All animals need food to survive. Food provides them with the energy they need to grow, heal wounds and move around.
Animals move in order to search for food and partners and to escape from enemies.
FEEDING METHODS
Almost all animals have special devices, allowing them to feed on plants or other animals, and omnivorous species - on both plant and animal food. The diet of an animal does not depend on its size: both the bumblebee and the elephant, for example, feed on plant food. These adaptations are related to how the animal searches for food and extracts energy from it. In the tree-dwelling Australian marsupial opossum and the Madagascar aye-aye, one of the toes of the front paws has greatly lengthened in the process of evolution - the animals use it to extract insect larvae from under the bark. These animals are not related, but a similar method of feeding determined the appearance of identical adaptations in them. Anteaters also have remarkable adaptations for obtaining food. They find their victims - ants and termites - using a keen sense of smell. Having cracked the stone-hard walls of the termite mound with powerful claws, the animals extract insects from it with a long, narrow and sticky tongue. Herbivorous organisms also have special feeding adaptations. Digesting coarse plant food is not an easy task, which is why in many animals the stomach consists of several chambers where food is redigested until it is completely broken down. To make it easier for themselves to find food, bees invented an interesting device. Having discovered a rich source of food (pollen and nectar), they return to the hive and perform an intricate dance, thus telling other bees where food plants grow.
FOOD CHAIN
The food chain is the transfer of energy in natural community from one organism to another that feeds on them (plants - herbivores - predators). The food chain may consist of many links, but the general pattern is the same. If any of the three main links are missing in the food chain, there will be fewer animals in the community: in the absence of predators, herbivores will quickly eat all the plants, the plants will not be able to reproduce, which means that the animals will not have enough food.
Bats detect their victims by emitting high-frequency sounds. The sound is reflected from a flying insect and echoes back to the ears bat. This method of detecting prey is called echolocation.
House flies first liquefy solid food with saliva, and then lick and suck up the liquid mass using their lower lip. The legs of flies are covered with hairs on which they can carry dangerous microbes and contaminate food with them.
Lionesses sneak up on their prey unnoticed, surrounding it on all sides. Then they attack her with lightning speed and kill her, plunging huge fangs into her neck.
The long neck gives the giraffe huge advantages over other African animals - no one else is able to pluck leaves and shoots from the tops of trees.
This is what a food chain typical of African savannahs looks like. Fertile soil and plenty of sunlight ensure vigorous plant growth. Gazelles and other herbivores eat grass, foliage and branches, extracting energy from them. Gazelles, in turn, feed on lions and other predators. Animal corpses are decomposed by insects and other organisms. The resulting nutrients fertilize the soil and are absorbed by plants. This is how the cycle of substances occurs in nature.
Insects enrich the soil nutrients, ensuring the growth of new plants.
Municipal educational institution "May Gymnasium of the Belgorod region
Belgorod region"
Lesson on the course " The world"in 3rd grade on the topic:
"How Animals Eat"
Conducted by the teacher primary classes
Dubrovina Natalya Valerievna
2015
Lesson topic: How animals eat.
Goals:
Educational: Promote education careful attitude to animals and nature in general.
Educational: Create conditions for developing the ability to classify animals according to their feeding method, identify adaptations characteristic of each type of feeding, draw up food chains and explain their interrelationships.
Educational: Promote development competent speech, voluntary attention, logical thinking, promote the ability to work in a group, pair.
Formation of UUD:
Personal – ability to self-assess based on success criteria educational activities.
Regulatory – the ability to determine and formulate the purpose of the lesson; pronounce, formulate conclusions; express and justify your opinion.
Communicative e – the ability to express one’s thoughts orally, listen and accept someone else’s point of view, and jointly negotiate.
Cognitive – the ability to navigate the knowledge system, distinguish the new from the already known, acquire new knowledge, find answers to questions, using your life experience and information received in the lesson.
Planned results:
Subject:
Know herbivores, omnivores and carnivores
Be able to work with text and independently obtain information
Be able to group animals according to essential characteristics
Personal:
Be able to conduct self-assessment based on the criterion of success of educational activities
Metasubject:
Regulatory – be able to determine the learning task in the lesson; evaluate the correctness of the decision at the level of adequate assessment; tell your opinion.
Communication – be able to express your thoughts orally; listen and understand the opinions of others.
Cognitive – be able to navigate your knowledge system; distinguish the new from the already known, gain new knowledge, find answers to questions using your life experience and the text of the textbook.
Lesson type: a lesson in “discovering” new knowledge.
Place of the lesson in the curriculum:
Lesson 20 on the section “Kingdoms of Nature”, lesson 4 on the topic “Animals”
Methods: active, partially search, explanatory - illustrative.
Forms of organization: group, frontal, individual.
Equipment:
Computer, multimedia projector;
Classification schemes;
Task cards;
Textbook, workbook;
Support diagrams;
Reference literature (dictionaries, encyclopedias, reference books).
The lesson is unusual. Guests will be present at the lesson. Greet them.
Are you ready for the lesson? Are you ready to work at full capacity? Then let's start the lesson.
2. Definition general theme series of lessons “Animals are living beings”
Close your eyes and listen. (recording “Sounds of Nature (Zoo)” is played)(Slide 2)
You probably guessed what and who we will talk about in the lesson?
Yes, you and I will continue to study the animal world.
3. Check homework
Before we find out the topic of our lesson, let's check how you have learned the material from previous lessons. Questions on the screen. In front of you are pieces of paper on which you will mark + or -
All animals breathe oxygen.
An elephant has fur.
Spiders are insects.
Man is a mammal.
Insects breathe using their lungs.
All animals reproduce.
All fish do not care about their offspring.
The whale is a big fish.
The squid helped people invent the jet engine.
The toad can breathe through its skin.
(Slide 3)
Check it out. Raise your hand if you have all the answers correct.
4. Determining the topic of the lesson
Look at the blackboard. We need to supplement this scheme.
EATING!
So today we will study animal nutrition.
Open your textbooks to page 102 and read the topic of the lesson.
5.Define the objectives of the lesson:
Learn something new about animal nutrition,
Get acquainted with devices for feeding animals;
Find out into which groups animals can be divided according to their feeding method.
6. Determine ways to achieve the goal:
Work from a textbook, from a notebook, in pairs, groups, independently.
7. Independent work using the textbook: reading the article on pp. 102 – 103.
What groups can animals be divided into based on type of nutrition?
In addition to those groups that are listed in the textbook, there is also a group calledscavengers.
In order to learn more about each group of animals, I suggest dividing into groups.
8. Work in groups: (Slide 7)
Choose a representative;
Take the reference sheets with the assignment from the teacher;
Work from a textbook, encyclopedia, notebook;
Protect your group's work.
9. Defense of group work, discussion: (Slides 8 – 12)
10. Physical education minute (Slide 13)
11. Consolidating knowledge about groups of organisms using a game technique: (Slides 14 – 18)
A) Representatives of all groups were invited to our lesson, but, unfortunately, they could not come, but sent us telegrams. Our task is to determine who the authors of the telegrams are.
№ 1. We are the friendliest. We love to live in peace and friendship with other creatures! We will never eat other animals!
№ 2. We are the most merciless! There is no escape from us, especially when we are hungry. My teeth and claws itch.
№ 3. Many people despise us, but we are the orderlies of the planet. Without us, the Earth will quickly turn into a landfill!
№ 4. We will eat everything that is suitable for nutrition, without even thinking about it.
№ 5. And we are selfish! We adore ourselves! We feed ourselves with the farmer's food! But we don’t understand predators: we want to see their owners alive!
B) Distribute animals by type of food (work in pairs).
(Students fill out the table on pre-issued cards, distributing animals into food groups; a list of animals is attached.)
The correct answers are projected on the screen.
12. Incorporating new knowledge into the system:
Where can we use the knowledge we have gained today?
On tests;
In life (for example, in the forest when meeting an unfamiliar animal);
When drawing up food chains.
13. Drawing up food chains:
Since there is time left, I propose to play. Try to make food chains using the knowledge you learned today.
14. General conclusion about the lesson:
Students draw conclusions from the lesson:
All animals provide themselves with food using ready-made organic substances; feeding methods are varied.
Animals have a variety of adaptations for capturing prey. Food is the main source of energy for animal and human life.
15. Homework: drawing up food chains using the largest number links
16. Element environmental education:
Guys, think about what will happen if one of the links in the food chain disappears? (The entire chain will be completely destroyed.)
Do you think humans have the right to destroy links in the food chain?
Does the animal world need human protection or not?
There is a poster “Animal World” on the board, and on your tables there are palms made of colored paper.
Those guys who believe that the animal world needs human protection, attach your palms to the poster, and those who believe that nature does not need your protection can leave these palms on their tables.
Look, all the guys in our class decided that the animal world needs human protection. This is cool!
17. Reflection:
I really liked how you worked during the lesson, both independently and in pairs and in groups. Well done! Did you like it?
Then I will ask you to continue the sentences you see on the screen:
(Slide 25)
I like it…..
I found it interesting...
I found out (learned) that...
Thank you for the lesson!
Where does everything come from?
What do we imagine when it comes to obtaining food for our little brothers? Someone silently sneaks along the pampas, eagerly looking out for the defenseless artiodactyl, which, in turn, busily but discriminatingly plucking the grass, carefully studies the area for attacks by predators.
Someone sits on a pebble, watching a booger flying past with sad eyes, and when it, having decided that it has safely passed the danger zone, slows down, greedily “shoots” at it with its long tongue and, without chewing, swallows the unfortunate thing. Someone is rushing across deep sea with an open mouth, where both edible and inedible things fall, and someone just has a bowl in the corner, and it doesn’t matter where the food comes from.
But in our nature there are animals whose methods of obtaining food are so original that they are worthy of a separate discussion. This article is dedicated to these animals and their funny ability to earn their daily bread.
Breathe out, muskrat!
Everyone knows the muskrat. True, for most, all information about this animal comes down to only the name - as soon as they were not inclined gossips poor muskrat, how many jokes they made up about her! Note to parents: this is what it means to give your offspring an unfortunate name. But we will not mock the poor muskrat, but will simply tell you how it feeds.
This animal prefers sedentary inhabitants of fresh water bodies: mollusks, insect larvae, leeches and other nasty things that you definitely won’t eat. At the same time, the muskrat does not rush fussily along the bottom of the lake, looking for prey, which itself comes to the right place. How does this happen?
Throughout its adult life, the muskrat has been busy digging a dozen trenches in the bottom silt and simply traveling along them, collecting prey along the way. In summer there is a lot of food and this food literally bursts into the “trenches” in herds, attracted by the pungent smell of musk that the animal leaves on the walls. Only now, in winter, the objects of hunting become sluggish, they look for where it is easier and easier to wait out the frosts. But here again the muskrat is at its best!
In winter, before diving to the bottom, the muskrat takes in more air inside, and when it moves along its trenches, it releases bubbles in a uniform chain, and air “stuck” in the animal’s fur is added to them. The bubbles collect above a trench under the lower surface of the ice and form voids. As a result, conditions for better aeration are created under the ice, above the bottom trenches of the muskrat, which, in turn, attracts mollusks, leeches and even small fish, promising them a supposedly comfortable winter. Well, the muskrat can only travel regularly through its trenches and collect its next breakfast or lunch.
Ostrich Bomb
Nature endowed the African vulture with a love for “live” food, but, as if laughing, it gave it a relatively small and weak beak. The only thing the vulture could do was sadly follow the stronger scavenger birds, picking out with its fragile tools the pitiful remains of food from those places where the more respectable vultures were simply not able to stick their mighty beaks.
But the cunning bird found a way out! Ostrich eggs, which are so clearly visible from above, are suitable food for a real predator who does not want to eat scraps from other people's tables.
The idea is good, but how to break the thick shell? The ostrich egg is heavy, awkward in girth, and cannot be lifted into the air. Continue with your beak? - unreal! And then the vulture decided to learn... the art of bombing.
Having discovered the egg, the bird begins to circle over it in search of suitable stone. Having grabbed a cobblestone of the news, but such that it does not fall out ahead of time, the vulture again flies to the egg, gets closer to it, takes aim as best it can, and throws a projectile at the target.
Of course, the egg does not break immediately, and the hits are not always accurate. But patience and work will grind everything down. Sooner or later, the “bombing” does its job, and for lunch the little vulture gets a huge, fresh and delicious egg ostrich Now the main thing is to eat it as quickly as possible, otherwise there are so many parasites in the air and on the ground.
Beaked Spearman
It is not without reason that this bird is called the fisherman king. The patience and dexterity of the kingfisher will be the envy of the most seasoned fishermen. For hours he is able to sit on a branch hanging over the water or on a reed, or even on the tip of a lonely fisherman’s fishing rod, looking for his prey in the water, and as if knowing that where there is a fishing rod, there is a baited fish. And as soon as the bird discovers a gaping fish, it immediately rushes into the water like an arrow and literally pierces its victim right through with a powerful blow of its beak.
By the way, no matter how dexterous the kingfisher is, he does not always manage to put a fish on his beak the first time. Sometimes you have to make several passes. But the problems associated with obtaining food do not end with catching fish. Now we need to somehow keep the prey on the fly. After all, firstly, the fish may turn out to be too big and will greatly outweigh the bird, pulling it towards the ground. Secondly, there are many competitors around, the same kingfishers, who never hesitate to intercept and take away prey from their fellow fish.
Such clashes are not uncommon and always end in a huge fight. To avoid conflict and save the caught fish, the kingfisher usually tries to quickly disappear from the fishing spot. Rushing like a meteor over the water, with a fish impaled on its beak, and turning its head in all directions (to notice its enemies earlier), the bird rushes into a dense thicket, and from there, so to speak, having previously “noted the trail,” to its nest. But how the kingfisher manages to fly through the dense branches of trees without slowing down its frantic speed remains a mystery.
Bear nests
Once upon a time explorers Far East were literally intrigued by the huge, ridiculous nests that were found in the most unexpected places, sometimes several on one tree. Moreover, clearly no one has ever lived in these “nests” or intended to live, and why and by whom they were built - for a long time remained a mystery.
Subsequently, it turned out that these structures were the work of the paws of Himalayan bears. When a bear, out of necessity, climbs to the top of a tree to feast on its fruits, it holds onto the trunk with three paws, and with the fourth it tries to reach the branch with the fruits. Having caught a branch, the bear simply breaks it off, places it next to itself and carefully picks off the fruit with its lips. So, branch by branch, at the top of the tree a “nest” is assembled.