The inanimate world consists of various substances, as well as fields with energy. It is represented by several levels of organization: from elementary particles, chemical elements and atoms to celestial bodies and the Universe. This term refers to all objects formed without human intervention and consisting of matter or field. An important difference is that inanimate objects are stable, static and slightly changeable. Rocks, mountains, water, atmosphere - all this has existed for billions of years and is subject to change extremely slowly.
How to explain differences to a 2nd grade child?
To clearly tell and show the student examples and objects of living and inanimate nature, you can rely on the following facts:
- To support life processes, representatives of the living world need to receive energy from the outside - for example, plants and animals need sunlight in order to develop properly.
- Living organisms are complex, their biological system supports life thanks to important processes. They can develop, breathe, reproduce, age and die. Even though it is difficult to notice how a plant breathes, this process is still present at the molecular level.
- Objects of the living world can move, exhibit reactions to external stimuli. For example, if you touch an animal, it will run away or attack, unlike rocks that will not budge.
- After all, many representatives of the living world can think and have reflexes that help them survive.
This video tutorial is intended for self-study topics “Living and inanimate nature”. First graders will get to know the beauty of our world - nature, which surrounds humanity literally everywhere. The teacher will also give a definition of living and inanimate nature.
Lesson: Living and inanimate nature
Nature decorates our world. With what pleasure we listen to the singing of birds, the babbling of a brook, the mysterious whisper of the forest! With what pleasure we admire the mirror-like surface of the rivers, the majestic bulk of the mountains.
Look, my dear friend,
What's around?
The sky is light blue,
The sun is shining golden.
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 -
It's all nature around.
Rice. 1. ( )
Everything belongs to nature what surrounds us: the sun, air, water, rivers and lakes, mountains and forests, plants, animals and man himself. Doesn't apply to nature only what is made by human hands: the house in which you live, the table at which you sit, the book you read.
Carefully examine the drawings and determine what is natural and what is made by human hands.
Rice. 2. ( )
Rice. 3. ( )
Rice. 4. ( )
Rice. 5. ( )
Rice. 6. ( )
Rice. 7. ( )
The sun, the tree and the ant are nature.
The teapot, airplane, toys are made by human hands.
It's called nature everything that surrounds us and is not made by human hands. Nature is divided into living and nonliving. Inanimate nature includes the sun, air, water, mountains, stones, sand, sky, stars. Living nature includes plants, animals and fungi.
Let's consider the signs of living and inanimate nature.
Figures 8 and 9 show two stars: sea and cosmic.
Rice. 8. ( )
Rice. 9. ( )
Which star is breathing? The starfish breathes, but the space star does not breathe.
Which star is growing? The starfish is growing, but the cosmic star is not growing.
Which star is feeding? Feeds Starfish, space does not feed.
Which star gives birth? A starfish gives birth to offspring; a starfish does not produce offspring.
Can a starfish live forever? No, she's dying.
A starfish is a living thing because it breathes, grows, feeds, gives birth and dies.
A cosmic star is inanimate because it does not breathe, does not grow, does not feed, and does not give birth.
Nature has two forms, living and non-living. Wildlife items have distinctive features:
1. Life expectancy - they grow;
2. eat;
3. breathe;
4. give offspring.
Objects of inanimate nature do not have such signs.
Look at the pictures and determine whether these objects are part of living or inanimate nature.
Rice. 10. ( )
The chicken breathes, eats, grows, gives birth, dies. This means that the chicken belongs to living nature.
Rice. eleven. ( )
The stone does not breathe, does not feed, does not grow, does not give birth, and is destroyed. This means that the stone belongs to inanimate nature.
Rice. 12. ( )
A sunflower grows, eats, breathes, reproduces by seeds, and dies. This means that the sunflower belongs to living nature.
Distribute objects into two groups: living and inanimate nature.
Rice. 13. ( )
Rice. 14. ( )
Rice. 15. ( )
Rice. 16. ( )
Rice. 17. ( )
Rice. 18. ( )
Wildlife includes a boy, a sparrow, a tree, and a dog.
Inanimate nature includes mountains and clouds.
Carefully examine the drawing and determine what is unnecessary.
Rice. 19. ( )
Rice. 20. ( )
Rice. 21. ( )
The extra one is the snowman, he is made by human hands and does not belong to nature. Crab and rose are living nature.
Rice. 22. ( )
Rice. 23. ( )
Rice. 24. ( )
The extra one is a frog, it belongs to living nature. Rainbows and thunderclouds belong to inanimate nature.
What nature is man a part of? A person grows, eats, breathes, gives birth to offspring, which means that a person is part of living nature.
Look at the pictures, what signs of living nature are depicted in them?
Rice. 25. ( )
Rice. 27. ( )
Rice. 28. ( )
Figure 25 shows growth, Figure 26 shows nutrition, Figure 27 shows breathing, Figure 28 shows offspring.
Let's imagine for a moment that inanimate nature, namely the sun, air and water, will disappear. Will plants, animals and man himself then be able to exist? No, living and inanimate nature are interconnected. Let's look at examples of such connections.
1. Without sunlight and heat, most animals, plants, and humans themselves cannot exist.
2. Without water, all living things die.
3. All living things breathe air. The air must be clean.
Do you think people could live without nature? Of course not,Our whole life is connected with nature.We breathe air, quench our thirst with water, a person cannot live without food, and animals and plants give us food.
Nature is our home. Man must take care and protect nature. Nature is very rich, but its wealth is not limitless. And a person must use these riches as a reasonable and kind person. The great Russian writer Mikhail Prishvin tells his readers about this in his story “The Pantry of the Sun.”
Needed for fish pure water. We will protect our water bodies.
Rice. 29. ( )
Various valuable animals live in forests, steppes, and mountains. We will protect our forests, steppes, and mountains.
Rice. thirty. ( )
Fish are water, birds are air, animals are forest, steppe, mountains, but man needs a homeland. To love and protect nature means to love and protect the Motherland!
The next lesson will cover the topic of Plant Diversity. During the lesson you will get acquainted with an important part of nature - plants.
1. Samkova V.A., Romanova N.I. The world around us 1. M.: Russian Word.
2. Pleshakov A.A., Novitskaya M.Yu. The world around us 1. M.: Enlightenment.
3. Gin A.A., Faer S.A., Andrzheevskaya I.Yu. The world around us 1. M.: VITA-PRESS.
1. Regional center information technologies ().
2. Festival of pedagogical ideas " Public lesson" ().
1. Tell us how living nature differs from inanimate nature.
2. Give examples of living and inanimate nature based on your own observations.
3. Is there a connection between living nature and inanimate nature?
4. * Draw two pictures. In one drawing, depict only objects of living nature, and in the other - inanimate nature.
Everything that surrounds us - air, water, earth, plants and animals - is nature. It can be living or non-living. Wildlife is humans, animals, flora, microorganisms. That is, everything that is capable of breathing, eating, growing and reproducing. Inanimate nature- these are stones, mountains, water, air, the Sun and the Moon. They may not change and remain in the same state for many millennia. Connections between living and inanimate nature exist. They all interact with each other. Below is a diagram of living and inanimate nature, which will be discussed in this article.
Relationships using plants as an example
Our the world, living and inanimate nature cannot exist separately from each other. For example, plants are objects of living nature and cannot survive without sunlight and air, since it is from the air that plants receive carbon dioxide for their existence. As is known, it triggers nutritional processes in plants. Receive nutrients plants from water, and the wind helps them reproduce by spreading their seeds across the ground.
Relationships using animals as an example
Animals also cannot do without air, water, and food. For example, a squirrel eats nuts that grow on a tree. She can breathe air, she drinks water, and just like plants, she cannot exist without solar heat and light.
A visual diagram of living and inanimate nature and their relationship is given below.
The appearance of inanimate nature
Inanimate nature originally appeared on Earth. Objects related to it are the Sun, Moon, water, earth, air, mountains. Over time, the mountains turned into soil, and the sun's heat and energy allowed the first microbes and microorganisms to appear and multiply, first in water and then on land. On land they learned to live, breathe, eat and reproduce.
Properties of inanimate nature
Inanimate nature appeared in the beginning, and its objects are primary.
Properties that are characteristic of inanimate objects:
- They can be in three states: solid, liquid and gaseous. In the solid state they are resistant to impacts environment and strong in form. For example, this is earth, stone, mountain, ice, sand. In a liquid state they can be in indefinite form: fog, water, cloud, oil, drops. Objects in gaseous state are air and vapor.
- Representatives of inanimate nature do not eat, do not breathe and cannot reproduce. They can change their size, reduce or increase it, but provided that this happens using material from external environment. For example, an ice crystal can increase in size by attaching other crystals to it. Stones can lose their particles and shrink in size under the influence of winds.
- Inanimate objects cannot be born and, accordingly, cannot die. They appear and never disappear. For example, mountains cannot disappear anywhere. There is no doubt that some objects are capable of passing from one state to another, but cannot die. For example, water. It is capable of being in three different states: solid (ice), liquid (water) and gaseous (steam), but it remains in existence.
- Inanimate objects cannot move independently, but only with the help of external environmental factors.
Differences between inanimate and living nature
The difference from living organisms, a sign of inanimate nature, is that they cannot reproduce. But, having appeared in the world once, inanimate objects never disappear or die - except in cases when, under the influence of time, they pass into another state. Thus, after a certain amount of time, stones may well turn into dust, but, changing their appearance and their condition and even disintegrating, they do not cease to exist.
The emergence of living organisms
They arose immediately after the appearance of living nature objects. After all, nature and objects of living nature could appear only under certain favorable environmental conditions and directly through special interaction with objects of inanimate nature - with water, with soil, with air and the Sun and their combination. The relationship between living and inanimate nature is inextricable.
Life cycle
All representatives of living nature live their life cycle.
- A living organism can eat and breathe. Connections between living and inanimate nature are, of course, present. Thus, living organisms are able to exist, breathe and eat with the help of inanimate natural objects.
- Living beings and plants can be born and develop. For example, a plant comes from a small seed. An animal or a person emerges and develops from an embryo.
- All living organisms have the ability to reproduce. Unlike mountains, plants or animals can endlessly change life cycles and change generations.
- The life cycle of any living creature always ends with death, that is, they pass into another state and become objects of inanimate nature. Example: the leaves of plants or trees no longer grow, do not breathe and do not need air. The corpse of an animal in the ground decomposes, its components become part of the earth, minerals and chemical elements soil and water.
Wildlife objects
Wildlife objects are:
Objects of inanimate nature include:
- stones;
- bodies of water;
- stars and celestial bodies;
- Earth;
- mountains;
- air, wind;
- chemical elements;
- the soil.
Connections between living and inanimate nature are present everywhere.
For example, the wind tears leaves from trees. Leaves are a living object, while wind is a non-living object.
Example
The relationship between living and inanimate nature can be seen in the example of a duck.
A duck is a living organism. She is an object of living nature. The duck creates its home in In this case, it is associated with the plant world. The duck looks for food in the water - a connection with inanimate nature. With the help of the wind she can fly, the sun warms her and gives her the light necessary for life. Plants, fish and other organisms are food for it. Solar warmth, sunlight and water help the life of her offspring.
If at least one component is removed from this chain, then life cycle ducks is broken.
All these relationships are studied by living and inanimate nature. 5th grade in secondary secondary school in the subject "natural science" is completely devoted to this topic.
Nature - this is everything that surrounds us, except what is made by man. Nature is divided into living (plants, animals, insects, fungi, humans, bacteria, viruses) and non-living (for example, the Sun, Moon, mountains, soil, rainbow, water, sky, etc.).
Signs of wildlife- birth, breathing, growth, nutrition, reproduction, movement, dying (death).
At home, complete tasks and games on this topic:
Find and print pictures of living/inanimate nature and invite your child to sort the photographs; pictures from the World on Palm (about animals, sea inhabitants, natural phenomena etc.)
Conduct a Physical Minute:
The wind blows in our faces
The tree swayed.
The wind is quieter, quieter, quieter,
The tree is getting higher, higher, higher
Talk about what living object of nature you were talking about, name the signs by which this object was classified as living nature. Discuss what inanimate object was in the poem (wind).
Discuss different living/non-living objects and figure out why they are classified as such (discuss using pictures). Play and consider various situations with natural objects, for example, tell a child that a stone fell and split into 2 parts, is it alive or not? No. But there was 1, but now there are 2? Explain why such division is not considered reproduction. Stone is the body of nature. But bodies in nature can change. Or the water in the river moves, but it is not alive. Moves due to elevation changes.
Listen to the sounds of nature and identify the sounds of living nature (birds singing, croaking frogs, etc.) and non-living ones, the sound of rain, the howl of the wind. You can choose a picture with an image to match the sound.
Tell that a tree is an object of living nature, and a log or table made of wood is inanimate. Conclusion: these are objects made from natural objects. Make a lotto: an object of nature is a thing obtained from an object of nature.
The sparrow lives under the roof,
In a warm hole is a mouse's house,
The frog's home is in the pond,
The warbler's house is in the garden.
Hey chicken, where's your home?
- He is under his mother’s wing.
Name the objects of living/inanimate nature. Talk about the role of nature in our lives. Conclusion: nature provides clothing, food, materials for housing, and a good mood.
Display your mood on the leaves of various trees.
Read the poem, find the objects indicated in it in the pictures, determine what relates to living/inanimate nature
Look my dear friend,
What's around?
Sky, light blue,
The sun is shining golden
A cloud floats in the sky.
Field, river and grass,
Mountains, air and forests,
Birds, animals and forests,
Thunder, fog and dew.
Man and season -
It's all nature around.
2. Take pictures depicting living/inanimate nature, add pictures depicting houses, cars, clothes, toys, etc. Ask your child to put living things, non-living things, and everything else into piles into a third pile. When the task is completed, ask him how he thinks he connects the pictures in the third pile. If the child cannot answer immediately, lead him to the idea that everything that he put in a separate pile is what a person did: he built a house, sewed clothes, created a vehicle, etc.
See how human life in the city differs from life in nature. Discuss how things made by a person help him in life ( ex : clothes protect from the cold, a car helps you move quickly, etc.).
Tasks-games (for children who can speak). These games are perfect for traveling on public transport when you can’t sort out the cards:
- you name an object from the human world, the child describes why this object was created (you can also add what substances it is made of - wood, glass, metal, plastic, etc.);
- you ask to name as many objects as possible that were created to make a person faster (plane, car, train, scooter, etc.);
- stronger (truck, excavator, crane, etc.);
- more beautiful (girls like it, and the list is long - lipstick, perfume, comb...);
— improve vision (glasses, binoculars, microscope).
- you can fantasize and come up with objects with a combination of different properties (for example, a flying refrigerator for delivering ice cream)
Game of 12 questions (from Lena Danilova’s website) (you can choose any number, but my children play and insist on 12). Someone thinks of an object (necessarily a noun, in the singular - this is a reason to talk about grammar). The second one, asking questions, tries to guess what is planned.
If you teach a child to group objects, then he will be able to talk about anything, based on the signs of groupss. During the game, learn to ask questions correctly; each new question should reduce the number of objects in the group. With the little ones, start the game with the three of you, dad conceives the object, and the two of you guess.For example, the word chamomile was conceived.
1 question – an object from the human world? No (we conclude - this is the natural world)Question 2 – does the subject belong to living nature? Yes (we will choose from groups belonging to wildlife)
Question 3 – is this an animal? No (then we continue to list unnamed groups of wildlife - plants, mushrooms)
Question 4 – is this a plant? Yes (now we will show that this group can also be divided into trees, bushes, herbaceous plants), etc.
Invite your child to dream up. Let the child imagine that he is in a fairyland. Let the child close his eyes, and you tell him more about this country (here everything depends on the mother’s imagination). The inhabitants of this fabulous country (you can even come up with a name for it) have never heard of the Earth where you and your baby live. Invite your child to tell you about your home and nature. Let the child talk in his story about what kind of nature, animals are around (living/non-living nature) and about what a person was able to do and what benefits it brings to people living in his “country”.
If a child speaks poorly, then use a toy (an inhabitant of a magical land) to ask leading questions, take the toy with you for a walk and let the child introduce it to your “country” live. It will show what trees grow, what birds fly around, what flowers grow, what houses and cars people have built, etc.
The purpose of this exercise is to develop imagination, creative thinking, the ability to group phenomena and concepts.
Invite your child to invent something himself. Let these be the most fantastic inventions, the main thing is that the child himself comes up with them and tells them what they are for. You can try to make some of them (if possible) or draw, sculpt, etc.
Talk to your child about the importance careful attitude to nature.
People, look around!
How truly beautiful nature is!
She needs the care of your hands,
So that her beauty does not fade.
What the park whispers...
About every new fresh stump,
About a branch broken aimlessly
My soul is mortally sad.
And it hurts me so tragically.
The park is thinning, the wilderness is thinning,
The spruce bushes are thinning...
It was once thicker than the forest,
And in the mirrors of autumn puddles
It reflected like a giant...
But they came on two legs
Animals – and through the valleys
The ax carried its echoing swing.
I hear how, listening to the buzz
Murderous axe,
Park whispers, “Soon I won’t...
But I lived - it was time...”
The main idea of the poem is that a person with his own hands destroys a park, a beautiful corner of nature. And it is worth thinking to everyone living on Earth that by destroying nature, we are destroying our lives, since we are part of nature.
Spare the animals and birds,
Trees and bushes.
After all, these are all words,
That you are the king of nature.
You're only a part of her
Dependent part.
Without her, what is your power?
And power?!
Prishvin “Blue Bast Shot”, “Forest Master”, “Pantry of the Sun”.
Paustovsky “ Hare's feet", "Meshcherskaya side".
Astafiev “Why did I kill the corncrake”, “Belogrudka”, “Tail”
How do children in primary school tell about natural objects so that they not only understand everything, but also find it interesting? It is better to explain with real examples than to speak in scientific language or definitions. After all, what you can touch and feel yourself, remember and understand is much easier.
Encyclopedias, films and samples
Not every child during a lesson at school will understand, in general, not only nature. Having said the word “object,” the teacher or parent should show a photograph, a poster, for example, with birds or animals in the forest. Let the child understand why a bird is an object of nature, and a living one.
It is advisable to demonstrate objects of living and inanimate nature with examples. You can do this in words as well. But, as a rule, it is more interesting for a child to perceive information visually than auditorily. If you still chose the second option, then it’s better to tell interesting story, a fairy tale, and not make a dry listing.
It is advisable for parents to purchase colorful children's encyclopedias, in which plants, animals, birds, clouds, stones, and so on are beautifully illustrated. You can tell the child that the fish lives in water and eats algae. These are all natural objects. It is recommended to show, for example, a glass, a laptop and a blanket and say that they do not belong to natural objects, because these things were created by man.
Living and inanimate nature
How to distinguish What is it? What man did not create are objects of nature. Examples can be given endlessly. How can children distinguish between living and nonliving nature? The next section of the article is entirely devoted to how to attract children's attention to what surrounds them. And now we can only explain in words how to generally distinguish between living and nonliving things.
It is advisable for children to be shown an educational video about nature, during which they point to various objects and say which of them are alive. For example, clouds, a fox, a tree got into the frame. It is advisable to press pause and show which of them is an inanimate object and which is a living one. At the same time, we need to add: animals, birds, insects are animate and answer the question “who,” and plants, mushrooms, stones, clouds, respectively, answer the question “what.”
Visual examples around
Rural children can see nature every day, so you can take them on a walk and show them what is alive and what is not. City kids can show flowers on the windowsill, because these plants are also living objects of nature. They were raised by man, but they still remain part flora. Pets, parrots, cockroaches and spiders are also wildlife.
You don't have to go out of town to demonstrate inanimate objects. Clouds that move across the sky, wind and rain - good examples. Even the soil underfoot, puddles or snow are objects of inanimate nature.
A good example would be an aquarium with fish or a turtle. At the bottom there is natural soil that imitates the bottom. The algae is real, as are the pebbles and shells. But they don't have snails. There are fish swimming in the aquarium. The kids look at them and rejoice at them. On this moment there are objects of living and inanimate nature. A teacher, educator or parents should say that a fish is a living object of nature, and so are algae. But the sand at the bottom, pebbles and shells are lifeless. They don't breathe, don't reproduce, they just exist. They have their own purpose - to create all conditions for the life of living objects. If there was no sand, the plants would not grow.
Walk in nature
What reason might there be for an outing into nature? Fishing, hunting, picking mushrooms, berries, nuts. With children, it is best to go out into nature just to relax. Of course, it will also be useful to pick mushrooms. But this should be done strictly under adult supervision. Parents will be able to visually show objects of living nature, for example, trees, bushes, grass, mushrooms, berries, a hare, a fly and a mosquito. That is, everything that breathes, grows, moves, and can feel.
are non-living? Clouds, rain and snow were discussed above. Stones, dry branches and leaves, earth, mountains, rivers, seas and lakes with oceans are inanimate nature. More precisely, water is an inanimate object, but created by nature.
What is created by nature and what by man
There is no need to focus children's attention only on natural objects. The child may get confused and think that everything falls into this category. But this is not so.
At school, a teacher can give examples of what is not an object of nature: textbooks, notebooks, desks, blackboards, school buildings, houses, computers, telephones. Man created all this. An object of nature exists without his participation.
It would probably be a fair objection to the fact that the pencil is made of wood, but it is alive. But the fact is that the tree has already been cut down, it no longer lives. After all, a pencil does not grow before our eyes and does not breathe. This is an inanimate object and inanimate as well.
At school you can make a fun game: cut out pictures from magazines or print out pictures of natural objects, and then stick them on a sheet of paper (make cards). The teacher can check what the child has cut out. Maybe he didn't notice the pebble at the bottom of the page or he didn't know that it was inanimate? And another student missed the photo with the lake, but cut out the plane. One will have to explain that the stone is an object of inanimate nature, and the other that the plane was created by people and has nothing to do with the game.
When the cards are all ready, you can mix them. Each student will take out one at random, show it to the whole class at the board and say what living objects of nature are depicted on it. Examples may vary. It is important to pay attention to everything that is present in the picture. The children's interest is required. An uninteresting lesson is not remembered, and boringly presented information is not absorbed.
There is no need to focus the child’s attention on natural objects at one time. It's better to do this unobtrusively. Children who listened carefully will quickly understand. But if the teacher was unable to explain the topic, but the child is interested, all that remains is for the parents to give examples. The main thing is that everything is in the form of a game.