How the world around us makes woolen things 2. Lesson on the world around us “What is it made from” (2nd grade)
>> What is it made from?
There are many objects made by human hands around us. To make them, natural materials are needed: clay, metals, wood, limestone, granite and others.
What items do you need wood to make? Cover them with green chips.
Cover metal objects with red chips.
What is made of clay? Cover with yellow chips.
Cover woolen items with blue chips.
In order for natural materials to turn into various things, we need knowledge and a lot of people's work. This is how clay is turned into a variety of products.
Based on the drawings, tell us how vases, jugs and other objects are made from clay.
What other materials do people take from wildlife?
What are these materials made from?
Seryozha and Nadya’s dad drew pictures for many books. He knows how a book is born and wants to tell you about it. But tell it not in words, but with the help of drawings.
Using these pictures, make up a story about how a book is made.
What other materials do people get from plants? What are these materials made of?
Using drawings, write a story about how woolen items are made.
What else do people get from animals?
Let's look at the buffet where the dishes are. Here is your favorite cup - bright, colorful, with flowers and patterns. Here is my mother's, grandmother's cup. All this is made from ordinary clay. Even more surprising is that the saucers, the sugar bowl, and the thin, white, almost transparent porcelain cups of the most beautiful set are also made of clay. Although they don't look like clay at all.
If you live in a village, then, of course, more than once you have seen krinks in which milk is stored in the cellar, or pots in which cabbage soup is cooked in the stove. Both pots and bowls are also made of clay. And the oven itself!
Many large houses in the city are made of bricks. But bricks are also made from clay at a brick factory. Even the thick walls and high towers of the Moscow Kremlin are also made of clay bricks!
Yu. Arakcheev, L. Khailov
The birthplace of paper, without which we cannot imagine our lives today, is Ancient China. At first, the Chinese wrote and drew on silk or bamboo tablets.
The first paper was made almost two thousand years ago from tree bark and old fishing gear. In ancient China, paper pulp was boiled in special ovens. Then they pressed sheets of paper. After thorough drying, the paper sheets were ready for writing.
Nowadays paper is made from wood. And also from old paper, newspapers - waste paper. By handing it over for recycling, we save forests with greenery.
According to G. Kublitsky
Come up with questions for these stories.
Pleshakov A. A., The world around us, Proc. for 2 grades beginning school B 2 Part 1 / A. A. Pleshakov. - 7th ed. - M. Education, 2006. - 143 p.; ill.
Calendar and thematic planning in natural history, tasks and answers for schoolchildren online, courses for teachers in natural history download
Lesson content lesson notes supporting frame lesson presentation acceleration methods interactive technologies Practice tasks and exercises self-test workshops, trainings, cases, quests homework discussion questions rhetorical questions from students Illustrations audio, video clips and multimedia photographs, pictures, graphics, tables, diagrams, humor, anecdotes, jokes, comics, parables, sayings, crosswords, quotes Add-ons abstracts articles tricks for the curious cribs textbooks basic and additional dictionary of terms other Improving textbooks and lessonscorrecting errors in the textbook updating a fragment in a textbook, elements of innovation in the lesson, replacing outdated knowledge with new ones Only for teachers perfect lessons calendar plan for the year; methodological recommendations; discussion programs Integrated LessonsPrimary school teacherGruzintseva Natalya Vitalievna,
Arkhangelsk region, Novodvinsk, municipal educational institution "Secondary school No. 2"
Open lesson on the world around us in 2nd grade
Lesson topic: “What is made of what”
The purpose of the lesson: To acquaint students with the natural materials from which various things are made, to give an idea about the production of paper, the manufacture
Laziness of woolen and clay products.
Lesson objectives:1form ability to plan one's activities, highlight
the main thing, essential in the information, is to model it in the drawing;
interact in a team, work in a group;
2. bring up caring for things and respect for people
different professions;
3 develop interest in new information, encourage learning new things
Materials and equipment: handouts with samples
During the classes:
Good afternoon, dear guys and guests of our lesson.
Guys, before we start our lesson, get to work, let's plan
your actions. What do we always do at the beginning of the lesson?repeat
In any lesson we learn something, we learn something, we know
Knowledge will not be durable, so you need it...secure
And also any work is required...check and evaluate
Well, now let's get to work. I hope everything works out for you.
Stage 1 of the lesson - repetition
In the last lesson we learned that economic activities are carried out
People all over the country, everyone works in their own place.
Remember what industries make upeconomy our country?
(this is production, construction, transport, agriculture) In addition
There is also a service sector.
Projects topic this quarter – “the professions of our mothers, fathers, acquaintances..”
We will listen to several messages and try to figure out which industry
Economics belongs to this profession. Speeches by children on the project topic
/children present their parents’ professions in the form of a written message
with photos/
Teacher: Tell me guys, is it possible to call any profession the most important?
(no, all professions are necessary in their own way and each is important for the common cause)
I will read you a poem, and you finish the last word:
The tractor is driven by….. (tractor driver)
Electric train -….. (driver)
The walls will be painted -…. (painter)
Planed the board - ... (carpenter)
There was light in the house -…. (fitter)
In a hot forge - ... (blacksmith)
Who knows everything-…. (Well done!)
Stage 2 of the lesson - new material
Great, now let’s move on to new knowledge.
The topic of today's lesson is “What is it made from?”
There are many different objects around us. And they are all made of something.
(various objects are laid out on the table, pictures are on the board)
The purpose of our work is read from the textbook. A smart ant will tell us.
Reading from the textbook:
First let's figure out how they do itthings made of clay.
Presentation slide 2, 3 Teacher's story with the help of children
There are envelopes on your tables. Take envelope No. 1. Make a production
Present your work 1st group. Explain the manufacturing steps using the pictures.
products. Find objects that are made from clay in our exhibition of products.
Now let’s find out how a book is made.
Presentation slide 4, 5,6 Teacher's story with the help of children.
There are envelopes on your tables. Take envelope No. 2. Make a production
a chain of proposed models. (work in groups)
Present your work 2nd group. Explain the manufacturing steps using the pictures.
products. Find items that are made from wood in our product exhibition.
Physical education minute
Now let's find out how things are made from wool.
Presentation slide 7.8 story of the teacher with the help of children.
There are envelopes on your tables. Take envelope No. 3. Make a production
A chain of proposed models. (work in groups)
Present your work 3rd group. Explain the manufacturing steps using the pictures.
products. Find items that are made from wool in our product exhibition.
What other plants can people make fabric from? Manufacturing information
things made of cotton and linen. Showing samples of cotton and linen at various stages of processing.
Stage 3 of the lesson - Work in a notebook - (consolidation) p.
Mutual checking of notebooks.
Look at the objects and pictures. What things and objects did we not show?
What are they made of? (brief information about objects made of glass and plastic)
Tell me, why do we need to know what a thing is made of? - children's answers, teacher's comments. And we must also remember that human labor is invested in every thing.
Therefore, it is necessary to treat things with care, respect the work of people who
did this thing.
Stage 4 of the lesson - self-assessment of work in the lesson
The score sheet is posted on the board. Children are invited to evaluate for themselves
my job.
Goals: introduce the natural materials from which various objects are made; to form basic ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; cultivate a caring attitude towards natural resources.
Planned results: students will learn to classify objects according to the nature of the material; treat things with care; draw conclusions from the studied material.
Equipment: a ball, an envelope with questions, various objects made of clay, wool, metal, wood; students - colored pencils, colored chips.
During the classes
I. Organizational moment
II. Updating knowledge<
1. Conversation on issues
— What new word did you learn in the last lesson? (Economy.)
-What does it mean? (Economy.)
— List the main sectors of the economy. (Industry, agriculture, transport, construction, trade.)
— How are industry and trade, transport and agriculture, construction, industry and transport interconnected? (Children's answers.)
— In what sectors of the economy do your parents work?
- Why do you need money?
— There was no money before. How did people get by without them?
— Is it possible to live without money today? Why? (Children's answers.)
— What new things have you learned about money in different countries from additional literature? (Children's answers.)
2. Game “Catch and Tell”
(The teacher throws the ball and names one industry. The student who catches the ball talks about this industry and returns the ball.
You can use CMMs (test 23, p. 32).)
III. Self-determination for activity
Ant brought an envelope to class today. Let's see what's there.
(The teacher takes three cards with questions from the envelope.)
1. How is a book born?
2. How are woolen items made?
3. Where do clay pots come from?
- Guess what we will talk about in class. (About how things are done.)
- Read the topic of the lesson on p. 108 textbook. (What is it made of?)
— What educational tasks will we set for ourselves? (Children's answers.)
- Read what Ant says about this.
IV. Work on the topic of the lesson
1. Practical work
—What is a man-made world? (Something made by human hands.)
(The teacher has various objects made of clay, wool, metal, wood on the table.)
- Divide all items into groups so that in each group all things are made of the same material.
(Students select objects from clay (vase, mug), from wool (sweater, scarf), from metal (spoon, pan), from wood (ruler, notebook).)
- All these items are familiar to you. Name them and explain what they do.
- What do all these items have in common? (They are made by human hands.)
2. Work according to the textbook
- Read the task on p. 108. Get colored chips and complete the task.
(Check in pairs. Then the class is divided into groups and gets acquainted with the production of various products (texts, drawings, questions on pp. 109-111). Each group prepares one message and speaks in front of the class. Students evaluate the performances of their comrades and ask questions.)
V. Physical education minute
We'll clap our hands
Friendly, more fun.
Our feet knocked
Friendly, more fun.
Let's hit you on the knees
Hush, hush, hush.
Our hands, rise up
Higher, higher, higher.
Our hands are spinning
Sank lower
Spun around, spun around
And they stopped.
VI. Continuation of work on the topic of the lesson
Completing tasks in workbook No. 1 (p. 39).
(Independent completion. Check in pairs.) No. 2 (p. 40).
(Independent implementation. Option 1 - clay, option 2 - wood.) No. 3 (p. 40).
(Independent execution.)
— What chains did you make? (Iron ore, plant, scissors. Grain, mill, bread. Piece of wood, plant (machine), pencil.)
VII. Reflection
(Students answer the questions in the textbook (p. 111, in the box).)
(Students take out one of the signs and explain their choice.)
VIII. Summing up the lesson
- So, a person needs a variety of products. Where does he get the material to make them? (In nature.)
— What should people pay attention to when extracting various materials from nature? (Extract them no more than required, use them sparingly, plant new trees, restore land.)
By extracting various materials, people change nature, often causing harm to it. The quarry left after clay mining is a wound on the surface of the earth. A deforested forest is the destroyed home of many plants and animals. Natural resources are not limitless, they need to be protected.
— What can the unreasonable, wasteful use of natural resources lead to? (There will be no forest, no animals and plants, no humans. Our planet will become a lifeless desert.)
You also need to remember that the knowledge and work of many people are invested in every thing, so you need to treat things with care.
Homework
Workbook: No. 4 (p. 40).
Additional material
How did the clay jug appear?
In museums, of course, you have seen various vases, vessels, cups and dishes made from special clay. Products are sculpted while the clay is soft. They are then fired in kilns to harden them. The art of making such things is called ceramics. To make such products, in addition to clay, sand and crushed rocks are used.
Clay is extracted by excavators. In its raw form it is very plastic and elastic. Clay is mixed with water to form a thick paste, from which skilled hands can sculpt figurines, various vases, and pots. When the clay dries, it hardens and becomes very strong. When heated to very high temperatures (about 450 ° C), chemical changes occur, after which the clay will never become soft and plastic, even when wet.
Making ceramics is one of the most ancient arts, since clay is found almost everywhere. Shards dating back to prehistoric times have been discovered. A well-fired clay product is very durable. It may break, but it will never rot or rust.
The ancient Chinese were wonderful potters. They invented a way to produce a very durable, translucent ceramic known as porcelain.
There are six main types of clay used to make pottery. Ordinary clay is not suitable for fine work. What comes out of it is called earthenware (ceramic) dishes. The purest clay is kaolin, or “Chinese clay.” It is used to make porcelain. When fired, it acquires the purest white color.
In ancient times, when there were no refrigerators, clay jugs were used to store cold water. The water in them remained cold because the liquid, seeping out through the thin pores of the jug, begins to evaporate, and this constant evaporation of moisture from the surface of the vessel helps the jug and its contents to remain cold.
Where does iron come from?
Nobody makes iron; it is created by nature itself, like water, clay, sand. And people only mine it, turn it into cast iron or steel. Iron is visible and invisible in the world - it is in sand (that’s why it is yellowish), and in reddish-brown clay, and in brown stone - flint. Iron is even dissolved in water.
It would seem that since iron is everywhere, it means that wherever you want, take it there, just don’t be lazy. But that was not the case: sand, clay, and water contain so little iron that it is unprofitable to extract it from them. Iron ores contain the most iron. Sometimes iron ore is mined from the surface of the earth, like clay, using excavators. It happens that ore layers are hidden deep in the thickness of the earth, and then it is necessary to build mines.
How is ore mined? Here you can’t do without a huge, powerful steel digger, a small paper “bag” with an explosive charge and long wires. Miners will drill holes in the ground, place explosives in them, and send current through the wires. Shut your ears here. As soon as the explosion thunders, tons of earth and stones will fly into the air, scatter around, and the ore hidden underneath will be revealed. It happens that the ore itself has to be crushed by explosions. Finally the explosions died down. A walking excavator gets to work. The excavator will scoop up ore with a scoop bucket, turn around, and a whole wagon or giant dump truck will be loaded.
This is how the ore gets to the plant. How can it be turned into iron? A hot fire helps people here. In huge furnaces, blast furnaces, like high-rise buildings, flames rage day and night. Iron ore comes into these blast furnaces. The flames rage, ore melts and settles, drops of metal gather into streams and rivulets. Cast iron is heavy, it flows to the bottom of the stove.
Finally the master gives a signal: “The cast iron is ready! You can release the melt." A minute, another - and, scattering fountains of sparks, illuminating everything around with a fiery glow, liquid metal will pour into a huge ladle. The path of this bucket is to the neighboring workshop. Here the cast iron will be poured into molds. In them, the liquid metal will solidify and take the same form in which it was poured. We come across cast iron every day: these are ordinary frying pans, cast iron stoves, heating radiators.
Steelworkers make steel from cast iron in special furnaces—open-hearth furnaces. The flame in an open-hearth furnace is hotter than in a blast furnace. Next, the steel goes to the rolling mill, and then the blacksmith-stamper will make knives, spoons, and blades from the sheet. To make any object - large or small, simple or complex - it is necessary for masters of different professions to work hard, work, try: miners, metallurgists, steelworkers, blacksmiths.
How paper is made
Our ancestors, the inhabitants of Ancient Rus' - the Slavs, wrote on the cheapest, most accessible material: birch bark - birch bark. Birch bark is good, but not suitable for books. They were written on expensive parchment. Parchment is a specially tanned leather. It was very convenient to write on it, but too expensive. Such a book cost as much as a large plot of land along with a house.
But from distant eastern countries, merchants and travelers began to bring amazing, thin sheets as white as snow. It was paper. The first ancient paper was made from the bark of the mulberry tree. Europeans marveled at the wonderful white paper.
Different countries have their own stories about how paper material came to be. Here's one such story. One day, one very inquisitive person became interested: what do wasps build a nest from? I started watching. It turned out that wasps pinch off pieces of wood, chew them thoroughly, and then glue the walls of their homes with this wood pulp.
An inquisitive person took a closer look at the unusual building material and gasped: “Yes, this is paper pulp! This means that people can make paper from wood. As much as you like! After all, there are a lot of trees around.”
Whether this was true or not entirely true, the main thing is that the same paper appeared on which newspapers and books, magazines and calendars, textbooks and notebooks are printed today. Today, paper is made in huge paper mills, where machines help people with everything. Machines get to work even when the future paper is growing in the forest. Electric saws cut down trees, logging tractors carry logs to the river, machines tie the logs into rafts, and the rafts float along the river to the workshop gate.
Then other machines take over: a fast multi-saw machine cuts the logs into logs, a debarking machine strips the bark from them, a chipper cuts the logs into chips, the chips travel on a self-propelled track into the boiler. In a cauldron, in a special solution,... porridge is cooked - wooden. It is this porridge, when it is ready, that becomes paper.
Checking homework
- What is economics?
- What are the parts of the economy called?
- What industries does the economy consist of?
- Are different parts of the economy connected to each other?
- Let's test your knowledge (take the test)
At this time, several students complete the test in Excel on the computer.
Test on the topic " What is economics?
1 . Complete the definition: “Economics is...”
a) caring for nature
b) the opportunity to earn money
c) human economic activity
2. Which sector of the economy gives us bread, milk, meat?
a) industry
b) agriculture
c) trade
3 . Which sector of the economy produces clothes, shoes, furniture?
a) industry
b) agriculture
c) trade
4. What sector of the economy helps us purchase products and things?
a) industry
b) agriculture
c) trade
5. Which sector of the economy delivers food and goods?
a) trade
b) transport
c) construction
6. Which sector of the economy constructs various buildings?
a) trade
b) transport
c) construction
All this is made by human hands from natural
materials - wood, metal, wool. But
so that natural materials become
in a variety of things, you need knowledge and great
people's labor.
How is a book born?
How are woolen items made?
Where do spoons, forks and knives come from?
Nowadays, from birth, a person enters the world of things. We are already so accustomed to this that we don’t think about how and from what the objects around us are made.
Game "Living - Nonliving." Images of inanimate objects are displayed on the interactive board.
Distribute items into groups so that in each group all items are made of the same material
Clay
If you meet one on the road, Your feet will get very stuck, And to make a bowl or vase, You will need it right away.
The “skillful hands” of a potter can sculpt various objects from it
How did the clay jug appear?
Clay is extracted using excavators...
Products are fired in a special oven
And now everything is ready!
The art of doing such things is called
ceramics
Porcelain was first produced in 620 in China. It was made from white clay. But the Chinese achieved especially great success in this matter quite recently, in the 15th century, under the emperors of the Ming dynasty.
Chinese porcelain. XV century.
Making a chain
Potter's wheel
quarry production
Where does iron come from?
Nobody makes iron, it is created by nature itself, like water, clay, sand... And people only mine it and turn it into cast iron or steel.
Iron ore contains the most iron.
How is ore mined?
The explosion crushes the earth and stones, revealing the ore hidden underneath them
A walking excavator gets to work.
He scoops up ore with a ladle, turns around, and a whole dump truck is loaded!
The ore enters the plant...
Hot fire helps people here
The fire rages, ore settles, drops of metal gather in streams, streams... the result is cast iron
Iron ore is fed into huge furnaces...
Now his way to the next workshop
The metal will be poured into molds and left to harden.
And here is the result!
Where did the paper come from to make notebooks and books?
Making a chain
Iron ore
Where did the paper come from to make notebooks and books?
Today, paper is made in huge paper mills, where machines help people with everything. Machines come to the rescue when future paper grows in the forest.
Logs float along the river or their
transported in special carriages. And here other machines take over: the gang saw
saws the logs into logs, and the debarking machine strips the bark from them.
Making a chain
cellulose
Wool
Thick grasses entwined,
The meadows are curled up,
And I myself am all curly,
Even with a curl of the horn
Grooming Combing Washing wool
Drying Making yarn from wool
Making a chain
Now tell me yourself...
… how the bread came to the table
Lesson summary
Where does a person get materials to make various items?
What should people pay attention to when extracting various materials from nature?
Conclusion:
By extracting various materials, people change nature, often causing harm to it. The quarry left over from clay mining is a wound on the surface of the earth. A deforested forest is the destroyed “home” of many plants and animals. That is why natural resources must be protected - because they are not limitless.
You also need to remember that the knowledge and work of many people are invested in every thing, so you need to treat things with care!
Subject “The world around us”
Summary of an open lesson on the topic “What is what made of?” 2nd grade 04.12.2015
Federal State Educational Standard, Educational and Cultural Center "School of Russia" Lapina A.A. Teacher MBOU "Secondary School No. 37" Bratsk
Teacher's goals
Target. Introduce the natural materials from which various objects are made; to form basic ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; cultivate a caring attitude towards natural resources.
Tasks.
Educational:
Introduce natural materials used in the manufacture of various items;
Introduce the simplest production chains in the manufacture of various items ;
Formation of ideas about the surrounding world.
Educational:
Develop mental operations: synthesis, analysis, generalization;
Develop the ability to work in a group, in pairs.
Educational:
Cultivate interest in the subject through understanding the interaction between man and nature.
Foster a sense of camaraderie, accuracy, perseverance.
Lesson type
Setting and solving an educational problem
Planned
educational results
Subject (scope of development and level of competence):
Learn to: build the simplest production chains for the manufacture of various items
will have the opportunity to learn: find information (text, graphic, visual) in a textbook, analyze its content.
Metasubject :
educational –- independently identify and formulate a cognitive goal,
Set up a search problem;
Conduct analysis and synthesis when getting acquainted with sectors of the economy;
Apply information retrieval methods (using computer tools);
Conduct reflection on performance results;
evaluate your achievements, answer questions, relate learned concepts with examples;
communicative –-listen and engage in dialogue;
Participate in collective (group) discussion of problems;
Manage the behavior of group members, adjust and evaluate their actions;
be able to listen to the interlocutor and conduct a dialogue, master the dialogical form of speech, engage in verbal communication;
regulatory
Set a learning task based on the correlation of known and learned material;
Adjust the plan and method of action in case of discrepancy between the hypothesis and the actual result;
organize your workplace under the guidance of a teacher, master the ability to understand the educational task of the lesson and strive to fulfill it.
Personal:
Orientation in interpersonal relationships when working in a group;
Acceptance and mastery of the social role of the student;
Development of motives for educational activities, skills of cooperation with adults and peers in different social situations;
Formation of personal meaning of teaching
Methods and forms of training
Methods and methodological techniques: explanatory and illustrative; verbal, visual, partially search, practical, game.
Forms of work: frontal, group, individual.
Educational Resources
UMK "School of Russia": - Pleshakov A.A. "The world". Textbook for 2nd grade. Part 1. M.. Enlightenment, 2012.,
- Workbook for 2nd grade. Part 1. M.. Enlightenment, 2012.,
Test book for grade 2 M.. Education, 2012.
Presentation;
Cards – tests for individual questioning;
During the classes
Stage name, goal
Teacher activities
Student activity
UUD
1.Org. stage.
Good afternoon guys!
The bell has already rung.
The lesson begins.
We are not alone today
The guests have arrived for the lesson.
Turn around quickly
Greet your guests!
Guys! Repeat after me.
I know how to think and understand, I know how to listen and respond,
I could be wrong,
I know how to study
I want to learn. (slide 1)
Let the motto of our lesson be the words: “You know it yourself - tell someone else!” ( slide 1)
We will continue our journey into the world of knowledge. I hope that our communication today will bring you new knowledge, and, therefore, new joys.
Greetings from the teachers. Organize their workplace, check the availability of individual educational supplies on the table
They greet each other.
Regulatory: anticipation of the result and level of knowledge assimilation, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation.
Personal: knowledge of basic moral norms, awareness of oneself as a member of society; educational and cognitive interest in new educational material.
2. Checking homework
What section are we studying?
(slide2)
What is economics?
What are the parts of the economy called?
What industries does the economy consist of?
Let's remember what professions we called?
Name your parents' professions.
Let's test your knowledge with tests (Test book for 2nd grade M.. Education, 2015). (slide 3)
What is it that a modern economy cannot function without?
What do you know about them?
City and village life"
This is the economic activity of people.
Industries
- Industry, transport, agriculture, trade, construction.
Milkmaid, shepherd, driver...
Children name their parents' professions and say which sector of the economy it belongs to.
Perform a test, mutual check
- Without money
The child introduces the children to his mini-project “How money appeared”
Regulatory
Personal: Anticipation of the result and level of knowledge assimilation, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result
Communication
3. Self-determination in activity
Tasks: develop logical thinking, interest in new research,
Name the objects you see on the slide. (slide 4)
Determine which item is “extra”?
Why?
What is the name of something made by human hands?
Socks, mittens, books, pots, fork, kettle, jug, shell.
The shell was created by nature, and the rest was made by man.
Man-made world.
Regulatory: volitional self-regulation, structuring of knowledge, analysis of objects in order to identify features, selection of grounds and criteria for classifying objects
Personal: Anticipation of the result and level of knowledge acquisition, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, evaluation of the result
Communication: planning educational cooperation with the teacher and with peers.
4.Updating knowledge,
1)statement of the problem.
2) Determining the topic and objectives of the lesson
I suggest you think about what the person made these objects from.
Guess what we will talk about in class?
Formulate the topic of the lesson. (slide 5)
What goals and objectives will we set for ourselves? Use our phrase for this:
I think I'll find out..... (slide 6)
Let's open the textbook on page 108 and read the topic of the lesson again, which we will learn about in class .(slide 7)
What seems difficult and still unclear?
To do this, we will learn to think, reflect, reason, understand the meaning of what we hear and read, and also draw some conclusions for ourselves. What can help us with this?
Made of metal, made of wool,
From paper, from clay...
Let's find out what and how people make different products from.
What is it made of?
Working with the textbook p.108
What does it mean to depict production chains?
Textbook, additional literature, Internet, adults.
Regulatory: the ability to determine the purpose of the lesson, navigate the textbook, carry out analysis and classification according to given criteria; act according to the planned plan, as well as according to the instructions contained in the sources of information: the teacher’s speech, the textbook.
Communicative:
Personal: a broad motivational basis for educational activities, including social, educational, cognitive and external motives;
Cognitive: independently find the necessary information in the textbook materials, in compulsory educational literature, carry out analysis, synthesis, comparison, classification of language material according to given criteria
5.New material.
1) Fixing an individual difficulty in a trial action.
Goal: To prepare students for the discovery of new knowledge, to perform a trial learning activity and to record individual difficulties. 2) Identifying the location and cause of the difficulty.
Goal: Restore completed operations and record the place - step where the difficulty arose.
3) Constructing a project for getting out of the difficulty
Purpose: setting the goal of the lesson and
choosing a way to solve a learning problem,
4) Implementation of the constructed project.
Goal: students put forward hypotheses and build models of the original problem situation.
Since ancient times, people have had to adapt to living conditions in different environments. The tools, dwellings and household items created by people, clothing, and jewelry were made from the materials that were available in that area.
- The most ancient are stone tools. Ancient people first used fragments of stones, branches and tree limbs. Scientists believe that the very first tool made by ancient man was a hand ax carved from stone.
Nowadays, from birth, a person enters the world of things. We are already so accustomed to this that we don’t think about how and from what the objects around us are made. (slide 8)
-Work in a group Exercise: Take the cards on your desks. Divide all items into groups and explain your choice. (slide 9)
- made of clay (teapot, vase),
- made of wool (sweater, scarf),
- made of metal (spoon, pan),
-made of wood (ruler, cabinet, notebook and book) Let's check. (slide 10)
All these items are familiar to you. Tell me again, what do all these items have in common?
Let's now trace the manufacturing path of some products. Today in this work I will have assistants who will share their research on this topic.
1. Guess the riddle: (slide 11)
If you meet me on the road,
Your feet will get stuck,
And make a bowl or vase-
You'll need it right away.
Look at these items: dry clay and a clay cup. How do you get such durable cookware?
Alice has done a little research and will now tell you how objects are made from clay. (slide 12-18)
Can we make such dishes?
Why?
Alice introduced us to the procedure for making clay products.
The order in which an item is manufactured is called the production chain. (slide 19)
Open your notebook and show the sequence of making clay dishes . (work in pairs) (slide 20)
Quarry - potter's wheel - oven - cup.(slide 21)
- Look at the screen, I suggest you look again at how clay products are made. (slide 22)
FISMINUTKA (slide 23)
2. Let's continue working(slide 24)
Well done every year
Adds around the ring.
Even ancient people made weapons and tools from wood. What people did from wood! From a home for yourself to toys for children. And now folk art is simply unthinkable without wood products. It’s probably easier to ask: what can’t be made from wood?
- It is clear that the ruler and cabinet are made of wood. But how did the book and notebook end up in this group? (slide 25)
Diana has done research and will now tell you how books are made. (slide 26-31)
In our city there are recycling collection points where waste paper is accepted. Don’t throw away paper, collect it and take it to such points and you will save trees from being cut down.
- We work in pairs. Fill out the diagram in your notebook. - How is a book made from wood? (slide 32)
Wood - pulp - paper - book.
(slide 33)
- Look at the screen, I suggest you look again at how paper is made (slide 34)
3. - In the next group we have objects made of metal. (slide 35)
My assistant Roman also conducted research and will now tell you how metal objects are made. (slide 36-41)
Let's create a production chain. - How do metal utensils come into our home? (slide 42)
Iron ore - cast iron - steel - cookware
- Look at the screen, I suggest watching an excerpt from the film, how objects are made from steel (slide 43)
4. Wool.
– Man has always taken care of his domestic animals, and they provided people with food and warmth. (slide 44)
Thick grasses entwined,
The meadows are curled up,
And I myself am all curly,
Even a curl of a horn. (Sheep, ram)
How are warm mittens, a sweater and sheep connected? (slide 44)
So, we move on to the last group we selected, “Wool Products” (slide 45)
Open your textbook. Look at the pictures (p. 111) and tell us how woolen things are made .(slide 46)
1. Sheep shearing;
2. Making wool yarn, winding into bobbins;
3. Manufacturing of woolen fabric;
4. Manufacturing of clothing parts according to patterns.
Show in your notebook the sequence of making things from wool. ( pair work)(slide 47)
Sheep-yarn-fabric-product.
- There are other animals that are bred for wool - camels, Angora rabbits and goats, llamas, vicunas, musk oxen and even dogs. (slide 48)
Divide objects into groups and explain their version of dividing objects into groups according to a certain criterion
They are made by human hands.
Clay
children's answers
No
We need the knowledge and work of many people.
Notebook p. 70
Watching a movie
Tree
children's answers
Student message (see appendix).
Notebook p. 70
Watching a movie
Student message (see appendix).
We work collectively
Watching a movie
– In spring and autumn, people shear sheep with special scissors. Then they spin the wool and knit socks and mittens.
Children tell stories based on pictures in the textbook p.111
Regulatory: the ability to determine the purpose of the lesson, navigate the textbook, act according to the plan, take into account the rule in planning a solution, the ability to work according to the plan, control the process and results of one’s activities.
Communicative: participate in dialogue, in general conversation, following the accepted rules of speech behavior, draw up small oral monologues, “holding” the logic of the narrative.
Cognitive: independently find the necessary information in the textbook materials, in the required educational literature; construct messages in oral and written form.
Personal: educational and cognitive interest in new educational material;
The ability to self-assess based on the criterion of success in educational activities.
6. Application of acquired knowledge through the creation of a problem situation.
Independent work with self-test according to the standard. Target: independently complete tasks of a new type, carry out self-testing, step by step comparing them with the standard, identify and correct possible errors.
So, we have become acquainted with some materials from which a person can make the objects he needs.
Group work according to the “Workbook” p.79 No. 2,3 (slide 49)
-No. 2 Write what people can turn these materials into.
-No. 3. Create production chains (slide 50)
clay- bricks, clay toys, vases, dishes
wool– mittens, sweater, carpets, scarf. hat.....
wood - furniture, paper, books, cardboard, houses, bridges......
iron ore-plant-scissors;
h erno-mill-flour-bread
clay- potter's wheel - oven - vase
……..
Communicative: enter into educational collaboration with classmates, participate in joint activities; ask questions, answer questions from others; evaluate the thoughts, advice, suggestions of other people, take them into account.
Cognitive: independently find the necessary information in the textbook materials, in the required educational literature; construct messages verbally and in writing make a simple plan.
Regulatory: plan (in collaboration with the teacher, independently, with classmates) your actions to solve the problem; act according to plan; transform a practical task into a cognitive one. Evaluate your achievements. Structuring knowledge, analyzing objects to identify features, choosing bases and criteria for classifying objects, consciously constructing an oral statement
8. Physical education break
Perform movements according to the text under the guidance of the teacher. Prevent fatigue. Focus on a healthy lifestyle
9. Lesson summary.
– Where do people get materials to make various products?
What should people pay attention to when extracting various materials from nature to make all kinds of products?
(slide 51)
– A person must use resources wisely. Natural resources must be protected, because they are not limitless.
(slide 52)
By making paper, people cut down forests, and they are “the lungs of our planet,” a home for animals and birds. After the extraction of clay, there are quarries left that must be filled up, otherwise there is a wound on the surface of the earth. And if a person uses natural resources unwisely, then what can this lead to?
Guys, remember that the knowledge and work of many people is invested in every thing, so you need to treat things with care. (slide 53)
I did a great job in class and enjoyed it!
I did a good job, but next time I will be even more active.
I'm not happy with my performance in this lesson, but I'll definitely do better next time! (slide 54)
In nature.
1) Extract no more materials than are required.
2) Spend sparingly.
3) Plant new trees.
4) Restore land at the site of quarries.
Openly reflect on and evaluate their activities in the classroom
Communicative: enter into educational cooperation with classmates, participate in joint activities, provide mutual assistance, exercise mutual control, and show a friendly attitude towards partners.
10. Reflection educational activities in the classroom.
Target: Record new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities
Reflection. Continue the sentence: - It was interesting to find out that...
I was surprised... - It was difficult...
Now I know that …(slide 55)
Regulatory: record new content learned in the lesson and organize reflection and self-evaluation by students of their own learning activities plan (in collaboration with the teacher, independently, with classmates) their actions to solve future problems.
11. Homework.
pp. 108-111, workbook p. 70 No. 3, No. 4 (slide 56) , (slide 57)
Listen to the teacher's explanation. Make appropriate notes. Accept learning tasks in accordance with their level of development
Regulatory: act according to plan; transform a practical task into a cognitive one. Evaluate your achievements. Cognitive: independently find the necessary information in the textbook materials, in the required educational literature, carry out analysis, synthesis, comparison, classification of language material according to given criteria.