An essential feature of the pyramid is the surrounding world. ecological pyramids. Control questions and tasks

Preview:

UMK "Perspective"

Subject: mathematics

Class: 2

Teacher: Klipikova O.V.

Lesson type: ONZ

Theme: "Pyramid"

Purpose: to introduce new geometric figure– pyramid, its elements, types and properties

Tasks:

- highlight the essential features of the pyramid, its elements (“base”, “side faces”, “vertices”, “ribs”) and some properties, learn to recognize the types of pyramids by their base;

Construct a pyramid and find objects of the surrounding world that have the shape of a pyramid;

Draw up and implement an action plan and carry out step-by-step control of its implementation in cooperation with the teacher and classmates;

Master the elementary skills of self-assessment and self-control of the results of their educational activities;

Search for the necessary information using textbook material and information received from the teacher and classmates, understand educational information presented in various forms;

To develop interest in learning new knowledge and methods of action, a positive attitude towards the subject of mathematics, interest in research tasks in the classroom.

Equipment: textbook "Mathematics. Grade 2"G. V. Dorofeev, T. N. Mirakova, T. B. Buka, 1 hour; manual for students “Mathematics. Workbook. Grade 2 "G. V. Dorofeev, T. N. Mirakova, T. B. Buka, 1 hour; presentation; models of volumetric and flat figures; worksheet and self-check sheet.

During the classes:

1. Motivation for learning activities.

Hello guys! Today we have an unusual math lesson. I want to start it with the statement of the famous Russian physicist Alexander Leonidovich Chizhevsky:

“The simplest things, found at every turn, can become a source of scientific discovery».

- How do you understand it?(Each of us can discover something new, information about new concepts can be contained in objects that are nearby).

- Why do you think we started the lesson with this statement?(We will discover something new ourselves).

- I wish you new discoveries and interesting, productive work at the lesson.

Let's agree on how to evaluate your work. On the worksheet on the side, evaluate your work with "+" or "-". You can specify the number of errors.

2. Actualization of knowledge and fixation of an individual difficulty in a trial action

To make discoveries, you need to know a lot. Let's remember what we already know.

Exercise. Divide shapes into groups?

Explain how this can be done.(Color, volume, shape).

Name the figures in the 1st group.(Triangle, quadrilateral, pentagon).

How are they similar? (These are polygons).

- How do they differ from each other?(The number of sides, vertices, angles).

How can these figures be called in one word?(All these figures are polygons).

What are the volumetric figures in the 2nd group called?(These are cubes).

What do you know about the cube?(A cube is a three-dimensional geometric figure, it has 8 vertices, 6 faces, 12 edges, all edges of the cube are equal to each other, the faces are squares).

3. Identification of the place and cause of difficulties

- Why is there only one figure in the second group? Can it be supplemented with other figures?

What? (Box, pyramid, ball)

That's what we call them in real life. Do you know their correct names?

Are these figures familiar to you?

4. Building a project for getting out of a difficulty

How can we be? (We need to get to know each other)

Guess what the topic of our lesson will be.(Children's guesses.)

The theme of our lesson is "Pyramid"

Do you know this word, what do you know?(Children's toy, pyramids in Egypt.)

Take a worksheet. It presents the objectives of the lesson. Read them. Let's plan our work by putting the goals in order.

What goal do we start with?(Students make guesses and note

the first target on the sheet.)

What will be the next target?(The work is done in a similar way.)

Goals:

1) I learn what a pyramid is, its elements;

2) recognize the types of pyramids;

3) learn the properties of the pyramid;

4) I will learn to find objects of the surrounding world that have the shape of a pyramid.

What will help us achieve our goals? (Textbook, workbook, knowledge.)

5. Implementation of the constructed project

Let's turn to the textbook and try to achieve our goals.

Practical work No. 1(textbook p. 80)

Read the task.

What do you need to do?

Let's repeat the rules for working with scissors.

• Give scissors rings forward
• Use scissors only at your workplace
• Don't leave scissors open
• Don't play with scissors, don't bring scissors to your face
• Watch the movement of the blades as you work
• Use only good scissors
• Use your scissors

6. Primary consolidation with pronunciation in external speech

What is the name of this figure?(Pyramid.)

What figures does it consist of?(From triangles.)

What are they at the pyramid?(Faces.)

7. Independent work with verification according to the standard

• Identify and write down on the worksheet the elements of the pyramid
• Complete the statement in task number 2 on the worksheet

What will help us to check whether the task was completed correctly?(Textbook.)

Read the textbook information on page 80 in the yellow box.(At the pyramid they distinguish side faces and base. Side faces - triangles , converging at one vertex, and the base - polygon.)

Check that your entry is correct. Rate your work.

What goal have we achieved?(Learned what a pyramid is and its elements.)

We continue the study.

What figure is the base of the pyramid?(Triangle.)

And why does the textbook say that it is a polygon?(Children's answers.)

The triangle is a polygon. What polygons do you know?

(Triangle, quadrilateral, etc.)

Could these figures be the bases of the pyramid? Let's check.

Practical work No. 2(textbook p.109)

Work in pairs.

Read the task.

What do you need to do?(Cut out a figure from the Application, fold it along the fold lines, get a figure model.)

Work in pairs.

What figures have turned out.(Pyramids.)

How are they similar? (The side faces are triangles, there is a base, vertices, edges.)

What is the difference?(Various reasons.)

What figures are at the base of the pyramid?(Triangle, etc.)

Guess what these pyramids might be called?

Pyramids are triangular, quadrangular, pentagonal.

Independently on the worksheets, sign the names for each pyramid.

Complete the statement in task number 3 on the worksheet.

The type of pyramid depends on its base.

What geometric figure can be the base of a pyramid?(Any polygon.)

What goal have we achieved?(Learn the types of pyramids.)

8. Inclusion of repetition in the knowledge system

We got acquainted with a new geometric figure - a pyramid. Get to know her looks. Let's try to construct a pyramid of toothpicks and plasticine. We work in pairs. Why?(We can help each other.)

- Let's determine who will make what pyramid. Each row selects a base shape.

Let's agree on how you will complete the task.

What is the best way to get started?

From toothpicks we make ribs, from balls of plasticine - tops. We collect the base, then we connect the edges at the top.

Place the pyramid in front of you on the desk. Give her a description.

Self-control of acquired knowledge.

Exercise 1.

What are the elements of a pyramid? Choose the correct answers.

edge base top

side side face

Task 2

Select all shapes that are pyramids

Task 3.

Which statement is wrong.

The base of the pyramid is a polygon.

A quadrangular pyramid has five vertices.

The pyramid has two bases.

The side faces of the pyramid are triangles converging at one vertex.

9. Reflection of educational activity

- Assess your work in class with traffic light colors. A pyramid is drawn on the worksheets: color it in green color, if everything was clear to you in the lesson, all tasks were completed correctly or made 1 mistake;

in yellow, if something remained unclear, 2 mistakes were made; in red, if this topic was not clear to you, 3 or more mistakes were made.

Name the topic of our lesson.

Why do you need to know the signs and properties of the pyramid.

In high school, you will study geometry, you can apply it in life - build models to be smarter, develop an image, erudition ...

What goals did we set for ourselves? Goals achieved?

What goal has not been achieved? Homework will help you achieve it.

Homework.

• In the workbook, pp. 70-71, task No. 1;
• Repetition. Workbook pp. 70-71, 2 optional tasks (examples and task)
• Optional. Find, photograph, bring, sketch, describe objects at home or on the street that have the shape of a pyramid. Determine the type of this pyramid. (My example)
• On the worksheet, complete task number 3 (last column). Calculate the data using the formula and write it to the table.

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Slides captions:

Math lesson

"The simplest things found at every step can become a source of scientific discovery" A. L. Chizhevsky

vertex vertex edge edge

triangles polygon

QUADRANGULAR PENTAGONAL TRIANGULAR

Exercise 1.

Exercise 1.

Task 2.

Task 2.

Task 3.

Task 3.

Pyramid and its properties.

I want to draw attention to the fact that we are talking about a pyramid with a specific geometry. Sections of the space of the Universe under sufficiently dense material objects (for example, Solar system) are subject to changes (distortions) of their structure under the influence of, among other things, the mental activity of the Mind, which is inadequate to its Habitat. Disharmonious events in the near Cosmos and in the far Cosmos aggravate the situation.The consequence of the curvature of space, the deviation of its structure from the state of harmony are all earthly troubles: crime, disease, epidemics, earthquakes, lack of spirituality, moral decline.

The pyramid in the zone of its activity directly or indirectly corrects the structure of space, brings it closer to a state of harmony. Everything that is or falls into this space begins to develop in the direction of harmony. In this case, the probability of occurrence of all these troubles decreases. The dynamics of mitigation and elimination of all negative manifestations significantly depends on the size of the Pyramid and compliance with all geometric ratios. With an increase in the height of the pyramid, its active influence increases by ~ 10 5 -10 7 once. Phenomena that today can be attributed to phenomenology appear in the zone of influence of the pyramid.Even at a frost of 40 ° C, ordinary water does not freeze inside the Pyramid. With a sharp shake of a bottle with such supercooled water, it freezes in 2-3 seconds. If you look at the Pyramid with a locator in the wavelength range of 10 cm, an ion column several kilometers high is visible above it. At the same time, the radiation situation around and inside the pyramid does not differ from the background values. Significantly change their physical and Chemical properties many substances, semiconductors, carbon materials, etc. At the same time, it is surprising that their properties come to life in these substances, they change along a sinusoidal background in time with a sufficiently large amplitude. Spontaneous charging of capacitors occurs, the temperature threshold of superconductivity changes, and the scale of physical time changes. The immunity of animals that have been in the zone of influence of the pyramid is significantly enhanced, the viability of cell tissue affected, for example, by HIV infection, increases many times over, and the malignant process in the body is blocked. Medicinal preparations multiply their specific properties even with a decrease in concentration by many times, side effects from their use disappear. Of exceptional importance for man and mankind is the bringing into a harmonious state field structures person or groups of people. The state of these field structures is how we are inscribed in the world how harmonious we are with him and in him. This is how harmonious we are with other structures and factors of the world around us.

The influence of the pyramid is equally beneficial for humans, and for bacteria and viruses. The pyramid is a natural factor that brings the entire biological system of the planet into a state of harmony, changes its control structures. The impact of the pyramid reduces the mutual pathogenicity of a person and a bacterium, a person and a virus, etc. Humanity has the opportunity to get rid of hepatitis, AIDS, malignant tumors and other diseases that threaten the very existence of mankind over the next few years.Pathological childbirth will be an exception, and the relationship of newly born children with the outside world will be as harmonious as possible. The concept of "prevention" will be filled with real meaning. In my opinion, the concept of the Biblical Paradise should be considered not in the geographical sense, but in the sense of the structure of the habitat, the structure of the space in which we live. The extent to which this structure is close to the state of harmony depends on how our life corresponds to the concept of Biblical Paradise. It must be borne in mind that the Pyramids have a powerful impact, so one should be very careful in understanding these influences, and even more so in building the Pyramids. It should be remembered that as soon as we move away from the described geometry, as soon as we build sharper or more gentle Pyramids, we are moving away from the main thing - from harmony. We will receive powerful effects in both positive and negative aspects. Suffice it to recall the pyramids in Egypt, Mexico, Peru, etc.

ecological pyramid- graphic images of the relationship between producers and consumers of all levels (herbivores, predators; species that feed on other predators) in the ecosystem.

The American zoologist Charles Elton proposed in 1927 to schematically depict these relationships.

In a schematic representation, each level is shown as a rectangle, the length or area of ​​\u200b\u200bwhich corresponds to the numerical values ​​\u200b\u200bof the food chain link (Elton's pyramid), their mass or energy. Rectangles arranged in a certain sequence create pyramids of various shapes.

The base of the pyramid is the first trophic level - the level of producers, the subsequent floors of the pyramid are formed by the next levels of the food chain - consumers of various orders. The height of all blocks in the pyramid is the same, and the length is proportional to the number, biomass or energy at the corresponding level.

Ecological pyramids are distinguished depending on the indicators on the basis of which the pyramid is built. At the same time, for all the pyramids, the basic rule is established, according to which in any ecosystem there are more plants than animals, herbivores than carnivores, insects than birds.

Based on the rule of the ecological pyramid, it is possible to determine or calculate quantitative ratios different types plants and animals in natural and artificially created ecological systems. For example, 1 kg of the mass of a sea animal (seal, dolphin) needs 10 kg of eaten fish, and these 10 kg already need 100 kg of their food - aquatic invertebrates, which, in turn, need to eat 1000 kg of algae and bacteria to form such a mass. In this case, the ecological pyramid will be stable.

However, as you know, there are exceptions to every rule, which will be considered in each type of ecological pyramids.

Types of ecological pyramids

1. pyramids of numbers- at each level, the number of individual organisms is postponed

The pyramid of numbers reflects a clear pattern discovered by Elton: the number of individuals that make up a sequential series of links from producers to consumers is steadily decreasing (Fig. 3).

For example, to feed one wolf, you need at least a few hares that he could hunt; to feed these hares, you need a fairly large number of various plants. In this case, the pyramid will look like a triangle with a wide base tapering upwards.

However, this form of a pyramid of numbers is not typical for all ecosystems. Sometimes they can be reversed, or inverted. This applies to forest food chains, when trees serve as producers, and insects as primary consumers. In this case, the level of primary consumers is numerically richer than the level of producers (a large number of insects feed on one tree), so the pyramids of numbers are the least informative and least indicative, i.e. the number of organisms of the same trophic level largely depends on their size.

1. biomass pyramids- characterizes the total dry or wet mass of organisms at a given trophic level, for example, in units of mass per unit area - g / m 2, kg / ha, t / km 2 or per volume - g / m 3 (Fig. 4)

Usually, in terrestrial biocenoses, the total mass of producers is greater than each subsequent link. In turn, the total mass of first-order consumers is greater than second-order consumers, and so on.

In this case (if the organisms do not differ too much in size), the pyramid will also look like a triangle with a wide base tapering upwards. However, there are significant exceptions to this rule. For example, in the seas, the biomass of herbivorous zooplankton is significantly (sometimes 2-3 times) greater than the biomass of phytoplankton, which is represented mainly by unicellular algae. This is explained by the fact that algae are very quickly eaten away by zooplankton, but the very high rate of division of their cells protects them from complete eating.

In general, terrestrial biogeocenoses, where producers are large and live relatively long, are characterized by relatively stable pyramids with a wide base. In aquatic ecosystems, where producers are small in size and have short life cycles, the biomass pyramid can be reversed or inverted (pointed downwards). So, in lakes and seas, the mass of plants exceeds the mass of consumers only during the flowering period (spring), and in the rest of the year the situation may be reversed.

Pyramids of numbers and biomass reflect the statics of the system, i.e., they characterize the number or biomass of organisms in a certain period of time. They do not provide complete information about the trophic structure of the ecosystem, although they allow solving a number of practical problems, especially those related to maintaining the stability of ecosystems.

The pyramid of numbers makes it possible, for example, to calculate the allowable value of catching fish or shooting animals during the hunting period without consequences for their normal reproduction.

1. energy pyramids- shows the magnitude of the energy flow or productivity at successive levels (Fig. 5).

In contrast to the pyramids of numbers and biomass, which reflect the statics of the system (the number of organisms in this moment), the pyramid of energy reflecting the picture of the speed of passage of the mass of food (amount of energy) through each trophic level of the food chain, gives the most complete picture of the functional organization of communities.

The shape of this pyramid is not affected by changes in the size and intensity of the metabolism of individuals, and if all sources of energy are taken into account, then the pyramid will always have a typical appearance with a wide base and a tapering top. When building a pyramid of energy, a rectangle is often added to its base, showing the influx of solar energy.

In 1942, the American ecologist R. Lindeman formulated the law of the pyramid of energies (the law of 10 percent), according to which, on average, about 10% of the energy received by the previous level of the ecological pyramid passes from one trophic level through food chains to another trophic level. The rest of the energy is lost in the form of thermal radiation, movement, etc. Organisms, as a result of metabolic processes, lose about 90% of all the energy that is expended to maintain their vital activity in each link of the food chain.

If a hare ate 10 kg of plant matter, then its own weight could increase by 1 kg. A fox or a wolf, eating 1 kg of hare, increases its mass by only 100 g. In woody plants, this proportion is much lower due to the fact that wood is poorly absorbed by organisms. For grasses and algae, this value is much higher, since they do not have hard-to-digest tissues. However general pattern the process of energy transfer remains: much less energy passes through the upper trophic levels than through the lower ones.

Consider the transformation of energy in an ecosystem using the example of a simple pasture trophic chain, in which there are only three trophic levels.

1. level - herbaceous plants,
2. level - herbivorous mammals, for example, hares
3. level - predatory mammals, for example, foxes

Nutrients are created during photosynthesis by plants, which inorganic substances(water, carbon dioxide, mineral salts, etc.) using energy sunlight form organic matter and oxygen, as well as ATP. Part of the electromagnetic energy of solar radiation is then converted into the energy of chemical bonds of synthesized organic substances.

All organic matter, created in the process of photosynthesis is called gross primary production (GPP). Part of the energy of gross primary production is spent on respiration, resulting in the formation of net primary production (NPP), which is the very substance that enters the second trophic level and is used by hares.

Let the runway be 200 conventional units of energy, and the costs of plants for respiration (R) be 50%, i.e. 100 conventional units of energy. Then the net primary production will be equal to: NPP = WPP - R (100 = 200 - 100), i.e. at the second trophic level, hares will receive 100 conventional units of energy.

However, for various reasons, hares are able to consume only a certain proportion of NPP (otherwise, resources for the development of living matter would disappear), but a significant part of it, in the form of dead organic residues (underground parts of plants, hard wood of stems, branches, etc. .) is not able to be eaten by hares. It enters detritus food chains and (or) is decomposed by decomposers (F). The other part goes to building new cells (population size, growth of hares - P) and ensuring energy metabolism or respiration (R).

In this case, according to the balance approach, the balance equation of energy consumption (C) will look like this: C = P + R + F, i.e. The energy received at the second trophic level will be spent, according to Lindemann's law, for population growth - P - 10%, the remaining 90% will be spent on breathing and removing undigested food.

Thus, in ecosystems with an increase in the trophic level, there is a rapid decrease in the energy accumulated in the bodies of living organisms. From this it is clear why each subsequent level will always be less than the previous one and why food chains usually cannot have more than 3-5 (rarely 6) links, and ecological pyramids cannot consist of a large number floors: the final link of the food chain, as well as the top floor of the ecological pyramid, will receive so little energy that it will not be enough if the number of organisms increases.

Such a sequence and subordination of groups of organisms connected in the form of trophic levels is the flow of matter and energy in the biogeocenosis, the basis of its functional organization.

Labor education implies:

a) fostering industriousness by involving children in work that is feasible for them (care for plants and animals, work on a geographical site, independent work with a textbook, etc.);

b) familiarity with professions, tools and ways of using them;

c) stimulation of interest in production activities;

d) formation of economic thinking;

e) preparation for a conscious choice of profession.

1. Sanitary and hygienic education provides:

a) the formation of ideas about hygiene;

b) strengthening health, increasing efficiency.

c) the formation of hygiene skills, adherence to the daily regimen and nutrition, the prevention of diseases and injuries, the education of the need for regular physical education and sports.

Principles for selecting educational material around the world

Before teaching students any subject, methodologists need to select educational material. The body of knowledge in any discipline is enormous, and within school subject only a small part of this knowledge is used. The same task - to select educational material - was also faced by methodologists in the field of the surrounding world. At the same time, the selection of material involves the observance of a number of principles that can be divided into two groups: general didactic and subject.

General didactic principles are observed when selecting content for any subject, including the surrounding world.

The main general didactic principles are scientific, accessible, systematic and consistent, the connection between learning and life, visibility, and consciousness.

1. The principle of science. The material included in the course must be recent achievements Sciences. Children in an accessible form

scientific information about the surrounding world is reported, and everyday ideas of children should be corrected. One of the signs of the scientific character of the studied material is the focus not on the morphology, but on the function of the object, on the essence of the ongoing processes. Here we can recall one of the principles of the biological method of V.V. Polovtsov: "forms should be studied in connection with departures." Inattention to this provision can, for example, manifest itself in the following: when studying a ravine, its morphology is considered, but the cause of its occurrence is not said.

The principle of accessibility and feasible difficulty. The selected material should not be too complex, nor should it be too light. That is, the material should be understandable for younger students, should correspond general level their preparation.

The principle of systematic and consistent. Knowledge and skills must be formed in a certain order so that the sequence of studying the material obeys a certain logic.

There are the following approaches to building a sequence of the studied material:

A) the logic of presenting the material in the science that underliesstudy. For example, in geographical description any territory adopted the following sequence: 1) geographic location; 2) surface;

climate; 4) water; 5) soils; 6) flora and fauna;

human economic activity. Approximately the same sequence is observed in many programs on the surrounding world for elementary school, for example, in the program "The World Around"

BEHIND. Klepinina in the topic "Nature and history of the native land". The logic of such a construction of the material is as follows: the basis of everything is the geographical location and geological structure, which exist initially and depend little on external factors. From geographical location and the surface (primarily from the height above sea level) the climate directly depends. In turn, the climate determines the water regime and soil types in a given area. Plants and animals, the most dependent component of nature, are described last. All of the listed natural components are the basis for human activity in a given area;

b) from near to far, from familiar to unfamiliar. The sequence of presentation of material accepted in science may contradict the peculiarities of children's perception of the world around them. It may contradict the well-known principle of pedagogy: from close to far, from familiar to unfamiliar. For example, out of all natural diversity, preschoolers and younger schoolchildren first of all meet not with rocks, but with plants and animals. It is they who are closer to them psychologically, it is about them that children already know something from fairy tales, from the experience of communicating with pets, indoor plants. And it would be logical to start studying nature with them. To some extent, this is realized in preschool education - where children mostly get acquainted with plants and animals. To a certain extent this

it is also implemented in the first grades of elementary school, where attention is focused on seasonal changes in nature, primarily on seasonal features of plant and animal life;

V) induction and deduction. The course "The World Around" can be built on an inductive or deductive basis.

Induction is a method of cognition in which there is a transition from a single knowledge about individual subjects studied to general conclusion about all subjects studied. Thus, knowledge is formed from the particular to the general.

Deduction is a method of cognition in which there is a transition from general knowledge about the subjects being studied to a single (private) knowledge about them. That is, knowledge is formed from the general to the particular.

The course "The World Around" is built primarily along the inductive path, that is, from observations, experiments to conclusions and theoretical generalizations. Although the construction of individual topics can be deductive. For example, before studying the soil, its definition is given (soil is the upper loose layer of the earth on which plants can grow), and then, with the help of experiments, its composition, properties, types of soils, etc. are studied;

The principle of linking learning with life(or links between theory and practice). According to this principle, the knowledge of the child should be applied in practical activities (used in life). In particular, the content of the course "The World Around" includes material that is personally significant for a younger student, this material is aimed at real life child (hygiene rules, traffic rules). In addition, the connection between objects, phenomena in nature with the life of the student himself and with the life of specific people is revealed;

The principle of visibility. Due to age characteristics adtpi x schoolchildren, their learning must be visual. It is known that a child thinks in forms, colors, sounds, sensations in general.

Memorization of objects, natural phenomena, presented in the form of natural objects, in the pictures shown in the experiments, occurs better, easier and faster than if they were presented in verbal form.

The principle of consciousness, activity. According to this principle, teaching becomes effective only when the student becomes the subject of activity, shows cognitive activity. According to this principle, it is necessary to introduce material into the course content that helps to develop learning activities. junior schoolchildren which implies the ability to set a goal, plan one's work, independently acquire knowledge, exercise self-control, self-esteem. At the same time, the role of the teacher in organizing the cognitive activity of students should not be underestimated. The activity of children can be achieved by taking into account their cognitive interests, by creating problem situations, use didactic games and educational discussions, organization of group forms of work.

Subject principles selection of content are typical only for the course "World around". The main subject areas are the principles of seasonality, local history, practical orientation, integration, environmental, ecological, historicism.

1 The principle of seasonality. D.II was the first who proposed to study the surrounding world according to this principle. Kaigorodov (see paragraph 2.1). This principle also took place in the comprehensive programs of the GUS, as well as in subsequent courses in natural history and natural science. However, children's acquaintance with seasonal changes in nature occurs even in kindergarten. According to the same seasonal principle, natural history topics are considered in reading lessons. In this case, it is difficult to avoid duplication of material. Therefore, some authors (for example, A.A. Pleshakov) generally excluded the study of seasonal changes in nature in the 3rd and 4th years of teaching the world around them, and in grades I and II, seasonal changes remained only as elements in the study of complex topics. At present, in accordance with the principle of seasonality, two programs on the surrounding world have been built (I.P. Tovpinets and Z.A. Klepinina), and in both the principle is observed only for class II, where all the material is built around seasonal changes in nature.

Local history principle. This principle involves the study of the nature, society and history of the area where the child lives. inci n allows to implement such didactic principles of teaching as "from close to far", "from known to unknown". Many teachers of the past called for studying the nature of their region in the course of natural science. In the course "The World Around", when considering local history issues, the region, region or republic in which the child lives and studies is studied. Modern programs, according to which the surrounding world is taught to younger schoolchildren, cannot be called local history. But they can include local history topics. For example, in the course "The World Around"

BEHIND. Klepinina is studying the topic "Nature and history of our region". This topic gives an overview of the nature and history of the area (surface, minerals, water bodies, soil, plants, animals, peoples, history).

The study of local history topics in elementary school is difficult for the reason that the content of textbooks for the whole of Russia is the same. As a result, it is impossible to reflect the characteristics of individual regions in textbooks. Therefore, teachers often go through all the topics as they are given in the textbook, and study with schoolchildren not their own region, but the nature of central Russia. There are two ways out here: 1) adjusting the content of the topic (to give the natural features of your region); 2) creation teaching aids where local material would be given.

The principle of practical orientation. The practical orientation implies that for the construction of the course, mainly the material that can be studied through observations, experiments, and practical activities of students should be selected. However, taking into account this principle does not mean the removal from the content of the subject of that material that has no practical significance, because

otherwise the course will lose its general educational character, the systematic nature of the course will be violated.

The principle of integration. The principle implies that "The World Around" is an integrated course, which includes information from a wide variety of sciences (both natural and social). This is done so that the younger student gets a holistic view of the world. This principle was proposed by V.F. Zuev, then supported and substantiated by AL. GerdochM, who wrote that "in elementary school there is only one place, inseparable science about the surrounding organic and inorganic world."

environmental principle. Involves the study of the influence of anthropogenic factors in the consideration of each technical course.

Ecological principle. The content of the course should be such as to show the interrelationships of all phenomena in nature. When studying economic activity, it must be emphasized that the resources of nature are not infinite. The thoughtless use of natural resources threatens the very existence of life on Earth.

The principle of historicism. It involves the disclosure in the content of education of temporal relations between the phenomena of the surrounding world, an approach to any event under study (both natural and social) from the standpoint of natural history and the history of society. In addition, the cip involves a large amount of historical material in the course "The World Around". At the same time, it is studied Short story Russia, and the main attention is paid to the turning points of history.

The subject results of mastering the program in the surrounding world should reflect:

understanding of the special role of Russia in world history, fostering a sense of pride in national achievements, discoveries, victories;

the formation of a respectful attitude towards Russia, the native land, one's family, history, culture, nature of our country, its modern life;

awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, the elementary rules of moral behavior in the world of nature and people, the norms of health-saving behavior in the natural and social environment;

mastering available ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc., with obtaining information from family archives, from people around, in an open information space);

development of skills to establish and identify cause-and-effect relationships in the surrounding world.

In the Basic curriculum educational time is distributed between the federal, regional and school components of the educational standard. The final content of the course is defined in specific programs for the world around.

inanimate nature; 4) geography; 5) plants; 6) animals; 7) seasonal changes in inanimate nature; 8) seasonal changes in wildlife; 9) seasonal changes in people's work; 10) a person (structure, health protection); 11) ecology; 12) society; 13) the history of the Fatherland.

Consider each of these blocks, their content in modern programs and textbooks.

celestial bodies:

The sun is the source of heat, light and life on Earth. Children should be able to determine the place and time of sunrise and sunset, the length of the day, the change in the relative height of the sun above the horizon with the help of a gnomon;

The Moon is the Earth's satellite;

the movement of the earth on its axis and around the sun. Change of day and night, change of seasons.

Weather. The concept of "weather" is introduced by summing up information about its components: air temperature in degrees, presence and strength of wind, cloudiness, presence and type of precipitation, other weather phenomena (fog, thunderstorm, ice, frost). In the textbooks of some authors, the reason for the appearance of the wind is explained, the concept of “wind rose” is introduced, children learn about the types of clouds. Causal information is given: why it rains, why a rainbow appears, why there is an echo.

Inanimate nature. The content of this block is revealed in the topics "Water", "Air", "Soil", "Rocks and minerals". Children study the properties of water, air, soil, minerals, their significance and protection.

Geography. During the study of geographical topics, students get acquainted with:

with the concepts of "horizon", "horizon line", "horizon sides", learn to use a compass;

with the forms of the earth's surface (plains, mountains, hills, ravines);

with a variety of reservoirs: river, lake, sea, etc. The concepts of “source”, “mouth”, “channel”, “tributary” are introduced;

with a globe, maps of the world, Russia and its area, with symbols on the map. The concept of "scale" is introduced;

with natural areas of Russia. Some programs (eg.

N.Ya. Dmitrieva, A.N. Kazakov) all natural zones of the Earth are considered.

Plants. This block includes the following topics and basic information:

a) plant organs:

root: located in the soil, grows down, absorbs water and nutrients, holds the plant;

stem: grows upwards, on it are leaves, flowers, fruits with seeds; the concept of "shoot" is introduced as a stem along with leaves and buds;

leaf: located on the stem, breathes with the help of stomata. The variety of leaf shapes is being studied;

flower: formed on the stem, fruits and seeds develop from it;

fruit: formed from a flower, it contains the seeds that most plants reproduce. Environmental information is given - you can not pick the flowers of wild plants, especially rare ones;

b) plant life conditions: heat, water, light, air, minerals;

c) the development of a plant from a seed: the stages of swelling, the appearance of a seedling, leaves, flowers, fruits and seeds;

d) life forms of plants: a tree is a plant with one lignified trunk; shrub - a plant with several lignified trunks; herbaceous plants have flexible green stems, which die in annuals, and recover after wintering in perennials;

e) coniferous plants (leaves - needles) and deciduous (flat, wide leaves falling in autumn);

f) plant ecology: the concepts of "heat-loving and cold-resistant", "light-loving and shade-tolerant", "moisture-loving and drought-resistant" plants are introduced;

g) distinguish such groups of plants as wild, cultivated, indoor, medicinal, poisonous, the concept of "variety" is introduced.

Currently, the list of studied plant groups has been expanded to include lichens, algae, mosses, and ferns. They began to clarify that mushrooms are an independent group of living organisms. The term "kingdom" is introduced.

Animals. Animals of four groups are obligatory for study: insects, fish, birds and animals:

a) insects

structure: three pairs of legs, three parts of the body - head, chest and abdomen, wings and legs attached to the chest;

reproduction: two ways of development of insects - with complete and incomplete transformation;

the benefits and harms of insects to humans;

signs: aquatic animals, whose body is covered with scales, move with the help of fins, breathe oxygen dissolved in water with gills.

signs: the body is covered with feathers, have two legs, two wings, develop from eggs;

division of birds into migratory and wintering, and wintering - into settled and nomadic;

d) animals (mammals):

signs: the body is covered with wool, live cubs are born immediately (an exception is echidna and platypus), cubs are fed with milk;

division into herbivorous, carnivorous, insectivorous and omnivorous;

the concept of wild and domestic animals is introduced;

conditions necessary for the life of animals - food, water, air, heat, light.

In most programs, worms, mollusks, crustaceans, arachnids, amphibians, and reptiles are additionally studied.

Seasonal changes in inanimate nature. Within this unit, students receive the following information:

a) summer: the sun is high above the horizon, the length of the day is long, warm and hot, precipitation in the form of rain (often showers with thunderstorms), soil and water are warm;

b) autumn: the sun is lower above the horizon than in summer, the days are shorter, it gets colder, it often rains, turning into snow, the soil and water cool;

c) winter: the sun is low on the horizon, the days are short, precipitation in the form of snow, there are blizzards, the air temperature is low (frosts), the soil and water bodies freeze. The concepts of "snowflake", "snowdrift", "snowfall", "icy ice", "nast", "freezing" are introduced;

d) spring: the sun is higher above the horizon compared to winter, the days are lengthening, the temperature rises, snow melts, precipitation in the form of sleet and rain, ice melts on water bodies, and the soil thaws. The concepts of "thaw", "ice drift", "flood" are introduced.

Seasonal changes in wildlife. Changes in the life of plants and animals are considered:

a) plants

summer - vegetation, flowering and fruiting;

autumn - ripening of fruits and seeds, dying off of the ground parts of grasses, discoloration of leaves, leaf fall;

winter - deciduous plants stand bare, without leaves, conifers and some herbaceous plants remain green under the snow (winter crops, strawberries);

spring - sap flow, bud swelling, flowering of some plants, leaf blooming;

b) animals:

summer - reproduction, rearing offspring;

autumn - disappearance of insects, departure migratory birds, in wintering birds fluff is formed, in animals - molting, accumulation of subcutaneous fat;

winter - there are no insects, there are wintering birds (bullfinches, tits, waxwings), sleep or hibernation in animals (children are explained what are the differences between sleep and hibernation);

spring - the appearance of insects, the awakening of animals from sleep and hibernation, spring molt, the arrival of birds, nesting, incubation of eggs, the appearance of chicks, their feeding.

Seasonal changes in the labor activity of people:

a) summer - work in the fields, orchards and orchards, grazing, haymaking;

b) autumn - harvesting and preparing farm animals for wintering;

c) winter - care for farm animals, preparation for spring sowing;

d) spring - agricultural work (sowing, etc.), care of farm animals.

Human. Students get acquainted with the basics of human anatomy and physiology, they develop personal hygiene skills.

Ecology. Students get an idea of ​​the relationship and dependence of living organisms and inanimate nature, get acquainted with environmental protection measures, learn skills correct behavior in nature. The concepts of "natural community", "food chain", "food networks", "ecological pyramid" are introduced.

Society. The following topics are being studied:

a) Man. Family. Society". Here such concepts as a family, family tree, surnames, names and patronymics of family members are considered; work and rest of family members; family budget; relationships between people;

b) "Man and his security." It deals with the rules of safe behavior at home, on the roads, fire safety; transport (land, underground, water and air) and rules for its use;

c) Our Motherland and the World. Here is information about native land, about sights, about local economy. Further, Russia is considered as our Motherland, information is given about the capital of Russia - Moscow; about the Constitution, human rights, the rights of the child; O state symbols: flag, anthem, coat of arms, about public holidays, about state structure Russia (President, Federal Assembly, Government); about the peoples of our country, about respect for culture, history, language. Next - going beyond Russia - diversity modern world, countries of the world, neighbors of Russia. The responsibility of people for the future of our common home - the Earth.

The history of homeland. Includes the following content:

Idea of ​​history, historical sources, counting years in history; East Slavs. Ancient Rus', Baptism of Rus'. Russian lands in the X11I-XV centuries. Kulikovo battle. Moscow Rus'. Reforms of Peter I, the formation of the Russian Empire. Patriotic War 1812 October Revolution, the formation of the USSR, the Great Patriotic War, modern Russia. As the material progresses, the culture of Russia of the corresponding historical period is considered. In addition, the past of the native land is being studied.

Thus, the block "History of the Fatherland" is built on the principle of historicism: a brief Russian history, particular attention is paid to

turning points in history.

Control questions and tasks

What are the challenges facing the course "The World Around" according to the Federal State Educational Standard for Primary General Education, which came into force in 2010?

What knowledge, skills and abilities should be formed in younger students as a result of studying the course "The World Around"?