The world around 1 class.

What is the environment.

Lesson #1

Topic: What is the world around.

Form of organization of classes (type of lesson): a lesson with elements of research and game activity.

Type of lesson: introductory lesson, lesson of acquaintance with a new academic subject.

Lesson Objectives:

Assimilation of the initial ideas about the subject "The world around us", about objects of animate and inanimate nature.

Creation of conditions for formation and development mental functions, abilities, motivational attitudes, creative research thinking through involvement in active teaching and research activities

Formation of moral and volitional qualities, the ability to control one's behavior in learning situations.

Basic concepts: the world around: the world of nature, the world of things, the world of people.

Metasubject connections: the world around, art.

Resources: students' workbooks, textbooks, colored pencils, 3 pictures of the city, the underwater world and a girl by the pond; trailers and objects of nature, things, people.

Planned learning outcome, incl. UUD formation:

To have ideas about the world around us, about objects of animate and inanimate nature, to give approximate answers to the question: “Why is it necessary to study the world around us?”,

Know distinctive features objects of animate and inanimate nature.

Be able to make simple observations, compare objects of animate and inanimate nature, give answers in the form of a short sentence to simple questions from a teacher or fairy tale character be able to follow the instructions of the teacher.

Be able to cooperate with comrades in the simplest role-playing games and conduct simple dialogues.

1. Personal UUD: formation of interest in a new subject, determination of the need to study the world in which you live;

2. Regulatory UUD: organization of the workplace according to the instructions of the teacher; if possible, evaluate your work and the work of a friend; determine the task execution plan under the guidance of the teacher.

3. Cognitive UUD: navigate the textbook and workbook; compare objects, objects: find common and difference; group objects, objects on the basis of essential features; reproduce what they heard, determine the topic of the lesson; draw conclusions under the guidance of a teacher.

4. Communicative UUD: participate in the dialogue in the lesson, answer the teacher's questions, formulate a question on the issue of interest; listen to and understand the speech of others.

7. Reflection. Personal UUD

Formed UUD

Teacher activity

Student activities

1. Organizational moment

Communicative UUD

The teacher greets the children, accepts their greetings with a smile, and with the help of a small breathing exercise relieves possible tension. Preparing children

TEACHER. Good morning, children! Let's get ready for the lesson together - raise our hands up, take a deep breath, hold our hands up for a few seconds, and then sharply lower them down, while doing a slight lean forward and a deep exhalation. And now everyone will sit down as it will be convenient for him to work in the lesson.

Children joyfully greet the teacher, do breathing exercises and sit down at their workplaces. At the same time, they occupy a comfortable, but acceptable posture for study.

2. Actualization of basic knowledge.

Personal UUD

Speech workout. The teacher engages students in a dialogue.

- Who do you think will be your assistant in the lesson?

Riddle hint.

Here is the first helper:
He is smart and he is loyal
At the lesson on the desk will lie down
Check it out, he'll tell you everything!

What is the name of our textbook?

This is the name of the subject that we will study.

Introduction to the workbook.
.

Teacher, comrade, at home, mother.

It's a textbook!

The world.

Children take it in their hands, consider the cover.

3. Goal setting and motivation.

Regulatory UUD

-Let's talk about what will be discussed in our first lesson of the world around us.

-What is the environment?

Why do you need to study it all of a sudden?

4. Discovery of new knowledge by children

Cognitive UUD

Personal UUD

TEACHER. And now, let's use our first helper - open the tutorial on the page. Let's take a closer look at the illustration.
The teacher reads the poem.
TEACHER.
Take a look around, friend!
You see the river, the forest, the meadow,
Bird flocks, plane,
What went to flight.
Sky, wind, clouds,
Again a river, a meadow a river!
TEACHER. We are starting to study a new subject - "The World Around". Look at the picture again, look out the window, look around, think and say what is the world around you? What and who is part of the environment?

STUDENTS. The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people.
TEACHER. Okay guys! Well done! And I want you to learn to observe the world around you, to study and explore it.

In the lesson of the world around us, we will learn why day follows night? How many days in a year? Why does the seasons change? How diverse are plant and animal world Earth? Why is it important for a person to live in a family? What miracles can human hands create?

The game is a journey.

1 row goes to the forest.

2 row goes to the underwater world.

3 row for a walk around our city.

-List the objects of nature that you saw there?

- One, two, three - returned from a trip. You guys turned out to be very observant, so you named a lot of objects in the world around you.

Let's sum up the first result.

-What does the subject "World around" study?

Students open their books and look at the pictures.

The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people

Students can list several items around them.

1st row: girl, pond, duck with ducklings, trees, grass.

2nd row: starfish, vegetation, corals, bottom, water.

3rd row: building, square, flowers, trees.

The subject of the world around studies the world of nature, the world of things, the world of people.

5. Primary fastening.

Regulatory UUD

Communicative UUD

WORK according to the textbook on p. 5Z

Task: Divide the drawings into two groups. Explain your decision. You can use hint.

-List the items in the picture.

What two groups would you divide them into? Why?

-Let's try to give a complete answer to the question: What is the world around us?

Option 1 answers: living and inanimate nature.

Option 2: the world of nature, the world of people, the world of things.

According to the textbook: the world around us is what is around us: nature, people and everything that is created by man.

The answers of children who can more accurately reproduce this definition are evaluated.

6. Independent work.

Communicative UUD

Cognitive UUD

Personal UUD

WORK in workbooks on pages 4-5

Task 1 on p.4.

-Colour what belongs to wildlife.

PHYSICAL MINUTE for the eyes and hands.
TEACHER. We have done a good job and your eyes and hands deserve a little rest. We got up from our jobs, left our desks, raise the handles up, lower them. We repeat three times. Now let's try to perform rotations with our hands: forward, backward. We extended our arms to the side, bent at the elbows and rotated: back and forth, now spread our arms to the sides and rotate our hands: back and forth. Now put your hands down and shake your hands a little. Close your eyes, imagine that you are on the shore of a gentle warm sea, put your hands in warm water, took your brushes out of the water and try to shake off the drops. Well done! Now let's carefully look out the window at a large tree in the school yard, stop looking at the tree, count to 10 out loud. Good! Now close your eyes and count to 10 again.

Children follow the teacher's instructions: rotate their arms, rotate their arms bent at the elbows, rotate and shake their hands, close their eyes.

WORK on p.5. notebooks.

-Combine the drawings into two groups. Explain your choice.

GAME "Hook trailers to the trains."

Living and non-living nature.

I call two student trains to the board. Children from the place show their picture, the trains collect trailers.

TEACHER. Well done boys! True, all objects found in nature, we can divide into two large groups- objects of living nature and objects of inanimate nature.

Flowers, butterfly, spruce, mushrooms.

Work in pairs: "Consult your neighbor."

Dishes are inanimate nature, other objects of wildlife.

They are active and independent.

Control themselves and their comrades during the game.

Control according to the model on the board.

Communicative UUD -What new did you learn at the lesson?

–Who found it difficult? Interesting? Assessment of your work.

- ▲ world (of which) habitation surrounding world. the world is a totality, a system of everything that exists. light. white light (which is just not in the white light). god's light. ↓ consciousness ... Ideographic Dictionary of the Russian Language

See Earth (Source: "Aphorisms from around the world. Encyclopedia of Wisdom." www.foxdesign.ru) ...

The world is not just more amazing than we imagine, it is more amazing than we can imagine. John Burdon Haldane Not only is there a new sun daily, but the sun is continually renewed. Heraclitus Apart from the edge of the current moment, the whole world ... ... Consolidated encyclopedia of aphorisms

- (Eng. Dayworld) science fiction trilogy by writer Philip José Farmer (Philip José Farmer). In order to combat the growing overpopulation, humanity was divided into seven parts. Everyone has the right to live one day a week, let's say ... ... Wikipedia

Model of space and time by R. L. Bartini, illustration for the work "Multiple geometries and the multiplicity of physicists" in the book "Modeling dynamic systems"(together with P. G. Kuznetsov) Bartini's world is an abstraction, according to which time, like ... Wikipedia

"World of equal worlds"- After the fall of the Iron Curtain modern world became different. The world order with two superpowers has been replaced by multipolarity and multidimensionality of the communication space. On the horizons of the emerging New World international relationships … Geoeconomic dictionary-reference book

- 'THE WORLD AS WILL AND REPRESENTATION' (published in 1818, supplemented in editions of 1844 and 1859) by Schopenhauer. In the preface, the author explains that the material of the work is presented systematically, in order to facilitate its assimilation, but must ... ...

The world, space, order and image of things, which are intended by God for human life. I. WORD PEACE IN OT: 1) Heb. The OT does not know a single designation for the concept of M., which can be expressed in different ways: a) the words the whole earth (Genesis 11:1,8,9) or ... ... bible encyclopedia Brockhaus

- (published in 1818, supplemented in editions of 1844 and 1859) Schopenhauer's work. In the preface, the author explains that the material of the work is presented systematically, in order to facilitate its assimilation, but must function as an integral organism, i.e. ... ... History of Philosophy: Encyclopedia

Aya, oh. Located, located around, nearby. Oh, the situation, the area. About the items. Oh world. Fight for purity environment. ◁ Surrounding, wow; cf. O. light, sad. Believe in changing the environment. Interest, indifference to ... ... encyclopedic Dictionary

Books

• The world around, M. N. Danilova, I. R. Koltunova, O. N. Lazareva. …
• The world around, Kadomtseva N. The world around is one of the most interesting and useful subjects in primary school. If your child is already preparing to start school, this book is for you. Developmental and educational tasks collected ...

What is the environment? Look out the window... What do you see around you now? What did you see when you came here? What did you see in the places where you rested in the summer? And in winter? What did you see when you looked at the sky late at night? We can say that the world around us is nature, man, his labor and the result of labor, the society in which he lives... Why study it? Don't we already know him? After all, you can see, hear, smell, touch it ... But remember the fairy-tale heroes who, because of their ignorance, got into various difficult situations: What did Pinocchio not know, burying money in the ground and waiting for them to grow up? What did the wolf not know when in winter, on the advice of the fox, he caught fish in the hole with his tail? What did Kolobok not know when he believed the fox's flattering speeches? What did Nuf-Nuf and Nif-Nif not know when they built their houses, and what did Naf-Naf know? Why Dunno constantly gets into trouble? So you, answering these questions, realized that you already know a lot, but not everything. The world around us is rich and varied. It keeps many secrets and mysteries. I propose to unravel some of them by studying the sections: "NATURE" "MAN" "SOCIETY" Lesson 1. NATURE. THE SIGNIFICANCE OF NATURE FOR PEOPLE. 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. Field, river and grass, Mountains, air and foliage, Birds, animals and forests, Thunder, fogs and dew. Man and season - It's all around ... NATURE!!! In this lesson you will get acquainted with the diversity of nature and its classification; you will consider the interconnections in nature, the significance of nature for man and think about your attitude to nature. NATURE is everything that surrounds us and is not made by human hands. Nature is classified or divided into groups into living and non-living according to the following criteria: living beings or organisms breathe, eat, grow, develop, give birth, die. Task 1 Think about what is depicted here can be attributed to nature, and what is created by man. Specify objects created by man. Task 2 Divide the remaining objects into two groups (draw lines with a pencil): 1. Wildlife. 2. Inanimate nature. Cheat sheet Task 3 Specify the objects of wildlife. LIVING NON-LIFE NATURE Task 4 Knowing the signs of animate and inanimate nature, determine what kind of nature a person belongs to? (Highlight in color). NATURE plants animals LIVING NON-LIVING mushrooms bacteria??? Task 5 Using a pencil, distribute wildlife objects into kingdoms. Everything in nature is interconnected. Heat and light from the sun, air, water are necessary for the life of a tree. Thanks to these conditions, the tree lives and grows. And mushrooms grow under the trees. If you dig the soil a little, you can see thin threads that extend from the stem of the fungus - this is a mycelium. It is connected with the roots of the tree, braids them and the fungus receives nutrients from the tree. A squirrel lives on the same tree, which feeds on mushrooms and nuts. We found out that plants serve as food for animals. Mushrooms receive nutrients from trees, and trees from fungi receive water with salts dissolved in it. The sun, air, water are inanimate nature. Wood, mushrooms, squirrels - this is wildlife. Conclusion: animate and inanimate nature are connected with each other. Task Restore by filling in the gaps. interrelation of living objects 6, WOOD MUSHROOMS PROTEIN NUTS HUMAN PROTEIN HUMAN Task 7 Determine what objects of wildlife are depicted in the pictures. Click on their image with the cursor. The mistress of the squirrel in the forest collected nuts. She knew every bough and every bush in that forest. One day, a nasty guy came into the forest with a big knapsack. He casually knocked down a mushroom with his foot and swore loudly. And the poor squirrel was hurt to look at. 1. If a person comes to the forest with good and does not damage the tree trunk, its roots, then the mushrooms will not die, there will be something to eat for animals, and the person himself will return from the forest not with an empty basket today, and tomorrow, and in a year. 2. If a person comes to the forest with evil, breaks branches or damages the trunk of a tree, then the tree will die, there will be no mushrooms, the squirrel will have nothing to eat. It will be worse for a person, as plants clean the air of dust, and a person, like plants and animals, needs it for breathing. The protection of nature is of great importance for man. What is nature for man? The first and most important value of nature for man is the source of that without which there is no life on earth - air, food and water. Look at the river, lake, sea. Want to take a dip? Swimming, swimming, you strengthen your health, develop muscles. So nature is the source of health. Look at the flowering meadow. What feelings does it evoke in you? Beautiful, true So nature is the source of beauty. Artists, architects, fashion designers use natural in their best works. Nature evokes various feelings: delight, surprise, joy, and sometimes sadness. Could you harm nature? I think no. Love for nature, care for it make a person kinder. Nature is the source of kindness. By observing nature, we learn from it. A man saw a flying bird, thought about it and invented an airplane ... He watched the autumn leaves curled up into a tube and began to build strong bridges. Nature is the source of knowledge. Nature helped ancient people to dress and helps us now, she gave man the first tool of labor - a stone. Nature is a source of materials for economic activity. 1. One fire warms the whole world. Do you like to solve riddles? Then go ahead!!! And remember, sometimes they can have several clues ... 2. I was walking along the path in the meadow, I saw the sun on a blade of grass. But the white rays of the Sun are not at all hot. 3. Who, as soon as it gets hot, Pulls a fur coat over his shoulders, And the evil cold comes on - Throw off his fur coat from his shoulders? 4. Slightly trembling in the breeze Ribbon in the open, Narrow tip in the spring, And wide - in the sea. 5. In the spring it amuses, in the summer it cools, in the autumn it nourishes, in the winter it warms. 6. Green, not a meadow, Bela, not snow, Curly, not a head. 7. Winter and summer in one color. 9. On Earth, he is the strongest of all, Because he is smarter than everyone. 9. Sleeps in winter, and makes noise in summer. Task: Can the last riddle have a clue: "bear"? What about "forest"? What about "river"? Test your knowledge: 1. Is it possible to say that animate and inanimate nature and the world around us are one and the same? Yes No Don't know 2. Are butterflies, dragonflies, wind objects of nature? Yes No Don't know 3. Are the flower pot objects of the world around us? Yes No Don't know 4. Can nature be a teacher? Yes No Don't know Think about what you could learn from nature. 5. Will moles be able to exist on earth if the sun disappears? Yes No 6. Choose the correct statement: Nature is people and the environment in which they live. Mountains, seas, rivers, sky, earth - this is nature. Everything that surrounds us is nature. What object of wildlife can become nature's best friend or enemy? Are you having a hard time? You can find a clue in the crossword Solve the crossword: 1. Who lowers his proboscis into each flower he meets, And then rushes into the hive like a bullet And hides something in a corner? 2. Who is the biggest in the forest? Who is the rich one who wears fur? Who is in the lair until spring Day and night watching dreams? 3. Hook-nosed, long-legged, branchy giant. Eats grass, shoots of bushes, It is difficult to compete with him on the run. If you happened to meet this, know that it is …….. bee 2 bear 3 elk elephant 5 wolf 6 swan 7 kangaroo 1 4 .Ugly he, perhaps ... Instead of a nose - a fire hose, Ears seem to be fanned, As tall as a tower waved. 5. The gray robber was bold and angry, He almost ate a goat yesterday. Fortunately, Tuzik and Trezorka are vigilantly watching the flock. Barely dragged her feet From the hardened dogs……… 6. Through the summer twilight of the park Along the edge of artificial waters, A beautiful wild bird, Like a white marvel floats. 7. Someone in a bag carries matches, Someone important little things, Someone books and a game, And kids - ………… If you have carefully studied the previous section, then you can call yourself an EXPERT OF NATURE CONGRATULATIONS!!! Now you know that a person is also a part of wildlife, as he has all its features. But it differs from all its other objects, it was even singled out as a separate kingdom. And how is it different? Interesting? Then forward to the next section "MAN". But first... You, man, love nature, Although sometimes feel sorry for her, On pleasure trips, Do not trample her fields, Here in the distant turmoil of the century, You hasten to evaluate her. She is your old, kind doctor, She is an ally of the soul. Do not burn it recklessly, And do not exhaust it to the bottom, And remember the simple truth, There are many of us, but she is one! Back to the main menu MAN Man is a rational being. Man is a living being with the gift of thinking and speech, the ability to create tools and use them in the labor process (Dictionary of S.I. Ozhegov). Yes, among animals there are also many smart ones, for example, dolphins, dogs, but only a person has a permanent mind. Thanks to this, people have created a special world - they built cities, roads, factories and plants, everything that does not belong to nature). And where is the mind? Your thoughts, movements, feelings are controlled by the brain - the most important organ of the body. In some animals, such as fish, it is no larger than a small grain. In cats, dogs, monkeys, it is much larger. In humans, this is a large and most complex “apparatus” that allows us to perceive the world around us, perform movements, and keep in memory everything that we have seen and done. He controls our speech, our thoughts, gives orders and controls their execution. Each part of the brain does its job: one part "manages" the work of the hands, the other - sleep, the third - the mood, the fourth - the work of thought. “Every person is complex, and deep as the sea” F.M. Dostoevsky Each person is individual, unique. Each person has his own inner world, which is studied by the science of psychology. Imaginations, dreams Character Inner world of a person Knowledge, thinking Memory Feelings, perception But knowledge is not given to a person from birth. Throughout his life he learns the world. How does a person get knowledge? Knowledge begins with the senses. They send information about the world around them to the brain. Humans have five senses: sight, hearing, smell, taste, touch. All senses tell us information about the world around us. This information travels through the nerves to our brains. If one sense organ is damaged, others begin to work more intensively and take on its role. For example, blind people have heightened hearing and touch. The brain does a great job with the information it receives. He sorts it, selects the important one, stores it in memory, establishes connections between individual phenomena, draws conclusions and dictates our behavior to us, that is, he goes through certain stages of cognition. Steps of knowledge perception memory thinking imagination Task No. 1 Guess the riddles: (SENSE ORGANS) Two friends live, They look in two circles. I'm growing on your face, I can smell a mile away. (NOSE) (MAN) One talking, two looking, two listening. If it wasn't for him, I wouldn't say anything. (LANGUAGE) On Earth, he is the strongest of all, Because he is smarter than all. (EYES) Task number 2 What senses perceive information in the following situations? (Connect with lines) Opening a bottle of perfume Looking out the window Listening to music Watching TV Tasting juice Touching a battery The eye is the organ of vision. The ear is the organ of hearing. The nose is the organ of smell. The tongue is the organ of taste. The skin is the organ of touch. in Task No. 3 There is a glass of tea in front of you. What sense organs work: You were told that there is tea in a glass This is a dark brown liquid The glass is hot Sweet tea Fragrant tea The eye is the organ of vision. The ear is the organ of hearing. The nose is the organ of smell. The tongue is the organ of taste. The skin is the organ of touch. Task No. 4 Blind people read books written in Braille, consisting of combinations of dots. Explain the feeling that makes it possible for the fingers to perceive dots on the page of a book. Are your eyes tired? Then, close them, and then sharply open them. Repeat this exercise 5 times. Do you like doing crossword puzzles? This is a very exciting activity. When you complete it, your knowledge goes through all the steps: Perception - you read the task. Memory - you remember whether it is familiar to you, whether you have met him before. Thinking - you begin to think, reason, using familiar, well-known information. Imagination - you try to imagine, relate, you begin to think creatively. Crossword 1. These mushrooms live on trees or stumps. They live in large groups. Sometimes a whole basket can be collected from one tree or stump. 2. He was deeply hidden, one-two-three and went out. And he stands in plain sight, white, I will find you. 3. Herbaceous plant with oblong edible sour leaves. 4. Touch the trunk of this tree in summer - it is cool even in the sun. Only one tree in the world can have this: after all, this is the only tree with white bark that does not heat up in the sun. 5. These mushrooms have hats of various colors - blue, red, yellow, and purple, but the name is the same. 6. Even those who have never been in the forest are familiar with the smell of this plant. After all, some sweets have such a pleasant taste and smell precisely because of this plant. 7. It happens - they hurt a tree, tear off the bark. The trunk under the bark of a tree is usually white, but in this tree it begins to turn red quickly. 8. A living being with the gift of thinking and speech, the ability to create tools and use them in the labor process. 8CH O 1 PIA T A 4B B SCH 2 3 E O A R R V E O E V L A I L K 6 M I 5 S T A R O E ZH K I E 7 I L V O A V E K 1. Find an extra word. 2. Find a keyword. 3. Think about the relationship between the extra and the keyword. You can find the answer in the next section "SOCIETY". SOCIETY In this section you will learn about the people who inhabit the planet Earth; you will understand how important it is to show friendship and respect for any nation, how important it is to treat people with care, and to remember and love your small homeland. The main menu Society is a collection of people united by historically conditioned forms of joint life and activity. A person lives among his own kind, among people, in society. Being part of nature, he is also part of society. When they want to talk about all the people of our planet Earth, they say: human society or humanity. Part of society is the people to which you belong. Part of society is your classroom. Part of society is your family. The family is a very important part of society, it unites the closest people to each other. Each child, growing up, begins to be interested in his pedigree. So you, for sure, asked your parents about great-grandmothers and great-grandfathers. So humanity as a whole constantly asks itself questions about its own ancestral roots. Our ancestors… And how did people appear on Earth? Mankind has long sought to find out its origin. When scientific knowledge did not exist, people made up legends. Now on Earth there are up to 5 thousand different peoples. Peoples differ in language, culture, national character, religion, traditions, etc. ) State Peoples are united in states. In total, there are about 200 states on Earth. Every person is a citizen of some country. The state is the main political organization of society, which manages it, protects its economic and social structure. What is a country? This is a territory under the authority of one government. A country can be very large or very small. Countries agree on the boundaries of their possessions, otherwise this often leads to disputes (wars). Countries whose people govern themselves are called independent. But if a country is dependent on another state, then it is called a colony. Sometimes several countries unite, and then a new nation is formed, and sometimes a large country breaks up into smaller states. Why does the state need flags? The flags are flown from the roofs of buildings and on the masts of ships, they have clear bright color patterns. The flag is a symbol of the country, as well as its regions, districts, states. The details of the drawings on the flag can tell a lot about the country and its history. The Kenyan flag features the traditional shield and spears, while the Lebanese flag features the cedar tree that brought prosperity to the region in ancient times. What are national anthems? These are solemn melodies. They represent the country and are performed on special occasions such as the Olympic Games. Who governs the state? The head of state is the most important person in the country. It can be a king, queen or an elected president. Parliament is the institution where new laws are discussed and adopted. The oldest Althing parliament in the world is in Iceland. It was established by Viking settlers in 930. Which country is the largest in the world? The vast Russian Federation covers an area of ​​more than 17 million square meters. km. It stretches across 11 time zones in the spirit parts of the world - Europe and Asia. How long does it take to cross the whole of Russia? It depends on the mode of transportation. Previously, the trains of the famous Trans-Siberian Railway (built in 1905) delivered passengers from the Pacific coast to Moscow in 8 days. Which state is smaller than a city? The smallest state in the world is located in Rome, the capital of Italy. It is called the Vatican City State and is the center of the Roman Catholic Church. The population of the Vatican is about 1 thousand people (almost like an average city school). What do you have in common different peoples ? People, wherever they live, are basically the same. They may speak their own languages ​​and have different beliefs, wear special clothes, and eat different foods. From parents, a person gets dark or light skin and hair, blue or brown eyes. But in the end, all people have the same needs, desires, hopes and fears. We should not waste time on strife, because we are all members of one big family. Signs of the state (country) Territory State border Capital People State language Head of state Symbols of the state (flag, coat of arms, anthem) Laws Economy Education Science Culture Determine the largest people Place People 5 Brazilians 149 Brazil 3 Americans 194 USA Russians 146 Russia 2 Hindus 244 India 4 Bengalis 190 India, Bangladesh 7 Japanese 126 Japan 1 Chinese 1220 China 6 Population (million people) Country of residence Check yourself Words are given: joint farm territory Mother tongue 1. Underline in red the words that refer to the characteristics of the state. life under one roof 2. Underline in blue the words, the state border, which refer to the characteristics of the people. national costume capital national dances state language caring for each other 3. Underline in green the words that relate to the characteristics of the family. You and I do not know where this person lives; how old is he; what nationality is he? Think about what qualities of character a person living on planet Earth should have? If you find it difficult to answer yourself, we will tell you: kind, smart, brave, strong, smiling, loyal, honest, ... If people have all these qualities, then wars and quarrels will disappear on Earth. People will not suffer, hate each other, regardless of nationality and skin color. Highlight in color those qualities that, in your opinion, prevent a person from living in society and getting along with all people: Justice Selfishness Idleness Mercy Talkativeness Simplicity Truthfulness Tactlessness Sincerity Respect Boastfulness Honor Conscience Greed Restraint Self-control Honesty Shame Cruelty Courage Modesty Cunning Tactfulness Arrogance Cowardice Envy Cowardice Read once again the quality that you have chosen for yourself. I hope you left the best. And in parting, I want to offer to draw a self-portrait "My portrait in the rays of the sun." Print the next page and write your name in the center of the solar circle, draw your portrait or paste your photo. Then, along the rays, write all the good things that you know about yourself and that help you live in peace with nature, with humanity, with yourself. Add rays if needed. "My portrait in the sun" Remember the fairy-tale hero who was isolated from humanity, and how difficult it was for him to get used to life among people. Why should we hate each other? After all, we are all a big team of one ship called EARTH! WORLD DANCE S.Ya.Marshak Poems for children of all peoples and countries. For the Abyssinians and the English, For Spanish children and for Russian, Swedish, German, Turkish, French, Peoples whose homeland is the coast of Africa; For the redskins of both Americas. For the yellows who gotta get up when we go to bed. For the Eskimos, that in the cold and in the snow Climb into a fur bag for the night. For children from tropical countries, Where there are countless monkeys on the trees. For children, dressed and naked, Those who live in cities or villages... All this noisy, perky people Let them gather in one round dance. Let the North of the planet meet with the South, the West with the East, And the children with each other!!!

(for a four-year primary school)

A.A. Vakhrushev, D.D. Danilov, A.S. Rautian, S.V. Tyrin

I. Explanatory note

The most important tasks of education in primary school ( formation of subject and universal methods of action providing the opportunity to continue education in the basic school; education to learn- the ability to self-organize in order to solve educational problems; individual progress in the main areas of personal development - emotional, cognitive, self-regulation) are implemented in the process of teaching all subjects. However, each of them has its own specifics.

Reading, the Russian language and mathematics create the foundation for the development of all other subjects, at least by teaching children to read, write and count. The core of rational comprehension of the world has always been the system of sciences, the study of which forms the basis of school programs in elementary and high schools, both in terms of the number of subjects and the number of hours. The subject "The World around" on the basis of the skills acquired in the lessons of reading, the Russian language and mathematics, teaches children to a holistic integral rational (intelligible) comprehension of the world around them, prepares them to master the basics of knowledge in the main school, and in relation to the development of the personality, its upbringing plays no less, if not more, role than other subjects.

The subject "The world around us" is the basis of natural and social sciences. The purpose of the course of the world around us in elementary school is to comprehend personal experience and accustoming children to a rational comprehension of the world.

Unsystematized fragmentary knowledge can be used only for the purpose for which it is intended. In today's rapidly changing world, a person faces many unexpected, new tasks for which it is impossible to prepare in advance. May be useful in unexpected situations. holistic knowledge system, and also in more- the formed ability to constantly systematize the acquired information and discover new connections and relationships. Science is an exemplary example of a knowledge system built on a rational basis.

Acquaintance with the principles of science gives the student the key (method) to comprehend personal experience, making it possible to make the phenomena of the world around us understandable, familiar and predictable. The subject "World around" creates the foundation for a significant part of the subjects of the basic school: physics, chemistry, biology, geography, social science, history. This is the first and only subject in the school that draws a wide palette of natural and social phenomena. In the future, this material will be studied on various subjects. Therefore, it is within the framework of this subject that it is possible to solve problems, for example, environmental education and upbringing.

The specificity of the comprehension of experience by a modern child lies in the fact that his experience is unusually wide, but largely virtual, that is, obtained not through direct communication with the outside world, but indirectly, through the means mass media and above all television. The role of virtual experience will only increase in the future due to the widespread use of computers and the Internet.

Television is not focused on systematic children's education, although it becomes the main "window" to the outside world. Therefore, not being able to resist the negative influences of virtual experience, the school should, if possible, use it for educational purposes and organize the development virtual world schoolchildren. Therefore, the role of the subject "World around" is very large and there is a need to expand its content, since this subject should provide answers to various requests. childhood experience, including the virtual one.

Comprehension of personal experience is also important because it introduces a value scale into the world of the student, without which it is impossible to form any goals. The subject "World around" also helps the student in the formation of personal perception, emotional, evaluative attitude to this world.

II. General characteristics of the subject

Acquaintance with a holistic picture of the world and the formation of an evaluative, emotional attitude to the world are the most important lines in the development of the student's personality by means of the course of the surrounding world. Modern schoolchildren differ from their peers fifteen or twenty years ago in curiosity and greater awareness. Unfortunately, this knowledge of children, as a rule, is not systematized and fragmented. The reason is that our circle of communication includes more and more objects and phenomena with which we communicate indirectly. If in the past a small person of 5–9 years old knew well only those objects and phenomena that directly surrounded him in the family, in the yard, at school, now the situation has changed radically. Thanks to television, movies, computers and books, children can know much more about various phenomena and facts far from their homes than about the surrounding objects.

As a result, different students have different knowledge and have different questions about the world around them. The teacher faces a difficult task to build a lesson in such a way that, on the one hand, to answer to all the questions of the children and to satisfy the curiosity of students, and on the other hand, to ensure the assimilation of the necessary knowledge.

How should one teach in order to achieve both goals. It turns out that there is only one way to do this. means upbringing and education of a schoolchild primary school is an acquaintance with a holistic elementary scientific picture peace. The meaning of communicating the picture of the world is to make a person a conscious participant in life with a minimum of communicated knowledge. It is very important from the very first steps of the child at school to teach him a holistic view of the world. Then the answer to any question that arises in a schoolchild can be easily found, since children from the very first steps of studying the world around them are taught to look for the place of each natural phenomenon and human economy in it.

Setting ourselves the goal of building a course in which each student can find answers to questions that arise, we cannot but be aware that the volume of textbooks is limited. What should be the way out of this situation?

A textbook that includes only such specially selected questions that can be presented to younger students without popularization is not suitable for solving the task at hand. After all, with this approach, most of the questions that arise in the guys cannot be answered. As a result, the children will not develop a holistic view of the world around them. This, in turn, will not allow them to easily perceive new information, since it is difficult to associate it with a small number of established ideas and concepts. Which means most of their ideas will be the result of children's myth-making. These ideas, received by children in childhood, can stay with them for the rest of their lives.

A different situation will develop when using the course, which includes the integrated course of the surrounding world offered to your attention within the framework of educational system"School 2100". Schoolchildren are introduced to broad ideas about the world, which form a system that covers the entire world around them.. At the same time, the most important concepts studied in detail (“islands of knowledge”) explain only a small part of the surrounding world, but the zones of proximal development formed around them allow answering most of the questions that the children have. The presentation of a relatively complete picture of the world will make it possible to give a creative research character to the process of studying the subject, forcing students to ask more and more new questions that clarify and help comprehend their experience.

How to form a complete picture of the world in a child? It is pointless to start trying to tell him things unfamiliar to him. He may be interested, but he will not be able to combine this new knowledge with his experience (knowledge will remain "islands without bridges"). The only way is to help children make sense of their experience daily and hourly. A person must learn to understand the world around him and understand the value and meaning of his actions and the actions of those around him. And even though a person will not always act in accordance with his knowledge, we must give him the opportunity to live intelligently and meaningfully. By regularly explaining your experience, a person learns to understand the world around him. At the same time, he constantly begins to have questions (generated by "islands of ignorance") that require clarification. All this contributes to the formation of a habit (skill) explaining and reflecting on one's experience. In this case, he can learn to do any new business, mastering it on his own.

At the same time, it is fundamentally important not to dwell on a cold rational analysis of the surrounding world. A person is inseparable from those experiences (emotions, feelings, assessments) that he experiences in relation to everything that happens around him. Thus, another of our goals is to help the student in the formation of personal perception, emotional, evaluative attitude to this world. It is within the framework of this line of development that the tasks of humanistic, environmental, civic and patriotic education are solved. It is the student’s independent determination of his position that will ultimately help him find the answer to the question: “How should we build our life?” in the relations "man - nature", "man - society". In the opinion of the authors, the only strategy for human survival in relations with nature is the transition to an ecological economy, which will not destroy natural ecosystems, but will integrate into them. In relationships between people, the main priority is the formation of civil self-awareness of a tolerant person - a person who is able to independently determine his position, be interested and tolerant of the positions and interests of other people. When these goals are achieved, we can hope that our student will be able to use the picture of the world.

The activity approach is the main way of obtaining knowledge. The inclusion of a holistic picture of the world, accompanied by a clear expansion of content, requires significant changes in the didactics of natural science in elementary school.

Traditionally, learning is based on the acquisition of knowledge. Therefore, the main goal of education is “to put knowledge into the minds of children”. In this case, the proposed content of the natural science course in elementary school is too voluminous. Of course, the entire, even elementary, picture of the world cannot be learned in elementary school, since this is the task of the entire elementary school. But we do not set ourselves such a goal. We want to introduce children to the picture of the world and teach them how to use it to comprehend the world and streamline their experience. Therefore, the learning process, in our deep conviction, should be reduced to developing the skill of interpreting one's own experience. This is achieved by the fact that the children in the learning process learn to use the acquired knowledge while performing specific tasks that imitate life situations. Solving problematic creative productive tasks is the main way to comprehend the world. At the same time, a variety of knowledge that schoolchildren can remember and understand is not the only goal of learning, but is only one of its results. After all, sooner or later this knowledge will be studied in high school. But the guys will not be able to get acquainted with a holistic (taking into account age) picture of the world later, since they will study the world separately in classes in different subjects.

In this case, we use the traditional for textbooks "School 2100" minimax principle. According to this principle, textbooks contain redundant knowledge that children can learn and redundant tasks that students can complete. At the same time, the most important concepts and connections that are included in the minimum content (standard) and make up a relatively small part of the course should be learned by all students. Thus, textbooks differ significantly in the amount of material that students can and should learn.

Within the framework of the historical and social science course, it turns out to be the most difficult to implement the activity approach, since this approach is largely contrary to the tradition of teaching history at school. Often, controversial issues from the point of view of science were either avoided or unambiguously interpreted. Attempts to pose these questions as problems inevitably ran into the fact that the students lacked the knowledge of the school course to solve them. As a result, the study of history was reduced to a description of events and phenomena, supplemented by an indication of a rigid causal relationship, which assumed during the discussion only an unambiguous solution to the issue (in accordance with the version prevailing at that time in science). All these circumstances make it extremely difficult to develop the ability to use historical experience in modern life. But this is exactly what the implementation of activity-oriented principles requires.

We suggest not to avoid questions-problems on Russian history and modernity. These questions cannot be resolved, within the framework of the school in general, and even more so in grades 3–4. A person, constantly expanding his horizons throughout his life, himself comes to the solution of these problems. The aim of the course is put these questions are before the students, because without them a complete picture of history does not exist. When trying to solve these problems in elementary school, the teacher should draw the attention of children to the fact that in order to achieve the goal, a constant expansion of their knowledge is required! The goal of the historical and social science part of the course of the surrounding world is for the student to think about problematic issues, so that as his personality develops, he constantly returns to attempts to resolve them.

Thus, in general, students should develop ability to understand and understand the world around, i.e. meaningfully apply the acquired knowledge to solve educational, cognitive and life tasks.

Algorithm for preparing the teacher for the lesson. When conducting lessons in our course, teachers often face the problem of lack of time. The material of the topic is so extensive that it is not possible to “open” it completely together with schoolchildren using the technology of problematic dialogue. The bell is already ringing, and the teacher has not yet explained all the material to the children. As a result, there is no time left either for the stage of independent application of knowledge, or for summing up. At the heart of this problem lies the desire of the teacher to “discover” all knowledge with the students. On the contrary, some complex provisions are easier to explain to the teacher himself, leaving easier "discoveries" for students. It is important that at each lesson at least part of the knowledge the children "discover" themselves.

The second and main reason for the lack of time is the inability to use the minimax principle. According to this principle, students in the classroom can learn a lot of new things (maximum), but they should learn only the most important knowledge (minimum).

1st step. At the first stage of preparation for the lesson, it is necessary to highlight in the content of the textbook the obligatory program minimum. To do this, you need to open the program and find in the requirements for knowledge and skills by the end of this year of study those that relate to the topic being studied (the list of requirements is also placed in the diaries and at the beginning of each section of the textbook). This is the minimum that all students must learn and which will be tested in verification work ah at the end of the quarter. The assimilation of these knowledge and skills is provided not so much in this lesson as in subsequent lessons in the process of their actualization. In some lessons, there may be no knowledge and skills related to the minimum.

Starting from the 2nd grade, at the end of the lesson there is a list of concepts that students should learn. Some of these concepts, highlighted in bold, refer to software minimum which all students should know. It can be denoted by the expression "need to remember." But the other part of the concepts, facts (it is not highlighted) is not included in the minimum. It can be denoted by the expression "enough to get acquainted." It includes words often found in the environment of the child, which, nevertheless, they do not need to know. It is necessary to achieve their understanding in the lesson by all students, but in further lessons it is not necessary to apply them at the actualization stage. To whom they seem important, they will remember them, the rest can forget. But in independent work held at the end of the topic (every 3-4 lessons), they are included and should be present at the lesson on this topic.

Finally, to the third category of concepts and facts - maximum- include those that are in the text of the textbook, but not placed at the end of the lesson, they are all the more not reflected in the program requirements. They are not only not necessary to know, but also not necessarily included in the lesson material.

2nd step. At the second stage of preparation for the lesson, having identified the concepts of minimum and maximum, the teacher thinks through the problem situation, the main question of the lesson and a small set of the most important questions that need to be answered in order to answer the main question. The teacher includes these basic questions of the lead-in dialogue in his notes, at the same time thinking about the possible answers to them by the children. You should try to follow the developed plan, being distracted in the lesson only by the difficulties that students have in studying the most important knowledge. If the students immediately express their versions of solving the problem (inciting dialogue), the teacher will not ask all the prepared questions, but will move on to discussing the versions in the lesson. In general, in our methodology, one must be prepared in advance for the fact that the guys will easily lead the teacher off the well-thought-out track. It is in order that the lesson does not lose its logic that the teacher writes a system of the most important questions in his notes and tries to follow it.

3rd step. Only at the third stage of preparation for the lesson, the teacher begins to select and include in the lesson summary that knowledge from the maximum that will interest schoolchildren. In the 3rd-4th grade, you can pre-discuss with the guys what they want to learn about. This material is the reserve that the teacher can sacrifice when there is a shortage of time.

Control of educational results. Any didactics involves control over the assimilation of knowledge, subject skills and universal learning activities. Without the knowledge acquired by schoolchildren, the effectiveness of learning will be zero. Once again, we will repeat the requirements for knowledge presented in the classroom on the world around us.

First, in our opinion, only the knowledge of students that they can use in practice is important. Therefore, first of all, the diverse knowledge acquired by schoolchildren should allow them to describe their observations and explain to the children their own experience, help answer their questions. In fact, what is needed is skills in the use of knowledge, not knowledge itself.

Secondly, solid knowledge is important and necessary, and not the material learned for this lesson. In this regard, we propose to evaluate students in the following two ways:

1. The assessment of the assimilation of knowledge and skills is carried out through the performance by the student of productive tasks in textbooks and workbooks, in independent and final works (grades 1-2), in tests and control works ah (3-4 cells). Productive tasks require not so much to find a ready-made answer in the text as to apply the knowledge gained to a specific situation to explain it. This kind of use of knowledge leads to the construction by a person of an adequate reality of a holistic picture of the world that is understandable to him. A student who has completely completed all the necessary volume of tasks in the textbook and workbook on his own will acquire all the knowledge necessary in the course. At the same time, he will not so much remember the definition of concepts and the formulation of laws as he will be able to apply them in life. Naturally, the teacher can invent and add such tasks in many ways. But they must meet all of the above criteria (first of all, require creative application of knowledge) and it is desirable to be associated with some practical activity (write, draw, connect, sculpt, etc.). It is very important that the teacher determines the volume of tasks based on the level of knowledge of his students. In any case, there is no need to complete all the tasks in textbooks and workbooks (the minimax principle).
2. Assessment of the assimilation of knowledge and skills is carried out through the constant repetition of the most important concepts, laws and rules. At the stage of updating knowledge, before starting to study new material, we suggest that the teacher conduct a blitz survey of the most important concepts of the course and their relationships, which must be remembered for a correct understanding of the new topic. It is especially useful if the children themselves formulate the list of knowledge necessary to solve the problem that has arisen. In all textbooks, starting from the 2nd grade, questions are placed at the beginning of each lesson to update knowledge.

The advantages of such a test of knowledge and skills are that the teacher is constantly aware of the knowledge that children have. In the event that none of the students can answer the question, the students, under the guidance of the teacher, turn to the dictionary. This once again teaches how to work with him and shows how a person should act if he wants to know something.

Notebooks for self-study have an important role in monitoring. and final works (grades 1-2) and notebooks for verification and control work (grades 3-4). The level of tasks in textbooks and workbooks differs in its complexity from the level in independent (verification) and final (control) works. The tasks in the textbook and workbook are the most difficult. They include, in accordance with the minimax principle, not only the mandatory minimum (program requirements) that all students must learn, but also the maximum that students can learn. At the same time, tasks of different difficulty levels are not marked. In contrast, in independent (verification) and final (control) works, starting from the 2nd grade, the level of complexity (necessary, program or maximum) is marked, which students can choose on their own. At the same time, the emphasis of independent (verification) work is placed on the mandatory minimum and the most important provisions of the maximum (minimax). And the material of the final (control) work is entirely focused on the mandatory minimum of knowledge.

Thus, each student must master each topic by completing a certain amount of tasks in the textbook and workbook, having coped with the tasks of independent (verification), final (control) work. Positive assessments and marks for tasks of independent (verification), final (control) works are a kind of test on the studied topic. Each topic for each student must be credited, however, the period for obtaining the credit should not be strictly limited (for example, students must pass all topics before the end of the quarter). This teaches students to plan their actions. But students should constantly see the results of their work, this role can be played by:

1. table of requirements for the subject in the "Student's Diary". In it, the student (with the help of the teacher) puts his marks for different tasks, demonstrating the development of relevant skills. For example (grade 2), mark for the task: “What substance gives hardness and elasticity to these objects? (a ball, an inflatable ring, an air mattress are drawn)" is placed in the column of the ability to "explain the differences between solid, liquid and gaseous substances";
2. 2) a student's portfolio of achievements - a folder in which the originals or copies (paper, digital) of the tasks performed by the student, works containing not only a mark (point), but also an assessment (a verbal description of his success and advice on improving, eliminating possible shortcomings) are placed .

The accumulation of these marks and grades shows the results of progress in the assimilation of new knowledge and skills by each student, the development of his ability to act.

III. Description of the place of the subject in the curriculum

In accordance with the federal basic curriculum the course "The World Around" is studied from grades 1 to 4 for two hours a week. The total amount of study time is 270 hours. A special place is occupied by excursions and practical work. Their required minimum is determined for each section of the program. Excursions include observations, practical work: observations, experiments, measurements, work with ready-made models, independent creation of simple models.

IV. Description of the value orientations of the content of the subject

The value of life– recognition human life and the existence of life in nature as a whole as the greatest value, as the basis for genuine ecological consciousness.

The value of nature is based on the universal human value of life, on awareness of oneself as a part of natural world- part of animate and inanimate nature. Love for nature means, first of all, caring for it as a habitat and human survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.

Human value as a rational being striving for goodness and self-improvement, the importance and necessity of maintaining a healthy lifestyle in the unity of its components: physical, mental and socio-moral health.

The value of good- the focus of a person on the development and preservation of life, through compassion and mercy as a manifestation of the highest human ability - love.

The value of truth is a value scientific knowledge as part of the culture of mankind, reason, understanding the essence of being, the universe.

Family value as the first and most significant for the development of the child social and educational environment ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thus the viability of Russian society.

The value of labor and creativity as a natural condition of human life, a state of normal human existence.

The value of freedom as the freedom of a person to choose his thoughts and actions, but freedom naturally limited by the norms, rules, laws of society, a member of which is always throughout social essence is a man.

The value of social solidarity as a recognition of human rights and freedoms, the possession of a sense of justice, mercy, honor, dignity in relation to oneself and to other people.

The value of citizenship- a person's awareness of himself as a member of society, a people, a representative of a country and a state.

The value of patriotism- one of the manifestations of a person's spiritual maturity, expressed in love for Russia, the people, a small homeland, in a conscious desire to serve the Fatherland.

The value of humanity- a person's awareness of himself as part of the world community, for the existence and progress of which peace, cooperation of peoples and respect for the diversity of their cultures are necessary.

V. Personal, meta-subject and subject results of mastering the subject

All the results (goals) of mastering the educational and methodological course form an integral system together with subject means. Their relationship can be seen in the diagram.

1st class

personal results studying the course "The world around us" in the 1st grade is the formation of the following skills:

• Evaluate life situations (people's actions) from the point of view of generally accepted norms and values: in the proposed situations, mark specific actions that can be assessed as good or bad.
• Explain from the standpoint of universal moral values why specific actions can be assessed as good or bad.
• On one's own determine And express
• make a choice what action to take.

The means to achieve these results is educational material and textbook assignments that provide the 2nd line of development - the ability to determine one's attitude to the world.

Metasubject outcomes studying the course "The world around us" in the 1st grade is the formation of the following universal learning activities (UUD).

Regulatory UUD:

• Define And formulate the purpose of the activity in the lesson with the help of the teacher.
• pronounce sequence of actions in the lesson.
• To study express own assumption (version) based on work with the illustration of the textbook.
• To study work according to the teacher's plan.

• To study differ a correctly completed task from an incorrect one.
• To learn together with the teacher and other students to give emotional evaluation class activities in the classroom.

Cognitive UUD:

• differ new from already known with the help of a teacher.
• Make a preliminary selection of information sources: navigate in the textbook (on the spread, in the table of contents, in the dictionary).
• Get new knowledge: find answers answer questions using the textbook, your life experience and the information received in the lesson.
• draw conclusions as a result joint work the whole class.
• Process the received information: compare And group objects and their images.
• detail retell small texts, name their topic.

The means of forming these actions is the educational material and tasks of the textbook, which provide the 1st line of development - the ability to explain the world.

Communicative UUD:

• formalize his thought in oral and written speech (at the level of a sentence or a short text).
• Listen And understand the speech of others.
• expressively to read And retell text.

The means of forming these actions is the technology of problematic dialogue (inciting and leading dialogue).

Substantive results studying the course "The world around us" in the 1st grade is the formation of the following skills.

• name the surrounding objects and their relationships;
• explain how people help each other live;
• name living and non-living natural resources and their role in human life;
• name the main features of each season.

• evaluate the correctness of behavior in everyday life (rules of communication, rules of life safety, traffic).

2nd grade

personal results studying the course "The world around us" in the 2nd grade is the formation of the following skills:

• Evaluate life situations (people's actions) from the point of view of generally accepted norms and values: in the proposed situations, mark specific actions that can be estimate as good or bad.
• Explain
• On one's own determine And express the simplest rules of conduct common to all people (the foundations of universal human moral values).
• In the proposed situations, relying on simple rules of conduct common to all, make a choice what action to take.

Metasubject outcomes studying the course "The world around us" in the 2nd grade is the formation of the following universal educational activities.

Regulatory UUD:

• Define the purpose of the activity in the lesson with the help of the teacher and independently.
• Learn with the teacher to discover and formulate a learning problem together with the teacher (for this, a number of lessons are specially provided in the textbook).
• To study to plan learning activities on the lesson.
• speak out his version, try to offer a way to check it (based on productive tasks in the textbook).
• Working according to the proposed plan, use necessary means (textbook, simple instruments and tools).

The technology of problematic dialogue at the stage of studying new material serves as a means of forming these actions.

• Define success in completing their task in a dialogue with the teacher.

The means of forming these actions is the technology of evaluating educational achievements (educational success).

Cognitive UUD:

• Navigate your system of knowledge: understand that additional information (knowledge) is needed to solve learning task in one step.
• Do preliminary selection sources of information for solving a learning problem.
• Get new knowledge: find the necessary information both in the textbook and in the dictionaries and encyclopedias proposed by the teacher (in the 2nd grade textbook, a special “encyclopedia inside the textbook” is provided for this).
• Extract new knowledge: extract information presented in different forms(text, table, diagram, illustration, etc.).
• Process the received information: observe and draw your own conclusions.

Communicative UUD:

• Communicate your position to others: formalize his thought in oral and written speech (at the level of one sentence or a small text).
• Listen And understand the speech of others.
• expressively to read And retell text.
• join in conversation in the classroom and in life.

The means of forming these actions is the technology of problematic dialogue (inciting and leading dialogue) and the technology of productive reading.

• Jointly agree on the rules of communication and behavior at school and follow them.
• Learn to play different roles in the group (leader, performer, critic).

The means of forming these actions is work in small groups (in guidelines given such an option for conducting lessons).

Substantive results studying the course "The world around us" in the 2nd grade is the formation of the following skills.

The 1st line of development is to be able to explain the world:

• explain the differences between solid, liquid and gaseous substances;
• explain the influence of the Earth's gravity;
• associate events on Earth with the location and movement of the Sun and Earth;
• observe the weather and describe it;
• be able to determine the cardinal directions by the sun and by the compass;
• use the globe and maps, find and show parts of the world, continents and oceans on them;
• name the main natural areas and their features.

The 2nd line of development is to be able to determine your attitude to the world:

• evaluate the correctness of human behavior in nature;
• respect other peoples living on Earth.

3rd-4th grades

personal results studying the course "The world around us" in the 3rd-4th grade is the formation of the following skills:

• Evaluate life situations (people's actions) from the point of view of generally accepted norms and values: learn to separate actions from the person himself.
• Explain from the standpoint of universal human moral values, why specific simple actions can be assessed as good or bad.
• On one's own determine And express the simplest rules of conduct common to all people (the foundations of universal human moral values).
• In the proposed situations, based on the rules of conduct common to all, make a choice what action to take.

The means of achieving these results is the educational material and tasks of the textbook, aimed at the 2nd line of development - the ability to determine one's attitude to the world.

Metasubject outcomes studying the course "The world around us" in the 3rd grade is the formation of the following universal learning activities:

Regulatory UUD:

• Independently formulate the objectives of the lesson after a preliminary discussion.
• Together with the teacher, discover and formulate a learning problem.
• Make a plan for solving the problem (task) together with the teacher.
• Working according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of a teacher.

The technology of problematic dialogue at the stage of studying new material serves as a means of forming these actions.

• In dialogue with the teacher, develop evaluation criteria and determine the degree of success in the performance of one's work and the work of everyone, based on the existing criteria.

The means of forming these actions is the technology of evaluating educational achievements (educational success).

Cognitive UUD:

• Navigate your knowledge system: independently assume what information is needed to solve the learning problem in one step.
• select sources of information necessary for solving the educational task among the dictionaries, encyclopedias, reference books proposed by the teacher.
• Get new knowledge: extract information presented in different forms (text, table, diagram, illustration, etc.).
• Process the received information: compare And group facts and phenomena; determine the causes of phenomena, events.
• Process the received information: draw conclusions based on the generalization of knowledge.
• Convert information from one form to another: make up simple plan educational and scientific text.
• Convert information from one form to another: provide information in the form of text, tables, diagrams.

The means of forming these actions is the educational material and tasks of the textbook, aimed at the 1st line of development - the ability to explain the world.

Communicative UUD:

• Communicate your position to others: formalize their thoughts in oral and written speech, taking into account their educational and life speech situations.
• Communicate your position to others: express your point of view and try to substantiate giving arguments.
• Listen to others, try to take a different point of view, be ready to change your point of view.

The technology of problematic dialogue (inciting and leading dialogue) serves as a means of forming these actions.

• Read aloud and silently the texts of textbooks and at the same time: conduct a “dialogue with the author” (predict future reading; put questions to the text and look for answers; check yourself); separate the new from the known; highlight the main to make plan.

The technology of productive reading serves as a means of forming these actions.

• Negotiate with people: performing various roles in a group, cooperate in a joint solution of a problem (task).
• Learn to respect the position of another, try to negotiate.

The means of forming these actions is the work in small groups.

Substantive results studying the course "The world around us" in the 3rd grade is the formation of the following skills.

Part 1. The inhabitants of the Earth

The 1st line of development is to be able to explain the world.

• give examples of bodies and substances, solids, liquids and gases, energy actions;
• give examples of the relationship between animate and inanimate nature;
• explain the importance of the circulation of substances in nature and human life;
• give examples of living organisms of different "professions";
• list the features of coniferous and flowering plants;
• animals (insects, spiders, fish, amphibians, reptiles, birds, animals), mushrooms.

The 2nd line of development is to be able to determine your attitude to the world:

• to prove the need for careful attitude of people to living organisms.

Part 2. My Fatherland

The 1st line of development is to be able to explain the world:

• learn about the life of people from the historical text, maps and draw conclusions;
• distinguish objects and orders created by people (culture) from what is created by nature;
• explain what society, state, history, democracy are;
• by year determine the century, the place of the event in the past;
• distinguish times Ancient Russia, Moscow State, Russian Empire, Soviet Russia and the USSR, modern Russia. Recognize the modern coat of arms, flag, anthem of Russia, show borders and the capital on the map.

The 2nd line of development is to be able to determine your attitude to the world:

• learn to explain their attitude to relatives and friends, to the past and present of their native country.

Substantive results studying the course "The world around us" in the 4th grade is the formation of the following skills.

Part 1. Man and nature

The 1st line of development is to be able to explain the world:

• explain the role of the main organs and organ systems in the human body;
• apply knowledge about your body in life (to draw up a daily routine, rules of conduct, etc.);
• name the basic properties of air as a gas, water as a liquid and minerals as solids;
• explain how a person uses the properties of air, water, the most important minerals;
• explain what is the main difference between humans and animals;
• find contradictions between nature and human economy, suggest ways to eliminate them.

The 2nd line of development is to be able to determine your attitude to the world:

• evaluate what is good for health and what is harmful;
• prove the need for respect for living organisms.

Part 2. Man and mankind

The 1st line of development is to be able to explain the world:

• by the behavior of people to find out what emotions (experiences) they experience, what character traits they have;
• to distinguish from each other different eras (times) in the history of mankind;
• to explain the differences between the people of modern humanity: to distinguish between citizens of different states; a person's nationality from his race; believers of different religions and atheists.

The 2nd line of development is to be able to determine your attitude to the world:

• explain what interests unite you with your relatives, friends, countrymen, citizens of your country, what unites all people on Earth into one humanity;
• notice and explain what actions of people are contrary to human conscience, rules of conduct (morality and law), human rights and the rights of the child. Suggest what you yourself can do to correct visible violations.

1st class. "Me and the world around" (66 hours)

How we understand each other (9 hours) Schoolboy, his duties. School. Hand and index finger simplest way communication. Hand. Index finger, its role in showing objects. Speech is the main way people communicate. The use of a word to name an object, sign, action. Items that cannot be pointed with a finger (distant, fabulous, items in the future).

Benefits of sharing knowledge between people. The transfer and accumulation of life experience is the basis of people's well-being. Source of life experience: own experience, knowledge of other people, books.

The concepts of “right”, “left”, “middle”, “behind”, “before”, “front”, “behind”, “forward”, “backward”, “left”, “right”, “above”, “ below", "up", "down". "Earlier" and "Later".

How do we know what is in front of us (4 hours) Objects and their signs. Signs are common with other objects and peculiar. Distinguishing objects by signs. Comparison of the features of this subject with others. The properties of objects, their parts and actions with them allow you to distinguish between objects. Item combinations. Signs of combinations: objects as signs; objects with certain properties.

How do you know the world (4 hours) Human sense organs. The eyes are the organ of sight, the ears are the organ of hearing, the nose is the organ of smell, the tongue is the organ of taste, and the skin is the organ of touch. Memory is the repository of experience. Mind. Help parents and teachers to children in recognizing the world. The book stores the knowledge and experience of people. Encyclopedia.

Your family and your friends (7 hours) Your family and its composition. Mutual assistance in the family. The role in the family of each of its members, the "professions" of family members. Your help to the family. What qualities should a family have?

Rules for safe behavior in the house. Dangerous and poisonous substances. How to behave in the kitchen, in the bath. Rules for the use of electrical appliances. Fire safety rules. Caution in dealing with strangers and strangers.

Friend and friends. Communication as the interaction of people, the exchange of thoughts, knowledge, feelings, the impact on each other. The importance of communication in human life. Ability to communicate. The role of polite words in communication. Smile and its role. Expression of greeting and farewell, gratitude, request, apology, refusal, disagreement. How to listen to the interlocutor. Miracles of communication (listening, speaking, music, drawings, dancing, etc.). Types of communication in humans and animals, their similarities.

What surrounds us (10 hours) City and its features. Residential area: houses, streets, parks. Urban transport. Mutual assistance of people of different professions is the basis of the life of the city. Travel around the city: residential areas, plants and factories, business and scientific center of the city, recreation area. The village, its features. The life of people in villages and villages. Growing plants in gardens, orchards and fields, breeding pets. Rules for safe behavior on the street. Traffic lights. Road signs.

The relationship of people of different professions in the process of bread production. fairy tale hero Kolobok and his journey. The economy of man. The role of natural resources. Extraction from underground storerooms. Making things in factories and factories. Agricultural plants and animals, their help to man. Agriculture: plant growing and animal husbandry. Service sector. Transport.

Man's dependence on nature. Living natural wealth: animals and plants. Inanimate natural resources: air, soil, water, underground storerooms. Forces of nature - wind, sunlight, river flow. The role of natural resources in the human economy. Respect for natural resources. Solid, liquid and gaseous bodies, their display in Russian. Three states of water: solid (ice, snow), liquid (water), gaseous (steam).

Excursion « safe road to school".

Living inhabitants of the planet (9 hours) Plants, fungi, animals, humans are living organisms. Growth, respiration, nutrition, reproduction are properties of living organisms. Mortality of living organisms. Respect for the living inhabitants of the Earth.

The similarity of plants and animals: breathing, nutrition, growth, development, reproduction. Plants feed all the inhabitants of the Earth and saturate the air with oxygen. Plants are the "breadwinners". Animals are more often mobile, looking for prey, eating food. Their "profession" is "eaters". The protection of living organisms in nature is the most important human concern. Variety of plants (flowering and non-flowering plants). Mushrooms. Variety of animals. The relationship of living organisms of different "professions" with each other. Their adaptation to their place of life.

Cultivated plants and domestic animals are our friends. Human care for them. Dogs are man's helpers. Origin and breed of dogs. Indoor plants - aliens from different countries. Plant care (regular watering, light). Rural house and its inhabitants - animals, their use by man. Caring for pets. cultivated plants. Garden, garden and field plants are the breadwinners of man. Fruits and vegetables. Edible parts of plants.

Man, like an animal: breathes, eats and gives birth to cubs. The resemblance of man to animals. Understanding the functions of various parts of the human body. Man is a rational being. Making things. The behavior of a rational being. Caring for nature.

Ecology is the science of how to live in peace with nature without violating its laws. Rules of conduct in nature. Assignments to students for ingenuity: what can and cannot be done in nature. Respect for the environment.

Why and why (2 hours) The sequence of events and its causes. Cause and investigation.

Seasons (12 noon) Autumn. Signs of autumn: cold snap, short day, leaf fall, ice on puddles. Leaf coloring. Preparing animals for winter.

Winter. Winter signs. Weather in winter. Snow, snowflake, icicle, frost patterns. Animals and plants in winter. Help animals.

Spring. Signs of spring: ice drift, melting snow, blooming leaves, the arrival of birds, the beginning of flowering plants, nesting birds. Flowers are primroses. Birds and their nests.

Summer. Signs of summer: long day, short night, bright sun, thunderstorm (thunder, lightning). Folk omens. All living things bring offspring, the ripening of fruits. Mushrooms. Water travel. Thunderstorm Rules. Nests and dens of animals.

Excursion to the park "Autumn Nature".

Excursion to the park "Winter nature".

Excursion to the park "Spring Nature".

Hours at the discretion of the teacher - 4 hours.

2nd grade. "Our Planet Earth" (68 hours)

Introduction (4 hours) General words - concepts. Living and non-living nature. Things. Substance. Solids, liquids and gases, their properties. Air is a mixture of gases. Water is a liquid. Ice is a solid. Change of states of substances.

Earth and sun (16 h) Determination of the time of the day and year by the Sun and the Moon. Determination of directions by the Sun and the North Star. The main sides of the horizon: east - the direction of the sunrise, west - the direction of the sunset, north - the direction of the North Star, south - the direction of the Sun at noon. Compass and its use. Practical work with a compass. Change of phases of the moon. Sundial making.

Earth shape. Skyline. Evidence of the spherical shape of the Earth: the expansion of the horizon with a rise in height, world travel, lunar eclipse, flight into space.

Practical work with a globe. Globe is a model of the Earth. Movement of the globe and the earth. Equator, poles, hemispheres. Meridians and parallels.

Universe or space. Planets and stars - celestial bodies. Stars are self-luminous celestial bodies. constellations. Planets shine by reflected light. Planet Earth. The sun is a star. Planets of the solar system. The motion of the planets in their orbits around the sun. The Moon is the Earth's satellite. Solar eclipse. Air color.

Earth gravity. All objects are attracted to each other, large massive objects attract more strongly to themselves - the law gravity. The influence of gravity on our lives. Weightlessness.

The change of night and day. The main source of light on Earth is the Sun. The rotation of the Earth around its axis is the reason for the change of day and night. Proportionality of the rhythm of human life to days. Daily regime. Practical work with the globe.

Change of seasons. The life of nature changes with the seasons. The height of the sun above the horizon in different seasons of the year. Change in the angle of inclination of the sun's rays during the year. The revolution of the Earth around the Sun is the reason for the change of seasons. The axis of the Earth is directed to the North Star. Due to the tilt of the axis, the Earth turns towards the Sun with its northern hemisphere (summer of the northern hemisphere), then its southern hemisphere (winter of the northern hemisphere). The earth retains the heat of the sun's rays.

Cold, temperate and hot zones of illumination and their location on the Earth and relative to the sun's rays. Polar circle, tropic. Cold zone - long winter and short summer, temperate zone - alternation of winter and summer, hot zone - "eternal summer".

The atmosphere is the air layer of the Earth. Weather and its signs. Temperature, its measurement. Thermometer. Practical work with a thermometer. Cloudy. Precipitation: rain, snow, hail. Wind and the reason for its formation. Climate is the regular pattern of weather throughout the year. Weather diary. Signs of good and bad weather.

What is depicted on the globe and map. Globe and map (8 hours) Plan and map - an image of the Earth on a plane. The concept of scale. Conditional signs.

A globe is a miniature model of the Earth. Hemispheric map.

Symbols for the map and the globe. Height and depth on earth map and globe. Practical work with the map.

A continent is a large piece of land surrounded by water. Eurasia, Africa, Australia, North America, South America and Antarctica are continents. Europe, Asia, Africa, Australia, America and Antarctica are parts of the world. Arctic, Atlantic, Pacific and Indian oceans.

Forms earth's surface(7 h) Rivers are a constant flow of water from precipitation that falls on the surface of the land. Source, channel, mouth (delta). Left and right coast. Drainage basin. The water cycle in nature. Why does the river never run out of water? Why is there so much water in the river? Why do rivers flow not only when it rains? How do rivers and streams change the earth's surface? River valley. The most important rivers of the world and their location on the map. Mountain and lowland rivers. Lakes are natural bodies of water with stagnant water. Flowing and endorheic lakes. Large lakes. The deepest lake is Baikal. The Caspian Sea is the largest lake.

Plains are flat or slightly hilly areas of land. Plains and lowlands. Swamps. Mountains are elevations of the earth's surface. The nature of the plains and mountains. Rocks. Minerals. The most important plains, mountains and peaks and their location on the map. How mountains were formed: underground force raises mountains, and weathering destroys them. How mountains turn into plains. Weathering. Mountains and volcanoes. Volcanoes and eruptions. Earthquakes are the result of displacement of the Earth's layers.

Peninsulas are areas of land that protrude into the ocean. The most important peninsulas and their location on the map. Islands are small areas of land separated by seas and oceans from the continents. The most important islands of the globe and their location on the map. Seas are large bodies of salt water located on the edges of the oceans and washing the land. Properties of the seas: all the seas are connected to each other, the water level in all the seas is the same, the water in the seas is salty. The most important seas of the world and their location on the map. Sea dwellers. Coral reefs and the organisms that inhabit them.

Excursion"Forms of the earth's surface" (held in the spring).

Earth is our common home (11 h) Habitat for living organisms. Food connections. Ecosystem - living organisms living together and the piece of land on which they live. Plants are the "breadwinners". Animals are "eaters". Mushrooms, microbes, earthworms - "scavengers". Eaters and scavengers provide nutrients to plants. The relationship of all living things in an ecosystem. their mutual adaptation. Circulation of matter.

Natural zones are land areas with similar natural conditions, receiving a similar amount of solar heat and light and changing in a certain order from the pole to the equator.

Natural zones of the cold zone. Ice deserts and their inhabitants. Tundra. Harsh climate: long polar night and short summer day. Permafrost. Landscape of the tundra. Animal and plant world. Location of the tundra on the globe. Red Book.

Temperate zone. The woods. Change of seasons. Evergreen coniferous and deciduous trees. Leaf fall and its role in the seasonal climate. Animal and plant world. Location of forests on the globe. How forests replace each other.

Steppe. Dry climate of the steppes. Outdoor landscape. Animal and plant world. Location on the globe. Desert. Hot dry climate. Desert landscape. Animal and plant world. Adaptation of living organisms to the arid climate of deserts. Location of deserts on the globe.

The fragile nature of the steppes and deserts, the need to preserve it. Arid zones of the hot zone. Tropical desert zone and its inhabitants. Oasis. The steppe of the hot belt is the savannah. Evergreen forest. Hot humid rainforest climate. Animal and plant world. Location of evergreen forests on the globe.

The mountains. Cooling with the ascent to the mountains: the sun does not heat the air, but the earth. Elementary representations about altitudinal zonation. Mountain plants and animals. Natural disasters in the mountains.

Adaptation of people to life in various natural conditions. human races. Basic human needs: food and clothing. Gathering food (fruits, berries, mushrooms, roots) and hunting wild animals are the most ancient human occupations. Agriculture and cattle breeding. Agriculture is the occupation of the inhabitants of the plains and lowlands. Cattle breeding is the occupation of the inhabitants of the deserts and mountains. Cities are the place of residence of many people employed in industry. countries and their peoples. Map of countries and cities - political map. Major countries and cities of the world and their location.

Excursion"Acquaintance with the nature of your natural zone." Safe travel rules.

Parts of the world (10 h) Europe. European countries and cities (Great Britain, France, Italy, Germany, Ukraine, Denmark, Sweden). The Alps are the mountains of Europe. Objects around us and their homeland. Heroes of children's fairy tales from European countries.

Asia. The largest part of the world. Natural conditions of Asia. Countries and peoples of Asia (Japan, China, India). Asia is home to more than half of humanity. Objects around us and their homeland.

Africa. Natural conditions of Africa: hot climate. Peoples of Africa: Negroes and Arabs. African countries: Egypt. Sahara Desert. natural areas of Africa. Objects around us and their homeland. African animals. How to protect yourself from the sun.

America. Indians are the original inhabitants of America. Moderate and hot climate. natural areas of North America. North America is the second home of industry. Countries (USA, Canada) and cities. Objects around us and their homeland. Natural areas of South America and their inhabitants. South America is home to the smallest birds, the largest snakes, butterflies and beetles, the hardest and lightest wood. Discovery of America by the Vikings and Columbus.

Australia. Climate and natural areas of Australia. Australia is the birthplace of kangaroos and other animals with a bag. Antarctica is the coldest continent on Earth. The lowest temperatures. Glaciers. Life in Antarctica exists only along the edge of the coast. Exploration of the South Pole. The largest water cycle Why is Antarctica colder than the Arctic?

Russia. The most big country in the world. nature of our country. The main rivers, lakes, plains, mountains, islands, peninsulas and seas of Russia. Natural resources our country. People are the main wealth of our country. Ancient masters are the pride of Russia. Architectural monuments of our country. Nature and sights of the region.

Our little planet Earth (3 hours) Increasing impact modern man on nature: the accumulation of garbage, climate change, the creation of artificial lakes and deserts. The need for protection and respect for nature. Rules of conduct in the apartment, allowing to preserve nature.

Hours at the discretion of the teacher - 5 hours.

3rd grade. Section 1: "Inhabitants of the Earth" (34 hours)

Substance and energy (4 hours) Bodies natural and artificial. Substance is what all objects and bodies in nature consist of. Matter is made up of particles. Molecules are the smallest particles of matter. Pure substances, mixtures. Three states of matter: solid bodies, liquids and gases, the location of particles in them. The transformation of substances. Why plasticine is soft and glass is hard. Why is ice lighter than water?

Energy is the source of motion. Variety of manifestations of energy. Electricity, sunlight, falling water are phenomena caused by the action of energy. The transformation of energy on the example of people's life. The indestructibility of energy. Energy conversion and heat release.

The shell of the planet covered with life (5 hours) Air, water and stone shells of the Earth. distribution of living organisms. The living shell of the Earth is the biosphere. Life is distributed in the area of ​​mutual penetration of the atmosphere, hydrosphere and lithosphere.

The most important condition for human life is the order of the surrounding world. The stability of conditions is a consequence of the circulation of substances in nature. Life is a participant in the circulation of substances.

Participants in the circulation of substances. Plants - producers, their role in providing food and oxygen. Animals - consumers, their role in limiting the number of plants. Fungi and bacteria are decomposers, their role is to convert dead organisms into mineral nutrients for plants.

The flow of matter through a living organism (nutrition, respiration). Metabolism. The use of absorbed substances for life, growth, self-renewal, reproduction. Burning and breathing.

The role of the sun as a source of energy. Storage of solar energy by living organisms.

Ecological system (9 hours) A large cycle in the biosphere connects all ecosystems. An ecosystem is a unity of animate and inanimate nature, in which a community of living organisms of different "professions" is able to jointly maintain the circulation of substances. Community. Living and non-living components of an ecosystem. Food chains. Soil is the unity of living and non-living. Soil fertility. How is soil formed?

lake ecosystem. Small unicellular and large algae. Daphnia and cyclops are a favorite food for aquarium fish. Lake and river fish. Bacteria and their role in waste processing. Gradual overgrowth of the lake.

The swamp is an overgrown lake. Wet plants. Sphagnum and its role in the absorption of excess water. Swamp berries and their consumers. Swamp animals. Not completely closed circulation of swamps. Peat and the accumulation of dead organic matter. Gradual self-draining of the swamp.

Meadow ecosystem. Meadow plants: cereals and herbs. Dernovina and its role in the preservation and creation of relief. Meadow animals. Earthworms and bacteria, their role in soil fertility. Overgrowing of the meadow with forest.

Forest ecosystem. Trees are the main plants of the forest. Wood. Trees are powerful pumps (the movement of water with mineral salts along the trunk). Forest shrubs. Forest herbs. The value of forest animals. Animals not only participate in the circulation of substances, but also regulate it. Distribution of plant seeds (birch, oak, raspberry, etc.). Forest fungi and bacteria and their role in the closure of the cycle of substances.

The role of water and wind in the destruction of mountains, washing away the soil. The role of life in the preservation of the living shell. Change of ecosystems and restoration of the closed circulation of substances. Life heals the wounds of the biosphere. Overgrowing of a bonfire, an abandoned field (deposit). How to help nature heal its wounds?

The field is an artificial ecological system. Cultivated plants planted in the fields. The dependence of the circulation of substances in the fields on human activities. Plowing fields. Field fertilizer. failure to cultivated plants to protection - mass reproduction of weeds and pests. Animals of the fields. The present and future of weed and pest control.

An aquarium is a small artificial ecosystem. Non-living (sand, stones, water) and living components of the aquarium. Algae, crustaceans and fish, bacteria. The relationship of all living and non-living components in an aquarium. Possible mistakes of a beginner aquarist.

Excursion "The inhabitants of the lake, meadows, forests."

Living participants in the cycle of substances (10 hours) Plants and their role on Earth. Stem, leaf, root - the main organs flowering plants. A flower is a reproductive organ. Seed and its role. Fetus. Variety of plants: conifers, flowering plants, mosses, horsetails, club mosses, ferns, algae. Plants are made up of individual cells. Chlorophyll and its role.

Animals and their role on Earth. The simplest animals. The division of labor between different parts of a multicellular organism. Worms. The role of muscles in active movement. Emergence of head and tail, back and belly. Shellfish. The shell of mollusks is like a home and a support for the muscles.

The appearance of hard covers is a defense against predators. The outer skeleton of arthropods is the “armor” of a knight. Insects and their diversity. development of insects. Crayfish, spiders and their features.

The emergence of the spine - the internal skeleton. Fish are vertebrates that have adapted to life in the water. Variety of fish. Exit of animals to land. Life on the border of water and land and the structure of amphibians: lungs - respiratory organs, naked skin and the development of tadpoles in water. Reptiles are land animals with variable body temperature. Animals and birds are animals with a constant body temperature. Birds and their flight adaptations. Feather. Migratory and resident birds. Animals. Wool. Caring for the offspring of animals and birds. Brain and sense organs.

Careful handling of wild animals. Rules of conduct with pets.

Mushrooms are wood destroyers. Mycelium. Yeasts and their role in bread making. Edible and poisonous, spongy and agaric mushrooms. Commonwealth of mushroom and tree. Lichens.

Bacteria are universal destroyers of substances. Bacteria are the simplest, oldest and smallest living beings. Difficulty observing bacteria. Bacterial traces are visible everywhere. Bacteria are the main participants in all cycles.

People use the cycle for their needs. Destruction of the cycle of substances and a threat to human well-being. Nature does not have time to restore reserves. Nature does not have time to process garbage. Examples of ecological disturbances in the biosphere. Living in harmony with nature is the only strategy for mankind. Reserves and national parks.

Excursion to the zoo or botanical garden, local history museum, topic "Diversity of plants and animals".

Repetition of the material covered - 4 hours.

Hours at the choice of the teacher - 2.

3rd grade. Section 2: "My Fatherland" (34 hours).

Your relatives and your Motherland in the stream of time (4 hours) Pedigree of a person. generations of ancestors. Pedigree tree. Surname, name and patronymic - the connection of times.

The idea of ​​the "river of time". Historical account of time. Century (century) and era - the reference point of time. The Christian era accepted in modern chronology. Primary ideas about Christianity - one of the most widespread religions in the world.

Our Motherland (house, city or village, motherland, the country). The society in which we live. State image. Government. Laws are binding rules of conduct for all, established by the state. My Motherland, my Fatherland is Russia!

History of my Motherland. History is the science of the past of mankind. historical sources. The image of the centuries-old history of Russia.

Times of Ancient Russia. IX – XIII centuries (5 hours) Ancient inhabitants of Russian expanses. The life of the Slavic tribes.

Creation Old Russian state. Kyiv is the capital of the great princes of Ancient Russia. Adoption of Christianity under Prince Vladimir Svyatoslavich.

"Ancient Russia - a country of cities." Cities are the centers of culture of Ancient Russia. The idea of ​​culture as all the achievements of mankind. Cultural wealth of Ancient Russia. Temple in the life of an ancient Russian city. Monasteries. Chronicles and handwritten books. Slavic alphabet- Cyrillic.

Defense of the Russian land. The raids of the steppe nomads. Bogatyr outposts. Fragmentation of Russian lands. Fight with European knights. "Battle on the Ice". Alexander Nevskiy.

The ruin and death of Ancient Russia. Mongol invasion. State of the Golden Horde. Primary ideas about the Islamic religion. Russian lands under the rule of the Golden Horde.

Times of the Moscow state. XIV - XVII centuries (4 hours) The time of the creation of the Moscow state is the time of the struggle between cruelty and mercy. Kulikovo battle. Dmitry Donskoy. Sergius of Radonezh. "Trinity" by Andrei Rublev. Liberation from the Horde yoke. Unification of Russian principalities into the Russian state.

Great Sovereign Ivan III. The State Emblem of Russia is a double-headed eagle. Muscovy is the heir of Ancient Russia. Land and people of the Moscow state. Occupations and life of rural residents - peasants. Boyars and nobles. Cities of the Moscow state. The capital of the state is Moscow.

The Moscow Kremlin is a monument to the times of the Moscow state, "the heart of Moscow and all of Russia." Cathedrals of the Moscow Kremlin. Image of Tsar Ivan the Terrible. St. Basil's Cathedral. Time of Troubles- the threat of the collapse of the Moscow state. Civil uprising Kuzma Minin and Dmitry Pozharsky. The liberation of Moscow and the salvation of the Fatherland.

Times of the Russian Empire. XVIII - early XX century (5 hours) The transformation of Russia by Peter the Great - the first Russian emperor. Victory in a difficult war with Sweden. Russia's exit to the sea. The new capital is St. Petersburg. Introduction of Russia to European culture. New symbols of the empire: the state flag (white-blue-red), the naval St. Andrew's flag.

Power and people of the Russian Empire. Image of Catherine II. The great Russian commander A.V. Suvorov. The power of the emperor and officials. The idea of ​​serfdom.

Patriotic War 1812 - a threat to the existence of Russia. Battle of Borodino. The unity of the people in the face of the enemy. M.I. Kutuzov.

Achievements of Russian culture during the empire. Mikhailo Lomonosov is “our first university”. Alexander Sergeevich Pushkin is the creator of the Russian literary language. The best works Russian architecture and painting.

The reign of Alexander II is a time of change in the Russian Empire. Abolition of serfdom. The rapid development of a renewed empire.

Times of Soviet Russia and the USSR. 1917 - 1991 (4 hours) Life of workers and peasants at the beginning of the 20th century. People and power. Nicholas II. Revolution of 1917 V.I. Lenin and the Bolsheviks Civil War in Russia. The collapse of the empire and education Soviet Union.

The goal of the Soviet state is to build a just society. Symbols of the USSR: red flag, coat of arms. Soviet power and Communist Party. An attempt to build a just society. I.V. Stalin.

World War II and the Great Patriotic War. victory over fascism. Heroes of the Great Patriotic War.

Development of the Soviet Union after World War II. Achievements of science and technology in the USSR, space exploration. Changes in people's lives. The need for change in the country.

Modern Russia (8 hours) Transformation of the USSR into the CIS. The largest state of the CIS is Russia. Modern Russia is the successor of Ancient Russia, Muscovy, the Russian Empire and the Soviet Union. Restoration of state symbols. The concept of citizenship. The constitution is the fundamental law of the state. Rights and obligations of citizens.

What is democracy? Ideas about the electoral system.

State power in Russia. concept of legislative and executive power. The president is the head of state who is elected by the people. Government. The State Duma is a meeting of representatives elected by the people, which creates laws.

Russia is the common home of many nations. Languages ​​and customs of the peoples of Russia. Unity and equality of all peoples of Russia.

The Russian Federation is a state created by a union of territories. Council of the Federation. Russians are all citizens of the Russian Federation.

The property of Russian culture is libraries, museums, theaters. Our most important task is to preserve and increase the cultural wealth of Russia. State holidays of modern Russia (the origin and traditions of the celebration).

4th grade. Section 1: "Man and Nature" (34 hours)

Man and his structure (14 hours) Human device. The main organ systems of the human body and their role in the life of the body.

Leather. The structure of the skin. Skin and its role in protection from cold and heat, external influences, microbes (bacteria). Inconstancy of conditions in the external environment and constancy of conditions inside the organism. Sweating and its role in maintaining body temperature. Hygiene rules. Sunburn and sun protection. Calluses - protection against abrasion of the skin. The skin is a sense organ. Finger sensitivity. Patterns on palms and fingers.

Human movement. Internal skeleton, its advantages and disadvantages. Continuous growth of bones. Bones and their strength. Joints. Mobility in the spine and shoulder joint. Fractures, dislocations. How to provide first aid? Muscles are the movers of the body and its skeleton. Muscles and joint. Muscle functions: contraction and relaxation. Physical fatigue of a person.

Digestion. Digestive organs. Teeth and chewing. Mouth and tongue. Pharynx, esophagus, stomach, intestines, liver. Healthy eating rules. Digestion and its role in the transformation of food into a universal source of energy and building material common to all living beings: proteins, carbohydrates and fats.

Excretory organs and their role in removing harmful substances and excess water from cells. Kidney, bladder. What is urine?

Respiratory organs: nasal cavity, pharynx, trachea, bronchi, lungs. Respiratory hygiene. How do we breathe? How do we talk? Sneezing and coughing. Tracheitis, bronchitis, pneumonia.

Circles of blood circulation. The heart is a pump. Arteries, veins and capillaries. Arterial and venous blood. Pulse. Blood pressure.

Blood and its transport function within the body. Carrying nutrients and oxygen to all cells of the body. Blood and its red color. Why does not all the blood flow out of a person when he is injured? Fearless defenders in human blood.

The brain is a control organ. Nervous system: brain and nerves. The function of the nervous system is the rapid and accurate transmission of control signals from the brain to the organs and informative information about the state of the organs to the brain. Brain and spinal cord. Nerves are the "wires" of the nervous system. Control of breathing, heartbeat, digestion of food. The hemispheres are the most important part of the human brain. Our feelings. Thinking. Endocrine glands and the production of hormones carried by the blood throughout the body. Hormone of fear and danger and its action.

Sense organs. The eyes are organs of vision. lens. Retina. Perception in the light and in the dark. Eye perception of movement. Eye protection. The nose is the organ of smell. The ear is the organ of hearing. The tongue is the organ of taste. The skin is the organ of touch. Balance organ. Pain is a danger signal. The specificity of sensitive cells and the lack of specificity of signal transmission along the nerves.

Reproduction is a property of living organisms. The embryo is the organ of the mother. Nutrition and respiration of the embryo. Birth. The dependence of the child on the mother. Man is not born, but made.

Injuries. Microbes are pathogens. Bacteria and viruses. What causes influenza and how is it transmitted? What is a cold? Why do measles, chickenpox and scarlet fever get sick once? Body protection. Heat, its reasons. Blood cells are microbial eaters. Vaccinations and their role in saving us from diseases. Medicine conquers terrible ailments. Diseases modern society. Physical education is a necessary element of the culture of a civilized person.

The origin of man (2 hours) Ancestors of man - great apes and their features. Well developed hand, vision and complex brain. Bipedal locomotion, vertical posture of the body, release of the hands from the functions of locomotion, and a high-set head. Long period of childhood and learning. The basis of the survival of our ancestors is the prediction of the behavior of enemies and food objects in space and time and collective action. Man and his mind. Speech.

Primitive herd as a prototype human society. Monkey people - ancient people our planet. Manufacturing of tools. The storage of tools and the manufacture of them for future use is the main prerequisite for the progress of technology. Use of fire and making fire. Collective hunting for large animals. Division of labor. Long term training children and their late adulthood. Family origin. The emergence of a reasonable person.

Man-made nature (10 hours) Domestication and breeding of domestic animals, cultivation of cultivated plants. Breeds and varieties. artificial selection. Livestock and crop production, their role in the human economy. Plowing, crop rotation, fertilization, watering, the use of greenhouses and pesticides can increase the yield.

The invention of the lever and its use for making tools. Inclined plane and wheel and their application by man. Wedge, block, gate.

Water, its properties (takes the form of a vessel, buoyancy, fluidity, incompressibility, ability to dissolve). Changes in the properties of water during heating and cooling. Communicating vessels - plumbing device. Filtration. The device of the simplest steam engine, hydraulic press and jack.

Air, its composition and properties (expands when heated, conducts heat poorly, low density, elasticity). Balloon. Does air have buoyancy?

Rocks and minerals, their use by man. Properties of rocks and minerals (permanent shape, strength, hardness). Production of bricks, cement, concrete, glass. Precious and ornamental stones.

Metals, their properties (hardness, ductility, expand when heated, conduct heat and electricity), extraction and use. Bronze, iron and its alloys. Metal processing methods. The use of various metals.

Peat, coal, oil and natural gas - fossil fuels, their origin. Steam engine. Internal combustion engine, rocket engine.

electricity in nature. Human use of electricity. Magnets, their features.

Sound, its properties (sound pitch and its relation to vibration). Communication means and musical instruments. Light, its properties (propagation in a straight line, refraction, absorption).

Modern technologies at the service of man. Manufacture of synthetic materials. artificial satellite and flight into space. The invention of computers, robots and lasers and their role in the life of modern man.

Appropriating economy of our ancestors. Manufacturing economy. Creation of an artificial ecosystem. Violation of the circulation of substances in the biosphere: the accumulation of production and life waste, environmental pollution. Our Earth is becoming more and more unexpected and alien to us. Ecological economy of the future man.

Repetition of the material covered - 5 hours.

Teacher's Choice Hours - 3 hours

4th grade. Section 2: "Man and mankind" (34 hours)

Man and his inner world (9 hours) Man is a child of nature and society. "Mowgli" is a person outside of human communication. Training and education in human development.

Basic personality traits. Character. Character traits as stable manifestations of personality.

Emotions. Expression of emotions. emotional states. Mood. Anxiety. Self-esteem - or how you see yourself. Self-evaluation and evaluation: you are about yourself, you are about others, others are about you.

Relations with and towards others: likes and dislikes. Communication and its types (verbal and non-verbal). Facial expressions - "facial expressions" and pantomime - "language of movements". Moral standards.

Man and Society (4 hours) Society as a relationship of people. Conflict. Causes and types of conflicts. Conflict resolution methods.

Rules of behavior of people in society. Conscience. Morality and law.

social circles and social groups. Humanity is the largest social group.

Human rights in society. Crimes against the person. The rights of the child. Protection of the rights of the child.

A picture of the world history of mankind (6 hours) The world history of mankind is the emergence and changes of human society from the appearance of the first people to the present day. The picture of the world history of mankind is the change of several epochs - "times". The image of the development of society as an image of changes in technology, forms of society, moral rules.

The primitive world (1 million years - 5 thousand years ago) - the time of the appearance of man and his settlement on the planet. Ancient world(3 thousand BC - V century AD) - the time of the emergence of the first civilizations - societies of a new type. The Middle Ages (V-XV centuries) - the time of the change of some civilizations by others and the spread of the area of ​​civilizations around the planet. Modern times (XV-XIX centuries) - the era of the rapid development of European civilization, drastic changes in people's lives. The newest time (XX century) is the era of severe trials for mankind and the creation of the foundations of the world human (universal) civilization.

Man and the Many Faces of Mankind (5 hours) A single humanity consists of different races and different peoples of the Earth. Races of humanity. Peoples, their main differences. The nationality of a person. Human rights to develop their folk culture, equality of representatives of different races and peoples.

A single humanity consists of citizens of different states. The diversity of the states of the planet. Monarchies and republics. Democratic and non-democratic states. Human rights for participation in government, freedom of speech.

A single humanity consists of believers, adherents of different religions and atheists. Faith (the idea of ​​gods) and atheism (non-belief in God). The human right to freedom of conscience (choose any religion or be an atheist).

Religions of the world are religions that have spread to many peoples of the world and have become part of the global human culture.

Man and United Humanity (4 hours) The image of the "world economy", uniting all of humanity. Labor activity of a person. Property, income, wages. Exchange and money. The relationship of states and peoples of the planet in the field of production and trade.

Modern humanity is united by the common tasks of the development of culture and sports. Universal cultural achievements and values, the problem of their preservation and development. The modern Olympic movement, the significance for modern humanity. Almost all states of the planet are members of the United Nations. Tasks of the UN, principles of construction, practical work for the benefit of all mankind. One of the main documents of the UN is the Declaration of Human Rights.

All mankind is united by the global (universal) problems of our time, which threaten the very existence of mankind.

Generalizing repetition - 2 hours.

The path of mankind in the XXI century. The future depends on each of us!

Hours at the choice of the teacher - 4 hours.

VII. Thematic planning and main activities of students

VIII. Logistics of the educational process

Primary education differs significantly from all subsequent stages of education, during which systematic courses are studied. In this regard, the equipment educational process in this educational level has its own characteristics, defined as the specifics of training and education junior schoolchildren in general, and the specifics of the course "The World Around" in particular.

In elementary school, the foundations are laid for the subsequent study of systematic courses in physics, chemistry, biology, geography, history and social science. The course "The world around us" contains elementary, accessible to the perception of students of primary school age, information about living and inanimate nature; man, his biological nature and social essence; society, its history and culture. The main task of the course "The World around" in elementary school is the formation of a holistic picture of the natural and social world with all the diversity of its phenomena, the formation of an idea of ​​​​the place and role of a person in it, the development of an emotional and value attitude towards him. Therefore, the principle of visibility is one of the leading principles of teaching in elementary school, since it is visibility that underlies the formation of ideas about the objects of nature and culture of human society.

In this regard, the main role is played by teaching aids, including visual aids:

1. natural living aids- houseplants; animals kept in an aquarium or wildlife corner;
2. herbariums; collections of insects; wet preparations; stuffed animals and skeletons of representatives of various systematic groups; micropreparations;
3. collections of rocks, minerals, minerals;
4. pictorial visual aids– tables; dummies of the human torso and individual organs, etc.;
5. geographical and historical maps;
6. items, representing the life of a traditional and modern family, its economy, everyday, festive life and much more from the life of society.

Another visual aid is equipment for multimedia demonstrations (a computer, media projector, DVD projector, video recorder etc.) and means of fixing the surrounding world (photo and video camera). It thanks to the Internet and a single collection of digital educational resources (for example, http://school-collection.edu.ru/) allows you to provide a visual image to the vast majority of the topics of the course "The World Around".

The use of a variety of teaching aids in their combination allows you to form the correct ideas about the objects being studied - their size, shape, color; about the significance of phenomena and events in the historical and cultural life of the country and the world, etc.

Along with the principle of visibility in the study of the course "The world around us" in elementary school, the principle of objectivity plays an important role, according to which students perform various actions with the objects being studied. In the course of such activities, practical skills are formed in schoolchildren, and conscious assimilation of the material being studied is ensured.

The course "The World around" provides for a significant number of laboratory and practical work that simulates the phenomena of the natural and social world. Based on this, the second important requirement for equipment educational process in elementary school, when studying the world around us, is that among the means of education, it is mandatory to present cutlery, utensils, tools for practical work, as well as a variety of handouts.

Handout for practical and laboratory work should include herbariums, seeds and fruits of plants, collections of minerals and minerals, bones, fish scales, bird feathers, various artifacts of the world of culture, etc.

In the course of studying the course "The world around us", younger students at an accessible level master methods of knowledge of nature and society, including observation, measurement, experiment. To do this, the educational process must be equipped with the necessary measuring instruments: scales, thermometers, centimeter rulers, beakers.

In elementary school, students begin to form cognitive interests, cognitive motivation. At this age, the majority of schoolchildren expressed interest in studying nature, their own organism, human relationships, therefore, the study of the course "The World Around", saturated with information about living and inanimate nature, the human body, its inner world, different sides public life, should stimulate the formation of sustainable cognitive interest, its further development. This is largely facilitated by the activity, practice-oriented nature of the content of the course "The World Around", as well as the use of various teaching aids in the course of its study. They are primarily a set of encyclopedias for younger students, allowing you to organize the search for information of interest to children. Besides, important role belongs to the excursions provided for by the program of the course "The World Around", therefore, the equipment of the educational process, if possible, should include excursion equipment, including folding magnifiers, compasses, binoculars, garden scoops, tape measures etc. For class excursions, it is useful to have a set of popular illustrated guides to natural objects(minerals, plants, animals, etc.). To visit local history, art, ethnographic, memorial museums, it is important to have special guidebooks designed for interactive tours of a particular exposition.

IX. OBZh in the course "The world around"

Within the framework of the basic plan of the 2004 standard, material on life safety is included in other subjects, in particular, in the World around (mostly). Since it is included in the minimum content, it is automatically studied within the framework of the subject "The World Around". However, there are ongoing local attempts in various regions to separate the content of life safety and to force teachers to do double planning. From the point of view of the Federal Center, this is not required, but the region has the right to independence. As a result, for example, in the new guidelines for preschoolers, we made a double thematic planning: according to OM and OBZH.

This article presents material for grade 3 students, for whom the world around them is provided in the form of simplified ecosystem models. The concept of a society of people, its structure and significance in the life of every person is also considered. Using simple examples, the process of explaining the world around is going on. This is the main task of this material.

The concept of ecosystems

In order for a 3rd grade student to better understand what the planet Earth is, it is necessary to clearly demonstrate a globe model. Our planet has an outer shell called the atmosphere. All living organisms on Earth breathe atmospheric air. The atmosphere protects the Earth from overheating, from cosmic rays.

The earth has a water shell - this is the hydrosphere. The hydrosphere is formed by underwater waters, rivers, seas, oceans of the globe.

The lithosphere forms the solid shell of the Earth. Land, mountains, earth belong to the lithosphere.

All living organisms that live on Earth live in the biosphere. The biosphere is on the border of all other three spheres.

All living organisms on Earth live in the air, water and terrestrial environment. In order for the cycle of substances in nature not to stop, all living organisms cannot do without each other. All organisms according to their functions (or you can still compare the functions of organisms with professions) are divided into producers, consumers and destroyers. Producers are plants and trees, consumers are basically all animals, but bacteria, fungi and worms are classified as destroyers. Producers, consumers and destroyers cannot live on Earth without air, water, soil and rocks. Therefore, everything above listed items can be divided into two large groups: living and non-living nature. Thus, it is possible to imagine the surrounding world - it is living and inanimate nature.

The concept of society. Its structure

For a 3rd grade student, to define the concept of society, one should cite as an example his own family, which (for the most part) consists of members: father, mother, grandmother, grandfather, brothers, sisters. The family (a group of people) is the elementary or basic unit of society. All members of society interact with each other. Thus, society is also the surrounding world. The whole society rests on four components. These components are parliament, hospital, church, prison. The surrounding world is a certain structure that was formed in ancient times, and its foundation has been preserved to this day.

Concept of economy

Let's highlight those things that a person needs for life. These things are called needs. What can we attribute to human needs? This is the need for food, for rest, for clothes, for work, for maintaining health, for transport, for safety. This list can be continued for a long time. The needs of mankind are different in purpose and meaning.

Needs can be cognitive (theater, books, television), physiological (hunger, sleep), material (apartment, computer, car, cottage). Nature gives us a lot - it is the warmth of the sun, air, water, the harvest of the earth. And love, communication, friendship - this is all we get by communicating with each other. And all material goods - this is what cannot be in nature (houses, cars, clothes) - gives us the economy. Translated from Greek- housekeeping. In such a simple explanation for 3rd grade students, the world around will look simple and clear.

Conclusion

In conclusion, I would like to say that, despite the scale and complexity, the world around us is a rather fragile structure, and it is the main task of adults to children to appreciate, and most importantly, protect it for future generations. But at the same time, at the stage of training, the younger generation needs to form an appropriate system of values.