home Vitamins and dietary supplements Lesson on the world around us on the topic “what is the world around us.” The world around us is everything that surrounds us. What is the world around us?

Lesson on the world around us on the topic “what is the world around us.” The world around us is everything that surrounds us. What is the world around us?

This article presents material for 3rd grade students, for whom the world around them is presented in the form of simplified ecosystem models. The concept of human society, its structure and significance in the life of every person is also considered. On simple examples go the process of explaining the world around us. This is the main task of this material.

Ecosystem concept

In order for a 3rd grade student to better understand what planet Earth is, it is necessary to clearly demonstrate a model of the globe. Our planet has an outer shell called the atmosphere. All living organisms on Earth breathe atmospheric air. The atmosphere protects the Earth from overheating and from cosmic ray radiation.

The earth has a water shell - this is the hydrosphere. The hydrosphere is formed by underwater waters, rivers, seas, and oceans of the globe.

The lithosphere forms the solid shell of the Earth. Land, mountains, earth are classified as the lithosphere.

All living organisms living on Earth live in the biosphere. The biosphere is located on the border of all other three spheres.

All living organisms on Earth live in air, water and land environments. In order for the cycle of substances in nature to continue, all living organisms cannot do without each other. All organisms according to their functions (or you can compare the functions of organisms with professions) are divided into producers, consumers and destroyers. Producers are plants and trees, consumers are basically all animals, but destroyers include bacteria, fungi and worms. Producers, consumers and destroyers cannot live on Earth without air, water, soil and rocks. Consequently, all of the above elements can be divided into two large groups: living and inanimate nature. Thus, we can imagine the world around us - it is living and inanimate nature.

The concept of society. Its structure

For a 3rd grade student, to define the concept of society, one should cite as an example his own family, which (mostly) consists of members: father, mother, grandmother, grandfather, brothers, sisters. A family (group of people) is the elementary or basic unit of society. All members of society interact with each other. Thus, society is also the surrounding world. The whole society rests on four components. These components are parliament, hospital, church, prison. The surrounding world is a certain structure that was formed in ancient times, and its basis has been preserved to this day.

Economics concept

Let's highlight those things that a person needs for life. These things are called needs. What can we classify as human needs? This is the need for food, for rest, for clothing, for work, for maintaining health, for transport, for safety. This list can go on for a long time. The needs of humanity are different in purpose and meaning.

Needs can be cognitive (theater, books, television), physiological (hunger, sleep), material (apartment, computer, car, cottage). Nature gives us a lot - the warmth of the sun, air, water, the harvest of the earth. And love, communication, friendship - we get all this by communicating with each other. And all material goods - these are things that cannot exist in nature (houses, cars, clothes) - are given to us by the economy. Translated from Greek - “housekeeping”. With such a simple explanation, the world around us will look simple and understandable for 3rd grade students.

Conclusion

In conclusion, I would like to say that, despite the scale and complexity, the world around us is a rather fragile structure; appreciating, and most importantly, preserving it for future generations is the main task of adults for children. But at the same time, at the stage of education, it is necessary for the younger generation to form an appropriate system of values.

- ▲ world (of) habitat, surrounding world. the world is a totality, a system of everything that exists. light. white light (whatever there is in white light). God's light. ↓ consciousness... Ideographic Dictionary of the Russian Language

See Earth (Source: “Aphorisms from around the world. Encyclopedia of Wisdom.” www.foxdesign.ru) ...

The world is not just more amazing than we imagine, it is more amazing than we can imagine. John Burdon Haldane Not only is there a new sun every day, but the sun is constantly renewed. Heraclitus Apart from the edge of the current moment, the whole world... ... Consolidated encyclopedia of aphorisms

- (eng. Dayworld) science fiction trilogy by writer Philip José Farmer. In order to combat growing overpopulation, humanity was divided into seven parts. Everyone has the right to live one day a week, say... ... Wikipedia

Model of space and time by R. L. Bartini, illustration for the work “Multiplicity of geometries and multiplicity of physics” in the book “Modeling of Dynamic Systems” (together with P. G. Kuznetsov) Bartini’s world is an abstraction according to which time, like ... Wikipedia

"The World of Equally Different Worlds"- After the fall of the Iron Curtain, the modern world became different. The world order with two superpowers has been replaced by multipolarity and multidimensionality of the communication space. On the horizons of the emerging New World international relationships … Geoeconomic dictionary-reference book

- 'THE WORLD AS WILL AND REPRESENTATION' (published in 1818, expanded in editions of 1844 and 1859) a work by Schopenhauer. In the preface, the author explains that the material of the work is presented systematically in order to facilitate its assimilation, but must... ...

The world, space, order and image of things that God intended for human life. I. THE WORD WORLD IN THE OT: 1) Heb. The OT does not know a single designation for the concept of M., which can be expressed in different ways: a) the words all the earth (Gen. 11:1,8,9) or... ... Bible Encyclopedia Brockhaus

- (published in 1818, supplemented in editions of 1844 and 1859) work by Schopenhauer. In the preface, the author explains that the material of the work is presented systematically in order to facilitate its assimilation, but must function as an integral organism, i.e. ... ... History of Philosophy: Encyclopedia

Aya, oh. Located, located around, nearby. About the situation, the area. About the objects. O. peace. Fight for a clean environment. ◁ Ambient, wow; Wed O. light, sad. Believe in changing the environment. Interest, indifference to... ... encyclopedic Dictionary

Books

The world around us, M. N. Danilova, I. R. Koltunova, O. N. Lazareva. ...
The world around us, Kadomtseva N.. The world around us is one of the most interesting and useful subjects in primary school. If your child is already preparing to start school, this book is for you. Developmental and educational tasks collected…

Transcript

1 The world around us 1st grade. What is the world around us Topic: What is the world around us Class: 1 Lesson duration: 35 minutes Form of organization of classes (lesson type): lesson with elements of research and play activities. Lesson type: introductory lesson, lesson on introducing a new academic subject and multimedia resource. Pedagogical technologies used: traditional pedagogical technology; information and communication technology; elements of technology for organizing students' research activities and elements of a differentiated approach to learning. Materials and equipment: computer class equipped with OK “PRIMARY SCHOOL. The world. 1st, 2nd grades”, student workbooks, textbooks. Lesson objectives: Mastering initial ideas about the world around us, about objects of living and inanimate nature, about working tools of electronic educational resources of the educational kit (EER OK) “PRIMARY SCHOOL”: lesson control panels, slides, diagnostic panel, answer control levers, with a fabulous character Cosmic; formation and consolidation of computer skills, general educational and research skills: observation, comparison, systematization and classification, etc. Creation of conditions for the formation and development of mental functions, abilities, motivational attitudes, creative research thinking through involvement in active educational research activities Formation of moral and volitional qualities, the ability to control one’s behavior in educational situations. The main elements of the lesson content: The surrounding world, living and inanimate nature, the fairy-tale character Cosmic, emoticons, answer control levers, control panels, arrows, slides. Requirements for the level of training of students: Based on the results of the lesson, students should: Have ideas about the world around them, about objects of living and inanimate nature, give approximate answers to the question: “Why do you need to study the world around you?”, Know distinctive features objects of living and inanimate nature, multimedia resource management tools OK "PRIMARY SCHOOL": lesson control panel, slide control panel, answer control levers, be able to use a computer mouse, enter the OK "PRIMARY SCHOOL" program, make simple observations, compare objects living and inanimate nature, give answers in the form of a small sentence to simple questions from a teacher or a fairy-tale character, be able to follow the teacher’s instructions. Be able to communicate with friends in simple role-playing games and conduct simple dialogues. PROGRESS OF THE LESSON I stage organizational and updating stage (5 minutes) The teacher greets the children, accepts their greetings with a smile and relieves possible tension with the help of a small breathing exercise. Prepares children for work. TEACHER. Good morning, children! Let's get ready for the lesson together by raising our hands up, taking a deep breath, holding our hands up for a few seconds, and then sharply lowering them down, bending slightly forward and exhaling deeply. And now everyone will sit in a way that is convenient for them to work in class. Children joyfully greet the teacher, do a breathing exercise and sit down at their work stations. At the same time, they take a comfortable but acceptable position for studying. 1

2 The teacher begins the lesson with updating, which he conducts in the form of a speech warm-up, involves students in dialogue, and makes a conversation with them. TEACHER. Guys! Today we have an unusual lesson - an introduction lesson. Who or what do you think we will meet? Children begin to offer their own answers. STUDENTS. We will get to know you, each other, and the new students TEACHER. How many different assumptions you have! Let's do this: I'll tell you little tips, and you'll name our new acquaintances! Here’s the very first assistant: He’s smart, he’s also faithful. He’ll lie down on his desk for class. Look through it, he’ll tell you everything! STUDENTS. This is a textbook! TEACHER. Do you all agree, guys? Who agrees, raise the correct answer above your head! Students pick up their textbooks. TEACHER. Here is a nice second assistant, in charge of this office. There is a processor, a monitor, it looks at you point-blank! Have time to play with him, and don’t forget to go for a walk! Pupils guess what they are talking about we're talking about , and give the correct answers. STUDENTS. It's a computer! We love to play on the computer and it has a monitor. TEACHER. Okay guys, well done! Let's once again name our two assistants, with whom we will travel together through the land of knowledge. STUDENTS. This is a textbook and a computer. Stage II learning new material (22 minutes) TEACHER. Now, let's use our first assistant to open the textbook on the page. Let's look at the illustration carefully. The teacher reads a poem. TEACHER. Look around, my friend! You see a river, a forest, a meadow, flocks of birds, an airplane that has taken flight. Sky, wind, clouds, River again, meadow river! TEACHER. We are starting to study a new academic subject, “The World Around us.” Look at the picture again, look out the window, around, think and tell me, what is the world around us? What and who is part of the world around us? STUDENTS. The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people. TEACHER. Okay guys! Well done! And I want you to learn to observe the world around you, study and explore it. So that you and I learn to listen to nature and be inquisitive! And to make it interesting for us to do this, one fabulous computer character, STUDENTS, will come to our aid. What kind of character is this? Do we already know him? TEACHER. You don’t know him yet, but we can meet! But for this we need to perform magical actions! Sit comfortably in front of your computer monitors, place your right hand on the computer mouse so that your index finger rests on the left mouse button. The teacher gives instructions and shows the children what they need to do. In this case, using a multimedia projector, a picture from the teacher’s computer is shown on the screen. Children listen to the teacher's instructions and perform the necessary actions. The computers are either turned on in advance, or the laboratory assistant quietly turns on the computers before starting to study new material. Students follow the teacher's actions. Find the desired picture. TEACHER. Let's find such a picture label on the monitor, move the mouse cursor over this label and click the left mouse button with your index finger. A picture of a “user list” opened on our screen. Press the keyboard keys and type your names in the box. For example, Masha, Andrey, we have two Artems, let Ivanov type the name Tema, and Mikhailov Artem. If you don't know the letters very well yet, your comrades will help you! Ask your neighbor or neighbor who works nearby for help! Students type their names. The teacher walks around the desks and checks the children's actions. 2

3 TEACHER. Now we point the arrow cursor at the “Login” button, it is located at the very bottom of the picture that you opened. We click the key with our finger. In the “Password” window, let’s enter the number and letter of our class “1b”, move the cursor over the “OK” button and click on the mouse button. TEACHER. Where have we ended up? What is shown here? STUDENTS. We found ourselves in some city, there were eight houses and a park. TEACHER. Right! We have found ourselves in an amazing city of knowledge and are starting an interesting journey with you! Over time we will visit every house in this wonderful city. Now let's take a look. Where should we look first? A picture with a subject city opens in front of the students, they look at the picture and try to guess from which house the journey will begin? STUDENTS. We will enter the tallest house first! STUDENTS. No, the most beautiful! STUDENTS. To "Mathematics"! The teacher helps the children and asks a leading question. TEACHER. What class are we in and what subject did we start studying in this lesson? STUDENTS. Ah, got it! We are in 1st grade and have started studying “The World Around us”! STUDENTS. So, first we will look into the house called “The World Around us. 1 class"! Before the next stage of the lesson, the teacher does a physical warm-up with the children. TEACHER. And before we enter this house, let's take a little rest and do some physical exercise. Physical education warm-up TEACHER. Please stand up, leave your desks, stand between the rows so as not to interfere with each other. We look at me and repeat the words and exercises after me. We stood on our toes and raised our hands up. Students take the starting position, stand on their toes and raise their arms up. TEACHER. The wind is blowing in our faces. The tree swayed! The wind is quieter, quieter, quieter The tree is getting lower, lower The children repeat the teacher’s words and actions. The arms are raised up and the body sways from side to side. Children reduce the amplitude of bending, lower their legs to the entire foot, sit down and cover their heads with their hands. TEACHER. Let's repeat it one more time TEACHER with STUDENTS: The wind is blowing in our faces. The tree swayed! The wind is quieter, quieter, quieter The tree is getting lower, lower TEACHER. So, thanks guys! Take your seats and let's continue working. We put right hand on the mouse and in our magical city we choose a house called “The world around us. 1 class". Place the cursor on it and click on the left key with your finger. Students follow the teacher’s instructions and go to a slide with a list of lessons. TEACHER. Look, here we see a list of lessons. What lesson will we choose? STUDENTS. We have just begun the journey, let's choose the first lesson! TEACHER. Now let’s move the cursor to the first lesson and click on the left mouse button. Our entire lesson will consist of several pictures, each picture is called a slide. The teacher opens slide 2 of lesson 1 (Fig. 84) 3

4 Fig. 84. TEACHER. This is the second slide, let us look at it carefully. At the top of the picture we see two stripes and one at the bottom. These strips are called panels. Children move the cursor to the first lesson and open the second slide of lesson 1. Then they carefully look at the picture, follow the teacher’s story and follow his instructions. TEACHER. The topmost bar shows what kind of numeracy lesson we have now and what its topic is. The bar below the top one is the diagnostic panel. What's on it? Children find the top information panel, then the lesson control panel. STUDENTS. There are badges and balls on it. TEACHER. That's right, these balls are called emoticons, and the icons can tell us the features of some slides. By counting the number of icons and emoticons on this panel, we will find out how many picture slides this lesson consists of! Let's count out loud together! TEACHER. How many picture slides does this lesson consist of? Children, according to the teacher's instructions, count icons and emoticons on the control panel. STUDENTS. One, two, three eleven! STUDENTS. Out of eleven. TEACHER. If the smiley is blue, then we didn’t look at this slide; if it’s green, then we looked at the slide and completed the tasks that Cosmic suggested to us. And if a smiley or icon “lights up”, what does it mean? Which icon is currently “lit”? STUDENTS. The first icon is now lit. The icon of the slide we are currently working with is probably glowing! TEACHER. Well done, you guessed correctly! Now let's try moving the cursor over different emoticons and clicking the left mouse button with your finger. What's happening? By clicking on the emoticons, we open different slides with you. Children click on the emoticons one by one. TEACHER. Now let's look at the very bottom strip of the panel. In the left and right corners we see two arrows. The arrows in the left corner will help us move from lesson to lesson if we click on them, and the arrows in the right corner will help us move from slide to slide within the same lesson. Let's try. Children look at the bottom panel and click on the arrows to move to different lessons and different slides. TEACHER. Now let's go back to lesson 1. Let's click on the second icon and take a look at slide 2. Here we see a fairy-tale computer character. Let's move the cursor over him and listen to what he tells us. Children return to the first lesson, go to slide 2 by clicking on the corresponding icon. Then they point the cursor at Cosmic, click the mouse and listen to his story. TEACHER. What is the name of this creature, where is it from and why did it end up here? STUDENTS. This creature is Cosmic, it is from outer space. Cosmic came to us to study earthly nature. TEACHER. That’s right, together with Cosmic we will reveal the secrets of nature. And nature is clouds and stars, plants and animals, stones and sand. What do you think is the difference between a stone and a sparrow? STUDENTS. The stone lies motionless, and the sparrow flies, jumps, chirps, pecks grains, and fights with other sparrows. STUDENTS. The sparrow is alive! TEACHER. Well done boys! It’s true, we can divide all objects found in nature into two large groups: objects of living nature and objects of inanimate nature. And in order for us to understand you better, let’s click on the second emoticon and listen to what Cosmic will tell us. 4

5 Children click on the smiley face. TEACHER. How can we get Cosmic to talk? STUDENTS. You need to hover the cursor over Cosmic and click on the left mouse button. Children click on Cosmic, listen and follow its instructions. They complete tasks, and then, by pressing the orange lever, listen to Cosmic's assessment. In case of an incorrect answer, children repeat completing the task and entering the answer. TEACHER. Fine! Listen to Cosmic and do what he asks you to do! Once you do what Cosmic asked, in the lower right corner you will see two levers, blue and orange, they will help you enter the answer so that Cosmic can see it. When you are ready, press the orange lever, if Cosmic doesn’t quite like your answer, then press the blue lever and try to answer again, and then press the orange lever again. The teacher walks the rows, corrects the students’ actions, and helps them. Physical exercise for the eyes and hands. TEACHER. We did a good job with you and your eyes and hands deserve a little rest. We got up from our jobs, came out from behind our desks, raised our hands up, put them down. We repeat three times. Now let's try to rotate our arms: forward, backward. We stretched our arms to the side, bent them at the elbows and rotate them: back and forth, now we spread our arms to the sides and rotate our hands: back and forth. Now we lower our hands down and shake our hands a little. Close your eyes, imagine that you are on the shore of a gentle warm sea, put your hands in warm water, took your hands out of the water and are trying to shake off the drops. Well done! Now let's look carefully out the window at the large tree in the school yard, fix our gaze on the tree, and count to 10 out loud. Fine! Now let’s close our eyes and count to 10 again. Children follow the teacher’s instructions: rotate their arms, rotate their arms bent at the elbows, rotate and shake their hands, close their eyes. TEACHER. Well done! You can start working again. Let's click on the fourth emoticon and get acquainted with slide 4 (Fig. 85). Children go to slide 4 by clicking on the corresponding emoticon. Rice. 85. TEACHER. Let's remember what academic subject we will study? What is the name of your textbook? STUDENTS. The world around us TEACHER. What is the world around us? STUDENTS. This is what surrounds us. TEACHER. Fine. What do we see on the slide? What is shown here? STUDENTS. On the slide we see a forest, trees, animals. TEACHER. As we have already learned, all natural objects are classified as living or inanimate nature. This slide depicts living things, plants and animals. What animals do we see here? STUDENTS. Wolves, deer, otters, squirrels, bears! TEACHER. Let's complete the task that Cosmic asks us to complete. How to do it? Don't forget how to enter your answer correctly and remove inaccurate answers! STUDENTS. Place the cursor on Cosmic, click the mouse and listen to the task. Do what Cosmic asks. 5

6 Students follow the instructions of the teacher and Cosmic. The teacher walks between the rows and corrects the students’ activities. TEACHER. Well done, everyone completed the task! Role play. The teacher organizes creative role play. TEACHER. Let's split up into pairs and try to compose a short story on the topic: “A conversation between an adult animal and a baby.” Since we have an equal number of boys and girls in our class, each pair will have a boy and a girl. Girls will act as adult animals, and boys as cubs. Then vice versa. You choose which animals they will be, looking at slide 4 (Fig. 85). Children, under the guidance of the teacher, are divided into pairs, choose a pair of animals, an adult and a cub, and try to build a dialogue, looking at the actions of the animals on the slide. Sample dialogue: - I am an otter mother and today I will teach you to fish. You need to sit quietly on the shore and look into the water. If you see a fish, catch it! - How to catch it? I don't have a spinning rod or fishing rod! - You little otter! You don't need a fishing rod! Grab the fish with sharp teeth, hold it with your paws and drag it to the shore. - Why go to the shore? - It’s easier to keep fish there! On the shore it will not go anywhere and is convenient to eat. Stage III: consolidation of new material and initial control (6 minutes) TEACHER. Now, guys, let's summarize the lesson. What subject did we start studying? STUDENTS. The world around us TEACHER. What two parts can all natural objects be divided into? Give examples. STUDENTS. Objects of living and inanimate nature. Objects of living nature: animals, plants, people. TEACHER. What are the names of the pictures that make up the lesson? STUDENTS. Slides. TEACHER. Now let's move on to slide 6. What are two ways to do this? Students move to slide 6 by clicking on the desired emoji or the arrows in the lower right corner of the slide. TEACHER. How can I enter the answer to Cosmic's tasks? How to remove an incorrect answer? STUDENTS. You can enter your answer by hovering over and clicking on the orange lever in the lower right corner of the slide. Remove the wrong answer by clicking on the blue lever. Stage IV homework (2 minutes) At home album sheet draw three objects: in the middle is Cosmic, on the right is living nature, to the left of Cosmic are three objects of inanimate nature. We will place your works at the exhibition, and the most interesting ones on the website. Guys! I thank you for your work! Goodbye! 6

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(for four-year primary school)

A.A. Vakhrushev, D.D. Danilov, A.S. Rautian, S.V. Tyrin

I. Explanatory note

The most important tasks of education in primary school ( formation of substantive and universal methods of action providing the opportunity to continue education in primary school; nurturing the ability to learn- ability to self-organize in order to solve educational problems; individual progress in the main areas of personal development - emotional, cognitive, self-regulation) are implemented in the process of teaching all subjects. However, each of them has its own specifics.

Reading, the Russian language and mathematics create the foundation for mastering all other subjects, at least by teaching children reading, writing and counting. The core of rational comprehension of the world has always been a system of sciences, the study of which forms the basis of school curricula in the basic and high school both in the number of items and in the number of hours. The subject “The World around us”, based on the skills acquired in reading, Russian language and mathematics lessons, accustoms children to a holistic, integral, rational (intelligible) comprehension of the world around them, prepares them for mastering the basics of knowledge in primary school, and in relation to the development of personality, its upbringing plays no less, if not more, role compared to other items.

The subject “The World around us” is the foundations of natural and social sciences. The purpose of the course on the surrounding world in elementary school is to comprehend personal experience and teach children to rationally comprehend the world.

Unsystematized fragmentary knowledge can be used only for the purpose for which it is intended. In today's rapidly changing world, a person faces many unexpected, new tasks for which it is impossible to prepare in advance. Can be useful in an unexpected situation holistic knowledge system, and even more so – the developed ability to constantly systematize acquired information and discover new connections and relationships. Science is an exemplary example of a knowledge system built on a rational basis.

Familiarity with the principles of science gives the student the key (method) to understanding personal experience, making it possible to make the phenomena of the surrounding world understandable, familiar and predictable. The subject “The World around us” creates the foundation for a significant part of the basic school subjects: physics, chemistry, biology, geography, social studies, history. This is the first and only subject in school that depicts a wide palette of natural and social phenomena. In the future, this material will be studied in various subjects. Therefore, it is within the framework of this subject that it is possible to solve problems, for example, environmental education and upbringing.

Specifics of understanding experience modern child is that his experience is unusually broad, but largely virtual, that is, obtained not through direct communication with the outside world, but indirectly, through the media and, above all, television. The role of virtual experience will only increase in the future due to the widespread use of the computer and the Internet.

Television is not focused on systematic children's education, although it is becoming the main “window” into the world around us. Therefore, not being able to resist the negative influences of virtual experience, the school should, if possible, use it for educational purposes and organize the development of the virtual world by schoolchildren. Therefore, the role of the subject “The World around us” is very large and there is a need to expand its content, since this subject must provide answers to the various needs of children’s experience, including virtual ones.

Understanding personal experience is also important because it introduces a value scale into the student’s world, without which it is impossible to form any goal settings. The subject “The World around us” also helps the student in the formation of personal perception, emotional, evaluative attitude towards this world.

II. General characteristics of the subject

Acquaintance with a holistic picture of the world and the formation of an evaluative, emotional attitude towards the world are the most important lines of development of the student’s personality through the course of the surrounding world. Modern schoolchildren differ from their peers fifteen to twenty years ago in their curiosity and greater awareness. Unfortunately, this knowledge of children, as a rule, turns out to be unsystematized and fragmented. The reason is that our circle of communication includes more and more objects and phenomena with which we communicate indirectly. If in the past a small person of 5–9 years old knew well only those objects and phenomena that directly surrounded him in the family, in the yard, at school, now the situation has changed radically. Thanks to TV, movies, a computer and books, children can know much more about various phenomena and facts far from their home than about surrounding objects.

As a result, various schoolchildren different knowledge turns out to arise various questions about the world around us. The teacher faces the difficult task of constructing a lesson in such a way as, on the one hand, to answer answer all the children’s questions and satisfy the students’ curiosity, and on the other hand, ensure the acquisition of the necessary knowledge.

How should one teach to achieve both goals? It turns out there is one way out for this. Means The upbringing and education of primary school students is acquaintance with a holistic elementary scientific picture of the world. The meaning of communicating a picture of the world is to make a person a conscious participant in life with a minimum of communicated knowledge. It is very important from the very first steps of a child at school to teach him a holistic view of the world. Then the answer to any question a student may have can be easily found, since from the very first steps of studying the world around them, children are taught to look for the place of every natural phenomenon and human economy in it.

Setting ourselves the goal of building a course in which every student can find answers to the questions that arise, we cannot help but be aware that the volume of textbooks is limited. What should be the way out of this situation?

To solve this problem, a textbook that includes only such specially selected questions that can be presented to younger students in an accessible manner and without popularization is not suitable. After all, with this approach, most of the questions that the guys have cannot be answered. As a result, children will not develop holistic ideas about the world around them. This in turn will not allow them to easily perceive new information, since it is difficult to associate with a small number of established ideas and concepts. This means that most of the ideas they develop will be the result of children's myth-making. These ideas that children received in childhood can stay with them for the rest of their lives.

A different situation will arise when using the course, which includes the integrated course on the surrounding world offered to your attention within the framework of the Educational system “School 2100”. Schoolchildren are introduced to broad ideas about the world that form a system that covers the entire world around them. At the same time, the most important concepts studied in detail (“islands of knowledge”) explain only a small part of the world around them, but the zones of proximal development formed around them make it possible to answer most of the questions that children have. Presenting a relatively complete picture of the world will make it possible to give a creative research character to the process of studying the subject, forcing students to ask more and more new questions that clarify and help to comprehend their experience.

How can a child develop a holistic picture of the world? It makes no sense to start trying to tell him things that are unfamiliar to him. He may become interested, but will not be able to connect this new knowledge with his experience (knowledge will remain “islands without bridges”). The only way is to help the children comprehend their experience every day and hourly. A person must learn to understand the world around him and understand the value and meaning of his actions and the actions of the people around him. And even if a person does not always act in accordance with his knowledge, we must give him the opportunity to live wisely and meaningfully. By regularly explaining his experience, a person learns to understand the world around him. At the same time, he constantly begins to have questions (generated by “islands of ignorance”) that require clarification. All this contributes to the formation of a habit (skill) explaining and understanding your experience. In this case, he can learn to do any new task by mastering it on his own.

At the same time, it is fundamentally important not to stop at a cold, rational analysis of the world around us. A person is inseparable from those experiences (emotions, feelings, assessments) that he experiences in relation to everything that happens around him. Thus, another goal of ours is to help the student in the formation of personal perception, emotional, evaluative attitude towards this world. It is within the framework of this line of development that the tasks of humanistic, environmental, civic and patriotic education are solved. Exactly self-determination the student's position will ultimately help him find the answer to the question: “How should we build our lives?” in the relationship “man – nature”, “man – society”. In the authors’ opinion, the only strategy for human survival in relationships with nature is the transition to an ecological economy, which will not destroy natural ecosystems, but integrate into them. In relationships between people, the main priority is the formation of the civil self-awareness of a tolerant person - a person who is able to independently determine his position, be interested and tolerant of the positions and interests of other people. By achieving these goals, we can hope that our student will be able to use the picture of the world.

The activity approach is the main way of acquiring knowledge. The inclusion of a holistic picture of the world, accompanied by a clear expansion of content, requires significant changes in natural science didactics in primary school.

Traditionally, learning is based on the acquisition of knowledge. Therefore, the main goal of education is to “put knowledge into the heads of children.” In this case, the content of the natural science course we propose in elementary school is too voluminous. Of course, it is impossible to learn the entire, even elementary, picture of the world in primary school, since this is the task of the entire primary school. But we don’t set ourselves such a goal. We want to introduce children to the picture of the world and teach them how to use it to comprehend the world and organize their experience. Therefore, the learning process, in our deep conviction, should be reduced to developing the skill of interpreting one’s experience. This is achieved by the fact that children, during the learning process, learn to use the acquired knowledge while performing specific tasks that simulate life situations. Solving problematic creative productive problems is the main way of understanding the world. At the same time, the various knowledge that schoolchildren can remember and understand is not the only goal of learning, but serves only as one of its results. After all, sooner or later this knowledge will be studied in high school. But later, the children will not be able to get acquainted with a holistic (taking into account age) picture of the world, since they will study the world separately in classes in different subjects.

In this case, we use the traditional one for School 2100 textbooks. minimax principle. According to this principle, textbooks contain redundant knowledge that children can learn and redundant tasks that students can complete. At the same time, the most important concepts and connections that are included in the minimum content (standard) and make up a relatively small part of the course must be mastered by all students. Thus, textbooks vary significantly in the amount of material that students can and should learn.

Within the framework of a historical and social science course, it turns out to be the most difficult to implement an activity-based approach, since this approach is largely contradicted by the tradition of teaching history at school. Often, controversial issues from a scientific point of view were either avoided or treated unambiguously. Attempts to pose these questions as problems inevitably ran into the fact that students had a catastrophic lack of knowledge of the school course to solve them. As a result, the study of history was reduced to a description of events and phenomena, supplemented by an indication of a strict cause-and-effect relationship, which presupposed during the discussion only an unambiguous solution to the issue (in accordance with the version dominant at that time in science). All these circumstances make it extremely difficult to develop the ability to use historical experience in modern life. But this is exactly what the implementation of activity-oriented principles requires.

We suggest not avoiding questions and problems on Russian history and modernity. These questions cannot be finally resolved, within the school in general and especially in grades 3–4. A person, constantly expanding his horizons throughout his life, comes to solve these problems himself. The objective of the course is put students face these questions, since without them a complete picture of history does not exist. When trying to solve these problems in elementary school, the teacher should draw the children's attention to the fact that achieving the goal requires constant expansion of their knowledge! The goal of the historical and social science part of the course of the surrounding world is for the student to think about problematic issues, so that as his personality develops, he constantly returns to attempts to resolve them.

Thus, in general, students should develop the ability to understand and experience the world around us, i.e. meaningfully apply the acquired knowledge to solve educational, cognitive and life problems.

Algorithm for preparing a teacher to conduct a lesson. When conducting lessons in our course, teachers very often face the problem of lack of time. The material on the topic is so extensive that it is not possible to “discover” it completely together with schoolchildren using the technology of problem dialogue. The bell is already ringing, and the teacher has not yet explained all the material to the children. As a result, there is no time left either for the stage of independent application of knowledge or for summing up the results. At the heart of this problem is the teacher’s desire to “discover” all knowledge with his students. On the contrary, some complex provisions are easier to explain to the teacher himself, leaving easier “discoveries” for the students. It is important that at each lesson the children “discover” at least part of their knowledge themselves.

The second and main reason for lack of time is the inability to use the minimax principle. According to this principle, schoolchildren can learn a lot of new things in class (maximum), but should only learn the most important knowledge (minimum).

1st step. At the first stage of preparation for the lesson, you should highlight the mandatory software in the content of the textbook minimum. To do this, you need to open the program and find in the requirements for knowledge and skills by the end of a given year of study those that relate to the topic being studied (the list of requirements is also placed in the diaries and at the beginning of each section of the textbook). This is the minimum that all students must learn and which will be tested in tests at the end of the quarter. The assimilation of this knowledge and skills is ensured not so much in this lesson, but in subsequent lessons in the process of updating them. Some lessons may not cover the minimum knowledge and skills.

Starting from 2nd grade, at the end of the lesson there is a list of concepts that schoolchildren must learn. Some of these concepts highlighted in font refer to software minimum which all schoolchildren should know. It can be indicated by the expression “must remember.” But the other part of the concepts and facts (it is not highlighted) is not included in the minimum. It can be indicated by the expression “it’s enough to get to know each other.” This includes words that are frequently encountered in a child’s environment, but which they nevertheless do not necessarily need to know. It is necessary to achieve their understanding during the lesson by all students, but in further lessons it is not necessary to use them at the updating stage. Those who find them important will remember them, others may forget them. But they are included in independent work carried out at the end of the topic (every 3-4 lessons) and should be present in the lesson on this topic.

Finally, to the third category of concepts and facts - to the maximum- These include those that are in the text of the textbook, but are not placed at the end of the lesson; they are certainly not reflected in the program requirements. Not only them you don't need to know, but also does not have to be included in the lesson material.

2nd step. At the second stage of preparation for the lesson, having identified the concepts of minimum and maximum, the teacher thinks through the problem situation, the main question of the lesson and a small set of the most important questions that need to be answered in order to answer the main question. The teacher includes these main questions of the introductory dialogue in his notes, while at the same time thinking about the children’s possible answers to them. You should try to follow the developed plan, being distracted during the lesson only by difficulties that students encounter when learning the most important knowledge. If schoolchildren immediately express their versions of solving the problem (stimulating dialogue), the teacher will not ask all the prepared questions, but will move on to discussing the versions during the lesson. In general, in our methodology, you need to be prepared in advance for the fact that the children will easily lead the teacher away from the well-thought-out rut. Precisely in order for the lesson not to lose logic, the teacher writes a system of the most important questions in his notes and tries to follow it.

3rd step. Only at the third stage of preparation for the lesson does the teacher begin to select and include in the lesson notes that knowledge from the maximum that will interest the students. In grades 3–4, you can first discuss with the children what they want to learn about. This material is the reserve that the teacher can donate if there is a lack of time.

Monitoring educational results. Any didactics involves control over the acquisition of knowledge, subject skills and universal educational activities. Without the knowledge acquired by schoolchildren, the effectiveness of learning will be zero. Let us once again repeat the knowledge requirements presented in classes on the surrounding world.

Firstly, in our opinion, only the knowledge of students that they can use in practice is important. Therefore, first of all, the diverse knowledge acquired by schoolchildren should allow them to describe their observations and explain to the children their own experience, and help answer the questions they have. What is actually needed is the skills to use knowledge, not the knowledge itself.

Secondly, solid knowledge is important and needed, not the material learned for a given lesson. In this regard, we propose to evaluate students in the following two ways:

Assessment of the assimilation of knowledge and skills is carried out through the student’s performance of productive tasks in textbooks and workbooks, in independent and final works (1-2 grades), in tests and tests (3-4 grades). Productive tasks require not so much to find a ready-made answer in the text, but to apply the acquired knowledge to a specific situation to explain it. This kind of use of knowledge leads to a person’s construction of a holistic picture of the world that is understandable to him and adequate to reality. A student who has independently completed all the required volume of tasks in the textbook and workbook, will acquire all the knowledge necessary in the course. At the same time, he will not only remember the definition of concepts and the formulation of laws, but will be able to apply them in life. Naturally, the teacher can come up with and add many tasks of this kind. But they must satisfy all the stated criteria (first of all, require creative application of knowledge) and preferably be associated with some kind of practical activity (writing, drawing, connecting, sculpting, etc.). It is very important that the teacher determines the volume of assignments based on the level of knowledge of his students. In any case, there is no need to complete all the tasks in textbooks and workbooks (minimax principle).
Assessment of the acquisition of knowledge and skills is carried out through constant repetition of the most important concepts, laws and rules. At the stage of updating knowledge, before starting to study new material, we suggest that the teacher conduct a quick survey of the most important concepts of the course and their relationships, which must be remembered for a correct understanding of the new topic. It is especially useful if the children themselves formulate the list of knowledge necessary to solve the problem that has arisen. In all textbooks, starting from 2nd grade, questions are placed at the beginning of each lesson to update knowledge.

The advantages of such testing of knowledge and skills are that the teacher is constantly aware of the knowledge that children have. In the event that none of the students can answer the question, students, under the guidance of the teacher, turn to the dictionary. This once again teaches how to work with it and shows what a person should do if he wants to learn something.

Self-study notebooks play an important role in monitoring and final works (1-2 grades) and notebooks for tests and tests (3-4 grades). The level of tasks in textbooks and workbooks differs in complexity from the level in independent (test) and final (control) works. The tasks in the textbook and workbook are the most difficult. They include, in accordance with the minimax principle, not only the mandatory minimum (program requirements) that all students must learn, but also the maximum that schoolchildren can learn. However, tasks of different difficulty levels are not marked. In contrast, in independent (test) and final (control) works, starting from the 2nd grade, a level of difficulty is noted (necessary, program or maximum), which students can independently choose. At the same time, the emphasis of independent (testing) work is on mandatory minimum and the most important positions of maximum (minimax). And the material of the final (control) papers is entirely focused on the mandatory minimum of knowledge.

Thus, each student must master each topic by completing a certain amount of tasks in the textbook and workbook, and completing the assignments of independent (test) and final (test) papers. Positive ratings and grades for assignments of independent (test), final (control) work are a kind of test on the topic studied. Each student must take credit for each topic, but the deadline for receiving credit should not be strictly limited (for example, students must pass all topics by the end of the quarter). This teaches students to plan their actions. But schoolchildren must constantly see the results of their work; this role can be played by:

table of requirements for the subject in the “Student's Diary”. In it, the student (with the help of the teacher) gives his grades for various tasks that demonstrate the development of relevant skills. For example (2nd grade), mark for the task: “What substance gives hardness and elasticity to these objects? (a ball, an inflatable ring, an air mattress are drawn)” is put in the skill column “explain the differences between solid, liquid and gaseous substances”;
2) a student’s portfolio of achievements - a folder in which originals or copies (paper, digital) of assignments completed by the student are placed, works containing not only a mark (score), but also an assessment (verbal description of his successes and advice on improving, eliminating possible shortcomings) .

The accumulation of these marks and grades shows the results of progress in the acquisition of new knowledge and skills by each student, the development of his ability to act.

III. Description of the place of the subject in the curriculum

In accordance with the federal basic curriculum, the course “The World around us” is studied from grades 1 to 4 for two hours a week. The total amount of study time is 270 hours. Excursions and practical work occupy a special place. Their required minimum is determined for each section of the program. Excursions include observations, practical work: observations, experiments, measurements, work with ready-made models, independent creation of simple models.

IV. Description of value guidelines for the content of the academic subject

The value of life– recognition of human life and the existence of living things in nature in general as the greatest value, as the basis for genuine environmental consciousness.

The value of nature is based on the universal human value of life, on the awareness of oneself as part of the natural world - part of living and inanimate nature. Love for nature means, first of all, caring for it as an environment for human habitation and survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.

The value of a person as a rational being striving for goodness and self-improvement, the importance and necessity of maintaining a healthy lifestyle in the unity of its components: physical, mental and social-moral health.

The value of good– a person’s focus on developing and preserving life, through compassion and mercy as a manifestation of the highest human ability – love.

The value of truth– this is the value of scientific knowledge as part of the culture of humanity, reason, understanding of the essence of being, the universe.

The value of family as the first and most significant social and educational environment for the development of a child, ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thereby the viability of Russian society.

The value of work and creativity How natural conditions human life, the state of normal human existence.

The value of freedom as freedom for a person to choose his thoughts and actions, but freedom naturally limited by the norms, rules, laws of society, of which a person is always a member in his entire social essence.

The value of social solidarity as recognition of human rights and freedoms, possession of feelings of justice, mercy, honor, dignity in relation to oneself and to other people.

The Value of Citizenship– a person’s awareness of himself as a member of society, a people, a representative of a country and state.

The value of patriotism- one of the manifestations of a person’s spiritual maturity, expressed in love for Russia, the people, small homeland, in a conscious desire to serve the Fatherland.

The value of humanity– a person’s awareness of himself as part of the world community, the existence and progress of which requires peace, cooperation of peoples and respect for the diversity of their cultures.

V. Personal, meta-subject and subject results of mastering an academic subject

All results (goals) of mastering the educational and methodological course form an integral system together with subject tools. Their relationship can be seen in the diagram.

1st class

Personal results studying the course “The World Around You” in 1st grade is the development of the following skills:

Evaluate life situations (people's actions) from the point of view of generally accepted norms and values: in the proposed situations, note specific actions that can be assessed as good or bad.
Explain from the perspective of universal human moral values, why specific actions can be assessed as good or bad.
On one's own determine And express
make a choice what action to perform.

The means to achieve these results is educational material and textbook assignments that provide the 2nd line of development - the ability to determine one’s attitude to the world.

Meta-subject results studying the course “The World around us” in 1st grade is the formation of the following universal learning actions (UAL).

Regulatory UUD:

Define And formulate the purpose of the activity in the lesson with the help of the teacher.
pronounce sequence of actions in the lesson.
Study express your guess (version) based on working with the textbook illustration.
Study work according to the plan proposed by the teacher.

Study differ a correctly completed task from an incorrect one.
Learn together with the teacher and other students to give emotional assessment class activities in the lesson.

Cognitive UUD:

differ new from what is already known with the help of a teacher.
Make a preliminary selection of information sources: navigate in the textbook (on the double page, in the table of contents, in the dictionary).
Gain new knowledge: find answers answer questions using the textbook, your life experiences, and information received in class.
draw conclusions as a result of joint work of the whole class.
Process the information received: compare And group objects and their images.
in detail retell small texts, name their topic.

The means of forming these actions are the educational material and textbook assignments, which provide the 1st line of development - the ability to explain the world.

Communication UUD:

draw up your thoughts verbally and writing(at the level of a sentence or small text).
Listen And understand speech of others.
Expressively read And retell text.

The means of forming these actions is the technology of problem dialogue (inducing and leading dialogue).

Subject results studying the course “The World Around You” in 1st grade is the formation of the following skills.

name surrounding objects and their relationships;
explain how people help each other live;
name living and non-living natural resources and their role in human life;
name the main features of each season.

assess the correctness of behavior in everyday life (rules of communication, rules of life safety, traffic rules).

2nd class

Personal results studying the course “The World Around You” in 2nd grade is the development of the following skills:

Evaluate life situations (people’s actions) from the point of view of generally accepted norms and values: in the proposed situations, note specific actions that can be estimate like good or bad.
Explain
On one's own determine And express the simplest rules of behavior common to all people (the foundations of universal moral values).
In the proposed situations, relying on simple rules of behavior common to all, make a choice what action to perform.

Meta-subject results studying the course “The World Around us” in 2nd grade is the formation of the following universal educational actions.

Regulatory UUD:

Define the purpose of the activity in the lesson with the help of the teacher and independently.
Learn together with the teacher to discover and formulate an educational problem together with the teacher (for this purpose, the textbook specifically provides a number of lessons).
Study to plan learning activities in the classroom.
express your version, try to suggest a way to check it (based on productive tasks in the textbook).
Working according to the proposed plan, use necessary means (textbook, simple devices and tools).

The means of forming these actions is the technology of problem dialogue at the stage of learning new material.

Define success in completing your task in dialogue with the teacher.

The means of forming these actions is the technology of assessing educational achievements (academic success).

Cognitive UUD:

Navigate your knowledge system: understand that additional information (knowledge) is needed to solve a learning task in one step.
Do preliminary selection sources of information for solving a learning task.
Gain new knowledge: find the necessary information both in the textbook and in dictionaries and encyclopedias proposed by the teacher (in the 2nd grade textbook there is a special “encyclopedia inside the textbook” for this purpose).
Obtain new knowledge: extract information presented in different forms (text, table, diagram, illustration, etc.).
Process the information received: observe and draw your own conclusions.

Communication UUD:

Communicate your position to others: draw up your thought in oral and written speech (at the level of one sentence or small text).
Listen And understand speech of others.
Expressively read And retell text.
Join into conversation in the classroom and in life.

The means of forming these actions is the technology of problematic dialogue (inviting and leading dialogue) and the technology of productive reading.

Jointly agree on the rules of communication and behavior at school and follow them.
Learn to perform different roles in a group (leader, performer, critic).

The means of forming these actions is work in small groups (this option for conducting lessons is given in the methodological recommendations).

Subject results Studying the course “The World Around You” in 2nd grade is the formation of the following skills.

1st line of development – to be able to explain the world:

explain the differences between solids, liquids and gases;
explain the influence of the Earth's gravity;
relate events on Earth to the location and movement of the Sun and Earth;
observe the weather and describe it;
be able to determine the cardinal directions by the sun and compass;
use a globe and maps, find and show parts of the world, continents and oceans on them;
name the main natural areas and their features.

2nd line of development – to be able to determine your attitude to the world:

evaluate the correctness of people’s behavior in nature;
treat other peoples living on Earth with respect.

3rd-4th grades

Personal results studying the course “The World Around You” in grades 3–4 is the formation of the following skills:

Evaluate life situations (people’s actions) from the point of view of generally accepted norms and values: learn to separate actions from the person himself.
Explain from the perspective of universal human moral values, why specific simple actions can be assessed as good or bad.
On one's own determine And express the simplest rules of behavior common to all people (the foundations of universal moral values).
In the proposed situations, based on the rules of behavior common to all, make a choice what action to perform.

The means to achieve these results are the educational material and textbook assignments aimed at the 2nd line of development - the ability to determine one’s attitude to the world.

Meta-subject results studying the course “The World Around us” in 3rd grade is the formation of the following universal educational actions:

Regulatory UUD:

Formulate lesson goals independently after preliminary discussion.
Together with the teacher, discover and formulate an educational problem.
Draw up a plan for solving a problem (task) together with the teacher.
Working according to the plan, check your actions with the goal and, if necessary, correct mistakes with the help of the teacher.

The means of forming these actions is the technology of problem dialogue at the stage of learning new material.

In dialogue with the teacher, develop evaluation criteria and determine the degree of success in performing your own work and the work of everyone, based on the existing criteria.

The means of forming these actions is the technology of assessing educational achievements (academic success).

Cognitive UUD:

Navigate your knowledge system: independently assume, what information is needed to solve a learning task in one step.
Select sources of information necessary to solve the educational problem among the dictionaries, encyclopedias, and reference books proposed by the teacher.
Gain new knowledge: extract information presented in different forms (text, table, diagram, illustration, etc.).
Process the information received: compare And group facts and phenomena; determine the causes of phenomena and events.
Process the information received: draw conclusions based on generalization of knowledge.
Convert information from one form to another: make up simple plan educational and scientific text.
Convert information from one form to another: provide information in the form of text, tables, diagrams.

The means of forming these actions are the educational material and textbook tasks aimed at the 1st line of development - the ability to explain the world.

Communication UUD:

Communicate your position to others: draw up your thoughts in oral and written speech, taking into account your educational and life speech situations.
Communicate your position to others: express your point of view and try it justify, giving arguments.
Listen to others, try to accept another point of view, be willing to change your point of view.

The means of forming these actions is the technology of problem dialogue (inviting and leading dialogue).

Read textbook texts aloud and silently and at the same time: conduct a “dialogue with the author” (predict future reading; pose questions to the text and look for answers; test yourself); separate the new from the known; highlight the main thing; to make plan.

The means of forming these actions is the technology of productive reading.

Negotiate with people: performing various roles in a group, cooperate in jointly solving a problem (task).
Learn to respect the position of another, try to negotiate.

The means of forming these actions is work in small groups.

Subject results Studying the course “The World Around You” in 3rd grade is the formation of the following skills.

Part 1. Inhabitants of the Earth

The 1st line of development is to be able to explain the world.

give examples of bodies and substances, solids, liquids and gases, the actions of energy;
give examples of relationships between living and inanimate nature;
explain the importance of the cycle of substances in nature and human life;
give examples of living organisms of different “professions”;
list the features of conifers and flowering plants;
animals (insects, spiders, fish, amphibians, reptiles, birds, animals), mushrooms.

2nd line of development – to be able to determine your attitude to the world:

prove the need for people to treat living organisms with care.

Part 2. My Fatherland

1st line of development – to be able to explain the world:

learn about people’s lives from historical texts, maps and draw conclusions;
distinguish objects and orders created by people (culture) from what is created by nature;
explain what society, state, history, democracy are;
by year determine the century, the place of the event in the past;
distinguish from each other the times of Ancient Rus', the Muscovite state, Russian Empire, Soviet Russia and the USSR, modern Russia. Recognize the modern coat of arms, flag, anthem of Russia, show the borders and capital on the map.

2nd line of development – to be able to determine your attitude to the world:

learn to explain your attitude to family and friends, to the past and present of your native country.

Subject results Studying the course “The World Around You” in the 4th grade is the formation of the following skills.

Part 1. Man and nature

1st line of development – to be able to explain the world:

explain the role of the main organs and organ systems in the human body;
apply knowledge about your body in life (to create a daily routine, rules of behavior, etc.);
name the basic properties of air as a gas, water as a liquid and minerals as solids;
explain how a person uses the properties of air, water, and important minerals;
explain the main difference between humans and animals;
find contradictions between nature and human economy, propose ways to eliminate them.

2nd line of development – to be able to determine your attitude to the world:

evaluate what is healthy and what is harmful;
prove the need for careful treatment of living organisms.

Part 2. Man and humanity

1st line of development – to be able to explain the world:

by the behavior of people, find out what emotions (experiences) they experience, what character traits they have;
distinguish different eras (times) in human history from each other;
explain the differences between people of modern humanity: distinguish between citizens of different states; a person's nationality from his race; believers of different religions and atheists.

2nd line of development – to be able to determine your attitude to the world:

explain what interests unite you with your relatives, friends, fellow countrymen, citizens of your country, what unites all people on Earth into one humanity;
notice and explain what people’s actions are contrary to human conscience, rules of behavior (morality and law), human rights and children’s rights. Suggest what you yourself can do to correct visible violations.

1st class. “Me and the world around” (66 h)

How we understand each other (9 hours) Schoolboy, his responsibilities. School. The hand and index finger are the simplest way to communicate. Hand. The index finger, its role in showing objects. Speech is the main way people communicate. Using a word to name an object, sign, action. Objects that cannot be pointed out with a finger (distant, fabulous, objects in the future).

The benefits of sharing knowledge between people. The transfer and accumulation of life experience is the basis of people's well-being. Source of life experience: own experience, knowledge of other people, books.

The concepts of “right”, “left”, “middle”, “behind”, “in front”, “front”, “behind”, “forward”, “back”, “left”, “right”, “above”, “ below", "top", "bottom". "Earlier" and "later".

How do we know what is in front of us (4 hours) Objects and their signs. The signs are common to other objects and unique. Distinguishing objects by characteristics. Comparing the characteristics of a given item with others. The properties of objects, their parts and actions with them allow us to distinguish objects. Combinations of items. Signs of combinations: objects as signs; objects with certain characteristics.

How do you recognize the world (4 hours) Human sense organs. The eyes are the organ of vision, the ears are the organ of hearing, the nose is the organ of smell, the tongue is the organ of taste, the skin is the organ of touch. Memory is a repository of experience. Mind. Helping parents and teachers help children learn about the world. The book stores the knowledge and experience of people. Encyclopedia.

Your family and your friends (7 hours) Your family and its composition. Mutual assistance in the family. The role of each member in the family, the “professions” of family members. Your help to the family. What qualities should a family have?

Rules for safe behavior at home. Dangerous and toxic substances. How to behave in the kitchen, in the bath. Rules for using electrical appliances. Fire safety rules. Be careful when interacting with strangers and strangers.

Friend and friends. Communication as the interaction of people, the exchange of thoughts, knowledge, feelings, influence on each other. The importance of communication in human life. Ability to communicate. The role of polite words in communication. Smile and its role. Expressing greetings and farewells, gratitude, requests, apologies, refusals, disagreements. How to listen to your interlocutor. Miracles of communication (listening, talking, music, drawings, dancing, etc.). Types of communication in humans and animals, their similarities.

What surrounds us (10 hours) The city and its features. Residential area: houses, streets, parks. Urban transport. Mutual assistance between people of different professions is the basis of city life. Traveling around the city: residential areas, plants and factories, business and scientific center of the city, recreation area. The village and its features. The life of people in villages and villages. Growing plants in vegetable gardens, orchards and fields, raising domestic animals. Rules for safe behavior on the street. Traffic light. Road signs.

The relationship between people of different professions in the process of bread production. Fairy-tale hero Kolobok and his journey. Human economy. The role of natural resources. Extraction from underground storerooms. Making things in factories and factories. Agricultural plants and animals, their help to humans. Agriculture: crop production and livestock production. Service sector. Transport.

Human dependence on nature. Living natural resources: animals and plants. Non-living natural resources: air, soil, water, underground reserves. Forces of nature - wind, sunlight, river flows. The role of natural resources in the human economy. Careful attitude towards natural resources. Solid, liquid and gaseous bodies, their display in Russian. Three states of water: solid (ice, snow), liquid (water), gaseous (steam).

Excursion"Safe road to school."

Living inhabitants of the planet (9 hours) Plants, mushrooms, animals, humans are living organisms. Growth, respiration, nutrition, reproduction are the properties of living organisms. Mortality of living organisms. Caring attitude towards living inhabitants of the Earth.

Similarities between plants and animals: breathing, nutrition, growth, development, reproduction. Plants feed all the inhabitants of the Earth and saturate the air with oxygen. Plants are the “breadwinners”. Animals are more often mobile, looking for prey, eating food. Their “profession” is “eaters”. The protection of living organisms in nature is the most important concern of humans. Variety of plants (flowering and non-flowering plants). Mushrooms. Variety of animals. The connection of living organisms of different “professions” with each other. Their adaptability to their place of life.

Cultivated plants and domestic animals are our friends. A person's concern for them. Dogs are human helpers. Origin and breeds of dogs. Houseplants are aliens from different countries. Plant care (regular watering, light). A rural house and its inhabitants - animals, their use by humans. Taking care of pets. Cultivated plants. Garden, vegetable and field plants are human breadwinners. Fruits and vegetables. Edible parts of plants.

A person, like an animal, breathes, eats and gives birth to young. Similarities between humans and animals. Familiarity with the purpose of various parts of the human body. Man is a rational being. Making things. Actions characteristic of a rational being. Caring for nature.

Ecology is the science of how to live in peace with nature without violating its laws. Rules of behavior in nature. Tasks for students to test their intelligence: what can and cannot be done in nature. Respect for the environment.

Why and why (2 hours) Sequence of events and its causes. Cause and investigation.

Seasons (12 h) Autumn. Signs of autumn: cooling, short days, falling leaves, ice on puddles. Leaf coloring. Preparing animals for winter.

Winter. Signs of winter. Weather in winter. Snow, snowflake, icicle, frosty patterns. Animals and plants in winter. Help animals.

Spring. Signs of spring: ice drift, snow melting, leaves blooming, birds arriving, plants beginning to bloom, birds nesting. Flowers are primroses. Birds and their nests.

Summer. Signs of summer: long days, short nights, bright sun, thunderstorm (thunder, lightning). Folk signs. All living things bring offspring, ripening fruits. Mushrooms. Journey of water. Rules of behavior during a thunderstorm. Nests and dens of animals.

Excursion to the park "Autumn Nature".

Excursion to the Winter Nature Park.

Excursion to the “Spring Nature” park.

Hours at the discretion of the teacher - 4 hours.

2nd grade. "Our Planet Earth" (68 hours)

Introduction (4 hours) General words - concepts. Living and inanimate nature. Things. Substance. Solids, liquids and gases, their properties. Air is a mixture of gases. Water is a liquid. Ice is a solid. Change of states of substances.

Earth and Sun (16 h) Determining the time of day and year by the Sun and Moon. Determination of directions by the Sun and the North Star. The main sides of the horizon: east - the direction of sunrise, west - the direction of sunset, north - the direction of the North Star, south - the direction of the sun at noon. Compass and its use. Practical work with a compass. Changing phases of the moon. Making a sundial.

Shape of the Earth. Skyline. Evidence of the spherical shape of the Earth: expansion of the horizon with a rise in height, travel around the world, lunar eclipse, flight into space.

Practical work with a globe. Globe is a model of the Earth. Movement of the globe and the Earth. Equator, poles, hemispheres. Meridians and parallels.

Universe or space. Planets and stars are celestial bodies. Stars are self-luminous celestial bodies. Constellations. Planets shine by reflected light. Planet Earth. The sun is a star. Planets of the Solar System. The movement of planets in orbits around the Sun. The Moon is the Earth's satellite. Solar eclipse. The color of the air.

Earth gravity. All objects attract each other, large massive objects attract stronger - the law of universal gravitation. The influence of gravity on our lives. Weightlessness.

The change of night and day. The main source of light on Earth is the Sun. The rotation of the Earth around its axis is the reason for the change of day and night. The proportionality of the rhythm of human life to the day. Daily regime. Practical work with the globe.

Change of seasons. The life of nature changes with the seasons. The height of the sun above the horizon in different seasons of the year. Changes in the angle of the sun's rays throughout the year. The rotation of the Earth around the Sun is the reason for the change of seasons. The Earth's axis is directed towards the North Star. Due to the tilt of its axis, the Earth turns toward the Sun either with its northern hemisphere (summer in the northern hemisphere) or with its southern hemisphere (winter in the northern hemisphere). The earth retains the heat of the sun's rays.

Cold, moderate and hot zones of illumination and their location on Earth and relative to the sun's rays. Arctic Circle, Tropic. Cold zone - long winter and short summer, temperate zone– alternation of winter and summer, hot zone – “eternal summer”.

Atmosphere is the air envelope of the Earth. Weather and its signs. Temperature, its measurement. Thermometer. Practical work with a thermometer. Cloudiness. Precipitation: rain, snow, hail. Wind and the reason for its formation. Climate is a naturally recurring state of weather throughout the year. Diary of weather observations. Signs of good and bad weather.

What is shown on the globe and map. Globe and map (8 hours) Plan and map - an image of the Earth on a plane. Idea of scale. Conventional signs.

Globe is a miniature model of the Earth. Map of the hemispheres.

Symbols for the map and globe. Height and depth on the Earth map and globe. Practical work with the map.

A continent is a large area of land surrounded by water. Eurasia, Africa, Australia, North America, South America and Antarctica - continents. Europe, Asia, Africa, Australia, America and Antarctica are parts of the world. Arctic, Atlantic, Pacific and Indian oceans.

Forms earth's surface(7 hours) Rivers are a constant flow of water from precipitation that falls on the surface of the land. Source, channel, mouth (delta). Left and right banks. Drainage basin. The water cycle in nature. Why doesn't the river run out of water? Why is there so much water in the river? Why do rivers not only flow when it rains? How do rivers and streams change the earth's surface? River valley. The most important rivers of the world and their location on the map. Mountain and lowland rivers. Lakes are natural bodies of standing water. Flowing and drainless lakes. Large lakes. The deepest lake is Baikal. The Caspian Sea is the largest lake.

Plains are flat or slightly hilly areas of land. Plains and lowlands. Swamps. Mountains are elevations of the earth's surface. Nature of plains and mountains. Rocks. Minerals. The most important plains, mountains and peaks and their location on the map. How mountains were formed: underground forces raise mountains, and weathering destroys them. How mountains turn into plains. Weathering. Mountains and volcanoes. Volcanoes and eruptions. Earthquakes are the result of displacement of the Earth's layers.

Peninsulas are areas of land that jut out into the ocean. The most important peninsulas and their locations on the map. Islands are small areas of land separated by seas and oceans from continents. The most important islands of the globe and their location on the map. Seas are large bodies of salt water located along the edges of the oceans and washing the land. Properties of the seas: all seas are connected to each other, the water level in all seas is the same, the water in the seas is salty. The most important seas of the world and their location on the map. Inhabitants of the seas. Coral reefs and the organisms that inhabit them.

Excursion“Shapes of the Earth’s Surface” (held in the spring).

Earth is our common home (11 h) Habitat of living organisms. Food connections. An ecosystem is living organisms living together and the area of land on which they live. Plants are the “breadwinners”. Animals are “eaters”. Mushrooms, microbes, earthworms are “scavengers”. Eaters and scavengers provide nutrients to plants. The interconnection of all living things in an ecosystem. Their mutual adaptability. Cycle of substances.

Natural zones are land areas with similar natural conditions, receiving similar amounts of solar heat and light and changing in a certain order from pole to equator.

Natural zones of the cold zone. Ice deserts and their inhabitants. Tundra. Harsh climate: long polar night and short summer day. Permafrost. Tundra landscape. Animal and plant world. Location of tundra on the globe. Red Book.

Temperate zone. Forests. Change of seasons. Evergreen coniferous and deciduous trees. Leaf fall and its role in seasonal climate. Animal and plant world. Location of forests on the globe. How forests replace each other.

Steppe. Dry climate of the steppes. Open landscape. Animal and plant world. Location on the globe. Desert. Hot dry climate. Desert landscape. Animal and plant world. Adaptation of living organisms to the arid climate of deserts. Location of deserts on the globe.

The fragile nature of steppes and deserts, the need for its conservation. Arid zones of the hot zone. Tropical desert zone and its inhabitants. Oasis. The steppe of the hot zone is savanna. Evergreen forest. Hot humid tropical forest climate. Animal and plant world. Location of evergreen forests on the globe.

Mountains. Cooling with ascent to the mountains: the sun heats not the air, but the earth. Elementary ideas about altitudinal zones. Mountain plants and animals. Natural disasters in the mountains.

Adaptation of people to life in various natural conditions. Human races. Basic human needs: food and clothing. Gathering food (fruits, berries, mushrooms, roots) and hunting wild animals are the most ancient human activities. Agriculture and cattle breeding. Agriculture is the occupation of the inhabitants of the plains and lowlands. Cattle breeding is the occupation of inhabitants of deserts and mountains. Cities are home to many people employed in industry. Countries and peoples inhabiting them. Map of countries and cities - political map. Major countries and cities of the world and their location.

Excursion“Getting to know the nature of your natural area.” Rules for safe travel.

Parts of the world (10 h) Europe. Countries and cities of Europe (Great Britain, France, Italy, Germany, Ukraine, Denmark, Sweden). The Alps are the mountains of Europe. Objects around us and their homeland. Heroes of children's fairy tales from European countries.

Asia. The largest part of the world. Natural conditions of Asia. Countries and peoples of Asia (Japan, China, India). Asia is home to more than half of humanity. Objects around us and their homeland.

Africa. Natural conditions of Africa: hot climate. Peoples of Africa: blacks and Arabs. African countries: Egypt. Sahara Desert. Natural areas of Africa. Objects around us and their homeland. African animals. How to protect yourself from sun rays.

America. Indians are the indigenous people of America. Moderate and hot climate. Natural areas of North America. North America is the second home of industry. Countries (USA, Canada) and cities. Objects around us and their homeland. Natural areas of South America and their inhabitants. South America is the homeland of the smallest birds, the largest snakes, butterflies and beetles, the hardest and lightest wood. Discovery of America by the Vikings and Columbus.

Australia. Climate and natural areas of Australia. Australia is the birthplace of kangaroos and other animals with a pouch. Antarctica is the most cold continent on the ground. Lowest temperatures. Glaciers. Life in Antarctica exists only along the edge of the coast. Exploration of the South Pole. The largest water cycle. Why is Antarctica colder than the Arctic?

Russia. The biggest country in the world. The nature of our country. The main rivers, lakes, plains, mountains, islands, peninsulas and seas of Russia. Natural resources of our country. People are the main wealth of our country. Ancient masters are the pride of Russia. Architectural monuments of our country. Nature and attractions of your region.

Our little planet Earth (3 hours) The growing impact of modern man on nature: accumulation of garbage, climate change, creation of artificial lakes and deserts. The need for protection and respect for nature. Rules of behavior in the apartment that allow you to preserve nature.

Hours at the discretion of the teacher - 5 hours.

3rd grade. Section 1: “Inhabitants of the Earth” (34 hours)

Matter and energy (4 hours) Bodies natural and artificial. Substance is what all objects and bodies in nature are made of. Matter consists of particles. Molecules are the smallest particles of matter. Pure substances, mixtures. Three states of matter: solids, liquids and gases, the location of particles in them. Transformation of substances. Why is plasticine soft and glass hard? Why is ice lighter than water?

Energy is the source of movement. Variety of manifestations of energy. Electricity, sunlight, falling water are phenomena caused by the action of energy. Transformation of energy using the example of people's everyday life. Indestructible energy. Conversion of energy and release of heat.

The shell of the planet, engulfed in life (5 hours) Air, water and rock shells of the Earth. Distribution of living organisms. The living shell of the Earth is the biosphere. Life is widespread in the region of mutual penetration of the atmosphere, hydrosphere and lithosphere.

The most important condition for people’s lives is the order of the surrounding world. Stability of conditions is a consequence of the cycle of substances in nature. Life is a participant in the cycle of substances.

Participants in the cycle of substances. Plants are producers and their role in providing food and oxygen. Animals are consumers, their role in limiting the number of plants. Fungi and bacteria are decomposers and their role is in converting dead organisms into mineral nutrients for plants.

The flow of matter passing through a living organism (nutrition, respiration). Metabolism. Use of absorbed substances for life, growth, self-renewal, reproduction. Burning and breathing.

The role of the Sun as a source of energy. Storage of solar energy by living organisms.

Ecological system (9 hours) The great cycle in the biosphere connects all ecosystems. An ecosystem is a unity of living and inanimate nature, in which a community of living organisms of different “professions” is capable of jointly maintaining the circulation of substances. Community. Living and nonliving components of an ecosystem. Power circuits. Soil is the unity of living and nonliving. Soil fertility. How is soil formed?

Lake ecosystem. Small unicellular and large algae. Daphnia and cyclops are favorite food aquarium fish. Lake and river fish. Bacteria and their role in waste processing. Gradual overgrowing of the lake.

A swamp is an overgrown lake. Swamp plants. Sphagnum and its role in absorption excess water. Swamp berries and their consumers. Swamp animals. Not a completely closed cycle of swamps. Peat and accumulation of dead organic matter. Gradual self-draining of the swamp.

Meadow ecosystem. Meadow plants: cereals and forbs. Turf and its role in preserving and creating relief. Animals of the meadows. Earthworms and bacteria, their role in soil fertility. Overgrowing of a meadow with forest.

Forest ecosystem. Trees are the main plants of the forest. Wood. Trees are powerful pumps (moving water with mineral salts along the trunk). Forest shrubs. Forest herbs. The meaning of forest animals. Animals not only participate in the cycle of substances, but also regulate it. Distribution of plant seeds (birch, oak, raspberry, etc.). Forest fungi and bacteria and their role in closing the cycle of substances.

The role of water and wind in the destruction of mountains and washing away of soil. The role of life in the preservation of the living shell. Change of ecosystems and restoration of a closed cycle of substances. Life heals the wounds of the biosphere. Overgrowing of a fireplace or abandoned field (deposit). How can we help nature heal its wounds?

A field is an artificial ecological system. Cultivated plants planted in fields. Dependence of the cycle of substances in fields on human activity. Plowing the fields. Fertilizing the field. The inability of cultivated plants to protect themselves leads to massive proliferation of weeds and pests. Animals of the fields. The present and future of weed and pest control.

An aquarium is a small artificial ecosystem. Non-living (sand, stones, water) and living components of the aquarium. Algae, crustaceans and fish, bacteria. The relationship of all living and non-living components in an aquarium. Possible mistakes of a novice aquarist.

Excursion “Inhabitants of the lake, meadows, forests.”

Living participants in the cycle of substances (10 hours) Plants and their role on Earth. Stem, leaf, root - main organs flowering plant. A flower is a reproductive organ. Seed and its role. Fetus. A variety of plants: conifers, flowering plants, mosses, horsetails, mosses, ferns, algae. Plants are made up of individual cells. Chlorophyll and its role.

Animals and their role on Earth. The simplest animals. Division of labor between different parts of a multicellular organism. Worms. The role of muscles during active movement. The appearance of the head and tail, back and belly. Shellfish. The shell of a mollusk is like a home and support for the muscles.

The appearance of hard covers is protection from predators. Exoskeleton arthropods - the “armor” of a knight. Insects and their diversity. Development of insects. Crayfish, spiders and their characteristics.

The emergence of the spine - the internal skeleton. Fish are vertebrates that have adapted to life in water. Variety of fish. Animals coming to land. Life on the border between water and land and the structure of amphibians: lungs - respiratory organs, bare skin and the development of tadpoles in water. Reptiles are land animals with variable body temperatures. Animals and birds are animals with a constant body temperature. Birds and their adaptations to flight. Feather. Migratory and sedentary birds. Animals. Wool. Caring for the offspring of animals and birds. Brain and sense organs.

Careful handling of wild animals. Rules of behavior with pets.

Mushrooms are wood destroyers. Mycelium. Yeast and its role in making bread. Edible and poisonous, spongy and lamellar mushrooms. Community of mushroom and tree. Lichens.

Bacteria are universal destroyers of substances. Bacteria are the simplest, most ancient and smallest living creatures. Difficulties in observing bacteria. Traces of bacterial activity are visible everywhere. Bacteria are the main participants in all cycles.

People's use of the cycle for their needs. Destruction of the cycle of substances and a threat to human well-being. Nature does not have time to restore reserves. Nature does not have time to process waste. Examples of environmental disturbances in the biosphere. Living in harmony with nature is the only strategy for humanity. Nature reserves and national parks.

Excursion to a zoo or botanical garden, local history museum, topic “Diversity of plants and animals.”

Repetition of the covered material – 4 hours.

Hours chosen by the teacher – 2.

3rd grade. Section 2: “My Fatherland” (34 hours).

Your family and your homeland in the flow of time (4 hours) Pedigree of a person. Generations of ancestors. Family tree. Last name, first name and patronymic - a connection of times.

The idea of the "river of time". Historical account of time. Century (century) and era – the starting point of time. The Christian era adopted in modern chronology. Primary ideas about Christianity - one of the most widespread religions in the world.

Our Motherland (house, city or village, native land, country). The society in which we live. The image of the state. Government. Laws are rules of conduct established by the state that are binding on everyone. My Motherland, my Fatherland is Russia!

The history of my homeland. History is the science of the past of mankind. Historical sources. An image of the centuries-old history of Russia.

Times of Ancient Rus'. 9th – 13th centuries (5 hours) Ancient inhabitants of Russian open spaces. Life of Slavic tribes.

Creation of the Old Russian state. Kyiv is the capital of the great princes of Ancient Rus'. Adoption of Christianity under Prince Vladimir Svyatoslavich.

“Ancient Rus' is a country of cities.” Cities are the cultural centers of Ancient Rus'. The idea of culture as all the achievements of mankind. Cultural wealth of Ancient Rus'. Temple in the life of an ancient Russian city. Monasteries. Chronicles and manuscript books. The Slavic alphabet is Cyrillic.

Defense of Russian land. Raids of steppe nomads. Bogatyrsky outposts. Fragmentation of Russian lands. Fight against European knights. "Battle on the Ice". Alexander Nevskiy.

The ruin and death of Ancient Rus'. Mongol invasion. State Golden Horde. Primary ideas about the Islamic religion. Russian lands under the rule of the Golden Horde.

Times of the Moscow State. XIV – XVII centuries (4 hours) The time of the creation of the Moscow state was a time of struggle between cruelty and mercy. Battle of Kulikovo. Dmitry Donskoy. Sergius of Radonezh. "Trinity" by Andrei Rublev. Liberation from the Horde yoke. The unification of Russian principalities into the Russian state.

Great Sovereign Ivan III. The state emblem of Russia is a double-headed eagle. The Moscow state is the heir of Ancient Rus'. Land and people of the Moscow State. Occupations and life of rural residents - peasants. Boyars and nobles. Cities of the Moscow State. The capital of the state is Moscow.

The Moscow Kremlin is a monument to the times of the Moscow State, “the heart of Moscow and all of Russia.” Cathedrals of the Moscow Kremlin. Image of Tsar Ivan the Terrible. St. Basil's Cathedral. Time of Troubles - the threat of the collapse of the Moscow state. People's militia of Kuzma Minin and Dmitry Pozharsky. Liberation of Moscow and salvation of the Fatherland.

Times of the Russian Empire. XVIII – early XX centuries (5 hours) The transformation of Russia by Peter the Great, the first Russian emperor. Victory in a difficult war with Sweden. Russia's access to the sea. The new capital is St. Petersburg. Joining Russia to European culture. New symbols of the empire: state flag (white-blue-red), naval St. Andrew's flag.

Power and people of the Russian Empire. The image of Catherine II. The great Russian commander A.V. Suvorov. The power of the emperor and officials. The idea of serfdom.

The Patriotic War of 1812 is a threat to the existence of Russia. Battle of Borodino. Unity of the people in the face of the enemy. M.I. Kutuzov.

Achievements of Russian culture during the empire. Mikhailo Lomonosov – “our first university.” Alexander Sergeevich Pushkin is the creator of the Russian literary language. The best works of Russian architecture and painting.

The reign of Alexander II was a time of change in the Russian Empire. Abolition of serfdom. The rapid development of a renewed empire.

Times of Soviet Russia and the USSR. 1917 – 1991 (4 hours) The life of workers and peasants at the beginning of the 20th century. People and power. Nicholas II. Revolution of 1917 V.I. Lenin and the Bolsheviks. Civil war in Russia. Collapse of the empire and formation Soviet Union.

The goal of the Soviet state is to build a just society. Symbols of the USSR: red flag, coat of arms. The power of the Soviets and the Communist Party. An attempt to build a fair society. Board of I.V. Stalin.

World War II and Great Patriotic War. Victory over fascism. Heroes of the Great Patriotic War.

Development of the Soviet Union after World War II. Achievements of science and technology in the USSR, space exploration. Changes in people's lives. The need for change in the country.

Modern Russia (8 hours) Transformation of the USSR into the CIS. The largest state in the CIS is Russia. Modern Russia is the heir of Ancient Rus', the Moscow State, the Russian Empire and the Soviet Union. Restoration of state symbols. The concept of citizenship. The Constitution is the fundamental law of the state. Rights and responsibilities of citizens.

What is democracy? Ideas about the electoral system.

State power in Russia. The idea of legislative and executive power. The President is the head of state who is elected by the people. Government. The State Duma is a meeting of representatives elected by the people that creates laws.

Russia is the common home of many peoples. Languages and customs of the peoples of Russia. Unity and equality of all peoples of Russia.

The Russian Federation is a state created by a union of territories. Council of the Federation. Russians are all citizens of the Russian Federation.

The heritage of Russian culture is libraries, museums, theaters. Our the most important task– preservation and enhancement of the cultural wealth of Russia. Public holidays of modern Russia (origin and traditions of celebration).

4th grade. Section 1: “Man and Nature” (34 hours)

Man and his structure (14 h) Human structure. The main organ systems of the human body and their role in the life of the body.

Leather. Skin structure. Skin and its role in protection from cold and heat, external influences, microbes (bacteria). The instability of conditions in the external environment and the constancy of conditions inside the body. Sweating and its role in maintaining body temperature. Hygiene rules. Tanning and sun protection. Calluses – protection from skin abrasion. Skin is a sensory organ. Sensitivity of fingers. Patterns on the palms and fingers.

Human movement. Internal skeleton, its advantages and disadvantages. Continuous bone growth. Bones and their strength. Joints. Mobility in the spine and shoulder joint. Fractures, dislocations. How to provide first aid? Muscles are the movers of the body and its skeleton. Muscles and joint. Muscle functions: contraction and relaxation. Physical fatigue of a person.

Digestion. Digestive organs. Teeth and chewing. Mouth and tongue. Pharynx, esophagus, stomach, intestines, liver. Rules for healthy eating. Digestion and its role in converting food into a universal source of energy and building material common to all living beings: proteins, carbohydrates and fats.

Excretory organs and their role in removing harmful substances and excess water from cells. Kidney, bladder. What is urine?

Respiratory organs: nasal cavity, pharynx, trachea, bronchi, lungs. Respiratory hygiene. How do we breathe? How do we talk? Sneezing and coughing. Tracheitis, bronchitis, pneumonia.

Circulation circles. The heart is a pump. Arteries, veins and capillaries. Arterial and venous blood. Pulse. Blood pressure.

Blood and its transport function within the body. Transports nutrients and oxygen to all cells of the body. Blood and its red color. Why doesn't all the blood flow out of a person when wounded? Fearless defenders are in human blood.

The brain is a control organ. Nervous system: brain and nerves. The function of the nervous system is the fast and accurate transmission of control signals from the brain to the organs and information about the state of the organs to the brain. Brain and spinal cord. Nerves are the “wires” of the nervous system. Control of breathing, heartbeat, food digestion. The hemispheres are the most important part of the human brain. Our feelings. Thinking. Endocrine glands and the production of hormones carried by blood throughout the body. The hormone of fear and danger and its action.

Sense organs. Eyes are organs of vision. Lens. Retina. Perception in light and in darkness. Perception of movement by the eyes. Eye protection. The nose is the organ of smell. The ear is the organ of hearing. The tongue is an organ of taste. Skin is an organ of touch. Organ of balance. Pain is a danger signal. The specificity of sensitive cells and the lack of specificity of signal transmission along the nerves.

Reproduction is a property of living organisms. The embryo is the mother's organ. Feeding and respiration of the embryo. Birth. Child's dependence on mother. People are not born, but become.

Injuries. Microbes are pathogens. Bacteria and viruses. What causes the flu and how is it transmitted? What is a cold? Why do people only get measles, chickenpox and scarlet fever once? Protection of the body. Heat, its reasons. Blood cells are germ eaters. Vaccinations and their role in saving us from diseases. Medicine conquers terrible diseases. Diseases modern society. Physical education is a necessary element of the culture of a civilized person.

Origins of Man (2 hours) Human ancestors - apes and their features. Well developed hand, vision and complex brain. Bipedal locomotion, vertical stance of the body, freeing the hands from the functions of movement and a high-set head. Long period of childhood and training. The basis for the survival of our ancestors was the anticipation of the behavior of enemies and food objects in space and time and collective action. Man and his mind. Speech.

The primitive herd as a prototype of human society. Ape people are the oldest people on our planet. Making tools. Storing tools and making them for future use is the main prerequisite for the progress of technology. Using fire and making fire. Collective hunting for large animals. Division of labor. Long-term education of children and their late maturation. Origin of the family. The emergence of Homo sapiens.

Man-made nature (10 h) Domestication and breeding of domestic animals, cultivation of cultivated plants. Breeds and varieties. Artificial selection. Livestock and crop production, their role in the human economy. Plowing, crop rotation, fertilizing, watering, using greenhouses and pesticides can increase the yield.

Invention of the lever and its use in making tools. Inclined plane and wheel and their use by man. Wedge, block, gate.

Water, its properties (takes the shape of a vessel, buoyant force, fluidity, incompressibility, ability to dissolve). Changes in the properties of water when heated and cooled. Communicating vessels - water supply system. Filtration. The device of a simple steam engine, a hydraulic press and a jack.

Air, its composition and properties (expands when heated, poorly conducts heat, low density, elasticity). Balloon. Does air have buoyant force?

Rocks and minerals, their use by humans. Properties of rocks and minerals (permanent shape, strength, hardness). Production of bricks, cement, concrete, glass. Precious and ornamental stones.

Metals, their properties (hardness, ductility, expand when heated, conduct heat and electricity), extraction and use. Bronze, iron and its alloys. Metal processing methods. Use of various metals.

Peat, coal, oil and natural gas– fossil fuel, its origin. Steam engine. Internal combustion engine, rocket engine.

Electricity in nature. Human use of electricity. Magnets, their features.

Sound, its properties (pitch and its connection with vibration). Communications and musical instruments. Light, its properties (propagation in a straight line, refraction, absorption).

Modern technologies at the service of people. Production of synthetic materials. Artificial satellite and flight into space. The invention of computers, robots and lasers and their role in the life of modern man.

The appropriative economy of our ancestors. Producing farm. Creation of an artificial ecosystem. Disruption of the cycle of substances in the biosphere: accumulation of industrial and life waste, environmental pollution. Our Earth is becoming more and more unexpected and alien to us. Ecological economy of the future man.

Repetition of the covered material – 5 hours.

Hours chosen by the teacher – 3 hours

4th grade. Section 2: “Man and Humanity” (34 hours)

Man and his inner world (9 hours) Man is a child of nature and society. “Mowgli” is a person outside of human communication. Training and education in human development.

Basic personality qualities. Character. Character traits as stable manifestations of personality.

Emotions. Expression of emotions. Emotional states. Mood. Anxiety. Self-esteem - or how you see yourself. Self-esteem and evaluation: you are about yourself, you are about others, others are about you.

Relationships with and towards others: likes and dislikes. Communication and its types (speech and non-speech). Facial expressions are “facial expressions” and pantomimes are “the language of movements.” Moral standards.

Man and society (4 hours) Society as the interconnection of people. Conflict. Causes and types of conflicts. Methods of conflict resolution.

Rules of behavior for people in society. Conscience. Morality and law.

Social circles and social groups. Humanity is the largest social group.

Human rights in society. Crimes against the person. Child's rights. Protection of children's rights.

Picture of the world history of mankind (6 hours) World history of mankind - the emergence and changes of human society from the appearance of the first people to the present day. The picture of the world history of mankind is a change of several eras - “times”. The image of the development of society as an image of changes in technology, forms of society, and moral rules.

The primitive world (1 million years - 5 thousand years ago) is the time of the appearance of man and his settlement on the planet. The ancient world (3 thousand BC - V century AD) is the time of the emergence of the first civilizations - societies of a new type. The Middle Ages (V–XV centuries) were a time when one civilization was replaced by another and the area of civilizations spread across the planet. Modern times (XV–XIX centuries) are an era of rapid development of European civilization, dramatic changes in people’s lives. Modern times(XX century) – era difficult trials for humanity and the creation of the foundations of a global human (universal) civilization.

Man and the many faces of humanity (5 hours) One humanity consists of different races and different peoples of the Earth. Races of humanity. Peoples, their main differences. Nationality of a person. Human rights to the development of their folk culture, equality of representatives of different races and peoples.

One humanity consists of citizens of different states. The diversity of states on the planet. Monarchies and republics. Democratic and non-democratic states. Human rights to participate in government, freedom of speech.

One humanity consists of believers, adherents of different religions and atheists. Faith (the idea of gods) and atheism (disbelief in God). The human right to freedom of conscience (to choose any religion or to be an atheist).

Religions of the world are religions that have spread to many peoples of the world and have become part of the world's universal culture.

Man and united humanity (4 hours) The image of a “world economy” uniting all of humanity. Labor activity person. Property, income, wages. Exchange and money. The relationship between states and peoples of the planet in the field of production and trade.

Modern humanity is united by common tasks of developing culture and sports. Universal human cultural achievements and values, the problem of their preservation and development. Modern olympic movement, significance for modern humanity. Almost all states of the planet are members of the United Nations. Objectives of the UN, principles of construction, practical work for the benefit of all humanity. One of the main UN documents is the Declaration of Human Rights.

All humanity is united by the global (universal) problems of our time, which threaten the very existence of humanity.

General repetition – 2 hours.

The path of humanity into the 21st century. The future depends on each of us!

Hours chosen by the teacher – 4 hours.

VII. Thematic planning and main activities of students

VIII. Material and technical support of the educational process

Primary education differs significantly from all subsequent stages of education, during which systematic courses are studied. In this regard, the equipment of the educational process at this educational level has its own characteristics, determined both by the specifics of training and education of junior schoolchildren in general, and by the specifics of the course “The World Around us” in particular.

In elementary school, the foundations are laid for the subsequent study of systematic courses in physics, chemistry, biology, geography, history and social studies. The course “The World around us” contains elementary information about living and inanimate nature that is accessible to primary school age students; man, his biological nature and social essence; society, its history and culture. The main objective of the “World around us” course in elementary school is to form a holistic picture of the natural and social world with all the diversity of its phenomena, to form an idea of the place and the role of man in it, and to develop an emotional and value-based attitude towards it. Therefore, the principle of visibility is one of the leading principles of teaching in primary school, since it is visibility that underlies the formation of ideas about the objects of nature and culture of human society.

In this regard, the main role is played by teaching aids, including visual aids:

natural living benefits- houseplants; animals kept in an aquarium or wildlife area;
herbariums; insect collections; wet preparations; stuffed animals and skeletons of representatives of various systematic groups; microslides;
collections of rocks, minerals, minerals;
visual aids– tables; dummies of the human torso and individual organs, etc.;
geographical and historical maps;
items, representing the life of a traditional and modern family, its household, everyday, festive life and much more from the life of society.

Another means of clarity is equipment for multimedia demonstrations (computer, media projector, DVD projector, video recorder etc.) and means of recording the surrounding world (photo and video camera). Thanks to the Internet and a unified collection of digital educational resources (for example, http://school-collection.edu.ru/), it makes it possible to provide a visual image for the vast majority of topics in the “World around us” course.

The use of a variety of teaching aids in combination allows you to form correct ideas about the objects being studied - their size, shape, color; about the significance of phenomena and events in the historical and cultural life of the country and the world, etc.

Along with the principle of visualization, the principle of objectivity plays an important role in studying the course “The World around us” in elementary school, according to which students carry out various actions with the objects being studied. In the course of such activities, students develop practical skills and abilities, and ensure conscious assimilation of the material being studied.

The course “The World around us” provides for a significant number of laboratory and practical work that simulates the phenomena of the natural and social world. Based on this, the second important equipment requirement educational process in primary school when studying the world around us is that among the means of teaching in mandatory must be presented cutlery, utensils, tools for practical work, as well as a variety of handouts.

Handout for practical and laboratory work should include herbariums, seeds and fruits of plants, collections of minerals and minerals, bones, fish scales, bird feathers, various artifacts of the cultural world, etc.

In the course of studying the course “The World around us,” primary schoolchildren master at a level accessible to them methods of understanding nature and society, including observation, measurement, experiment. For this, the educational process must be equipped with the necessary measuring instruments: scales, thermometers, centimeter rulers, beakers.

In elementary school, students begin to develop cognitive interests and cognitive motivation. At this age, most schoolchildren express an interest in studying nature, their own body, human relationships, therefore studying the course “The World Around us”, rich in information about living and inanimate nature, the human body, its inner world, various aspects of social life, should stimulate the formation of sustainable cognitive interest and its further development. This is greatly facilitated by the activity-based, practice-oriented nature of the content of the course “The World Around us,” as well as the use of various teaching aids during its study. These include primarily a set of encyclopedias for primary schoolchildren, allowing you to organize a search for information that interests children. In addition, an important role belongs to excursions provided for by the program of the course “The World Around Us”, therefore, the equipment of the educational process should, if possible, include excursion equipment, including folding magnifying glasses, compasses, binoculars, garden scoops, tape measures etc. For classroom excursions it is useful to have a set of popular illustrated identifiers of natural objects(minerals, plants, animals, etc.). To visit local history, artistic, ethnographic, memorial museums it is important to have special guidebooks, designed for interactive excursions through a particular exhibition.

IX. Life safety in the course “The world around us”

As part of the basic plan of the 2004 standard, material on life safety is included in other subjects, in particular in the Environment (mostly). Since it is included in the minimum content, it is automatically studied within the framework of the subject “The World around us”. Nevertheless, local attempts are constantly being made in various regions to highlight the content of life safety separately and force teachers to do double planning. From point of view Federal Center this is not required, but the region has the right to independence. As a result, for example, in the new methodological recommendations for preschoolers, we made double thematic planning: on OM and life safety.

What is the world around us? Look out the window... What do you see around you now? What did you see when you came here? What did you see in the places where you vacationed in the summer? And in winter? What did you see when you looked at the sky late at night? We can say that the world around us is nature, man, his work and the result of his work, the society in which he lives... Why study it? Don't we already know him? After all, you can see it, hear it, smell it, touch it... But remember the fairy-tale heroes who, because of their ignorance, found themselves in various difficult situations: What didn’t Pinocchio know when he buried money in the ground and waited for it to grow? What didn’t the wolf know when, in winter, on the advice of the fox, he caught fish in the hole with his tail? What did Kolobok not know when he believed the fox’s flattering speeches? What did Nuf-Nuf and Nif-Nif not know when they built their houses, and what did Naf-Naf know? Why does Dunno constantly get into trouble? So you, answering these questions, realized that you already know a lot, but not everything. The world around us is rich and diverse. It keeps many secrets and mysteries. I propose to solve some of them by studying the sections: “NATURE” “MAN” “SOCIETY” Lesson 1. NATURE. THE IMPORTANCE OF NATURE FOR PEOPLE. Look, my dear friend, what is around? The sky is light blue, the sun is shining golden, the wind is playing with the leaves, a cloud is floating in the sky. Field, river and grass, Mountains, air and foliage, Birds, animals and forests, Thunder, fog and dew. Man and the season - It's all around... NATURE!!! In this lesson you will become familiar with the diversity of nature and its classification; You will consider the relationships in nature, the meaning of nature for humans, and think about your relationship to nature. NATURE is everything that surrounds us and is not made by human hands. Nature is classified or divided into groups into living and nonliving according to the following characteristics: living beings or organisms breathe, feed, grow, develop, bear offspring, and die. Task 1 Think about which of the things depicted here can be attributed to nature, and which are created by man. List objects created by man. Task 2 Distribute the remaining objects into two groups (draw lines with a pencil): 1. Wildlife. 2. Inanimate nature. Cheat sheet Task 3 Indicate objects of living nature. NATURE LIVING NON-LIVING Task 4 Knowing the signs of living and inanimate nature, determine what nature a person belongs to? (Highlight in color). NATURE plants animals LIVING NON-LIVING fungi bacteria??? Task 5 Using a pencil, distribute the objects of living nature into kingdoms. In nature, everything is interconnected. Heat and light from the sun, air, and water are necessary for the life of a tree. Thanks to these conditions, the tree lives and grows. And mushrooms grow under the trees. If you dig up the soil a little, you can see thin threads that extend from the stem of the mushroom - this is a mycelium. It is connected to the roots of the tree, entwines them and the fungus receives nutrients from the tree. A squirrel lives on the same tree and feeds on mushrooms and nuts. We found out that plants serve as food for animals. Mushrooms receive nutrients from trees, and trees from mushrooms receive water with salts dissolved in it. The sun, air, water are inanimate nature. Trees, mushrooms, squirrels are living nature. Conclusion: living and inanimate nature are connected to each other. Task Recover by filling in the blanks. the relationship between objects of living nature 6, TREE MUSHROOMS SQUIRREL NUTS MAN SQUIRREL MAN Task 7 Determine which objects of living nature are depicted in the pictures. Click on their image with the cursor. The owner of the squirrel was collecting nuts in the forest. She knew every branch and every bush in the forest. One day a nasty guy came into the forest with a big knapsack. He carelessly knocked down a mushroom with his foot and swore loudly. He began to bend a nut - he broke it, pinched the branches under his arm. He found one nut - he picked it, picked a second and a third... He threw the bush aside and, like a bear, went away satisfied. And it was painful for the poor squirrel to look at it. 1. If a person comes to the forest with goods and does not damage the tree trunk or its roots, then the mushrooms will not die, the animals will have something to eat, and the person himself will not return from the forest with an empty basket today, and tomorrow, and in a year. 2. If a person comes into the forest with evil, breaks branches or damages the trunk of a tree, then the tree will die, there will be no mushrooms, and the squirrel will have nothing to eat. It will be worse for humans, since plants clean the air of dust, and humans, like plants and animals, need it for breathing. Nature conservation is of great importance to humans. What is nature for humans? The first and most important meaning of nature for humans is the source of that without which there is no life on earth - air, food and water. Look at the river, lake, sea. Do you want to take a swim? By bathing and swimming, you improve your health and develop your muscles. This means nature is the source of health. Look at the flowering meadow. How does it make you feel? Beautiful, really. So nature is the source of beauty. Artists, architects, fashion designers use natural things in their best works. Nature evokes various feelings: delight, surprise, joy, and sometimes sadness. Would you harm nature? I think no. Love for nature and care for it make a person kinder. Nature is a source of kindness. By observing nature, we learn from it. A man saw a flying bird, thought about it and invented an airplane... He watched the autumn leaves curled into a tube and began to build strong bridges. Nature is the source of knowledge. Nature helped ancient people to dress and helps us now; it gave man the first tool of labor - a stone. Nature is a source of materials for economic activities. 1. One fire warms the whole world. Do you like solving riddles? Then go ahead!!! And remember, sometimes they can have several answers... 2. I was walking along a path through a meadow, I saw the sun on a blade of grass. But the sun's white rays are not at all hot. 3. Who, as soon as it gets hot, will pull the fur coat over his shoulders, and when the evil cold comes, throw the fur coat off his shoulders? 4. The ribbon trembles a little in the breeze in the open space, The narrow tip is in the spring, And the wide one is in the sea. 5. It cheers in the spring, cools in the summer, nourishes in the fall, warms in the winter. 6. Green, not a meadow, White, not snow, Curly, not a head. 7. One color in winter and summer. 9. He is the strongest on Earth, because he is smarter than everyone else. 9. He sleeps in winter and makes noise in summer. Assignment: Can there be a solution to the last riddle: “bear”? What about “forest”? What about “river”? Test your knowledge: 1. Can we say that living and inanimate nature and the world around us are one and the same? Yes No I don’t know 2. Are butterflies, dragonflies, and wind objects of nature? Yes No I don’t know 3. Are a pot of flowers the objects of the world around us? Yes No I don’t know 4. Can nature be a teacher? Yes No I don’t know Think about what you could learn from nature. 5. Will moles be able to exist on earth if the sun disappears? Yes No 6. Choose the correct statement: Nature is people and the environment in which they live. Mountains, seas, rivers, sky, earth - this is nature. Everything that surrounds us is nature. What living object can become nature's best friend or enemy? Are you having trouble? You can find the clue in the crossword puzzle Solve the crossword puzzle: 1. Who lowers his proboscis into every flower he meets, And then rushes into the hive like a bullet And hides something in a corner? 2. Who is the biggest in the forest? Who is rich and wears fur? Who is in the den until spring, day and night, dreaming? 3. Hump-nosed, long-legged, branch-horned giant. Eats grass, shoots of bushes, It is difficult to compete with him in running. If you happen to meet something like this, know that it is…….. bee 2 bear 3 elk elephant 5 wolf 6 swan 7 kangaroo 1 4 He's probably ugly... Instead of a nose there's a fire hose, His ears seem to be fanned, He's as tall as a tower. 5. The gray robber was brave and angry, He almost ate a goat yesterday. Fortunately, Tuzik and Trezorka watch the flock vigilantly. Barely dragged his feet away from the seasoned dogs……… 6. Through the summer twilight of the park Along the edge of artificial waters, A beautiful wild bird, Swims like a white wonder. 7. Someone carries matches in a bag, Someone carries important things, Someone carries books and a game, And the kids - ………… If you carefully studied the previous section, then you can call yourself a NATURE EXPERT CONGRATULATIONS!!! Now you know that man is also a part of living nature, since he has all its characteristics. But it is different from all its other objects; it was even separated into a separate kingdom. How is it different? Interesting? Then forward to the next section “MAN”. But first... You, man, love nature, At least sometimes feel sorry for it, On pleasure trips, Do not trample its fields, Here in the distant bustle of the century, You hasten to appreciate it. She is your long-time, kind healer, She is an ally of the soul. Don’t burn it recklessly, And don’t exhaust it to the bottom, And remember the simple truth, There are many of us, but she is one! To the main menu MAN Man is a rational being. A person is a living being with the gift of thinking and speech, the ability to create tools and use them in the process of labor (Dictionary of S.I. Ozhegov). Yes, there are also many smart animals among them, for example, dolphins and dogs, but only humans have permanent intelligence. Thanks to this, people created a special world - they built cities, roads, factories and factories - everything that does not belong to nature). Where is the mind? Your thoughts, movements, and feelings are controlled by the brain, the most important organ of the body. In some animals, such as fish, it is no larger than a small grain. It is much greater in cats, dogs, and monkeys. In humans, this is a large and complex “apparatus” that allows us to perceive the world around us, perform movements, and retain in memory everything that we saw and did. He controls our speech, our thoughts, gives orders and controls their implementation. Each part of the brain does its own job: one part “manages” the work of the hands, another – sleep, the third – mood, the fourth – the work of thought. “Every person is complex and deep as the sea” F.M. Dostoevsky Every person is individual, unique. Each person has his own inner world, which is studied by the science of psychology. Imaginations, dreams Character Inner world of a person Knowledge, thinking Memory Feelings, perception But knowledge is not given to a person from birth. Throughout his life he learns about the world. How does a person acquire knowledge? Cognition begins with the senses. They send information about the world around them to the brain. Humans have five senses: vision, hearing, smell, taste, touch. All the senses tell us information about the world around us. This information travels through the nerves to our brain. When one sense organ is damaged, others begin to work more intensely and take over its role. For example, blind people have heightened senses of hearing and touch. The brain does a lot of work with the information it receives. He sorts it, selects what is important, stores it in memory, establishes connections between individual phenomena, draws conclusions and dictates our behavior to us, that is, he goes through certain stages of cognition. Steps of knowledge perception memory thinking imagination Task No. 1 Guess the riddles: (SENSE ORGANS) Two friends live, They look in two circles. I'm growing on your face, I can smell it a mile away. (NOSE) (MAN) One speaks, two look, two listen. If it weren't for him, I wouldn't say anything. (LANGUAGE) On Earth he is stronger than everyone, Because he is smarter than everyone else. (EYES) Task No. 2 Which sense organs perceive information in the following situations? (Connect with lines) Opening a bottle of perfume Looking out the window Listening to music Watching TV Tasting juice Touching a battery The eye is the organ of vision. The ear is the organ of hearing. The nose is the organ of smell. The tongue is an organ of taste. Skin is an organ of touch. in Task No. 3 There is a glass of tea in front of you. Which sense organs work: You were told that there is tea in a glass. It is a dark brown liquid. The glass is hot. Sweet tea. Fragrant tea. The eye is the organ of vision. The ear is the organ of hearing. The nose is the organ of smell. The tongue is an organ of taste. Skin is an organ of touch. Task No. 4 Blind people read books written in Braille font, consisting of combinations of dots. Explain what sense makes it possible for your fingers to perceive dots on the page of a book. Are your eyes tired? Then, close them, and then open them sharply. Repeat this exercise 5 times. Do you like solving crosswords? This is a very exciting activity. When completing it, your cognition goes through all the steps: Perception - you read the task. Memory - you remember whether it is familiar to you, whether you have met it before. Thinking - you begin to think, reason, using familiar, known information. Imagination - you try to imagine, correlate, you begin to think creatively. Crossword 1. These mushrooms live on trees or stumps. They live in large groups. Sometimes you can collect a whole basket from one tree or stump. 2. He was hidden deeply, one-two-three and came out. And he stands in plain sight, white, I will find you. 3. Herbaceous plant with oblong edible sour leaves. 4. Touch the trunk of this tree in the summer - it is cool even in the sun. Only one tree in the world can have this: after all, it is the only tree with white bark that does not heat up in the sun. 5. These mushrooms have caps of very different colors - blue, red, yellow, and purple, but the name is the same. 6. Even those who have never been in the forest are familiar with the smell of this plant. After all, some sweets have such a pleasant taste and smell thanks to this plant. 7. It happens that a tree is injured, the bark is torn off. The trunk under the bark of a tree is usually white, but in this tree it quickly begins to turn red. 8. A living creature with the gift of thinking and speech, the ability to create tools and use them in the process of labor. 8CH O 1 PYAT A 4B BSHCH 2 3 E O A R R V Y O E Z V L A Y K 6 M I 5 C T H A R O E J K I E 7ILVO AVEK 1. Find the extra word. 2. Find a keyword. 3. Think about the relationship between excess and keyword . You can find the answer in the next section “SOCIETY”. SOCIETY In this section you will learn about the people inhabiting planet Earth; you will understand how important it is to show friendship and respect for any nation, how important it is to treat people with care, and to remember and love your small homeland. To the main menu Society is a collection of people united by historically determined forms of joint life and activity. A person lives among his own kind, among people, in society. Being part of nature, he is also part of society. When they want to talk about all the people of our planet Earth, they say: human society or humanity. A part of society is the people to which you belong. Part of society is your school class. Part of society is your family. Family is a very important part of society; it unites people closest to each other. Every child, growing up, begins to be interested in his ancestry. So you, probably, asked your parents about your great-grandparents. Likewise, humanity as a whole constantly asks itself questions about its own ancestral roots. Our ancestors... How did people appear on Earth? Humanity has long sought to find out its origins. When scientific knowledge did not exist, people made up legends. Now there are up to 5 thousand different peoples on Earth. Peoples differ in language, culture, national character, religion, traditions, etc.) State Peoples are united into states. There are about 200 states on Earth. Every person is a citizen of some country. The state is the main political organization of society, exercising its governance and protecting its economic and social structure. What is a country? It is a territory under the authority of one government. A country can be very large or very small. Countries agree on the boundaries of their possessions, otherwise this often leads to disputes (wars). Countries whose people govern independently are called independent. But if a country is dependent on another state, then it is called a colony. Sometimes several countries unite, and then a new nation is formed, and sometimes a large country breaks up into smaller states. Why does the state need flags? Flags fly from the roofs of buildings and from the masts of ships, with clear, brightly colored patterns. The flag is a symbol of the country, as well as its regions, districts, and states. The details of the designs on the flag can tell a lot about the country and its history. The flag of Kenya features the traditional shield and spears, while the flag of Lebanon features the cedar tree, which in ancient times brought prosperity to the region. What are national anthems? These are solemn melodies. They represent the country and are performed on special occasions, such as the Olympic Games. Who runs the state? The head of state is the most important person in the country. This could be a king, queen or elected president. Parliament is the institution in which new laws are discussed and adopted. The world's oldest parliament, the Althing, is in Iceland. It was founded by Viking settlers in 930. Which country is the largest in the world? The huge Russian Federation covers an area of more than 17 million square meters. km. It stretches across 11 time zones in two parts of the world - Europe and Asia. How long does it take to cross the whole of Russia? It depends on the mode of travel. Previously, trains on the famous Trans-Siberian Railway (built in 1905) delivered passengers from the Pacific coast to Moscow in 8 days. Which state is smaller than a city? The smallest state in the world is located in Rome, the capital of Italy. It is called the Vatican City State and is the center of the Roman Catholic Church. The population of the Vatican is about 1 thousand people (almost like an average city school). What do different nations have in common? People, no matter where they live, are basically alike. They may speak their own languages and have different beliefs, wear special clothes and prefer different foods. From his parents, a person inherits dark or light skin and hair, blue or brown eyes. But at the end of the day, all people have the same needs, desires, hopes and fears. We should not waste time on discord, because we are all members of one big family. Signs of the state (country) Territory State border Capital People State language Head of state Symbols of the state (flag, coat of arms, anthem) Laws Economy Education Science Culture Determine the most numerous people Place People 5 Brazilians 149 Brazil 3 Americans 194 USA Russians 146 Russia 2 Hindus 244 India 4 Bengalis 190 India, Bangladesh 7 Japanese 126 Japan 1 Chinese 1220 China 6 Number (millions of people) Country of residence Check yourself The words are given: territory joint economy native language 1. Underline in red the words that relate to the characteristics of the state. life under one roof 2. Underline in blue the words, state borders that relate to the characteristics of the people. national costume capital national dances state language caring for each other 3. Underline in green the words that relate to the characteristics of the family. You and I don’t know where this person lives; how old is he; what nationality is he? Think about what character qualities a person living on planet Earth should have? If you find it difficult to answer yourself, we will tell you: kind, smart, brave, strong, smiling, loyal, honest, ... If people have all these qualities, then wars and quarrels will disappear on Earth. People will not suffer, hate each other, regardless of nationality and skin color. Highlight in color those qualities that, in your opinion, prevent a person from living in society and getting along with all people: Justice Egoism Idleness Mercy Talkativeness Simplicity Truthfulness Tactlessness Sincerity Respect Boastfulness Honor Conscience Greed Restraint Self-control Honesty Shyness Cruelty Courage Modesty Cunning Tactfulness Arrogance Cowardice Envy Cowardice Read once again the quality that you have chosen for yourself. I hope you left the best. And as a farewell, I would like to suggest drawing a self-portrait, “My Portrait in the Rays of the Sun.” Print out the next page and write your name in the center of the solar circle, draw your portrait or paste in your photo. Then, along the rays, write all the good things that you know about yourself, and that helps you live in peace with nature, with humanity, with yourself. If necessary, add rays. “My portrait in the rays of the sun” Remember the fairy-tale hero who was isolated from humanity, and how difficult it was for him to get used to life among people. Why should we hate each other? After all, we are all a big crew of one ship called EARTH! WORLD ROUND DANCE S.Ya. Marshak Poems for children of all nations and countries. For the Abyssinians and the English, For Spanish children and for Russians, Swedish, German, Turkish, French, Peoples whose homeland is the African coast; For the redskins of both Americas. For the yellow-skinned people who need to get up when we go to bed. For the Eskimos, who in the cold and snow climb into a fur bag for the night. For children from tropical countries, where there are countless monkeys in the trees. For children, dressed and naked, Those who live in cities or villages... Let all these noisy, playful people gather in one round dance. Let the North of the planet meet the South, the West meet the East, and the children meet each other!!!

Diagnostics and diseases. Medicines from A to Z

Lesson on the world around us on the topic “what is the world around us.” The world around us is everything that surrounds us. What is the world around us?

Ecosystem concept

The concept of society. Its structure

Economics concept

Conclusion

Books

Transcript

I. Explanatory note

II. General characteristics of the subject

III. Description of the place of the subject in the curriculum

IV. Description of value guidelines for the content of the academic subject

V. Personal, meta-subject and subject results of mastering an academic subject

1st class

2nd class

3rd-4th grades

1st class. “Me and the world around” (66 h)

2nd grade. "Our Planet Earth" (68 hours)

3rd grade. Section 1: “Inhabitants of the Earth” (34 hours)

3rd grade. Section 2: “My Fatherland” (34 hours).

4th grade. Section 1: “Man and Nature” (34 hours)

4th grade. Section 2: “Man and Humanity” (34 hours)

VII. Thematic planning and main activities of students

VIII. Material and technical support of the educational process

IX. Life safety in the course “The world around us”