Objects of nature and objects of the man-made world. Our attitude towards the world
THE WORLD YOU LIVE IN
Lesson 10
Subject. Natural and man-made objects(bodies)
Purpose: to give general classification objects of the surrounding world, forming a holistic idea of it; teach to give examples of objects of living and inanimate nature and objects created by human hands; consolidate the skills of grouping objects of inanimate and animate nature and man-made objects according to essential characteristics; cultivate a caring attitude towards nature and things created by man.
Exercise "Weather"
What time of year is it now?
What month?
What number?
Is it warm or cold outside?
What is the state of the sky?
What is the air temperature?
Was there any precipitation during the day today?
II. Communicating the topic and purpose of the lesson
Game “I know three names...”
The teacher throws the ball to the students and asks them to name representatives of wildlife.
For example:
Deciduous trees;
Insects, etc.
In addition to plants, animals, mushrooms, we are surrounded by many other objects. Today in class we will learn to navigate this diversity.
III. Learning new material
1. Familiarization with natural and man-made objects
In our lessons we study nature. What is nature? Look out the window. What do you see there? (Sun, sky, trees, etc.)
Forest and river, sky and air, water, rain, snow, birds, animals and plants - all this is nature. Only that which is made by human hands does not belong to nature.
Look, my dear friend,
What's around?
The sky is light blue,
The golden sun is shining,
The wind plays with the leaves,
A cloud floats in the sky.
Field, river and grass,
The wind in the field of poviva,
Birds, animals and forests,
Thunder, fogs, a world of beauty,
Man and weather -
All this is around... (nature).
What two groups do you think the objects that surround us can be divided into?
2. Work from drawings
Name and distribute the objects shown in the picture into two groups.
Complete each group with your own example.
Natural objects Man-made objects
3. Exercise “Microphone”
Continue the list started by the artist. (Children name what is created by human hands: houses, cars, furniture, school supplies, etc.)
Throughout the history of mankind, the hands and minds of people have created huge amount various things, buildings, machines and mechanisms ( artificial satellite Earth, computer, telephone, etc.). These things were created by man.
Conclusion: plants, animals, people, the Sun, Moon, stars, air, water, soil - all this is nature. What is made by human hands does not belong to nature.
Physical education minute
IV. Generalization and systematization of students’ knowledge and skills
Sky, Moon, water, stars, sand, map.
Oak, stone, sun, air.
Wind, river, squirrel, rainbow, rain.
Wolf, fox, doctor, cup, mosquito.
1) Name from the list something that is made by human hands.
Spacecraft
Sparrow
2) Draw any two objects made by human hands.
3) Name something that is not made by human hands.
Airplane
4) Draw any two natural objects.
5) Which sentence is correct?
Nature is everything that surrounds a person.
Nature is everything that is made by human hands.
Nature is everything that surrounds a person and is not made by his hands.
6) Natural objects are those that:
Man-made;
Created by our planet;
Created by nature.
7) What does not apply to natural objects?
a) Animals, plants;
b) made by human hands;
c) rivers, seas, oceans.
8) Indicate natural objects.
a) Textbooks, notebooks, houses, school buildings, cars, space stations;
b) humans, plants and animals, seas and oceans, the Sun, Earth, factories and factories;
c) Sun, Earth, air, water, humans, plants and animals, mushrooms and microbes.
9) What is created by human hands? Mark the redundant ones. Why do you think so?
3. Work in groups
Game "Lost Words"
Guys, during the lesson you gained new knowledge about nature and things created by people. Now in groups, make a proposal about how you should treat nature and things created by people. (The proposal is on separate sheets of paper on the board.)
Take care of nature. Need to
Labor of People. Honor
Conclusion. We need to protect nature and respect the work of people.
V. Lesson summary
What two groups can the objects that surround us be divided into?
What are natural objects?
What are man-made objects?
Give examples of natural objects.
Give examples of man-made objects.
How should we treat things created by man?
Full name of the teacherLuneva Elena Nikolaevna
Name of educational organizationMBOU-lyceum No. 28 of Orel named after twice Hero Soviet Union G.M.Parshina
Technological map lessonthe world around us in2nd grade
Lesson topicObjects of nature and objects man-made world. Our attitude towards the world.
UMK School of Russia " The world around us» 2nd class A.A. Pleshakov
Technological lesson map
Information educational environment
Resources
Interdisciplinary connections
Information material :textbook, notebook, slides
Demo material (pictures on the topic, models.)Diagnostic material (textbook pages, RT,)
Russian language (Words with unverifiable spellings),
Planned results
Subject
Metasubject
Personal
Molded
1) knowledge: know the basic terms and concepts of the lesson, have an idea of caring for the environment 2) skills: distinguish natural objects from objects of the man-made world, assess people's attitudes towards the world around them
Formed UUD:
Cognitive: use the textbook and additional manuals as a source of information; use signs to convey information; develop thinking operations: analyze illustrations in order to identify significant features, classify objects based on analysis and comparison.
Regulatory: accept and save target settings; plan your statement; plan the sequence of operations at individual stages of the lesson; evaluate the correctness of completing tasks by comparing with the standard; control and adjust your behavior in relation to peers during joint activities
Communication : negotiate and come to a common decision when performing tasks; express a motivated judgment on the topic of the lesson; maintain friendly communication with each other during the task
Conditions will be created for the formation of personal learning skills in the student: the idea of personal responsibility for one’s actions through practice careful attitude to the surrounding world; an idea of the connections between the objects being studied; understanding
how the knowledge and skills acquired in the lessons of the surrounding world can be useful in life
Lesson steps
Forms, methods, techniques organizations educational activities teacher (brief content of proposed training situations, tasks, main questions).
Student activities
1. Motivational-orientation stage
Creating a motivational basis for educational activities
Updating Views -What surrounds us?
An exhibition of photographs “Nature of the Flower City” is being organized in the Flower City. Dunno took several photographs, but Znayka claims that some of them cannot be presented at the exhibition. Which one is right?Creating a situation of difficulty. Let's help the kids resolve their dispute? (on the board there are several illustrations depicting objects of nature and objects of the man-made world).
Formation holistic view about the world .
They tell us what surrounds us
Express interest in the teacher's proposal
1.2. Target basis of activity
Do you remember the name of the exhibition? What do you need to know to help kids?
Intersubject communication –The word nature- vocabulary word, find the spelling, look up the meaning in the dictionary.
They examine and name the illustrations, identify the essence of the difficulty, and determine the learning objectives of the lesson (regulatory UUD)
What is nature?Work with various sources of information. (cognitive UUD)
NATURE, -y, w. 1. Everything that exists in the Universe, the organic and inorganic world. Dead item (inorganic world: not plants, not animals). Living item (organic world).
2. Search stage
2.1. Activity planning . Making assumptions, identifying difficulties,
What question still needs to be answered?
How to call something that does not belong to natural objects?
What can be classified as natural objects?Reveal essential features, analyze and compare (cognitive UUD)
Something made by human hands. Products, objects.
2.2 . Fixing the plan
How will you know whether a photograph of Dunno is suitable for an exhibition or not?
Making a plan and using signs to convey information .
Planning the sequence of operations (regulatory UUD)
1. Consider the photo
2. Determine whether the depicted objects are endowed with signs of nature or not
3. If yes, we denote such objects with a green chip, otherwise with a yellow chip.
3. Practical stage (implementation of the plan)
3.1. Discovery of “new” knowledge.
How do objects of nature differ from objects of the man-made world?
Did we help Dunno and Znayka resolve the dispute? What did you need to know to do this? What learning problem did you solve?
Summarize the signs of nature, distribute images into groups
Call the learning task.
3.2. Application of knowledge, formation of skills, objective methods of action, creation and testing of an algorithm, etc.
Work in pairs. In the textbook (p. 14-15)
The photographer from our textbook also wants to take part in the exhibition in Flower City.
Discuss and, sticking to the plan you made earlier, distribute the photographs into two groups, which of them can be sent to Flower City. Use different chips to designate natural and man-made objects.
Draw a conclusion. Compare your conclusion with the textbook text.
Work in pairs, discuss, perform practical part, report on the work done.(Communicative UUD)
They act taking into account selected landmarks, analyze and classify images(cognitive UUD)
PHYSMINUTE
Various words-objects of nature and objects of the man-made world are called.
3.3. Application of knowledge and skills to solve educational, educational-cognitive and educational-practical tasks, to perform creative tasks, etc.
Independent work in a notebook (p. 14 No. 1)
Did you guys like these photos? What do you like most in the surrounding world, natural objects or things made by human hands?
What should be the attitude towards the surrounding world, incl. and to each other?
Remember what ecology is.
Work in micro groups. Textbook p.16-17 issue 1
Give your examples different attitude to the surrounding world.
Children make movements according to the teacher's instructions: spin around if it is an object of nature, clap their hands if it is an object of the man-made world.
Self-test against the standard (slide on the screen). Self-esteem(regulatory UUD)
They conclude: everything that surrounds us is beautiful in its own way.
They discuss in a group, come to an agreement, evaluate people’s attitudes towards the surrounding world.(cognitive and communicative UUD)
Children speak out and justify their point of view(personal)
4. Reflective-evaluative stage
4.1. Reflection on performance results
What educational task did we solve, what goal did we achieve? Did you help Dunno and Znayka?
How did you prove that the image refers to an object of nature or to an object of the man-made world? What plan did you use? Will this plan be useful to you in the future?
At home you will have to complete a similar task, and the plan will help you with this
D.z. in the notebook p. 15 No. 3,4. If desired, you can make a drawing that could be sent to an exhibition in Flower City.
They conclude that learning task solved.
Discuss how the knowledge and skills learned in class will be useful
4.2. Reflection on ways of doing things
How did you gain knowledge in class?
They identify ways to obtain knowledge, evaluate the results obtained, and draw conclusions about the implementation of the plan.
( Regulatory UUD)
4.3. Reflection emotional state and moods
Will the knowledge gained be useful for further education or in life?
What caused greatest interest?
Share ideas and impressions, discuss the results of the work(personal)
An effective didactic tool for working with a painting can be games: “Yes - No”, “Auction”, “What is connected with what”. They can be used with middle group. The time and quantity of their implementation depends on the capabilities of the age and the teaching goals of the teacher.
1. Game “Yes-No” on a hidden object, its part or a homogeneous set
Target: learn to classify objects according to given characteristics.
Material: painting “Saving the ball”.
Game action: The presenter makes a wish for an object of the material world in the picture. Children ask questions that narrow the search field. The object is guessed and described.
Game rule:
The presenter must know the algorithm by which questions are asked and does not allow listing what is depicted in the picture;
Children know that the presenter only answers “Yes” or “No” to questions;
The answer “Doesn’t matter” is possible if the characteristic being identified is insignificant;
The presenter’s answer “Yes and no at the same time” shows the presence of contradictory signs of the object.
Result: children learn the classification structure of objects in the material world and describe them according to identified characteristics.
“Algorithm for searching for signs of an object of the material world”
hidden object in the painting
man-made world natural world
Object function inanimate nature wildlife
(group membership) - solid - microbes
Material - liquid - mushrooms
Form - gaseous (poisonous, edible)
Size (substance, phenomenon) - plants (cult.,
Color wild)
Availability of parts - fauna(worms,
Location of insects, crustaceans,
Number of objects reptiles, fish, earth,
Creation time of the little ones, arachnids
The sound of birds, animals, people)
- object weight
Attention!
1. Questions about the time of creation of the object or its age are accepted.
2. Questions are asked by children not in a strictly specified sequence.
3. It is necessary to encourage asking questions about the parts of the object and the quantity of the mystery.
Example No. 1. The presenter wished for a pocket on Tanya’s apron.
An approximate sequence of children's questions that need to be answered “Yes”:
Does the object belong to the man-made world?
Does this apply to clothing?
Is this part of the clothing?
Is this part of Tanya's clothing?
Is the basic shape flat? rectangular?
Is the object two-colored?
Is this part of the apron?
Example No. 2. Clouds in the sky are hidden.
Questions to which the presenter answers in the affirmative:
An object of the natural world?
Does this apply to inanimate nature?
What is hidden consists of gas men?
Does it benefit the person? (the presenter’s answer, in this case: “It doesn’t matter”).
Is the mystery at the top of the picture?
Are these many of the same objects?
Example No. 3. A Christmas tree branch is hidden.
Questions to which children receive an affirmative answer:
Is this the natural world? Wildlife?
World of plants? Wild?
Does the mystery relate to trees?
Is the trunk of this tree brown?
Is there a part of the Christmas tree that is hidden? The one above the ground?
Green object?
A prerequisite for ending the game is for the person who guessed the object to describe it based on the identified characteristics.
For example, in the first case the child says:
A pocket was envisioned - this is a piece of clothing that is sewn by human hands, consists of fabric, it is flat and rectangular in shape, white with a red stripe. People sew pockets to put a scarf there.
2. Game “Auction”.
Target: teach to list the components of an object as completely as possible; form the concept: “whole-part-subpart”.
Game action: in the traveler selects an object and invites the children to list the components according to the principle: main parts - subparts in them - components in subparts, etc.
Game rule:
The child must name some main component of the object, and in it - a part according to the “matryoshka” principle;
The presenter rewards the last one to name the chain of components without repeating the previous ones.
Result: Children learn to divide an object into its components to an unlimited degree of detail.
For example:
The boy Seryozha's clothes consist of shorts, a T-shirt, shoes and socks. The T-shirt is sewn and has sleeves, and they are made of thread.
3. Game “What is connected with what.”
Target: learn to describe an object from the point of view of various connections with the environment.
Game action: in the chosen object is presented as seeking someone's friendship or unraveling not-so-good plans.
Game rule: The player, when indicating connections between a given object and some other object, must name the expected relationships from the point of view of “good - bad”.
Result: a child can describe an object in terms of different relationships with the outside world.
For example:
Selected object: a twig in Seryozha’s hands.
Description of the connection between a twig and a ball: “The twig is not very long and thin, so it can’t reach the ball. The ball hurts - the branch pricks it, but you still have to be patient - after all, without a branch you can’t get the ball.”
Attention!
The teacher can arrange a competition among children to find connections between a specific object and the one depicted in the picture. Required condition for children: found an object - explain its connection with the one in question!
How older child becomes, the more he begins to ask questions regarding the objects, processes, and phenomena surrounding him. One of the most important knowledge that a child should receive is an understanding that there are objects of nature and objects of the man-made world. This is necessary for correct formation ideas about the environment, home and native land.
In order for the child to to the fullest understood the significant differences between natural and artificial phenomena, parents must understand how to correctly explain and demonstrate examples, what games will help with this.
What are the objects of nature?
For an adult understanding environment is natural, but the baby does not yet have separation. In order to explain what nature is, it is best to go out of town or go to real forest. It is there that there are various objects of the surrounding world and nature, and objects of the man-made world are practically not found. Therefore, they will not confuse the child’s overall picture, which will later emerge as an association if he is asked questions about nature.
Trees, flying insects, birds, squirrels, grass, sun, clouds, flowers, berries and mushrooms - these are all elements of the natural environment.
What are the components of nature?
When the child can accurately determine what belongs to the natural elements of the environment, then we can begin to explain that there are objects of animate and inanimate nature.
Living things include everything that breathes, eats, moves: cats, dogs, flies, flowers, trees, bacteria.
Inanimate: stones, earth, moon, stars, snow, water.
What are things created by man?
And objects surround us every day, but at home there are more things last category, so it won’t be difficult to give an example that the child will understand.
The easiest way is to choose objects located in the baby’s room: toys, a bed, a carpet on the floor, a table or a chair. Take the object in your hands and tell us what it can be made from, what material is used, what role a person plays in its manufacture.
For example, a chair is made from wood using a saw, hammer and nails. In order for the child to understand the process itself, you can take a real block, a nail and a hammer and hammer it in together. In this case, the child will have the idea that a chair cannot be made without hands, which means it is an object created not by nature, but by man.
What games will help a child understand the difference between objects of nature and objects of the man-made world?
First of all, it is necessary to show certain objects in nature, but it is quite difficult to meet a real squirrel in a park, so the demonstration of natural components may be limited to a very small list.
Every parent understands that game form It is much easier to explain this or that phenomenon than to speak in general phrases.
There are many techniques that will help train the skills of recognizing examples of natural objects and objects of the man-made world.
To start, print out a lot of pictures of both natural and artificial things. Ask your child to divide them into categories or, for example, find analogues between natural element and artificial according to the model: birdhouse - nest, toy bear - real bear, the sun is a light bulb, etc.
One more effective technique: a game with a ball, similar to “hot potato”. The adult lists natural and man-made objects. The child is given a condition in advance - he needs to catch the ball only if he hears, for example, a man-made object. In this game it will become clear how much the child already understands the topic.
Thus, in order for a child to form the correct objects of the man-made world and objects, it is necessary to pay due attention with early childhood questions that your baby asks every day. The child must learn to recognize what a person has done with his hands and tools, and what he cannot do. It is also advisable to constantly special games, during which small penis family learns to quickly recognize whether the object in front of him is artificial or created by nature. Having acquired this skill in time, in junior school the child will not experience difficulties in learning curricula around the world around us.
