The world around us is invisible threads in the winter forest. An example of invisible threads in a winter forest? Scheme of invisible threads in the forest? Phenomena in inanimate nature

Sections: Primary school

Lesson objectives:

1. Continue expanding knowledge about seasonal phenomena in nature based on the characteristics of invisible threads in winter forest.
2. Remind about the relationships between the components of inanimate nature and its living inhabitants
3. Convince that the violation of natural connections leads to the destruction of nature.
4. Develop a caring attitude towards nature.

Learning Tools:

Tables, paintings, photographs depicting winter landscapes: winter forest, spruce and all the animals that receive food and shelter from it; a set of cards with images of animals and birds that are connected with invisible threads to a spruce tree for the game - modeling invisible threads in a winter forest.

Lesson progress

1. Organizational moment. State the topic and purpose of the lesson.

January is the beginning of a new year.
We are going again to the forest animals.
Stories of the new dense forests
The best are waiting for us, can't wait.

2. Checking homework.

Game “Place the animals in houses.”

House 1 – animals that stock up for winter.

House 2 – animals that hibernate.

House 3 – animals that look for food in nature in winter.

Animals: squirrel, bear, elk, fox, wolf, wild boar, hare, hedgehog, badger, beaver, hamster.

Work in groups. Summing up.

- Point out the tracks of forest animals. (cm. Appendix 1)

3. Studying new material. Conversation.

– Are plants and animals related to each other? How?

Today we will look at this connection using the example of a spruce tree and animals. Spruce is one of the most interesting and beautiful trees in our forest.

– How is the life of animals connected with spruce?

Teacher's story: animals feed on spruce seeds, hide among its branches, under them; The crossbill builds a nest on a spruce tree in winter and feeds its chicks with spruce seeds; a hare can also hide under spruce branches, since they are usually located low, sometimes almost close to the ground.

There is also a connection between animals - the “friends” of spruce. When a crossbill picks a spruce cone, it eats only part of the seeds from it and then throws it to the ground. Cones thrown by crossbills are picked up in the snow by squirrels and woodpeckers, and this makes it easier for them to find food. But the cones dropped by crossbills are even more important for wood mice and voles, which cannot pick cones from the trees themselves. The above facts show the connections between animals.

Invisible threads spruce - this is the benefit that animals and birds receive from it in wintering forests:

– spruce seeds serve as food for birds: woodpeckers, crossbills, kinglets;

– spruce protects hares from toothy predators;

– Spruce provides food for squirrels.

The invisible threads of nature must be studied and carefully protected.

Before the holiday New Year people cut down thousands of Christmas trees. A person strives to decorate his home only for a few days.

– What does this entail? (Animals are deprived of food, habitat, and a place for a nest.)

– What way out can be found? (It is better to leave the spruce in the forest and decorate the house with an artificial spruce.)

4. Physical exercise.

The sun warms the earth weakly, (hands up and down)
The frost crackles at night (hands on waist, bends to the sides)
In the snow woman's yard (hands on waist, turn around)
Carrot nose turned white (squat)
Suddenly there was water in the river
motionless and firm (jumping in place)
The blizzard is angry, the snow is spinning (hands up and down, spinning)
Sweeps everything around with snow-white silver. ( hand movements)

5. Fixing the material.

Game “Who will say thank you to the winter Christmas tree?” Work in pairs. (see Appendix 2)

– What animals and birds does spruce provide shelter and food for?

– What will happen in the winter forest if for some reason the spruce trees die?

- How do her friends help her?

Sketch “Bureau of Forest Services”.

Cold February arrived in the forest. He swept snowdrifts onto the bushes and covered the trees with frost.

And although the sun is shining, it is not warming.

Soroka: – Everyone for himself again? Alone again? No, so that we can work together against a common misfortune! And that’s what everyone says about us, that we only peck and squabble in the forest. It's even a shame...

Hare: - The magpie is chirping correctly. There is safety in numbers. I propose to create a Bureau of Forest Services. I can help the partridges. I tear the snow on the field down to the ground every day, let them peck the seeds and greens there after me - I don’t mind.

Crossbills: - We peel the cones on the Christmas trees, drop half of the cones whole, and thus help mice and voles, squirrels, woodpeckers and spruces to spread throughout the earth.

Magpie: - The hare is a digger, crossbills are throwers!

Beavers: – We piled so many aspen trees in the fall – there’s enough for everyone. Come to us, elk, roe deer, and hares to gnaw on the juicy aspen bark and branches!

Woodpeckers: – We offer our hollows for sleeping!

Wolf: - I want to serve as a watchman in the forest! Hares, moose and roe deer near the aspen trees, partridges in the greens, beavers in the huts. I'm an experienced watchman.

Magpie: - You are a robber from the forest road, not a watchman! We know you. I will guard everyone in the forest from you: as soon as I see you, I’ll raise a cry!

This is how animals in the forest help each other out.

Teacher: Guys, why didn’t the animals want the wolf to be a watchman?

– Tell us who helps whom in the forest?

Sketch “Apple Tree and Sparrow”.

Apple Tree: - Listen, Sparrow, haven’t you heard what they say about the brown hare: is it a beast of prey or not?

Sparrow: - Oh, Yablonka, you made me laugh, oh, you made me laugh! What kind of hare is a predator? With his rat teeth it’s only good enough to gnaw on the bark.

Apple tree: - Bark?! Oh, my heart felt: he will gnaw me from all sides, a ferocious predator! He will destroy you, villain!

Teacher: Is the apple tree right that the hare is a predator?

Sketch “Squirrel and Beaver” - Which animal says these words?

- What a bad place this is: no fir trees, no pine trees with sweet cones - just bitter aspen around!

- What a nice little place here: no pitchy pines, no prickly fir trees! Some sweet aspens.

Sketch “The Hare and the Vole”.

– Frost and blizzard, snow and cold. If you want to smell the green grass, nibble on the juicy leaves, wait until spring.

“You don’t have to wait for spring, the grass is under your feet!” Dig the snow down to the ground - there are green lingonberries and mantles and dandelions. And you'll sniff and eat.

6. Lesson summary.

– Who is friends with whom in the winter forest?

– What can’t be destroyed in the forest?

– What did you like most about the lesson?

7. Homework(optional).

1. Read the text “Jay, Squirrel and Others” pp. 140–141, complete the tasks for the text.
2. Write an essay on the topic “Who doesn’t sleep in the forest in winter.”

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Lesson objectives:

Continue to expand knowledge about seasonal phenomena in nature based on the characteristics of invisible threads in the winter forest.

Remind about the relationships between the components of inanimate nature andits willow inhabitants

Convince that the violation of natural connections leads to the destruction of nature.

Develop a caring attitude towards nature.

Equipment: presentation,tables, photographs depicting winter landscapes: winterforests, spruce trees and all the animals that receive food and shelter from it;tokens

Lesson progress

Orgm moment.

Today we will go on a trip to the winter forest. And you will become explorers. Your goal- see invisible threads in the winter forest. Are you ready? Then let's begin our journey.

Checking homework. Game "Russian animals in the village" omics".

Winter life birds and animals.

What birds remained for the winter? Tell about himtheir. (woodpecker, pika. Nuthatch, wren, crossbills, tits) Let's take a closer look at the life of animals. 2) Riddles

Homework summary.

Learning new material. Conversation.

Winter and summer the same color?

Today we will look at this connection using the example of a spruce tree and animals.. Spruce is one of the most interesting and beautiful trees in our forest.

How is animal life connected to spruce?

Teacher's story:animals feed on spruce seeds, hide among its branches, under them; The crossbill builds a nest on a spruce tree in winter and feeds its chicks with spruce seeds; a hare can also hide under spruce branches, since they are usually located low, sometimes almost close to the ground.

There is also a connection between animals - the “friends” of spruce. When a crossbill picks a spruce cone, it eats only part of the seeds from it and then throws it to the ground. AbandonedWith crossbills, squirrels and woodpeckers pick up cones in the snow, and this makes it easier for them to find food. But the cones dropped by crossbills are even more important for wood mice and voles, which cannot pick cones from the trees themselves. The above facts show the connections between animals.

Invisible spruce threads are the benefits that animals and birds receive from it in wintering forests:

spruce seeds serve as food for birds: woodpeckers, crossbills, kinglets;

spruce provides protection for hares from toothy predators;

Spruce provides food for squirrels.

The invisible threads of nature must be studied, etc.carefully protect.

Before the New Year holiday, people cut down thousands of Christmas trees. A person strives to decorate his home only for a few days.

What does this entail?(Animals are deprived of food, habitat, and a place for a nest.)

What EXIT can be found?(It’s better to leave the spruce in the forest and decorate the house with an artificial spruce.)

4. Physical exercise.

5. Fixing the material.

Practical work(in workbooks)

Peer review.

What will happen in the winter forest if for some reason the spruce trees die?

How do her friends help her?

Working with the textbook

Reading in a chain on page 38

Practical work (mutual check)

Lesson summary.

Who is friends with whom in the winter forest?

What cannot be destroyed in the forest?

What did you like most about the lesson?

Homework

Open lesson

around the world

Sections: Primary school

Class: 2

Objective of the lesson: generalization and systematization of knowledge about winter changes in living and inanimate nature.

Lesson objectives:

1. Introduce children to changes in inanimate and living nature with the arrival of winter.
2. Formulate the concepts: winter phenomena in nature.
3. Enrich children's knowledge about natural connections.

Lesson progress

1. Organizational moment.

2. Checking homework.

Test work on the topic “City and rural life.”

1. Which city is the main one in our region?

2. In my region they grow...

a) Cacti, cypresses.

b) Spruce, birch, aspen.

c) Resin moss, cranberry, willow.

d) Feather grass.

3. What additional education institutions do you attend?

a) Music school.

b) Art school.

c) Sports school.

d) House of children's creativity.

4. What machines work in agriculture?

5. Complete the sentences:

Theatre, circus, museum, library – ................. institutions. School, gymnasium, college, technical school, college, university - ................. institutions.

6. Who does what? Connect with arrows.

3. Preparation for the perception of new material.

What time of year is it now?

What happened in inanimate nature late autumn?

Tell us about your observations of trees and shrubs that occurred in late autumn.

How have herbaceous plants changed? Why?

How did the cold snap affect the lives of animals?

What is the weather like in late autumn? How does it affect people's health?

How do people protect themselves from colds?

Conclusion. The leaf fall has ended. The grasses withered and withered, the flowers disappeared. Only coniferous trees stand in green attire. But the larch has dropped its needles, they are tender. People's lives also changed in the fall. Why is there a different time of year? Why can't there be eternal summer, for example?

4. New material.

Nature the sorceress has prepared many miracles for us. One of them is the change of seasons.

Every year one season follows another correctly.

Name the seasons in the order in which they follow each other.

Is there a sharp boundary between the seasons?

What seasons are dramatically different from each other?

Conclusion. There are 4 seasons on earth. The main ones are winter and summer, because... they are sharply different from each other. Spring and autumn are transitional seasons.

What is the reason for the change of seasons? This occurs due to the tilt of the earth's axis and due to the rotation of the earth around the sun. The Earth moves around the Sun slowly, exactly a year - 365 days. The earth's axis is tilted, so one part globe is closer to the Sun, it will be warmer there - summer. In the part that is farther from the Sun, it is colder, there is winter. If both hemispheres are illuminated equally, then spring or autumn begins. But there are always different seasons in both hemispheres.

Figure 1

What time of year are we talking about? Listen to an excerpt from a fairy tale.

“...The house was made of ice: the doors, the windows, and the floor were ice, and the walls were decorated with snow stars; the sun shone on them, and everything in the house shone. There was fluffy snow on the bed instead of a feather bed.”
(V. Odoevsky “Moroz Ivanovich.”)

From which fairy tale, who remembered?

Do you recognize this passage?

"Don't crack the frosts,
In a protected forest,
At the pine tree, at the birch tree,
Don't chew the bark!
Full of crow to freeze
Cool down human habitation!..."

(S. Marshak “Twelve Months.”)

What time of year are we talking about?

How did you guess?

What other tales about winter do you remember? What poems about winter do you know? Read it.

What are these works about? What do they have in common? What winter phenomena do the authors describe? (Blizzards, blizzards, drifting snow, blizzard...)

Not only Russian writers and poets sang this time of year, but also artists and composers wrote brilliant works about winter.

(On the board is a reproduction of K. Yuon’s painting “Russian Winter.”)

Figure 2

Look, here is a reproduction of a painting by K. Yuon, do you like it? What colors did the artist choose, and why? What mood does the author convey? Why did they decide this? K. Yuon called the painting “Russian Winter”, why do you think?

A P.I. Tchaikovsky, the great Russian composer, admiring the beauty of nature and trying to convey his moods through music, wrote pieces for the piano. He combined them into an album and called it “Seasons.” The album contains 12 small pieces that reflect each month of the year in music.

Name winter months. (December, January, February.)

People call December “jelly” or “lute”. Why? January is “cut”. It cuts winter into two parts. February - “crooked roads”, “bokogrey” - because there are frequent thaws, it’s bad to ride a sleigh, hence the “crooked roads”. Tchaikovsky has his own names for the months. December – “Christmas time”, January – “At the fireplace” (by the fireplace or hearth for heating), February – “Maslenitsa”. Why do you think Tchaikovsky's months are named this way?

Listen to the play “December. Christmas time." I liked it. How?

What are the main signs of winter? (Colder weather, snow cover...)

Do you like winter? Why? Then I invite you to visit us for winter.

5. Physical education moment.

Warm-up game “Snow” (the teacher comes up with the movements).

“On the spruce paws there is snow, snow,
Tree stumps with fluffy hats, snow, snow,
The field sparkled, snow, snow,
White expanse, snow, snow,
Through meadows, glades, snow, snow,
On the glass skating rink - snow, snow,
And the snow flies and whirls, snow,
Our faces are reddened by snow, snow,
Snow, snow curls in a white swarm,
We catch snow, snow in our palms.

(According to I. Leshkevich.)

6. Phenomena in inanimate nature.

Continuation of work on new material.

List what entertainment children come up with for themselves in winter? What are snowmen made from? Does anyone know how snow is formed? I will remind you of the secret of the birth of snowflakes.

Water vapor rises high, high where extreme cold reigns. Here, tiny ice crystals are formed from water vapor. These are not snowflakes yet. They are very small. But the hexagonal crystal grows and finally becomes a large star. Their shape is very different, but they are all symmetrical.

7. Practical work.

Show what snowflakes you prepared for the lesson. Fold your snowflake in half. You see, the sides coincided. Fold in half again, again a coincidence. This proves that snowflakes have the correct shape.

8. Continued work on new material.

Snowflakes stick to each other, gather in flakes and slowly fall to the ground. Layer after layer of snow falls.

When it's snowing thickly we are talking about snowfall. This is a very beautiful phenomenon in calm, windless weather.

(Cards with names are opened on the board.)

What is a blizzard? (Snowfall in the wind, when a “round dance” of snowflakes falls obliquely and rushes near the ground.)

When are snowstorms and blizzards especially frequent? (In February.)

Who remembers what nast is? (Snow ice crust.)

When a snowy ice crust forms, we observe black ice.

How to protect yourself from injuries in icy conditions? (It is used to sprinkle roads and paths with sand and salt. It is better if there is ash instead of salt.)

What other phenomena can be observed in nature? Guess it.

“There is a village in white velvet.
And fences and trees.
And when the wind attacks,
This velvet will fall." (Frost.)

“And not snow, and not ice,
And he covers the trees with silver.” (Rime.)

Generalization.

So what phenomena occur in inanimate nature in winter? What do you think, do changes happen to animals with the onset of winter or not? Which ones do you know?

9. Phenomena in living nature.

Game. Choose those birds that could fly to the winter meadow.

A selection from many illustrations of only wintering birds is offered. (Bullfinch, waxwing, tit, redpoll, sparrow, crow, pigeon.)

What is worse for them: hunger or cold? How can we help birds?

Let's make bird feeders at home. Who knows what they can be made from? (To make feeders, you can use bags of juice, milk, boxes. And for tits, hang nets with pieces of lard, which they love very much.)

Game. Underline the names of those birds that fly away from us for the winter (individual cards are distributed).

• Crane.
• Nightingale.
• Rook.
• Pigeon.
• Woodpecker.
• Capercaillie.
• Martin.
• Starling.
• Cuckoo.

Conclusion. Thus, we do not have all the birds that we see in the summer, but some more arrive - bullfinches, tits, waxwings. On cold days, birds search for food throughout the day. Where to get food in winter? Birds of forests and fields solve this difficult task in different ways. Some look for spiders and beetles in the folds of bark, some dig up snow in the field, trying to get to the ground, and some look for food on bushes and trees. After all, many of them still have buds and seeds. What else do birds eat? We can put bread crumbs, cereals, leftover porridge, and seeds in bird feeders.

Do you know how animals fight the cold? (Children's answers.)

Generalization. Some hibernate - bears, badgers, hamsters, hedgehogs. Everyone who falls asleep, hibernates, increases their fat reserves by autumn. All sedentary animals and birds increase their fur or feather cover. Squirrels, mice. Voles make warm winter homes. Elks, roe deer, hares, wolves, foxes, black grouse, wood grouse, and partridges find a home in the thick snow.

We learn how some animals spend the winter from children's reports.

(Children prepared in advance make messages.)

The squirrel stores nuts, cones, and mushrooms for the winter. If they run out, the squirrel does not lose heart. When the sun warms up, she will be full again.

The hare does not have a permanent shelter. By winter, it grows thick and long fur on its belly, and fluffy hair appears around its nostrils - all this protects it from the cold while stationary in the snow. In winter it feeds on small branches, bark of trees and shrubs. Changes his summer coat to a winter one.

By autumn the bear gets fat and the molting ends. His fur becomes long and fluffy. He makes a shelter for the winter somewhere in a dry place, in a depression, under the inverted roots of trees, stumps, or in rock crevices. In winter, it enters a state of hibernation, without the need for food or drink. In winter, the mother bear gives birth to cubs.

Do you think the life of plants and animals is connected in winter? How?

10. Invisible threads in the winter forest.

Today we will consider this connection using the example of spruce and animals. Open the textbook on page 139 (work on the illustrations in the textbook, answer the questions in the textbook).

Addition. We have established that there is a connection between animals and the “friends” of spruce. For example: a crossbill picks a cone, eats up part of the seeds and throws it away. Cones are picked up in the snow by squirrels, woodpeckers, forest mice, voles, i.e. There is also an invisible connection between animals.

Conclusion. Christmas trees provide shelter for animals and provide them with food. Thus, animals hide among the branches, in the hollows of trees. Plants provide food for animals.

Which winter holidays You know?

New Year is a holiday innovation of Peter 1. He ordered to celebrate the holiday with a decorated Christmas tree. A person, trying to decorate his house for a few days, destroys a whole tree, many trees.

What does this entail? What can be done to avoid harming nature?

11. Generalization. Lesson summary.

How do animals winter? How do plants overwinter? What should we humans do to help animals in winter?

12. Homework.

1. Complete task No. 1, 2 p. 26 in your workbook.
2. In the textbook, pp. 136-137, read, answer questions.

A lesson on the surrounding world compiled by the teacher of the MBOU "Lyceum No. 6 named after M. A. Bulatov" in Kursk, Elena Gennadievna Shilina

Topic: “Invisible threads in the winter forest”

Target: continue to develop knowledge about connections in nature, teach how to identify these connections in the winter forest using specific examples.

Planned results: Students will learn to talk about the relationships between plants and animals in the winter forest, give examples of invisible threads in the winter forest, give reasoned answers, prove their opinions, analyze, draw conclusions, and compare.

Equipment: textbook, workbook, photographs of plants and animals (spruce, squirrel, woodpecker, mouse, hare, jay, eagle owl, etc.)

I. Organizational moment.

To become a friend of nature, to learn all its secrets,

To solve all the riddles, you learn to observe.

Let's develop mindfulness together.

And our curiosity will help us find out everything.

II. Updating knowledge.

Who remembers what we did in the last lesson? What was the topic of the last lesson? (Winter life of birds and animals.)

Checking homework.

Children guess what animal we are talking about. The person who guesses tells about the life of this animal in winter.

Guess what animal we are talking about?

Whoever guesses the answer will tell about his life in winter.

1.Strong smart predator. Hares are most often his prey. (Wolf)

What can you tell about the wolf and his life in winter?

2. Which bird has a beak that looks like curved pincers? (Crossbill)

3. An animal that runs fast and confuses its tracks. (Hare)

4. A cunning red predator with good hearing. (Fox)

5. This animal spends the winter under the snow, and in the fall it stores supplies in its underground storerooms. (Mice)

Can these animals be found in the forests of our region?

Where can I find this out?

III. Self-determination for activity.

Remember our journey through the autumn forest.

Is there a connection between plants and animals? Remember what invisible threads we observed with you in autumn forest? (Children's answers)

Do such connections exist in the winter forest, do you think? (Children's answers)

Let's try to find out in today's lesson.

Who guessed what the topic of today's lesson is? ( Invisible threads in the winter forest.)

What goal will we set for today's lesson? (Children's answers)

Yes, that’s right, we will learn to identify connections in the winter forest using specific examples.

IV. Work on the topic of the lesson.

Guess the riddle and you will understand from the example of which tree we will consider the connections in the winter forest.

The green lady dressed herself in needles,

Standing alone in the forest on a hill.

I put the earrings on myself for fun,

Hiding nuts in earrings for the squirrels. (Spruce)

A photograph of a spruce is attached to the board.

Spruce- one of the most interesting and beautiful trees in our forest.

Information for teachers(Thick spruce paws (branches) do not allow the freezing wind to pass through, which is why it is warmer under the spruce. The spruce cones are long. The seeds in them are small with wings. Spruce branches never break from the snow.)

V. Physical education minute.

Blink your eyes quickly, close your eyelids and sit quietly for 5-10 seconds.

Close your eyes tightly for 5 seconds, open your eyes, look into the distance and hold your gaze for 5 seconds.

Pull right hand in front of you, move slowly index finger right and left, up and down, following the movements of the finger with your eyes.

V I.Work according to the textbook.

Now let’s read the text in the textbook on page 36 called “Who is the spruce tree friends with?” and try to answer the question:

Who is spruce friends with?

When reading, be careful, remember your friends and what connects them. (You can carefully underline the names of the animals with a pencil.)

After reading, we remember our friends. (There are photographs of various animals on the teacher’s desk.)

I have photographs of animals on my desk. You should only choose those that are friends of the ate. Prove your choice. (Attach to the board, draw arrows from the spruce to the animal, prove the connection of the animal with the spruce.)

We have a diagram, but it is one-sided. Does spruce benefit from animals? Can animals be related to each other? Let's try to figure this out.

VII. Work in groups.

Let's open the workbooks on page 21 and complete task No. 2 (Read the task). We complete the task using the textbook in groups.

Let's check what happened. Let's draw conclusions.

VIII. Physical education minute.

Once - we sank a little,

2 – clapped their hands,

3 – turned the head,

At 4, we sat down quietly.

Just recently we celebrated the holiday - New Year. On this holiday, it is customary to bring a spruce into the house and decorate it. Imagine what will happen if our beautiful spruce is cut down? (Remove the image from the board.)

(Animals will be left without food, home, shelter and will die subsequently)

How can this be? Is there a way out of this situation? (Place an artificial spruce at home, or decorate a spruce in nature, without harming it.)

IX. Bottom line.

What new did you learn in the lesson?

Who is a friend for spruce?

What invisible threads are there in the winter forest?

How do plants help animals?

Let's read the output on page 36 in the textbook.

X. Reflection.

What did you like most about the lesson?

Continue the phrases... (Phrases prepared in advance and attached to the board)

I want to praise myself for...

I want to praise my friend for...

I'll tell you at home about...