Water belongs to living nature. What is inanimate nature?

In this article we will look at the differences between living and inanimate nature.

In this article we will try to provide you with as detailed information as possible about living and inanimate nature. It will be especially useful for children who are just beginning to explore this world.

Ocean, water, stream, river: living or inanimate nature and why?

Nature is our surrounding world, which was not created by man. Nature can be relatively divided into two categories: living and nonliving. To understand the difference between “non-living” and “living” nature, you first need to understand the definitions and differences between them.

Of course, all objects that belong to living nature have the ability to grow, breathe, and develop. That is, this group includes: people, animals, plants and fungi and even microorganisms. In other words, this is everything that decorates the world, gives life and movement to the Earth. But without inanimate nature, all organisms and plants cannot exist; it is like a source of life, and for some species even a place of residence.

For example, water, a river or other bodies of water are objects of inanimate nature, and serve as an excellent home for fish, algae, etc. But all bodies of water make up the hydrosphere of our planet, which is necessary for the existence and life of all living objects.

Rivers and streams are the arteries of our planet, thanks to which water fills lakes and seems to circulate throughout the earth. Many living beings live in water, but bodies of water separately are not considered living beings, because... have the simplest molecular composition, do not breathe, do not grow and do not feed. This group also includes other objects and phenomena, for example, the sky, soil, stones, minerals, wind, rainbows, rain and many other seasonal changes and phenomena.

Air, clouds, rainbow: living or inanimate nature and why?

Despite the fact that there is a close connection between living and inanimate nature, there is also a difference between them. Living nature directly depends on inanimate nature, because thanks to sunlight Plants grow, photosynthesis occurs, and the sun is the main source of life. Without water and air, no creature can survive, and soil is the place of life for many living objects.

Also, inanimate nature includes various weather and seasonal phenomena. For example, a rainbow can be seen after rain in the summer, a cloudy sky is more often observed in the fall, and in winter the sky is covered with lead clouds from which snowflakes fall.

It was from inanimate nature that life itself emerged, which is considered primary. And everything that we have created does not belong to the objects of pristine nature. Only with the help of the materials that the Earth provided us was man able to develop and create everything that he has today.

The distinctive characteristics of inanimate nature are:

Inability to move.
Inability to breathe, eat, reproduce, change. But over the years, many objects of inanimate nature can change their state of aggregation. For example, a stone can be worn into dust, or, the simplest example, is the circulation of water. It falls as rain, and after the sun heats the soil, the water evaporates, that is, it takes on the state of steam. And also, in sub-zero weather, the water acquires the state of ice or snow.
Failure to grow. Of course, mountains change in size, but they do not increase through cell division, as happens in living objects.

Active volcano: living or inanimate nature and why?

Of course, to many people the volcano may seem alive, especially during an eruption. In fact, this is not so. Volcanoes belong to inanimate nature; at a minimum, it can be designated as the thinnest place on the earth’s crust.

An eruption occurs due to the degassing of magma. The eruption principle is reminiscent of sparkling water or champagne, which is shaken before opening. And in those places where the ground is not tightly covered and lava comes out, sometimes with such pressure that a crater is formed inside the volcano.

Volcanoes are objects of inanimate nature, because lava does not move using its own capabilities, but due to accumulations of gas inside. And in the process of movement of lithospheric plates, volcanoes are formed, through which magma passes out. While magma rises under pressure through the crater of the volcano, it heats up and turns into lava. But there are times when the pressure is not high, and due to this, the magma only approaches the throat of the volcano.

Sun, Moon, Earth, planet, celestial bodies: living or inanimate nature and why?

It’s hard to believe, but the huge Sun, which can warm the entire planet, is the same star as the other stars in the sky, but it is located closer to the Earth and that is why it seems so huge. A star is a huge flaming ball of gas.

Sun and moon

The existence of all living beings and objects directly depends on solar energy. But despite the fact that the sun releases energy, it, like all other stars, celestial bodies and planets do not belong to living nature. After all, in order to distinguish between a living and inanimate object, you need to characterize the object or phenomenon according to the following characteristics:

Ability to exchange information, generate energy
Ability for self-development and growth
Reaction to stimuli
Ability to reproduce
Ability to breathe and eat

Of course, all living organisms have some or all of these characteristics. Inanimate objects or phenomena are not capable of having many of these functions, but there are exceptions, such as comets, the Earth, which rotates around its axis, and the Sun, which emits energy for our planet, and many others.

Soil: living or inanimate nature and why?

Nature is all the objects, matter, bodies that surround us and were created without human help. They distinguish between living and inanimate nature, some move, grow and disappear, while others do not change for millennia. The existence of such groups is simply impossible separately, thanks to everything that the primary Live nature we exist.

The sun gives vital energy, it is impossible to live without water - these are the veins of our planet that help develop and moisturize the soil in which plants grow and other living organisms live.

The soil for us is necessary condition for life. This is the upper loose layer of the planet on which living beings live and plants grow. Soil consists of sand, clay, water, inorganic and organic substances, and dark color imparts the presence of humus and humus. The more of these substances, the more fertile the land, which is why black soil is considered the most valuable.

The soil saturates the plants with various nutrients, water and minerals, which promotes the growth and development of fruits. But at the same time, the earth is the main habitat, both inside and on the surface.

All pollution, when a person throws out waste of non-plant or animal origin, affects the composition of the earth, as a result. Plants that feed from contaminated soil may die or bear poisoned fruit.

Tree, tree leaf, stump: living or inanimate nature and why?

The main characteristic of living nature is the ability to grow and develop. Trees belong to the class of living nature, because has various abilities that are typical for such a group. For example, a tree grows, feeds on water and humus that is in the soil, some bear fruit, and also die, although they have a very long life span.

The leaves that are on the tree are living nature, even when the leaf falls off. It turns into humus under the influence of living microorganisms.
As for stumps, this part of the tree also belongs to living nature. With the help of roots, the stump also absorbs nutrients from the soil to maintain life, otherwise the tree simply dries out. But if a tree is cut down for firewood, it is no longer considered living nature, but more like material for construction or kindling a fire.

Trees and other plants are incredibly essential to our lives, thanks to photosynthesis, which is only possible with the help of plants - we breathe. We eat fruits and get everything essential vitamins and substances. Flowers are pleasing to the eye and bring a lot of pleasure. Of course, the role of plants in our lives is huge and that is why we need to appreciate and care for them. environment, because our lives depend on it.

Flower, grass: living or inanimate nature and why?

Already at the beginning of spring, as soon as everything around begins to melt, the first snowdrops break through the snow. With the advent of spring, all nature wakes up, grass appears, buds and leaves bloom.

Unconditionally, all plants belong to the group of living nature, this is because they know how to grow, feed from the soil with water and minerals, just as all living objects, flowers and grass, die. Flowers can even breathe, only in reverse side, instead of oxygen, they inhale carbon dioxide. Thus, they cleanse our environment and give all living beings the opportunity to breathe. Therefore, forests are considered lungs of the planet and it is strictly forbidden to cut them down.

Living and inanimate nature are one and depend on one another. At the same time, one must always remember that inanimate nature is pristine and primary, and living beings have an influence on the structure and objects of inanimate nature. For example, a person dries out a swamp, cuts down trees, which radically changes the structure of the air, throws garbage and waste into water bodies and onto the ground, which negatively affects the living conditions. Some animals also dig holes and change the condition of the soil.

From inanimate nature, all creatures and organisms draw vital energy; without air, water, solar heat and soil, life is simply impossible.

Growing and picked nut: living or inanimate nature and why?

Nuts are food plant origin, contains a whole complex of AKs, is saturated with B vitamins, vegetable proteins, etc. This is a very satisfying product, and one of the most favorite for many animals, so before winter, thrifty animals prepare a large supply of nuts for the winter.

Of course, the nut is part of the tree, and while it hangs on it, it is also considered to be living nature. After all, a nut grows, develops, feeds and dies. Despite the fact that nuts can be stored for a very long time, over time, under the influence of microorganisms, the nut disappears and dries out.

All plants belong to living nature, ranging from the single-celled ciliate slipper to giant trees like the baobab. Despite the fact that plants do not move over distances, they can move their leaves, turn towards the sun, grow, breathe carbon dioxide and reproduce. All units of flora need food, which is obtained from soil and water. Of course, after a plant dies, it falls into the class of inanimate nature, and it doesn’t matter whether it’s leaves, flowers or fruits.

Plants are all, of course, beneficial, because... cleanse our world of various secretions and allow us to breathe oxygen. But besides this, plant foods contain a large number of useful substances and vitamins, which is why it is so important to consume vegetables and fruits in your diet every day.

Similar objects of living and inanimate nature: list

The fact that living and inanimate nature are very closely related is extremely clear; it is quite easy to determine the difference between these concepts, even intuitively. There are a lot of differences between objects of living and inanimate nature; in some cases the characteristics are obvious, but there are cases that we can confuse due to the fact that the object of inanimate nature is endowed with the abilities of another group, for example:

Clouds, sea waves, The Earth and others have the ability to move, the main thing is to understand that this is facilitated by phenomena of inanimate origin. Volcanic eruptions are also part of inanimate nature, although many consider it alive.
The ability to grow in crystals and stalactites in caves, but this is also due to the fact that the increase does not occur due to living microorganisms, therefore such objects belong to inanimate nature.
Old age and dying are inherent in living beings and organisms, but inanimate objects also have such abilities. For example, stars are born, grow, increase gradually and are destroyed; weathered and thus the rocks crumble and crumble, but this process is carried out under the confluence of external factors.
Another similarity for many objects of living and inanimate nature is the force of gravity; earth, water, animals, plants, stones and others are subject to the physical laws of nature.
Also, there are similarities in appearance, for example, shells and lichens can look like stones, many bacteria and mineral conglomerates, etc.
In both groups of nature there are chemical reactions. For living organisms, this may be metabolism, and in inanimate nature, it may be the burning of peat after lightning. This also includes the formation of minerals and minerals.
Many people believe that plants and mushrooms belong to the class of inanimate nature, but this is not so, despite the fact that plants cannot move from place to place, they can still move their leaves and turn towards the sun. In addition, the ability to grow, develop and die indicates that representatives of such classes clearly belong to living nature.

In order to fully understand the similarities and differences between living and inanimate nature, we must remember that creations of inanimate nature are characterized by resistance to external factors, weak variability. Living beings know how to breathe, develop, live and die. The formation of life is a normal natural stage in the development of matter, and since Since inanimate nature initially appeared, many scientists do not consider the Earth to be the only cosmic body on which there is life.

Video: Objects and phenomena of living and inanimate nature

For a long time I prepared myself to start geography with my son. It appeared in our classes with their country of origin, in the study of the flags of all countries and their capitals, and even Space, with the location of the Earth in it, we more or less learned from the “World on the Palm” cards.

Well, it’s time to really introduce geography so that the child understands what the countries that he learned with flags and car emblems mean. What is Japan, China, France? But where to start? How to properly introduce a child, two years and six months old, to this huge topic?

Please be patient, this post will be long, but I hope it will be useful. I will describe our classes in detail so that you have a complete picture. While reading, think about what materials you have at home for this topic, what games you could offer your child to develop logic, fine motor skills, and creativity. Consider the age, skills, and most importantly, the interests of your own child. Well, if our classes suit you fully, then it means I didn’t waste my time writing this material.

So, let's begin. Having covered myself with the available books and looked around in search of materials on this topic, I tried to draw up a plan for our classes. At first there was an idea to fruitfully walk across the continents, but Alexander’s interest pushed me to “travel” around Italy. But intuition suggested that something was missing; a jump across continents or immediately to one country might not provide a complete picture of the world.

And I decided to start with an explanation of what living and inanimate nature is. Taking this topic, I still tried to take into account that a child of the third year of life gives a soul and the ability to feel everything that surrounds him. The ability to see living things in non-living things is one of the manifestations of the work of the imagination, which in turn is closely related to creative thinking. In other words, I explained more of what relates to living nature, mentioning in just a couple of words what belongs to inanimate nature. Nevertheless, the child was able to draw conclusions himself.

Encyclopedic knowledge

Books helped us get this knowledge.

The first one Interesting geography publishing house White City. We started with the chapter “A Planet Called Earth.” We read and talked about how Alexander lives in his room, his apartment, building, street, city, country - this is our little house. And then, as in the book, they switched to the idea that the country is located on a continent (ours is on an island). Continent – in a certain part of the world. Part of the world is on the hemisphere. And the hemisphere is on planet Earth. It turns out that your home is the whole Earth.

It seems to me that this position is correct for a child, then he better understands why and why it is necessary to protect the Earth. From the same book we learned that our planet is like spaceship, which moves all the time, without stopping for a minute. Of course, they repeated the location of our planet relative to the sun, how it rotates, and at what speed. The globe that our dad brought us from the office helped us with this. The globe is black and white, but it is suitable as a visual aid.

Second book Wonderful planet. We started reading this book with “Shape of the Earth” and “What are the dimensions of the Earth.” They took our Lego men to “go around” the Earth (globe) and they had to go for 2 whole years, 10 hours a day. They took Alexander’s cars so that they would “go around” the Earth. The airplane, we have a Boeing 747, flew around Earth in just 2 days. In general, we tried to read the themes in the book and play with them for clarity. Alexander had a lot of fun in such games and activities.

We also read about the air that surrounds us and about the rotation of the Earth around the Sun (there are seasons, days and four cardinal directions). Now I don’t remember where I first read that you can take a flashlight (the Sun) and point it at the globe to clearly show that at the same moment in time in the four corners of the world different time days. This is what we did, simultaneously looking at the pictures in the book, where a child wakes up in New York, has lunch in Paris, has dinner in China, and sleeps in Australia.

Since we again touched on the topic of seasons, we read with pleasure “ All year round” Marshak from All the best for children. I spent a long time selecting books with poems for our library. And although we have a lot of them, we both like this book, since it contains a lot of works for children of our age. The illustrations are quite colorful, and most importantly consistent with the text.

In general, when you are trying to explain to a child about living and inanimate nature, you can use different books, even those that seem not to be related to the topic. For example, where else, if not in the garden, can you find many representatives of wildlife?! There are plants, birds, and insects here.

Ideally, it can be explained with colorful illustrations exactly how trees and flowers feed. After all, children have not seen the roots with their own eyes, and when we explain that a flower drinks water from the rain and eats vitamins and minerals from the earth... where is the flower’s mouth? Of course, a little later the kids will torment us with their questions and this will probably be one of the first. But now, going through the topic of nature, looking for all the signs of living nature in objects, it seemed to me successful to examine this issue in this book.

One more example, Mole big book. We read “The Mole and the Rocket”: the mole rushes upward, and the houses below become smaller and smaller... but that’s the geography in the picture in the book! A city on the seashore, an island in the sea (my little house). There is also inanimate nature with the development of the child’s imagination.

“I wonder,” thought the mole, “what clouds really are: wet or dry, warm or cold, or maybe they are sweet?” And then the rocket flew down, leaving the child with all these questions... . It’s an ideal moment to talk about clouds, try on signs of living nature for them, and imagine what they are like. And who drives the clouds? Of course the wind. Well, let's do a physical. warm-up:

The wind blows in our faces
The tree swayed.
The wind is quieter, quieter, quieter,
The tree is getting higher, higher, higher.

Here Alexander argued for a long time that the wind is alive. And even that he is breathing. Several times I had to ask questions: if the wind is born, breathes, feeds, reproduces and dies? And even in these questions the answer was “Yes”. Then she asked questions differently: Does the wind have a nose? What does the wind eat? What are the names of the children of the wind? As a result, the child agreed that we classify wind as inanimate nature.

Downloading a book on the topic of living and inanimate nature

I’m sure there are books for children that talk about living/inanimate nature, but we didn’t have any, so we had to do it ourselves. The first book on Doman is called “Five signs of living nature.” It is intended for independent reading by a child. In it I tried to explain in more detail accessible language, how can we determine whether an object is living nature or not. At the end, the child is given the task to determine by signs if the bear, butterfly, flower and children are alive.

The topic needed to be developed and as a result we had one large book called “Nature” consisting of 4 parts. I printed it out on laser printer, secured it in a spiral and placed the cover. I am sure that the book will serve us for a long time, since the topic of living/inanimate nature will be considered in older groups of children. kindergarten and school. What else is in this book? It begins with an illustrated poem. Alexander read it 2 times, and on the third he already told it himself, a very easy and pleasant rhyme.

Look my dear friend,
What's around?
The sky is light blue,
The golden sun is shining,
The wind plays with the leaves,
A cloud floats in the sky.
Field, river and grass,
Mountains, air and foliage,
Birds, animals and forests,
Thunder, fog and dew.
Man and season -
It's all around...NATURE.

After the poem, the book continues with “Five signs of living nature.” Then the part “How animals and humans adapted to the changing seasons.” I did it according to Doman, but I read this topic, like the next one, to the child myself so that I could better concentrate on the content. And there is a little more text in the last two parts. And we end with the chapter “Wildlife”, where we summarize everything that we learned from initial chapters. We talk about the fact that nature must be protected and that no one has the right to arbitrarily interrupt the life of another.

A book explaining to preschoolers what applies to living and inanimate nature. You need to download and print it.

You can download this book by becoming my subscriber. Fill out the form below and an email will be automatically sent to you. If you do not receive it within ten minutes, check your spam folder. Since the book is large, I had to divide it into two parts.

Experiment for the little ones

Well, it’s probably hard to call it an experiment, however, in order to consolidate the material, we fed pigeons and fish in the park. We discussed that they move, grow, eat, die and reproduce. She offered to feed the stone with bread in order to come to the conclusion that it does not feed, and therefore is not alive. Alexander immediately took this with laughter. He understood that the stone would not eat bread and laughed at me. My baby laughingly told me: “Mom, he can’t eat the stone, it’s not alive.” Curtain, the experiment is over.

In the park, talk to your child; living or inanimate nature includes: stone, pigeons, pond.

Logics

As always, she helped us out “ Big Book tests for the development of the baby’s intelligence.”

Here you can take on any tasks where there are representatives of living or inanimate nature. Those. a task is carried out about the time of year, for example, after which we figure out what the sky, birds, trees, puddles, children refer to. Assignment: what happened first, the bud or the opened flower? Here is an example for a child about the movement of flowers - the opening of a bud. And even “what should be drawn in an empty cell?” - an excellent example for talking about what nature a mushroom, a Christmas tree and snowflakes belong to.

Fine motor skills

1. Here I included the work on “Your Baby Can Do It” Paper crumbs.

Creative work for the development of fine motor skills, where the child explores living nature.

We tear the “bread”. The tearing paper is of the same quality as the album sheets themselves. Children, of course, are different; accidentally tearing a page of a book when turning it over, this probably happens to everyone. But tearing this page into crumbs is really a job for children's hands. And of course, during the work, the topic of birds that feed, fly, reproduce... was discussed. alive. Again the movement of our planet; season winter; snow that covers food for birds; people who help wildlife in such difficult moments.

When working with your child, do not concentrate only on the process of tearing the paper or gluing it in the right places. Use your imagination, discuss with your child the plot you see on the page and lead him to the topic on which you are working. In our case it is living and inanimate nature.

2. Finger game with a discussion of who belongs to living nature.

(The arms on the head are like the ears of a bunny)
This is a bunny - white side.
Bunny, bunny - hop, hop (jump)
It's a goose - ha-ha-ha.
Ga-ga-ga, come here
(arms to the sides, we walk, flapping our wings).
Here's a goat - meh-meh-meh.
Give me some water, Alex.
(The thumbs are raised up like horns, the rest are clenched into fists).
This is a squirrel - jump-jump
(Hands pressed to chest like paws)
Squirrel, squirrel - red side.

Music about nature

We really like the video “The Four Seasons” by Vivaldi. Compositions in which scenes of nature are perfectly selected sounding music. We listened to 1 per day, since we had already heard and seen them before while doing music, but this time we also discussed nature while watching. Even our dad joined us, he liked what we were doing.

Cartoon about wildlife

Receiving information by a child through fairy tale characters difficult to overestimate. That's why I always choose cartoons for thematic weeks. The best, it seems to me, for this topic would be the series “Lessons of Wildlife from Auntie Owl.”

Colloquial speech: pure sayings about nature

During one day, after finishing the meal, we uttered these short sayings 4-5 times:

Yat - yat - yat - Nature must be protected.
La - la - la - we will save you Earth.
Rain - rain - rain - We don't need acid rain.

P.S. About acid rain I had to explain it separately.

Creativity with discussion of living and inanimate nature

1. From “The Miracle Bee” I chose works on inanimate nature. So, they took “Fireworks in the night sky” and changed it to stars; "Pond"; “Clouds”; “Rain.” Alexander performed all the work himself, then they discussed whether the objects belonged to living or non-living nature.

Discuss living and inanimate nature through your child’s creative works: rain, puddles, stars, clouds, frogs...

2. When we walk, everything happens quickly. Mom thinks of something, and Alexander succumbs to the idea for a few minutes, since there are a lot of interesting things around and he just wants to walk and play. The idea was to talk about sand, stones, twigs, leaves and create some kind of picture from all of the above. But everything we managed to do in working together, these are stones, sand and an image of the sun above the house. We found out what these materials refer to and my child ran off to ride the slides.

On the playground, in a game, discuss with your child whether stones, sand, and fallen leaves are living or inanimate nature.

3. After reading the book “Our Garden” we decided to make our flower with roots. Alexander did the work himself with my tips. I was pleased to see that my boy's fingers were strong enough for the smudging technique. Luckily for us, sunflower seeds were on sale at the pharmacy (this is difficult here) and we included them in our exhibition.

Using the example of a flower with roots, it is easy to explain why the flower is alive. And the smearing technique will strengthen the child’s fingers.

4. From “100 masterpieces” to compare where nature is living and where it is inanimate, I chose four reproductions:

Claude Monet was the first to hang on the board Corner of the garden in Montgiron and Henri Fantin-Latour Flowers in a vase. It’s a little difficult for a child to understand, but it still needs to be explained that flowers that we cut and pick cease to be alive. Since we read the book “Our Garden” with an explanation of the structure of a flower and did creative work flower with roots, then I managed to tell you in a fairly simple way that flowers cannot “eat” when they don’t have roots, they gradually wither and we throw them away. From this, of course, it follows that it is better to admire and smell fresh flowers and not pick them unnecessarily.

When we discussed the painting Corner of the garden in Montgiron, I asked, what is alive in this picture? Alexander listed all living objects, and when asked what was inanimate, he answered that it was a house. I specifically omitted the topic “what is made by human hands”, since all the toys would have been included in it. But as I wrote above, the child himself made conclusions about inanimate nature and included in this category some things, like a house, made by man.

2 paintings also participated in the second discussion: Konstantin Kryzhitsky Early spring and Viktor Borisov-Musatov Spring. Here my child left his mother with her mouth open. He himself began to list inanimate objects those depicted in the painting “Early Spring” are mountains, snow, river, sky, and living trees. That's it, topic learned!

Board game for kids

I ordered the board game “Feed the Squirrel” online before our trip to Disney. And she approached our topic so wonderfully. The game develops fine motor skills, since the squirrel needs to be squeezed so that it takes the acorns in its paws. Teaches the child to take turns in the game, of course, repetition of colors and competition. And jokes aside, Alexander really beat me, he was the first to collect the acorns in the hollow. Of course, we talked about the tree and the squirrel, applying the properties of living nature to them.

I think I even remember the first time I asked myself, what can be considered a living being. I’m about five years old, I’m sitting on a bench near the store and, out of boredom, I’m stripping leaves from a boxwood bush growing nearby. And my mother, slapping my hands: “Don’t touch, the bush is alive, it hurts!” True, I tried to understand it meaningfully much later, when I was twelve years old.

Living and inanimate nature: how they differ

Main difference between living and nonliving is that inanimate nature is static, unchanged. Water, stone, air, igneous rocks - they change solely under the influence external environment, but their internal structure remains unchanged.

Life assumes constant development- moreover, it manifests itself not only externally, but also involves a change in the very structure of the body. Any life on Earth develops in the form of various chains of molecules consisting of nucleic acids . These chains are DNA- are a kind of program, according to which atoms are formed not into a dead static element of nature, but into a living organism capable of existing, developing, and passing on the accumulated experience.

How can you identify a living being?

Thus, scientists have found several signs that help to understand what is inanimate and what is living?. There are five signs that only representatives of “life” have:

Metabolism occurs in any living organism, or, scientifically, metabolism(which manifests itself in breathing, digestion, sleep, growth).
They have more complex internal structure than objects of the inanimate world.
Unlike inanimate things, living nature reacts vividly to any changes in the external environment; it is capable of evolve.
Any Living being passes several mandatory stages: embryonic (or otherwise occurring before separation from the “parent”) development; birth; height; reproduction; And death. By the way, even the simplest single-celled organisms can divide into their own kind - for example, viruses, amoebas.
And finally, in a living organism there is always some unevenness in body structure- stripes on the fur, moles, unequal number of suckers on the tentacles... While elements of the inanimate environment are always perfectly symmetrical(look at a snowflake, a drop of water or a grain of sand under a microscope).

Examples of inanimate nature

Everything that does not have “life” can be divided into three categories:

inanimate components(atmosphere, water, lithospheric plates, snow, etc.);
objects in which metabolic processes have stopped(dead animal, dried plant);
And synthetic substances created by people (plastic, polyethylene, asphalt).

The most curious thing is that many minerals (for example, oil) can be attributed to two types at once! After all, these, according to geologists, are the decomposed remains of ancient animals, which turned into a flammable substance under the influence of pressure and enormous temperatures.

Nature is everything that surrounds us and pleases the eye. Since ancient times, it has become an object of research. It was thanks to her that people were able to comprehend the basic principles of the universe, as well as make an unimaginable number of discoveries for humanity. Today, nature can be conditionally divided into living and non-living with all the elements and features inherent only to these types.

Inanimate nature is a kind of symbiosis of the simplest elements, all kinds of substances and energies. This includes resources, stones, natural phenomena, planets and stars. Inanimate nature often becomes a subject of study by chemists, physicists, geologists and other scientists.

Microorganisms are able to survive in almost any environment where there is water. They are present even in solid rocks. A feature of microorganisms is the ability to reproduce quickly and intensively. All microorganisms have horizontal gene transfer, that is, in order to spread its influence, a microorganism does not have to pass on genes to its descendants. They can develop with the help of plants, animals and other living organisms. It is this factor that allows them to survive in any environment. Some microorganisms can survive even in space.

It is necessary to distinguish between beneficial microorganisms and harmful ones. Beneficial ones contribute to the development of life on the planet, while harmful ones are created to destroy it. But in some cases, harmful microorganisms can become beneficial. For example, some viruses are used to treat serious diseases.

Vegetable world

The plant world today is large and multifaceted. These days there are many natural parks who collect a large number of amazing plants. Without plants there can be no life on Earth, because thanks to them, oxygen is produced, which is necessary for most living organisms. Plants also absorb carbon dioxide, which harms the planet’s climate and human health.

Plants are multicellular organisms. Today, no ecosystem can be imagined without them. Plants not only serve as an element of beauty on Earth, but they are also very beneficial for humans. In addition to production fresh air plants serve as a valuable source of food.

Conventionally, plants can be divided according to food characteristics: those that can be eaten and those that cannot. Edible plants include various herbs, nuts, fruits, vegetables, grains, and some algae. Inedible plants include trees, many ornamental grasses, and shrubs. The same plant can contain both an edible and inedible element at the same time. For example, apple tree and apple, currant bush and currant berry.

Animal world

The fauna is amazing and diverse. It represents the entire fauna of our planet. The characteristics of animals are the ability to move, breathe, eat, and reproduce. During the existence of our planet, many animals disappeared, many evolved, and some simply appeared. Today, animals are divided into different classifications. Depending on their habitat and method of survival, they are waterfowl or amphibians, carnivores or herbivores, etc. Animals are also classified depending on the degree of domestication: wild and domestic.

Wild animals are distinguished by their free behavior. Among them there are both herbivores and predators that feed on meat. A wide variety of animal species live in different parts of the planet. They all try to adapt to the place in which they live. If these are glaciers and high mountains, then the coloring of the animals will be light. In the desert and steppe, ocher color predominates. Every animal tries to survive by any means necessary, and the change in color of their fur or feathers is the main evidence of adaptation.

Domestic animals were once wild too. But man tamed them for his needs. He began raising pigs, cows and sheep. He began to use dogs as protection. For entertainment, he tamed cats, parrots and other animals. The importance of pets in a person's life is very high if he is not a vegetarian. From animals he receives meat, milk, eggs, and wool for clothing.

Living and inanimate nature in art

Man has always respected and appreciated nature. He understands that his existence is possible only in harmony with her. Therefore, there are many works of great artists, musicians and poets about nature. Some artists, depending on their adherence to one or another element of nature, created their own movements in art. Such directions as landscape and still life appeared. The great Italian composer Vivaldi dedicated many of his works to nature. One of his outstanding concerts is “The Seasons”.

Nature is very important for humans. The more he takes care of her, the more he receives in return. You need to love and respect her, and then life on the planet will be much better!

Subject: Living and inanimate nature. The wealth of living and inanimate nature.

Target: To form in children an idea of the inextricable connection between man and nature (man is part of nature) and to introduce the main natural components and their connections.

Tasks:

Teach students to distinguish between objects of living and inanimate nature and introduce students to the concepts of “natural resources”.

Develop the ability to observe and highlight the main thing, classify natural resources, dividing them into living and non-living, think creatively, generalize and analyze knowledge.

Develop skills of observation, attention, accuracy, curiosity.

To develop the ability to record the steps of a decision making process, to train mental operations: comparison, analysis, generalization, classification.

Bring up careful attitude to the riches of living and inanimate nature, to the environment.

Material for the lesson:

Demo material:

1. a) pictures of a mushroom, a car, a dandelion plant, a book, an animal - a squirrel, a table, the Moon;

b) Elephant, bus, bicycle, traffic light, tree - for riddles.

2. Standards for the characteristics of living objects: THEY ARE BIRTH, BREATHE, EAT, GROW, MOVE, CHILDREN APPEAR, DIE.

3.Textbook The world 1st grade 30 -32 pp.

4. A glass of water;

5. Standards: living natural resources, inanimate natural resources.

Handout:

1.Envelopes with pictures of living and inanimate nature;

2. Cards with a task for work, on which living and inanimate nature are drawn.

3.Sun for the reflection stage.

During the classes

I . Motivation to educational activities.

Creating an emotional mood.

Good afternoon, dear guys. Let's start our lesson. Think about whether you have everything ready for successful work? (Students check that their school supplies are ready for the lesson.)

What's your mood now? Smile at each other, smile at me. I'm glad you have great mood. I hope that the lesson will pass interesting and exciting good mood will help us rise to the next step in understanding the world around us.

II . Updating knowledge and fixing difficulties in a trial action.

Look, my dear friend,

What's around?

The sky is light blue,

The golden sun is shining,

The wind plays with the leaves,

A cloud floats in the sky.

Field, river and grass,

Mountains, air and foliage,

Birds, animals and forests,

Thunder, fog and dew.

Man and time of year.

It's all around... (nature)

You are familiar with the word "nature". What does it mean?

Yes, it's nature. Why do you attribute these objects to nature?

What cannot be called nature? (Something made by human hands.)

Let's think together. Compare a house and a tree. Which one is nature and why?

Who built the house? – builder, i.e. Human. What objects does a person make with his own hands? (books, cars, houses, ...).

A natural objects a tree, the sun, stars, mountains, clouds - can a person make it with his own hands? (No)

NATURE- this is everything that exists without human help. Everything that is made and created by human hands does not belong to nature.

Can a man make the sun? - No.

Stones? - No.

Are nature and things made by man related? (Answers)

Yes, all things were once part of nature and taken from it by man.

We cannot create nature, but we use it.

2.Work in pairs.

Guys, now let's work in pairs. Let's remember what rules we know when we work in pairs in order to work quickly and, most importantly, effectively.

We listen carefully to the opinion of our comrade, we do not interfere with each other, we express our opinion to our comrade, we work together.

How do we get the job done? Sami.

And if the question arises, what are we doing? We raise our hand.

There are envelopes on your desks. There are pictures in the envelopes. They should be divided into 2 groups.

What is the purpose of this work - should be divided into 2 groups.

And I will invite two to the board. They will work at the board. But one condition. No one looks at the board, but we work independently in pairs.

- So, let's see what we got, whether everything is correct. Look at the board, there is a standard for you - a sample for testing. Check.

What groups have you identified?

1 group– car, book, table - objects that are made by human hands;

2nd group– objects of nature .

III . Identifying the location and cause of the problem.

You worked in pairs and recorded agreements and discrepancies with the sample. Raise your hands if all the answers coincided with the standard - sample. Which pair has errors, we correct them according to this standard.

Could not divide into 2 groups;

We didn't know which 2 groups we needed to divide into.

Now the pictures were put back into the envelope and placed on the edge of the desk.

2. Problematic question:

Guys, what is this? - Moon.

How do you think she relates to nature? Yes.

Does anyone live on the moon?

We don't know for sure whether someone lives or not.

But today a visitor fell to us from the Moon. His name is Luntik. Look, Luntik is thoughtful for some reason. He has a letter in his hand, some kind of message. This is probably for us. Let's read it together. (Letter on screen.)

LETTER: Hello dear guys. My name is Luntik. I came to your planet to get to know it better. I was walking along the path and saw an iron bird flying high in the sky, but not flapping its wings, and another bird that was flapping its wings. And I wondered which one of them is alive? Help me to understand. (on the screen there is an airplane and a bird)

Guys, what birds are we talking about? we're talking about? Children's answers

Let's try to help Luntik? Yes.

What do you guys think, what is an iron bird? - airplane.

Is he alive or not? How to distinguish living objects from “non-living” ones? (children's answers)

IV . Problematic explanation of new knowledge.

Let's check it with an example. I take the girl to the board (girl).

Is born- yes, she is born - her mother gave birth to her. (There is a birthday)

Breathes- yes, he breathes, show how you breathe;

Feeds- yes, he eats;

Growing(growth) - yes, it is growing. At first she was little, and then she will become a girl, aunt.

Movement– yes, she moves;

Will there be children?(Reproduction)– when she is big and has children.

Dies- sooner or later, all living things die.

Guys, what about suits nature speech? (Oh alive).

And that means, They are all born, breathe, eat, grow, move, they all have children, sooner or later all living things die.

Standard on the board:

BORN

EATING

MOVE

CHILDREN APPEAR

V . Primary consolidation with commenting in external speech.

Born - yes, from eggs.

Breathing?- Yes;

Eating?- yes, he pecks grains;

Growing?- Yes;

Moving?- yes, it flies and jumps from branch to branch;

Are there any children?– yes, babies hatch from eggs.

Dies?- Yes. So, what nature does the bird belong to? Towards living nature.

I point to the signs and ask:

Born?– no, it is made by a person, i.e. made by human hands.

Breathing?- NO;

Eating?- NO;

Growing?- NO;

Moving?- YES, it flies; with what? Engine.

Are there any children?- NO.

Dies?- NO. It breaks. Why does it break because it is made by human hands. So, is the plane alive or “non-living”? "Unliving."

CONCLUSION: So what 2 groups can nature be divided into?

LIVING AND NON-LIVING.

Wildlife is animals, plants;

Inanimate nature is the sun, air, water, mountains.

Physical exercise.

A game "Living and inanimate nature"

I call objects of nature. If it is an object of living nature, then you show how it moves, and if it is an object of inanimate nature, you stand still.

Crow, snow, rain, squirrel, mountain, birch leaf, thunder, Sun, bear, monkey, cloud, heron, kangaroo, grasshopper, MONEY. Well done. You completed the task and rested.

Money- let's think, is this nature or not?

No, money does not belong to nature, it is made by human hands.

How do we say money differently? Wealth, value, paper.

And who has a lot of money, what kind of people are they? Rich.

This means money is wealth. Girls, do your mothers have rings and earrings? Can these things be considered wealth? Yes. Can health be considered wealth? Health is the most important thing, a huge wealth of a person. Who looks after our health? We are OURSELVES! Wealth is what we value, store and protect.

What's in my hands? (Glass of water)

Is water wealth? ( Yes, no - if they answered like that)

Can we live without rings, without gold?

Can we do it without WATER?

No. Neither plants, nor animals, nor any alive soul cannot live without water. Water is for everyone natural wealth.

Our nature is very rich. Nature is our generous friend and has a variety of riches. She gives us her riches.

What two groups are nature divided into? Living and non-living. This means that all natural resources can be divided into the following groups: Standard on the board:

- living natural resources

- inanimate natural wealth

Let's check BY STANDARD:

What nature does the sun belong to? (I hung the drawing of the sun on the board)

Let's look at the signs of living organisms: is the sun growing? No. Are the kids showing up? No. So what kind of wealth? The sun is lifeless natural wealth.

Can we do it without the sun?

No. It warms the earth, gives us light and warmth.

What nature does a tree belong to? (I hung the drawing of a tree on the board)

What's the problem?(We don't know where the tree belongs.)

We need to sort it out by signs:

Is a tree a living or “non-living” natural resource? Let's look at the standard. Let's look at the signs:

Tree is born- yes, from the seeds it became a bush, then a tree.

Tree breathes- tree leaves breathe, if we cover them under film, the tree will die;

Tree eats- Yes, we water them, apply fertilizers;

Tree growing- yes, at first it is small, then big;

Tree moves- yes, it doesn’t walk, but all plants can turn their leaves in the right direction. If the sun is on the left, then they look to the left; if it is on the right, then they turn to the right. This is what is called movement.

Tree ( - yes, the seeds fell and new trees appeared;

Tree dies?– yes, if you don’t take care of it.

This means that we have proven that the tree is living, and the sun is a non-living natural resource.

Means, what conclusion do we draw? Both living and inanimate nature are our natural wealth!

What do you think is more important for us? wealth of wildlife or wealth of inanimate nature?

Inanimate nature is also our wealth. Without the sun, without wind, without clouds, without stars there will be no life. We need both wealth, since in nature everything is interconnected. A person uses all natural resources in his life and receives useful things.

(on separate sheets of paper)

Now we know what living and inanimate nature is? (Yes)

Which step will you move to? (You must complete independent work and consolidate what we have learned)

Why is this step important? (To learn to apply new knowledge.)

Prepared blue and green pencils. In front of you lie leaves on which the wealth of living and inanimate nature is drawn. You must green circle the riches of living nature, and circle the riches of inanimate nature in blue. (Tree, sun, cloud, fox, person, star or planet).

Self-test against the standard.(carried out after the work is completed). On the slide

If errors are identified, corrective work is carried out.

We finished the job, well done. We checked everything together. If something is wrong, we correct it. How can you check your results? - According to the standard.

− What conclusion can you draw? (We opened everything correctly.)

(Yes.)

− What is your next step at the lesson? (Learn to apply a new standard.)

Work according to the textbook.

(You need to do your own work.)

Let's look at the table in the textbooks page 32.

What living natural resources do people use to get useful things? We work with simple pencils.

− Useful things need to be connected to the desired object. 2–3 minutes are allotted to complete the task.

− We check against the STANDARD.

The teacher opens a standard - a sample - on the board.

− Who has mistakes? What are they? (Students correct their mistakes.)

And now the textbooks were closed and put away on the edge of the desk.

Now I will tell you riddles. And you will find the answers on my table. You need to find the answer and determine: this is - living natural wealth or inanimate natural wealth and place them in the right place.

1. At the zoo,

Believe it or not,

Resides

Wonder beast.

He has a hand in his forehead

It looks so much like a pipe!

2. The house goes down the street,

Takes everyone to work

Not on chicken thin legs,

And in rubber boots.

3. This horse does not eat oats,

Instead of legs there are two wheels.

Sit on horseback and ride it,

Just steer better.

4. Standing from the edge of the street in a long boot

Three-eyed stuffed animal on one leg.

Where the cars move, where the paths meet,

Helps people cross the street.

5. Spring is fun,

It's cold in the summer,

Nourishes in autumn

Warms in winter. (Tree

VIII . Reflection on learning activities at the lesson.

? (to summarize our work)

- what are the two main steps? completed (we found out what we don’t know and discovered a new method ourselves)

1. Have we learned what NATURE is? According to the standard

2. What 2 groups can nature be divided into?

3. What signs of living nature do we know?

4. Name the wealth of living nature;

5. Name the wealth of inanimate nature;

6. Is living and inanimate nature our wealth? (children's answers)

What was the goal?(learn the riches of living and inanimate nature and distinguish between objects of living and inanimate nature.)

Have we reached our goal?(Yes) -

(conducted a practical task on identifying living and inanimate nature, worked in pairs and using a textbook)

Who still has difficulties?

Analyze your work. How do we evaluate our work? Excellently!

So we helped Luntik figure out what living and nonliving things are. He will never make a mistake now.

Luntik left you riddles and gifts - suns. The teacher hands out suns to students.

Guys, let's remember what nature it belongs to Human: to living or non-living? Yes, man is part of living nature. And since man is himself a part of nature, he cannot live without nature and without its riches. Who should a person be in relation to nature: a master or friend?

For nature to give us its riches, we must love and take care of it. A person needs to take care of nature.

The earth is ours common Home. The sky, rain, wind, ocean and quiet stream, forest and small blade of grass, animal and bird, fish and insect - everyone needs love and understanding. Everyone must live. But life won't be complete if we People, we will only take from nature. That is why it is so important to take care of her, protect her, and help her.

REMEMBER this rule:

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Subject: Environment

Class: 1 D

Lesson type: OZ

Subject : Living and inanimate nature. The wealth of living and inanimate nature.

Target: To form in children an idea of the inextricable connection between man and nature (man is part of nature) and to introduce the main natural components and their connections.

Tasks:

Teach students to distinguish between objects of living and inanimate nature and introduce students to the concepts of “natural resources”.

Develop the ability to observe and highlight the main thing, classify natural resources, dividing them into living and non-living, think creatively, generalize and analyze knowledge.

Develop skills of observation, attention, accuracy, curiosity.

To develop the ability to record the steps of a decision making process, to train mental operations: comparison, analysis, generalization, classification.

To cultivate a caring attitude towards the riches of living and inanimate nature, towards the environment.

Material for the lesson:

Demo material:

1. a) pictures of a mushroom, a car, a dandelion plant, a book, an animal - a squirrel, a table, the Moon;

B) Elephant, bus, bicycle, traffic light, tree - for riddles.

2. Standards for the characteristics of living objects: THEY ARE BIRTH, BREATHE, EAT, GROW, MOVE, CHILDREN APPEAR, DIE.

3. Textbook, The world around us, grade 1, 30 -32 pages.

4. A glass of water;

5. Standards: living natural resources, inanimate natural resources.

Handout:

1.Envelopes with pictures of living and inanimate nature;

2. Cards with a task for work,on which living and inanimate nature are drawn.

3.Sun for the reflection stage.

During the classes

I. Motivation for educational activities.

Creating an emotional mood.

Good afternoon, dear guys. Let's start our lesson. Think about whether you have everything ready for successful work? (Students check that their school supplies are ready for the lesson.)

What's your mood now? Smile at each other, smile at me. I'm glad you're in a great mood. I hope that the lesson will be interesting and exciting, that a good mood will help us rise to the next step in understanding the world around us.

II. Updating knowledge and fixing difficulties in a trial action.

Look, my dear friend,

What's around?

The sky is light blue,

The golden sun is shining,

The wind plays with the leaves,

A cloud floats in the sky.

Field, river and grass,

Mountains, air and foliage,

Birds, animals and forests,

Thunder, fog and dew.

Man and time of year.

It's all around...(nature)

1.Where do we start our work?

You are familiar with the word "nature". What does it mean?

Children express their assumptions about what nature is. Examples are given: sun, air, water, plants, animals, birds.

Yes, it's nature. Why do you attribute these objects to nature?

What cannot be called nature? (Something made by human hands.)

Let's think together. Compare a house and a tree. Which one is nature and why?

Who built the house? – builder, i.e. Human. What objects does a person make with his own hands? (books, cars, houses, ...).

Can a person make natural objects like a tree, the sun, stars, mountains, clouds with his own hands? (No)

NATURE - this is everything that exists without human help. Everything that is made and created by human hands does not belong to nature.

Can a man make the sun? - No.

Stones? - No.

Are nature and things made by man related? (Answers)

Yes, all things were once part of nature and taken from it by man.

We cannot create nature, but we use it.

2.Work in pairs.

Guys, now let's work in pairs. Let's remember what rules we know when we work in pairs in order to work quickly and, most importantly, effectively.

We listen carefully to the opinion of our comrade, we do not interfere with each other, we express our opinion to our comrade, we work together.

How do we get the job done? Sami.

And if the question arises, what are we doing? We raise our hand.

There are envelopes on your desks. There are pictures in the envelopes. They should be divided into 2 groups.

What is the purpose of this work -should be divided into 2 groups.

And I will invite two to the board. They will work at the board. But one condition. No one looks at the board, but we work independently in pairs.

There are drawings on the board; they need to be divided into 2 groups. Mushroom, car, dandelion, book, squirrel, table, Moon. Students complete the task independently.

Two perform on the board. The completed task will be the standard and children check their work against this standard.

- So, let's see what we got, whether everything is correct. Look at the board, there is a standard for you - a sample for testing. Check.

What groups have you identified?? Answers of children working at the blackboard.

1 group – car, book, table -objects that are made by human hands;

Group 2 – mushroom, dandelion, squirrel, Moon - objects of nature.

III. Identifying the location and cause of the problem.

1.What caused you difficulty?

Could not divide into 2 groups;

We didn't know which 2 groups we needed to divide into.

Now the pictures were put back into the envelope and placed on the edge of the desk.

2. Problematic question:

Guys, what is this? - Moon.

How do you think she relates to nature? Yes.

Does anyone live on the moon?

We don't know for sure whether someone lives or not.

LETTER: Hello dear guys. My name is Luntik. I came to your planet to get to know it better. I was walking along the path and saw an iron bird flying high in the sky, but not flapping its wings, and another bird that was flapping its wings. And I wondered which one of them is alive? Help me to understand. (on the screen there is an airplane and a bird)

Guys, what birds are we talking about? Children's answers

Let's try to help Luntik? Yes.

What do you guys think, what is an iron bird? - airplane.

Is he alive or not? How to distinguish living objects from “non-living” ones? (children's answers)

IV. Problematic explanation of new knowledge.

Let's check it with an example. I take the girl to the board (girl).

Is born - yes, she is born - her mother gave birth to her. (There is a birthday)

Breathes - yes, he breathes, show how you breathe;

He eats - yes, he eats;

Growing (growth) - yes, it is growing. At first she was little, and then she will become a girl, aunt.

Movement – yes, she moves;

Will there be children? (Reproduction) – when she is big and has children.

Dies - sooner or later, all living things die.

Guys, what kind of nature are we talking about? ( Oh alive).

And that means This happens to all living beings.They are all born, breathe, eat, grow, move, they all have babies, sooner or later all living things die.

Standard on the board:

BORN

BREATHE

EATING

GROWING

MOVE

CHILDREN APPEAR

DIE

V. Primary consolidation with commenting in external speech.

Now let's go back to our bird and look at it according to the standard (bird slide).

Born - yes, from eggs.

Breathing? - Yes;

Eating? - yes, he pecks grains;

Growing? - Yes;

Moving? - yes, it flies and jumps from branch to branch;

Are there any children? – yes, babies hatch from eggs.

Dies? - Yes. So, what nature does the bird belong to? Towards living nature.

Now let's look at the plane (plane slide)

I point to the signs and ask:

Born? – no, it is made by a person, i.e. made by human hands.

Breathing? - NO;

Eating? - NO;

Growing? - NO;

Moving? - YES, it flies; with what? Engine.

Are there any children? - NO.

Dies?- NO. It breaks. Why does it break because it is made by human hands. So, is the plane alive or “non-living”? "Unliving."

CONCLUSION: So what 2 groups can nature be divided into?

LIVING AND NON-LIVING.

Wildlife is animals, plants;

Inanimate nature is the sun, air, water, mountains.

Physical exercise.

A game "Living and inanimate nature"

1. Application of knowledge in practice.

I call objects of nature. If it is an object of living nature, then you show how it moves, and if it is an object of inanimate nature, you stand still.

The teacher names objects of living nature - children move, inanimate - they stand still. Crow, snow, rain, squirrel, mountain , birch leaf, thunder, sun, bear, monkey, cloud , heron, kangaroo, grasshopper, MONEY. Well done. You completed the task and rested.

Money - let's think, is this nature or not?

No, money does not belong to nature, it is made by human hands.

How do we say money differently? Wealth, value, paper.

And who has a lot of money, what kind of people are they? Rich.

What's in my hands?(Glass of water)

Is water wealth? ( Yes, no - if they answered like that)

Can we live without rings, without gold?

Can we do it without WATER?

No. Neither plants, nor animals, nor any living soul can live without water. Water is for everyonenatural wealth.

Our nature is very rich. Nature is our generous friend and has a variety of riches. She gives us her riches.

What two groups are nature divided into? Living and non-living. This means that all natural resources can be divided into the following groups: Standard on the board:

- living natural resources

- inanimate natural wealth

Let's check BY STANDARD:

What nature does the sun belong to? (I hung the drawing of the sun on the board)

Let's look at the signs of living organisms: is the sun growing? No. Are the kids showing up? No. So what kind of wealth? The sun is an inanimate natural resource.

Can we do it without the sun?

No. It warms the earth, gives us light and warmth.

What nature does a tree belong to? (I hung the drawing of a tree on the board)

What's the problem?(We don't know where the tree belongs.)

What task did you have to complete?We need to sort it out by signs:

Is a tree a living or “non-living” natural resource? Let's look at the standard. Let's look at the signs:

A tree is born - yes, from the seeds it became a bush, then a tree.

The tree breathes - tree leaves breathe, if we cover them under film, the tree will die;

The tree feeds - Yes, we water them, apply fertilizers;

The tree grows - yes, at first it is small, then big;

The tree is moving - yes, it doesn’t walk, but all plants can turn their leaves in the right direction. If the sun is on the left, then they look to the left; if it is on the right, then they turn to the right. This is what is called movement.

Tree ( reproduces) - does he have children?- yes, the seeds fell and new trees appeared;

Is the tree dying? – yes, if you don’t take care of it.

Okay, you were able to identify your problem.? Yes

This means that we have proven that the tree is living, and the sun is a non-living natural resource.

Means, what conclusion do we draw?Both living and inanimate nature are our natural wealth!

What do you think is more important for us?wealth of wildlife or wealth of inanimate nature?

VI. Independent work with self-test according to the standard.(on separate sheets of paper)

Now we know what living and inanimate nature is? (Yes)

Which step will you move to? (We need to do independent work and consolidate what we have learned)

Why is this step important? (To learn to apply new knowledge.)

Prepared blue and green pencils. In front of you lie leaves on which the wealth of living and inanimate nature is drawn. You must circle the riches of living nature in green, and circle the riches of inanimate nature in blue. (Tree, sun, cloud, fox, person, star or planet).

Self-test against the standard.(carried out after the work is completed). On the slide

If errors are identified, corrective work is carried out.

We finished the job, well done. We checked everything together. If something is wrong, we correct it. How can you check your results? - According to the standard.

− What conclusion can you draw? (We opened everything correctly.)

- Have we overcome the difficulty?(Yes.)

− What is your next step in the lesson? (Learn to apply a new standard.)

VII. Inclusion in the knowledge system and repetition.

Work according to the textbook.

How can you make sure that you understand the new knowledge well?(You need to do your own work.)

Let's look at the table in the textbooks page 32.

What living natural resources do people use to get useful things? We work with simple pencils.

− Useful things need to be connected to the desired object. 2–3 minutes are allotted to complete the task.

− We check against the STANDARD.

The teacher opens a standard - a sample - on the board.

− Who has mistakes? What are they? (Students correct their mistakes.)

And now the textbooks were closed and put away on the edge of the desk.

Now I will tell you riddles. And you will find the answers on my table. You need to find the answer and determine: this is -living natural wealth or inanimate natural wealthand place them in the right place.

2.Riddles. (we post the pictures on the board)

1. At the zoo,

Believe it or not,

Resides

Wonder beast.

He has a hand in his forehead

It looks so much like a pipe!(Elephant is a living natural resource)

2. The house goes down the street,

Takes everyone to work

Not on chicken thin legs,

And in rubber boots.(A bus is an inanimate natural resource)

3. This horse does not eat oats,

Instead of legs there are two wheels.

Sit on horseback and ride it,

Just steer better.(A bicycle is an inanimate natural resource)

4. Standing from the edge of the street in a long boot

Three-eyed stuffed animal on one leg.

Where the cars move, where the paths meet,

Helps people cross the street.(Traffic light is inanimate natural wealth)

5. Spring is fun,

It's cold in the summer,

Nourishes in autumn

Warms in winter.(Tree - living natural wealth)

VIII. Reflection on learning activities at the lesson.

What needs to be done at the end of the lesson? (to summarize our work)

What are the two main steps?completed (we found out what we don’t know and discovered a new method ourselves)

1. Have we learned what NATURE is? According to the standard

2. What 2 groups can nature be divided into?

3. What signs of living nature do we know?

4. Name the wealth of living nature;

5. Name the wealth of inanimate nature;

6. Is living and inanimate nature our wealth?(children's answers)

What was the difficulty and why did it arise?

What was the goal?(to know the wealth of living and inanimate nature and distinguish between objects of living and inanimate nature.)

Have we reached our goal?(Yes) -

What did we use to achieve our goal?(conducted a practical task on identifying living and inanimate nature, worked in pairs and using a textbook)

Who still has difficulties?

Analyze your work. How do we evaluate our work? Excellently!

So we helped Luntik figure out what living and nonliving things are. He will never make a mistake now.

(Luntik’s slide is smiling, joyful, then immediately remove the slide so that the children are not distracted).

Luntik left you puzzles and gifts - suns. The teacher hands out suns to students.

Guys, let's remember what nature it belongs to Human: to living or non-living? Yes, man is part of living nature. And since man is himself a part of nature, he cannot live without nature and without its riches. Who should a person be in relation to nature: a master or friend?

For nature to give us its riches, we must love and take care of it. A person needs to take care of nature.

The earth is our common home. The sky, rain, wind, ocean and quiet stream, forest and small blade of grass, animal and bird, fish and insect - everyone needs love and understanding. Everyone must live. But life won't be complete if we People , we will only take from nature. That is why it is so important to take care of her, protect her, and help her.

REMEMBER this rule:

“Do towards nature as you would like to be treated towards you.”