Synopsis of the lesson of the world in the 3rd grade.
Lesson topic: "Environmental safety."
Lesson Objectives:
Formation of personal UUD
to form the value attitude of students to the environment;
help students realize the value of joint activities;
Formation of cognitive UUD:
to promote the development of schoolchildren's skills to highlight the main thing in the text, analyze the text.
create conditions for the development of the ability to formulate and solve problems, offering different ways to solve them.
Formation of regulatory UUD:
to ensure the development of schoolchildren's ability to set goals and plan their activities;
to create in schoolchildren the ability to work in time;
to promote the ability to exercise self-control, self-assessment and self-correction of educational activities;
Development of the communicative culture of schoolchildren:
to promote the development of communication skills in children;
ensure the development of monologue and dialogic speech among schoolchildren
Subject goals:
organize the activities of students in the study and primary consolidation of the rules environmental safety
ensure the consolidation of the concepts of "ecology", "environmental safety", "circulation of substances in nature", "environmental problems".
| Actions of the teacher | Student actions |
| Self-determination to activity. Org.moment. |
|
| Make sure that workplace ready for the lesson. Everything is in place, conveniently located for you. Hold hands, look at each other, smile, wish each other good luck. | They check the order in the workplace, wish them success in the lesson. Students distribute responsibilities within the group, put them on the worksheet. |
| Updating knowledge, motivation. |
|
| Offers to solve a crossword puzzle made up of words related to the topic of the lesson. As a result of completing the crossword puzzle, children should receive keyword lesson - ECOLOGY Checking the correct operation is carried out according to finished sample prepared by the teacher. | Students solve the crossword puzzle in a group. check the correctness of the work performed according to the finished sample proposed by the teacher. Evaluate your work on a worksheet. Clarify the concept of the word ECOLOGY. express their opinion about known to them environmental issues ah, existing in our city. Fill in the lesson table (I know - I want to know - the result of my work in the lesson) |
| staging learning task |
|
| The teacher organizes a frontal conversation leading to the creation of a problem situation and the formulation of the topic of the lesson. What environmental problems can be solved in an instant? How can a person live in order to reduce the impact of a polluted environment on the human body? How will we work with you today? What else will we learn in the lesson? | During the conversation, they formulate the need to comply with some rules of conduct that will help make the influence of the environment safer. Students formulate the purpose and objectives of the lesson together with the teacher. |
| The solution of the educational problem. |
|
| The teacher informs the topic of research for each group, controls the progress of work in each group, advises in case of difficulty in the work of groups. | Students, having received the task, independently draw up environmental safety rules, write them down on a piece of paper, create symbol illustrating one of these rules. |
| Primary fastening |
|
| The teacher organizes the performance of the working groups, clarifies the knowledge gained during independent work, demonstrates with the help of a document camera a sign illustrating the rules of environmental safety developed by students. | Students advertise the work done, explain the sign of environmental safety invented by the group, answer the questions of their classmates, clarify their knowledge. |
| Generalization of what has been learned and its use in solving practical problems. |
|
| The teacher asks the children to answer problematic issue associated with the environmental situation in the school district. | Students in a group discuss the problem, offer their own version of the answer to the question posed. |
| The teacher organizes the assessment of the team's activities in the lesson using a worksheet and conventions (+, !) | Students discuss the share of participation of each member of the team, the correctness of the answers, activity. The team's worksheet enters their assessment. They advertise their opinion at the request of the teacher. |
| Summary of the lesson. Reflection of activity. |
|
| The teacher organizes the work on summarizing the activities in the lesson. The result proposes to be entered in an individual worksheet. | Students compare the result obtained in the lesson with the purpose of the lesson, analyze and fill in the last column of the individual worksheet, advertise their notes as desired. If it was easy, all the tasks are feasible - the smiley is cheerful, if there were difficulties that were dealt with - the smiley is serious, if the difficulties are big, it was not possible to cope with them - a sad smiley. |
Tasks for collective discussion in groups as a final repetition.
Last summer, a rich harvest of apples ripened in the school garden. The guys decided to harvest the crop and give it to the zoo to feed the animals. But the workers refused to accept apples from our orchard, saying that animals should not eat them. Explain why the zookeepers made this decision?
Not far from the school there is the Olginsky Pond, which is well known to you. A sandy beach is equipped on the shore of the pond, but every year a sign “Swimming is prohibited” is installed on the beach. Why do you think that the water in the pond is considered dirty, although the waste of the enterprise is not poured into it?
On the territory of the school stadium there is a football field with a good lawn. Many dog owners like to walk their dogs on this lawn, but the school custodian does not allow them to do so. Why? Does he not like dogs or is there another reason?
Our school is located in a microdistrict where there are two large parks - Specific and Sosnovka. Can we assume that the air in the school area is clean and ecological situation normal?
Student's individual worksheet.
| What do I know about the topic of the lesson | What would you like to know | |
| What do I know about the topic of the lesson | What would you like to know | The result of my work in the lesson. |
| What do I know about the topic of the lesson | What would you like to know | The result of my work in the lesson. |
Tasks for collective work in groups during the lesson.
Read the text of the textbook on pages 31-32. Make a model "Ways of entry of pollutants into the human body."
Be prepared to explain how contaminants enter the human body.
Read the text of the textbook on page 33-34. Make rules about how to protect yourself from polluted air. Come up with and draw a symbol for your rules. Prepare questions for the children to test their knowledge on the topic “How to protect yourself from polluted air”. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Read the text of the textbook on page 34. Make rules for protecting yourself from polluted water. Come up with and draw a symbol for your rules. Prepare questions for the children to test their knowledge on the topic “How to protect yourself from polluted water”.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Read the text of the textbook on page 35. Make rules for protecting yourself from contaminants in food. Come up with and draw a symbol for your rules. Prepare questions for the children to test their knowledge of how to protect yourself from contaminants in food.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Crossword for updating basic knowledge
Name it in one word: grass, rabbit, fox,
The top fertile layer of the earth.
What gas does a person need to breathe?
What substance can be found on Earth in three states at once - solid, liquid and gaseous?
The substance on which the fertility of the soil depends.
Living organisms that have signs of animals and plants, therefore, scientists have identified in separate group are scavengers.
Name it in one word: grass, rabbit, fox,
The top fertile layer of the earth.
What gas does a person need to breathe?
What substance can be found on Earth in three states at once - solid, liquid and gaseous?
The substance on which the fertility of the soil depends.
Living organisms that have signs of animals and plants, therefore, scientists have identified as a separate group, are scavengers.
Name it in one word: grass, rabbit, fox,
The top fertile layer of the earth.
What gas does a person need to breathe?
What substance can be found on Earth in three states at once - solid, liquid and gaseous?
The substance on which the fertility of the soil depends.
Living organisms that have signs of animals and plants, therefore, scientists have identified as a separate group, are scavengers.
Today we are going to wonderful world nature.
And what we will talk about in this lesson, you will learn by guessing the riddle.
Mystery
And she's colorless
And, as if not tasty,
But her, while we live,
We enjoy drinking.
Today we will talk about water and caring attitude To her.
Globe display.
Who will tell me what it is? Yes, this is a small model of our land.
Tell me, please, what color is more on our planet? (blue)
That's right guys most Our planet is occupied by oceans, seas, lakes and rivers.
Let's say the words "water", "river" in the Kazakh language
There is a lot of water on our planet, but is it all drinkable? Of course not. In the seas and oceans, salty water cannot be drunk. Therefore, we must take good care of water. Fish and animals live in fresh and salt water, plants grow.
But it happens, guys, sometimes like this. Do you want to know how?
The story of the transparent river
A river flowed across the plain with clean, pure water. And it was called Transparent. In the summer the children swam and fished. A toy factory was built on its shore. The plant needs a lot of water to operate, so two pipes were laid from the plant to the river.
An experiment is being carried out .
Guys, you have juice with straws on your tables. Try drinking juice through a straw.
This is how water flows into the plant one at a time, and pours back into the river on the other.
Clean, clear water is poured in, and dirty waste is poured out. And the river became in this place, as if from shame for the outrages being committed, alley of poppies.
Downstream, another factory was built - a rubber boots factory. And he's clean clear water greedily drinks, dumping dirty, waste water back through the pipe. And the river became, as if from annoyance, blacker than black rubber boots descending from the assembly line.
So it was: the river was clean, it was even called Transparent, but it became dirty, even multi-colored. People are angry not to wash, not to swim. And let's not even talk about the fishermen. And this is what happened to them.
Fairy tale dramatization
Once upon a time there lived an old man and an old woman on the banks of the Transparent River. And then one day the grandfather threw a net and pulled it out not only with river grass, but also with rusty cans and broken bottles. He threw a net a second time and fished out a tattered shoe, plastic bags and other rubbish. Well, for the third time, as expected, the old man got caught gold fish. And a well-known case, the fish spoke with a human voice. Well, here's a miracle: the goldfish did not ask the old man: they say, let me go, old man, into the river. On the contrary, she began to beg: just don’t let me go, old man into the river, it’s better to take me home and let me go to an aquarium with clean, clear water. I will serve you faithfully any service. I don’t want, he says, to become an “oil” fish, multi-colored, but I want to remain a gold fish.
Sad story, really. But people love our common Home, with everyone living on earth, and try to make sure that such sad stories was as small as possible.
I'll tell you about this a little later, but now let's rest.
Fizminutka. "Fish"
The fish splashed merrily.
In clean fresh water.
They bend, they bend.
They will bury themselves in the sand.
We sit down so many times.
How many fish do we have here.
Once came to the shore of the Multicolored most important sanitary doctor those places. I visited the factories, found out everything and got very angry. Plants, he says, are very good, but one should not forget about people and the nature around them either. Is it possible to put up with the fact that bathers come out of the water like colorful parrots? How is it that people in the river do not swim, do not wash, or catch fish? And he ordered to urgently build "water purifiers" at all factories. Let the water contaminated in the workshops be cleaned and washed there. Obedient at all three factories good advice, and red- black-green mottled streams flowing from the pipes dried up. Since that time, the Multicolored River has again become a transparent, clean river: you can swim, and catch fish and cook fish soup.
Guys, what is the name of our river?
Is it pure water?
There used to be a lot of fish and crayfish in our water. And now crabs are gone because they only live in clean water.
Poetry moment:
I look at the globe, the globe of the earth,
And suddenly he sighed, as if alive!
And the continents whisper to me
You take care of us, take care!
In the anxiety of groves and forests,
Dew on the grass, like a tear.
And the springs quietly ask:
You take care of us, take care!
The deep river is sad
You take care of us, take care!
The deer stopped his run:
Be a man, man
We believe in you, don't lie
You take care of us, take care!
I look at the globe - the globe of the earth, So beautiful and dear.
And lips whisper: “I will save, I will save you, I will save!
INSTRUCTION AND TECHNOLOGICAL CARD
for execution practical session № 1
by discipline " Environmental fundamentals nature management"
Topic: Forecast of the consequences of human interaction with nature.
Job title: Solving environmental problems.
The purpose of the lesson: Learn to analyze and predict environmental impact various kinds activities.
Time limit: 2 hours.
Workplace equipment: Workbooks, instruction cards.
Venue: Room No. 215
Basic safety rules in the workplace:
discipline;
follow the instructions of the teacher exactly;
.
Literature: Arustamov E.A. Ecological bases of nature management. - M .: "Dashkov and K", 2007.-247 p.; Galperin M.V. Ecological bases of nature management. - M.: FORUM-IFRA-M, 2008. - 256 p.; Konstantinov V.M. Ecological bases of nature management. – M.: Academy, 2010. – 208 p.
Control questions for admission to work:
Give the concept of nature.
Why ecology plays important role in modern world?
The content of the work
Interaction between man and nature (socio-economic aspect) - policy and strategy in use natural resources and in managing the reactions of society to changing resource opportunities of the planet and its individual regions. For society, nature is of great social, industrial, economic, scientific, and health-improving significance. Socio-economic development human society should be entirely aimed at the adaptation (adaptation) of mankind to the conditions of a changing environment. The correct approach in modern conditions lies in a limited rational transformation nature for the needs of the development of mankind, which must also modify its tools in accordance with the resource capabilities of the Earth.
In connection with the development of the productive forces of society, the mass of substances and materials involved in economic circulation is increasing. Man deliberately and unintentionally affects the conditions of existence, going against the laws of nature.
Man has learned the laws that allow him to create modern machines, but so far he has not learned to understand that there are other laws that, perhaps, he does not yet know, that in his relationship with nature there is a forbidden line that a person has no right to cross under any circumstances. circumstances. There is a system of prohibitions, violating which he violates his future. Even the laws of the development of the biosphere and society that have already been discovered, people constantly violate for the sake of momentary profit, causing numerous local and regional disasters, bringing the global ecological crisis closer.
Scheme 1. Global environmental problems
Task 1. Solve environmental issues:
1. As a result of the release of dust from the factory chimney, an aerosol cloud was formed, which fell to the ground with rains after 8 days. What path did the cloud make if the wind was blowing at a speed of 2, 5, 10, 15 m/sec.
Rate economic consequences from an oil spill as a result of a tanker accident, if 10, 20, 30 and 40 thousand tons of oil flowed out of the hole:
a) calculate the area of the sea surface covered with oil;
b) determine the amount sea water, devoid of oxygen, if 1 thousand tons of oil covers an area of 20 km2; if 1 kg of oil covers
access of oxygen to 40 m3 of sea water.
Task 2. Answer the test
1. The patterns of occurrence of adaptations to the environment are studied by science:
taxonomy;
zoology;
botany;
ecology.
2. All components natural environment that affect the state of organisms, populations, communities, are called:
abiotic factors;
biotic factors;
environmental factors;
driving forces of evolution.
3. The intensity of the action of the environmental factor, within which the processes of vital activity of organisms proceed most intensively - the factor:
limiting;
optimal;
anthropogenic;
biotic.
4. The totality of living organisms (animals, plants, fungi and microorganisms) inhabiting a certain territory is called:
species diversity;
biocenosis;
biomass;
population.
5. The number of individuals of a given species per unit area or per unit volume (for example, for plankton)
biomass;
species diversity;
population density;
all of the above.
6. A variety of nutritional relationships between organisms in ecosystems, including consumers and the full range of their food sources:
food web;
food chain;
trophic chain;
power circuit.
7. Lowest plant biomass and productivity in:
steppes;
taiga;
tropics;
tundra.
8. The ability to restore and maintain a certain number in a population is called:
population density;
population productivity;
population self-regulation;
population recovery.
9. The signal for seasonal changes is:
temperature;
day length;
the amount of food;
relationships between organisms.
10. Reserve substances are deposited in plants for the winter:
proteins;
fats;
carbohydrates;
all of the listed substances.
11.Highest Productivity:
mixed forests;
deciduous forests;
coniferous forests;
rainforests.
12. Absorb carbon dioxide, involving it in the circulation of substances
producers;
consumers;
decomposers;
detritophages.
13. A number of interrelated species, of which each previous serves as food for the next:
food chain;
food web;
nutritional level;
population pyramid.
14. The ability of organisms to respond to the alternation during the day of periods of light and darkness of a certain duration:
photoperiodism;
biological rhythms;
The biological clock;
biotic factors.
15. Adaptation of animals to the transfer of the winter season:
winter rest;
hibernation;
stop physiological processes;
anabiosis.
Test questions:
List global environmental problems.
What are environmental factors?
Lecturer: Zhilyaeva I.N.
13PAGE 14215
Global environmental issues
Environmental pollution by toxicants
Nuclear pollution
Depletion of the "ozone layer"
Greenhouse effect
acid rain
Soil degradation
deforestation
ocean pollution
photochemical smog
Waste issues
desertification
Reducing the gene pool
human ecology
Attached files
Planned results
subject
will learn
will receive
possibility
learn to
define a chain
and power supply
distinguish links
chains
classify
chains
make chains and
power supply
chain comparison,
draw conclusions and
conclusions on
basis of comparison
Metasubject
Personal
development of motivation to study in
further
various
natural sciences;
development of curiosity and
the formation of interest in the study
nature by natural methods
Sciences
creativity
relationship with nature
development of intellectual and
responsible
upbringing
textbook,
ability to work with different
sources
biological
information:
find
biological information (in
scientifically
text
literature,
popular
biological
dictionaries and
directories), analyze and
evaluate
information
convert information from
one form to another
ability to see the problem
ask questions
nominate
hypotheses, define
concepts
classify,
draw conclusions and conclusions
structure the material
Organizational structure lesson
(Combined lesson)
Lesson stages
Teacher activity
Student activities
Notes
Motivation
Greetings. Creates for
students
problematic
situation.
Motivates students to
definition of the topic and to
setting a cognitive goal
lesson. (by
showing
cartoon.)
guess
today's lesson?
topic
Records the topic of the lesson on
board.
We already
familiar with
some relationship
found in live
assumption
Regulatory:
goal setting;
Planning
Determine the topic of the lesson
food relations, who eats whom.
plants are home;
animals spread fruits and
seeds, pollinate plants;
staging
well, today we are more
talk in detail about
food relations
what is the purpose of our
this problem?
Records the purpose of the lesson on
board.
Offers
problematic situation
students
I suggest,
to you
imagine that you
study the relationships of organisms and the scheme
transmission solar energy.
saying
Performing the task:
assumptions,
make up a chain
(work in tandem with the distributing
material)
Update
Corn
sparrow
insect
and you
environmental scientists,
necessary
explain
guys from kindergarten, what
is a food chain using
Poem "Hooligans"
sparrows"
(dispensing
material on your table):
Same
–
hooliganssparrows
excellent
thieves.
Just give them grain -
reduce
harvest.
The Chinese have calculated
how many grains were lost,
And issued their decree -
sparrows to nullify!
Killed everyone in a row, waiting -
what
result?
At first, in fact,
their bins filled up.
And then the trouble came
gates!
open
All
harvest
insects
gobbled up.
There are so many of them
was nowhere before.
It turned out that sparrows do not eat
at all
grain:
Their parents drag them from the fields
midges
worms.
It became clear to the authorities -
We need to bring the birds back.
And had them sparrows out
strangers
edges.
If everything is cut from the shoulder,
you can ruin the business.
lead
ok now try
define the concept
"Chain of food"
activity
directs
students related to
problem posing,
and
by solving it.
imagine it as a chain
anything in everyday life
for example, a chain of ants
on the ecological path or
chain of events...
correct and send
energy
Organizes
discussion of the material
work on
the power chain is a sequence
organisms that each other
eat
Enter into a polylogue, express
assumptions, examples.
Finding a place and
causes of difficulty
Offers
problem question:
students,
Searching for information
necessary to resolve the issue
discuss it among themselves.
what parts are included in
food chain and
happens if one link
disappear?
producers, consumers, decomposers;
perhaps another link will appear,
replacing the disappeared
Create a work plan and communicate
Lesson plan items work with
textbook p. 12
Planning
Discussion with students
lesson plan (definition
content
and
sequence of actions
to achieve the
goals)
What do we need to know
to reach the target
goals?
Writes lesson plan for
board.
Work with the text of the textbook,
drawings, handouts,
search for information,
necessary to resolve the issue
your option. Form a response in
workbooks.
Implementation of the plan
types of food chains
food chain links
power supply
energy distribution
Organizes work for
and
search
processing
information.
Stimulates active
participation of all children in
search activity
Organizes an individual
work with textbook
dividing the class into options.
I.
option using
textbook,
text
drawings,
and
dispensing
offer material
exhaust circuit diagram.
scheme
issue in
workbook
II.
option using
text
textbook,
and
drawings,
Cognitive:
Formulation
problems, finding ways
solutions;
Informational
Search;
Analysis with detection
significant
and
insignificant
signs, comparison,
establishing
causality
essential
generalization
connections,
Personal:
Responsible
relation to you
replenishment
training
tasks;
III.
dispensing
offer material
decomposition chain diagram.
scheme
issue in
workbook
option using
mutual verification
results.
work according to the algorithm or
Cognitive:
Building a speech
statements.
Personal:
Responsible
relation to you
replenishment
training
tasks;
Readiness for the
scientific
acceptance
paintings
peace,
first
link
plant (producer)
Organize repetition and
consolidation
educational
material,
establishing
links between the new and the old
studied
material,
workout
skills
use of new knowledge.
Fill in the worksheet table
establishing links between new and
previously studied material
Table:
nutrition".
"Characterization of circuits
flail
b
Pete
ani
I
Head
noe
link
After before
vateln
awn
links
Role in
ecosis
topic
Prime
ry
chains
nutrition
I
Evaluation
Posting and commenting
marks.
express value judgments
Reflection
homemade
exercise
Offers to remember the topic and
lesson objectives, correlate with
lesson plan and evaluate measure
his personal progress towards
goals and achievements of the class as a whole.
Determine the degree of compliance
goal and results
activities: name the topic and tasks
lesson, mark the most difficult and
most liked episodes
lesson.
Regulatory:
Participation in summing up
the results of the lesson;
Self-esteem.
part
invariant
(corresponding
basic
level) - textbook paragraph
p.8792
variable part (students
can choose tasks from
suggested by the teacher
individual
taking into account
opportunities)
94
96(literary page and
questions to the text)
page
