Lesson summary: "Winter in the world of plants." “amazing things in the natural world in winter” “changes in plant life in winter” was carried out by a group of “researchers” - presentation Winter in the world of plants the world around us 2
home MBOU "Arsk Elementary" comprehensive school
No. 3" Public lesson
around the world
"Winter in the world of plants"
primary classes
Giniyatova G.T.
Subject
Winter in the world of plants.
Lesson Objectives
To develop knowledge about the winter period in plant life. Be able to determine different types
trees and shrubs by silhouettes, bark, fruits. Develop visual and auditory memory; observation; cognitive interest
; self-control and mutual control skills.
To instill in students a respect for nature.
Interdisciplinary connections Story, literary reading
, music, fine art.
Resources
Computer, projector, presentation, microscopes, research material.
Personal results
list ways to identify tree species in winter by silhouettes and fruits;
call winter weather phenomena and states of nature winter;
identify plants overwintering under snow. answer questions about winter changes
in plant life;
extract information from the text of the textbook about the signs by which plants can be recognized in winter;
realize the importance of showing love for winter nature.
Technological map of the lesson “Winter in the life of plants”
Lesson steps
Teacher activities
Student activities
Formed UUD
- 1. Organizational moment.
Hello guys! I am glad to see you! Take your seats, make yourself comfortable. As always, a lot of interesting things await us. So, smile at each other, let's start working.
Carry out self-assessment of readiness for the lesson. Regulatory UUD: development of motives for educational activities. Communication UUD:
planning educational cooperation with the teacher and peers. Personal UUD:
self-determination.
2. Update
- knowledge.
- Let's remember what topic we study in our lessons about the world around us? What time of year are we getting acquainted with? What is the duration of winter according to the calendar, according to the Sun and according to?
- natural characteristics
- What has changed in nature with the onset of winter? What winter phenomena
- So what caused such changes in inanimate nature? Lowering air temperatures, freezing of soil, water bodies, precipitation in the form of snow? (changes are related to the Sun, its position in the sky)
- That's right, guys. The sun does not rise so high, its rays glide across the earth and it no longer warms.
They answer the questions asked.
Determine the topic of the lesson.
development of motives for educational activities. the ability to express one’s thoughts orally with sufficient completeness and accuracy of thought.
Cognitive UUD: the ability to find an answer to a question.
Carry out self-assessment of readiness for the lesson. the ability to express one's opinion.
3. Statement of the educational task.
Do you think that with the onset of winter, changes occur only in inanimate nature? (no). And today we will talk about how changes in inanimate nature affected plant life in winter.
Determine the topic of the lesson.
They answer the question posed.
Carry out self-assessment of readiness for the lesson. the ability to express one's assumptions.
Personal UUD: the ability to recognize difficulties and the desire to overcome them
4. Solving a learning problem.
a) Introductory conversation.
b) Verbal drawing
c) Guessing trees and bushes.
d) Work according to the textbook.
And now, I invite you all to an unusual excursion to a fabulous winter forest...
(The phonogram by A. Vivaldi “Winter” sounds)
Close your eyes and imagine that you find yourself in a world of peace and special silence. This is a fabulous winter forest. Everything around is white, the trees are all covered with snow down to the smallest twig. Only in the heights do the tops of the birches turn black, their thin branches seem to be drawn in ink on the blue surface of the sky.
Sometimes the trees part, revealing cheerful sunny meadows to us. And in this clearing, a small rowan tree with an openwork crown burns merrily with its lights. In the middle of the clearing, in white sparkling clothes, stands an oak tree, huge and majestic. The trees seem to have respectfully parted to allow him to unleash his full force. Its lower branches spread out like a tent over the clearing.
The winter forest is fabulously beautiful, but it’s time for us to return. Open all your eyes.
Did you enjoy this excursion?
What feelings did you experience while walking through a fabulous winter forest?
- How did this forest appear to you? Tell us what you saw in the winter forest? What seemed unusual to you? What picture would you draw on this white piece of paper if you were an artist? Tell us.
- And this is how I imagined this one fairy forest. But I don’t understand what kind of trees grow in my forest. Help me figure it out, guys.
- By what signs did you recognize a birch tree? oak? rowan?
- I remembered too. This is maple. It can be recognized by its winged propellers. And this is an aspen, you can recognize it by its greenish trunk.
Here we looked at trees and shrubs. What other plants can be found in the forest?
- That's right, guys. Let's try to guess what we would see if we lifted the winter “down” blanket. Let's open the textbooks on p. 20 and see what plants can be found under the snow in the forest. (slide)
Yes, these are lingonberries, cranberries, hoofed mushrooms and strawberries. Why do you think these plants do not die from frost?
- Right. The snow, like a blanket, covers them and prevents them from freezing. Their root system is adapted in such a way that it is able to nourish plants even in winter. In the depths of winter you can even find berries on lingonberries and cranberries, very tasty!
Close your eyes and imagine a winter forest.
They talk about their ideas, orally draw a picture of a winter forest.
Trees are identified by their trunks and fruits.
Working with the textbook.
Carry out self-assessment of readiness for the lesson. goal setting.
Cognitive UUD: general educational - formation of a cognitive goal; search and selection of necessary information.
development of motives for educational activities.
Personal UUD:
5. Practical part.
You have microscopes on your desks. What are they used for? Right. Using a microscope, we can see objects magnified. Now let's try to see a leaf of a garden strawberry under a microscope. It is a close relative of the wild strawberry. We have already worked with microscopes and you are already familiar with the rules for handling it. There are ready-made drugs on the tables. Place them on the microscope stage and secure them with clamps. Slowly turn the large screw until a clear image of the object appears. Do this carefully so as not to crush the drug.
What did you guys see? What do you think these veins are for? Water and starch dissolved in it move along them. Where the winter is warmer, starch remains starch all winter. Where frosts are harsher, starch is replaced with sugar. In spring, you can see sugar crystals on birch leaves. We will make these observations in the spring.
Independent work with microscopes. Observations of students, answers to the question posed.
Carry out self-assessment of readiness for the lesson. ability to plan, build an algorithm of activities.
Cognitive UUD: formation of logical skills (analysis of synthesis, comparison, putting forward hypotheses and their justification).
development of motives for educational activities. development of students' attention.
6.Dynamic pause
It's good to walk through the forest!
It's good to walk through the forest!
Here tall pine,
She reaches for the sun.
(stretching - arms up)
An ancient oak tree above the clearing
He spread the branches to the sides.
(stretching - arms to the sides)
It's good to walk through the forest!
But learning is more interesting!
(children sit at their desks)
Let's squat, squat,
The legs are fully bent,
To strengthen muscles.
One two three four five! ( squats)
77.Continuation
work on
material.
- So we visited you in mixed forest, considered deciduous trees and shrubs, grasses that remain green in winter. And now Islamia invites us to coniferous forest. She loves to draw and has prepared messages for you. And her mother helped her. Now let's listen to her.
- Thank you, Islamia, for interesting story. Sit down. Let us repeat once again, how do coniferous trees differ from each other, how can they be distinguished?
In addition to coniferous trees, you can find green juniper bushes in the forest. Let's read about this shrub from the textbook. Open with. 22. (read in chain)
What have you learned about juniper? It turns out that juniper can be used in homemade pickles. But there is one more feature of this plant.
Scientists believe that the name ARCHA is based on the word “artysh” (translated into Turkic language– archa – juniper). In the vicinity of Arsk there grew a lot of juniper, which the Bulgars considered sacred. And therefore it is believed that this is one of the versions of the origin of the name Arsk.
Speech by a trained student about coniferous trees.
development of motives for educational activities. proactive cooperation in searching and selecting information, the ability to express one’s thoughts orally with sufficient completeness and accuracy of thought.
Personal UUD: formation of moral and aesthetic values.
8. Fixing the material.
Now let’s open the workbooks on p. 13 and find our topic
“Winter in the world of plants” and remember what signs
Can you identify deciduous and coniferous trees? In notebooks
Let's connect the drawings and names of the trees with lines.
Well done, you guessed all the trees correctly.
Work in workbooks.
Cognitive UUD: general educational skills:
the ability to consciously and voluntarily construct a speech statement;
logical: defining criteria for comparison.
planning educational cooperation with the teacher and peers. UUD: self-determination.
Carry out self-assessment of readiness for the lesson. control, correction.
development of motives for educational activities. interaction with a partner, proactive cooperation in searching and collecting information.
the ability to express your thoughts orally and in writing; listen and understand the speech of others.
7. Reflection.
Our lesson is coming to an end. Did you like it?
What was easy? What was difficult?
What new did you learn in the lesson? How many of you think that you have increased your knowledge about plant life in winter?
Children's answers.
Evaluating your learning activities.
development of motives for educational activities. the ability to express one’s thoughts with sufficient completeness and accuracy.
Carry out self-assessment of readiness for the lesson. self-esteem.
8. Homework.
During your walk, try to identify several trees and shrubs in winter plumage. In your workbooks, write down the name of the plants and draw the characteristics by which you identified these plants.
I, guys, want to praise you, you worked very hard today, were attentive and active, but the following guys (I name them) had especially interesting and correct answers.
I congratulate each of you, you have risen one more level of knowledge. Well done! Thank you for the lesson.
Lesson outline "Winter in the world of plants"
Class: 2Lesson type: lesson in discovering new knowledge
The purpose of the lesson: develop knowledge about the winter period in plant life
Lesson objectives:
- introduce the peculiarities of life of trees, shrubs and grasses in winter;
- develop interest in the subject the world;
- develop mental processes: voluntary attention, memory, thinking, speech;
- bring up emotional perception nature and emotional feelings, respect for nature.
Forms of work: frontal, steam room (group)
Lesson
Teacher:Hello guys! I am glad to see you!
To become nature's friend,
Find out all her secrets,
Solve all the riddles
Learn to observe
don't be lazy in class,
now sit down.
Teacher:
-Guys, solve the riddle:
Opened her snowy arms,
The trees were all dressed in dresses.
The weather is cold.
What time of year is this?
Students: This is winter
Teacher:
-How many of you know how many seasons there are in total? Name them.
Students: There are four seasons: winter, spring, summer, autumn.
Teacher:
-Well done! Now we'll play a little. I need four students to represent the seasons. Who wants to be representatives?
You will represent winter, you will represent autumn, you will represent summer, and you will represent spring.
Exercise: I have cards on my table with the names of the months, each of you represents a certain time of the year. You go to the table one by one, choose a card with the name of the month you need for your season and attach it to the board under the name of your season. And you (the rest) guys, carefully monitor the completion of the task, so that later we can check whether it was completed correctly or not. Let's start...
Students complete the task.
Teacher:
-Has everything been done correctly? (yes, no) Well done!
Teacher:
1) So, how many months do we have in a year? Tell me them.
2) How many months does winter last?
3) What changed in nature with the onset of winter?
Students answer:
1) There are 12 months in a year. January, February, ..., December.
2) winter lasts 3 months.
3) It snowed, it got colder, the trees lost their leaves, etc.
Teacher:
-Now, take the short text “Phenomena” inanimate nature in winter." Read and underline: what phenomena in inanimate nature can only be observed in winter?
text
"Phenomena of inanimate nature in winter"
Read the text and highlight the winter phenomena of inanimate nature.
It's cold outside. There were thaws at the beginning of December. The wind is blowing now. It's icy outside. When will it snow? I really love snow. Yesterday I saw frost on the trees. If only there wasn't a snowstorm.
Students complete the task.
Teacher:
What winter phenomena did you find in the text?
Students: snowfall, blizzard, frost, ice, thaw, snow.
Teacher:
-You did a good job, now guess the following riddle:
Breathes, grows,
But he can’t walk.
Students: Plant
Teacher:
1) How have deciduous trees changed in winter compared to autumn?
2) -What do they look like in winter? conifers?(
3) -Have you guessed what our lesson will be devoted to?
Students:
1) Dropped the leaves
2) Spruce, pine - green, larch - without needles
3) Today in the lesson we will talk about how plants overwinter and our topic: Winter IN THE WORLD OF PLANTS
Teacher:
Now take the text “About trees in winter.” Read the story carefully and highlight what helps trees survive in winter.
text
Trees, having gathered strength over the summer, stop eating and growing by winter and fall into deep sleep.
Trees shed them, refuse them, in order to retain the warmth necessary for life. And the leaves dropped from the branches and rotting on the ground provide warmth and protect the roots of the trees from freezing.
Moreover, every tree has a shell that protects the plants from frost.
This is the bark. The bark does not allow water or air to pass through. How older tree, the thicker its bark. This is why old trees tolerate cold better than young trees.
But the best protection against frost is a blanket of snow. In snowy winters, the snow covers the forest like a duvet, and then the forest is not afraid of any cold.
Teacher:
-What helps a tree survive cold winter? How does bark help snow survive?
You did a great job, well done!
Teacher:
-Now let’s work in groups: 1=1,2=2,3=3. You have a colored card on your desk, with a task written on it. Look at the pictures and answer the questions in the task. Work in pairs with your deskmate, discuss, interact with each other, or use a textbook. I'll give you 5-6 minutes, then we'll start checking your answers. We talk in a low voice.
(the first row compares birch and aspen, maple and rowan; the second row tells about conifers and their cones; the third row talks about the wintering of lingonberries, cranberries, strawberries)
Example card
Exercise:
What do birch and aspen look like in winter? How to recognize them in winter?
Students complete the task.
Teacher:
-Time's up, now let's listen to the groups' answers to questions asked. Listen carefully, at the end of the lesson we will do a short test.
Students respond to the assignment cards.
The teacher conducts a physical education lesson.
Teacher:
We rested, rested and returned to work again.
Guys, do you think the plants you learned about in class today can feed animals in winter?
The students answer.
Teacher:
Let's play the game "Who eats what in winter"
On the board in one column are images of animals and birds, in the other - their food in winter.
You need to connect with arrows: who eats what in winter. We raise our hand if someone has already guessed who to connect with what.
example
Students go to the board and connect the animal with the food.
Now take the test that is on your desk. I will give you five minutes to review and complete the assignments. We carry out tasks independently, without consulting anyone.
Test
1. Underline deciduous trees with one line, coniferous trees with two.
Birch, spruce, Rowan, pine, larch, maple, aspen.
2.What helps herbaceous plants survive in winter?
(circle your answer)
A) black ice
B) snow
B) blizzard
3. Connect with arrows the name of the bird and its food in winter?
a) Bullfinch b) omnivore
B) Raven c) seeds of coniferous trees
B) Crossbill a) various seeds, berries, buds
4.Choose the correct answer and continue the statement “The spruce tree has a cone...”
(circle your answer)
A) elongated, oval-shaped
B) small, round in shape
B) large, round in shape
5. Guess the riddle
(write the answer under the riddle)
What kind of stars are these?
On the coat and on the scarf -
All through, cut-out,
Will you take it - water in your hand? (snowflake)
Teacher:
Time is over. Swap the test with your deskmate. I read the question, you name the answer.
The students check the tests together with the teacher.
Teacher:
Well done. Plant life does not stop in winter, it only slows down. Animals in winter need the help of plants, so you should not break branches or pick seeds from trees for fun. You can feed the birds with bread in winter, and they will delight you with their sonorous singing.
- Our lesson is coming to an end. Did you like it?
-Which task did you like the most?
-How many of you think that you have expanded your knowledge about plant life in winter?
There are two stars on your desks.
Evaluate your work in the lesson as a whole. Red - you did a good job and you liked it. Green - you tried to work, but sometimes it was a little difficult for you, but in the future you will try.
Thanks for the lesson, goodbye!
Every season is wonderful in its own way. The weather outside the window has big influence to all living things that surround us. Therefore, winter and spring, summer and autumn play a big role in the life of plants.
Spring
Plants blooming in spring
In spring, the days become longer and the sun's rays become warmer. It is during this period that absolutely all plants begin to grow, bud and reach for sunlight. In order for plant growth to be progressive, frequent and abundant moisture is necessary, especially if the soil was not covered with snow.
The very first spring flowers are small-bulbous, for example, galanthus, dwarf irises, crocuses, chionodoxes and pushkinias.
And in April, daffodils, botanical tulips, hyacinths, as well as Siberian blueberries and imperial hazel grouse begin to bloom.
Closer to May, beautiful perennials bloom: primroses, oak and buttercup scillas, forest corydalis and sugar lungworts.
The life of the bushes is also restored in the spring. The earliest are: wolf's bast, forsythia, red elderberry and Japanese spirea. Towards mid-spring, Japanese quince, holly mahonia, steppe almond and three-lobed Louiseania begin to bloom.
May is the most colorful month in the life of plants. Bulbs begin to bloom - tulips, daffodils, mouse hyacinth muscari. Decorative onions and giant onions amaze with their beauty.
Also representatives of spring flowering are forget-me-nots, daisies, and violas. And closer to summer, the following come into their own: bergenia, snow-white lily of the valley, brunnera, dicentra and doronicum.
Of course, it is worth noting the trees that bloom in spring - apricot, apple, pear, cherry, plum and many others.
Summer
Plant life in summer
Summer is the peak of life for almost all plants. Warm weather, long sunny days and hydration contribute not only to favorable growth, but also to the ability to accumulate nutrients in order to survive the winter.
Already in the summer, tulips, camellias, cyclamens, hyacinths and daffodils begin to prepare for the next flowering, gaining strength and energy in summer time.
This time of year is the flowering period for many varieties: cleome spiny, roses, evergreen begonia, nasturtium, gazania, snapdragons, marigolds and petunias. They delight with their colors and aroma: mignonette, resin, mattiola, clarkia, gatsania and many other flowers.
The shrubs that bloom in summer are very beautiful - buddleia, jasmine, spray rose, small hydrangea, rhododendron and spirea. Careopteris, calicanthus, oleander, cinquefoil, cistus, mackerel and clethra - all these shrubs bloom in the warm summer.
At the beginning of summer, cornflowers, bluebells, and daisies grow and bloom in the meadows, and raspberries appear on the forest edges. Jugs can be seen on ponds. Strawberry fruits begin to ripen and the first mushrooms appear.
In mid-summer, the air is saturated with the scent of linden blossoms. And cherries, raspberries, blueberries, currants and gooseberries are covered with numerous fruits.
Autumn
Changes in plant life in autumn
For almost all plants, autumn is a period of calm or the end of the life cycle. Sunny days becomes less and less, and the air temperature gradually decreases. Annual plants such as peas, cauliflower, dill and others finish their growth and dry out. The same thing happens with annual flowers - calendula, ranunculus, flax, forget-me-nots and others.
In autumn, the leaves of birch become light yellow, those of rowan - crimson-red, those of aspen - orange, and those of alder - dull green. Most trees shed their colorful leaves.
The color of herbs also acquires a special pigment. Blueberries and blueberries turn purple, and blueberries turn bright yellow.
Leaf fall is an integral and not unimportant part of plant life. The cover formed by fallen leaves protects trees from winter frosts and saturates the roots with useful substances.
Not all trees shed their leaves; for example, pine, spruce and juniper are evergreen species. Also, during the cold season, the following plants remain green: heather, wild rosemary, cranberries, lingonberries and other plants.
Trees prepare for winter by producing protective substances on their branches - leathery scales, hair and resinous, waxy substances.
Survive the winter and get started life cycle In spring, lingonberries, wild rosemary, dandelion, daisy, celandine, lungwort, and plantain are capable of growing. Coltsfoot is preserved in the form of bulbs. And in the form of seeds, woodlice, jarutka, shepherd's purse, quinoa and stinging nettle remain.
Winter
How do plants live in winter?
Winter is the most difficult period in the life of plants. In autumn, preparations for cold weather, winds and snow occur, changing chemical composition trees and shrubs. Fallen leaves protect the roots from frost and supply the plants with nutrients.
Annual plants do not survive until winter, but perennial plants have time to prepare. The snow cover becomes a kind of blanket for them, capable of retaining heat and maintaining moisture levels.
Plants that have shed their leaves fall into hibernation. And evergreen species: fir, spruce, pine, juniper, cedar - do not fall asleep, but live due to the fact that their needles contain a sufficient amount of moisture and minerals. This allows them to survive the most severe frosts.
Let's remember
- How have deciduous trees and shrubs changed compared to autumn?
- What do conifers look like in winter?
- Have you seen plants that winter green under the snow?
Without leaves, all trees and shrubs appear similar. But this is only at first glance. Plants have special “calling cards” that make them easy to recognize.
We recognize birch and aspen by the color of their bark. In birch it is white, in aspen it is greenish.
Some trees and shrubs retain dry leaves in winter. There are especially many of them on oak.
Often " business cards"The fruits are served. For example, red clusters of rowan fruits. There were also fruits left on maple, linden, ash, and elm. During the winter they gradually crumble and are carried by the wind.
The pine and spruce trees that stand green are amazingly beautiful in the snowy forest. But the larch waits for spring without its fluffy needles.
Coniferous trees can also be distinguished by their cones. The seeds are hidden under the scales of the cones. At the end of winter, the scales of the cones open and the seeds spill out.
The coniferous shrub juniper cannot be confused with anything in the winter forest.
Not only coniferous plants, but also some herbs remain green for the winter. For example, strawberries, coffin. The snow, like a blanket, covers them and prevents them from freezing.
Small shrubs - lingonberries and cranberries - also overwinter green under the snow. In the middle of winter you can even find berries on them, very tasty!
Let's find out more
Juniper
This is how the wonderful Russian writer Ivan Sergeevich Sokolov-Mikitov spoke about juniper.
The green juniper bushes are beautiful, smelling pleasantly of resin. Juniper grows along the edges of forests and on the slopes of deep ravines.
Where juniper grows, black grouse usually stay in winter. They feed on the resinous, fragrant “berries” of juniper, hanging on its branches all winter. From bush to bush on the pure white snow, cross-shaped grouse tracks intertwine in an intricate pattern.
In winter, when deep, light snow falls, hares often lie down for the day under the juniper bushes.
In the villages, juniper branches float tubs in which cucumbers are pickled and apples are soaked for the winter. The smell of juniper gives a particularly pleasant taste to homemade pickles.
Let's open the atlas-determinant
- Try to identify trees by their silhouettes. Use the atlas-determinant “From Earth to Sky.” Test yourself on the “Pages of the Smart Owl” (6).
Let's think!
- How do the plants you learned about in class feed animals in winter?
Let's check ourselves
- By what signs can you recognize birch and aspen in winter?
- Which plants are easy to recognize in winter by their fruits?
- How to distinguish coniferous plants in winter?
- What plants winter under the snow green? Why don't they freeze?
Let's conclude
In winter, trees and shrubs can be identified by the color of their bark, dry leaves on the branches, fruits, and also by their general silhouette. Some plants overwinter green under the snow.
Lesson objectives: consolidate children's knowledge about winter weather events and the state of nature in winter, obtained from previous lessons and excursions; repeat methods of identifying trees by their trunks and fruits; instill a love for winter nature.
Planned results: remember ways to identify tree species in winter by silhouettes and fruits.
During the classes
1. Org. class
2. Introductory conversation
In opening remarks the teacher reminds the children that they saw a lot of paintings on the excursion winter nature in the park and asks:
– What does the forest look like after a snowfall? In what reproductions or photographs do we see this? (Draws the children’s attention to previously hung reproductions of paintings and photographs with views of winter nature. Children answer.) What mood do the images evoke? snowy forest? (Children's answers.)
– Indeed, like in a fairy tale, like in a dream: quiet, calm. Russian poets were very fond of singing such pictures of nature.
Bent over like an old lady
Leaned on a stick
And above the very top of your head
A woodpecker is hitting a branch. S. Yesenin
– What words do poets use when depicting the fabulousness of the forest after a snowfall? (Bewitched, enchanted, dream-tale, magical, chained, dozing, enchanted, etc.) You see, even the words chosen by the poets are “fairy-tale.”
3. Working on the topic
The excursion material is repeated.
Discrimination deciduous trees their fruits are best carried out during task No. 1 on p. 12 workbook. Under the guidance of the teacher, children determine which tree the fruit belongs to, connect the pictures of the fruit with the names of the trees, and answer the question of what allows them to spread with the help of the wind.
– Do you know why coniferous trees remain green? This happens because the resin prevents the tree trunks from freezing, and the juices are retained in them.
During the excursion, we not only looked, but also smelled the branches of the trees, trying to feel the smells of the winter forest. Do you like the smell of Christmas trees? What does she smell like? (New Year's holiday.) What mood does this smell create? Have you ever heard of phytoncides? It turns out that all plants secrete special substances - phytoncides, which have a detrimental effect on pathogenic microbes. These are deadly poisons for microbes, but beneficial for humans. Champions in the release of phytoncides are coniferous trees. One hectare of coniferous trees releases 5 kg of phytoncides per day. The air of coniferous forests is useful for all people to breathe, but this air is especially useful for people with respiratory diseases.”
The teacher continues: “Remember how we distinguished spruce from pine. Why are cedar needles interesting? what about larch needles? and what about fir needles?
It is advisable to distinguish coniferous trees by their cones when completing task No. 2 on p. 12 workbooks. Children match the pictures of cones with the names of the trees and answer the question of how the seeds of coniferous trees spread.
The study of the material ends with the children’s answer to the question of which herbs and shrubs remain green under the snow.
4. Reflection Summarize the questions “Let's test ourselves” and read the conclusion on p. 23.
5. Homework : theoretical material on p. 20-22 textbooks, tasks No. 3 and No. 4 on p. 13 workbooks; answer the question in the “Let’s think!” section us. 23 textbooks.
The world
Lesson 35. WINTER HOLIDAYS
Lesson objectives: introduce children to the common and different features of the Christmas holiday in Western countries and in Russia (past and present); introduce the origins and features of the winter New Year holiday; consolidate the concept of the existence of two types of calendar - civil and Orthodox, which differ from each other by 13 days; about the following winter holidays Orthodox calendar and the modern civil calendar (first the Christmas holiday, then - New Year); about the custom of decorating a Christmas tree and leaving it until the New Year.
Planned results: know the features folk customs Christmas holiday in Western countries and Russia; understand that the custom of decorating a spruce arose as a custom of the Christmas holiday, and then became established as a New Year’s custom; be able to disassemble the diagram for making a Christmas tree toy and make it with your own hands.
During the classes
1. Org. class
2. Introductory conversation
- Guys, now I’ll read you a poem, and you guess what holiday the poet Sergei Kozlov is talking to us about.
The sun is freezing in the window.
Knock-Knock!
Sign in!
She came to me covered in snow.
Immediately the house became crowded,
Creepy, funny, wonderful -
It's like the whole huge forest
Climbed through the window!
– Which of you can name this holiday? It is important to draw children’s attention to the fact that this is the date of the New Year according to the modern civil calendar, which is used by people in many countries of the world, including Russia.
3. Working on the topic
Next, the teacher invites the children to learn the story of when they started celebrating the New Year in winter in Russia. Students take turns reading the texts “Winter New Year” and “Old New Year” on p. 26-27 textbook.
– Who established the celebration of the New Year in Russia in winter? Let's find out more about this person on the “Pages of the Smart Owl” (p. 122 of the textbook). While I read, look closely at the portrait on p. 26 of the textbook and try to remember what Tsar Peter Alekseevich looked like. You will often encounter images of Tsar Peter I while studying at school. (Teacher reads curriculum vitae about Peter I.) And now the next question: what is the old New Year? (If necessary, the teacher reads the passage again and repeats the question.) Old New Year is the time of celebration of the New Year established by Peter I, according to the Orthodox calendar, which is 13 days behind the modern civil calendar. Please note that during the time of Peter I the whole country lived according to the Orthodox calendar, but there was no new calendar in Russia yet.
Look, next to the portrait of Peter I in the textbook there is a reproduction of Boris Mikhailovich Kustodiev’s painting “Christmas Tree Market”. Who will answer when and how the Christmas tree trades (bazaars) began? Look at the picture. What is her mood? What helped the artist convey the anticipation of the holiday in the painting? (Warm colors, image of cheerful bustle, crowds.) Try to imagine yourself as buyers at this auction. Which Christmas tree would you choose for the holiday? The painting shows frosty winter. But can’t we say that the picture seems to warm us? (You can.) Why? How was the artist able to achieve this? Is it possible to compare this picture with the works folk art: toys, scarves, paintings, lace, gingerbread? What are the similarities? I wonder what kind of character a person who created such a festive, warm, joyful picture should have... Let's listen to what the Smart Owl is in a hurry to tell us about this.
The teacher reads the text about B.M. Kustodiev on “Pages of the Smart Owl” (pp. 122-123 of the textbook) and, together with the children, draws a conclusion about the bright talent of the artist, who presented a joyful picture of anticipation for the winter holiday beloved by children and adults. Students complete task No. 3 on p. 15 workbook to mentally decorate the spruce chosen at the Christmas tree sale with antique toys.
Then the teacher invites the children to reveal the secret of the origin of the modern custom of decorating on New Year's celebration spruce with toys and says: “New Year is not the only and, one might say, not the main holiday of mid-winter. What other wonderful, good holiday do people celebrate with garlands of lights, decorated Christmas trees, and Christmas tree decorations? Of course, it's Christmas! What word do you think the name of this bright holiday comes from? From the word "birth". The lights of Christmas trees and the sparkling toys on spruce branches have long welcomed the birthday of Jesus Christ, a holiday for all children and their parents, a family holiday, because the birth of every child is a holiday, joy and a great miracle. With the birth of every child, hope and love come into the world! The wife of Peter I, Tsarina Catherine (German by birth), for her children in royal family just decorated the fir tree for the holiday of the Nativity of Christ, observing the customs of her historical homeland. Gradually, all people in our country began to adopt this custom. So this custom became stronger in Russia. The Christmas tree was left in the house until the New Year, so after a while the image coniferous tree, decorated with toys, nuts, and candies, was firmly connected with the New Year holiday.”
– Christmas is celebrated in Western countries and Russia in different time, since in the West it is celebrated according to the new civil calendar, and in Russia - according to the Orthodox calendar. You may already know this from your own family experience or from December television programs. Now listen to what the textbook says about the Christmas holiday. Be careful: you will have questions about what you are about to hear.
The teacher reads an excerpt from the text about how and when Christmas is celebrated in Western countries (p. 24 of the textbook) and asks questions:
– When abroad, in countries Western Europe, celebrate Christmas? What words did you find incomprehensible in the story about European holiday traditions? Try to explain for yourself what the word “den” means, and then we will ask the Smart Owl to give us an explanation.
The teacher listens to the children’s reasoning, then supplements them by reading the text about the Christmas nativity scene on the “Pages of the Smart Owl” (pp. 121-122 of the textbook) and with his own comments: –– – Let’s take a closer look at the figures of the nativity scene. Look at the Virgin Mary. What can you say about her? She is happy, full of love, tenderness for the newborn, as they used to say - tenderness. And Elder Joseph? In his figure, the master managed to combine masculine restraint with deep admiration for the Mother and Child. What could you say about the Magi? Try to describe their experiences and mood before the nursery. In the old days they said - reverence. And you find modern, familiar words.
Continuing the conversation on the topic of the lesson, the teacher says: “Now let’s go back to Russia. We celebrate Christmas in the new style on January 7, just New Year holidays. Is this before or after the New Year's celebration? (This is after the New Year according to the civil calendar, but before the old New Year according to the Orthodox calendar.) Who can mark the Nativity of Christ on the calendar with a sticker? In which calendar should this be done: the outgoing or next year? Why? (In the calendar of the next year, because Christmas according to the Orthodox calendar comes after the celebration of the New Year in the general civil calendar, in the current year.)
Now we will talk about some ancient peasant traditions of celebrating the Nativity of Christ in Rus', even before the customs that came to our country with Queen Catherine. First, we’ll read the text of the textbook, and then we’ll try to act out what it says.” The teacher reads the story “Christmas holiday in Russia” on p. 25 textbook. Next, students are selected from those who wish to play the roles of hosts and carolers. A caroling scene is performed under the guidance of the teacher. Then the children split into pairs and complete task No. 1 on p. 14 workbook. The carolers, and then all the children, receive candy or any other small gifts from the Boy and Girl dolls.
Teacher: “Unfortunately, the tradition of caroling and many other good, cheerful holiday traditions are not always present in life modern families. Unfortunately, because traditions and customs make one holiday different from another, color the days of the year with new, bright colors, and help us remember the holiday. But every family has its own traditions of celebrating the winter holidays of the New Year and the Nativity of Christ. Tell us about how it is customary to celebrate these holidays in your family. Like in this academic year will you celebrate the winter holidays? What gifts will you prepare for each other? What costumes will you make for yourself?”
4. Reflection
At the end of the lesson, the teacher reports: “The lesson on winter holidays. What's the most important thing you learned? Try to draw conclusions, each for himself. What did anyone find important, interesting, what surprised, pleased? Maybe someone didn’t understand something?” The teacher gives the children the opportunity to speak, and then reads out the conclusion on p. 27 textbooks.
5. Homework:
theoretical material on p. 24-27 of the textbook, tasks No. 2 and No. 4 on p. 14-15 workbook.
The world