Subject: Alive and inanimate nature.
Target: teach children to distinguish between living and inanimate nature.
Tasks:
- Show the differences between natural objects and artificial ones.
- Explain unbreakable connection humanity and its environment.
- Develop the ability to explore the world around us accessible ways (observation, experience, comparison, classification).
- Develop the skill of identifying and establishing cause-and-effect relationships in the world around you.
- To cultivate a caring and respectful attitude towards the surrounding natural and animal world.
Lesson steps:
- Organizational moment (reading an epigraph poem).
- Introduction to the topic, statement of the problem.
- Game moment: joint discovery of “new” knowledge.
- Physical education minute.
- Continuation of theme development.
- Independent generalization of acquired knowledge.
- Homework.
Lesson progress
1. Organizational moment
The following poems can be read as an epigraph:
- L. Daineko “Here is a huge house on earth.”
- V. Kalachev “Nature is never inanimate!”
- N. Bugaenko “Don’t walk with a slingshot, Kolka.”
- O. Romanenko “The Earth is Suffering.”
- O. Romanenko “Beauty”.
- E. Kiliptari “I rejoice in the morning. I rejoice in the sun."
2. Introduction to the topic, statement of the problem
The teacher asks questions leading to the main topic:
What is nature? (students make assumptions, name specific objects)
What is not nature? (anything made by human hands)
Is a car/multi-storey building/house in a village considered nature?
Can domestic animals be called nature: cow, horse, dog, etc.?
The teacher does short conclusion: living nature is what has existed and can exist without human intervention, other objects are inanimate nature.
3. Game moment
The teacher can offer the children cards with riddles. For example:
They fly, but there are no wings,
They run, but there are no legs,
They float, but there are no sails (Clouds)
Not water, not land:
You can't sail away on a boat,
And you can’t walk with your feet (Swamp)
Lives in seas and rivers,
But it often flies across the sky.
How will she get bored of flying?
(Water) and the like fall to the ground again.
An alternative game moment: students must come up with brief comparisons natural objects and non-natural ones. The teacher gives the initial instructions, i.e. example:
The submarine looks like a whale
And the helicopter is on the dragonfly.
The students' task is to continue the series. It is better to perform the exercise in a chain.
4. Physical education minute
Can be performed in different forms:
- students squat or jump; for an odd squat or jump, each of them must name one living object, for an even number - an inanimate one;
- children perform physical exercise, not related to the topic of the lesson, based on poems (“And blueberries grow in the forest”, “Stork”, “And the clock goes on and on”, etc.);
- if the lesson is held outdoors, more active occupation with a ball: children throw balls to each other, naming the objects around them - if the object is artificial, the ball must be hit, and if it is natural, the ball must be caught.
5. Continued theme development
Includes game moment. Students are divided into three groups, each group is given one crossword puzzle on the topic “Living and inanimate nature.” It develops a skill teamwork, and the game background contributes to greater assimilation of knowledge.
After solving crossword puzzles and checking the answers, the teacher shows the children cards with the image different objects(animals, trees, cars, buildings, etc.), asking students two questions:
Alive or inanimate object drawn on a card?
Why is it living or non-living?
How do living objects differ from artificial objects?
As an additional reinforcement of the topic, it is again used game uniform. The students stand up, the teacher pronounces words denoting objects of living and inanimate nature, and the children stand still if the object is artificial, and move if the object is natural.
Does a person belong to living or inanimate nature? (a person is simultaneously part of the environment natural world and the engine of the artificial world)
The teacher explains to students how important it is to protect nature and treat it with respect, that people and the world around them are interconnected: without nature there will be no humanity.
6. Independent generalization of acquired knowledge
To stimulate creative and mental processes, the teacher asks a question:
What will happen to humanity if plants and animals disappear?
Children make guesses, the teacher confirms or refutes them. Next, the teacher asks the students to independently formulate a conclusion about the lesson:
What did you learn and learn today?
What difficulties did you have to face?
Briefly, each child voices his opinion about the lesson and talks about problems if they arise. You can ask to write the conclusion in a notebook.
7. Homework
Given in creative form. Multiple options available:
- draw a diagram in your notebooks about the relationship between living things and artificial worlds;
- during the week, sketch in a special notebook objects of living/inanimate nature that are found on the street;
- come up with riddles to identify living and artificial objects, voice them at the beginning of the next lesson;
- write an essay on the topic “The connection of a person with the outside world,” etc.
Yulia Dautova
Lesson of the surrounding world “Living and inanimate nature. Properties of living beings"
Lesson 21
Subject lesson: Living and inanimate nature. Properties of living things.
Target lesson: introduce children to properties of living nature. Develop observational, logical and creative thinking skills. Cultivate a caring attitude towards all living things around us.
Form a UUD:
- Personal: ability to self-assess based on success criteria educational activities.
- Regulatory UUD: determine and formulate the goal for lesson with the help of the teacher; plan your action in accordance with the task.
- Communicative UUD: listen and understand the speech of others; organize your thoughts into orally; negotiate with classmates together with the teacher about the rules of behavior and communication and follow them.
- Cognitive UUD: navigate your knowledge system; analyze objects; find answers to questions in the text and illustrations; convert information from one form to another: compose answers to questions.
Progress of the lesson.
Stages lesson
Reference material lesson
Student activities
UUD at stages lesson
1. Organizational moment
The bell rang again.
Make yourself comfortable
Let's start now lesson! Children answer
; negotiate with classmates together with the teacher about the rules of behavior and communication and follow them (Communicative UUD).
2. Formulation of the topic lesson, goal setting
Look. My dear friend
What is located district?
The sky is light blue,
The golden sun is shining,
The wind plays with the leaves,
A cloud floats in the sky.
Field, river and grass,
Mountains, air and foliage,
Birds, animals and forests,
Thunder, fog and dew.
Man and season -
This is all around... nature. (slide 1)
Remember how we can know the world around us?
What do you think is the topic? lesson?
What goal will you set for yourself? Children answer Be able to make comparisons according to given criteria (Cognitive UUD).
Be able to express your thoughts orally (Communicative UUD).
Be able to define and formulate goals for lesson with the help of the teacher(Regulatory UUD).
3. Learn to apply your knowledge
I invite you on a journey to amazing world nature. We will learn to observe and draw conclusions. But first, let's do a warm-up. 1 group: cabbage, swallow, cloud, ant, cat. 2 group: crocodile, chair, window, car, plate. 3 group: gloves, glass, rainbow, jacket, desk. 4 group: sand, mountains, volcano, river, boat. 5 group: teapot, crow, birch, rose, squirrel. 6 group: sun, falcon, earth, stone, snow.
Look at the picture (slide 2)
Name objects alive and inanimate nature.
And by what signs do we determine. That one thing is alive. And the other inanimate(continuations of children)
Work according to the textbook page 70-71. Children's answers and explanations
(Regulatory UUD).
(Personal UUD).
4. physical education minute
5. consolidation What applies to nature(slide 3)
Game "Live- inanimate»
Guess the riddles, determine whether it is alive or inanimate.
1. What you see at night (slide 4)
2. White boats are sailing across the sky, white boats are bringing rain. (slide 5)
3. Breathes, grows, but cannot walk. (slide 6)
4. What warms all people on Earth (slide 7)
5. A flat cake grew into the forest on one leg. (slide 8)
6. He sits on everyone and is not afraid of anyone. (slide 9) answer Be able to work according to the plan proposed by the teacher (Regulatory UUD).
Be able to make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made (Regulatory UUD).
Be able to perform self-assessment based on the criterion of success of educational activities (Personal UUD).
6. Reflection on learning activities
Tell us what signs help us distinguish living nature from inanimate?
What new did you learn on lesson?
What did you like most?
Be able to express your thoughts orally (Communicative UUD).
Be able to assess the correctness of an action at the level of an adequate retrospective assessment (Regulatory UUD).
The ability to self-assess based on the criterion of success in educational activities (Personal UUD).
Publications on the topic:
Today, children's experimentation is becoming especially popular. Its main advantage is that it gives the child real life.
Comprehensive long-term planning in the second junior group under the “Childhood” program. Topic of the week: “Inanimate Nature” Final event. NOD “Where does the sun spend the night?” resp. Cherepenina A. V. Complex morning exercises No. 5, see the plan for the physical education teacher Complex.
Summary of an integrated lesson in the preparatory group Inanimate nature “Stone clothing of the earth” Summary of the integrated lesson in preparatory group Inanimate nature “Stone clothes of the earth” GOAL: to continue acquaintance with bodies.
Goal: Continue to introduce children to the properties of living nature. Objectives: - Teach children to correctly answer the teacher’s questions on subject matters.
Abstract of GCD on ecology in the middle group “Living and inanimate nature” Municipal autonomous preschool educational institution No. 241 " Kindergarten combined type" "Living and inanimate nature".
