A scientific educational story is a summary of

any scientific fact.
There is no scientific and educational literature in books for reading - only scientific, artistic, essay texts are found, while there are many of them in extracurricular reading. The so-called scientific educational articles and educational texts form the basis of natural history. It is necessary to teach them to read and work with them. Unlike fiction, in scientific educational articles, another subject of knowledge is not images, but concepts, and accordingly, the purpose of reading changes - this is the assimilation of connections and basic features of a concept, phenomenon (historical, natural history content), assimilation of elements of the concept, generalized conclusions, drawing up conclusions about the main idea of ​​the article. Scientific educational texts differ from literary ones in their structure, logic of presentation and special, precise, concise language. To master the article, you need logical thinking, reliance on visual diagrams, graphemes, highlighting details of an object in the text. Scientific-educational literature is divided into popular science and scientific-fiction. Each type of scientific and educational literature has its own tasks: - a popular science article “is designed to directly communicate certain knowledge to children”; -a scientific and artistic work “sort of concretizes the material given in a popular scientific work and develops the creative curiosity of the reader” In a scientific and artistic work the artistic element is stronger, in popular scientific works the logical element is stronger. In articles for children, the possibility of using figurative language is not excluded. Let's look at a specific example of how work on perception, understanding, awareness, and reproduction of a scientific educational article or essay proceeds in class. The story of K. G. Paustovsky, “What kind of rains are there?”
Updating knowledge (preparation for reading).

U. Look carefully at the reproduction of I. Shishkin’s painting “Rain in an oak forest.” What sounds do you hear? Do you want to be in the rain? (I turn on the recording of the sound of rain, open the umbrella) U. Well, run to me, hide under the umbrella. What did you hear? D. We heard rain. U. What is rain? What is it like, do you know? (Children say that what they know about rain is reported from BECiM). U. Can it really rain a lot? They say: it’s raining, yesterday it rained heavily. Why do people talk about rain differently? Is it interesting for you? D. Yes. Topic, objectives of the lesson. U. I think you guessed that today in class we will talk about rain? Which author's works are we studying? D. We are studying the works of Konstantin Georgievich Paustovsky. U. Topic of today's lesson: Works by K. G. Paustovsky. What kind of rains are there? Who will set the lesson goals for us? D. Will get acquainted with a new work. Let's find out what types of rains there are. Let's determine the genre of the work. U. Well done. We have to introduce into the reading circle a new work by K.G. Paustovsky, consolidate knowledge about the types of stories, learn to work with such a story, remember the studied works of K.G. Paustovsky Checking homework. U. Look at the pictures. Name the works. (Children name the works of K. G. Paustovsky). U. Tell us what you know about the hero of the story “The Thief Cat.” What story is this? (Children answer questions).
Studying a new work.

W.K.G. During his long writing life, he visited many parts of our country. “Almost every book of mine is a trip. Or rather, every trip is a book,” he said. All his work is closely connected with the Meshchera region, which became his second homeland. “There I fully understood,” the writer recalls, “what it means to love your land, to every rut of the road overgrown with goose grass, to every old willow, to every clean puddle where the transparent crescent of the month is reflected, to every bird whistling in the silence of the forest.” "
Primary reading.
U. Now you will independently read the work of such a wonderful author, determine its genre and theme. (Children complete the task). U. Did you hear the rain? Sounds? Smells? Liked? (Children share their impressions of the story). U. What is the genre and theme of the work? D. A story about nature. U. Is this story similar to the story you studied about the cat? D. No U. Why? D. “The Thief Cat” is a humorous story, but is this one different? U. What other stories are there? (Children answer, or look at the diagram). U. These guys are a scientific-educational story and it differs from a fiction story. Did you notice what? Let's compare it with the story “The Thief Cat”. D. No relation of the author. The story does not convey feelings. U. What is he conveying? Why did Paustovsky write it? D. He gives us information about rain. U. Yes, children tell such stories about facts and their description. Now we will look for facts, their description, rereading the text.
U. Let's depict rain with movement.
Secondary reading.
U. We often talk in class about the wide flow of information that you receive at school, at home, and on the street. To remember it better, you need to learn to remember the most important thing. How can this be written down, in what form? D. Information can be written down in outline form. In it we convey the most important things. U. How many parts would you divide the text into? (Children name their options. Next, the lesson is built depending on how many parts the children highlight)). U. Using the story you read, we will look at such a natural phenomenon as rain and make a plan. Is it possible to somehow know in advance about the approach of a thunderstorm, bad weather, or rain? D. We learn about the approach of rain by signs. U. What signs did the author highlight? (Children read the first paragraph)). U. How do you understand the word “voice”? (Children answer) U. Let's find this word in the dictionary. (Look for the answer in the explanatory dictionary). U. How does K. G. Paustovsky convey the state of nature before the rain? (Children continue to read the first paragraph, title the first point of the plan). U. How is the beginning of the rain described? (Children read the second paragraph). 8 slide. U. How do you understand the word “drips”? (Children answer) U. Let's find this word in the dictionary. (Look for the answer in the explanatory dictionary). U. Listen to what sounds are heard in nature when the first drops fall. (Children listen to the recording “The Start of Rain”). U. What other sounds did you hear, besides the first drops? I’ll give you a hint: “They weren’t mentioned in the story!” D. The sounds of thunder and the voices of birds.
U. What should we title this part? D. The beginning of rain. U. What happens next? (Children read the third paragraph). U. Let's listen to these sounds and remember the smells. (Children listen to the recording “The Sound of Rain”, the title of part 3). U. What kind of rains did the author describe? List them. D. This is spore, mushroom, blind rain and, as they say, the rain pours like a wall. U. What should we title this part? D. Types of rain. U. Let's describe these rains and create a table “Types of rain”, using the data from BE and the dictionary - this is the task for the first group, and the second group uses K.G.’s description. Paustovsky and fill out the card, and the third group distributes ready-made descriptions and names of rains at the board (Children read passages, fill out the tables “Types of Rain”: 1 gr. - using the Explanatory Dictionary, 2 gr. - using the story material in the card, 3 gr. – distribute ready-made descriptions and names of rains at the board). U. Let's check. Well done, you did a good job U. Having worked with the description of rains, I think now you will recognize any rain. Let's check it now!!! Look at the slide, what type of rain is not here? Types of rain Name Description Sporey (fast, quick) It pours vertically, heavily, and always approaches with an oncoming noise.
If you are on a river, you can hear the sound of drops. Mushroom sleepily pours out from low clouds. The puddles are warm. It doesn't ring, but whispers. A wall of solid and intense hum. D. There is no blind rain. U. The lesson ends, the description of the rains also ended, which means the rain has stopped. (I turn on the recording “After the Rain”). What's your mood? What color did you imagine, saw the droplets that fell from the sky, from branches, from wires after the rain? Place them in my palms. (Children describe the droplets, conveying their mood, and place them in the teacher’s palms).

Primary classes

Lesson-research: comparison of a scientific educational article and a fiction story

Lomets Elena Gennadievna,

primary school teacher of the highest qualification category

State Educational Institution "Secondary School No. 9 of Slutsk"

Russian literature (literary reading)

Subject: 1) scientific educational story “Moon”; 2) the story “Moon” by V. Gorkov and Yu. Avdeev.

Goals: comparison and analysis of scientific, educational and artistic stories; finding their distinctive features and characteristics.

Tasks: repeat the distinctive features of a scientific educational story; learn to analyze, compare, draw conclusions; develop students’ monologue speech, their imagination, memory; develop interest in literature of different genres.

Equipment: an exhibition of encyclopedias on the topic “Space”, a table “Distinctive features of a scientific-educational story and a work of art”, cards for comparative analysis of stories, stickers “Stars”.

During the classes

I Organizational and psychological moment

A student reads the poem “Native Planet”

Let's fly up like a rocket.

We'll fly down like a comet.

We strived for the stars and the light,

Now let's return to our home planet.

There are nine planets, but this one is

The third planet from the Sun is

Our native land.

It is wide and free!

Both forests and fields are noisy here.

She will never get bored!

II Communicating the topic and objectives of the lesson

– Today we have not an ordinary lesson, but a research lesson. Remember thatWhat does the word "research" mean? / study, search, experiments, observation…/

– Since we are working on the “Space” project, the topic of our research in the lesson is as follows ( writing on the board): comparison and analysis of scientific educational text and fiction story.

Goal: to find the distinctive features of a scientific educational story in comparison with a fiction story.

III Updating knowledge. Quiz (For the correct answer, the student sticks a star on himself)

COUNTER

Rockets are being sent

To any of the planets.

One two three four five.

Call it what you want -

The whole sky to choose from:

There is Venus, there is Jupiter,

Mars, Mercury and Pluto.

Who will get to drive?

One, two, three - the rocket is waiting.

The countdown begins:

Five, four - the firmament,

Three - the pilot took aim,

Two, one - attention, TAKE-OFF!

1. What is space? / this is all that exists: the Sun, Earth, Moon, planets, stars, comets /

2. What distinctive features of space do you know? / there is no oxygen, there is weightlessness /

3. What color is the sky in space? / black/

4. What are stars? / these are huge balls of gas, the temperature of which reaches several thousand degrees /

5. How many stars do scientists know? /200 million/

6. What types of stars are there? / giants, dwarfs /

7. Which star is the largest in our system? / Sun/

8. How many planets are there in the solar system? / 9: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto/

9. Which planet is closest to the Sun? / Mercury (god of trade)/

10. What is the name of the second planet? /Venus/

11. Give the red planet a name. Why is it called that? /Mars, god of war/

12. Which planet has the name of the god of the seas? /Neptune/

13. Which planet is the most distant? /Pluto/

14. Which planet has many rings? /Saturn/

15. Name the giant planets. / Saturn, Jupiter /

16. Which planet is the hottest? Cold? Why? / Mercury, closest to the Sun; Pluto, farthest from the Sun/

17. Which planet is the largest? /Jupiter/

18. Which planet can be visible even during the day? /Venus/

19. What has a crown? What is it made of? / at the Sun; gas cloud/

20. What is the name of our Galaxy? / Milky Way/

21. How many constellations are there? /88/

22. What is a constellation in the shape of an inverted bucket called? / Ursa Major/

23. What is a comet? /a huge block of stone and ice/

24. What is an orbit? / the trajectory along which the planet moves /

25. What is a satellite? /small celestial bodies that revolve around planets/

26. Name the Earth's satellite. / Moon/

27. What is the name of the device for studying stars and planets? /telescope/

28. What is the name of the building from which space observations are carried out? /observatory/

29. What color is the Earth when viewed from space? /blue/

30. Name the first cosmonaut and the date of his flight into space. / Yuri Gagarin; April 12, 1961 (this year marked the 50th anniversary of the first pallet into space)/

31. Name the first female astronaut. / V. Tereshkova /

32. Name the Belarusian cosmonauts. /Peter Klimuk, Vladimir Kovalenok/

IV Distinctive features of a scientific educational story and a work of art (students name, table windows “open” on the board)

VPhysical education lesson “Who lives during the month”

A month floats across the sky.

Who lives during the month? ( walking in place)

There's a sly fox walking there,

He looks down at the ground. ( bend forward for a few seconds)

The fox waves his tail

The fur is thick and silvery. ( waving their hands behind their backs)

And the stars fly around,

They fly to visit the fox. ( waving their hands in front of them)

Who sits on the bed

Some on the chair, and some on the closet,

Some on the chair, some on the table,

Some on the shelf, some on the floor. ( squats)

Well, let's sit down

And let's open the notebooks. ( return to their desks)

VI Working with texts. Filling out the story comparison card. Work in pairs.

– To achieve the goal of our research, we must analyze in detail the stories that we read at home and fill out cards for comparison.

1. Reading texts:

Moon

The Moon is a natural satellite of the Earth. It moves around the Earth and circles it once a month.

The Moon is several times smaller than the Earth.

The moon itself does not emit light. She, like a mirror, reflects the light of the Sun.

There is no air or water on the Moon, so people don't live there.

You can see light and dark spots on the Moon. Light ones are lunar seas. In fact, there is not a drop of water in these seas. Previously, people did not know this, which is why they called them seas. Dark spots are flat areas (plains).

The entire surface of the Moon is covered with a thick layer of dust. On the Moon, lunar craters (pits) are visible everywhere, which were formed from the impacts of meteorites - stones that fell from space.

On the surface of the Moon during the day the heat is up to 130 degrees, and at night the frost is 170 degrees.

Moon

/IN. Gorkov, Yu. Avdeev/

The closest neighbor of the Earth, or rather, not a neighbor, but its satellite in infinite outer space, is the Moon.

Ancient people endowed the moon with magical properties. Good luck in the hunt, harvest in the field, victory in war, and even health were associated with the Moon. The moon was sung in poetry, worshiped as a deity, and depicted on battle banners.

Watching the moon, people never ceased to be amazed at how, as if in a fairy tale, it either grew from a narrow crescent to a round bright disk, then gradually decreased until it disappeared completely. And after a while everything repeated itself, and there was no end to it. People thought: “Maybe you can use the moon to measure time?” And they created a calendar, according to which they began to count weeks and months.

Man had only just dreamed of flying to the Moon, but scientists had already calculated the distance to it. Is it big? If you make balls the size of the Earth and place them on top of each other, the thirtieth one will touch the Moon.

The moon is relatively small. And it seems big because it is located closer to other celestial bodies.

WHY IS THE MOON A SATELLITE?

In astronomy satellite called a body that rotates around a larger body and is held by the force of its gravity.

Artificial satellites- These are man-made spacecraft orbiting the Earth or another planet. They are launched for various purposes: for scientific research, for studying weather, for communication.

Moon- the only natural satellite of the Earth, but so large and close!

It is visible to the naked eye better than any planet in telescope. Telescopic observations and close-up photographs show that its beautiful surface is uneven and extremely complex. Through binoculars you can clearly see that the Moon is a ball. Dark spots are visible on the Moon, which are called seas. But there is not a drop of water in them.

Active study of the Earth's natural satellite began in 1959. For its comprehensive study, space probes and automatic interplanetary stations were launched. And to this day, spacecraft bring a lot of information for work selenologists(scientists studying the Moon). Our satellite holds many mysteries. For a long time, people did not see its reverse side until 1959, when the Luna-3 automatic station photographed the invisible side of the lunar surface. Later, based on the images, maps of the lunar surface were compiled.

The majority of children's literature consists of fiction and poetry. However, the scientific and technological revolution in society ensured the development of the corresponding type of literature. Meaning scientific and educational children's book has increased significantly in modern society.

The description and classification of this branch of literature was carried out by N.M. Druzhinina. The purpose of a scientific and educational children's book, she believes, is to cultivate the mental activity of the reader and introduce him to the great world of science. Two types of scientific and educational books help achieve this goal: a scientific-fiction book and a popular science book. Let's compare them by ways of achieving the goal.

Science fiction book develops the child’s creative curiosity using an arsenal of artistic means: teaches to compare events, analyze them, draw conclusions independently, depicting the general in the particular, the typical in the individual, showing the process of researching a problem, comprehending individual cognitive elements of a scientific topic. A specific form of generalization in scientific and artistic literature is an image used in a fascinating plot narration, in an artistic essay, story, or fairy tale. Such genres are designed by the illustrator, emphasizing the educational idea of ​​the work in the pictures accompanying the texts. Types of books by structure: book-work and books-collections.

Popular science book communicates to children available knowledge as fully as possible, showing the general in general, the typical in the typical, based on the final results of the study of the world, revealing a certain system of knowledge in a scientific topic. A specific form of knowledge transfer is information using names, concepts and terms, which is contained in articles, documentary essays and stories. Such genres are decorated with photo illustrations, documentary materials, and drawings for them are made by artists who are specialists in a certain field of scientific knowledge. Popular scientific works are published in reference books, encyclopedias, industry dictionaries, in special series “Whychkin’s Books”, “Know and Be Able”, “Behind the Pages of Your Textbook”, etc. Popular scientific publications are supplemented with bibliographic lists, diagrams, tables, maps, comments, and notes.

How to use both types of publications of scientific and educational books? The ways of reading such literature must correspond to the specificity and nature of the work. A scientific and artistic book requires a holistic emotional perception, the identification of cognitive material in the artistic outline of the work, in the author’s intention. Books of reference type are read selectively, in small “portions” of text, they are consulted when necessary, for educational purposes, they are repeatedly returned to and the main material is remembered (written down).

Examples of scientific and fiction books: V.V. Bianki – “Stories and Tales”, M.M. Prishvin - “In the Land of Grandfather Mazai”, G. Skrebitsky - “Four Artists”, B.S. Zhitkov - “About an Elephant”, “About a Monkey”, Yu.D. Dmitriev - “Who lives in the forest and what grows in the forest”, E.I. Charushin - “Big and Small”, N.V. Durova - “Corner named after Durov”, E. Shim - “City on a Birch”, N. Sladkov - “Dancing Fox”, M. Gumilevskaya - “How the World is Discovered”, L. Obukhova - “The Tale of Yuri Gagarin”, C .P. Alekseev - “The Unprecedented Happens”, etc.

Examples of popular science books: “Children's Encyclopedia” in 10 volumes, “What is it? Who it? A Companion for the Curious” for younger schoolchildren, M. Ilyin, E. Segal – “Stories about what surrounds you”, A. Markush – “ABV” (about technology); E. Kameneva - “What color is the rainbow” - a dictionary of fine arts; A. Mityaev - “The Book of Future Commanders”, V.V. Bianchi - “Forest Newspaper”; N. Sladkov - “White Tigers”, G. Yurmin - “From A to Z in the Country of Sports”, “All works are good - choose according to your taste”; A. Dorokhov “About You”, S. Mogilevskaya - “Girls, a book for you”, I. Akimushkin - “These are all dogs”, Y. Yakovlev - “The Law of Your Life” (about the Constitution); Encyclopedic dictionary for a young philologist, literary critic, mathematician, musician, technician, etc.

The purpose of scientific and artistic literature is to educate such human qualities as curiosity, cognitive interest, activation of thinking, formation of consciousness and a materialistic worldview. Popular science literature promotes knowledge about nature, society, man and his activities, machines and things, broadens a child’s horizons, and complements the information about the world around him that he received at school and other educational institutions. The artistic component sometimes captivates the young reader so much that he does not master the knowledge contained in the text. Therefore, the perception of scientific and artistic literature is more difficult for a child, but more interesting. The perception of a popular science book is easier, but emotionally poorer. Authors who popularize knowledge strive to include elements of entertainment in their texts.

Compare the scientific and artistic story “The Hedgehog” by M. Prishvin and the article about the hedgehog from the book “What is it? Who it?" Despite the obvious generality of the topic, the volume of information about the hero is significantly richer in the encyclopedia: information about the external appearance of the animal, habitat, habits, nutrition, benefits for the forest, etc. is given. A clear logical definition of the type of animal is given, the language of presentation of material about the hedgehog, as befits a scientific article - concise, strict style, correct, bookish, terminological vocabulary. Construction of the article: thesis – justification – conclusions. In Prishvin’s work, the story about the hedgehog is narrated by the narrator, who conveys his interested attitude to the forest animal. The narrator arranges such an atmosphere in his home so that the hedgehog seems to be in nature: a candle is the moon, feet in boots are tree trunks, water overflowing from a dish is a stream, a plate of water is a lake, a rustling newspaper is dry foliage. For a person, a hedgehog is an individual creature, a “prickly lump”, a small forest pig, at first frightened, and then brave. Recognition of the habits of a hedgehog is scattered throughout the plot: there is a beginning, a development of actions, a climax (the hedgehog is already making a nest in the house) and a denouement. The behavior of the hedgehog is humanized, the reader learns how these animals behave in different situations, what they eat and what “character” they have. The collective “portrait” of the animal is written in an expressive artistic language, in which there is a place for personifications, comparisons, epithets, metaphors: for example, the snort of a hedgehog is compared with the sounds of a car. The text contains direct speech, inversions and ellipses, giving the sentences a fabulous intonation of oral conversation.

Thus, the article enriches the child’s knowledge with information about forest animals and calls for observations in nature, and the story creates the image of a curious and active animal, gives rise to love and interest in “our smaller brothers.”

The master of scientific and educational children's books was Boris Stepanovich Zhitkov(1882-1938). About Zhitkov’s work, K. Fedin said: “You enter his books like a student entering a workshop.” Zhitkov came to literature as an experienced man, at the age of 42; before that there was a period of accumulation of life experience. As a child, Boris Stepanovich Zhitkov was a unique personality, which K.I. recalls with pleasure. Chukovsky, who studied with Zhitkov in the same class of the 2nd Odessa gymnasium. Chukovsky wanted to make friends with an excellent student Zhitkov, since Boris lived in the port, right above the sea, among ships, all his uncles were admirals, he played the violin, which was carried to him by a trained dog, he had a boat, a telescope on three legs, cast iron balls for gymnastics, he swam beautifully, rowed, collected herbarium, knew how to tie knots like a sailor (you can’t untie them!), predict the weather, he knew how to speak French, etc. and so on. The man had talents, knew a lot and was able to do. Zhitkov graduated from two faculties: natural mathematics and shipbuilding, he tried many professions, and as a long-distance navigator, he saw half the sides of the globe. He taught, studied ichthyology, he invented instruments, he was a “jack of all trades”, this boy from an intelligent family (father is a mathematics teacher, author of textbooks, mother is a pianist). In addition, Zhitkov loved literature since childhood and was an excellent storyteller. He wrote such letters to his relatives that they were read as fiction. In one of his letters to his nephew, Zhitkov essentially formulated the motto of a full school life: “It is impossible for it to be difficult to study. It is necessary for learning to be joyful, reverent and victorious" (1924).

“Is it surprising that such a person ultimately takes up the pen and, having picked it up, immediately creates books unparalleled in world literature,” wrote V. Bianchi. For Zhitkov, his entire previous life became material for creativity. His favorite heroes are people who know how to work well, professionals, masters. These are the cycles of his stories “Sea Stories” and “About Brave People”. Let us remember his short stories about the beauty of people’s professional behavior: “Red Commander”, “Flood”, “Collapse”. An extreme situation is being created, from which only people of high responsibility and knowledge find the right way out. The girl choked on a fish bone (“Collapse”), the doctor rushes to the rescue, road builders help him overcome the path: they cleared the collapse of stones with a hydraulic ram pump. Help arrived in time.

When choosing a situation for a story, Zhitkov expects to immediately capture the reader in emotional captivity, to provide a real-life incident in which there is both a moral and a practical lesson. You need to know what to do when there is an accident, when people are carried away on an ice floe into the sea, when the engine fails, when you are caught in a field in a snowstorm, when you are bitten by a snake, etc.

Zhitkov shows the production processes of printing - “About this book”, transmitting telegrams by wire - “Telegram”, features of the sailor service - “Steamboat”. At the same time, he not only reveals the content of the topic, but also chooses a masterful method of presenting it. A fascinating story about deck cleaning ("Steamboat") ends unexpectedly with a story about a tragic accident that occurred from excessive cleaning. The narrative includes messages about ship mechanisms, the propeller, the anchor, the port service...

The story “About This Book” reproduces the procedure for handling a book in a printing house: it starts with a facsimile (exact copy) of the book’s manuscript, shows its typesetting, layout, correction, printing, binding, revision... Zhitkov came up with the idea of ​​talking about each stage of creating a book like this: what if this operation were skipped, what funny nonsense would result.

Compositional discoveries also characterize the story about the operation of the electric telegraph: this is a chain of sequential discoveries. In a communal apartment, one tenant needs to call 2 times, and another - 4 times. So a simple call can become a directed signal. Or you can arrange it so that whole words can be conveyed by calls. Such an alphabet has already been invented - Morse. But just imagine: they transmit using Morse code, dots and dashes, letters, words... By the time you listen to the end, you will forget the beginning. What should be done? Write down. So another stage has been passed. But a person may not have time to write everything down - a new difficulty. Engineers came up with the idea that a machine – a telegraph – would do this for a person. So, starting with a simple call, Zhitkov led the reader to the knowledge of a complex telegraph apparatus.

The writer, like a good teacher, in his work alternates between easy and difficult, funny and serious, distant and close, new knowledge is based on previous experience, techniques for memorizing material are suggested. It was especially important to do this in the encyclopedia for preschoolers “What did I see?” From the perspective of five-year-old Alyosha the Why, Zhitkov tells the story of how a little citizen gradually gets to know the world around him - his house and yard, city streets, going on trips, learns types of transport and rules of travel, while the writer compares something new with something already known , the narrative is permeated with humor, interesting observational details that emotionally color the text. For example, Alyosha and his uncle are traveling on a bus and meet troops on the way going on maneuvers: “And everyone began to repeat: the cavalry is coming. And these were just Red Army soldiers on horseback with sabers and guns.”

Children's reading includes Zhitkov's fairy tales and stories about animals “The Brave Duckling”, “About the Elephant”, “About the Monkey”, which are distinguished by a wealth of information and figurative accuracy. Zhitkov dedicated several stories to children: “Pudya”, “How I Caught Little Men”, “White House”, etc. Zhitkov is a real educator of children, giving knowledge with great respect for those who receive it.

Brother S.Ya. contributed to the development of scientific and educational books of the twentieth century. Marshak – M. Ilyin (Ilya Yakovlevich Marshak, 1895-1953), chemical engineer by first specialty. In the 20s, he had to part with the factory laboratory due to illness, and Ilyin successfully mastered a second profession - a fiction writer. His goal is to show children how man mastered the secrets of nature in order to improve his life and work. “What is the power and significance of the image in an educational book? The fact that it mobilizes the reader’s imagination to help the ability to reason... the image becomes absolutely necessary when science wants to become accessible to many,” Ilyin wrote in one of his articles (1945).

M. Ilyin looked for ways, including artistic ones, to show children the beauty of science, to make the achievements of technological progress visible, bright, to captivate children with discoveries, experiences and even experiments. The famous collection “Stories about Things” appeared in 1936; it was the history of the development of civilization in human society: “The Sun on the Table” - about lighting a home; "What time is it now?" - about the measurement of time; “In Black and White” - about writing; “One hundred thousand why?” - about things in the surrounding reality: about the house, clothes, dishes...

Ilyin begins his encyclopedia about things with riddle questions to evoke a feeling of surprise and then interest: What is warmer: three shirts or a triple-thick shirt? Are there walls made of thin air? Why is the bread pulp full of holes? Why can you skate on ice, but not on the floor? etc. Interspersing questions with answers, causing the work of the heart and mind, the writer travels with little friends-readers around the room, along the street, around the city, surprising and delighting them with the creations of human hands and minds.

In objects he reveals a figurative essence: “The main property of a spring is stubbornness”; “Washing clothes means erasing dirt from them, just as we erase what is written on paper with an eraser”; “People died, but the legends remained. That’s why we call them “legends” because they were passed on from one person to another.” Such comments force the reader to look and listen to the root meaning of words and develop attention to language. The statement “It is not the fur coat that warms the person, but the person that warms the fur coat” is the beginning, the impetus for the child’s thinking process: why is this so? Ilyin compares a person to a stove that produces heat, which a fur coat is designed to retain.

Together with his wife Elena Aleksandrovna, Segal Ilyin compiled another encyclopedic type book about the complex world of machines, technology, inventions - “Stories about what surrounds you” (1953), “How a man became a giant” (the history of the work and thoughts of man, history of philosophy for teenagers, 1946), “How the car learned to walk” - (history of motor transport), “Journey to the Atom” (1948), “Transformation of the Planet” (1951), “Alexander Porfiryevich Borodin” (1953, about the scientist chemist and composer ).

Showing the transformation of human life, Ilyin could not help but touch upon the role of the state and politics in this process (“The Story of the Great Plan” - about the five-year development plans of the Soviet state). The educational part of Ilyin’s books is not outdated, but everything related to journalism tends to lose relevance. Ilyin showed readers the poetry of knowledge, and this has lasting value in his work.

A classic of scientific and educational children's books is Vitaly Valentinovich Bianchi(1894-1959). “The whole huge world around me, above me and below me is full of unknown secrets. I will discover them all my life, because this is the most interesting, most exciting activity in the world,” wrote V.V. Bianchi. He admitted that he loved nature, like a wolf, and told a fairy tale about this wolf: “They once asked Soroka: “Soroka, Soroka, do you love nature?” “But of course,” the Magpie rumbled, “I can’t live without a forest: sun, space, freedom!” They asked the Wolf about the same thing. The Wolf grumbled: “How do I know whether I love nature or not, I didn’t guess or think about that.” Then the hunters caught Magpie and Wolf, put them in a cage, kept them there longer and asked: “Well, how is life, Magpie?” “Nothing,” the chirping girl replies, “you can live, they feed you.” They wanted to ask the Wolf about the same thing, but lo and behold, the Wolf died. The Wolf didn’t know if he loved nature, he simply couldn’t live without it...”

Bianchi was born into the family of a learned ornithologist; he received his biological education at home and then at St. Petersburg University.

Since 1924, Bianchi has written over two hundred works of various genres for children: stories, fairy tales, articles, essays, tales, notes from a phenologist, composed quizzes and useful tips on how to behave in natural conditions. His most voluminous book, written together with his students, is the encyclopedia of the seasons “Forest Newspaper”, and in 1972-74 a collection of Bianchi’s works for children was published.

Bianchi is a natural history expert, naturalist and nature lover who, with scientific precision, conveys encyclopedic knowledge about life on earth to preschoolers and primary schoolchildren. He often does this in artistic form, using anthropomorphism (likening a person). He called the genre he developed the non-fairy tale. A fairy tale - because animals talk, quarrel, find out whose legs, whose nose and tail are better, who sings what, whose house is most convenient for living and so on. A fairy tale - because, while telling the story of how an ant hurried home, Bianchi manages to report on the methods of movement of various insects: a caterpillar releases a thread to descend from a tree; a beetle steps over plowed furrows in a field; The water strider does not drown because there are air cushions on its legs... Insects help the ant get home, since when the sun sets, the ant holes close for the night.

Each fairy tale, each story of Bianchi activates thinking and enlightens the child: does a bird’s tail serve for decoration? Do all birds sing and why? How can the life of owls affect the yield of clover? It turns out that you can refute the expression “a bear stepped on your ear” about a person who does not have an ear for music. The writer knows “The Bear is a Musician,” who plays a sliver of a stump like a string. It was just such a smart animal that the bear hunter (bear hunter) met in the forest. Clumsy-looking Toptygin is shown to be skillful and dexterous. Such images are remembered for a lifetime.

A naturalist storyteller teaches a child to observe and study natural phenomena. In the cycle “My Cunning Son,” the hero-boy, on a walk with his father, learns how to track a hare and see a black grouse. Bianchi is a master of portraits of animals: bittern, hoopoe, whirligigs (“First Hunt”), quails and partridges (“Orange Neck”), a master of dialogue between animals (“The Fox and the Mouse,” “Teremok”), a master of depicting unusual situations: small the squirrel scared the big fox (“Mad Squirrel”); the bear extracts music from a tree stump (“Musician”).

Children's writer and animal artist Evgeny Ivanovich Charushin(1901-1965) depicts favorite characters - animal cubs: bear cubs, wolf cubs, puppies. Favorite story: the baby meets the world. Without resorting to the technique of anthropomorphism, the writer conveys the state of the hero in certain events of his life and does this good-naturedly, with humor Nikitka Charushinsky (now artist N.E. Charushin) and other boys (Petya and Shura in “A Scary Story”) also through the game and fears, gain life experience in communicating with the big world. Charushin’s main collection is called “Big and Small”.

The famous saying “To protect nature means to protect the Motherland” belongs to Mikhail Mikhailovich Prishvin(1873-1954). The writer called his entry into literature at the age of 33 a happy accident. The profession of an agronomist helped him to know and feel the earth and everything that grows on it, to look for untrodden paths - unexplored places on the earth, to comprehend everyone who lives in nature. Prishvin reflected in his diaries: “Why do I always write about animals, flowers, forests, nature? Many people say that I limit my talent by turning off my attention to the person himself... I found a favorite pastime for myself: to look for and discover the beautiful sides of the human soul in nature. This is how I understand nature as a mirror of the human soul: only man gives his image and meaning to the beast, the bird, the grass, and the cloud.”

When creating images of nature, Prishvin does not humanize it, does not liken it to people’s lives, but personifies it, looking for something wonderful in it. A significant place in his works is occupied by descriptions made with the skill of a photographer. He carried his passion for photography throughout his life; the 6-volume collected works of Prishvin are illustrated with his photographs - as poetic and mysterious as the texts.

Prishvin's short works can be called prose poems or lyrical notes. In the book “Forest Drops,” a sketch of a picture from the life of a winter forest consists of one sentence: “I was able to hear a mouse gnawing a root under the snow.” In this miniature, a thoughtful reader will appreciate every word: “successful” - expresses the author’s joy at being entrusted with one of the secrets of nature; “hear” - there is such silence in the winter forest that it seems there is no life in it, but you have to listen: the forest is full of life; “a mouse under the snow” is a whole image of a secret life hidden from human eyes, the mouse’s home is a mink, the grain reserves have run out or the mouse has gone out for a walk, but it “gnaws the root” of a tree, feeds on frozen juices, solves its life problems under thick snow cover.

As a traveler, Prishvin traveled around the lands of the Russian north: the book “In the Land of Unfrightened Birds”, containing ethnographic information, is about this; about Karelia and Norway - “Behind the Magic Kolobok”; The story “Black Arab” is dedicated to the Asian steppes, and the story “Ginseng” is dedicated to the Far East. But Prishvin lived in the heart of Russia, in the forests near Moscow, and Central Russian nature was dearest to him most of all - almost all the books about the “golden ring of Russia”: “Ship Thicket”, “Forest Drops”, “Calendar of Nature”, “Pantry of the Sun”...

The collection “Golden Meadow” (1948) brought together many of the writer’s children’s stories. The story "The Guys and the Ducklings" shows the eternal conflict between big and small; “Fox Bread” is about a walk in the forest to get the gifts of nature; The “hedgehog” came to visit a man; “Golden Meadow” is about dandelion flowers that grow in a meadow and live according to the sundial.

The fairy tale “The Pantry of the Sun” tells about Nastya and Mitrash, orphans of the war of the forties. Brother and sister live independently and with the help of kind people. They don’t lack courage and courage, since they go to the terrible Bludovo swamp for cranberries, the main berry of those places. The beauty of the forest captivates children, but also tests them. A strong hunting dog, Travka, helps a boy in trouble.

All of Prishvin’s works convey a deep philosophical thought about the unity and kinship of man with nature.

Just as Gaidar came up with the noble game of Timurov’s men, so Yuri DmitrievichDmitriev(1926-1989) invented the game "Green Patrol". That was the name of the book he wrote, because some boys, when they come to the forest, destroy birds’ nests and do not know what to do with anything useful. I wanted to teach the children to protect nature, to protect it.

In the 60s, Dmitriev became a writer, and in the 80s he was awarded the International European Prize for his works about nature, “Neighbors on the Planet.” K. Paustovsky wrote about Dmitriev’s early stories: he has “Levitan’s vision, the accuracy of a scientist and the imagery of a poet.”

The library series for primary school age marked “scientific and fiction” is represented by the voluminous book “Hello, Squirrel! How are you doing, crocodile? (favorites). Several cycles of stories and novellas are collected under one cover:

1) “Stories of the old forest man” (What is a forest); 2) “Tales about Mushonok and his friends”; 3) “Ordinary miracles”; 4) “A little story about Borovik, Fly Agaric and much more”; 5) “Mysterious night guest”; 7) “Hello, squirrel! How are you doing, crocodile? 8) “Cunning people, invisible people and different parents”; 8) “If you look around...”

The cycle that gives the book its title is subtitled “Stories of Animals Talking to Each Other.” Animals have their own language of movements, smells, whistling, knocking, screaming, dancing... The author talks about the expressiveness of the “conversation” of a wide variety of animals, small and large, harmless and predatory.

The series about the cunning and the invisible are stories about how animals protect themselves by mimicking in nature, adapting to the environment. “If you look around…” - a chapter about insects: dragonflies, butterflies, spiders. There are no beneficial and harmful insects, there are those that are necessary or harmful to humans, which is why he calls them that. The collective character Mishka Kryshkin appears, who catches and destroys everyone who is weaker than him. Young students learn to distinguish insects and treat them objectively.

Yu. Dmitriev in his books defends those who are easily offended in nature - ants, butterflies, worms, spiders, etc., talking about their benefits to the earth, grass, trees, and how they can be interesting to people.

Tireless travelers Yu. Dmitriev, N. Sladkov, S. Sakharnov, G. Snegirev, E. Shim considered themselves students of Bianchi and in the second half of the twentieth century created a wonderful natural history library for younger schoolchildren. Everyone went their own way. Sladkov, as a continuation of the “Forest Newspaper”, created the “Underwater Newspaper” about the life of the inhabitants of reservoirs; to study nature, he very actively uses technical means of scuba diving, a photo gun, that is, a device with a high-magnification lens, a tape recorder, etc., but also, as a teacher, he loves the genres of short stories and non-fairy tales, in which tropes, imagery, parable, figurative meanings of words are fused with the strict realism of the image.

The children's marine encyclopedia was compiled by S.V. Sakharnov, receiving several international awards for it. His stories about exotic animals are emotional and amazing. Books by G.Ya. Snegirev captivates readers with wonderful discoveries and knowledge of the laws of nature. Writers with academic degrees come to children's literature - G.K. Skrebitsky, V. Chaplin zoo worker; multilaterally educated - G. Yurmin, and specializing in favorite topics - A. Markusha, I. Akimushkin... And all together, the creators of a scientific and educational children's book about nature fulfill an environmental mission, instill in children an attentive and caring attitude towards the world around them.

One of the most complex scientific and artistic areas in children's literature is history book. Historical prose consists of works of the historical-biographical and homeland studies cycle. Special series “ZhZL”, “Little Historical Library”, “Legendary Heroes”, “Grandfather’s Medals”, etc. are published for children and youth.

Writers are interested in those events in the past of our Motherland that can be called turning points, the most important, and those fates of historical characters in which the features of national character and features of patriotism were revealed. Taking into account the age needs of readers, writers give stories and tales an adventurous, adventurous character, and choose factual material that can have educational significance.

Historicism of thinking is inherent in many classic writers. Reading works on the topic of childhood, we learn a lot of important things about the era in which the hero lives, because the historical background and the private life of the character are always inextricably linked (V. Kataev, L. Kassil, etc.).

Often a story told for children is legendary. Writer CM. Golitsyn(1909-1989) introduces children to the past of Russia (“The Tale of the White Stones”, “About the White-Flammable Stone”, “The Tale of the Land of Moscow”) in the style of ancient epics (note the first word in the titles of the books). The formation of Russian statehood is shown using chronicle sources of knowledge.

Writer and artist G.N. Yudin(1947) began his literary career with the book “Bukvarenok”, created in a game-based system of teaching literacy. The book “The Sirin Bird and the Rider on a White Horse” is clearly inspired by Slavic mythology. Egory the master, artist of the 16th century, lives during the time of Ivan the Terrible. Yudin, through language, makes the reader feel the spirit of the era, communicates the customs, rituals, and songs of that time. Another direction of the writer’s creativity is hagiographic literature. He writes books for teenagers about legendary saints - Ilya of Muromets, Sergius of Radonezh, etc. The subjects include apocrypha (non-canonical religious texts retold by the people), Orthodox prayers, and philosophical judgments.

Children's reading includes: story by V. Yan « Nikita and Mikitka", which shows Moscow during the time of Ivan the Terrible, boyar life, the teaching of children in the historical past; story by Yu.P. Herman « That's how it was» about the blockade of Leningrad during the Great Patriotic War; stories about the heroes of that war A. Mityaeva, A. Zharikova, M. Belakhova.

Created a rich historical library for primary schoolchildren Sergey Petrovich Alekseev(b. 1922). Before the Great Patriotic War of 1941-45, he was a pilot. “Perhaps his fighting profession taught him not to be afraid of heights, to strive for more decisive and daring takeoffs each time,” S.V. wrote about Alekseev. Mikhalkov. Indeed, the plan of him, a former pilot and teacher, to create works about every major historical event of our homeland in stories for the youngest readers requires great courage. The idea was realized throughout his life and also during the time when Alekseev served as editor-in-chief of the magazine “Children's Literature”. Let us list his main books in the historical library: “The Unprecedented Happens” (about the times of Peter the Great), “The History of a Serf Boy” (about serfdom), “The Glory Bird” (about the War of 1812, about Kutuzov), “Stories about Suvorov and Russian Soldiers ", "The Life and Death of Grishatka Sokolov" (about the Pugachev uprising), "The Terrible Horseman" (about Stepan Razin), "There is a people's war" (about the Great Patriotic War) ...

His “One Hundred Stories from Russian History” was awarded a state prize and is included in anthologies as texts for program reading in the lower grades of secondary schools.

A successful method of presenting historical material is one that suits everyone: young readers, teachers, and parents. Writers reproduce events and accurate facts, including specific real and fictional characters in the plot. The graphic nature of the descriptions and the dynamism of the narrative correspond to the specifics of children's perception of art and make it easier for children to perceive the text. The triumph of goodness, justice and humanism in his works, the assessment of history through the prism of modernity makes Alekseev’s complex historical books relatable to children, and makes history empathetic. This is how the patriotic feelings of the young reader are nurtured.

Although L.N. Tolstoy is known throughout the world as a master of monumental prose; among the writer’s creative heritage there are many small works. A separate category consists of stories for children, including pupils of the Yasnaya Polyana school.

Works of Tolstoy for children

Among Tolstoy's works for children, several main genres can be distinguished. The first of them is fairy tales. Most of the fairy tales are processed folk stories (such as “The Three Bears”), which were included in Tolstoy’s famous “ABC”.

Another genre loved by Tolstoy is the story. In such works, he describes events that happened in reality, but artistically processes them. The famous “Filipok” and “The Lion and the Dog” belong to this type.

The writer created a large number of realistic stories, the heroes of which are often children themselves. These include the works “Fire”, “Girl and Mushrooms”, etc.

Finally, the last genre in which Tolstoy created stories for children was scientific educational stories. Let's talk about it in more detail.

Scientific and educational stories by Tolstoy

Among the most famous scientific and educational works of Tolstoy for children are the stories:

• "Hares".
• "What kind of dew happens on the grass."
• "About Ants"
• "How wolves teach their children."
• “Why can you see in the dark?”
• "Apple trees."
• "How trees walk."

Already from the titles of the works it is clear that most of them are devoted to the description of natural phenomena. Tolstoy talks in detail about the habits of animals, various plants, etc. At the same time, the presentation style is quite laconic, but succinct. This helps children better perceive the material and learn the most important points regarding a particular topic.

Tolstoy's scientific and educational stories are an excellent example of how a work of art can be combined with an educational function. Children remember well a vivid image, and after it the main facts that relate to the scientific characteristics of the subject of the story.

Maria Prigozhina

Cognitivestories

Preface

Once upon a time there was a boy named Kirill. He loved to read. And not only fairy tales, but also scientific and educational books - about stars and planets, about animals and plants, about natural phenomena and much more. Friends asked him every now and then, and he always answered everyone, and not just like that, but with detailed explanations. “You’ll probably be a great scientist,” the guys said, having received an answer to their next question. - Why do you have to be a scientist? - Kiryusha was surprised. “I’m just interested in learning about everything.” Everyone should be able to understand the things that surround us. Not only boys and girls came to Kirill with their questions about nature, about space, about the current and past inhabitants of the earth, but these inhabitants themselves sometimes dropped in and also asked about something. And then they told each other about those meetings. Although how could they ask and retell? After all, animals can’t talk! But if they could, they would definitely ask. Perhaps that’s why Kiryusha embellished some of the stories a little, just to make it more interesting. This is how educational stories appeared.

Story1. Why is a spider not an insect?

Story 2. chocolate tree

A little boy Sasha, who lived in the next apartment, came to visit Kiryusha. He loved all kinds of sweets, especially chocolates, and his mother hid them from him so that he wouldn’t overeat and get sick with some strange, terrible disease called “Allergy”. Sasha was worried about this and, no matter what they talked about, he always remembered chocolates. “If it weren’t for Al-ler-gia,” he lamented, “I could have chewed chocolates all day long!” And why did they make them both tasty and harmful at the same time? “Ask the chocolate tree about that,” Kiryusha grinned. - Ha-ha-ha! - Sasha burst out laughing. - Chocolate! Is it made of chocolate? Also tell me, you can cut off pieces of bark from it, eat it and drink tea. If I listen to you, there is a candy tree! “Yes,” confirmed Kiryusha. - The candies that grow on it taste like raisins. And the chocolate tree, of course, is not made of chocolate, but chocolates are made from its seeds. Add sugar, milk, nuts, raisins, etc. You can add a lot of things, but the main thing in any chocolate is the seeds of the chocolate tree, cocoa beans. There is also a strawberry tree, and berries grow on it that are very similar to strawberries. Little Sasha went home with his mouth open - probably he was afraid to forget about the fabulous chocolate tree. He then dreamed about it at night and very politely apologized for his Allergy.

Story 3. For whatdrink kefir in the evening

One boy named Slavik did not like kefir. And every time in the evening when his mother poured him a full cup of this sour drink, Slavik winced, became capricious and demanded candy. “Before bed, just kefir,” my mother said, and she didn’t take out the candy. -- But why? - asked Slavik. - Why should the very last food in the evening be kefir? “I don’t know,” my mother admitted. - Ask someone else. Once Slavik came to see Kiryusha and saw that he had a lot of interesting things and books. “You read so much,” said Slavik. - Maybe you know why they drink kefir in the evening without sweets? “Of course, I know,” answered Kiryusha, “it’s written about in books.” Kefir is good because beneficial microbes live in it. They are very weak and do not take root well in the intestines, where they should live and work and help us digest food. But bad, harmful microbes have plenty of freedom there! That’s why they drink kefir before bed, so that weak beneficial microbes can somehow take root overnight and push out the harmful ones. “I see,” Slavik said and sighed. - That is, it’s completely unclear. And why do these beneficial microbes live in kefir and not in sweets? If I were them, I would choose candy.

Story 4. So different ohblac!

One day a little pig named Zucchini was tumbling in the sand and suddenly saw clouds. He had never looked at the sky before and did not know that there were clouds there, and even so different - white, gray, curly, plump and all sorts of others. And the little pig decided to ask the mole where the clouds come from. He is so dignified and thoughtful in appearance, which means he must know a lot of things. But the mole had never seen any clouds in his life for the simple reason that he endlessly rummaged underground, where there was no need to see at all. However, he did not want to admit ignorance, and, sticking his nose out of the hole, he muttered displeasedly: “Clouds, clouds... Some have nothing to do!” I build underground tunnels and get food. I have no time for clouds! Then Zucchini asked his question to the rooster, who often flew up onto a high fence and sat there for a long time. He must have known about the clouds to climb so high. No wonder his feathers look like cirrus clouds! The rooster did not want to admit that the clouds were as far from him as they were from the piglet, and he thought about feathers only when he plucked them after another fight, and therefore arrogantly declared: “I have no time to stare at the heavens in vain, to look for clouds.” I just watch the sun so I can crow on time. And then the piglet went to Kiryusha. Kirill Kabachka listened and told him everything he knew about clouds. And that they consist of water vapor, that is, of tiny droplets of water, and when it’s cold, of ice crystals, and that clouds are different at different altitudes, and even about the rarest and most unknown mother-of-pearl and silver clouds, which are very high they climb into the sky. You can’t see those extraordinary clouds during the day; the sun’s rays obscure them. They are visible either early in the morning or late in the evening, when the sun illuminates them from over the horizon. As soon as the rays of light break through and shine a little lower, the unusual clouds seem to disappear. “All clouds are extraordinary and each one is uniquely beautiful,” the boy explained to the pig, not noticing how confused he was, “but what they look like and what falls out of them depends on what is in the cloud.” And there can be only water vapor, only ice, or both together. If water droplets or ice crystals in clouds become too large, they become heavy and fall to the ground. And then we have rain, snow or hail. For example, cirrus clouds, so named for their external resemblance to rooster feathers, consist only of ice crystals. And the hail... Kiryusha spoke for so long, explaining in such detail that the piglet was completely confused and asked: “Come on, I’ll come to you again, then you’ll tell me about the hail.” “Perhaps you’re right,” Kirill agreed. - About the hail next time. Come, I'm always happy to help.

Story 5. hail

The zucchini came, as promised, next time. But that next time did not come soon, but only when a large hailstone reminded of itself. She did it rather unceremoniously - she simply fell on the piglet's back. Behind her, and another, and a third, and a fourth... The poor fellow barely reached the saving barn in which he lived, and immediately promised himself that he would certainly deal with the unscrupulous precipitation that took advantage of his tender back, like drumsticks with a drum. That same evening, a pig, wet and angry, came to Kirill and shouted from the threshold: “Hail is the most terrible thing that falls from the clouds!” Just some kind of stone rain! “Well, not stone,” the boy corrected, “but ice.” But sometimes hailstones grow to significant sizes. Then, of course, it is unpleasant to be in their way. “It’s not me, but they were on my way,” muttered the piglet. - And why do such huge pieces of ice continue to cling to the cloud and not fall to the ground while they are small? I could have tolerated the little ones somehow. And in general, I don’t like your vaunted clouds! “You shouldn’t be offended by them,” Kirill smiled. - They bring us a lot of benefit. Water, for example, is supplied and the sun's rays are regulated. And what helps prevent hailstones from falling is the wind or, scientifically, vertical air currents, which, by the way, also hold birds and allow them to soar for a long time at high altitudes without flapping their wings. “I thought the wind only blows sideways, but that means it can also blow upwards?” “And up, and down, and even in a spiral,” Kiryusha grinned. “Then it’s called a cyclone.” But come on, about him some other time next time, but for now, listen further about the hail. A cloud for small pieces of ice is like your barn, your home, they are in no hurry to leave it, they “feed” on cold drops of water and grow fat, overgrown with ice scales. And the time comes when there are too many hailstones in the cloud. It’s cramped for them, the fat ones bump into each other, and then it snows, but if they suddenly collide with drops of water, it will turn out to be hail. And the thick ice floes jump out, no wind can stop them, and they fall to the ground and beat the unwary Zucchini. “Yes,” the piglet thought. - I wish I knew their schedule. “Also about weather forecasting next time,” the boy laughed.

Story 6. Origin of people

Two friends once learned about biological evolution, namely, that all living things are constantly changing and developing, and from simple creatures more complex ones arise. And the guys argued about how people appeared on earth. One said that they appeared here directly as a result of this most wonderful evolution, and the second claimed that they flew from outer space. “I’ll resolve your dispute very simply,” said Kiryusha. - And who is right? - the guys asked in unison. - Both of you are right! - How is this possible? It can not be! - But it can! Because there is evolution, and we are from space. All living things come from space, or rather, from the stars. The fact is that stars form --complex--composite particles, which are then, almost like cubes, formed into living beings. Stars are also not immortal, and from time to time one of them explodes, and then those amazing particles scatter throughout the Universe, but they do not find suitable conditions everywhere. On our planet, once upon a time, a very, very long time ago, such conditions existed, and so, first primitive ones appeared, and then, as a result of evolution, more complex living creatures.

Story 7. How cancer surrendered to tweezers

In the summer, Kiryusha brought a red swamp crayfish from the school living corner. Mom bought an aquarium and a water filter and made two grottoes from plastic packaging. It turned out, if not a swamp, then almost a real coastal area. Cancer, who lived in a basin at school, should have liked it. He probably liked it because he behaved appropriately, as an arthropod representative of aquatic fauna should behave in natural conditions - he pretended to have died long ago, even probably rotten, and for this reason was of no interest to the surrounding predators, who All they did was endlessly rush around, shouting, knocking and scattering the remains of tasty prey. The cancer very skillfully took advantage of the sluggishness of its enemies, picking up tidbits while the screamers ran away to hunt in other places. And at night he studied the hospitable dwelling, rested near the filter, which he had noticed from the first day, rearranged the grottoes and checked if there was anything edible left. Unfortunately, there was never anything left, but in the morning the food appeared again, so there was no reason to be upset. One day, the electrical outlet to which the filter was connected failed. It turned out she was too overloaded. Dad determined the reason in the evening, and until that time the water in the aquarium had not been purified and soon began to resemble the not very pleasant slurry in which the cancer lived in the school basin. Therefore, when the filter started working, the owner of the “coastal” rushed towards it with all his might and, apparently, decided not to let the more useful item out of sight. However, the opposite later turned out to be true. Cancer mistook the cleaning device for a competitor who had taken over the best corner of the aquarium, and as soon as mom pulled out the filter to wash it, he immediately took the elite place. Mom tried to pull her pet away in a proven way - using plastic tweezers. It worked before... And now the cancer regularly grabbed it with its claws, but as soon as the terrible two-horned monster attacking it began to drag its prey (well, of course, to devour it or, at best, drive it away and take possession of the wonderful place!), it immediately let go of the tweezers . Then mom simply moved the stubborn guy to the side and installed the filter. And I was surprised to discover that the cancer had turned over on its back and raised its claws upward. - He gave up! - Dad exclaimed. And everyone agreed with him. Only one cancer, probably, did not understand anything. After all, he was not kicked out and eaten, but left to live in a beautiful coastal area with such terrible, but absolutely harmless predators!