yes)
If the water freezes. She turns to ice. (Yes)
Snow is colorless. (Not)
Ice is transparent. (Yes)
A snowflake has 5 rays. (Not)
The snow is loose. (Yes)
Ice is fragile. (Yes)
Snow is opaque. (Yes)
All snowflakes are the same. (Not)
Snow is white. (Yes)
The children are doing the task.
3.
4
Self-determination to activity
Work on the topic of the lesson
(trees, shrubs, herbs, flowers)
Guys, look what drawings the Ant brought.
Guess what the lesson will be about today.
The wise turtle asks, do you know the names of the flowers?
ON THE DESK
Game "guess the name of the flower"
Look at the desk. What groups can plants be divided into?
Grow on the windowsill;
Grow in a flower bed;
Trees,
bushes.
Let's remember what all plants have in common.
ON THE DESK
We collect the plant on the board. Let's talk about the parts of plants.
EXAMINATION
They are called plants.
About plants.
They express their opinions.
Room and street.
Indoor
Reading in a textbook
Root, stem, leaves, inflorescence, fruit.
They express their opinions.
PROBLEM QUESTION.
- Do you think plants are alive?
(Plants grow, feed, reproduce, die)
Guess the riddle:
Into this smooth bun
Bronze color
Hidden little oak tree
next summer
The acorn is the fruit of the oak. The seed is hidden in it.
LISTEN TO THE STORY OF ONE SEED.
An acorn fell from an oak tree to the ground. In winter, he was cold in the soil, he shrunk to keep warm. In the spring, the sun's rays warmed the earth and the acorn warmed up, straightening its shoulders.
He became so interested in what was there. Upstairs, that he slowly began to grow.
He had roots and a sprout.
The sun so warmed the sprout that emerged from the acorn that he decided to become tall, tall, to wave his leaves to the sun.
LET'S RESTORE THE SEQUENCE OF PLANT DEVELOPMENT.
ON THE DESK
What influenced the oak seed that it began to germinate?
What came out of the seedling?
What then happens to the germ?
What does a sprout need?
WORKING WITH THE TEXTBOOK p.70
See why one of the trees withered?
How does a plant look like creature?
Can you grow your own plant from seed?
What plants do you grow at home with your mother from seed?
HOW do you do it?
Water in the form of rain, the warmth of the sun's rays.
Root and sprout
He gets taller and bigger.
In the sunlight He reaches for the sun.
The trunk of the tree is damaged.
Plants grow, feed, reproduce, die. So they are alive.
5.
Physical education minute
Perform movements for the teacher
6.
Continuation of work on the topic of the lesson
ON THE DESK
An ant question asks you to help figure out what plants need to live?
CONCLUSION: WATER, LIGHT, HEAT
TUTORIAL.p. 71
Why are indoor plants placed close to the window?
What else does a plant need? (picture)
Why do you need a rag when caring for indoor plants?
Why do you need to dust?
(leaves are the lungs of plants, they breathe with them)
People are very fond of plants, take care of them. Indoor plants give joy, clean air. But in the bedroom where you sleep, there should not be many plants, because instead of oxygen-air, they emit carbon dioxide. And it is harmful to our body.
What happened to the plant in the last picture? Why?
Water. Air. Light and warmth
need water
They need light
Wipe off the dust.
The plant breathes with leaves, and dust interferes with breathing.
Conclusion:plants need for life: water, air, light, heat
It died due to low temperatures.
GAME "Flower grower"
Turn to each other. Choose who will be the flower and who will be the host. Take a cotton pad and imagine that your neighbor's palm is a leaf of a flower. How will you wipe it?
Change roles.
Do you need to keep your plants clean? How about helping your parents around the house? Dust, sweep the floor?
WE READ IN THE TEXTBOOK CONCLUSION.p.71
Practical work.
7
Fizminutka
Workbook
p.48
From the application, cut out the pictures and arrange and x in the correct order.
Check your roommate.
8
Summing up the lesson
Are the plants alive?
What does a plant need to live?
What does a plant develop from?
TAKE THE FLOWERS ON THE DESK
Draw your mood.
Let's make a flower meadow.
VIEWING A CARTOON
Express their opinion
Draw, put on the board.
Municipal budgetary educational institution
"Cadet Secondary School No. 2"
Topic: How do plants live?
Outline of the lesson of the world around
1 class
according to the textbook by A.A. Pleshakov "The World Around Us"
teacher: FILIPPOVA
LADA
ALEKSEEVNA
teacher
primary school
MBOU "KSOSh No. 2"
Altai region
Rubtsovsk
Topic: How do plants live?
Target: Creation of conditions for the formation of a student as a subject of educational activity.
Tasks: 1. To form ideas among schoolchildren about the connection between animate and inanimate nature;
learn to master the ability to independently analyze, compare, make
conclusions on the topic under study; to teach the application of the acquired knowledge;
2. Develop visual memory, logical thinking, oral speech,
communication skills; ability to navigate in space;
3. Cultivate a friendly attitude of children towards each other and careful
attitude towards nature.
Equipment: a set of geometric shapes with printed words "Plant Life" on the back, microscopes and leaves, watering cans, houseplants
with wide leaves, napkins, aloe leaf; table "Plant leaf
under a microscope”, schemes: “Window”, “Stove”, “Water”, “Sun”; “Stoma” card, photo of a bird (the beak should be clearly visible); each student in the group has his own emblem attached to his chest: “Leaf”, “Water”, “Napkin”, “Sun”, “Stove”; in a group of 5 people.
During the classes:
I . Class organization.
Hello! Repeat after me!
We came here to study
Don't be lazy, but work hard.
We listen carefully
We work diligently.
We will work in groups. List the rules of operation.
(choose a speaker, everyone expresses their opinion, there is no wrong opinion, answer in turn, the speaker follows this, if the opinion of the group coincides with the opinion of the other - do not repeat it, if you are ready to answer, then join hands)
II . The topic of the lesson.
Look at the desks. What do you think we will study today? (Flowers)
To learn more about the topic of the lesson, do the task in a group. Arrange the geometric shapes in the same order as on the board.
(the teacher shows a sample for 2-3 seconds and removes it, the children in groups perform)
Flip the shapes. Read what is written on the back. If the meaning is clear, then the geometric shapes are laid out correctly.
What is written on the back? (Life of races)
So, guys, today in the lesson you will learn how plants live, what conditions they need for life.
III . Repetition of the studied material.
What parts of plants do you know? (root, stem, leaves, flower, fruit with seeds).
I had a plant on the blackboard, but the wind rushed into the classroom and it fell apart. Let's collect it, naming the role each part of it plays in the life of the plant.
(The student goes to the board, attaches any part and calls its function).
For the teacher:
Root - holds the plant in the ground, absorbs water and mineral salts;
Stem - "transport artery";
The leaf is a "food factory";
Flower - ensures the emergence of the next generation;
fruit with seeds
What is the name of the plant that was collected? (poppy)
Imagine that the box of seeds has burst. What will happen next?
(a new plant will grow)
IV . new material
1. Independent work of students in a group.
Each group has three pictures on the desk. Arrange them in the correct
sequences.
Explain how you did it and why? (grows, gives birth and dies)
Do you think trees are like that too? life path pass? Discuss in a group.
Express your opinion.
2. Work according to the textbook (p. 50)
What tree is shown? (oak)
What is the fruit of an oak tree called? (acorn)
Tell me what happened after the acorn fell to the ground?
List the stages in the life of a tree. (grows, gives birth and dies)
Compare the life path of a flower and a tree in a group.
(The life path is similar, only it takes one year for a flower, and several years for a tree. The tree produces seeds every year).
What is the life path of all plants?
Compare your thoughts with the statement of the Wise Turtle? (page 51)
(The plant is alive. It grows, bears offspring. Dies.)
Did your opinion coincide with the opinion of the Turtle?
3. Independent work of students in a group.
What do plants need to live longer? (water)
Let's make sure of this. Children with the Leaf emblem affixed to their chest, take a cut aloe leaf and press near the cut. Consider, discuss in a group what happened.
What did you see? (juice, liquid)
What does it say? (a plant is made up of water)
What will happen to this leaf if it lies on a plate for several days? (dries up).
Why? (water evaporates)
What needs to be done so that the plants do not dry out? (water)
The teacher puts up a chart.
Water the flower for those who have the “Leica” emblem on their chest.
Let's check the quality of watering. Do you think there are rules for watering?
Suggest a rule from the group.
When watering, children usually make the same mistakes: pour or vice versa, pour too little water, pour under the root, on the leaves. Formulate rules based on these errors.
V . Fizminutka.(slow music playing)
A) - Imagine that you are a flower. It started raining. The roots began to drink water. She ran along the stalk to the leaves, to the flowers.
Our scarlet flowers
The petals are unfolding.
The wind breathes a little
The petals sway.
Our scarlet flowers
Close the petals.
Sleeping quietly
They shake their heads.
The teacher makes hands in the shape of a tulip above his head. The tulip slowly opens and closes to the music. Children repeat.
B) - Raise right hand, touch your nose with it. Raise your left hand, take it by the ear. Clap your hands and switch hands.
4. Problem situation.
Why does a person need a nose? (breathe)
All living things breathe. Animals have a nose, birds have special holes in their beaks (show).
Do plants have a nose? (No)
Discuss as a group, how do they breathe?
Assumptions of children from each group.
To correctly answer this question, you need to look through a microscope. This is a strong magnifying device (show). The sheet is placed on an object table and viewed from above through the lenses. Examine the sheet under the microscope in a group in turn. What did you see?
Listen to the story. (student)
A message from a prepared student.
To see the spouts of plants, you need to look through a microscope. The sheet looks like a sieve with small holes. These are the spouts of plants -stoma . Spouts are like a window, then open, then close. It's hot outside - the windows are closed, cool - wide open. Outside air passes through the stomata into the leaf (table "Leaf under the microscope" on the board).
What are plant spouts called? What are they for? (for breathing)
The teacher hangs out the "Window" diagram.
5. Independent work of students in a group.
What can a person do to make the plant breathe easier? (if children find it difficult, then you can invite them to consider the lower left figure on page 51)
What is the girl doing?
For what? How? Do this one by one. The student who has the “Napkin” emblem starts and passes the rag to another.
Everyone in the group wipes one sheet.
6. Work on the textbook.
Look at the top right picture.
What can you say about plants? (one bright, one pale)
Discuss as a group why? (one is on the window, the other is in the shade)
What else does a plant need to live? (light)
The teacher puts up a chart.
7. Independent work of students in a group.
Where can we arrange flowers in the classroom so that they have light? (on the windowsill)
Children who have such an emblem, put a flower on the windowsill.
Why did they do it?
8. Work on the textbook.
Look at the bottom right picture.
Discuss as a group why this happened? (the flower is frozen, it is winter outside, the window is open)
What else do plants need? (warm)
The teacher puts up a chart.
9. Independent work of students in a group.
What season is it now? (winter)
What can happen to plants that stand on the windowsill in severe frost? (freeze)
How to help them? (put in a warm place)
Children who have such an emblem remove the flower from the windowsill.
10. Generalization.
Now think in a group and say, what do plants need for life? (water, air, light, heat)
Read what the Wise Turtle had to say about it (p. 51)
What will you do to make plants live longer? (water, dust off the leaves, put in the light, make sure that the room is warm)
How to help the wild?
Listen carefully to the poem (children read)
I will not catch a butterfly in a meadow:
Heavenly flower, let it live!
Let the wings flutter over the flowers
So that I was happy and you!
I won't tear the forest flower either,
I won't take it home with me.
After all, at home he will not be able to pump a bumblebee
And in the early morning will not drink the dew!
Not a stalk, not a branch, not a blade of grass
I will not offend: guilty of what?
In any of them, Zhivinka is warming,
And shines with trust to all ...
- How do children suggest relates to plants? Why?
Remember that plants growing in the forest, in the garden, are alive. They grow, bear offspring, die. And they want to live as long as possible, bringing us the joy of contemplating beauty.
11. Reflection.
Did you like the lesson? What new and useful things did you learn?
Try, when you are in nature, to use the rule: before you do something, think about whether you will harm nature.
Sources of information
1. http://bioword.narod.ru/U/U061.htm leaf stomata
2. http://bau-bai.livejournal.com/56445.html poem
3. The world around us. Toolkit. 1 class
A.A. Pleshakov, V.P. Aleksandrova, S.A. Borisov. M., Education, 2006.
Class: 1
The purpose of the lesson:
- give students an idea of the development of a plant from a seed, trace the life cycle of plants, introduce the living conditions of plants, pollinating insects, show the relationship of plants and animals in the distribution of seeds,
- Learn how to take care of indoor plants
- develop respect for nature.
Equipment: textbooks by A.A. Pleshakov "The World Around Us", workbooks for the 1st grade textbook "The World Around Us", an image of the sun on the board, circles cut out of colored paper, a multimedia projector, a computer, a screen.
During the classes
I. Organizational beginning of the lesson.
Today's lesson will need your attention, help and support. Close your eyes, lower your heads and listen to the words: "If we close our eyes, we will not see anything. There was nothing before but darkness. And it was until a big sparkling blue ball appeared. This is the Earth. Life begins : The world shimmers dazzlingly. And it is so important that this last forever. " <Приложение 1>
So, life goes on, the lesson begins.
II. The topic of the lesson.
Plants are an important part of nature. They turn sunlight into food. Without plants, there would be no animals. They provide food and shelter for many animals. But today we will learn "How do plants live?". <Приложение2>
III. Work on the topic of the lesson.
Watching the life of plants in spring.
We will now take a trip through the seasons and observe the plants in different periods of their life. But from what time we will start the journey, you can guess now for yourself.
She comes with affection
And with my own story.
Waving a magic wand
The snowdrop will bloom in the forest.
What time of year is this riddle talking about? (About spring)
Spring is an amazing time of the year. <Приложение 3>
(Student reads a poem)
The snow is melting, the stream is babbling,
The sun warms up.
And already among the birches
The snowdrop is blooming.
Solve the riddle of the Wise Turtle.
The fields are green,
The nightingale sings
The garden is dressed in white
The bees are the first to fly.
Thunder rumbles. Guess,
What month is this? : (May)
In spring, all plants wake up from a long winter sleep. <Приложение 4> Nature wakes up, comes to life. In spring, white-pink clouds seem to descend on the gardens - there are so many flowers on apple and cherry trees. Each tree hums softly with a multitude of insects. But time passes, and where there were flowers, ruddy apples, juicy fruits appear.
Why is this happening?
Of course, bees, bumblebees and other insects participated in the creation of this abundance.
A flower sits on a flower
Drinks flower sweet juice.
- This flower sweet juice is nectar.
He dressed in smart fur,
Don't forget the gloves.
Since the day was cool
But the flight was long.
Insects, great workers. To collect 1 kg of honey, a bee needs to fly 300,000 km and visit 19,000,000 flowers.
We admire flowers, rejoice in them. All this is true.
What do you think, why do plants form beautiful flowers? (children's answers)
However, they do not bloom for people at all. Bright colors, aroma are necessary for flowers to attract insects.
Only we humans can admire the beauty of flowers. And insects are only interested in color, flower shape and smell.
After all, flowers do not just lure, they also feed some insects - juice - nectar, others - pollen, third - both. Pollen and nectar are the favorite food of insects.
Insects will never mix up flowers. They fly only to those in which food is suitable for them and it can be obtained.
2. Physical education.
We walk one after the other
Forest and green meadow.
Motley wings flicker,
Butterflies fly in the field.
One two three four -
They flew, they circled.
3. Observation of plant life in summer. <Приложение 5>
The red summer has come (Slide 1)
Flowers grow in the fields
Berries, mushrooms guys
They carry it home from the forest.
Swimming in the river all day
Not even a shadow saves.
But what happens to plants in summer? (children's answers)
In summer, the plants continue to grow and bloom. So, for example, linden blossoms in July. In Ukraine, July is called that - lime. These beautiful, fragrant trees have long been growing on the streets, alleys, in parks and gardens. Linden is the most urban tree. (Slide 2)
Only 10-12 days linden blossoms. The bees are in such a hurry to have time to stock up on the sweet tribute of the tree that sometimes they collect it even at night!
But the time of flowering for each plant once ends. What happens to the plant after that? (children's answers)
By the end of summer, fruits with seeds are formed in plants in place of flowers.
Ant Question can't guess who we are talking about here:
He releases sheets
wide latitude.
Stay on strong stems
One hundred rough, tenacious fruits:
If you do not bypass them -
You can find them all for yourself.
(burdock) (Slide 3)
4. Reproduction of plants.
Each plant reproduces in its own way.
List the methods of dispersal of plant seeds known to you.
But at the burdock, the fruitlets cling with hooks to the fur of animals, to human clothes and ride on them until they fall. Man and animals are the transport of burdock.
Recitation by students in chorus:
Under the fence at the edge of the steppes
The lonely burdock slept sweetly.
I slept and had wonderful dreams.
How he grabs someone's pants
In a wolf's tail or in a hare's chest
And go on a long journey.
Why does the burdock love to travel so much? So that the burdock babies do not die, the seeds go on their way. Both goats and horses ride burdocks. That's why burdock thorns are chains.
Borrowing from nature.
Plants help people invent new things. Many useful gadgets in construction, in transport and in other areas of our life, man has peeped at nature. Burdock became the prototype of Velcro. (Show).
Folk omen.
Burdock cones straighten their thorns before the rain.
Burdock, thistle and some other plants that travel as free passengers are popularly called burdocks.
When they say about a person "stuck like a burdock"? (Meaningful)
Is it good or bad?
What plant are we talking about?
When you walk down the path.
Wherever you look, in the fields
Miracle balls turn white
On slender petals.
Clean fluffs fly
For the meadow, for the garden, for the forest,
And paratroopers to us
They descend from heaven.
(Dandelion). (Slide 4)
Why does a dandelion need to be big, noticeable, bright, and now, when ripe, light, almost transparent. (For the wind to take his children and scatter them on the ground).
5. "Research laboratory". Group work. <Приложение 6>
Now let's see how the seeds of other plants have adapted to life. To do this, we need to work in a research laboratory.
(Each group of children is given various seeds of plants - sunflower, peas, beans, maple)
So, we examine the seed according to the plan:
What thread is this kid from?
Appearance, what does it look like?
What form?
(After some time, each group is given a word. The students talk about the seeds according to the plan. While the students are talking about maple propagation, I give additional tasks)
Dictionary - lionfish.
Choose related words for the word lionfish.
Why do you think they called it that?
Borrowing from nature.
The helicopter flies when its wings rotate. This is similar to how the maple lionfish moves in the wind.
Lead lab report.
Maple is one of the most common trees in our broadleaf forests. The cheerful maple loves sunlight. Maple is planted to decorate the city park. Maple seeds fly far. A seed will fall in a convenient place, then a thin maple will grow next year.
But we will learn about how the oak develops from the textbook on page 50.
6. Work on the textbook.
With a cap on his head.
As if ready to go
He hides in the leaves
Golden oak.
The oak blossoms when it still has very small leaves, and the trees seem to be dressed in thin green lace.
After flowering, a small cup-shaped wrapper grows first, and then the acorn itself. Each acorn contains one large seed. Acorns are very nutritious. Perhaps acorns were the "first bread" of the population of Europe.
Let's examine this seed:
Appearance, color, shape.
Shell.
Let's help Question Ant. He is completely confused and wants to understand how the oak develops. <Приложение 7>
(Students talk about the stages of plant development using the oak as an example)
What conclusion can we draw about plant life? (The plant is alive. It grows, bears offspring. Every plant dies sometime.)
Reading the output in the tutorial on page 50.
Lead lab report.
Acorns are very capricious. They don't dry out at all. Once they lose even a small part of the water, they dry out.
Acorns fall to the ground in early autumn. After that, the oak sheds its leaves, and they cover the acorns with a protective layer.
Why do you think?
(They protect from drying out; so that animals do not eat. After all, only 1 tree will grow out of 1 million acorns).
Additional material.
And also large and heavy oak fruits - acorns and hazelnuts fall next to the tree and wait for the "porters" to transfer them to other places. Squirrels, mice are not long in coming. They will run up, pick up acorns and nuts and scatter them in their holes and hollows. It's worth the effort: after all, acorns and nuts pay for the trip with tasty food and good supplies for the winter. Some of the forgotten and lost stocks will sprout new trees and shrubs in the spring.
He will sleep underground
In bad weather and cold.
And someday again
Will pop out.Let it grow to the skies
Every year higher.
Let him spread his canopy
Multi-pitched roof.
And the wind also helps the birch, and the linden, and the Christmas tree - their flying seeds spin like helicopters, and fly far, far away.
Caught up in the wind like gliders, seeds fly high into the sky. They fly over trees, houses, rivers. It happens that they cover paths, streets, benches, water with a continuous layer: Wherever they bring them! But then the seeds flew off, calmed down and lay down to sleep for the winter. In the spring, they again have a lot of work to do - to grow a new tree.
7. Observation of plant life in autumn.<Приложение 8>
The leaves are painted in autumn attire.
Like gold, they burn brightly in the sun.
Rowan burns, blazes with fire
And gives us ripe berries.
Yellow is the symbol of autumn. From the yellow leaves of the trees her time begins. The sunny attire of gardens, parks and forests gave it its name.
What do you think this name is? (gold).
Why would the trees shed such a magnificent outfit? They would stand for themselves and stand until spring with leaves. (Children's guesses)
It is impossible for plants to remain with leaves for the winter. If it falls, snow sticks to the foliage, then the branches of the trees will not withstand its weight and break off. Sometimes this happens if the snow falls much ahead of time. The trees are shedding their leaves.
In addition, a tree prudently removes all substances that are unnecessary for itself into foliage. Then, like a cork, the petiole of the leaf is plugged with dead cells. And with the first gust of wind, the leaves break off and fall.
Lab message.
Linden, birch and elm leaves are the first to lose. Already at the end of early autumn, they begin to fall leaves. Aspen leaves fall with the first frosts, then maple leaves. Only spruce and pine are green. Their leaves - needles - are not afraid of frost. Each needle, like a fur coat, was covered with a wax coating.
Crossword guessing.
Now let's see how smart you are. Let's do the crossword together.
Lying in the light
Rushed into the darkness
Yes, and there is no peace:
How to get out into the world. (se m I)
I am a ruddy Matryoshka
I won't tear myself away from my friends
I'll wait until Matryoshka
It will fall into the grass. (apple about to)
Red-haired Yegorka fell into the lake,
Didn't drown myself
And he didn't stir up the water. ( l ist)
All covered in dust
A little bit of strength
On the road, he sticks out.
His legs were bent
He is inconspicuous in appearance. (podor about zhnik)
Us in the rain and in the heat
A friend will help
Green and good
Will stretch out dozens of hands to us
And thousands of hands. ( d tree)
Golden sun from the sky
Golden rays are pouring.
In the field with a friendly wall
Golden mustaches. (wheat c a)
In the summer - in the garden,
fresh, green,
And in winter - in a barrel,
Strong, salty. (cucumber s )
Well done!
8. Observation of plant life in winter. <Приложение 10>
What season of the year have we not visited yet?
That's right, we have not yet remembered how plants live in winter time of the year.
What happens to plants when winter comes? (Answers of children from their own observations)
Like a fur coat covers the ground with a layer of snow. The ability of snow to keep heat from the ground and thereby create, as it were, a natural greenhouse is very important for plants. Grasses and crops do not freeze under the snow. It is bad for them when the snow cover does not fall for a long time.
They also prepared trees for their fur coats. All summer every year, trees lay porous cork tissue under the skin of the trunk and branches - a dead layer. This cork is remarkable in that it does not allow water or air to pass through. The air stagnates in its pores and does not release heat from the living body of the tree. The older the tree, the thicker the cork layer. Therefore, old trees tolerate cold more easily than young and thin ones.
But indoor plants are good at any time of the year!
Why water indoor plants?
Why do indoor plants stand close to the window?
Why is the girl rubbing the leaves of plants?
Why did the plant die in the following picture?
Under what conditions do you think indoor plants will grow well? (children's answers)
Of course, every plant needs sunlight, warmth and nutrition, i.e. water.
10. Work in notebooks. (p. 21)
Let's do task number 2 in the notebook.
Which drawing did you choose? Why? (In the second picture proper watering, because the watering can is located close to the pot, the water is not splashed, the earth is not washed away by a jet of water.)
So our journey ends. We are back in class. See how happy we are with our houseplants that you care for. And in return they give us their beauty, fresh air. And if we look at their green foliage for a few minutes, then our eyes can rest, because the green color is soothing.
Let's try to do this. (Children examine the green foliage for several minutes to calm music.)
IV. Reflection.
You have circles on your desks. Show them your mood. And now we will attach each circle to our sun, which hangs on the board. This is how we end our lesson. I think that joy, kindness and a smile will always help a person.
V. Summing up.
What new things did you learn from our trip today?
What can you tell your parents at home?
Prove that plants are alive. (They grow, multiply, die.)
What do plants need to live?
VI. Creative task.
In notebooks on p. 21 houses you can perform an interesting task. At home, each of you can again be a researcher and answer the question: How does a spikelet appear from a grain?
Summary of the lesson on the world around us in the 1st grade on the topic: `How do plants live?
Program School of Russia textbook for grade 1 A.A. Pleshakova The world around. Part 1.
Teacher: Presnova G.V.
Lesson type : lesson-study.
The purpose of the lesson:
Create conditions for:
Acquaintance with the characteristics of plants, characterizing them as a living being, to help students understand what living conditions are necessary for plants;
Tasks:
To acquaint students with the living conditions of plants: water, light, heat, air, soil;
Continue to form general educational skills and abilities: work with a textbook, workbook to follow the instructions of the teacher exactly;
To develop in students the skills of mental work, the ability to analyze, generalize and draw conclusions;
Cultivate respect for plants.
Methods and methodological techniques:
Research, observation, conversation, use of a literary word (poem, riddles), visual material of a picture, cards with key words, a story based on the results of observation, practical work: houseplant care, ICT
Planned results:
Children learn:
Highlight the properties of plants that allow them to be attributed to living beings;
Determine the conditions necessary for plant life
Skills characterizing these achievements:
Describe the properties of plants;
Prove that a plant is a living being;
Make assumptions about the conditions necessary for the life of plants.
Equipment:
The silhouette of a camomile made of paper, with the inscription Plant is a living being, on the reverse side on the petals there is an inscription: grows, develops, feeds, breathes, reproduces, moves; cards with the words WATER, HEAT, LIGHT, AIR; THE SOIL
a jar of germinated seeds, a houseplant, a cloth, a watering can, a sprayer; disk World around. 1 class.
Literature for the teacher:
Textbook for grade 1 A.A. Pleshakova The world around. Part 1.
Literature for students:
Textbook for grade 1 A.A. Pleshakova The world around.
LESSON STRUCTURE:
1. Organizational moment.
2.Updating knowledge.
3. Statement of the educational task.
4.Motivation. Creation of a problem situation.
5. Research in small groups.
6. Physical education minute.
7. Exchange of information.
8. Linking information, generalization.
9.Application
10. Work according to the textbook.
11.Practical work.
12. The result of the lesson. Reflection.
During the classes
1. Organizational moment.
Look my dear friend
What is around?
The sky is light blue
The sun shines golden
The wind plays with leaves
A cloud floats in the sky.
Man and season
It's all around...nature
What did you do in previous lessons? (We compared fresh and salty water, watched where the rivers flow.)
Do you think that the knowledge gained is enough for you?
Today we will continue to explore the world. Let's remember how we learn something new? (We must ourselves understand what we do not yet know, and try to learn this new thing ourselves.)
2. Actualization of knowledge.
Pictures on the board:
hedgehog, bear, blueberry, snake.
Dove, raspberry, sparrow, magpie.
Mosquito, bee, grasshopper, maple.
Look at the pictures Name the odd one in the first line.
Name the extra in the second line.
Name the extra in the third line.
The teacher posts extra pictures separately.
Name the objects depicted in these pictures in one word. (Plants)
What plants do you know?
What groups can plants be divided into?
What do all plants have in common? (All plants have a root, a stem, leaves, a flower, and a fruit with seeds.)
Let's repeat all the parts of the plants again.
Work in pairs
(Children have cards on their desks: illustration of peas with well-defined parts of the plant and their names)
Connect the parts of the plant with their names with lines. (students work with cards).
Check if you completed the task correctly?
Let's read the main words.
3. Statement of the learning task.
Guess what the lesson will be about today. (About plants.)
Read the topic of the lesson on p. 70 textbook. (How do plants live?)
Read what learning objectives we put before ourselves.
Today in the lesson I invite you to become researchers. This means that we must listen carefully, think, reflect, remember, speak out, and then we will complete all the tasks.
Do you think plants are alive?
Prove it. (The plant grows, develops, feeds, breathes, reproduces, moves, has the ability to recover, dies. The plant is alive.)
Chamomile on the board. In the center is the inscription Plant is a living being. There are question marks on the petals, and on the reverse side of the petals there are signs confirming that the plant is alive.
4. Motivation. Creation of a problem situation.
You speak well, but your evidence is doubtful, it is clearly not enough. How can you prove that plants are living beings? What do we need to do?
To study the characteristics of plants and identify such properties that allow them to be attributed to living beings.
Research in small groups (according to illustrations).
Information exchange.
What did you learn from the drawings?
The teacher turns over the chamomile petals.
Compare the properties of the plants you highlighted with those written on the petals.
Have you found all the facts?
How is a plant similar to a living being? (Plants grow, bear offspring, and someday die. So they are alive.)
Physical education minute
Can you now answer the question of whether plants are living or not? (Live.)
We have proved that the plant is a living being. Then the next question arises, what does he need for life?
Who knows how plant life begins? We germinated bean seeds in 2 jars. In one jar we had the seeds under a wet cloth, and in the other the seeds under a dry cloth. Tell us about the results of the experiment (jars on the table for children.)
What seeds have sprouted?
What caused the seeds to germinate?
Students' story based on observations.
The teacher puts cards on the board WATER, HEAT.
Where do plants get their water and heat from in nature?
If the seeds remain in the jar, will the plant be able to develop?
What should be done with germinated seeds?
If we plant germinated seeds in a box, where should we put it?
Why? What else do plants need? (Light, air.)
What is necessary for plant life? (For life, plants need: water, heat, light, air, soil)
Students draw conclusions using key words on the board.
Well, one more thing, a careful attitude on the part of a person.
Working with the textbook 70-71.
What plant do you see? Guess the riddle: An oak tree hid in a golden ball.
The acorn is the fruit of the oak. The seed is hidden in it.
(The teacher demonstrates acorns and shows a cut acorn.)
Consider the drawing on p. 70 and tell each other how the life of an oak begins with an acorn.
(Work in pairs, then group discussion.)
What influenced oak seeds so that they began to germinate? (Water in the form of rain, the warmth of the sun's rays.)
What came out of the seedling? (Spine and sprout.)
What is gradually happening with the sprout? (He gets taller, bigger.)
What does the sprout need now? (In the sunlight. He reaches for the sun.)
Why did one of the trees wither ? (Tree trunk damaged.)
Where does the life of an oak begin? Use the computer to arrange the pictures in the correct order? The rest are checked by the textbook.
2. Completing a task inworkbook
№1(p.48).
With. 71 in the textbook. Drawing work.
Teacher. Read the message of the Wise Turtle in the textbook and compare with our conclusion.
Reading students from the textbook.
What can you say? (Our conclusion coincides with the words of the Wise Turtle.)
Practical work.
Who has indoor plants at home?
Who takes care of indoor plants in your home?
Do you help? What are you doing?
How to properly care for plants?
2) Acquaintance with the memo "Rules for the care of indoor plants."
Water the plants with water at room temperature. In addition, the water should stand for several hours. In summer, flowers are watered in the evening, in winter - in the morning.
Watering flowers is better from a watering can. You can pour water directly into the pot, or you can pour it into the pan. Do not raise the watering can high so that the water does not splash.
In order for water to pass to the roots of the plant, to stagnate, the flowers should be loosened.
Loosen the surface of the earth in a pot with a stick so that air enters the roots. Be careful not to damage the roots of the plant.
Flowers love water treatments.
Wipe dust from large smooth leaves with a damp cloth or sponge.
Hold the sheet from the bottom with one hand, and gently wipe with the other.
Plants with small leaves and pubescent leaves are cleaned of dust with a soft brush.
Many flowers are very fond of spraying.
Why do you need to wipe the leaves of plants? (this is how plants breathe)
Carefully cut dry leaves and twigs from plants. Keep clean flower pots and coasters.
Plants need sun, air and water to live. Some plants like a lot of light, while others do not. Therefore, in the room they are located differently: some on the windowsill, others - away from the window.
Group work.
We will split into 4 groups of 6 people. Choose a captain in your group. The captain will assign duties. 1 pair - wipes the leaves, 2 pair - loosens the ground, and the last 3 pair - waters the flower. Follow all the rules.
Summary of the lesson. Reflection.
In today's lesson, children, you were researchers and were looking for answers to the question: How do plants live? Do you think we were able to find answers to this question?
What is necessary for plant life?
