"Bodies and Substances"

Subject : the world

Class : 3-b

Target:

The formation of ideas about bodies and substances, and the definition by children of the basic properties of substances.

Lesson type: « discovery of new knowledge.

Tasks:

Help children learn new concepts of "body" and "substance";

Develop cognitive interest and horizons;

To develop the cognitive activity of children, the ability to observe, compare, generalize and draw conclusions.

Contribute to the formation of the personality of the student;

To instill respect for each other;

Planned results:

Personal UUD:

Formation of a holistic view of the world;

Formation of motivation for learning;

To be tolerant of others and their own mistakes;

Metasubject UUD.

Regulatory UUD:

Together with the teacher, discover and formulate a learning problem;

Cognitive UUD:

Navigate your system of knowledge;

Extract and process information to discover new knowledge;

Communicative UUD:

Express your thoughts in speech form;

Listen to others, try to take a different point of view, be ready to change your point of view;

Subject UUD:

Form initial ideas about bodies and substances;

Know the relationship between a substance and the temperature acting on it.

Educational and methodological support and resources:

Computer, multimedia presentation;

Methods:

verbal

visual

practical

problem

search.

During the classes

1. Organizational beginning

We begin the lesson of the world around. Whoever guesses what I'm talking about, raises his hand.

1. It softens easily under the warmth of the hands. It is used in labor lessons (plasticine)

2. It is a yellowish liquid with a pungent odor. It is obtained from oil. This is "food" for the car (gasoline)

3. These delicious translucent slices look like jelly. It takes a lot of sugar to make it. But it is considered the most useful sweet (marmalade)

2. Formulation of the topic of the lesson

Formulate the topic of the lesson (what consists of what)

The topic of our lesson

"Bodies and Substances"

3. Learning new material.

And now we will take a virtual tour. I will name the words, and you say what you imagined.

Water( Stream, sea, tap, lake, rain, river…)
- Water drop( Round little drop.)
(A drawing of a drop is hung on the board)
- Clay (Brick, jug, toy.)
- Clay jug. (A picture of a jug is hung on the board)
- Metal( Hammer, spoon...)
A drawing of a hammer is displayed.
- In what case did you accurately represent the object, its outlines? When did I ask the first question about metal, clay, water, or when I asked about a drop, a jug, a hammer?
( About a drop, a jug, a hammer.)
- Make a conclusion.( It was easy to imagine a specific subject.)
- Any object, any living being can be called a body. Read the first sentence in your textbook on page 72.

What are bodies?

Name the bodies that surround you.

The sun, moon, any planet are called celestial bodies.

Here is a phone list. What two groups can these bodies be divided into? (Sun, alarm clock, gramophone, cat, butterfly, hare, cacti, scissors)

Bodies are divided into two types: natural, created by nature and artificial, created by man.

Bodies, in turn, are made up of substances.

You need to name what substances bodies are made of: a sugar cube, a ball, a brick.

Let's play the game "Body - substance": if I name the body, you sit down, and if the substance - jump.

Table, textbook, iron, glass, flower vase, steel, saucepan, candle, plane, plastic.

sugar bowl

Sugar

salt shaker

Salt

Bucket with water

Water

Balloon

Carbon dioxide

You need to divide these words into two columns: bodies and substances.

Are all substances the same? Read the last paragraph in your textbook on page 72.

4. Summing up.

What new did you learn? (Substances can be in solid, liquid and gaseous state)

It's time to take stock. Together with the teacher, they recall what they learned in the lesson. The teacher asks questions:

Everything that surrounds us is called ....bodies.

Bodies arenaturalandartificial.

What bodies are made of is...substances

Substances are...solid, liquid and gaseous.

Here are words that are divided into three groups: solid, liquid and gaseous. Find the error.

You worked together.

Find out who was the most attentive in the lesson.

What is called the body?

Give an example of tel.

What are the bodies?

What is a substance?

What state can substances be in?

Thank you for the lesson!

1. Determine in which row only natural bodies are depicted. Color the circle green. Which row shows only artificial bodies? Color the circle blue. And what bodies are depicted in the remaining row? Think about how best to paint the circle around this row. Do this. Explain your decision.

2. Give examples (at least three in each paragraph). Do not repeat what was shown in the pictures in task number 1.

a) Natural bodies: star, deer, flower, butterfly
b) Artificial bodies: computer, ruler, carpet, knife.

What examples did the other guys give? Add one example from their responses to each item.

3. Write out examples of substances from the text of the textbook.

Sugar, aluminum, water, starch.

4. Ant Questioner is interested in which of the above are bodies and which are substances. Point with arrows.

5. Mark with a “+” sign in the appropriate column which of the listed substances are solid, liquid, gaseous. Do this first with a simple pencil.

Ask a student sitting next to you to check your work. After checking, put down the “+” signs with a pen or colored pencils (of your choice).

Bodies, substances, particles

Any object, any living being can be called a body. A stone, a lump of sugar, a tree, a bird, a wire are bodies. It is impossible to list all the bodies, there are countless of them. The sun, the planets, the moon are also bodies. They are called celestial bodies.

The bodies can be divided into two groups.

Bodies created by nature itself are called natural bodies.
The bodies created by human hands are called artificial bodies.

Consider the drawings. Under the natural bodies, paint the circles in green, under the artificial ones in brown.

Bodies are made up of substances. The lump of sugar is the body, and the sugar itself is the substance. Aluminum wire is the body, aluminum is the substance. There are bodies that are formed not by one, but by several or many substances.

Substances is what bodies are made of.

Distinguish between solid, liquid and gaseous substances.
Sugar, aluminum are examples of solids. Water is a liquid substance. Air consists of several gaseous substances (gases).

Write down what substance the body is made of.

What body has a certain shape?
Answer: Solid bodies have a constant shape.

Fill in the table

Aluminum, silver, notebook, wood, TV, kettle, water, saw, cupboard, starch.

Substances, and therefore bodies, are made up of particles.
Each substance consists of special particles, which differ in size and shape from the particles of other substances.
Scientists have found that there are gaps between the particles. In solids, these gaps are very small, in liquids they are larger, and in gases even more. In any substance, all particles move.
Particles can be depicted using models, such as balls.

Lesson summary on the topic “Bodies, substances, particles.

Practical work No. 1 " Bodies, substances, particles»»

Subject: the world around

A.A. Pleshakov

Lesson Objectives:

To get acquainted with the concepts of "body", "substance", "particles". Learn to find differences between bodies (natural and artificial, living and non-living), substances, particles

Lesson objectives:

Formation of research skills through experiments on the dissolution of substances in water and the expansion of bodies when heated, through work with schemes.

To promote the development of the ability to analyze, generalize, draw conclusions, develop logical thinking;

To continue the formation of a scientific outlook, the ability to organize individual and collective educational work.

Planned educational results (personal, meta-subject, subject):

Subject: Explain meanings of the words: "body", "substance", "particle". Making a difference bodies and substances. classify bodies and substances, give examples of natural and artificial bodies, solid, liquid and gaseous substances; observe the experiment with the dissolution of substances, the experiment with the expansion of bodies when heated. Simulate the processes of dissolution and heating, as well as the arrangement of particles in solid, liquid and gaseous substances.

Personal: 1) the formation of a respectful attitude towards a different opinion;

2) acceptance and development of the social role of the student;

3) development of independence and personal responsibility for one's actions;

4) development of skills of cooperation with peers

Meta-subject: 1) mastering the ability to accept and maintain the goals and objectives of educational activities;

2) the formation of the ability to understand the reasons for the success (failure) of educational activities and the ability to act constructively even in situations of failure;

3) mastering the initial forms of cognitive and personal reflection

Equipment:

On the students' desks: tablets with the names of bodies and substances, a glass of water, a plate, a spoon, sugar; test cards; textbooks; workbooks.

On the teacher's demonstration table: a ball with a ring on a stand, dry alcohol, a glass of water, potassium permanganate, a basin of hot water, a 3-liter jar with a rubber glove;

Presentation for the lesson, computer, projector and screen.

Educational Resources:

A.A. Pleshakov. Textbook "The world around 3rd grade." Part 1. Moscow "Enlightenment" 2012

A.A. Pleshakov. Workbook "The world around 3rd grade." Part 1. Moscow "Enlightenment" 2014

Lesson plan:

1. Organizational stage.

2. Setting the goal and objectives of the lesson. Motivation of educational activity of students.

3. Updating knowledge

Teacher: Remember what groups all objects can be divided into.

Students: ...

4. Learning new material: working with a textbook and handouts

Teacher: Open your textbook to page 36 and let's read what "bodies" are.

Student: Reads the first paragraph about bodies.

Teacher: Find words on your desks that represent bodies.

Pupils name the words.

Teacher: How do you think these bodies differ? What groups can they be divided into?

Students: put forward their hypotheses.

Teacher: let's check your hypotheses in the textbook (p. 36) ... So, all bodies can be divided into natural (bodies of nature) and artificial (bodies created by human hands). Natural bodies are divided into two groups: objects of animate and inanimate nature. Now let's read what "substances" are.

Students: Take turns reading the text on page 37.

Teacher: Find words on your desks that denote substances.

Pupils name the words.

5. Primary check of understanding - work with the presentation:

Teacher: One of the 3rd grade students decided to present the material we studied in the form of diagrams, but made mistakes. Let's try to find these errors.

6. Learning new material - experimental stage

Teacher: Why are substances different from each other? For example, water is clear and milk is white; it is difficult to break a nail, and we can effortlessly pour water from one container to another. Do substances have an "inner world"?

Student:…

Teacher: Let's do experiments and try to explain them.

Experience 1(frontal): dissolving sugar in water.

Students: ...

Experience 2(demonstration): Dissolving potassium permanganate in water.

Teacher: What are we seeing? Why could this happen?

Students: ...

Experience 3(demonstration): Expansion of a metal ball when heated (before heating, the ball passes through the ring, and after heating it does not pass).

Teacher: What are we seeing? Why could this happen?

Students: ...

Teacher: Liquids also expand when heated. In everyday life, it is necessary to take into account the expansion of bodies when heated. For example, you can not put a pan on fire if it is completely filled with water.

Experience 4(demo): Expansion of air in a 3-liter jar (put a rubber glove on a 3-liter jar, lower the jar into a basin of hot water; when heated, the air in the jar expands and the glove rises).

Teacher: What are we seeing? Why could this happen?

Students: ...

Teacher: So, we can conclude that substances are composed of particles. There are gaps between particles.

7. Learning new material - working with a presentation

Teacher: We do not see particles of matter, therefore, using the presentation, we will simulate the processes that we have just observed.

8. Independent work in a workbook

Students complete tasks 1 and 2. After completing the tasks, the answers are checked together with the teacher.

9. Primary fastening.

Teacher: What did we learn in the lesson?

Students: Bodies are any objects.

Bodies are made up of substances.

Substances are made up of particles.

Substances can be in three states: solid, liquid and gaseous.

Teacher: And now we will check how well you learned the new material learned in the lesson. Take the test cards and answer 5 questions.

Students: take a test of 5 questions

Teacher: swap jobs with a classmate, check their work.

The students check the work under the guidance of the teacher.

Teacher: And now put marks for the test you checked: 5 correct answers - mark "5"; 4 - "4", 3 - "3").

Students: give grades.

9. Reflection (summarizing the lesson)

Teacher: Who did it on "5"? "four"? Well done. What did you like about the lesson?

Students: ...

Teacher: Thank you for your work. Goodbye.

Lesson type: Lesson of discovering new knowledge

Educational Purpose: create conditions for familiarization with the concepts of "body", "substance", "particles", "atoms", the formation of ideas about bodies and substances, artificial and natural bodies, bodies of animate and inanimate nature, the smallest particles that make up substances (about atoms ); to promote the formation of skills to set up and conduct experiments, to work with various sources of information.

Formation of UUD:

subject: get acquainted with the concepts of "body", "substance", "particles", "atoms"; get an idea that every body consists of substances; about artificial and natural bodies; bodies of animate and inanimate nature; the smallest particles that make up substances (about atoms); learn to set up and conduct experiments; identify bodies, substances and particles; distinguish between artificial and living and inanimate bodies.

Personal: self-determination, meaning formation, moral and ethical orientation.

Regulatory: goal-setting, planning, forecasting, control, correction, evaluation, self-regulation.

Cognitive: general educational, logical, problem posing and solving.

Communicative: planning educational cooperation, posing questions, resolving conflicts, managing the behavior of a partner, the ability to express one's thoughts with sufficient accuracy and completeness in accordance with the tasks and conditions of communication.

Equipment: presentation "Bodies, substances, particles", illustrations depicting animate and inanimate nature, a glass of water.

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Lesson 7

Topic: Bodies, substances, particles.Practical work No. 1"Bodies, Substances, Particles"

Lesson type: Lesson of discovering new knowledge

Educational Purpose:create conditions for familiarization with the concepts of "body", "substance", "particles", "atoms", the formation of ideas about bodies and substances, artificial and natural bodies, bodies of animate and inanimate nature, the smallest particles that make up substances (about atoms ); to promote the formation of skills to set up and conduct experiments, to work with various sources of information.

Formation of UUD:

Subject : get acquainted with the concepts of "body", "substance", "particles", "atoms"; get an idea that every body consists of substances; about artificial and natural bodies; bodies of animate and inanimate nature; the smallest particles that make up substances (about atoms); learn to set up and conduct experiments; identify bodies, substances and particles; distinguish between artificial and living and inanimate bodies.

Personal: self-determination, meaning formation, moral and ethical orientation.

Regulatory: goal-setting, planning, forecasting, control, correction, evaluation, self-regulation.

Cognitive: general educational, logical, problem posing and solving.

Communicative:planning educational cooperation, posing questions, resolving conflicts, managing the behavior of a partner, the ability to express one's thoughts with sufficient accuracy and completeness in accordance with the tasks and conditions of communication.

Equipment: presentation "Bodies, substances, particles", illustrations depicting animate and inanimate nature, a glass of water.

During the classes:

1. Organizing time.

Check it out, guys, is everything all right on the desk?

- Everything is in place, everything is in order - pens, books and notebooks!

There are many interesting things in the world, a lot of unknown!

There is no limit to the world of knowledge, so hurry, friends, for the cause!

1. Motivation (self-determination) to corrective activity.Rules for the lesson.

Let's remember some rules of politeness in the lesson:

1. Be diligent in the lesson,

Be calm and… considerate.

2. Write everything, keeping up,

Listen... without interrupting.

3. Speak clearly, distinctly,

To make everything ... understandable.

4. If you want to answer -

Necessary ... raise your hand.

1. Updating knowledge on the proposed topic and the implementation of the first trial action.The game "Alive-non-living"

What is the difference between the living nature of the Earth and inanimate nature?

I name representatives of animate and inanimate nature, and you, if it is a representative of wildlife, raise your hands up, and if it is inanimate, sit straight.

Butterfly, stone, bear, sand, frog, water, bird, air, granite, man, mushrooms, snow, microbes

Objects of wildlife breathe, feed, grow, multiply (leave offspring), die. Objects of inanimate nature do not possess these features.

Wildlife includes animals, plants, fungi, microbes, people. To inanimate nature - air, water, stones, stars, planets.

1. Identification of difficulties: what is the complexity of the new material, what exactly creates the problem, the search for a contradiction.

- What is nature?

Into what two groups can we divide nature?

List the characteristics of wildlife.

Representatives of inanimate nature do not have these features.

What do you see in the world around you?

How can you name them?

Scientists call objects bodies. Bodies have outlines, shapes. Hence, all objects can be called bodies. Name the bodies that surround you.

1. Development of a project, a plan to get out of their difficulties, consideration of many options, search for the optimal solution.

Nature is everything that surrounds us and exists independently of man.

We have finished studying the section "How the world works". We talked about nature and man, about the environment and ecological ties. But do we already know everything about the structure of the world?

There are two objects in front of you. Let's compare them. Sweet water Fresh water

What does it mean to compare?

Let's name the similarities and differences.

What method of obtaining knowledge will we use? (observation)

On what basis?

I claim that these objects are different.

Call one person to try.

Why is the water sweet?

Where is sugar located?

What happened to him?

Why don't we see it?

We will answer these questions at the end of the lesson.

The topic of our lesson is “Body. Substances. Particles. Can you now determine where is the body in front of us, where is the substance, where are the particles?

Why was it difficult?

What questions have arisen?

And I have a question: How are they related?

Formulate the objectives of the lesson:

meet ... observe ... prove ...

1. Implementation of the selected plan to resolve the difficulty. This is the main stage of the lesson, at which the “discovery” of new knowledge takes place.

We have a list of objects. What can we do with it now? (Distribute into groups)Let's use our knowledge and experience.

Molecule, salt, cloud, table, iron, cat, atom, birch, moon, glass, vase, air, water

I propose to refer to the text of the textbook on page 36 and test your assumptions.

What are bodies? Any object, any living being.

If you are asked to draw bodies on paper, can you easily cope with this task? ( Easily)

Why? The body is an object that can be imagined because it has a shape, outlines

What else did you learn about bodies from the text?There are artificial and natural.

Distribute.

Is it still possible to distribute bodies within groups? (Natural: living and non-living)

What is a SUBSTANCE?

Let's read the names of the objects from the second column. These objects do not have a definite shape, they do not have clear outlines, but they are closely related to bodies.

What is the connection between them and bodies? (Matter is what the body is made of.

Let's find connections.

There are countless things. There are natural substances:, There are substances invented by man:plastic, rubber, glass.And every year people come up with new substances.

One substance can be used to make different bodies. Take cellulose (wood), what kind of bodies can be made from it?

There are bodies that are formed by one substance:ruler, wire, plastic cup

There are bodies that are formed by several substances:scissors, pencil.

There are bodies that are formed by many substances: plants (water, sugar, salt, starch ...), an even more complex composition in animals.

All substances are divided into 3 groups according to their state of aggregation. Divide into groups:gaseous, liquid, solid.

Fizkultminutka.

1. Primary consolidation of new knowledge. Practical work.

Let's play a game. I show a picture, and you name the body and the substance of which it consists?

CONCLUSION: Substances are what all bodies are made of. Water, sugar, metal - substances.

So, all bodies are made up of substances. Substances have their own characteristics. I suggest you combine the following substances into 3 groups: milk, cast iron, smoke, water, air, juice, iron, glass.

Are all substances the same?

In high school you will study very interesting subjects - physics, chemistry. And today we will try to conduct a chemical experiment to find out what substances are made of.

Scientists have found that substances are made up of tiny particles that are visible only under a microscope. We can verify this by experiment.

Each group has a glass of water and a piece of sugar on the table. Team captains, put sugar in a glass of water. Stir.

Why do we stop seeing sugar?

If we don't see sugar, does that mean it's gone?

To answer this question, taste the water. What is she?

We do not see it because it has broken up into smaller particles.

CONCLUSION: Scientists call the smallest particle of matter a molecule. But each invisible molecule consists of even smaller particles - atoms).

Particles (molecules and atoms) in different states of matter differ from each other in shape, size, and gaps between them. Particles (molecules) are constantly moving.

To understand the distance between particles in different substances, I propose to perform the following tasks.

Pick up a pencil, try to separate the particles. It turns out?

Guess what are the distances between particles in solids

CONCLUSION: In solids, these gaps are small, the particles are tightly pressed against each other. because the gaps between them are very small. Therefore, solid bodies retain their shape.

I pour water. What can you say about particles in liquids.

in liquids - the gaps increase, breaking even rows.

In liquid substances, the gaps between molecules (particles) are slightly larger, and the molecules can move around.

Liquids are flowing.

We cannot see the air, but we can feel it. Wave your hands, feel the breeze?

The largest gaps in gases. Particles (molecules) are constantly moving. Molecules (particles)

In gaseous substances, the distance between molecules is much greater than the molecules themselves, so the molecules

in gases move freely and very quickly. The gases are volatile and occupy the entire volume provided.

These particles are very different and they are friends with each other in different ways.

Some particles, let's call them little people, are very friendly, they always hold hands so as not to get lost, they hold on so tightly that they cannot be separated.

See how they hold on tight - you can't destroy their friendship! These are solid men and they form all solid substances and objects on our planet!

Other little men also do not run far from each other, but they are not so friendly, they just stand side by side and only touch with their elbows. Such little men live in liquid substances, so you and I can easily put a spoon into a glass of tea and stir the sugar!

Well, the third little men are generally hooligans! They move as they want and do not hold hands at all! Agree that it is very easy to pass through such little men! They live in substances such as air, smoke, fog. Such substances are called gaseous.

Air is all around us! Try to pierce it with your hand - does it pass? Yes, and very easy! Because those very unfriendly little men live in the air!

1. Inclusion in the system of knowledge and skills.

Each group receives a task in an envelope, which state of matter to depict

1 group . Think of a dance depicting substances in different states. (for example, the first group is solid, the second is liquid and the third is gaseous).

2 group . Show the gas substance using cut out circles.

3 group . Show hard. substance using cut out circles.

One group demonstrates, the rest guess which particles of the substance were depicted by the participants in other groups.

1. Reflection, which includes both the reflection of educational activity, and introspection, and the reflection of feelings and emotions.

- What have you learned? What fairy tale did you meet?

Finish the sentence "I'm in class today..."

What tasks did you enjoy? Why? What does this tale teach?

Complete the sentence "I was interested in the lesson..."

Who experienced difficulties?

Finish the sentence "It was difficult for me..."

1. Homework

At home, work with the textbook on pages 36-39, complete the task in the notebook on page 24 No. 4