notebook "fresher"
Fourth grade, already the fourth, the very last grade of elementary school. This means that things will not be as easy as before. The tasks are quite complex, making you think, look for information. This is us about the lessons on the subject " The world"The authors of textbooks and notebooks Pleshakov, Kryuchkova, in the fourth grade. Already in the first part of the workbook we will write messages about nature, about animals and plants, about everything in the world. But this does not mean that you will be very tired. We have already written interesting reports and messages for you, it remains only to choose from finished GDZ in our guide to the world around.
We are considering the 2nd edition, that is, the notebook published from 2013 to 2018 inclusive. Who needs a "fresher" notebook, we also have it, look for grade 4 in the GDZ.
Do not forget to follow the links in the finished homework assignments in order to study the topic of the workbook you like in more detail and write in it all the most interesting and correct. Our GDZ with answers only to fives! Answers checked by teachers primary school.
GDZ to 1 part of the workbook the world around, Pleshakov, Kryuchkova
Earth and humanity
Page 6-7. The world through the eyes of an astronomer
1. Are you interested in learning about the stars and planets? If yes, why? Write.
Because we see stars and planets from the Earth as small dots. They make up our solar system. Learning about space is always interesting.
2. Using the textbook, write down the definitions.
Astronomy is the science of celestial or cosmic bodies.
The universe is the solar system and the whole world.
The solar system is the sun and the celestial bodies moving around it.
3. Using the textbook diagram, sign the planets solar system.
4. The wise Turtle offers you a task to train your memory and attention. Number the planets in order of their distance from the Sun (in blue squares); in the order of their approach to the Sun (in red squares). Check yourself according to the diagram in the textbook.
5. Using the textbook, enter digital data instead of gaps. Use this data when talking about the Sun.
Sun diameter in 109 times the diameter of the earth. The mass of the sun is about 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million km. The temperature on the surface of the sun reaches 6 thousand degrees, and in the center of the Sun presumably 15-20 million degrees.
6. Here you can make notes for your message on the task of the textbook (p. 8).
Report on Halley's comet.
Message subject: Halley's Comet.
Message plan:
- Halley's comet is the most famous comet in the history of civilization.
- How often does Halley's comet pass near Earth?
- Where did it get its name from.
- The first mention of Halley's comet.
Halley's comet passes near our planet every 75.5 years. Named after the British astronomer Edmund Halley. The first mention of this celestial body is found in Chinese ancient texts.
Page 8-11. Planets of the solar system
1. Our inquisitive Parrot has come up with a task for you. Among these letters are the names of the planets of the solar system. Find them and paint over each name with your own color.
2. Using the textbook, write the numbers into the text. Use them when talking about the planets.
The Earth's diameter is 124740 km. The largest planet in the solar system is Jupiter. Its diameter is 11 times the diameter of the Earth, and its mass is 318 times the mass of our planet. The smallest planet in the solar system Mercury. Its diameter is 4880 km.
3. The father of Seryozha and Nadia drew the ancient gods, after whom the planets of the solar system were named. Match these drawings and images of the planets (connect with lines).
4. Learn to recognize planets from photographs. Look at the photos in the textbook, highlight characteristics planets by which they are easily recognizable. Cut out the photos from the Application and place them in the appropriate boxes.
5. Look at the illustrations and determine which fragments of the diagrams are shown. Draw and sign the diagrams. Do it yourself, and in case of difficulty - with the help of a textbook.
6. Here you can make notes for your message according to the task of the textbook (p. 15).
Planets of the solar system
Message subject: A new planet in the solar system.
Message plan:
- Planet Makemake is one of the most remote.
- Where does the planet live?
- How long does it take to go around the sun.
- How Makemake discovered.
Important information to report:
The dwarf planet Makemake is one of the five most distant worlds from Earth orbiting the Sun. It's petite heavenly body"lives" in the Kuiper belt, from which the Sun is "only" 6.5 billion kilometers.
Makemake is so far from the heavenly body that it takes 310 years to make a complete revolution around it.
It was possible to discover Makemake thanks to a rare cosmic phenomenon, during which the planet eclipsed the light of a distant star.
Page 11-13. Starry Sky - The Great Book of Nature
2. Question Ant loved to watch the stars. He wants to know how many constellations are in the sky. Help the Ant: find the correct answer and circle it with a blue pencil - (88 constellations in total).
3. Using the illustrations in the textbook, connect the stars so that we get figures by which we recognize the constellations.
Find and sign the stars in these constellations: polar Star, Sirius, Aldebaran.
4. As instructed by the textbook (p. 21), observe the starry sky. Use the note on p. 17 textbook. Here you can write down the names of the constellations and stars that you managed to see.
Ursa Minor, Ursa Major, Polaris
5. And this task is offered to you by the Wise Turtle - a lover of astronomy. With the help of the atlas-determinant "From earth to sky" fill in the table.
Five constellations that I would like to see
constellation name:
1. Swan
2. Dove
3. Aries
4. Hercules
5. Leo
When is the best time to see this constellation?
1. Summer
2. Winter
3. Winter
4. Autumn
5. Winter
Why I want to see this constellation:
1. Cygnus - a large constellation
2. Dove - a little-known constellation
3. Aries is one of the most famous
4. Hercules - see him as a hero of mythology
5. The lion is a majestic figure
Page 14-16. The world through the eyes of a geographer
1. Do you like traveling (imaginary or real)? If yes, why? Write.
Because travel is always an adventure, learning something new, a lot of surprises and later pleasant memories.
2. Using the textbook, formulate and write down the definition.
Geography is the science that studies the earth.
3. Complete tasks for working in pairs.
1) Learn geographic Maps by fragments. Cut out fragments of maps from the Application and place them in the appropriate boxes.
2) Sign the symbols of geographical maps.
4. Complete the task of the textbook (p. 27) and make notes in the notebook on p. 15-16
"Records" of the Earth
1) Type of "record": The deepest lake
Geographical feature name: Baikal
Area: 31,722 km² Maximum depth: 1,642 m
2) Type of "record": The longest river
Geographic feature name: Amazon
Basic information about a geographical object:
river in South America, length: 6437 km
3) Type of "record": The coldest place on Earth
Geographical name: Antarctica
Basic information about a geographical object:
A continent located in the very south of the Earth, the center of Antarctica roughly coincides with the geographic south pole.
4) Type of "record": The largest volcano
Geographic feature name: Yellowstone
Basic information about a geographical object:
Located in the USA, the height of the volcano is 3142 meters above sea level, and the area of the volcano is 4000 square kilometers.
5) Type of "record": The driest place in the world
Geographical feature name: Atacama Desert
Basic information about a geographical object:
Located in Chile, it rains there once every 100 years.
Message about a geographical object from the "Earth Records".
Post subject: Atacama Desert
Message plan:
- The driest place on Earth.
- Who settled in the Atacama.
- Why did people live there?
- Wildlife of the Atacama.
Important information to report:
The Atacama Desert is the driest place on the planet. Rain in these parts can hardly be called even a rare phenomenon. It is estimated that it falls on the Atacama lands on average once every 100 years.
Settlers in the rare habitable parts of northern Chile were the Atacamenos Indians. Settled there to be alone.
The wildlife of the Atacama is mainly insects, small rodents and reptiles, including many species of snakes. In rare lagoons along the edges of salt lakes, waterfowl coots and flamingos can be found.
Source of information: Site "7 Guru".
Page 16-18. The world through the eyes of a historian
1. Are you interested in the past of your native country, of all mankind? If yes, why? Write.
Because by studying history we learn about who our ancestors were, how they lived, where our roots came from.
2. Using the textbook, formulate and write down the definitions.
History is a story about the past.
A historical source is everything that can tell about the past of mankind.
Archeology is a science that learns about the past by studying ancient objects and structures.
3. Read the sentences. Which of them refer to historical sources? Check out these suggestions.
Noted offers:
While helping his grandmother dig the ground for planting potatoes, ten-year-old Timur found an old coin.
At the end of the 18th century, a beautiful building appeared in Moscow - the Pashkov House. Now the Russian State Library is located here.
In the library of her grandfather, Nadya found a book of recipes published in the 19th century.
IN local history museum the schoolchildren looked with interest at the old household items: chinaware, furniture, clothes.
4. Give your examples historical sources. (At least three examples.)
The church was built in early XVIII century, services in it are held to this day.
The grandmother's vase in the sideboard is inherited from the mother to the eldest daughter, she is over 150 years old.
During construction new track burials of ancient Scythians were discovered.
5. Consider a picture painted on a historical plot. To find out what is shown in the picture, you can seek the help of a historian. What questions will you ask him? Write down these questions. (M. I. Avilov. Duel on the Kulikovo field)
Why are only two warriors fighting when everyone else is watching?
Where is Kulikovo Field located?
Who won the battle on the Kulikovo field?
What year was the battle?
Page 19-20. When and where?
1. Replace Arabic numerals with Roman ones. If necessary, refer to the textbook for help.
1-I
2-II
3-III
4-IV
5-V
6-VI
7-VII
8- VIII
9-IX
10-X
11-XI
12-XII
13-XIII
14-XIV
15-XV
16-XVI
17-XVII
18- XVIII
19- XIX
20-XX
2. With the help of the "time tape" placed in the textbook, or independently, determine in which century these events occurred. Label the centuries with Roman numerals.
1) Construction of the Church of the Intercession on the Nerl: 1165, XII century.
2) Creation by Andrey Chokhov of the Tsar Cannon: 1586, 16th century.
3) Opening of Moscow University: 1755, XVI century.
4) Foundation of the Tretyakov Gallery: 1856, XIX century.
5) Your birth: 2005, XXI century.
3. Fill in the blanks on the timeline.
Years: 301-400
Century: IV
Years: 601-700
Century: VII
Years: 801-900
Century: IX
Years: 1301-1400
Century: XIV
Years: 1701-1800
Century: XVIII
Years: 1901-2000
Century: XX
Page 21-22. The world through the eyes of an ecologist
1. Do you care about the state of the environment in your region, in the country, on the whole planet? If yes, why? Write.
Because technological progress has brought mankind and the planet not only good, but also harm. The development of plants, factories, an abundance of various goods, a large number of cars lead to air pollution harmful substances, pollution of the environment with waste.
2. Serezha and Nadia's dad offers a task. Create symbolic drawings for each of the environmental issues you have studied.
3. What else ecological problems do you know the planets? Write.
Plants and factories with their smoking chimneys.
Exhaust gases of cars.
Poaching is the illegal destruction of wildlife for profit.
4. Using the textbook, give examples (1-2 in each paragraph).
a) International agreements on environmental protection - Convention on the restriction of trade in rare and endangered species of wild animals and plants.
b) International environmental organizations - World Wildlife Fund.
5. As instructed by the textbook (p. 47), prepare a report on the work of international environmental organizations in Russia.
Subject matter: European Agency for environment
Message plan:
- Beginning of work.
- What does the organization do.
- Which countries are in the organization.
Important information to report:
The agency started functioning in 1994.
The European Environment Agency monitors the environment.
The agency includes all EU countries. Other states, having concluded an agreement with the union, may enter the agency.
Treasures of the Earth under the protection of mankind
Page 23-25. world heritage
World Heritage is the most outstanding sights of nature and culture.
2. Serezha and Nadya suggest that you complete the diagram using the tablets from the Appendix. Cut out the signs and arrange them correctly.
3. Using the World Heritage map in the textbook (pp. 50-51), complete the tables.
Table 1.
World Heritage Sites in Russia
Objects of nature:
Lake Baikal
Golden Mountains of Altai
Wrangel Island
Volcanoes of Kamchatka
Man's Creations:
Pogost Kizhi
Historic center of St. Petersburg
Moscow Kremlin and Red Square
Table 2.
World Heritage Sites Abroad
Objects of nature:
Grand Canyon National Park
Victoria Falls
Serengeti National Park
Great Barrier Reef
Iguazu Falls
Man's Creations:
Mausoleum Taj Mahal
Statue of Liberty
the great Wall of China
Abu Simbel
Venice
Athens Acropolis
4. What other World Heritage sites located in Russia do you know? Write.
Natural Park Lena Pillars;
Historical and cultural complex of the Solovetsky Islands;
Western Caucasus;
Historical center of Yaroslavl.
5. Get to know World Heritage Sites from photos. Cut out photos from the Application and arrange them in the appropriate boxes.
6. With the help of an encyclopedia or other additional literature, the Internet, prepare a report on one of the World Heritage Sites (of your choice).
Message subject: Historical center of Yaroslavl
Message plan:
- When and where was it founded.
- What is famous.
- Which contains important World Heritage Sites.
Important information to report:
Yaroslavl was founded at the beginning of the 11th century in Central region Russia, about 280 km northeast of Moscow.
In the 17th century, rich merchants and artisans built many very beautiful churches in Yaroslavl. At the beginning of the XVIII century Yaroslavl remained one of the leading political, economic, cultural and religious centers of Russia.
In Yaroslavl, such unique cultural institutions as the Demidov Lyceum and the first stationary theater of Volkov arose and operated. Architectural monuments on the territory of the historical center of Yaroslavl represent all the artistic styles that have existed in Russia over the past five centuries. On 110 hectares there are 140 architectural monuments included in the lists of state protection, and approximately the same number - additionally identified and awaiting acceptance under protection.
important place in cultural heritage the historical center of the city is occupied architectural ensembles: Volzhskaya embankment, Arsenal tower, ensemble of the Governor's House of the 1820s-1860s. and others.
Source: UNESCO site
Page 26-27. International Red Book
1. Using the textbook, formulate and write down the definition.
The International Red Book is a book that lists rare species of plants and animals from different countries.
2. Serezha and Nadia's dad painted several species of animals from the international Red Book. Do you know their names? Sign.
Orytoptera Alexandra butterfly, Hercules beetle, combed crocodile, giant panda, orangutan, green sea turtle.
3. Our resourceful Parrot has come up with a task for you. Color in the fragments with dots, and you will see one of the representatives of the international Red Book.
4. With the help of an encyclopedia or other additional literature, the Internet, prepare a report about one of the animals of the international Red Book (of your choice).
Post subject: Florida cougar.
Message plan:
- Why is it listed in the international Red Book.
- Where does he live.
- Reason for extinction.
- What it looks like, what it eats.
Important information to report:
The rarest subspecies of the cougar. Its number in nature in 2011 was a little over 160 individuals.
It lives in the forests and swamps of southern Florida (USA).
The reason for its extinction was, mainly, the drainage of swamps, sport hunting, and poisoning.
The Florida cougar is distinguished by its relatively small size and high paws. Her coat color is dark, reddish. Its main prey is deer. It feeds on coyotes, armadillos, porcupines, prairie dogs, hares, mice, small birds, bird eggs, and even American alligators.
Page 28
Nature of Russia
Page 29-33. Plains and mountains of Russia
1. Using the map in the textbook (p. 58-59), sign on contour map(p. 30-31) the largest plains and mountains of our country. Note that the outline map has dotted lines for labels.
Using the map in the textbook (p. 58-59), on the outline map (p. 30-31), label the largest plains and mountains of our country. Note that the outline map has dotted lines for labels.
2. Question Ant wants to know the names of these geographical features. Point with arrows.
3. Learn to recognize plains and mountains from photographs. Cut out photos from the App. Think about how you can recognize these geographic features. Place your photos in the appropriate boxes.
4. The Wise Turtle invites you to use the map as a source of information and get important information about the mountains of Russia. Use the map in the textbook to complete the table.
The height of some mountains of Russia
Name of the mountain Height of the mountain
Elbrus 5642 m
Beluga whale 4506 m
Volcano Klyuchevskaya Sopka 4688 m
Folk 1895 m
5. According to the instructions of the textbook (p. 64), prepare a message about one of the geographical objects (of your choice)
Post subject: Mount Elbrus
Message plan:
- Height.
- Where is.
- What role does it play in nature?
- What is the mountain famous for?
Important information to report:
5642 meters above sea level - the highest mountain peak in Russia and Europe.
Located in the Caucasus.
Glaciers flowing down from its slopes feed the largest rivers of the Caucasus and the Stavropol Territory, the Kuban, Malka and Baksan.
Elbrus and the surrounding areas are very popular in terms of sports, tourism and climbing. On the saddle of Elbrus is the highest mountain shelter in Europe.
Source: site 7 gurus
Page 33-35. Seas, lakes and rivers of Russia
1. Using the map in the textbook, label on the outline map (pp. 30-31):
Option 1 - Russian seas;
Option 2 - lakes and rivers of Russia.
2. Using the map in your textbook, determine which oceans the seas listed below belong to.
Sea of the North Arctic Ocean : Chukchi, East Siberian, Laptev Sea, Kara, Barents, White.
Seas Pacific Ocean: Japanese, Okhotsk, Bering.
Seas of the Atlantic Ocean: Black, Azov, Baltic.
3. Our inquisitive Parrot considers himself the best geography expert in the world. Here are some of his statements. Are they true? Circle "Yes" or "No". If not, write the correct answer.
a) The largest lake in the world is the Caspian Sea. - Yes.
b) The deepest lake in the world is Ladoga. - No. The deepest is Lake Baikal.
c) The largest lake in Europe is Onega. No. The largest is Ladoga.
d) Onega and Ladoga lakes are connected by the Svir river. - Yes.
e) The Neva River flows out of Lake Ladoga, on which St. Petersburg stands. - Yes.
4. Here is the task Serezha and Nadya offer you. Among these letters are the names of the largest rivers in Russia. Find them and paint over with pencils of different colors.
5. Using the map in the textbook, determine which rivers these cities stand on. Connect the names of cities and rivers with lines.
Rostov-on-Don – Don
Astrakhan – Volga
Perm – Kama
Novosibirsk - Ob
Krasnoyarsk - Yenisei
Khabarovsk – Amur
6. Cross out the excess geographical name in each listing.
a) Extra: Caspian Sea
b) Extra: Baikal
c) Extra: Svir
Page 36-38. Natural areas of Russia
1. Using the map in the textbook (p. 72-73), find the natural areas of Russia on the contour map. Please note that the boundaries natural areas on the contour map are indicated by dotted lines.
2. Using the map in the textbook, find the areas of altitudinal zonation on the contour map. Outline them and fill them with the appropriate color.
We circle and paint over what is brownish on the map.
3. The wise turtle offers a task to train memory and attention. Number the main natural zones of Russia in the order they follow from north to south (in blue squares) and from south to north (in red squares).
3 5 Taiga
2 6 Tundra
6 2 Deserts
5 3 Steppes
1 7 Arctic deserts
7 1 Subtropics
4 4 Mixed and broad-leaved forests
4. Cut out the details from the Appendix and assemble the appliqué model. Check yourself in the textbook. Stick on the details.
Scheme of heating the Earth's surface by solar rays
5. Think about what you would like to know about the natural areas of Russia. Write down your questions. As you explore natural areas, try to find answers to these questions.
What trees grow in the taiga?
How many animals live in the arctic deserts?
Is it warm in the summer in the taiga?
Page 39-42. Arctic desert zone
2. Wise Turtle invites you to a mini-exam: do you know the living world of the Arctic deserts? Cut out the pictures from the Application and arrange them correctly. Check yourself on the picture in the textbook. Stick pictures.
3. Draw a diagram of a food chain typical of the Arctic desert. Compare it with the diagram proposed by your desk mate. Use these diagrams to tell about ecological connections in the Arctic desert zone.
Algae - crustaceans - polar cod - auk - polar bear.
4. Think about what environmental problems that have arisen in the Arctic desert zone are expressed by these signs. Write it down.
Water pollution.
Fishing.
Poaching.
5. Papa Serezha and Nadia drew a poster "The Red Book of Russia" (at the end of the notebook). It shows rare plants and animals from different natural areas. Find the animals of the arctic desert zone and write their names.
7. Here you can make notes for your message on the assignment of the textbook (p. 82)
Post subject: Polar bear
Message plan:
- Appearance
- Where does it live
- Lifestyle and nutrition
Important information to report:
The polar bear is one of the largest terrestrial mammals of the order of carnivores. Its length reaches 3 m, weight up to 1 ton. Usually males weigh 400-450 kg, body length 200-250 cm, height at the withers up to 130-150 cm. Females are noticeably smaller (200-300 kg).
It lives in the subpolar regions in the northern hemisphere of the Earth.
Inhabits drifting and landfast sea ice, where he hunts his main prey: ringed seal, bearded seal, walrus and other marine animals.
Source of information: site 7 gurus.
Page 42-46. Tundra
2. Do you know the living world of the tundra? Cut out the pictures from the Application and arrange them correctly. Check yourself on the picture in the textbook.
4. Make a diagram of the food chain characteristic of the tundra.
Cloudberry - white partridge - snowy owl.
5. Think about what environmental problems in the tundra zone are expressed by these signs.
Soil damage by all-terrain vehicles and tractors.
Oil pollution.
Reindeer pastures are dying.
Poaching.
6. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find rare animals of the tundra on the poster and write their names.
8. As instructed by the textbook (p. 93), prepare a report about one of the plants or animals of the tundra.
Post subject: Reindeer
Message plan:
- Where does it live, what does it eat
- reindeer species
- Deer horns
Important information to report:
Lives in the northern part of Eurasia and North America. It eats not only grass and lichens, but also small mammals and birds. In Eurasia, the reindeer is domesticated and is an important source of food and materials for many polar peoples.
90% of their food is lichens, so they smell reindeer moss (the main food) even under a layer of snow.
Species: wild, forest, Svalbard, Novaya Zemlya, arctic.
Deer antlers (unossified antlers) are known in folk medicine for their medicinal properties. The extract isolated from them is used in pharmacology as a general tonic and adaptogenic drug.
Source: site 7 gurus
Page 46-50. Forests of Russia
2. Complete the tasks for group work.
1) Learn coniferous trees by twigs and cones. Number.
2) Identify deciduous trees by their leaves and fruits. Number.
3) There are 7 taiga animals hiding in this picture. Find them and name them. Make a list of the animals that you managed to find in the picture.
Brown bear
- Lynx
- flying squirrel
- Chipmunk
- Kedrovka
- Sable
- Capercaillie
3. In the atlas-determinant "From Earth to Heaven" read about coniferous trees. Pay attention to the differences in their needles. Draw the needles, showing the features of their shape and location on the branches.
4. In the book "Green Pages" read about any plant or animal of the forest zones (of your choice). Write down 1-2 interesting facts.
A squirrel will not break even if it falls from the 50th floor. The squirrel's tail serves as both a parachute and a rudder.
In the summer heat, ears help hares to escape from overheating. They actively remove heat from the body.
5. Make a diagram of the food chain characteristic of the taiga.
Vole - sable - lynx
6. According to the instructions of the textbook, draw how you imagine different forests.
taiga mixed forest deciduous forest
7. Here you can make notes for your message on the assignment of the textbook.
Post subject: flying squirrel
Message plan:
- Who is this flying squirrel?
- Appearance.
- Lifestyle and nutrition.
Important information to report:
Common flying squirrel, or flying squirrel, or flying squirrel, or flying squirrel, is a small rodent of the squirrel family. The only representative of the flying squirrel subfamily living in Russia.
The flying squirrel looks like a small short-eared squirrel, but between the front and hind legs it has a wide skin fold covered with hair - a flying membrane that plays the role of a parachute and partially the bearing surface when jumping.
The flying squirrel is active all year round. Most of the time the flying squirrel spends in search of food.
Like an ordinary squirrel, the flying squirrel spends most of its life on trees, but descends to the ground much less frequently.
The basis of the diet of the flying squirrel is formed by the buds of various hardwoods, the tops of the shoots, young needles, seeds of conifers (pines, larches), in summer - also mushrooms and berries. Sometimes it gnaws at the thin young bark of willow, aspen, birch, maple. Her main food is alder and birch catkins.
Source: site 7 gurus
Page 50-52. Forest and man
1. Think and write down what role the forest plays in your life.
Trees give off oxygen, so it is useful to walk in the forest. People gather various mushrooms and berries in the forest. Old trees are used as firewood for heating houses. Wood is needed for the manufacture of furniture, paper, for construction.
2. Draw a diagram based on the diagram in the textbook, replacing the text with symbol drawings.
The role of the forest in nature and human life
3. Think about what environmental problems of forest areas are expressed by these signs.
Deforestation.
Poaching.
Forest fires.
Deforestation along rivers.
4. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find on the poster the plants and animals of the forest zones and sign their names.
5. Come up with and draw symbols for the rules in the textbook. Using these signs as a guide, explain the rules for making a fire.
6. Here you can make notes for your message about one of the forest plants or animals listed in the Red Book of Russia.
Post subject: Ginseng
Message plan:
- What is ginseng.
- Where is the plant used?
- How useful.
Important information to report:
Perennial herbaceous plant.
Well known medicinal plant.
In Korea and China, ginseng root is also used in cooking. Traditional Chinese medicine claims that ginseng preparations prolong life and youth. Ginseng stimulates the central nervous system, reducing general weakness, increased fatigue and drowsiness, increases blood pressure, mental and physical performance.
Information source: site 7 gurus
Page 53-56. steppe zone
2. Our inquisitive Parrot knows something about the steppes. Here are some of his statements. Are they true? Circle "Yes" or "No". If not, correct the mistakes.
a) The steppe zone is located south of the forest zones. - Yes.
b) In the steppe zone it is cold, rainy summer. - No.
c) The soils in the steppe zone are very fertile. - Yes.
d) Tulips bloom in the steppe at the height of summer. - No.
e) In the steppe there is a bustard - one of the smallest birds in our country. - Yes.
3. Serezha and Nadya's mother asks if you know steppe plants. Cut out the drawings from the Appendix and place them in the appropriate boxes. Check yourself in the textbook. After self-testing, stick the drawings.
4. And this task was prepared for you by Serezha and Nadia's dad. Learn steppe animals by fragments. Write the names of the animals. Ask a student sitting next to you to check on you.
5. Make a diagram of the food chain characteristic of the steppe zone. Compare it with the diagram proposed by your desk mate. With the help of these diagrams, tell about the ecological connections in the steppe zone.
Grasshopper - gray partridge - steppe eagle.
6. Think about what environmental problems of the steppe zone are expressed by these signs. Formulate and write down.
Steppe plowing
- Grazing
- Hunting
7. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find on the poster a plant and animals of the steppe zone and sign their names.
8. According to the instructions of the textbook, draw the steppe.
9. On the instructions of the textbook, prepare a message about the plants and animals of the steppe that are of particular interest to you.
Post subject: Steppe Eagle
Message plan:
- Appearance of the steppe eagle.
- Appearance of different ages.
- habitation
Important information to report:
A large eagle with wide and long wings and a short rounded tail. The coloration of adult birds is monochromatic dark brown.
Downy attire of chicks is white. During its life, the Steppe Eagle changes three different age outfits, the color of which varies from monochromatic moderately brown (1 year old) to light brown, reddish brown or dark fawn (2–5 years old), to dark brown (6 years old and older). ).
The steppe eagle is an inhabitant of open steppe and semi-desert areas. It can nest on the ground among the flat steppe, on rocks, on various artificial structures.
Source of information: site 7 gurus.
Page 57-60. desert
2. Using the textbook, write the numbers into the text. Use this data when talking about the nature of deserts.
In summer, in the desert, the surface of the earth heats up to 70 degrees, and the air temperature rises above 40 degrees. Camel thorn roots penetrate to a depth of almost 20 meters and extract water from there. Jerboas can jump up to 3 meters, which is 20 times the length of the animal's body. Saigas can run at speeds up to 80 km. at one o'clock.
3. Our erudite Parrot is in a hurry to talk about the desert. Is everything true in his story? Find and correct errors in the text (cross out and write correctly).
Desert wonders
Valuable plants of the desert are (korsak - wrong) grate and dzhuzgun. Their roots fix the sands well. In the empty ones there is a small fox - (saiga - incorrectly) corsac. Of the larger animals, saigas are remarkable (eared hedgehogs - incorrectly). They live in herds, wandering in search of food and water.
4. Father Serezha and Nadia, as in the previous lesson, prepared a task. Recognize the animals of the desert by fragments. Write the names of the animals. Ask a student sitting next to you to check on you.
5. Draw a diagram of a desert food chain. Compare it with the diagram proposed by your desk mate. Use these diagrams to describe the ecological connections in the desert zone.
Dark beetle - round-headed lizard - sandy boa.
6. Think about what environmental problems of semi-deserts and deserts are expressed by these signs. Formulate and write down.
Immoderate irrigation
overgrazing
Poaching
7. Here you can draw a desert as instructed by the textbook.
8. And here you can write down the story of your imaginary expedition to the desert.
My expedition to the desert
We arrived at the foot of the mountain, beyond which the desert begins. Our car could not go any further, and we changed to camels. Many call these animals ships of the desert, because they are able to carry a person across the sands.
As we walked through the desert, a slight wind picked up and we saw how interesting plants, the tumbleweed, were moving around. They, like soccer balls, flew from everywhere.
From above, from the back of the camel, it was clearly visible how small gerbils were digging, corsac cubs were playing, and even how a herd of saigas was grazing in the distance.
Page 60-63. By the Black Sea
2. Serezha and Nadia's mother asks if you know the plants of the Black Sea coast of the Caucasus and the southern coast of Crimea. Cut out the drawings from the Appendix and place them in the appropriate boxes. Ask a classmate or teacher to check you out. After checking, paste the drawings.
3. Fill in the table using the textbook.
Animals of the Black Sea and its shores
Sushi dwellers:
cicadas
mantis
ground beetle Caucasian
firefly beetles
oleander hawk hawk
roe
Land dwellers who forage for food in the sea:
seagulls
cormorants
Sea dwellers:
dolphins
Sea Horses
marine needles
crabs
jellyfish
4. Make a diagram of the food chain characteristic of the Black Sea coast of the Caucasus and the southern coast of Crimea. Compare it with the diagram proposed by your desk mate. With the help of these diagrams, tell about the ecological connections that have developed here.
Cicada - praying mantis - seagulls.
5. Think about what ecological problems of the Black Sea and its shores are expressed by these signs. Formulate and write down.
Sewage and garbage
- Catching rare insects
- Disposal of garbage in the wrong places
- Damage and felling of trees, plucking of branches.
- Collection and destruction of plants of rare species.
6. Continue filling out the poster "The Red Book of Russia", which was drawn by Seryozha and Nadia's dad. Find on the poster plants and animals of the Black Sea and its shores. Sign their names.
7. The wise turtle offers you a task. Using the text of the textbook (p. 131), make a memo that will help make your vacation by the sea safe. If you are going to rest by the sea, be sure to follow these rules.
1. Swim only under adult supervision.
2. Do not swim behind the buoys.
3. Don't swim in a storm.
4. To be in the sun in a headdress.
5. Sunbathe gradually.
6. Use sunscreen.
7. Go to the sea in the morning and evening when it's not so hot.
8. As instructed by the textbook (p. 134), draw the Black Sea and its shores.
9. Here you can write down your questions to other guys (on the instructions of the textbook, p. 134)
- What is the weather like on the Black Sea?
- What is the usual water temperature?
- Which coast, sandy or pebble?
- What marine life have you seen?
Page 64. Check yourself and evaluate your achievements
We fill in according to our results.
Homeland is part of a big country
Page 65-66. Our region
1. Think about what your native land means in your life. Write.
Homeland is the place where I was born. Here my childhood passes, here are my relatives and friends, my home.
2. Write where you live (subject Russian Federation, district, city or village). When completing the task, use the political and administrative map of Russia placed in the textbook (pp. 136-137).
I live in Russia, in the city of Krasnodar.
3. With the help of local history literature or information materials proposed by the teacher, write down the basic information about your region. Use them when characterizing the edge.
Our region is located in the south of Russia. On its territory are the Black and Azov Seas. The region was formed on September 13, 1937. The Krasnodar Territory ranks third in terms of population in Russia.
4. Here you can draw coats of arms or paste their images.
5. Think about what you would like to know about native land. Write down your questions. As you study the section, try to find the answers to them.
What animals are the rarest in our region?
Which famous people were born in our region?
What rare vegetables and fruits are grown in our region?
Page 67. The surface of our region
1. Write down basic information about the surface of your edge.
Northern plains and southern mountainous.
2. Use your textbook to write definitions.
A ravine is a deep long depression with steep slopes on the surface of the earth.
A beam is a depression with gentle slopes overgrown with plants.
3. Seryozha and Nadia invite you to decipher the symbols on the topic of the lesson. Explain their meaning (orally). Mark in the boxes with a “-” sign what is bad, and with a “+” sign what is good.
Page 68-70. Water wealth of our region
1. Complete tasks for group work.
1) Make a list of water bodies in your area.
The Kuban River, the Sea of Azov, the Black Sea, the Krasnodar Reservoir, the Belaya River, the Laba River.
2) Fill in the tables.
Table 1. Description of the river
Description plan - Basic information
Name - Kuban River
Where is the source of the river - On Mount Elbrus.
What kind of flow: fast or slow - fast.
Tributaries - Laba, Pshish, Belaya, Psekups, Teberda, etc.
Where the river flows - the Temryuk Bay of the Sea of \u200b\u200bAzov.
How does the river change different times year - in summer in drought there is less water, in rainy time from autumn to spring - full-flowing.
Plants and animals of the river - 400 species of zooplankton, 70 species of fish. Reeds, sedges, reeds grow.
Use of the river by man - Transportation of goods and passengers, watering fields.
How people affect the river - Pollute it.
What people do to protect the river - Fight offenders, clean up the river.
Table 2. Description of the Kuban River
1. Floods - 6-7 floods per year.
2. Power sources - Atmospheric precipitation, glaciers, groundwater.
3. How many glaciers in the river basin - 408.
4. How much inflow - 14000.
5. The length of the river is 870 km.
6. History of the river - Previously, the river flowed into the Black Sea.
7. River delta - Located in the lower reaches, not far from the Sea of \u200b\u200bAzov.
8. The area of the delta is 4300 square kilometers.
2. Using the textbook, draw up a diagram.
The importance of water resources in nature and human life
3. Think about what environmental problems are expressed by these signs. Formulate and write down.
Water pollution.
Disposal of garbage into water bodies.
Water poisoning.
Washing cars on the river.
4. The Question Ant and the Wise Turtle ask you to write a letter to your peers from other cities and villages, urging you to take care of water resources. In your letter, try to prove that water resources in any corner of the country need to be protected.
The Question Ant and the Wise Turtle ask you to write a letter to your peers from other cities and villages, urging you to take care of water resources. In your letter, try to prove that water resources in any corner of the country need to be protected.
"Dear friends! I don't know what city you live in, what rivers, lakes and seas surround you, but I really want to remind you one important rule: save water! Fight for the cleanliness of the water bodies of your region. Do not throw garbage into them, ask adults wash their cars not in rivers, but in other, more suitable places. When you see garbage, remove it. Ecological cleanliness is important not only for animals and plants that live in water bodies, but also for us, people, in the first place."
Page 71-73. Our underground riches
1. Using the textbook map (pp. 58-59), label these signs.
2. Nadya and Seryozha came up with a task. Learn how to draw symbols of minerals correctly. Use the drawings from task number 1 for a sample. Do one of the options in class, and the other at home.
3. Practical work"We study the minerals of our region."
The purpose of the work: to make a description of the minerals of your region.
Equipment: samples of minerals, magnifying glass, atlas-determinant.
Progress of work: according to the tasks of the textbook.
Examine a sample of a mineral with the naked eye and with a magnifying glass. Set the properties of the mineral and fill in table 1.
Table 1. Properties of gold
State (solid, liquid) - Solid.
Dense, loose or free-flowing - Dense.
Yellow color.
Transparency - Opaque.
Glitter - Glitter.
Flammability - Does not burn.
Other Properties - In its pure form, a very soft metal.
Summarize the collected information and complete table 2.
Table 2. Description of the mineral
Description plan - Basic information
1. Name - Gold.
2. Symbol on the map -
3. Main properties - Yellow metal.
4. Application - Jewelry making.
5. Places and methods of extraction in our region - Previously, they were mined in the Sochi region.
4. On the instructions of the textbook (p. 159), visit the museum of local lore and get acquainted with the section on minerals. Here you can write down what new things you learned about minerals in the museum.
Obsidian - volcanic glass - is so hard that it was used in ancient times for surgical operations. The most popular mineral among people is salt. In Russia gems mined mainly in the Urals.
Page 74-75. The earth is the provider
1. What is the soil like in each of these places? With the help of illustrations and the text of the textbook, complete the model-application. To do this, cut out the drawings from the Appendix and arrange them correctly.
2. As instructed by the textbook (p. 161), write down the basic information about the soils of your region.
In the steppes of the Krasnodar Territory, mainly chernozem soils are common. In forests and mountains - gray and brown forest soils. In the fields - mountain-meadow soils. In the deltas - meadow-marsh, and near the Sea of \u200b\u200bAzov - solonchak soils.
3. Using the textbook, write the digital data into the text. Use them to prove the need for soil conservation.
Soil formation is a very slow process. One centimeter of soil is formed in nature in 250-300 years. Twenty centimeters of soil is formed in 5-6 thousand years.
4. Father Serezha and Nadia drew symbols on the topic of the lesson. Decipher them (verbally). Indicate with arrows what consequences for the soil the actions of a person expressed by these signs lead to.
Page 76-77. forest life
1. Write down the names of forest plants that you managed to determine when working with a herbarium. Tick the names of those plants that you have seen in nature.
Oak
Dogwood
horsetail
Bell
Chestnut
2. Serezha and Nadya's mother wants to see if you can identify plants. Complete her task. With the help of the atlas-determinant "From the earth to the sky" find out and sign these plants of the forest.
3. Do you know mushrooms? Cut out the pictures from the Application and place them in the appropriate boxes.
4. Make a diagram of the food chain characteristic of the forest community in your area. Compare it with the diagram proposed by your desk mate. Use these diagrams to tell about the ecological connections in the forest community.
Pine - bark beetle - woodpecker.
Page 78-81. meadow life
1. Write down the names of the meadow plants that you managed to identify when working with the herbarium. Tick the names of those plants that you have seen in nature.
Clover
Plantain
Chicory
Chamomile
Bell
2. Serezha and Nadya's mother asks if you know the plants of the meadow. Cut out the pictures from the Application and place them in the appropriate boxes. Check yourself in the textbook. After self-checking, stick pictures.
3. Using the atlas-determinant "From Earth to Sky", find out the names of these meadow plants, sign. Mark the plants that you have seen in nature.
4. Question Ant wants to introduce you to his insect friends. Guess who is in the pictures. Connect pictures and names with arrows.
5. Our observant Parrot is also in a hurry to give you a task. After all, someone who, and he is the best connoisseur of birds in the world. Get to know the birds characteristic features behaviors and write names. Find these birds in the drawings, number them.
1) Constantly shaking its tail: Wagtail
2) Makes a creaky cry "derg-derg": Corncrake
3) Gives out his presence with the song "drink-weed": Quail
6. Make a diagram of the food chain characteristic of the meadow community in your area. Compare it with the diagram proposed by your desk mate.
Grass - grasshopper - lizard.
7. On the instructions of the textbook (p. 177), make a memo, think up and draw symbols.
How to behave in the meadow
Page 82-85. Life in fresh water
1. Write down the names of fresh water plants that you managed to identify when working with a herbarium.
reeds
Cane
Duckweed
water lilies
Elodea
cattail
2. What plants are shown in the pictures? Connect pictures and names with arrows.
3. Using the identification atlas “From Earth to Sky”, find out the names of these plants of fresh water and wet places, sign. Mark the plants that you have seen in nature.
amazing lake
How beautiful and interesting is our lake! Bright (yellow) white water lilies are visible from afar. Attract the attention of plants with leaves that look like arrows. This (duckweed) arrowhead. On the surface of the water, water strider bugs (floating beetles) are rapidly running. And on aquatic plants (predatory mollusks) herbivorous snails slowly crawl - pond snails and coils.
5. These drawings were prepared for you by Seryozha and Nadia's dad. Recognize animals by fragments. Write the names of the animals.
6. Draw a food chain diagram for a freshwater community in your area.
Mosquito - frog - heron.
7. Formulate and write down the rules of behavior near the water corresponding to these signs. Add another rule.
Rules of conduct near the water
8. As instructed by the textbook (p. 185), prepare a message about beavers.
Subject: Why the beaver is called "the king of the rodents".
Message plan:
- What does a beaver look like?
- What stands out from other rodents.
- What helps the beaver to be a better builder.
Important information to report:
Compared to other rodents: hamsters, gophers, mice, the beaver looks majestic, like a king. The length of his body reaches 70 cm and another 30 cm falls on the tail. And the mass of this beast is up to 30 kg.
Among rodents, beavers stand out not only for their impressive appearance, they are also the best builders. No buildings of other animals can be compared with the complexity of the buildings of the "king of rodents".
Due to the special structure of body parts, beavers can undermine and knock down large trees. They have powerful incisor teeth, two in each jaw, they are used as a saw. Also, the lips of beavers are arranged so that it is easier for these animals to do construction: they close their mouths behind their teeth, so neither wood chips nor water (if they work in water) get into their mouths.
Choose the right edition
- Workbook on the world around 1 class Pleshakov Part 1, 2
Ready tasks
The surrounding world has a three-dimensional concept to call it easy and understandable. Even in the first grades, children acquire knowledge that will be useful in the future when studying such subjects as algebra, biology, history, geography, social studies. This is a burden for young schoolchildren, faced with which they may be disappointed at first. school days. So that the child does not get upset, you can purchase special workbooks, with the help of which, the study of the material will be easier. For the first grade, A. A. Pleshakov's workbooks would be ideal.
Such materials are intended for children and parents who will be useful in doing homework. If you use them correctly, the knowledge gained will be useful in grade 2. The basic knowledge of natural history gained in the first years of study will help you more easily master the program from grades 4 to 11. Learning will seem so easy and exciting that you want to learn everything new and interesting about the life of the planet and the whole world around you every day. Using the Reshebnik, you can get answers to all questions regarding the general education program.
How to use the Reshebnik around the world?
Reshebnik on the World around is used in the first grades - notebooks with questions that are compiled by the authors of textbooks for regular work in the classroom and at home. In gdz you can see questions different kind: find the right answers, make any observations. To make the learning process as effective as possible, you need to use all parts of the teaching and learning kit:
The teacher presents material according to the book for teachers, use collections of complex tasks. Workbooks around the world grade 2 or grade 4 are purchased by adults to control the implementation process homework their children.
Workbook "World around" - an effective way to gain knowledge
The best guide to the world around us is considered to be a workbook for elementary grades, developed by Andrey Anatolyevich Pleshakov. Gdz was created to highlight and carefully work out specific details of the content educational material. With the help of a class 2 solver, students consolidate the results of observation, experience, practice, develop their mental function, and also acquire a reverent attitude towards nature.
Reshebnik gdz on the surrounding world for the first grade was created based on the state general educational requirements for primary classes. The tasks that can be found in the workbook are aimed at completing learning activities schoolchildren and to work out important details of the content of the textbook, to consolidate the results of experiments and observations. In order to study fruitfully at home, you need to scroll through the "Scientific Diary" insert, which is located in the first part of the notebook. This is very useful for 2nd grade kids who need to be engaged with their parents throughout the school year.
Andrey Pleshakov is a popular compiler of manuals, workbooks, teaching aids and other books on natural history. Formerly students in primary school received knowledge on the basis of Natural History books, and now they use textbooks The world around us. Today, Pleshakov's books on natural history are considered popular among teachers.
The author created the book "Green Pages" - it tells about the living environment, about how to bring good to other people. He created the only atlas-detector in Russia for beginning schoolchildren, which is called "From Earth to Sky". Andrey Pleshakov has been a writer for a long time pedagogical journal"Elementary School". The author is a member of the editorial board and council of the journal.
Today Andrey Pleshakov and Marina Novitskaya are working on newest series textbooks on natural history, which will be available from the Prosveshchenie publishing house.
If you are already studying the second, go here >>
On this page are the answers to the first part of the notebook. If you are already studying the second, go here >>
The world that surrounds us - the world around us - the child begins to learn in infancy. But more closely and in detail he gets acquainted with the world around him at the lessons in primary school on the subject of the same name. If you study under the "School of Russia" program, then the author of your textbooks and workbooks on the world around you is Pleshakov.
In the first grade, the assignments are quite simple, you need to write at least, mostly draw or paste something according to the assignment. But all the same, the GDZ for 7 gurus offers you answers for verification, let's say, a solution book with homework answers to the first part of the workbook.
There are also personal assignments in Pleshakov's workbook, where they ask about the student himself, his life. Naturally, we cannot answer such tasks for you, we can only provide an example of what the answer might be.
In any case, the world around us is an interesting and fascinating subject, and if any topic touched upon in the lesson is especially interesting, our site 7 gurus will tell you about everything in the world.
Answers to part 1 of the workbook the world around us Grade 1 Pleshakov
Page 3
1. Draw our helpers - Question Ant and Wise Turtle. Think about the questions you would like to ask them.
2. Explain (orally) what these symbols mean.
Emoticons: well done; not everything turned out as we wanted; Badly.
GDZ on the topic What and who?
Page 4. Answers by 7 related gurus What is Motherland
1. Color the flag of Russia.
2 Think about what you can call your small homeland. Tell about her. Draw your city (village).
I live in the city of Pskov. This is a very beautiful city. It stands on the banks of the Great River. In the center of the city there is an old Kremlin called Pskov Krom. This is a very old building. She is over 500 years old. Although some researchers say that people lived on the territory of Pskov already 2000 years ago. I love to walk around the territory of Krom and imagine what kind of people lived here before.
Page 5. GDZ on the topic What do we know about the peoples of Russia?
1. Recognize the representatives of the peoples of Russia by their national costumes. Cut out the pictures from the Application and arrange them correctly. Do it yourself or with the help of a tutorial.
Check yourself in the textbook. After checking, paste the pictures.
And for old notebooks:
Name other peoples of Russia. Tell me what you know about them
Chuvash is one of the peoples of the Volga region. Chuvash people live in the Chuvash Republic. Their capital is the city of Cheboksary.
Kazakhs are a Central Asian people. They have their own state, Kazakhstan, but many Kazakhs also live in Russia. Most Russian Kazakhs live in the Orenburg, Astrakhan, Saratov and Omsk regions.
The Yakuts are the largest of the indigenous peoples of Siberia. They live in the Republic of Sokha (Yakutia). The capital of Yakutia is the city of Yakutsk.
The Buryats are another Siberian people. Buryats live near Lake Baikal. There is the Republic of Buryatia and its capital - the city of Ulan-Ude.
Answers to page 6
2. With the help of adults, write down what peoples inhabit your region.
My land is inhabited by: Russians, Belarusians, Ukrainians, Uzbeks, Tatars.
Draw the national costume of one of the peoples of your region.
Page 7. Related GDZ What do we know about Moscow? Answers of 7 gurus to 1 part of the workbook for grade 1, Pleshakov.
1. Do you know these sights of Moscow? Connect the pictures and titles with lines. Ask a roommate to check your work.
2. Consider the drawing of a first-grader Muscovite. Think of a story based on this picture.
How I went to May Day
Last year, my mother and sister Katya and I went to Red Square on May 1 to celebrate the Spring and Labor Day. It was a warm spring day. Sun was shining. We took balloons and Russian flags and drove off. It turned out that there were a lot of people on the square. Everyone walked cheerful, festive, sang songs, waved flags and took pictures. And then everyone suddenly released balloons into the sky. It was very beautiful. It turned out to be a real holiday of spring!
Page 8-9. Project "My small homeland"
On these pages, present a photo story about your small homeland. Try to express your attitude towards her in photographs and captions.
Glue photos of the city or village in which you were born.
Page 10. GDZ to the topic What do we have above our heads?
1. Watch and note what clouds are visible in the sky today.
Let's take a look at our observations.
2. Connect the dots in the figure with lines so that you get bucket of Ursa Major. Check yourself in the textbook.
Page 10-11. Answers 7 gurus to the section What is under our feet?
1) Mark the names of the stones whose samples you have examined and identified.
We mark all the names.
2) Report the results of your work to other guys. Find out which stones they have identified.
2. Can you distinguish the studied stones from the drawings from the Appendix? Cut out and arrange the drawings correctly. Check yourself in the textbook. After checking, paste the drawings.
3. Collect beautiful pebbles on a walk and make a pattern or figure out of them. Here are some examples.
Take and bring a photo of your work to class.
Discuss which shapes and patterns are the prettiest and which are the funniest.
Page 12-13. Reshebnik on the topic What do different plants have in common?
1. Practical work "We study parts of plants."
1) Draw the plant you have considered. Complete the drawing so that all the studied parts of the plant are visible.
2. Assemble the plant from the parts given in the Appendix. What plant did you get?
3. Study what seeds are in these fruits. Glue a picture with its seeds to each fruit (from the Appendix).
Page 13-14. GDZ to pages What grows on the windowsill?
1. Practical work "We define indoor plants."
1) Draw the houseplants of your class that you have identified.
2. Recognize plants by fragments. Test yourself with the textbook drawing. After checking, connect the drawings and names with lines.
3. Draw your favorite houseplant. Tell me what you like about it.
violets
4. Identify 1 - 2 houseplants in your home. Write down the names.
Violet, dracaena
Page 15-16. What grows in a flower bed? GDZ to 1 part of the workbook for grade 1, Pleshakov.
1. Practical work "We determine the plants of the flower bed."
1) Draw the plants of the flower bed that you have identified.
2) Report the results of your work to other guys. Find out which plants they have identified.
2. Recognize plants by their parts. Test yourself with the textbook drawing. After checking, connect the leaves of the plants with their flowers with lines.
3. Collect a mosaic of flowers. Cut out parts from the Application and stick on.
Name the plants in the mosaic. Tell us which flowers of the flower bed you especially like. Why?
In the mosaic Astra, Irises, Marigolds. I like marigolds the most because they are bright and expressive.
4. Identify 1 - 2 flower bed plants near your home. Write down the names.
Marigold, calendula.
Page 16-18. Answers 7 gurus to the lesson What are these leaves?
1. Practical work "We define trees by leaves."
1) Draw the leaves of the trees you have identified.
2) Report the results of your work to other guys. Find out which trees they have identified.
2. According to your observations, color the leaves so that in each pair on the left there is a leaf of summer color, and on the right - autumn.
3. Collect fallen leaves on a walk and make a beautiful pattern or figure out of them. Here are some examples.
Paste a photo of your work here. Discuss in class which shapes and patterns are the most beautiful. And the funniest ones?
Page 19-21. GDZ to notebook pages What are needles?
1. Find deciduous and coniferous trees in the photographs. Deciduous trees are marked with a yellow circle, and conifers with green.
Deciduous (yellow): poplar, linden, aspen.
Coniferous (green) pine, spruce, larch.
2. Practical work "We define coniferous trees."
1) Sketch the twigs, needles, cones you have considered. Next, draw a silhouette of the tree to which they belong.
2) Tell the other guys about the results of your work. Listen and appreciate their messages.
3. Draw branches. What trees are they from? Explain how you were able to find out.
Twigs from spruce and pine. Spruce has short needles, pine has long needles.
4. Collect cones on a walk and make a funny figurine out of them. Here are some examples.
Paste a photo of your work here
Page 22-23. GDZ to the workbook Who are insects?
1. What insects are drawn here? Remember how they are colored. Think and explain why they are colored differently. Finish the drawing.
The grasshopper is green because it lives in the grass and disguises itself as it. The bumblebee is yellow with a black stripe, the color warns of danger.
2. How many beetles are on this page! Finish the drawings. That's how beautiful!
In color drawings, the beetles are enlarged. In fact, their dimensions are the same as in the small black drawings. Try to imagine each beetle as big as it really is.
Compare beetles by body length. Which one is the smallest? And what is the biggest one? In the squares, number the beetles in order of increasing size.
Fill in the circles next to those beetles that you have seen in nature.
If you're interested, find out the names of the beetles with the help of the identification atlas.
Page 24
1. Recognize fish by their silhouettes. Which of them are river and which are sea? Check yourself in the textbook. After checking, paint over the circles: for river fish - in green, for marine - blue.
2. Learn to draw a fish using the drawings on the left as a reference. Color your drawing.
Page 25-26. Answers 7 gurus to the workbook Who are the birds?
1. Practical work "Exploring bird feathers."
1) Sketch the feathers of the birds you have considered.
2) Tell the other guys about the results of your work. Listen and appreciate their messages.
2. Compare the crow, jackdaw and rook in color drawings. How are they similar? And how do they differ?
Find these birds in black and white drawings (not colored). Explain how you were able to recognize them.
Finish the drawings. At the same time, try to accurately convey the color features of each bird.
Tell us how you recognize these birds in nature.
Similar: all these birds are from the same family of corvids. group of sparrows. They all feed on insects and stay in flocks.
Difference: Birds differ in size and color. Crows are the biggest. Their length reaches 70 cm, and the weight can be more than 1 kg. The color of the crows is black with a metallic sheen. Rooks are almost 2 times smaller than crows. Their length is about 45 cm, and weight - up to 400 grams. The color of the rooks is black with a purple tint. Jackdaws are the smallest of these birds. Their length is only 35 cm, and the weight does not exceed 200 grams. Also, jackdaws have a thin gray stripe on their necks, by which they are always easy to recognize.
3. Learn to draw a bird using the drawings as reference. Color your drawing.
Page 27-28. Who are the animals? GDZ to 1 part of the workbook for grade 1, Pleshakov.
1. Practical work "Exploring the wool of animals."
1) Sketch the fur of the animals that you examined.
2) Tell the other guys about the results of your work. Listen and appreciate their messages.
2. Play a competition game: who will name the most animals. Follow the rule: the one who makes a mistake (names an animal of another group) is out of the game. Group winners compete against each other following the same rule.
Wolf, fox, hare, rabbit, cat, dog, bear, elk, deer, elephant, hippopotamus, giraffe, lion, leopard, cheetah, kangaroo, koala, panda, monkey, antelope, horse, pig, cow, sheep, raccoon.
3. Compare the sizes of the animals shown in the picture (p. 28). In the red squares, number the animals in order of increasing size. In the blue squares, number in order of decreasing size. Ask your desk mate to check you out.
4. 4 different animals hid here. Find them and color them.
Page 29-30. Answers 7 gurus to the lesson What surrounds us at home?
1. Consider the drawing on p. 42 textbooks. Help Ant clean up the house. Indicate with arrows what objects and where you will put and put.
2. Conduct a competition game: who will name more items of a particular group (furniture, electrical appliances, clothes, utensils). Follow the rule: the one who makes a mistake (names an object from another group) is out of the game. Group winners compete against each other following the same rule.
Furniture: wardrobe, sofa, table, chair, armchair, sofa, kitchen set, bed, bedside table, TV stand, computer desk, rack, showcase, hanging shelf.
Electrical appliances: refrigerator, washing machine, dishwasher, electric stove, kettle, microwave oven, mixer, multicooker, table lamp, TV, tape recorder, vacuum cleaner.
Cloth: jacket, blouse, T-shirt, T-shirt, shorts, trousers, pajamas, skirt, dress, coat, raincoat, jacket, breeches, jacket, suit, bathrobe, socks, underpants, tights, T-shirt, sweater.
Dishes: plate, spoon, fork, saucer, dish, salad bowl, kettle, pan, frying pan, jug, mug, glass, wine glass, tray, bowl, cup, tureen, gravy bowl, milk jug, baking pot, bowl.
3. Compare the sizes of the objects shown in the illustration. In the red squares, number the objects in order of increasing size. In the blue squares, number in order of decreasing size. Ask your desk mate to check you out.
Page 31. GDZ for the lesson What can a computer do?
1. Do you know how a computer works? Connect the pictures and titles with lines. Ask a roommate to check your work.
2. Draw your computer if you have one or the computer you would like to have.
3. With the help of adults, learn to do something on the computer that you don’t know how to do yet. Get ready to talk about it in class.
I needed to copy a picture from the 7 guru site, but I didn't know how to do it. But I read that you need to right-click on the picture and select the task to save the picture. Previously, I did not know how to use this function, but now I can.
Page 32. GDZ to notebook pages What can be dangerous around us?
1. Circle the extra item in each group. Explain your decision.
Group A has extra MATCHES. They are dangerous because of the fire, and the rest can prick.
In group B extra PILLS. They can be poisoned, and the rest can be burned.
2. Color the traffic lights. Explain what they mean. Color and memorize this road sign. Ask your desk mate to check you out.
3. At home, teach your toys to cross the street. Use the traffic light model made in the lesson for this. Show the adults what your toys have learned.
1. Circle objects that our planet is not like. Explain your decision.
Circle the PLATE because the planet is NOT flat;
circle the CUCUMBER because our planet is round.
2. Using the globe, color our planet in the picture.
Page 34. Let's check ourselves and evaluate our achievements. Answers to part 1 of the workbook for grade 1, Pleshakov.
Page 35 Answers of 7 gurus to 1 part of the workbook for grade 1, Pleshakov.
1. Draw your family or stick a family photo together.
2. With the help of adults, write down the names, patronymics, surnames of your family members.
Father - Alexander Ivanovich Semyonov
Mother - Anna Pavlovna Semyonova
Sister - Maria Alexandrovna Semyonova
I am Matvey Alexandrovich Semyonov
Page 36-37. Project "My family"
On these pages, present a photo story about the life of your family. Try to express your attitude to close people, to events in the life of the family in photographs and captions.
We paste photos of our family and sign them.
Page 38-40. GDZ on the topic Where does water come to our house and where does it go?
1. Show with arrows the path of water from the river to ... the river. Orally explain what is shown in the diagram under numbers 1, 2, 3. What happens in these places with water?
1 and 3 - cleaning systems. 2 - house.
2. Practical work "Performing experiments with water."
The purpose of the experiments: to understand how pollution and purification of water occurs.
Equipment:...
Experience 1. Modeling water pollution.
What we observe (draw)
Conclusion (we formulate orally): The water changes its color and becomes undrinkable.
Experience 2. We purify polluted water.
What we do (perform actions and verbally describe them)
What we observe (draw)
Conclusion (we formulate orally): The water becomes clear, it is purified.
The general conclusion from the experiments (we formulate orally): Water can be easily polluted, but with the right equipment it can be purified.
Yes, the goal has been reached. I learned a lot about the properties of water and how it appears in my apartment.
Page 40-41. Where does electricity come from in our house? GDZ to 1 part of the workbook for grade 1, Pleshakov.
1. Practical work “We collect electrical circuit».
1) Assemble an electrical circuit from the parts of an electrical constructor. Use the drawing as a reference.
2) Draw the electrical circuit you have assembled.
3) Tell the other guys about the results of your work. Listen and appreciate their messages.
2. What works from the socket, and what - from batteries? Connect with lines of different colors.
Page 42-43. GDZ for the lesson How does a letter travel?
1. Imagine a postage stamp issued especially for you. That would be great! Draw a brand.
Examples of drawings on the stamp:
2. What are these items? Connect the pictures and titles with lines. Explain (orally) why these items are needed in the mail.
3. Draw a beautiful card for your friend or girlfriend.
Page 43-45. Where do rivers flow? Answers of 7 gurus to 1 part of the workbook for grade 1, Pleshakov.
1. Using the diagram in the textbook (p. 66), determine under which number the path of the water-traveler is incorrectly indicated. Mark this number (fill the circle with a red pencil). Orally explain what the error is.
Number 3 is incorrect. The sturgeon is the right tributary of the Oka, that is, it flows into the Oka.
2. Practical work "Preparing" sea "water".
1) To carry out the work, we need the following laboratory equipment: ...
Think about and explain how to use this equipment to prepare "sea" water. Do it. Use a diagram to show what you are doing.
We collect salt with a spatula; pour into a glass of water; stir with a glass rod.
2) Tell the other guys about the results of your work. Listen and appreciate their messages.
3. Where does the river flow in your area? Learn from adults and draw a diagram with their help.
On the example of the rivers of Podolsk:
Page 45-47. Where do snow and ice come from? GDZ to 1 part of the workbook for grade 1, Pleshakov.
1. Practical work "Performing experiments with snow and ice."
1) Using the textbook, formulate the purpose of the experiments.
2) Review and name the pieces of equipment.
3) Describe each experiment performed according to the plan: a) what did you do; b) what was observed; c) What is the conclusion?
4) Summarize the conclusions about the properties of snow and ice.
6) Tell the other guys about the results of your work. Listen and appreciate their messages.
2. Which column describes the properties of snow, and which column describes ice? Point with arrows.
Ice in column 1, snow in column 2.
3. Draw snowflakes. Compare them. What do all snowflakes have in common? And how do they differ?
Each snowflake has 6 rays. They differ in pattern.
4. Review the photos. Guess what the fortress is built of. What are fish made of?
The fortress is made of snow, and the fish are made of ice.
Take pictures of snow and ice in nature, on the streets of the city (village). Post your photos here. With their help, tell us how snow and ice help us relax, improve our health, and enjoy winter.
Page 48-49. How do plants live? GDZ for a lesson about plants.
1. How does a spikelet appear from a grain? Cut out pictures from the Application and arrange them in right order. Ask your desk mate to check you out. After checking the sticker pictures.
2. Practical work "Learning to care for indoor plants."
2) Draw the items that you used to care for houseplants.
3) Demonstrate to the class the techniques you have mastered in caring for plants.
3. Color the drawing showing the plant being watered correctly. Explain your choice.
The plant needs to be watered at the root.
4. Interestingly, some plants live a very long time, especially trees. In additional literature, on the Internet, find information about the life span of trees. Fill the table.
tree life span
tree name lifespan
Prickly spruce 400-600 years
Sequoia up to 2200 years old
Aspen 40-100 years old
Oak up to 1500 years old
Page 50-51. How do animals live? GDZ to 1 part of the workbook for grade 1, Pleshakov.
1. Cut out the drawings from the Application. Place each animal in its natural home. Ask your desk mate to check you out. After checking, paste the drawings.
Explain your decision. Think about what surrounds an animal in its natural home. Tell how each animal is related to its surroundings.
2. Practical work "Learning to care for animals in a living corner."
1) Follow the instructions given by the teacher.
2) Draw the items that you used to care for the animals of the living corner.
We draw items for the care of a cat (left) or a dog (right). The animals themselves do not need to be drawn.
3) Demonstrate to the class the techniques you have mastered in caring for animals.
3. In additional literature, on the Internet, find information about the life expectancy of different animals. Fill the table.
Animal lifespan
Animal name Lifespan
Mouse up to 3 years
Horse under 55
Turtle 150-200 years old
Dog under 20
Indian elephant up to 70 years old
Page 52-54. How to help birds in winter? Answers to part 1 of the workbook for grade 1, Pleshakov.
1. Do you know the names of these birds? Connect the pictures and titles with lines. Check yourself in the textbook.
2. Identify the birds in this picture. Color them. Fill in the circles near those birds that you have seen in nature.
3. Practical work "Learning to make feeders and feed the birds."
1) Consider the diagram-instruction. Think over your actions and make a feeder.
2) Find in the photo what you can feed the birds with. Outline with green pencil. Why not? Outline with red pencil.
4. Hang up feeders around the school after school and put food in them. Some feeders can be taken home and placed in your yard. Don't forget to feed the birds! Paste the photo of the feeder here.
Page 54-55. Where does garbage come from and where does it go? GDZ to 1 part of the workbook for grade 1, Pleshakov.
1. Practical work "Learning to sort garbage."
1) Draw in each column of the table 1-2 of the items that you have sorted.
2) Tell the other guys about the results of your work. Listen and appreciate their messages.
2. Cross out in the picture everything that should not be here. Explain your decision.
Cross out ALL GARBAGE at the bottom of the picture. He shouldn't be in the field.
3. Consider the sign made by the Wise Turtle and the Question Ant. Formulate a rule for this sign (orally). Draw the same or come up with your own sign for this rule.
Page 56-57. GDZ to the lesson Where is the dirt in the snowballs?
1. Practical work "Exploring snowballs and snow water."
The purpose of the experiments: to find out if the snowballs contain dirt.
Equipment:...
Experience 1. We get snow water.
What we do (perform actions and verbally describe them)
What we observe (draw)
Conclusion (we formulate orally): Snow water is very dirty.
Experience 2. Filtering snow water.
What we do (perform actions and verbally describe them)
What we observe (draw)
Conclusion (we formulate orally): After cleaning, the dirt settles on the filter.
The general conclusion from the experiments (we formulate orally): Snow and snow water should not be eaten because they are very dirty.
Evaluation of the work performed (whether the goal of the experiments was achieved): The goal has been reached. I understand why you can't eat snow in winter.
2. Discuss with adults why air, water, and the surface of the earth in your region are polluted. How can you make your edge cleaner?
Page 58. Let's test ourselves and evaluate our achievements. GDZ to 1 part of the workbook for grade 1, Pleshakov.
As you complete the tasks in the textbook, complete the table. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.
