Winter in the world of plants. Plants at different times of the year The world around us Winter in the world of plants

home

“Inanimate nature in winter” - Inanimate nature in winter. 2. January is “jelly”. -The coldest time of the year. -The sun occupies the lowest position in the sky in winter. -Short days and long nights are established. -The soil and water bodies freeze. - Frosts are coming. -The earth is covered with snow. Frost. December January February. 1. Thaw 2. Ice 3. Snowfall 4. Blizzard 5. Frost.

“Changes in nature in winter” - Bear. Inanimate nature. Winter in the life of plants. Crossbill is a friend of spruce. Squirrel. There is snow on the fields, ice on the rivers, a blizzard is blowing. Winter. What could happen to forest animals if people cut down spruce trees. The hut is new, a dining room for everyone, inviting them to have dinner and taste the crumbs. How trees, shrubs and grasses overwinter. “Journey to the Winter Forest” - Winter sings and sounds. Learn from them - from the oak, from the birch. Write down a sentence about a hare. I'm going. Quiet. Ringing sounds are heard. Bewitched by the enchantress in winter, the forest stands still. Whose traces are these? A wonderful picture, how dear you are to me. Write down a sentence about a squirrel. Journey. It is not the wind that rages over the forest. White snow fluffy. Trip to.

winter forest

“Winter Forest” - They go on their own! Winter sings and calls, The shaggy forest lulls with the ringing of the pine forest. Fox. Physical education minute. Hands are bitches. What do animals do in winter? Find out the tree. Take care of your nose in the deep frost! Conversation about the winter forest. What kind of animal? Open everything, don’t hide it: you can see that we are our own! A lesson to familiarize yourself with the outside world. A sleigh rides through mountains and forests - miracles! “Winter Nature” - Along the trunk. They shed their leaves, turn yellow and go green under the snow. Grass bushes. How do trees winter? Conifers. Animal nutrition in winter. How do bears, squirrels, wolves, foxes and hedgehogs winter? How do birds winter?. Winter months: Academic subjects The world . House No. 3 - animals looking for food. Internet, printed publications

, a multimedia application.

“Nature in winter” - How does the length of the day change? On a visit to winter. Inanimate nature in winter. Answer the questions: What is crust? How does the temperature change? Topic: Visiting winter. Why is the snow loose? What are snowflakes made of? What does the sky look like? Shop school farm construction airport hospital. Winter. Doctor Salesman Pilot Teacher Milkmaid Crane Operator.

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Plants in winter Shakurova Fanisa Tagirovna, teacher primary classes MBOU "Aktanysh Secondary School No. 1", Aktanysh, Republic of Tatarstan

Hello!

Freeze-up

Snow cover

Snowflakes

frost

Frost patterns

R E B E L I P A S O S N A T S I L V E N N I C L E S H I N A S I N O A A I N A L A M YA A N I K A L M E Z Z

Plants in winter

Winter forest

Shrubs

Thank you for your attention!

Preview:

Lesson topic: "Winter in the world of plants."

Lesson type: a lesson in discovering new knowledge.

The purpose of the lesson: to form knowledge about the winter period in the life of plants.

Lesson objectives:

Form universal learning activities students;

Introduce the peculiarities of life of trees, shrubs and grasses in winter;

Develop students' speech;
- develop mental processes: voluntary attention, memory, imagination;

Form positive motivation for learning;

Develop personal qualities: tolerance, mutual assistance, friendliness, observation;

Develop interest in the subject of the world around us;

Bring up emotional perception nature and emotional feelings, respect for nature.

Teaching methods:reproductive, problematic, programmed.

Forms of organization cognitive activity: frontal, individual, group.

Means of education:textbook “The world around us” by Pleshakov A.A., crossword puzzle, phonogram “January” by P. Tchaikovsky, multimedia projector, presentation, herbarium, samples of winter tree branches, subject pictures, tree cuts, cards of 3 types, knowledge ladder.

During the classes:

1.Self-determination for activity.

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.

2. Updating knowledge and recording difficulties in activities.

Teacher. Let's remember what topic we study in our lessons about the world around us?

Children. Winter changes in nature.

Teacher. What is the duration of winter according to the calendar, according to the Sun and according to natural signs?

Students. According to the calendar, there are 3 months: December, January and February.

According to the Sun, or astronomical winter, also lasts 3 months: from winter solstice(December 22), when the shortest day and the most long night until the day spring equinox(March 21), when day and night are the same.

Meteorological winter continues from the drop in the average daily surface air temperature below 0 to its rise above 0. In some years, winter in our latitudes lasts about 4 months, and in northern latitudes it lasts even longer, up to 6 months.

Teacher. What winter phenomena occur in inanimate nature?

Students. The air temperature changes, it has become below 0.

The soil is frozen.

The nights have become longer. *slide with a picture of winter nature

Teacher. What is the name of the winter phenomenon that you see on the screen? *slide “Freeze-up”

Students. Freeze-up is the phenomenon of freezing water bodies with ice.

Teacher. What winter phenomenon is on the next slide?

*slide “Snow cover”

Students. Snow cover. This is a non-melting layer of snow. It is not always the same: sometimes deep, fluffy, sometimes compacted, covered with a crust of ice (infusion).

Teacher. What happens to the first snow?

Students. Most often the first snow melts. Winter with deep fluffy snow comes later.

Teacher. What is snowfall?

Students. The phenomenon of many snowflakes falling to the ground.

*slides “Snowflakes”

Teacher. How are snowflakes formed? How do they look? What shape do they have?

Students. In nature, water vapor rises high with air currents, where it enters cold layers of air. There it turns into tiny ice crystals. The crystals are connected to each other. Snowflakes are six-rayed, symmetrical, of different shapes.

*slides “Snowflakes”

Teacher. When do we see snowfall in the form of snow flakes?

Students. When it is not very frosty, snowflakes stick together and form snow flakes.

Teacher. And when does it snow in the form of snow pellets?

Students. If it's frosty and windy strong wind, he breaks off thin

The rays of snowflakes form snow pellets.

Teacher. When does frost appear? *slide “Rime”

Students. On a frosty day, if a humid wind blows, you can observe this beautiful phenomenon. Tiny ice crystals appear on tree branches and other objects. Which were formed from water vapor.

Teacher. Where can you observe frosty patterns?

*slides “Frosty patterns”

Students. They can be seen on glass in vehicles and in homes. These intricate patterns are created by water vapor.

Teacher. What do frosty patterns resemble?

Students. They remind fairy forest, plants.

Teacher. So what caused such changes in inanimate nature? Lowering air temperatures, freezing of soil, water bodies, precipitation in the form of snow?

Students. The changes are associated with the Sun and its position in the sky.

3. Statement of the educational task.

Teacher. Guys, tell me, do phenomena occurring in inanimate nature affect living nature?

Students' answers.

Teacher. Now we will solve a crossword puzzle where the topic of the lesson is encrypted

* slide

I show the herbarium and ask riddles.

1.Green, not meadow,

White, not snow,

Curly, not a head(birch)

2. Which tree is rich in honey?(Linden)

3. My needles are longer than those of a Christmas tree,

I grow in height very straight.

If I'm not on the edge,

Branches only at the top(pine)

4. A relative has a Christmas tree B E R E Z A

Non-prickly needles. L I P A

But unlike the Christmas tree, C O S N A

Those needles are falling(larch) L I S T V E N N ITS A

LESCH INA

5. It grows very thickly, O S I ON

It blooms unnoticed, M A L I N A

And when summer passes, Z E M L I N I K A

We eat his candy

Not in a piece of paper, but in a shell -

Take care of your teeth, kids!(hazel)

6. What kind of tree stands

There is no wind, but the leaf is shaking?(aspen)

7. Red beads hang

They are looking at us from the bushes.

Love these beads very much

Children, birds and bears.(raspberries)

8. I am a drop of summer on a thin leg.

They weave boxes and baskets out of me.

He who loves me is glad to bow,

And my native land gave me a name(strawberry)

Teacher. Yes, we will talk about plants in the winter season.

*slide “Plants in winter”

Music by P. Tchaikovsky “January” sounds.

*slide with a picture of a winter forest

Teacher. Enchantress in winter

Bewitched, the forest stands -

And under the snow fringe,

motionless, mute

He shines with a wonderful life.

Guys, the music of the Russian composer P. Tchaikovsky was played. Now let's admire the wonderful winter landscape and take a walk in the winter forest.

4. Physical exercise.

Teacher. *music, slide

Let's remember what types of plants we know.

Students. The crossword puzzle will help you remember.

trees shrubs herbaceous

Birch hazel strawberry

Linden raspberry

Larch

Pine

Aspen

Teacher. 5. Constructing a project to get out of the difficulty.

So, how do plants overwinter? Read the questions posed by the author of the textbook. Questions.

- What happened to herbaceous plants and shrubs before the onset of winter?

What shrubs overwinter under the snow without shedding their leaves?

Teacher. What do people do to preserve winter crops?

You can answer the questions based on your own observations.

Teacher. Students answer based on their own experiences and observations.

Teacher. Lack of knowledge. Where can we find answers to questions?

Students. What did you learn? What plants are we talking about?

Teacher. We are talking about herbaceous plants and shrubs.

Students. How do herbaceous plants overwinter? They die, leaving seeds under the snow if they are annual plants. In perennial herbaceous plants

Teacher. Bulbs and rhizomes are preserved in the soil.

Students. What happens to the bushes?

They shed their leaves in the fall, but the leaves of evergreen shrubs (cranberries, lingonberries) do not change color and do not fall off. These are evergreen plants.

Teacher. These shrubs retain berries on their branches, which become sweeter from frost. And birds and animals find delicious berries under the snow.

Teacher. So what is the significance of snow cover for plants?

Students. Snow cover helps plants survive harsh winter, covers them like a warm blanket.

Teacher. What do people do to preserve winter crops?

Students find the answer:Special barriers are placed in the fields to prevent the wind from sweeping away the snow cover.

Teacher. Now let's move on to the question of how trees winter? In summer you recognize trees well by their leaves. And in winter? Based on my own experience and observations.

Students give answers.

Teacher. You will learn more from the textbook - our guide.

*slide “Birch”. Herbarium.

Teacher. What kind of tree is this?

Students answer and, with the help of the teacher, describe character traits tree.

The easiest way to recognize a birch is by its white bark. Large branches extend from the trunk at an acute angle, and young branches hang down. The buds are small, there are earrings.

*slide “Chestnut”. Herbarium.

The branches are thick, with large shiny buds.

*slide “Oak”. Herbarium.

Powerful branches form a rounded crown. The bark is dark brown in deep furrows.

*slide “Willow”. Herbarium.

The willow has light yellow bark and thin branches reaching down to the ground.

*slide “Rowan”. Herbarium.

Easily recognized by its fruits and smooth brown trunk. If there are no fruits, birds eat them and the stalks remain on the branches.

*slide “Lime tree”. Herbarium.

It can also be easily recognized by the dark dense bark, which has small cracks, and fruits and nuts with flying leaves can hang on the branches.

*slide “Topol”. Herbarium.

The poplar has a light trunk and sticky buds. The poplar genus has about 110 species. We have 16 species growing in Russia.

*slide “Maple”. Herbarium.

The tree can be easily recognized by its helicopter seeds. There are even more types of maple - about 150 species.

Teacher. What is the trunk of any tree covered with?

Students. The trunk of any tree is covered with bark. These are dead plant cells, water and nutrients no longer flow through them.

Teacher. What is the function of the cortex?

Students. The bark has a protective function.

Teacher. Thaws in winter are dangerous for trees, when the snow on the tree melts and cracks in the bark fill with water. If the thaw is followed by frost, the water will freeze. Destroys the bark. Deep frost cracks appear on it. To avoid damage to the bark, trunks fruit trees whitewashed. White color reflects the sun's rays and the upper layers heat up slightly.

*slide “Whitewashing trunks and throwing snow on a tree trunk”

Teacher. How do trees grow? Based on your own experience, tell me what time of year is most favorable for tree growth?

The students answer.

Teacher. Does tree growth depend on air temperature and moisture, on soil fertility?

Students. It does not grow in winter, the soil is frozen, there is little heat.

Students read a textbook article about the growth of trees.

Teacher. So, which months do trees grow the fastest?

Students' answers.

Teacher. And when are trees in a state of deep dormancy?

Students' answers.

*slide – in winter

Teacher. All plants live according to their own clock. Pine, for example, wakes up in early March, no matter what the weather is. At what time of day do trees grow faster?

Students. Morning and evening, and at night they rest.

Teacher. And just like a person has a passport, a tree also has a natural passport, which indicates its age. How to find out the age of a tree?

Students express their guesses.

Teacher. More precisely, you will learn from the textbook.

Teacher. So how do you determine the age of a tree?

Students. By tree rings.

6.Primary consolidation.

Work in groups (4 people each)

Teacher. Join groups. On each group's desk there was a cut tree. Determine its age by its growth rings.

Teacher. What can tree rings tell you?

Students. Tree rings can tell a lot: about the climate, about living conditions, whether he had enough nutrients and water, whether it grew in a clearing or in dense forest. If the growth ring is wide and even, we can say that the year was favorable and the tree grew open place. If the tree grew in a clearing, the growth will be narrower on the northern side, and wider on the southern side.

* drawing on the board

7.Independent work with self-test according to the standard.

Working with test cards.

Teacher. Now we are working with test cards. Read the questions and mark the correct answers.

Self-test. Children compare the result with the standard.

8. Reflection of activity.

Did you like the lesson?

What was easy? What was difficult?

How many of you think that you have increased your knowledge about plant life in winter?

Which of you can tell something interesting from the lesson material at home?

And I, guys, want to praise you and say thank you, but the following guys (I name them) had especially interesting and correct answers.

Draw a ladder of knowledge. Where will you place yourself in this lesson?

Information about homework.*slide with recording house. tasks

Appendix: presentation “Winter changes in nature”

Lesson outline "Winter in the world of plants"

Class: 2
Lesson 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 of the world around us;
- develop mental processes: voluntary attention, memory, thinking, speech;
- cultivate an emotional perception of nature and emotional feelings, careful attitude towards 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 be observed only 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 coniferous plants look like in winter?(
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, by winter stop feeding and growing 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 coniferous trees and their cones; the third row tells 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 answer the card assignment.

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 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.

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!