A miracle under the feet of the surrounding world is working. Miracle under your feet. Independent work with self-test according to standards
Developing a lesson around the world
Grade 3, EMC "Perspective"
Theme of the lesson: "A miracle under your feet"
Teacher:
Volkova Marina Valerievna
primary school teacher, secondary school No. 1, Maloyaroslavets
TECHNOLOGICAL CARD OF THE TOPIC STUDY
Lesson "discovery of new knowledge", built on the basis of the activity, research method
Subject
Miracle under your feet
Target
Determine the composition of the soil empirically; cultivate respect for the soil.
Planned result
Item Skills
UUD
Characterize the composition of the soil, Know the terms soil, fertility, humus, mineral salts.
Mastering available ways of studying nature (by experience)
Personal:
- the formation of a personal emotional attitude to the soil (careful attitude to soil fertility).
Regulatory:
- fulfillment of tasks in accordance with the purpose and work plan, purposeful search for an answer to the question posed.
Cognitive:
- in the course of practical work to determine what is included in the composition of the soil.
Communicative:
- developing the ability to communicate in a group.
Meta Item Skills
Mastering the ability to accept and maintain the goals and objectives of educational activities, search for means of its implementation. Mastering the logical actions of analysis, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts.
Space organization
Forms of work
Resources
in groups
practical work
-Uch. The world around grade 3, part 1, p.,
-Workbook on the world around, part 1, pp. 50-51. - Methodological guide "Lessons on the outside world", Grade 3. M.Yu. Novitskaya, N.M. Belyankova, "Enlightenment" - M., 2010.
- Internet resources (musical composition "I look into the blue grains", music by L. Afanasyev, Lyrics by I. Shaferan)
- Equipment for practical work
- Interactive voting system
- Interactive MIMIO system
Lesson stage
Lesson content
Characteristic
activities of students and teachers
UUD
I stage. 10 minutes Motivation for activity
The goal is to motivate students to continue studying the topic “The Miracle Under Their Feet”
Organizational minute
Problem situation
Music sounds - the first verse of the musical composition “I look into the blue lakes” (music by L. Afanasyev, words by I. Shaferan).
What topic did we work on last lesson?
- What interesting things did you learn about this topic?
Let's evaluate our knowledge. How will we do it?
- With the test.
Children work with the test using a voting system.
Test.
1 The soil is
A) a natural substance
B) the top fertile layer of the earth
B) find it difficult to answer
2 The main property of the soil
A) the soil is a home for animals
B) fertility
B) find it difficult to answer
3 Soil science
A) soil science
B) soil science
B) soil science
4 Soil science created
A) V.V. Dokuchaev
B) K.E. Tsiolkovsky
C) V.I. Dal
5 The composition of the soil includes:
A) land
B) water, air, humus, sand, clay, mineral salts
B) find it difficult to answer
After the test, the analysis of the diagram of the correctness of the execution is carried out.
- Why do you think we did not cope with the test by 100%?
What question caused you difficulty?
- Was it easy to answer the fifth question?
- How did you find out the answer?
- Can we be sure that the composition of the soil includes water, air, humus, sand, clay, mineral salts?
- And where should I go to find out the composition of the soil (to the laboratory)
- - Today we will be scientists from the laboratory.
- And what scientist will we get to? (Vas. Vas. Dokuchaev)
The teacher sets the children on the right wave of the lesson.
Students, by guessing, working in a group, guessing a rebus, formulate the topic of the lesson.
Regulatory:
together with the teacher to discover and formulate a learning problem
Communicative:
II stage. 25 minutes Intellectual and transformative activity
The goal is to form in students the ability to self-organize in solving an educational problem
You named the main property of the soil - fertility. Let's find out why the soil is fertile. What do you think needs to be done for this? (study the composition of the soil)
- We work in groups. Open the workbook on p.50.
- What do we have to do? (carry out practical work to study the composition of the soil)
- What is the purpose of our study? (determine what is in the composition of the soil)
- Consider the equipment prepared for practical work at your desk. Do you know the name of these devices? After consulting with your neighbor, in a notebook, connect the drawing of the equipment and its name with an arrow.
Safety briefing
- Carefully read the instructions for the first experiment. How will you do this experience? (we take a glass of water and throw a lump of dry soil into it, observe)
- What interesting things did you see? (bubbles rise up - this indicates that there is air in the soil)
- Carefully read the instructions for experiment No. 2. How will you perform this experiment?
(we pour a lump of fresh soil on the glass, fix the glass in the holder, heat it evenly over the fire, hold the cold glass over the well-heated earth)
- What are you watching? (droplets of water appeared on the glass - there is water in the soil)
- Well done! We fix the conclusion in a notebook.
Fizminutka
- Experiment No. 3 is performed by 1 group, No. 4 - the second group, No. 5 - the third group. You can argue and defend your point of view! End of work on a call.
Children perform experiments, draw conclusions, prepare their reports.
Group 1: when the soil was heated, they felt an unpleasant odor - there is humus in the soil.
Group 2: gray soil (no humus) was poured into a glass of water - first a red-colored substance settled to the bottom, and then gray. Conclusion - in the soil there is clay and sand.
Group 3: they took a few drops of water from the first experiment, dripped it on the glass and held it over the fire. The water evaporated, leaving a trace on the glass - there are mineral salts in the soil.
Each conclusion is recorded in a notebook.
- Based on the experiments done, try to independently conclude what is in the composition of the soil. (The composition of the soil includes air, water, humus, sand and clay, mineral salts). Compare them with the conclusions in the appendix on p. 89.
- Good! Us. 51 find the group assessment card for practical work, fill it out.
We correctly named the equipment for experiments
Our findings are consistent with those in the appendix.
We correctly determined the composition of the soil, but inaccurately formulated the conclusions
We made mistakes in determining the composition of the soil
A representative from the group makes a conclusion about the work of the group
To ensure that you have a good understanding of the topic, each group will draw up a soil composition chart. To do this, you have paper and felt-tip pens on the tables.
Groups work and post their diagrams on the board.
The leader in the group comments on the scheme.
Checking is carried out according to the scheme on the board.
13 SHAPE \* MERGEFORMAT 1415
Pupils in the course of practical work determine what is included in the composition of the soil. At the same time, an algorithm for performing work is compiled for each experiment. Draw conclusions, record them in a workbook, report on the experience and observation done in front of the class. Fill out a group evaluation card for practical work.
The teacher helps the children in drawing up an algorithm for performing the experiment, making inferences in the correct form.
The children make a diagram of the proposed elements. Check your scheme against this sample.
Regulatory:
- while working, compare your actions with the goal and, if necessary, correct mistakes with the help of a teacher.
Cognitive:
- in the course of practical work, determine what is included in the composition of the soil, process the information received: draw conclusions based on the generalization of knowledge.
Communicative:
- the formation of the ability to communicate in a pair, a group.
Communicate your position to others: express your point of view and try to justify it by giving arguments.
Regulatory:
- in dialogue with the teacher, develop evaluation criteria and determine the degree of success in the performance of their work and the work of everyone, based on the existing criteria.
Regulatory:
- performance of the task in accordance with the goal, purposeful search for the answer to the question posed.
Personal:
- the formation of a personal emotional attitude to the soil (careful attitude to the fertility of the soil, to the animals that form the soil).
Cognitive:
- convert information from one form to another: present information in the form of text, tables, diagrams.
III stage. 6 minutes Activity reflection
The goal is self-assessment of performance results, awareness of the limits of applying new knowledge Creating a situation of success.
- Our lesson ends. Evaluate your work in class. Evaluation is carried out using an interactive voting system. After the choice, the children work with the "Summary of Choice" chart
A) great
B) good
C) today I did not succeed
Children self-evaluate
give examples of the application of the acquired knowledge in life.
General educational UUD: reflection of the methods and conditions of action, control and evaluation of the process and results of activities.
IV stage. 2 minutes
Supervision of student activity. Homework
The goal is the application of a new mode of action, individual reflection of achieving the goal.
So, homework. Textbook p. 77, answer the questions under the heading “Check Yourself”. You can choose to complete the task. Take cards according to your abilities.
Blue card - in the identification atlas or other source, find information about soil animals - the mole and the bear. Write a short story about them.
Red Card - In the book "The Giant in the Clearing" read the story "Respect the life of the earthworm." Answer the questions: What did you learn from the story? How do you feel about earthworms? What can this story teach you?
Green card - scientists argue that the soil cannot be attributed only to inanimate or only to living nature. Inanimate and living nature in it, as it were, are combined. Do you agree with this statement? Explain, give your examples.
The teacher gives instructions on how to prepare for the next lesson, offers to take the second part of the homework to choose from, and observes the choice of children. Pupils choose a creative task that is feasible for themselves, which they will perform at home.
General educational UUD: independent creation of ways to solve problems of a creative and exploratory nature.
Miracle under your feet
We called the soil a miracle under our feet. Is it not a miracle that a thin layer of earth feeds plants, animals and all the people of our planet.
The soil is the top fertile layer of the earth
Fertility- the main property of the soil.
Fertility makes the soil an invaluable gift of nature, the main wealth of any country, any people. "The earth is the nurse" - this is how the soil is called with great respect among the people. And scientists have been studying the soil for a long time.
soil science- soil science.
The science of soils - soil science - was created by the remarkable Russian scientist Vasily Vasilyevich Dokuchaev.
Why is the soil fertile? To find out, let's study its composition.
Practical work "Research of soil composition".
Objective: determine what is in the soil.
Consider equipment prepared for practical work. Indicate the names of objects with arrows.
Experience 1. Throw a lump of dry soil into the water. What are you watching? What does it say? 
Conclusion: Soil contains air.
Experience 2. Heat some fresh soil over a fire. Hold a cold glass over the soil. What are you watching? What does it say? 
Conclusion: There is water in the soil
Experience 3. Keep heating the soil. Wait for smoke and bad smell to appear. This burns the humus of the soil, which is formed from the remains of plants and animals. The humus gives the soil a dark color. What does this experience indicate? 
Conclusion: The soil contains humus
Experience 4. The calcined soil, in which the humus burned down (it is gray), pour into a glass of water and stir. Watch what sinks to the bottom first and what after a while. What does this experience say? 
Conclusion: The composition of the soil includes sand and clay.
Experience 5. Place a few drops of water on the glass, in which the soil has been for a long time. Hold the glass over the fire. What happened to the water? What's left on the glass? These are mineral salts. What does this experience say? 
Conclusion: The soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, sand, clay, mineral salts.
Animals living in the soil make moves in it, where water and air easily penetrate. Animals mix the soil, crush the remains of plants. So they increase the fertility of the soil.
Determine which animals live in the soil.
Centipede, earthworms, May beetle larva, bear, mole, nutcracker beetle larva.
Theme "Miracle underfoot"
Continue work on deepening the understanding of the soil as the top fertile layer of the earth;
Develop research skills: thinking, observation, curiosity;
To educate children to be observant and thrifty in later life;
Correction of visual-spatial actions, spatial organization of objective actions and the verbal-figurative equivalent of the surrounding space (concepts denoting real objects) in the mind of the child.
Planned results:
Students learn to identify the basic properties of soil;
In the process of experiments, the composition of the soil will be established;
Learn about the prevailing soils of their native land;
Learn about soil animals.
Equipment: cards - supports: (flat and Braille) air, water, humus, humus, sand, clay, salts, microbes, for experiments: transparent glasses with water, sticks, napkins, laboratory glass, spirit lamp, holder (at the teacher) , Soil Collection.
Motivation for learning activities. (1-2 mi m)
Nature has three treasures:
Water, earth and air are its three foundations.
Whatever trouble comes, everything will be reborn again.
What have we already learned? (water and air) - I hang signs on the board
What will we study? Who did not guess, listen and guess the riddle:
They trample on me,
Plow, harrow,
And I endure everything
And I cry well. Earth (tablet)
Actualization and fixation of an individual difficulty in a trial action. (5-6min)
There is a wonderful pantry in the world. Put a sack of grain in it in the spring, and in the fall you look: instead of one sack in the pantry, there are twenty. A bucket of potatoes in a wonderful pantry turns into twenty buckets. A handful of seeds becomes a large pile of cucumbers, radishes, tomatoes, carrots. Is it a fairy tale or not? This is not a fairy tale. There is actually a wonderful pantry.
You must have guessed what it's called? ( Earth)
- The word "land" has several meanings. Let's look in the dictionary. What is the meaning of the word for us? ( the soil)
Where did you meet the soil?
What does the soil look like?
What soil animals do you know? (Hanging on the message board)
Look at soil samples. What color is she? Would you like to learn more about soil? What exactly have we learned about air and water?
(air and water have their own properties)
Let's try to formulate the topic of the lesson and the purpose of our lesson.
Guess the riddles:
He really needs the kids
He's on the paths in the yard
He is at a construction site and on the beach,
It even melted into glass. Sand
If you meet on the road, your legs will get stuck a lot.
And to make a bowl or a vase - you will need it right away . Clay
I am a cloud and fog, I am a stream and an ocean,
I fly and run and I can be glass. Water
We don't notice it, we don't talk about it.
We just breathe it in, because we need it. Air
Why do you think we remembered these natural resources?
Identification of the cause and location of the difficulty. 1-2 min
What will we study from the soil? Can we just draw some conclusions about the composition of the soil? What task did we perform to determine the properties of water? (experimented). We conclude that in order to find out the properties and composition of the soil, it is necessary to conduct a series of experiments. What needs to be prepared.
(alcohol, glass, stick, holder, plate, glass)
Safety regulations
Construction of the project of an exit from difficulty. 1 min
Remind once again the purpose of our work: to study the composition of the soil.
We determine the sequence of experiments, look in the workbook.
Implementation of the constructed project. 10 minutes
Experience 1. Take a glass of water and throw a lump of dry soil into it. What do you see? (air bubbles come out of the soil) what conclusion can be drawn?
There is air in the soil. Stir the soil with a stick and set the glass aside. Let's continue the study of the soil.
Experience 2. I'll warm up the soil a little. Droplets of water appear in a tilted test tube. What do you see? (The test tube becomes wet) What does the experiment prove?
There is water in the soil.
Experience 3. We continue to warm the soil. What do you see and feel. Ask Lada. (smoke has appeared above the soil. An unpleasant smell is spreading in the classroom)
Conclusion - there is humus in the soil.
This burns humus or humus, which was formed from the remains of plants or animals that you talked about at the beginning of the lesson. From the remains of small roots, stems, leaves, parts of insects, worms. It is the humus that gives the dark color to the soil. And the amount of humus in the soil determines its property. Which? Who knows? (fertility) ask Lada.
Experience 4. The calcined soil, in which all the humus burned down (it is gray), pour into a glass of water, stir. After a while, they will settle to the bottom sand and clay. (for Lada in a jar, give sand and clay)
What have we proved again?
The soil contains sand and clay.
Experience 5. With a tube we take a drop from a glass where the soil is mixed. We place it on the glass, heat the glass, and what do we see? (The water has evaporated, and a white coating remains on the glass.) What is it? Who knows? It's salt. We draw a conclusion. The soil contains salts.
Salts are nutrients needed for plant growth and development. They are formed due to humus under the action of microbes that live in the soil. And humus is formed from the remains of plants and animals that settle in the soil. And animals increase the fertility of the soil. This is the cycle that takes place in the soil.
So, we studied the composition of the soil. Draw a general conclusion. Write it down in your notebook.
| humus |
| |
Fizkultminutka.
Primary consolidation with pronunciation in external speech. 4-5 min
P.74 -75 look at the picture, tell which of the animals the earth serves as a home. (children's messages) How do you think animals improve soil fertility? (children's guesses)
P. 76 textbook independent work with pronunciation in pairs. Have your assumptions been confirmed?
Independent work with self-testing according to standards.
P.77 textbook. Tasks in the heading "Atlas - determinant". What happens if the soil disappears? Do you think all soils are the same? And which ones prevail in Tatarstan? This is a follow up task. lesson.
Inclusion in the system of knowledge and repetition.
Let's discuss. "The Giant in the Field" Read the text under the heading "Think". How would you answer the question in it?
Reflection. Choose the correct answers.
What is the nature of soil?
A) to live
B) to the inanimate
AT) inanimate and living nature in the soil are combined
2. what is the soil made of?
A) from microbes, plant roots, various animals living in the soil
B) from air, water, humus, sand, clay, salts
AT) from air, water, humus, sand, clay, salts, as well as microbes, plant roots, various animals living in the soil
3. What do plants get from the soil?
A) humus, sand, clay
B ) air, water, salt
B) the remains of plants and animals
4. What affects soil fertility?
BUT) the presence of humus in the soil
B) the presence of water in the soil
C) the presence of sand and clay in the soil
5. How does humus turn into salts necessary for plant nutrition?
A) thanks to animals that live in the soil
B) thanks to the water and air contained in the soil
AT) thanks to microbes living in the soil
Look at soil samples. What color is she? ( dark)
- To study the properties and composition of the soil, we will conduct an experiment. But due to the fact that the office is not equipped to work with fire, some experiments are prohibited.
Open your workbooks on page 50.
Read the purpose of the practical work. (determine what is in soil
Read what equipment we need and match with the arrows.(beaker, alcohol lamp, glass, plate, pipette, holder, tripod, glass rod)
Experience #1
- Let's do the first experiment. Take a glass of water and throw a lump of dry soil into it. What do you see?(Air bubbles come out of the soil.)
- What does it say? (there is air in the soil. Hang a card-support with the word air on the board)
- We will look at the rest of the experiments in the video.
Experience #2
Read experience. Warm up the water a little. Cold glass is installed above the soil. Look at the picture of experiment 2 and tell me what you see? (glass gets wet)
- What does this experience prove? (there is water in the soil. Hang out a support card with the word "water")
Experience #3
In this experiment, the water continues to be heated. Look at the picture of experiment 3 and tell me what you see? (smoke appeared above the ground)
Humus or humus, which was formed from the remains of plants or animals, burns down. It is the humus that gives the dark color to the soil. (hang a support card on the board with the word "humus")
Experience No. 4
The calcined soil, in which all the humus has burned down, is poured into a glass of water, stirred. Sand and clay settled to the bottom. What have we proven again? (that sand and clay are present in the soil. Put the words sand and clay on the board)
Experience No. 5
The water is filtered, in which the soil has been for a long time. A few drops are placed on glass. Hold the glass over the fire. There was a residue on the glass. These are salts. Salts are nutrients needed for plant growth and development. They are formed due to humus under the action of microbes that live in the soil.
Make a conclusion.(there are salts in the soil that can dissolve in water. Hang out cards “salts”, “microbes”)
We have explored the soil. Look at the diagram that we got.
Make a general conclusion and write it down in your notebook.
We walk, we walk
raise your hands higher.
(walking in place, hands up and down.)
We breathe evenly, deeply,
It's easy for us to walk together.
(walking in place, inhale-exhale)
Let's turn our heads together
(head turns left and right)
You don't need to drop it.
Who is hiding under the bush
With a lush red tail?
This is a sly fox
Under the bush is a fox house.
(bend forward)
We will outwit the fox
We'll run on toes
(running on toes)
And at the edge of the forest
Let's eat strawberries.
(bend forward)
As we have seen a lot:
River, butterflies, flowers.
(walking in place)
learned a lot
together we are you and me.
( sit down at the desk)
Scientists have been studying soil for a long time. The science of soils - soil science - was created by Vasily Vasilyevich Dokuchaev. Open p.133. Find and read in the text about the importance of soil for humans. Discuss in pairs.
According to scientists, it takes 2 thousand years for the formation of a layer of soil 5 cm thick.
How is soil formed? (children's guesses)
The loose layer is obtained as a result of the destruction of hard rocks. It consists of pebbles, sand, clay. It contains virtually no nutrients needed by plants. But still, some unpretentious ones settle in it, forming humus. The humus is favorable for the plants, so they start growing there, creating even more humus. And so slowly stones, sand and clay turn into soil.
Look in the textbook on pages 74-75 we see animals. Let's call them (wood mouse, toad, May beetle, earthworms, May beetle larva, centipede, bear, click beetle and its larva, cricket, mole.)
- How do you think they improve soil fertility?children's guesses)
Well done! Open the textbook on p.76, 3rd paragraph, read. Can you tell me if your assumptions are correct?animals living in the soil make moves in it, where water and air easily penetrate. Animals mix the soil, grind)
- Read the 1st and 2nd paragraph on page 76.
What happens if the soil disappearsanimals, insects and people will starve to death)
What do plants get from the soil? salt)
What are salts? (Salts are nutrients needed for plant growth and development.)
What is humus?(formation from plant remains)
- It can be concluded that the main part of the soil is humus. Salts are formed from it. Plants use them. Animals eat plants. When plants and animals die, their remains fall into the soil and, under the influence of microbes, turn into humus. And then they form again in salt. This is how substances travel in nature, as it were, in a circle.
Imagine that if the soil suddenly disappears, the circulation of substances will be interrupted. Plants and animals will disappear. This means that humans will not be able to live on earth. This is evidenced by the figure on page 76. Discuss and say how soil is formed.
Let's sum up the lesson.
- What is the soil made of? (air, water, humus, sand, clay, salts, microbes)
What do plants get from the soil? (water, air, salt)
What influences soil fertility? (the presence of humus)
What is the name of the scientist who created the science of studying soils(Vasily Vasilyevich Dokuchaev)
- I see how well you understood today's lesson. Thank you, goodbye!
Spiders - crosses - the most skilled craftsmen - weavers. Their web is not only gray, but also silver and even golden. “Is it possible to weave a fabric out of it?” People thought more than once. And once in China there was a master who wove silk fabric from cobwebs. He put the spider in a cage, fed it with flies, and the spider released a cobweb, which the master wound on a reel. Then a fabric was woven from it, called the "Fabric of the Eastern World." But there was not much of it, because it was difficult to get a cobweb. And yet, in the 17th century, King Louis 14 of France (he was called the "king - the sun") flaunted in stockings and gloves woven from cobwebs. Later in France, they tried to get more webs to make parachute fabric. The web is light and transparent. But the weavers did not have the patience. However, the spiders themselves use their web as a parachute. Little spiders crawl out onto a leaf, release a long cobweb, the wind picks it up, and the little spider flies like a little traveler.
Who is referred to in Shibaev's poem "Friends Joined Hands"? One day a stenographer, topographer, gardener And a woodcutter with a mushroom picker went for a walk in the evening through a dark forest. Dispersed in the forest. Some treated themselves to a delicious bark, some to a fungus - A stenographer, a topographer, a gardener And a woodcutter with a mushroom picker. But then a birdie flew in, And they went into her mouth - entirely - A stenographer, a topographer, a gardener And a woodcutter with a mushroom picker. About insects. The names given by scientists to some insects.
In R. Kipling's book "Mowgli" the Little People did not like the smell of man. What kind of insects hide under this name? Do you remember why Mowgli rubbed himself with wild garlic? The Little People are wild bees. Mowgli rubbed himself with garlic to scare away the bees at the moment when he was running away from the red dogs.
Monuments to insects In Poland and Japan there are monuments to bees. The most unexpected monument stands in the USA, the state of Alabama. This is a fountain depicting the goddess of fertility Ceres. In her hand she holds a bowl with a bronze weevil beetle. And on the plinth there is an inscription explaining why the beetle was given such an honor. "In deep gratitude to the weevil for the indicated path to well-being, this monument was erected by the citizens of the city of Enterprise, Alabama, USA." It turns out that many years ago, beetles destroyed entire fields of cotton grown by local farmers. The tortured farmers stopped poisoning their fields with pesticides, instead of cotton, they began to plant peanuts, began to reap rich harvests and became rich. This is how the weevil helped the farmers.
