Okr mir slave tetr pleshakov novitskaya. Nature reserves and national parks of Russia

If you have already completed the first part,

By tradition, we continue to publish a series of high-quality ready-made homework assignments for the Perspective program. This time in the field of view there will be a student on the subject of the world around him for grade 4. Answers to the 5th edition. The authors of the textbook and workbook are Pleshakov and Novitskaya. Workbook for 2017.

The world around us is the lesson where there is a place for creativity, where the child needs to find a lot of material himself in books and other additional sources, and this, as a rule, takes a lot of time, and it takes a whole day to prepare for the lesson. That is why we have prepared homework for you. Now it will be much easier to do the lessons, because all the answers on our 7guru website are collected on one page and you don't need to go through a bunch of sites to find the answers you need to the assignments.

Our GDZs are tested and approved by a primary school teacher.

Answers to tasks The world around the world grade 4 1 part

WE ARE CITIZENS OF A UNITED FATHERLAND

P. 3-5 SOCIETY IS US!

1. My first society is my family.

Our common goals: to live in peace and harmony, to be together, to be friendly, to love each other.

Our common business and interests: cleaning the house, going out into the countryside, receiving guests, playing sports in the gym or at the stadium, working in the garden and vegetable garden, walking together, traveling.

2. We are already in 4th grade!

Our common goals: study well, gain knowledge, be friendly.

Our common affairs and interests: school lessons, sports competitions, participation in holidays, matinees, school olympiads, contests, going to the theater, cinema, going out into nature.

3. In the red circles write down the names of the communities that you belong to by birth and place of residence, in the green ones - the names of the communities you have chosen yourself.

In red circles: family, school.

In green circles: handicraft circle, sports section, music school, chess club, etc.

4. Read the word list. Use a green pencil to underline words that you can understand. Write down the incomprehensible words.

Artel is an association of people to work together (brigade).
Brotherhood is an association of people by faith.
Compatriots - a society of fellow countrymen who were born or lived in the same city or village.
Circle - a community of people with interests, hobbies, for example, a handicraft circle or a literary circle.
A coalition is the unification of countries for the sake of some common goals.
A league is usually an association of sports teams.
The world is humanity, the world community, or a gathering, a gathering of fellow villagers ..
Party - an association of people based on political interests, a political party.
Council - a joint discussion by people of some issues.
Meeting - the presence of people in one place to discuss some topics, for example, parent meeting.
A union is usually a community of states or organizations.
The Pleiad is an association of outstanding people, for example, scientists.
A partnership is a society of friends or a form of enterprise.
Company - a group of friends, acquaintances, acquaintances.
Federation is the unification of territories in a state.
A team is a group of people united by something.

Explain verbally what is common in the meanings of these words. How do they differ?

These are all communities. They are different in interests, size, composition.

P. 6-9. RUSSIAN PEOPLE

1. Look at the photos. With the help of the textbook, formulate and write down what unites all citizens of our country into a single people.

History, art, culture, patriotism, labor.

2. With the help of drawings or photographs with captions, compose a story on the topic: We are different, we are together! "In the captions to the illustrations, reflect which events are the common heritage of the peoples of your region, which is now being created by common work for the benefit of all.

Here you can post photos of the following events: city (or school) clean-up, May 9 parade, city day, tree planting on city streets, sports competitions.

Pictures for printing:

3. "My project for the benefit of Russia". Come up with and describe your project for the benefit of your home country. Supplement the description with pictures and diagrams.

Project name: Free library.

Purpose: To help people in my area or city to love reading books. Instill in children a love of reading.

Tools: A few old bookshelves or cabinets, books, a few like-minded people, tools to install "free libraries".

I love to read, we have a lot of books at home. My neighbors have many books that they no longer need and they are ready to give them to someone for free. I propose to install "free libraries" in several places of my city (district, park). They can be made from old bookcases that people throw away.

Each such library cabinet must be installed in a walkable place (in the park, on the street, on the playground). Post a notice: "Dear residents of our city! There is a free library for you. You can borrow books for free and, after reading, return them to their place or leave them at home. Please also fill this locker. Do not throw away literature! Bring your books here, and they will find their readers !. "

I am sure that my project will interest many residents of our city. And maybe a lot of kids will love to read and watch less TV and play on the tablet. This will serve the good of Russia!

Pictures for the project:

CONSTITUTION OF RUSSIA, GDZ website to p. 10-11

1. Read the articles of the Constitution of the Russian Federation. Think and tell us how these articles of the Constitution mean for you, your family and friends.

The Constitution is the basic law of our country. She guarantees my rights and speaks about my responsibilities. For example, I can get free school education or medical care. My parents must pay taxes, obey the laws of our state.

2. Write down examples of the rights and duties of a person and a citizen from the above articles of the Constitution.

Rights: Everyone has the right to life. Everyone has the right to speak their native language. Everyone has the right to rest. Everyone has the right to medical assistance. Everyone has the right to education.

Responsibilities: Everyone is obliged to protect the monuments of history and culture. Everyone is obliged to pay taxes and fees. Everyone is obliged to preserve nature.

Page 12-13. RIGHTS OF THE CHILD

1. Using the text of the textbook on p. 16-17, sign which child rights are illustrated by these photographs.

The right to life, family; the right to education; the right to health care; the right to rest.

2. In additional literature or on the Internet, get acquainted with the ten principles of the Declaration of the Rights of the Child. Write down 2-3 principles that you think are most important. You can express their meaning in your own words.

Principle 1: Children around the world have the following rights.
Principle 2: Every child has the right to grow and develop normally.
Principle 3: Every child has the right to a name and citizenship.
Principle 4: Every child has the right to housing (home), food, medical care.
Principle 5: If a child is physically disabled (disabled), he or she has the right to special care and attention.
Principle 6: Every child has the right to parental care, and if he does not have a family, then he has the right to care from the state.
Principle 7: Every child has the right to study and receive education.
Principle 8: The protection and assistance of the child must be provided first (protection of the child before the protection of the adult).
Principle 9: Every child must be protected from violence and cruelty.
Principle 10: Every child has the right to grow up in an atmosphere of love and understanding, and the child must be protected from hatred and discrimination.

P. 14-15. STATE STRUCTURE OF RUSSIA

1. Write down words from the textbook, the meaning of which is not clear to you. Use a dictionary to write down the meanings of the words.

A democratic republic is a state where power is elected by the people.
A referendum is a popular vote on important issues.
Elections are the procedure for electing someone by secret ballot.

2. Find out from the pictures in the textbook and sign these buildings. One of them is not presented in the tutorial. Get to know him using other sources of information.

Imagine that you have been elected President of our country. Describe your activities according to the points of the plan.

1. My goal: To make people in Russia live better, to revive the State industry, to provide people with housing and to increase salaries.

2. My first decree:

Add salaries to teachers and doctors at the expense of MPs' salaries.
(or) Build a new school in our area
(or) Increase the pensions of all retirees so that they have enough to live on

3. My assistants: Friends and a team of people I can trust.

4. My responsibility: I will be accountable to the people for my activities as president.

5. Russia will not depend on other countries and will be able to provide all the needs of its people, and the people will live better.

Page 16-19. RUSSIAN UNION OF EQUALS

1. Using the illustrations in the textbook, sign the flags and coats of arms of some of the republics of Russia.
2. Cut out flags from the Appendix and stick them in the appropriate windows.
3. Using the text of the textbook, correlate the names of some republics of Russia and their capitals. Connect with lines.

Republic of Adygea - Maykop
Republic of Khakassia - Abakan
Republic of Karelia - Petrozavodsk
Republic of Bashkortostan - Ufa
Republic of Sakha (Yakutia) - Yakutsk

4. With the help of additional literature and the Internet, identify and sign the flags and emblems of the constituent entities of the Russian Federation.

5. Project "Travel to one of the republics of the Russian Federation"
Find information and prepare a message about one of the republics of the Russian Federation (of your choice.)

Project "Travel to the Republic of Adygea"

1.) The capital of the republic is the city of Maykop with a population of 144 thousand people.

The coat of arms of the Republic of Adygea is a circle framed on top with a ribbon with the inscription "Republic of Adygea" in the Adyghe and Russian languages. In the middle of the ribbon is a large star, on the sides there are oak and maple leaves (left), golden ears of wheat, ears of corn (right). In the circle there is an inscription "Russian Federation" in Russian and Adyghe languages. Below is the national table - ane with bread and salt. In the middle of the circle is the main character of the Nart epic Sauseryk'o on a fiery flying horse.

3.) Flag of Adygea.

The national flag of the Republic of Adygea is a rectangular green cloth, which depicts twelve golden stars and three golden crossed arrows pointing upward. Twelve stars mean 12 Adyghe (Circassian) tribes, and 3 arrows - 3 ancient Adyghe princely families. Three crossed arrows represent their unity. The green color of the cloth symbolizes the religion of Islam.

The state anthem of the Republic of Adygea is a musical - poetic work on the verses of I. Mashbash, music by U. Tkhabisimov.

Glory, live, Adygea,
A country dear to my heart.
Warmed our peoples
She is kindly agreed.

Sunny land,
The Republic is our common home.
Fly up your wings
Republic, grow stronger by work,
Our bright dream.

Ancestors chose
A wonderful place for us
Courage, wisdom and strength
He gave us the Caucasus from our grandfathers.

Proudly with a free soul,
Walk with Russia,
Your sun is over you
The storms of adversity are behind.

Native sky and cornfields
Will forever be in the hearts
Will be for us as long as they are alive
In our fate and deeds.

5.) The state language is Russian and Adyghe.

6.) The territory of the republic is surrounded on all sides by the territory of the Krasnodar Territory.

7.) A significant part of the state natural reserve of the Caucasus is concentrated on the territory of the Republic, all the riches of which are included in the list of the World Natural Heritage. The famous thermal springs, the Caucasian State Biosphere Reserve, and the Mountain Adygea National Natural Park are located in Adygea.

8.) From the monuments of history and culture, the Maikop mound "Oshad", a monument - a cross to the executed Cossacks, a memorial complex "Druzhby" square are known. In mountainous areas, there are tombs of the dolmen culture of the Middle Bronze Age - dolmens. In the Maykop region, archaeologists find sites of ancient people.
The oldest cultural monument of the Adyghe ethnos is the Nart epic, which is based on legends about the origin and adventures of heroes-heroes ("Narts").

9) Among the outstanding citizens of Adygea:
heroes of the Soviet Union (Andrukhaev Kh.B, Achmizov A.A., Bzhigakov K.B.) and heroes of Russia (Garmash A.V., Dolonin V.A., Klupov R.M., Gadagatl, Asker Magamudovich - Russian scientist -nartist, people's poet of the Republic of Adygea.
People's Artist of the Russian Federation, Honored Artist of Adygea, member of the Union of Artists of Russia Teuchezh Kat and other citizens.

10.) Modern achievements of the Republic of Adygea.

The Republic of Adygea has its own food products, tourism, horse breeding, sports, and agriculture are developed. In modern Adygea, there are about 90 large and medium-sized enterprises representing 11 industries. Food industry enterprises produce canned meat and fruits and vegetables, confectionery, pasta and wine and vodka products, beer and dairy products. The forest resources of Adygea are large, which are represented mainly by hard-leaved conifers.

P. 20-21. STATE BORDER OF RUSSIA. GDZ site

1. Write out words from the text of the lesson, the meanings of which you do not understand. Use a dictionary to write down the interpretation of these words.

State border - a line that shows the borders of the country.
Sovereignty is independence.
A visa is a document by which you can enter a foreign state.
Customs is a special government service that controls the entry and exit of citizens from the country.

2. Using the map on p. 21 determine which states Russia borders on. Write it down.

On land, Russia borders on the following countries: Norway, Finland, Estonia, Latvia, Lithuania, Poland, Belarus, Ukraine, Abkhazia, Georgia, South Ossetia, Azerbaijan, Kazakhstan, Mongolia, China, North Korea (Democratic People's Republic of Korea).

At sea, Russia borders on Japan and the United States.

Using the map, correlate the names of the countries and their capitals. Connect with lines.

Ukraine, Kiev
China - Beijing
Kazakhstan, Astana
Finland - Helsinki
Belarus - Minsk

Answers site to pp. 22-23. JOURNEY ABROAD RUSSIA

1. Compare the proverbs of different nations about good relations between neighbors. What do the proverbs have in common? What makes them different? How do you explain the differences?

Choose one of the meaningful proverbs of the peoples of your region. Write it down.

A close neighbor is better than a distant relative.
Living with neighbors means being in conversations.
What are the neighbors, so is the conversation.
Don't buy a yard, buy a neighbor.
The hostess didn’t save up for dinner, so, apparently, to push to the neighbor.
There is no greater trouble than bad neighbors.
It’s bad to live if you don’t make friends with your neighbors.
Let your neighbor into the house, and go to the neighbors yourself.
Make friends with your neighbor, but hold on to the saber.
Make friends with your neighbor, and tyn are cities.
The neighbor will not want to, and the world will not.
Neighborhood is a mutual affair.
Then the neighbor is kind when the bag is full.
A good neighbor is the greatest relative.
It's good when the neighbor is close and the fence is low.
It's a bad thing to offend a neighbor.
The more to annoy the neighbor, if not the tongue?
A thistle and a sow thistle from neighbor to neighbor under the tynom makes their way.
You don't have to go to your neighbor for what you have at home.

Do you think these proverbs apply to relations between neighboring countries? Write down in your own words what relations should be between countries.

These proverbs apply to relations between neighboring countries. Relations between countries should be friendly, respectful, in difficulties the countries should help each other.

2. Read the description of the Belarusian game "Mayalka". Draw a diagram of it according to the description.

3. The favorite game of the Mongols is chess. Look at photographs of Mongolian chess and determine what kind of animals they depict. Write down the names of these animals.

Answer: from left to right: tiger (cat, or panther, or leopard), camel, dog, horse.

S. 24-25. TREASURES OF RUSSIA AND THEIR KEEPERS

1. Following the example given in the textbook, fill in the table. Include natural objects in your area. Use additional literature and the Internet.

Name - from which language the name comes from, which means according to the interpretations of some scientists.

Moscow region:

river Oka - translated from Gothic "river", in Old German - "water", "river".
river Istra - translated from Lithuanian "stream", "current".
Volga river - the Russian name Volga (Old Slavic Vlga) comes from the Proto-Slavic Vьlga, cf. volgly - vologa - moisture.
Moscow River - from the Finno-Ugric group of languages ​​means "wet, swampy place", in the Old Russian language "Moscow" - "viscous, swampy" or "swamp, dampness, moisture, liquid".

Leningrad region:

river Neva - from the Finnish word "neva" - swamp (deep), from the Swedish word "nu" - new.
the river Narva - translated from the Vepsian language - "threshold".
Lake Ladoga - Ladoga in Finnish means "wave".
Luga canyon - from the name of the Luga river, translated from Estonian laugas - a depression, a hole, a puddle, a hole, or to break, scatter.

Krasnodar region:

Tsemesskaya Bay (Black Sea, Novorossiysk) - from the Adyg. "tsemeez" - insects and forest, mosquito place.
Markhotsky Ridge is a mountain range along the Black Sea coast. In the Adyghe language - "Ozhinovy ​​ridge". Ozhina (azhina) - blackberry, forest berry.
Gelendzhik Bay, got its name from the city of Gelendzhik (a city on the Black Sea coast), "gelendzhik" in Arabic - "poplar", in the Adyghe language - "small pasture".
Anapa Bay - from the name of the city of Anapa. "Anapa" - translated from the Adyghe means "round table" - the semicircular shape of the bay resembles the traditional round table of the Circassians. "Anapa" from ancient Greek means "high cape".
Abrau (lake) - translated from Circassian means "precipice".

2. Read the Chuvash proverbs. Pick up to them the proverbs of the peoples of your land that are suitable in meaning.

In days of happiness, be pure in heart, in days of grief, be strong in heart.

In misfortune, do not be discouraged, but overcome sorrow. (Russian)
From joy, curls curl, and from sadness - they split. (Russian)
Sadness is visible on clear eyes, and grief - on a white face. (Russian)
Moth eats clothes, grief - man. (Ukr.)

The water of wisdom does not hold on to the mountain peaks of pride.

I am proud to be - to be reputed to be stupid. (Russian)
You cannot jump higher than yourself. (Russian)
You can't jump above your head. (Russian)
You cannot jump higher than yourself. (Russian)
Poverty humbles the wise. (Russian)

If you have friends, it is as deep as the Volga, if you do not have it, it is shallow as a puddle.

Don't have a hundred rubles, but have a hundred friends. (Russian)
The tree is supported by the roots, and the person is held by friends. (Russian)
If you don't have a friend, look for it, but if you find it, take care of it. (Russian)
A good horse is not without a rider, but an honest man is not without a friend. (Russian)
To hold on to each other is not to be afraid of anything. (Russian)

3. Find out in additional sources who was the first to create the alphabet for your native language. Write down information about this person. If possible, post his portrait.

How the Slavic and Russian alphabet was created.

In the 9th century in Byzantium, in the city of Thessaloniki (now the city of Thessaloniki in Greece), two brothers lived - Constantine and Methodius. Constantine, becoming a monk, received a new name - Cyril. The brothers were wise and very educated people. These brothers were sent by the Greek king Michael to the Slavs in response to the request of the Slavic prince Rostislav.

Cyril and Methodius took the Greek alphabet and adapted it for the sounds of the Slavic language. Thus, the Slavic alphabet was created, which received the name "Cyrillic" - after the name of one of the brothers. Subsequently, the Slavic alphabet served as the basis for the Russian alphabet.

S. 26-27. CREATIVE UNION

1. Compare the description of frosty weather in the poem by K.L. Khetagurov and in an excerpt from the prose of Yu.S. Rytkheu on page 46 of the textbook. Draw an illustration for one of these texts.

Verbal Answer: Both authors describe the harsh winter of their homeland. If in Khetagurov's poem we read about the nature of the Caucasus Mountains, then the Chukchi writer Rytkheu recalls the nature of Chukotka. In the mountains of the Caucasus, a wild sheep rises on a cliff, in Chukotka, a local boy surveys the firmament in order to understand what the weather will be like today.

You can draw the following illustrations: a mountain sheep on the side of a steep mountain, or a boy standing by a yuranga.

2. Draw an illustration for one of the works of the writers of your region (of your choice), where the beauty of your native nature is glorified. You can glue photos.

You can draw the following pictures:

to Prishvin's story "Golden Meadow"
to Bianca's story "Forest Houses"
to Turgenev's story "Bezhin Meadow"

3. Yu.S. Rytkheu Russian culture, which he knew well and with which he strove to acquaint his people. Try to briefly explain the meaning of this comparison. Write down your thought.

Russian culture was presented to the Chukchi writer as a mountain, because it is just as huge, great, perhaps even incomprehensible. The mountain can be seen from afar, one cannot pass by and not notice the mountain, just as one cannot pass by Russian culture. The Magic Mountain is fraught with many riches and mysteries, just like Russian culture. That is why Yu.S. Rytkheu compared Russian culture to a magic mountain.

P. 28. IN NATIVE SPACES

Pages 28-31. MAP - OUR GUIDE

1. Before you is a contour map of Russia. Compare it to the map in the textbook. What are the similarities and differences?

The map in the workbook is newer and more modern. On it, the Crimea peninsula is designated as part of the Russian territory. In the figure, the Crimea peninsula is highlighted in red.
The outline map does not contain the names of cities, settlements, regions and territories.
The contour map has no territory coloring, only land and sea can be seen on it.

2. Using the map in the textbook, circle the state border of Russia on the contour map. Sign the name of the capital of Russia.

3. Sign the name of your city ...

4. Redraw the conventional signs.

5. From the text of the textbooks (p.52) write down the digital data characterizing the territory of Russia.

Russia occupies more than 1/9 of the Earth's land mass. The length of the territory of Russia from north to south is over 4 thousand kilometers. The length of the territory of Russia from west to east is about 9 thousand kilometers.

6. If you have ever been to any part of Russia, post your photographs or drawings here.

If you are so lazy that you are too lazy to draw where you have personally visited or print and paste a personal photo, but even on the Black Sea, photos of places can be taken from our GDZ on tab 68-72.

S. 32-33. ON PLAINS AND MOUNTAINS

1. For signatures, see pages 28-31.

2. Label the hill and the mountain on the diagram. Finish drawing up the diagram: indicate with arrows the parts of the hill and the mountain.

To the left is a hill, to the right is a mountain. At the very bottom is the foot, the very peak is the summit, between them there is a slope.

3. Using the tutorial card, fill in the table.

The name of the mountain is the height of the mountain

Elbrus - 5642
Klyuchevskaya Sopka 4688
Belukha 4506
People's 1895

4. Make drawings showing the shape of the earth's surface of your edge, or place a photograph.

If you live in a plain, draw a plain with grass, small hills and holes. If in the mountains, draw the mountains. If there are hills around you, draw hills and springs. Each edge has its own pattern.
An example of a drawing with hills and mountains:

5. With the help of additional literature, the Internet, prepare a message about any plains or mountains in Russia, your region. Write down the basic information for your message. Indicate the source of information.

The Caucasus Mountains are a mountain system between the Black, Azov and Caspian Seas. It is divided into two mountain systems: the Greater Caucasus and the Lesser Caucasus. The Greater Caucasus stretches for more than 1,100 km. The most famous peaks - Mount Elbrus (5642 m) and Mount Kazbek (5033 m) are covered with eternal snow and glaciers. Mountains near Sochi - Aishkho, Aibga, Chigush, Pseashkho hosted the participants of the 2014 Winter Olympic Games.

The Altai Mountains are a complex system of the highest ranges in Siberia, separated by deep river valleys and vast intramountain and intermountain basins. Altai is located where the borders of Russia, Mongolia, China and Kazakhstan converge. The highest peak in Altai is Mount Belukha (4506 m).

The West Siberian Plain is a plain in the north of Asia, occupying the entire western part of Siberia from the Ural Mountains in the west to the Central Siberian Plateau in the east. In the north it is limited by the coast of the Kara Sea, in the south it extends to the Kazakh Upland, in the southeast the West Siberian Plain, gradually rising, is replaced by the foothills of Altai, Salair, Kuznetsk Alatau and Gornaya Shoria. The plain has the shape of a trapezoid tapering to the north: the distance from its southern border to the northern reaches almost 2500 km, its width is from 800 to 1900 km, and the area is only slightly less than 3 million km².

S. 34-35. IN SEARCH FOR UNDERGROUND STORES

Practical work "Study of minerals".

1. Consider a mineral sample. Find out the title from the illustrations in the textbook or the Atlas-Identifier.

Write down: coal.

2. Set the properties of the mineral. Write down:

Coal is a solid mineral, the color is black, opaque, dense, has a luster and a faint odor. Bituminous coal is a combustible mineral.

3.Fill in the table using the tutorial.

Comparison of oil and natural gas

Indicators for Comparison - Oil - Natural Gas

Origin - Formed from the remains of plants and animals - Formed from the remains of plants and animals

Properties - Thick, oily, liquid, dark in color, with a pungent odor - Colorless, light, flammable, odorless.

Application - Fuels, oils, plastics, fibers for fabrics - Fuels, plastics, fibers of valuable materials

Production Methods - Drill Wells - Wells

Transportation methods - Oil pipeline, rail tank cars, oil tankers - Gas pipeline, gas tankers

Respectful attitude - Oil spills must not be allowed during production and transportation - Gas must be saved, and leakage must not be allowed in everyday life.

S. 36-37. OUR RIVERS

3. Using the map and text of the textbook, connect the names of the rivers and cities that are built on them with lilies.

Volga - Kazan
Kama - Perm
Oka - Kolomna
Moscow River - Moscow
Neva - Saint Petersburg
Don - Rostov-on-Don
Ob - Novosibirsk
Yenisei - Krasnoyarsk
Lena - Yakutsk
Amur - Khabarovsk

5. With the help of additional literature, prepare a message about any river in Russia, your region (optional). Write down the basic information for your message. Indicate the source of information.

The Volga is a river in the European part of Russia. It is one of the largest rivers on Earth and the longest in Europe. The part of the Russian territory adjacent to the Volga is called the Volga region. The river is 3530 km long and its catchment area is 1.361 million km². There are four millionaire cities on the Volga: Nizhny Novgorod, Kazan, Samara, Volgograd. 8 hydroelectric power plants have been built on the Volga. The Volga flows into the Caspian Sea.

Kuban is a river in Russia in the North Caucasus, originating in the mountains of the Karachay-Cherkess Republic (Elbrus). The name of the river, translated from the Karachai-Balkarian language, means "rising, overflowing river" or "stream". The length is 870 km, the basin area is 58 thousand km². It flows through the territory of Karachay-Cherkessia, Stavropol Territory, Krasnodar Territory and Adygea. The Kuban flows into the Sea of ​​Azov.

The Yenisei is a river in Siberia, one of the greatest rivers in the world and in Russia. It flows into the Kara Sea of ​​the Arctic Ocean. Length - 3487 km. The Yenisei is a natural border between Western and Eastern Siberia. From the Sayan Mountains to the Arctic Ocean, the Yenisei passes through all climatic zones of Siberia. Camels live in its upper reaches, polar bears live in the lower reaches. The name comes from the Evenk "Ioandezi" - big water.

P. 38-39. LAKES - BEAUTY OF THE EARTH

2. What lakes are we talking about?

The largest lake in our country is the Caspian Sea.
The deepest lake in Russia and the whole world is Lake Baikal.
The largest lake in the European part of Russia and all of Europe is Lake Ladoga.
The second largest lake in the European part of Russia is Lake Onega.
One of the most beautiful lakes in the East European Plain is Lake Seliger.
One of the most beautiful lakes in Altai is Lake Teletskoye.

3. On which lakes are these attractions located?

Valaam Monastery - on Lake Ladoga.
Wooden churches of the Kizhi Island - on Lake Onega.

S. 40-41. ON SEA SPACES

3. Using the information from the text of the textbook, fill in the table.

Features of the White and Black Seas

Features of the seas - White Sea - Black Sea

Depth - 350 m - 2210 m

Water temperature in summer - from + 6 to + 15 - above +25

Sea state in winter - Ice covered - Does not freeze

4. Look at the photo of the Solovetsky Monastery - one of the shrines of Russia. Write the name of the sea on which it is located.

Answer: White Sea.

Tell us what you know about this monastery.

The Solovetsky Monastery is a male monastery of the Russian Orthodox Church, located on the Solovetsky Islands in the White Sea. It arose in the 1429-1430s, built from the stone of St. Philip (Kolychev). Under Soviet rule, the country's first special-purpose camp (prison) operated on the territory of the monastery. Monastic life was resumed in 1990. In 1992, the complex of monuments of the Solovetsky Museum-Reserve was included in the UNESCO World Heritage List.

S. 42-45. FROM NORTH TO SOUTH

1. Before you is a contour map of the natural zones of Russia. Compare it with the map of natural areas in the textbook. What are the similarities and differences?

Similarities: the border of Russia is marked, the names of rivers, lakes, seas are marked.
Differences: on the contour map of Russia, the Crimea peninsula is already Russian territory, on the map in the textbook it is not.
On the map in the textbook, natural areas are indicated in different colors. The names of the cities are plotted on the map in the textbook

4. Using the map in the tutorial, fill in the rectangles in accordance with the color coding on the map of natural areas ...

See tutorial, pp. 74-75.

5. Number the main natural zones in the order of their change from north to south:

1 arctic deserts
2 tundra
3 taiga
4 mixed and deciduous forests
5 steppes
6 deserts
7 subtropics

7. Think about what you would like to know about the natural zones of Russia. Write down your questions. As you explore natural areas, try to find answers to these questions.

Are there animals in the arctic desert?
Is there summer in the Arctic desert Does the snow ever melt there?
What plants grow in the tundra?
Why is the Northern Lights only in the North?
What's growing in the desert?
What do animals eat in the desert? Where do they find water?

S. 46-47. IN THE ICE DESERT

2. Read the text of the textbook on pages 78-79. Write down the key words and use them to tell about the zone of the arctic deserts.

Answer: Ice zone, Arctic islands, polar night, polar day, polar lights, snow, ice, wind, low temperature (up to 60)

3. Do you know the fauna of the arctic deserts? Cut out the pictures from the application and arrange them correctly. After checking the sticker pictures.

4. Imagine that you are in the arctic desert zone on a scientific expedition. Draw yourself and what you see around.

5. Make a diagram of the food chain typical for arctic deserts.

Algae-crustaceans-fish-birds
Fish-seal-polar bears

For those who are interested in this topic, we have prepared a report (presentation) about the polar bear >>

S. 48-49. IN THE COLD TUNDRA

2. Read the text of the textbook on pages 82-83. Write down the key words and use them to tell about the tundra zone.

Key words: cold treeless plain, long winter, polar night, polar day, cold winds, permafrost, swamps, lakes.

4. Do you know the living world of the tundra? Cut out the pictures and arrange them correctly.

5. Make a diagram of the tundra food chain.

Plants - lemmings - owls and arctic foxes.
Yagel-reindeer-wolf.

6. In additional literature, the Internet, find information about any plant or animal of the tundra, prepare a message. Write down the basic information. Indicate the source of information

Lemmings are rodents that live in the tundra. They are very similar to mice, but slightly larger (10-15 cm). Lemmings have a dense build, short legs and a tail. The color is monochromatic, grayish-brown or motley. Lemmings change their fur coat in winter to a light, white one, and the claws on the front legs grow, acquiring the shape of hoof-flippers. Lemmings make their nests right on the ground. They feed on shrubs and mosses, and eat twice their weight per day.

The reindeer living in the tundra is exactly the deer from the fairy tale "The Snow Queen" that carried Gerda to the North Pole. Reindeer is an artiodactyl mammal. It constantly migrates, feeds mainly on lichens. The main one is reindeer lichen. Nine months of the year, it quenches thirst with snow. Reindeer is domesticated and is an important source of food and materials for many polar peoples.

S. 50-51. AMONG THE FORESTS

2. Consider the drawing. Mark the taiga trees in green (fill in the circle), the trees of the broad-leaved forest in yellow.

3. Design and draw diagrams showing the differences between taiga, mixed and deciduous forests. Draw trees on the diagrams in the form of conditional silhouettes.

4. Make a diet typical for the taiga.

Plants-moose and deer-brown bear.
Vole plants, chipmunks, birds, hares - lynx

5. In the book "Green Pages" read about a plant or animal in the forest. Write down 1-2 interesting facts.

Squirrel. The squirrel lives in a hollow or builds a nest from branches and moss. The walls of the nest are thick - up to 50 cm. With a frost of 10 degrees, the inside of the nest is more than 10 degrees Celsius. The main food for squirrels is the seeds of conifers. In winter, this animal can devastate 300 pine cones per day.

Fox. Although the fox is considered the main enemy of the hare, its main food is mice and voles. A fox can hear a mouse squeak from 100 meters away. The fox hunt for rodents is called mouseing.

S. 52-53. IN A WIDE STEPPE

2. Read the text of the textbook on p. 90-91. write down the key words and use them to tell about the steppe zone.

Answer: steppe, dry summer, dry winds of dry winds, dust storms, heavy rains, black soil, plowed fields.

3. Do you know the living world of the steppes? Cut out the pictures from the application and arrange them correctly.

4. The children were given the task to give examples of steppe animals. Which of the guys answered without mistakes?

Answer: Taras.

5. Make a food scheme typical for the steppe.

plant seeds - hamster - kestrel

S. 54-55. IN A HOT DESERT

2. Read the text of the textbook on p. 94-95. Write down the key words and use them to tell about the desert zone.

Answer: hot sun, few plants, bare land, desert, sandy and clay deserts, dunes, takyr, poor soil, lack of water, little rainfall.

4. Imagine that you are in the desert on a scientific expedition. Draw yourself and what you see around.

5. Make a diagram of the desert food chain.

camel thorn - camel - scarab beetle - eared hedgehog

S. 56-57. BY THE WARM SEA

2. Read the text of the textbook on p. 98-99. Find in the text an explanation of the reasons for the warm winters on the Black Sea coast of the Caucasus and the southern coast of Crimea. Write this explanation in your own words.

Answer: The Black Sea heats up in summer and gives off heat in winter. And high mountains protect from cold winds, so winters are warm here.

3. With the help of the tutorial, start filling in the table.

Animals of the Black Sea and its coast
Inhabitants of land: Roe deer Cicada Caucasian lizard Podalirian butterfly Mediterranean turtle.
Inhabitants of sushi, foraging in the sea: Seagull Cormorant Diving duck Petrel Sea crab.
Inhabitants of the sea: Dolphin Medusa Mussels Fish: mullet, horse mackerel, sea bass, goby, sea ruff, oleander hawk.

4. Make a feeding scheme typical for the Black Sea coast of the Caucasus, the southern coast of Crimea.

Butterflies, cicadas-mantis-lizard
Cormorant fish and seagulls.

5. Find on the Internet additional information about plants or animals of the Black Sea coast. Write down 2-3 interesting facts.

Black sea bottlenose dolphin

Dolphins are not fish, they are mammals! There are 3 species of dolphins in the Black Sea, the largest are bottlenose dolphins, they are also the most common inhabitants of dolphinariums.
Scientists have been studying dolphins for a long time, some believe that they have intelligence. Experiments and observations show that dolphins have their own language, they call each other by name.
The bottlenose dolphin lives up to 30 years, the weight of the animal reaches 300 kilograms. Body length - up to two and a half meters.
Dolphins feed mainly on fish and shellfish. They dive to a depth of 200 meters.
The body temperature of the Black Sea dolphin is 36.6 degrees, as in humans.

S. 58-59. WE ARE CHILDREN OF THE NATIVE LAND

1. According to the description of the Karelian game "Gurizekh" ("The Chops") draw its scheme.

2. Read the proverbs of the Komi and Udmurts. Pick up proverbs of the peoples of your region that are suitable in meaning to them. Write them down.

Help yourself first, and then accept help from a friend.

Russians
Get lost yourself, and help your comrade out.
To save a friend is to save yourself.
Trust in your comrade and help him out yourself.
Whoever faces everyone himself has no backs for good people.
He who helps each other overcomes the enemy.

Self-interest is that the dew is on the grass, brotherly benefit is that the sky is high.

Proverbs that fit the meaning:
The happiness of the Motherland is dearer than life.
If friendship is great, the Motherland will be strong.
Unity and brotherhood are great strength. (ukr)

In a beautiful forest and the pines are beautiful

Proverbs that fit the meaning:
It is not a place that paints a person, but a person that paints a place.
The place is famous for its man. (azerb.)
Every pine tree makes noise in its forest.
Where the pine has grown, there it is red.
There are many different lands, but the dear one is dearer to everyone.

What do these proverbs teach?

Proverbs teach you to love people, help them, put common interests first, and then your own, love your homeland.

3. Write on a separate sheet of a fairy tale about animals, plants or a folk legend about the origin of the name of a natural object.

Here you need either just folk tales about animals and plants (turnip, teremok, crane and heron, etc.), or better legends that explain the origin of the name of a plant, animal or place in your area.

For example, where did the name of the chamomile flower come from? There was a girl in the world and she had a favorite - Roman. He made gifts for her with his own hands, turning every day of the girl's life into a holiday! Once, in a dream, Roman dreamed of a simple but very delicate flower - a yellow center and white rays radiating to the sides of it. When he woke up, he made such a flower and presented it to his girlfriend. And the girl wanted the flower to be alive, real. Roman went in search of this flower and found it in the land of Eternal Dreams. But the king of this country did not give the flower just like that. The ruler told Roman that people would get a whole chamomile field if the young man stayed in his country. The girl was waiting for her beloved for a very long time, but one morning she woke up and saw a huge white and yellow field outside the window. Then the girl realized that her Roman would never return and named the flower in honor of her beloved - Chamomile! Now girls are guessing on a camomile - "Loves - does not love!"

S. 60-61. COMMON WITH NATURE

1. Read the description of the game of the Siberian peoples "Deer". Play this game with your friends.

Draw an illustration for the game or download a photo of the game, print and paste.

3. Fishing is a traditional occupation of many peoples of Siberia and the Far East. Find out the names of these fish with the help of the identifier atlas and sign them. What does a chum salmon look like?

In the pictures there are pink salmon and taimen. But chum salmon:

GDZ site to pages 62-63. HOW TO SAVE THE NATURE OF RUSSIA

1. 1. Think and write down what environmental problems that have arisen in the arctic deserts and tundra are expressed by these signs.

Pollution of seas and islands with harmful substances from passing ships (fuel oil, various garbage). Solution: Observance of special rules by ship crews and tourists.

Pollution of the tundra land by oil during its extraction. Solution: apply environmentally friendly methods of oil production.

Damage, destruction of soil and vegetation cover of the tundra by heavy transport equipment. Solution: the use of vehicles on special ultra-low pressure tires.

2. Think and write down what environmental problems that have arisen in forests, steppes and deserts are expressed by these signs.

Excessive deforestation, littering of the forest after felling. Solution: Take good care of the forests, plant new trees at the felling site. Using waste paper instead of wood.

Overgrazing in the steppe zone leads to the disappearance of plants and destruction of the soil, to desertification. Solution: follow the rules of cattle grazing, do not graze cattle for a long time in one place.

Due to the disappearance of plants in the steppe, the soil is destroyed, and there are more mobile sands that fill houses and roads. Solution: to prevent overgrazing and the disappearance of plants.

3. Think and write down what environmental problems in the subtropical zone are expressed by these signs.

Pollution of the sea and shores by sewage and garbage from passing ships. Solution: construction of treatment facilities, observance of sanitary rules by ship crews.

Illegal felling of mountain forests, destruction of trees by tourists. Solution: a ban on deforestation, the authorities must strictly enforce forest conservation laws.

Destruction of flora and fauna by vacationers. Solution: all people should take good care of nature: do not catch insects, do not write on tree trunks, do not break branches, do not pick flowers.

P. 64-67. BY THE PAGES OF THE RED BOOK

1. 1. Sign the drawings of the animals of the Arctic deserts and tundra, listed in the Red Book of Russia. Refer to the tutorial for help if needed.

2. Sign the drawings of the plants and animals of forest zones included in the Red Book of Russia. Refer to the tutorial for help if needed.

3. Sign the drawings of plants and animals of the steppes and the Black Sea coast of the Caucasus, included in the Red Book of Russia. Refer to the tutorial for help if needed.

2. Discussion according to the textbook.

3. The project "The Red Book of Our Region". Get to know the Red Data Book of your region. Write down the basic information about her.

We fill in pages 66-67 independently, depending on the region of residence, everyone will have their own answers.

The name of the red book: for example, "The Red Book of the Amur Region" (or the Red Book of the Krasnodar Region, etc.)

How many species of organisms of different groups are included in the Red Book of your region.

We are rewriting the names of species from your Red Book, we count.

Draw and stick illustrations. Sign them up.

We draw animals or plants from the Red Book of your region.

Write down the names of plants and animals from the Red Book of your land, which you happened to meet in nature.

We write according to our observations.

P. 68-72. FOR RESERVES AND NATIONAL PARKS

1.Fill in the table using the tutorial.

Nature reserves and national parks of Russia

Natural Areas - Examples of Reserves and National Parks

Arctic Desert Zone - Wrangel Island Nature Reserve, Great Arctic Nature Reserve

Tundra zone - Taimyr nature reserve, Kandalaksha nature reserve

Forest zones - Prioksko-Terrasny Nature Reserve, Oksky Nature Reserve, Losiny Ostrov National Park, Meschera National Park

Steppe Zone - Rostov Reserve, Orenburg Reserve, Daursky Reserve

Semi-deserts and deserts - Astrakhan Reserve, Reserve "Black Lands"

Subtropical zone - Sochi National Park, Caucasian State Natural Biosphere Reserve

2. Write a summary for your assignment message on p. 119 textbook.

Reserves and national parks are specially protected natural areas. In our country, they are created in every natural zone in order to preserve rare plants and animals.

In the Arctic zone there is the Wrangel Island nature reserve. Its inhabitants: polar bears, walruses, musk oxen.

In the tundra - the Taimyr reserve. Its inhabitants: wild reindeer, musk oxen.

Many reserves are located in the forest zone (see table above). Rare animals of this zone: bison, moose, wild boars, beavers and other animals and birds.

In the steppe and forest-steppe zone there are reserves: Central Black Earth, Rostov, Orenburg, Daursky.

In the zone of semi-deserts and deserts there are reserves: "Black Lands", "Astrakhan Reserve". Rare animals and birds: saiga, belladonna, bustard.

The Sochi National Park and the Caucasian State Natural Biosphere Reserve are located in the subtropical zone.

3. If possible, take a virtual tour of the reserve (national park) using the Internet. Prepare a message about him. Write down the basic information for your message.

Barguzinsky reserve

The Barguzin State Natural Biosphere Reserve is located in Buryatia, on the territory of the Severo-Baikal region. It is the oldest nature reserve in Russia. It was established in 1917 as a sable reserve to preserve and increase the sable population. This is the only state reserve in the country, established before the October Revolution of 1917.

Located on the western slopes of the Barguzinsky ridge (2840 m), including the northeastern coast and part of the water area of ​​Lake Baikal. The area of ​​the reserve is 374,322 hectares, including 15,000 hectares of the protected water area of ​​Lake Baikal.

All natural complexes are preserved in the reserve, where elk, musk deer, white hare, brown bear, shrews, black-capped marmot live - a total of 41 species of mammals. Baikal omul, whitefish, sturgeon, grayling, taimen, lenok and other fish species are found in the waters of the reserve.

This page presents GDZ for the world around us 3rd class 1 part - the workbook of the authors A.A. Pleshakov. and Novitskaya M.Yu. for the 2019 - 2020 academic year. We hope that this "Reshebnik" will help in preparing homework on the subject of the world around you.

The joy of knowing

Page 3 - 5 - Light of Knowledge

1. Pick up the proverbs of the peoples of your region about the power of reason, knowledge, skillful hands. Write them down.

Proverbs about the power of reason- Reason will win power. - Any advice to reason is good. - What is the mind, such are the speech. - Reason is more beautiful than gold, but truth is the light of the sun. - You will defeat one with your fist, but you will defeat thousands with your mind. more proverbs about the mind and reason Proverbs about the power of knowledge- Literacy is not evil, but the truth is strong. - Knowledge is better than wealth. - The bird is red with feathers, and the man is knowledge. - Knowledge is more valuable than wealth. - Knowledge and wisdom adorn a person. Proverbs about skillful hands- Skillful hands are helpers to science. - Gold hands cannot be bought with silver. - Hundreds of tips are no substitute for a pair of experienced hands. - A craftsman and a needleworker brings joy to himself and to people.

2. Questions "how?", "Why", "why?" humanity owes much of the great discoveries. Make and write down questions about what you would like to learn about in class at school?

How do black holes appear? How were the pyramids built in Egypt? Why is Japan called the land of the rising sun? Why do planes disappear in the Bermuda Triangle? Why explore space? Why is a woodpecker knocking on wood? Why do birds fly in schools?

3. Look at the corner of nature in the photo above. Tell her what you already know about this plant. Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.

Douglas or Yessol or Menzies' false beetle The picture shows Douglas. It is also called the false beetle of the thissol or the false beetle of the menzis, the pseudo-leisure of Iensis, the Douglas fir, the pseudo-slug of the thissolist, the Douglas fir, the Oregon pine, the Douglas fir. - Where can you meet Menzies' false writer?- Menzies' false beetle is found in North America, as well as in Asia. - What is the maximum height of a Douglas sea?- Douglas can reach heights of up to 100 meters. - Why does this plant have so many names and how did they appear?- While traveling in North America in 1791, biologist and physician Archibald Menzies saw a large tree that looked like a fir. The message about this tree went unnoticed. But in 1827, this tree was rediscovered by the English botanist David Douglas, who brought it to Europe. Then the tree was given the name "Douglas fir". During the study, it was found that, with all the similarity with fir, there are a number of differences that made it possible to distinguish the genus - pseudo-slugs in the pine family. So "Douglas fir" became Douglas' pseudo-life, and even later - yew-leaved pseudo-life. Then it was decided to name the tree in honor of the discoverer, that is, Menzies' pseudo-life, but the old names: "Douglas fir" or "Douglas fir" have survived and are used by foresters.

4. Tell us from the photo on page 5 what you already know about Red Square in Moscow. Make up and write down questions about what else you would like to know about the cultural monuments shown in the photo. Try to find answers to your questions.

Red Square in Moscow The figure shows the Red Square. On the left is the Cathedral of St. Basil the Blessed, and on the right is the Spasskaya Tower. In front of the Temple there is a place of execution, where in the old days the royal decrees were announced. There are other sights on Red Square, for example, the Lenin Mausoleum is located there. - What is the total area of ​​Red Square in Moscow in kilometers and how much people can fit in the square? - The length of the Red Square is 330 meters long and 70 meters wide, with a total area of ​​23,100 square meters or 0.023 square kilometers. If we translate square meters into hectares, then it turns out that the area of ​​Red Square is 2.31 hectares. One person occupies an area of ​​0.21 m2, then it turns out that the Red Square can fit: 23,100: 0.21 = 110,000 people. At the same time, the entire population of Moscow, which is 12 380 664 people in 2017 on Red Square, will not be able to fit on Red Square. - Why is the red square in Moscow called red? - Often in fairy tales there is an expression "red maiden", which means a beautiful maiden. When applied to a square, red means beautiful. According to another version, he believes that when Moscow was founded there were many wooden buildings, which very often burned. The square next to the Kremlin was no exception. So, because of the frequent fires, the area was called Fire, and later began to be called "Red Square" as it is the color of the fire. - What is the height of the Spasskaya Tower? - The height of the Spasskaya Tower together with the star is 71 meters.

5. Color the illustration for the ancient Greek myth of Daedalus and Icarus.

Illustration to the ancient Greek myth of Daedalus and Icarus

Page 6 - 11 - How to study the world around you

1. What methods of studying the world around do these textbooks use? Sign yourself or use words for reference.

Words for references: observation, experience, identification of natural objects, measurement, modeling.

2. Practical work "Observation".
Purpose of work: to master the stages of the observation.
Observe the behavior of aquarium fish (or other animals) as they feed. Think over the stages of work and take notes.

1. Objective of observation: to observe the behavior of aquarium fish during feeding.
2. Observation plan:
   • feed the goldfish with dry food by sprinkling it on the surface of the water,
   • track the behavior of the fish,
   • record the results of the observation.
3. Observation results: if the goldfish have not eaten all the poured food within 5 minutes, then they are overfed and the remains of the food will spoil the water.
4. Takeaway: It is important that goldfish get enough food, but not too much.

Think of questions for each other to see if the goal of observation has been achieved. Rate your progress by placing a "+" sign in the appropriate boxes.
We were able to formulate the purpose of the observation.
We have drawn up a clear observation plan.
We have successfully completed the observation plan and recorded the results.
We were able to draw conclusions from the observation.

3. Practical work "Experience".
Purpose of work: to master the stages of the experiment.
Experiment with a magnet. Think over the stages of work and take notes.

1. The purpose of the experiment: to find out if a magnet can attract any metal.
2. Experiment plan:
   1. Take a magnet.
   2. Scatter objects made of metal (pins), gold (earrings), silver (pendant) on the table.
   3. Bring a magnet to each item.
   4. Record the result.
3. Experimental results: the magnet attracts objects from metal, but not from any.
4. Conclusions: a magnet can attract objects from metal, but not from any. Objects made of gold and silver, which are also metals, cannot be attracted by a magnet.

Think of questions for each other to see if the goal of the experience has been achieved. Rate your progress by placing a "+" sign in the appropriate boxes.
We were able to formulate the purpose of the experiment.
We drew up a clear plan for the experience.
We successfully completed the experiment plan and recorded the results.
We were able to draw conclusions from experience.
4. What device (tool) is required for each case? Point with arrows.


5. Practical work "Measurement of mass".
Purpose of work: to learn how to measure mass using scales.
1.Use the figure to examine the balance structure.

2. Consider a set of weights. Record the mass of each weight.
3. Measure the mass of objects given by the teacher. Enter the measurement results in the table.

4. Complete.

The balance is a device for measuring mass.

We have learned how the scales work.
We understood how the scales work.
We have learned how to measure mass.

6. Practical work "Measurement of length".
Purpose of work: to learn how to measure length using a ruler (tape measure).

1.Use the picture to study the structure of the ruler and tape measure. Compare them. Think about when you should use a ruler and when you should use a tape measure.

The ruler should be used to measure objects of short length. When the object is large, it is advisable to use a tape measure.

2. Fill in the blanks.

Completed task:

3. Measure the length of items given out (or indicated) by the teacher. Enter the measurement results in the table.

4. Complete.

A ruler and tape measure are instruments for measuring length.

Come up with questions and tasks for each other to see if the goal of the work has been achieved. Rate your progress by placing a "+" sign in the appropriate boxes.
We've learned how a ruler and a tape measure work.
We understood in which cases a ruler should be used, and in which - a tape measure.
We have learned how to measure length.
We have learned how to record the measurement results.

Page 12 - 13 - The book is a source of knowledge

1. Write down information about a popular science book that you especially liked:

2. Draw a picture for this book. Instead of a picture, you can glue a photo on the topic of the book.

3. Read the statements about the importance of books and native language in a person's life, which are posted on the "Reading Moscow" train of the Moscow Metro.

A house without books is like a body without a soul. Cetseron True love for one's country is unthinkable without love for one's language. K.G. Paustovsky

Cicero Mark Tullius is a Roman politician, orator and writer. Information taken from the New Illustrated Encyclopedic Dictionary, page 798. Paustovsky Konstantin Georgievich - Russian writer. Master of lyric prose. Information taken from The New Illustrated Encyclopedic Dictionary, page 545.

4. Come up with your own statement about the benefits of books and reading. Write it down.

All human wisdom is hidden in books, and only by reading it is possible to comprehend it.

5. In what reference books can you find out what the ancient Greek city of Troy is famous for? Write it down.

Ancient world, Complete encyclopedia, Hardman Sh., Steele F., Thames R., 2007 - A. B. Preobrazhensky. I get to know the world: Children's encyclopedia: History of the ancient world. 2001.

Page 14 - 15 - Going on an excursion

1. Find a description and point with arrows.

Executed option:

2. Give 1-2 examples.

Art museums: Tretyakov Gallery, Pushkin Museum of Fine Arts

Museum-apartment, house-museum, museum-estate: Museum of Vladimir Mayakovsky, Apartment Museum of S.S. Prokofiev

Nature reserves, national parks: Moscow State Museum-Reserve Kolomenskoye , Izmailovsky Island - Museum-Reserve

3. Think of and write down questions you would like to ask at the zoo or botanical garden.

• Why do hippos have pink milk?
• Are elephants really afraid of mice?
• What color is the tongue of a giraffe?
• How many years do acorns appear on an oak tree?
• Why is a walnut called a walnut?

Find out what questions the other guys have prepared. Can you answer them?

4. Independently or with the help of additional literature, the Internet, determine which museums are shown in the photographs in the Appendix. Cut out and stick them in the appropriate windows.

Museum of Fine Arts named after A.S. Pushkin

5. Think and write where you can go on an excursion in your area. Underline the name of the place that seems to you the most interesting.

• Garage Museum of Contemporary Art
• Moscow Kremlin museums Armory Chamber
• Planetarium
• Upside Down House Museum

Page 16 - 17 - Our excursion

Take a tour and create a photo story about it. Write down how you rate the excursion and why.

Armory Chamber in Moscow

I liked the excursion. I learned a lot of new and interesting things.

Page 18 - 21 - What the plan will tell you about

Site plan- This is an accurate drawing of the terrain, made using conventional signs.

2. Sign the outline symbols on your own or with the help of a textbook.

3. Cut out the conventional signs of the plan from the Appendix and paste them into the corresponding windows.

			1 - Arable land. 2 - Vegetable garden.

4. Draw conventional signs for the plan.

Check yourself with the tutorial.

5. In the lesson, the teacher asked: "What does the scale of the plan depicted in the textbook mean?" the children answered like this:

Seryozha: "One centimeter on the plan corresponds to one meter on the ground."
Nadia: "One centimeter on the plan corresponds to 50 meters on the ground."
Vitya: "One centimeter on the ground corresponds to 10 meters on the plan."
Ira: One centimeter on the plan corresponds to 100 meters on the ground.

Who answered correctly? Check the box.

6. Practical work "Tourist plans".

1) Consider the plan of the zoo in the textbook.

Orient yourself along the sides of the horizon and determine in which parts of the zoo they live:

a) tigers - in the north
b) lions - in the south
c) bullfinches and other birds - in the west
d) camels - in the east

2) Consider a fragment of the Moscow plan in the textbook.

Fragment of the plan of Moscow

Write down what sights of the city are depicted on it.

Sparrow Hills Luzhniki Stadium

3) Consider the plan of the central part of St. Petersburg. Determine how to get from the Moscow railway station to the Winter Palace. Write what you can see on this route.

Plan of the central part of St. Petersburg From the Moskovsky railway station, you need to go to the left along Nevsky Prospekt, walk past Anichkov Bridge, and after the Alexander Column turn right. And then we will find ourselves near the Winter Palace. Following this route, you can see Anichkov Bridge, Kazan Cathedral, Alexander Column and Palace Square.

Put any other route on the plan. Describe it orally.

If you've brought other travel plans to class, consider them. Think of questions and tasks for each other to see if you've learned how to read travel plans.

We have learned to determine the sides of the horizon on the plan.
We have learned to find various sights on the plan.
We have learned to determine according to the plan how to get to this or that place.
We have learned to lay a certain route on the plan.

Page 22 - 23 - Planet on a piece of paper

1. Using the textbook, add the definition.

A map is a reduced image of the earth's surface on a plane using conventional symbols.

2. Mark the sides of the horizon on the world map.

3. Color in as indicated on the map:

4) Using the textbook, add the definitions.

Mainland is a huge piece of land surrounded by water on all sides. It is also called the continent. Part of the light- this is the mainland or part of the mainland with islands located nearby.

Explain (verbally) what are the similarities and differences between the continent and the part of the world.

5. Write down the names of all continents and parts of the world in the table.

Paint in any color the mismatched names of continents and parts of the world.

6. Using the textbook map, give examples (3-4 titles in each paragraph).

Seas: Barents Sea, Arabian Sea, Norwegian Sea, Beaufort Sea. Rivers: Lena, Amazon, Volga, Ob. Islands: Aleutian Islands, New Zealand Islands, Madagascar Island, Tasmania Island.

Page 24 - 25 - Countries and peoples on the political map of the world

1. Consider a wall political map of the world. Define the name and borders of the country where the capital is Rome - an ancient city whose culture you already know a lot. What are the names of its neighboring countries? Write down the information obtained through the study of the political map of the world:

Let's turn to the map and see that the neighboring countries are: France, Switzerland, Austria and Slovenia. Rome - the capital of Italy Italy's neighbors are Austria, Switzerland, France and Slovenia.

2. Read the story about Heinrich Schliemann. Find on the wall political map of the world the countries whose languages ​​he learned, where he lived and worked. Check the boxes.

Heinrich Schliemann was born in 1922 in Germany... His childhood dream of finding the ancient city of Troy led him at the age of 18 as a sailor to the ship "Dorothea", which was heading for Venezuela... The ship fell into a storm and sank, and Henry miraculously escaped and ended up in Amsterdam... Here he worked in a trading office and in two years mastered Russian , English , French , Dutch , Spanish , Portuguese and Italian languages. Then Heinrich Schliemann went to Petersburg and for 20 years he conducted his trading business in the Russian capital. During this time, he learned Polish , Swedish , Greek, Arab and other languages, got rich on gold mining in America... And finally left for Greece- to fulfill your dream. To read the Iliad in the original, he learned ancient Greek in six weeks. Homer's text became a guide for him. And the ancient land of Greece revealed its secret to the archaeologist. Buried G. Schliemann in Athens.

Let's mark on the map with flags all the countries whose languages ​​G. Schliemann learned, where he lived and worked.

Political map of the world - click to enlarge the image

3. Consider representatives of different countries in traditional costumes. Find the country of their native language on the political map of the world. Write down the names of these countries and their capitals.

Country - Belarus Capital - Minsk	Country - Mexico Capital - Mexico City
Country - Turkey Capital - Ankara	Country - China Capital - Beijing

Page 26 - 27 - Traveling, learning about the world

1. With your friends, discuss and plan a trip to your city (village). Use the sample plan from the tutorial to do this.

Purpose of Travel: learn about the death of the royal family. Travel location: Temple on blood Sources of travel information: Internet. Reference literature: Pilgrims from all over Russia will set off in July along the route "Shrines of the Yekaterinburg Diocese, Tsar's Days." Pravoslavie.ru; E. Gilbo “The Mystery of the Death of the Royal Family”, article 2004; Greg King, Penny Wilson The Romanovs. The fate of the royal dynasty. " Eksmo Publishing House, Moscow, 2005 Maps, diagrams, plans, guides: map of the city of Yekaterinburg. Equipment: camera, navigator. Weather forecast: check the website gismeteo.ru. Dress code: loose, comfortable shoes. My satellite (s): parents.

2. After the trip, choose the most interesting from the diary and write it down on these lines.

The tragic death of Emperor Nicholas II was the end of the great Russian Empire. The fatal events that took place in Yekaterinburg in the house of the engineer Ipatiev gave rise to many legends. There are many mysteries left for historians to solve.

3. In the farm "On the edges" of the Belgorod region we will learn the skills of beekeeping. Cut out drawings from the Appendix. Supplement them with a photo story, observing the sequence in the work of the toilers-bees and in the concerns of the beekeeper.

Page 28 - 29 - Transport

1. Draw an ancient means of transportation among the peoples of your region or stick a photo.

Photo of an ancient vehicle - a sleigh pulled by a troika

2. Distribute vehicles by type. Mark land transport with a red circle, water transport with a blue circle, and air transport with a yellow circle.

Which of these vehicles are old and which are modern? Answer verbally.

3. Project "Inquisitive Passenger". Read the story and look at the pictures.

You already know about the Reading Moscow train. And also the "Aquarelle" train runs in the Moscow metro. You get into the carriage and it is as if you find yourself in an art gallery. Young men, girls and children of your age are looking at the creations of Russian artists with interest. Often, the passengers of this train go from carriage to carriage to see as many pictures as possible. Many people take pictures of what they especially like. Train "Aquarelle" is a wonderful gift to all art lovers and just curious people.
Train "Aquarelle"

Come up with a project for one of the types of transport for curious passengers. What natural and cultural phenomena of your region would you like to present in your project? Draw and describe the project on pages 30-31.

Project name : classical music tram
Vehicle name : tram
Appearance :

Description: Classical music will be played on the tram. In the intervals between the compositions, the speaker will talk about various interesting facts related to the writing of works, the composers who wrote them, their lives, and the performers.

Page 32 - 33 - Media and Communication

1. Come up with symbols to convey information. Draw them on the flags.

Swap notebooks with a friend and decipher the information on the flags. Write it down in words.

On the left is a sign warning of some event that requires attention. On the right is an arrow to the right - indicating the direction of further movement.

2. Imagine that you are sending a letter to a friend. Draw out a mail envelope with the necessary information.

3. Place in a frame information from a local newspaper or magazine about the phenomena of nature or cultural events that interest you, about the people of your region.

4. Write down the names of the media and communications from memory. Check yourself with the tutorial.

Media and communication Postal service, telegraph, telephone, radio, television, internet.

The world is like home

Page 34 - 35 - The world of nature in folk art

1.Using the text of the textbook on p. 46 complete the sentence:

The word "ekos" ("oikos") in translation from Greek means " house, dwelling ". The word" logos "in translation from Greek means knowledge ... The ancient Greeks called the word "ecumene" part of the world inhabited and developed by man .

2. Color a fragment of an old spinning wheel. Determine how many tiers of the Universe are depicted on it. Describe them orally.

3. Make a chain of questions and answers based on the song "Where, Thomas, are you going?", Using knowledge about the nature and life of the people of your region. For the final answer, use the tips of the textbook or put the name of the person to whom you are writing this song. You can make a picture for the text as a gift (on a separate sheet).

Option 1- Where, shepherd, are you going? Where are you taking your sheep? - On the field. - Why do you need on the field? - Feed the sheep. - Why feed the sheep? - To give wool. - Why do you need wool? - So that the kids were warm in winter. Option # 2- Where, Anya, are you going? - Collect mushrooms. - Why do you need mushrooms? - To cook the soup. - Why do you need soup? - To feed yourself, and treat friends!

Page 36 - 37 - What it all consists of

1. Find an extra photo in each row and circle it. Explain (verbally) your choice.

Natural objects - everything that relates to nature. In addition, we are surrounded by countless human-made objects. The first figure shows natural objects, except for the circle, which is objects created by man, respectively, it will be superfluous in this row. The second figure shows objects created by man, except for the tit, which is a natural object, so it will be superfluous in this row.

2. Give examples of natural objects (3-4 in each row).
Objects of inanimate nature: planets, waterfalls, stones.
Wildlife objects: trees, animals, birds, insects.
3. Using the text and illustrations of the textbook, fill in the table. You can supplement it with your own examples.

4. Find out by the description of the substances and write their names in the boxes.
- This substance is part of any living organism. The human body is 2/3 of this substance.

- This substance is found in the form of a stone underground, and also dissolved in the water of the seas and oceans. It can be found in every home - kitchen.

- This substance is added to many products - sweets, cakes, pastries. In nature, it is found in plants.

Sugar

- This substance is our helper in the kitchen, because it burns well. But in the event of a leak, it can spread throughout the apartment, but it is very dangerous.

Natural gas

- These substances are created artificially. They are used to make household items, window frames, toys, and many other items.

Plastic

5. Underline the names of solids with a blue pencil, and underline the names of substances with a green one: salt, nail, iron, horseshoe, aluminum, wire, copper, gasoline can, plastic, gasoline, icicle, water, ice floe, candy, sugar, salt shaker.

Page 38 - 39

6. Practical work (experience) "Water - solvent".

The purpose of the experiment: to determine which substances water dissolves and which does not.
1) Imagine the plan (order) of the experiment.

1. Pour water into 4 glasses.
2. Put sugar in the 1st glass.
3. Put salt in the 2nd glass.
4. Put chalk in the 3rd glass.
5. Put clay in the 4th glass.
6. Observe the result.
7. Write output

2) Consider the drawing. Select the equipment we need for the experiment. Check the selected items with a check mark.

3) Follow the instructions.

Pour the water from the flask into 4 beakers. Pour sugar into glass No. 1, salt into glass No. 2, chopped chalk into glass No. 3 (grind the chalk in a mortar), into glass No. 4 - clay. Stir all substances with a glass rod. What are you watching? Describe verbally.

4) Record the results of the experiment by putting the "+" sign in the appropriate columns of the table.

5) Make a conclusion. Check yourself on the App.

Water dissolves sugar and salt, but does not dissolve sand and chalk.

Think questions for each other to see if the goal of the experience has been achieved. Rate your progress by placing a "+" sign in the appropriate boxes.
We came up with the right plan for the experiment.
We have chosen the right equipment.
We accurately recorded the results of the experiment.
We correctly concluded from experience.

Page 40 - 41 - The world of celestial bodies

1. Using the information in the textbook, write the numbers into the text.

Diameter of the Sun in 109 times the diameter of the Earth. Mass of the Sun in 330 thousand times the mass of our planet. The distance from the Earth to the Sun is 150 million kilometers ... The temperature at the surface of the Sun reaches 6 thousand degrees , and in the center of the Sun - 15-20 million degrees .

Tell your classmates about the Sun. Include textbook data in your story.

2. Fill in the table. Take one example from the textbook (picture on p. 56). Try to find other examples (1-2 in each column) in additional literature, on the Internet.

Difference of stars by color

Star names by color

3. The sun and the celestial bodies moving around it make up the solar system. Build a model of the solar system. To do this, mold planetary models from plasticine and arrange them in the correct sequence on a piece of cardboard. Sign the names of the planets on the plates and stick them on your model.

4. Solve the crossword puzzle.

1) The largest planet in the solar system.
2) A planet with rings clearly visible through a telescope.
3) The planet closest to the Sun.
4) The planet farthest to the Sun.
5) The planet we live on.
6) The planet is a neighbor of the Earth, located closer to the Sun than the Earth.
7) The planet is a neighbor of the Earth, located farther than the Sun than the Earth.
8) The planet located between Saturn and Neptune.

5. Using various sources of information, prepare a message about a star, constellation or planet that you would like to know more about. Write down the basic information for your message. Indicate sources of information.

Star Aldebaran One of the brightest stars in the night sky, the main, brightest star in the constellation Taurus, is called Aldebaran. In Arabic, this word also means "following". Aldebaran is an orange-red giant star. Its brightness is 150 times greater than that of the Sun. It is located at a distance of 65 light years from us. Source: Tarasov L.V., Tarasova T.B. Space: encyclopedia - M .: Eksmo, 2015.- 96 p .: ill. - (Your first encyclopedia).

Page 42 - 43 - Invisible Treasure

1. In the text of the textbook, find the paragraph where the wind is explained. Please read it carefully. Come up with and draw a diagram of the origin of the wind.

In nature, moving air is wind. As you know, the earth in different places is heated in different ways by the sun. The air heats up from the ground. Warm air is lighter than cold air; it rises up, and cold air rushes to its place. Here comes the wind.

See what schemes other guys have suggested. Rate your work and the work of your fellows. Whose scheme is correct, accurate, understandable? Who made the mistakes? Tell us about the origin of the wind according to the most successful schemes.
2. Sign on the diagram the names of the gases that make up the air. Check yourself with the tutorial.

Underline with a green pencil the names of the gas that living organisms absorb when breathing.
Underline the name of the gas that living organisms release when breathing with a red pencil.
3. Study the properties of air and write down your findings.

1) Is the air transparent or opaque?
The air is clear.
2) Does the air have a color?
Air is colorless.
3) Does the air smell?
The air is odorless.
4) What happens to the air when it is heated or cooled?
hot air expands .

This experience suggests that cold air is compressed.
5) How does air conduct heat?
Air does not conduct heat well.

4. What is the name of the equipment used in these experiments? Point with arrows.

Page 44 - 45 - The most important substance

Practical work "Investigation of the properties of water."

purpose of work: to determine the properties of water.

Dip a glass rod into a glass of water. Is she visible? What property of water does this indicate?

Conclusion: the water is transparent.

Compare the color of the water with the color of the stripes shown on this page. What do you see? What does this mean?

Conclusion: water is colorless.

Smell clean water. What property of water can be established in this way?

Conclusion: water is odorless.

Dip a flask with a tube filled with colored water in hot water. What are you watching? What does this indicate?

Conclusion: when heated, water expands.

Place the same flask in a plate with ice. What are you watching? What does this indicate?

Conclusion: When cooled, water is compressed.

General conclusion: water is clear, colorless, odorless, expands when heated, contracts when cooled.

Define the purpose of each experiment. Describe (verbally) its course. Check your findings on the Appendix.

We have chosen the right equipment for the experiments.
Our conclusions coincided with those given in the Appendix.
We have correctly identified the properties of water, but we have inaccurately formulated our conclusions.
We made mistakes in determining some of the properties of water.

Page 46 - 47 - Natural elements in folk art

1. Cut out photos from the Application. Stick them under the names of natural elements. At the bottom of the table, draw images of fire, water and air that are typical for the visual and applied arts of the peoples of your region.

2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region. Guess them to members of other working groups.

Riddles about fire The firebird flies, drops golden feathers. (Fire) Lives without drinking. But it is worth getting drunk - dies. (Fire) The scarlet rooster is extinguished in the water. (Fire) To chew - I do not chew, but I eat everything. (Fire) Riddles about water Falls in winter, murmurs in spring, makes noise in summer, drips in autumn. (Water) In a hot day, the most desirable day happens. (Water) Why not roll out uphill, decide not to carry it away and hold it in your hands? (Water) Riddles about air What do we breathe? What are we not seeing? (Air) What can't you see in the room or on the street? (Air)

3. Consider the patterns of folk embroidery. Identify the images of fire, water and air.

Orally compose a fairy tale about the elements of nature.

Page 48 - 49 - Pantry Lands

1. Add the definitions yourself or with the help of a textbook.

Minerals are natural substances Rocks are natural compounds of minerals.

2. Practical work "Composition of granite".

Purpose of the work: to determine the minerals that make up the granite.

1. Review and compare mineral samples: feldspar, quartz, mica. Describe their properties verbally (color, transparency, gloss).
2. Use a magnifying glass to examine a piece of granite. Find colored grains. It is a feldspar mineral. Find translucent grains. It is a quartz mineral. Find Black Shiny Seeds. It is a mica mineral.
3. Based on the results of the study, fill out the diagram.

4. Make a conclusion (verbally). Check yourself on the App.

Come up with questions and tasks for each other to see if the goal of the work has been achieved. Rate your progress by placing a "+" sign in the appropriate boxes.

We have correctly described the properties of minerals.
We have correctly identified the minerals that make up granite.
We have filled in the Granite Composition diagram correctly.
Our conclusion coincided with the one given in the Appendix.

3. Do you know what is stored in the Earth's pantries? Cut out photos from the Application and paste them in the corresponding windows.

4. Write down the names of the minerals in your area.

Gold, gas, oil, granite, asbestos, iron ore.

Page 50 - 51 - Miracle Underfoot

Practical work "Study of soil composition".

Purpose of the work: to determine what is included in the composition of the soil.

Consider equipment set up for practical work. Indicate the names of the items with the arrows. Explain (verbally) what they are used for.

Throw a lump of dry soil into the water. What are you watching? What does this mean?

Output: the soil contains air.

Heat some fresh soil over a fire. Hold cold glass over the soil. What are you watching? What does this mean?

Output: the soil contains water.

Continue heating the soil. Wait for smoke and unpleasant odors to appear. This burns up the humus of the soil, which is formed from the remains of plants and animals. Humus gives the soil a dark color. What does this experience show?

Output: the soil contains humus.

Pour the calcined soil, in which the humus has burned (it is gray), into a glass of water and stir. Observe what settles to the bottom first and what - after a while. What does this experience tell us?

Output: The soil contains clay and sand.

Place on the glass a few drops of water that the soil has been in for a long time. Hold the glass over the fire. What happened to the water? What's left on the glass? These are mineral salts. What does this experience tell us?

Output: the soil contains mineral salts.
General conclusion: the soil contains air, water, humus, clay, sand, mineral salts.

Define the purpose of each experiment. Describe (verbally) its course. Check your findings on the Appendix. Rate your work by placing a "+" sign in the appropriate boxes.
We have correctly named the equipment for the experiments.
Our findings were consistent with those in the Appendix.
We correctly determined the composition of the soil, but inaccurately formulated a conclusion.
We made mistakes in determining the composition of the soil.

Page 52 - 53 - The world of plants

1. Recognize plant groups by descriptions. Write the names of the groups in the boxes.

• These plants have roots, stems, leaves, flowers and fruits in which seeds ripen - 9 letters. Answer: flowering. Flowering plants have flowers and fruits. They also have all the other parts: roots, stems, leaves. These plants are the most diverse. The group has 250,000 species. Examples of flowering plants: daffodil, calendula, marigolds, willow, lily of the valley, aster, sunflower, pear, potato, linden, coltsfoot, dandelion.
• These plants have no roots, stems, leaves, flowers or fruits. Their body is called a thallus - 9 letters. Answer: algae. Seaweed- inhabitants of the water. An example of algae is seaweed. Algae have no roots, stems, leaves, flowers or fruits. The body of the algae looks like long brown ribbons, it is called the thallus. The group has 100,000 species.
• Plants of this group have stems and leaves, but no roots, flowers and fruits with seeds - 3 letters. Answer: mosses. Mosses grow in damp places. They have stems and leaves, but they do not have roots, flowers and seeds with seeds. The group has 27,000 species.
• These plants have all parts except flowers and fruits. Their seeds ripen in cones - 7 letters. Answer: conifers. Coniferous plants have roots, stems, leaves (needles), but do not have flowers and fruits. In place of the fruit, they have cones, in which the seeds ripen. The group has 600 species. Examples of conifers: pine, thuja, larch, spruce.
• Plants in this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits and seeds - 11 letters. Answer: ferns. Ferns easy to recognize by its beautiful leaves that look like large feathers. Besides leaves, ferns have roots and stems. They do not have flowers, fruits and seeds. The group has 10,000 species.

2. In the lesson, the teacher asked for examples of flowering plants. The children answered like this:

• Seryozha: narcissus, calendula, marigolds, willow, pine.
• Nadia: lily of the valley, aster, sunflower, pear, potatoes.
• Vitya: thuja, larch, fern, water lily, strawberry.
• Ira: seaweed, spruce, linden, coltsfoot, dandelion.

Which of the guys answered correctly? Who made one mistake, two mistakes, three mistakes?

Nadia has the correct answer, Seryozha has one mistake, Ira has two mistakes, Viti has three mistakes.

3. Identify these plants. Sign the names of the plants and the groups to which they belong.

Flowering	Flowering	Flowering	Flowering
Fern	Mosses	Conifers	Conifers

4. Using the book "Green Pages", prepare a report about one of the plant species of any group. Write down the name of the species, group and short information for your message.

Burdock, aka burdock

Many plants: lilies of the valley, snow-white water lilies - disappear from the face of the earth, but not burdock.
Due to the fact that its fruit baskets are firmly attached to a person's clothing and spread everywhere, burdock grows everywhere.

If you arm yourself with a magnifying glass and carefully examine this plant, then inside the ball-basket there are small purple flowers, and outside there are special leaves. They end in thorns, thanks to which they easily attach to humans and animals.

Page 54 - 55 - Our journey into the world of plants

On these pages, prepare a photo story about the amazing world of plants in your region or other places where you happened to be. In photographs and captions, try to convey your attitude to the world of plants.

Plants of the Urals

The blue cornflower is an annual plant. It is found along the edges of forests, glades, roadsides, as a weed in vegetable gardens and fields of cereals.

Shrub up to 120 cm high. She is a close relative of lingonberry. Blueberries bloom in June-July, and bears fruit in August-September. Its fruits are delicious. They are widely used to prepare various dishes.

- a perennial herb. In Russia, it grows everywhere (with the exception of the Far North): in glades, forest edges, among bushes, in dry open grassy places, on the slopes of hills. In Europe it is called oregano, it is a distant relative of mint, lemon balm, sage, basil and other herbs. Oregano is almost the most important spice for making the legendary pizza in Italy and Greek salad.

Page 56 - 57 - Fertile land and plants in folk art

1. Color the patterns on the antique towel. Define images of land and plants. Decorate the second towel with ancient patterns typical of the amazing applied art of the peoples of your region.

Now we will offer several options for embroidery on antique towels. But first of all, we note that mainly white and red colors were used for embroidery. This is due to the fact that there were simply no other dyes.

At the same time, the following rules were used in the Old Russian embroidery.

• The earth was displayed at the bottom of the towel, while it was allowed to use black colors. Geometric shapes were used to represent the Earth: squares, rhombuses.
• Plants were embroidered on the top of the towel, as a rule, this is an image of flowers, leaves. Image allowed
  ears in the middle of the towel.

2. Draw an illustration for the fairy tale of the peoples of your land, in which the plant plays an important role in the development of action.

Before completing this task, let us recall the fairy tales in which the plant plays an important role in the development of the action.

• First of all, the Russian folk tale "The Turnip" comes to mind.
• Russian folk tale "Rejuvenating apples".
• Russian folk tale "Tops and roots".
• Russian folk tale "Kolosok".
• Russian folk tale "Golden ears".
• "The Toad and the Rose" by Vsevolod Garshin.
• "The Scarlet Flower" by Sergei Aksakov.
• "Flower-seven-flower" by Valentin Kataev.
• "Unknown Flower" by Andrey Platonov.
• "Twelve Months" by Samuil Marshak.

And now we will give several drawings to the named tales.

3. Pick up and write down the riddles and proverbs of the peoples of your region about the land-nurse and plants.

Proverbs and sayings about the land-nurse and plants A plant is an ornament of the earth. The earth loves care. Whoever cherishes the earth, the earth pities him. Fertilize the more the land - the higher the harvest will be. In the ground of crumbs, from the ground of cakes. The deeper the seed is buried, the better it will be born. Grass without clover is like porridge without oil.

And now the riddles

Riddles about the land-nurse and plants Breathes and grows, but cannot walk. (Answer: plant) *** Hey, bells, blue! With a tongue, but no ringing! (Answer: flowers bells) *** Head on a leg, peas in the head. (Answer: poppy) *** Sisters are standing around: Yellow eyes, white eyelashes. (Answer: chamomile) *** The whole world feeds. (Answer: earth)

Page 58 - 59 - Animal world

1. Write down the names of the groups of the listed animals. Use reference words if necessary.

A frog, a toad, a newt is amphibians... Earthworm, beer is worms... Snail, slug, octopus, squid are shellfish... Crayfish, crab, shrimp are crustaceans... Starfish, sea urchin, sea lily are echinoderms... Spider, scorpion, haymaker is arachnids... Lizard, snake, crocodile, turtle are reptiles.

2. Identify the animals. Sign the names of the animals and the groups to which they belong. Use words for reference as needed.

		Already

Page 80 - 81 - How to preserve the wealth of nature

1. Using the text of the tutorial, fill in the right column of the table.

The negative impact of man on nature	Nature protection measures
Release into the air of toxic emissions from industrial plants and cars	Construction of installations that capture harmful substances. Creation of cars that pollute the air less (run partly on gasoline and partly on electricity).
Ingress of household waste water, industrial waste, farms into the water	Construction of a treatment plant in which contaminated water will pass through various filters. In addition, it is worth using invisible bacteria at treatment facilities, which neutralize toxic substances.
Losses of minerals during mining, transportation, processing	Carefully and economically use minerals in their extraction, transportation and processing.
Destruction of plants that protect the soil	Plants strengthen the soil with their roots, therefore, to preserve it is important to protect the soil and plant the plants.
Collection of rare plants by the population	Protect rare plants by building nature reserves, national parks and botanical gardens.
Excessive hunting for animals, poaching	Prohibit and restrict hunting for rare animals. Guard animals, constructing reserves and national parks. Also help animal protection zoos.

2. Design and Draw Symbols to Show Conservation of Natural Communities

c) reservoir

Discuss the conventions suggested by other groups. Choose the best ones.

Tell us about the conventional signs about the protection of natural communities.

Page 82 - 83 - Nature protection in the culture of the peoples of Russia and the world

1. Write down (at choice) proverbs, legends, fairy tales of the peoples of your region, which say that it is necessary to love and protect nature.

Proverbs that say what you need to love and protect nature- Fire is king, water is queen, earth is mother, sky is father, wind is master, rain is breadwinner. - Who cherishes the earth, that she regrets. - Feed the earth - it will feed you. - Love nature - she will respond kindly! - Breaking a tree takes a second, and growing it takes years. - Take care of the dear land, like a beloved mother.

2. Imagine yourself as the main ecologically clean settlement. Draw in a frame a diagram of your imaginary economy, where the power of water, wind, heat of the sun, recycling of waste and garbage is used for heating, lighting, for various activities, and areas intended for felling are re-planted. Use the experience of the peoples of your region, which has been preserved in rural and dacha settlements, in books about the ancient and modern culture of the peoples of Russia and the world.

Page 84 - A Wonderful Journey

Visit (at your choice) the local history or zoological museum, batanic garden, zoo, natural or historical and cultural reserve of your region. Glue the most interesting photo of your trip.

GDZ around the world from a workbook for grade 2 1 part authors Pleshakov A.A. and Novitskaya M.Yu. - The Outlook program is presented on this page. We hope they will help you in preparing your homework.

GDZ around the world - grade 2 - workbook - part 1 - authors: A.A. Pleshakov and Novitskaya M.Yu.

Universe, time, calendar

Page 3 - 5 - We are the union of the peoples of Russia

1. Cut out figures of people in costumes of some peoples of Russia from the Appendix. Make a funny round dance from the figures. If you are at a loss, take a look at the textbook.

In the center, write down the names of other peoples of Russia that you know.

2. Look at the map in the textbook on p. 4-5. Find on it the name of the part of the Russian Federation where you live. Add this to the title of the sentence:

I live in Moscow region .

3. Imagine the union of different parts of Russia in the form of a magic flower. On one of its petals, write beautifully the name of your part of the Russian Federation. The long name can be abbreviated with the first letters of the words, For example, Yamalo-Nenets Autonomous Okrug - YANAO.

On the other petals of the flower, write the names of the parts of Russia where your relatives or friends live.

4. Find out from your elders or guess for yourself how sometimes the name Russian Federation is abbreviated in documents.

Write down your answer: RF .

5. This is a frame - for photographs, drawings or poems, a story about the most interesting things in your republic (region, territory, okrug, city, village). Together with the elders, arrange it for yourself.

Red Square in Moscow

We are the inhabitants of the universe

Page 6 - 7

1. Imagine that you are admiring the world around you. Draw two pictures. Explain (verbally) why you wanted to make such drawings.

Write down the definition.

The universe is the whole world: stars, planets, satellites.

3. Recognize celestial bodies by description and write their names in the boxes.

• Red-hot celestial bodies emitting light - 6 letters.

STARS

• Cold celestial bodies. They revolve around the sun. Do not emit their own light - 7 letters.

PLANETS

• Cold celestial bodies. Revolve around the planets - 8 letters.

SATELLITES

4. Sign the names of the planets using the textbook or by yourself.

Our "Spaceship" - Earth

Page 8 - 9

1. How do you imagine the Earth - our "spaceship"? Draw.

Earth is our spaceship

2. Fill in the blanks in the text.

The earth's surface that we see around us is called horizon ... The boundary of this surface was named skyline .

3. Mark the sides of the horizon on the diagrams. Fill in the scheme No. 1 using the textbook. Cover it with your palm or a piece of paper. Try to fill out the scheme number 2 yourself, and then check yourself.

4. Practical work "Compass".

1) Consider a compass. Use the picture to study its structure. Show and name the parts of the compass.

* Card - a circular scale (plate with divisions) with the designation of the sides of the horizon.

2) Follow all the steps according to the instructions and determine the sides of the horizon.

How to use the compass- Place the compass on a level, horizontal surface. - Pull the fuse and wait for the arrow to stop. - Rotate the compass so that the blue end of the arrow aligns with the letter WITH, and red - with the letter Y. Then all the letters will indicate the directions of the sides of the horizon. - When finished, put the arrow on the safety catch.

3. Place signs on the work table with the designation of the main cardinal points.

4. Complete.

Compass is a device for determining the sides of the horizon.

5. Solve the crossword puzzle.

1. Earth model ( globe).
2. The northernmost point of our planet (North Pole).
3. The southernmost point of our planet (South Pole).
4. Huge bodies of water on Earth ( oceans).
5. Huge tracts of land, surrounded on all sides by water ( continents).

6. With the help of a globe or independently determine the continents along the contour. Sign the names of the continents.

Time

Page 12 - 13

1. Come up with pictures-symbols representing the past, present and future. Explain (verbally) why you wanted to make such drawings.

2. Number the units in ascending order.

Think about which units of time can be determined by the clock, and which by the calendar.

By the hour, you can determine: hours, minutes, seconds. According to the calendar, you can determine: year, month, week, day.

3. Practical work "Hours".
1) Consider the clock. Use the picture to study their device. Show and name the parts of the clock.

2) Observe the movement of the arrows. Which is the fastest and which is the slowest?

The fastest hand on the watch is the second hand. The "slowest" hand on the clock is the hour hand.

When the teacher gives a signal, determine by the clock. Write down the time.

Time: 10 hours 20 minutes 32 seconds.

3) Set a different time on the watch model and determine it. Show this time by drawing arrows.

Left on the clock: 12 hours 39 minutes. In the center at the clock: 5 hours 20 minutes. On the right, the clock is 11 hours 00 minutes.

4) Complete.

A clock is a device for measuring time.

Day and week

Page 14-15

1. Draw a picture for your fabulous explanation of the change of day and night.

2. Cut out the details from the application and assemble the application diagram.

3. Write down the definition using the textbook or yourself.

A day is the time from one sunrise to the next.

4. Number the days of the week in the correct order, starting Monday.

5. Remember the interesting events that happened in your family on Sunday. Write a story about one of them.

One Sunday my family and I went to the countryside. We take with us a rubber boat, a tent and other travel accessories. All day long in the open air with dad we fish, and mom cooks fish soup. It was a wonderful day.

My week

Page 16-17

Create a photo story about your life in a week. Come up with photo captions. Write down how you rate the past week and why.

Football My week has been great. I learned a lot of new, interesting things at school, and had a good weekend.

Month and year

1. Cut out the details from the Appendix and assemble the application diagram.

2. Observe the moon within a month. Try to see the new moon, the "growth" of the moon, the full moon, the "aging" of the moon. Draw what the moon looks like on different days. Record the dates of the observations under the figures.

Phases of the Moon: "Growth" of the Moon, Full Moon, "Aging" of the Moon and New Moon

3. Draw a picture for your fabulous explanation of the change in the appearance of the moon.

4. Write down the definition using the textbook or by yourself.

Year- this is the time during which the Earth makes a complete revolution around the Sun.

5. Number the months in the correct order, starting in January.

Seasons

Page 20-21

1. Come up with symbolic drawings for the four seasons. Draw them in the correct order, starting in spring. Sign the names of the seasons.

2. Cut out the details from the Appendix and assemble the application diagram.

3. Draw a picture for your fabulous explanation of the changing seasons.

4. Write down the definition.

Phenomena of nature are all changes that take place in nature.

5. Give 2-3 examples of seasonal phenomena.

Spring phenomena: snow melting, flood, drops. Summer phenomena: rainbow, hail, lightning. Autumn phenomena: fog, rain, slush. Winter phenomena: snowfall, blizzard, blizzard. Read more about natural phenomena in the article: natural phenomena.

Weather

Page 22 - 23

1. Practical work "Thermometer".

1) Using a photo and the text of a workbook, study the device of a street thermometer. Show and name the main parts.

The main parts of the thermometer are a glass tube filled with liquid and a scale (graduated plate). Each division on the scale represents one degree. In the middle of the scale, you see zero. This is the border between degrees of heat and degrees of frost. The end of the liquid column in the thermometer tube indicates the number of degrees.

2) Compare thermometers: outdoor, indoor, water, medical. What are their similarities and differences?

The similarity of different thermometers is that they are all used to measure temperature. The differences between different thermometers lie in their areas of application, as well as in the temperature range marked on the scale.

3) Read the temperature recording and exercise.

The number of degrees of heat is recorded with a "+" sign, and the number of degrees of frost - with a "-" sign. A small circle is put together the word "degree".

For example +10, -10. If a medical thermometer shows a temperature above +37, then the person is sick.

Write in numbers:

Ten degrees of heat - + 10 ° C ten degrees of frost - -10 ° C zero degrees - 0 ° C six degrees above zero - + 6 ° C six degrees below zero - -6 ° C

Write in words:

5 ° C - five degrees Celsius. -7 ° C - seven degrees below zero.

4) Using the appropriate thermometers, determine the temperature of the air, water, and your body. Fill the table.

5) Write down the definition.

is a temperature measuring device.

Page 24 - 25

2. What weather phenomena are shown in the photographs? Sign up.

Mark (fill in the circle) those phenomena that you had to observe.
3. Symbols are used to indicate weather phenomena. Consider them and learn to draw.

4. Write down the definition using the textbook or by yourself.

Weather is a combination of air temperature and precipitation, wind and cloudiness.

Calendar - keeper of time, guardian of memory

Page 26 - 27

1. Consider how the tear-off calendar page is arranged. Design the page of the calendar "My birthday" on the right by her model.

Come up with an oral story about yourself for the back page of your calendar.

2. Sign the names of the seasons in the center of the calendar circle. Paint each part of the circle with red lines with suitable colors. Explain (verbally) why you have chosen these colors for each of the seasons.

3. Determine in the calendar circle, in which months the birthdays of your loved ones fall. In the boxes, write down their names. And in circles, indicate the number of family holidays.

4. Guess riddles. Write down the answers. Check the answers in the Appendix.

Days arrives, Twelve brothers And he himself decreases. They go one after another, (Tear-off calendar) They do not bypass each other. (Months)

Red calendar days

Page 28 - 29

1. Come up with a sign of the holiday. Draw it in a frame.

	June 12 - Day of Russia
	August 22 - Day of the State Flag of the Russian Federation
	1 September is the day of knowledge
	October 5 - International Teachers Day
	November 4 - National Unity Day
	December 12 - Constitution Day of the Russian Federation
	January 1 - New Year
	February 23 - Defender of the Fatherland Day
	March 8 - International Women's Day
	May 1 - Spring and Labor Day
	May 9 - Victory Day

2. Pick and paste a photo of the celebration of one of the red days of the calendar (of your choice). Come up with a signature for it. You can use photos from magazines.

Folk calendar

Page 30 - 31

1. Read folk signs.

• If the voice is heard far away - to good weather; if the voice is heard dull, it will rain near the ground. (Chuvash omen).
• If the hair on the head becomes damp and soft, it will rain. (Serbian omen).

What sense organs help to observe these phenomena? Answer verbally.

The organs of hearing and touch help to observe the described phenomena.

2. Write down the signs of the peoples of your region about the campaign based on observations:

a) for phenomena in the world of inanimate nature:

• The sun's rays are streaming down in beams - towards the rain.
• If the stars are foggy - to the rain.
• The sun bakes strongly and nature has calmed down - to a thunderstorm.
• If the stars are bright in October - good weather.
• If the clouds are sparse, it will be clear and chilly.

b) for plants:

• If the grass is thickly covered with dew in the morning, the day will be fine.
• If in spring the birch sap is divided in full, you should wait for a rainy summer.
• Good harvest of sorrel for a warm winter.
• Blooming bird cherry for a cold snap.
• If on a sunny day the dandelion inflorescence suddenly begins to shrink, nature is preparing for the rain.

c) for the behavior of animals:

• Ducks and chickens huddle in flocks in the lingering rain.
• Swallows hide under the roof to the storm.
• If the cat scratches behind the ear, it will be snow or rain.
• Rams and sheep push their foreheads - be in a strong wind.
• Hares are getting closer to human habitation - to the harsh winter.

Try to check the correctness of these signs throughout the year.

3. Consider the old calendars of the peoples of Russia. Try to explain (verbally) how they help keep track of time.

Russian calendar made of mammoth bones made it possible to track important natural events in order to know when birds arrive, when to start gathering and when to start hunting. Plus it was the prototype for the solar and lunar calendars. Our ancestors determined the time of the year, the dates of the holidays, the time of harvest, and so on, based on the lines drawn on the calendar. Wooden calendar of the Evenki peoples also made it possible to track important events, the time of rituals, holidays according to points marked on the calendar.

4. Imagine that you are living on a desert island. Think of a device that will help you count days, weeks, months of the year. Draw a diagram of this device.

On a desert island, there are not so many things from which you can build an adaptation in order to count the days, weeks, months of the year. It can be a rope, on which, with the help of knots, you can count the days, weeks and months of the year.

Ecological calendar

Page 32 - 33

1. Find in the textbook and write down the definition.

2. Draw a picture on the theme "Our Magical Green House".

3. Enter the dates of ecological days in the table using the text of the textbook. Come up with symbol pictures and draw them in the table.

Page 36. Autumn.

Autumn months

1. In the first column, read aloud the names of the autumn months in the ancient Roman calendar. Compare their sound with the sound of modern Russian names for the autumn months. Write down the Russian names in the second column. Verbally make a conclusion about their origin.

In the 2nd column we write from top to bottom: September October November

Find out from your elders and write in the third column the names of the autumn months in the languages ​​of the people of your region.

In the 3rd column, we write from top to bottom: howler is a dirtier leaf

2. Write down the names of the autumn months in the language of the peoples of your region, which are related:

a) with the phenomena of inanimate nature: rain chime, dawn, muddy, frowning, howler.

b) with the phenomena of living nature: leaf-bearing, leaf fall.

c) with the difficulty of people: baker, wedding, skit, leaf-cutter.

3. Russia is great. Therefore, summer is seen off and autumn is met at different times and more than once. Write down the dates of the arrival of autumn according to the old calendars of the peoples of your region.

Answer: summer in Russia comes on September 1 (the modern date of the arrival of autumn), September 14 (the arrival of autumn according to the old style), September 23 (the day of the autumn equinox in the Moscow state was considered the day of the onset of autumn).

4. Signatures for the picture to choose from: golden autumn; sad time - the charm of the eyes; autumn in the village; autumn Moscow; waiting for winter.

S. 38-39. Autumn in inanimate nature.

1. Mark the diagram showing the position of the sun in autumn. Explain (verbally) your choice.

We mark the second scheme. It shows signs of autumn (rain, leaf fall, the sun goes low above the ground).

For understanding: the Earth revolves around the Sun, while the axis of the Earth is always tilted in the same way. When the axis is tilted towards the sun, it seems high relative to the earth, is "directly overhead", its rays fall "vertically", this time of the year is called summer. When the Earth rotates around the Sun, the axis shifts relative to it and the Sun relative to the Earth seems to descend. Its rays fall on the Earth obliquely. Autumn is coming.

2. Make a list of autumn phenomena in inanimate nature using the text of the textbook.

Answer: frost, frost, rain, fog, autumn equinox, freeze-up.

3. Write down the date.

S. 40-41. Folk holidays at the time of the autumnal equinox.

The traditional costumes of the Nanai hunters of the Amur region are a combination of patterns in brown, red, pink and blue colors. The dishes are golden, painted.

Reindeer breeders of Kamchatka dress in clothes and shoes made of reindeer skins, as a rule, in all shades of brown or gray, with light fur.

S.42-43. Starry sky in autumn.

1.Using the illustrations in the textbook, connect the stars to form the figures of a bear and a swan. In the left picture, highlight the Ursa Major's bucket.

See the picture for the answer.

2. Draw a picture for your fairy tale about how the big bear appeared in the starry sky.

Fairy tale: Somehow the teddy bear wanted to feast on a honey and climbed a tree - to ruin the hive. And the forest bees are angry, they attacked the bear cub, began to sting. The bear began to climb higher and higher up the tree. The mother bear saw this, rushed to save the bear cub, she also climbed up the tree, and followed him to the very top of the tree. She covers her little son, and the bees sting harder and harder. I had to climb even higher, to the very sky, so that the bees would not get it. They are still there: Ursa Major and Ursa Minor.

Or write a story about how the bears hid from the hunter in a tree, and then climbed into the sky and left the chase.

We draw bears climbing into the sky from the top of a tree.

3. Observe the starry sky. Find familiar and new constellations and stars. Pay attention to the location of the Ursa Major's bucket. Write down the names of the constellations and stars that you were able to see:

Constellations: Ursa Major, Ursa Minor, Pisces, Aries, Andromeda.

Stars: Venus, Sirius, Pole Star.

4. Write a story about one of the constellations of the autumn sky. Use for this information from the atlas-determinant, other books, the Internet (at your discretion).

Story: Bootes or Shepherd is the constellation of the northern hemisphere sky. It is observed both in summer and autumn. It looks like a man guarding a herd. The imagination of ancient people drew him with a staff and two dogs. There are several myths about this constellation, but the most interesting one says that the first plowman on earth was turned into this constellation, who taught people to cultivate the land. The constellation Bootes includes a very bright star Arcturus next to the Big Dipper, and it itself resembles a fan.

If you want, create a fairy tale about the constellations of the autumn sky. Write it down on a separate sheet and style it beautifully.

First you need to find out which constellations are visible in the sky of the northern hemisphere in the fall. They are shown and labeled in the figure:

We come up with a fairy tale about any of them or about all of them at once.

Fairy tale: People lived in the same city. They were kind and honest, they achieved everything with their work. Among them were a shepherd who grazed cattle, a charioteer, twin children, an Aquarius who carried water from a well, a beautiful virgin and Cassiopeia, and many others. They also had pets: a calf, a ram, a horse, hounds. And when the boy Perseus began to play the flute, all the animals from the nearby forest came to listen to him: the sly fox, and the lynx, and the lion, and the bear with the bear cub. Fish, a whale and a dolphin swam to the shore. Even the fabulous unicorn and the dragon listened to the gentle melody. But one day in the fall, a volcanic eruption began near the town. He burned forests and fields, dropped houses and was ready to burn the city and all its inhabitants. But the huge dragon told people: you have never done any harm to anyone, you are all very good and I will save you. He gathered on his back all who fit, and took them to heaven. So they shine from the sky to this day and the constellation Perseus, and the dragon, there was a place for everyone in the night autumn sky.

Pages 44-45. The grass is outside our house.

1. Cut out the drawings from the Appendix and place each plant in its own window.

3. Consider herbaceous plants near your home. Find out the names of several herbs with the help of the atlas-determinant, write them down.

Answer: clover, bluegrass, foxtail, yarrow, knotweed (bird buckwheat), plantain, dandelion, mint, burdock.

4. Write a story about one of the herbs growing near your home. Use information from the book "Green Pages" or other sources (at your discretion).

Mint.
Mint grows near our house. This plant has a very pleasant smell. We often collect mint, dry its green leaves and add to tea. I like to drink peppermint tea. There are several types of mint, including medicinal.

Plantain.
The plantain grows along the roads, and from there it got its name. It has wide leaves and a long stem, on which small flowers bloom and seeds ripen. It is a medicinal plant. If you cut yourself, apply the plantain, and the wound will heal faster.

Photos for insertion:

S. 46-47. Antique women's work.

1. Find flax among these plants.

Answer: second from the left.

3. You are in the Museum of Flax and Birch Bark in the city of Kostroma. View photos of tools for processing flax, making linen threads and fabrics. Write the numbers of their names in the circles. 1. Spinning wheel. 2. Weaving mill. 3. Self-spinning wheel. 4. Ruffled. 5. Stupa with pestle. 6. Flax extractor.

The answer is in the picture.

It will be very useful to show your child a training video on flax processing. So the student will clearly see the whole process and better remember the purpose of objects for processing flax.

Pages 48-49. Trees and shrubs in autumn.

1. Recognize trees and shrubs by their leaves and write the numbers of their names in the circles.

The answer is in the picture. Linden, birch and hazel leaves turn yellow in autumn. Euonymus can be yellow or purple in autumn. The oak leaves turn orange. Rowan, maple and aspen are yellow-red. Viburnum leaves in autumn are green or yellow at the cutting and red at the edges.

2. Find a shrub among these plants and underline its name.

Answer: juniper.

Find a tree whose needles turn yellow and fall off in the fall.

Answer: larch.

3. Visit the forest, park or square. Admire the trees and bushes in their fall dress. Find out the names of several trees and shrubs using the Identifier Atlas. Write them down.

Answer: Birch, poplar, thuja, maple, rowan, linden, spruce, pine, aspen.

4. Observe and write down when the leaf fall ends: for birches - in October; for lindens - in September; for maples - in September; poplar - in November; for aspen - in September; near viburnum - in October.

S. 50-51. Wonderful flower gardens in autumn

3. Identify some fall flower garden plants. Write down their names.

Determine Pleshakov's determinant according to the atlas.

Answer: chrysanthemums, asters, dahlias, rudbeckia, gelenium, ornamental cabbage.

Photo for insertion:

4. Write a story about one of the plants in the fall flower garden.

Dahlia

1. The legend tells how the dahlia flower appeared on the earth. Dahlia appeared on the site of the last bonfire, which died out with the onset of the ice age. This flower was the first to sprout from the earth after the arrival of warmth to the earth and with its flowering marked the victory of life over death, warmth over cold.

2. In ancient times, dahlia was not as common as it is now. Then she was only the property of the royal gardens. No one had the right to take out or take out a dahlia from the palace garden. A young gardener named Georgy worked in that garden. And he had a beloved, whom he once gave a beautiful flower - a dahlia. He secretly brought out a dahlia sprout from the royal palace and planted it in the spring at the house of his bride. This could not remain a secret, and rumors reached the king that a flower from his garden was now growing outside his palace. The king's anger knew no bounds. By his order, the gardener Georg was seized by the guards and sent to prison, from where he was never destined to leave. And since then the dahlia has become the property of all who liked this flower. In honor of the gardener, this flower was named - dahlia.

S. 52-53. Mushrooms

2. Draw a diagram of the structure of the mushroom and sign its parts. Check yourself with the diagram in the tutorial.

The main parts of the mushroom: mycelium, stem, cap.

4. Give other examples of edible and inedible mushrooms using the atlas-guide From earth to sky (Pleshakov).

Edible mushrooms: butter dish, birch, milk mushrooms, mushrooms, russula.

Inedible mushrooms: fly agaric, gallerina, pig.

Pages 54-55. Six-legged and eight-legged.

1. What are these insects called? Write in the circles the numbers of their names.

2. Cut out pictures from the application and draw up schemes for the transformation of insects. Finish the signatures.

Insect transformation scheme.

Eggs - larva - dragonfly. Eggs - caterpillar - pupa - butterfly.

3. Find an extra drawing in this row and circle it. Explain (verbally) your decision.

Answer: An extra spider. He has 8 legs and he belongs to the arachnids, and the rest in the picture have 6 legs, these are insects.

4. Write a story about the insects you are interested in or about the spiders. Use the information from the atlas-determinant, the book “Green Pages! or "The giant in the clearing" (of your choice).

Near our dacha, in the forest, there are several large anthills. Ants work all day, they collect seeds and dead animals. And also ants graze aphids. They slap the aphids on the back, and she gives off a drop of sweet liquid. This liquid attracts ants. They love sweets.

P. 56-57. Bird secrets

1. What are these birds called? Write in the circles the numbers of their names.

Migratory birds: swallow, swift, starling, duck, heron, rook.

Hibernating birds: jay, woodpecker, nuthatch, titmouse, crow, sparrow.

2. Give other examples of migratory and wintering birds. You can use the information from the book "Green Pages".

Migratory birds: crane, redstart, sandpiper, thrush, wagtail, wild geese.

Wintering birds: jackdaw, pigeon, bullfinch, magpie.

3. Watch the birds of your city (village). Find out their names with the help of the identifier atlas. Pay attention to the behavior of the birds. Does each bird have its own character? Based on the results of observation, write your story. Draw a picture and stick a photo.

Jay is a forest bird, but lately it can be found more and more often in the city: parks and squares. This is a very beautiful bird. On her wings she has multi-colored feathers, with a blue tint. Jay screams sharply, piercingly. This forest beauty loves to eat acorns, picks up food leftovers, sometimes ravages bird nests and even attacks small birds.

P. 58-59. How different animals prepare for winter.

1. Recognize animals by description. Write the names.

frog
toad
lizard
snake

2. Color the squirrel and hare in summer and winter outfits. Draw each animal its natural environment. Explain (verbally) why these animals change their coat color.

The hare is gray in summer, slightly tawny, and by winter it changes its skin to white.

Squirrels come in a variety of colors, from light red to black. In autumn, they also shed, change their fur coat to a thicker and warmer one, but their color does not change significantly.

3. Sign who made these supplies for the winter.

Answer: 1. Squirrel. 2. Mouse.

4. Enter the names of the animals in the text.

On the ground in a hole, a hedgehog makes a small nest from dry foliage, grass, moss. In it, it hibernates until spring. And in late autumn the bear makes a den under a fallen tree and sleeps in it all winter.

S. 60-61. Invisible threads in the autumn forest.

1. How are oak and forest animals related? Cut out the drawings from the Appendix and stick them into the windows of scheme No. 1, and enter the names of the animals in scheme No. 2.

Answer: squirrel, jay, mouse. They feed on the fruits of the oak and live here.

2. Cut out drawings from the application and stick them in the diagram windows. In the framework, draw up diagrams with names.

Answer: Squirrels and mice feed on nuts. Rowan is a thrush.

3. Give your example of invisible threads in the autumn forest and depict it in the form of a diagram.

Example: a squirrel feeds on a pine tree (eats the seeds of cones) and a woodpecker (eats insects that live in the bark, thereby heals the tree).

4. Look at the photos. Tell (verbally) what kind of invisible threads in the autumn forest they remind you of.

Nuts are reminiscent of squirrels and mice. Acorns - squirrel, jay, mouse. Rowan is a thrush.

S. 62-63. Autumn labor.

1. List what people are doing in the fall in the house, garden, vegetable garden.

In the house: they insulate the windows, store firewood and coal for the winter, prepare stoves and heating boilers, make seaming for the winter.

In the garden: harvest from trees, protect tree trunks from rodents and frost, burn fallen leaves

In the garden: they collect vegetables, send them to storage in the cellar, dig up the beds.

2. Pick up and glue a photo of your family's autumn work.

Photo for insertion:

Think and write down what qualities are needed to do this kind of work.

Answer: love for the land, hard work, the ability to work with a shovel, hoe, rake, patience, strength.

P. 64-65. Be healthy.

1. Draw what games you like to play in summer and autumn. Instead of drawings, you can glue photographs.

Summer and autumn games: catch-up, tag, hide and seek, football, bouncers, kondals, badminton, for girls - rubber band, classics.

2. Think and write down what qualities develop the games you love to play in summer and fall.

Answer: agility, strength, ingenuity, courage, attentiveness, perseverance.

3. Ask the elders in the family to tell about one of the backgammon games in your region. Describe the course of the game together. Give it a name ...

GAME "Tall Oak"

Our grandmothers and grandfathers also played this game in Russia, its name has been preserved since the 50s of the last century. One ball is needed to play. Play from 4 to 30 (or more) children.

Everyone is in a circle. There is one person with a ball inside the circle. He tosses the ball high above him and shouts out the name of one of the players, for example: "Lyuba!" All children (including the one who tossed the ball) scatter. Lyuba has to pick up the ball and throw it at one of the guys. Whoever is hit is tossing the ball next.

Play until you get bored.

What qualities does this game develop: reaction speed, accuracy, running speed, agility.

S. 66-69. Nature protection in the fall.

3. We got acquainted with these plants and animals from the Red Book of Russia in the 1st grade. Remember their names. Put the numbers in the circles.

4. And here are some more representatives of the Red Data Book of Russia. Use the tutorial to color them in and label them.

Mushroom ram, water walnut, mandarin duck.

5. Write a story about one of the representatives of the Red Book of Russia living in your region.

Example: Atlantic walrus. The habitat of this rare species is the Barents and Kara Seas. An adult walrus can reach a length of 4 meters, and the weight of an Atlantic walrus can be about one and a half tons. This type of walrus was almost completely exterminated. Today, thanks to the efforts of specialists, a small increase in the population is recorded, although their exact number cannot yet be determined, since it is extremely difficult to get to the rookeries of these animals without special equipment.

Page 70. Autumn walk.

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Transcript

1 A.A. Pleshakov M.Yu. Novitskaya WORLD SURROUNDING Work programs Subject line of textbooks of the "PERSPECTIVE" system 1 4 grades Manual for teachers of educational institutions 3rd edition Moscow "Enlightenment" 2011

2 UDC 372.8: 502 BBK P38 Pleshakov A.A. P38 The world around us. Work programs. The subject line of the textbooks of the "Perspective" system. Grades 1-4: a guide for general education teachers. institutions / A. A. Pleshakov, M. Yu. Novitskaya. 3rd ed. M.: Education, p. ISBN Work programs on the subject "The world around us" for grades 1-4 are developed for the subject line of the educational-methodical complex "Perspective". The programs define the goals and objectives of teaching the subject in primary school, the general characteristics of the course, the place of the course in the curriculum, as well as the personal, subject and meta-subject results of mastering the course. Approaches to the structuring of educational material and to the organization of students 'activities, the main content of the course, thematic planning with a description of the main types of students' activities, a description of the material and technical support are proposed. In addition, the programs provide a description of the distribution of the course material by class and the specifics of the implementation of the planned course outcomes. The manual is intended for teachers of educational institutions. UDC 372.8: 502 BBK ISBN Publishing House "Prosveshchenie", 2011 Artistic design. Publishing house "Education", 2011 All rights reserved

3 WORLD AROUND Aut. A. A. Pleshakov, M. Yu. Novitskaya Explanatory note The program was developed on the basis of the Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral Development and Upbringing of the Personality of a Citizen of Russia, and the planned results of primary general education. Currently, the main tasks of Russian education in general and primary general education in particular can be defined as follows: the formation of a general culture, spiritual, moral, social, personal and intellectual development of students, the creation of the basis for the independent implementation of educational activities that can ensure social success, development of creative abilities, self-development and self-improvement, preservation and strengthening of the health of students. Closely related to this general goal-setting are the goals of studying the subject “The World Around” in elementary school: the formation of a holistic picture of the world and the awareness of a person's place in it on the basis of the unity of rational-scientific cognition and emotional-value comprehension of the child's personal experience of communication with people and nature; spiritual and moral development and education of the personality of a citizen of Russia in the context of the cultural and confessional diversity of Russian society. The specificity of the subject "The World Around" is that it, having a pronounced integrative character, combines equally knowledge about nature, society and history and introduces the student to the material

4 scrap of natural and social sciences and humanities, necessary for a holistic and systemic vision of the world in its most important interrelationships. The main task of implementing the content of the subject is to form in the child: a respectful attitude to the family, to the city or village, as well as to the region in which the children live, to Russia, its nature and culture, history; understanding the value, integrity and diversity of the surrounding world, understanding your place in it; models of safe behavior in everyday life and in various dangerous and emergency situations; psychological culture and competence to ensure effective and safe interaction in society. The subject "The World Around" introduces the value scale necessary for the formation of positive target attitudes in the younger generation, in-depth personal perception and an emotional, benevolent attitude towards the world of nature and culture in their unity. This lays the foundations for the upbringing of morally and spiritually mature, active citizens who are able to assess their place in the world around them and participate in creative activities for the benefit of their native country and the world around them. The subject "The World Around" occupies an important place in the system of primary general education, since in the process of studying it, schoolchildren master the basics of practice-oriented knowledge about man, nature and society, learn to comprehend cause-and-effect relationships in the world around them, including on a variety of materials nature and culture of the native land. The subject has ample opportunities for the formation of the foundation of environmental and cultural literacy in younger schoolchildren and the corresponding competencies of the ability to observe natural phenomena, to set up experiments, to follow the rules of behavior.

5 in the world of nature and people, the rules of a healthy lifestyle. This will allow students to master the basics of nature and cultural behavior. Therefore, the subject "The World Around" plays, along with other primary school subjects, a significant role in the spiritual and moral development and upbringing of the individual, forms the vector of the cultural and value orientations of the younger schoolchild in accordance with the national traditions of spirituality and morality. An essential feature of the subject is that it has a substantive basis for the broad implementation of intersubject connections of all disciplines of elementary school. The subject "The World Around" uses and thereby reinforces the skills acquired in the lessons of reading, Russian language and mathematics, music and fine arts, technology and physical culture, forming in children the ability of rational-scientific and emotional-value comprehension of the world around. Acquaintance with the basics of the natural and social sciences and humanities in their unity and interconnection helps the student to comprehend personal experience, making the phenomena of the surrounding world understandable and predictable, harmoniously correlating his personal interests with the interests of nature and society, thereby ensuring in the future both personal and social well-being. The World Around presents children with a wide panorama of natural and social phenomena as components of a single world. In basic school, this material will be studied in a differentiated manner: in physics, chemistry, biology, geography, social studies, history, literature and other disciplines. Thanks to the integration of natural-scientific and social-humanitarian knowledge within the framework of this subject, the tasks of environmental education and upbringing, the formation of a system of positive national values, ideals of mutual respect, patriotism based on ethnocultural diversity and general cultural 5

6 the unity of Russian society as the most important national treasure of Russia. Thus, the subject "The World Around" creates a solid foundation for the study of a significant part of the subjects of the basic school and for the further development of the personality. General characteristics of the course The program "The World Around" was created based on culturological principles, concepts, categories that harmoniously combine natural science knowledge and experience of the humanities. Leading from the point of view of organizing content is the idea of ​​the unity of the natural world and the world of culture. From this principled position, the world around is viewed as a natural and cultural whole, and man as a part of nature, as the creator of culture and as its product, that is, also a natural and cultural whole. The program is determined by the most important components of culture, the norm, value, ideal, which makes it possible to present such a phenomenon as the world in a systemic way from the point of view of culturally normative, culturally significant, culturally necessary in human life. Thus, children get the opportunity to create a holistic picture of the world, revealing, during the initial acquaintance with natural phenomena and cultural facts, the universal value-semantic guidelines necessary for a person. After all, it is the value-consolidating space of culture that ensures harmony between people in society and helps them determine their place in the natural world as in a vital sphere of human existence. The program defines the concepts necessary for the perception and study of the phenomenon of "surrounding world" by primary schoolchildren: nature and culture, whole and part, general and different, external and internal, living and nonliving, space and time as the most important parameters of being; natural rhythm of human life as the basis of physical and 6

7 human mental health; the world as a hierarchy, order, harmony, as the relationship of everything with everything. Thanks to the culturological attitude, the program plays an integrating role in the system of teaching and upbringing of primary schoolchildren. Almost all the topics of the program can receive special interpretation in the lessons of fine arts and music, literary reading and the Russian language, as well as in physical education lessons. The electives of A.A. are naturally combined with this program. Pleshakova "Ecology for primary schoolchildren" and "Planet of riddles", optional courses M.Yu. Novitskaya "Introduction to Ethnology" and E.P. Levitan "Your Universe". Many topics involve special development in combination with work on the course "Fundamentals of Life Safety" based on a separate notebook for life safety. In accordance with the program material on "The World Around", extracurricular and extra-curricular work, work with the family, in extended-day groups, a system of full-time school work for younger students can be built. Therefore, at the end of each section, in the content of each class, a "Block of extracurricular, extracurricular work" with approximate topics is proposed; any teacher can transform it according to the regional, local conditions in which a particular school is located. The approach to structuring the educational material used in the program allows year after year to identify individual aspects (aspects) in those generalized formulations that are presented in the section "Course content". So gradually, step by step, from the standpoint of the cultural approach and taking into account the increase in the age capabilities of students, the consideration of the value-semantic potential inherent in the content of the course "The World Around" is deepened. The spheres of natural and social life appear in their unity and close mutual connection: nature as one of the most important foundations of a healthy and harmonious life of man and society; 7

8 culture as a process and result of human life in all the diversity of its forms; science as a part of culture, reflecting the human desire for truth, for knowledge of the laws of the surrounding world of nature and society; art (painting, architecture, literature, music, etc.) as a part of culture, a reflection of the spiritual world of a person, one of the ways a person understands himself, nature and society; humanity as a variety of peoples, cultures, religions; the family as the basis for the spiritual and moral development and education of the individual, the guarantee of the continuity of the cultural and value traditions of the peoples of Russia from generation to generation and the vitality of Russian society; labor and creativity as distinctive features of a spiritually and morally developed personality; a healthy lifestyle in the unity of the following components: physical, mental, spiritual, social and moral health; moral choice and responsibility of a person in relation to nature, historical and cultural heritage, to himself and the people around him. Place of the course in the curriculum The study of the world around in each grade of primary school is allocated 2 hours per week. The program is designed for 270 hours: 1st grade 66 hours (33 academic weeks), 2nd, 3rd and 4th grades 68 hours each (34 academic weeks). Results of studying the course The results of mastering the program “The World Around” are personal, meta-subject and subject results. eight

9 Personal results 1. Formation of the foundations of Russian civic identity, a sense of pride in their Motherland, the Russian people and the history of Russia, awareness of their ethnic and national identity; the values ​​of the multinational Russian society, the formation of humanistic and democratic value orientations. 2. Formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions. 3. Formation of a respectful attitude towards other opinions, history and culture of other peoples. 4. Mastering the initial skills of adaptation in a dynamically changing and developing world. 5. Acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning. 6. Development of independence and personal responsibility for their actions, including in information activities, based on ideas about moral norms, social justice and freedom. 7. Formation of aesthetic needs, values ​​and feelings. 8. Development of ethical feelings, benevolence and emotional-moral responsiveness, understanding and empathy for the feelings of other people. 9. Development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations. nine

10 10. Formation of an attitude towards a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values. Metasubject results 1. Mastering the ability to accept and maintain the goals and objectives of educational activities, search for means of its implementation. 2. Mastering ways to solve problems of a creative and exploratory nature. 3. Formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation, to determine the most effective ways to achieve the result. 4. The use of symbolic means of presenting information to create models of the studied objects and processes, schemes for solving educational and practical problems. 5. Active use of speech and information and communication technologies (hereinafter ICT) for solving communication and cognitive tasks. 6. Mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives, consciously build a speech utterance in accordance with the tasks of communication and compose texts in oral and written forms. 7. Mastering the logical actions of comparison, analysis, synthesis, generalization, classification by generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts. ten

11 8. Mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.) in accordance with the content of a specific academic subject. 9. Mastering basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes. 10. Ability to work in the material and informational environment of primary general education (including with educational models) in accordance with the content of a specific academic subject. Subject results 1. Understanding of the special role of Russia in world history, fostering a sense of pride in national achievements, discoveries, and victories. 2. Respectful attitude to Russia, native land, family, history, culture, nature of our country, its modern life. 3. Awareness of the integrity of the surrounding world, mastering the foundations of environmental literacy, elementary rules of moral behavior in the world of nature and people, norms of health-preserving behavior in the natural and social environment. 4. Mastering the available ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc. with obtaining information from family archives, from people around, in an open information space). 5. Development of skills to establish and identify cause-and-effect relationships in the surrounding world. eleven

12 Course content Man and nature Nature is what surrounds us, but is not created by man. Natural objects and objects created by man. Images of nature in the traditional culture of the peoples of Russia and the world. Inanimate and wildlife. Signs of objects (color, shape, comparative sizes, etc.). Examples of natural phenomena: change of seasons, snowfall, leaf fall, bird flights, change of time of day, dawn, sunset, wind, rain, thunderstorm. Natural phenomena in the creativity of the peoples of Russia and the world. Substance is what all natural objects and objects are made of. A variety of substances in the surrounding world. Examples of substances: salt, sugar, water, natural gas. Solids, liquids, gases. The simplest practical work with substances, liquids, gases. Stars and planets. The Sun is the closest star to us, a source of light and heat for all life on Earth. Earth is a planet, a general idea of ​​the shape and size of the Earth. Globe as a model of the Earth. Geographic map and plan. Continents and oceans, their names, location on the globe and map. The most important natural objects of their country, region. Orientation on the ground. Compass. Images of stars and planets in the culture of the peoples of Russia and the world. Change of day and night on Earth. The rotation of the Earth as the reason for the change of day and night. Seasons, their features (based on observations). The revolution of the Earth around the Sun as the reason for the change of seasons. The change of seasons in the native land based on observations. The image of the Sun and the seasons in the traditional calendar of the peoples of Russia and the world. 12

13 Weather, its components (air temperature, cloudiness, precipitation, wind). Observing the weather of your region. Weather forecasting and its importance in people's lives. Weather forecasting in the traditional culture of the peoples of Russia. Forms of the earth's surface: plains, mountains, hills, ravines (general representation, a symbol of plains and mountains on the map). Features of the surface of the native land (a brief description based on observations). Reservoirs, their diversity (ocean, sea, river, lake, pond); human use. Water bodies of the native land (names, brief description based on observations). Air is a mixture of gases. Air properties. The importance of air for plants, animals, humans. The image of air in traditional folk culture. Water. Water properties. The state of water, its distribution in nature, its importance for living organisms and human economic life. The water cycle in nature. The image of water in traditional folk culture. Mineral resources, their importance in the human economy, careful attitude of people to minerals. Mineral resources of the native land (2 3 examples). Soil, its composition, significance for wildlife and for human economic life. The image of a fertile land in traditional folk culture. Plants, their variety. Parts of a plant (root, stem, leaf, flower, fruit, seed). Conditions necessary for plant life (light, heat, air, water). Monitoring plant growth, fixing changes. Trees, shrubs, herbs. Wild and cultivated plants. The role of plants in nature and human life, human respect for plants. Grow 13

14 of the native land, names and a brief description based on observations. Images of plants in traditional folk culture. Mushrooms are edible and poisonous. Mushroom picking rules. Animals, their variety. Conditions necessary for the life of animals (air, water, heat, food). Insects, fish, birds, animals, their differences. Nutritional features of different animals (carnivorous, herbivorous, omnivorous). Reproduction of animals (insects, fish, birds, animals). Wild and domestic animals. The role of animals in nature and human life, human respect for animals. Animals of the native land: names, a brief description based on observations. Images of animals in traditional folk culture. Forest, meadow, reservoir, the unity of living and inanimate nature (sunlight, air, water, soil, plants, animals). The circulation of substances. Relationships in the natural community: plants, food and shelter for animals, animal distributors of fruits and seeds of plants. Human influence on natural communities. Natural communities of the native land (2 3 examples based on observations). The idea of ​​the unity of the world in traditional folk culture. Natural zones of Russia: general idea, main natural zones (climate, flora and fauna, peculiarities of work and life of people, human influence on the nature of the studied zones, nature protection). Man is a part of nature. Dependence of human life on nature. Ethical and aesthetic significance of nature in human life. Man's assimilation of the laws of the life of nature through practical activities: history and modernity. The folk calendar (signs, sayings, proverbs, customs) that determines the seasonal work of people. fourteen

15 Positive and negative impact of human activities on nature (including the example of the surrounding area). Rules of conduct in nature. Protection of natural resources: water, air, minerals, flora and fauna. Nature protection in the traditional culture of Russia and the world. Reserves, national parks, their role in nature conservation. The Red Book of Russia, its significance, individual representatives of plants and animals in the Red Book. Feasible participation in nature protection. The personal responsibility of each person for the preservation of nature. General idea of ​​the structure of the human body. Organ systems (musculoskeletal, digestive, respiratory, circulatory, nervous, sensory organs), their role in the life of the body. Hygiene of organ systems. Measurement of human body temperature, pulse rate. The personal responsibility of each person for the state of his health and the health of the people around him. Attention, care, respect for people with disabilities. Man and Society Society is a collection of people who are united by a common culture and are connected with each other by joint activities in the name of a common goal. Professions of people. The division of labor in society is the basis of personal and social welfare. Types of human communities. The main occupations of people and tools of labor in the old days. Spiritual, moral and cultural values ​​are the basis for the viability of society. General idea of ​​the contribution to the culture of mankind of traditions and religious beliefs of different peoples. The culture of communication with representatives of different nationalities, social groups: the manifestation of respect, mutual assistance, the ability to listen to other people's opinions. 15

16 A person is a member of society, bearer and creator of culture. The external appearance of a person and his inner world. The best human qualities and culture. Art and its significance in human life. The relationship of a person with other people. Communication culture. Respect for the opinions of others. The image of the ideal person in the culture of Russia and the world. Assessment of human properties and qualities in the culture of the peoples of Russia and the world. The inner world of a person: a general idea of ​​human properties and qualities. Excursion (full-time or part-time with the help of ICT) to the portrait gallery of the art museum. Family is the closest environment of a person. The child's family and its composition. Naming a baby, family education of children in the culture of the peoples of their region. Family norms: good relationships, care, mutual assistance. Providing all possible assistance to adults. Caring for children, the elderly, the sick is the duty of every person. Household. Distribution of household responsibilities. The responsibilities of the child in the family. Place of work of family members, their profession. Family and family traditions. The names of relatives in the languages ​​of the peoples of their region. Pedigree. Drawing up a family tree diagram, family history. Names and surnames of family members. Family values: the value of motherhood, fatherhood, childhood, old age. Family honor, kind as a value. Culture of communication and mutual responsibility in the family. Respect for each other's opinions, spiritual solidarity. The past of the family. Sources of knowledge about the past: memories of elders about important events in the life of the family, family heirlooms (orders and medals, commemorative signs, photographs, old books and letters, etc.). Spiritual and moral values ​​in the family culture of the peoples of Russia and the world. 16

17 Excursion to the local history museum to get acquainted with the family culture of the peoples of their region (optional). Junior student; rules of conduct at school, in the classroom. Referral to the teacher. Assessment of the great mission of the teacher in the culture of the peoples of Russia and the world. Classroom team, cooperation of classmates and teachers to achieve common goals; school collective unity of class collectives in the name of the honor and dignity of the school; joint study, games, recreation as ways of cultural interaction with the outside world. The student's daily routine is a condition for fruitful study and successful development in school years. Excursion to the school museum to get acquainted with the history of the school and the achievements of its outstanding graduates. Friends, relationships between them; the value of friendship, harmony, mutual assistance. Rules of relationships with adults, peers, culture of behavior at school and other public places. Attention to peers, classmates who do not speak Russian well, help them navigate the learning environment and environment. The value of labor in the life of a person and society. Diligence as a socially significant value in the culture of the peoples of Russia and the world. Professions of people. Personal responsibility of a person for the results of his work and professional skills. The importance of transport in the life of society. A brief history of transport. City and village transport. Land, air and water transport. Public and private transport. Transport rules. 17

18 The importance of communication means in the life of a person and society: mail, telegraph, telephone, e-mail. A brief history of communications. Emergency telephone numbers. The importance of the media in our life: radio, television, press, Internet. Additional sources of information: dictionaries, encyclopedias, reference books (including on electronic media) and rules for working with them. The importance of the media in our life: radio, television, press, Internet. Additional sources of information: dictionaries, encyclopedias, reference books (including on electronic media) and rules for working with them. Our Motherland Russia, Russian Federation. The value-semantic content of the concepts: Motherland, Fatherland, Fatherland. State symbols of Russia: State emblem of Russia, State flag of Russia, State anthem of Russia; rules of conduct when listening to the anthem. Constitution Basic law of the Russian Federation. The rights of the child. The President of the Russian Federation is the head of state. The responsibility of the head of state for the social, spiritual and moral well-being of citizens. Federal Assembly. The responsibility of the state for the well-being of its citizens. Responsibility of Russian citizens for their Fatherland. A holiday in the life of society as a means of strengthening social solidarity and strengthening spiritual and moral ties between compatriots. New Year, Christmas, Defender of the Fatherland Day, March 8, Spring and Labor Day, Victory Day, Russia Day, Children's Day, National Unity Day, Constitution Day, etc. Decoration of a poster or wall newspaper for a public holiday. eighteen

19 Russia on the map, state border of Russia. Good neighborliness of different countries in the world is the cultural value of humanity. Moscow is the capital of Russia. Shrines of Moscow shrines of Russia. Sights of Moscow: the Kremlin, Red Square, Bolshoi Theater, etc. Characteristics of individual historical events associated with Moscow (foundation of Moscow, construction of the Kremlin, etc.). Coat of arms of Moscow. Location of Moscow on the map. Cities of Russia. St. Petersburg: sights (Winter Palace, monument to Peter I the Bronze Horseman, drawbridges across the Neva, etc.), cities of the Golden Ring of Russia (optional). Shrines of the cities of Russia. Russia is a multinational country. Peoples inhabiting Russia, their customs, characteristic features of life (optional). The main religions of the peoples of Russia: Orthodoxy, Islam, Judaism, Buddhism. Respectful attitude to one's own and other peoples, their religion, culture, history. Holding a sports festival based on traditional children's games of the peoples of their region. The native land is a particle of Russia. Hometown (village), region (oblast, krai, republic): name, main attractions, museums, theaters, sports complexes, etc. Peculiarities of work of people of their native land, their profession. The names of different peoples living in a given area, their customs, characteristic features of life. Important information from the history of the native land. Shrines of the native land. Conducting a day of memory of an outstanding fellow countryman. The history of homeland. Count of years in history. The most important and vivid events of the social and cultural life of the country in different historical periods: Ancient Russia, the Moscow state, the Russian Empire, the USSR, Russia-19

20 Russian Federation. Initial ideas about the culture of Russia in different historical times (education, scientific knowledge, monuments of architecture and painting, etc.). Pictures of everyday life, labor, spiritual, moral and cultural traditions of the peoples of Russia in the past (dwellings, clothing, food, household utensils, basic occupations, tools), beliefs, folk holidays and customs. Excursion to the local history museum to get acquainted with the traditional culture of the peoples of their region. Outstanding people of different eras as carriers of basic national values. Protection of monuments of history and culture. Feasible participation in the protection of historical and cultural monuments of their region. Personal responsibility of each person for the preservation of the historical and cultural heritage of their region. Countries and peoples of the world. General idea of ​​the diversity of countries, peoples, religions on Earth. World Heritage Sites are a treasure of all the peoples of the Earth. Acquaintance with 3 4 (several) countries (with contrasting features): name, location on the political map, capital, main attractions. Responsibility of people for the World Natural and Cultural Heritage. Safe life rules The value of health and a healthy lifestyle. The student's day regimen, the alternation of work and rest in the day regimen; personal hygiene. Physical culture, hardening, outdoor games as a condition for maintaining and strengthening health. The personal responsibility of each person for the preservation and strengthening of their physical and moral health. Emergency telephone numbers 20

21 help. First aid for minor injuries (bruise, cut, burn), frostbite, overheating. The road from home to school, rules of safe behavior on the roads, in the forest, on the pond at different times of the year. Fire safety rules, basic rules for handling gas, electricity, water. Rules of safe behavior in nature. Caring for the health and safety of the people around us is the moral duty of every person. 21

22 Thematic planning 1 Grade 1 (66 h) Thematic planning Characteristics of students' activities What is the world around us The world is everything that surrounds us. And we ourselves are part of the world. The training kit (textbook, workbook, notebook on life safety) is our assistant on the road to the discovery of the world around us. Rules of conduct for pedestrians on the way from home to school and back. Safe route from home to school. Home and school address. Daily routine We and our world (10 hours) To tell about the world, based on the materials of the textbook and your own ideas. To navigate in the design and navigation system of the textbook, workbook, notebook for life safety for grade 1. Discuss the rules of conduct for pedestrians on the way from home to school and back. Model and depict a safe route from home to school. Remember home and school address. Create a daily routine, determine the time of leaving for school and returning home 1 Thematic planning was developed for the textbooks "The World Around" for 1-4 grades of educational institutions (authors: A.A. Pleshakov, M.Yu. Novitskaya). The distribution of study time in thematic planning is approximate. The teacher can change the number of hours for the study of a particular topic, using the reserve time. 22

23 Nature Nature is everything that surrounds us, but is not created by human hands. Inanimate and living nature The sun, stars, air, water, stones inanimate nature. Plants, mushrooms, animals and wildlife. The special place of man in the world of wildlife. Connections between inanimate and living nature Culture Objects of culture. Cultural objects created from natural materials, and cultural works that are created by man with the help of voice and speech, body movements, musical instruments. Ancient ways of storing and transmitting cultural works in memory. Modern ways of fixing cultural works in various media. Antique and modern objects and works of culture, including the peoples of their region Make assumptions about what can be attributed to nature. Distinguish between objects of nature and objects created by man. Give examples of natural objects. Evaluate the emotional and aesthetic impression of the perception of nature, highlight in the natural environment what you especially like, display your preferences in the drawing Distinguish and name objects of inanimate and living nature. Give examples of objects of inanimate and living nature (according to their observations). Find connections between inanimate and living nature. Evaluate the emotional and aesthetic impression of the perception of nature, highlight in inanimate and living nature what you especially like, display your preferences in drawing Distinguish objects of nature and culture. Determine the natural material from which cultural objects are made. Distinguish between cultural objects and cultural works. Compare cultural objects and place them on the mental scale "earlier now, long ago." Compare ancient and modern methods of storage and transmission of cultural works, find common and special. Compare and find distinctive features in ancient and modern objects and works of culture of the peoples of their region. Evaluate the emotional and aesthetic impression of the perception of ancient and modern objects and works of culture of the peoples of their region 23

24 Nature in human creativity Types of natural materials from which cultural objects are made. Images of living and inanimate nature, reproduced in cultural works, including the peoples of their region. Hand-made toy made from natural materials We are people The diversity and beauty of the appearance of people of different ages, ethnicity. The most striking features of the traditional costume, musical and poetic creativity of the peoples of Russia, including our region How we communicate with the world Human perception of the beauty and originality of the world around us with the help of five senses. The role of the senses in the perception of the features and beauty of the surrounding world. Signs that distinguish a person from other living beings (human speech, memory, thinking). Works of Russian artists and A.S. Pushkin as a reflection of the beauty of the surrounding world Systematize the types of natural materials from which cultural objects are made. To recognize and orally describe the images of living and inanimate nature in the works of culture, including the peoples of their region. Read the scheme for making a toy, make a toy according to the scheme Select the right words to define attractive features in a person's appearance. Evaluate the emotional and aesthetic impressions of the perception of the traditional costume, musical and poetic creativity of the peoples of Russia, including their region. Identify and list their features. Identify and name the senses. Choose the right words to convey the sensations perceived by your own senses. To characterize the sensations from the perception of the surrounding world by the characters of the paintings of Russian artists. Evaluate the skill of artists in conveying the features and beauty of the world around them. Name the signs that distinguish a person from other living beings. Describe the proposed paintings and poems, evaluate your impressions of their perception, determine in your own words the most important thing in the paintings, control your own speech, its clarity, correctness 24

25 People are creators of culture Good deeds for the common good and joy of all: preparing gifts for children from a kindergarten, an orphanage, their classmates. Collaboration rules. The beauty of human labor. The joy of creativity and communication with each other. Define in your own words the beauty of human labor, the joy of creativity and communication with each other. Work in a group, observing the rules of teamwork, control yourself in the process of teamwork, evaluate the results of work. Using photography to capture the most important moments of teamwork, the results of work. Block of extracurricular, extracurricular work: a trip to the nearest city park, outside the village to the world of colors and sounds of native nature Our class at school Objects of nature and cultural objects in the classroom. The classroom and writing materials in the old days, including the peoples of our region We are a friendly class We are in the class with me, my classmates, our teacher. Relationships in the classroom between classmates, between students and the teacher. School is a community of children and adults; peace, harmony, friendship, mutual assistance in class and school. Attention to peers, classmates who do not speak Russian well, helping them to orientate themselves in the learning environment and the environment Our class (12 hours) Distinguish, identify and name objects of nature and objects of culture. Compare modern and antique classrooms. Distinguish between old and modern school supplies. Simulate the situation of teaching in an old school, including a school of the recent, twentieth century. Characterize joint and individual ways of working in previous lessons. Celebrate vivid details of cooperation, mutual assistance, mutual understanding. Design and make captions for photographs from the life of the class (from September 1 to the previous lesson). Compare these photos, identify and describe changes in attitudes towards each other during the month of school. Make sentences with the words "we", "I", "friendly class". Evaluate the existing relationships in the class, identify positive ones, propose changes in negative situations. Provide feasible 25

26 power for classmates who have a poor command of Russian in educational and extracurricular activities Teacher, mentor and friend Assessment of the great mission of the teacher in the culture of the peoples of Russia and the world. The image of a teacher in art and life (NP Bogdanov-Belsky. "Oral counting": Russian teacher SA Rachinsky; teacher based on the stories of students' parents) Nature in the classroom Indoor plants, their role in the classroom, school. A variety of indoor plants How to care for indoor plants The conditions indoor plants need to live. Ways and means of caring for indoor plants Describe in your own words the image of the teacher in the picture. Discuss the teacher's story about the character in the picture. To select proverbs for the reproduction of a painting and for the story in the textbook "A teacher is a parent." Retell the stories of parents about their teachers. Characterize their appearance using photographs from the family album. Discuss the goals of growing indoor plants. Determine indoor plants of a class (2-3 names) using the atlas-determinant. Recognize familiar indoor plants in photographs, drawings and in kind and name them. Compare houseplants similar in appearance, find distinctive features. Draw and / or photograph indoor plants in their class. Apply the acquired knowledge and skills in the study of the diversity of indoor plants in the school winter garden (together with adults) Compare the illustrations in the textbook and identify the conditions necessary for the life of indoor plants. Explain well-known methods of caring for houseplants. Name the means of caring for indoor plants, master the techniques of their use (in the course of practical work) 26

27 What grows at the school Trees, shrubs, herbaceous plants (grasses). The most common representatives of these plant groups, found near the school Mir behind the glass coast Aquarium and its role in the classroom, school. Conditions necessary for the life of the inhabitants of the aquarium. Ways and means of aquarium care. Diversity of the inhabitants of the aquarium (plants, fish, snails) Analyze and compare the photograph and the diagram, with their help, make assumptions about the distinguishing features of groups of plants (trees, shrubs and grasses), carry out a self-test. Distinguish trees, shrubs, herbaceous plants in the natural environment of the school, identify them using the atlas qualifier. Classify plants according to the characteristics studied. Depict a tree, shrub, herb using the scheme. Evaluate the emotional and aesthetic impression of the perception of nature, highlight the most beautiful plant in the natural environment of the school (according to subjective impressions), draw and (or) photograph it. Discuss the goals of creating aquariums. Identify the conditions necessary for the life of the inhabitants of the aquarium. Talk about the methods and means of caring for the aquarium, master the methods of care (in the course of practical work). Distinguish among the inhabitants of the aquarium plants, fish, snails. Identify the inhabitants of the school aquarium using a guide atlas. Correlate images of aquarium fish and their names. Observe the life of the aquarium, record observations in the form of drawings and (or) photographs. Explain, using the example of an aquarium, the connection between inanimate and wildlife 27

28 Who else lives with us? The living area of ​​the school and its inhabitants (birds, animals, etc.). Conditions necessary for the life of the inhabitants of the living area, caring for them. Human responsibility for the life and well-being of the inhabitants of the living area What are the animals Groups of animals: insects, fish, birds, animals, their essential features Business time The importance of organizing work in the classroom. The need for order in work, compliance with the rules of conduct in the classroom and school during lessons. Conducting a didactic game that simulates the unsuccessful and successful course of work of game characters. Discuss the goals of creating living corners in schools. To identify the conditions necessary for the life of the inhabitants of the living area. Explain the meaning of the statement "We are responsible for those we have tamed." Recognize the famous inhabitants of the living corner in the drawings, carry out a self-test. Identify animals in the living area using the atlas-guide. Observe the life of a living corner, record observations in the form of drawings and (or) photographs. To talk about the known methods and means of caring for the inhabitants of the living area, to master the methods of care (in the course of practical work). Select food for animals in the living area Recognize and name animals in the pictures of the textbook. To select a general name for the animals of each group, to identify their essential features, to carry out self-examination. Give examples of animals of different groups (independently and with the help of a guide atlas). Classify animals according to the studied characteristics. To tell about animals of different groups according to their observations. Analyze the meaning of the first part of the proverb "Business is time, fun is an hour." Describe the school routine. To generalize knowledge about the already familiar rules of organizing the lesson and communication in the lesson with peers and the teacher. Choose suitable proverbs for the pictures in the textbook. Explain Them 28

29 Book Mentor and Friend Initial acquaintance with the history of typography, with the external image of old books, with fragments of their content. The role and place of the book in human life and humanity meaning. Simulate a situation of unsuccessful work, correct its course. Give examples of successful work in the lessons of the Russian language, mathematics, technology, physical education, etc. Group work: compose a text using homemade letters from foam rubber or potatoes. Organize an exhibition of your favorite books, present your favorite book to classmates. Guess riddles about books. List the main rules for handling books. Making a common collage "Favorite heroes of our books" Fun hour Games are our cultural wealth; the role of play in maintaining health. Children's toys and children's folklore school of development and communication. The rules of game behavior are the key to successful joint play, a way of friendly communication with each other, a method of physical, mental, aesthetic and ethical development. Discuss the second part of the proverb "Business is time, fun is an hour." Explain the need to comply with the rules of game behavior. Give examples of educational games, including games of the peoples of their region. Participate in the game and control your behavior in game situations. Tell the rules of the games the older family members played. Supplement the exhibition of old toys of your region with toys of your own, parents, grandparents. To compare and place toys as cultural objects on the mental scale "earlier now, long ago." Travel (with the participation of parents) out of town, outside the village to get acquainted with nature in its natural forms 29

30 We are in a family The terms of the closest relationship, including in the languages ​​of the peoples of our region (mother, father, grandfather, grandmother, daughter, son, sister, brother, grandson, granddaughter). Magic words of family happiness (love, respect, sympathy, friendship, tenderness, etc.). My family is a part of my people. Proverbs and sayings about the family and its members, including from the creativity of the peoples of their region. Affectionate forms of kinship terms in family use (for example, mommy, daddy, grandma, grandpa, daughter, son, etc.). Ancient family traditions of the peoples of their region, household items, folk tales, epics, legends in the family Nature in the house Plants and animals in our house, their diversity and significance in our life. Our attitude to domestic plants and animals Our home and family (14 hours) Name, based on our own experience, the terms of relationship. Determine with their help their relationship with each of the family members. Count the number of kinship terms applied to yourself by relatives. Use keywords to characterize emotional relationships between family members. List the "magic words of family happiness", including in the languages ​​of the peoples of their region. Using these words to evaluate your relationships in the family. Fill in the diagram of the family tree of the family. Give examples of proverbs and sayings about the family, including from the creativity of the peoples of their region. Name the affectionate forms of kinship terms, including in the languages ​​of the peoples of their region. Present (in any form) a lullaby of your people. Find and name affectionate words in the text of a lullaby. Illustrate text. Name old household items in the language of their people. To name the names of the heroes of the beloved in the family of folk tales, epics, legends. Select proverbs that convey the meaning of this work Compare the drawings in the textbook, evaluate the beauty and comfort of the rooms depicted, explain the reasons for the differences. Talk about objects of nature in your home (apartment, room), discuss their role in your life, in the life of your family, evaluate your attitude towards them. Recognize plants and animals in photographs, highlight those that are in the house. thirty

31 Where do water, gas, electricity come from in our house? Significance of water, gas, electricity in our house. The path of water into the house from underground and surface sources. Gas production and delivery to our house. Electricity production in power plants and its way into the house. Basic safety rules when handling water, gas, electricity in everyday life Beautiful stones in our house Stones are part of inanimate nature. Variety and beauty of stones and products made from them. Work with adults: identify plants and animals in your home using an atlas-guide, draw and (or) photograph them. Discuss the importance of water, gas, electricity in the house. Establish the dependence of human life on inanimate nature. Analyze the drawings of the textbook and workbook, trace through them and explain the path of water, gas and electricity to our home. Identify the potential danger of water, gas, electricity in the house, suggest and remember the simplest safety measures when handling them. Recognize electrical appliances in photographs, talk about safety measures when using them. Evaluate the emotional and aesthetic impression of the perception of stone samples (in photographs in a textbook and in natural form). Determine (with the help of a textbook and an atlas-determinant) the names of beautiful stones, recognize the studied stones in illustrations and in natural form. Tell about the importance of beautiful stones and products made from them in our home. Compare products and natural stones from which they are made, carry out a self-test. Assess your attitude towards stone products; suggest your own versions of similar products, draw their sketches 31

32 Houseplants at home A variety of houseplants. Houseplants in our house, their names, appearance features. Helping adults take care of indoor plants. Let's go out into the garden. A variety of garden plants. Garden trees, shrubs, herbaceous plants. Fruits and berries of our garden. Vegetables from our garden. How we help adults work in the garden (vegetable garden) Vegetables and fruits on our table Vegetables and fruits are a pantry of vitamins. Variety of vegetables and fruits. Fruits from hot countries on our table and at home. Determine (with the help of a textbook and an atlas-determinant) the names of indoor plants, recognize the studied plants in illustrations and in natural form. Recognize houseplants by their characteristic features (for example, size, shape and color of leaves), carry out a self-test. Talk about your actions in caring for the houseplants in your home. Work with adults: identify indoor plants at home (1 2 plants), draw and / or photograph them Recognize garden plants in illustrations in a textbook, classify them (trees, shrubs, grasses), self-test. Recognize and name fruits, berries, vegetables by illustrations and in natural form. Compare fruits and plants on which they ripen. Talk about your garden (vegetable garden), about helping adults in gardening (gardening) work. Draw fruits and vegetables of your garden, vegetable garden Distinguish between vegetables and fruits. Evaluate your attitude to various vegetables and fruits, highlight your favorites, explain what you especially like about them (taste, smell, color, etc.). Reveal the beneficial properties of vegetables and fruits. To correlate fruits from hot countries with the plants on which they ripen in their homeland. 32

33 Work with adults: learn to cook vegetable and (or) fruit salads, write down a recipe for a dish About bread and porridge, about tea and coffee The most important food products and plants that feed us. Folk tradition of special attitude to bread Wild and cultivated plants What are wild plants, cultivated plants. How cultivated plants appeared Listen and discuss the story of V.I. Dahl, to reveal the symbolic meaning of the panel presented in the textbook, to draw a conclusion about the folk tradition of a special attitude to bread (work with a teacher). Tell (from life experience) where bread, cereals, tea, coffee come from. Relate plants and food products obtained from them. Practical work: determine cereals, coffee beans, tea from photographs in a textbook and natural samples, carry out a self-test. Imagine, inventing and drawing something that can be baked from dough. Work with adults: recognize cereals, coffee and tea by touch and smell (with closed eyes), talk about the mastered recognition method. Construct definitions of the concepts "wild plants", "cultivated plants", compare your sentences with the standard given in the textbook. Explain how cultivated plants originated from the illustrations in the textbook. Give examples of wild and cultivated plants based on their own observations. Classify plants according to a known trait (wild - cultivated) using symbolic designations - 33

THE ENVIRONMENTAL WORLD 1-4 grades Annotation The program on the surrounding world (authors A. A. Pleshakov, M. Yu. Novitskaya) was developed on the basis of the Federal State Educational Standard of Primary General Education,

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WORKING PROGRAM OF THE DISCIPLINE Teacher Bekhtlova Anastasia Petrovna Academic year 2018-2019 Class 1-A Name of the academic subject World around Number of hours per year 66 Number of hours per week 2 SHEET

CODIFICATOR of the planned results of mastering the basic educational program of primary general education around the world for carrying out procedures for assessing the educational achievements of students Codifier

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Appendix 4 to the basic educational program of primary general education MBOU "Secondary school 2 with in-depth study of subjects of the physical and mathematical cycle", approved by order of 05/28/2015

Municipal autonomous educational institution, secondary school 8 Approved by: Director of MAOU SOSH 8 Kalina S.P. Order 115-O of 30.09. 2016 WORKING PROGRAM on the academic subject

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MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION SECONDARY EDUCATIONAL SCHOOL 10

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1 CONTENTS 1. Introduction 2. Planned results of mastering the academic subject 3. Content of the academic subject 4. Thematic planning indicating the number of hours devoted to mastering each topic

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