Page 1
Lesson topic: "Why do people grow crops?"
(Fourth meeting of the club).
Lesson Objectives :
- name the signs that distinguish cultivated plants from wild ones;
- to acquaint students with cultivated plants of different groups (vegetable, grain, fruit, ornamental, medicinal, spinning);
- continue to work on the formation of students' ability to work with various sources of information,
- communication skills and abilities (work in pairs, groups, in pairs of replacement staff)
During the classes:
- Today we have gathered for the fourth meeting of the “We and the World Around” club. The topic of our meeting is "Why do people grow crops?"
As chair, I would like to introduce my assistants who will help me conduct this meeting. This is ……………………
Assignment for all those present: to compose a report on the topic "Cultivated plants of our region."
- How many remembers what a report is? (Statements of the children.)
- My assistant will remind you of what the definition of this word sounds like in the Explanatory Dictionary. (Textbook "Russian language", grade 2, part 2, p.104)
REPORT, -but. Speaking to a group of people with a story about something. For example: scientific report; student report.
- Who remembers what needs to be done to write a report?
(Define a topic, draw up a report outline.)
- In the village of Mirny, where Masha and Misha Ivanovs live, a meeting on the same topic was recently held. Opening the meeting, Kostya Pogodin suggested remembering how wild plants differ from cultivated ones.
- How would you define cultivated and wild plants?
- Let's clarify the definitions of these concepts in the Explanatory Dictionary. Let's turn to an assistant for help.
Wild growing - growing wild, uncultivated. D. shrub.
Cultured - divorced, human-cultivated, not wild. Cultural plants. Cultural layer of the earth (with traces of human activities)
- Masha said that people specially plant cultivated plants in the field, in the vegetable garden, in the garden. And next to them sprout dandelions, sow thistles, quinoa, which no one planted. Misha was surprised: where do they come from?
- Let's help Misha figure out who planted the burdock in the garden next to the apple tree.
- Consider the drawing. What wild plants do you see here? (birch, burdock, dandelion, chamomile, plantain, rosehip). What kind of cultivated plants do you see in the picture? (rose, apple, currant, strawberry).
- What is the difference between cultivated plants and wild ones? What traces of human activity can we see in this picture? (The apple tree is fenced, the currant has supporting wooden wedges).
- Is the appearance of cultivated and wild plants different? How?
At the meeting in the village of Mirnoye, Misha Ivanov made an oral report on cultivated plants for the first time. For his speech, Misha drew illustrations that we see on pages 89-90.
My assistant prepared a message on the same topic as Misha. Let's listen.
Group work.
Now I ask you to split into groups and listen carefully to the assignment. Using the material of the textbook on pages 89-90, make a plan of the report in the groups on the topic: "Why do people grow crops?"
Agree who from your group will read the outline of the talk.
(Representatives from each group read out their outline of the talk).
At the same meeting, Masha Ivanova made a report on cultivated plants. A report on the same topic was prepared by my assistant.
How are the reports of Misha and Masha similar? (talking about cultivated plants).
What is the difference? (Masha divided cultivated plants into groups, Misha has illustrations, and Masha has a diagram).
Work in pairs of a permanent composition.
In front of you, on each school desk, there is a diagram similar to the one that Masha Ivanova began to compose.
Now you are paired with your deskmate, complement this scheme with your examples.
- What plants have you added to each group?
- What plants were included in the group along with flax?
- How can this group of plants be called? (textile, spinning)
On page 87, find and read again the topic of the talk that you will be preparing at home. ("Cultivated plants of our land").
Let's see if there is additional material for the preparation of the report in the anthology "Our world is familiar and mysterious."
- Open the content.
- What are we looking for material about? (about cultural activities).
- Define by the title, which texts will be of interest to us when preparing a report?
How plants reproduce………..51
Potatoes ………………………………… .56
Cereal plants……………………..57
Where does the bread come from? …………………………… 57
How is bread sown? ……………………………………… 59
How is the bread harvested? …………………………………………………………………………………………………………… 61
Now let's take a look at the list of recommended reading at the end of the anthology on page 146.
Which of the proposed works are relevant to the topic of our report?
…………………
If you have access to the Internet at home, you can use the e-mail addresses of additional material on the topic we need on page 148. Open this page and see which topic we will look for material for the report?
My assistants have specially prepared an exhibition of books for the meeting, which you can also use to prepare your report.
Anchoring.
Now let's see if you are ready to write your own report, if you understood the topic of the lesson well.
Work in the like. on from 36 # 51.
Children carry out the task individually, and then check it in pairs of replacement composition.
One student completes this task on a computer, highlighting the names of cultivated plants in red, the names of wild plants in blue, and the names of those plants that can be both cultivated and wild in red and blue.
After checking in pairs, the children check the correctness of the assignment performed by the friend according to the model on the screen.
- Which plants have you highlighted in red?
- Which plants are highlighted in blue?
- Why did you underline some plants twice?
- If everything is correct for your friend, you can take one of the white stork figurines we have prepared from the envelope and stick it in the upper left corner of the page.
D.Z. At home, you will do in Notebook for independent work No. 50 and prepare your report on the topic: "Cultivated plants of our region."
I wish you success! The lesson is over.
Page 1
See also:
Lesson: "Why do people grow crops?"
46.34kb. 1 p.
For a long time people knew how to count. Even in the Stone Age, people denoted the number of objects with sticks, dashes, notches on the bark of a tree, pebbles and knots strung on a thread
150.34kb. 1 p.
Test on the topic: Why do people grow cultural
plants.
1. What is the difference between wild plants and cultivated ones?
______________________________________________________
______________________________________________________
2. Write down 3 plants that people grow for their
nutrition?
______________________________________________________
______________________________________________________
3. Write down 3 plants that people grow for
animals?
______________________________________________________
______________________________________________________
4. Write down 3 plants people grow for
making fabrics?
______________________________________________________
______________________________________________________
5. Write down 3 plants that people plant for beauty?
______________________________________________________
_____________________________________________________
6. List the groups into which cultivated plants are divided
1.___________________________________________
2.___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
6.___________________________________________
7.___________________________________________
Test on the topic: Why do people grow cultural
plants.
1. What is the difference between wild plants and cultivated ones?
_______________________________________________________
_______________________________________________________
2. Write down 3 plants that people grow for their
nutrition?
_______________________________________________________
_______________________________________________________
3. Write down 3 plants that people grow for
animals?
_______________________________________________________
_______________________________________________________
4. Write down 3 plants people grow for
making fabrics?
_______________________________________________________
_______________________________________________________
5. Write down 3 plants that people plant for beauty?
_______________________________________________________
_______________________________________________________
6. List the groups into which cultivated plants are divided
1.___________________________________________
2.___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
6.___________________________________________
7.___________________________________________
Here you can download the Lesson of the surrounding world "Why do people grow cultivated plants?" Grade 2 for the subject: The World Around. This document will help you prepare good quality lesson material.
Lesson
the outside world in 2 "a" class
UMK PNSH
Teacher: Tomasheva Natalia Georgievna
Lesson topic: Why do people grow crops?
Lesson type: Lesson of "discovering" new knowledge
This is the first lesson that opens the seventh section “Cultivated Plants. Life Span of Plants ”.
Lesson organization form: meeting of the club "We and the World Around"
Form of study: group, steam room
Reception of training: organization of group, pair work, performance of differentiated tasks
Lesson objectives:
Educational:
— create conditions for children to name the traits that distinguish wild plants from cultivated ones;
- create conditions for the formation of the ability to see, compare, generalize and draw conclusions;
- to acquaint children with cultivated plants of different groups (vegetable, grain, fruit, ornamental, medicinal, spinning).
Developing:
- to develop a cognitive interest in the world around us by attracting entertaining material, creating problem situations;
- create conditions for the formation of the ability to see, compare, generalize and draw conclusions;
- develop logical thinking, imagination, perception, speech.
Educational:
—cultivate interest in the surrounding world;
- foster a desire to learn and make discoveries;
-to cultivate the ability to listen to others.
In the process of training, I form the following blocks of UUD.
Personal UUD:
-inner position of the student;
- educational and cognitive interest in new educational material;
- focus on understanding the reasons for success in educational activities;
- self-analysis and self-control of the result;
-the ability to self-esteem based on the criteria for the success of educational activities.
Cognitive UUD:
-search and selection of the necessary information;
-application of information retrieval methods;
- the ability and ability of students to perform simple logical actions (analysis, comparison).
Communicative UUD:
—to form the ability to explain your choice, build phrases, answer the question posed, argue; the ability to work in groups, in pairs, taking into account the position of the interlocutor; organize and implement cooperation with the teacher and peers.
Regulatory UUD:
—control in the form of comparing the method of action and its result with a given standard;
-correction;
-valuation.
During the classes:
I
Slide 1
- Today we have gathered for the fourth meeting of the “We and the World Around” club. The topic of our meeting is "Why do people grow crops?"
Slide 2
- At the club meeting, we learn: we read from the slide
- As chairman, I would like to introduce my assistants who will help me conduct this meeting. This is Stas, Olesya, Vlad.
- So, at the meeting, I ask everyone to be very attentive, to do a good job. you also have to prepare a report at home on the topic "Cultivated Plants of Our Region" (writing on the board).
- How many of you remember what a report is?
-
- My assistant will remind you how the definition of this word sounds in the Explanatory Dictionary. (Textbook "Russian language", grade 2, part 2, p.104)
REPORT, -but. Speaking to a group of people with a story about something. For example: scientific report; student report.
- Who remembers what needs to be done to write a report?
(Determine the topic, draw up a report outline.) (Poster on the board)
II
Slide 3
- In the village of Mirny, where Masha and Misha Ivanovs live, a meeting on the same topic was recently held. Opening the meeting, Kostya Pogodin suggested remembering how wild plants differ from cultivated ones.
- How would you define cultivated and wild plants?
-
- Let's clarify the definitions of these concepts in the Explanatory Dictionary. Let's turn to an assistant for help.
Wild growing - growing wild, uncultivated. D. shrub.
Cultured - divorced, human-cultivated, not wild. Cultural plants. Cultural layer of the earth (with traces of human activities)
— Have.p.87 Read what Masha said (student reads aloud).
- Let's help Misha understand this issue.
— W. page 88
- Consider the drawing. What wild plants do you see here? (birch, burdock, dandelion, chamomile, plantain, rosehip).
Slide 4
- How do wild plants spread?
Slide 5
- What kind of cultivated plants do you see in the picture? (rose, apple, currant, strawberry).
- What is the difference between cultivated plants and wild ones?
- What traces of human activity can we see in this picture? (The apple tree is fenced, the currant has supporting wooden wedges).
- Does the appearance of cultivated and wild plants differ? How?
- RT p.36 No. 50 Slide 6 We will consolidate our knowledge by completing the task.
Checking on the screen.
- How did you manage? Who hasn't had mistakes?
III
- At the meeting in the village of Mirnoye, Misha Ivanov's oral report on cultivated plants was first heard. For his speech, Misha drew illustrations that we see on pages 89-90.
-
- My assistant prepared a message on the same topic as Misha. Let's listen. Olesya.
Slide 7
Group work
- And now I ask you to work in groups and listen carefully to the assignment.
- Using the material of the textbook on pages 89-90, make a plan of the report in the groups on the topic: "Why do people grow cultivated plants?"
- Agree who from your group will read out the outline of the report.
(Representatives from each group read out their outline of the talk).
- What was said in the report? (about cool plants) We weigh the poster
- What was said about cultivated plants? (what they are grown for) Another poster.
Physical education
-
— At the same meeting, Masha Ivanova made a report on cultivated plants. A report on the same topic was prepared by my assistant. Stas. Slide 8
- What was said in the report? (about cool plants) We weigh the poster
- What was said about cultivated plants? (where they are grown) Another poster.
- How are the reports of Misha and Masha similar? (talking about cultivated plants).
- What is the difference? (Masha divided cultivated plants into groups, Misha has illustrations, and Masha has a diagram).
Working in pairs
Slide 9
- Before you on each desk there is a diagram similar to the one that Masha Ivanova began to compose.
- Now you are paired with your deskmate, complement this scheme with your examples.
Attention to the screen
- What plants have you added to each group?
- What plants were included in the group along with flax?
- How can you name this group of plants? (textile, spinning)
- Well done. Well done. Let's get some rest.
Slides 10-13 Game "What's growing where?"
IV
-
What topic will you give a talk at home?
Slide 14
-
- On my instructions, the report was made by my assistant Vlad. Listen.
- You will prepare a report on a single cultivated plant or group, which is much more difficult.
A) - Let's see if there is additional material for the preparation of the report in the anthology "Our world is familiar and mysterious."
- Open the content.
- What are we looking for material? (about cultural activities).
-Define by the title, which texts will be of interest to us when preparing the report?
How plants reproduce………..51
Potatoes ………………………………… .56
Cereal plants……………………..57
Where does the bread on the table come from? …………………………… 57
How is bread sown? ……………………………………… 59
How is bread harvested? ………………………………………………………………………………………………………… 61
B) -And now let's look at the list of recommended literature at the end of the anthology on page 146.
Which of the proposed works are relevant to the topic of our report?
…………………
C) -If you have access to the Internet at home, then you can use the e-mail addresses of additional material on the topic we need on page 148. Open this page and see in which topic we will look for material for the report?
D) - Kirill Gelenov and his grandmother specially prepared an exhibition of books for the meeting, which you can also use to prepare your report.
D) - My assistants specially prepared memos for the meeting.
Anchoring. Slide 15
Now let's see if you are ready to write your own report, if you understood the topic of the lesson well.
Evaluation
Raise your right palm - this is the knowledge you had.
Raise your left palm - this is the knowledge you have acquired today.
Let's combine this knowledge and greet ourselves.
Homework Slide 16
Lesson
the outside world in 2 "a" class
UMK PNSH
Teacher: Tomasheva Natalia Georgievna
Lesson topic: Why do people grow crops?
Lesson type: Lesson of "discovering" new knowledge
This is the first lesson that opens the seventh section “Cultivated plants. Life Span of Plants ”.
Lesson organization form: meeting of the club "We and the World Around"
Form of study: group, steam room
Reception of training: organization of group, pair work, performance of differentiated tasks
Lesson objectives:
Educational:
— create conditions for children to name the traits that distinguish wild plants from cultivated ones;
- create conditions for the formation of the ability to see, compare, generalize and draw conclusions;
- to acquaint children with cultivated plants of different groups (vegetable, grain, fruit, ornamental, medicinal, spinning).
Developing:
- to develop a cognitive interest in the world around us by attracting entertaining material, creating problem situations;
- create conditions for the formation of the ability to see, compare, generalize and draw conclusions;
- develop logical thinking, imagination, perception, speech.
Educational:
—cultivate interest in the surrounding world;
- foster a desire to learn and make discoveries;
-to cultivate the ability to listen to others.
In the process of training, I form the following UUD blocks.
Personal UUD:
-inner position of the student;
- educational and cognitive interest in new educational material;
- focus on understanding the reasons for success in educational activities;
- self-analysis and self-control of the result;
-the ability to self-esteem based on the criteria for the success of educational activities.
Cognitive UUD:
-search and selection of the necessary information;
-application of information retrieval methods;
- the ability and ability of students to perform simple logical actions (analysis, comparison).
Communicative UUD:
—to form the ability to explain your choice, build phrases, answer the question posed, argue; the ability to work in groups, in pairs, taking into account the position of the interlocutor; organize and implement cooperation with the teacher and peers.
Regulatory UUD:
—control in the form of comparing the method of action and its result with a given standard;
-correction;
-valuation.
During the classes:
I
Slide 1
- Today we have gathered for the fourth meeting of the “We and the World Around” club. The topic of our meeting is "Why do people grow crops?"
Slide 2
- At the club meeting we learn: we read from the slide
- As chairman, I would like to introduce my assistants who will help me conduct this meeting. This is Stas, Olesya, Vlad.
- So, at the meeting, I ask everyone to be very attentive, to do a good job. you also have to prepare a report at home on the topic "Cultivated Plants of Our Region" (writing on the board).
- How many of you remember what a report is?
-
- My assistant will remind you how the definition of this word sounds in the Explanatory Dictionary. (Textbook "Russian language", grade 2, part 2, p.104)
REPORT, -but. Speaking to a group of people with a story about something. For example: scientific report; student report.
- Who remembers what needs to be done to write a report?
(Define a topic, draw up a report outline.) (Poster on the board)
II
Slide 3
- In the village of Mirny, where Masha and Misha Ivanovs live, a meeting on the same topic was recently held. Opening the meeting, Kostya Pogodin suggested remembering how wild plants differ from cultivated ones.
- How would you define cultivated and wild plants?
-
- Let's clarify the definitions of these concepts in the Explanatory Dictionary. Let's turn to an assistant for help.
Wild growing - growing wild, uncultivated. D. shrub.
Cultured - divorced, human-cultivated, not wild. Cultural plants. Cultural layer of the earth (with traces of human activities)
— Have.p.87 Read what Masha said (student reads aloud).
- Let's help Misha understand this issue.
— W. page 88
- Consider the drawing. What wild plants do you see here? (birch, burdock, dandelion, chamomile, plantain, rosehip).
Slide 4
- How do wild plants spread?
Slide 5
- What kind of cultivated plants do you see in the picture? (rose, apple, currant, strawberry).
- What is the difference between cultivated plants and wild ones?
- What traces of human activity can we see in this picture? (The apple tree is fenced, the currant has supporting wooden wedges).
- Does the appearance of cultivated and wild plants differ? How?
- RT p.36 No. 50 Slide 6 We will consolidate our knowledge by completing the task.
Checking on the screen.
- How did you manage? Who hasn't had mistakes?
III
- At the meeting in the village of Mirnoe, Misha Ivanov's oral report on cultivated plants was first heard. For his speech, Misha drew illustrations that we see on pages 89-90.
-
- My assistant prepared a message on the same topic as Misha. Let's listen. Olesya.
Slide 7
Group work
- And now I ask you to work in groups and listen carefully to the assignment.
- Using the material of the textbook on pages 89-90, make a report plan in the groups on the topic: "Why do people grow cultivated plants?"
- Agree who from your group will read out the outline of the report.
(Representatives from each group read out their outline of the talk).
- What was said in the report? (about cool plants) We weigh the poster
- What was said about cultivated plants? (what they are grown for) Another poster.
Physical education
-
— At the same meeting, Masha Ivanova made a report on cultivated plants. A report on the same topic was prepared by my assistant. Stas. Slide 8
- What was said in the report? (about cool plants) We weigh the poster
- What was said about cultivated plants? (where they are grown) Another poster.
- How are the reports of Misha and Masha similar? (talking about cultivated plants).
- What is the difference? (Masha divided cultivated plants into groups, Misha has illustrations, and Masha has a diagram).
Working in pairs
Slide 9
- Before you on each desk there is a diagram similar to the one that Masha Ivanova began to compose.
- Now you are paired with your deskmate, complement this scheme with your examples.
Attention to the screen
- What plants have you added to each group?
- What plants were included in the group along with flax?
- How can you call this group of plants? (textile, spinning)
- Well done. Well done. Let's get some rest.
Slides 10-13 Game "What's growing where?"
IV
-
What topic will you give a talk at home?
Slide 14
-
- On my instructions, the report was made by my assistant Vlad. Listen.
- You will prepare a report on an individual cultivated plant or group, which is much more difficult.
A) - Let's see if there is additional material for the preparation of the report in the anthology "Our world is familiar and mysterious."
- Open the content.
- What are we looking for material? (about cultural activities).
-Define by the title, which texts will be of interest to us when preparing the report?
How plants reproduce………..51
Potatoes ………………………………… .56
Cereal plants……………………..57
Where does the bread come from? …………………………… 57
How is bread sown? ……………………………………… 59
How is bread harvested? ………………………………………………………………………………………………………… 61
B) -And now let's look at the list of recommended literature at the end of the anthology on page 146.
Which of the proposed works are relevant to the topic of our report?
…………………
C) -If you have access to the Internet at home, then you can use the e-mail addresses of additional material on the topic we need on page 148. Open this page and see in which topic we will look for material for the report?
D) - Kirill Gelenov and his grandmother specially prepared an exhibition of books for the meeting, which you can also use to prepare your report.
D) - My assistants specially prepared memos for the meeting.
Anchoring. Slide 15
Now let's see if you are ready to write your own report, if you understood the topic of the lesson well.
Evaluation
Raise your right hand - this is the knowledge you had.
Raise your left palm - this is the knowledge you have acquired today.
Let's combine this knowledge and greet ourselves.
Homework Slide 16
